Articles / Leadership Training Early Years: Developing Childcare Leaders
Development, Training & CoachingExplore leadership training for early years professionals. Learn about programmes, competencies, and development pathways for nursery managers and childcare leaders.
Written by Laura Bouttell • Fri 9th January 2026
Leadership training for early years professionals develops the distinctive capabilities required to lead nurseries, preschools, and childcare settings—combining pedagogical expertise, regulatory knowledge, team management, and business acumen in ways that ensure high-quality care and education for children during their most formative years. These programmes address the unique context of early years leadership, where responsibilities span from safeguarding vulnerable children to managing complex stakeholder relationships.
The early years sector faces a leadership challenge. Rising quality expectations, intensifying regulatory scrutiny, workforce recruitment difficulties, and financial pressures demand capable leaders who can navigate competing demands whilst maintaining focus on child outcomes. Yet progression into early years leadership often happens without systematic preparation—experienced practitioners promoted into management roles they haven't been trained to perform.
This guide explores leadership training options, competencies, and development pathways for early years professionals seeking to lead effectively.
Leadership in early years settings requires capabilities spanning multiple domains simultaneously.
Pedagogical Leadership Leading curriculum development, learning environment design, and educational practice. Ensuring pedagogical approaches reflect current understanding of child development and learning.
Operational Management Running the setting as a business: finances, staffing, compliance, facilities. These operational realities cannot be separated from quality provision.
People Leadership Building and developing teams often comprising mixed qualifications, experience levels, and employment arrangements. Creating cultures where staff thrive and children flourish.
Quality Assurance Maintaining standards, preparing for inspections, driving continuous improvement. Understanding what quality looks like and how to achieve it consistently.
| Setting Type | Leadership Characteristics |
|---|---|
| Private nursery | Business viability, competition, growth |
| School nursery | Integration with school systems, shared leadership |
| Maintained setting | Local authority relationship, public service ethos |
| Childminder network | Distributed leadership, independence support |
| Pack-away preschool | Resource limitations, volunteer involvement |
| Children's centre | Multi-agency coordination, community focus |
Impact on Children Leadership quality directly affects children's experiences and outcomes. Settings with strong leadership demonstrate better practice, more engaged staff, and improved child development indicators.
Workforce Effects Staff in well-led settings report higher job satisfaction, better professional development, and stronger commitment. In a sector struggling with recruitment and retention, leadership quality matters significantly.
Sector Development The early years sector's professionalisation depends on leadership capability. As expectations rise, so must leadership capacity to meet them.
Effective early years leadership requires competencies across several domains.
Curriculum Leadership Understanding and implementing curriculum frameworks—the Early Years Foundation Stage (EYFS) in England, and equivalent frameworks elsewhere. Translating requirements into effective practice.
Child Development Knowledge Deep understanding of child development that informs decisions about environments, activities, interactions, and support for individual children.
Assessment and Planning Leading observation, assessment, and planning processes that ensure children's progress and identify those needing additional support.
Inclusive Practice Ensuring all children access provision regardless of additional needs, background, or circumstances. Leading approaches that remove barriers and ensure belonging.
Business Management Financial planning, budget management, fee setting, sustainability planning. Understanding the business realities that enable quality provision.
Regulatory Compliance Comprehensive knowledge of regulatory requirements—registration, ratios, qualifications, safeguarding, health and safety—and systems to ensure compliance.
Human Resources Recruitment, performance management, development planning, employment law. Managing people issues that significantly affect setting quality.
Risk Management Identifying and managing risks to children, staff, and the organisation. Creating environments that are safe without being restrictive.
| Competency | Application in Early Years |
|---|---|
| Vision and strategy | Setting direction for quality improvement |
| Team building | Creating cohesive staff teams |
| Communication | Engaging parents, staff, external stakeholders |
| Decision-making | Balancing competing demands |
| Change leadership | Implementing improvements, responding to policy changes |
| Resilience | Managing pressure, supporting others through challenges |
Various programmes serve different stages and aspects of early years leadership development.
Early Years Teacher Status (EYTS) Graduate-level qualification demonstrating early years expertise. Provides pedagogical foundation for leadership though not specifically leadership-focused.
Level 5 Qualifications Diplomas in Leadership and Management for Children and Young People's Services address management responsibilities in early years contexts.
Level 6/7 Qualifications Degree and postgraduate programmes in early years or educational leadership provide advanced theoretical and practical preparation.
National Professional Qualification in Early Years Leadership (NPQEYL) Department for Education programme specifically designed for early years leaders, covering leadership competencies relevant to the sector.
National Day Nurseries Association (NDNA) Training programmes covering leadership, management, and quality improvement for nursery settings.
Early Years Alliance Development opportunities for leaders in various early years contexts.
Local Authority Programmes Many local authorities provide leadership development for settings in their area, often linked to quality improvement initiatives.
University Short Courses Higher education institutions offer leadership development programmes for early years professionals.
| Programme Type | Duration | Focus | Investment |
|---|---|---|---|
| NPQEYL | 18 months | Comprehensive leadership | Funded for many |
| Level 5 qualification | 6-12 months | Management foundations | Moderate |
| Degree programmes | 2-3 years | Deep academic study | Significant |
| Short courses | Days to weeks | Specific skills | Variable |
| Professional networks | Ongoing | Peer support, updates | Membership fees |
Effective development combines formal learning with experiential development and ongoing support.
Structured Programmes Qualifications and courses provide systematic coverage of leadership knowledge and frameworks. They ensure foundational understanding and often provide recognised credentials.
Online Learning Flexible online options accommodate the scheduling challenges early years leaders face. Quality varies significantly; evaluate programmes carefully.
Conferences and Events Sector conferences provide updates, inspiration, and networking. They supplement rather than replace systematic development.
Stretch Assignments Taking on challenging responsibilities beyond current role builds capability through experience. Leading improvement projects, managing difficult situations, or covering during absences all develop leadership.
Shadowing and Observation Observing other leaders in action provides models and insights. Visiting outstanding settings reveals possibilities beyond familiar approaches.
Acting Up Opportunities Temporary leadership responsibilities during vacancies or absences provide experience with manageable commitment.
Mentoring Relationships with experienced early years leaders provide guidance, challenge, and support. Many find mentoring relationships among the most valuable development experiences.
Coaching Professional coaching supports leaders working on specific challenges or development goals. Coaching creates space for reflection that operational demands often crowd out.
Peer Networks Connecting with other early years leaders enables mutual support, shared problem-solving, and reduced isolation. Local leader networks prove particularly valuable.
| Development Method | Best For | Limitations |
|---|---|---|
| Formal qualifications | Foundation, credentials | Time, cost |
| Short courses | Specific skills | Limited depth |
| Experience | Practical capability | Without reflection, may reinforce poor practice |
| Mentoring | Guidance, support | Dependent on mentor quality |
| Coaching | Deep development | Cost, availability |
| Peer learning | Mutual support | Requires investment in relationships |
Understanding challenges helps target development appropriately.
Recruitment Difficulties The sector struggles to attract and retain qualified staff. Leaders spend significant energy on recruitment, often compromising on experience or qualifications.
Qualification Requirements Maintaining qualification ratios whilst managing turnover, training, and budget constraints creates ongoing pressure.
Pay and Conditions Limited ability to compete on pay affects morale and retention. Leaders must find non-financial ways to value and retain staff.
Inspection Anxiety Ofsted inspections create significant stress. Leaders must prepare settings whilst managing their own and staff anxiety about outcomes.
Compliance Burden Extensive regulatory requirements consume time and attention. Demonstrating compliance sometimes feels like it competes with actual quality work.
Policy Changes Frequent policy changes require adaptation. Implementing new requirements whilst maintaining stability challenges leadership bandwidth.
Funding Limitations Government funding rates often fall short of delivery costs. Leaders must balance quality with financial sustainability.
Business Pressures Private settings face competitive pressures, occupancy challenges, and margin requirements that influence all decisions.
Development Investment Limited budgets constrain investment in staff development and leadership training itself.
Work-Life Balance Leadership responsibilities in settings with extended hours create work-life tensions.
Isolation Many leaders work without peer support within their settings, feeling alone with their challenges and decisions.
Emotional Demands Safeguarding concerns, staff issues, parent complaints, and child welfare worries take emotional toll.
Understanding pathways helps professionals plan their development.
Practitioner to Room Leader Moving from general practitioner to leading a room or age group provides first leadership experience—responsibility for specific children and supervision of colleagues.
Room Leader to Deputy Deputy roles expand responsibility across the setting, developing whole-setting perspective and supporting the manager.
Deputy to Manager Manager roles bring full responsibility for setting quality, operations, and outcomes. This transition often proves the most challenging.
Manager to Multi-Site or Senior Roles Larger organisations offer progression to area management, quality improvement roles, or senior leadership positions.
| Transition | Common Challenges | Development Focus |
|---|---|---|
| Practitioner to leader | Shifting from doing to enabling | Delegation, supervision |
| Room leader to deputy | Whole-setting perspective | Strategic thinking, politics |
| Deputy to manager | Ultimate accountability | Decision-making, resilience |
| Manager to senior | Leading leaders, scale | Strategic leadership, influence |
Understanding excellence helps calibrate development goals.
Child-Centred Focus Outstanding leaders maintain absolute focus on children's experiences and outcomes. Business and operational considerations serve this purpose rather than competing with it.
Quality Obsession Never satisfied with "good enough," these leaders continuously improve practice, environment, and outcomes. They set high standards and support staff to achieve them.
Staff Investment Outstanding leaders prioritise staff development, creating learning cultures where practitioners grow. They understand that quality provision depends on quality practitioners.
Calm Under Pressure The ability to remain composed during crises, inspections, and challenges creates stability that staff and families need.
Reflective Practice Outstanding leaders model reflection—continuously evaluating their own practice and the setting's approaches, open to learning and change.
Requirements vary by country and setting type. In England, Ofsted requires managers to hold at least a full and relevant Level 3 qualification, though many settings prefer higher qualifications. Beyond minimum requirements, Level 5 management qualifications, degrees in early years, or NPQEYL demonstrate leadership capability. Experience matters alongside qualifications; settings typically expect several years of practice before management appointment.
Costs vary dramatically by programme type. NPQEYL is government-funded for eligible settings. Level 5 qualifications typically cost £1,500-£3,000. Degree programmes involve standard university fees. Short courses range from £100-£500 per day. Many settings access local authority funded development, and some training providers offer payment plans. Consider total cost including cover arrangements and time away from setting.
Yes, degree-level qualification is not required for nursery management. However, higher qualifications demonstrate capability and commitment, potentially affecting opportunities. Many successful managers hold Level 5 or 6 qualifications rather than degrees. Focus on gaining relevant qualifications, building experience, and demonstrating leadership capability through your current role.
The National Professional Qualification in Early Years Leadership is an 18-month programme developed by the Department for Education specifically for those leading early years settings. It covers leadership of curriculum, culture, systems, and improvement. Fully funded scholarships are available for eligible participants. The programme suits those currently in or aspiring to leadership roles in early years settings.
Build leadership capability whilst still practicing by volunteering for responsibilities, seeking stretch opportunities, and pursuing relevant qualifications. Develop management knowledge through courses and reading. Build relationships with current leaders who can mentor and advocate for you. When applying for leadership positions, demonstrate both practice excellence and leadership potential through examples and qualifications.
New leaders can access mentoring through professional organisations, local authority support programmes, peer networks with other leaders, coaching services, and professional supervision arrangements. NDNA, Early Years Alliance, and local networks all offer support for those new to leadership. Building support systems early helps navigate the challenging transition period.
Leadership training for early years settings builds capability for one of society's most important roles—ensuring young children receive high-quality care and education during their most formative years. Effective development combines formal learning with experiential growth and sustained support, recognising the unique demands of leading in this sector. Those who invest in their leadership development ultimately serve children and families better than those who learn only through trial and error.