Shaping Young Lives Through Early Years Care

Sport was central to my school years, with gymnastics taking up much of my spare time. As I became a club coach and judge, I spent hours working with children from the age of three through to their teens and I loved the energy, curiosity and progress I saw. My mum encouraged me to pursue a career linked to something I genuinely enjoyed and those experiences made it clear early on that working directly with children was where I felt most fulfilled.

Chiltern College provided an exceptional training environment with high standards of care and professionalism. Learning was always closely linked to practice, with placements in the college’s own nurseries supporting children from infancy through to nursery and primary‑age settings. Being able to apply theory immediately made the learning meaningful and lasting and it shaped the way I approach care, professionalism and practice to this day.

As a Nursery Officer, I cared for eight children on my own – something that would not happen today. I was trusted with autonomy and loved planning learning experiences shaped by seasons, celebrations and children’s interests. Looking back, I can also see how much our understanding has progressed, particularly around inclusion and additional needs. Those early years instilled in me the value of reflective practice and continual learning.

Returning to Jersey after travelling coincided with a transformative professional period. As a Family Assessor, I quickly saw a very different side of Island life and the complex pressures some families face.

Working closely with parents, children and professionals gave me rare insight into how childhood experiences influence adult life and parenting. It reinforced the importance of skilled, compassionate professionals and collaborative, timely support – lessons that have deeply influenced my leadership approach.

I had just begun training as a social worker when the opportunity to join Jersey Child Care Trust arose. The role offered a chance to build on my early years experience while working at a broader, more strategic level. What stood out was the Trust’s clear focus on workforce development, quality practice and inclusion. It felt like an opportunity to make a meaningful difference at scale, and it aligned strongly with my values.

Supported by a committed Board of Trustees, the Trust has grown into a confident, reflective learning organisation. We continuously adapt, keeping children and families at the heart of our work. A key focus for me has been creating a culture of trust, flexibility and care for our workforce, because the best outcomes for children come from teams who feel valued and secure.

Strong staff retention has allowed us to retain expertise while continuing to invest in learning, research and formal qualifications. Growth in our services, partnerships, funders and reach, alongside the introduction of a Senior Leadership Team, has strengthened our resilience and strategic capacity.

One of the Trust’s most significant contributions has been its leadership in inclusive practice for children with Special Educational Needs and Disabilities (SEND) in mainstream nurseries and preschools. What began in 2000 supporting five children has grown to support up to 83 children each year, delivering over 30,000 hours of specialist support annually.

This year, the Trust has been fully commissioned by the Government of Jersey to deliver this service, recognising the quality and impact of our work. The stability this brings allows us to explore extending inclusive support beyond the early years into school‑age activities and holiday provision.

Although I had worked for many years informed by the latest research and evidence, I knew I would love the disciplined, structured approach that undertaking a Master’s Degree would bring. Encouraged and supported by colleagues and loved ones throughout, I found the experience both demanding (alongside my role) and deeply rewarding.

The degree strengthened my analytical and research skills and allowed me to explore childhood poverty and its long‑term effects in depth, focusing on the local workforce’s role. The learning continues to influence how I approach strategy, inclusion and impact today.

Being recognised by the IoD at different stages of my career has been both humbling and affirming. In 2014, being a finalist felt like an unexpected acknowledgement that the leadership journey I was on mattered. Winning the Third Sector award in 2023 was especially meaningful, not as a personal achievement, but as recognition of the consistent, values‑driven work of the Jersey Child Care Trust and the team behind it.

Serving as a judge in 2024 offered a different and equally valuable perspective, allowing me to see the breadth of leadership talent across the Island and the shared challenges directors face.

Looking ahead, my priorities are rooted in recognising that while the Jersey Child Care Trust plays an important role, we are just one part of a much wider community committed to improving outcomes for children and families. Positive early experiences depend on all of us playing our part – early years professionals, employers, policymakers and communities working together to enable families to thrive.

The earliest years of life are a period of rapid brain development, shaping children’s future health, happiness and life chances. We only get one opportunity to get this right, which makes the quality of the workforce supporting babies and young children critically important. However, this responsibility cannot sit solely with early years education and care. Policymakers must ensure Jersey consistently thinks children and families in everything it designs and delivers – from planning decisions that create safe, accessible green spaces for play, to transport, housing and tax systems that genuinely support early family life. Employers also play a critical role by enabling parents to participate in healthy family life through flexible, family‑friendly working practices.

Excellence in early years provision is essential, but it should sit alongside a broader vision where families are enabled to be families, and where young children are not spending excessive amounts of time in formal care. When we collectively value balance, play, time and connection, we create the conditions for strong early experiences and better outcomes for children, now and for generations to come.