We’re thrilled to be part of GESS Dubai

Kim is the Early Years Education Partners Team Manager at SIL, bringing over 20 years of experience in the early years sector. 

Her career spans roles as an early years teacher and school leader, and she now plays a pivotal role in shaping quality and leadership across a diverse range of early years settings.

Kim recently completed a Master's Degree in Educational Leadership, further strengthening her strategic insight and reflective practice. 

She works in close partnership with leaders across schools, nurseries, and childminding settings - both on-site and online - providing tailored support in strategic planning, quality improvement, and professional development.

As a trained facilitator of national leadership programmes, Kim also designs and delivers bespoke leadership training for SIL. 

Her work extends to strategic collaboration with local authorities, academy trusts, and nursery chains, ensuring that leadership development is embedded across all levels of early years provision.

Kim’s approach is grounded in a deep understanding of child development, a commitment to continuous self-evaluation, and a passion for empowering others to lead with confidence and clarity.

Sam is an Early Years Education Partner with a rich background in education, having begun her teaching career in Key Stage 2 before discovering her passion for the early years. 

Her journey reflects a deep commitment to child-centred practice and inclusive support for families from diverse communities.

An experienced school leader, Sam works closely with early years settings to develop bespoke curriculums and foster strong partnerships with families. 

She has delivered numerous CACHE-accredited programmes nationally and has created train-the-trainer models to support local authorities nationwide, contributing to sustainable professional development across the early years education sector.

As a Forest School Lead, Sam is a strong advocate for physical health and outdoor learning, recognising their vital role in holistic child development. 

She brings this ethos into her work with settings, helping to embed outdoor provision into everyday practice.

Currently undertaking an apprenticeship in Project Management, Sam is applying her growing expertise to strategic planning and effective change management within SIL and the schools and settings she collaborates with.

Sam’s work is driven by a passion for innovation, equity, and empowering educators to lead meaningful change in early years education.

Kate is an Early Years Education Partner with over 20 years of experience in early years teaching and school leadership. 

Her journey into teaching was inspired by her time as a social work assistant, where she witnessed first-hand the transformative impact of high-quality early years provision.

Kate is a passionate advocate for closing the disadvantage gap and champions effective outdoor learning and enabling environments that support every child’s development. 

With a proven track record of leading change, she has successfully guided early years settings toward outstanding inspection outcomes, demonstrating her strength in driving quality improvement.

Her expertise spans a wide range of early years contexts, where she has supported improvements that have led to enhanced attainment. 

Currently studying for a National Professional Qualification in Senior Leadership (NPQSL), Kate applies her growing strategic knowledge to the development of new programmes and the enhancement of existing services at SIL.

Kate’s work is grounded in a deep commitment to equity, excellence, and continuous improvement across the early years sector.

This case study explores how collaborative, respectful partnerships between Early Years Education Partners and schools/settings foster sustainable improvement and empower educators to enhance provision for young learners.

• Every school and setting is unique, requiring tailored support that respects individual contexts and challenges.
• Positive relationships built on mutual respect, open communication, and shared vision are the foundation of effective school improvement.
• A coaching approach empowers leaders to reflect, identify priorities, and lead change confidently, rather than relying on external direction.
• Real feedback from school leaders highlights the value of responsive, practical support in curriculum planning, staff development, and leadership confidence.
• Celebrating strengths in both practice and professional development delivery inspires excellence and builds capacity across teams.
• Strong partnerships create environments where children thrive, practitioners feel valued, and continuous improvement becomes embedded.

  Read the Case Study

This case study highlights how a sustained, reflective partnership between Kids in Bloom and SIL Early Years Education Partners supported the nursery’s journey from a Good to Outstanding Ofsted rating.

• Collaborative work included learning walks, joint observations, and reflective staff discussions across all age groups.
• EYEP support focused on curriculum conversations, staff coaching, leadership development, and environmental enhancements.
• Structured self-evaluation tools and leadership coaching empowered staff and managers to evidence impact and delegate effectively.
• Staff became more articulate, reflective, and confident in describing their practice and children’s progress.
• The Outstanding Ofsted outcome in August 2024 reflected strong relationships, an ambitious curriculum, and an embedded culture of reflective practice.
• Key learning included the power of sustained support, leadership coaching, and embedding emotional literacy to drive continuous improvement.

Read the Case Study