This report examines the impact of the Educational Leader role within StartBright Early Learning Centres, with particular attention to the introduction of protected non-contact time to support quality improvement. It documents how the role evolved from an internally developed initiative into a defined leadership position with dedicated time for reflection, mentoring, and pedagogical development .

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The report draws on survey data, interviews, and centre-level findings to explore how Educational Leaders influence practice across teams. It highlights how providing time and space away from direct childcare responsibilities enables leaders to focus on supporting educators, guiding improvements in practice, and strengthening collaboration.

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Across the report, a clear shift is identified from reactive, task-focused support towards a more reflective, mentoring approach. Educational Leaders increasingly work alongside educators to build confidence, develop practice, and embed sustainable improvements. The report also outlines wider impacts, including enhanced team cohesion, stronger engagement with families, and more consistent, high-quality learning experiences for children.