Speakers

Dr Sam Ballington is an educational researcher, author, teacher, qualification developer and quality assurance professional specialising in early years education and child and young person mental wellbeing. Having trained as an Early Years teacher after working in nurseries and schools, Sam has since worked to support new and developing practitioners in the early years. Part of Sam's research included the gap in vocational opportunities for early years professionals between level 5 and post-graduate studies, and she spent 2 years researching and developing the first Ofqual-regulated vocational level 6 vocational qualification in early childhood, with the backing of the awarding organisation TQUK. Additionally, Sam worked with awarding organisations to develop the reformed level 3 Early Years Educator qualifications in 2024, and has authored a textbook to support learners and apprentices on reformed qualifications, due to be released in Autumn 2025. Sam is the director for teaching and learning at a private training provider, specialising in early years, childcare, and education qualifications, harnessing her experiences in external quality assurance and her sector knowledge to ensure robust and high-quality learning journeys for practitioners, and therefore outstanding service to the babies, young children, and families they will care for. Sam is an External Quality Assuer, Lead Examiner, and Moderator for Early Years and Childcare programmes and qualifications and continues to actively work in qualification development. Sam has won awards for her work in early years in promoting change and innovation, and is invited to a range of events to speak as a keynote speaker and panelist in areas including qualifications, EYFS reforms, safeguarding, change, and culture. In addition to studying both teaching and psychology, Sam completed her PhD in Education at the University of Manchester after achieving 3 MAs in Early Years, Montessori, and Digital Education. Having recently completed her Postgraduate Diploma in Educational Assessment at the University of Cambridge, she continues her studies there with an MEd in Transformative Practice in Education, where she will expand her research in provision for Early Years practitioners and their on-going development and opportunities for progression.