My experience in the Early Years Sector dates back to 2017. My experiences within Early Years have been unique. As a man in Early Years, just 3% of the national workforce in the UK, I have encountered a number of situations, attitudes and values that have viewed my gender as the whole of my identity. "It's strange a man wants to work with toddlers", "I don't want him changing my child" and "Yes, but what does he do?" are all comments I have experienced, along with a variety of concerned looks. Through Beech Tree Childcare, I have been supported throughout my time with them. Additionally, Beech Tree Childcare’s involvement within the local community gave me the opportunity to talk at The Angmering School. I have attended classrooms, career days and assemblies speaking to up to two hundred students about the benefits of apprenticeships. Additionally, this has allowed me to shape the public perception of not just Early Years, but that of men within this sector. Additionally, I have been able to conduct a professional tour of Early Years settings within the UK (https://www.bestpracticetour.com/blog). The overall aim of the Best Practice Tour was to explore and begin to understand the many ways in which education in the early years is put into practice. From the tip of Cornwall to the Inner Hebrides, I’ve schmoozed, spoken to, and worked with other educators each from their own unique setting, their ideas of best practice influenced by distinctive personal and professional experiences. this experience reinforced the idea that approaches to education in the early years aren’t prescriptive, with a one size fits all method that all settings can put into practice. Each settings approach to practice have been formed through their understanding of the legislation, Early Years Statutory Framework (EYFS, DfE, 2021) for England and the Realising the Ambition: Being Me (RtA, Education Scotland, 2020) for Scotland, through the lens of their pedagogy and ethos. Beyond that each setting’s pedagogy and ethos has been shaped by the location, the educator’s values and the unique children who have attended in the past. All these variables ensure that there is no one approach to education that will benefit all children without leaving those most vulnerable without the support they need.