Shabnum Bi
Entrepreneur of the Year (MBCC, 2025) and Internationally Recognised Early Years Director of an Ofsted Outstanding Preschool
Sample Podcast Questions for Shabnum Bi
- 1
You’ve said support shouldn’t wait for a diagnosis—what does effective early intervention actually look like before labels or paperwork exist?
- 2
Why do you believe early years is where the SEND crisis is either contained or escalated?
- 3
You chose to cap Early Nurture at 30 children when many settings push for scale—how did that decision shape quality and sustainability?
- 4
Private and voluntary early years settings are doing complex SEND work—why do you think they’re still missing from policy conversations?
- 5
You’ve worked through the EHCP pathway before children even reach school—what breaks down when intervention starts too late?
- 6
You didn’t start your career with titles or leadership plans—how did frontline experience shape the way you lead today?
- 7
Recognition and visibility arrived quickly for you—what has it been like learning to lead in public while still doing the work on the ground?
- 8
You’ve seen early years SEND practice outside the UK—what does the UK do well that it doesn’t recognise or protect enough?
- 9
Parent partnership is often talked about but rarely structured—what actually changes when families are treated as part of the SEND infrastructure?
- 10
If policymakers truly understood early years, what would they stop doing immediately—and what would they invest in instead?
Latest episodes
Key topics
Parent partnership is not a “nice to have,” it’s core SEND infrastructure
Many systems talk about working with parents, but treat them as peripheral once professionals step in. Shabnum speaks from experience about how early progress depends on trusting parents as consistent observers of their child, not passive recipients of advice. Her work shows that when families are engaged early and clearly, escalation slows and outcomes improve. This reframes partnership as operational necessity, not soft practice.
You don’t need permission to become a leader in education
Shabnum speaks to those who didn’t start with status or strategy roles, but learned leadership by showing up every day on the frontline. Her story reframes leadership as something earned through service, resilience, and trust, not job titles. It’s an empowering counter-narrative for early years professionals and women in education who’ve been leading long before they were recognised.
Waiting for a diagnosis is an institutional habit that harms children
Systems often act like support must be “earned” through paperwork, but children don’t live on administrative timelines. Shabnum’s work shows that meaningful provision can-and should-begin before a diagnosis exists. Her setting is known for identifying need early, building evidence through observation, and supporting families through the EHCP pathway so provision is in place before children start school. The standard she argues for is simple: if a child is showing significant need, support should not wait for a label.
View all topics →
Latest episodes
Key topics
Parent partnership is not a “nice to have,” it’s core SEND infrastructure
Many systems talk about working with parents, but treat them as peripheral once professionals step in. Shabnum speaks from experience about how early progress depends on trusting parents as consistent observers of their child, not passive recipients of advice. Her work shows that when families are engaged early and clearly, escalation slows and outcomes improve. This reframes partnership as operational necessity, not soft practice.
You don’t need permission to become a leader in education
Shabnum speaks to those who didn’t start with status or strategy roles, but learned leadership by showing up every day on the frontline. Her story reframes leadership as something earned through service, resilience, and trust, not job titles. It’s an empowering counter-narrative for early years professionals and women in education who’ve been leading long before they were recognised.
Waiting for a diagnosis is an institutional habit that harms children
Systems often act like support must be “earned” through paperwork, but children don’t live on administrative timelines. Shabnum’s work shows that meaningful provision can-and should-begin before a diagnosis exists. Her setting is known for identifying need early, building evidence through observation, and supporting families through the EHCP pathway so provision is in place before children start school. The standard she argues for is simple: if a child is showing significant need, support should not wait for a label.
View all topics →