Men in nannying: an interview with students Kia and Freddie
25 February 2026
Choosing a career in early years is still seen by some as an unconventional path for men. In England, just 3% of the early years workforce are men. At Norland, we’re committed to challenging outdated perceptions and championing talented early years professionals of all genders.
In this blog, we speak to two of our male students – third-year Kia (Set 147) and second-year Freddie (Set 148) – about their journeys into the early years, the highlights of their time at Norland and what representation in the sector means to them.
Can you tell me a little bit about your background and how you came to Norland?
Freddie: “My name is Freddie, I’m in my second year (Set 148) and I’m from London.”
Kia: “My name is Kia, I’m a third-year student, part of Set 147 and I’m from Nottinghamshire.”
Freddie: “Before coming to Norland, I studied A Levels in Maths, Further Maths and English. I thought I wanted to become an accountant and was planning to go to university to study accounting. However, after doing some work experience at an accountancy firm alongside working part-time in a primary school, I decided accountancy wasn’t for me.”
“I had been working in the nursery at the school with four and five-year-olds, and this experience inspired me to think I might want to work in the early years. I then heard about Norland through my cousin, who is also a student here, and it seemed like the clear choice!”
Kia: “Before Norland, I studied a CACHE Level 3 Diploma in Childcare and Education at Vision West Nottinghamshire College. I had always known I wanted to work with children, so this course set me up well for Norland as we did a mixture of academic learning and placements in a range of settings. I even asked specifically if I could do a hospital placement as I knew this was something I would be doing at Norland.”
Why did you choose nannying, and Norland?
Freddie: “When I knew I wanted to study the early years, I looked at other early years courses at universities. But I ultimately decided if I wanted to study childcare, I wanted to go to the best institution I could – so Norland was an easy decision. What interests me about nannying is the one-to-one work I can do with a child. I spent quite a lot of time with my younger cousin who has autism and is non-verbal and found this very rewarding. I could clearly see the impact I could have with them by working one-to-one and being there to support them.”
Kia: “Around Year 9, I decided I wanted to go to Norland. When choosing my GCSE options, I knew I wanted to work in childcare but it wasn’t until I saw the ITV documentary about Norland that I knew here was where I wanted to study. For me, being a nanny seemed like the best role to support a child’s development over time. Through the time I could spend with each child, getting to know them, I could really see the impact I would have as a practitioner.
“I chose Norland over other early years or teaching courses because I knew that studying a degree alongside practical training would be a gateway and open more opportunities for me later down the line.”
I’m passionate about promoting men in the early years and breaking down the stereotypes to encourage more men to study and choose this career… I think Norland is a great place for me to be a beacon for this.Freddie
What are some of your highlights?
Freddie: “I loved the optional modules we studied in our first year. I took Music, Drama and Theatre and it was such a fun and engaging experience bringing a personal passion into our studies. I’m very passionate about music, and even brought in my bass guitar to take part in the classes. This has also inspired my dissertation topic; I’d like to look into the effects of music on a child’s development.
“I have also really enjoyed Food and Nutrition, as I have always loved to cook. In particular, we made delicious vegan millionaire’s shortbread when learning about cooking for intolerances and allergies, something I would never have considered making before! Outside of my studies, I’ve loved getting involved in life at Norland. I’m part of the choir, which I really enjoy and have made some good friends through. Performing with the choir at Bath Abbey for graduation and at the Bath Christmas Market were both amazing experiences. I am also in the climbing society, which is good fun, and part of a local rugby team with some of the other male students.”
Kia: “Visiting Pistoia in Italy in my first year was a huge highlight for me, it was such a great opportunity to gain knowledge and was really inspiring. Seeing the pedagogical theory in practice in this amazing setting helped me understand how important a supportive learning environment is, especially when nature and teamwork are part of everyday learning.”
“I also really enjoyed getting to support the Seitoku University student visit from Japan; this was a big challenge for my communication skills as we didn’t have shared language and allowed us to be creative with non-verbal communication.”
How has your experience been as a male student studying early childhood?
Freddie: “Being a male student studying early years education has not always been easy, but I think Norland is the best place to support me in this. There can be stigma around being a man in the early years, particularly from people who don’t fully understand why I’d choose this path.”
“However, when I have found things hard, I have always been able to find support at Norland. The male students in the years above have been positive brilliant role models, and our lecturers and support teams have guided me throughout. I’m passionate about promoting men in the early years and breaking down the stereotypes to encourage more men to study and choose this career, and I think Norland is a great place for me to be a beacon for this.”
Chat to Freddie
Kia: “When I chose to study childcare, I knew that I would likely be one of few male students – at my college I was the only male student on the course for all four years. That’s why I think it’s really important to see representation of men in the early years. Before college, when people start thinking about what they want to do in their career, seeing men represented in the sector can help them feel confident choosing a path that genuinely interests them, rather than feeling pressured to follow what their friends are doing.”
“When I visited Norland before applying, I met a male student who was a few years ahead of me and I always remember chatting with him, which was helpful. In general, I don’t see myself specifically as a male student. I see myself as an early years practitioner and it’s not something that’s at the front of my mind.”
If you’re interested in studying the early years or want to learn more about the experiences of our male Norland students and graduates, sign up for our next Norland Unwrapped: Men in Nannying.
Find out more in our upcoming Norland Unwrapped: Men in Nannying
