Rachel Dunne is the Programme Lead for Portobello Institute’s QQI programmes in Early Learning and Care, Special Needs Assisting, and Therapeutic Play Skills. She also tutors on the Early Childhood Education and Care degree programmes, bringing over a decade of practical experience across early learning, therapeutic play, and higher education.

Industry Experience & Career

• More than a decade of experience in early learning and care
• Holds a BA (Hons) Early Childhood Education and Care and an MA in Developmental and Therapeutic Play
• Progressed through roles including preschool room lead, afterschool coordinator, and assistant manager
• Extensive experience working directly with young children and families, building trusting relationships, and advocating for individual needs
• Host and contributor to expert-led early years webinars and presenter at national and international teaching and early years conferences

Rachel’s Pathway in Early Education

Rachel always knew that her career path would involve working with young children. After completing her BA (Hons) Early Childhood Education and Care, she began working in the early learning and care sector in 2012.

Her experience in practice quickly reinforced the importance of play in children’s development and led to her move to Swansea, Wales, where she completed an MA in Developmental and Therapeutic Play.

Over the years, Rachel has worked in roles including preschool room lead, afterschool coordinator, and assistant manager. Each gave her the opportunity to work closely with children and families, advocate for their individual needs, and create environments in which they could flourish.

Seeing the World Through a Child’s Eyes

Rachel’s years in practice have shaped a deeply child-centred approach, grounded in curiosity, observation, and meaningful relationships.

“Children understand the world through a different lens than we do as adults, communicating in wonderfully different ways, from non-verbal communication, painting and playing to singing, music and movement,” explains Rachel.

“When we provide the right support and take the time to meet children where they are, we give them the very best opportunity to learn, grow, and thrive.

“It has always been my favourite part of the role, learning alongside children, seeing the world through their eyes, and seeing in real time the endless curiosity, creativity and agency they bring with them into settings.”

This perspective has remained central throughout Rachel’s career, shaping her work as an early years educator, play specialist, and now Programme Lead at Portobello Institute.

“Children have always been, and always will be, my greatest teachers,” she says. “If you know what to observe, how to truly listen, and how to facilitate meaningful learning experiences, it is astounding what they can teach you.”

Teaching and Guiding Students

At Portobello Institute, Rachel’s main role is as Programme Lead for the QQI Level 5 and Level 6 Early Learning and Care, QQI Level 6 Therapeutic Play Skills, and QQI Level 5 and Level 6 Special Needs Assisting programmes. She oversees programme delivery and is the main point of contact for student guidance throughout their academic journey.

Rachel also lectures on Portobello’s BA (Ord) Early Childhood Care & Education, teaching the module Evaluating Policy and Practice: Themes and Debates, which explores contemporary issues in early learning and care, the legislation and policies surrounding these issues, and the implications of these on early learning and care practice and provision.

Finally, Rachel is the Module Lead for Research Methods for Evidence-Based Practice, the dissertation module on the BA (Hons) in Early Childhood Education and Care.

She explains: “In this role, alongside the wonderful team of experienced and highly skilled supervisors, I support students to develop their research knowledge and skills, showing them how to undertake ethical, independent research that contributes to evidence-informed practice within their settings.”

Rachel’s Teaching Philosophy

Rachel’s teaching is shaped by both her academic background and her years working within the sector. She aims to make lectures engaging, interactive, and industry-specific.

“I encourage students to actively participate, collaborate with one another, and reflect on their learning as I firmly believe we learn just as much from each other as we do from lecturers,” she says.

“Every student brings unique experiences, perspectives, and strengths to the classroom and I ensure to create opportunities for these to be shared and valued.”

Her teaching philosophy is particularly grounded in relationships. While academic progress is important, Rachel believes students are best placed to succeed when they feel respected, connected, and able to communicate openly with their tutors.

She notes: “Building positive relationships and fostering a sense of belonging are crucial parts of my role. Open and honest communication is at the heart of my approach.

“Maintaining clear and supportive lines of communication allows me to understand students’ individual needs, provide guidance, and help them overcome challenges throughout their learning journey.”

Why Portobello

Portobello Institute’s approach to early years education extends beyond academic achievement, preparing students for the realities of professional practice and helping them grow into confident, capable practitioners. This is reflected in what Rachel hopes students take from their studies.

“The early years sector requires committed, reflective, and confident professionals who are passionate, knowledgeable, and adaptable,” she says.

“My goal is to support students not only to succeed academically, but also to recognise their own strengths, build confidence in their abilities, and develop the skills needed to become competent and compassionate early years educators.”

Explore Early Years and Special Needs Assisting at Portobello Institute

Ready to start or progress your career in early years or special needs assisting? Portobello Institute offers a range of pathways into the profession – from QQI Level 5 and 6 certificates to degree and postgraduate programmes.

Visit the early years or special needs assisting faculties to learn more.