Marcella McNamee
Marcella McNamee had already gained her level 6 and level 7 qualifications in early childhood care and education when she turned to Portobello Institute for progression pathways.
A busy mother of five, the blended learning delivery of the BA (Hons) Early Childhood Care and Education – 1 Year Top-up was appealing so she could upskill while balancing work and family life.
Marcella is a Chief Operations Officer and Co-Founder of two early years facilities in Donegal, and gaining her level 8 degree opened the door for progression to her master’s, something she was seeking to support her to become the type of leader she wanted to be.
“Completing the level 8 programme was a pivotal milestone for me, it not only strengthened my academic confidence but also deepened my understanding of leadership, practice, and inclusion within the sector.
“Building on this foundation, I continued my educational journey by undertaking the master’s programme with Portobello. Each stage of this journey has shaped my professional identity, enhanced my leadership skills, and empowered me to continue striving for excellence within my early year’s education,” she said.
The Drive to Grow, Upskill and Progress
Marcella’s motivation came from a place of responsibility and care, especially as she noticed the needs of children who entered her service were changing. Her return to education became an act of accountability to her team, the children, and the families who trusted her.
After graduation from the level 8 early years degree, this gave her the foundation she needed to apply for her MA Inclusive Education and SEN.
“I felt that returning to study was the right thing to do because, deep down, I knew I needed to grow. Even though I had years of experience, I often felt that my knowledge wasn’t enough to fully support my team or the children who depended on us.
“I wanted to be the kind of leader who truly understood the ‘why’ behind our practice, someone who could guide others with confidence and make decisions that genuinely improved children’s experiences.
“At the same time, we were seeing more and more neurodiverse children coming into our service. I remember feeling a real sense of responsibility, almost a pull to do more for them. I knew that simply caring wasn’t enough; I needed the knowledge and tools to support them properly, to advocate for them, and to make sure they had the best possible start. That feeling stayed with me, and it became one of the biggest motivators for going back to education.
“Studying wasn’t just about getting a qualification. For me, it was about becoming the educator and leader I wanted to be, one who could stand behind her team, understand the diverse needs of children, and create a service where everyone feels supported, included, and valued,” she said.
Why Portobello Became Her Academic Home
When it came to choosing where to study, a couple of aspects stood out to Marcella including the flexibility and guidance from the academic leaders that led to enjoying rather than just enduring her studies.
“I chose Portobello because they offered a way of studying that genuinely felt achievable for me. As someone balancing a busy work schedule and family life with five children, I needed a programme that understood the realities of adult learners. Portobello provided exactly that, flexible, well-structured classes that allowed me to continue working while still progressing academically.
“The lecturers were another major reason I chose Portobello. They were incredibly supportive, approachable, and genuinely invested in their students’ success. I never felt alone in the process; there was always someone ready to guide, encourage, or explain things in a way that made sense.
“The online classes were well-organised, informative, and scheduled at times that worked around my commitments, meaning I could engage fully without feeling that my work or family were being compromised. Portobello made the idea of further study not only possible, but enjoyable and that made all the difference,” she said.
Returning to Education Despite Setbacks
Marcella is passionate about the role she plays in children’s lives but her route to finding this passion wasn’t through a traditional educational journey. Instead, she faced setbacks which temporarily held her back before propelling her forward.
“I absolutely followed my passion by studying this course, though my passion didn’t start in the traditional way.
“When I was 19, I completed a course in Health and Social Care. I struggled academically at the time, partly because of my dyslexia, and I barely passed. I still remember my year head calling me in and saying, “You will never succeed in the academic world. My advice is to get a secure job in a shop or a factory, because that’s all you will ever be capable of.”
“Those words stayed with me for years. They hurt, of course, but more importantly, they shaped something in me. They lit a fire. Instead of accepting that judgement, I became determined that no young person or child in my care would ever be made to feel that way about themselves, not by me, or by anyone working in our service.
“My passion now comes from that place: a drive to be better, to understand more, and to create environments where every child feels capable, valued, and supported. Studying helped me achieve that. It allowed me to grow as an educator and as a leader, and it gave me the knowledge I needed to support children who may need that extra understanding or encouragement.
“Looking back, I realise that the comment meant to discourage me actually pushed me forward. It led me down a path that ultimately benefits the children and families in our centres today. My passion is, and always has been, to ensure that no child leaves our care feeling less than they are, and studying was the key to becoming the educator who can make that difference,” she said.
It is not uncommon that people who are ambitious to progress their studies often faced academic discouragement earlier in life. At Portobello Institute, we understand that this negative association with education can leave a scar around returning to education and huge self doubt.
Just like Marcella’s story, we aim to support and guide you to believe in yourself, return to education with clarity and confidence and prove that you are capable.
Respect and Partnership on Her Return to Education
Throughout her studies, Marcella found her knowledge deepening and her confidence expanding. The learning wasn’t theoretical, it immediately impacted her work with neurodiverse children and the teams she supports.
“My time as a student at Portobello Institute can be described in four words: supported, encouraged, valued, and respected. From the very beginning, I felt that the lecturers genuinely cared about my progress and understood the realities of balancing study, work, and family life.
“I was never made to feel like ‘just another student.’ Instead, I felt seen and appreciated the effort I was putting in. The support I received, academically, personally, and professionally, made a tremendous difference.
“Whether it was extra guidance on an assignment, reassurance during moments of doubt, or simply knowing someone believed in me, Portobello created an environment where I could succeed.
“Most importantly, I felt respected for my experience and trusted as a professional. That sense of respect and partnership made my learning journey not only achievable but deeply rewarding.
“The best thing about studying at Portobello was the combination of genuine flexibility and exceptional support. The structure of the programme made it possible for me to continue working full-time and manage family responsibilities without feeling overwhelmed. That level of flexibility was invaluable.
“What truly set Portobello apart was the support. The lecturers were approachable, understanding, and consistently willing to go the extra mile. Whether I needed clarification, reassurance, or guidance, there was always someone there to help. That blend of flexibility and support created an environment where I could not only study but truly thrive.
“I would absolutely recommend Portobello Institute, and I already have. Many of my colleagues have since studied with Portobello and successfully graduated, which speaks for itself.
“The combination of flexible learning, exceptional support, and genuinely dedicated lecturers makes it an ideal choice for anyone working in the early years sector.
“Portobello understands the realities of adult learners, and their programmers give students every opportunity to succeed. I have a beautiful example of this; we have an employee who started out with us a housekeeper and asked if she could avail of our scholarship programme and we agreed, we recommended Portobello and she graduated with her level 7 the same day as I graduated, we are so proud of her, and Portobello helped make that possible,” she said.
“The programmes do require a significant amount of work, but I believe that’s true of most worthwhile things in life, what you put in is what you get out. For me, the effort was absolutely worth it, and the support provided made the journey both manageable and rewarding,” she said.
The Path from Level 8 to Master’s
By gaining her BA (Hons) Early Childhood Care and Education degree through our 1-year top-up, Marcella gave herself the key to progress onto level 9 studies.
With her level 8 she met the entry requirements to apply for her MA Inclusive Education and SEN which she also completed – highlighting the pathways that emerge with the right support, flexibility and belief.
“This course at Portobello Institute was absolutely the right choice for me. It aligned perfectly with the stage I was at in both my professional journey and personal development. The structure, the support, and the standard of teaching allowed me to grow in confidence, deepen my knowledge, and strengthen my leadership within the early years sector.
“The course challenged me in the best possible way, it pushed me to think differently, to reflect more deeply, and to raise the standard of practice within our services. It gave me the tools to support my team more effectively and to better understand the diverse needs of the children in our care.
“Choosing this course not only advanced my career but also helped me become the kind of educator and leader I wanted to be.
“My goal is to strengthen leadership and quality across our services, using the knowledge gained in my master’s to support educators, enhance inclusion, and drive meaningful improvements in practice.
“This qualification has given me the knowledge, confidence, and professional grounding to take the next steps in my career with purpose and clarity. One of my main goals now is to develop and roll out workshops for our educators that focus on supporting each child’s individuality and strengthening reflective practice across our settings.
“Through my master’s, I have gained a deeper understanding of inclusive pedagogy, child development, and the importance of reflective, intentional teaching. This has equipped me to guide educators in recognising the unique strengths, needs, and identities of every child, and in creating learning environments where all children feel seen, understood, and valued.
“By building workshops and CPD programmes based on evidence-informed practice, I hope to empower our teams to reflect more deeply, respond more thoughtfully, and continuously grow in their professional roles. In this way, the qualification is not just shaping my own career, it is enabling me to uplift others and contribute to long-term quality and meaningful change within our services.
“I would simply like to extend my sincere thanks to Portobello Institute and to all the lecturers I had the pleasure of learning from throughout my journey. Their support, encouragement, and belief in their students make a real difference, and I am genuinely grateful for the role they played in helping me reach this stage in my career,” she said.
Find Out More
If you are interested in coming back to education or progressing your pathway with Portobello Institute like Marcella, you can visit our Early Years and Inclusive Education faculties for more information.
