The contemporary 'notion' of Early Years Teacher Status (EYTS) is primarily associated with the professionalization and policy review of the Early Childhood Education and Care (ECEC) workforce in England. As such, although considered to advocate reputed prospects and potential for graduates 'leading' provision for under-fives, remains for many educationalists an ambiguous concern. This paper outlines the findings of a recent small-scale qualitative research study suggesting that EYTs, offered time and space to document and reflect on their provision, subsequently transform their own pedagogy and effectively lead their colleagues in making crucial changes to support early reading in their settings. The EYTs engaged in this study recognized a shortfall in their current provision and actively pursued resolution as reflexive pedagogical leaders.