This paper aims to highlight emerging sector leadership practices among practitioners in the early years that might help to bring about quality improvements system wide. The purpose is to discuss anddefine key terms, trigger debate, discussion and dialogue amongst stakeholders of these practices so that learning can be drawn from these early examples for wider application. This was intended to be a creative thinkpiece similar to that written for schools, however, it rapidly became apparent in our early dealings with the wide range of early years stakeholders (childminders, private and voluntary providers, schools, academies and children's centres) that our early years (EY) provision is far more complex and diverse than other sectors of education. So the paper is carefully researched to provide some explanations and description as well as case studies of practice and provocations to develop thinking on this important and emerging model of sector led improvement during a time of rapid change. The intended audience of this paper was initially leaders of Sure Start children's centres (SSCCs). However, it soon became clear that the ideas are applicable to leaders across early years, including private and voluntary providers, Early Years Foundation Stage leaders in primary schools and academies, specialist leaders of education in teaching schools early years professionals and childminders. The paper will also offer interesting insights to local authority officers and policy makers. Essentially, the paper raises the following questions and issues for discussion: What are some of the relevant research findings on systems leadership, drawn from early years and beyond? What are the emergent systems leadership practices in the early years and especially SSCCs? What has worked so far to support quality improvement and sustained impact? What are some of the unique challenges in developing systems leadership across early years and especially among SSCCs? What are some potential next steps for the development of a robust early years self-improving system? The paper begins with a brief introduction to system leadership, its origins and conceptions. This is followed by an outline of ideas that are associated with the concept of self-improving system leadership in education. The paper provides examples of emerging systems leadership across the early years landscape in England and internationally with early evidence of impact. In the final section, unique challenges among SSCCs are considered and potential next steps to support the promotion of systems leadership as a driver for quality improvement is discussed. (author abstract)