In this brief colloquium, the authors consider a reconfiguring of quality and how this has impacted on practice in an early years setting. They demonstrate how their move from a formal quantitative strategic plan for the setting to their current narrative version, known as ‘Violet’s Story’, contributes to the academic debate of quality framed by post-humanist theory and narrative methods. The authors explain how this shift reflects a ‘qualia’ understanding of quality and, in doing so, show how the narrative strategies and techniques deployed embody post-humanist sympathies, taking the reader beyond the subjective to reveal some of the complexities of entanglement that make up a shifting, contextualised understanding of quality. Finally, the authors illustrate the theoretical by representing one practitioner’s reflection on what it can be like to work within a fluid, contextualised understanding of quality. They conclude that further studies should follow this line of inquiry for a better understanding of the real impact that such a reconfiguration of quality has on early years settings, the experiences of practitioners, and children and their families.