The EYFS Curriculum in Mixed-Age Care | Childminder Guidance

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(This pathway component is currently available to read on the page below and will be available for download by: March 31st 2026)

The EYFS Curriculum in Mixed-Age Care

Guidance for Childminders

A professional guidance document supporting confident EYFS curriculum design in home-based, mixed-age settings.

Purpose of This Document

This guidance supports childminders to:

• design and deliver a coherent EYFS curriculum within a mixed-age setting

• understand how one experience can meet different developmental needs

• avoid unnecessary duplication of planning by age

• articulate curriculum intent confidently during inspection

It sits alongside our EYFS Curriculum & Pedagogy Framework and interprets it specifically for home-based, mixed-age practice.

Mixed-Age Care: A Curriculum Reality

Childminders routinely care for children across the EYFS age range at the same time.

This means:

• babies, toddlers and preschool children may share experiences

• learning does not happen in age-segregated blocks

• teaching is woven through play, care and routines

The EYFS does not require separate curricula for each age group within a setting.

Instead, it expects practitioners to:

Understand how children learn and develop, and to respond appropriately.

Curriculum Intent in Mixed-Age Settings

In childminding practice, curriculum intent is expressed through:

• the experiences you offer

• the environments you create

• the interactions you prioritise

• the routines you value

Intent focuses on:

• communication and language development

• emotional security and self-regulation

• physical competence

• curiosity and independence

These priorities apply across ages, with expectations shaped by development rather than chronology.

One Experience, Different Learning Outcomes

A key principle of mixed-age curriculum design is:

The same experience can result in different learning outcomes.

For example:

A Shared Experience: Outdoor Walk

• Baby:

• sensory engagement (sights, sounds, movement)

• secure attachment through shared attention

• Toddler:

• vocabulary development

• early independence (walking, pointing, naming)

• Preschool child:

• observation and comparison

• questioning and explanation

The curriculum is delivered through intentional interaction, not separate activities.

Parallel Learning Intentions

Rather than planning different activities for each age, childminders plan parallel intentions.

This means:

• offering one experience

• responding differently to each child

• extending learning appropriately

This approach:

• reduces workload

• supports inclusion

• reflects real learning

It also mirrors how children naturally learn within families.

Progression in Mixed-Age Practice

Progression in childminding settings is seen through:

• increasing independence

• deeper engagement

• more complex language

• improved self-regulation

• sustained attention

Progression does not require:

• formal lesson sequences

• age-specific worksheets

• parallel planning documents

Knowing children well is the foundation of progression.

Using the Curriculum Framework Flexibly

Our birth–five curriculum framework provides:

• clarity about developmental progression

• guidance on appropriate expectations

• shared language for practice

Childminders use this framework to:

• inform decision-making

• reflect on provision

• support next steps

It is not a checklist to complete.

Avoiding Over-Planning

In mixed-age care, over-planning often occurs when childminders feel pressure to:

• evidence learning for every child daily

• separate planning by age

• replicate nursery formats

This is not required.

Effective curriculum practice is demonstrated through:

• responsive interactions

• thoughtful provision

• reflective adjustments

Planning should support practice, not constrain it.

Curriculum and Inclusion

Mixed-age environments naturally support inclusion.

Children:

• learn at their own pace

• access experiences through participation

• benefit from peer modelling

Adaptations happen through:

• adult support

• resource choices

• flexible expectations

This aligns with inclusive EYFS practice.

Articulating Mixed-Age Curriculum to Inspectors

When discussing curriculum, childminders can confidently explain:

• “I plan experiences that all children can access, then support each child at their own developmental level.”

• “Learning outcomes vary depending on the child’s age and stage.”

• “Progression is seen in independence, communication and engagement over time.”

This demonstrates strong curriculum understanding.

Key Messages for Childminders

• Mixed-age care is not a barrier to curriculum quality

• One experience can meet many learning needs

• Progression is developmental, not age-labelled

• Planning supports responsiveness, not paperwork

• The EYFS fully supports this approach

Final Position

A mixed-age EYFS curriculum:

• is intentional

• is flexible

• is relationship-driven

• reflects how children naturally learn

Childminders deliver a coherent, high-quality curriculum through everyday life.

Document Updated: January 2026

Download Document Here:

(This pathway component is currently available to read on the page above and will be available for download by: March 31st 2026)

Recommended next read Selection

Professional Membership Contents (Childminder | Mixed-Age)

Below you will find listed the component documents of our ‘Childminder Curriculum & Pedagogy Suite’. They are separated into Strands 1-9. You do not need to use everything all at once.

Please note, as a Professional Member you have access to all age-specific pathways.

Childminder Pathway Documents

Navigate your way through curriculum, pedagogy, policies, planning and inspection-support documents designed specifically for childminding practice.
Contents reflects the realities of mixed-age care, home-based provision and solo working, while remaining fully aligned with the EYFS statutory framework.

• 1. Pedagogy & Professional Position (Start Here)

  👉 Establish confidence, language and inspection-ready understanding.

  • How To Use The Childminder Pathway

  • Childminder Pedagogy Position Statement[Free Orienting Sample]
    - Our approach to EYFS in home-based, mixed-age settings

  • The EYFS Curriculum in Mixed-Age Care
    - Birth–5 curriculum guidance for childminders

  • Continuous Provision in a Childminding Setting
    - Practical Guidance for Home-Based EYFS Practice

• 2. Planning Without Paperwork Overload

  👉 Reduce workload and validate responsive planning.

  • Planning Without Paper Overload (Childminder OAP Guidance)[Free Orienting Sample]
    - Observation–Assessment–Planning in childminding practice

  • In-the-Moment Planning Prompts
    - Light-touch prompts to support reflection and next steps

  • Weekly Care & Learning Planning Templates
    - Optional formats for those who prefer written reflection

• 3. Assessment, Progression & SEND

  👉 Support for confident assessment across mixed ages.

  • Assessment & Progression in Mixed-Age Care
    - Recognising development without tracking systems

  • SEND & Early Identification in Childminding Settings
    - Observing patterns, adapting practice, seeking support

  • Progress Summaries & Transition Records(Guidance)
    - Supporting transitions and communication with families and schools

  • Optional Progress Summary Template

  • Optional Transition Record Template

• 4. Continuous Provision & Environment

  👉 Translate EYFS provision into home-based practice.

  • Continuous Provision in a Childminding Setting
    - Practical Guidance for Home-Based EYFS Practice

  • Provision Rotation & Resource Selection Toolkit
    - Keeping provision fresh without overwhelm

  • Outdoor & Community Learning Guidance
    - Learning beyond the home environment

• 5. Inspection Confidence & Leadership Support

  👉 Build calm, informed inspection readiness.

  • Inspection Confidence for Childminders
    - Explaining curriculum, planning and assessment clearly

  • EYFS Language for Inspection Conversations
    - Key phrases and explanations rooted in practice

  • Safeguarding & Welfare Overview
    - Clarifying expectations and responsibilities

• 6. Illustrated Practice

  👉 Bring pedagogy to life through relatable examples.

  • A Week in the Life of a Childminder
    - Illustrating high-quality EYFS practice across a typical week

• 7. Parent Partnership & Communication

  👉 Support strong relationships with families.

  • Parent Communication Templates
    - Daily updates, transitions and shared information

  • Explaining EYFS to Families (Childminder Version)
    - Helping parents understand learning through play and care

• 8. How This Hub Fits With the Wider Membership

  👉 Cohesion with age-specific pathways and wider site resources.

  • Using Tier 3 Professional Membership as a Childminder
    - How these documents complement printable resources & our age-specific pathways

  • Birth–5 Coherence Overview
    - How childminder pedagogy aligns with Baby, Toddler, Preschool & Reception frameworks

• 9. Childminder Setting Policies

  👉 Overarching practice documents.

  • Childminder Setting Policies Pack

    ↪ x 22 Policy Documents

    ↪ Childminder Assistant or Volunteer Policy Sign-Off and Confirmation Document

    ↪ Childminder Policy Folder Contents List

Additional Whole-Setting Guidance | for Professional Members

Explore our whole-setting guidance below, including overarching curriculum and pedagogy documents, early years schemas and EYFS setting policies.

• Curriculum & Pedagogy

  • Little Owls Resources’ Curriculum Intent Statement

  • EYFS from Birth to 5: Curriculum Coherence & Pedagogical Throughline

  • Whole-Setting Curriculum Map (Birth-5): Curriculum Intent & Progression

  • Pedagogy Guidance Document

  • Speech & Language Development - Setting Statement

  • EYFS Inspection-Facing Summaries

• Early Years Schemas

  Early Years Schemas - Practitioner Toolkit | EYFS Birth-5

  ↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)

  ↪ Schema Observation & Responsive Provision Planning Template

• EYFS Setting Policies

  • EYFS Group Setting Policies Pack

    ↪ x 22 Policy Documents

    ↪ Policy Sign-Off and Confirmation Document

    ↪ EYFS Setting Policy Folder Contents List

  • Childminder Setting Policies Pack

    ↪ x 22 Policy Documents

    ↪ Childminder Assistant or Volunteer Policy Sign-Off and Confirmation Document

    ↪ Childminder Policy Folder Contents List

• EYFS Glossary

  EYFS Glossary

  ↪ Clear, practitioner-friendly explanations of key curriculum and pedagogy terms used throughout our guidance.

Age-Specific Guidance For Children Within Your Care

Professional Members have access to all of the pathways below. Select the ages relevant for the children you work with.

Childminders can use age-specific documents to:

• inform professional understanding of development

• support appropriate expectations

• reflect on how children are progressing over time

You do not need to use everything.

Select a Pathway below:

Latest EYFS Articles & Practical Guides | From Our Blog

Stay informed, get expert advice, and find inspiration from our collection of articles and useful external resources, tailored specifically for EYFS practitioners. We regularly publish in-depth articles to support you with current best practices, regulatory changes, and fresh ideas.

Are you looking for a specific resource or document for your provision?

Use our 🔍 Search Bar located at the top of every page.

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Content within the EYFS Curriculum & Pedagogy Membership is provided as professional guidance and support. It reflects current understanding of the EYFS statutory framework, Development Matters and inspection expectations at the time of writing. Practitioners are responsible for applying professional judgement and ensuring practice aligns with current statutory requirements and their specific context. All resources, experiences and environment arrangements must be risk assessed by the setting and used in accordance with individual children’s developmental stages, needs and supervision requirements.

Safeguarding content does not replace a setting’s safeguarding and child protection policy or the statutory role of the Designated Safeguarding Lead (DSL). All concerns must be managed in line with current statutory guidance and local safeguarding procedures.

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