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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)
EYFS Language for Inspection Conversations
Guidance for Childminders | Key Phrases and Explanations Rooted in Practice
A professional guidance document supporting confident, authentic inspection conversations in childminding settings.
Purpose of This Document
This document supports childminders to articulate their practice confidently during inspection and professional conversations.
It is designed to:
provide clear, EYFS‑aligned language rooted in real childminding practice
reduce anxiety about saying the “right thing”
support confident explanations of curriculum, planning, assessment and inclusion
reinforce that strong practice matters more than paperwork
This guidance aligns with:
the EYFS statutory framework
Development Matters
Ofsted’s focus on intent, implementation and impact
An Important Reassurance
Childminders are not expected to use scripted answers.
Inspectors are interested in:
what you do
why you do it
how it supports children’s learning and development
The examples below are not scripts. They are models of professional language that childminders can adapt to reflect their own practice.
Talking About Curriculum Intent
When asked about curriculum, childminders might explain:
“My curriculum is based on knowing the children well and offering experiences that support communication, independence and curiosity.”
“I plan experiences that all children can access, then support each child at their own developmental stage.”
“Intent is shown in the experiences I prioritise and the routines I use as learning opportunities.”
These explanations show clarity of intent without referencing documents.
Talking About Mixed‑Age Practice
When discussing mixed‑age care, childminders might say:
“Children of different ages often share experiences, but the learning outcomes are different.”
“Younger children learn through observation and participation, while older children model and explain.”
“I adapt my expectations and support rather than separating activities by age.”
This demonstrates understanding of development and pedagogy.
Talking About Planning
When asked how they plan, childminders might explain:
“I plan mainly in the moment by observing how children engage and responding straight away.”
“I reflect on what children return to over time and adapt provision and routines.”
“Any written planning I do is for my own reflection and is not required for quality practice.”
This shows strong understanding of the Observation–Assessment–Planning cycle.
Talking About Assessment and Progress
When discussing progress, childminders might say:
“Progress is seen in children becoming more confident, independent and engaged over time.”
“I know what children can do now compared to before through daily interaction.”
“I don’t track children against checklists; I assess development through observation and reflection.”
This aligns with Development Matters guidance.
Talking About SEND and Inclusion
When discussing SEND, childminders might explain:
“I notice patterns over time and adapt my practice to support each child.”
“Support is built into daily routines rather than delivered separately.”
“I work closely with families and seek advice when needed.”
This demonstrates inclusive, proportionate practice.
Talking About Continuous Provision and Environment
When asked about the environment, childminders might say:
“My provision reflects the realities of a shared home and supports mixed‑age learning.”
“I choose open‑ended resources that children can use in different ways.”
“I rotate resources based on children’s engagement, not on a timetable.”
This shows intentional provision decisions.
Talking About Outdoor and Community Learning
When discussing learning beyond the home, childminders might explain:
“Outdoor and community experiences are a planned part of my curriculum.”
“Children learn a great deal through real‑world experiences like parks and shops.”
“I adapt outings so all children can participate safely.”
This demonstrates curriculum breadth.
Talking About Partnerships With Families
When asked about working with parents, childminders might say:
“I share information regularly with families through conversation and agreed records.”
“Parents are partners in supporting children’s learning and development.”
“I involve families when sharing information for transitions or additional support.”
This aligns with EYFS partnership principles.
Key Messages for Inspection
Confident explanation matters more than paperwork
Practice should be described honestly and clearly
Professional judgement is central to childminding
There is no single ‘correct’ way to phrase responses
Final Position
Childminders demonstrate quality by:
understanding the EYFS
knowing their children well
reflecting on their practice
explaining what they do and why
Clear, authentic language rooted in daily practice is powerful inspection evidence.
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.
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👉 Establish confidence, language and inspection-ready understanding.
Childminder Pedagogy Position Statement[Free Orienting Sample]
- Our approach to EYFS in home-based, mixed-age settingsThe EYFS Curriculum in Mixed-Age Care
- Birth–5 curriculum guidance for childmindersContinuous Provision in a Childminding Setting
- Practical Guidance for Home-Based EYFS Practice
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👉 Reduce workload and validate responsive planning.
Planning Without Paper Overload (Childminder OAP Guidance)[Free Orienting Sample]
- Observation–Assessment–Planning in childminding practiceIn-the-Moment Planning Prompts
- Light-touch prompts to support reflection and next stepsWeekly Care & Learning Planning Templates
- Optional formats for those who prefer written reflection
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👉 Support for confident assessment across mixed ages.
Assessment & Progression in Mixed-Age Care
- Recognising development without tracking systemsSEND & Early Identification in Childminding Settings
- Observing patterns, adapting practice, seeking supportProgress Summaries & Transition Records(Guidance)
- Supporting transitions and communication with families and schools
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👉 Translate EYFS provision into home-based practice.
Continuous Provision in a Childminding Setting
- Practical Guidance for Home-Based EYFS PracticeProvision Rotation & Resource Selection Toolkit
- Keeping provision fresh without overwhelmOutdoor & Community Learning Guidance
- Learning beyond the home environment
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👉 Build calm, informed inspection readiness.
Inspection Confidence for Childminders
- Explaining curriculum, planning and assessment clearlyEYFS Language for Inspection Conversations
- Key phrases and explanations rooted in practiceSafeguarding & Welfare Overview
- Clarifying expectations and responsibilities
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👉 Bring pedagogy to life through relatable examples.
A Week in the Life of a Childminder
- Illustrating high-quality EYFS practice across a typical week
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👉 Support strong relationships with families.
Parent Communication Templates
- Daily updates, transitions and shared informationExplaining EYFS to Families (Childminder Version)
- Helping parents understand learning through play and care
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👉 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 pathwaysBirth–5 Coherence Overview
- How childminder pedagogy aligns with Baby, Toddler, Preschool & Reception frameworks
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👉 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.
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Early Years Schemas - Practitioner Toolkit | EYFS Birth-5
↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)
↪ Schema Observation & Responsive Provision Planning Template
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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
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↪ 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.
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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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