EYFS Planning for Childminders (Birth–5)

Planning as a childminder looks very different from planning in group settings.

Working with:

• mixed ages

• small numbers

• home-based environments

means planning must be:

👉 flexible, responsive and rooted in real-life experiences

Browse our page or go directly to the Childminder Planning Support you require using the text links below:

Planning Pedagogy

Planning Resources

Additional Support

Childminder Planning Pedagogy

Explore current best practice surrounding childminder planning. Expand the subheadings below using the cross symbols on the right.

• What does planning look like in a childminding setting?

  In childminding practice, planning is:

  • based on observation of children across ages

  • embedded in daily routines and experiences

  • shaped by the home environment and community

  • responsive to individual needs and interests

  Planning often happens through:

  • noticing what children do repeatedly

  • adapting resources and spaces

  • adjusting routines

  • responding through interaction and language

  👉 Planning is something you do, not just something you write.

• Planning across mixed ages (birth–5)

  One of the biggest differences for childminders is working across multiple age phases at once.

  Planning must support:

  • babies needing care, comfort and sensory exploration

  • toddlers exploring movement, schemas and independence

  • preschool children developing language and early skills

  • Reception-aged children applying learning more independently

  This means:

  • one environment supports multiple stages

  • one routine meets different needs

  • one adult adapts continuously

  👉 Planning focuses on flexibility, not separation by age

• Planning without paperwork overload

  High-quality childminding practice does not require excessive paperwork.

  Planning may include:

  • brief notes on children’s interests

  • reflections on what worked well

  • simple ideas for next steps

  • mental planning based on experience

  Some childminders choose to use:

  • weekly planning templates

  • short observation notes

  • in-the-moment prompts

  Others plan entirely through practice.

  Both are valid.

  👉 What matters is how you respond to children — not how much you record

• The Observe–Assess–Plan approach

  Planning in childminding settings is best understood through a simple cycle:

  Observe

  What is the child doing?
  What are they interested in?

  Assess

  What does this tell you about their development and needs?

  Plan

  How will you respond?

  • adjust the environment

  • change resources

  • adapt your interaction

  This cycle happens:
  👉 continuously throughout the day

• The role of the environment in planning

  Your home is your learning environment.

  Planning focuses on:

  • how spaces are set up

  • what resources are available

  • how children can access them

  • how experiences flow throughout the day

  This might include:

  • rotating toys and materials

  • setting up small invitations to play

  • using everyday objects

  • planning outings and community experiences

  👉 The environment does much of the “teaching” for you.

• Learning through everyday life

  Childminding offers a unique advantage:

  👉 real-life experiences are the curriculum

  Planning naturally includes:

  • cooking and baking

  • outings to parks and shops

  • daily routines

  • caring interactions

  • shared conversations

  These experiences support:

  • language development

  • social skills

  • independence

  • understanding of the world

• What planning is (and is not) in childminding

  ✔ Planning is:

  • flexible and responsive

  • based on real children and real moments

  • embedded in daily life

  • supportive of mixed-age care

  • focused on relationships and wellbeing

  ✖ Planning is not:

  • a timetable of activities

  • a requirement for written evidence

  • separate from care and routines

  • the same as nursery or school planning

  👉 Your practice does not need to mirror group settings.

• Supporting progression across ages

  Even without formal planning, childminders support progression by:

  • noticing changes in play and behaviour

  • introducing new experiences gradually

  • modelling language and interaction

  • adapting expectations for each child

  Progress is seen in:

  • increased confidence

  • longer engagement

  • growing communication

  • developing independence

• Planning for individual children

  Every child in your care is unique.

  Planning reflects:

  • their interests and preferences

  • their stage of development

  • their routines and home life

  • their emotional and sensory needs

  Childminders:

  • adapt continuously

  • work closely with families

  • provide consistency and reassurance

  👉 Planning supports the child — not a system.

• Planning and inspection

  During inspection, childminders can confidently explain:

  • how planning happens through observation

  • how the environment supports learning

  • how children’s needs are met individually

  • how routines provide learning opportunities

  Inspectors are looking for:
  👉 quality of interaction, environment and care

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Explore our Childminder Planning Resources

On this page you will find Childminder Curriculum & Pedagogy planning guidance and Premium printable provision.

These resources are designed to:

• reduce workload

• build confidence

• support high-quality, home-based practice

• align fully with EYFS expectations

Free EYFS Childminder Planning Resources

Browse our page or go directly to the planning resources you require using the text links below:

Core Curriculum Planning & Guidance Materials

Planning & Pedagogy Documents

(Weekly Care & Learning Templates, In-The-Moment Planning)

Mixed-Age Practice

(Birth-5 Curriculum Guidance, Progress, Assessment & SEND Identification)

Environment & Continuous Provision

(Home-Based Continuous Provision, Outdoor & Community Learning & Printable Resources)

Provision Enhancement Resources

(Themed Resources, Role-Play Packs, Festivals & Special Dates)

Inspection & Leadership

(Inspection Confidence, EYFS Language & Safeguarding)

Parent Partnership

(Communication Templates & Explaining EYFS To Families)

Illustrated Practice

(A Week in the Life of a Childminder)

Planning for specific age groups

(Planning for Babies | 0–18 months, Toddlers | 18–36 months, Preschool | 3–4 years & Reception | 4–5 years)

Statutory & Non-Statutory Guidance Resources

(EYFS Framework & Development Matters)

Planning & Pedagogy Documents

• Planning without paperwork overload guidance

• In-the-moment planning prompts

• Weekly planning templates (optional)

• Additional Blank Planning Templates | Generic Birth-5

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Mixed-Age Practice

• Birth–5 curriculum guidance

• Assessment and progression support

• SEND and early identification guidance

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Environment & Continuous Provision

• Home-based continuous provision guidance

• Outdoor and community learning

• Continuous Provision & Play Areas Printable Resource Hub - Coming Soon!

• Area of Learning Printable Provision

Please use the arrows to the right of the carousel below and select an area of learning to explore our printable resources.

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Provision Enhancement Resources

• Themed provision Resources

Please use the arrows to the right of the carousel below and select a theme to explore our continuous provision enhancement resources. Alternatively, visit our ‘Themes Menu Page’.

• Role-Play Packs

Please use the arrows to the right of the carousel below to browse our role play pack resources. Alternatively, visit our ‘Role-Play Area’ page.

• Festivals & Celebrations

Please use the arrows to the right of the carousel below and select a festival to explore our continuous provision enhancement resources. Alternatively, visit our ‘Festivals & Celebrations Menu Page’.

• Special Date Calendars

Please use the arrows to the right of the carousel below and select a calendar to explore our continuous provision enhancement ideas & resources. Alternatively, visit our ‘Special Dates Calendar Page’.

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Inspection & Leadership

• Inspection confidence guidance

• Safeguarding and welfare

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Parent Partnership

• Communication templates & explaining EYFS to families

• Additional Premium Home-Setting Communication Templates

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Illustrated Practice

• “A week in the life of a childminder” example

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Planning for specific age groups

If you are planning for a specific age group, explore our dedicated guidance and resources on the following planning pages:

• Planning for Babies (0–18 months)

• Planning for Toddlers (18–36 months)

• Planning for Preschool (3–4 years)

• Planning for Reception (4–5 years)

These pages explain how planning evolves as children grow.

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Statutory & Non-Statutory Guidance Resources

Statutory guidance such as the EYFS Framework, establishes clear expectations that all early years providers must meet in order to support children’s safety, wellbeing, and development. Other documents such as ‘Development Matters’, are non-statutory. This means that guidance within these documents provides flexibility and professional support by offering examples and ideas that practitioners can adapt to suit their setting, children, and community.

Together, these forms of guidance help ensure both consistency and flexibility within early years practice. Please find below some of the materials available on Little Owls Resources to support both mentioned documents:

• Development Matters

Areas Of Learning

Examples of how to support areas of learning and development for birth to 3, 3 to 4 and 4 to 5 years olds. Extracted from Development Matters; non-statutory curriculum guidance for the early years foundation stage. Includes colour and black and white versions. Files contain public sector information licensed under the Open Government Licence v3.0.

• EYFS Framework

Overarching Principles

Teaching & Learning Characteristics

Seven Key Features of Effective Practice

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Additional Support

Further support materials for Childminder Curriculum & Pedagogy, such as our ‘Childminder Setting Policies Pack’, may by found in our ‘Childminder (Mixed-Age) Pathway’.

Further EYFS Planning Support

For additional planning support please see the following pages:

Age pages:

• EYFS Planning for Babies (0–18 Months)

• EYFS Planning for Toddlers (18–36 Months)

• EYFS Planning for Preschool (3–4 Years)

• Reception Class Planning (EYFS)

Setting pages:

• EYFS Planning for Childminders

• EYFS Planning in Nursery Settings

Generic:

• General EYFS Planning resources

• Observation & Assessment

• Special Dates Calendar

• Festivals & Celebrations

• Themes Menu

• Timetables & Routines

• Transitions

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This webpage and documents within it are provided as professional guidance to support effective EYFS practice. They do not replace the EYFS Statutory Framework or other statutory guidance. Practitioners must apply professional judgement and adapt practice to their setting and current requirements.