Childminder Pedagogy Position Statement | Mixed-Age

Home › EYFS Curriculum & Pedagogy › Childminder Curriculum & Pedagogy

Read our web document below or download here: DOCX 📝 | PDF 📄

Childminder Pedagogy Position Statement

EYFS Curriculum & Pedagogy

Purpose of This Statement

This document sets out the pedagogical principles that underpin high-quality childminding practice within the EYFS.

It explains how and why childminder practice may look different from group-based provision, while remaining fully aligned with the EYFS statutory framework, Development Matters and Ofsted expectations.

This statement supports childminders to:

• articulate their practice confidently

• explain mixed-age pedagogy

• evidence curriculum intent without excessive paperwork

• demonstrate reflective, responsive teaching

Our Pedagogical Position

Childminders are professional early educators delivering the full EYFS curriculum within a home-based, mixed-age environment.

High-quality childminding practice is characterised by:

• secure, responsive relationships

• deep knowledge of individual children

• continuous observation within daily routines

• intentional teaching embedded in lived experiences

Childminding pedagogy is not a simplified version of nursery practice.
It is distinct, intentional, and equally rigorous, shaped by its unique context.

Mixed-Age Pedagogy as a Strength

Childminders typically care for children across multiple EYFS age phases at the same time.

We view this as a pedagogical strength, not a limitation.

In mixed-age childminding environments:

• younger children learn through imitation and participation

• older children consolidate learning through modelling and explanation

• social communication is naturally scaffolded

• care routines become shared learning experiences

The same experience can result in different learning outcomes, depending on the child’s developmental stage.

Effective childminders plan experiences, not separate lessons by age.

Curriculum Through Lived Experience

Within childminding practice, curriculum is delivered through:

• daily routines

• play within shared spaces

• real-life experiences in the community

• interactions during care moments

• sustained conversations over time

This approach reflects the EYFS principle that:

Children learn through play, exploration, and relationships.

Intentional teaching in childminding settings happens through:

• modelling language and behaviour

• responsive questioning

• gentle challenge and extension

• timely adult intervention

Planning, Observation and Responsiveness

Childminder pedagogy is rooted in in-the-moment practice.

Planning is:

• flexible

• responsive

• shaped by children’s interests and needs

Observation happens continuously through:

• close interaction

• shared activities

• everyday routines

Recording does not need to be extensive to be effective.

Childminders demonstrate impact through:

• knowing children deeply

• reflecting on learning

• adapting provision and interactions

This aligns with the EYFS Observation–Assessment–Planning cycle.

Continuous Provision in a Home Environment

In childminding settings, continuous provision:

• is not defined by rooms or fixed areas

• reflects the realities of a shared home space

• evolves throughout the day

Resources are:

• accessible

• purposeful

• rotated as needed

Outdoor environments, local parks, shops and community spaces are an integral part of provision.

This approach ensures breadth, richness and real-world relevance.

Inclusion, SEND and Individual Needs

Childminders are uniquely positioned to:

• identify emerging needs early

• adapt practice quickly

• personalise learning with precision

Inclusive practice is embedded through:

• flexible routines

• responsive communication

• close partnership with families

Support is delivered through everyday interactions, not separate programmes.

Inspection Confidence

Childminders do not need to replicate nursery documentation to demonstrate quality.

Inspection-ready practice is shown through:

• clear understanding of curriculum intent

• confident explanation of how learning is supported

• evidence of progress through children’s experiences

• reflective practice and professional knowledge

This pedagogy statement supports childminders to articulate:

What they do, why they do it, and how it supports children’s learning.

Alignment with Our EYFS Curriculum & Pedagogy Framework

This Childminder Pedagogy Position Statement:

• aligns fully with our birth–five curriculum framework

• complements age-phase pedagogy documents

• supports coherent practice across EYFS contexts

It ensures childminders can access and apply our professional guidance without needing to adapt it into a group-based model.

Final Position

High-quality childminding practice is:

• intentional

• reflective

• responsive

• relational

It delivers the EYFS through real life, real relationships and real experiences.

This pedagogy is not lesser — it is different by design.

Document Updated: January 2026

Recommended next read Selection

Or read our ‘Little Owls Resources’ Curriculum Intent Statement’

Additional Documents | Professional Membership Contents (Mixed-Age)

Navigate our Curriculum & Pedagogy guidance documents here.

Please note, Professional Membership enables 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. The documents below are designed for use alongside our age-specific pathway materials.

• 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:

What is Professional Membership?

Find our more about our Professional guidance for confident, reflective EYFS practice (Birth–5)

Alternatively, learn more about and explore our printable provision resources.

Thousands of ready-to-use printables to support provision, organisation, routines and learning across EYFS.

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.

___________________________

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.

_____________________________