Childminder Planning Without Paperwork Overload | Mixed-Age

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Childminder Planning Without Paper Overload

Observation, Assessment & Planning in Childminding Practice

Purpose of This Document

This guidance supports childminders to:

• understand how the OAP cycle works in a solo, mixed-age setting

• plan responsively without excessive paperwork

• feel confident that light-touch recording is appropriate

• articulate planning processes clearly during inspection

It aligns fully with the EYFS statutory framework and reflects current best practice for home-based EYFS provision.

The OAP Cycle in Childminding Practice

The EYFS requires practitioners to:

• observe children

• assess learning and development

• plan next experiences and support

It does not require:

• written plans for every activity

• daily recorded observations for every child

• formal planning formats

In childminding settings, the OAP cycle is:

• continuous

• embedded

• relationship-driven

Observation Happens All the Time

Childminders observe children through:

• play

• routines

• care moments

• shared experiences

• conversation

Because childminders work closely with small numbers of children, observation is:

• ongoing

• detailed

• informed by deep knowledge

Not all observation needs to be written down to be meaningful.

Assessment Through Knowing the Child

Assessment in childminding practice happens through:

• noticing progress over time

• recognising new skills

• identifying emerging needs

• reflecting on independence and confidence

Assessment is:

• developmental, not numerical

• based on patterns, not isolated moments

This approach aligns with EYFS expectations and inspection guidance.

Planning: Mental, Flexible and Responsive

Childminders plan in several ways:

1. Mental Planning

• anticipating children’s needs

• preparing resources

• adapting routines

• responding to interests

This is valid planning.

2. Responsive Planning

Plans change as children:

• show curiosity

• need support

• develop new skills

Responsive planning is a strength, not a weakness.

3. Recorded Planning (Light Touch)

Recording may include:

• brief notes

• photographs

• weekly reflections

• occasional next-step comments

Recording supports reflection — it does not drive practice.

Recording Without Overload

Effective recording is:

• purposeful

• manageable

• proportionate

Childminders do not need:

• long written observations

• daily entries for every child

• multiple formats

A small number of meaningful records over time is sufficient.

Using Observations to Inform Next Steps

Next steps in childminding settings may include:

• offering a similar experience again

• adding a new resource

• adjusting adult interaction

• supporting a skill during routine moments

Next steps are often implemented immediately, not documented in advance.

Mixed-Age Planning in Practice

In mixed-age care:

• planning focuses on experiences, not ages

• adult support is differentiated

• learning outcomes vary naturally

This approach is:

• efficient

• inclusive

• EYFS-aligned

Explaining Planning to Inspectors

Childminders can confidently explain:

• “I observe children throughout the day and reflect on their learning.”

• “Planning is responsive and shaped by children’s needs and interests.”

• “I record key observations to support reflection and communication.”

This demonstrates strong understanding of the OAP cycle.

Key Messages for Childminders

• You are planning all the time

• Paperwork is not the curriculum

• Knowing children deeply is central

• Recording supports reflection, not compliance

• Your approach is valid and professional

Final Position

Effective planning in childminding settings is:

• responsive

• flexible

• proportionate

• rooted in relationships

It supports children’s learning without overwhelming the practitioner.

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.

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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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