Using Tier 3 Professional Membership as a Childminder

Home › EYFS Curriculum & Pedagogy › Childminder Curriculum & Pedagogy

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

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

Using Tier 3 Professional Membership as a Childminder

How Curriculum & Pedagogy Guidance Complements Printable Resources

Purpose of This Document

This guidance supports childminders to use their Tier 3 Professional Membership confidently and coherently.

It explains how:

• curriculum and pedagogy documents guide professional thinking

• printable resources support, but do not drive, practice

• age-specific pathways can be drawn on without fragmenting mixed-age care

The aim is to help childminders make intentional choices, avoid overload, and use resources in ways that align with EYFS best practice.

A Clear Position: Pedagogy First, Resources Second

In high-quality childminding practice:

• pedagogy guides decision-making

• resources are tools, not the curriculum

• children’s interests and development shape how materials are used

Tier 3 Professional Membership reflects this principle.

Your curriculum and pedagogy documents explain:

• why you do what you do

• how children learn in mixed-age, home-based settings

Printable resources are then selected to support that thinking.

Using Printable Resources Intentionally

The printable resource library includes materials such as:

• role play packs

• puzzles and games

• posters and visual supports

• displays and themed resources

Childminders are not expected to:

• use resources as pre-planned lessons

• follow themes week by week

• print large quantities of materials

Instead, resources are used:

• flexibly

• responsively

• when they add value to children’s play or understanding

Avoiding Resource-Led Practice

Resource-led practice occurs when:

• activities are chosen before considering children’s needs

• themes dictate learning rather than interests

• printables are used to evidence learning

Tier 3 guidance supports childminders to avoid this by:

• emphasising in-the-moment planning

• valuing open-ended experiences

• prioritising interaction over activities

Resources remain optional and adaptable.

Using Printables in a Mixed-Age Setting

In mixed-age childminding environments:

• the same resource may be accessed differently by different children

• older children may explain or model

• younger children may explore through participation

For example:

• a role play pack may support language for toddlers while older children develop narratives

• a puzzle may support problem-solving at different levels

Childminders adjust expectations, not resources.

Drawing on Age-Specific Pathways

Tier 3 membership includes age-phase pathways for:

• Babies

• Toddlers

• Preschool

• Reception

Childminders are not expected to plan separately for each age group.

Instead, age-specific documents are used to:

• inform professional understanding of development

• support appropriate expectations

• reflect on how children are progressing over time

They act as reference points, not planning frameworks.

Making Cohesive Choices

Childminders use Tier 3 most effectively when they:

• start with the childminder pedagogy documents

• reflect on children’s interests and needs

• select resources that enhance shared experiences

• adapt materials rather than following them rigidly

This approach reduces workload and strengthens practice.

Inspection Confidence

During inspection, childminders can confidently explain:

• “I use curriculum guidance to shape my practice and choose resources intentionally.”

• “Printable resources support children’s interests but do not drive my planning.”

• “I draw on age-phase guidance to inform expectations, not to separate learning.”

This demonstrates strong curriculum leadership.

Key Messages

• Pedagogy comes first

• Resources support, not replace, professional judgement

• Age-phase guidance informs thinking, not planning

Final Position

Tier 3 Professional Membership supports childminders to:

• think deeply

• choose wisely

• work flexibly

By leading with pedagogy and using resources intentionally, childminders deliver a rich, coherent EYFS curriculum without overwhelm.

Document Updated: January 2026

(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

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. You do not need to use everything. (Many practitioners use more than one pathway.)

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.

_____________________________