Guidance

Childminders

Updated 20 March 2024

Applies to England

We’ve grouped the questions for easy reading. They should be read alongside the early years inspection handbook.

You can also watch our collection of short videos answering some of the most common questions. A full list of questions can be read below.

Early years foundation stage (EYFS) for childminders

Should I store my paperwork in a folder marked ‘Ofsted’?

You should use whatever approach to paperwork suits you. You are free to file it however you like.

Paragraph 2.2 of the EYFS framework sets out the requirements for paperwork related to assessment. You should not need to take prolonged breaks from interacting with children in order to carry out assessments, and assessments should not require excessive paperwork. You should draw on your knowledge of the child and your own expert professional judgement.

Childminders registered on the early years register (EYR) only are required to have policies and procedures as set out in the EYFS, including procedures for risk assessment. While they are not required to have written policies, they must make sure that they have effective procedures in place, as set out in the EYFS. They must ensure that any assistants are aware of, and follow, the statutory policies, and can explain them to parents and others when requested.

Childminders registered on the childcare register (CCR) only, or in addition to the EYR, are required to have some written policies. Full details on these requirements can be found in Childminders and childcare providers: register with Ofsted.

Each inspection is unique, and inspectors will only ask to see evidence they consider appropriate to that individual setting. This is usually determined by their observations of teaching and learning. The paperwork most often requested is listed in the ‘Notification of inspection’ section of the early years inspection handbook, but it is unlikely that an inspector will want to see all of these documents at every inspection.

How will inspectors consider the progress children make at my setting?

Ofsted considers the curriculum as a progression model. By progress, we mean that children know more, remember more and can do more of what was intended in the curriculum.

In early years, progress might mean:

• for example, knowing the sounds of farm animals, knowing that an oven gets hot, knowing the meaning of countless words or knowing what facial expressions suggest
• ‘know how’ – for example, knowing how to hold a pair of scissors, knowing how to catch a ball, knowing that we should take turns and how to do so, knowing how to dress and undress a doll and knowing how to hold and turn the pages of a book
• knowing behaviours and habits for the future – for example, knowing to look at the teacher, knowing phrases such as ‘kind hands’ and ‘tidy-up time’, knowing to listen when others speak and knowing that we sit when listening to stories

We can say that these have been learned when they are remembered.

Inspectors will want to find out about the curriculum you provide for your children. This sets out what you want the children to learn while they are with you. Inspectors will be interested in what you teach children, and what children can do, know and remember as a result.

Will inspectors expect me to show the progress of a child tracked against ‘Development Matters’?

No. It is up to you how you assess children’s progress. Inspectors will not ask to see any internal tracking or assessment information. Our inspection handbook sets out how we will gather evidence through observation and discussion during an inspection.

Ofsted inspects childminders in line with the principles and requirements of the EYFS. You may find it helpful to use ‘Development Matters’, but we do not inspect against this, as it is non-statutory guidance. When writing inspection reports, inspectors will not usually refer to specific guidance you choose to use, but rather how well you are providing the curriculum for children.

Inspectors will want to find out about the story of a child, including:

• what they knew and could do when they started at the provision
• what they can do now and how you helped them to learn it
• what you intend for the child to learn in future, so that they are ready for their next stage

As stated in our handbook, inspectors do not expect to see documentation other than that set out in the EYFS framework. They will use the evidence gathered from discussions and observations to judge the overall quality of the curriculum provided for children.

Will inspectors prefer to see paper assessments rather than those recorded electronically?

No. Inspectors will not be looking at assessment information during inspections. The EYFS does not prescribe a way of carrying out or recording assessments. Assessment needs to be effective and help children’s learning, development and progress.

Paragraph 2.2 of the EYFS framework sets out the requirements for paperwork related to assessment. You should not need to take prolonged breaks from interacting with children in order to carry out assessments, and assessments should not require excessive paperwork.

Do childminders need to produce a curriculum map?

No. We are keen to correct this misconception! We are clear that what children learn in the early years is incredibly important for their future success.

The EYFS’s educational programmes provide the framework for the curriculum. It is for you to decide how to expand, extend and broaden these. It is for you to decide what guidance to use when developing and shaping your curriculum, and for you to decide how to talk about the early years curriculum with inspectors. Some childminders may choose to map this out, but others may present what they do in a different way.

Inspectors will want to know how you design an ambitious and well-sequenced curriculum that prepares children well for the next stage of their education. You will be asked:

• what you want children to learn and why
• how you are helping children know more and remember more
• how you measure this success

We use ‘knowing more and remembering more’ for all areas of learning in the EYFS. Physical development, for example knowing how to balance on a wheeled toy or knowing when to use the toilet, are just as important as knowing, remembering and understanding more words.

Our inspection handbook makes it clear that curriculum planning does not need to be in any specific format. It is up to you to determine the format of your planning, and to justify these plans based on what you want children to encounter, explore and learn in the setting.

I care for children before and after school. What type of inspection will I have?

The type of inspection you will receive is set out in part 3 of the early years inspection handbook, ‘Applying the EIF in different contexts’.

Does Ofsted expect me to use formal language when speaking with children?

No. Ofsted does not have set expectations about what words you use. However, inspectors will check that you are meeting the communication and language requirements set out in the statutory framework for the early years foundation stage. Inspectors will check whether children are experiencing a language-rich environment and an accurate use of words over time. Informal words or less accurate words may form an occasional part of this, such as ‘doggie’ when talking about a dog or ‘ta’ for ‘thank you’, when helping a child move from using a familiar informal word to a more accurate one. As a result, an inspector would not judge a provider negatively solely on the occasional use of informal language. However, it is important that children are exposed to accurate use of language over time. In our inspection handbook, we explain that inspectors will evaluate whether practitioners communicate well to check children’s understanding, identify misconceptions and provide clear explanations, in order to improve children’s learning.

Inspection practice

Will I always have notice of my inspection?

Ofsted can carry out inspections without notice. No-notice inspections normally, but not always, take place when a childminder was judged inadequate at their last inspection, or when someone has raised concerns that a childminder may not be meeting the requirements of the EYFS.

How long will my inspection take?

Inspectors will normally be on site for about 3 hours. If the inspection is likely to take longer, for example if you are responsible for taking children to school and/or collecting them from school, or you work with assistants, then an inspector will discuss this with you.

How should I use ‘Part 3 – Applying the EIF in different contexts’ when preparing for my inspection?

You should read part 3 alongside parts 1 and 2, which set out inspection principles and methodology.

Part 3 sets out the differences between inspections of childminders and inspections of other settings. It also gives specific guidance on inspections of childminders, which includes how inspectors will gather and record their evidence. For example, it describes what a ‘learning walk’ looks like in a childminder’s setting.

We made this change following feedback, from across the childminding sector, that previous editions of the early years inspection handbook did not set out clearly enough how we inspect childminders under the EIF.

What should I expect from the ‘learning walk’?

The learning walk will take place in the rooms where you provide care and education to children. This gives you an opportunity to explain how you organise the early years curriculum.

How will inspectors look at leadership and management?

You should have an accurate view of the quality of your provision and should know what you need to improve. You do not need to produce a written self-evaluation, but should be prepared to discuss with inspectors the quality of education and care you provide, and how well you meet children’s needs. Inspectors will consider how well you evaluate your provision and know how you can improve it or maintain its high standards.

After the discussion there will be opportunity during the inspection to follow up any matters discussed. To check the accuracy of your view, inspectors will observe children learning, the caring and teaching taking place, and the safety and suitability of the premises. This includes settings where you work with assistants. Inspectors will discuss how you take account of the views of parents and the progress made by children, and what you can do to improve further.

Inspectors will also consider how effectively you use performance management and assessment to identify your own strengths (and those of assistants, if you work with them) and the areas for improvement in the setting. They will consider how well this focuses your professional development activities, particularly in relation to increasing children’s vocabulary and cultural capital.

If you work with assistants, inspectors will gather evidence of the effectiveness of staff supervision, performance management, training and continuing professional development, and the impact of these on children’s well-being, learning and development. This includes evidence of how effectively you engage with any staff and make sure that staff are aware of, and manage, any of the main pressures on them.

Inspectors will use this evidence and their professional judgement to assess how well you improve the quality of provision.

Will I always need to be available to speak to the inspector?

No. Inspectors do not expect you to be immediately available to speak to them at all times. They want to see you operating as you would on any other day, and will work around your usual routines.

Inspectors will talk to you at appropriate moments, when the children are safely occupied. They will be mindful that you have to supervise children and continue to meet their needs during any discussions.

Inspectors want you to have the confidence to do what you do every day. Don’t do anything differently, just because the inspector calls.

Can anyone else attend the feedback session at the end of my inspection?

Any person connected to your setting can attend the feedback meeting to assist and support you. The inspector will agree with you which other people should attend.

The feedback session is confidential until the final report is published; however, this does not mean that you cannot discuss the inspection outcomes with others. You may wish to share the feedback with colleagues and family and your wider support network. This is fine, but the information should not be made public or shared with parents.

Can I achieve a judgement more than one grade above my previous inspection outcome?

Yes. You can improve by more than one grade. The early years inspection handbook sets out how inspectors will use their professional judgement to weigh up the evidence gathered for each key judgement, and consider it against the grade descriptors, to reach fair and reliable judgements that reflect the quality of provision. If inspectors find during the inspection that a setting has improved by more than one grade, they will judge it accordingly.

Is the notification call the start of my inspection?

No. The notification call is not the start of the inspection. The ‘Notification of inspection’ section of the early years inspection handbook explains that the notification call will be short and focus on practical issues. Inspectors will not use this conversation to start inspecting. They may use it to understand any ongoing impact of COVID-19.

What if I get my notification call at an inconvenient time?

The timing of the notification call is set out in the ‘Notification of inspection’ section in Part 3 of the early years inspection handbook. You can agree with the inspector if this is a convenient time to take the call. If the call is broken into 2 shorter calls, the inspector will record who was spoken to in each call and the arrangements that were made.

During the notification call, why do inspectors ask about children I look after?

Although inspectors do not begin to collect evidence during the notification call, they may want to know more information about the children you will be looking after in the next 5 days. This helps them decide when would be the best time to inspect, so that they can make a judgement and report on what it is like at the setting for all children, including disadvantaged children.

Will there be more than one inspector at my inspection?

An inspection may be carried out by more than one inspector. This may be because of the size or layout of your premises or the number of children on roll. Other reasons include the process of training inspectors, or for quality assurance purposes.

In these situations, the lead inspector will explain why there is more than one inspector and explain their role in the inspection.

Do I have to allow inspectors to use their phone during an inspection?

Inspectors will agree with you where their mobile phone will be kept during the inspection so that they can use it if they need to. The inspector will reassure you that, if they need to use their mobile phone, for example to contact their regional duty desk or take an emergency call, they will not do this in areas where children are present, to comply with your policy.

Will inspectors ask to see my public liability insurance?

All documents that inspectors must see on inspection are included in the ‘Notification of inspection’ section of the early years inspection handbook. The list does not include your public liability insurance certificate; however, inspectors may ask to see proof of certification if there are specific concerns relating to this.

What type of inspection will I have if I only have older children present at the time?

The ‘No children present on the day of inspection’ section of the early years inspection handbook sets out our approach to inspection when there are no children on roll or present on the day of the inspection.

This section of the early years inspection handbook makes clear that if you care for children only on certain days or part days, the inspection should be scheduled on a day when children are present, if practical. Part 3, ‘Applying the EIF in different contexts’, explains that a childminder who only offers before- and after-school care will be inspected without receiving grades against the 4 judgements of the inspection framework. These are: ‘Quality of education’, ‘Behaviour and attitudes’, ‘Personal development’ and ‘Leadership and management’.

If you are operating on an ad-hoc basis, you are likely to receive a ‘no children on roll’ inspection.

Can I leave the children alone with the inspector?

Inspectors should not be left alone with children. Even though all our inspectors are suitable and safe to be around children, the care of the children is your responsibility throughout an inspection. You should do what you would usually do when visitors are present.

Will the inspector go with me on outings with the children?

Inspectors are tasked with finding out what it is like for a child at the setting, and if an outing is part of the routine for children on the day of the inspection, then inspectors may accompany you. Inspectors will carry out their own risk assessment and use their professional judgement in these situations.

How will inspectors get the views of parents?

Inspectors will use the notification call to check if they will be able to speak with parents at the inspection. They may consider the time that children and parents arrive and set aside time to speak with them. The inspector may also arrange to speak to parents by telephone if this is more convenient for parents. You should make sure you have permission from parents before sharing their telephone number with inspectors.

What if I have concerns about my inspection?

The majority of our inspections go well. But if you do have any concerns about your inspection, there are some things you can do.  

During the notification call, the inspector will ask you to consider if there are any issues that may mean you want to ask for a deferral. While it is important that we carry out our planned inspections wherever possible, sometimes there may be reasons why a planned inspection may not go ahead. You can find out more about requests for deferral in our deferral policy. During the call, the inspector will also tell you how you can raise any concerns or ask for clarifications before, during and after the inspection. 

You have the option of someone supporting you, if needed, during or after the inspection. The inspector will ask you about who this may be during the notification call or at the start of the on-site inspection, if unannounced. This person should typically be someone connected to your registration and who will understand the context of the inspection. You should let this person know that you have shared their details, in case they need to be contacted during the inspection. You do not need to provide this information if you do not want to. However, if you change your mind during the inspection, let the inspector know. 

At the heart of inspection is a constructive and professional dialogue, and inspectors will regularly have discussions with you. If you do have any concerns, we encourage you to raise them with the inspector during these discussions. They will work with you to resolve them as soon as possible. You will also have an opportunity to raise concerns at the final feedback session.

You can contact Ofsted during, or on the working day after, the end of the inspection. Inspectors will provide you with a phone number to do this. You will also have an opportunity to submit comments when you receive your draft report. If your concerns remain unresolved, then you can follow the Ofsted complaints process. 

If you complain about your inspection or raise anything with the inspector at the time, this will not go against you in your next inspection. Our inspectors should uphold the highest professional standards and treat everyone fairly and with professionalism, courtesy, empathy, and respect.