Analysis: Childminders - Ofsted dispels myths about paperwork

A number of childminders and those using childminding services have expressed concerns about increases in the number of written documents that they believe they are required to keep to deliver the EYFS.

I thought it would be helpful to dispel the myths and rumours that seem to abound in this area. The most important thing inspectors want to see is that children are at the heart of all that happens. That is what they will focus on during the inspection. The EYFS itself identifies the policies and procedures that childminders need to have; it also states clearly that most of these do not need to be written.

EXPECTATIONS

Basically, we expect to see the documents required by the EYFS. Regulations have changed with the introduction of the new framework, but overall the requirement for paperwork has not.

The few written documents childminders are required to have were required previously under the National Standards. They include a record of medication, accident records and details needed to care for individual children.

All the required written records are set out in our booklet, Are you ready for your inspection? We sent this to all registered childminders in July 2008 ahead of the EYFS starting.

Childminders are expected to explain what their policies are to parents and any assistants. It is important, for example, that parents know the childminder's policies on equality of opportunity and safeguarding.

Some childminders find it easier to have this information for parents in writing, while others choose to explain their policies in conversation.

We may check out at inspection whether parents are aware of the childminder's policies, but would not necessarily expect to see written documents.

CASE STUDY

What a childminder told us: 'During a topic on health and safety, the children helped me carry out risk assessments for my home and outings. They graded each hazard according to how much they thought they might be hurt and whether it was likely to happen. For instance, they looked at knives and sharp objects and thought the danger was high; they could cut themselves, so it was best to leave sharp objects alone.'

Learning and development

The Learning and Development requirements of the EYFS may sound new, but childminders who understand how children learn best have always provided the sort of play-based activities that promote good learning.

These activities form the 'educational programme' for children. Providers are expected to show how the programme they offer helps children to make progress towards the early learning goals set out in the EYFS.

Inspectors do not expect childminders to have extensive written plans to show how they deliver their educational programme, but they do expect them to know what children can do and where they need extra help and support to move to the next step.

Many childminders will find it helpful to note down what they intend to do, especially if they have a number of children at different stages in their development. This will help childminders to show parents and others how they meet the requirement to plan and provide experiences that ensure that every child receives an enjoyable and challenging learning and development environment.

CASE STUDY

What we found: 'The childminder enables parents to be fully involved in their child's learning and progress. Interesting "All about us" scrapbooks include photographs of the children busy with their daily activities and topic work, and samples of their drawings. Diaries show details of their child's day. The weekly planning is displayed and development records are shared regularly.'

Observation and assessment

The EYFS also requires everyone, including childminders, to undertake systematic observations as part of their assessment of children. Inspectors do not expect observations to involve long written notes - it is important that childminders spend their time working with children. Simple mental or written notes of what children can do will suffice, and these can form part of the assessments childminders carry out and share with parents.

There is no need, either, for childminders to carry out comprehensive written assessments. They can use the sort of methods the best childminders have used for some time to focus on children's well-being and development - samples of children's work, photographs, shared diaries, information sheets and so on (see box).

EYFS profile

Unless childminders are the main provider of the EYFS to children in the term before they reach statutory school age, then this is all we expect. If they are the main provider of the EYFS, the law requires them to complete the EYFS profile for those children.

This is likely to be a very small number of childminders, as most children are in school at this stage. However, if you are in this position your local authority should be able to advise you on how to do this.

Self-evaluation form

The only document not specifically mentioned in the EYFS that Ofsted asks childminders to complete is a self-evaluation form. This is not mandatory, but we believe it is an important tool in helping childminders to do what most already do very well - providing the best possible outcomes for the children in their care. It is a good way to help them to reflect on what they do and to make improvements where necessary.

Inspectors want to see adults having a robust approach to keeping children safe and improving on what they already do well by evaluating their provision, strengthening the best of what they do and fixing the rest. In the best settings, self-evaluation, assessment and planning are tools that help to provide stimulating environments to enable children to thrive.

ASSESSMENT

What a childminder told us: 'I assess each new child carefully when they begin and talk with their parents and other childcarers so I know what they can achieve. By talking, listening and playing with the children, I am able to learn about their individual interests and learning styles.

'Each week I watch the children and record any observations I think relevant to their individual development. This allows me to provide stimulating activities for each child across all areas of their learning.

'I write a play plan for each child at the start of each week, as well as an overall plan of activities. This is a very simple outline of what we may do each day. I look through my resources to find what is relevant to my play themes and may go to the library and toy library to collect more. I think about what will be suitable for all of the children, as well as their individual abilities and interests.

'At the beginning of the day I look at my plan so I know what I intend to do. However, what we do may vary depending on the needs of the children or the weather. Often the children take the activities in a totally different direction and I always encourage this and adapt my planning accordingly.'