I’m a childminder, and the picture often painted of childminding doesn’t reflect my practice at all. We very rarely use screens – in the past three years the children have watched 20 minutes of Stick Man once, on a snowy day just before Christmas.
Every day I set out planned activities linked to books, themes and the children’s current learning needs, alongside a sensory tray. We’re out most days too – woods, parks, farms, libraries, museums (sometimes by train). I don’t do toddler groups or soft play; instead children learn through real experiences.
At home and in the garden we have a covered outdoor area, mud kitchen, book corner and vegetable plot, and in summer we’re outside for most of the day. I follow exactly the same EYFS as nurseries and schools, embedding learning such as maths and language naturally through play, indoors and out.
The children are usually in a small group of 2–3, which allows for very responsive, individualised care, while still meeting regularly with other childminders for social experiences.
Childminders are not unqualified or inexperienced – over 80% hold a Level 3 or above, 11 percent a childcare qualification at degree level, and most have many years of childcare experience. Childminding is simply a different model of early years education, and for many children it works exceptionally well.