Prior to EYFS, we already had a 2-tier system where childminders could (and still can) become accredited to provide early years education and those who didn't want to could remain an ordinary Registered Childminder. It would be useful to know the proportion of childminders who CHOSE to provide education prior to the introduction of EYFS. Personally, I know of nobody locally who was accredited prior to EYFS and last week is the first time any parent has asked if I will consider applying. This is clear evidence to me that, in my area at least, a formal education is not generally considered appropriate in a childminding setting. If it was, surely the majority of childminders would have been accredited already?
I like EYFS and I appreciate the training and information that has been made available to me since EYFS was introduced. I just think it should be guidance like Birth to Three was, and not compulsory for childminders, so that we can use it in a way that suits the individual nature of each childcare arrangement. I don't like the way people perceive it to be a list of "targets" which implies children are failing if they don't meet them. They're not failures, of course! I preferred the old terminology of "stepping stones" which fits well with the idea that the carer's role is that of guidance and support; it shouldn't involve the pressure or stress that people now associate with EYFS.
IMO EYFS discourages potential childminders from applying to be registered and encourages parents to seek non-regulated care as this is perceived to be the only way they can get a relaxed, informal home-from-home setting - which is what most parents seek from childminders. I don't know if unregulated care is on the increase, or if I'm just more aware of it these days.
The way I follow EYFS, is to hang on tightly to the words of one inspector "keep it simple". Observations are just photos & short sentences scribbled now and again in an obs book I keep for each child. Also each child has their own diary as soon as they can hold a pencil, in which we stick photos and drawings and if able, they write their own stories, recipes & thoughts etc whatever they want. Which effectively means they write their own obs The obs books notes links to the EYFS Areas of Learning.
From time to time, I go through the obs books and use this to make a BRIEF summary of each child's interests/achievements and list of next steps/activity plans. This sheet is shared with parents & other settings, with parent permission. I talk regularly with other settings, preschool & school are very co-operative and friendly here.
The activity plans go in the diary and I try to note obs on these when they take place.
HTH