Childminders 3-step criteria
This page shows the details of the three step approach for childminders. If you work in a group based early years setting (schools, nurseries, pre schools) then please visit our group based early years setting 3-step criteria page.
Acknowledging the many pressures that practitioners can face, we have created a 3-step approach so you can progress at a pace that is manageable for you:
- Early Talk for York Step 1 criteria
- Early Talk for York Step 2 criteria
- Early Talk for York Step 3 criteria
Early Talk for York Step 1 criteria for childminders
Early Talk for York Step 1 is the lightest-touch step of the approach and includes best practice that should be achievable for most practitioners.
The criteria are as follows, with detailed examples provided for each criteria.
Screen all children annually using the WellComm Toolkit, sharing this data with the local authority.
All children that the childminder is working with are screened annually using the WellComm Toolkit. The headline findings of which (Red, Amber, Green outcomes) are shared with the local authority (LA) on an annual basis.
The detailed findings are used to inform provision and practice for children as well as informing work with families both universally and in more targeted ways.
Regularly attend network meetings with a focus on improving children’s speech, language and communication skills.
The childminder is a regular attendee and active contributor to network events that have a specific focus on developing early language.
Examples of such events might include a Shared Foundation Partnership with ‘sharing practice around children’s communication and language development’ as a standing agenda item, or a childminder learning network established to focus on speech, language and communication development in a locality.
Work in partnership with parents and carers to support the wider development of children’s speech, language and communication skills.
The childminder promotes children’s speech, language and communication as a top priority when communicating with parents and carers.
They share the results of the screening outcomes, regardless of whether or not these raise concerns.
Early Talk for York Step 2 criteria for childminders
In step 2 there is more focus on working with parents and carers, as well as the introduction of investment in high quality training for your team.
Each step is cumulative, so Step 2 includes criteria found in Step 1.
The criteria are as follows, with detailed examples provided for each criteria.
Screen all children annually using the WellComm Toolkit, sharing this data with the local authority.
All children that the childinder is working with are screened annually using the WellComm Toolkit. The headline findings of which (Red, Amber, Green outcomes) are shared with the LA on an annual basis.
The detailed findings are used to inform provision and practice for children as well as informing work with families both universally and in more targeted ways.
Regularly attend network meetings with a focus on improving children’s speech, language and communication skills.
The childminder is a regular attendee and active contributor to network events that have a specific focus on developing early language.
Examples of such events might include a Shared Foundation Partnership with ‘sharing practice around children’s communication and language development’ as a standing agenda item, or a childminder/peer learning network established to focus on speech, language and communication development in a locality.
Work in partnership with parents and carers to support the wider development of children’s speech, language and communication skills, providing resources and information for parents and carers to support their children’s development.
The childminder promotes children’s speech, language and communication as a top priority when communicating with parents and carers.
They share the results of the screening outcomes, regardless of whether or not these raise concerns.
They frequently provide advice, support and resources to help parents and carers support their children’s speech, language and communication skills.
Complete certified training that has a focus on early speech, communication and language.
The childminder has completed certified training that has a specific focus on early speech, language and communication in the last 3 years.
Early Talk for York Step 3 criteria for childminders
Step 3 is the 'full Early Talk for York approach' that has been evaluated to show a demonstrable difference to outcomes. Ideally everyone should aim for Step 3 in the long term.
Each step is cumulative, so Step 3 includes criteria found in Steps 1 and 2.
The step 3 criteria are as follows, with detailed examples provided for each criteria.
Screen all children annually using the WellComm Toolkit, sharing this data with the local authority.
All children that the childminder is working with are screened annually using the WellComm Toolkit. The headline findings of which (Red, Amber, Green outcomes) are shared with the LA on an annual basis.
The detailed findings are used to inform provision and practice at child level as well as informing work with families both universally and in more targeted ways.
Regularly attend network meetings with a focus on improving children’s speech, language and communication skills.
The childminder is a regular attendee and active contributor to network events that have a specific focus on developing early language.
Examples of such events might include a Shared Foundation Partnership with ‘sharing practice around children’s communication and language development’ as a standing agenda item, or a childminder/peer learning network established to focus on speech, language and communication development in a locality.
Work in partnership with parents and carers to support the wider development of children’s speech, language and communication skills, providing resources and information for parents and carers to support their children’s development.
The childminder promotes children’s speech, language and communication as a top priority when communicating with parents and carers.
They share the results of the screening outcomes, regardless of whether or not these raise concerns and offer opportunities to discuss and explore further, for example through modelling techniques and strategies families could use at home.
They frequently provide advice, support and resources to help parents and carers support their children’s speech, language and communication skills. This may include opportunities for parents and carers to spend time in the setting to learn more about children’s speech, language and communication development.
Work takes place with other childminders or early years settings as appropriate to provide additional support and implement a range of strategies.
Accredited training in speech, language and communication at level 3 or above.
The childminder working directly with early years aged children holds an accreditation in early communication and language at Level 3 or higher.
The childminder maintains this accreditation and it is seen as an ongoing commitment as part of the childminder’s professional development plans.
This accreditation must be refreshed at a minimum of every 3 years.
Ongoing direct engagement with specialist speech and language professionals.
The childminder has regular (at least termly) engagement with a specialist speech and language professional to seek advice, support and guidance on practice, provision and any individual concerns arising, especially as identified via universal screening.
A relentless focus on speech, language and communication as a top priority that impacts on whole of life outcomes. Peer and social support and accountability on delivering the above.
The childminder is actively collaborating with other childminders or early years settings on the development of early language. They offer support and expertise to others as appropriate.
Also see
Early Talk for York
Children's Services