Development Matters and the 2026 EYFS: The Childminder's Guide

TL;DR

• No 2026 edition: Development Matters was last updated on 4 September 2023 (to match EYFS references). The main rewrite before that was July 2021.
• The 2026 change is the statutory framework, in force from 1 September 2026 in England
• Non-statutory guidance: you don't have to follow it word-for-word
• The 7 areas of learning are unchanged: 3 Prime + 4 Specific
• Development Matters says it is not a tick-list: quality observations beat quantity
• The Progress Check at Age 2 remains mandatory
• Free PDF download available on GOV.UK
• KinderStart's EYFS tracker maps directly to all 7 areas and generates progress reports in one tap

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For the full statutory requirements, read our comprehensive EYFS Statutory Framework Guide. For the September 2026 regulatory changes specifically, see New EYFS Statutory Framework (September 2026): What Every Childminder Needs to Know.

What is Development Matters?

Development Matters is the Department for Education's non-statutory guidance that explains what the EYFS statutory framework looks like in practice. Think of the statutory framework as the law (what you must do) and Development Matters as the handbook explaining how you might do it.

You can download the current version free from GOV.UK: Development Matters.

Is there a Development Matters 2026?

No. Search results often say "Development Matters 2026", but the DfE has not published a 2026 edition. The history is:

• 2017: first published on GOV.UK
• July 2021: the updated version, written for the reformed EYFS
• 4 September 2023: the current version. This update only changed its EYFS references to match the then-new framework.

The September 2023 edition is the one to use alongside the 2026 framework.

What changed in September 2026?

The EYFS statutory framework changed on 1 September 2026. The headline changes for childminders are:

• Safer sleep rules are now written directly into the framework
• Banned dog breeds: no registered childcare on premises where a banned breed is kept
• Lower notification threshold: notify Ofsted or your childminder agency of allegations of "harm", not only "serious harm"
• Screen use: providers must have regard to children's screen use

The 7 areas of learning and the Progress Check at Age 2 have not changed. For the full detail, read New EYFS Statutory Framework (September 2026): What Every Childminder Needs to Know.

Professional judgement, not tick-lists

Development Matters already says it is not a tick-list. Practitioners are expected to form holistic professional judgements about children's development, not generate mountains of data to evidence every statement in the document.

This is important for childminders because Ofsted looks at assessment quality over assessment quantity. An inspector is more impressed by a rich, narrative observation explaining why a child behaved a certain way than by a grid of ticked milestones.

The 7 areas of learning explained for childminders

Prime Areas

The three Prime Areas are the foundation. For children aged 0–4 years, these should dominate your observation focus. They are the areas where a delay or difficulty has the broadest developmental impact.

1. Personal, Social and Emotional Development (PSED) Covers self-regulation, managing feelings, building relationships, and developing a positive self-image. For childminders, this is often the most visible area — you see it every time a child separates from their parent, shares a toy, or shows empathy.

2. Communication and Language Covers listening, attention, understanding, and speaking. Back-and-forth conversation with you ('serve and return') matters far more than passive listening.

3. Physical Development Covers gross motor skills (running, climbing, jumping), fine motor skills (threading, mark-making, self-care), and health and self-care.

Specific Areas

The four Specific Areas build on the Prime Areas and become more prominent as children approach school age.

4. Literacy — Reading and writing readiness: mark-making, phonological awareness, sharing books, emergent writing.

5. Mathematics — Number sense, shape, pattern, measurement, and spatial reasoning through hands-on play.

6. Understanding the World — Past and present, people, cultures, and communities, and the natural world (exploration, science thinking, technology).

7. Expressive Arts and Design — Creating with materials, being imaginative, music, movement, and storytelling.

How Ofsted inspects against Development Matters

Ofsted inspectors do not audit your Development Matters tracking grids. They observe your interactions with children, talk to you about your practice, and look at a sample of your documentation. They assess whether your planning and observation reflect a genuine understanding of individual children's developmental needs.

Red flags inspectors look for:

• Tick-list observations — recording a statement as 'achieved' with no narrative context
• Assessment that looks the same for every child — suggests a template rather than genuine observation
• Planning that doesn't connect to observations — activities that are planned but don't respond to what you've noticed
• No evidence of next steps — observations without any indication of what you plan to do with the information

Green flags inspectors like to see:

• Rich, dated narrative observations with direct quotes from the child
• Clear links between an observation and a planned next step
• Evidence of parental input into the learning journey
• A Progress Check at Age 2 written in accessible language

Using Development Matters in practice: a childminder's workflow

Here is a practical day-to-day approach that satisfies Ofsted without becoming a paperwork burden:

Step 1 — Observe (during the session)

Note one or two specific moments during the day. Not a list of everything the child did — one rich moment. What did they say? What did they do? What did it tell you about where they are developmentally?

Example: "At snack time, Anya (2y 8m) asked 'why does bread go hard?' and listened carefully to my explanation before saying 'so it gets thirsty?' — she is making a causal link and using vocabulary beyond her age (Communication and Language, Understanding the World)."

Step 2 — Link to Development Matters (after the session)

Open Development Matters and identify which area(s) of learning the observation relates to. Note the relevant age band. You do not need to copy out the statement — just reference it.

Step 3 — Plan a next step

Based on the observation, decide one thing you will do to extend or support this area of development. This is the most important part of the cycle.

Example next step: "Introduce cause-and-effect vocabulary during water play this week: 'if we add more water, what will happen?'"

Step 4 — Share with parents

Briefly share the observation at handover or via the parent app. Parents who are engaged in their child's learning journey produce better outcomes — and Ofsted wants to see evidence of parental partnership.

Step 5 — Feed into the Progress Check at Age 2

When a child approaches their second birthday, your accumulated observations form the evidence base for the Progress Check. If you have been making regular, quality observations across the Prime Areas, the check is not a separate task — it is a summary of what you already know.

Completing the Progress Check at Age 2

The Progress Check at Age 2 is a statutory requirement under the EYFS. Every childminder must complete one for each child between their second and third birthdays.

Good practice for the check:

1. Write it for parents, not professionals. Use plain English. Avoid jargon. A parent should be able to read it and immediately understand what it means for their child.
2. Focus on the three Prime Areas. The check must cover PSED, Communication and Language, and Physical Development. You may also include Specific Areas if there is something significant to note.
3. Be honest. If a child is showing signs of a delay, the Progress Check is the mechanism for flagging it early. An overly positive check that masks a concern is a safeguarding issue.
4. Share with the health visitor. The integrated review model means your Progress Check should be available to the health visitor conducting the 2-year health check. Work with the family to ensure this happens.

Digital observation tools and Development Matters compliance

The EYFS statutory framework requires that your observations are documented but does not prescribe how. Paper, digital apps, and voice notes are all valid methods. What matters is:

• Observations are dated and include the child's age
• Observations are stored securely (GDPR-compliant, with restricted access)
• Observations are retained for the statutory period (minimum until the child's 25th birthday for most records; longer for specific safeguarding documents)
• Observations are accessible to parents on request

KinderStart's EYFS tracker meets all of these requirements. Observations are tagged to the child's profile, timestamped, linked to Development Matters age bands, and stored in encrypted cloud storage. Parents can view their child's learning journey via the parent app in real time.

Summary: what you need to do from September 2026

Related reading:

• Understanding the New EYFS Changes: Childminder Guidance 2026 (September 2026 Update)

• Top 10 Sensory Play Ideas for Toddlers: Childminder Guidance 2026

• Embracing the Chill: The Benefits of Outdoor Play in Winter

• Stop Ticking Boxes: Why the New EYFS Wants Professional Judgement, Not Data – 2026 Statutory Guidance for Childminders

• 2-Year Progress Check 2026: Inclusion & The Graduated Approach

• Nail Your Ofsted Planning: The 'Magic Link' to EYFS Next Steps (2026 Guidance)

• New EYFS Statutory Framework (September 2026): What Every Childminder Needs to Know

• Getting Started as a Childminder in 2026: EYFS Statutory Guidance & Best Practices

• Writing the Two-Year Progress Check: A Childminder Template

• Linking Observations to Planning