Jennifer Business Room, Business tips for childminders, Childminding best practice, Childminding humour, Communication with parents

Contracts and policies for childminders – a quiz!

Time and time again I hear about childminders who are having problems with parents over one issue or another. While some of these issues are unfortunately unavoidable, others can be prevented by having a robust contract supported by strong policies. Here are some scenarios that could be avoided by clear communication and robust paperwork. What would you do in each case?

Scenario One:

You have had a family on your books for around 10 months without any issues. Then one day your 14 year old son gets a bad headache and does not feel quite well enough to go to school. He can stay upstairs in his bedroom, so you decide to remain open that day. However the mother of one of your childminding parents hears about this and decides to keep their child at home all week as they say they are worried about their child catching a bug. The parent then refuses to pay for the entire week that she does not bring her child in for. Your contract states that you do not charge parents if you or any of your family are ill.

Do you?

  1. Tell the parent you completely understand their worries and pay back all their fees for the entire week.
  2. Resentfully pay the day’s fees back and complain about it on social media making sure everyone knows who the parent is.
  3. Realise your contracts are not robust enough so pay the money back for the day your son was ill at home and change your contracts to say that when a child is off for any reason normal charges apply.

Scenario Two:

You are a new childminder. A family visits and you like them so when they ask to start in three weeks you are delighted and agree. In the intervening three weeks you have other enquiries and sign on two more children but have to turn others away as your places are full. The day comes that the first family is due to start but they do not show up. You ring them to see what is happening and they tell you that they have changed their minds and that a relative is going to look after the child instead. You did not take a deposit or get the parents to sign a contract, intending to do it on their first day.

Do you?

  1. Offer to give them two weeks free if they start today.
  2. Have a massive argument with the parent about it. On the doorstep. With the neighbours listening.
  3. Chalk it up to experience and readvertise the place, making sure in future that you get families to pay a deposit and sign a contract to secure their place.

Scenario Three:

You have been childminding for two years without any major problems. Part of your ethos is lots of trips out to places to give the children lots of experiences outside the setting. You use contracts and gets parents to sign permission slips. You sign on a new family for a full time place, and they seem to sign everything happily with no fuss. You then check the permission slips before putting them in the new child’s file and see that they have not given permission to take the child in the car. You ask the family about this, and they are adamant that they do not want their child going anywhere in the car.

Do you?

  1. Tell all the other families that you can no longer offer any outings that are not within walking distance.
  2. Continue taking all the children on outings using the car but tell the child not to tell their parents, it is your little secret.
  3. Talk to the parents calmly and professionally and if they insist they do not want their child going in the car regretfully decide that you have to give notice under your settling in period conditions. Then alter your permission slips.

Scenario Four:

You have robust policies for charging when a parent is late to collect their child. These work well and parents are only ever late for genuine reasons as they know there will be an additional charge to pay. You are good at sticking to your policies, so everyone knows what to expect. Then one of the parents gets a new job. They start to arrive with their child up to fifteen minutes before their contracted start time and expect to be able to drop the child off. You do not have a policy covering early drop offs.

Do you?

  1. Let the children in early each time but do not charge the parents so end up feeling used and resentful.
  2. Open the door when they arrive and hand them your dog with its lead with strict instructions to walk it until their contracted start time.
  3. Change your policies to include charges for early drops offs.

Scenario Five:

You are an experienced childminder with plenty of children on your books.  You meet with a new family who need a place at the last minute. They do not bring the child with them to the initial meeting saying that they are unwell. You talk to them about your setting and what you can offer and ask them if they have any needs for the child. They say no. You gets them to fill in all the required paperwork and then set a date for the child to start the following week. When the child starts it very quickly becomes apparent that they have needs that always require one to one support.

Do you?

  1. Continue to struggle on, trying to support the child on your own until everyone is tired and stressed and other families start to notice their child isn’t getting the care they need and start to leave.
  2. Stick the child in a playpen all day while you work with the other children.
  3. Refer to your contracts and give the family notice on the basis that they have knowingly and wilfully concealed important information about their child’s needs from you.

Scenario Six:

You have been childminding for years and think you have seen it all. You take on a new family, get them to complete all the necessary paperwork and then set a date for the child to start. On the child’s first day the mum drops the child off and you could swear that they are moving in. They come supplied with several large bags, including a large bin bag full of what looks suspiciously like washing. A baby in the other room starts to cry so you shove all the bags under the stairs so you can have a look when the children are all settled.

When the children are settled you get to look at what is in all the bags. You discover the bin bag is full of dirty washing. You also find a dog lead in another smaller bag along with a short shopping list. You thinks it is odd, but the children are waiting for their morning snack, so you forget about it.

At pick up time the new parent arrives to collect up their child. You pass all the bags across and talk about the child’s day and all the fun they have had. However the parent does not look very happy at all. You ask what is wrong and the parents then berates you for not doing the washing, walking the dog and picking up the shopping!

Do you?

  1. Apologise and then the next day do your best to comply with all the parent’s requests, meaning that you have no time to spend with the children as you are too busy doing washing, shopping and dog walking.
  2. Shout, “you must be having a laugh!” and throw the bags out into the street so that the bin bag splits open and dirty pants start blowing down the street.
  3. Realise that no matter how long you have been in this job there is always something that will surprise you. Explain to the parent that you are a childminder not a skivvy. Sigh when they scream obscenities at you then decide life is just too short and give the parent immediate notice as backed up by your contracts.

How did you do?

Mostly a: Parent’s must love you. You are a complete walkover! You may think you are trying to do your best for everyone but this is not always a good thing because at some point you will either realise you cannot cope with everything you have promised to do or will end up feeling more and more resentful and unhappy. Do not be afraid to set boundaries using your contracts and policies to back you up. Then stick to them.

Mostly b: You are a complete nightmare! You bend the rules to breaking point, ignore any safeguarding protocols and love causing as much drama as possible. Try setting up some robust contracts and policies instead before someone gets hurt or you end up in court.

Mostly c: Well done. No one gets it right all of the time, but you use sensible ways of resolving problems and recognise the importance of having robust contracts and policies in place.

Written 10/04/2023

You may also like these helpful resources:

Contracts, Policies and Forms pack

Having a clear and robust contract and policies is vital to the smooth running of any childminding business and can help prevent unwanted situations and misunderstandings between parent(s)/guardian(s) and childminders.

The ‘Contracts, Policies and Forms pack’ contains a full contract, complemented and reinforced by specially written policies. Also included are lots of useful forms for you to use in your business as well as information about the sort of paperwork you will need.

There is no need to buy repeated contracts. You can print the contracts in this pack as many times as you need.

Get Contracts, policies and forms pack

Partnership with Parents Pack

This is an essential tool to help you build and develop your partnership with parents. From help advertising and attracting new families, through to daily communication and letter templates to send to help deal with tricky situations in a professional manner, this pack has everything you need.

get partnership with parents pack

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About Kids To Go

Kids To Go was established in 2008. Products include the Ultimate Childminding Checklist, best practice resources promoting diversity, safety and childminding in the great outdoors (Forest Childcare). It is the home of the Childminding Best Practice Club and the free weekly Childminding Best Practice newsletters.

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Jennifer Business tips for childminders, Communication with parents

10 Mistakes Childminders make on Parent Questionnaires

Last updated 15/02/2023

Sending out parent questionnaires is something that many childminders do. They are a great way to prove in writing that you are ‘communicating with parents’ and seeking their views about ways to improve your service.

But have you asked yourself WHY you are sending them? What is their purpose? What are you trying to achieve from the paperwork you are sending home and parents are spending their evenings diligently filling in?

Many childminders are making these mistakes on their parent questionnaires. Are you?

Asking “yes” or “no” questions 

Questions on parent questionnaires need to be open-ended, otherwise you are unlikely to gather any useful information from the parent. If you send home a list of statements asking the parent to circle yes/no or true/false then a yes or no answer is all the information you will find out. How are yes/no answers meaningful?

For example, suppose you ask a parent:

  • Are you happy with the quality of food I provide? Yes/No
  • Do you feel that I am helping your child to be ready for school? Yes/No

Then you force them to circle either a yes or a no. What have you learned from those answers? Nothing helpful at all.

Here are open-ended versions of the same questions:

  • How satisfied are you with the quality of the food and snacks I provide? Is there any way I could improve this?
  • Is there anything more you wish I would do here to help to prepare your child for school

You will learn a lot more from asking open ended questions than you would ever learn from closed ones.

Doing parent questionnaires for the Ofsted inspectorchildminding paperwork

Only use parent questionnaires if you really plan to use them to improve your business. While they are a great way to prove in writing that you are communicating with parents, please keep in mind that they take up not only a lot of parents’ time, but your time too. If you are just doing them to stick them in a file to show Ofsted then you are completely wasting everybody’s time. The Ofsted inspector doesn’t care that you have stacks of paperwork – they care about how you are gathering the views of others and acting on suggestions for improvement.

Not reading what the parents have written

I heard of a childminder who was marked down at an inspection because she couldn’t read the questionnaire a parent had completed in front of the inspector. The childminder couldn’t make out the parent’s handwriting and thought it was unfair. But seriously?  What is the point of asking the parent to fill it out if you can’t read what they say and don’t care enough about their answer to bother asking them to clarify? 

Asking questions you don’t care about the answers to

For every question you write on your parent questionnaire, ask yourself: what am I going to DO with the answer I receive? If the answer is ‘NOTHING’ then don’t ask the question. Only ask questions that you care about the answers to. Only ask questions that matter and those with potential solutions.

Making questionnaires too long

Parents are busy. Really busy. Just like you. They do not have time to fill in pages and pages of pointless forms for their childminder. Parents will feel that they are doing you a favour by filling in your questionnaire. They are doing something to help you. So you should treat their time and effort with respect by not taking up too much of it, by taking a genuine interest in their answers, by responding positively to any criticism you receive and by not expecting them to write too much or too often.

Sending questionnaires home too frequently

For exactly the same reasons as above, as well as making them too long, don’t send them home too frequently. If you want parents to fill in your forms properly, then about once a year is really the maximum frequency you can expect meaningful responses from busy parents.

Taking suggestions for improvements poorly

In business one of the BEST things that people can do is to complain to you about something. If one person complains directly to you, it is an opportunity for you to fix a problem that is probably affecting other people too. Sometimes it can be hard getting negative feedback. Try to remember that honest, negative feedback given directly to you is better than parents spreading rumours and complaining behind your back.

Filing them away without acting on anything

If parents take the time to fill in your questionnaire, it is important not just to read them but to have in place a procedure to act on the changes they suggest. Perhaps you have a self-evaluation document you can use? How will you hold yourself accountable for making the change?

Not feeding back to parents about changes you have made as a result of their suggestions

Make sure you have a method in place to show that you are acting on any problems, changes or things that need improvement that your questionnaires raise – one idea is to have a ‘You asked, We did’ board for example. If parents take the time to comment and suggest improvements they will be flattered that you listened and changed something as a result of something they suggested. This will make the parents feel happy and is a very professional way to treat people!

Not asking for the children’s opinions as well

 The last thing that many childminders do with parent questionnaires is to have a small section on them to gather the children’s opinions as well. I think the best way to do this is to ask the parents to speak to their children and to write what they say. Think very carefully about the types of questions you want answers to from the children. Like the parents there is no point in asking the question if you have no intention of using the answers they have provided to make useful changes.  

In conclusion

Used properly, parent questionnaires can be a great way to show that you are communicating with parents and acting on suggestions for improvements given by others. Remember to treat everyone’s time and effort with respect by not taking up too much of it, by taking a genuine interest in parents’ answers, by responding positively to any criticism you receive and by not overusing questionnaires.

Partnership with Parents Pack

The Kids To Go ‘Partnership with Parents’ Pack includes tools to help you to improve how you communicate with parents including sample open ended parent and child questionnaires you can use for your setting. The pack also includes how to extend learning at home, working in partnership in difficult situations, your transition programme, marketing your services and sample late payment and contract termination letters. 

 Childminding Best Practice Newsletter

Sign up for the free weekly Childminding Best Practice Newsletter and I will send you best practice ideas, childminding news, EYFS tips, outstanding ideas, stories from other childminders, arts and crafts project templates, new products, and links,

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About Kids To Go

Kids To Go was established in 2008. Products include the Ultimate Childminding Checklist, and best practice resources promoting diversity, safety and childminding in the great outdoors (Forest Childcare).

Kids To Go
Jennifer Business tips for childminders, Childminding humour, Quitting childminding

How to burn out at childminding…. in 10 easy steps

Last updated 12/02/2023

I tried nearly all of these when I first started childminding. So now I want to share. If you want to burn out at childminding… really fast…. follow these ten easy steps:

1. Save all your housework and shopping for the weekends and evenings

All childminders should buy really expensive home corner play sets for their childminding settings but should never be seen to do actual, real housework around their houses while the children are present. Children should never be given real chores to do – they are paying customers, not servants! Children learn nothing from being asked to empty a washing machine and count out clothes pegs. They should certainly never be asked to help with shopping. Parents don’t send their children to childminders so they can be given chores like real children in actual homes. You need to do all housework and shopping in your own time.

2. Children always come first

It is really important that if small children want to speak to you that you drop everything you are doing and respond instantly to their request. If you are chatting to an adult friend or engaged in a task, and a small child tugs on your skirt or interrupts you, it is important that you attend straight away to the child’s needs. Never make a child wait or he will think his needs are less important than yours.

3. Assume you will be able to do everything you did before you started childminding

Everyone knows that childminding isn’t like going out to work at a real job, so there should be no reason why you couldn’t do everything you did before you started childminding. And to exactly the same high standards. You should be able to keep up all the housework, do the shopping, look after your neighbour, continue to be a volunteer school governor, and take your own children to every single club and class you used to take them to. The childminded children will just sort of tag along and join in or watch. It’ll be easy.

4. Do lots and lots and lots of paperwork

childminding paperwork isn't really measured by length

When Ofsted come to visit you they bring a tape measure and a set of weighing scales. The Ofsted inspector will weigh your learning journeys and compare them to Ofsted standard learning journey weights which are outlined in their Inspection Guide. Policies are usually measured on length, by the metre – the longer your policies document, the better. Paperwork is great for parents too. The more bits of paper you get them to sign when they start in your setting, the happier they will feel about your ability to look after their child. So make sure you spend your evenings doing lots and lots of paperwork if you want to really impress both parents and the Ofsted inspector.

5. At the weekends, keep childminding your own kids and never ask for a break

All childminders love all children. All the time. It’s a fact. Childminders are all warm and fuzzy and cuddly types of people who want to be around children ALL the time.  If you don’t feel this way about children, then you should never let anybody find out because they will think you must be a bad childminder. At weekends you should never ask your partner to look after your own children for a while so you can have some ‘alone time’ or some time with other adults. If you ask for a break your partner will think you are weak, a bad parent for not wanting family time, will suspect you are failing at childminding and will tell you to go and get a real job.

6. Never sit and read a book while the childminded children are around

It is well known that if children see adults reading a book they will think that reading is bad. Never, ever let a childminded child catch you sitting down with a cup of tea reading a magazine or a book. Parents and other childminders will also think you are being lazy if you take breaks during the day.

7. Never let parents think you don’t know what you are doing

Most people who become childminders have a four-year teaching degree, a PhD in child development and child psychology and have taken a night course in police crowd control tactics. Many childminders (or at least those of us who want to get the best Ofsted grades) spend their weekends doing open university training on early brain development, plus politics and economics so that we can better understand how to ‘narrow the attainment gap’ in the children we look after. With all of this training, people rightly expect us to know everything about raising children, so it is important that if you have had less training or less experience than this yourself that you don’t let parents find out or they won’t send their children to you.

8. Set impossibly high expectations for yourself

Before you even open your doors on your childminding setting it is important that you have weekly plans in place for the next 5 years for your practice. As well as memorising all the Ofsted manuals, you should read through every Facebook forum and all of the back issues of the Childminding Best Practice Newsletters. Every morning when you brush your teeth you should look in the mirror and say “I am like Mary Poppins: practically perfect in every way”. This will give you the right mindset to face every day.

9. Never ask for help. People will think you are weak and don’t know what you are doing.

Never admit that you are struggling. Ever. Nobody will ever have faced the problem that you are having before and be able to offer you advice or support. Every child is different, every problem is so unique that nobody in the history of mankind will ever have faced a childcare challenge similar to the one you are struggling with. Nobody can help you so it is best to keep your problems to yourself. Only weak people ask for advice anyway.

10. Never make mistakes of any kind

I saw a great bumper sticker once. It said: “If at first you don’t succeed, hang gliding is not for you.” Childminding is like this. There is no room for error. If you do something wrong around a child, it’s pretty much game over for that child. If you ever get discipline wrong, speak to a child in the wrong tone of voice, or (horror) lose your temper and shout at one, you will mess that child up forever.  Instead of doing school-readiness activities, you might just as well do prison-readiness activities. Remember that if that child turns out badly, it will probably be because of that one mistake you made when you childminded them. So just don’t screw up. Ever.

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About Kids To Go

Kids To Go was established in 2008. Products include the Ultimate Childminding Checklist, and observation and assessment and best practice resources promoting diversity, safety and childminding in the great outdoors (Forest Childcare).

KIDS TO GO

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Jennifer Business tips for childminders, Marketing

10 Mistakes to Avoid on Childminding Directory Sites

Last updated 10/02/2023

Lots of councils and private companies offer websites where you can list details about your childminding business to help you to fill your childminding vacancies. Getting these listings right will help parents to find you and choose your service over the competition. Check your listings today, especially if you are struggling to fill childminding vacancies, to make sure you aren’t making any of the following mistakes:

Don’t hide your prices or parents will be suspicious.

Parents want to know at a glance if they can afford your service or if they should be looking elsewhere. A blank space next to ‘price’ looks suspicious and even writing ‘contact me for prices’ can make you appear to be hiding something. Ultimately, honesty saves you time from having to deal with calls from parents who can’t afford you.

EXPLAIN your prices, especially if you are a lot more expensive or a lot cheaper than other childminders.

Whether you offer ‘the cheapest childcare in Slough’ or are selling an ‘outstanding service to rival the best nursery in Cambridge’ you need to make it clear what parents are getting for the price you charge. If they scan down the list of childminding providers and your prices are higher than most other childminders in your area, then parents need to know at a glance what service you offer – meals, antisocial hours, Forest Childcare, flexibility etc. – that makes your setting worth paying so much extra for. Equally important – if you are offering the ‘cheapest after school club in your town’ parents will want reassurance you aren’t running your childminding business from the local bus shelter!

Update your listing frequently, especially if listings are ordered by the ‘last-updated’ field.

Many sites have a ‘vacancy information last updated’ field. If your listing includes this field then it is really important that you update your entry frequently. This is important for two reasons. Firstly because parents will feel that your entry looks more relevant if it is up to date. Secondly, and more importantly, on many sites the default listing order of all the entries is by the ‘last-updated’ field. Therefore to ensure that your entry appears near to the top of the listings you should update it frequently, even if you don’t actually change the information. Parents are more likely to contact you if you are top of the list.

Check that you can find yourself on the directory – otherwise it isn’t working properly and you should complain.

After you have created and updated the text on the directory website, make sure that you check it is working. By this I mean: can you actually find yourself using the website? To do this you need to pretend to be a parent. So, for example if you are trying to find yourself on your Council website, don’t type your name into the childminder search. Of course this search would bring you up.  But if you ask the website to find the closest childminder to your postcode you should expect it to bring your details up at the very top of the list. If it doesn’t do this, then you should complain to your council that their search facility doesn’t work and keep on complaining until they fix it!

List your phone number so parents can get a great first impression of you from your phone manner.

Parents want to be able to call you. They will say they are ringing to find out if you have any vacancies but really they are calling to hear what you sound like. Within the first few seconds of a phone call they will have formed any number of judgements about you based on your accent, the words you use, the noise in the background and even how you answer your phone.

There are a few points here to think about. Never answer your phone from an unknown number if you can’t speak to the person on the other end at that moment. Let your voicemail get it. If there is a baby howling in the background, if you are going to have to admit, ‘Sorry I can’t talk right now I’m driving,’ this will not make a good impression!  ‘Will you kids belt up I’m trying to hear this woman!’ will make a similarly poor impression. Let your voice mail get it. Call them back when you can sound professional. Answer calls from unknown numbers ‘hello this is Kay’.

List your email address and reply quickly to impress professional parents.

Many professional parents don’t want to take the time involved in making phone calls and would much prefer the convenience of a quick email message. For them, the key advantage of emailing is that they can email lots of childminders at once so if you have vacancies it is really important that you reply quickly. If you don’t have an email address listed you make it just that little bit more difficult for them to contact you. They are liable to contact everyone they can contact by email first before going to the trouble of ringing entries without an email address. It is completely free to create an email address on many sites like Hotmail or Gmail.

Always reply to emails about enquiries even if you are completely full at the moment and ask them if they would like to join your waiting list. You never know when your situation may change and you’ll be glad of some names to contact.

Avoid using really terrible email addresses and photographs that make parents think you would not be suitable to look after their children.

“lipstick-kisses@hotmail.com” might have been a fabulous joke when you set the account up when you were sixteen, but if I were a parent looking for a place to send my child, I might be put off contacting you if I saw that. Think carefully about the impression that your childminding email address gives to parents. “Littlelearning@yahoo.co.uk”  or “Kayslittlestars@hotmail.com” make parents go ‘yes please’. “Iboilchildren@hotmail.com” and “naughtynicola@yahoo.co.uk” and “utterly-frazzled-mum@gmail.com” should probably be rethought! Create a new account just for your childminding business and think professional!

On a similar note, many directory sites, especially those run by private companies, give you the opportunity to upload a photograph of yourself. If you are given this option, always upload a photo, otherwise it looks like you are hiding something. More importantly, think very carefully about the photo you are using. The photos that make me laugh the most are when people upload “sexy” glamour shots of themselves, dolled up in so much makeup they look like they belong in fashion magazines. Remember that you are “auditioning” for the role of substitute parent who will change nappies and do painting with small children – you are not posing for Cosmopolitan!

Avoid poor English and spelling mistakes.

If English is your second language or if you know your spelling and grammar are poor, get a friend or your council support worker to check the wording on your entry. Poor spelling and bad grammar can really make a bad first impression on parents.  Remember that parents have never met you and know nothing about you, so they will make their first judgement about you entirely from the entry on a website.

Make your entry stand out in the first two lines and think like a parent

Parents using childcare directory sites are faced by hundreds of similar-sounding directory entries. Especially if you live in an area where parents are spoiled for choice, you must think very carefully about how you will make your listing stand out from the other childminders and nurseries who are using the site. Imagine a parent scrolling through page after page of nearly identical-sounding entries for childminders. You need to grab their attention in the first two lines of your entry.

Think about what businesses call your ‘unique selling point’. What do you do at your setting that makes you special?  Why should a parent contact you instead of any of the other childminders on the list? Lead with what makes you special, rather than some boring waffle about “loving children” or (worse) some EYFS jargon that parents won’t understand.

Don’t rely only on your council listing.

Your council is one of the first places that parents looking for vacancies will go to check what is available, so, while it is important to make sure your entry is up to date and working properly, it is certainly not the only place with childcare listings on the internet. There are many private companies that offer a listing service. Increase the chances of parents finding you by getting listed in lots of places.

To summarise, think carefully about your listings on directory sites because they are an important way to help you fill your childminding vacancies. Fill in all the fields, sound professional, and focus on what makes your service unique. Most importantly, make sure that you can find yourself using the directory, otherwise however good your listing is, if you can’t find yourself, then parents won’t be able to either.

Childminding Best Practice Newsletter

Sign up for the free Childminding Best Practice Newsletter using the sign up website and I will send you best practice ideas, childminding news, EYFS tips, outstanding ideas, stories from other childminders, arts and crafts project templates, new products, and links.

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About Kids To Go

Kids To Go was established in 2008. Products include the Ultimate Childminding Checklist, and best practice resources promoting diversity and childminding in the great outdoors (Forest Childcare.)

www.kidstogo.co.uk

Jennifer Business tips for childminders, Hourly rates for childminders, Marketing, Quitting childminding

Top 10 threats to childminders going into 2023

Updated 01/01/2023

Note: This blog originally appeared in 2019 and depressingly not a lot has changed since then. However, being aware of the ‘threats’ to your business is the first step to finding ways to deal with those them. I have added lots of tips for you to try and if you have any others that you have found effective please leave them in the comments to help other childminders. Jennifer x

Here real childminders to share what they see as the biggest threats to their childminding business. 

1. Mums and dads doing childcare favours/ granny care – resulting in lots of children using part time spaces

While many childminders do lose business to mums doing each other favours, one childminder writes that “I have a number of my parents who have a similar agreement with friends but over time the friends don’t want to tie themselves to the commitment of caring for someone else’s little one on a regular basis. The casual basis of the relationship means that it can break down easily. I often warn parents that, although favours are a nice idea, in practise these arrangements often break down and this can leave parents in a sticky situation. Grandparents are more of a threat than friends because they are more reliable.”

Another childminder finds that she gets less full time children these days, because people try to mix granny care with a childminder. “I find it rare these days to get full timers as in a lot of families grandma does one or two days a week for them.”

This childminder of 22 years writes: “Me and my co-minder have a lot of kids on our books 22 in all. Not one of them do more than 3 days a week, some only come for 1 day a week. This is very different from how it was even 10 years ago.”

Tip 1: Lots of childminders now work part-time and this can be a great way to help balance work/life responsibilities. If you decide to go part time do some research about your local area first. For example, is there a large local employer that gives everyone Friday off meaning that if you open that day no-one will need you? 

Tip 2: If all of your families are part time but you want to fill 5 days a week why not advertise one day a week as a special outings day? For example, you could offer Forest Childcare Association sessions on a day that is normally quiet and actually charge slightly more for the specialised service you provide. This way you can attract people that do not necessarily need a childminder but love the idea of the children having a special day once a week.

2. Negative press on childminders

Childminders are frequently haunted by people referring to them as “babysitters” in the press and there have been many high profile media moments where childminders are portrayed as unqualified and not as good as nurseries. One childminder writes, “there is just not enough positive press promoting our profession and highlighting differences from nurseries in a positive way.” Another childminder read an article in which childminders were described as “allowing children to eat junk food all day. Utter rubbish. I am complemented by my clients on the meals I prepare. I don’t give them sweets at all!”

2023 Addition: There are definitely lots of supporters of childminders out there and I have been heartened by things like normal run of the mill mums sticking up for childminders on places like Mumsnet. You just have to find them!

Tip 3: Be part of the solution. Visit our Facebook page at Kids To Go and share, share, share the special images we put on there, busting myths and promoting just how fabulous childminders are!

 3. 30 hours “free” childcare

For many childminders the 30 hours ‘free’ funding continues to be the biggest threat to their business with many childminders feeling obliged to offer the funded hours so as not to lose business to nurseries, but then operating at a loss. One childminder writes: “If we don’t offer it then parents look elsewhere. If we do offer it then we are over £1 per hour out of pocket (£30 a week per child).” Many childminders find that children have now reduced their hours to take advantage of the funding. Other childminders find the funding paperwork overwhelming alongside cash flow problems with delays in getting paid.

Tip 4: Read your council funding agreement carefully and see if there are ways you can make funding work for you. For example if you are allowed to specify days on which funding is available you may wish to just offer days that you normally find difficult to fill.

 4. Cheap after school clubs at schools

One of the worst things that can happen to many childminders is learning that their local school is going to open an after school club or a holiday club. One childminder writes: “we have a holiday club here that is £15 per half day but if you use a code to book then it’s half price. So 8-1 for £7.50 Everyone round here knows about the code now and I just can’t compete.”

Tip 5: Don’t compete, stand out from the crowd. Think about all the things you can offer that a holiday club cannot. For example, advertise the fact that you offer outings and a homely environment meaning, for example, that children can have a wonderful day at the beach and then relax on the sofa when they are tired at the end of the day. Many parents do not want their child stuck in a school hall for 6 weeks so try and reach out to parents who want a more premium service – they are out there!

5. Health visitors and other professionals like nursery workers not working with childminders

While some childminders have told me that health visitors have found their Progress Check reports very helpful, there are still many health visitors who treat childminders as unqualified and don’t even read them. One childminder writes: “I would like to recognised as a professional. I would like health visitors to promote childminders to parents, not to brain wash them to think that nurseries are the only and best option.”

Another childminder finds the lack of information sharing between nurseries and herself very hard to deal with which she describes as “professional snobbery, partly due to our title (I feel). There is the attitude that you’re just a childminder and can’t possibly be as qualified as them. So why should they work with you?”

Tip 6: This is a tough one and can be incredibly frustrating. However please stick with it. Sometimes the only thing you can do is to keep trying and advocate for yourself (and childminders in general!) Be olite and professional but do not take no for an answer and hopefully you will change people’s minds.

6. The demands of Ofsted!

how-to-burn-out-at-childminding-image

Many childminders hark back to a time before Ofsted did inspections and feel that it is unfair to be graded on the same criteria as a nursery. One childminder writes: “I would love to be assessed as a home from home, not in line with nurseries.” Another childminder hates the “growing amount of red tape, paperwork, Ofsted telling me I need a policy for example but won’t tell me what I need in it.”

2023 Addition: The paperwork demands from Ofsted are a lot less now which is a great relief. You are required to complete a written Progress Check at Age two and may like to have other paperwork that you find helpful but you are not required to produce the reams of assessments, etc that you were before.

7. The word ‘childminder’ is not professional

Even though the scope of the job of a childminder has come to mean so much more than it did 20 years ago, the word ‘childminder’ remains and many people see the word as part of the problem of being treated unprofessionally. One childminder writes: “I think we should change our name as childminder does us no real justice. Early years practitioner sounds better. The amount of people that say I’m just a childminder or a babysitter, even though we do everything that a nursery would. We offer support to parents that other services can’t.”

8. Lack of support and large training costs

Having a support worker at your council can be very helpful, especially when you are new to childminding or when you want to be kept informed of changes introduced by Ofsted. In many parts of the country, childminders get literally no support at all from their councils. Childminders without local support find the weekly Childminding Best Practice newsletters especially helpful , so please sign up (it’s free).

Training costs of safeguarding and first aid courses are also very expensive especially for new childminders or those who are out of work.

Free Newsletter Sign Up

2023 Addition: From April 2023 the D of E’s Childminder Mentor programme goes live. ‘The childminder mentor programme will offer bespoke support by trained early years professionals in the role of area lead and mentor, to childminders across the country.’

To find out more follow this link to the Government Webpage:

D of E Childminder Mentor Programme

9. Strict ratios make it hard to compete with nurseries – unfairness that it is different

forest-childcare-group-photo

Strict ratios on the number of EYFS children that childminders can look after make it very important to really do the maths in terms of taking on part time children. It also seems enormously unfair that nurseries have such different ratios – many experienced and qualified childminders could easily look after more children. One childminder writes: “I think that it’s ridiculous to think that a childminder is unable to care for more than 3 children under 5! you should be able to take on a new family and have 4 children + (not just continuity of care.) An individual childminder knows what workload they can cope with.”

Tip 7: You are allowed to vary your ratios in for a certain number of reasons as detailed in the September 2021 EYFS:

3.43. If a childminder can demonstrate to parents and/or carers and Ofsted inspectors or their childminder agency that the individual needs of all the children are being met, exceptions to the usual ratios can be made for example:

  • when childminders are caring for sibling babies, or
  • when caring for their own baby, or
  • to maintain continuity of care, or
  • if children aged three to five only attend the childminding setting
    before and/or after a normal school day51, and/or during school
    holidays, they may be cared for at the same time as three other young
    children.
    In all circumstances, the total number of children under the age of eight being
    cared for must not exceed six per adult.’

Reference: Statutory Framework for the Early Years Foundation Stage, Published 1 September 2021

However be careful as you must have good reason for doing so and need to be able to prove that having more children does not affect the care or education you provide them.

10. Nurseries and play groups

Nurseries, play groups and other childcare providers will always represent a threat to childminders as parents have lots of choice. Schools often hand out flyers for the local nursery, but won’t hand out flyers for childminders. One childminder writes, “My biggest threat is the number of cheap nurseries opening near me!!”. Another childminder with a new nursery opening near to her writes, “I live within walking distance to the nursery and I’ve had parents round but have chosen the nursery because they offer more learning experiences. Can’t compete with them really can I?”

Tip 8: Try and get to know your nurseries, schools and playgroups as much as possible. For example, I found that the playgroup I attended actually valued my experience and would sometimes ask me to speak to parents who were struggling with a particular issue with their child. Be friendly and professional at all times – this will help build you reputation with local parents and other settings.

Being aware of threats is important in any business – including childminding

You can’t keep running along with your eyes closed hoping that if you don’t look at a problem that it will go away. Your business is important and I am sorry if you have been or are being affected by any of the issues listed here. Being aware of the competition, knowledge of what issues affect you is generally the first step to finding a solution.

More tips:

Turn ‘threats’ into ‘opportunities’

In business one strategy is to turn ‘threats’ into ‘opportunities’. In other words, if a nursery opens in your neighbourhood, you need to be aware. Then you need to make a plan for how you are going to make sure you don’t lose business to the new nursery. Why is the service you offer BETTER than that nursery for example? How do you communicate this message to parents in your area?

Can you name 10 reasons why childminders are better than nurseries?

Take control of the issues you can: 

Promote yourself. What makes your business unique? Why should parents continue to choose you over nursery or cheaper option?

Be smart about what childminding paperwork you do. Don’t do too much. Don’t do the paperwork FOR Ofsted; do it because it is useful.

Essential Childminding Paperwork

If you want to be seen as a professional by parents, nursery workers and health visitors, your Progress Checks, and other information that you share need to be of professional quality.

Progress Check at Age 2 Pack

Remember that this is your BUSINESS, so do the maths. Check your hourly rate is sustainable. If you can’t afford to take on part time children then don’t let them fill up your spaces. Don’t offer funded hours if you can’t afford to. Write it down properly and work out what you can afford. Don’t be afraid to say no!

Things to Consider when setting your childminding fees

Good luck for 2023! And please don’t make a rash new year’s decision to quit childminding until you’ve asked yourself these 13 questions….

Don’t quit childminding until you have asked yourself these questions

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 About Kids To Go

Kids To Go was established in 2008. Products include the Ultimate Childminding Checklist, and best practice resources promoting diversity, safety and childminding in the great outdoors (Forest Childcare).

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Jennifer Business tips for childminders, Childminding best practice, Communication with parents

Supporting children with transitions at their childminders

One important role a childminder or other early years practitioner, performs is to support children through transition periods in their life. There are many transitions a child may go through. For example, starting at a new childminder’s, moving house, the birth of a sibling or starting school.

All transitions have an effect on children. It is useful to share information with parents about what the potential effects can be so that they are not too alarmed if any of the following happen:

Physical Effects

The body’s immune system is affected by stress which might mean, that a child catches illnesses more easily in the first weeks of starting with their childminder.  They may have more disturbed sleep or not want to go to bed and may become fussier with their eating habits. (I know that children starting at my setting often eat more when they are happily settled than they do at the start of their placement when everything is new and strange.)

Emotional Effects

Children may not be able to regulate their emotions as well as normal during periods of transition. They may be more tearful or angry than normal and will require extra support from an understanding adult. Some children may withdraw, becoming quieter and they may become upset more easily than normal. Children may regress as they work out changes in their life. Some may start having toileting accidents or show undesirable behaviour such as hitting other children. Their speech may seem to regress as they may talk in a more babyish style, or they may become more clingy and want to spend more time with the parent or the practitioner.

Long-term effects of not supporting children with transitions

It is important to support children as much as possible through transition points in their life as there can be long term effects if not getting it right. A child’s self-confidence and trust in adults can be badly knocked, meaning that they are less well able to cope with future challenges, underachieve in school, struggle making friends or form relationships later in life, develop anger, leading to unwanted behaviour, or, later in life depression, anxiety and self-harm.

How to support children starting in your setting       

Starting at their new childminders is a major event in a child’s life. It will often be the first time they have been away from home for any considerable period of time and may be the first time they have had to properly interact with other children and adults other than their parents. This is especially true for children who have been isolating due to Covid related issues.

Starting at a new childminder’s should, wherever possible, not be a sudden event. This gives the childminder time to prepare both the child and the parents for this change. A child may have mixed emotions about starting at a childminders, excitement and anticipation combined with anxiety about the change. Younger children and babies may not understand what is going on but will react to the separation of their primary attachment figure. The child may be very quiet and withdrawn at first and may not eat well for the first few days. The transition to staring in a new setting is a long one and the process does not begin and end on the child’s first day at the setting.

Ways to help children and parents with the process of starting with a new childminder

Meet the parents to gather information on the child, their likes, dislikes, routines at home, medical requirements (if any) religion, food likes, allergies, their stage of development at home, etc. Parents can be given ‘all about me’ forms to complete but do this together if possible as I find that at least initially parents feel more confident and supported if you go through this information in person.

  • Acknowledge that both the child and the parents need to settle into this new routine and that it takes different amounts of time depending on each child/family. Some children may settle in very quickly, others may take more time. The younger the child the longer it may take them to settle.
  • Give the parents pictures and basic information about the childminder and her family so the child is already familiar with some of the faces they may encounter.
  • Ask for the parents to supply photos of the child’s family for the childminder to make a ‘family book’ with so they child always has pictures of their family that they can look at and talk to the childminder about. For younger children the childminder can make these into lift the flap ‘peekabo’ books to encourage an understanding of object permanence.
  • Encourage parents to provide a comfort object if the child needs it for example a soft toy or a scarf belonging to Mummy which has a scent familiar to the child that the childminder can wear when holding the child.
  • Encourage the parents to use settling in sessions, the first of which where the parent can stay and then in subsequent sessions gradually spends less time staying with the child.
  • Where practical and safe to do so arrange a visit to the child’s home before they start. This way the child can first meet the new practitioner in an environment that is safe and familiar to them.
  • Be available for the parent(s), especially in the first few days (as the parent may be feeling more anxious than the child which the child will then pick up on, resulting in the child feeling anxious too and less likely to settle.) The parent may be put at ease with lots of texts to let them know how the child is doing, or photos of what the child is up to.
  • Make time to talk to the parent at drop off and pick up to facilitate the development of good and trusting relationships as well as to exchange any useful day to day information.
  • Be mindful and respectful of the child’s feelings. At first they may want to just cuddle you rather than joining in with any activities. Take time with older, verbal children for them to be able to talk about their feelings.

How childminders can help with ALL transitions:

  • Have a good understanding of child development and the importance and role of attachment.
  • Give older child time to talk about the transition and their feelings around it. However let the children take the lead in this and do not force them to talk if they do not want to. Support children by helping them understand and label their emotions. Children will often want to spend more time with you at times of transition.
  • Share information! Work with parents to agreed ways of supporting both the child and the parent. For children starting in your setting ‘All about me’ forms can be really useful and for children leaving to join a bigger setting or to start school sharing ‘transition forms’ is a helpful way of making the transition as smooth as possible.
  • Use resources such as books, dolls, social stories and role play toys to help the child explore the situation and their feelings towards it. This can prompt children to ask questions and talk about the events they are experiencing/will experience.
  • Children with additional needs may need more support with transitions. For example non-verbal children may benefit from visual prompt cards to facilitate communication or a child with a hearing impairment may need any new vocabulary they are introduced to supported with the correct Makaton or BSL signs, especially those concerning feelings.  Children with SEND may take longer to adapt to periods of change but as each child is different it is important to know your child and their needs so that you can best support them.

What about you?

Finally I want to mention possibly the most important person in the process – you! Transitions do not just affect the child and their parents; they will have an effect on you too.

It can be nerve wracking getting to know a new child and family and heart-breaking to say goodbye to a child leaving to start school. Be kind to yourself. Do not plan any big events or complicated activities when a new child is starting. Make sure you get plenty of sleep and make sure you have a healthy sandwich prepared the night before so that you have something to eat at lunch if things get hectic. Acknowledging the fact that this is a time of change for you too will hopefully make for a happier and smoother transition time for everyone.

You may find the following products helpful:

Share information to help support smooth transitions with the Super Summative Assessment and Gap Tracker Kit.

This kit contains all the tools you need to sum up a child’s development and achievements, right from when a child starts with you, all the way until they leave to go to nursery or school.  From ‘All about Me’ forms, starting points, transition and report templates as well as sample reports, tips and of course a gap tracker for when you need it.

get the Super Summative Assessment and Gap Tracker Kit

Build professional relationships with parents

Partnership with Partnership with Parents Pack

An essential tool to help you build and develop your partnership with parents. From help advertising and attracting new families, through to daily communication and letter templates to send to help deal with tricky situations in a professional manner, this pack has everything you need.

Create great partnerships with parents

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Jennifer Business tips for childminders, Childminding best practice, Childminding Inspection Tips, Inspection, Official document links

8 Things Ofsted wants childminders to STOP doing – by Jennifer Fishpool

Change is upon childminders again! The new EYFS Framework becomes statutory on the 1st of September 2021 and with inspections up and running again and now potentially only once every 6 years, there is more pressure than ever on getting it right on the day. But what about the long stretch of time that falls between inspections? With a six year gap it would now be entirely possible to look after a child from when he was a baby until when he starts school without any paperwork you create for him ever being seen by an inspector. So should childminders stop doing all paperwork?

There is a growing rumour that Ofsted have banned paperwork and some practitioners say that they are going to stop doing ANY except the statutory requirements. This represents a gross misunderstanding of the expectations on childminders. Before you throw the baby out with the bathwater let’s make sure we really understand what Ofsted is asking.

1. Stop ticking boxes on ‘trackers’ and highlighting copies of Development Matters

Trackers are the biggie which lots of people have been talking about. Ofsted have NEVER asked you to highlight copies of Development Matters or to spend hours colouring in boxes on individual trackers. Childminders should be focusing on providing a broad and balanced curriculum for children and one of the reasons Ofsted do NOT want you to use trackers in this way is because some settings were so focused on getting the children to achieve and exceed each one of the ‘statements’ that the children were getting a very narrow learning experience.

However, all that being said, don’t throw away all those trackers just yet! Many practitioners find them very useful and if that applies to you there is no need to stop using them as long as you consider their limitations. If you find yourself using them as a curriculum, a list of goals or next steps for children, or worrying if children miss steps or do not develop in the exact order written on the paperwork then STOP! This is not how trackers should be used. If you use a simple tracker which is quick and easy to use and helps you spot any gaps in learning or key points that may raise concerns, then great, this is a useful way to use this type of assessment.

2. Stop writing pages of meaningless observations

childminding paperwork

It is our job as childminders to constantly observe children to assess their development and needs. However, STOP making pointless observations that simply generate paperwork and don’t really add value for either the childminder or the child. If you know and the parents know that the child can use a spoon you don’t need a photo and accompanying write up to prove it. Think about what you really need to observe and whether writing it down will add value to what you already do. Let me be clear that you should not stop doing written observations altogether, as done properly and with clear purpose, they are extremely useful.

(If you are new to observing children and how to get the most benefit from it without it taking too much time look out for our ‘Don’t Panic! Beginners Guide to Observations,’ coming soon.)

3. Stop generating ‘data’ and ‘evidence’ in general

The new EYFS and Development Matters are intended to give you an opportunity to refresh your setting’s curriculum to ensure that it focusses on your children’s needs. You should stop spending time unnecessarily gathering evidence and you should certainly spend less time generating ‘data’. Data includes photographs that serve no proper purpose and next steps that are not followed up. Instead spend time creating a broad and balanced curriculum.

4. Stop assessing children unnecessarily

Stop doing any assessments that are not beneficial to the children you are looking after. Pages and pages of ‘next steps’ in learning journeys are not helpful. Especially if they are not acted upon. If you instead ‘know’ inside of you from your knowledge of Development Matters what comes next, you don’t need to write this out anymore. You are allowed to use your ‘professional knowledge’ of child development and the child.

5. Stop making learning journeys without asking yourself why you are making them?

Please notice that I did not say to stop making learning journeys. This is another hot topic of debate on forum discussions and many childminders are overreacting and throwing away their learning journeys. Ofsted does not want you to do this as long as you are making them for the right reasons.

So why make learning journeys?  Do not make learning journeys with photographs of observations and little circled areas of learning and development FOR the Ofsted inspector. They are not interested and may not even ask to see your learning journeys. These documents should only be generated for you and for the parents and only if you find that making them is helpful. Many families enjoy receiving them and you may secretly enjoy making them. However, many parents are perfectly happy with WhatsApp messages and you are allowed to use your ‘professional knowledge’ as long as you really do know where each child is at in his or her stage or development. Personally I think a balance is a good solution. I will still send my parents lots of photos as I love taking them and they love receiving them, but I will not be printing many out and will only include the occasional observation in a much shorter ‘learning story,’ to help me remember where each child is and to provide a lovely memento for the parents when the child eventually leaves my setting.

6. Stop doing unnecessarily detailed written planning you then don’t stick to

STOP doing any paperwork at all that has no use aside from the fact that you think Ofsted might want to look at it. For example horrifically detailed weekly plans that you don’t stick to. The new Development Matters makes it clear that it is up to childminders to use their professional judgment and knowledge to observe children and to plan for their next steps. Julian Grenier led on the revision of Development Matters for the Department for Education. He is clear that you should use Development Matters to help you use your knowledge of each child to facilitate holistic learning that helps children to make progress “without generating unnecessary paperwork.”

This video is a nice overview of the new EYFS and how it links to Development Matters with its goal to “improve outcomes for all children, especially disadvantaged children, and to reduce teacher and practitioner workload.”

7. Stop hitting the target and missing the point with the Early Learning Goals

The Department for Education does not want you to feel restrained by the Early Learning Goals and actually they are primarily there for reception teachers to assess their children against at the end of their time in the Foundation Stage.

The most important point is that a childminder should not write a curriculum plan around a learning goal because the ELGs are really narrow. For example, one of the ELGs under physical development is that children should be able to ‘move energetically, such as running, jumping, dancing, hopping, skipping and climbing’. A childminder could read that and decide that since jumping is obviously important that they would buy a trampoline, but not waste their time with ball skills since those are not specifically mentioned. That is pretty much what the Department of Education does not want you to do with the ELGs. Your physical development gross motor skills curriculum should not exclude spending time doing ball and other PE skills

8. Stop doing anything ‘for Ofsted’

They always say this, but nobody really believes them. With inspections now every 6 years, of course you are going to want to get the best grade you possibly can at your inspection because you will be stuck with whatever you get for a long time!  So, of course you should prepare carefully for your inspection as you always would by being mostly ready for inspection all the time, by being the best childminder you can be all the time, but by perhaps reading through a copy of our Ultimate Childminding Checklist before the big day to make sure you aren’t forgetting anything obvious.

In conclusion, childminders need to think about what is really beneficial to support our practice (and this will be different for each practitioner depending on their needs.) It is about finding a sensible balance, not stopping all paperwork.  If you only have one child you may be able to retain all the information you need on their development without writing anything down but how will you share that information with the parents? You may have more children but have a fantastic memory and still not have to write down much in order to be able to confidently tell an Ofsted Inspector the ‘story’ of each child, but will you be able to spot gaps in learning quickly I think that most of us will still find keeping some sort of records beneficial so don’t burn those learning journeys and trackers just yet!

References

Burchall, J. (2021, May). Ofsted early education update . Retrieved from http://www.theofstedbigconversation.co.uk: https://theofstedbigconversation.co.uk/wp-content/uploads/2021/06/Ofsted-presentation-Ofsted-early-education-update-early-years-providers-Summer-2021.pdf

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Kids To Go was established by Kay Woods in 2008 and is now run by Jennifer. We provide childminding and Early Years resources such as the ‘Ultimate Childminding Checklist’, the ‘Childminding Best Practice Club’ and best practice resources promoting diversity, safety and childminding in the great outdoors (Forest Childcare). We also have a Facebook page at ‘Kids To Go’ and a free weekly newsletter which you can subscribe to by sending an email with the subject ‘subscribe’ to jennifer@kidstogo.co.uk

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Jennifer Business tips for childminders, Characteristics of Effective Learning (COEL), Childminding best practice

Have childminded children forgotten how to play with others post lock-down? – by guest blogger Samantha Boyd

Have you noticed on social media sites how many childminders are talking about the behaviour of the children – varying in ages – when playing since the return from lockdown? A childminder contacted Kay saying “The children are all very happy but have forgotten how to share and play so we are concentrating on turn taking, sharing and emotions as well as talking lots about family – generally the same as most first terms but the lack of interaction between kids does seem to be a bit more obvious this term. I guess six months without play groups and play dates has taken its toll.” Many other childminders that I have spoken to have been dealing with the same behaviours being displayed by children since returning back to work after lockdown.

For most children, play is where they learn about social interaction. They learn what is acceptable and what is not, and play is a safe place to act out things they have experienced. With lockdown this was denied to them for what is a long period of time (in their short lives) and deprived them of this important aspect of their learning.

During difficult and stressful times, play allows children to make sense of the world around them and helps to support their emotional wellbeing and build resilience. Returning to settings after a long period of being within their family unit, has heightened childrens anxieties, on top of what is already a stressful time with added pressures at home, such as worry about unemployment, finances, strained relationships, grief.

So what, as childcare professionals, can we do to support the children during these transitions. The following 6 suggestions came from http://www.youngminds.org.uk:

  1. Talk to the children about their feelings
  2. Talk to the children about the routines you have; or the rhythm of the day and provide a visual prompt, if this would help (Great for non-verbal or SEN children).
  3. Reassure the children – they are receiving a lot of messages regarding social distancing, washing hands, germs, illness and death – and this is all scary stuff when you are young.
  4. Keep things simple – allow children to play – explain that children do not have to give up a toy if they are still playing with it – snatching – patience and taking turns – facilitate play and have strategies in place to deal with any issues (see below).
  5. Go easy on yourself and ensure that you are looking after your own mental health.

Taking turns is a social skill and http://www.andnextcomesl.com  has some great ideas to teach this –

  1. Use a visual cue ie a talking stick
  2. Use turn taking language – “my turn, your turn”
  3. Model turn taking – show them what to do
  4. Play games that involve turn taking such as board games and card games
  5. Use a social story – see free link to a free printable and video about sharing
  6. Use a timer to indicate how long each turn will be – use oven timer/egg timer. This reinforces fairness and acts as a visual or auditory cue.
  7. Communicating and describing turns – first its x’s turn, then its yours – 5 minutes each.
  8. Use a fidget between turns such as a spinner, putty or ball.

If a child persists in snatching or aggressive behaviour – remove from the activity, explaining “You were having a hard time (taking turns with your friends) and you were not being kind. You need a break” NB THIS IS NOT TIME OUT!. Sit with the child and calmly talk to them about their feelings, the whys and what ifs. Once the child is calm, say they may rejoin the play but only if they can take turns and act kindly.

Remember sharing and turn taking are hard skills to master! So… work with parents to come up with some strategies; be mindful around the children regarding language and show by example; look after yourself.

Some great resources and further information can be found here:

www.outdoorplaycanada.ca/2020/05/13/play-first-supporting-childrens-social-and-emotional-wellbeing-during-and-after-lockdown/

www.youngminds.org.uk/blog/supporting-a-child-returning-to-school-after-lockdown/

www.kids-harbor.com/teach-child-take-turns/

 

Childminding Best Practice Newsletter

Sign up for the free quarterly Childminding Best Practice Newsletter using the orange sign up box on my website and I will send you best practice ideas, childminding news, EYFS tips, outstanding ideas, stories from other childminders, arts and crafts project templates, new products, and links.

http://www.kidstogo.co.uk/childminders/childminding.html

 

About Samantha Boyd

I am a mum of 3, a qualified Forest School Leader and childminder, graded outstanding in 2015 and 2020 and am currently studying a childhood studies degree with the open university. I have a love for loose parts and the outdoors and am currently working through the Curiosity Approach accreditation. I have a passion to allow children the space and time to explore and love setting up ‘invitations to play’ and seeing where the children will take it.

 

 

About Kay Woods and Kids To Go

Kay Woods Kids To GoKay Woods has been writing and selling childminding resources through her company Kids To Go since 2008. Her products include the Ultimate Childminding Checklist, the Learning Journey Plus for planning, observation and assessment and best practice resources promoting diversity, safety and childminding in the great outdoors (Forest Childcare). She is the author of the Start Learning book set published by Tarquin and she writes the free quarterly Childminding Best Practice Newsletter.

Lots of places offer help to childminders. I provide solutions.

http://www.kidstogo.co.uk/childminders/childminding.html

Jennifer Inspection

How to get outstanding under the New Inspection Framework

Last updated 22/03/2023

Getting outstanding is always a mixture of luck on the day, plus hours and hours of preparation beforehand to improve your chances that luck goes your way. Before you can get outstanding you must first make sure everything is ‘good’. So read the Inspection Handbook to make sure you are meeting the requirements for getting good. Here are some new things mentioned specifically in the 2019 Inspection Framework that you should consider if you want to get outstanding.

Story Time

Child looking at a book at his childminder's.

Ofsted wants to see you reading to the children you look after. Reading is specifically stressed in several places. Hold a story time while the inspector is there and think of other ways to show how you encourage literacy including encouraging the parents to share books with their children at home. This article discusses how to get the most out of reading traditional stories with children.

 

Teach the children some new words

Improving vocabulary is also mentioned in several places in the Education Inspection Framework (EIF) and Inspection Handbook. Try to find an activity to demonstrate to the inspector that involves teaching the children some new vocabulary words. If you are stuck for ideas why not try this ‘wild words’ scavenger hunt?

Share information with parents

You must share information with parents about their child’s progress in relation to the EYFS. You should support parents to extend their child’s learning at home, including encouraging a love of reading. There are lots of ways to do this such as What’ App’ messages, talking to parents, lending them books or sharing information you have found on-line. You can also make displays for parents to look at or stick with traditional Learning Journals.

Cultural capital

Make sure to use this term in front of the inspector! Make sure you are doing starting points observations on the children so you can establish any gaps in their learning and plan for them. This article has more on cultural capital. Do not make light of this! Make sure you are familiar with the term and are planning accordingly for the children you care for.

Sing songs

Songs, rhymes and musical games are specifically mentioned as ways to improve children’s speech and language. Make sure to demonstrate a song or rhyme or two! (You might find this article about nursery rhymes interesting.)

The language of feelings

Ofsted has stressed the importance of teaching children the ‘language of feelings’. Find ways to show that you do this at your setting or pick an activity to do with the children that gets them talking about feelings. ‘Emotional literacy’ is a biggie.

Teach diversity

Eid diversity awareness for childminders

Make sure you can demonstrate that you are teaching children about different cultures and religions and try and make these activities relevant to the children you look after in Britain. The Kids To Go MEGA Diversity Awareness Pack can help you to choose relevant activities.

Promote British values

Show that you are ACTIVELY promoting British values. Make sure you know what these are and can state examples of what you do to promote them. You won’t even get ‘good’ if you are not doing this.

(In each monthly ‘Childminding Best Practice Club‘ Toolkit there is a different tip for either British values or diversity, along with a monthly activity for you to do with your children.)

 Promote independence in matters of self care

Make a big deal out of asking the children to put their own shoes on and coats, help tidy up, set the table and pour their own drinks etc. Show how you encourage children to learn to be independent ready for starting school.

Know what your potty training procedure is

Potty training is specifically mentioned in the new Inspection Framework, probably in response to the increasing number of children who start school not potty trained. Even if you don’t have any children being potty trained at the time of your inspection, make sure you can describe your procedure (including how you communicate with parents about this subject).

Promote resilience

Resilience is one of the most important aspects of the Characteristics of Effective Learning (COEL). Children do better in school if they can pick themselves up after a set back and try again. This is a skill that can be nurtured, practiced and taught to children and one that can make a huge difference to their life chances. The Kids To Go COEL pack gives you lots of great ways you can promote this important life skill.

Promote physical activity and risk taking

A young boy developing physical skills and learning to judge risks by climbing a tree.

Be clear about not only how you give children opportunities to run around and get exercise, but also how this activity promotes children’s risk taking skills. How do you encourage children to take appropriate risks so they can build character by ‘failing and falling’ sometimes.

 

The internet, digital technology and social media

If the children have access to the internet, how do you check they are using it safely? Furthermore, how to you encourage parents to promote internet safety at home? Read this article about internet safety to help get you started.

 

Be able to explain what you need to do to improve

This is not new but it is more important than ever to have an accurate self evaluation of your setting’s strengths and weaknesses and to demonstrate that you have a plan in place to address areas you would like to improve. You don’t need to write this down, but you should have a clear idea of what you do well and what you might need to improve. I think it is easier to put at least some of the points in writing so that you can refer to them during your inspection and make sure you actually do them.

 What plans for Continual Professional Development (CPD) do you have for yourself and any assistants you employ?

You should have a plan for your own CPD. I think it is a good idea to keep a written record of this so that you can produce this for your inspector and show you are trying to continuously learn. Remember that CPD does not just have to be formal courses put on by your local authority. The Childminding Best Practice Club toolkits have CPD activities you can try each month – it’s just about trying new things or looking at something you have been doing for years in a new way, and asking yourself what you learned from the skill, what the children learned and how you would do things differently next time.

Safeguarding, safeguarding, safeguarding

You will not get good if you are not meeting the safeguarding requirements, so make sure you read the Inspecting Safeguarding handbook, recognise the signs of abuse, could identify a child at risk and could explain to your inspector without looking it up what you would do if you thought a child you were looking after was being abused.

Lots of this is not necessarily new, but it stressed more than before in the new Inspection Handbook. Aim high! Outstanding is an achievable goal that any childminder can get with hard work and the determination to be the best at what you do.

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About Kids To Go

Kids To Go was established in 2008. Products include the Ultimate Childminding Checklist, best practice resources promoting diversity, safety and childminding in the great outdoors (Forest Childcare). It is the home of the Childminding Best Practice Club and the free weekly Childminding Best Practice newsletters.

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Jennifer Activities for childminders, Business tips for childminders, Characteristics of Effective Learning (COEL), Childminding best practice, Themes

Loose parts

By Guest Blogger Samantha Boyd

Updated 12/08/2022

Loose parts is a term that is becoming more and more popular within education but particularly in Early Years settings and if you are looking to be more environmentally friendly, is a great way to recycle and reuse. So, what are loose parts and what benefit do they have to children’s play and development?

Loose parts are not toys, in fact they are the exact opposite. A toy has one purpose, to be what it was built for. It cannot be anything else. A loose part however, with a little imagination can be absolutely anything.

loose parts. Pebbles and shells in a childminder's sandpit

Simon Nicholson created the theory of loose parts in 1971. He was an architect who believed that all children were creative, and that this creativity should be nurtured and encouraged, rather than suppressed by what adults believed children should be like. So, he tried giving open ended materials that could be used with imagination and become anything the child wanted it to become – they can become parts of construction, pattern forming, used in role play and social play, anything; and he was amazed by the imagination and creativity the children showed. Actively engaged children are resilient learners who can solve problems and think outside the box.

Some examples of loose parts:

Natural: shells, stones, wood chips, pine cones, leaves, feathers, seeds, flowers

Manufactured: buttons, boxes, fabric, ribbons, nuts and bolts, pegs, pipes, guttering, straws.

When using loose parts, children can follow their own agenda, their own learning. Set up invitations to play and see what the children can do. Trust the children to know. You may need to model how to use them. Many children are not sure what to do because they have not needed to use their imaginations in this way as toys and adults have told them what to do with things. So, allow the children to explore these objects.

Ask parents to support you by asking for donations. You will be surprised at how supportive parents are.

Here is an example of some artwork achieved with loose parts.

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About Kids To Go

Kids To Go was established in 2008. Products include the Ultimate Childminding Checklist, best practice resources promoting diversity, safety and childminding in the great outdoors (Forest Childcare). It is the home of the Childminding Best Practice Club and the free weekly Childminding Best Practice newsletters.

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