How NOT to receive a “Thanks for Being A Great Babysitter” Mug this year

Last updated 12/02/2023

A post on Facebook broke my heart the other day from a childminder who had been given a mug for Christmas that said “Thanks for being a great babysitter”. Upset, insulted, underappreciated, and angry don’t begin to describe the range of emotional responses from other childminders. Of course the parents didn’t intend it as an insult. But it would be really hard not to take it that way. How can you make sure you aren’t the next victim of a ‘thanks for being a great babysitter’ mug?

Get paid in advance

Babysitters are paid when you get home tipsy after a night out. This allows you to round their pay up (or down) depending on how generous you are feeling at that point in the night. In most cases this is a terrible business model for a childminding business. Ultimately it gives parents the power to decide how much they can afford to pay you this week/month based on how much money they have left.

In my opinion, childminders should insist on being paid in advance, ideally one month in advance. This is how most nurseries are paid; why should childminders do things differently? If you offer flexible hours, why not charge a flat rate upfront, and then offer refunds or charge a surplus at the end of the month? This allows you to be flexible but doesn’t leave you entirely at the mercy of parents. Put yourself in charge of the money.

Get a contract in place

A written contract signed by both parties keeps things formal right from the very start and sets the professional tone of your relationship with the parents. You are not offering “casual care” like a babysitter. A contract shows that you offer a regular service for a set number of agreed hours.

If you allow parents to use your service too flexibly, to sometimes use you and sometimes use the grandparents or the church summer club, in other words if they can come and go as they choose then they hold all the power in the relationship. Set up with a proper, written contract from the very start. Parents should feel you are doing them a favour if you occasionally allow them to break their contracted hours with prior mutual agreement. A written contract shifts the power to you, rather than giving it all to the parent.

Offer “Exceptional Educational Programmes” in your living room

No, I’m not kidding. At their own homes with their own parents, small children ‘play with blocks’. At your setting they are ‘engaged in mathematical play’. Parents and babysitters let their children ‘paint’. You offer ‘messy play’ as a ‘structured activity’. Yes, of course it’s the same thing. But your attitude towards it, and what you call it in front of the parents alters the parents’ perception of the activity and their perception of you as a caregiver.

A few well-placed educational posters will transform your living room into a ‘highly stimulating learning environment’. Throw in some themes and make sure the parents know what you have planned. This week we are exploring ‘stranger danger’ with the children, or learning some Polish as part of our ‘diversity awareness programme’.

“Blocks are part of our educational programme”.

Practice saying this a few times in front of the mirror so you can say it to parents with a straight face!

Show off your knowledge of child development

When new children start at your setting, wow the parents by making some starting point assessments on them within the first few months of them starting. Dazzle parents by casually dropping some of the characteristics of effective learning terminology into your conversation!

Be an authority figure

Many childminders were parents first, and not only that, they were most likely parents who were good at it, and who enjoyed it. You certainly don’t go into childminding if you were one of those parents who spent the first year tiptoeing around your baby in case you broke it, or second guessing every disciplinary decision you made for your toddler! You were probably one of those parents who had most of it under control and took a lot of it in your stride. Otherwise you were probably unlikely to choose a career that means looking after other people’s children as well as your own!

Whether you were a parent first before you became a childminder or not, most likely you have more experience than many parents in dealing with children. You have probably potty trained a child before, whereas they haven’t. Whatever the issue, you have probably seen it, done it and had the t-shirt vomited on before!

Share your knowledge about healthy eating, exercise, first aid, food allergies, special educational needs. Often you have that little extra experience than they do to reassure parents that everything is normal, or have that little extra knowledge about ‘the system’ to point them in the right direction of the speech and language support in your area for example. The more that you act like an authority figure, the more this role will come naturally to you. Ultimately parents are often happy to take advice from their childminder, but nobody takes parenting advice from a babysitter!

Publicise your successes

Don’t be modest. Make sure that parents are aware of all the great things you do because their children won’t tell them anything you want them to! When the parents come to collect the child it is hugely important not just to tell the parents what the child ate and how he slept and what his nappies were like… it is also a brief but crucial opportunity to show the parents all the great things you are doing with their child. Put up photos where parents will see them. Some childminders use daily diaries. Newsletters are a great way of spreading your success stories. Babysitters don’t write newsletters.

Treat parents as if they are valued customers of your business

Babysitters don’t ask for feedback on their service. They don’t evaluate and reflect on ways to improve the service they offer or ‘treat parents as partners’. They don’t send home questionnaires about ways to improve their service or offer parents a chance to help plan for their children’s time. They definitely don’t have a plan in place for their continual professional development. Good childminders do all this stuff, because we are childcare professionals.

“Subtly” remind parents you are a childcare professional at all opportunities

“During today’s fire drill we ….”

Enough said.

Parents and babysitters definitely do not do fire drills!

Don’t become a victim of a bad mug. Always remember the childminder’s daily mantra (to be chanted on the school run): I am not JUST A BABYSITTER. I am an Ofsted-registered childcare professional, paediatric first-aid certified, DBS checked, potty-training certified, heathy-snack provider, licensed double-buggy driving CHILDMINDER.


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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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Understanding Cultural Capital for Childminders

The first and most important thing to say about “Cultural Capital” –  is DON’T PANIC.

  • You do not need to attend a training course on cultural capital.
  • Ofsted does not want to see a poster up in your setting labelled cultural capital.
  • You do not have to start taking childminded children to the opera!

Cultural capital is defined in the EYFS framework as ‘the essential knowledge that children need to be educated citizens’ and what is necessary to ‘prepare them for future success’. Some children arrive at your setting with different experiences than others. The experiences they arrive with are their ‘cultural capital’. All children have SOME cultural capital when they arrive with you at your setting. But for some, this cultural capital is not enough to narrow the gap and get them ready for school (and for life!). The curriculum you plan for that unique child can make all the difference to his or her future.

As soon as a child starts in your setting you should be gathering information about a child’s starting points to help you understand where they might have gaps in their cultural capital. I recommend using the ‘All About Me,’ forms from the ‘Super Summative Assessment,’ pack with parents to start with and then follow that up with your own starting points a few weeks later. (There is lots more information and advice in the pack so if you have a copy, fish it out and have a look!) For example, parents may write on their ‘All about Me’ form that their child does not know any nursery rhymes. Therefore for this child learning nursery rhymes would be very beneficial.

Reading to children is essential to develop their communication and language

Another key example is communication and language; an area in which many children are currently needing additional support and input. Some children arrive at your setting speaking really well with great vocabularies because they are exposed to lots of words and their parents read loads of books to them at home. Research has shown time and again that this gives them a massive advantage in school and in life. Other children come from much less fortunate backgrounds where they are not read to so much at home and know far fewer words. If you identify talking and vocabulary for example, as a child’s weakness, then your job as their childminder is to find ways to enhance it. In other words, you should make sure to plan a curriculum where you read a lot more and talk a lot more to children whose parents do not read to them at home.

The same rule applies right across the areas of learning and development and also applies to the characteristics of effective learning. For example, if a child has not had opportunities to explore their creativity and imagination then this is an area on which I recommend you focus.

Another example is a child who is never given any choices at home and who appears to passively take everything he is given. You can enhance his learning and prepare him for school by encouraging him to make choices and be independent while he is with you.

If you find the characteristics of effective learning confusing, or would just like some more ideas around the topic, look the the ‘Characteristics of Effective Learning,’ pack for help and guidance.

Enhancing cultural capital by gardening with childminding and early years children.
Gardening is one way to enhance children’s cultural capital

I know, it sounds like a party political broadcast soundbite doesn’t it?! However this is really important and part of what Ofsted have been trying to promote. Simply put it means that you need to make sure you are giving children opportunities to learn about lots of different things across all seven areas of learning. It is good practice to use children’s interests, for example, tractors, to help engage and interest them in their learning but if all you ever offer is tractor themed activities they will not learn about other things like dinosaurs, plants, healthy eating and so on. Instead offer other activities that help children broaden their knowledge of the world.

Here is a quick checklist of what you need to do to ‘do’ cultural capital:

  • Do starting points observations on all new children across all the learning and development areas and the COEL. This will show you the child’s strengths and areas of weaknesses.
  • Ask yourself what you would do to fill the child’s gaps in learning. Think of a plan for each individual child. What can you develop? What can you encourage? What are their next steps? (Don’t forget to share these with parents.) This is your ‘intent.’
  • Follow through on your plans. (This is your ‘implementation’ stage.) After you’ve been doing your plans for a while, check that your plans are having an effect. (What has been their ‘impact’?) Has the child started to catch up? Have you broadened their cultural capital from when they started with you?

You may also find these resources helpful:

Childminding Best Practice Club

One way of making sure children are exposed to plenty of new ideas and concepts is by planning around themes. Childminding Best Practice Club members receive a monthly ‘toolkit’ containing loads of planning, crafts, activities and colouring sheets all around a different theme each month. To find out more see the information page here:


This kit will help you recognise any gaps in children’s learning and also 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.


characteristics of effective learning for childminders

Confused by the Characteristics? This pack can help. It contains information about the Characteristics of Effective Learning, broken down in a way that is easy to absorb, as well as business tools, printable posters and activities


 Childminding Best Practice Newsletter

Sign up for my 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.