Program Quality Indicators = Quality Early Learning and Quality ...

Program Quality 

Indicators 

Program Quality Indicators = Quality Early 

Learning and Quality Child Care 

Revised June 2006

JUNE 2006 

TABLE OF CONTENTS 

INTRODUCTION 

Purpose of the Document 

Program Quality Indicators = Quality Early Learning & Quality Child Care 

COMPONENT #1 

Letter of Understanding 

COMPONENT #2 

Pre-Visit Information Form 

COMPONENT #3 

Detailed Early Learning & Child Care Program Data Form 

COMPONENT #4 

Site Visit Summary Form 

COMPONENT #5 

PQI - Enhanced Benchmarks - Facilities 

PQI - Enhanced Benchmarks - Health, Hygiene & Safety 

PQI - Enhanced Benchmarks - Nutrition 

PQI - Enhanced Benchmarks - Program 

PQI - Enhanced Benchmarks - Staffing 

APPENDIX 

FORMS 

- Overall Program Review 

- Program Site Visit Form 

- PQI - Benchmark Data Form 

- PQI - Benchmark Data Form #2 

- PQI - Enhanced Benchmarks Checklist 

ACRONYMS 

GLOSSARY 

DOCUMENTS 

ABC’S 

- AECEO - Code of Ethics 

- Children First Charter 

- Children First Ethical Principles & Practices (Children 

Services Section) 

- Customer Service Evaluation 

- Characteristics of a Quality Educator 

- Characteristics of A Quality Centre 

ACKNOWLEDGEMENTS

Introduction 

Introduction 

PQI 

Program 

Quality Indicators

PURPOSE OF THE PROGRAM QUALITY INDICATORS (PQI)(*) 

The Program Quality Indicators (PQI) tool was designed by a Sub-Committee formed by 

members of the Early Learning & Child Care Supervisor’s Network and the City of 

Greater Sudbury, and accepted by The Network(*) as a whole. 

The purpose of the PQI tool is to ensure that the services being purchased from the 

early learning and child care providers meet the criteria which The Network considers to 

be “quality early learning and child care”. To do this, the PQI will form part of the legal 

agreement and service plan process between each service provider and the Children 

Services Section of the City of Greater Sudbury. In addition the PQI has been designed 

to assist service providers in evaluating, planning and setting goals for all areas of their 

early learning and child care programs. 

Visits will be conducted by the Program Quality Coordinator from the Children Services 

Section of the City of Greater Sudbury. Visits will be scheduled if the Supervisor / 

Executive Director is needed to be available otherwise unannounced visits will be made 

to observe the program during operation. 

The PQI is comprised of the following five components: 

Component #1: Letter of Understanding. 

This letter will be signed by the Executive Director / Supervisor of the 

program at the time the Program Quality Coordinator delivers the PQI tool. 

Component #2: Pre-Visit Information Form. 

To be completed by the Supervisor / Executive Director of each early 

learning and child care agency at the time of each program’s licensing 

renewal and submitted annually to the Program Quality Coordinator. 

Component #3: Detailed Early Learning & Child Care Program Data 

Form. 

To be completed annually by the program’s Supervisor / Executive 

Director and the Program Quality Coordinator at a scheduled meeting. 

Component #4: Site Visit Summary Form. 

To be completed by the Program Quality Coordinator during unannounced 

site visits. 

Component #5: PQI - Enhanced Benchmark Form. 

To be completed by the Program Quality Coordinator based on 

concerns/issues brought forward during site visits, completion of the PQI 

forms or from licensing issues. (The specific form(s) will be used based 

on the areas of concerns/issues.)

In all situations when the PQI - Enhanced Benchmarks(*) are utilized, the program 

being evaluated must meet all the requirements listed in the third (3 rd ) column of the 

chart (“100% of Benchmarks Achieved”). A record of this status will be indicated on the 

PQI - Benchmark Data Form. 

When the requirements achieved are less than column three (3), further action is 

required. The Supervisor/Executive Director will meet with the Program Quality 

Coordinator and outline the proposed action plan that the centre’s program staff will 

implement in order to meet these requirements. Unannounced site visits will continue 

until which time all requirements have been met. An estimated time of completion will 

be determined at the time the action plan is developed. Once all the requirements have 

been met a PQI - Benchmark Data Form #2 will be forwarded to the 

Supervisor/Executive Director indicating that no further action is required. 

Ratings in the fourth (4th) and fifth (5th) column will be used as a resource to assist 

program staff in goal setting and long-range planning and program development.

- developing positive social skills 

- develop skills, talents & interests to one's fullest 

- sense of autonomy 

- experiences to overall growth & development 

- develop self esteem 

- creative 

- able to explore all senses 

- imaginative 

- productive 

- feelings of competence 

- explore and problem solve 

- trust 

- safe 

- parental choice 

- children feel valued 

- children feel cared for as individuals 

- Educators 

- rich, interesting environment 

- meeting needs of families 

- ongoing communication 

- supportive environment 

- flexibility 

- choices 

- caring adults 

- information sharing 

- individual needs met 

- inclusive

Component 1 

Component 1 

PQI 



Component 1 

Letter of 

Understanding 

Letter of 

Understanding 

PQI 



PROGRAM QUALITY INDICATORS (PQI) 

Letter of Understanding between Children Services, City of Greater Sudbury 

and 

__________________________________________________________ 

[Service Provider / Program Name / Location(*)] 

The Program Quality Indicators (PQI) tool was designed by a Sub-Committee formed by 

members of the Early Learning & Child Care Supervisor’s Network (The Network) and the City 

of Greater Sudbury, and accepted by The Network as a whole. The common goal of the City of 

Greater Sudbury and The Network is to maintain and build upon the six dimensions of quality 

early learning and child care which are: facilities, philosophy & program, staff, parents, funding 

and community. Quality is ensured by building partnerships by maintaining and adopting 

principles which reflect the diversity of our community. Quality early learning and child care 

programs are provided by trained staff who support the ever changing needs of children and 

families. 

The City recognizes the uniqueness of each centre and will provide opportunities for each 

service provider to develop action plans that best meets the individual needs of their program. 

The PQI will be utilized as a tool to support, enhance, and challenge existing quality early 

learning and child care programs. The Network believes that this process promotes the 

development of recommendations for changes by each early learning and child care provider as 

well as the responsibility for implementing changes towards maintaining “Quality Early Learning 

and Child Care Programs”. 

The Children Services Section of the City of Greater Sudbury and the Early Learning & Child 

Care Supervisor’s Network have had an ongoing partnership for many years to ensure that the 

families within our community have access to quality programs. As well, the ongoing working 

partnership between The City of Greater Sudbury (the delivery agent for child care) and the 

Ministry of Children & Youth Services (MC&YS)(*) (the licensing agent for day nursery 

programs) ensures PQI and DNA requirements are met in the delivery of quality early learning 

and child care programs within the City of Greater Sudbury. 

The PQI will form part of the legal agreement and service plan process between each service 

provider and the Children Services Section of the City of Greater Sudbury. In addition the PQI 

has been designed to assist child care programs in evaluating, planning and setting goals for all 

areas of their early learning and child care program. 

The undersigned have reviewed this Letter of Understanding and the PQI tool and agree with 

the terms therein. 

Signatures: 

____________________________________________________________________________ 

(Program Quality Coordinator, Children Services, City of Greater Sudbury) 

(Date) 

____________________________________________________________________________ 

(Supervisor/Executive Director of Service Provider listed above.) 

(Date)

Component 2 

PQI 


Quality Indicators 

Component 2

Component 2 

Pre-Visit 

Information Form 

PQI 



Pre-Visit 

Information Form

CHILDREN SERVICES: PQI - PRE-VISIT INFORMATION FORM 

Date: Name of Centre: Location:____________________ 

Name & Title of Person Completing This Form: ____________________________________________________________________________ 

1. Does your centre use a valid assessment tool YES / NO 

If yes, list the name(s) of the assessment tool(s)._____________________________________________________________________________ 

____________________________________________________________________________________________________________________ 

2. Complete the table below and include all programs offered at this location. (An additional page with this form is attached if more 

space is required.) 

Infant 

Group 

Date of 

Assessment 

Evaluation 

Names of Staff 

Completing Assessment 

Evaluation 

Areas Requiring Improvement 

Action Plan to Implement 

Improvements & Expected 

Completion Date 

Toddler 

1. 

2.

Preschool: Nursery School/Early Learning/Preschool Learning/School Readiness(*) 

1. 

2. 

3. 

JK 

1. 

2. 

SAC: JR/SK 

1. 

2.

3. Explain how staff are informed of evaluation results. 

____________________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________________ 

4. With this form you have attached your centre’s most recent Parent Handbook 

YES / NO 

If No, please explain and provide the date the Parent Handbook will be submitted: 

____________________________________________________________________________________________________________________ 

5. The program’s current operating license(*) on file with Children Services expires on: _____________________________________ 

A copy of your program’s last “Summary of Day Nurseries Licensing” is included with this form: YES / NO 

If “NO”, please explain: ________________________________________________________________________________________________ 

OFFICE USE ONLY: 

DATE RECEIVED & SIGNATURE OF PROGRAM QUALITY COORDINATOR. _____________________________________________________

Component 3 

Component 3 

PQI 



Component 3 

Detailed Early Learning & 

Child Care Program Form 

Detailed Early Learning & 

Child Care Program Form 

PQI 



INTRODUCTION/DIRECTION 

PROGRAM QUALITY INDICATORS (PQI) 

The Children Services Section of the City of Greater Sudbury and the Early Learning & Child Care 

Supervisor’s Network have had an ongoing partnership for many years to ensure that the families 

within our community have access to quality programs. As well, the ongoing working partnership 

between The City of Greater Sudbury (the delivery agent for child care) and the Ministry of 

Children & Youth Services (MC&YS) (the licensing agent for day nursery programs) ensures PQI 

and DNA requirements are met in the delivery of quality early learning and child care programs 

within the City of Greater Sudbury. 

This partnership is reflected in The City of Greater Sudbury’s mission statement, “The Mission 

and Values of the City of Greater Sudbury are as follows: We provide excellent access to quality 

municipal services and leadership in the social, environmental and economic development of the 

City of Greater Sudbury. We are committed to: 

Providing high quality service with a citizen focus 

Managing the resources in our trust efficiently, responsibly and effectively 

Encouraging innovation and accepting risk 

Maintaining honest and open communication 

Creating a climate of trust and a collegial working environment 

Acting today in the interests of tomorrow.” 

The City and the members of The Network have now met to revise the initial quality assurance 

tool originally developed in 2000. This revised PQI will be used to continue to monitor the delivery 

of quality in early learning and child care programs in this community. The PQI process will 

continue to form part of the terms and conditions of the annual service plan/legal agreement 

exercise. 

The City recognizes the uniqueness of each centre and will provide opportunities for each service 

provider to develop a plan that best meets the individual needs of their program. The PQI will be 

utilized as a tool to support, enhance, and challenge existing quality early learning and child care 

programs. The Network believes that this process promotes the development of 

recommendations for changes by each early learning and child care provider as well as the 

responsibility for implementing changes towards maintaining “Quality Early Learning and Child 

Care Programs”. 

QUALITY CHILD CARE STATEMENT 

The common goal of the City of Greater Sudbury and The Network is to maintain and build 

upon the six dimensions of quality early learning and child care which are: facilities, 

philosophy & program, staff, parents / guardians, funding and community. Quality is 

ensured by building partnerships by maintaining and adopting principles which reflect the 

diversity of our community. Quality early learning and child care programs are provided by 

trained staff who support the ever changing needs of children and families.

DETAILED EARLY LEARNING & CHILD CARE PROGRAM DATA FORM 

FACILITIES 

1. Policies, procedures and practices(*) are in place for the following areas: 

1(a) 

Inside*: 

Animals on site. 

Fire Prevention (regular fire drills, 

safety reminders). 

Sign in / sign out entrance book for 

visitors/contractors. 

Evacuation plan. 

Lock down. 

Closures due to weather conditions. 

Break in. 

Complaints. 

Power Outage. 

Water Shortage. 

Lead Flushing. 

Boil Water Advisory. 

Reporting Health Concerns. 

Field trips/Outings. 

Other. 

If “Other”, please explain: ______________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

1(b) 

Outside(*): 

Live animals on site (bear, mice). 

Dead animals on site (crows, 

mice). 

Weather conditions(*). 

Field trips/Outings. 

Sliding. 

Bicycle Helmets. 

Walk-abouts. 

Student walking. 

Other. 

If “Other”, please explain: _______________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

1(c) 

Inside Furnishings, Appliances & Equipment(*): 

Removal of broken/unsafe equipment/materials/toys. 

Operational procedures (dishwasher, fax). 

Other. 


_____________________________________________________________________________ 

_____________________________________________________________________________ 

1(d) Outside Furnishings, Appliances & Equipment(*): 


Operational procedures (BBQ, grass trimmer). 

Other. 


_____________________________________________________________________________ 

_____________________________________________________________________________

1(e) Inside Play Equipment(*): 


Inspection of site at start of day. 

Disinfecting toys/equipment. 

Other. 


_____________________________________________________________________________ 

_____________________________________________________________________________ 

1(f) Outside Play Equipment(*): 


Playground safety check up-to-date (daily, weekly, monthly, seasonal). 

Other. 


_____________________________________________________________________________ 

_____________________________________________________________________________ 

1(g) 

How often are policies revised_____________________________________________ 

1(h) How are staff informed of policy, procedure, practice changes 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

1(i) A list of all the centre’s policies, procedures and practices is included with this 

package and can be referred to for information sharing with other child care 

agencies: 

YES / NO 

If no, please explain: ___________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2. PHILOSOPHY & PROGRAM 

2(a) PRE-VISIT INFORMATION FORM HAS BEEN SUBMITTED YES / NO 


_____________________________________________________________________________ 

_____________________________________________________________________________ 

2(b) 

Policies, procedures and practices are in place for the following areas: 

Confidentiality. 

Illness of children. 

Sun Safe(*). 

Behavioiur 

Management. 

Opening Centre. 

Closing Centre. 

Release of Information. 

Immunization. 

Enrolment. 

Communication Book. 

Accident/Incident 

Reports. 

Administration of 

Medicine 

Consent Forms 

(photos/media).

Termination of children. 

Program Planning. 

Missing children. 

Hot liquids in playroom. 

Food brought to centre 

from home. 

Universal Precautions. 

Suspicion of Child 

Abuse. 

Discipline. 

Serious Occurrences. 

Consent Forms. 

West 

Nile/Norwalk/Outbreaks. 

Peanut Safe/Nut Free. 

Drop Off/Pick Up. 

Disinfecting 

toys/equipment. 

Communication (staff 

meetings, parent 

meetings). 

Maintaining of: 

developmental 

assessments, program 

activity sheets, ISP(*). 

Other. 


_____________________________________________________________________________ 

_____________________________________________________________________________ 

2(c) A list of all the centre’s policies, procedures and practices is included with this 


agencies: YES / NO 


_____________________________________________________________________________ 

_____________________________________________________________________________ 

2(d) List all programs that have been requested by families but cannot be offered at your 

centre: ______________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2(e) Explain the reasons the requested programs cannot be offered:________________ 

____________________________________________________________________________ 

2(f) 

Do you have a Centre Protocol(*) regarding CCR(*)’s service delivery 

YES / NO 

If “yes”, when was the last time the protocol has been reviewed _____________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

If “no”, please explain: _________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2(g) Please explain your centre’s process for reviewing the protocol with staff: 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2(h) Please explain the support your program receives from CCR :___________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2(i) What is your centre’s process for implementing “Setting the Stage” 

_____________________________________________________________________________

2(j) Are all staff trained in “Setting the Stage” 

YES / NO 


_____________________________________________________________________________ 

_____________________________________________________________________________ 

2(k) When was the last “Setting the Stage” training session_____________________ 

___________________________________________________________________________ 

2(l) The following resources/information are available at your centre and available to all 

staff: 

High Five. 

Have a Ball/Rainbow Fun. 

CCR Service Delivery Binder. 

CCR Enhanced Staffing Binder. 

Setting the Stage. 

CAS Reporting Protocol. 

DNA. 

Serious Occurrence Binder. 

Risk Watch. 

Employee Handbook. 

Student Handbook. 

Other. 


_____________________________________________________________________________ 

_____________________________________________________________________________ 

2(m) Staff have an understanding of the High Five - Score Sheet for Quest 2 which may 

be completed by the Program Quality Coordinator during site visits: 

YES / NO 

If “NO”, please explain how staff will be informed of the Score Sheet: _________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

2(n) Please explain how results from completed Score Sheets are shared with staff: 

____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3. STAFF 

3(a) Policies, procedures and practices are in place for the following areas: 

Orientation. 

Professional Development. 

Personnel Information. 

Occupational Health & Safety. 

Termination. 

Probation. 

Staff Policy & Procedure Manual. Job Descriptions 

Illness of Staff. 

Staff Health/Injuries. 

Dress Code. 

Criminal Reference Check. 

Telephone(*). 

E-mail(*). 

Employee Handbook. 

Other. 


_____________________________________________________________________________ 

_____________________________________________________________________________

3(b) A list of all the centre’s policies, procedures and practices is included with this 


agencies: 

YES / NO 


_____________________________________________________________________________ 

_____________________________________________________________________________ 

3(c) When are policies revised________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3(d) How are staff informed of policy, procedure, practice changes 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3(e) 

Staff are allocated specific times for program planning, completing paperwork 

(checklists, observations), meetings and researching. 

YES / NO 

If “yes”, how much time is allocated for each staff member __________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

If “no”, what time is available for staff to complete these tasks _______________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3(f) Please explain how staff prepared for pre-planned programming (ie: file folder with 

prepared activities): ___________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3(g) Does the centre offer opportunities for on-going professional development(*) 

YES / NO 

If “NO”, please explain: __________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3(h) Are you willing to share blank copies of the evaluations used at your centre: 

YES / NO 


_____________________________________________________________________________ 

_____________________________________________________________________________ 

3(i) Each staff member (full time, part time, replacement staff) will complete the 

following form. All staff commencing work after the centre’s completed package has been 

submitted to the Program Quality Coordinator will complete their form, submit it to their 

Supervisor and the Supervisor will forward submitted forms to the Program Quality 

Coordinator as soon as the staff has been hired.

Name of Staff: 

Position held at centre: 

ECE(*) / Equivalent(*) / Otherwise Approved(*) / In-Training(*) / Trained(*): 

If “Otherwise Approved” please list name of diploma/certificate: 

Date diploma/certificate received: 

Number of years experience in working with children: 

List the various age groups of children worked with: 

Age group currently working with: 

Number of years employed at this centre: 

List all the training opportunities within the last twelve (12) month period that you participated 

in. (If more space is required, please attach additional pages.) 

List all professional development training currently participating in. (If more space is required, 

please attach additional pages.):

List all organizations(*)/networks(*) you are currently a member of: (If more space is required, 

please attach additional pages.): 

Date of last performance appraisal: 

Are you willing to share your evaluations/your Portfolio/your Profile with the Program Quality 

Coordinator during one of the site visits 

YES / NO 

Name of person completing your last performance appraisal: 

Frequency of performance appraisals: 

Additional information /comments you would like to include: 

3(j) 

Number of staff(*) employed with your agency: ____________________________ 

3(k) A copy of the staff listing submitted to the Ministry for licensing is included with 

this package: YES / NO 

If “NO”, please explain: ______________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

3(l) 

3(m) 

IDENTIFY STAFF TURNOVER SINCE THE LAST VISIT 

FULL TIME STAFF: out of staff 

PART TIME/RELIEF/SUPPORT/CONTRACT/ENHANCED: 

out of staff 

WHAT WOULD BE THE REASONS FOR A SIGNIFICANT TURNOVER: 

TRANSPORTATION PERSONAL PROMOTION 

WAGES MATERNITY BENEFITS 

# HOURS ASKED TO WORK 

OTHER 

If “Other” please explain: ______________________________________________________

4 BOARD OF DIRECTORS 

4(a) Does your centre have a Board of Directors 

YES / NO 

4(b) Does your board have a process for self evaluation 

YES / NO 

If “NO”, please explain: ________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

If “YES”, who completes the self evaluation 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

4(c) 

4(d) 

4(e) 

How often is the self evaluation completed__________________________________ 

Date of last self evaluation.________________________________________________ 

A copy of the evaluation form used is attached: 

YES / NO 

If “NO”, please explain: ________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

5 PARENTS / GUARDIANS 

5(a) Is there a PARENT/GUARDIAN EVALUATION for your centre 

YES / NO 

If “NO”, please explain. ______________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

5(b) When is the Parent/Guardian Evaluation completed 

At time service is no longer required. 

After 6 months. 

Annually. 

“OTHER”. 

If “OTHER”, please explain. _____________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

5(c) The percentage of parent/guardian evaluation return for your centre is: % 

5(d) 

How does your centre promote parental/guardian involvement: 

Board Positions. Field Trips. Special Events. 

Open Door Policy(*). 

Volunteers. Donations 

Guest Speaker/Presenter. Individual Meetings. 

Tasks (laundry, repairs). AGM. 

OTHER. 

If “OTHER”, please explain. _____________________________________________________

5(e) Explain how your centre responds to parent / guardian concerns and complaints. 

(Process for documentation, follow-up revisions to policies if necessary.): 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

5(f) Please explain your centre’s communication practices with parents/guardians: 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

6 FUNDING: 

6(a) Are there areas of pressures(*) that require additional funding 

YES / NO 

If “YES”, please explain. ________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

6(b) 

Name of Item: 

Have your applied for one-time health and safety funds 

YES / NO 

Priority: 

recommendation 

preventive maintenance 

enhancement to program 

quality of program in 

jeopardy if issue unresolved 

other 

Summary Distribution: 

Food 

Indoor Equipment 

Major System 

Playground 

Plumbing 

Other 

Cost of Item (Net of any 

GST rebate): 

Name of Item: 

Priority: 






other 


Food 


Major System 

Playground 

Plumbing 

Other 


GST rebate): 

Name of Item: 

Priority: 






other 


Food 


Major System 

Playground 

Plumbing 

Other 


GST rebate): 

Name of Item: 

Priority: 






other 


Food 


Major System 

Playground 

Plumbing 

Other 

(If more space is required, please attach additional pages.) 


GST rebate): 

If “NO”, please explain. _________________________________________________________

If “YES”, please explain how allocated funds has benefitted your program. 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

6(c)A copy of your centre’s most recent City of Sudbury’s - Certificate of Insurance - 

Children Services form is attached: 

YES / NO 

If “NO”, please explain. ________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

7. COMMUNITY PARTNERSHIPS: 

7(a) 

DOES YOUR CENTRE ACCEPT PLACEMENTS FROM THE COMMUNITY: 

YES # NO 

STUDENT PLACEMENTS 

VOLUNTEERS 

If “NO”, please explain. ________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

7(b) 

List from which community programs these placements are from: 

7(c) 

List all community attractions(*) that the children and staff of your centre have 

visited over the last twelve (12) months:

7(d) Your agency is a chartered member of the Children’s First Charter: 

YES / NO 

If “NO”, please explain. _________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

A copy of your Children’s First Charter agreement is attached: YES / NO 

If “NO”, please explain. _________________________________________________________ 

_____________________________________________________________________________ 

_____________________________________________________________________________ 

Would you like more information on becoming a member: YES / NO

IMPLEMENTATION PLAN 

The Program Quality Indicators will form part of the legal agreement and service plan process. 

Visits will be conducted by the Program Quality Coordinator from the Children Services Division of 

the City of Greater Sudbury. 

The PQI is comprised of the following five components: 

Component #1: Letter of Understanding. 

Component #2: Pre-Visit Information Form. 

Component #3: Detailed Early Learning & Child Care Information Form. 

Component #4: Site Visit Form. 

Component #5: PQI - Enhanced Benchmarks. 

SANCTIONS 

4. PERIOD OF GRACE: 

When the requirements achieved are less than column three (3), and further action is required, 

the Supervisor/Executive Director will meet with the Program Quality Coordinator and outline the 

proposed action plan that the centre’s program staff will implement in order to meet these 

requirements. Unannounced site visits will continue until which time all requirements have been 

met. An estimated time of completion will be determined at the time the action plan is developed. 

5. WRITTEN WARNING: 

If the procedure outlined under Sanctions - (A) Period of Grace cannot be met after the developed 

action plan has been implemented and the estimated time of completion has elapsed, a letter 

from the Manager of Children Services will be sent to the agency. The letter will detail the nature 

of the concern(s) and the remedial action necessary. If the situation is not corrected, a STOP 

ADMISSIONS ORDER may be issued. 

6. STOP ADMISSIONS ORDER: 

This would prevent any new subsidized children from being placed in the centre. Stop 

Admissions Order also will have deadlines associated with it. If the centre has successfully 

addressed the concern(s) outlined in Sanctions - (B) Written Warning within the time indicated, 

the Stop Admissions Order will be lifted. If not, the centre’s legal agreement could be placed in 

jeopardy. 

APPEAL PROCESS 

The centre may discuss concerns with the Director of Citizen & Leisure Services Division for the 

City of Greater Sudbury. 

If further action is required, a meeting with the General Manager of Community Development for 

the City of Greater Sudbury would be arranged. 

CERTIFICATE OF PARTICIPATION 

Annually, programs successfully meeting all PQI - Benchmark requirements will receive that 

year’s validation sticker to place on their PQI - Certificate which is to be posted for parents, 

visitors and staff to view. 

New programs will be required to participate for one complete year before being issued a PQI - 

Certificate of Participation.

Component 4 

Component 4 

PQI 



Component 4 

Site Visit Summary Form 

PQI 



Site Visit 

Summary Form

SITE VISIT SUMMARY FORM 

Date:_______________________ Program Site:____________________ Program Group:______________________ 

Number of Children:________ Number of Educators:________ 

Health 

allergies posted 

medication safely stored 

sufficient food/water 

serving utensils 

eating utensils 

menus and changes are posted 

hand/face washing 

medication administered as per centre’s 

policy 

kleenex inside 

kleenex outside 

washroom routine 

positive role modeling by staff 

children encouraged to practice health 

habits (ie:cover mouth when coughing, 

chewing with mouth closed, noses) 

food brought from home checked by 

staff prior to children eating 

Supervision: 

arrangement of room provides staff with 

the opportunity to be aware of the location 

of all children 

maximize view of play area, moving 

around play area 

head counts periodically 

staff move around entire area 

focus on small group while at the same 

time checking and scanning whole play 

area 

team work 

children supervised at all times 

attendance boards 

children never left unattended 

staff scan entire area 

ratios maintained at all times 

children assisted as needed 

children encouraged to build their self 

help skills 

Safety 

children’s safety maintained at all times 

fire drill log up-to-date 

evacuation plan posted 

playground check completed (log 

current) 

appropriate 

clothing/hats/sunscreen/footwear 

unsafe conditions are addressed 

immediately 

expectations clearly stated and 

explained to children 

attendance sheets 

periodic head counts 

emergency cards 

cleaning supplies out of children’s reach 


individuals entering the program are 

greeted by staff 

Facilities 

open door policy 

up-to-date Parent Board 

clean 

safe 

First Aid Kits 

variety of displays 

Staff Introduction Board/name tags 

inviting to children (organized, set up, 

attractive) 

clean toys / equipment 

no broken toys/equipment 

age appropriate equipment 

sufficient / variety of toys / equipment 

comfortable & sufficient furniture 

sign-in book for visitors/visits recorded in 

log book 

free of hazards 

Transitions: 

group advised of upcoming changes 

smooth 

limited waiting reducing chances of 

boredom and disruptive behaviour 


if waiting: activities/songs/finger plays 

Atmosphere: 

chatter 

cheerful room 

friendly 

safe 

welcoming 

nurturing 

inviting 

positive 

laughter 

calm 

relaxed 

staff smile 

children appear happy (smiling faces, 

etc.) 

children are busy 

children appear to be having fun 

humour used appropriately 

eye contact 

pleasant voice tone and voice level 

enthusiastic staff 

staff participate in various children’s 

activities 

children & staff appear to be enjoying 

themselves 

inclusive environment

Routines: 

stimulating 

flexible 

challenging and age appropriate 

programs/schedules and changes 

posted 

interest and learning centres 

weather permitting, outdoor activities 

(planned & spontaneous) 

independent / cooperative activities 

ethnic, cultural and individual needs 

respected by centre, staff and children 

variety of craft material available at all 

times (scissors, markers, crayons) 

diverse activities 

circle (singing, stories, finger plays, felt 

board, drama) 

log books 

fine motor/gross motor 

indoor/outdoor 

quiet/active 

variety of learning centres: (reading, 

computers, dramatic play, puppets, 

sensory, carpentry, science, listening, 

blocks) 

structured/unstructured 

choices/selections 

child initiated/staff directed 

positive role modeling by staff 

independence is encouraged 

Individual needs are met 

positive re-direction 

up-to-date charts 

children assisted as needed 


Interactions 

children greeted upon arrival/departure 

cooperation 

sharing 

friendly 

pleasant 

active participation 

direct eye contact 

ongoing 

praised for doing one’s best 

individual needs met 

positive re-direction 

non-judgmental 

acknowledgement of success/hard work 

two-way conversations 

children and staff know each other’s 

names 

position selves at child’s level when 

communicating and assisting with activity 

reflection time 

all children treated equally 

listening as well as talking 

children assist peers 

respect by both children and staff to 

each other 

up-to-date log books read by all staff 

ongoing communication 

an area is available to discuss 

confidential issues/concerns 

recognition of individual uniqueness 

ongoing communication with 

parents/guardians 

parents/guardians greeted arrival/ 

departure 

staff are professional courteous, friendly 

and helpful 

Professional Ethics: 

dress appropriately as per centre policy 

dress for elements 

appropriate 

clothing/hats/sunscreen/footwear 

respect information shared by 

parents/guardians about their child/ren 

promote a child’s cognitive, physical, 

social, spiritual and emotional well-being 

(Children First Charter) 

understand responsibility towards 

children (Children First Charter) 

support and promote quality child care 

(Children Services Ethical Principles & 

Practices) 

aware of all aspects of the program 

(duties, schedule) 

punctual / flexible 

team work (cooperation, support, 

efficient) 

takes responsibility 

appear and interact in a professional 

manner 

cheerful, happy and smile 

act with integrity in supporting one 

another and adopting professional attitudes 

and behaviours in their work as models 

and teachers of young children (AECEO) 

establish and maintain cooperative 

relationships with colleagues and other 

professionals providing services to children 

(AECEO) 

respect the opinion of colleagues 

(AECEO) 

acknowledge visitors 

introducing self to visitor

Comments: 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

(Completed & Signed By Program Quality Coordinator) (Date) 

cc: 

Centre’s Board of Directors 

A copy of this form has been left at the centre in a sealed envelope for the Board of Directors: 

YES / NO 

Response By Executive Director/Supervisor: 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

(Completed & Signed By Executive Director/Supervisor) (Date)

Component 5 






PQI 



Component 5

PQI - Enhanced 

Benchmarks - Facilities 

Component 5 






PQI 



PQI -FACILITIES BENCHMARKS 

Program Quality Indicator - Facilities 

BENCHMARKS 

0% - 50% of 

Benchmarks 

Achieved 

(Unsatisfactory) 

51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

1. Sufficient storage space. 

For cots. 

For bedding, face clothes, extra clothing. 

For dishes, eating utensils. 

For inside toys/equipment/materials. 

For outside toys/equipment/materials 

For cleaning supplies. 

For creative supplies/materials. 

All storage areas are tidy and well organized. 

All storage areas are labelled. 

Storage areas requiring to be locked are locked as per centre policy. 

All storage areas are easily accessible. 

Sufficient storage for seasonal toys/equipment. 

Sufficient storage for toys/materials for regular rotation. 

Comments: 

2. Sufficient space and equipment. 

For all routines (ie: meals, toileting, diapering, resting, group activities, inside play, 

outside play). 

Sufficient indoor space for children and adults to move around freely. 

Storing of personal belongings for children. 

Storing of personal belongings for staff. 

A staff room / designated space is available to staff for lunches/breaks/meetings. 

Comments: 

3. Information available to Parents / Guardians. 

Staff educational diplomas/certificates. 

Labelled photos of staff/students/volunteers. 

Up-to-date First Aid certificates. 

Up-to-date CPR certificates. 

Photos of children participating in daily routines/outings. 

Comments:

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

4. Physical setting. 

Free of hazards. 

No broken toys/equipment/materials. 

Equipment and furnishings are safe and clean (indoors / outdoors). 

Heavy furniture/equipment/storage units are stable/securely anchored. 

Sufficient amount of clean toys/equipment/materials. 

Comments: 

Electrical outlets in the play areas are covered. 

Electrical cords are not in the children’s pathway/not under carpets and not on 

pathways/doorways. 

Unused extension cords are unplugged and out of the reach of the children. 

Clocks in each room. 

Covers over pipes and radiators. 

Window screens are not broken and have locks. 

Drapery and blind cords are tied up and secured with safety hooks. 

Washroom is clean. 

There are sufficient and suitable washroom facilities for the children enrolled (SAC). 

Entrance is clean and organized. 

Kitchen is clean and organized. 

Playrooms are clean and organized. 

Staff room is clean and organized. 

Clean/warm flooring to crawl. 

First Aid Kits are stocked and easily accessible. 

First Aid Kits are checked regularly. 

There are specific First Aid Kits for outings/field trips. 

Fire extinguishers are easily accessible and checked regularly. 

All emergency exits identified and free of all obstacles/clutter/barriers. 

Secure environment (security system). 

Telephone accessibility. 

Cell phones, walkie talkies. 

Emergency cards are up-to-date and easily accessible to staff. 

Specific emergency cards are up-to-date and accompany groups on outings/field trips. 

5. Drainage. 

Adequate, to ensure the playground is used year round.

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

Comments: 

6. SAFETY PRECAUTIONS IN PLACE FOR INDOOR ACTIVITIES: 

Play areas safe. 

Play areas are clear of obstacles and obstructions. 

Play areas are clearly defined. 

No long paths to encourage running. 

Comments: 

Furnishings do not limit children’s movements. Sufficient space for equipment. 

Toys are washed and disinfected regularly. 

Toys and materials accessible on open shelves. 

Sufficient number of toys/equipment for the group size. 

Toys/equipment/materials are rotated and changed on a regular basis. 

Toys/equipment/materials/furniture are age appropriate. 

Sharp objects are removed, equipment well maintained, free of sharp edges, splinters, 

pinch points and crush points. 

Attendance boards for each group are present in the rooms that the children are 

occupying.

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

7. Safety precautions in place for outdoor activities. 

Play areas safe and clear of obstacles/obstructions. 

Play areas are clearly defined. 

Free of hazards. 

Well maintained. 

Gates are at all times closed. 

Gates can be easily opened in case of emergencies. 

Playground inspections are up to date (daily, weekly, monthly, seasonal, annual). 

Maintenance inspections and annual comprehensive written reports as well as 

appropriate action plan if necessary are kept on file. 

Sun and shade available. 

Some protection from the wind. 

Sand in the sandbox is to be replaced when it is dirty or contaminated. 

Grassy areas are well maintained. 

Sand/salt on slippery areas. 

Doorways clear and cleaned in winter. 

Snow is not built up to allow children to reach heights higher than the playground fence. 

Puddles swept away. 

Hard play surfaces are kept clean of stones, sand and gravel. 

If outside play area leads into the centre’s inside play area, floors are swept. (Children 

can assist.) 

Where the entrance/exits do not open onto the outside play area, appropriate staffing is in 

place to escort the children to the playground safely. 

Shed doors are closed. 

Storage for materials/equipment/toys is safe, organized and easily accessible. 

Heavy furniture/equipment are stable/securely anchored. 

Sharp objects are removed, equipment well maintained, free of sharp edges, splinters, 

pinch points and crush points. 

Sufficient number of toys/equipment for the group size. 

Toys/equipment/materials are rotated and changed on a regular basis. 

Toys/equipment/materials/furniture are age appropriate. 

Helmets for riding toys. 

Sun screen applied before outdoor play. 

Appropriate footwear and clothing for children that fits for specific season. 

Appropriate footwear and clothing for staff as per centre policy. 

Sun hats are worn by children and staff. 

Cord, strings, ties are removed from clothing and equipment/materials. 

Assistance from another staff is easily accessible in cases of emergency. 

Attendance boards for each group are present in the outdoor areas that the children are 

occupying.

Comments: 

Note: 

Items not applicable to a specific program (ie: Nursery Schools) will be omitted at the time this form is completed by the Program Quality Coordinator.

Comments: 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 


cc: 



YES / NO 


_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 


Component 5 







Benchmarks - Health, 

Hygiene & Safety 

PQI 



PQI -HEALTH, HYGIENE & SAFETY BENCHMARKS 

Program Quality Indicator - Health, Hygiene & Safety 

BENCHMARKS 

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

1. Staff role model hygiene practices. 

INFANTS: 

Staff wash their hands before feeding children (infants). 

Staff wash their hands before and after changing diapers. 

Staff wash their hands after wiping/cleaning noses. 

ALL GROUPS: 

Staff wash their hands before and after assisting children in the washroom. 

Staff wash their hands before serving food. 

Comments: 

2. Staff encourage children to follow simple rules of hygiene. 

Children encouraged to wipe their nose. 

Children are encouraged to cover their mouths when coughing. 

Children are encouraged to chew their food with their mouths closed. 

Children are encouraged to use the washroom before going outside, on a field trip, 

before nap time. 

Children directed to wash hands before and after lunch and snack. 

Children directed to wash their hands after washroom routine. 

Children directed to wash their faces after lunch and snack. 

Children directed to wash their hands before and after water play. 

Children are encouraged to do as much as they can independently and staff assist 

children in all hygiene practices as required. 

Comments:

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

3. Staff ensure ongoing sanitary practices are followed. 

INFANTS: 

Soiled diapers are disposed of in securely tied plastic bags. 

Soiled diapers and diaper pails must be stored away from children. 

Procedure is in place to ensure that toys are washed if mouthed before other children 

use them. 

TODDLERS, PRESCHOOLERS & SAC: 

Toilets are flushed after each use. 

Toilets and sinks are disinfected after each routine. 

Toilets and sinks are disinfected after a child has had a bout of diaherra. 

Sufficient hygienic supplies (appropriate sized paper towels, cloth towels, soap) are 

available to the children. 

Toothbrushes are stored so they do not touch, can air dry and are labelled. 

ALL GROUPS: 

Tables are disinfected before and after every serving of food. 

Blood-soiled surfaces are disinfected with a bleach solution immediately. 

Blood stained materials are sealed in plastic bags and discarded in lined, covered 

garbage containers. 

Blood stained materials are machine washed separately in hot soapy water. 

Garbage containers have tightly fitting lids where necessary (ie: kitchen). 

Garbage containers are emptied at the end of each day/policy of the centre. 

Comments: 

4. Availability of washroom accessories. 

Toilets and potties are available for children who are starting to use the toilet, as per 

centre’s policy. 

Mirrors are available at child’s eye level. 

Step stools are provided when required by children at sinks and toilets. 

Comments:

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

5. Staff encourage independence and assist when needed. 

INFANTS & TODDLERS: 

Diapering and toileting meet the individual needs of the children. 

Self-help skills are promoted as children are ready. 

ALL GROUPS: 

Washroom routines are positive experiences. 

Comments: 

6. Medication is administered as per the internal policy of the centre. 

The medication must be labelled with the child’s name and the dosage. 

A consent form listing the medication, the dosage and the time it is to be given must be 

signed by the parent / guardians. 

The time the medication is given must be indicated and signed by staff. 

Medication is to be stored in appropriate area (ie: locked cabinet/container, refrigerator) 

Medication no longer being administered to a child is to be given back to the parent. 

Comments: 

7. Kleenex and garbage containers are available both inside and outside at all times. 

Easily accessible to all children. 

Easily accessible to all staff. 

Kept, in an area to ensure ongoing hygiene. 

Comments: 

8. Disinfecting solutions are easily accessible to staff and out of reach of the children. 

Stored in original containers that are properly labelled. 

Kept in a locked cupboard away from food. 

Children are not in the immediate proximity of tables/equipment/materials being 

disinfected.

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

Comments: 

9. Each child has an extra set of complete clothing in their locker. 

Staff need to regularly check each child’s locker to ensure extra clothing is available in 

case of accidents or changes in the weather. 

Staff need to remind parents/guardians to supply the extra clothing. 

Comments: 

10. Required postings are visible and up-to-date. 

Allergies, special diets, food intolerance and food restrictions are posted in kitchen and 

rooms where food is served. 

Individual Health Care Plans are posted as per child’s needs (reviewed annually). 

Comments: 

Date, time and number of participants of each monthly fire drill. 

A clear, concise evacuation procedure is posted for parents / guardians, children and 

staff. 

11. Staff recognize symptoms of illness and take appropriate action. 

As per centre’s internal policy. 

Comments: 

Staff inspect on a daily basis the general health of each child arriving at the centre. 

A supervised place must be available for ill children to rest until picked up by the parent. 

Safety rules, emergency procedures, fire drills and evacuation plans are discussed with 

the groups on a regular basis.

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

12. Staff ensure ongoing safety. 

INFANTS & TODDLERS: 

Diaper change tables are solid and in good condition. 

ALL GROUPS: 

Drawers and cupboards are kept closed. 

Comments: 

Emergencies/accidents are addressed immediately and in a professional/responsible 

manner. 

Staff respond quickly to remove unsafe hazards. 

Staff anticipate and take action to prevent safety problems (ie: remove toys under 

climbing equipment, wipe up spills to prevent falls). 

Note: 


Comments: 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 


cc: 



YES / NO 


_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 


Component 5 







Benchmarks - Nutrition 

PQI 



PQI -NUTRITION BENCHMARKS 

Program Quality Indicator - Nutrition 

BENCHMARKS 

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

1. Menus. 

INFANTS: 

Children under the age of one must be fed according to written instructions from 

parents/guardians. 

Written instructions are posted as a reference to staff. 

Written instructions are updated regularly. 

ALL GROUPS: 

Menus for current and the following weeks must be posted in a conspicuous place for 

parents to see as well as in the food preparation area. 

Copies of menus/recipes are available to the parents/guardians. 

Comments: 

2. Allergies / Special Diets / Food Intolerance / Food Restrictions &Specific Requirements. 

Written instructions from parents/guardians regarding allergies/special diets/food 

intolerance/food restrictions are kept in the child’s file and updated regularly. 

Parents/guardians are to advise the Supervisor of any changes to their child’s special 

diet/allergies/food restrictions. 

All staff are informed of all allergies/special diets/food intolerance/food restrictions. 

Comments:

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

3. Food preparation. 

INFANTS: 

Bottles are warmed immediately prior to feedings. 

Food and beverages supplied by parents / guardians are labelled and stored under 

sanitary conditions. 

ALL GROUPS: 

Food storage cupboards, refrigerator and microwave are easily accessible to staff. 

Furnishings and space suitable for minor food preparation. 

Food items must not be stored directly on the floor. 

Running water is always accessible to staff. 

Prepared attractively and appealing (offer variety in colour, shape and flavor). 

Menus follow Canada’s Food Guide. 

Round coin-shaped foods are cut lengthwise. 

All perishable food must be stored at temperatures which will prevent spoilage. 

Refrigerator temperature 5C (41F), freezer temperature -18C (0), hot foods must be 

above 60C (140F) during transportation and holding for service. 

Containers must be cleaned every day and wrappings should not be reused. 

Containers transporting food and beverages are packed in approved containers. 

Adequate storage must be available for pots and other cooking utensils to protect them 

from dirt and other contamination. 

BROWN BAG LUNCHES: 

Lunches that are packed need to follow the same pattern as the meal at the centre. (At 

least one serving from the breads and cereals group, two servings from the fruits and 

vegetables group, one serving from the meat, fish, poultry and alternatives group and 

one serving from the milk and milk products group.) 

Packed lunches need to meet the nutritional standards and ensured to be safe if the 

lunches cannot be refrigerated. 

Comments:

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

4. Serving of food. 

INFANTS: 

Bottles are held by staff when children are unable to bottle feed themselves. 

Centre provides support and appropriate furnishings for breast feeding moms. 

When high chairs are used, appropriate seating for adults are available allowing staff to 

sit with the child/ren. 

Sufficient suitable seating available to meet developmental needs of the children 

enrolled (infant seats, low tables, cube chairs) with appropriate adult seating. 

Seats are comfortable (cushiony) and washable. 

Children encouraged to finger feed themselves. Spoons are available when child is 

ready. 

TODDLERS, PRESCHOOLERS, SCHOOL-AGED GROUPS: 

Tables are arranged in a family-like setting. 

Age appropriate chairs and tables are used with each group setting. 

Napkins/paper towels are available to the children (for quick wipes and spills). 

ALL GROUPS: 

Napkins, paper towels and disinfecting solutions are easily accessible to staff. 

Face clothes are easily accessible to staff. 

Tables are disinfected before and after meals/snacks. 

Staff ensure that all appropriate food handling procedures are followed. 

Food is not used as a punishment or reward. 

Additional food is available for children wanting more to eat. 

Drinking water easily accessible. 

Spills are handled in a calm, positive manner. 

Desserts are part of the meal. 

Sufficient serving utensils are available. 

Appropriate serving utensils are available at meal servings (tongs, large spoons). 

Developmentally appropriate eating utensils are available to accommodate child’s 

developmental ability. 

Dishes are in good condition (not chipped/cracked/broken). 

Extra utensils are available for easy access.

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

Comments: 

5. Self-help skills & independence. 

INFANTS: 

Self-help skills are encouraged once the children are developmentally ready. 

Once able to, children are encouraged to feed themselves. 

ALL GROUPS: 

Children are able to assist in preparing/serving/tidying meals to promote self-help skills. 

The centre throughout the year provides opportunities for cooking experiences. 

Children have the opportunity to taste food they assisted in preparing. 

Comments: 

Children have the opportunity to develop their self-help skills. 

Staff assist the children when required. 

Additional accessories used to enhance experiences for self-help skills. 

6. Environment / Atmosphere. 

The lunch and snack atmosphere is relaxed, pleasant and a positive social experience. 

At lunch/snack children have the opportunity to communicate and socialize with their 

peers and adults. 

Children reminded to chew with their mouths closed. 

Children reminded to not talk when they have food in their mouth. 

Children are not forced to eat or taste new foods. 

Healthy eating habits are promoted and encouraged. 

Through conversations and positive role modeling by staff, children are encouraged to 

enjoy different nutritious foods. 

By sitting and eating with the children, staff are aware of the amount of food each child 

eats and passes this information on to the parents/guardians. 

Staff sit at the lunch table and eat with the children to encourage children to try new 

foods which they may not be familiar with, as per centre’s policy. (This assists children 

in developing healthy eating habits.) 

Staff do not stand and hold their food to eat/drink. 

Staff do not talk with food in their mouth.

Comments: 

Note: 


Comments: 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 


cc: 



YES / NO 


_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 


Component 5 






PQI 




Benchmarks - Program

PQI - PROGRAM BENCHMARKS 

Program Quality Indicator - Program 

BENCHMARKS 

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

1. Indoor equipment / materials / toys. 

INFANTS: 

Clean and safe. 

Variety of age appropriate eye-hand materials of different sizes, shapes, types, textures 

and colours. 

All need to be in good shape. 

No broken equipment/materials/toys. 

Small equipment/toys/materials are not to be in the children’s reach. 

Toys/equipment/materials/books that are durable. 

TODDLERS, PRESCHOOLERS & SCHOOL AGE: 

Minimum of three toys per child enrolled (this includes rotation), variety from each 

category. 

Toys/equipment/materials/books changed/rotated to meet the needs of the group. 

Non-stereotypical. 

Soft furnishings (rugs, carpeted play areas, cushions). 

Children have the opportunity to combine toys and materials to experiment and discover. 

Related materials added in response to children’s interests. 

Classification/Seriation (pegs, puzzles, stacking, sorting, matching, sequence). 

Cognitive/Manipulative. 

Construction. 

Creative/Sensory. 

Discovery centres. 

Dramatic play. 

Early learning, literacy, math. 

Fine motor. 

Gross motor (Inside/Outside). 

Intergenerational. 

Language/Listening/Reading (Books -variety, theme related, season related, books of 

interest, novels, mystery, chapter, multi-cultural, magazines. Props - puppets, flannel 

board.). 

Music (instruments, audio equipment). 

Nature. 

Science. 

Special interest centres. 

OTHER: 

Balance between stimulating planned and spontaneous experiences.

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

Comments: 

2. Supplies are abundant. 

More than enough to sustain a variety of different projects at once. 

Craft/collage materials are always available (ie: materials, glue, scissors). 

Comments: 

3. Room arrangement. 

Shelves are not overcrowded. 

Shelves/containers may be labelled for easier access/clean up. 

Neat, attractive, appealing. 

Comments: 

Space to store projects/activities that require a few days to complete. 

Shelves and cupboards arranged to ensure ongoing visibility of the children. 

Materials/equipment/toys arranged on shelves so children can easily access them. 

Drinking water is available during both indoor and outdoor play. 

4. Transitions. 

Minimum waiting. 

Smooth. 

Variety of activities while waiting (ie: songs, stories, finger plays) 

Advise children of upcoming changes in activity. 

Allow sufficient time for children to finish their activity/task. 

Provide alternative choices. 

Comments: 

5. Field Trips/Outings. 

Proper preparation and documentation. 

Staff are aware of the emergency procedure to follow in case of a missing child. 

All staff are well informed of field trips/outings. 

Comments:

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

6. Buddy System. 

Older children can be a buddy for younger children. 

Children never left alone. 

Comments: 

7. Special Activities. 

Pre-planned. 

Children participate in the planning. 

If parent/guardian involvement is required, sufficient time is planned. 

Comments: 

8. Diapering. 

Change tables are solid and in good condition. 

Extra diapers, creams and supplies are within reach of change table but cannot be 

reached by the children. 

Process in place for disposing all dirty diapers. 

Running water, liquid soap, paper towels and disinfectant are easily accessible in the 

diapering area. 

Sanitized child-size toilets and potties are available for children who are beginning the 

toilet training stage. 

Potties are sanitized immediately after each use. 

Safe mirrors are placed at child’s eye level. 

Comments:

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

9. Outdoor equipment / materials / toys. 

Playground equipment and arrangement meets CSA standards and is annually certified. 

Each age group has it’s own playground toys and equipment. 

Comments: 

A wide variety of portable and fixed equipment for children to choose at all times. 

Age and developmentally appropriate. 

Changed/rotated to meet the needs of the group. 

Related materials added in response to children’s interests. 

Additional equipment/materials/toys are available during the summer when the children 

are outside for longer periods of time (ie: cognitive, creative). 

Helmets for riding toys. 

Knee pads for sport games. 

Active play. 

Construction play. 

Dramatic play. 

Individual activities, small group, large group. 

Large blocks. 

Large muscle. 

Sand/water play. 

Small muscle. 

Sports equipment. 

Balance between stimulating planned and spontaneous experiences. 

Non-stereotypical. 

Cell phone/walkie talkies are available to staff outside with the children in cases of 

emergency.

10. Activities. 

Play. 

Fun. 

Safe. 

Meets the individual physical, social, emotional, cognitive and spiritual needs of each 

child (developmental stages/needs). 

Healthy child development. 

Early learning experiences. 

Choices to support each child’s interests, curiosity, talents, abilities and “uniqueness”. 

Opportunities provided to experience discovery, stimulating and challenging tasks. 

Encourage exploration and experimentation to make learning discoveries. 

Allow children to create, discover and problem solve. 

Materials are available to children at all times to create their own games, books. 

Variety of games/toys/equipment/materials. 

Non-sexist materials. 

Non-traditional roles. 

A variety of finger plays, songs and stories are shared with the children during circle time 

and transitions. 

Activities provide children opportunities for ongoing interactions with peers and adults. 

Problem solving opportunities promote independence, positive self-esteem and self 

confidence. 

Activities are age appropriate (adjusted if needed). 

Structured and unstructured activities/ planned and spontaneous. 

Quiet and noisy areas are separated. 

Limited audio visual “time” (movies, computer). 

Staff break down the tasks into smaller steps when necessary allowing children to 

experience the sense of accomplishment. 

Staff help children develop and build trust through the various program activities. 

COMMUNITY ACCESSIBILITY: 

Utilizing community centres (libraries, museums). 

Accessing community events (fairs, attractions, guests) 

Opportunities for developing life skills (street safety, home safety). 

SCHOOL AGE: 

Club like setting. 

Re-direct in a positive manner and before situations escalate. 

Teamwork and respect is encouraged by staff. 

Literacy skills encouraged through story telling, story writing, reading. 

Staff listen to what children are communicating.

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

Comments: 

11. Display boards. 

Photos are posted of children participating in the various activities of the program. 

Pictures/decorations/displays are both at the child and adult level. 

Comments: 

12. Nap time. 

INFANTS: 

Cribs are designated. 

Sufficient bedding/blankets. 

Children are rocked if required. 

Adult rocker. 

Soft music. 

Monitors/camera system. 

TODDLERS & PRESCHOOLERS: 

Bedding is washed on a regular basis. 

Beds/cots are disinfected on a regular basis. 

Comments: 

Children needing help to settle down are assisted by staff (ie: comforted - rubbing backs, 

books). 

Children can bring their favourite toy/blanket to nap with them. 

Soft music playing in the background. 

After one hour of rest, children who are not sleeping are provided with alternative quiet 

activities.

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

13. Programming / Schedules. 

Daily schedule posted. 

Flexible scheduling to meet child’s needs/interests, inclement weather. 

Children’s interests and strengths are incorporated into planned activities. 

Plans available but changes are made to meet the needs of the group with the overall 

program goals being met. 

Plans are referred back to if “spur of the moment” plans begin to fall apart. 

Changes to programming are posted immediately to inform parents/guardians. 

Programs are designed to accommodate a variety of developmentally appropriate 

activities. 

Ongoing projects/crafts are incorporated into planned programming. 

Programming allows for a balance of meeting the children’s interests and needs while at 

the same time meeting the goals planned for the whole group. 

Comments: 

Plans help children with understanding what is coming up next and what to expect. 

Changes to the program need to be explained to the children to prepare for a smooth 

transition. 

Mixture of child initiated and adult initiated. 

Allows for children to develop as per their needs and uniqueness. 

Outdoor times are always reflective in planning and are extensions of playroom planning. 

During the summer when the children are outside for longer periods of time the program 

plan will be accommodating to meet this need. 

14. Atmosphere. 

Pleasant. 

Laughter, noise, chatter. 

Inviting. 

Children appear busy. 

Staff appear very patient and caring. 

Comments:

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

15. Environment. 

Inclusive. 

Child centred. 

Non-judgemental. 

Learning and fun. 

Exciting. 

Mixture of play and academic activities. 

Opportunities for positive experiences. 

Opportunities for sharing. 

Opportunities for cooperation. 

Opportunities for self-help skills. 

All participants (children, parents/guardians, staff) are accepted and respected. 

Equal opportunities for all. 

Promotes uniqueness. 

Children’s differences are valued. 

Understanding of various socio-economic settings. 

Behaviours of bullying/teasing are . 

Comments: 

16. Diversity and cultural awareness. 

Staff implement programming activities that provide an understanding and experiences 

in a variety of cultures/traditions (guests, songs, stories, clothing, food, books, movies, 

cooking, felt board games). 

Staff provide experiences and play materials that actively promote positive attitudes and 

acceptance of each person as a unique individual. 

Comments: 

Photos, materials, equipment of various cultures. 

Staff knowledge of individual children includes the child’s interests, family customs, 

traditions. 

17. Administration. 

A system is in place to ensure confidential files remain in the centre’s office. 

Staff and children files are up-to-date. 

Centre’s policies, procedures and practices are up-to-date.

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

Comments: 

18. Individual Service Plans (ISP). 

Staff and parents/guardians participate in developing ISP for their child with the Special 

Needs Resourcing agency (CCR). 

The ISP includes short term objectives derived from the long term goals, both stated in 

the ISP. 

The ISP must include strategies for the implementation and must be updated on a 

regular basis (monthly, every three months, every six months). 

The ISP strategies and adaptations are reviewed on an ongoing basis and immediate 

changes are made if the plan is not working. 

The ISP is completed and incorporated into the overall program plan. 

Staff have developed a number of innovative ways to encourage full participation for all 

children. 

The program plans accommodate all children and ensure that all children have the 

opportunity to participate in all activities and play areas. 

Program reviews take place on a regular basis to ensure the program is meeting the 

needs of individual children. 

Appropriate consent forms are signed and in the child’s file. 

All ISP’s must be available for all staff to review. 

The ISP’s are not to be posted in a way that the child is identified, as well as any 

specifics regarding the child or the child’s specific programming. 

Staff follow through with activities and interactions which will assist children to reach their 

identified goals. 

Comments:

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

19. Evaluations. 

Completed on each program. 

Results are used to identify strengths and areas for quality improvement. 

A process to assist in action planning and work planning. 

A process for continual assessment. 

User friendly checklist for play room observations. 

Weekly evaluation (checklist) assists staff in ensuring the centre’s goals are reached. 

Available Evaluation Tools: 

ECERS 

ITERS 

SACERS 

QUEST 2 

HIGH/SCOPE 

HIGE FIVE 

OTHER: 

Comments: 

20. Observations. 

A tool to assist in expanding structured and unstructured activities. 

A tool to assist in recognizing individual differences. 

Comments: 

Recording observations assists in completing ISP plans. 

Staff work within a team framework to provide individualized programs and goals for all 

children. 

Note: 


Comments: 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 


cc: 



YES / NO 


_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 


Component 5 






PQI 




Benchmarks - Staffing

PQI - STAFFING BENCHMARKS 

(Supervision, Interaction, Professionalism, Staff Development, Orientation & Resources) 

Program Quality Indicator - Staffing 

BENCHMARKS 

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

SUPERVISION: 

1. Child:Staff ratio. 

In a situation when being short staffed takes place, a working plan previously developed 

is implemented ensuring all children are supervised at all times. 

Additional staff/assistance is readily available. 

2. Support staff/services in place for cooking, maintenance and cleaning tasks. 

In a situation when being short staffed will affect the daily operation of the program, a 

working plan previously developed is implemented ensuring all program operations are 

maintained at the least to minimum. 

3. Staff greet visitors upon arrival. 

Unfamiliar visitors are asked the purpose of their visit. 

Staff approach unknown persons on site immediately. 

4. Head Counts 

Before and after each transition. 

Staff are aware of the number and location of children at all times. 

Each time there is a change in staff within programs. 

Staff update relieving staff on number of children in program and the whereabouts of 

children not in the room but part of the group.

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

5. Staff ensure ongoing safety of the children at all times of the day. 

Arrangement of the play area provides staff with the opportunity to be aware of the 

location of all children. 

Staff face the children and do not put their backs to the group or to the activities. 

Comments: 

Staff use rules that are clear, reasonable and consistent. 

Staff ensure children understand the rules. 

Staff simplifies rules to games so that younger children can understand/succeed. 

When dealing with consequences, children are asked to come up with solutions rather 

than the staff dictating. 

Staff gives choices to assist child if difficulties arise. 

Staff are aware of persons authorized to pick up the children. 

Staff follow internal process if someone other than authorized individual arrive at the 

program to pick up a child. 

Staff administer first aid as required and completes all necessary paper work. 

Supervision of children ensures for both safety and child’s need to explore. 

Supervision requirements reviewed regularly with all staff. 

INTERACTIONS: 

1. Positioning and re-direction. 

TODDLERS: 

Staff stay close to children who bites/hits. 

ALL GROUPS: 

Positive. 

Guide child back to task/activity by putting arm around his/her shoulder. 

Avoid power struggles. 

Staff comfort children according to their individual needs (ie: upset at time of separation, 

if not feeling well). 

Staff balance observing and listening with directing and telling.

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

2. Providing activities to promote socialization, discovery, experimentation, exploration 

and learning experiences. 

Children are provided with opportunities to learn new skills and gain confidence. 

Children have the opportunity to combine toys/equipment to assist them in creating their 

own learning experiences. 

Activities provide children with the opportunity to be spontaneous and curious. 

Play areas are set up in an inviting fashion. 

Staff respond positively to spontaneous learning opportunities. 

Staff encourage children to use words and talk to express themselves. 

Staff encourage children to repeat words, phrases, songs, verses to help with developing 

communication skills. 

3. Dealing with emotions. 

Staff help children label their emotions. 

Staff provide children with various ways of expressing their emotions constructively. 

Staff respond appropriate to children’s emotions. 

Staff use positive direction and comments. 

Staff help children understand that it is okay to feel the way they do (happy, sad, hurt, 

angry). 

Children are encouraged to express their feelings. 

4. Opportunities to build one’s self esteem. 

Staff acknowledge positive behaviours. 

Staff acknowledge accomplishments no matter the size. 

Staff offer encouragement to help the children develop a sense of accomplishment. 

Staff emphasizes a child’s positive behaviour rather than on the problematic situation. 

Staff respond positively to children’s interests, strengths and needs. 

Staff comment on the task and behaviour of the child, not the child. 

Staff break up the task/activity into smaller steps when necessary to give children the 

sense of accomplishment. 

Staff/parent/child communications support on going development of positive self-esteem. 

Children provided with every opportunity to develop to their fullest potential.

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

5. Promoting independence. 

Staff provide children with time to complete craft/tasks/activities. 

Staff respect children’s decisions. 

Staff understand that each child is unique different and has different needs. 

Staff provide children with meaningful choices to encourage independence. 

Staff assist the children when required. 

When getting ready for outdoors have the children’s clothing in the room so the children 

can start dressing themselves while waiting for assistance. 

Children are encouraged to tidy up once finished with an activity/task. 

Toys/equipment/materials are placed so children can easily and safely access them. 

6. Encouraging peer interaction. 

To develop friendships staff encourage children to play with each other. 

Staff introduce children to each other. 

Staff encourage children to call their friends by their names. 

Children are encouraged to help their friends tidy their equipment/materials/toys. 

Children are aware of the number of participants at the various learning centres. 

Staff encourage children to respect their personal belongings as well as those of their 

friends. 

Comments: 

COMMUNICATION: 

1.Ongoing communication between staff takes place to ensure all staff are aware of 

issues/news/initiatives/ programs/community updates. 

Issues brought forward through informal staff discussions are addressed. 

Ongoing communication takes place to ensure changes to the environment and 

atmosphere are made when necessary. 

Staff support each other during times of changes. 

Staff are involved in making choices and decision making. 

Staff always have the opportunity to discuss situations with each other/Supervisor before 

referring parents/guardians to community agencies. 

Minutes of formal staff meetings are available to all staff.

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

2. Activities, rules and expectations are clear. 

Realistic. 

Age appropriate. 

Appropriate developmental level of children. 

Staff explain to the children the reasons for rules. 

Staff explain rules at a level the children understand (simple and to the point). 

Staff use clear, positive directions and help children to understand directions and 

expectations. 

Explanation of re-direction are in a non-threatening manner. 

Safety rules for indoor and outdoor play reviewed on an regular basis. 

Staff explain that specific language, behaviours, etc. are unacceptable and 

inappropriate. 

Outcomes/consequences need to be in place and explained to the children before the 

rules are broken. 

Children need to be aware of the choices available to them and they need to be 

accountable for their choices. 

Staff deal with discipline as per centre’s policy in a consistent manner and with care and 

patience. 

Staff ask open-ended questions to encourage problem-solving. 

Staff observe children’s interactions and intervening appropriately by giving verbal 

direction if and when necessary.

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

3. Staff are responsible for daily attendance, daily communication log entries and reports. 

Comments: 

Staff read communication book upon starting work. 

Messages received from parents / guardians are written in the daily communication log 

immediately to avoid misunderstandings. 

Information to be shared between staff regarding children, parent messages and 

program updates/changes once received are recorded immediately . 

Staff aware of any medical conditions of children in program. 

Staff know the whereabouts of absent or late children. 

Staff aware of each child’s day and is able to communicate with each parent/guardian 

upon arrival/departure. 

Staff report injuries, illnesses and accidents and completes all necessary forms/reports 

as per centre’s policy. 

Attendance boards follow group inside and outside. 

PROFESSIONALISM: 

1. Staff are sensitive and professional with negative information. 

Parents / guardians referred to other professionals when needed. Process in place as to 

centre’s protocol (ie: discuss with Supervisor, Supervisor to meet with parent, etc.) and 

all staff are aware of the process. 

Parents are re-directed to the Supervisor with questions concerning policies, procedures 

and practices. 

2. Staff demonstrate friendliness towards adults and children. 

Staff offer positive guidance to parents/guardians, co-workers, students. 

Staff respond to comments and concerns with respect, sensitivity and interest. 

Staff’s body language is reflective of messages being relayed. 

If a personality conflict exists between staff and parent/guardians, measures are taken to 

find an effective way to communicate.

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

3. Staff modulates voice appropriately. 

Staff speak in a pleasant voice tone. 

Staff uses languages that suits the developmental level of children. 

Staff initiate and build on conversations with children and between children. 

Staff interpret children’s messages to others when necessary. 

Staff listen to children. 

Staff ask questions to clarify message. 

Ongoing conversations assists in the development of vocabulary and communication 

skills. 

4. Staff role model positive behaviour in the play room. 

Staff role model the use of correct language. 

Staff demonstrate proper care of toys/materials (ie: do not throw toys into containers 

when tidying). 

Staff model positive social behaviour and language skills. 

Staff distributes food with the appropriate utensils. 

Staff hands the food the children, does not throw the food onto the plate/across the 

table. 

Staff do not eat until they are sitting at the table. 

Staff do not eat while tidying the lunch table, walking to another area of the room, while 

standing. 

5. Staff demonstrate professionalism at all times. 

Staff understand that the parents / guardians are the children’s primary caregiver. 

Staff maintain an established standard of professional confidentiality. 

Staff participate in parent interviews as required. 

Staff act as a resource to parents, coworkers, community networks. 

Staff adhere to all centre policies and procedures and the DNA. 

Comments:

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

ORIENTATION: 

1. An orientation for all new staff takes place prior to employment commencing. 

Orientation, visits and introductions completed prior to start of employment. 

Staff provided with Policy Manual and Handbook (to include Centre’s Philosophy and 

Mission Statement, goals, etc.) and Job Description (tasks, responsibilities). 

Staff aware of who to report to, DNA requirements, role of City, role of Ministry, Board of 

Directors. 

Evaluation process in place and explained to staff. 

Orientation also provided to students and volunteers. 

Staff aware, shown and explained all necessary forms, ie: Authorization of Medical 

Form, Accident - Incident Report Forms, Serious Occurrence Forms, Suspicion of Child 

Abuse Form, Playground Checks, etc. 

All staff participate and are familiar with the playground inspection. 

2. A process is in place to mentor, coach and guide new staff. 

A process is in place to assist new staff with specific situations. 

Role modeling/peer mentoring available to new staff. 

Staff work as a team. 

Comments: 

Staff maintain self control when dealing with others. 

Staff aware of methods of providing guidance to parents, co-workers and students. 

Staff are respectful of other’s point of view and ideas. 

STAFF DEVELOPMENT: 

1. Plans for ongoing staff development and training are developed, implemented and 

revised according to training availabilities. 

All staff have equal opportunities to attend training sessions. 

Funding available to assist staff with training sessions.

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

2. Self evaluation. 

Assists in annual self performances. 

Assists in continual assessment of work. 

A process for recognition and support for hard work. 

Comments: 

Journal writing is encouraged as an excellent tool for self evaluation. 

Staff understand the importance of constructive suggestions for improvement. 

RESOURCES: 

1. All parents/guardians and children are greeted by staff upon arrival. 

Children and parents/guardians are encouraged to spend time in the program prior to 

starting at the centre. 

Daily health checks as completed as children arrive to the program. 

Process is in place to ensure the sharing of information. 

Process is in place to introduce new staff to children and parents/guardians. 

2. Resource materials are available to all staff. 

Parenting magazines, publications AECEO, CCCF, fact sheets, information on current 

issues, policy changes, Code of Ethics, workshops, evaluations. 

To assist staff with various interest areas (ie: intergeneration, diversity, cultural 

differences in the play room, health and safety).

0% - 50% of 

Benchmarks 

Achieved 


51% - 99% 

of 

Benchmarks 

Achieved 

100% 

of 

Benchmarks 

Achieved 

(Minimum) 

100% 

of 

Benchmarks 

Achieved & 

50% of 

Enhanced 

Benchmarks 

100% 

of 

Benchmarks 

Achieved & 

100% of 

Enhanced 

Benchmarks 

(Exceptional) 

3. Supervisor / Executive Director. 

Aware of program staff’s ability to ensure the program operates smoothly. 

Provide staff with opportunities to implement changes to the program from evaluation 

findings. 

Comments: 

Staff are recognized for their valuable work. 

An ongoing process is in place to review supervision, including analyzing of 

accident/incident/Serious Occurrence/complaints reports. 

Child Abuse reporting procedures are reviewed regularly and signed annually by staff. 

Date of last revision to be recorded. 

Policies and procedures are reviewed and discussed at least once a year with staff. 

Note: 


Comments: 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 


cc: 



YES / NO 


_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 


Forms 

Forms 

PQI 



OVERALL PROGRAM REVIEW 

Date: 

Program Name: ________________________________ 

1. Children Supervised at all times 

Children seen by staff at all times Buddy System Children leave group alone 

2. Head Counts 

All groups - periodically Some groups - periodically No groups 

3. Staff:Child Interactions 

Ongoing by all staff Most of the time by all staff Most of the time by some staff 

Minimal by all staff Staff encourage independence and assist as needed 

Staff position themselves at child’s level when communicating and assisting with activity 

Staff use positive re-direction Staff recognize the individual uniqueness of children 

4. Staff 

All are enthusiastic Most are enthusiastic None are enthusiastic 

All appear happy and to be enjoying what they are doing 

Most appear happy and to be enjoying what they are doing 

None appear happy and none appear to be enjoying what they are doing 

All staff welcome the children and provide an inviting environment 

Most staff welcome the children and provide an inviting environment 

None of the staff welcome the children and do not provide an inviting environment 

5. Children 

All appear happy, busy and interested and seem to be enjoying themselves 

Most appear happy, busy and interested and seem to be enjoying themselves 

Many appear bored and unhappy 

6. Transitions 

Group advised of upcoming changes Limited waiting Smooth 

7. Safety/Supervision 

Unsafe conditions are addressed immediately Age appropriate equipment/materials 

Staff maximize view of play area, moving around play area 

Focus on small group while at the same time checking and scanning entire play area 

8. Overall Rating of Safety & Program 

Excellent Very Good Good Fair Poor 

9. Overall Rating of Child:Staff Interactions 

Excellent Very Good Good Fair Poor 

Comments: 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

________________________________________________________________________________________ 

Form Completed By: 

_____________ 

cc: Board of Directors 

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CHILDREN SERVICES 

PROGRAM SITE VISIT FORM 

Date of Visit:_______________________________________________________________ 

Name of Centre:____________________________________________________________ 

Location:__________________________________________________________________ 

Reason for Site Visit: 

Complaint Received 

Regular unannounced 

Request from Centre/Program 

Other 

Time of Visit:_______________________________________________________________ 

Group Observed: 

Infant 

Toddler 

Preschool: 

Nursery School/Early Learning/Preschool Learning/School Readiness 

JK 

SAC: JR/SR 

ٱ 

ٱ 

ٱ 

ٱ 

ٱ 

ٱ 

ٱ 

ٱ 

ٱ 

Number of Children:_________________________________________________________ 

Number of Staff:____________________________________________________________ 

Site Visit Summary: 

Attached 

To Be Submitted to Supervisor 

To Be Submitted after Another Site Visit 

ٱ 

ٱ 

ٱ 

Comments: 

________________________________________________________________________________ 

________________________________________________________________________________ 

________________________________________________________________________________ 

________________________________________________________________________________ 

________________________________________________________________________________ 

________________________________________________________________________________ 

________________________________________________________________________________ 

________________________________________________________________________________ 

________________________________________________________________________________ 

________________________________________________________________________________ 

________________________________________________________________________________ 

________________________________________________________________________________ 

(This form completed and signed by Program Quality Coordinator.) 


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PQI - BENCHMARK DATA FORM 

Date of Visit: 

Time of Visit:______________________________ 

Name of Centre___________________________________________________________________ 

Location: ________________________________________________________________________ 


Infant Toddler JK SAC: JK/SR 

Preschool: Nursery School/Early Learning/Preschool Learning/School Readiness 

Number of Children: 

Number of Staff:__________________ 

PQI - Benchmark 

RATING- BENCHMARKS ACHIEVED 

Column - 1 

0 - 50% 

Column - 2 

51% - 99% 

Column - 3 

100% 

Column - 4 

100% & 50% 

Enhanced 

Column - 5 

100% &100% 

Enhanced 

Facilities 

Health, 

Hygiene & 

Safety 

Nutrition 

Programming 

Staffing 


____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

All components of Column 3 have been met & “no” Action Plan is required. 

YES / NO 

Action Plan is required and to be prepared by program Supervisor/Executive Director & Program Quality 

Coordinator by 

________________________________________________(Date). 

Comments: 

_________________________________________________________________________________________________ 

_________________________________________________________________________________________________ 

_________________________________________________________________________________________________ 

_________________________________________________________________________________________________ 

_________________________________________________________________________________________________ 


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(This form completed and signed by Program Quality Coordinator.)


PQI - BENCHMARK DATA FORM #2 

Date of Visit: Time of Visit: Visit #:_____________ 

Name of Centre:___________________________________________________________ 

Location:_________________________________________________________________ 


Infant Toddler JK SAC: JK/SR 

Preschool: Nursery School/Early Learning/Preschool Learning/School Readiness 

Number of Children: 

Number of Staff:__________________ 

PQI - Benchmark 

RATING- BENCHMARKS ACHIEVED 

Column - 1 

0 - 50% 

Column - 2 

51% - 99% 

Column - 3 

100% 

Column - 4 

100% & 50% 

Enhanced 

Column - 5 

100% &100% 

Enhanced 

Facilities 

Health, 

Hygiene & 

Safety 

Nutrition 

Programming 

Staffing 


All components of Column 3 have been met & “no” Action Plan is required. 

YES / NO 

Action Plan is required and to be prepared by program Supervisor/Executive Director & Program 

Quality Coordinator by 

(Date). 

Comments: 

_________________________________________________________________________________________________ 

_________________________________________________________________________________________________ 

_________________________________________________________________________________________________ 

_________________________________________________________________________________________________ 

_________________________________________________________________________________________________ 

_________________________________________________________________________________________________ 

_________________________________________________________________________________________________ 

_________________________________________________________________________________________________ 


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(This form completed and signed by Program Quality Coordinator.)

PQI - ENHANCED BENCHMARKS 

Name of Section being completed: 

Facilities Health, Hygiene & Safety Nutrition Program Staffing 

Program Quality Indicator - 

ENHANCED BENCHMARKS 

1. All Concerns Listed On Last Completed Site Visit Summary 

Form Have Been Addressed. 

2. 100 % of Benchmarks Achieved. 

3. Clear Operating License. 

4. No Outstanding Serious Occurrences. 

5. PQI Certificate Posted at Centre. 

6. Updated Pre-Visit Form Completed & Submitted to CGS. 

7. Updated Program Data Form Completed & Submitted to CGS. 

8. Last Two Completed Site Visit Summary Forms Completed 

Have No Listed Concerns. 

YES 

NO 

Comments: 

____________________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________________ 

(Date) (Form Completed By) 


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Acronyms 

Acronyms 

PQI 



ACRONYMS 

AAC - Assisted Augmentative Communication 

ABA - Applied Behaviour Analysis 

ABC - Autism Behaviour Checklist 

ABLLS - Assessment of Basic Language & Learning Skills 

ACAATO - Association of Colleges of Applied Arts & Technology of Ontario 

ACSD - Assistance for Children with Severe Disabilities 

ADHD - Attention Deficit Hyperactivity Disorder 

ADI - Autism Diagnostic Interview 

ADOS - Autism Diagnostic Observation Schedule 

AECEO - Association of Early Childhood Educators, Ontario 

AFÉSEO - Association Francophone à l’Éducation des Services à l’Enfance de l’Ontario 

AFO - Assemblée de la francophonie de l’Ontario 

AFS - Algoma Family Services 

AGM - Annual General Meeting 

ASD - Autism Spectrum Disorder 

ASD-SSP - Autism Spectrum Disorder - School Support Program 

ASL - American Sign Language 

AVIS - Apprentissage à la Vie et Intégration Sociale 

BBBF - Better Beginnings, Better Futures 

CARS - Childhood Autism Rating Scale 

CAS - Children’s Aid Society 

CCAC - Community Care Access Centre 

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CCAN - Child Care Advocacy Network 

CCED - Comité consultatif de l’enfance en difficulté 

CCN - Children’s Community Network 

CCR - Child Care Resources 

CD - Clinical Director 

CFC - Child & Family Centre 

CFSA - Child & Family Services Act 

CGS - City of Greater Sudbury 

CGSACL - City of Greater Sudbury Association for Community Living 

CGSDS - City of Greater Sudbury Developmental Services 

CHAT - Checklist for Autism in Toddlers 

CIMS - Client Information Management System 

CMSM - Consolidated Municipal Service Manager 

CNIB - Canadian National Institute for the Blind 

CQI - Continuous Quality Improvement 

CS - Children Services 

CSA - Canadian Standards Association 

CSI - Community Service Inventory 

CSR - Children Services Representative 

CTC - Children’s Treatment Centre 

CYW - Child & Youth Worker 

DAC - Data Analysis Co-ordinator 

DC - Day Care 

--

DCS - Developmental Clinical Services 

DH - Developmentally Handicapped 

DNA - Day Nurseries Act 

DS - Developmental Services 

DSSAB - District Social Services Administration Board 

DSW - Developmental Services Worker 

EA - Educational Assistant 

ECE - Early Childhood Educators 

ECERS - Early Childhood Environment Rating Scale 

ED - Executive Director 

EDI - Early Development Instrument 

EED - Éducation de l’enfance en difficulté 

ELCC - Early Learning and Care 

ELS - Early Literacy Specialist 

ES - Enhance Staff 

FAS - Fetal Alcohol Syndrome 

FLS - French Language Services 

FN - First Nations 

FRP - Family Resource Programs 

GAP - Grant Assistance Program 

GDD - Global Developmental Delay 

HBHC - Healthy Babies/Healthy Children 

HR - Human Resources 

--

IBI - Intensive Behaviour Intervention 

ICAN - Independence Centre and Network 

IDP - Infant Development Program 

IEP - Individual Education Plan 

IPRC - Identification, Placement and Review Committee 

ISP - Individual Service Plan 

IT - Instructor Therapist 

ITERS - Infant/Toddler Environment Rating Scale 

LEAP - Learning, Earning and Parenting Program 

MCYS - Ministry of Children and Youth Services 

MDACL - Manitoulin District Association for Community Living 

MOU - Memorandum of Understanding 

MS-DSSAB - 

Manitoulin-Sudbury District Social Services Administration Board 

NCB - National Child Benefit 

NEMHC - North Eastern Mental Health Centre 

Nipissing - Nipissing District Developmental Screen 

NYS - Northern Youth Services 

OCA - Ontario Camping Association 

OCCSM - Ontario Child Care Service Management 

OCD - Obsessive Compulsion Disorder 

OC,OF - Our Children our Future / Nos Enfants Notre Avenir 

ODSP - Ontario Disability Support Program 

OEYC - Ontario Early Years Centres 

--

OHR - Out of Home Respite 

OSAP - Ontario Student Assistance Program 

OT - Occupational Therapist 

OW - Ontario Works 

PDD - Pervasive Developmental Disorder - part of Autism Spectrum 

Disorder 

PDD/DH - Pervasive Developmental Disease/Developmentally Handicapped 

PDDST - Pervasive Developmental Disorders Screening Test 

PECS - Picture Exchange Communication System 

PHIPA - Personal Health Information Protection Act 

PIPEDA - Personal Information Protection & Electronic Documents Act 

Portage - Portage Guide to Early Education 

PQI - Program Quality Indicators 

PSA - Pre School Autism 

PT - Physiotherapist 

QA - Quality Assurance 

RC - Resource Consultant 

RGE - Ressources sur la garde d’enfants 

SACC - School Aged Child Care 

SACERS - School-Aged Care Environment Rating Scale 

SDHU - Sudbury District Health Unit 

SEAC - Special Education Advisory Committee 

SERT - Special Education Resource Teacher 

--

SLP - Speech Language Pathologist 

SNR - Special Needs Resourcing 

SPOT - Speech Physiotherapy and Occupational Therapy Team 

SSD - Seamless Service Delivery 

SSP - School Support Program 

ST - Senior Therapist 

SYS - Sudbury Youth Services 

TOR - Terms of Reference 

VB - Verbal Behaviour 

WLC - Waitlist Coordinator 

WSIB - Workers Safety Insurance Board 

YTD - Year to date 

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Glossary 

PQI 



Glossary

-- 

GLOSSARY 

(Identified by an asterick (*) throughout the PQI) 

AECEO: The Association of Early Childhood Educators of Ontario has taken the leadership role in 

the support and professional development of early childhood educators. The association has existed 

for over 50 years and continues to acknowledge individuals who continue to develop their knowledge, 

skills and dispositions. 

AFÉSEO: Association Francophone à l’Éducation des Services à l’Enfance de l’Ontario. 

AREAS OF PRESSURE: Membership fees, training costs. 

BENCHMARKS: Criteria to be used in measuring the quality of an agency’s program. 

CENTRE PROTOCOL: A document that describes a working relationship between CCR and licensed 

programs. 

CHILD CARE: Any licensed program that offers care to children. 

CHILD CARE RESOURCES (CCR): A children’s service organization which provides various 

programs with support to children, families and other agencies. 

COMMUNITY ATTRACTIONS: Library, events, local sites, guest speakers, Intergenerational 

partnerships. 

CURRENT OPERATING LICENSE: A new license or renewal of a license valid for a specific period 

of time, meeting all the requirements of the Day Nurseries Act (DNA). 

DAY NURSERIES ACT (DNA): Minimum MC&YS requirements to be met by operators of day 

nursery programs in order to be issued an operational license. 

E-MAIL: Inappropriate/appropriate use, Internet access. 

EARLY CHILDHOOD EDUCATOR (ECE): A graduate of the Early Childhood Education program. 

ENHANCED BENCHMARKS: Additional criteria to assist agencies in reaching a higher standard of 

quality in their program. 

EQUIVALENT: The recognition made by the AECEO or AFÉSEO for courses different from Early 

Childhood Education courses but of equal value to the Early Childhood Education diploma. (Refer to 

DNA 59(1)) 

High Five: Parks and Recreation Ontario (PRO) implemented HIGH FIVE in 1994 to value children 

and to acknowledge the impact of recreation and sport on children in middle childhood (6 - 12 years 

of age).

High Five - Score Sheet for Quest 2: Measured results of quality from the perspective of healthy 

child development in middle childhood (6 - 12 years of age). 

IN-TRAINING: A person enrolled in a recognized early childhood education program who is intending 

to achieve the qualifications set out in the regulations under the DNA. 

INDIVIDUAL SERVICE PLAN: Developed in partnership with parents, CCR and child care staff (ie: 

Supervisor/Executive Director) to ensure the individual service plan is incorporated into the overall 

program of the centre. Reviewed on a regular basis and changes to the plan are reflected in an 

updated individual service plan and all parties involved are informed of all changes. 

INSIDE: All inside operational components of the building. 

INSIDE FURNISHINGS, APPLIANCES & EQUIPMENT: All items required inside the building to 

ensure that operational needs are met. 

INSIDE PLAY EQUIPMENT: All items used by the children during inside routines. 

LOCATION: Actual address of program. 

MINISTRY: Ministry of Children and Youth Services. (MC&YS). The licensing agent for day nursery 

programs. 

NETWORKS: Developed groups who provide the centres’ staff with resources, material, staff 

development, etc. and available for ongoing linkages. Membership may be an option. 

OPEN DOOR POLICY: Appointments are not necessary and parents are always welcome to view the 

program and visit their child/ren during the centres’ operating hours. If parents want to discuss issues 

concerning their child or the centre’s program setting an appointment would likely be recommended 

to ensure the Executive Director/Supervisor is available. 

ORGANIZATIONS: Developed groups who provide the centres’s staff with resources, material, staff 

development, etc. and available for ongoing linkages. Membership may be an option. 

OTHERWISE APPROVED: Level of status approved by the Ministry Director as requested by the 

agency. 

OUTSIDE: All outside operational components of the program including the building and 

programming. 

OUTSIDE FURNISHINGS, APPLIANCES & EQUIPMENT: All items required outside the building to 

ensure that operational needs are met. 

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POLICIES, PROCEDURES & PRACTICES: Outlined processes for all components of the program 

to be followed by staff to ensure quality services. The lists provided are to be used as a guide to 

assist programs in developing additional policies as required to maintain a quality service. 

PRESCHOOL: NURSERY SCHOOLS/EARLY LEARNING/PRESCHOOL LEARNING/SCHOOL 

READINESS: Any program that offers a school readiness component to children. 

PROFESSIONAL DEVELOPMENT: Staff participation in workshops, meetings, seminars, site visits, 

etc. which enhances program quality. 

PROGRAM QUALITY INDICATORS (PQI): Criteria outlined by the Children Services Section of the 

City of Greater Sudbury to assist agencies in reaching a higher standard of quality in their program. 

STAFF: All staff. Full time, part time, relief, support, contract, enhanced. 

SUN SAFE: Hats, sunscreen, water bottle. 

SUPPORT STAFF: Cook, janitor, administrative. 

TELEPHONE: Cell phone, long distance. 

THE NETWORK: The Network exists to foster the growth and development of supervisor’s and 

director’s as they evolve child care environments to support families. Membership of The Network 

include: any management/supervisory position of CCR members including Ontario Early Years 

Centres (OEYC), representative of CCR, City of Greater Sudbury (ex-officio), MC&YS (ex-officio) 

and non member child care programs who are not CCR members (for portions of the meetings when 

the funders will be giving system information/direction or updates. 

TRAINED: A person who has the qualifications set out in the regulations under the DNA and who 

plans and oversees program for one group of children as set out in section 59 of the regulation under 

the DNA. 

UNIVERSAL PRECAUTIONS: Sanitary practices, handwashing, dental hygiene, diapering, meal 

preparation, washroom practices. 

WEATHER CONDITIONS: Smog, excess heat, frost bite, humidex, windchill. 

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Documents 

Documents 

PQI 



Association of Early Childhood Educators, 

Ontario (AECEO) 

Code of Ethics 

The AECEO Code of Ethics reflects a core set of beliefs and values, which are fundamental to our 

field and serve to inform practice as Early Childhood Educators. Members of the AECEO, through 

the Code of Ethics, publicly acknowledge their commitment to these beliefs and values and recognize 

their responsibility to use the code of Ethics on a day to day basis to guide their behaviour in working 

with the children and families of Ontario. 

Obligations to Children 

As Early Childhood Educators working with and for young children, we are committed to promoting 

developmental care and education for each child in a co-operative relationships with the family and 

the community. Early Childhood Education program enable children to participate fully in 

environments carefully planned to serve individual needs and to facilitate the child’s progress in the 

social, emotional, physical and cognitive areas of development. Early Childhood Educators working 

with young children are obliged to: 

1. Maintain and promote each child’s self-esteem. 

2. Recognize and respect the uniqueness and the potential of each child. 

3. Be accepting of all children, respecting race, belief system, gender, national origin and 

socio-economic status. 

4. Accept and integrate into regular programs the child with special needs when such 

integration is advisable and sufficient support is available. 

5. Be familiar with the knowledge base of Early Childhood Education and demonstrate this 

knowledge in program practices. 

6. Create and maintain a safe and healthy setting that supports the positive growth and 

welfare of children. 

7. Refrain from physical punishment, verbal abuse (e.g. sarcasm, ridicule) and 

psychological abuse (e.g. threats, encouraging fear) of children in interactions with 

them. 

8. Maintain the confidentiality of information obtained in the course of professional 

dealings with children and families. However, when concerned about a child’s welfare, 

it is permissible to reveal confidential information to agencies and individuals who may 

be able to act in the child’s interest. 

9. Recognize symptoms of child abuse and know and act on law pertaining to child abuse. 

10. Involve all individuals (colleagues and parents) in decisions concerning the child. 

--

11. Report in a responsive manner and through the appropriate channels instances of noncompliance 

with laws and regulations to those who will take corrective action. 

12. Advocate and contribute to the extension of public information and education about 

children’s needs for quality services. 

13. Advocate for policies and laws that promote the well being of children and their families. 

Obligations to Families 

Families are of primary importance in children’s development. (The term family may include others 

besides parents who are responsibly involved with the child.) Because the family and the Early 

Childhood Educator have a common interest in the child’s welfare, we acknowledge a primary 

responsibility to bring about collaboration between the home and Early Childhood programs in ways 

that enhance the child’s development. Early Childhood Educators working with families are obligated 

to: 

1. Develop relationships of mutual trust with families they serve. 

2. Respect the dignity of each family. 

3. Respect families child rearing values and their right to make decision for their children. 

4. Interpret each child’s progress to guardians within the framework of a developmental 

perspective and help families understand and appreciate the value of developmentally 

appropriate Early Childhood programs. 

Obligation to Colleagues 

Early Childhood Education is a profession that relies on a team approach. The relationship of 

colleagues within a profession influences the status of the profession and the quality of service 

provided. Colleagues in Early Childhood Education must act with integrity in supporting one another 

and adopting professional attitudes and behaviours in their work as models and teachers for young 

children. An Early Childhood Educator is obliged to: 

1. Present professional qualifications, experience and affiliations honestly. 

2. Speak or act on behalf of an association or organization only when duly authorized and 

then to do so accurately. 

3. Establish and maintain co-operative relationships with colleagues and other 

professionals providing service to the child. 

4. Exercise care in expressing views on the disposition and professional conduct of 

colleagues, confining such comments to matters of fact, which arise out of the first-hand 

knowledge and which relate to the interest of children. 

5. Respect the confidentiality of views expressed in private by colleagues. 

6. Support a climate of trust and forthrightness in the work place that will ensure that 

colleagues are able to speak and act in the best interest of children without fear of 

recrimination. 

--

7. Present concerns about the professional behaviour of a colleague, first to that person 

and attempt to solve the matter collegially. 

8. Participate in the development and implementation of teaching methods that will 

effectively address the stated educational principles and goals of programs. 

9. Be a willing participant in the training process by articulating concern constructively and 

by providing opportunities for students to practise professional skills under 

knowledgeable supervision. 

Obligations to Leaders 

Recognition that Early Childhood Educators in leadership positions can substantially influence the 

quality of programs for young children, a code of ethics must specify additional guidelines for the 

professional competence and special duties of supervisors, consultants, administrators and training 

personnel. Early Childhood Educators in leadership positions are accountable for the programs and 

service provided. An Early Childhood Educator working in a leadership role is obliged to: 

1. Develop and state clearly a philosophy toward the care and education of children and 

adhere to practices that are consistent with the goals inherent in this philosophical 

approach. 

2. Provide a written job description and personnel policies that define program standards. 

3. Conduct each staff and student evaluation impartially, basing it on first-hand 

observations of performance in accordance with the duties and responsibilities 

contained in the job description or student placement guidelines. Employees who do 

not meet program standards shall be informed of the areas of concern and when 

possible, assisted in improving their performance. 

4. Support professional development and advancement of personnel. 

5. Act promptly and decisively in situations where the well being of children is 

compromised, ensuring that the best interests of children supersede all other 

considerations. 

6. Inform an employee in advance of the reasons for dismissal, referring only to evidence 

of unsatisfactory performance which is accurate, documented, current and available to 

the employee. 

7. Exercise utmost discretion when providing information or recommendations about 

children, families or personnel when such information is solicited by authorized persons. 

Obtain consent from the parties concerned whenever practical, especially when such 

information may be prejudicial. 

8. Make use of community and professional services when appropriate and provide 

parents with information about resources that will support and strengthen family life. 

9. Hire, promote and provide training in accordance with Human Rights Legislation. 

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Obligations of Professional Competence 

Early Childhood Educators have a commitment to ensure their own continuing professional 

competence and to further the field of Early Childhood Education. Early Childhood Educators are 

obliged to: 

1. Keep professional knowledge up to date. 

2. Recognize critical self-reflection as an important part of professional development. 

3. Engage in self-care activities, which help to avoid conditions (e.g. burnout, substance 

abuse) which could result in impaired judgement and interfere with their ability to benefit 

others. 

4. Further the professional development of the field of Early Childhood Education and to 

strengthen its commitment to realizing its core values as reflected in this Code. 

We acknowledge the AECEO for allowing us to include the above in our document. 

Association of Early Childhood Educators, Ontario (AECEO) 

40 Orchard View Blvd. Suite 211 

Toronto, Ontario M4R 1B9 

Telephone: 416-487- 3157 

Fax: 416-487-3758 

E-mail: aeceo@bellnet.ca 

Website: www.aeceo.ca 

--

Children Services /Les Services d’enfants 

Ethical Principles and Practices/Principes et Pratiques Étiques 

KEY GUIDING PRINCIPLES /PRINCIPES DIRECTEURS CLÉS 

Enabling children to participate to their full potential in environments that meet their needs 

Permettre aux enfants de s’épanouir pleinement dans des milieux qui répondent à leurs besoins 

Maintaining privacy, confidentiality, and informed consent 

Assurer la protection de la vie privée, la confidentialité et le consentement éclairé 

Ensuring access to Information 

Garantir l’accès à l’information 

Advocating for policies that promote the well-being of children and families 

Défendre les politiques favorisant le bien-être des enfants et des familles 

Recognizing the central importance of human relationships and dignity and worth of the person and family 

Reconnaître l’importance vitale des relations humaines, de la dignité et de la valeur de la personne et de la famille 

Promoting self-determination and empowerment for families 

Favoriser l’autodétermination et le renforcement de l’autonomie des familles 

Recognizing cultural diversity 

Reconnaître la diversité culturelle 

Demonstrating professional competence 

Faire preuve de compétence professionnelle 

SECTION I: 

OBLIGATIONS TO CHILDREN AND FAMILIES 

OBLIGATIONS À L’ÉGARD DES ENFANTS ET DES FAMILLES 

Enabling children to participate to their full potential in 

environments that meet their needs 

Children Services has a responsibility to support safe and healthy 

settings for child development and well-being. 

Permettre aux enfants de s’épanouir pleinement dans des 

milieux qui répondent à leurs besoins 

Le personnel des Services d’enfants ont la responsabilité de 

favoriser des milieux sains et sécuritaires pour le développement 

et le bien-être de l’enfant. 

Maintaining privacy, confidentiality and informed consent 

Children Services respects the right to privacy of individuals by 

maintaining the confidentiality of collected information. 

Ensuring access to information 

Children Services respects clients’ right to be fully informed 

Engaging in advocacy 

Children Services Supports and promotes quality child care 

Assurer la protection de la vie privée, la confidentialité et le 

consentement éclairé 

Le personnel des Services d’enfants respecte le droit de chacun 

à la vie privée et assure la confidentialité et le caractère privé des 

renseignements recueillis. 

Garantir l’accès à l’information 

Le personnel des Services d’enfants respecte le droit des clients 

à être informés 

Défendre les politiques favorisant le bien-être 

Le personnel des Services d’enfants augmentent l’accès à des 

services de garde d’enfants de qualité. 

--

Recognizing the central importance of human relationships 

and dignity and worth of the person and family 

Children Services strives to help children and families in need and 

respects the dignity of each family by engaging in trusting, caring 

and co-operative relationships. 

Self-determination and empowerment 

Children Services believes that parents know what is best for their 

children. 

Reconnaître l’importance vitale des relations humaines, de la 

dignité et de la valeur de la personne et de la famille 

Le personnel des Services d’enfants s’efforcent d’aider les 

enfants et les familles dans le besoin; ils respectent la dignité de 

chaque famille en tissant des relations fondées sur la confiance, 

l’empathie et la collaboration. 

Favoriser le renforcement de l’autonomie 

Le personnel des Services d’enfants croit que les parents savent 

ce qui convient le mieux à leurs enfants; 

Recognizing cultural diversity 

Children Services recognizes diverse family types and the child 

rearing values of families. 

Reconnaître la diversité culturelle 

Le personnel des Services d’enfants reconnaît qu’il existe divers 

types de familles et diverses valeurs familiales par rapport à 

l’éducation des enfants. 

SECTION II: 

OBLIGATIONS OF PROFESSIONAL COMPETENCE 

OBLIGATIONS EN MATIÈRE DE COMPÉTENCE PROFESSIONNELLE 

Children Services establishes and maintains co-operative 

relationships with colleagues and other professionals. 

Le personnel des Services d’enfants établissent et maintiennent 

des relations de coopération avec leurs collègues et d’autres 

professionnels. 

SECTION III: OBLIGATIONS TO COLLEAGUES 

OBLIGATIONS ENVERS LES COLLÈGUES 

Children Services respects and supports co-workers and the work 

environment by fostering the principles of a team approach. 

Le personnel des Services d’enfants respecte et appuie ses 

collègues ainsi que le milieu de travail et favorise les principes 

d’une approche d’équipe. 

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SERVICE EVALUATION FOR CHILD CARE 

TO: Parents of Children Receiving Child Care Services DATE: 

The City of Greater Sudbury as a provider of child care services and as a purchaser of such services in the community, is interested in your feedback about the 

quality of care your child is receiving. As an accountable body to the public, it is our intention to ensure that services being purchased are meeting the objectives 

of quality child care. To accomplish this task, we ask that you take time to complete the following questionnaire. This is an opportunity for you to have input 

into the service provided to your child. Although your name is not required, it is NECESSARY if you would like to have a follow-up to your concerns. Thank 

you. 

Name of Child Care Centre: 

Program Attended: 

Length of time Child Care has been utilized: 

Infant Toddler Preschool School-Age 

Name of Person Completing this Evaluation (optional): 

RATING SCALE: 1 - Needs Improvement 2 - Fair 3 - Good 4 - Very Good 5 - Excellent 

PLEASE CIRCLE A NUMBER OR ANSWER YES/NO (WHERE APPLICABLE). PLEASE MAKE COMMENTS THAT WOULD BE VALUABLE TO US IN 

IMPROVING OUR SERVICES. Comments for ratings below “3" would be very helpful in addressing your concerns. 

# RATING SCALE COMMENTS 

(A) FACILITIES 

A1 The centre looks and smells clean. 1 2 3 4 5 

A2 The play areas are safe, attractive and well organized. 1 2 3 4 5 

A3 

Toys and equipment are clean, plentiful and in good 

condition. 

1 2 3 4 5 

A4 I feel secure leaving my child/ren at the centre. 1 2 3 4 5 

A5 

I have been appropriately notified of minor/major injuries 

which my child has received at day care. 

1 2 3 4 5 

1

A6 I feel welcomed at the centre at any time. 1 2 3 4 5 

A7 I feel the centre is a support to my family. 1 2 3 4 5 

(B) 

PROGRAM 

B1 The centre’s hours of service meets my needs. 1 2 3 4 5 

B2 

I feel that the ethnic, cultural and individual needs are 

respected by the centre and staff. 

1 2 3 4 5 

B3 I am satisfied with the service provided by the centre. 1 2 3 4 5 

B4 

B5 

(C) 

C1 

C2 

C3 

Staff provide me with daily information about my 

child/ren (i.e. meals, sleep, verbal communication). 

Questions and concerns that I have regarding my 

child/ren’s day are answered by staff in a friendly, 

knowledgeable manner. 

PARENT PARTICIPATION 

The orientation provided to me answered the 

question/concerns that I had. 

The parent handbook that I was given at the time of enrolling my 

child/ren outlines the various policies of the centre (i.e. fire drills, 

general hygiene, discipline and illness). 

I was shown the location of the Parent Information 

Board, the daily/weekly Menu Board and the daily/weekly 

Programming Board. 

1 2 3 4 5 

1 2 3 4 5 

1 2 3 4 5 

1 2 3 4 5 

YES / NO 

2

(D) 

D1 

D2 

D3 

STAFF 

Staff are always professional and treat me with respect, 

are courteous, friendly and helpful. 

Staff make arrangements when necessary to meet and 

discuss questions/concerns that I have about my 

child/ren. 

I feel comfortable communicating openly with the 

centre’s staff. 

1 2 3 4 5 

1 2 3 4 5 

1 2 3 4 5 

D4 My child/ren is comfortable with the centre’s staff. 1 2 3 4 5 

When I have questions or concerns I take time to talk to the Supervisor/Executive Director of the centre 

YES / NO 

If you did not approach the Supervisor/Executive Director, please explain: 

GENERAL COMMENTS: 

WE ENCOURAGE YOU TO TAKE CONCERNS DIRECTLY TO THE CENTRE AS THEY ARISE. 

Would you be interested in speaking to the Children Services’, Program Specialist about how child care has benefited you and/or your child 

‘ YES ‘ NO 

If so, please provide your telephone number and/or e-mail address: 

3

(E) 

CHILDREN SERVICES OFFICE 

E1 I was dealt with in a courteous, friendly and helpful manner. 1 2 3 4 5 

E2 The subsidy system was explained to me. 1 2 3 4 5 

E3 A variety of child care options were explained to me. 1 2 3 4 5 

E4 My messages are responded to in a timely fashion. 1 2 3 4 5 

E5 

E6 

E7 

I was satisfied with the promptness in obtaining an 

appointment. 

I feel that I was dealt with in a professional and confidential 

manner. 

I was satisfied with the promptness by which a decision was 

made on my eligibility. 

1 2 3 4 5 

1 2 3 4 5 

1 2 3 4 5 

E8 

I was comfortable with the physical office (i.e. waiting area, 

atmosphere...). 

1 2 3 4 5 

4

ABC’s 

PQI 



ABC’s

Acknowledgments 

Acknowledgments 

PQI 



June 2006 

DOCUMENTS / REFERENCES / RESOURCES: 

1. Association of Early Childhood Educators, Ontario - Code of Ethics 

2. Canadian Child Care Federation - Interactions (Winter 2003) 

3. Children First Charter of the City of Greater Sudbury 

4. Children First - Ethical Principles & Practices - Children Services Division (2003) 

5. Children Services, Regional Municipality of Sudbury - Nursery Schools - Program Quality 

Indicators (2000) 

6. Children Services, Regional Municipality of Sudbury - Program Quality Indicators (2000) 

7. Children Services, City of Greater Sudbury - Customer Service Evaluation (2000) 

8. City of Greater Sudbury - Checklist for Quality Child Care (2003) 

9. Day Nurseries Act, MC&YS 

10. Early Childhood Environment Rating Scale (Harms, Clifford, Cryer - 1998) 

11. Early Years Study - Final Report (Co-Chairs: Hon. Margaret Norrie McCain & J. Fraser 

Mustard 1999) 

12. Family Day Care Rating Scale (Harms, Cryer, Clifford - 1989) 

13. High Five - Parent Resources (2000 - 2005) 

14. High/Scope Program Quality Assessment - PQA Preschool Version, Assessment Form, 

High/Scope Educational Research Foundation (1998) 

15. Infant/Toddler Environment Rating Scale (Harms, Cryer, Clifford - 1990) 

16. Licensed, Quality Nursery School Programs - City of Greater Sudbury Pamphlet (2004) 

17. Measuring Performance - The Early Childhood Educator in Practice (Barbara Elliott - 2002) 

18. Operating Criteria for Child Care Centres Providing subsidized Care in Metropolitan Toronto 

(1997) 

19. Operating Criteria for Child Care Centres Providing Subsidized Care in Durham Region (1996) 

20. “Partners in Quality - Infrastructure Issue 3", Canadian Child Care Federation (1999) 

21. “Partners in Quality - Issue 1", Canadian Child Care Federation (1999) 

22. “Partners in Quality - Tools for Administrators in Child Care Settings” (Standards of 

Practice/Code of Ethics/Guide to Self Reflection), Canadian Child Care Federation (2000) 

23. “Partners in Quality - Tools for Practitioners in Child Care Settings”, Canadian Child Care 

Federation & Gillian Doherty (1999) 

24. Quality, Licensed, Day Care in the City of Greater Sudbury, Status Report 2002 

25. “Raising the Bar On Quality” - The Hamilton Story (2004) 

26. School-Age Care Environment Rating Scale (Harms, Jacobs, White - 1996) 

27. The Mission and Values of the City of Greater Sudbury 

VIDEO: 

1. “Quality Day Care” produced by MRP (Mark Rubin Productions Inc. - 1990) 

CONTACTS: 

1. Annie Remillard, Best Start Marketing Coordinator, City of Greater Sudbury. 

--

SUB-COMMITTEE MEMBERS: 

1. Chantal Boucher, Executive Director, Shooting Star Day Care/Étoile Filante 

2. Pam Brown, Program Advisor, MC&YS 

2. Joyce Depatie, Supervisor, Centre des jeunes citoyens/Junior Citizens Day Care Centre 

3. Kim Einerson, Child Care Resources 

4. Cynthia Hall-Picard, Director, Laurentian Child & Family Centre 

5. Jocelyne Kingsley-Gascon, Superviseure, Centre éducatif étolie du Nord 

6. Doreen Martin, Director of Programming, All Nations Children’s Centre 

7. Brenda J. Moxam, Program Quality Coordinator, City of Greater Sudbury 

8. Tracy Saarikoski, Supervisor, First Baptist Church Teddy Bear Day Care Centre 

9. Cheryl Sherran, Supervisor, Minnow Lake-New Sudbury Cooperative Nursery School 

11. Mary Lynne Siren, Program Supervisor, Larch Street Kids Day Care Centre Inc. 

--

Certificate of 

Participation 

in the 

PQI 


Quality 

Indicators 

The City of Greater Sudbury 

acknowledges 

Partnership 

for their ongoing commitment 

to "Quality" programming.

Program Quality Indicators = Quality Early Learning and Quality ...

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