Program Quality Indicators = Quality Early Learning and Quality ...
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<strong>Program</strong> <strong>Quality</strong><br />
<strong>Indicators</strong><br />
<strong>Program</strong> <strong>Quality</strong> <strong>Indicators</strong> = <strong>Quality</strong> <strong>Early</strong><br />
<strong>Learning</strong> <strong>and</strong> <strong>Quality</strong> Child Care<br />
Revised June 2006
JUNE 2006<br />
TABLE OF CONTENTS<br />
INTRODUCTION<br />
Purpose of the Document<br />
<strong>Program</strong> <strong>Quality</strong> <strong>Indicators</strong> = <strong>Quality</strong> <strong>Early</strong> <strong>Learning</strong> & <strong>Quality</strong> Child Care<br />
COMPONENT #1<br />
Letter of Underst<strong>and</strong>ing<br />
COMPONENT #2<br />
Pre-Visit Information Form<br />
COMPONENT #3<br />
Detailed <strong>Early</strong> <strong>Learning</strong> & Child Care <strong>Program</strong> Data Form<br />
COMPONENT #4<br />
Site Visit Summary Form<br />
COMPONENT #5<br />
PQI - Enhanced Benchmarks - Facilities<br />
PQI - Enhanced Benchmarks - Health, Hygiene & Safety<br />
PQI - Enhanced Benchmarks - Nutrition<br />
PQI - Enhanced Benchmarks - <strong>Program</strong><br />
PQI - Enhanced Benchmarks - Staffing<br />
APPENDIX<br />
FORMS<br />
- Overall <strong>Program</strong> Review<br />
- <strong>Program</strong> Site Visit Form<br />
- PQI - Benchmark Data Form<br />
- PQI - Benchmark Data Form #2<br />
- PQI - Enhanced Benchmarks Checklist<br />
ACRONYMS<br />
GLOSSARY<br />
DOCUMENTS<br />
ABC’S<br />
- AECEO - Code of Ethics<br />
- Children First Charter<br />
- Children First Ethical Principles & Practices (Children<br />
Services Section)<br />
- Customer Service Evaluation<br />
- Characteristics of a <strong>Quality</strong> Educator<br />
- Characteristics of A <strong>Quality</strong> Centre<br />
ACKNOWLEDGEMENTS
Introduction<br />
Introduction<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong>
PURPOSE OF THE PROGRAM QUALITY INDICATORS (PQI)(*)<br />
The <strong>Program</strong> <strong>Quality</strong> <strong>Indicators</strong> (PQI) tool was designed by a Sub-Committee formed by<br />
members of the <strong>Early</strong> <strong>Learning</strong> & Child Care Supervisor’s Network <strong>and</strong> the City of<br />
Greater Sudbury, <strong>and</strong> accepted by The Network(*) as a whole.<br />
The purpose of the PQI tool is to ensure that the services being purchased from the<br />
early learning <strong>and</strong> child care providers meet the criteria which The Network considers to<br />
be “quality early learning <strong>and</strong> child care”. To do this, the PQI will form part of the legal<br />
agreement <strong>and</strong> service plan process between each service provider <strong>and</strong> the Children<br />
Services Section of the City of Greater Sudbury. In addition the PQI has been designed<br />
to assist service providers in evaluating, planning <strong>and</strong> setting goals for all areas of their<br />
early learning <strong>and</strong> child care programs.<br />
Visits will be conducted by the <strong>Program</strong> <strong>Quality</strong> Coordinator from the Children Services<br />
Section of the City of Greater Sudbury. Visits will be scheduled if the Supervisor /<br />
Executive Director is needed to be available otherwise unannounced visits will be made<br />
to observe the program during operation.<br />
The PQI is comprised of the following five components:<br />
Component #1: Letter of Underst<strong>and</strong>ing.<br />
This letter will be signed by the Executive Director / Supervisor of the<br />
program at the time the <strong>Program</strong> <strong>Quality</strong> Coordinator delivers the PQI tool.<br />
Component #2: Pre-Visit Information Form.<br />
To be completed by the Supervisor / Executive Director of each early<br />
learning <strong>and</strong> child care agency at the time of each program’s licensing<br />
renewal <strong>and</strong> submitted annually to the <strong>Program</strong> <strong>Quality</strong> Coordinator.<br />
Component #3: Detailed <strong>Early</strong> <strong>Learning</strong> & Child Care <strong>Program</strong> Data<br />
Form.<br />
To be completed annually by the program’s Supervisor / Executive<br />
Director <strong>and</strong> the <strong>Program</strong> <strong>Quality</strong> Coordinator at a scheduled meeting.<br />
Component #4: Site Visit Summary Form.<br />
To be completed by the <strong>Program</strong> <strong>Quality</strong> Coordinator during unannounced<br />
site visits.<br />
Component #5: PQI - Enhanced Benchmark Form.<br />
To be completed by the <strong>Program</strong> <strong>Quality</strong> Coordinator based on<br />
concerns/issues brought forward during site visits, completion of the PQI<br />
forms or from licensing issues. (The specific form(s) will be used based<br />
on the areas of concerns/issues.)
In all situations when the PQI - Enhanced Benchmarks(*) are utilized, the program<br />
being evaluated must meet all the requirements listed in the third (3 rd ) column of the<br />
chart (“100% of Benchmarks Achieved”). A record of this status will be indicated on the<br />
PQI - Benchmark Data Form.<br />
When the requirements achieved are less than column three (3), further action is<br />
required. The Supervisor/Executive Director will meet with the <strong>Program</strong> <strong>Quality</strong><br />
Coordinator <strong>and</strong> outline the proposed action plan that the centre’s program staff will<br />
implement in order to meet these requirements. Unannounced site visits will continue<br />
until which time all requirements have been met. An estimated time of completion will<br />
be determined at the time the action plan is developed. Once all the requirements have<br />
been met a PQI - Benchmark Data Form #2 will be forwarded to the<br />
Supervisor/Executive Director indicating that no further action is required.<br />
Ratings in the fourth (4th) <strong>and</strong> fifth (5th) column will be used as a resource to assist<br />
program staff in goal setting <strong>and</strong> long-range planning <strong>and</strong> program development.
- developing positive social skills<br />
- develop skills, talents & interests to one's fullest<br />
- sense of autonomy<br />
- experiences to overall growth & development<br />
- develop self esteem<br />
- creative<br />
- able to explore all senses<br />
- imaginative<br />
- productive<br />
- feelings of competence<br />
- explore <strong>and</strong> problem solve<br />
- trust<br />
- safe<br />
- parental choice<br />
- children feel valued<br />
- children feel cared for as individuals<br />
- Educators<br />
- rich, interesting environment<br />
- meeting needs of families<br />
- ongoing communication<br />
- supportive environment<br />
- flexibility<br />
- choices<br />
- caring adults<br />
- information sharing<br />
- individual needs met<br />
- inclusive
Component 1<br />
Component 1<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong>
Component 1<br />
Letter of<br />
Underst<strong>and</strong>ing<br />
Letter of<br />
Underst<strong>and</strong>ing<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong>
PROGRAM QUALITY INDICATORS (PQI)<br />
Letter of Underst<strong>and</strong>ing between Children Services, City of Greater Sudbury<br />
<strong>and</strong><br />
__________________________________________________________<br />
[Service Provider / <strong>Program</strong> Name / Location(*)]<br />
The <strong>Program</strong> <strong>Quality</strong> <strong>Indicators</strong> (PQI) tool was designed by a Sub-Committee formed by<br />
members of the <strong>Early</strong> <strong>Learning</strong> & Child Care Supervisor’s Network (The Network) <strong>and</strong> the City<br />
of Greater Sudbury, <strong>and</strong> accepted by The Network as a whole. The common goal of the City of<br />
Greater Sudbury <strong>and</strong> The Network is to maintain <strong>and</strong> build upon the six dimensions of quality<br />
early learning <strong>and</strong> child care which are: facilities, philosophy & program, staff, parents, funding<br />
<strong>and</strong> community. <strong>Quality</strong> is ensured by building partnerships by maintaining <strong>and</strong> adopting<br />
principles which reflect the diversity of our community. <strong>Quality</strong> early learning <strong>and</strong> child care<br />
programs are provided by trained staff who support the ever changing needs of children <strong>and</strong><br />
families.<br />
The City recognizes the uniqueness of each centre <strong>and</strong> will provide opportunities for each<br />
service provider to develop action plans that best meets the individual needs of their program.<br />
The PQI will be utilized as a tool to support, enhance, <strong>and</strong> challenge existing quality early<br />
learning <strong>and</strong> child care programs. The Network believes that this process promotes the<br />
development of recommendations for changes by each early learning <strong>and</strong> child care provider as<br />
well as the responsibility for implementing changes towards maintaining “<strong>Quality</strong> <strong>Early</strong> <strong>Learning</strong><br />
<strong>and</strong> Child Care <strong>Program</strong>s”.<br />
The Children Services Section of the City of Greater Sudbury <strong>and</strong> the <strong>Early</strong> <strong>Learning</strong> & Child<br />
Care Supervisor’s Network have had an ongoing partnership for many years to ensure that the<br />
families within our community have access to quality programs. As well, the ongoing working<br />
partnership between The City of Greater Sudbury (the delivery agent for child care) <strong>and</strong> the<br />
Ministry of Children & Youth Services (MC&YS)(*) (the licensing agent for day nursery<br />
programs) ensures PQI <strong>and</strong> DNA requirements are met in the delivery of quality early learning<br />
<strong>and</strong> child care programs within the City of Greater Sudbury.<br />
The PQI will form part of the legal agreement <strong>and</strong> service plan process between each service<br />
provider <strong>and</strong> the Children Services Section of the City of Greater Sudbury. In addition the PQI<br />
has been designed to assist child care programs in evaluating, planning <strong>and</strong> setting goals for all<br />
areas of their early learning <strong>and</strong> child care program.<br />
The undersigned have reviewed this Letter of Underst<strong>and</strong>ing <strong>and</strong> the PQI tool <strong>and</strong> agree with<br />
the terms therein.<br />
Signatures:<br />
____________________________________________________________________________<br />
(<strong>Program</strong> <strong>Quality</strong> Coordinator, Children Services, City of Greater Sudbury)<br />
(Date)<br />
____________________________________________________________________________<br />
(Supervisor/Executive Director of Service Provider listed above.)<br />
(Date)
Component 2<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong><br />
Component 2
Component 2<br />
Pre-Visit<br />
Information Form<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong><br />
Pre-Visit<br />
Information Form
CHILDREN SERVICES: PQI - PRE-VISIT INFORMATION FORM<br />
Date: Name of Centre: Location:____________________<br />
Name & Title of Person Completing This Form: ____________________________________________________________________________<br />
1. Does your centre use a valid assessment tool YES / NO<br />
If yes, list the name(s) of the assessment tool(s)._____________________________________________________________________________<br />
____________________________________________________________________________________________________________________<br />
2. Complete the table below <strong>and</strong> include all programs offered at this location. (An additional page with this form is attached if more<br />
space is required.)<br />
Infant<br />
Group<br />
Date of<br />
Assessment<br />
Evaluation<br />
Names of Staff<br />
Completing Assessment<br />
Evaluation<br />
Areas Requiring Improvement<br />
Action Plan to Implement<br />
Improvements & Expected<br />
Completion Date<br />
Toddler<br />
1.<br />
2.
Preschool: Nursery School/<strong>Early</strong> <strong>Learning</strong>/Preschool <strong>Learning</strong>/School Readiness(*)<br />
1.<br />
2.<br />
3.<br />
JK<br />
1.<br />
2.<br />
SAC: JR/SK<br />
1.<br />
2.
3. Explain how staff are informed of evaluation results.<br />
____________________________________________________________________________________________________________________<br />
____________________________________________________________________________________________________________________<br />
4. With this form you have attached your centre’s most recent Parent H<strong>and</strong>book<br />
YES / NO<br />
If No, please explain <strong>and</strong> provide the date the Parent H<strong>and</strong>book will be submitted:<br />
____________________________________________________________________________________________________________________<br />
5. The program’s current operating license(*) on file with Children Services expires on: _____________________________________<br />
A copy of your program’s last “Summary of Day Nurseries Licensing” is included with this form: YES / NO<br />
If “NO”, please explain: ________________________________________________________________________________________________<br />
OFFICE USE ONLY:<br />
DATE RECEIVED & SIGNATURE OF PROGRAM QUALITY COORDINATOR. _____________________________________________________
Component 3<br />
Component 3<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong>
Component 3<br />
Detailed <strong>Early</strong> <strong>Learning</strong> &<br />
Child Care <strong>Program</strong> Form<br />
Detailed <strong>Early</strong> <strong>Learning</strong> &<br />
Child Care <strong>Program</strong> Form<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong>
INTRODUCTION/DIRECTION<br />
PROGRAM QUALITY INDICATORS (PQI)<br />
The Children Services Section of the City of Greater Sudbury <strong>and</strong> the <strong>Early</strong> <strong>Learning</strong> & Child Care<br />
Supervisor’s Network have had an ongoing partnership for many years to ensure that the families<br />
within our community have access to quality programs. As well, the ongoing working partnership<br />
between The City of Greater Sudbury (the delivery agent for child care) <strong>and</strong> the Ministry of<br />
Children & Youth Services (MC&YS) (the licensing agent for day nursery programs) ensures PQI<br />
<strong>and</strong> DNA requirements are met in the delivery of quality early learning <strong>and</strong> child care programs<br />
within the City of Greater Sudbury.<br />
This partnership is reflected in The City of Greater Sudbury’s mission statement, “The Mission<br />
<strong>and</strong> Values of the City of Greater Sudbury are as follows: We provide excellent access to quality<br />
municipal services <strong>and</strong> leadership in the social, environmental <strong>and</strong> economic development of the<br />
City of Greater Sudbury. We are committed to:<br />
Providing high quality service with a citizen focus<br />
Managing the resources in our trust efficiently, responsibly <strong>and</strong> effectively<br />
Encouraging innovation <strong>and</strong> accepting risk<br />
Maintaining honest <strong>and</strong> open communication<br />
Creating a climate of trust <strong>and</strong> a collegial working environment<br />
Acting today in the interests of tomorrow.”<br />
The City <strong>and</strong> the members of The Network have now met to revise the initial quality assurance<br />
tool originally developed in 2000. This revised PQI will be used to continue to monitor the delivery<br />
of quality in early learning <strong>and</strong> child care programs in this community. The PQI process will<br />
continue to form part of the terms <strong>and</strong> conditions of the annual service plan/legal agreement<br />
exercise.<br />
The City recognizes the uniqueness of each centre <strong>and</strong> will provide opportunities for each service<br />
provider to develop a plan that best meets the individual needs of their program. The PQI will be<br />
utilized as a tool to support, enhance, <strong>and</strong> challenge existing quality early learning <strong>and</strong> child care<br />
programs. The Network believes that this process promotes the development of<br />
recommendations for changes by each early learning <strong>and</strong> child care provider as well as the<br />
responsibility for implementing changes towards maintaining “<strong>Quality</strong> <strong>Early</strong> <strong>Learning</strong> <strong>and</strong> Child<br />
Care <strong>Program</strong>s”.<br />
QUALITY CHILD CARE STATEMENT<br />
The common goal of the City of Greater Sudbury <strong>and</strong> The Network is to maintain <strong>and</strong> build<br />
upon the six dimensions of quality early learning <strong>and</strong> child care which are: facilities,<br />
philosophy & program, staff, parents / guardians, funding <strong>and</strong> community. <strong>Quality</strong> is<br />
ensured by building partnerships by maintaining <strong>and</strong> adopting principles which reflect the<br />
diversity of our community. <strong>Quality</strong> early learning <strong>and</strong> child care programs are provided by<br />
trained staff who support the ever changing needs of children <strong>and</strong> families.
DETAILED EARLY LEARNING & CHILD CARE PROGRAM DATA FORM<br />
FACILITIES<br />
1. Policies, procedures <strong>and</strong> practices(*) are in place for the following areas:<br />
1(a)<br />
Inside*:<br />
Animals on site.<br />
Fire Prevention (regular fire drills,<br />
safety reminders).<br />
Sign in / sign out entrance book for<br />
visitors/contractors.<br />
Evacuation plan.<br />
Lock down.<br />
Closures due to weather conditions.<br />
Break in.<br />
Complaints.<br />
Power Outage.<br />
Water Shortage.<br />
Lead Flushing.<br />
Boil Water Advisory.<br />
Reporting Health Concerns.<br />
Field trips/Outings.<br />
Other.<br />
If “Other”, please explain: ______________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
1(b)<br />
Outside(*):<br />
Live animals on site (bear, mice).<br />
Dead animals on site (crows,<br />
mice).<br />
Weather conditions(*).<br />
Field trips/Outings.<br />
Sliding.<br />
Bicycle Helmets.<br />
Walk-abouts.<br />
Student walking.<br />
Other.<br />
If “Other”, please explain: _______________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
1(c)<br />
Inside Furnishings, Appliances & Equipment(*):<br />
Removal of broken/unsafe equipment/materials/toys.<br />
Operational procedures (dishwasher, fax).<br />
Other.<br />
If “Other”, please explain: ______________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
1(d) Outside Furnishings, Appliances & Equipment(*):<br />
Removal of broken/unsafe equipment/materials/toys.<br />
Operational procedures (BBQ, grass trimmer).<br />
Other.<br />
If “Other”, please explain: ______________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________
1(e) Inside Play Equipment(*):<br />
Removal of broken/unsafe equipment/materials/toys.<br />
Inspection of site at start of day.<br />
Disinfecting toys/equipment.<br />
Other.<br />
If “Other”, please explain: ______________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
1(f) Outside Play Equipment(*):<br />
Removal of broken/unsafe equipment/materials/toys.<br />
Playground safety check up-to-date (daily, weekly, monthly, seasonal).<br />
Other.<br />
If “Other”, please explain: ______________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
1(g)<br />
How often are policies revised_____________________________________________<br />
1(h) How are staff informed of policy, procedure, practice changes<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
1(i) A list of all the centre’s policies, procedures <strong>and</strong> practices is included with this<br />
package <strong>and</strong> can be referred to for information sharing with other child care<br />
agencies:<br />
YES / NO<br />
If no, please explain: ___________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
2. PHILOSOPHY & PROGRAM<br />
2(a) PRE-VISIT INFORMATION FORM HAS BEEN SUBMITTED YES / NO<br />
If no, please explain: ___________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
2(b)<br />
Policies, procedures <strong>and</strong> practices are in place for the following areas:<br />
Confidentiality.<br />
Illness of children.<br />
Sun Safe(*).<br />
Behavioiur<br />
Management.<br />
Opening Centre.<br />
Closing Centre.<br />
Release of Information.<br />
Immunization.<br />
Enrolment.<br />
Communication Book.<br />
Accident/Incident<br />
Reports.<br />
Administration of<br />
Medicine<br />
Consent Forms<br />
(photos/media).
Termination of children.<br />
<strong>Program</strong> Planning.<br />
Missing children.<br />
Hot liquids in playroom.<br />
Food brought to centre<br />
from home.<br />
Universal Precautions.<br />
Suspicion of Child<br />
Abuse.<br />
Discipline.<br />
Serious Occurrences.<br />
Consent Forms.<br />
West<br />
Nile/Norwalk/Outbreaks.<br />
Peanut Safe/Nut Free.<br />
Drop Off/Pick Up.<br />
Disinfecting<br />
toys/equipment.<br />
Communication (staff<br />
meetings, parent<br />
meetings).<br />
Maintaining of:<br />
developmental<br />
assessments, program<br />
activity sheets, ISP(*).<br />
Other.<br />
If “Other”, please explain: ______________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
2(c) A list of all the centre’s policies, procedures <strong>and</strong> practices is included with this<br />
package <strong>and</strong> can be referred to for information sharing with other child care<br />
agencies: YES / NO<br />
If no, please explain: ___________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
2(d) List all programs that have been requested by families but cannot be offered at your<br />
centre: ______________________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
2(e) Explain the reasons the requested programs cannot be offered:________________<br />
____________________________________________________________________________<br />
2(f)<br />
Do you have a Centre Protocol(*) regarding CCR(*)’s service delivery<br />
YES / NO<br />
If “yes”, when was the last time the protocol has been reviewed _____________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
If “no”, please explain: _________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
2(g) Please explain your centre’s process for reviewing the protocol with staff:<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
2(h) Please explain the support your program receives from CCR :___________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
2(i) What is your centre’s process for implementing “Setting the Stage”<br />
_____________________________________________________________________________
2(j) Are all staff trained in “Setting the Stage”<br />
YES / NO<br />
If “no”, please explain: _________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
2(k) When was the last “Setting the Stage” training session_____________________<br />
___________________________________________________________________________<br />
2(l) The following resources/information are available at your centre <strong>and</strong> available to all<br />
staff:<br />
High Five.<br />
Have a Ball/Rainbow Fun.<br />
CCR Service Delivery Binder.<br />
CCR Enhanced Staffing Binder.<br />
Setting the Stage.<br />
CAS Reporting Protocol.<br />
DNA.<br />
Serious Occurrence Binder.<br />
Risk Watch.<br />
Employee H<strong>and</strong>book.<br />
Student H<strong>and</strong>book.<br />
Other.<br />
If “Other”, please explain: ______________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
2(m) Staff have an underst<strong>and</strong>ing of the High Five - Score Sheet for Quest 2 which may<br />
be completed by the <strong>Program</strong> <strong>Quality</strong> Coordinator during site visits:<br />
YES / NO<br />
If “NO”, please explain how staff will be informed of the Score Sheet: _________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
2(n) Please explain how results from completed Score Sheets are shared with staff:<br />
____________________________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
3. STAFF<br />
3(a) Policies, procedures <strong>and</strong> practices are in place for the following areas:<br />
Orientation.<br />
Professional Development.<br />
Personnel Information.<br />
Occupational Health & Safety.<br />
Termination.<br />
Probation.<br />
Staff Policy & Procedure Manual. Job Descriptions<br />
Illness of Staff.<br />
Staff Health/Injuries.<br />
Dress Code.<br />
Criminal Reference Check.<br />
Telephone(*).<br />
E-mail(*).<br />
Employee H<strong>and</strong>book.<br />
Other.<br />
If “Other”, please explain: ______________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________
3(b) A list of all the centre’s policies, procedures <strong>and</strong> practices is included with this<br />
package <strong>and</strong> can be referred to for information sharing with other child care<br />
agencies:<br />
YES / NO<br />
If no, please explain: ___________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
3(c) When are policies revised________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
3(d) How are staff informed of policy, procedure, practice changes<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
3(e)<br />
Staff are allocated specific times for program planning, completing paperwork<br />
(checklists, observations), meetings <strong>and</strong> researching.<br />
YES / NO<br />
If “yes”, how much time is allocated for each staff member __________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
If “no”, what time is available for staff to complete these tasks _______________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
3(f) Please explain how staff prepared for pre-planned programming (ie: file folder with<br />
prepared activities): ___________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
3(g) Does the centre offer opportunities for on-going professional development(*)<br />
YES / NO<br />
If “NO”, please explain: __________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
3(h) Are you willing to share blank copies of the evaluations used at your centre:<br />
YES / NO<br />
If “no”, please explain: _________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
3(i) Each staff member (full time, part time, replacement staff) will complete the<br />
following form. All staff commencing work after the centre’s completed package has been<br />
submitted to the <strong>Program</strong> <strong>Quality</strong> Coordinator will complete their form, submit it to their<br />
Supervisor <strong>and</strong> the Supervisor will forward submitted forms to the <strong>Program</strong> <strong>Quality</strong><br />
Coordinator as soon as the staff has been hired.
Name of Staff:<br />
Position held at centre:<br />
ECE(*) / Equivalent(*) / Otherwise Approved(*) / In-Training(*) / Trained(*):<br />
If “Otherwise Approved” please list name of diploma/certificate:<br />
Date diploma/certificate received:<br />
Number of years experience in working with children:<br />
List the various age groups of children worked with:<br />
Age group currently working with:<br />
Number of years employed at this centre:<br />
List all the training opportunities within the last twelve (12) month period that you participated<br />
in. (If more space is required, please attach additional pages.)<br />
List all professional development training currently participating in. (If more space is required,<br />
please attach additional pages.):
List all organizations(*)/networks(*) you are currently a member of: (If more space is required,<br />
please attach additional pages.):<br />
Date of last performance appraisal:<br />
Are you willing to share your evaluations/your Portfolio/your Profile with the <strong>Program</strong> <strong>Quality</strong><br />
Coordinator during one of the site visits<br />
YES / NO<br />
Name of person completing your last performance appraisal:<br />
Frequency of performance appraisals:<br />
Additional information /comments you would like to include:<br />
3(j)<br />
Number of staff(*) employed with your agency: ____________________________<br />
3(k) A copy of the staff listing submitted to the Ministry for licensing is included with<br />
this package: YES / NO<br />
If “NO”, please explain: ______________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
3(l)<br />
3(m)<br />
IDENTIFY STAFF TURNOVER SINCE THE LAST VISIT<br />
FULL TIME STAFF: out of staff<br />
PART TIME/RELIEF/SUPPORT/CONTRACT/ENHANCED:<br />
out of staff<br />
WHAT WOULD BE THE REASONS FOR A SIGNIFICANT TURNOVER:<br />
TRANSPORTATION PERSONAL PROMOTION<br />
WAGES MATERNITY BENEFITS<br />
# HOURS ASKED TO WORK<br />
OTHER<br />
If “Other” please explain: ______________________________________________________
4 BOARD OF DIRECTORS<br />
4(a) Does your centre have a Board of Directors<br />
YES / NO<br />
4(b) Does your board have a process for self evaluation<br />
YES / NO<br />
If “NO”, please explain: ________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
If “YES”, who completes the self evaluation<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
4(c)<br />
4(d)<br />
4(e)<br />
How often is the self evaluation completed__________________________________<br />
Date of last self evaluation.________________________________________________<br />
A copy of the evaluation form used is attached:<br />
YES / NO<br />
If “NO”, please explain: ________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
5 PARENTS / GUARDIANS<br />
5(a) Is there a PARENT/GUARDIAN EVALUATION for your centre<br />
YES / NO<br />
If “NO”, please explain. ______________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
5(b) When is the Parent/Guardian Evaluation completed<br />
At time service is no longer required.<br />
After 6 months.<br />
Annually.<br />
“OTHER”.<br />
If “OTHER”, please explain. _____________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
5(c) The percentage of parent/guardian evaluation return for your centre is: %<br />
5(d)<br />
How does your centre promote parental/guardian involvement:<br />
Board Positions. Field Trips. Special Events.<br />
Open Door Policy(*).<br />
Volunteers. Donations<br />
Guest Speaker/Presenter. Individual Meetings.<br />
Tasks (laundry, repairs). AGM.<br />
OTHER.<br />
If “OTHER”, please explain. _____________________________________________________
5(e) Explain how your centre responds to parent / guardian concerns <strong>and</strong> complaints.<br />
(Process for documentation, follow-up revisions to policies if necessary.):<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
5(f) Please explain your centre’s communication practices with parents/guardians:<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
6 FUNDING:<br />
6(a) Are there areas of pressures(*) that require additional funding<br />
YES / NO<br />
If “YES”, please explain. ________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
6(b)<br />
Name of Item:<br />
Have your applied for one-time health <strong>and</strong> safety funds<br />
YES / NO<br />
Priority:<br />
recommendation<br />
preventive maintenance<br />
enhancement to program<br />
quality of program in<br />
jeopardy if issue unresolved<br />
other<br />
Summary Distribution:<br />
Food<br />
Indoor Equipment<br />
Major System<br />
Playground<br />
Plumbing<br />
Other<br />
Cost of Item (Net of any<br />
GST rebate):<br />
Name of Item:<br />
Priority:<br />
recommendation<br />
preventive maintenance<br />
enhancement to program<br />
quality of program in<br />
jeopardy if issue unresolved<br />
other<br />
Summary Distribution:<br />
Food<br />
Indoor Equipment<br />
Major System<br />
Playground<br />
Plumbing<br />
Other<br />
Cost of Item (Net of any<br />
GST rebate):<br />
Name of Item:<br />
Priority:<br />
recommendation<br />
preventive maintenance<br />
enhancement to program<br />
quality of program in<br />
jeopardy if issue unresolved<br />
other<br />
Summary Distribution:<br />
Food<br />
Indoor Equipment<br />
Major System<br />
Playground<br />
Plumbing<br />
Other<br />
Cost of Item (Net of any<br />
GST rebate):<br />
Name of Item:<br />
Priority:<br />
recommendation<br />
preventive maintenance<br />
enhancement to program<br />
quality of program in<br />
jeopardy if issue unresolved<br />
other<br />
Summary Distribution:<br />
Food<br />
Indoor Equipment<br />
Major System<br />
Playground<br />
Plumbing<br />
Other<br />
(If more space is required, please attach additional pages.)<br />
Cost of Item (Net of any<br />
GST rebate):<br />
If “NO”, please explain. _________________________________________________________
If “YES”, please explain how allocated funds has benefitted your program.<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
6(c)A copy of your centre’s most recent City of Sudbury’s - Certificate of Insurance -<br />
Children Services form is attached:<br />
YES / NO<br />
If “NO”, please explain. ________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
7. COMMUNITY PARTNERSHIPS:<br />
7(a)<br />
DOES YOUR CENTRE ACCEPT PLACEMENTS FROM THE COMMUNITY:<br />
YES # NO<br />
STUDENT PLACEMENTS<br />
VOLUNTEERS<br />
If “NO”, please explain. ________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
7(b)<br />
List from which community programs these placements are from:<br />
7(c)<br />
List all community attractions(*) that the children <strong>and</strong> staff of your centre have<br />
visited over the last twelve (12) months:
7(d) Your agency is a chartered member of the Children’s First Charter:<br />
YES / NO<br />
If “NO”, please explain. _________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
A copy of your Children’s First Charter agreement is attached: YES / NO<br />
If “NO”, please explain. _________________________________________________________<br />
_____________________________________________________________________________<br />
_____________________________________________________________________________<br />
Would you like more information on becoming a member: YES / NO
IMPLEMENTATION PLAN<br />
The <strong>Program</strong> <strong>Quality</strong> <strong>Indicators</strong> will form part of the legal agreement <strong>and</strong> service plan process.<br />
Visits will be conducted by the <strong>Program</strong> <strong>Quality</strong> Coordinator from the Children Services Division of<br />
the City of Greater Sudbury.<br />
The PQI is comprised of the following five components:<br />
Component #1: Letter of Underst<strong>and</strong>ing.<br />
Component #2: Pre-Visit Information Form.<br />
Component #3: Detailed <strong>Early</strong> <strong>Learning</strong> & Child Care Information Form.<br />
Component #4: Site Visit Form.<br />
Component #5: PQI - Enhanced Benchmarks.<br />
SANCTIONS<br />
4. PERIOD OF GRACE:<br />
When the requirements achieved are less than column three (3), <strong>and</strong> further action is required,<br />
the Supervisor/Executive Director will meet with the <strong>Program</strong> <strong>Quality</strong> Coordinator <strong>and</strong> outline the<br />
proposed action plan that the centre’s program staff will implement in order to meet these<br />
requirements. Unannounced site visits will continue until which time all requirements have been<br />
met. An estimated time of completion will be determined at the time the action plan is developed.<br />
5. WRITTEN WARNING:<br />
If the procedure outlined under Sanctions - (A) Period of Grace cannot be met after the developed<br />
action plan has been implemented <strong>and</strong> the estimated time of completion has elapsed, a letter<br />
from the Manager of Children Services will be sent to the agency. The letter will detail the nature<br />
of the concern(s) <strong>and</strong> the remedial action necessary. If the situation is not corrected, a STOP<br />
ADMISSIONS ORDER may be issued.<br />
6. STOP ADMISSIONS ORDER:<br />
This would prevent any new subsidized children from being placed in the centre. Stop<br />
Admissions Order also will have deadlines associated with it. If the centre has successfully<br />
addressed the concern(s) outlined in Sanctions - (B) Written Warning within the time indicated,<br />
the Stop Admissions Order will be lifted. If not, the centre’s legal agreement could be placed in<br />
jeopardy.<br />
APPEAL PROCESS<br />
The centre may discuss concerns with the Director of Citizen & Leisure Services Division for the<br />
City of Greater Sudbury.<br />
If further action is required, a meeting with the General Manager of Community Development for<br />
the City of Greater Sudbury would be arranged.<br />
CERTIFICATE OF PARTICIPATION<br />
Annually, programs successfully meeting all PQI - Benchmark requirements will receive that<br />
year’s validation sticker to place on their PQI - Certificate which is to be posted for parents,<br />
visitors <strong>and</strong> staff to view.<br />
New programs will be required to participate for one complete year before being issued a PQI -<br />
Certificate of Participation.
Component 4<br />
Component 4<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong>
Component 4<br />
Site Visit Summary Form<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong><br />
Site Visit<br />
Summary Form
SITE VISIT SUMMARY FORM<br />
Date:_______________________ <strong>Program</strong> Site:____________________ <strong>Program</strong> Group:______________________<br />
Number of Children:________ Number of Educators:________<br />
Health<br />
allergies posted<br />
medication safely stored<br />
sufficient food/water<br />
serving utensils<br />
eating utensils<br />
menus <strong>and</strong> changes are posted<br />
h<strong>and</strong>/face washing<br />
medication administered as per centre’s<br />
policy<br />
kleenex inside<br />
kleenex outside<br />
washroom routine<br />
positive role modeling by staff<br />
children encouraged to practice health<br />
habits (ie:cover mouth when coughing,<br />
chewing with mouth closed, noses)<br />
food brought from home checked by<br />
staff prior to children eating<br />
Supervision:<br />
arrangement of room provides staff with<br />
the opportunity to be aware of the location<br />
of all children<br />
maximize view of play area, moving<br />
around play area<br />
head counts periodically<br />
staff move around entire area<br />
focus on small group while at the same<br />
time checking <strong>and</strong> scanning whole play<br />
area<br />
team work<br />
children supervised at all times<br />
attendance boards<br />
children never left unattended<br />
staff scan entire area<br />
ratios maintained at all times<br />
children assisted as needed<br />
children encouraged to build their self<br />
help skills<br />
Safety<br />
children’s safety maintained at all times<br />
fire drill log up-to-date<br />
evacuation plan posted<br />
playground check completed (log<br />
current)<br />
appropriate<br />
clothing/hats/sunscreen/footwear<br />
unsafe conditions are addressed<br />
immediately<br />
expectations clearly stated <strong>and</strong><br />
explained to children<br />
attendance sheets<br />
periodic head counts<br />
emergency cards<br />
cleaning supplies out of children’s reach<br />
children supervised at all times<br />
individuals entering the program are<br />
greeted by staff<br />
Facilities<br />
open door policy<br />
up-to-date Parent Board<br />
clean<br />
safe<br />
First Aid Kits<br />
variety of displays<br />
Staff Introduction Board/name tags<br />
inviting to children (organized, set up,<br />
attractive)<br />
clean toys / equipment<br />
no broken toys/equipment<br />
age appropriate equipment<br />
sufficient / variety of toys / equipment<br />
comfortable & sufficient furniture<br />
sign-in book for visitors/visits recorded in<br />
log book<br />
free of hazards<br />
Transitions:<br />
group advised of upcoming changes<br />
smooth<br />
limited waiting reducing chances of<br />
boredom <strong>and</strong> disruptive behaviour<br />
children supervised at all times<br />
if waiting: activities/songs/finger plays<br />
Atmosphere:<br />
chatter<br />
cheerful room<br />
friendly<br />
safe<br />
welcoming<br />
nurturing<br />
inviting<br />
positive<br />
laughter<br />
calm<br />
relaxed<br />
staff smile<br />
children appear happy (smiling faces,<br />
etc.)<br />
children are busy<br />
children appear to be having fun<br />
humour used appropriately<br />
eye contact<br />
pleasant voice tone <strong>and</strong> voice level<br />
enthusiastic staff<br />
staff participate in various children’s<br />
activities<br />
children & staff appear to be enjoying<br />
themselves<br />
inclusive environment
Routines:<br />
stimulating<br />
flexible<br />
challenging <strong>and</strong> age appropriate<br />
programs/schedules <strong>and</strong> changes<br />
posted<br />
interest <strong>and</strong> learning centres<br />
weather permitting, outdoor activities<br />
(planned & spontaneous)<br />
independent / cooperative activities<br />
ethnic, cultural <strong>and</strong> individual needs<br />
respected by centre, staff <strong>and</strong> children<br />
variety of craft material available at all<br />
times (scissors, markers, crayons)<br />
diverse activities<br />
circle (singing, stories, finger plays, felt<br />
board, drama)<br />
log books<br />
fine motor/gross motor<br />
indoor/outdoor<br />
quiet/active<br />
variety of learning centres: (reading,<br />
computers, dramatic play, puppets,<br />
sensory, carpentry, science, listening,<br />
blocks)<br />
structured/unstructured<br />
choices/selections<br />
child initiated/staff directed<br />
positive role modeling by staff<br />
independence is encouraged<br />
Individual needs are met<br />
positive re-direction<br />
up-to-date charts<br />
children assisted as needed<br />
children supervised at all times<br />
Interactions<br />
children greeted upon arrival/departure<br />
cooperation<br />
sharing<br />
friendly<br />
pleasant<br />
active participation<br />
direct eye contact<br />
ongoing<br />
praised for doing one’s best<br />
individual needs met<br />
positive re-direction<br />
non-judgmental<br />
acknowledgement of success/hard work<br />
two-way conversations<br />
children <strong>and</strong> staff know each other’s<br />
names<br />
position selves at child’s level when<br />
communicating <strong>and</strong> assisting with activity<br />
reflection time<br />
all children treated equally<br />
listening as well as talking<br />
children assist peers<br />
respect by both children <strong>and</strong> staff to<br />
each other<br />
up-to-date log books read by all staff<br />
ongoing communication<br />
an area is available to discuss<br />
confidential issues/concerns<br />
recognition of individual uniqueness<br />
ongoing communication with<br />
parents/guardians<br />
parents/guardians greeted arrival/<br />
departure<br />
staff are professional courteous, friendly<br />
<strong>and</strong> helpful<br />
Professional Ethics:<br />
dress appropriately as per centre policy<br />
dress for elements<br />
appropriate<br />
clothing/hats/sunscreen/footwear<br />
respect information shared by<br />
parents/guardians about their child/ren<br />
promote a child’s cognitive, physical,<br />
social, spiritual <strong>and</strong> emotional well-being<br />
(Children First Charter)<br />
underst<strong>and</strong> responsibility towards<br />
children (Children First Charter)<br />
support <strong>and</strong> promote quality child care<br />
(Children Services Ethical Principles &<br />
Practices)<br />
aware of all aspects of the program<br />
(duties, schedule)<br />
punctual / flexible<br />
team work (cooperation, support,<br />
efficient)<br />
takes responsibility<br />
appear <strong>and</strong> interact in a professional<br />
manner<br />
cheerful, happy <strong>and</strong> smile<br />
act with integrity in supporting one<br />
another <strong>and</strong> adopting professional attitudes<br />
<strong>and</strong> behaviours in their work as models<br />
<strong>and</strong> teachers of young children (AECEO)<br />
establish <strong>and</strong> maintain cooperative<br />
relationships with colleagues <strong>and</strong> other<br />
professionals providing services to children<br />
(AECEO)<br />
respect the opinion of colleagues<br />
(AECEO)<br />
acknowledge visitors<br />
introducing self to visitor
Comments:<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
(Completed & Signed By <strong>Program</strong> <strong>Quality</strong> Coordinator) (Date)<br />
cc:<br />
Centre’s Board of Directors<br />
A copy of this form has been left at the centre in a sealed envelope for the Board of Directors:<br />
YES / NO<br />
Response By Executive Director/Supervisor:<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
(Completed & Signed By Executive Director/Supervisor) (Date)
Component 5<br />
PQI - Enhanced Benchmarks - Facilities<br />
PQI - Enhanced Benchmarks - Health, Hygiene & Safety<br />
PQI - Enhanced Benchmarks - Nutrition<br />
PQI - Enhanced Benchmarks - <strong>Program</strong><br />
PQI - Enhanced Benchmarks - Staffing<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong><br />
Component 5
PQI - Enhanced<br />
Benchmarks - Facilities<br />
Component 5<br />
PQI - Enhanced Benchmarks - Facilities<br />
PQI - Enhanced Benchmarks - Health, Hygiene & Safety<br />
PQI - Enhanced Benchmarks - Nutrition<br />
PQI - Enhanced Benchmarks - <strong>Program</strong><br />
PQI - Enhanced Benchmarks - Staffing<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong>
PQI -FACILITIES BENCHMARKS<br />
<strong>Program</strong> <strong>Quality</strong> Indicator - Facilities<br />
BENCHMARKS<br />
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
1. Sufficient storage space.<br />
For cots.<br />
For bedding, face clothes, extra clothing.<br />
For dishes, eating utensils.<br />
For inside toys/equipment/materials.<br />
For outside toys/equipment/materials<br />
For cleaning supplies.<br />
For creative supplies/materials.<br />
All storage areas are tidy <strong>and</strong> well organized.<br />
All storage areas are labelled.<br />
Storage areas requiring to be locked are locked as per centre policy.<br />
All storage areas are easily accessible.<br />
Sufficient storage for seasonal toys/equipment.<br />
Sufficient storage for toys/materials for regular rotation.<br />
Comments:<br />
2. Sufficient space <strong>and</strong> equipment.<br />
For all routines (ie: meals, toileting, diapering, resting, group activities, inside play,<br />
outside play).<br />
Sufficient indoor space for children <strong>and</strong> adults to move around freely.<br />
Storing of personal belongings for children.<br />
Storing of personal belongings for staff.<br />
A staff room / designated space is available to staff for lunches/breaks/meetings.<br />
Comments:<br />
3. Information available to Parents / Guardians.<br />
Staff educational diplomas/certificates.<br />
Labelled photos of staff/students/volunteers.<br />
Up-to-date First Aid certificates.<br />
Up-to-date CPR certificates.<br />
Photos of children participating in daily routines/outings.<br />
Comments:
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
4. Physical setting.<br />
Free of hazards.<br />
No broken toys/equipment/materials.<br />
Equipment <strong>and</strong> furnishings are safe <strong>and</strong> clean (indoors / outdoors).<br />
Heavy furniture/equipment/storage units are stable/securely anchored.<br />
Sufficient amount of clean toys/equipment/materials.<br />
Comments:<br />
Electrical outlets in the play areas are covered.<br />
Electrical cords are not in the children’s pathway/not under carpets <strong>and</strong> not on<br />
pathways/doorways.<br />
Unused extension cords are unplugged <strong>and</strong> out of the reach of the children.<br />
Clocks in each room.<br />
Covers over pipes <strong>and</strong> radiators.<br />
Window screens are not broken <strong>and</strong> have locks.<br />
Drapery <strong>and</strong> blind cords are tied up <strong>and</strong> secured with safety hooks.<br />
Washroom is clean.<br />
There are sufficient <strong>and</strong> suitable washroom facilities for the children enrolled (SAC).<br />
Entrance is clean <strong>and</strong> organized.<br />
Kitchen is clean <strong>and</strong> organized.<br />
Playrooms are clean <strong>and</strong> organized.<br />
Staff room is clean <strong>and</strong> organized.<br />
Clean/warm flooring to crawl.<br />
First Aid Kits are stocked <strong>and</strong> easily accessible.<br />
First Aid Kits are checked regularly.<br />
There are specific First Aid Kits for outings/field trips.<br />
Fire extinguishers are easily accessible <strong>and</strong> checked regularly.<br />
All emergency exits identified <strong>and</strong> free of all obstacles/clutter/barriers.<br />
Secure environment (security system).<br />
Telephone accessibility.<br />
Cell phones, walkie talkies.<br />
Emergency cards are up-to-date <strong>and</strong> easily accessible to staff.<br />
Specific emergency cards are up-to-date <strong>and</strong> accompany groups on outings/field trips.<br />
5. Drainage.<br />
Adequate, to ensure the playground is used year round.
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
Comments:<br />
6. SAFETY PRECAUTIONS IN PLACE FOR INDOOR ACTIVITIES:<br />
Play areas safe.<br />
Play areas are clear of obstacles <strong>and</strong> obstructions.<br />
Play areas are clearly defined.<br />
No long paths to encourage running.<br />
Comments:<br />
Furnishings do not limit children’s movements. Sufficient space for equipment.<br />
Toys are washed <strong>and</strong> disinfected regularly.<br />
Toys <strong>and</strong> materials accessible on open shelves.<br />
Sufficient number of toys/equipment for the group size.<br />
Toys/equipment/materials are rotated <strong>and</strong> changed on a regular basis.<br />
Toys/equipment/materials/furniture are age appropriate.<br />
Sharp objects are removed, equipment well maintained, free of sharp edges, splinters,<br />
pinch points <strong>and</strong> crush points.<br />
Attendance boards for each group are present in the rooms that the children are<br />
occupying.
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
7. Safety precautions in place for outdoor activities.<br />
Play areas safe <strong>and</strong> clear of obstacles/obstructions.<br />
Play areas are clearly defined.<br />
Free of hazards.<br />
Well maintained.<br />
Gates are at all times closed.<br />
Gates can be easily opened in case of emergencies.<br />
Playground inspections are up to date (daily, weekly, monthly, seasonal, annual).<br />
Maintenance inspections <strong>and</strong> annual comprehensive written reports as well as<br />
appropriate action plan if necessary are kept on file.<br />
Sun <strong>and</strong> shade available.<br />
Some protection from the wind.<br />
S<strong>and</strong> in the s<strong>and</strong>box is to be replaced when it is dirty or contaminated.<br />
Grassy areas are well maintained.<br />
S<strong>and</strong>/salt on slippery areas.<br />
Doorways clear <strong>and</strong> cleaned in winter.<br />
Snow is not built up to allow children to reach heights higher than the playground fence.<br />
Puddles swept away.<br />
Hard play surfaces are kept clean of stones, s<strong>and</strong> <strong>and</strong> gravel.<br />
If outside play area leads into the centre’s inside play area, floors are swept. (Children<br />
can assist.)<br />
Where the entrance/exits do not open onto the outside play area, appropriate staffing is in<br />
place to escort the children to the playground safely.<br />
Shed doors are closed.<br />
Storage for materials/equipment/toys is safe, organized <strong>and</strong> easily accessible.<br />
Heavy furniture/equipment are stable/securely anchored.<br />
Sharp objects are removed, equipment well maintained, free of sharp edges, splinters,<br />
pinch points <strong>and</strong> crush points.<br />
Sufficient number of toys/equipment for the group size.<br />
Toys/equipment/materials are rotated <strong>and</strong> changed on a regular basis.<br />
Toys/equipment/materials/furniture are age appropriate.<br />
Helmets for riding toys.<br />
Sun screen applied before outdoor play.<br />
Appropriate footwear <strong>and</strong> clothing for children that fits for specific season.<br />
Appropriate footwear <strong>and</strong> clothing for staff as per centre policy.<br />
Sun hats are worn by children <strong>and</strong> staff.<br />
Cord, strings, ties are removed from clothing <strong>and</strong> equipment/materials.<br />
Assistance from another staff is easily accessible in cases of emergency.<br />
Attendance boards for each group are present in the outdoor areas that the children are<br />
occupying.
Comments:<br />
Note:<br />
Items not applicable to a specific program (ie: Nursery Schools) will be omitted at the time this form is completed by the <strong>Program</strong> <strong>Quality</strong> Coordinator.
Comments:<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
(Completed & Signed By <strong>Program</strong> <strong>Quality</strong> Coordinator) (Date)<br />
cc:<br />
Centre’s Board of Directors<br />
A copy of this form has been left at the centre in a sealed envelope for the Board of Directors:<br />
YES / NO<br />
Response By Executive Director/Supervisor:<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
(Completed & Signed By Executive Director/Supervisor) (Date)
Component 5<br />
PQI - Enhanced Benchmarks - Facilities<br />
PQI - Enhanced Benchmarks - Health, Hygiene & Safety<br />
PQI - Enhanced Benchmarks - Nutrition<br />
PQI - Enhanced Benchmarks - <strong>Program</strong><br />
PQI - Enhanced Benchmarks - Staffing<br />
PQI - Enhanced<br />
Benchmarks - Health,<br />
Hygiene & Safety<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong>
PQI -HEALTH, HYGIENE & SAFETY BENCHMARKS<br />
<strong>Program</strong> <strong>Quality</strong> Indicator - Health, Hygiene & Safety<br />
BENCHMARKS<br />
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
1. Staff role model hygiene practices.<br />
INFANTS:<br />
Staff wash their h<strong>and</strong>s before feeding children (infants).<br />
Staff wash their h<strong>and</strong>s before <strong>and</strong> after changing diapers.<br />
Staff wash their h<strong>and</strong>s after wiping/cleaning noses.<br />
ALL GROUPS:<br />
Staff wash their h<strong>and</strong>s before <strong>and</strong> after assisting children in the washroom.<br />
Staff wash their h<strong>and</strong>s before serving food.<br />
Comments:<br />
2. Staff encourage children to follow simple rules of hygiene.<br />
Children encouraged to wipe their nose.<br />
Children are encouraged to cover their mouths when coughing.<br />
Children are encouraged to chew their food with their mouths closed.<br />
Children are encouraged to use the washroom before going outside, on a field trip,<br />
before nap time.<br />
Children directed to wash h<strong>and</strong>s before <strong>and</strong> after lunch <strong>and</strong> snack.<br />
Children directed to wash their h<strong>and</strong>s after washroom routine.<br />
Children directed to wash their faces after lunch <strong>and</strong> snack.<br />
Children directed to wash their h<strong>and</strong>s before <strong>and</strong> after water play.<br />
Children are encouraged to do as much as they can independently <strong>and</strong> staff assist<br />
children in all hygiene practices as required.<br />
Comments:
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
3. Staff ensure ongoing sanitary practices are followed.<br />
INFANTS:<br />
Soiled diapers are disposed of in securely tied plastic bags.<br />
Soiled diapers <strong>and</strong> diaper pails must be stored away from children.<br />
Procedure is in place to ensure that toys are washed if mouthed before other children<br />
use them.<br />
TODDLERS, PRESCHOOLERS & SAC:<br />
Toilets are flushed after each use.<br />
Toilets <strong>and</strong> sinks are disinfected after each routine.<br />
Toilets <strong>and</strong> sinks are disinfected after a child has had a bout of diaherra.<br />
Sufficient hygienic supplies (appropriate sized paper towels, cloth towels, soap) are<br />
available to the children.<br />
Toothbrushes are stored so they do not touch, can air dry <strong>and</strong> are labelled.<br />
ALL GROUPS:<br />
Tables are disinfected before <strong>and</strong> after every serving of food.<br />
Blood-soiled surfaces are disinfected with a bleach solution immediately.<br />
Blood stained materials are sealed in plastic bags <strong>and</strong> discarded in lined, covered<br />
garbage containers.<br />
Blood stained materials are machine washed separately in hot soapy water.<br />
Garbage containers have tightly fitting lids where necessary (ie: kitchen).<br />
Garbage containers are emptied at the end of each day/policy of the centre.<br />
Comments:<br />
4. Availability of washroom accessories.<br />
Toilets <strong>and</strong> potties are available for children who are starting to use the toilet, as per<br />
centre’s policy.<br />
Mirrors are available at child’s eye level.<br />
Step stools are provided when required by children at sinks <strong>and</strong> toilets.<br />
Comments:
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
5. Staff encourage independence <strong>and</strong> assist when needed.<br />
INFANTS & TODDLERS:<br />
Diapering <strong>and</strong> toileting meet the individual needs of the children.<br />
Self-help skills are promoted as children are ready.<br />
ALL GROUPS:<br />
Washroom routines are positive experiences.<br />
Comments:<br />
6. Medication is administered as per the internal policy of the centre.<br />
The medication must be labelled with the child’s name <strong>and</strong> the dosage.<br />
A consent form listing the medication, the dosage <strong>and</strong> the time it is to be given must be<br />
signed by the parent / guardians.<br />
The time the medication is given must be indicated <strong>and</strong> signed by staff.<br />
Medication is to be stored in appropriate area (ie: locked cabinet/container, refrigerator)<br />
Medication no longer being administered to a child is to be given back to the parent.<br />
Comments:<br />
7. Kleenex <strong>and</strong> garbage containers are available both inside <strong>and</strong> outside at all times.<br />
Easily accessible to all children.<br />
Easily accessible to all staff.<br />
Kept, in an area to ensure ongoing hygiene.<br />
Comments:<br />
8. Disinfecting solutions are easily accessible to staff <strong>and</strong> out of reach of the children.<br />
Stored in original containers that are properly labelled.<br />
Kept in a locked cupboard away from food.<br />
Children are not in the immediate proximity of tables/equipment/materials being<br />
disinfected.
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
Comments:<br />
9. Each child has an extra set of complete clothing in their locker.<br />
Staff need to regularly check each child’s locker to ensure extra clothing is available in<br />
case of accidents or changes in the weather.<br />
Staff need to remind parents/guardians to supply the extra clothing.<br />
Comments:<br />
10. Required postings are visible <strong>and</strong> up-to-date.<br />
Allergies, special diets, food intolerance <strong>and</strong> food restrictions are posted in kitchen <strong>and</strong><br />
rooms where food is served.<br />
Individual Health Care Plans are posted as per child’s needs (reviewed annually).<br />
Comments:<br />
Date, time <strong>and</strong> number of participants of each monthly fire drill.<br />
A clear, concise evacuation procedure is posted for parents / guardians, children <strong>and</strong><br />
staff.<br />
11. Staff recognize symptoms of illness <strong>and</strong> take appropriate action.<br />
As per centre’s internal policy.<br />
Comments:<br />
Staff inspect on a daily basis the general health of each child arriving at the centre.<br />
A supervised place must be available for ill children to rest until picked up by the parent.<br />
Safety rules, emergency procedures, fire drills <strong>and</strong> evacuation plans are discussed with<br />
the groups on a regular basis.
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
12. Staff ensure ongoing safety.<br />
INFANTS & TODDLERS:<br />
Diaper change tables are solid <strong>and</strong> in good condition.<br />
ALL GROUPS:<br />
Drawers <strong>and</strong> cupboards are kept closed.<br />
Comments:<br />
Emergencies/accidents are addressed immediately <strong>and</strong> in a professional/responsible<br />
manner.<br />
Staff respond quickly to remove unsafe hazards.<br />
Staff anticipate <strong>and</strong> take action to prevent safety problems (ie: remove toys under<br />
climbing equipment, wipe up spills to prevent falls).<br />
Note:<br />
Items not applicable to a specific program (ie: Nursery Schools) will be omitted at the time this form is completed by the <strong>Program</strong> <strong>Quality</strong> Coordinator.
Comments:<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
(Completed & Signed By <strong>Program</strong> <strong>Quality</strong> Coordinator) (Date)<br />
cc:<br />
Centre’s Board of Directors<br />
A copy of this form has been left at the centre in a sealed envelope for the Board of Directors:<br />
YES / NO<br />
Response By Executive Director/Supervisor:<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
(Completed & Signed By Executive Director/Supervisor) (Date)
Component 5<br />
PQI - Enhanced Benchmarks - Facilities<br />
PQI - Enhanced Benchmarks - Health, Hygiene & Safety<br />
PQI - Enhanced Benchmarks - Nutrition<br />
PQI - Enhanced Benchmarks - <strong>Program</strong><br />
PQI - Enhanced Benchmarks - Staffing<br />
PQI - Enhanced<br />
Benchmarks - Nutrition<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong>
PQI -NUTRITION BENCHMARKS<br />
<strong>Program</strong> <strong>Quality</strong> Indicator - Nutrition<br />
BENCHMARKS<br />
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
1. Menus.<br />
INFANTS:<br />
Children under the age of one must be fed according to written instructions from<br />
parents/guardians.<br />
Written instructions are posted as a reference to staff.<br />
Written instructions are updated regularly.<br />
ALL GROUPS:<br />
Menus for current <strong>and</strong> the following weeks must be posted in a conspicuous place for<br />
parents to see as well as in the food preparation area.<br />
Copies of menus/recipes are available to the parents/guardians.<br />
Comments:<br />
2. Allergies / Special Diets / Food Intolerance / Food Restrictions &Specific Requirements.<br />
Written instructions from parents/guardians regarding allergies/special diets/food<br />
intolerance/food restrictions are kept in the child’s file <strong>and</strong> updated regularly.<br />
Parents/guardians are to advise the Supervisor of any changes to their child’s special<br />
diet/allergies/food restrictions.<br />
All staff are informed of all allergies/special diets/food intolerance/food restrictions.<br />
Comments:
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
3. Food preparation.<br />
INFANTS:<br />
Bottles are warmed immediately prior to feedings.<br />
Food <strong>and</strong> beverages supplied by parents / guardians are labelled <strong>and</strong> stored under<br />
sanitary conditions.<br />
ALL GROUPS:<br />
Food storage cupboards, refrigerator <strong>and</strong> microwave are easily accessible to staff.<br />
Furnishings <strong>and</strong> space suitable for minor food preparation.<br />
Food items must not be stored directly on the floor.<br />
Running water is always accessible to staff.<br />
Prepared attractively <strong>and</strong> appealing (offer variety in colour, shape <strong>and</strong> flavor).<br />
Menus follow Canada’s Food Guide.<br />
Round coin-shaped foods are cut lengthwise.<br />
All perishable food must be stored at temperatures which will prevent spoilage.<br />
Refrigerator temperature 5C (41F), freezer temperature -18C (0), hot foods must be<br />
above 60C (140F) during transportation <strong>and</strong> holding for service.<br />
Containers must be cleaned every day <strong>and</strong> wrappings should not be reused.<br />
Containers transporting food <strong>and</strong> beverages are packed in approved containers.<br />
Adequate storage must be available for pots <strong>and</strong> other cooking utensils to protect them<br />
from dirt <strong>and</strong> other contamination.<br />
BROWN BAG LUNCHES:<br />
Lunches that are packed need to follow the same pattern as the meal at the centre. (At<br />
least one serving from the breads <strong>and</strong> cereals group, two servings from the fruits <strong>and</strong><br />
vegetables group, one serving from the meat, fish, poultry <strong>and</strong> alternatives group <strong>and</strong><br />
one serving from the milk <strong>and</strong> milk products group.)<br />
Packed lunches need to meet the nutritional st<strong>and</strong>ards <strong>and</strong> ensured to be safe if the<br />
lunches cannot be refrigerated.<br />
Comments:
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
4. Serving of food.<br />
INFANTS:<br />
Bottles are held by staff when children are unable to bottle feed themselves.<br />
Centre provides support <strong>and</strong> appropriate furnishings for breast feeding moms.<br />
When high chairs are used, appropriate seating for adults are available allowing staff to<br />
sit with the child/ren.<br />
Sufficient suitable seating available to meet developmental needs of the children<br />
enrolled (infant seats, low tables, cube chairs) with appropriate adult seating.<br />
Seats are comfortable (cushiony) <strong>and</strong> washable.<br />
Children encouraged to finger feed themselves. Spoons are available when child is<br />
ready.<br />
TODDLERS, PRESCHOOLERS, SCHOOL-AGED GROUPS:<br />
Tables are arranged in a family-like setting.<br />
Age appropriate chairs <strong>and</strong> tables are used with each group setting.<br />
Napkins/paper towels are available to the children (for quick wipes <strong>and</strong> spills).<br />
ALL GROUPS:<br />
Napkins, paper towels <strong>and</strong> disinfecting solutions are easily accessible to staff.<br />
Face clothes are easily accessible to staff.<br />
Tables are disinfected before <strong>and</strong> after meals/snacks.<br />
Staff ensure that all appropriate food h<strong>and</strong>ling procedures are followed.<br />
Food is not used as a punishment or reward.<br />
Additional food is available for children wanting more to eat.<br />
Drinking water easily accessible.<br />
Spills are h<strong>and</strong>led in a calm, positive manner.<br />
Desserts are part of the meal.<br />
Sufficient serving utensils are available.<br />
Appropriate serving utensils are available at meal servings (tongs, large spoons).<br />
Developmentally appropriate eating utensils are available to accommodate child’s<br />
developmental ability.<br />
Dishes are in good condition (not chipped/cracked/broken).<br />
Extra utensils are available for easy access.
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
Comments:<br />
5. Self-help skills & independence.<br />
INFANTS:<br />
Self-help skills are encouraged once the children are developmentally ready.<br />
Once able to, children are encouraged to feed themselves.<br />
ALL GROUPS:<br />
Children are able to assist in preparing/serving/tidying meals to promote self-help skills.<br />
The centre throughout the year provides opportunities for cooking experiences.<br />
Children have the opportunity to taste food they assisted in preparing.<br />
Comments:<br />
Children have the opportunity to develop their self-help skills.<br />
Staff assist the children when required.<br />
Additional accessories used to enhance experiences for self-help skills.<br />
6. Environment / Atmosphere.<br />
The lunch <strong>and</strong> snack atmosphere is relaxed, pleasant <strong>and</strong> a positive social experience.<br />
At lunch/snack children have the opportunity to communicate <strong>and</strong> socialize with their<br />
peers <strong>and</strong> adults.<br />
Children reminded to chew with their mouths closed.<br />
Children reminded to not talk when they have food in their mouth.<br />
Children are not forced to eat or taste new foods.<br />
Healthy eating habits are promoted <strong>and</strong> encouraged.<br />
Through conversations <strong>and</strong> positive role modeling by staff, children are encouraged to<br />
enjoy different nutritious foods.<br />
By sitting <strong>and</strong> eating with the children, staff are aware of the amount of food each child<br />
eats <strong>and</strong> passes this information on to the parents/guardians.<br />
Staff sit at the lunch table <strong>and</strong> eat with the children to encourage children to try new<br />
foods which they may not be familiar with, as per centre’s policy. (This assists children<br />
in developing healthy eating habits.)<br />
Staff do not st<strong>and</strong> <strong>and</strong> hold their food to eat/drink.<br />
Staff do not talk with food in their mouth.
Comments:<br />
Note:<br />
Items not applicable to a specific program (ie: Nursery Schools) will be omitted at the time this form is completed by the <strong>Program</strong> <strong>Quality</strong> Coordinator.
Comments:<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
(Completed & Signed By <strong>Program</strong> <strong>Quality</strong> Coordinator) (Date)<br />
cc:<br />
Centre’s Board of Directors<br />
A copy of this form has been left at the centre in a sealed envelope for the Board of Directors:<br />
YES / NO<br />
Response By Executive Director/Supervisor:<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
(Completed & Signed By Executive Director/Supervisor) (Date)
Component 5<br />
PQI - Enhanced Benchmarks - Facilities<br />
PQI - Enhanced Benchmarks - Health, Hygiene & Safety<br />
PQI - Enhanced Benchmarks - Nutrition<br />
PQI - Enhanced Benchmarks - <strong>Program</strong><br />
PQI - Enhanced Benchmarks - Staffing<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong><br />
PQI - Enhanced<br />
Benchmarks - <strong>Program</strong>
PQI - PROGRAM BENCHMARKS<br />
<strong>Program</strong> <strong>Quality</strong> Indicator - <strong>Program</strong><br />
BENCHMARKS<br />
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
1. Indoor equipment / materials / toys.<br />
INFANTS:<br />
Clean <strong>and</strong> safe.<br />
Variety of age appropriate eye-h<strong>and</strong> materials of different sizes, shapes, types, textures<br />
<strong>and</strong> colours.<br />
All need to be in good shape.<br />
No broken equipment/materials/toys.<br />
Small equipment/toys/materials are not to be in the children’s reach.<br />
Toys/equipment/materials/books that are durable.<br />
TODDLERS, PRESCHOOLERS & SCHOOL AGE:<br />
Minimum of three toys per child enrolled (this includes rotation), variety from each<br />
category.<br />
Toys/equipment/materials/books changed/rotated to meet the needs of the group.<br />
Non-stereotypical.<br />
Soft furnishings (rugs, carpeted play areas, cushions).<br />
Children have the opportunity to combine toys <strong>and</strong> materials to experiment <strong>and</strong> discover.<br />
Related materials added in response to children’s interests.<br />
Classification/Seriation (pegs, puzzles, stacking, sorting, matching, sequence).<br />
Cognitive/Manipulative.<br />
Construction.<br />
Creative/Sensory.<br />
Discovery centres.<br />
Dramatic play.<br />
<strong>Early</strong> learning, literacy, math.<br />
Fine motor.<br />
Gross motor (Inside/Outside).<br />
Intergenerational.<br />
Language/Listening/Reading (Books -variety, theme related, season related, books of<br />
interest, novels, mystery, chapter, multi-cultural, magazines. Props - puppets, flannel<br />
board.).<br />
Music (instruments, audio equipment).<br />
Nature.<br />
Science.<br />
Special interest centres.<br />
OTHER:<br />
Balance between stimulating planned <strong>and</strong> spontaneous experiences.
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
Comments:<br />
2. Supplies are abundant.<br />
More than enough to sustain a variety of different projects at once.<br />
Craft/collage materials are always available (ie: materials, glue, scissors).<br />
Comments:<br />
3. Room arrangement.<br />
Shelves are not overcrowded.<br />
Shelves/containers may be labelled for easier access/clean up.<br />
Neat, attractive, appealing.<br />
Comments:<br />
Space to store projects/activities that require a few days to complete.<br />
Shelves <strong>and</strong> cupboards arranged to ensure ongoing visibility of the children.<br />
Materials/equipment/toys arranged on shelves so children can easily access them.<br />
Drinking water is available during both indoor <strong>and</strong> outdoor play.<br />
4. Transitions.<br />
Minimum waiting.<br />
Smooth.<br />
Variety of activities while waiting (ie: songs, stories, finger plays)<br />
Advise children of upcoming changes in activity.<br />
Allow sufficient time for children to finish their activity/task.<br />
Provide alternative choices.<br />
Comments:<br />
5. Field Trips/Outings.<br />
Proper preparation <strong>and</strong> documentation.<br />
Staff are aware of the emergency procedure to follow in case of a missing child.<br />
All staff are well informed of field trips/outings.<br />
Comments:
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
6. Buddy System.<br />
Older children can be a buddy for younger children.<br />
Children never left alone.<br />
Comments:<br />
7. Special Activities.<br />
Pre-planned.<br />
Children participate in the planning.<br />
If parent/guardian involvement is required, sufficient time is planned.<br />
Comments:<br />
8. Diapering.<br />
Change tables are solid <strong>and</strong> in good condition.<br />
Extra diapers, creams <strong>and</strong> supplies are within reach of change table but cannot be<br />
reached by the children.<br />
Process in place for disposing all dirty diapers.<br />
Running water, liquid soap, paper towels <strong>and</strong> disinfectant are easily accessible in the<br />
diapering area.<br />
Sanitized child-size toilets <strong>and</strong> potties are available for children who are beginning the<br />
toilet training stage.<br />
Potties are sanitized immediately after each use.<br />
Safe mirrors are placed at child’s eye level.<br />
Comments:
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
9. Outdoor equipment / materials / toys.<br />
Playground equipment <strong>and</strong> arrangement meets CSA st<strong>and</strong>ards <strong>and</strong> is annually certified.<br />
Each age group has it’s own playground toys <strong>and</strong> equipment.<br />
Comments:<br />
A wide variety of portable <strong>and</strong> fixed equipment for children to choose at all times.<br />
Age <strong>and</strong> developmentally appropriate.<br />
Changed/rotated to meet the needs of the group.<br />
Related materials added in response to children’s interests.<br />
Additional equipment/materials/toys are available during the summer when the children<br />
are outside for longer periods of time (ie: cognitive, creative).<br />
Helmets for riding toys.<br />
Knee pads for sport games.<br />
Active play.<br />
Construction play.<br />
Dramatic play.<br />
Individual activities, small group, large group.<br />
Large blocks.<br />
Large muscle.<br />
S<strong>and</strong>/water play.<br />
Small muscle.<br />
Sports equipment.<br />
Balance between stimulating planned <strong>and</strong> spontaneous experiences.<br />
Non-stereotypical.<br />
Cell phone/walkie talkies are available to staff outside with the children in cases of<br />
emergency.
10. Activities.<br />
Play.<br />
Fun.<br />
Safe.<br />
Meets the individual physical, social, emotional, cognitive <strong>and</strong> spiritual needs of each<br />
child (developmental stages/needs).<br />
Healthy child development.<br />
<strong>Early</strong> learning experiences.<br />
Choices to support each child’s interests, curiosity, talents, abilities <strong>and</strong> “uniqueness”.<br />
Opportunities provided to experience discovery, stimulating <strong>and</strong> challenging tasks.<br />
Encourage exploration <strong>and</strong> experimentation to make learning discoveries.<br />
Allow children to create, discover <strong>and</strong> problem solve.<br />
Materials are available to children at all times to create their own games, books.<br />
Variety of games/toys/equipment/materials.<br />
Non-sexist materials.<br />
Non-traditional roles.<br />
A variety of finger plays, songs <strong>and</strong> stories are shared with the children during circle time<br />
<strong>and</strong> transitions.<br />
Activities provide children opportunities for ongoing interactions with peers <strong>and</strong> adults.<br />
Problem solving opportunities promote independence, positive self-esteem <strong>and</strong> self<br />
confidence.<br />
Activities are age appropriate (adjusted if needed).<br />
Structured <strong>and</strong> unstructured activities/ planned <strong>and</strong> spontaneous.<br />
Quiet <strong>and</strong> noisy areas are separated.<br />
Limited audio visual “time” (movies, computer).<br />
Staff break down the tasks into smaller steps when necessary allowing children to<br />
experience the sense of accomplishment.<br />
Staff help children develop <strong>and</strong> build trust through the various program activities.<br />
COMMUNITY ACCESSIBILITY:<br />
Utilizing community centres (libraries, museums).<br />
Accessing community events (fairs, attractions, guests)<br />
Opportunities for developing life skills (street safety, home safety).<br />
SCHOOL AGE:<br />
Club like setting.<br />
Re-direct in a positive manner <strong>and</strong> before situations escalate.<br />
Teamwork <strong>and</strong> respect is encouraged by staff.<br />
Literacy skills encouraged through story telling, story writing, reading.<br />
Staff listen to what children are communicating.
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
Comments:<br />
11. Display boards.<br />
Photos are posted of children participating in the various activities of the program.<br />
Pictures/decorations/displays are both at the child <strong>and</strong> adult level.<br />
Comments:<br />
12. Nap time.<br />
INFANTS:<br />
Cribs are designated.<br />
Sufficient bedding/blankets.<br />
Children are rocked if required.<br />
Adult rocker.<br />
Soft music.<br />
Monitors/camera system.<br />
TODDLERS & PRESCHOOLERS:<br />
Bedding is washed on a regular basis.<br />
Beds/cots are disinfected on a regular basis.<br />
Comments:<br />
Children needing help to settle down are assisted by staff (ie: comforted - rubbing backs,<br />
books).<br />
Children can bring their favourite toy/blanket to nap with them.<br />
Soft music playing in the background.<br />
After one hour of rest, children who are not sleeping are provided with alternative quiet<br />
activities.
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
13. <strong>Program</strong>ming / Schedules.<br />
Daily schedule posted.<br />
Flexible scheduling to meet child’s needs/interests, inclement weather.<br />
Children’s interests <strong>and</strong> strengths are incorporated into planned activities.<br />
Plans available but changes are made to meet the needs of the group with the overall<br />
program goals being met.<br />
Plans are referred back to if “spur of the moment” plans begin to fall apart.<br />
Changes to programming are posted immediately to inform parents/guardians.<br />
<strong>Program</strong>s are designed to accommodate a variety of developmentally appropriate<br />
activities.<br />
Ongoing projects/crafts are incorporated into planned programming.<br />
<strong>Program</strong>ming allows for a balance of meeting the children’s interests <strong>and</strong> needs while at<br />
the same time meeting the goals planned for the whole group.<br />
Comments:<br />
Plans help children with underst<strong>and</strong>ing what is coming up next <strong>and</strong> what to expect.<br />
Changes to the program need to be explained to the children to prepare for a smooth<br />
transition.<br />
Mixture of child initiated <strong>and</strong> adult initiated.<br />
Allows for children to develop as per their needs <strong>and</strong> uniqueness.<br />
Outdoor times are always reflective in planning <strong>and</strong> are extensions of playroom planning.<br />
During the summer when the children are outside for longer periods of time the program<br />
plan will be accommodating to meet this need.<br />
14. Atmosphere.<br />
Pleasant.<br />
Laughter, noise, chatter.<br />
Inviting.<br />
Children appear busy.<br />
Staff appear very patient <strong>and</strong> caring.<br />
Comments:
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
15. Environment.<br />
Inclusive.<br />
Child centred.<br />
Non-judgemental.<br />
<strong>Learning</strong> <strong>and</strong> fun.<br />
Exciting.<br />
Mixture of play <strong>and</strong> academic activities.<br />
Opportunities for positive experiences.<br />
Opportunities for sharing.<br />
Opportunities for cooperation.<br />
Opportunities for self-help skills.<br />
All participants (children, parents/guardians, staff) are accepted <strong>and</strong> respected.<br />
Equal opportunities for all.<br />
Promotes uniqueness.<br />
Children’s differences are valued.<br />
Underst<strong>and</strong>ing of various socio-economic settings.<br />
Behaviours of bullying/teasing are .<br />
Comments:<br />
16. Diversity <strong>and</strong> cultural awareness.<br />
Staff implement programming activities that provide an underst<strong>and</strong>ing <strong>and</strong> experiences<br />
in a variety of cultures/traditions (guests, songs, stories, clothing, food, books, movies,<br />
cooking, felt board games).<br />
Staff provide experiences <strong>and</strong> play materials that actively promote positive attitudes <strong>and</strong><br />
acceptance of each person as a unique individual.<br />
Comments:<br />
Photos, materials, equipment of various cultures.<br />
Staff knowledge of individual children includes the child’s interests, family customs,<br />
traditions.<br />
17. Administration.<br />
A system is in place to ensure confidential files remain in the centre’s office.<br />
Staff <strong>and</strong> children files are up-to-date.<br />
Centre’s policies, procedures <strong>and</strong> practices are up-to-date.
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
Comments:<br />
18. Individual Service Plans (ISP).<br />
Staff <strong>and</strong> parents/guardians participate in developing ISP for their child with the Special<br />
Needs Resourcing agency (CCR).<br />
The ISP includes short term objectives derived from the long term goals, both stated in<br />
the ISP.<br />
The ISP must include strategies for the implementation <strong>and</strong> must be updated on a<br />
regular basis (monthly, every three months, every six months).<br />
The ISP strategies <strong>and</strong> adaptations are reviewed on an ongoing basis <strong>and</strong> immediate<br />
changes are made if the plan is not working.<br />
The ISP is completed <strong>and</strong> incorporated into the overall program plan.<br />
Staff have developed a number of innovative ways to encourage full participation for all<br />
children.<br />
The program plans accommodate all children <strong>and</strong> ensure that all children have the<br />
opportunity to participate in all activities <strong>and</strong> play areas.<br />
<strong>Program</strong> reviews take place on a regular basis to ensure the program is meeting the<br />
needs of individual children.<br />
Appropriate consent forms are signed <strong>and</strong> in the child’s file.<br />
All ISP’s must be available for all staff to review.<br />
The ISP’s are not to be posted in a way that the child is identified, as well as any<br />
specifics regarding the child or the child’s specific programming.<br />
Staff follow through with activities <strong>and</strong> interactions which will assist children to reach their<br />
identified goals.<br />
Comments:
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
19. Evaluations.<br />
Completed on each program.<br />
Results are used to identify strengths <strong>and</strong> areas for quality improvement.<br />
A process to assist in action planning <strong>and</strong> work planning.<br />
A process for continual assessment.<br />
User friendly checklist for play room observations.<br />
Weekly evaluation (checklist) assists staff in ensuring the centre’s goals are reached.<br />
Available Evaluation Tools:<br />
ECERS<br />
ITERS<br />
SACERS<br />
QUEST 2<br />
HIGH/SCOPE<br />
HIGE FIVE<br />
OTHER:<br />
Comments:<br />
20. Observations.<br />
A tool to assist in exp<strong>and</strong>ing structured <strong>and</strong> unstructured activities.<br />
A tool to assist in recognizing individual differences.<br />
Comments:<br />
Recording observations assists in completing ISP plans.<br />
Staff work within a team framework to provide individualized programs <strong>and</strong> goals for all<br />
children.<br />
Note:<br />
Items not applicable to a specific program (ie: Nursery Schools) will be omitted at the time this form is completed by the <strong>Program</strong> <strong>Quality</strong> Coordinator.
Comments:<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
(Completed & Signed By <strong>Program</strong> <strong>Quality</strong> Coordinator) (Date)<br />
cc:<br />
Centre’s Board of Directors<br />
A copy of this form has been left at the centre in a sealed envelope for the Board of Directors:<br />
YES / NO<br />
Response By Executive Director/Supervisor:<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
(Completed & Signed By Executive Director/Supervisor) (Date)
Component 5<br />
PQI - Enhanced Benchmarks - Facilities<br />
PQI - Enhanced Benchmarks - Health, Hygiene & Safety<br />
PQI - Enhanced Benchmarks - Nutrition<br />
PQI - Enhanced Benchmarks - <strong>Program</strong><br />
PQI - Enhanced Benchmarks - Staffing<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong><br />
PQI - Enhanced<br />
Benchmarks - Staffing
PQI - STAFFING BENCHMARKS<br />
(Supervision, Interaction, Professionalism, Staff Development, Orientation & Resources)<br />
<strong>Program</strong> <strong>Quality</strong> Indicator - Staffing<br />
BENCHMARKS<br />
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
SUPERVISION:<br />
1. Child:Staff ratio.<br />
In a situation when being short staffed takes place, a working plan previously developed<br />
is implemented ensuring all children are supervised at all times.<br />
Additional staff/assistance is readily available.<br />
2. Support staff/services in place for cooking, maintenance <strong>and</strong> cleaning tasks.<br />
In a situation when being short staffed will affect the daily operation of the program, a<br />
working plan previously developed is implemented ensuring all program operations are<br />
maintained at the least to minimum.<br />
3. Staff greet visitors upon arrival.<br />
Unfamiliar visitors are asked the purpose of their visit.<br />
Staff approach unknown persons on site immediately.<br />
4. Head Counts<br />
Before <strong>and</strong> after each transition.<br />
Staff are aware of the number <strong>and</strong> location of children at all times.<br />
Each time there is a change in staff within programs.<br />
Staff update relieving staff on number of children in program <strong>and</strong> the whereabouts of<br />
children not in the room but part of the group.
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
5. Staff ensure ongoing safety of the children at all times of the day.<br />
Arrangement of the play area provides staff with the opportunity to be aware of the<br />
location of all children.<br />
Staff face the children <strong>and</strong> do not put their backs to the group or to the activities.<br />
Comments:<br />
Staff use rules that are clear, reasonable <strong>and</strong> consistent.<br />
Staff ensure children underst<strong>and</strong> the rules.<br />
Staff simplifies rules to games so that younger children can underst<strong>and</strong>/succeed.<br />
When dealing with consequences, children are asked to come up with solutions rather<br />
than the staff dictating.<br />
Staff gives choices to assist child if difficulties arise.<br />
Staff are aware of persons authorized to pick up the children.<br />
Staff follow internal process if someone other than authorized individual arrive at the<br />
program to pick up a child.<br />
Staff administer first aid as required <strong>and</strong> completes all necessary paper work.<br />
Supervision of children ensures for both safety <strong>and</strong> child’s need to explore.<br />
Supervision requirements reviewed regularly with all staff.<br />
INTERACTIONS:<br />
1. Positioning <strong>and</strong> re-direction.<br />
TODDLERS:<br />
Staff stay close to children who bites/hits.<br />
ALL GROUPS:<br />
Positive.<br />
Guide child back to task/activity by putting arm around his/her shoulder.<br />
Avoid power struggles.<br />
Staff comfort children according to their individual needs (ie: upset at time of separation,<br />
if not feeling well).<br />
Staff balance observing <strong>and</strong> listening with directing <strong>and</strong> telling.
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
2. Providing activities to promote socialization, discovery, experimentation, exploration<br />
<strong>and</strong> learning experiences.<br />
Children are provided with opportunities to learn new skills <strong>and</strong> gain confidence.<br />
Children have the opportunity to combine toys/equipment to assist them in creating their<br />
own learning experiences.<br />
Activities provide children with the opportunity to be spontaneous <strong>and</strong> curious.<br />
Play areas are set up in an inviting fashion.<br />
Staff respond positively to spontaneous learning opportunities.<br />
Staff encourage children to use words <strong>and</strong> talk to express themselves.<br />
Staff encourage children to repeat words, phrases, songs, verses to help with developing<br />
communication skills.<br />
3. Dealing with emotions.<br />
Staff help children label their emotions.<br />
Staff provide children with various ways of expressing their emotions constructively.<br />
Staff respond appropriate to children’s emotions.<br />
Staff use positive direction <strong>and</strong> comments.<br />
Staff help children underst<strong>and</strong> that it is okay to feel the way they do (happy, sad, hurt,<br />
angry).<br />
Children are encouraged to express their feelings.<br />
4. Opportunities to build one’s self esteem.<br />
Staff acknowledge positive behaviours.<br />
Staff acknowledge accomplishments no matter the size.<br />
Staff offer encouragement to help the children develop a sense of accomplishment.<br />
Staff emphasizes a child’s positive behaviour rather than on the problematic situation.<br />
Staff respond positively to children’s interests, strengths <strong>and</strong> needs.<br />
Staff comment on the task <strong>and</strong> behaviour of the child, not the child.<br />
Staff break up the task/activity into smaller steps when necessary to give children the<br />
sense of accomplishment.<br />
Staff/parent/child communications support on going development of positive self-esteem.<br />
Children provided with every opportunity to develop to their fullest potential.
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
5. Promoting independence.<br />
Staff provide children with time to complete craft/tasks/activities.<br />
Staff respect children’s decisions.<br />
Staff underst<strong>and</strong> that each child is unique different <strong>and</strong> has different needs.<br />
Staff provide children with meaningful choices to encourage independence.<br />
Staff assist the children when required.<br />
When getting ready for outdoors have the children’s clothing in the room so the children<br />
can start dressing themselves while waiting for assistance.<br />
Children are encouraged to tidy up once finished with an activity/task.<br />
Toys/equipment/materials are placed so children can easily <strong>and</strong> safely access them.<br />
6. Encouraging peer interaction.<br />
To develop friendships staff encourage children to play with each other.<br />
Staff introduce children to each other.<br />
Staff encourage children to call their friends by their names.<br />
Children are encouraged to help their friends tidy their equipment/materials/toys.<br />
Children are aware of the number of participants at the various learning centres.<br />
Staff encourage children to respect their personal belongings as well as those of their<br />
friends.<br />
Comments:<br />
COMMUNICATION:<br />
1.Ongoing communication between staff takes place to ensure all staff are aware of<br />
issues/news/initiatives/ programs/community updates.<br />
Issues brought forward through informal staff discussions are addressed.<br />
Ongoing communication takes place to ensure changes to the environment <strong>and</strong><br />
atmosphere are made when necessary.<br />
Staff support each other during times of changes.<br />
Staff are involved in making choices <strong>and</strong> decision making.<br />
Staff always have the opportunity to discuss situations with each other/Supervisor before<br />
referring parents/guardians to community agencies.<br />
Minutes of formal staff meetings are available to all staff.
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
2. Activities, rules <strong>and</strong> expectations are clear.<br />
Realistic.<br />
Age appropriate.<br />
Appropriate developmental level of children.<br />
Staff explain to the children the reasons for rules.<br />
Staff explain rules at a level the children underst<strong>and</strong> (simple <strong>and</strong> to the point).<br />
Staff use clear, positive directions <strong>and</strong> help children to underst<strong>and</strong> directions <strong>and</strong><br />
expectations.<br />
Explanation of re-direction are in a non-threatening manner.<br />
Safety rules for indoor <strong>and</strong> outdoor play reviewed on an regular basis.<br />
Staff explain that specific language, behaviours, etc. are unacceptable <strong>and</strong><br />
inappropriate.<br />
Outcomes/consequences need to be in place <strong>and</strong> explained to the children before the<br />
rules are broken.<br />
Children need to be aware of the choices available to them <strong>and</strong> they need to be<br />
accountable for their choices.<br />
Staff deal with discipline as per centre’s policy in a consistent manner <strong>and</strong> with care <strong>and</strong><br />
patience.<br />
Staff ask open-ended questions to encourage problem-solving.<br />
Staff observe children’s interactions <strong>and</strong> intervening appropriately by giving verbal<br />
direction if <strong>and</strong> when necessary.
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
3. Staff are responsible for daily attendance, daily communication log entries <strong>and</strong> reports.<br />
Comments:<br />
Staff read communication book upon starting work.<br />
Messages received from parents / guardians are written in the daily communication log<br />
immediately to avoid misunderst<strong>and</strong>ings.<br />
Information to be shared between staff regarding children, parent messages <strong>and</strong><br />
program updates/changes once received are recorded immediately .<br />
Staff aware of any medical conditions of children in program.<br />
Staff know the whereabouts of absent or late children.<br />
Staff aware of each child’s day <strong>and</strong> is able to communicate with each parent/guardian<br />
upon arrival/departure.<br />
Staff report injuries, illnesses <strong>and</strong> accidents <strong>and</strong> completes all necessary forms/reports<br />
as per centre’s policy.<br />
Attendance boards follow group inside <strong>and</strong> outside.<br />
PROFESSIONALISM:<br />
1. Staff are sensitive <strong>and</strong> professional with negative information.<br />
Parents / guardians referred to other professionals when needed. Process in place as to<br />
centre’s protocol (ie: discuss with Supervisor, Supervisor to meet with parent, etc.) <strong>and</strong><br />
all staff are aware of the process.<br />
Parents are re-directed to the Supervisor with questions concerning policies, procedures<br />
<strong>and</strong> practices.<br />
2. Staff demonstrate friendliness towards adults <strong>and</strong> children.<br />
Staff offer positive guidance to parents/guardians, co-workers, students.<br />
Staff respond to comments <strong>and</strong> concerns with respect, sensitivity <strong>and</strong> interest.<br />
Staff’s body language is reflective of messages being relayed.<br />
If a personality conflict exists between staff <strong>and</strong> parent/guardians, measures are taken to<br />
find an effective way to communicate.
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
3. Staff modulates voice appropriately.<br />
Staff speak in a pleasant voice tone.<br />
Staff uses languages that suits the developmental level of children.<br />
Staff initiate <strong>and</strong> build on conversations with children <strong>and</strong> between children.<br />
Staff interpret children’s messages to others when necessary.<br />
Staff listen to children.<br />
Staff ask questions to clarify message.<br />
Ongoing conversations assists in the development of vocabulary <strong>and</strong> communication<br />
skills.<br />
4. Staff role model positive behaviour in the play room.<br />
Staff role model the use of correct language.<br />
Staff demonstrate proper care of toys/materials (ie: do not throw toys into containers<br />
when tidying).<br />
Staff model positive social behaviour <strong>and</strong> language skills.<br />
Staff distributes food with the appropriate utensils.<br />
Staff h<strong>and</strong>s the food the children, does not throw the food onto the plate/across the<br />
table.<br />
Staff do not eat until they are sitting at the table.<br />
Staff do not eat while tidying the lunch table, walking to another area of the room, while<br />
st<strong>and</strong>ing.<br />
5. Staff demonstrate professionalism at all times.<br />
Staff underst<strong>and</strong> that the parents / guardians are the children’s primary caregiver.<br />
Staff maintain an established st<strong>and</strong>ard of professional confidentiality.<br />
Staff participate in parent interviews as required.<br />
Staff act as a resource to parents, coworkers, community networks.<br />
Staff adhere to all centre policies <strong>and</strong> procedures <strong>and</strong> the DNA.<br />
Comments:
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
ORIENTATION:<br />
1. An orientation for all new staff takes place prior to employment commencing.<br />
Orientation, visits <strong>and</strong> introductions completed prior to start of employment.<br />
Staff provided with Policy Manual <strong>and</strong> H<strong>and</strong>book (to include Centre’s Philosophy <strong>and</strong><br />
Mission Statement, goals, etc.) <strong>and</strong> Job Description (tasks, responsibilities).<br />
Staff aware of who to report to, DNA requirements, role of City, role of Ministry, Board of<br />
Directors.<br />
Evaluation process in place <strong>and</strong> explained to staff.<br />
Orientation also provided to students <strong>and</strong> volunteers.<br />
Staff aware, shown <strong>and</strong> explained all necessary forms, ie: Authorization of Medical<br />
Form, Accident - Incident Report Forms, Serious Occurrence Forms, Suspicion of Child<br />
Abuse Form, Playground Checks, etc.<br />
All staff participate <strong>and</strong> are familiar with the playground inspection.<br />
2. A process is in place to mentor, coach <strong>and</strong> guide new staff.<br />
A process is in place to assist new staff with specific situations.<br />
Role modeling/peer mentoring available to new staff.<br />
Staff work as a team.<br />
Comments:<br />
Staff maintain self control when dealing with others.<br />
Staff aware of methods of providing guidance to parents, co-workers <strong>and</strong> students.<br />
Staff are respectful of other’s point of view <strong>and</strong> ideas.<br />
STAFF DEVELOPMENT:<br />
1. Plans for ongoing staff development <strong>and</strong> training are developed, implemented <strong>and</strong><br />
revised according to training availabilities.<br />
All staff have equal opportunities to attend training sessions.<br />
Funding available to assist staff with training sessions.
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
2. Self evaluation.<br />
Assists in annual self performances.<br />
Assists in continual assessment of work.<br />
A process for recognition <strong>and</strong> support for hard work.<br />
Comments:<br />
Journal writing is encouraged as an excellent tool for self evaluation.<br />
Staff underst<strong>and</strong> the importance of constructive suggestions for improvement.<br />
RESOURCES:<br />
1. All parents/guardians <strong>and</strong> children are greeted by staff upon arrival.<br />
Children <strong>and</strong> parents/guardians are encouraged to spend time in the program prior to<br />
starting at the centre.<br />
Daily health checks as completed as children arrive to the program.<br />
Process is in place to ensure the sharing of information.<br />
Process is in place to introduce new staff to children <strong>and</strong> parents/guardians.<br />
2. Resource materials are available to all staff.<br />
Parenting magazines, publications AECEO, CCCF, fact sheets, information on current<br />
issues, policy changes, Code of Ethics, workshops, evaluations.<br />
To assist staff with various interest areas (ie: intergeneration, diversity, cultural<br />
differences in the play room, health <strong>and</strong> safety).
0% - 50% of<br />
Benchmarks<br />
Achieved<br />
(Unsatisfactory)<br />
51% - 99%<br />
of<br />
Benchmarks<br />
Achieved<br />
100%<br />
of<br />
Benchmarks<br />
Achieved<br />
(Minimum)<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
50% of<br />
Enhanced<br />
Benchmarks<br />
100%<br />
of<br />
Benchmarks<br />
Achieved &<br />
100% of<br />
Enhanced<br />
Benchmarks<br />
(Exceptional)<br />
3. Supervisor / Executive Director.<br />
Aware of program staff’s ability to ensure the program operates smoothly.<br />
Provide staff with opportunities to implement changes to the program from evaluation<br />
findings.<br />
Comments:<br />
Staff are recognized for their valuable work.<br />
An ongoing process is in place to review supervision, including analyzing of<br />
accident/incident/Serious Occurrence/complaints reports.<br />
Child Abuse reporting procedures are reviewed regularly <strong>and</strong> signed annually by staff.<br />
Date of last revision to be recorded.<br />
Policies <strong>and</strong> procedures are reviewed <strong>and</strong> discussed at least once a year with staff.<br />
Note:<br />
Items not applicable to a specific program (ie: Nursery Schools) will be omitted at the time this form is completed by the <strong>Program</strong> <strong>Quality</strong> Coordinator.
Comments:<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
(Completed & Signed By <strong>Program</strong> <strong>Quality</strong> Coordinator) (Date)<br />
cc:<br />
Centre’s Board of Directors<br />
A copy of this form has been left at the centre in a sealed envelope for the Board of Directors:<br />
YES / NO<br />
Response By Executive Director/Supervisor:<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
_________________________________________________________________________________________________________<br />
(Completed & Signed By Executive Director/Supervisor) (Date)
Forms<br />
Forms<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong>
OVERALL PROGRAM REVIEW<br />
Date:<br />
<strong>Program</strong> Name: ________________________________<br />
1. Children Supervised at all times<br />
Children seen by staff at all times Buddy System Children leave group alone<br />
2. Head Counts<br />
All groups - periodically Some groups - periodically No groups<br />
3. Staff:Child Interactions<br />
Ongoing by all staff Most of the time by all staff Most of the time by some staff<br />
Minimal by all staff Staff encourage independence <strong>and</strong> assist as needed<br />
Staff position themselves at child’s level when communicating <strong>and</strong> assisting with activity<br />
Staff use positive re-direction Staff recognize the individual uniqueness of children<br />
4. Staff<br />
All are enthusiastic Most are enthusiastic None are enthusiastic<br />
All appear happy <strong>and</strong> to be enjoying what they are doing<br />
Most appear happy <strong>and</strong> to be enjoying what they are doing<br />
None appear happy <strong>and</strong> none appear to be enjoying what they are doing<br />
All staff welcome the children <strong>and</strong> provide an inviting environment<br />
Most staff welcome the children <strong>and</strong> provide an inviting environment<br />
None of the staff welcome the children <strong>and</strong> do not provide an inviting environment<br />
5. Children<br />
All appear happy, busy <strong>and</strong> interested <strong>and</strong> seem to be enjoying themselves<br />
Most appear happy, busy <strong>and</strong> interested <strong>and</strong> seem to be enjoying themselves<br />
Many appear bored <strong>and</strong> unhappy<br />
6. Transitions<br />
Group advised of upcoming changes Limited waiting Smooth<br />
7. Safety/Supervision<br />
Unsafe conditions are addressed immediately Age appropriate equipment/materials<br />
Staff maximize view of play area, moving around play area<br />
Focus on small group while at the same time checking <strong>and</strong> scanning entire play area<br />
8. Overall Rating of Safety & <strong>Program</strong><br />
Excellent Very Good Good Fair Poor<br />
9. Overall Rating of Child:Staff Interactions<br />
Excellent Very Good Good Fair Poor<br />
Comments:<br />
________________________________________________________________________________________<br />
________________________________________________________________________________________<br />
________________________________________________________________________________________<br />
________________________________________________________________________________________<br />
Form Completed By:<br />
_____________<br />
cc: Board of Directors<br />
--
CHILDREN SERVICES<br />
PROGRAM SITE VISIT FORM<br />
Date of Visit:_______________________________________________________________<br />
Name of Centre:____________________________________________________________<br />
Location:__________________________________________________________________<br />
Reason for Site Visit:<br />
Complaint Received<br />
Regular unannounced<br />
Request from Centre/<strong>Program</strong><br />
Other<br />
Time of Visit:_______________________________________________________________<br />
Group Observed:<br />
Infant<br />
Toddler<br />
Preschool:<br />
Nursery School/<strong>Early</strong> <strong>Learning</strong>/Preschool <strong>Learning</strong>/School Readiness<br />
JK<br />
SAC: JR/SR<br />
ٱ<br />
ٱ<br />
ٱ<br />
ٱ<br />
ٱ<br />
ٱ<br />
ٱ<br />
ٱ<br />
ٱ<br />
Number of Children:_________________________________________________________<br />
Number of Staff:____________________________________________________________<br />
Site Visit Summary:<br />
Attached<br />
To Be Submitted to Supervisor<br />
To Be Submitted after Another Site Visit<br />
ٱ<br />
ٱ<br />
ٱ<br />
Comments:<br />
________________________________________________________________________________<br />
________________________________________________________________________________<br />
________________________________________________________________________________<br />
________________________________________________________________________________<br />
________________________________________________________________________________<br />
________________________________________________________________________________<br />
________________________________________________________________________________<br />
________________________________________________________________________________<br />
________________________________________________________________________________<br />
________________________________________________________________________________<br />
________________________________________________________________________________<br />
________________________________________________________________________________<br />
(This form completed <strong>and</strong> signed by <strong>Program</strong> <strong>Quality</strong> Coordinator.)<br />
cc: Board of Directors<br />
--
CHILDREN SERVICES<br />
PQI - BENCHMARK DATA FORM<br />
Date of Visit:<br />
Time of Visit:______________________________<br />
Name of Centre___________________________________________________________________<br />
Location: ________________________________________________________________________<br />
Group Observed:<br />
Infant Toddler JK SAC: JK/SR<br />
Preschool: Nursery School/<strong>Early</strong> <strong>Learning</strong>/Preschool <strong>Learning</strong>/School Readiness<br />
Number of Children:<br />
Number of Staff:__________________<br />
PQI - Benchmark<br />
RATING- BENCHMARKS ACHIEVED<br />
Column - 1<br />
0 - 50%<br />
Column - 2<br />
51% - 99%<br />
Column - 3<br />
100%<br />
Column - 4<br />
100% & 50%<br />
Enhanced<br />
Column - 5<br />
100% &100%<br />
Enhanced<br />
Facilities<br />
Health,<br />
Hygiene &<br />
Safety<br />
Nutrition<br />
<strong>Program</strong>ming<br />
Staffing<br />
Site Visit Summary:<br />
____________________________________________________________________________________________________________<br />
____________________________________________________________________________________________________________<br />
____________________________________________________________________________________________________________<br />
____________________________________________________________________________________________________________<br />
All components of Column 3 have been met & “no” Action Plan is required.<br />
YES / NO<br />
Action Plan is required <strong>and</strong> to be prepared by program Supervisor/Executive Director & <strong>Program</strong> <strong>Quality</strong><br />
Coordinator by<br />
________________________________________________(Date).<br />
Comments:<br />
_________________________________________________________________________________________________<br />
_________________________________________________________________________________________________<br />
_________________________________________________________________________________________________<br />
_________________________________________________________________________________________________<br />
_________________________________________________________________________________________________<br />
cc: Board of Directors<br />
--<br />
(This form completed <strong>and</strong> signed by <strong>Program</strong> <strong>Quality</strong> Coordinator.)
CHILDREN SERVICES<br />
PQI - BENCHMARK DATA FORM #2<br />
Date of Visit: Time of Visit: Visit #:_____________<br />
Name of Centre:___________________________________________________________<br />
Location:_________________________________________________________________<br />
Group Observed:<br />
Infant Toddler JK SAC: JK/SR<br />
Preschool: Nursery School/<strong>Early</strong> <strong>Learning</strong>/Preschool <strong>Learning</strong>/School Readiness<br />
Number of Children:<br />
Number of Staff:__________________<br />
PQI - Benchmark<br />
RATING- BENCHMARKS ACHIEVED<br />
Column - 1<br />
0 - 50%<br />
Column - 2<br />
51% - 99%<br />
Column - 3<br />
100%<br />
Column - 4<br />
100% & 50%<br />
Enhanced<br />
Column - 5<br />
100% &100%<br />
Enhanced<br />
Facilities<br />
Health,<br />
Hygiene &<br />
Safety<br />
Nutrition<br />
<strong>Program</strong>ming<br />
Staffing<br />
Site Visit Summary:<br />
All components of Column 3 have been met & “no” Action Plan is required.<br />
YES / NO<br />
Action Plan is required <strong>and</strong> to be prepared by program Supervisor/Executive Director & <strong>Program</strong><br />
<strong>Quality</strong> Coordinator by<br />
(Date).<br />
Comments:<br />
_________________________________________________________________________________________________<br />
_________________________________________________________________________________________________<br />
_________________________________________________________________________________________________<br />
_________________________________________________________________________________________________<br />
_________________________________________________________________________________________________<br />
_________________________________________________________________________________________________<br />
_________________________________________________________________________________________________<br />
_________________________________________________________________________________________________<br />
cc: Board of Directors<br />
--<br />
(This form completed <strong>and</strong> signed by <strong>Program</strong> <strong>Quality</strong> Coordinator.)
PQI - ENHANCED BENCHMARKS<br />
Name of Section being completed:<br />
Facilities Health, Hygiene & Safety Nutrition <strong>Program</strong> Staffing<br />
<strong>Program</strong> <strong>Quality</strong> Indicator -<br />
ENHANCED BENCHMARKS<br />
1. All Concerns Listed On Last Completed Site Visit Summary<br />
Form Have Been Addressed.<br />
2. 100 % of Benchmarks Achieved.<br />
3. Clear Operating License.<br />
4. No Outst<strong>and</strong>ing Serious Occurrences.<br />
5. PQI Certificate Posted at Centre.<br />
6. Updated Pre-Visit Form Completed & Submitted to CGS.<br />
7. Updated <strong>Program</strong> Data Form Completed & Submitted to CGS.<br />
8. Last Two Completed Site Visit Summary Forms Completed<br />
Have No Listed Concerns.<br />
YES<br />
NO<br />
Comments:<br />
____________________________________________________________________________________________________________________<br />
____________________________________________________________________________________________________________________<br />
____________________________________________________________________________________________________________________<br />
____________________________________________________________________________________________________________________<br />
____________________________________________________________________________________________________________________<br />
____________________________________________________________________________________________________________________<br />
____________________________________________________________________________________________________________________<br />
____________________________________________________________________________________________________________________<br />
____________________________________________________________________________________________________________________<br />
(Date) (Form Completed By)<br />
cc: Board of Directors<br />
--
Acronyms<br />
Acronyms<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong>
ACRONYMS<br />
AAC - Assisted Augmentative Communication<br />
ABA - Applied Behaviour Analysis<br />
ABC - Autism Behaviour Checklist<br />
ABLLS - Assessment of Basic Language & <strong>Learning</strong> Skills<br />
ACAATO - Association of Colleges of Applied Arts & Technology of Ontario<br />
ACSD - Assistance for Children with Severe Disabilities<br />
ADHD - Attention Deficit Hyperactivity Disorder<br />
ADI - Autism Diagnostic Interview<br />
ADOS - Autism Diagnostic Observation Schedule<br />
AECEO - Association of <strong>Early</strong> Childhood Educators, Ontario<br />
AFÉSEO - Association Francophone à l’Éducation des Services à l’Enfance de l’Ontario<br />
AFO - Assemblée de la francophonie de l’Ontario<br />
AFS - Algoma Family Services<br />
AGM - Annual General Meeting<br />
ASD - Autism Spectrum Disorder<br />
ASD-SSP - Autism Spectrum Disorder - School Support <strong>Program</strong><br />
ASL - American Sign Language<br />
AVIS - Apprentissage à la Vie et Intégration Sociale<br />
BBBF - Better Beginnings, Better Futures<br />
CARS - Childhood Autism Rating Scale<br />
CAS - Children’s Aid Society<br />
CCAC - Community Care Access Centre<br />
--
CCAN - Child Care Advocacy Network<br />
CCED - Comité consultatif de l’enfance en difficulté<br />
CCN - Children’s Community Network<br />
CCR - Child Care Resources<br />
CD - Clinical Director<br />
CFC - Child & Family Centre<br />
CFSA - Child & Family Services Act<br />
CGS - City of Greater Sudbury<br />
CGSACL - City of Greater Sudbury Association for Community Living<br />
CGSDS - City of Greater Sudbury Developmental Services<br />
CHAT - Checklist for Autism in Toddlers<br />
CIMS - Client Information Management System<br />
CMSM - Consolidated Municipal Service Manager<br />
CNIB - Canadian National Institute for the Blind<br />
CQI - Continuous <strong>Quality</strong> Improvement<br />
CS - Children Services<br />
CSA - Canadian St<strong>and</strong>ards Association<br />
CSI - Community Service Inventory<br />
CSR - Children Services Representative<br />
CTC - Children’s Treatment Centre<br />
CYW - Child & Youth Worker<br />
DAC - Data Analysis Co-ordinator<br />
DC - Day Care<br />
--
DCS - Developmental Clinical Services<br />
DH - Developmentally H<strong>and</strong>icapped<br />
DNA - Day Nurseries Act<br />
DS - Developmental Services<br />
DSSAB - District Social Services Administration Board<br />
DSW - Developmental Services Worker<br />
EA - Educational Assistant<br />
ECE - <strong>Early</strong> Childhood Educators<br />
ECERS - <strong>Early</strong> Childhood Environment Rating Scale<br />
ED - Executive Director<br />
EDI - <strong>Early</strong> Development Instrument<br />
EED - Éducation de l’enfance en difficulté<br />
ELCC - <strong>Early</strong> <strong>Learning</strong> <strong>and</strong> Care<br />
ELS - <strong>Early</strong> Literacy Specialist<br />
ES - Enhance Staff<br />
FAS - Fetal Alcohol Syndrome<br />
FLS - French Language Services<br />
FN - First Nations<br />
FRP - Family Resource <strong>Program</strong>s<br />
GAP - Grant Assistance <strong>Program</strong><br />
GDD - Global Developmental Delay<br />
HBHC - Healthy Babies/Healthy Children<br />
HR - Human Resources<br />
--
IBI - Intensive Behaviour Intervention<br />
ICAN - Independence Centre <strong>and</strong> Network<br />
IDP - Infant Development <strong>Program</strong><br />
IEP - Individual Education Plan<br />
IPRC - Identification, Placement <strong>and</strong> Review Committee<br />
ISP - Individual Service Plan<br />
IT - Instructor Therapist<br />
ITERS - Infant/Toddler Environment Rating Scale<br />
LEAP - <strong>Learning</strong>, Earning <strong>and</strong> Parenting <strong>Program</strong><br />
MCYS - Ministry of Children <strong>and</strong> Youth Services<br />
MDACL - Manitoulin District Association for Community Living<br />
MOU - Memor<strong>and</strong>um of Underst<strong>and</strong>ing<br />
MS-DSSAB -<br />
Manitoulin-Sudbury District Social Services Administration Board<br />
NCB - National Child Benefit<br />
NEMHC - North Eastern Mental Health Centre<br />
Nipissing - Nipissing District Developmental Screen<br />
NYS - Northern Youth Services<br />
OCA - Ontario Camping Association<br />
OCCSM - Ontario Child Care Service Management<br />
OCD - Obsessive Compulsion Disorder<br />
OC,OF - Our Children our Future / Nos Enfants Notre Avenir<br />
ODSP - Ontario Disability Support <strong>Program</strong><br />
OEYC - Ontario <strong>Early</strong> Years Centres<br />
--
OHR - Out of Home Respite<br />
OSAP - Ontario Student Assistance <strong>Program</strong><br />
OT - Occupational Therapist<br />
OW - Ontario Works<br />
PDD - Pervasive Developmental Disorder - part of Autism Spectrum<br />
Disorder<br />
PDD/DH - Pervasive Developmental Disease/Developmentally H<strong>and</strong>icapped<br />
PDDST - Pervasive Developmental Disorders Screening Test<br />
PECS - Picture Exchange Communication System<br />
PHIPA - Personal Health Information Protection Act<br />
PIPEDA - Personal Information Protection & Electronic Documents Act<br />
Portage - Portage Guide to <strong>Early</strong> Education<br />
PQI - <strong>Program</strong> <strong>Quality</strong> <strong>Indicators</strong><br />
PSA - Pre School Autism<br />
PT - Physiotherapist<br />
QA - <strong>Quality</strong> Assurance<br />
RC - Resource Consultant<br />
RGE - Ressources sur la garde d’enfants<br />
SACC - School Aged Child Care<br />
SACERS - School-Aged Care Environment Rating Scale<br />
SDHU - Sudbury District Health Unit<br />
SEAC - Special Education Advisory Committee<br />
SERT - Special Education Resource Teacher<br />
--
SLP - Speech Language Pathologist<br />
SNR - Special Needs Resourcing<br />
SPOT - Speech Physiotherapy <strong>and</strong> Occupational Therapy Team<br />
SSD - Seamless Service Delivery<br />
SSP - School Support <strong>Program</strong><br />
ST - Senior Therapist<br />
SYS - Sudbury Youth Services<br />
TOR - Terms of Reference<br />
VB - Verbal Behaviour<br />
WLC - Waitlist Coordinator<br />
WSIB - Workers Safety Insurance Board<br />
YTD - Year to date<br />
--
Glossary<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong><br />
Glossary
--<br />
GLOSSARY<br />
(Identified by an asterick (*) throughout the PQI)<br />
AECEO: The Association of <strong>Early</strong> Childhood Educators of Ontario has taken the leadership role in<br />
the support <strong>and</strong> professional development of early childhood educators. The association has existed<br />
for over 50 years <strong>and</strong> continues to acknowledge individuals who continue to develop their knowledge,<br />
skills <strong>and</strong> dispositions.<br />
AFÉSEO: Association Francophone à l’Éducation des Services à l’Enfance de l’Ontario.<br />
AREAS OF PRESSURE: Membership fees, training costs.<br />
BENCHMARKS: Criteria to be used in measuring the quality of an agency’s program.<br />
CENTRE PROTOCOL: A document that describes a working relationship between CCR <strong>and</strong> licensed<br />
programs.<br />
CHILD CARE: Any licensed program that offers care to children.<br />
CHILD CARE RESOURCES (CCR): A children’s service organization which provides various<br />
programs with support to children, families <strong>and</strong> other agencies.<br />
COMMUNITY ATTRACTIONS: Library, events, local sites, guest speakers, Intergenerational<br />
partnerships.<br />
CURRENT OPERATING LICENSE: A new license or renewal of a license valid for a specific period<br />
of time, meeting all the requirements of the Day Nurseries Act (DNA).<br />
DAY NURSERIES ACT (DNA): Minimum MC&YS requirements to be met by operators of day<br />
nursery programs in order to be issued an operational license.<br />
E-MAIL: Inappropriate/appropriate use, Internet access.<br />
EARLY CHILDHOOD EDUCATOR (ECE): A graduate of the <strong>Early</strong> Childhood Education program.<br />
ENHANCED BENCHMARKS: Additional criteria to assist agencies in reaching a higher st<strong>and</strong>ard of<br />
quality in their program.<br />
EQUIVALENT: The recognition made by the AECEO or AFÉSEO for courses different from <strong>Early</strong><br />
Childhood Education courses but of equal value to the <strong>Early</strong> Childhood Education diploma. (Refer to<br />
DNA 59(1))<br />
High Five: Parks <strong>and</strong> Recreation Ontario (PRO) implemented HIGH FIVE in 1994 to value children<br />
<strong>and</strong> to acknowledge the impact of recreation <strong>and</strong> sport on children in middle childhood (6 - 12 years<br />
of age).
High Five - Score Sheet for Quest 2: Measured results of quality from the perspective of healthy<br />
child development in middle childhood (6 - 12 years of age).<br />
IN-TRAINING: A person enrolled in a recognized early childhood education program who is intending<br />
to achieve the qualifications set out in the regulations under the DNA.<br />
INDIVIDUAL SERVICE PLAN: Developed in partnership with parents, CCR <strong>and</strong> child care staff (ie:<br />
Supervisor/Executive Director) to ensure the individual service plan is incorporated into the overall<br />
program of the centre. Reviewed on a regular basis <strong>and</strong> changes to the plan are reflected in an<br />
updated individual service plan <strong>and</strong> all parties involved are informed of all changes.<br />
INSIDE: All inside operational components of the building.<br />
INSIDE FURNISHINGS, APPLIANCES & EQUIPMENT: All items required inside the building to<br />
ensure that operational needs are met.<br />
INSIDE PLAY EQUIPMENT: All items used by the children during inside routines.<br />
LOCATION: Actual address of program.<br />
MINISTRY: Ministry of Children <strong>and</strong> Youth Services. (MC&YS). The licensing agent for day nursery<br />
programs.<br />
NETWORKS: Developed groups who provide the centres’ staff with resources, material, staff<br />
development, etc. <strong>and</strong> available for ongoing linkages. Membership may be an option.<br />
OPEN DOOR POLICY: Appointments are not necessary <strong>and</strong> parents are always welcome to view the<br />
program <strong>and</strong> visit their child/ren during the centres’ operating hours. If parents want to discuss issues<br />
concerning their child or the centre’s program setting an appointment would likely be recommended<br />
to ensure the Executive Director/Supervisor is available.<br />
ORGANIZATIONS: Developed groups who provide the centres’s staff with resources, material, staff<br />
development, etc. <strong>and</strong> available for ongoing linkages. Membership may be an option.<br />
OTHERWISE APPROVED: Level of status approved by the Ministry Director as requested by the<br />
agency.<br />
OUTSIDE: All outside operational components of the program including the building <strong>and</strong><br />
programming.<br />
OUTSIDE FURNISHINGS, APPLIANCES & EQUIPMENT: All items required outside the building to<br />
ensure that operational needs are met.<br />
--
POLICIES, PROCEDURES & PRACTICES: Outlined processes for all components of the program<br />
to be followed by staff to ensure quality services. The lists provided are to be used as a guide to<br />
assist programs in developing additional policies as required to maintain a quality service.<br />
PRESCHOOL: NURSERY SCHOOLS/EARLY LEARNING/PRESCHOOL LEARNING/SCHOOL<br />
READINESS: Any program that offers a school readiness component to children.<br />
PROFESSIONAL DEVELOPMENT: Staff participation in workshops, meetings, seminars, site visits,<br />
etc. which enhances program quality.<br />
PROGRAM QUALITY INDICATORS (PQI): Criteria outlined by the Children Services Section of the<br />
City of Greater Sudbury to assist agencies in reaching a higher st<strong>and</strong>ard of quality in their program.<br />
STAFF: All staff. Full time, part time, relief, support, contract, enhanced.<br />
SUN SAFE: Hats, sunscreen, water bottle.<br />
SUPPORT STAFF: Cook, janitor, administrative.<br />
TELEPHONE: Cell phone, long distance.<br />
THE NETWORK: The Network exists to foster the growth <strong>and</strong> development of supervisor’s <strong>and</strong><br />
director’s as they evolve child care environments to support families. Membership of The Network<br />
include: any management/supervisory position of CCR members including Ontario <strong>Early</strong> Years<br />
Centres (OEYC), representative of CCR, City of Greater Sudbury (ex-officio), MC&YS (ex-officio)<br />
<strong>and</strong> non member child care programs who are not CCR members (for portions of the meetings when<br />
the funders will be giving system information/direction or updates.<br />
TRAINED: A person who has the qualifications set out in the regulations under the DNA <strong>and</strong> who<br />
plans <strong>and</strong> oversees program for one group of children as set out in section 59 of the regulation under<br />
the DNA.<br />
UNIVERSAL PRECAUTIONS: Sanitary practices, h<strong>and</strong>washing, dental hygiene, diapering, meal<br />
preparation, washroom practices.<br />
WEATHER CONDITIONS: Smog, excess heat, frost bite, humidex, windchill.<br />
--
Documents<br />
Documents<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong>
Association of <strong>Early</strong> Childhood Educators,<br />
Ontario (AECEO)<br />
Code of Ethics<br />
The AECEO Code of Ethics reflects a core set of beliefs <strong>and</strong> values, which are fundamental to our<br />
field <strong>and</strong> serve to inform practice as <strong>Early</strong> Childhood Educators. Members of the AECEO, through<br />
the Code of Ethics, publicly acknowledge their commitment to these beliefs <strong>and</strong> values <strong>and</strong> recognize<br />
their responsibility to use the code of Ethics on a day to day basis to guide their behaviour in working<br />
with the children <strong>and</strong> families of Ontario.<br />
Obligations to Children<br />
As <strong>Early</strong> Childhood Educators working with <strong>and</strong> for young children, we are committed to promoting<br />
developmental care <strong>and</strong> education for each child in a co-operative relationships with the family <strong>and</strong><br />
the community. <strong>Early</strong> Childhood Education program enable children to participate fully in<br />
environments carefully planned to serve individual needs <strong>and</strong> to facilitate the child’s progress in the<br />
social, emotional, physical <strong>and</strong> cognitive areas of development. <strong>Early</strong> Childhood Educators working<br />
with young children are obliged to:<br />
1. Maintain <strong>and</strong> promote each child’s self-esteem.<br />
2. Recognize <strong>and</strong> respect the uniqueness <strong>and</strong> the potential of each child.<br />
3. Be accepting of all children, respecting race, belief system, gender, national origin <strong>and</strong><br />
socio-economic status.<br />
4. Accept <strong>and</strong> integrate into regular programs the child with special needs when such<br />
integration is advisable <strong>and</strong> sufficient support is available.<br />
5. Be familiar with the knowledge base of <strong>Early</strong> Childhood Education <strong>and</strong> demonstrate this<br />
knowledge in program practices.<br />
6. Create <strong>and</strong> maintain a safe <strong>and</strong> healthy setting that supports the positive growth <strong>and</strong><br />
welfare of children.<br />
7. Refrain from physical punishment, verbal abuse (e.g. sarcasm, ridicule) <strong>and</strong><br />
psychological abuse (e.g. threats, encouraging fear) of children in interactions with<br />
them.<br />
8. Maintain the confidentiality of information obtained in the course of professional<br />
dealings with children <strong>and</strong> families. However, when concerned about a child’s welfare,<br />
it is permissible to reveal confidential information to agencies <strong>and</strong> individuals who may<br />
be able to act in the child’s interest.<br />
9. Recognize symptoms of child abuse <strong>and</strong> know <strong>and</strong> act on law pertaining to child abuse.<br />
10. Involve all individuals (colleagues <strong>and</strong> parents) in decisions concerning the child.<br />
--
11. Report in a responsive manner <strong>and</strong> through the appropriate channels instances of noncompliance<br />
with laws <strong>and</strong> regulations to those who will take corrective action.<br />
12. Advocate <strong>and</strong> contribute to the extension of public information <strong>and</strong> education about<br />
children’s needs for quality services.<br />
13. Advocate for policies <strong>and</strong> laws that promote the well being of children <strong>and</strong> their families.<br />
Obligations to Families<br />
Families are of primary importance in children’s development. (The term family may include others<br />
besides parents who are responsibly involved with the child.) Because the family <strong>and</strong> the <strong>Early</strong><br />
Childhood Educator have a common interest in the child’s welfare, we acknowledge a primary<br />
responsibility to bring about collaboration between the home <strong>and</strong> <strong>Early</strong> Childhood programs in ways<br />
that enhance the child’s development. <strong>Early</strong> Childhood Educators working with families are obligated<br />
to:<br />
1. Develop relationships of mutual trust with families they serve.<br />
2. Respect the dignity of each family.<br />
3. Respect families child rearing values <strong>and</strong> their right to make decision for their children.<br />
4. Interpret each child’s progress to guardians within the framework of a developmental<br />
perspective <strong>and</strong> help families underst<strong>and</strong> <strong>and</strong> appreciate the value of developmentally<br />
appropriate <strong>Early</strong> Childhood programs.<br />
Obligation to Colleagues<br />
<strong>Early</strong> Childhood Education is a profession that relies on a team approach. The relationship of<br />
colleagues within a profession influences the status of the profession <strong>and</strong> the quality of service<br />
provided. Colleagues in <strong>Early</strong> Childhood Education must act with integrity in supporting one another<br />
<strong>and</strong> adopting professional attitudes <strong>and</strong> behaviours in their work as models <strong>and</strong> teachers for young<br />
children. An <strong>Early</strong> Childhood Educator is obliged to:<br />
1. Present professional qualifications, experience <strong>and</strong> affiliations honestly.<br />
2. Speak or act on behalf of an association or organization only when duly authorized <strong>and</strong><br />
then to do so accurately.<br />
3. Establish <strong>and</strong> maintain co-operative relationships with colleagues <strong>and</strong> other<br />
professionals providing service to the child.<br />
4. Exercise care in expressing views on the disposition <strong>and</strong> professional conduct of<br />
colleagues, confining such comments to matters of fact, which arise out of the first-h<strong>and</strong><br />
knowledge <strong>and</strong> which relate to the interest of children.<br />
5. Respect the confidentiality of views expressed in private by colleagues.<br />
6. Support a climate of trust <strong>and</strong> forthrightness in the work place that will ensure that<br />
colleagues are able to speak <strong>and</strong> act in the best interest of children without fear of<br />
recrimination.<br />
--
7. Present concerns about the professional behaviour of a colleague, first to that person<br />
<strong>and</strong> attempt to solve the matter collegially.<br />
8. Participate in the development <strong>and</strong> implementation of teaching methods that will<br />
effectively address the stated educational principles <strong>and</strong> goals of programs.<br />
9. Be a willing participant in the training process by articulating concern constructively <strong>and</strong><br />
by providing opportunities for students to practise professional skills under<br />
knowledgeable supervision.<br />
Obligations to Leaders<br />
Recognition that <strong>Early</strong> Childhood Educators in leadership positions can substantially influence the<br />
quality of programs for young children, a code of ethics must specify additional guidelines for the<br />
professional competence <strong>and</strong> special duties of supervisors, consultants, administrators <strong>and</strong> training<br />
personnel. <strong>Early</strong> Childhood Educators in leadership positions are accountable for the programs <strong>and</strong><br />
service provided. An <strong>Early</strong> Childhood Educator working in a leadership role is obliged to:<br />
1. Develop <strong>and</strong> state clearly a philosophy toward the care <strong>and</strong> education of children <strong>and</strong><br />
adhere to practices that are consistent with the goals inherent in this philosophical<br />
approach.<br />
2. Provide a written job description <strong>and</strong> personnel policies that define program st<strong>and</strong>ards.<br />
3. Conduct each staff <strong>and</strong> student evaluation impartially, basing it on first-h<strong>and</strong><br />
observations of performance in accordance with the duties <strong>and</strong> responsibilities<br />
contained in the job description or student placement guidelines. Employees who do<br />
not meet program st<strong>and</strong>ards shall be informed of the areas of concern <strong>and</strong> when<br />
possible, assisted in improving their performance.<br />
4. Support professional development <strong>and</strong> advancement of personnel.<br />
5. Act promptly <strong>and</strong> decisively in situations where the well being of children is<br />
compromised, ensuring that the best interests of children supersede all other<br />
considerations.<br />
6. Inform an employee in advance of the reasons for dismissal, referring only to evidence<br />
of unsatisfactory performance which is accurate, documented, current <strong>and</strong> available to<br />
the employee.<br />
7. Exercise utmost discretion when providing information or recommendations about<br />
children, families or personnel when such information is solicited by authorized persons.<br />
Obtain consent from the parties concerned whenever practical, especially when such<br />
information may be prejudicial.<br />
8. Make use of community <strong>and</strong> professional services when appropriate <strong>and</strong> provide<br />
parents with information about resources that will support <strong>and</strong> strengthen family life.<br />
9. Hire, promote <strong>and</strong> provide training in accordance with Human Rights Legislation.<br />
--
Obligations of Professional Competence<br />
<strong>Early</strong> Childhood Educators have a commitment to ensure their own continuing professional<br />
competence <strong>and</strong> to further the field of <strong>Early</strong> Childhood Education. <strong>Early</strong> Childhood Educators are<br />
obliged to:<br />
1. Keep professional knowledge up to date.<br />
2. Recognize critical self-reflection as an important part of professional development.<br />
3. Engage in self-care activities, which help to avoid conditions (e.g. burnout, substance<br />
abuse) which could result in impaired judgement <strong>and</strong> interfere with their ability to benefit<br />
others.<br />
4. Further the professional development of the field of <strong>Early</strong> Childhood Education <strong>and</strong> to<br />
strengthen its commitment to realizing its core values as reflected in this Code.<br />
We acknowledge the AECEO for allowing us to include the above in our document.<br />
Association of <strong>Early</strong> Childhood Educators, Ontario (AECEO)<br />
40 Orchard View Blvd. Suite 211<br />
Toronto, Ontario M4R 1B9<br />
Telephone: 416-487- 3157<br />
Fax: 416-487-3758<br />
E-mail: aeceo@bellnet.ca<br />
Website: www.aeceo.ca<br />
--
Children Services /Les Services d’enfants<br />
Ethical Principles <strong>and</strong> Practices/Principes et Pratiques Étiques<br />
KEY GUIDING PRINCIPLES /PRINCIPES DIRECTEURS CLÉS<br />
Enabling children to participate to their full potential in environments that meet their needs<br />
Permettre aux enfants de s’épanouir pleinement dans des milieux qui répondent à leurs besoins<br />
Maintaining privacy, confidentiality, <strong>and</strong> informed consent<br />
Assurer la protection de la vie privée, la confidentialité et le consentement éclairé<br />
Ensuring access to Information<br />
Garantir l’accès à l’information<br />
Advocating for policies that promote the well-being of children <strong>and</strong> families<br />
Défendre les politiques favorisant le bien-être des enfants et des familles<br />
Recognizing the central importance of human relationships <strong>and</strong> dignity <strong>and</strong> worth of the person <strong>and</strong> family<br />
Reconnaître l’importance vitale des relations humaines, de la dignité et de la valeur de la personne et de la famille<br />
Promoting self-determination <strong>and</strong> empowerment for families<br />
Favoriser l’autodétermination et le renforcement de l’autonomie des familles<br />
Recognizing cultural diversity<br />
Reconnaître la diversité culturelle<br />
Demonstrating professional competence<br />
Faire preuve de compétence professionnelle<br />
SECTION I:<br />
OBLIGATIONS TO CHILDREN AND FAMILIES<br />
OBLIGATIONS À L’ÉGARD DES ENFANTS ET DES FAMILLES<br />
Enabling children to participate to their full potential in<br />
environments that meet their needs<br />
Children Services has a responsibility to support safe <strong>and</strong> healthy<br />
settings for child development <strong>and</strong> well-being.<br />
Permettre aux enfants de s’épanouir pleinement dans des<br />
milieux qui répondent à leurs besoins<br />
Le personnel des Services d’enfants ont la responsabilité de<br />
favoriser des milieux sains et sécuritaires pour le développement<br />
et le bien-être de l’enfant.<br />
Maintaining privacy, confidentiality <strong>and</strong> informed consent<br />
Children Services respects the right to privacy of individuals by<br />
maintaining the confidentiality of collected information.<br />
Ensuring access to information<br />
Children Services respects clients’ right to be fully informed<br />
Engaging in advocacy<br />
Children Services Supports <strong>and</strong> promotes quality child care<br />
Assurer la protection de la vie privée, la confidentialité et le<br />
consentement éclairé<br />
Le personnel des Services d’enfants respecte le droit de chacun<br />
à la vie privée et assure la confidentialité et le caractère privé des<br />
renseignements recueillis.<br />
Garantir l’accès à l’information<br />
Le personnel des Services d’enfants respecte le droit des clients<br />
à être informés<br />
Défendre les politiques favorisant le bien-être<br />
Le personnel des Services d’enfants augmentent l’accès à des<br />
services de garde d’enfants de qualité.<br />
--
Recognizing the central importance of human relationships<br />
<strong>and</strong> dignity <strong>and</strong> worth of the person <strong>and</strong> family<br />
Children Services strives to help children <strong>and</strong> families in need <strong>and</strong><br />
respects the dignity of each family by engaging in trusting, caring<br />
<strong>and</strong> co-operative relationships.<br />
Self-determination <strong>and</strong> empowerment<br />
Children Services believes that parents know what is best for their<br />
children.<br />
Reconnaître l’importance vitale des relations humaines, de la<br />
dignité et de la valeur de la personne et de la famille<br />
Le personnel des Services d’enfants s’efforcent d’aider les<br />
enfants et les familles dans le besoin; ils respectent la dignité de<br />
chaque famille en tissant des relations fondées sur la confiance,<br />
l’empathie et la collaboration.<br />
Favoriser le renforcement de l’autonomie<br />
Le personnel des Services d’enfants croit que les parents savent<br />
ce qui convient le mieux à leurs enfants;<br />
Recognizing cultural diversity<br />
Children Services recognizes diverse family types <strong>and</strong> the child<br />
rearing values of families.<br />
Reconnaître la diversité culturelle<br />
Le personnel des Services d’enfants reconnaît qu’il existe divers<br />
types de familles et diverses valeurs familiales par rapport à<br />
l’éducation des enfants.<br />
SECTION II:<br />
OBLIGATIONS OF PROFESSIONAL COMPETENCE<br />
OBLIGATIONS EN MATIÈRE DE COMPÉTENCE PROFESSIONNELLE<br />
Children Services establishes <strong>and</strong> maintains co-operative<br />
relationships with colleagues <strong>and</strong> other professionals.<br />
Le personnel des Services d’enfants établissent et maintiennent<br />
des relations de coopération avec leurs collègues et d’autres<br />
professionnels.<br />
SECTION III: OBLIGATIONS TO COLLEAGUES<br />
OBLIGATIONS ENVERS LES COLLÈGUES<br />
Children Services respects <strong>and</strong> supports co-workers <strong>and</strong> the work<br />
environment by fostering the principles of a team approach.<br />
Le personnel des Services d’enfants respecte et appuie ses<br />
collègues ainsi que le milieu de travail et favorise les principes<br />
d’une approche d’équipe.<br />
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SERVICE EVALUATION FOR CHILD CARE<br />
TO: Parents of Children Receiving Child Care Services DATE:<br />
The City of Greater Sudbury as a provider of child care services <strong>and</strong> as a purchaser of such services in the community, is interested in your feedback about the<br />
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<br />
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<br />
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<br />
you.<br />
Name of Child Care Centre:<br />
<strong>Program</strong> Attended:<br />
Length of time Child Care has been utilized:<br />
Infant Toddler Preschool School-Age<br />
Name of Person Completing this Evaluation (optional):<br />
RATING SCALE: 1 - Needs Improvement 2 - Fair 3 - Good 4 - Very Good 5 - Excellent<br />
PLEASE CIRCLE A NUMBER OR ANSWER YES/NO (WHERE APPLICABLE). PLEASE MAKE COMMENTS THAT WOULD BE VALUABLE TO US IN<br />
IMPROVING OUR SERVICES. Comments for ratings below “3" would be very helpful in addressing your concerns.<br />
# RATING SCALE COMMENTS<br />
(A) FACILITIES<br />
A1 The centre looks <strong>and</strong> smells clean. 1 2 3 4 5<br />
A2 The play areas are safe, attractive <strong>and</strong> well organized. 1 2 3 4 5<br />
A3<br />
Toys <strong>and</strong> equipment are clean, plentiful <strong>and</strong> in good<br />
condition.<br />
1 2 3 4 5<br />
A4 I feel secure leaving my child/ren at the centre. 1 2 3 4 5<br />
A5<br />
I have been appropriately notified of minor/major injuries<br />
which my child has received at day care.<br />
1 2 3 4 5<br />
1
A6 I feel welcomed at the centre at any time. 1 2 3 4 5<br />
A7 I feel the centre is a support to my family. 1 2 3 4 5<br />
(B)<br />
PROGRAM<br />
B1 The centre’s hours of service meets my needs. 1 2 3 4 5<br />
B2<br />
I feel that the ethnic, cultural <strong>and</strong> individual needs are<br />
respected by the centre <strong>and</strong> staff.<br />
1 2 3 4 5<br />
B3 I am satisfied with the service provided by the centre. 1 2 3 4 5<br />
B4<br />
B5<br />
(C)<br />
C1<br />
C2<br />
C3<br />
Staff provide me with daily information about my<br />
child/ren (i.e. meals, sleep, verbal communication).<br />
Questions <strong>and</strong> concerns that I have regarding my<br />
child/ren’s day are answered by staff in a friendly,<br />
knowledgeable manner.<br />
PARENT PARTICIPATION<br />
The orientation provided to me answered the<br />
question/concerns that I had.<br />
The parent h<strong>and</strong>book that I was given at the time of enrolling my<br />
child/ren outlines the various policies of the centre (i.e. fire drills,<br />
general hygiene, discipline <strong>and</strong> illness).<br />
I was shown the location of the Parent Information<br />
Board, the daily/weekly Menu Board <strong>and</strong> the daily/weekly<br />
<strong>Program</strong>ming Board.<br />
1 2 3 4 5<br />
1 2 3 4 5<br />
1 2 3 4 5<br />
1 2 3 4 5<br />
YES / NO<br />
2
(D)<br />
D1<br />
D2<br />
D3<br />
STAFF<br />
Staff are always professional <strong>and</strong> treat me with respect,<br />
are courteous, friendly <strong>and</strong> helpful.<br />
Staff make arrangements when necessary to meet <strong>and</strong><br />
discuss questions/concerns that I have about my<br />
child/ren.<br />
I feel comfortable communicating openly with the<br />
centre’s staff.<br />
1 2 3 4 5<br />
1 2 3 4 5<br />
1 2 3 4 5<br />
D4 My child/ren is comfortable with the centre’s staff. 1 2 3 4 5<br />
When I have questions or concerns I take time to talk to the Supervisor/Executive Director of the centre<br />
YES / NO<br />
If you did not approach the Supervisor/Executive Director, please explain:<br />
GENERAL COMMENTS:<br />
WE ENCOURAGE YOU TO TAKE CONCERNS DIRECTLY TO THE CENTRE AS THEY ARISE.<br />
Would you be interested in speaking to the Children Services’, <strong>Program</strong> Specialist about how child care has benefited you <strong>and</strong>/or your child<br />
‘ YES ‘ NO<br />
If so, please provide your telephone number <strong>and</strong>/or e-mail address:<br />
3
(E)<br />
CHILDREN SERVICES OFFICE<br />
E1 I was dealt with in a courteous, friendly <strong>and</strong> helpful manner. 1 2 3 4 5<br />
E2 The subsidy system was explained to me. 1 2 3 4 5<br />
E3 A variety of child care options were explained to me. 1 2 3 4 5<br />
E4 My messages are responded to in a timely fashion. 1 2 3 4 5<br />
E5<br />
E6<br />
E7<br />
I was satisfied with the promptness in obtaining an<br />
appointment.<br />
I feel that I was dealt with in a professional <strong>and</strong> confidential<br />
manner.<br />
I was satisfied with the promptness by which a decision was<br />
made on my eligibility.<br />
1 2 3 4 5<br />
1 2 3 4 5<br />
1 2 3 4 5<br />
E8<br />
I was comfortable with the physical office (i.e. waiting area,<br />
atmosphere...).<br />
1 2 3 4 5<br />
4
ABC’s<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong><br />
ABC’s
Acknowledgments<br />
Acknowledgments<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong> <strong>Indicators</strong>
June 2006<br />
DOCUMENTS / REFERENCES / RESOURCES:<br />
1. Association of <strong>Early</strong> Childhood Educators, Ontario - Code of Ethics<br />
2. Canadian Child Care Federation - Interactions (Winter 2003)<br />
3. Children First Charter of the City of Greater Sudbury<br />
4. Children First - Ethical Principles & Practices - Children Services Division (2003)<br />
5. Children Services, Regional Municipality of Sudbury - Nursery Schools - <strong>Program</strong> <strong>Quality</strong><br />
<strong>Indicators</strong> (2000)<br />
6. Children Services, Regional Municipality of Sudbury - <strong>Program</strong> <strong>Quality</strong> <strong>Indicators</strong> (2000)<br />
7. Children Services, City of Greater Sudbury - Customer Service Evaluation (2000)<br />
8. City of Greater Sudbury - Checklist for <strong>Quality</strong> Child Care (2003)<br />
9. Day Nurseries Act, MC&YS<br />
10. <strong>Early</strong> Childhood Environment Rating Scale (Harms, Clifford, Cryer - 1998)<br />
11. <strong>Early</strong> Years Study - Final Report (Co-Chairs: Hon. Margaret Norrie McCain & J. Fraser<br />
Mustard 1999)<br />
12. Family Day Care Rating Scale (Harms, Cryer, Clifford - 1989)<br />
13. High Five - Parent Resources (2000 - 2005)<br />
14. High/Scope <strong>Program</strong> <strong>Quality</strong> Assessment - PQA Preschool Version, Assessment Form,<br />
High/Scope Educational Research Foundation (1998)<br />
15. Infant/Toddler Environment Rating Scale (Harms, Cryer, Clifford - 1990)<br />
16. Licensed, <strong>Quality</strong> Nursery School <strong>Program</strong>s - City of Greater Sudbury Pamphlet (2004)<br />
17. Measuring Performance - The <strong>Early</strong> Childhood Educator in Practice (Barbara Elliott - 2002)<br />
18. Operating Criteria for Child Care Centres Providing subsidized Care in Metropolitan Toronto<br />
(1997)<br />
19. Operating Criteria for Child Care Centres Providing Subsidized Care in Durham Region (1996)<br />
20. “Partners in <strong>Quality</strong> - Infrastructure Issue 3", Canadian Child Care Federation (1999)<br />
21. “Partners in <strong>Quality</strong> - Issue 1", Canadian Child Care Federation (1999)<br />
22. “Partners in <strong>Quality</strong> - Tools for Administrators in Child Care Settings” (St<strong>and</strong>ards of<br />
Practice/Code of Ethics/Guide to Self Reflection), Canadian Child Care Federation (2000)<br />
23. “Partners in <strong>Quality</strong> - Tools for Practitioners in Child Care Settings”, Canadian Child Care<br />
Federation & Gillian Doherty (1999)<br />
24. <strong>Quality</strong>, Licensed, Day Care in the City of Greater Sudbury, Status Report 2002<br />
25. “Raising the Bar On <strong>Quality</strong>” - The Hamilton Story (2004)<br />
26. School-Age Care Environment Rating Scale (Harms, Jacobs, White - 1996)<br />
27. The Mission <strong>and</strong> Values of the City of Greater Sudbury<br />
VIDEO:<br />
1. “<strong>Quality</strong> Day Care” produced by MRP (Mark Rubin Productions Inc. - 1990)<br />
CONTACTS:<br />
1. Annie Remillard, Best Start Marketing Coordinator, City of Greater Sudbury.<br />
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SUB-COMMITTEE MEMBERS:<br />
1. Chantal Boucher, Executive Director, Shooting Star Day Care/Étoile Filante<br />
2. Pam Brown, <strong>Program</strong> Advisor, MC&YS<br />
2. Joyce Depatie, Supervisor, Centre des jeunes citoyens/Junior Citizens Day Care Centre<br />
3. Kim Einerson, Child Care Resources<br />
4. Cynthia Hall-Picard, Director, Laurentian Child & Family Centre<br />
5. Jocelyne Kingsley-Gascon, Superviseure, Centre éducatif étolie du Nord<br />
6. Doreen Martin, Director of <strong>Program</strong>ming, All Nations Children’s Centre<br />
7. Brenda J. Moxam, <strong>Program</strong> <strong>Quality</strong> Coordinator, City of Greater Sudbury<br />
8. Tracy Saarikoski, Supervisor, First Baptist Church Teddy Bear Day Care Centre<br />
9. Cheryl Sherran, Supervisor, Minnow Lake-New Sudbury Cooperative Nursery School<br />
11. Mary Lynne Siren, <strong>Program</strong> Supervisor, Larch Street Kids Day Care Centre Inc.<br />
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Certificate of<br />
Participation<br />
in the<br />
PQI<br />
<strong>Program</strong><br />
<strong>Quality</strong><br />
<strong>Indicators</strong><br />
The City of Greater Sudbury<br />
acknowledges<br />
Partnership<br />
for their ongoing commitment<br />
to "<strong>Quality</strong>" programming.