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

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SITE VISIT SUMMARY FORM Date:_______________________ Program Site:____________________ Program Group:______________________ Number of Children:________ Number of Educators:________ Health allergies posted medication safely stored sufficient food/water serving utensils eating utensils menus and changes are posted hand/face washing medication administered as per centre’s policy kleenex inside kleenex outside washroom routine positive role modeling by staff children encouraged to practice health habits (ie:cover mouth when coughing, chewing with mouth closed, noses) food brought from home checked by staff prior to children eating Supervision: arrangement of room provides staff with the opportunity to be aware of the location of all children maximize view of play area, moving around play area head counts periodically staff move around entire area focus on small group while at the same time checking and scanning whole play area team work children supervised at all times attendance boards children never left unattended staff scan entire area ratios maintained at all times children assisted as needed children encouraged to build their self help skills Safety children’s safety maintained at all times fire drill log up-to-date evacuation plan posted playground check completed (log current) appropriate clothing/hats/sunscreen/footwear unsafe conditions are addressed immediately expectations clearly stated and explained to children attendance sheets periodic head counts emergency cards cleaning supplies out of children’s reach children supervised at all times individuals entering the program are greeted by staff Facilities open door policy up-to-date Parent Board clean safe First Aid Kits variety of displays Staff Introduction Board/name tags inviting to children (organized, set up, attractive) clean toys / equipment no broken toys/equipment age appropriate equipment sufficient / variety of toys / equipment comfortable & sufficient furniture sign-in book for visitors/visits recorded in log book free of hazards Transitions: group advised of upcoming changes smooth limited waiting reducing chances of boredom and disruptive behaviour children supervised at all times if waiting: activities/songs/finger plays Atmosphere: chatter cheerful room friendly safe welcoming nurturing inviting positive laughter calm relaxed staff smile children appear happy (smiling faces, etc.) children are busy children appear to be having fun humour used appropriately eye contact pleasant voice tone and voice level enthusiastic staff staff participate in various children’s activities children & staff appear to be enjoying themselves inclusive environment
Routines: stimulating flexible challenging and age appropriate programs/schedules and changes posted interest and learning centres weather permitting, outdoor activities (planned & spontaneous) independent / cooperative activities ethnic, cultural and individual needs respected by centre, staff and children variety of craft material available at all times (scissors, markers, crayons) diverse activities circle (singing, stories, finger plays, felt board, drama) log books fine motor/gross motor indoor/outdoor quiet/active variety of learning centres: (reading, computers, dramatic play, puppets, sensory, carpentry, science, listening, blocks) structured/unstructured choices/selections child initiated/staff directed positive role modeling by staff independence is encouraged Individual needs are met positive re-direction up-to-date charts children assisted as needed children supervised at all times Interactions children greeted upon arrival/departure cooperation sharing friendly pleasant active participation direct eye contact ongoing praised for doing one’s best individual needs met positive re-direction non-judgmental acknowledgement of success/hard work two-way conversations children and staff know each other’s names position selves at child’s level when communicating and assisting with activity reflection time all children treated equally listening as well as talking children assist peers respect by both children and staff to each other up-to-date log books read by all staff ongoing communication an area is available to discuss confidential issues/concerns recognition of individual uniqueness ongoing communication with parents/guardians parents/guardians greeted arrival/ departure staff are professional courteous, friendly and helpful Professional Ethics: dress appropriately as per centre policy dress for elements appropriate clothing/hats/sunscreen/footwear respect information shared by parents/guardians about their child/ren promote a child’s cognitive, physical, social, spiritual and emotional well-being (Children First Charter) understand responsibility towards children (Children First Charter) support and promote quality child care (Children Services Ethical Principles & Practices) aware of all aspects of the program (duties, schedule) punctual / flexible team work (cooperation, support, efficient) takes responsibility appear and interact in a professional manner cheerful, happy and smile act with integrity in supporting one another and adopting professional attitudes and behaviours in their work as models and teachers of young children (AECEO) establish and maintain cooperative relationships with colleagues and other professionals providing services to children (AECEO) respect the opinion of colleagues (AECEO) acknowledge visitors introducing self to visitor
Page 1 and 2: Program Quality Indicators Program
Page 3 and 4: Introduction Introduction PQI Progr
Page 5 and 6: In all situations when the PQI - En
Page 7 and 8: Component 1 Component 1 PQI Program
Page 9 and 10: PROGRAM QUALITY INDICATORS (PQI) Le
Page 11 and 12: Component 2 Pre-Visit Information F
Page 13 and 14: Preschool: Nursery School/Early Lea
Page 15 and 16: Component 3 Component 3 PQI Program
Page 17 and 18: INTRODUCTION/DIRECTION PROGRAM QUAL
Page 19 and 20: 1(e) Inside Play Equipment(*): Rem
Page 21 and 22: 2(j) Are all staff trained in “Se
Page 23 and 24: Name of Staff: Position held at cen
Page 25 and 26: 4 BOARD OF DIRECTORS 4(a) Does your
Page 27 and 28: If “YES”, please explain how al
Page 29 and 30: IMPLEMENTATION PLAN The Program Qua
Page 31: Component 4 Site Visit Summary Form
Page 35 and 36: Component 5 PQI - Enhanced Benchmar
Page 37 and 38: PQI -FACILITIES BENCHMARKS Program
Page 39 and 40: 0% - 50% of Benchmarks Achieved (Un
Page 41 and 42: Comments: Note: Items not applicabl
Page 49 and 50: Comments: _________________________
Page 51 and 52: PQI -NUTRITION BENCHMARKS Program Q
Page 55 and 56: Comments: Note: Items not applicabl
Page 81 and 82: Forms Forms PQI Program Quality Ind
Page 83 and 84:
CHILDREN SERVICES PROGRAM SITE VISI
Page 85 and 86:
CHILDREN SERVICES PQI - BENCHMARK D
Page 87 and 88:
Acronyms Acronyms PQI Program Quali
Page 89 and 90:
CCAN - Child Care Advocacy Network
Page 91 and 92:
IBI - Intensive Behaviour Intervent
Page 93 and 94:
SLP - Speech Language Pathologist S
Page 95 and 96:
-- GLOSSARY (Identified by an aster
Page 97 and 98:
POLICIES, PROCEDURES & PRACTICES: O
Page 99 and 100:
Association of Early Childhood Educ
Page 101 and 102:
7. Present concerns about the profe
Page 104 and 105:
Children Services /Les Services d
Page 106 and 107:
SERVICE EVALUATION FOR CHILD CARE T
Page 108 and 109:
(D) D1 D2 D3 STAFF Staff are always
Page 110 and 111:
ABC’s PQI Program Quality Indicat
Page 112 and 113:
June 2006 DOCUMENTS / REFERENCES /
Page 114:
Certificate of Participation in the
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Program Quality Indicators = Quality Early Learning and Quality ...

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