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The Little School

Centre for Integral Child Development

 

  850 Taylor Creek Blvd. Orleans, Ontario K4A 0Z9   (613) 837-9138 Fax (613) 837-3190

Website: www.thelittleschool.ca    /    e-mail: tls@thelittleschool.ca

DATA TLS/DOCTRINE/0 POLICY/TLS INFORMATION & POLICIES PKG PARENT HANDBOOK

 

Information AND PoLICIES Package

Parent handbook

PHILOSOPHY AND PROGRAM DEVELOPMENT

The child learns through play, and through playing the child learns that learning is fun”

 

 

The Little School attempts to provide a positive learning environment for your child that enhances his or her level of development.  Through play experiences and the guidance of specially trained staff, your child will be exposed to situations that will stimulate:

 

  • Curiosity, initiative and independence
  • Self-esteem and decision-making capabilities
  • Interaction with and respect for others
  • Physical activity that develops gross-motor skills
  • Communication skills
  • Fine-Motor development.

 

Programs are re-evaluated regularly to reflect changes within the Child Care and Early Years Act and ideologies on early childhood education.

 

The two main objectives of The Little School are:

  • To achieve balanced physical, social, intellectual and emotional development of the child.
  • To help the child to know his/her capabilities for optimum learning and self-development.

 

 

Young children learn through experimenting and play is the tool children use to experiment; to experience is to learn. The Little School offers the child an environment conducive to learning.

 

The Little School recognizes that every child is unique and offers individualized attention to each child.

 

The Little School follows a program specifically designed to help the children develop various skills.  Although the program is clearly structured and carefully followed by the educators, it is implemented in a way that gives each child the option of learning his/her own way at his/her own pace.

 

We have various different programs that correspond to the different developmental stages of early childhood, that is: from birth to 6 years of age. Each of these programs is designed to help your child develop the specific sets of skills and abilities that correspond to his or her developmental needs at each of the above-mentioned stages. Your child’s progress is monitored throughout the year and any variations or departures from normal development are rapidly addressed.

 

Each program has weekly objectives and themes.  The appropriate skill development for each objective is achieved in two ways: free play and group activities. The materials, games and play opportunities offered to the children every day are related to the theme of the week.  In this way, each child is free to choose what to do, when, where, and how, during free play periods, while at the same time developing the skills and abilities appropriate to his/her age.

 

One of the group activities is called “Circle Time”.  Here, all children get together and their educators motivate them to direct their activities towards the week’s theme.  Note that “Circle Time” is a period of inter-communication between children and educators.  The activities to be performed after “Circle Time” are suggested by the educators and chosen by the children, never imposed on them. Good communication, reasoning, and respect are fundamental rules in all activities.

 

Each program is divided into six major areas:

 

  • Physical Play Area (Physical/Social Play)
  • House Area (Role/Social play)
  • Blocks’ Area (Creative/Cognitive play/Gross motor coordination).
  • Arts Area (Creative/Cognitive/Fine coordination)
  • Nature Area (Understanding of the natural environment/Respect for living beings)
  • Quiet Area (Quiet / Retreat / Cognitive play).

 

The progress of the child is evaluated regularly and parents are notified of achievements as well as areas that need support at home. The interest, involvement, and participation of the parents in the process are considered fundamental and irreplaceable.  The Little School, in co-ordination with the parents, will attempt to organize activities that will involve parents and staff.  These activities intend to be a learning process for both, resulting in greater benefits for the children.

 

STAFF

 

All Educators have an Early Childhood Education (ECE) diploma or equivalent, CPR and Infant CPR (re-certified yearly at our premises). All our teaching staff is well acquainted with our Centre’s behaviour management and educational programs and techniques.

 

Vulnerable Sector Check

 

It is the policy of The Little School that the “Vulnerable Sector Check” is one component of our overall selection criteria for all new employees.  Criminal reference checks are required for all full and part-time positions (teaching staff, supply educators, child care consultants, resource educators, program assistants, cooks, administrative and clerical staff, housekeepers, and anyone participating in the child-to-staff ratio).

 

 

SUPERVISION OF ECE STUDENTS AND VOLUNTEERS

 

No E.C.E., Co-op Student, any other Student on placement and/or Volunteer shall be left unsupervised or alone with child/children at any given time under any circumstance.

 

No E.C.E., Co-op Student, any other Student on placement and/or Volunteer may be counted under the ratios of the specific Program in which said person is participating.

 

The Students and/or Volunteers must attend an orientation meeting, at least a week before their placement, to be given a tour of the Centre and to be introduced to the Educators, staff and children.

 

  • During this orientation, the Student and/or Volunteer will review, sign and date The Little School’s Policies and Procedures.

 

  • The Office will review the anaphylaxis plans of each child with the E.C.E. Students, Co-op Students, any other Students and/or Volunteers. They will then have to sign and date that they understand the plans, and what they must do in the event that an anaphylaxis reaction is to occur.

 

  • Paper work will be completed and compiled.

 

 

DAYS AND HOURS OF OPERATION

Our programs are open all year long, Monday to Friday, except for most statutory holidays and the week between Christmas and New Year. Please refer to the “Holidays” section for details regarding Statutory Holidays and any other closure dates.

 

The Centre opens at 7:00 AM and closes at 6:00 PM. Please make sure your child is picked-up no later than 5:45 PM to allow educators time to clean-up and close their programs by 6:00 PM.

 

AGES OF CHILDREN

 

The Little School has facilities and programs to accommodate children according to their developmental stages. The exact starting or ending age for each program may vary slightly, according to child readiness as well as program capacity. The various programs generally are:

 

Infants (0 to 18 months of age)

Jr. Toddlers (18 to 24 months of age)

Toddlers (24 to 30 months of age)

Preschool (30 to 48 months of age)

Jr. Kindergarten (4 years of age)

Sr. Kindergarten (5 years of age)

 

 

Emergency Management Policy and Procedures

 

The Little School has and Emergency Management Policy and Procedures in place should any emergency arise.  The purpose of this policy is to provide clear direction for Educators, Staff, Substitutes, Students and Volunteers to follow when dealing with emergency situations. The procedures set out steps for everyone to follow to support the safety and well-being of everybody involved.

 

In the event of an emergency an e-mail will be sent to parents informing everyone.  Parents who don’t have access to e-mail will receive a phone call.  Emergency Fire Drills are conducted monthly with actual evacuation process from spring to fall.  When we conduct our evacuation to our emergency shelter parents receive an information pamphlet letting them know that an evacuation drill to our emergency shelter was conducted and how everything went.  We also attach a copy of our Fire Drill Policy and Procedures.

 

Parent Issues and Concerns Policy and Procedures

DATA TLS\EDUCATORS, STAFF, SUBS., VOLUNTEERS & MINISTRY OF EDUCATION\0 POLICIES

 

 

Name of Child Care Centre: The Little School

Date Policy and Procedures Established: September, 2000

Date Policy and Procedures Updated: November 2017

Purpose

The purpose of this policy is to provide a transparent process for parents/guardians, the child care licensee and staff to use when parents/guardians bring forward issues/concerns.

Definitions

Licensee: The Little School

 

Staff: Individual(s) employed by The Little School

Policy General

Parents/guardians are encouraged to take an active role in our child care centre and regularly discuss what their child(ren) are experiencing with our program. As supported by our program statement, we support positive and responsive interactions among the children, parents/guardians, child care providers and staff, and foster the engagement of and ongoing communication with parents/guardians about the program and their children. Our staff are available to engage parents/guardians in conversations and support a positive experience during every interaction.

All issues and concerns raised by parents/guardians are taken seriously by The Little School and will be addressed. Every effort will be made to address and resolve issues and concerns to the satisfaction of all parties and as quickly as possible.

Issues/concerns may be brought forward verbally or in writing. Responses and outcomes will be provided verbally, or in writing upon request. The level of detail provided to the parent/guardian will respect and maintain the confidentiality of all parties involved.

An initial response to an issue or concern will be provided to parents/guardians within 2 business day(s). The person who raised the issue/concern will be kept informed throughout the resolution process.

Investigations of issues and concerns will be fair, impartial and respectful to parties involved.

 

Confidentiality

Every issue and concern will be treated confidentially and every effort will be made to protect the privacy of parents/guardians, children, staff, students and volunteers, except when information must be disclosed for legal reasons (e.g. to the Ministry of Education, College of Early Childhood Educators, law enforcement authorities or a Children’s Aid Society).

Conduct

Our centre maintains high standards for positive interaction, communication and role-modeling for children. Harassment and discrimination will therefore not be tolerated from any party.

If at any point a parent/guardian, provider or staff feels uncomfortable, threatened, abused or belittled, they may immediately end the conversation and report the situation to the supervisor and/or licensee.

Concerns about the Suspected Abuse or Neglect of a child

Everyone, including members of the public and professionals who work closely with children, is required by law to report suspected cases of child abuse or neglect.

If a parent/guardian expresses concerns that a child is being abused or neglected, the parent will be advised to contact the local Children’s Aid Society (CAS) directly.

Persons who become aware of such concerns are also responsible for reporting this information to CAS as per the “Duty to Report” requirement under the Child and Family Services Act.

For more information, visit http://www.children.gov.on.ca/htdocs/English/childrensaid/reportingabuse/index.aspx

 

Procedures

 

Nature of Issue or Concern Steps for Parent and/or Guardian to Report Issue/Concern: Steps for Staff and/or Licensee in responding to issue/concern:
Program Room-Related

E.g.: schedule, sleep arrangements, toilet teaching, indoor/outdoor program activities, feeding arrangements, etc.

 

Raise the issue or concern to

–       the classroom staff directly

or

–       the supervisor or licensee. 100-4200 Labelle Str, Ottawa

–       Address the issue/concern at the time it is raised

or

–       arrange for a meeting with the parent/guardian within 2 business days.

Document the issues/concerns in detail. Documentation should include:

–       the date and time the issue/concern was received;

–       the name of the person who received the issue/concern;

–       the name of the person reporting the issue/concern;

–       the details of the issue/concern; and

–       any steps taken to resolve the issue/concern and/or information given to the parent/guardian regarding next steps or referral.

Provide contact information for the appropriate person if the person being notified is unable to address the matter.

Ensure the investigation of the issue/concern is initiated by the appropriate party within 2 business days or as soon as reasonably possible thereafter. Document reasons for delays in writing.

Provide a resolution or outcome to the parent(s)/guardian(s) who raised the issue/concern.

General, Centre- or Operations-Related

E.g.: child care fees,  hours of operation, staffing, waiting lists, menus, etc.

Raise the issue or concern to

–       the supervisor or licensee.

Staff-, Duty parent-, Supervisor-, and/or Licensee-Related Raise the issue or concern to

–       the individual directly

or

–       the supervisor or licensee.

 

All issues or concerns about the conduct of staff, duty parents, etc. that puts a child’s health, safety and well-being at risk should be reported to the supervisor as soon as parents/guardians become aware of the situation.

Student- / Volunteer-Related

 

Raise the issue or concern to

–       the staff responsible for supervising the volunteer or student

or

–       the supervisor and/or licensee.

All issues or concerns about the conduct of students and/or volunteers that puts a child’s health, safety and well-being at risk should be reported to the supervisor as soon as parents/guardians become aware of the situation.

 

 

Escalation of Issues or Concerns: Where parents/guardians are not satisfied with the response or outcome of an issue or concern, they may escalate the issue or concern verbally or in writing to:

 

  • Issues/concerns related to compliance with requirements set out in the Child Care and Early Years Act., 2014 and Ontario Regulation 137/15 should be reported to the Ministry of Education’s Child Care Quality Assurance and Licensing Branch.

 

  • Issues/concerns may also be reported to other relevant regulatory bodies (e.g. local public health department, police department, Ministry of Environment, Ministry of Labour, fire department, College of Early Childhood Educators, Ontario College of Teachers, College of Social Workers etc.) where appropriate.

 

Contacts: Elsa Valdes, Director/Supervisor, Tina Carrière, Acting Supervisor. 613 837-9138 ext. 22 or directly in person at The Little School office.

Ministry of Education, Licensed Child Care Help Desk: 1-877-510-5333 or childcare_ontario@ontario.ca

Contact The Little School’s office if more information is required.

Program Statement

DATA TLS/TLS DOCTRINE

 

The Little School was established in 1985 with the following goals:

 

  1. The fundamental belief that children learn through play, and through play children learn that learning is fun.
  2. To instil in children a love for learning that will last a lifetime.
  3. To recognize that each child is competent, capable, curious and rich in potential. As such has a unique character, and set of skills and abilities that must be recognized to help him or her develop to the best of their potential in a loving and caring environment.
  4. To treat each child with love and respect, in order to develop a sense of belonging and full engagement to their specific program.
  5. To provide and maintain a clean, healthy and nurturing environment, where children can thrive and develop a healthy lifestyle that will follow them into adulthood.
  6. To provide each child under our care with educational programs and learning activities to assist them in developing their very own physical, social, cognitive, language and emotional skills according to their own abilities.
  7. To use indoor and outdoor areas in the centre that will encourage the children to engage in play and exploration, to develop their skills, respect other people, animals, plants and all living things, to communicate with others, to learn to behave in a respectful and amicable way that will enhance and nurture their sense of wonder and admiration for all living things and our natural environment.
  8. To have an open positive communication with parents so as to form a partnership in order to develop a common approach to the care and education of their children, while respecting their individual and cultural differences and helping them understand and support the educational approach and philosophy we provide to their children. At the same time offer parents all the support and guidance they may need or request with regard to the care and education of their children.
  9. To carefully build a team of dedicated RECE’s and personnel involved in the care and education of the children, who will share the ideals, goals and objectives of our institution, and will be committed to learn, adapt and implement the best available methods and pedagogical ideas to stay at the forefront of early childhood education.
  10. To create and foster an atmosphere of respect, friendship and intercommunication between staff, parents, directors and community agencies as part of an extended family, whose main purpose it is to ensure the development and education of young children.
  11. To offer children nutritious meals and snacks that ensure their physical health and well-being.
  12. To closely monitor and document the development and progress of each child, including the identification of any health or developmental difficulties, to obtain any additional support and attention that each case may require.
  13. To have a close, professional and productive relationship with the community to obtain and provide resources to parents and children as may be required.
  14. To have a positive, profound and lasting effect on the wellbeing of each child and family who chooses to be part of our institution.

 

As part of The Little School’s commitment to excellence in the care and education of children, we further embrace and commit to following the new Child Care and Early Years Act 2014 and the new Ministry of Education initiative and guidelines as expressed in the new Provincial framework developed to guide programing and pedagogy in licensed child care centres such as ours, entitled “How Does Learning Happens” (HDLH).

 

In accordance with the above, The Little School is committed to establishing positive, responsive relationships with children and their families;

  • _ to value children as individuals and as active and competent contributors with their own interests and points of view;
  • _to recognize the connection between emotional well-being and social and cognitive development and the importance of focusing on these areas holistically;
  • _ to provide environments and experiences for children to explore ideas, investigate their theories, and interact with others in play;
  • _ to engage with families and support each child within the context of his or her family, recognizing that family and child well-being are inextricably linked;
  • _ to provide ongoing opportunities for educators to engage in critical reflection and discussion with others about pedagogy and practice to support continuous professional learning and growth.

 

The Little School also recognizes the following statements as they relate to the four pedagogical foundations:

 

Every child has a sense of belonging when he or she feels connected to others and contributes to their world.

  • Every child is competent, capable, curious and rich in potential.
  • Every child is developing a sense of self, health, and well-being.
  • Every child is an active and engaged learner who explores the world with body, mind, and senses.
  • Every child is a capable communicator who expresses himself or herself in many ways.

 

Furthermore, The Little School is committed to:

 

Cultivating authentic, caring relationships and connections that create a sense of belonging among and between children, adults, and the world around them;

  • to nurture children’s healthy development and support their growing sense of self;
  • to be attuned to children’s physical and emotional state and respond in a warm sensitive manner.
  • to provide environments and experiences to engage children in active, creative, and meaningful exploration, play, and inquiry;
  • to foster communication and expression in all forms.

 

Educational Curriculum Principles

 

The focus of The Little School, also coincides with the HDLH guidelines in that its curriculum is not on teaching a body of knowledge or a predetermined set of topics, nor is it centred on child’s achievement of a specific skill set. We support the Adlerian principles of child development recognizing the child as a social being using goal oriented behaviours to grow and develop his character. In the early years, programs are most effective when the content of learning is focused on supporting the development of strategies, dispositions, and skills for lifelong learning through play and inquiry.

 

Through play and inquiry, young children practise ways of learning and interacting with the world around them, strategies that they will apply throughout their lives. Problem solving and critical thinking, communication and collaboration, creativity and imagination, initiative and citizenship are all competencies vital for success throughout school and beyond.

 

Educators engage with, listen to, and observe children. They are encouraged to discuss with other educators, as well as with the children and their families to maximize the potential for further exploration in increasingly complex ways.

 

Programing at The Little School involves a balance of planned educator directed activities as well as many open ended learning experiences.  By taking a negotiated learning approach, The Little School’s educators are encouraged to move beyond simply providing children with learning experiences. They are encouraged to expand further by observing, by asking questions, and by engaging in discussions to discover where the children’s interests lie and how best to guide and deepen these explorations, engaging the children through all five senses plus the body and mind.

 

The Little School educators are motivated and requested to engage in a continuous learning effort to improve their skills and analyze their participation with each child under their care and look more carefully at what they do each and every day;

 

The Little School Educators are expected to:

  • reflect on the why of their practice;
  • understand more deeply how their actions impact children and their families.

 

Pedagogical approaches that nurture learning and development in The Little School’s curriculum include:

  • establishing positive, responsive adult-child relationships;
  • providing inclusive learning environments and experiences that encourage exploration, play, and inquiry; setting up spaces that invite investigation, imagination deep thinking creativity and problem solving through the use of open ended materials that children can use in many ways.
  • engaging as co-learners with children, families/caregivers, and others;
  • planning and creating environments as a “third teacher”;
  • using pedagogical documentation as a means to value, discuss, and make learning visible;
  • participating in ongoing reflective practice and collaborative inquiry with others.
  • weekly observations are posted throughout the centre, highlighting the various developmental domains and reflecting how learning through play becomes evident.

 

With regard to the four basic foundations presented within the HDLH guidelines, The Little School has adopted the following goals for children and expectations from each program:

 

FOUNDATIONS

GOALS FOR CHILDREN

EXPECTATIONS FOR PROGRAMS

 

Belonging

 

Every child has a sense of belonging when he or she is connected to others and contributes to their world.

 

Early childhood programs cultivate authentic,

caring relationships and connections to create

a sense of belonging among and between children,

adults, and the world around them.

 

Well-Being

 

Every child is developing a sense of self, health, and well-being.

 

Early childhood programs nurture children’s healthy

development and support their growing sense of self.

 

Engagement

 

Every child is an active and engaged learner who explores the world with body, mind, and senses.

 

Early childhood programs provide environments

and experiences to engage children in active,

creative, and meaningful exploration, play,

and inquiry.

 

Expression

 

Every child is a capable communicator who expresses himself or herself in many ways.

 

Early childhood programs foster communication and

expression in all forms

 

 

The Little School Policies related to the Program Statement

 

New Staff: The Little School requires that every new staff, student and volunteer reviews, acknowledges and signs the appropriate form, confirming their reading and understanding of The Little School’s Program Statement prior to interacting with children and at anytime the Program Statement is modified.

 

Yearly review by all: All permanent or part-time Educators, students and volunteers are required to read, acknowledge and sign the appropriate form confirming their reading and understanding of The Little School’s Program Statement, every calendar year, and at anytime the Program Statement is modified.

 

Compliance: In order to ensure that the approaches set out in the Program Statement are implemented in the operation of each program, a meeting is to be held, at least once a year or as often as required, between the Supervisor and the Educators of every and each program. A record of the meeting must be dated and signed by each and all participants.

 

Goals and Approaches regarding the Program Statement

 

  1. To promote the health, safety, nutrition and well-being of children – Sample Approach: The Little School prides itself on providing fresh homemade meals and snacks to children. Our kitchen personnel go to great lengths to ensure great tasting choices, while maintaining low fat, low salt, and low sugar options.  The Little School has seasonal menus, based on nutritional guidelines, which allow us to take full advantage of locally grown fresh produce.  This permits us to provide the freshest, most wholesome meals possible.

Records for any child with allergies, food restrictions, religious and/or cultural preferences are fully visible in the kitchen and lunchroom as well individual program binders for each table.  These records are also posted in each program and the office has a master copy.

The Little School is diligent in keeping all areas of the childcare centre clean and sanitized, especially the kitchen and food preparation areas.

 

  1. To support positive and responsive interactions among the children, educators, parents and staff – Sample Approach: educators communicate on a regular basis with parents, daily reports regarding the child’s day are effective tools to promote increased communication with parents; regular staff meetings are held where issues and ideas are discussed and shared.  Appropriate actions are suggested and taken when necessary; a summer “graduation” party is held each year where parents/children and educators interact in a more informal setting.

 

  1. To encourage the children to interact and communicate and to support their ability to self-regulate – Sample Approach: when conflicts arise between children, educators model appropriate expressive language and behaviour encouraging children to develop their ability to strategize and communicate their wants and feelings in an appropriate manner.

 

  1. To foster children’s exploration, play and enquiry – Sample Approach: “Nature Quest” activities in the playground to observe behaviour of animals like birds, worms and other insects; loose parts, invitation to play and natural elements.

 

  1. To provide child initiated and adult supported experiences – Sample Approach: There is a garden plot that is planted and tended to by our Kinder program throughout the summer which results in a bountiful harvest that is used in meal preparation and enjoyed by everyone.

 

  1. To plan for and create positive learning environments in which each child learning and development will be supported – Sample Approach: The Little School has always recognized and prioritized natural elements as imperative for overall child development and wellbeing. Our outdoor setting includes a pond where fishes and frogs abound. We have an open field for running and large gross motor play. There are trees and rocks and stumps to explore, sand and mud holes to immerse in and experience nature close up and personal! In this way the children are able to explore and learn and develop a relationship with their natural environment.
  2. To incorporate indoor and outdoor activities, active playtime, an adequate rest period and quiet time into the day while giving consideration to the individual needs of the children in our care – Sample Approach: Our daily routine allows for periods of more active play such as dance and creative movement alternating, with art, sensory play, circle/story time and manipulatives. These activities are available for the children to voluntarily participate based on their interests and motivation. Children have a 2 hour naptime and those who do not sleep or who sleep less than two hours are offered quiet play opportunities while others continue to rest.

 

  1. To foster the engagement of ongoing communication with parents about the program and their children – Sample Approach: daily reports and children’s work foster interaction and communication with parents and between parents, children and educators, as well as e-mail updates, newsletters and website.

 

  1. To involve local community partners to support the children, their families and staff – Sample Approach: ongoing interaction with Andrew Fleck to offer support to children and families as required.

 

  1. To support staff in regards to continuous learning – Sample Approach: in-house seminars are provided throughout the year (i.e. HDLH seminars, Module Training through CISS).

 

  1. To document and review the impact of the strategies for the clauses above for the children and their families – Sample Approach: Numerous forms and records are kept documenting the above practices.

 

ACCESS TO THE BUILDING

 

Main entrance access: For your child’s security, a fob is required to access the building.  They are very practical and can be attached to your car key holder.  There is a deposit of $20 per fob, which is refundable when your child is discharged from the Centre and you return the fob to the office.

 

FIELD TRIPS

 

Throughout the year, trips are made to special places of interest.  Parents will be notified in advance of the excursion informing you of the destination, time and date.  Conditions for each trip will be specified and authorizations will have to be given on the appropriate form. Parent volunteers are always welcomed provided we are notified ahead of time. Safety routines are to be rigorously observed by all adults during an excursion.

 

NUTRITION

 

A nutritious mid-day meal and morning and afternoon snacks are provided.  Children’s special dietary needs and allergies will be posted in the cooking and service areas.  Weekly menu plans will be posted for the current and following week to assist you in menu planning at home. We have a 6-week interval menu rotation.

 

PARKING

 

The Little School provides sufficient parking for the purpose of pick-up and drop-off.  However, should there be a shortage of parking spots, please remember there is additional parking at the back. Never leave your child unattended in the parking lot.

In accordance with the By-Law signs are posted turn-off the ignition while dropping-off or picking-up your child.  For all our children’s future…THINK GREEN.

 

DAILY ATTENDANCE, ARRIVAL, PICK-UP, and LATE PICK-UP POLICIES

 

~The Daily Attendance Policy at The Little School is simple but very important. A daily record is kept of the attendance of each child. It is very important that you sign-in upon arrival and sign-out when you pick-up your child. Educators use these records throughout the day when moving in and out of the classroom for outside play, lunch or any other reasons. Therefore, “Sign-In/out records” are important part of a daily routine that the Educator of each program can rely on. By 10 o’clock each morning, all the Educators of the Centre should know if a child is absent and the reason why that child is not attending. That is why we ask each parent to please call as soon as you know your child is not attending, by calling the Centre’s number + extension 22; please leave a message with your child’s name, program and reason for the absence.  This information will then be passed on to your child’s educators.

 

Young children depend on regular routines for their own sense of security.

The Little School depends on this regular routine to schedule Educator’s shifts.

This is why we ask that fixed hours be established for arrival and pick-up of the children.

 

~The Arrival-Pick-Up Policy states that when you and your child arrive, you must notify an Educator of your child’s presence and before leaving DO NOT forget to sign your name on the Sign In/Out Form.  Similarly, when picking up your child, make sure the Educators know you have arrived and that you are leaving.  DO NOT forget to sign your name on the Sign In/Out Form.

 

It is very important that the Sign In/Out Form be signed EVERY DAY since we use this Record to perform “Roll Call” during an evacuation or emergency at our Centre.  In order to maintain a good Child/Educator ratio during the early morning and late afternoon, it is important to call ahead of time if you plan to drop off and/or pick-up your child earlier or later than usual.

 

Unless otherwise arranged, children will not be released to any person other than those specified on the Registration Form.

 

~The Late Pick-Up Policy specifics are as follows: If you arrive past 6pm and have never been late before, you will receive a Warning Note, explaining that the next time there will be a Late Pick-Up Charge.  The second time you arrive after six o’clock there will be a Late Pick-Up Charge of $10.00 (per family) for every 15-minute period beyond six o’clock.  The Educator in Charge of closing on that particular day will be the person responsible for handing the notice of Late Pick-Up.  Your child’s Educator should know by 5:45 PM that there will be a delay and your approximate time of arrival. If the Educator is unaware of any unexpected lateness you will be contacted.   If the Educator is unable to contact you, the Educator will contact the emergency contacts listed on your child’s registration form. All monies received from late charges will go directly to that Educator and not to The Little School.  If you are late more than three times a meeting will be arranged with the Supervisor. If problems continue your child(ren) may be discharged.

 

 

HEALTH AND ADMINISTRATIONS OF MEDICATION

 

The Child Care and Early Years Act stipulates that prior to admission; each child must be immunized as recommended by the local medical officer of health.  The Little School requires that a medical certificate confirming a complete medical assessment be submitted should your child not be immunized.  Regulations require daily outdoor play for each child.  Therefore, it is our policy that children too ill to play outside remain at home. The Little School will administer both prescription and non-prescription drugs to children, in accordance with provincial legislation.  This requires that parents provide:

 

  1. Written authorization, including the dosage and the times any drug is to be given.

 

  1. The medication has to be in the original container, clearly labeled with the child’s name, name of the drug, the dosage, the date of purchase and instructions for storage and administration of the drug. Medication is not to be left in the cubbies area. Kindly give it directly to a program educator.

 

  1. Although every care is taken, The Little School cannot be held responsible for injury or injuries, however caused, suffered by a child or children attending The Little School.

 

  1. Educators are not authorized to drive children to the hospital or clinics. Parents will be contacted in the case of minor injury and will be requested to make appropriate arrangements. In case of emergency, an ambulance will be called and The Little School shall have the right to secure proper treatment for the child including, but not restricted to, selection of physician, hospitalization, and consent to injections, anesthetics or surgery if same is required in the opinion of a medical practitioner.  Parents will be responsible for all transportation costs borne by The Little School in cases of emergency as well as for all medical costs associated with said emergency treatment or hospitalization.

 

 

HEALTH AND SICKNESS/ATTENDANCE POLICY

 

Children that are sick and cannot fully participate in the regular program activities must not attend the Centre.  Children affected with contagious diseases cannot attend even if they would be able to participate in the regular daily program activities. Parents must present a medical clearance from their family doctor stating that the contagious phase is over and it is safe for other children to be in contact with their child.  If a child becomes ill during the day, temporary care will be provided until you can be contacted, and your child can be taken home. A child with diarrhea should not attend the Centre until he or she has been diarrhea free for 24 hours.  If the child develops diarrhea while on the premises, the parents will be called and asked to pick up the child if the diarrhea cannot be fully contained by the diapers, or, if the child has three or more loose bowel movements within a short period of time.

Parents must not bring a child to the Centre if:

 

  • A child has run a fever (38.7-101.6 or greater) the night or day before or if they know the child may require special attention. A temperature above 38.5 C or 101.3 F rectally, 38 C or 100.4 F by mouth, and 37.5 C or 99.5 F under the arm, is considered fever.
  • The child has not been diarrhea-free for 24 hours
  • The child has an unexplained rash
  • The child has an eye infection and has not been on medication for 24 hours.

 

The staff in turn has the responsibility to refuse accepting a child that is sick upon arrival.  These measures are fully supported by the Regional Health Unit, the Ministry of Education and the Child Care and Early Years Act, 2014, and are designed for your own child’s protection.  This is the best way to prevent epidemics and also to ensure that educators will not be forced to spend inordinate amounts of time with one child thereby neglecting the rest of the children under their direct supervision.  It is the best way we can ensure we will be able to do our job and offer your child the best possible attention and educational opportunities.  We know that you all agree with the above and respectfully request your complete observance of the policies and full cooperation in this subject.

 

 

SPECIALIZED SERVICES FOR CHILDREN WITH SPECIAL NEEDS

 

Should any child enrolled at The Little School require any specialized services, an individual program plan will be developed for the child in conjunction with Children´s Integration Support Services from Andrew Fleck.

 

Based on the special need, a child may or may not require support services.  Should a child need guidance for certain routines, CISS would offer support to the program to assist this child in the everyday activities routines.  This means that they come for observation visits once a month and they communicate with the educators on what they can do to help this child to better function within the program.  Should a child require a one on one approach, the CISS worker would recommend that a request be made to provide this child with the necessary support.  This special care is to be provided only if Children´s Integration Support Services is able to supply the Program Assistant or Specialist, and the availability of funding to cover the costs of the specialist.

 

The Little School reserves the right to direct the family of the child to other institutions if the support from Children´s Integration Support Services cannot be obtained within a period of time that is reasonable for both, the parents and the Centre.

 

The Little School does not have enough budget funds to pay for the above mentioned specialists, therefore, the Centre cannot commit to maintain the child’s enrollment, if the child cannot be integrated to the regular program without the need of special care (i.e. one on one ratio), the child will have to be discharged or enrollment will be denied.

 

The particulars of each case will be discussed with the parents and the personnel of Andrew Fleck or any other agency that might be involved.

 

HOLIDAYS

 

Written details concerning holidays must be given to the educator at least two weeks before.

 

The Little School observes the following statutory holidays:

 

New Year’s Day                Family Day (3rd Monday of February each year)                  Good Friday

Easter Monday                  Victoria Day                                                               Canada Day

Civic Holiday (August)    Labour Day                                                                 Thanksgiving Day

Remembrance Day *                     Christmas Day                                                             Boxing Day

 

* For the convenience of parents, the Centre will be open on Remembrance Day (November 11) but the holiday will be carried over to the week between Christmas and New Year.

The only period of the year in which The Little School is closed is between Christmas and New Year’s. Please refer to the Annual Holidays’ Schedule posted in the Parent Information Centre for more details regarding the specific dates for the Christmas holiday’s closure.

 

POLICY REGARDING PAID / UNPAID HOLIDAYS

 

In order to maintain fees to the minimum possible level, The Little School must ensure we follow our monthly projected budget.  This means parents must continue paying their standard monthly fees even if on holidays or sick leave.  The reason is very simple: educators are paid and other expenses remain constant regardless of when each family takes holidays. This also guarantees that your child’s space will still be there when you return.

 

Families that disagree with this policy have the option of discharging their child while on holidays, thereby taking the chance that their space(s) may be given to people on the waiting list.

 

Discharge notice must be given at least 2 weeks prior to discharge date. However, we would strongly encourage you to pay your fees in full since we cannot guarantee that the space(s) will still be available.

 

For parents whose fees are partially or totally subsidized by the government, we remind you that the City of Ottawa will pay for a maximum of 36 days holidays per calendar year.  If you are planning to take more, please make appropriate arrangements with the City (we can assist you in making the arrangements) before taking your holidays.

ADMISSION AND DISCHARGE POLICY

 

An interview will be arranged to familiarize you and your child with the surroundings, answer questions, and complete admission forms prior to enrollment. A non-refundable fee of $200.00 is also required and can be paid at this time. This amount will be applied as a credit towards your monthly fee.

Written notice of permanent withdrawal must be given at least two weeks in advance. If notice is not received, full program fees will be charged.

Written notice of permanent withdrawal must be given at least two weeks in advance.  If notice is not received, full program fees will be charged.  A permanent space cannot be guaranteed if you wish to temporarily withdraw your child. The Little School may terminate services if policies are not followed or fees are not paid. (Read: “Policy regarding paid/unpaid holidays” on page 6).

 

CODE OF CONDUCT

 

Guiding Principles for Appropriate Behaviour

 

Be Respectful

 

We are respectful of ourselves and other people.  We are respectful of the ideas and feelings of others.  We are respectful of the environment,

 

Be Safe

 

We work and play safely to help keep ourselves and others from getting hurt.

 

Be Cooperative

 

We solve our problems by talking and listening to each other respectfully to find a solution.  When we cannot solve a problem ourselves, we ask for help.

 

Be Supportive of Learning

 

We learn to the best of our abilities and support the learning of others.

 

Developmental Capabilities of Children

 

I understand that it is normal for children to display inappropriate behaviour at times for a variety of reasons.  The developmental capabilities of each child will always be considered when determining both expectations for behaviour and consequences of inappropriate behaviour.

 

Unacceptable Behaviours

 

The following behaviours by children and adults are unacceptable.

 

  • All forms of bullying (physical, verbal, emotional, social or cyber bullying), including comments, actions or visual displays that are intentional, hurtful and repetitive.
  • Harassment, including behaviour that degrades, demeans, humiliates or embarrasses someone that a reasonable person would know is unwelcome.
  • All forms of abuse (sexual, physical or psychological), including verbally, in writing or otherwise.
  • Discrimination against any person or group because of their race, colour, ancestry Nationality or place of origin, ethnic background, religion, age, sex, gender-determined characteristics, sexual orientation, marital and family status, source of income, political belief and physical or mental disability.

 

Consequences for Inappropriate Behaviour

 

We will consistently respond to inappropriate behaviour by children and adults by:

 

  • reminding people of expectations and limits
  • using a respectful approach to explain why a behaviour is inappropriate and what behaviour is expected
  • talking only about the behaviour, not labelling the person
  • responding sympathetically and acknowledging feelings
  • establishing natural, logical consequences

 

 

Depending on the severity and frequency of the behaviour, further steps will be considered such as:

 

  • using Behavioural analysis to learn what may be contributing to a child’s inappropriate behaviour and how to help reduce or eliminate the behaviour
  • having a formal or informal meeting to discuss concerns and to develop an action plan to encourage appropriate behaviour in the future
  • developing a written contract with an adult and older child that outlines specific expectations and consequences
  • giving a written warning that outlines specific concerns and consequences if the behaviour continues
  • accessing outside resources for help, such as:

 

  • a behaviour specialist or other professionals to help staff understand and reduce a child’s inappropriate behaviour.
  • mediation services to resolve conflicts between adults.
  • the Children’s Aide Society for information and advice to resolve an issue informally or to make a formal complaint if the behaviour involves discrimination or harassment.
  • the police to assist with threatening behaviour.

 

 

 

In extreme cases, we will take additional steps such as:

 

  • Suspending or withdrawing child care services because of a child’s or family member’s inappropriate behaviour.
  • In the case of a visitor not allowing the person to return to the child care centre.
  • Contacting the police and/or the Children’s Aide Society (CAS), if the behaviour is illegal such as abuse, assault or threatening another person.

 

 

YOUR CHILD’S INITIAL ADJUSTMENT

 

In order to help your child adjust to our Centre, we offer what we call “Transition Time”. You are welcome to bring your child to spend some time in the program while you are around, for a couple of days before your official start date. This service is available to you free of charge in case you require it. Talk to the Supervisor to arrange a schedule.

 

It is normal for your child to have some fears and misgivings about being away from you.  Children, like adults, need time to get used to new situations.  Try to prepare your child for the changes as far in advance as possible.  Discuss any concerns, talk about some of the people your child will meet and the new things your child will do.

If this is the first time your child has been separated from you, it is natural for the child to be hesitant.  A cheerful good-bye kiss from you, a smile, and a reassuring word that you will be back after work is all that you need to do.  Our caring staff will take it from there.  Please, do not sneak out when your child is not looking.  Usually the child settles down shortly after the parents leave.

 

Depending on their ages, some children will “act out” their feelings by: clinging to you and refusing to let go, throwing tantrums, forgetting their toilet training, not eating, expressing a desire to stay home, etc. Usually these behaviours are temporary.  If your child has loving and structured routine both at home and at the Centre, these behaviours should go away. Remember, if you are enthusiastic, chances are your child soon will be too!

 

 

CLOTHING AND POSSESSIONS

 

While attending The Little School, your child is expected to always have available the following items:

 

  1. One hanging bag to hold their personal belongings;

 

  1. At all times there should be a complete change of clothes in your child’s cubby. This should include: pants, socks, sweater and most importantly underwear;

 

  1. One pair of shoes or slippers for indoor use and one pair of outdoors shoes or boots (depending on the season);

 

  1. Proper outdoor clothing for cold, hot, or wet days;

 

  1. For the hot summer days make sure that your child has a bathing suit and a towel, sun hat, sandals and sunscreen lotion;

 

  1. Toothbrush for after lunch;

 

  1. If the child is accustomed to sleeping with a blanket or stuffed animal he/she is allowed to bring them.

 

  1. It is your responsibility to make sure that the above items are sent in with your child to ensure that he/she is properly dressed depending on the day.

 

  1. If your child is in diapers, bring a bag of diapers, wipes and one cream (your choice).

 

  1. If your child is being toilet trained we will follow your directions and suggestions as close as possible. The following is a list of items, which should be kept in your child’s cubby in order to assist us while toilet training:

 

5 pieces of toilet training underwear,

                  – 4 pairs of pants/dresses/skirts/shorts,

                  – 4 pairs of socks,

– 4 shirts.

Wet clothes will be sent home every day and shall be replaced the next day.

PLEASE, CLEARLY LABEL ALL CLOTHING WITH YOUR CHILD’S NAME.

 

 

FIRE DRILL PROCEDURES

 

For safety reasons, The Little School has a monthly Fire Drill.  The purpose of this drill is to iron out any possible difficulties, and to better prepare us if there ever were a real emergency.  We are very pleased and proud that every child, educator, and substitute at The Little School are aware of our procedures and we are elated to report that we can fully evacuate the premises within our goal time of two minutes.  Therefore your co-operation in this matter is imperative.

 

The Little School sets an example to our little friends that every drill is serious.  When the alarm is sounded or our bell rung, everyone MUST exit the building as quickly and safely as possible.  We ask that all parents respect these drills as well.  Please, when you are arriving to the Centre and you see that we are in the process of evacuating, or have already done so, DO NOT enter the building.  We ask that you stay either along the outskirts of the parking lot or with your child’s group, until further instructions.  Also, if you have any young children with you, do not let them wander away, we ask that you please make sure they are under your close supervision at ALL TIMES.

 

If you are in the Centre when the alarm is sounded, exit the building through the nearest exit.

 

During a drill, educators and staff are responsible for supervising the children under their care, along with added responsibilities associated with a Fire Drill.  It is for these reasons we ask that you kindly refrain from any added distraction until the drill is completed.  However, if you have to leave you may certainly do so, AFTER speaking with the head educator of your child’s program to let her know that you are leaving and that your child needs to be accounted for.  As well, we ask that you kindly drive out of our parking lot slowly and with extra caution. 

 

If you should have any questions or concerns regarding our fire drill and procedures, please address them to either your child’s educator or to the office.

 

GUIDELINES FOR EATING, SLEEPING AND TOILETING

 

Eating, sleeping and toileting routines serve as a framework around which a child’s day is organized.  These routines are familiar to the child, can be anticipated and give the child a sense of the time of day by which he can predict other events.  (“Mummy will be here after sleep time”).  Routines must respond to the need of individual children and not vice-versa.  The following are general guidelines for staff managing routine times in The Little School:

 

 

Eating

 

  1. Mealtime is a relaxed, social time for children and staff. Staff should encourage table conversation with the children at their table.
  2. Educators are expected to model good eating habits at the lunch table by eating the meal being served.
  3. Dessert and milk are not to be withheld from children regardless of how much of the main meal they eat.
  4. Children are to be encouraged to eat what they can, including dessert. Children attending The Little School will not be forced to eat something they obviously dislike.
  5. Children will be given a reasonable amount of time (approx. 20 minutes) to eat. Food is then removed and the child moves on to dessert or the next routine with no further comment from staff other than “Are you finished?”
  6. Staff will be aware of and respect the cultural needs of children.

 

Sleeping

 

With the exception of infants, let children seek their own comfortable position for relaxation and sleep.  This position may shift several times.  Children younger than month will be put at sleep on their back unless a physician recommends otherwise in writing.

 

  1. Children who sleep should do so for no more than two hours.
  2. Children are not required to sleep but do need to lie quietly for no more than one hour.
  3. Where proper ratios can be maintained, children who have slept, children who are not sleeping at the end of one hour, or children whose parents do not want them to sleep more than one hour will be provided with a wake-up program of quiet activities.
  4. Children may use a sleep toy/blanket/soother from home at sleep time.
  5. Staff may assist children in settling down by placing their hand gently on his/her back and/or by providing soft music.
  6. Children will not be physically restrained on their beds.
  7. Children who are misbehaving will be removed to another room if possible.

 

 


 

Waking up

 

  1. Children are to be awakened gradually and are more likely to wake up in a good mood if this approach is used.
  2. Sleeping children will not be lifted out of their beds and placed on the floor.
  3. Staff should begin to awaken heavy sleepers 10 minutes prior to wake up time.

 

 

Toileting

 

  1. Staff must respect the child’s individual requirement for privacy in the washroom at certain times during his/her day.
  2. Children will not be denied the right to use the washroom during sleep time.
  3. Allow children adequate time to complete their toileting as independently as possible reminding them to wash their hands only if they have forgotten.

 

 

BEHAVIOUR MANAGEMENT POLICIES

 

At The Little School, we manage inappropriate behaviour of children in a positive manner. Supervisor and Educators are expected to treat children, as they would expect to be treated.  To manage behaviour positively, staff is asked to take the following steps:

 

  1. State expectations clearly in a firm but kind voice.
  2. Be alert to problems developing.
  3. When intervening, get down and make eye contact with the child.
  4. Positively state what the acceptable behaviour is (“Let’s build a house with the blocks.” NOT “Don’t throw blocks.”)
  5. Reintroduce the child back into the same activity at which he/she was experiencing difficulty.
  6. Praise the child for any success as soon as possible.
  7. If the child continuously experiences difficulty, staff may redirect him/her to another play area or use TIME OUT.*
  8. Be sure to follow through with consequences set out for the child.
  9. If an Educator and a child are unable to resolve a conflict another staff person should be asked to take over the situation.

 

*      Taken from the sports field, TIME OUT means to take a breather; it is a formal, planned time used to consider new strategies for the game.  Time out is POSITIVE time, not PENALTY time.  In The Little School, time out can be used to provide the child with a break from active play.  The child may be offered a book or quiet activity or may use the time as “thinking time”.  The child may sit on the floor or a chair in the same room as the Educator for 2 minutes or less.  For older children (Older preschool, kindergarten.) the child may take responsibility for telling the Educator when he/she is ready to re-enter play.  Praise the child for sitting quietly.  Re-establish his/her self-esteem.  (“You did that well!”).  Say something lovable about him/her and show it by giving a hug, touch, and smile

 

As legislated by the Child Care and Early Years Act of Ontario, the following methods of managing behaviour of children are forbidden while performing the duties of the Supervisor or Educator (including student Educators and volunteers) in The Little School.

 

  1. Corporal punishment of any child by any employee, any person, or any other child(ren).
  2. verbal punishment, or any deliberate harsh or degrading measures to be used on a child, that would humiliate a child or undermine a child’s self-respect
  3. Deprivation of a child’s basic needs including food, shelter, clothing or bedding
  4. Locking of a room for the purpose of confining a child
  5. Locks are not to be used on a structure to confine a child
  6. Inflicting any bodily harm on children including making children eat or drink against their will.

 

Any contravention of the methods outlined in this policy will be considered to be child abuse.  The Little School Supervisor will submit a complete report of allegations of abuse online to M.O.E.  A call will be placed to CAS to report the allegations of abuse as well.

 

 

MANAGING VIOLENT AND AGGRESSIVE BEHAVIOUR

 

It is recognized that a situation may occur that requires more immediate action than those outlined in this policy.  If a child is behaving in a manner that will endanger either himself or another child, then immediate firm and rational action must be taken.

 

Supervisor and Educators are expected to treat children, as they would expect to be treated.  To manage behaviour positively, staff should take the following steps:

 

  1. State expectations clearly in a firm but kind voice.
  2. Be alert to problems developing.
  3. When intervening, get down and make eye contact with the child.
  4. Positively state what the acceptable behaviour is (“Let’s build a house with the blocks.” NOT… “Don’t throw blocks.”)
  5. Reintroduce the child back into the same activity at which he/she was experiencing difficulty.
  6. Praise the child for any success as soon as possible.
  7. If the child continuously experiences difficulty, staff may redirect him/her to another play area or use TIME OUT.
  8. Be sure to follow through with consequences set out for the child.
  9. If an Educator and a child are unable to resolve a conflict another staff person should be asked to take over the situation.

 

Feel free to consult at the office the complete policy should you want to read all details.

 

 

DUTY TO REPORT

 

The little School follows the policies outlined in Section 72 of the Child and Family Services Act: “the public, including professionals who work with children, must promptly report any suspicions that a child is or may be in need of protection to a child’s aid society (CAS).  The Act defines the phrase “child in need of protection” and explains what must be reported to a CAS.  It includes physical, sexual and emotional abuse, neglect, and risk of harm.”

 

  • Who is a “child in need of protection”?

It’s a child who is or who appears to be suffering from abuse and/or neglect.

 

  • Who is responsible for reporting a child in need of protection?

 

Anyone, who has reasonable grounds to suspect that a child is or may be in need of protection.

 

  • What are “reasonable grounds” to suspect child abuse or neglect?

It is not necessary for you to be certain a child is or may be in need of protection to make a report to a CAS.  “Reasonable grounds” refers to the information that an average person, using normal and honest judgment, would need in order to decide to report.

 

  • What does an “ongoing duty to report” child abuse or neglect mean?

Even if you know a report has already been made about a child, you must make a further report to the CAS if there are addition reasonable grounds to suspect that the child is or may be in need of protection.

 

  • Do professionals and officials have any special responsibilities to report?

Professionals and officials have the same duty as the rest of the public to report their suspicion that a child is or may be in need of protection.

 

  • What about profession confidentiality?

A professional must report that a child is or may be in need of protection, even when the information is otherwise confidential or privileged.  This duty overrides any provisions that would otherwise prohibit someone from making a disclosure.  Only lawyers may not divulge “privileged” information about their clients.

 

  • Will I be protected from liability if I make a report?

Yes.  If a civil action is brought against you for making a report, you will be protected unless you acted maliciously or without having reasonable grounds for the suspicion.

 

  • What happens when I call CAS?

The CAS will investigate the information.  The CAS has the responsibility and authority to investigate allegations and to protect children.  The CAS may involve the police and other community agencies.  All CASs provide emergency service 24 hours a day, seven days a week.

 

IF SOMEONE HAS REASONABLE GROUNDS TO SUSPECT THAT A CHILD IS OR MAY BE IN NEED OF PROTECTION THEY MUST MAKE A REPORT DIRECTLY TO A CAS.

 

Should you have comments or questions regarding our “Duty to Report Policy” please contact the office.

 

SERIOUS OCCURRENCES

 

The following is a brief listing of what constitutes Serious Occurrences as summarized from the M.O.E’s “Serious Occurrence Reporting: Procedures for Service Providers”:

 

  1. Death of a Child
  2. Allegation of Abuse &/or Neglect
  3. Life-threatening Injury or Illness
  4. Missing or Unsupervised Child(ren)
  5. Unplanned Disruption of Normal Operations

Procedure:

When a Serious Occurrence happens the following steps must be taken:

 

  1. Tend to the child and make sure the child is well taken care off.

 

  1. Educator present at the time of the incident must inform the Head Educator of the Program.
  2. The Head Educator of the Program must inform the Supervisor or the Person in charge.

 

  1. The Supervisor or Person in change contacts the parent(s) or guardian(s) of the child to inform them of the Serious Occurrence.

 

  1. Supervisor or Person in charge must report the Serious Occurrence within 24 hours on the CCLS web site at: https://www.iaa.gov.on.ca/iaalogin/IAALogin.jsp? Under Serious Occurrence; they must select Report a Serious Occurrence and fill out the form.  Once the form is complete an option to generate a Serious Occurrence Information Form must be selected.  This will provide a hard copy of the Serious Occurrence Report.

 

  1. The Report does not have to be posted within 24 hours in the case of allegations of abuse or unverified complaints, which will be posted at the completion of follow up investigation.

 

  1. Any suspicion of abuse or mistreatment must be reported to CAS.

 

  1. The Serious Occurrence Report must be posted near the child care license and must remain posted for 10 business days. Make sure the report does not have any names neither Educators nor child involved in the incident.

In the event that a Serious Occurrence is in regards to a missing child or the death of a child, our Ministry Program Advisor needs to be informed immediately by whoever is in charge.

 

 

WAITLIST POLICY

DATA TLS\0 NEW CENTRALIZED WAITLIST CITY OF OTTAWA\0 POLICIES

 

Families who are looking for childcare must complete an online application on the City of Ottawa’s Child Care and Waitlist. The Little School will request parents to complete an application form on The Little School website in order to book a tour and discuss space availability. No fees or deposit required for placement on any waitlist.

 

The Little School will offer priority spaces to:

 

  • Returning families
  • Siblings of current student(s)
  • Children of current employees

 

The order in which children on the waitlist are offered admission is determined as follows…

 

  • For Full fee families, the date of application determines the priority for enrollment as well as physical space for the program required.
  • For subsidies families, the centralized waitlist generates the priority. Only accepted applicants will be considered for immediate enrollment based on the child’s age and physical space for the desired program.

 

All applicants will be contacted by The Little School in order of priority to inquire if they are still interested in a space at The Little School, if they’ve secured a space elsewhere or if their preferred start date has changed. Based on the information obtained this will determine if a space can be secured for the family or if The Little School needs to move on to the next applicant on the priority list.

 

The ranking priority can change due to new entries on the centralized wait list.

 

Parents can contact our Centre to know where their child is ranked based on the care code categories. The Little School offers full time enrollment for 6 programs. Before and after school care is not offered.

 

Care Code Programs Capacity Age group
Infant Infant 10 3-18 Month
Toddler Jr. Toddler 15 16-24 Months old (max 20% of enrollment under 18 months)
Toddlers 20 2 years old to 3 years old
Preschool Preschool 24 2.5 years old to 4 years old (max 20% of enrollment under 3 years old)
Jr. Kindergarten 16 3.5 years old to 5 years old
Sr. Kindergarten 10 4 years old to 6 years old (4 years old by December 31st of that year)

 

The Little School has an enrollment folder divided into 12 months to project demand and availability. Application forms and pre-registration forms are reference quarterly for projection purposes.

 

 

FEES AND OTHER CHARGES

 

  • Apron: The Little School has an apron that the Toddlers, Preschoolers and Kindergarten children wear on outings (for easy identification purposes), during “Art Time” and lunch to protect their clothes from stains. (included in monthly fee.)
  • Activity Book: Junior and Senior Kindergarten programs have an activity book that is used throughout the year. . (included in monthly fee.)
  • Field-trips: Depending on the age group, some programs have a number of outings designed to enhance their educational program throughout the year.
  • NSF cheques are subject to a $50 administration charge, most of which is charged to us by the bank.
  • Main entrance access: For your child security, a fob is required to access the building.  They are very practical and can be attached to your car key holder.  There is a deposit of $20 per fob, which is refundable when your child is discharged from the Centre and you return the fob to the office.

 

Monthly fees are payable in advance, and are due on the first day of each month. For your convenience we offer the option of Pre-Authorized Withdrawals. Please fill-up and sign the Pre-authorized Debit Form. As an alternative, post-dated cheques can be provided from the registration date up to and including the month of December OR payment can be made at the office with interact. The monthly fees are a blended rate, calculated by taking the total number of days the Centre is open during the year and dividing it by twelve months. Statutory holidays are included in the calculation and the one or two non-statutory days we are closed in the week between Christmas and New Years are not charged. Please refer to the “Christmas Holiday Schedule” for more details.

 

Monthly Fees

Infant                                                                          1,777.00

Jr. Toddler/Toddler                                                     1,430.00

Preschoolers/Jr. & Sr. Kindergarten                            1,224.00

Notes:

Fees are adjusted effective January 1st of each year, and parents are notified of any changes by the first week in December.

 

For families with two or more children a discount of 10% for the youngest child is offered, provided the children are enrolled full time, five-days per week.

 

For more information please contact Elsa (Supervisor) at (613) 837-9138 ext. 34, Claudine or Enrique ext. 21 or Tina ext. 22.  You can also e-mail at tls@thelittleschool.ca

Updated Dec 05 2016

The LittleSchool’s

PHILOSOPHY

DATA TLS/TLS DOCTRIN/0 POLICIES/TLS PHILOSOPHY

 

 

“The child learns through play, and through playing he learns that learning is fun.”

 

The two main objectives of “The Little School” are:

 

1)   TO ACHIEVE BALANCED PHYSICAL, SOCIAL, INTELLECTUAL AND        EMOTIONAL DEVELOPMENT OF THE CHILD.

2)   TO HELP THE CHILD TO KNOW HIS/HER CAPABILITIES FOR OPTIMUM LEARNING AND SELF-DEVELOPMENT

 

Young children learn through experimenting, play is the tool children use to experiment to experience is to learn.  “The Little School” offers the child an environment conducive to learning.

 

“The Little School” recognizes that every child is unique and offers individualized attention to every child.

 

“The Little School” follows a program specifically designed to help the children develop various skills.  Although the program is clearly structured and carefully followed by the Educators, it is implemented in a way that gives each child the option of learning his/her own way at his/her own pace.

 

The program has monthly objectives or themes, and these are divided in weekly sub-objectives.  These are achieved in two ways: free play and group activities.

 

The materials, games and play opportunities offered to the children every day are related to the theme of the week.  In this way, each child is free to choose what to do, when, where, and how, during free play periods.

 

One of the group activities is called “Circle Time”.  Here, all children get together and their Educators motivate them to direct their activities towards the week’s theme.  Note that “Circle Time” is a period of inter-communication between children and Educators.  The activities to be performed after “Circle Time” is suggested by the Educators and chosen by the children, never imposed on them.

 

Good communication, reasoning, respect, and understanding are fundamental rules in all activities.

 

The school is divided into six major areas:

 

  • Physical Play Area (Physical/Social Play)
  • House Area (Role/Social Play)
  • Blocks Area (Creative/Cognitive Play/Gross Motor Co-ordination)
  • Arts Area (Creative/Fine Co-ordination)
  • Nature Area (Understanding of the Natural Environment/Respect for Living Things
  • Quiet Area (Quiet/Retreat/Cognitive Play)

 

Each of these areas offer the child different play opportunities helping him/her to develop different skills.

 

The progress of the child is evaluated regularly and parents are notified of achievements as well as areas that need support at home.

 

The interest, involvement, and participation of the parents in the process are considered fundamental and irreplaceable.  “The Little School”, in co-ordination with the parents, will attempt to organize activities that will involve parents and staff.  These activities intend to be a learning process for both, resulting in greater benefits for the children.

 

For a better future, “The Little School”

 

The Little School

HISTORICAL PERSPECTIVE

DATA TLS/TLS DOCTRINE/0 POLICIES/HISTORICAL PERSPECTIVE

 

Elsa and Enrique Roman founded The Little School Centre for Integral Child Development in 1985.  It started with a total capacity of 16 preschoolers and was located on Gerald St. in Cumberland.  The School’s strong emphasis on the educational contents of its program became the Centre’s trademark from the beginning.

The Little School moved in September of ’88 to its new custom designed facilities in the Taylor Creek Business Park with a licensed capacity of 45 children. Shortly after, the licensed capacity was increased to 65 children distributed in four programs: infants, toddlers, preschoolers, and kindergarten.

The Little School became a non-profit organization in 1989.  Its continued success prompted a further expansion that took place during the summer of 1992.  During the summer of 1993, we created and enhanced our infant program by dividing it into Infants and Junior Toddlers.  In this way the children’s needs are met in a much better way.

 

Today, The Little School is licensed for a total capacity of 95 children, distributed in six different programs as follows:

Infants                                     0 to 14 months of age

Jr. Toddlers                             15 to 24 months of age

Toddlers                                  2 years old

Preschoolers                            3 years old

Junior Kindergarten                4 years old

Senior Kindergarten                5 years old

 

In addition to the infants, toddlers, and preschoolers programs, The Little School also offers full-day Junior and Senior Kindergarten, and a large selection of full time and part time options designed to suit the specific and varied needs of parents.

After more than 15 years of its foundation, The Little School is already established and recognized as an important part of the academic community of the Ottawa-Carleton Region.  It has earned its reputation in the education and care of young children thanks to the work and dedication of the 22 permanent staff that strive to maintain their programming objectives every day.

The Little School is one of the preferred childcare Centres used by Algonquin College, La Cite Collegial and similar institutions for student field placements and Co-Ed programs.

 

The main objectives of The Little School are:

 

  • TO HELP THE INDIVIDUAL CHILD DEVELOP ALL HIS/HER SKILLS AND ABILITIES IN A BALANCED AND HARMONIOUS MANNER.
  • TO MAKE LEARNING FUN AND FOSTER A LOVE FOR LEARNING THAT WILL LAST A LIFETIME.

For more information about The Little School please contact

Claudine at (613) 837-9138 EXT. 21 or Elsa/Tina (Supervisor) at EXT. 22

 

Revised February 2017

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