Early Learning and Child Care Centre Director’s Manual 2016-17 · 2019-01-03 · Presentation and Communication Etiquette: o Setting a standard in your appearance. o Developing

Saskatchewan.ca

Early Learning and Child Care Centre Director’s Manual 2016-17

Saskatchewan.ca

Saskatchewan.ca Introduction

Early Learning and Child Care Centre Director’s Manual

Preface

Saskatchewan's Early Learning and Child Care (ELCC) Program supports families and children through promoting high quality child care. Child care centre directors are essential to the provision of child care services in their communities by ensuring daily centre operations are effective and support optimal child development. The purpose of the ELCC Centre Director’s Manual is to support foundational skill development in Saskatchewan child care centre directors.

The Director’s Role in Child Care Centre Operations

The Child Care Regulations, 2015, require a centre director to be in place to manage daily operations, with the required skills, knowledge and competencies to provide appropriate environments for children. Centre directors are employed by, and accountable to, the centre’s Board of Directors, who are legally and financially responsible for the centre. The board approves policies for the centre and determines the director’s specific role in centre operations.

How to Use this Manual

The sections in this manual provide support for centre directors to manage daily centre operations. This manual is divided into eight sections covering subject matter that is relevant to daily child care centre management, and may be used in conjunction with the Licensee’s Manual, which is referenced throughout in the margins of the document. Appendices linked to each section are included in the manual to assist directors in day-to-day centre management.

The information in this manual is intended to be used as a support for daily centre management. Always consult the operational policies and procedures established by the board to understand operations unique to each centre, and the appropriate legislation for matters of interpreting child care, employment, and labour standards.

Saskatchewan.ca Introduction

Acknowledgements

The Ministry of Education acknowledges the contribution of the following individual and

organizations in the development of this manual:

Tanya Mazurek, Independent Contractor

Saskatchewan Early Childhood Association

Stepping Stones Child Care Cooperative

Table of Contents

Section A: Professionalism A-1 to A-3

Section B: Family and Children B-1 to B-8

Section C: Child Care Centre Employees C-1 to C-10

Section D: Administrative Tasks D-1 to D-10

Section E: Finances E-1 to E-8

Section F: Meetings F-1 to F-3

Section G: Licence Review G-1 to G-3

Section H: Resources and Supports H-1 to H-3

Appendices

1 Saskatchewan.ca Section A

Section A: Professionalism As a centre director, professionalism means actively demonstrating Early Learning and Child Care (ELCC)

knowledge, administrative skill, a commitment to the ELCC sector and consideration for the families the

centre serves.

Section Overview

This section will provide a basic understanding of:

Components of professionalism

Telephone etiquette

Computer etiquette

Confidentiality

Components of Professionalism

Reliability:o Ensuring timeliness, dependability and consistency in centre management.o Submitting documentation by deadlines, following the Licensee’s Manual and managing

staff with equality and composure.

Responsibility:o Being accountable for centre operations.o Overseeing all aspects of the child care program and day-to-day operations of the

centre, and ensuring the centre is managed effectively.o Answering to the board and families.

Respect:o Listening to, understanding and valuing the perspectives of Early Childhood Educators

(ECEs) and families in your community.

Life-long Learning:o Committing to ongoing professional learning to further develop skills, knowledge and

competencies in centre administration and supporting quality child care.

Confidentiality:o Ensuring confidentiality is maintained to protect the personal information of children,

families and staff.

Performance:o Committing to best practice in centre administration and quality child care by surpassing

minimum standards.


o Overseeing an inclusive child care program that is responsive to the interests of childrenand based on emergent curriculum.

Presentation and Communication Etiquette:o Setting a standard in your appearance.o Developing and following a dress code.o Practicing telephone and computer etiquette.

Professional affiliation:o Belonging to a voluntary professional association to build professionalism through

networking among colleagues within the ELCC sector, and accessing resources andsupports to enhance your knowledge and skills.

The voluntary professional association affiliated with Saskatchewan’s earlylearning and child care sector is Saskatchewan Early Childhood Association(SECA). Further information concerning SECA may be found by directing yourweb browser to: http://seca-sk.ca

Telephone Etiquette

One method professionalism is communicated to the public is through telephone conversations. Telephone etiquette concerns how information is communicated. The following items will assist in ensuring professionalism when speaking to others over the phone (refer to Appendix A for a telephone etiquette checklist):

If the content of the conversation can be anticipated, prepare what will be communicatedbeforehand.

Greet the caller.

Identify yourself by name and as the centre director.

Focus your attention on what is being communicated.

Draw on your knowledge of centre administration, child development and community resourcesto respond to questions and facilitate understanding.

Actively listen to the caller by paraphrasing throughout the conversation or summarizing whatthe caller communicated.

Ensure there is writing material available to take notes and record relevant information.

Close the conversation appropriately (e.g. thank the caller, arrange for a follow-up conversation,etc).

Have a professional message manager/voicemail.

Ensure messages are checked regularly and returned in a timely manner.

Ensure staff are provided with guidelines for answering the telephone and taking messages.

http://seca-sk.ca/


Computer Etiquette

Similar to telephone etiquette, computer etiquette is concerned with how information is communicated electronically. The following considerations will assist in ensuring professionalism is maintained when composing emails:

Ensure the centre’s email address is appropriate (i.e. [email protected])

Ensure consistent font is used on a basic background colour.

Be aware that email messages lack the emotional tone of natural language, and may be open tointerpretation. To ensure that email messages are understood as intended:

o use concise, clear statements; and

o avoid using all capital letters.

Maintain confidentiality by not disclosing personal information of children, families, or child carecentre employees.

Read emails prior to sending and ensure emails will be sent where intended.

Request permission to forward emails received.

Confidentiality

Confidentiality ensures that the personal information of children, families and staff is protected. All individuals involved with child care centre operations are to be committed to ensuring information pertaining to children and families is kept confidential.

However, where the immediate safety and health of children is at risk, as in cases of suspected abuse, confidentiality does not apply. In these cases, there is a legal obligation to contact Child Protection Services.

Licensee's Manual

Part III Section 40

Appendix

4 Saskatchewan.ca 2015/16 Section A

Licensee's Manual

Part VII Grants

1 Saskatchewan.ca Section B

Section B: Family and Children A primary purpose of Saskatchewan’s Early Learning and Child Care Program is to ensure families have

access to reliable early learning and care programs that provide a healthy, safe and nurturing

environment for children. Families and children are central to child care service delivery.

Section Overview

In this section, the following information is provided as a foundation for the delivery of family and child-

focused child care services:

• Responding to inquiries

• Developing a waitlist

• Tour of the child care centre

• Registration of new families

• Managing children’s files

• Communication with parents and families

• Communication of children’s information to staff

Responding to Inquiries

Inquiries in this section refer to questions parents have when seeking child care, and your response to these questions. Inquiries involve information to share with families, and information to obtain from families to assess whether the centre can meet their child care needs (refer to Appendix B for a responding to inquiries checklist).

Information to Shareo General information concerning the centre, including:

Location Child care fees Hours of operation Age range of children the centre is licensed for (i.e. infants, toddlers, preschoolers,

school-age) Brief overview of philosophy and program

Information to Obtaino Assess the families’ child care needs by obtaining:

The age of children requiring care Schedule of care requested (e.g. part-time, full-time, extended hours, casual)


Names of children, parents, contact information, and child’s date of birth if a placeon the waitlist is requested

Date care is required Family/child specific needs

If families are interested in enrolling their child and the centre is able to accommodate the family’s child care needs at that time, arrange for a tour of the child care centre. Alternatively, place the family on a waitlist if the centre is unable to meet their child care needs at that time, and the family expresses an interest in a child care space.

Developing a Waitlist

Develop a waitlist that contains the information obtained from families when they inquire about care for their child. This information will assist you in identifying which families the centre will be able to accommodate based on the ages of children and parent schedules as spaces become available (refer to Appendix B for a sample waitlist).

Tour of the Child Care Centre

A tour of the child care centre is an opportunity for parents to become familiar with the facility prior to enrolling their children. The items below outline the essentials of a centre tour (for a tour checklist, refer to Appendix B).

Introduction: Introduce yourself, and ask for the names of those present for the tour.

Physical Space and Program: A tour of the child care centre includes the physical child care space,and the programming that occurs within that space. As the physical space is introduced, describewhat their child will experience throughout the course of her day, and what parents may expect.

o Entrance: Provide an overview of the entrance (e.g. children’s lockers/cubbies, places forstorage of personal items, etc.). Show parents the attendance sheets, and provideexpectations for signing children in and out. If main forms of communication are providedin the entrance area (e.g. bulletin board, parent newsletters, staff biographies, etc.), providea general description.

o Child Care Rooms: Provide an overview of the child care space, and the age groups for therooms. Focus on the age group and rooms where the child would spend most of her time.

o Early Childhood Educators: Introduce parents to the ECEs in the child care group. This maybe an opportunity to describe ECE certification and the educational background of staff.

o Early Learning and Child Care Program: Describe for parents daily routines (e.g. nap, snack,meal times, etc.) and programming. Highlight play-based learning within the centre, anddocumentation that demonstrates children’s early learning.


o Programming: Outline the process of programming within the child’s group (e.g.programming that is responsive to children’s interests, collaborative project development,etc.), and the principles of early learning in the Play and Exploration: Early LearningProgram Guide.

Experiential Centres: Describe the experiential centres (e.g. construction, naturaland living things, motion, etc.) available for children in the room, and the activitiesavailable for children in these centres.

Eating Area: Show parents where children eat within the room.

Napping Area/Room: Show parents where the children sleep in the room, or thenap room in the case of infants, and describe nap times and routines.

o Outdoor Play Area: Show parents the outdoor play area, and describe the activitiesavailable to children outdoors. Elaborate on neighborhood walks and excursions that theirchild may experience.

o Kitchen: Provide an overview of the kitchen, menu, and thecentre’s requirement to meet the nutritional standards of theCanada’s Food Guide.

o Washrooms: Show parents diapering/toileting areas, and provide expectations for parentsfor providing supplies (e.g. diapers, change of clothes, etc.).

Closure: The end of the tour may involve different outcomes, depending on the needs of the family,and the capacity of the centre to meet those needs. Parents may be exploring child care options,without expressing intent to enrol their child at that time. Alternatively, parents may want to enrolltheir child in the centre following the tour, and the centre may be able to provide a space for theirchild at that time.

Registration of New Families

Registering new families involves formally entering into a child care service arrangement. Completion of an enrolment package, including required forms, optional forms, and sharing parent policies, is the procedure by which new families are registered in the child care centre.

Enrolment Package

The enrolment package is comprised of required forms, optional forms, and the Parent Handbook. Enrolment packages may be prepared in advance, and contained separately in manila envelopes for ease of accessibility. The items below outline the components of the enrolment package. Parents may be assisted to understand the purpose of forms and how to complete them, and guided through the Parent Handbook during registration.

Licensee's Manual Appendix


Required Forms

Required ministry forms are necessary for daily administration of the centre and to manage the health and safety needs of children. Required forms include:

o Agreement for Child Care Services

The Agreement for Child Care Services is to be completedprior to the child’s first day of attendance at the centre, and is a legally binding contract between the child care centre and the parent. The Agreement for Child Care Services is key in establishing a common financial and administrative understanding between the centre and the parent.

o Child’s Health Resume

The Child’s Health Resume is a record of the child’s medical history, and includesallergies, medical conditions, and emergency contacts.

o Child’s Emergency Information Card

The Child’s Emergency Information Card contains the same information as theChild’s Health Resume. The Child’s Emergency Information Card is an easilyaccessible form, and intended to be kept by the telephone, or taken on excursionsfrom the centre.

o Excursion and Transportation ConsentBy completing the Excursion and Transportation Consent, the parent determineswhether the child may participate in excursions away from centre premises.

Optional Forms

o Social ResumeThe social resume contains information to gain an in-depth understanding of the child care needs, routines, temperament, and developmental level of children enrolled in a child care facility. There are three social resumes, according to the ages of children enrolled:

Infant Social Resume (6 weeks – 17 months)

Toddler or Preschool Social Resume (Toddler: 18 months – 29 months;Preschool: 30 months to Kindergarten)

School-Age Social Resume (Grade one and older)

Child’s Medical Certificate

The child’s medical certificate may be completed by a physician at the request of the child care facility.

Licensee's Manual Part III Section 36


Subsidy ApplicationThe Ministry of Social Services assists families in Saskatchewan with child care costs by providing subsidies directly to child care facilities according to family income. Parents apply directly to the Ministry of Social Services for a child care subsidy. Individuals may be eligible for child care subsidy if they:

have lawful custody of a child or children under the age of 13 years whoreceives care in a licensed facility.

are Canadian citizens or permanent residents of Canada.

are residents of Saskatchewan.

have a valid reason for care, including: employment or self-employment,attendance at an educational institution, looking for work, involvement inan approved pre-employment program, or special medical or socialneeds.

Further information on child care subsidy eligibility criteria, income thresholds, and subsidy applications may be found online on the Ministry of Social Services’ website at: www.saskatchewan.ca/residents/family-and-social-support/child-care/paying-for-child-care

Parents or guardians are solely responsible for applying for subsidy. Where parents or guardians share information contained on subsidy application forms, and request your assistance in ensuring the completeness of the form, the confidentiality of this information must be maintained.

The required and optional forms, with exception of subsidy applications, referenced above may be found on the Ministry of Education website at: http://publications.gov.sk.ca/documents/17/143-Child-Care-Subsidy-Application-7781.pdf or through your Regional Child Care Services Offices at (306) 787-4980 for the Southern Region, and (306) 933-6071 for the Central and Northern Regions.

Parent Handbook

The Parent Handbook sets out the policies and procedures for centre operation specific to the child care service provided. The Parent Handbook assists parents to understand the child care service, and serves to guide expectations for both the parent and the centre. More than a description of centre operations, the policies in the Parent Handbook bind parents and the centre to the specific use and delivery of child care services.

The following guidelines are provided as sections of the Parent Handbook to include and review with parents as part of registration.

Licensee's Manual Part III Section16

http://www.saskatchewan.ca/residents/family-and-social-support/child-care/paying-for-child-care

http://www.saskatchewan.ca/residents/family-and-social-support/child-care/paying-for-child-care

http://publications.gov.sk.ca/documents/17/143-Child-Care-Subsidy-Application-7781.pdf

http://publications.gov.sk.ca/documents/17/143-Child-Care-Subsidy-Application-7781.pdf


Guidelines to Include and Review in the Parent Handbook

Policies and procedures for… Licensee’s Manual/Reference

Philosophy and Programming Part III Section 14

Child Management Part III Section 15

Confidentiality Part III Section 40

Child Care Centre Governance

Parent Involvement

Membership fees (if applicable)

Fundraising (if applicable)

Ethical conduct

The Child Care Act, 2014 Section 10

Communication

Parent Concerns

Procedures for Parent Communication

Injury reporting Part III Section 34&36

Record Keeping

Maintaining children’s forms

Attendance Records

Part III Section 36 & 17 Part III Section 37

Centre Operations

Hours of operation

Statutory holidays

Services offered and age range served

Enrolment

Termination

Signing In

Late Pick-up/fees

Custody/Visitation

Items from home

Communicable diseases

Medication administration

Weather guidelines

Transportation

School-age supervision to and from school

Part III Section 16

Part III Section 26

Part III Section 27

Nutrition

Menu planning

Allergies

Part III Section 24 & 25

Fee Schedule

Parent Accounts (billing and collection)

Late payments

Acceptable methods of payment

Fee changes

Fees for additional services

Subsidy

Part III Section 18


Managing Children’s Files

The ongoing management of information for children enrolled in the centre is supported through accurately maintaining individual children’s files. In addition to forms required for enrolment, ensure to file the following forms as needed:

Medication Forms

Special Excursion Consent

Minor Injury Report

A copy of Injury/Unusual Occurrence Reports

Any updated required forms (e.g. Updated Agreement for Child Care Services when child carefees are increased, or a child transitions to a different age category, etc.)

Refer to Appendix B for a checklist of forms to include in children’s files to assist you in managing

children’s information.

Communication with Families

Communication with families may be facilitated through a variety of methods. In addition to maintaining an open-door policy for parents to discuss their child’s program with you, consider the following means of communicating with parents:

Documentation of children’s early learning displayed throughout the centre

Digital photo frames displayed in the entrance, or printed pictures for parents to take home

A daily communication board (e.g. dry-erase white board, etc.) to post general informationconcerning the centre such as daily activities and menus

Newsletters

Bulletin boards

Daily information sheets or communication journals for individual children to be taken home byparents

Ensure when communicating with families that confidentiality of information is protected. For example, share general and program related information through communication and bulletin boards, newsletters, documentation and photographs. In contrast, communicate child-specific information through children’s daily information sheets, journals, or in conversation with individual families.

Licensee's Manual Part III Section 36


Communicating Children’s Information to Centre Staff

Ensure child care centre employees are aware of children’s individual circumstances and the developmental information necessary to perform their job effectively. Children’s information should be regularly communicated to staff, along with where to access information. Examples of information to communicate to staff may include:

Allergies

Medical conditions

Additional support needs

Developmental information

Permission to go on neighbourhood walks or excursions

Individuals authorized to remove children from the centre

Custody arrangements

Any other information relevant to children’s care

1 Saskatchewan.ca Section C

Section C: Child Care Centre

Employees Managing child care centre employees is an essential component of a director’s responsibilities. The

breadth of this responsibility extends to overseeing programming, modeling skills and competencies for

staff to nurture the developmental potential of children, ensuring a collegial and professional

environment among staff, and managing human resources to ensure the centre is operated according to

The Child Care Regulations, 2015.

Section Overview

This section provides basic knowledge in the management of centre employees, including:

Recruiting employees

Providing an orientation to the child care centre

Creating and maintaining staff files

Maintaining educational requirements

Understanding labour standards

A Note on Delegation of Authority for Hiring and Reviewing Criminal Record Searches and Vulnerable Sector Checks

The authority to hire staff is typically delegated to centre directors. Consult your centre’s operational policies and procedures to determine the delegation for hiring employees, and processes and procedures for hiring employees that may be unique to your centre. In addition, delegation to review a criminal record search and vulnerable sector check, which is an essential component of the screening process, and the criteria by which this documentation is assessed, will be addressed in centre operational policies and procedures. Although the authority to review and assess this information is generally delegated to the centre director, if this is not the case, request that the board member delegated to review this information attend interviews.


Recruiting Employees

Recruiting child care centre employees involves preparing a job description, advertising, screening, and presenting an offer of employment.

Preparing a Job Description

A job description provides a detailed account of the job, and will vary depending on the position. For example, a job description for an Early Childhood Educator (ECE) will involve different knowledge, skills, and duties in comparison to a cook or an assistant director. Consider the following items when developing a job description:

The type of position you are seeking to fill:

Is the position for: a front-line ECE, an assistant director, an ECE to support a child with intensiveneeds, a cook?

Duties required of the position, such as:

Developmentally appropriate play-based programming in alignment with Play and Exploration: EarlyLearning Program Guide

Menu planning and grocery shopping

Supervision of staff

The expertise needed for the position, such as:

Education, knowledge, and competencies

Experience in an early learning environment

Experience supporting children with intensive needs in an inclusive setting

Safe-food handling

Administrative or management skill and experience

The mandatory requirements for employment in a child care centre, including:

Willingness to further ECE training requirements to meet certification, where applicable

Possession of or willingness to obtain First Aid and CPR

A criminal record search, including a vulnerable sector check

Refer to Appendix C for a sample of an ECE job description.


Advertising the Position

Draft an advertisement for the job by providing a brief description of the position, duties, expertise and experience sought, and any mandatory requirements. Include an application deadline, and methods for submission (e.g. letter mail, email, fax, in-person). Refer to Appendix C for a checklist of items to include in a job advertisement.

Consider various avenues for advertisement of the position by expanding your search to include not only your local area, but throughout the province and neighbouring provinces. Explore advertising through:

Local job databases, such as SaskJobs

Provincial job databases outside of Saskatchewan

National job databases

Local college and university student and alumni job databases (e.g. Saskatchewan Polytechnic,University of Regina, University of Saskatchewan)

College and university student and alumni job databases outside of Saskatchewan (e.g. LakelandCollege, Red River College, University of Alberta)

Early childhood associations (e.g. Saskatchewan Early Childhood Association, Manitoba Child CareAssociation)

Local newspapers

Networking among colleagues

Screening

A screening process identifies applicants who match the requirements for the position you are seeking to fill, and assesses their suitability for the position. A screening process involves: reviewing applications, providing an opportunity for the applicant to observe the program, interviewing applicants, conducting reference checks, and reviewing required documentation prior to hiring.

Reviewing Applications and Arranging Interviews

Consider the match between an applicant’s resume and what was specified in the position advertisement to prioritize applicants for interview. Arrange for dates to conduct interviews, and contact applicants.

Providing an Opportunity for Observation

As applicants are contacted for an interview, consider inviting them to observe the child care program prior to the interview date. This observation allows applicants to determine if they will be compatible with the program, in addition to providing you with the opportunity to observe how applicants interact with children.


Interviewing

Prepare to interview an applicant by developing an interview guide. An interview guide linked to the requirements for the position standardizes the interview process, and assists you in identifying applicants who may be suitable for the position. Formulating questions, potential response items, and providing an overall rating for the candidate will ensure that there will be opportunity to reflect on a candidate’s attributes following the interview, and allow for comparison between candidates (refer to Appendix C for a sample interview guide).

At the close of the interview, ask applicants if they would agree to a global reference check. A global reference check allows you to delve deeper into the applicant’s employment history by contacting former employers or others who may not be listed as references, but who can speak to the applicant’s ability to perform the duties required of the position.

Conducting Reference Checks

Conducting reference checks confirms the information presented in the applicant’s resume and shared during the interview. It is also an opportunity to explore the applicant’s work history and character. Develop reference questions that correspond to the interview guide.

Reviewing Mandatory Documentation

Prior to presenting an offer of employment, ensure mandatory documentation is reviewed. Required documentation to be reviewed prior to an individual being hired in a child care centre in Saskatchewan includes:


The results of a criminal record search, including a vulnerable sector check must be reviewed before an applicant is hired in the child care centre.

Reviewing Documentation Required by the Child Care Centre’s Board

The child care centre’s board may require the review of additional documentation as part of the screening process that is not mandated by The Child Care Regulations, 2015.

Presenting an Offer of Employment

Presenting an offer of employment involves a verbal offer of employment and a written employment agreement/letter of offer. A verbal offer informs a successful candidate of the outcome of the competition for the position. A formal written employment agreement/letter of offer provides official documentation of the following:

Start date

Conditions of employment (e.g. pursuing ECE certification, maintaining valid First Aid/CPR, etc.)

Salary, including incremental raises based on length of employment in the centre

Vacation and benefits


Duties required of the position

Compliance with operational policies and procedures as described in the Staff Handbook

Any other information related to the position

Following review of the written employment agreement and answering questions, the candidate may accept the position and sign the employment agreement/letter of offer.

Providing an Orientation to the Centre

An orientation to the centre familiarizes new staff with centre operations, and the duties required of their position. As part of the orientation, review operational policies and procedures outlined in the Staff Handbook and provide a tour of the centre. Ensure new staff are aware of children’s information, daily routines, programming, and have access to resources that will support them in their role.

Review of Operational Policies and Procedures: Staff Handbook

To gain a complete understanding of staff and employer responsibilities within centre operations, review the Staff Handbook in detail with new centre staff prior to the employment start date. Allow for the opportunity to engage in discussion or provide clarification as the Staff Handbook is reviewed.

The following guidelines are provided for sections to include and review in a Staff Handbook.

Guidelines to Include and Review in the Staff Handbook

Policies and procedures for… Philosophy and Programming Supervision

Portable Emergency Information Child Management Confidentiality Communication

Addressing parent concernsInjury reporting

Record Keeping

Employee recordsCentre Operations

Hours of operation

Statutory holidays

Services offered and age range served

Enrolment

Termination

Signing In

Late Pick-up/fees

Custody/Visitation

Safety and emergency preparedness

Items from home

Licensee’s Manual/Reference Part III Section 14 Part IV Section 49,50, 51, 52, 53 & 54 Part III Section 32&33 Part III Section 15 Part III Section 40 Part III Section 16

Part III Section 34&36

Part IV Section 47

Part III Section 16


Communicable diseases

Medication administration

Weather guidelines

Transportation

School-age supervision to and from school

Part III Section 26

Part III Section 27

Personnel

Recruiting Employeeso Hiring authorityo Position advertisemento Interviewing applicantso Selecting applicantso Reference checkso Criminal record checko Offer of employment

New Employeeso Orientationo Probationary period

Educational/Training Requirementso First Aid/CPRo ECE Certificationo Exemption and education plano Professional development

o Salary grid and annual incrementso Pay periodso Benefitso Grievanceso Professionalism

o Dress codeo Performance Evaluationso Staff Meetingso Termination of Employment

Part III Section 16

Nutrition

Menu planning

Allergies


Hygiene and Cleaning

General cleaning

Hand washing

Diapering

Universal precautions

Equipment and materials



Orientation Tour of the Child Care Centre

An orientation tour provides new staff with the opportunity to learn about the centre, children, and coworkers. Ensure that the orientation tour covers all areas of the child care centre. Consider the following items when providing an orientation tour:

Physical Layout and Location of Items within the Centre:

Kitchen, menu and allergy postings

Storage areas and cleaning supplies

o Washrooms, diapering areas and supplies

o Portable emergency information, telephone and emergency numbers, first aid supplies, andchildren’s medication storage

o Staff scheduling sheets

o Parent sign-in sheets

o Children’s forms to be completed as needed: minor injury reports, injuries/unusualoccurrence reports, medication forms

o Staff room and/or storage for personal items

Child Care Groups:o Age groups of children: infant, toddler, preschooler, school-age

o Introduce children and new staff by name

o Provide an overview of programming occurring within child care groups, examples ofprojects children may be working on, and experiential centres.

ECEs and Centre Employeeso Introduce ECEs and new staff by nameo Ensure new staff know who the supervisor is in your absence

Children’s Information

Share children’s information with new staff to ensure they are aware of any medical conditions, unique needs and circumstances.

Scheduling, Routines, and Programming

Inform new staff of scheduling, and duties that are associated with the daily routine, such as centre opening or closing, snack, lunch, and naptimes. Ensure staff are aware of expectations for programming, including play-based learning and child-initiated activities.


Provision of Additional Resources

Ensure the staff knows where to access resources to support early child development and learning, and encourage attendance at professional development events. Provide a copy of Play and Exploration: Early Learning Program Guide (2008), and Play and Exploration for Infants and Toddlers (2010) for new staff to review, reflect upon, and discuss with you and coworkers.

Creating and Maintaining Staff Files

The following guidelines below provide information concerning what to include in individual staff files for each staff member.

Records Required by The Child Care Regulations, 2015

Several records pertaining to child care centre staff are required by The Child Care Regulations, 2015, including:

Copy of ministry issued ECE certificate of qualification (or letter of exemption)

A Note to File containing information pertaining to the criminal record check and vulnerable sectorsearch

Proof of valid First Aid and CPR

Emergency medical information

Maintain staff files by updating the above information on an ongoing basis, including copies of employee medical reports as applicable.

Extending Staff Orientations: Providing an Opportunity for In-Depth Observation and

Reflection

Staff orientations may be complemented by giving new ECEs the opportunity to

observe the child care program in-depth for at least one day prior to assuming the

responsibility for children, and without being counted in staff-to-child ratios. This

observation will enable new staff to gain an understanding of daily routines,

programming expectations, children, and meet parents. Provide an opportunity

throughout the day for new ECEs to ask you and coworkers questions, engage with

children, and review resources.


The forms related to the above records, with the exception of proof of valid First Aid and CPR which does not require a specific form, may be found by directing your web browser to: http://publications.gov.sk.ca/deplist.cfm?d=11&c=3229. In addition, forms may be found by contacting your Regional Child Care Services Offices at (306) 787-4980 for the Southern Region, and (306) 933-6071 for the Central and Northern Regions.

Other Required Records

Employment records are required by The Saskatchewan Employment Act, and for the purposes oftaxation and employee remittances. Refer to The Saskatchewan Employment Act and Canada RevenueAgency for employment records to retain.

Suggested Records

Signed Oath of Confidentiality: Maintaining confidentiality is a requirement for centres, with asigned oath of confidentiality recommended as best practice.

Photograph/Media Consent: Consent for the publishing of photographs/media of employeesoutside of centre use

Employee Evaluations

Records pertaining to professional development

Refer to Appendix C for a checklist of records to include in staff files.

Maintaining Educational Requirements

All child care centres are required to meet standards for the certification of ECEs. Directors are responsible for monitoring ECE certification levels, and to ensure required certification, exemptions, and education plans are in place and current.

http://publications.gov.sk.ca/deplist.cfm?d=11&c=3229


Understanding Labour Standards

Child care centre boards, as employers, are required to follow the The Saskatchewan Employment Act.As manager of centre employees, the responsibility for ensuring labour standards are maintained is often deferred to the director. Ensure that you have an awareness of labour standards, in addition to employment requirements of child care legislation. For example, The Child Care Regulations, 2015, require ECEs to be a minimum of 16 years of age.

Gain an understanding of basic labour standards through review of the The Saskatchewan Employment Act, which provides information pertaining to areas such as annual holidays, public holidays, and hoursof work, among others. Consultation of The Saskatchewan Employment Act and publications such asRights and Responsibilities: A Guide to Employment Standards in Saskatchewan Under The Saskatchewan Employment Act (2014), will answer questions related to the workplace, such as:

What is “minimum call-out” pay?

How often do employees have to be paid?

Must employees be paid for meal breaks?

Are employers required to notify employees of their hours of work?

When do employees receive vacation pay?

Further information concerning basic labour standards and legislation may be found online at: https://www.saskatchewan.ca/business/employment-standards

https://www.saskatchewan.ca/business/employment-standards

1 Saskatchewan.ca Section D

Section D: Administrative Tasks Administrative tasks refer to the functions necessary to ensure effective child care centre operations.

These tasks are performed on an ongoing basis to ensure the child care centre is operating effectively

and efficiently, fully enrolled, and appropriately staffed.

Section Overview

This section provides a foundation in child care centre administrative tasks, including:

Organization of centre records

Managing a waitlist

Managing enrolment

Managing ratios and staff scheduling

Managing attendance

Organization of Centre Records

Develop a categorical filing system for centre records to ensure centre information is well organized.

For example, for individual staff files and employee related records, consider grouping all files under a

personnel category in your filing system.

Consider the following guidelines for categories of files, and individual files to include within each

category, when developing a filing system:

Personnel:

o Staff Files

o Records from job competitions

Children’s Information

o Children’s Files

o Attendance Records

Meeting Information

o Staff Meetings

o Board Meetings

o Annual General Meetings


Financial Information

o Bills

Programming Expenses

Maintenance Expenses

Nutrition Expenses

Office Expenses

o Parent Accounts

o Grants

o Subsidy Received

o Employee Payroll Records

o Fundraisers

o Monthly Financial Statements

o Annual Audited Financial Statements/Reviews

o Annual Operating Budget

Annual Relicensing Information by Year

o Insurance

o Incorporated Annual Return

o Health and Fire Inspections

o Staff Information Summary

Managing a Waitlist

The purpose of a waitlist is to quickly and efficiently fill child care space vacancies as they arise. The

child care centre’s waitlist collects information relating to the type of care requested and ages of

children (refer to Section B for details concerning development of a waitlist). Consider the following

approach when managing the centre’s waitlist:

Step 1: Identify the age category for the type of space you are seeking to fill: infant, toddler, preschool,

school-age.

Step 2: Identify the age categories of children on the waitlist based on children’s birthdates.

Step 3: Determine the type of care the centre is able to accommodate (e.g. part-time, full-time, casual,

extended hours).

Step 4: Contact parents accordingly.


Managing Enrolment

Managing centre enrolment involves an understanding of the definition of enrolment, enrolling children

according to the number of licensed spaces, the use of flexible spaces, determining enrolment

schedules, and addressing matters of low enrolment.

Definition of Enrolment

Enrolment refers to the registration of a child in a child care space for the number of hours specified in

the Agreement for Child Care Services. The number of children enrolled in the centre may exceed the

number of spaces the centre is licensed for depending on the number of part-time children enrolled,

and the schedule of child care formally agreed upon in each child’s Agreement for Child Care Services.

Ensure the number of children present at any given point in time corresponds to the number of licensed

spaces.

Enrolling Children in Age Categories According to Licensed Spaces

The licence for the child care centre will specify the number of spaces the centre is licensed for in each

age category (infant, toddler, preschool, school-age) and the number of flexible spaces. For designated

infant, toddler, preschool, and school-age spaces, children of the corresponding age must be enrolled in

the designated space.

For example, consider a child care centre licensed for mixed age groups and 33 spaces, with the

following space designations:

3 infant

10 toddler

15 preschool

5 flexible

In this example, 3 spaces would be occupied by infants, 10 spaces would be occupied by toddlers, and

15 spaces would be occupied by preschoolers. The five flexible spaces may be occupied by toddlers or

preschoolers depending on centre and community need. In cases where the space designation on your

licence does not meet your community’s need, contact your ELCC Consultant to discuss a change in

space designation.

The Use of Flexible Spaces: Accommodating Children Transitioning to Age Categories

Flexible spaces are typically intended to “grow” with children. As children transition from age

categories, flexible spaces may be used to accommodate children currently enrolled in the centre. The

use of flexible spaces involves categorizing a space as toddler, preschool, or school-age, depending on

the centre’s licence, ages of children and centre need. An infant may never occupy a flexible space.


In the above example of a 33 space centre, consider a group of 3 infants, two of whom are about to

transition into toddler spaces, and a group of 10 toddlers of varying ages. Assume 18 preschool spaces

are full (15 designated preschool spaces, and 3 flexible preschool spaces), and there are two vacant

flexible spaces. The table below illustrates ages of children currently occupying infant, toddler,

preschool and flexible spaces.

Age of Children in Months Occupying an Infant Space

Age of Children in Months Occupying a Toddler Space

Age of Children in Months Occupying a Preschool Space

4 18 30

17 19 32

17 20 32

22 34

23 36

24 38

24 40

26 42

26 46

27 48

49

50

52

54

55

68 (flexible)

69 (flexible)

72 (flexible)

Total Infant=3 Total Toddler=10 Total Preschool=18


As infants transition into toddler spaces when they are 18 months of age, the vacant flexible spaces may

be used to accommodate additional toddlers:

In this example, the five flexible spaces are being used to accommodate 2 toddlers, and 3 preschoolers.

This centre’s enrolment would now be as follows: one infant, 12 toddlers, and 18 preschoolers. Two

vacant infant spaces remain and may be filled by drawing from the centre’s waitlist (refer to Managing a

Waitlist above).

Developing Monthly Enrolment Schedules

An enrolment schedule will assist you in identifying the ages, number, and hours of care agreed upon for

children enrolled in your centre, and will serve as the foundation for managing child-to-staff ratios, staff

scheduling, and filling vacancies (refer to Appendix D for a monthly enrolment schedule template). The

following steps serve as a guideline for developing an enrolment schedule:

Step 1: Identify the age category (infant, toddler, preschool, school-age) and birthdates for each child

enrolled in the child care centre.

Step 2: Identify children who will be transitioning to different age categories and accommodate children

through the use of flexible spaces.

Age of Children in Months Occupying an Infant Space

Age of Children in Months Currently Occupying a Toddler Space

Age of Children Currently Occupying a Preschool Space

5 18 (flexible) 31

Vacant 18 (flexible) 33

Vacant 19 33

20 35

21 37

23 39

24 41

25 43

25 47

27 49

27 50

28 51

53

55

56

69 (flexible)

70 (flexible)

73 (flexible)

Total Infant=1 Total Toddler=12 Total Preschool=18


Step 3: Determine the hours of care for each child enrolled, as agreed upon in the Agreement for Child

Care Services.

Step 4: Fill any vacancies to ensure that child care services are offered to families requiring care.

Ensuring Child Care Spaces are Fully Enrolled

Directors are responsible for ensuring child care centres are fully enrolled. Fully enrolled means that

child care spaces accommodate families requiring care where there is a vacancy. A vacancy is

considered a child care space that is unused for a portion of a day, as determined by the Agreement for

Child Care Services for children enrolled in the centre.

For example, consider a centre licensed for 5 toddler spaces, with operational hours from 6:00 a.m. to

6:00 p.m. There are 5 toddlers currently enrolled in the program, and the Agreement for Child Care

Services entered into between families and centres have the following hours:

Hours of Care Specified in Agreement for Child Care Services

Hours of Care Specified in Agreement for Child Care Services

Toddler 1 6:30 a.m. to 5:00 p.m. Monday to Friday



Toddler 4 10:00 a.m. to 6:00 p.m. Tuesdays and Thursdays*

Toddler 5 12:00 p.m. to 6:00 p.m. Monday to Friday*

In this example, there are two toddler child care space vacancies: one toddler is enrolled Tuesdays and

Thursdays, leading to a child care space vacancy on Mondays, Wednesdays and Fridays, and one toddler

is enrolled afternoons Monday to Friday, resulting in a morning child care space vacancy. In this case, a

director may consult the centre’s waiting list to determine if a family requires care during the time the

child care space is vacant. If care is not required during those times, a director may advertise a part-

time child care space within the community.

Addressing Matters of Low Enrolment

If your child care centre experiences low enrolment, address the cause of low enrolment by reflecting on

your centre’s current enrolment practices, and the factors influencing enrolment. Consider the

following:

Is low enrolment a result of a lack of advertising?

o Expand your advertising methods: parent newsletters, community or school bulletin boards,

online advertisement or local newspapers, etc.

Is low enrolment a result of centre programming?

o Strengthen early learning and child care programming.

o Communicate successes and program enhancements through parent newsletters.

Is low enrolment due to challenges in recruiting and retaining qualified ECEs?


o Examine starting staff wages, the centre’s salary grid and benefits offered to employees.

o Reflect on the professionalism within the centre and the working environment.

Is your centre meeting community child care needs?

o Reflect on your community’s needs to determine if the centre’s child care services align with

community needs.

o Consider whether a different space designation would better suit community need and

discuss this with your ELCC Consultant.

After reflecting on the potential causes of low enrolment, develop an action plan to increase enrolment

in collaboration with the board and your ELCC Consultant.

Managing Ratios and Staff Scheduling

Child care centre enrolment and staff-to-child ratios are directly linked to staff scheduling. To create

staff schedules, ensure you have:

An understanding of staff-to-child ratios required by The Child Care Regulations, 2015;

The number and age category of children enrolled in the centre, and their hours of care as specified

in each Agreement for Child Care Services.

Understanding of Staff-to-Child Ratios

The Child Care Regulations, 2015, specify the staff-to-child ratios required for infants, toddlers,

preschool, and school-aged children in single and mixed age categories. It is essential that appropriate

staff-to-child ratios are maintained at all times to ensure the safety and well-being of children in

attendance.

For single age categories, the staff-to-child ratios are:

1:3 in the case of infants;

1:5 in the case of toddlers;

1:10 in the case of preschool children; and

1:15 in the case of school-age children

This means that in cases where children are cared for in single age groupings, there must be one staff for

every 3 infants, one staff for every 5 toddlers, one staff for every 10 preschoolers, and one staff for

every 15 school-age children.

For mixed age categories, the staff-to-child ratio is determined according to a 1:15 ratio, where:

one infant is equivalent to 5 children

one toddler is equivalent to 3 children

one preschool child is equal to 1.5 children; and

one school-age child counts as one child.


In the case of mixed age categories, one staff may have no more than 15 equivalent children. It’s useful

to consider 15 equivalent children in terms of a point system. For example, in a mixed age grouping of

toddlers and preschoolers, a staff member may have 2 toddlers and 6 preschool aged children, where 2

toddlers are considered 6 points (2 toddlers x 3 points=6 points), and 6 preschoolers are equal to 9

points (6 toddlers x 1.5 points = 9 points) for total of 15 points.

Number and Age Category of Children Enrolled in the Centre and Hours of

Care

Refer to the enrolment schedule to determine the number and age category of children enrolled in the

centre, and their hours of care as specified in each child’s Agreement for Child Care Services. Create a

daily schedule of children based on the hours of care provided for each child, and anticipated staff-to-

child ratios (refer to Appendix D for a daily enrolment schedule template and sample).

Creating Staff Schedules

Use children’s daily enrolment schedules to determine staff schedules to ensure the appropriate

number of staff are available to maintain staff-to-child ratios. Ensure staff are made aware of the schedule one week in advance, in accordance with The Saskatchewan Employment Act.

Refer to Appendix D for a staff schedule template and sample.

Managing Attendance Managing attendance is distinct from managing enrolment. Attendance refers to the presence of a

child at the centre. In other words, attendance is the actual hours of care a child is provided.

Attendance is captured by the parent sign-in sheet, and is used to determine hours for the attendance

report submitted to the Ministry of Social Services, Child Care Subsidy Unit.

Ensuring an Accurate List of Children Attending the Centre Daily

Ensure an accurate list of children attending daily is available to staff to account for children in

each child care group. A list of children attending each day may be achieved by creating a

chart, and recording each child's name as they arrive and removing their names as they

depart. Refer to Appendix D for a sample and template of a daily attendance chart.


Parent Sign-In Sheet

Procedures for parent sign-in are specified in the Parent Handbook, and should be reviewed with

parents during registration (refer to Section B: Family and Children). Accurate daily parent sign-in sheets

ensure:

A record of children attending in the event of an emergency;

Verification of the time the child attended the centre; and

Efficient transferring of children’s hours to the attendance report.

Consider creating an alphabetized parent sign-in sheet with children’s names listed in each category,

days of the week, and fields for parents to enter sign-in/sign-out times and initials. Refer to Appendix D

for a parent sign-in sheet template.

Attendance Records

An attendance record of every child enrolled in the child care centre must be completed monthly to

ensure accurate record keeping. Attendance reports of all children receiving subsidy are to be

submitted to the ministry of Social Services each month. The attendance report is generated monthly

with children’s names who attended the previous month, and includes fields for the following

information:

The attendance reporting month

Facility name and address

Current monthly fee schedule

Children’s names

Care type

Care schedule

Total hours

Parent signature

Director signature

Ensure the information reflected in the attendance report is correct, complete and includes all children whose family receives a subsidy. For further information concerning how to complete attendance forms, refer to Submitting Child Care Attendance Reports.

Submitting Attendance Reports

Attendance reports are required to be submitted to the Ministry of Social Services, Child Care Subsidy Unit as soon as possible once all signatures have been obtained, and no later than the 15th of the following month (e.g. attendance reports for September must be submitted no later than October 15th).

Attendance reports may be submitted to the Ministry of Social Services, Child Care Subsidy Unit in person, by email, mail, or faxed. Consult the Ministry of Social Services website for mailing or faxing details: https://www.saskatchewan.ca/residents/family-and-social-support/child-care/paying-for-child-care#how-to-apply

Licensee's Manual Part VIII Subsidies

https://www.saskatchewan.ca/residents/family-and-social-support/child-care/paying-for-child-care#how-to-apply

https://www.saskatchewan.ca/residents/family-and-social-support/child-care/paying-for-child-care#how-to-apply


Reading the Subsidy Payment Listing

As attendance reports are processed, a subsidy payment listing is generated and mailed directly to your facility. The subsidy payment listing includes:

The name of each child listed on the monthly attendance report

The amount of subsidy paid for each child

The reason for non-payment of subsidy

Any adjusted eligibility amounts from previous missed months when parent information is received

The subsidy payment listing will assist you in estimating the amount of subsidy for eligible parents to determine parent fee portions when billing parents for child care services (refer to Section E: Finances).

Licensee's Manual Part VIII Subsidies

1Saskatchewan.ca Section E

Section E: Finances A director’s role in child care centre finances varies depending on policies established by the board. The

responsibility of the director is to carry out the financial policies that are articulated and approved by

the centre board. Consult your centre’s operational policies and procedures and approach the board for

clarification to determine the extent of your involvement in child care centre finances.

Section Overview

This section discusses financial activities that a director may be responsible for, including:

Understanding grants available to child care centres

Monitoring bank account activity

Paying bills

Managing petty cash

Managing parent accounts

Administering centre employee payroll

Maintaining accurate financial records

Managing fiscal year end

Contributing to the development of an annual operating budget

Understanding Grants Available to Child Care Centres

A number of grants are available to support child care centre operations, Early

Childhood Educators, and children with additional support needs. Ensure you have

an in-depth understanding of grant funding available to centres, and application

procedures (refer to Appendix E for a chart of grants available to child care centres).

Monitoring Bank Account Activity

Monitor bank account activity to ensure you have an understanding of current

account balances, including grant and subsidy deposits. Grant and subsidy funding is

deposited according to a predictable monthly payment schedule. Any irregularities

in grant payments should be reported to your ELCC consultant. Ensure monthly bank

statements are reviewed with the board treasurer and retained in financial records.

Licensee's Manual

Part VII Grants

Licensee's Manual

Part VIII Subsidies


Paying Bills

Ensure the timely payment of bills, such as utility bills, insurance, and any other purchased service related to centre operations and maintenance. Retain all receipts for bills paid.

Managing Petty Cash

Petty cash is intended for small purchases based on your centre’s policy. For example, petty cash may be spent on programming items and excursions. Ensure to keep all receipts for items purchased. Reconcile petty cash at the end of the month by ensuring receipts for items purchased and remaining cash amounts to the total petty cash fund. The fund should be replenished each month to the designated amount.

Managing Parent Accounts

Managing parent accounts involves: billing parents monthly for child care services, reconciling subsidies received, and collecting fees. Consult your centre’s operational policies and procedures to determine when parents are to be billed for child care services, and when child care fees are due.

Billing Parents

Your centre’s operational policies and procedures will identify the date and frequency to issue parent bills. Ensure parents receive bills for child care services by the appropriate date.

The following information is required to bill parents:

Child Care Fees: Have available the child care fee for each child according to the child’s agecategory (infant, toddler, preschool, school-age) and care-type (full-time, part-time, casual).

Subsidy Payment Listing: The subsidy payment listing records the amount of actual subsidy thefacility received for each child. If the centre is receiving subsidy for a child, the subsidy amountfor the current month may be estimated from the most recent subsidy payment listing.

Parent Credits and Debits Carried Forward: Credits for fees received in advance, outstandingfees, subsidy adjustments, and late charges may be used to adjust the current parent bill.


The calculation of parent bills using child care fees, the subsidy payment listing, and parent credits or debits follows a predictable cycle. For example, consider the illustration below of a billing cycle for the month of September:

The following steps provide an approach for billing parents:

Step 1: Gather child care fees, the previous month’s subsidy payment listing, and current parentaccount information (e.g. credits, late fees, outstanding child care fees, etc.).

Step 2: Determine the child care fee owing for the month of child care services provided.

o For children whose care is subsidized:

Estimate the child care fee from the most recent subsidy payment listing bysubtracting the subsidized portion from the full child care fee. Note that this isan estimate for the current billing period.

Step 3: Determine if there are any credits, outstanding child care fees, late fees, or subsidyadjustments to be brought forward from the previous month’s bill to the current bill.

o If the centre is receiving subsidy for the child, determine if the subsidy estimated fromthe previous bill is equal to the amount of subsidy actually paid by referring to yoursubsidy payment listing for the previous month.

o If there is a discrepancy between the amount of subsidy estimated and the amount ofsubsidy received, adjust the current bill accordingly through a credit or an outstandingchild care fee.

Step 4: Determine the total parent bill by combining the child care fee, or estimated parentportion, for the month of child care service provided with any credits or debits.

Determine child care fee forSeptember child care services.

For parents who are subsidized,estimate the parent portion.

Refer to the subsidy paymentlisting from the previous monthand make adjustments based onactual subsidy received, if needed.

Carry forward parent credits anddebits to September as needed.

September parent bill is calculated and distributed to parents.


Example: Billing Parents

The following examples illustrate steps in parent billing for the month of September for parents receiving unsubsidized and subsidized full-time child care services for toddlers (refer to Appendix E for a template of an unsubsidized and subsidized parent bill).

Unsubsidized Parent Billing

Step 1: The director gathers the following information: the child care fee rate for the toddlerage category, and current parent account information for the parent. The child care fee is$500/month according to the Agreement for Child Care Services. Parent account information isprovided below:

Step 2: The child care fee owing for the month of September amounts to $500. An estimatedchild care fee does not need to be calculated in the case of unsubsidized parents.

Step 3: The director has determined that there is a $20 late pick-up fee owing, which is to beapplied to the parent bill for September.

Step 4: The director calculates the total parent bill for the month of September by combiningthe child care fee of $500 with the $20 late pick-up fee. The parent bill for the month ofSeptember for this parent is $520.

August Parent Account

Parent's Name: Joe Smith

Child's Name: Sally Smith

August Parent Bill

August Parent Bill Payment Received

Credits to Apply to September

Debits to Apply to September

Parent Account Balance

$500 $500 $0 $20 (late pick-up fee)

$20 Debit

Parent Billing Month: September 2012 - Unsubsidized Child Care Services

Age Category: Toddler

Toddler Child Care Fee: $500

Parent Name

Child's Name

Fee Credits Debits Total Parent Bill

Joe Smith

Sally Smith

$500 None $20 $520


Subsidized Parent Billing

Step 1: The director gathers child care fees, the previous month’s subsidy payment listing, andcurrent parent account information. The child care fee is $500/month according to theAgreement for Child Care Services. Parent account information is provided below:

August Parent Account

Parent's Name: John Smyth

Child's Name: Jake Smyth

August Parent Bill

August Parent Bill Payment Received

Estimated Subsidy Payment August

Actual Subsidy Payment August

Credits to Apply to September

Debits to Apply to September

Parent Account Balance

$200 $200 $300 $375 $75 (adjusted subsidy)

$0 $75 credit

Step 2: The director calculates the child care fee for the month of September by examining theactual subsidy received for August. The subsidy payment for August was $375. The parentportion is determined by subtracting the subsidy payment ($375) from the child care fee ($500).In this case, the parent portion for September for this parent is $125.

Step 3: The director determines that there is a credit to be applied to the parent's account as aresult of the actual amount of subsidy received for August indicated in the subsidy paymentlisting. For the month of August, the actual subsidy payment received was $375, amounting to$75 more than what was estimated.

Step 4: The director calculates the parent bill by combining the estimated parent portion forSeptember with the $75 credit for the adjusted August subsidy payment.

Parent Billing Month: September 2012 - Subsidized Child Care Services

Age Category: Toddler

Toddler Child Care Fee: $500

Parent Name

Child's Name

Estimated Subsidy Payment

Estimated Parent Portion

Credits Debits Total Parent Bill

John Smyth

Jake Smyth

$375 $125 $75 $0 $50


Collecting Child Care Fees

Ensure parents are issued receipts as payments are collected. As with parent billing, refer to your centre’s operational policies and procedures for collecting child care fees. Operational policies and procedures should outline when and how fees are collected, and address matters of late-payment and non-payment, such as:

Due date for fee payment

Acceptable methods of payment

Consequences and procedures for late fee payment (e.g. late charges)

When child care services will be terminated due to late payment

Non-sufficient funds (NSF) cheques

Collection agency involvement

Example: Collecting Child Care Fees

As child care fees are collected, update parent account information. The table below illustrates an updated parent account for the month of September, following receipt of payment for September's parent bill.

September Parent Account

Parent's Name: Joe Smith

Child's Name: Sally Smith

September Parent Bill

September Parent Bill Payment Received

Credits to Apply to October

Debits to Apply to October

Parent AccountBalance

$520 $520 $0 $0 $0

Centre Employee Payroll

The director’s responsibility for employee payroll varies from centre to centre. Child care centre boards typically require employee payroll to be administered by a payroll service or bookkeeper. The director’s role in payroll generally involves ensuring the payroll service or bookkeeper has all information, records and documentation necessary to administer payroll in a timely manner according to established operational policies and procedures, including, but not limited to:

Rate of pay

Total number of hours worked each day and each week

Leaves taken (e.g. vacation leave, sick leave, etc.).


Maintaining Accurate Financial Records

Accurate financial record keeping will assist the centre’s bookkeeper, accountant, or treasurer in accurate bookkeeping and preparing monthly financial statements. For example, in addition to information required for the ongoing administration of payroll, comprehensive payroll records for information such as deductions, employee start and end dates, and total wages paid, among others, must be kept. Consult The Saskatchewan Employment Act for further information concerning employee payroll records to retain.

Managing Fiscal Year End

A centre’s fiscal year end is determined according to the bylaws for the child care centre established by the membership, and may be different than the licensing or calendar year. To determine the fiscal year end for your centre, consult the centre's incorporated annual return or the centre’s bylaws. The three key activities associated with the fiscal year end are:

Managing an audit or review of financial documents;

The Annual General Meeting (AGM) for the centre; and

Ensuring the incorporation status of the centre is maintained.

Managing an Audit or Review of Financial Documents

Consult the board to determine the auditor or reviewer appointed by the membership at the previous year’s annual general meeting. Contact the auditor or reviewer at fiscal year end to determine:

When the individual will be available to audit/review the centre’s finances;

The timeframe the auditor/reviewer requires to complete the audit/review;

Required information and documentation to audit/review centre finances.

Documentation that an auditor or reviewer may require you to compile includes:

Agendas and minutes from board meetings and the previous year’s Annual General Meeting

Previous year’s financial audit/review

Monthly financial and account statements

Employee timesheets and employee payroll records

Receipts for all expenses

Grant memorandums

Any other information or records required


Annual General Meeting

The Annual General Meeting (AGM) is required as part of operating a non-profit or co-operative child care centre. The AGM typically is held within four months following fiscal year end, and involves presenting financial statements and the auditor or reviewer's report to the membership. Refer to Section F: Meetings for further information concerning the AGM.

Maintaining the Incorporation Status of the Centre

The incorporation status of the centre is ensured by meeting reporting and filing requirements. Further, maintaining the incorporation status of the centre is necessary to receive ongoing funding.

Filing Financial Statements and Auditor's or Reviewer's ReportFinancial statements and the auditor's or reviewer's report must be submitted within 30 days ofbeing presented to the membership during the AGM.

Filing the Annual ReturnFiling the annual return maintains the existence of the child care centre as a corporation andensures information on file is correct and current.

The annual return is sent by the Corporate Registry to the centre typically six weeks prior to thedate it is due, and must be completed and returned by the due date indicated on the return.Verify that all information in the annual return is correct and identifies:

o Any changes to board membershipo The current number of memberso The number of full-time and part-time employees

For further information concerning reporting and filing requirements, including fee for filingannual returns, consult the Information Services Corporation online at: http://www.isc.ca/ .

Contributing to the Development of an Annual Operating Budget

The child care centre board is responsible for developing an operating budget for each fiscal year. The operating budget will assist in projecting the financial status of the centre each fiscal year through anticipated expenses and revenues. Assist the board in the development of an operating budget by:

Identifying expenses related to centre operations, such as:

o Payroll

o Programming

o Nutrition

Office expenses

Ensuring the board is aware of large expenditures (e.g. renovations that may be needed,equipment to be replaced, etc.)

Anticipating grant revenue

http://www.isc.ca/

1 Saskatchewan.ca Section F

Section F: Meetings Meeting management involves effective communication, sharing information, and facilitating

understanding. The director's role in meetings varies depending on the nature of the meeting. Staff

meetings may be used as forums for mentoring staff, while board meetings may typically provide the

board with information and insight necessary to perform their role as employer.

Section Overview

This section provides a foundation in the meetings essential to a director's role:

o Staff meetings

o Board Meetings

o Annual General Meeting

Staff Meetings

Staff meetings are an opportunity to review policy and procedure with staff, address emerging issues,

and provide mentorship and guidance. Establish an atmosphere of mutual communication and respect

among staff, and establish common "ground rules". For example, as common practice, request staff

bring a possible solution to any problem or concern that they intend to raise at staff meetings.

Ensure staff meetings are predictably scheduled once per month, and an agenda is provided for staff in

advance. Consider the following items when developing an agenda:

o Reviewing operational policies and procedures

o Discussing children's development and goal setting

o Discussing programming, quality child care and goal setting

o Reviewing professional development opportunities and plans

o Allowing scheduled time to address staff questions or concerns

Embed reflection and sharing in staff meetings, and encourage staff to generate goals. For each agenda

item, capture the outcome through an action item or goal-setting plan. Refer to Appendix F for a

sample staff meeting agenda.


Board Meetings

Board meetings are scheduled by the board in collaboration with the centre director. As with staff

meetings, board meetings should be scheduled according to a predetermined date approximately once

per month. The intent of board meetings is to provide boards with a forum to carry out policy decision

processes for the centre, and to ensure the board is aware of the financial status of the centre.

The board chairperson ensures an agenda is prepared and circulated in advance, and includes the

director's report as an agenda item.

The director's report is prepared in advance and submitted in writing at board meetings, and includes

information relevant to daily centre operations. This is an opportunity to present to the board an

account of current centre functioning, including:

o Enrolment

o Membership

o Personnel

o Administration/finance

o Programming

o Facility and equipment

o Policy

o Licensing/legal requirements

For a sample board meeting agenda and director's report outline, refer to Appendix F.


Annual General Meeting

An annual general meeting (AGM) is required by The Non-Profit Corporations Act, 1995 or The Co-

operatives Act, 1996, each fiscal year. The purpose of the AGM is to:

Update the membership on centre functioning throughout the year, and to set future direction

for the upcoming fiscal year through the chairperson's report and centre director's report.

Establish governance for the upcoming fiscal year through election of board members and

amending bylaws

Ensure the financial well-being of the centre by presenting financial statements and the

auditor's or reviewer's report to the membership for acceptance, and appointing an auditor for

the upcoming fiscal year.

The board will determine a date for the AGM. It is recommended that the centre director collaborate

with the board to prepare for the AGM in advance to ensure the membership has appropriate notice of

the meeting, as specified in the centre's bylaws and The Non-Profit Corporations Act, 1995, or The Co-

operatives Act, 1996. The director may assist the board by:

Notifying the membership of the date and location of the AGM

Compiling a list of members

o The centre bylaws will determine who is a valid member of the centre. Typically, the

membership is comprised of all parents currently enrolling their children in the centre,

however, this is not always the case.

o Refer to your centre's bylaws, which establish rules concerning the centre's democratic

operating structure, for how a member is defined and who may vote during AGMs.

Preparing the director's report, which summarizes centre functioning throughout the fiscal year,

and assisting in the development of an agenda.

4 Saskatchewan.ca 2015/16 Section F

1 Saskatchewan.ca Section G

Section G: Licence Review A licence review is conducted prior to the licence expiry date for every child care centre in

Saskatchewan. The purpose of the review is to maintain the licensed status of the centre. The licence

review involves an inspection of the child care centre, and a review of the service offered. Upon

successful completion of the licence review, a validation sticker for the coming year will be applied to

the centre's current licence.

Section Overview

This section will provide background in the licence review process, including:

• Preparing for the licence review

• The licence review visit

• Follow-up from the licence review visit

Preparing for the Licence Review

Three months prior to your centre’s licence expiry date, a letter will be sent to you from your ELCC

Consultant advising that you must arrange for the following inspections:

• Fire inspection

• Health inspection

• Heating system inspection

You will also be requested to have the following available for discussion during the licence review visit:

• Health, fire, and heating system reports

• Current liability insurance policy

• Current vehicle package policy if transporting children

• Incorporated annual return

• Child care fee schedule

• Staff information summary and staff files

• Children's files


• First aid kit

• Attendance records

• Menu

• List of board members

• Parent Handbook and Staff Handbook

• Record of Emergency Evacuations

Arrange for a board member to be present for the licence review visit, and contact your ELCC Consultant

with potential dates for the licence review one month prior to the licence expiry date. As operator of

the child care centre, it is important for the board to be involved in the annual review process to ensure

The Child Care Regulations, 2015, are being met.

For a licence review preparation checklist, refer to Appendix G.

LicenceReview Visit

On the date arranged for the licence review visit, your ELCC Consultant will conduct the licence review.

The ELCC Consultant will complete a checklist of requirements that is cross-referenced to The Child Care

Regulations, 2015, to ensure licensing standards are maintained. Your consultant will review and

discuss all items requested above to ensure licensing requirements have been achieved.

Additional areas your ELCC Consultant will discuss during the licence review include:

• Furnishings and equipment

• Hygiene

• Washroom facilities

• Maintenance

• Food services

• Hazardous item storage and safety

• Portable emergency information and taking supplies on excursions

• Injuries and unusual occurrences

• Volunteers


• Ensuring materials are made available to families (e.g. The Child Care Act, 2014, The Child Care

Regulations, 2015, philosophy and program information, child management policy, operational

policies, fee schedule)

• Confidentiality

• Duty to supervise and supervision at the centre

• Age groupings and maximum group size

• Supervision on neighbourhood walks and on excursions

• Smoking prohibition

• Usable floor area, natural light, kitchen and dining facilities, and outdoor play area

Follow-up from Licence Review Visit

Upon successful completion of the licence review, a validation sticker for the coming year will be applied

to the centre's current licence.

The licence review visit may be followed up by:

• Presenting the results of the licence review visit to the child care centre board

• Promptly addressing any areas identified by your ELCC Consultant to meet licensing standards

4 Saskatchewan.ca 2015/16 Section G

1 Saskatchewan.ca Section H

Section H: Resources and Supports

A variety of resources are available to support child care centre directors. The resources and supports

provided below offer a foundation in high quality early learning and child care programming, centre

administrative skill, and employee and labour related matters.

Print Supports

Administration and Leadership

Carter, M., & Curtis, D. (1998). The Visionary Director. St. Paul, MN: Redleaf Press.

Lee, Kathy. (2003). Solutions for Early Childhood Directors. Beltsville, MD: Gryphon House, Inc.

Ministry of Education. (2009). Leading for Change Into Practice Booklet, Supplement to Play and

Exploration: Early Learning Program Guide. Regina, SK: Author.

Quality Early Learning and Child Care

Ministry of Education. (2009). Creating Early Learning Environments, Into Practice Booklet: Supplement

to Play and Exploration: Early Learning Program Guide. Regina, SK: Author.

Ministry of Education. (2008). Play and exploration: Early learning program guide. Regina, SK: Author.

Ministry of Education. (2010). Play and Exploration for Infants and Toddlers. Regina, SK: Author.

Employment and Labour Standards

Saskatchewan Ministry of Advanced Education, Employment and Immigration. (2011). Rights and

Responsibilities: A Guide to Labour Standards in Saskatchewan. Regina, SK: Author.

Legislation

The Child Care Act, 2014

The Child Care Regulations, 2015


The Co-operatives Act, 1996

The Saskatchewan Employment Act

The Non-profit Corporations Act, 1995

The Workers’ Compensation Act, 2013

Website Supports

Canada Revenue Agency. http://www.cra.gc.ca/

Information Services Corporation. http://www.isc.ca/

Licensee's Manual. http://publications.gov.sk.ca/details.cfm?p=76930

Ministry of Education. http://www.saskatchewan.ca/government/government-

structure/ministries/education

Ministry of Health. http://www.saskatchewan.ca/government/government-structure/ministries/health

Ministry of Labour Relations and Workplace Safety.

http://www.saskatchewan.ca/government/government-structure/ministries/labour-relations-and-

workplace-safety

Ministry of Social Services. http://www.saskatchewan.ca/government/government-

structure/ministries/social-services

Saskatchewan Early Childhood Association. http://seca-sk.ca/

Saskatchewan Human Rights Commission. http://saskatchewanhumanrights.ca/


References Canada Revenue Agency. http://www.cra-arc.gc.ca/

Canada. Health Canada. (2007) Canada’s Food Guide. Ottawa, ON: Author.

Carter, M., & Curtis, D. (1998). The Visionary Director. St. Paul, MN: Redleaf Press.

The Child Care Act, 2014

The Child Care Regulations, 2015

The Saskatchewan Employment Act

Lee, Kathy. (2003). Solutions for Early Childhood Directors. Beltsville, MD: Gryphon House, Inc.

Ministry of Education. (n.d.) Basic Board Information for Child Care Centres in Saskatchewan. Regina,

SK: Author.

Ministry of Education. (2002.) Licensee’s Manual. Regina, SK: Author.

Ministry of Education. (2009). Leading for Change Into Practice Booklet, Supplement to Play and

Exploration: Early Learning Program Guide. Regina, SK: Author.

Ministry of Education. (2008). Play and Exploration: Early Learning Program Guide. Regina, SK: Author.

Ministry of Education. (2010). Play and Exploration for Infants and Toddlers. Regina, SK: Author.

Saskatchewan Ministry of Labour Relations and Workplace Safety. (2014). Rights and

Responsibilities: A Guide to Employment Standards in Saskatchewan. Regina, SK: Author.

http://www.cra-arc.gc.ca/

http://www.cra-arc.gc.ca/E/pub/tg/rc4409/rc4409-11e.pdf

http://www.cra-arc.gc.ca/E/pub/tg/rc4409/rc4409-11e.pdf

4 Saskatchewan.ca 2015/16 Section H

Appendix A: Professionalism

2015/16 Appendices

Telephone Etiquette - Checklist

□ Prepare what will be communicated beforehand, where applicable.

□ Greet the caller.

□ Identify yourself by name, and as the centre director.

□ Focus your attention on what is being communicated.

□ Draw on your knowledge of centre administration, child development, and communityresources.

□ Actively listen to the caller.

□ Ensure there is writing material available to take notes and record relevant information.

□ Close the conversation appropriately (e.g. thank the caller, arrange for a follow-up conversation,etc).

□ Have a professional message manager/voicemail.

□ Ensure messages are checked regularly and returned in a timely manner.

□ Ensure staff members are provided with guidelines for answering the telephone and takingmessages.

2015/16 Appendices

Appendix B:

Family and Children

2015/16 Appendices

Responding to Child Care Inquiries - Checklist

Information to Share with Families:

□ Location of the centre

□ Parent fees

□ Hours of operation

□ Age range of children the centre is licensed for (i.e. infants, toddlers, preschoolers, school-age)

□ Brief overview of philosophy and program

Information to Obtain from Families:

□ The age of children requiring care

□ Hours of care requested (e.g. part-time, full-time, extended hours, casual)

□ Names of children, parents, and contact information, if a place on the waitlist is requested

□ Date care is required

□ Family/child specific needs

2015/16 Appendices

Pare

nt’s N

ame

Date

Re

qu

est

Mad

e

Co

ntact

Info

rmatio

n

Ch

ild’s N

ame

Ch

ild’s D

ate o

f

Birth

Sche

du

le o

f Care

Re

qu

este

d

Date

Care

Re

qu

ired

Ch

ild C

are C

en

tre W

aitlist

2015/16 Appendices

Child Care Centre Tour - Checklist

□ Introduce yourself

□ Ask the names of those present for the tour

□ Physical Space and Program:

□ Entrance:

□ Children’s lockers/cubbies, storage of personal items, etc.

□ Weekly attendance sheets

□ Overview of expectations for signing children in and out

□ Any forms of communication (e.g. bulletin boards, etc.) present in theentrance area

□ Child care rooms

□ Age groups served

□ Focus on the child care room(s) where the child may be spending mostof her time, if enrolled.

□ Introduce Early Childhood Educators

□ Early Learning and Child Care Program

□ Daily routines and developmentally appropriate programming

□ Process of programming within the child’s group, and the principles ofearly learning in Play and Exploration: Early Learning Program Guide.

□ Experiential centres

□ Eating area

□ Napping area/room, naptimes and routines

□ Outdoor play area

□ Neighborhood walks and excursions

□ Kitchen, menus, and the centre’s requirement to meet the nutritional standards ofCanada’s Food Guide.

□ Washrooms, diapering areas, and expectations for parents for providing supplies(e.g. diapers, change of clothes, etc.).

□ Closure

2015/16 Appendices

Information to Include in Children’s Files - Checklist

Required Forms

□ Agreement for Child Care Services

□ Child’s Health Resume

□ Child’s Emergency Information Card

□ Excursion and Transportation Consent

Optional Forms

□ Social Resume

□ Child’s Medical Certificate

□ Subsidy Application

Forms to be Added as Needed

□ Medication Forms

□ Special Excursion Consent

□ Minor Injury Report

□ A copy of Injury/Unusual Occurrence Reports

□ Any updated required forms (e.g. Updated Agreement for Child Care Services when parent feesare increased, or a child transitions to a different age category, etc.)

2015/16 Appendices

Appendix C: Child Care Centre Employees

2015/16 Appendices

Sample Job Description Early Childhood Educator (ECE)

Responsible to: The child care centre Director

Objective:

To deliver early learning and child care services in alignment with the centre philosophy

To carry out developmentally appropriate programming for children aged 0-12 in collaborationwith children, families, and the community

To follow centre operational policies and procedures as specified in the Staff Handbook

Duties and Responsibilities:

Ensure the well-being and safety of children enrolled in the centre

Implement inclusive practices and programming to ensure all children participate in the childcare program

Plan and implement programming appropriate to the developmental level of children whichembraces the vision and principles of Play Exploration: Early Learning and Program Guide

Assist children with all necessary care routines (e.g. diapering, toileting, hygiene, etc.)

Communicate and collaborate with families, colleagues, centre Director, and the community tosupport high quality child care

Expertise:

Diploma in Early Childhood Education and certification as an ECE III, as determined by theMinistry of Education.

Experience in an early learning environment

Experience supporting the needs of all children in an inclusive environment

Mandatory Requirements:

Willingness to further ECE training requirements to meet certification, where applicable

Possession of or willingness to obtain CPR and First Aid


2015/16 Appendices

Job Advertisement - Checklist

□ Brief description of overall responsibilities

□ Brief description of minimum training requirements

□ Brief description of knowledge or experience preferred or that would be an asset

□ Mandatory requirements

□ Information pertaining to salary and benefits

□ Contact and submission information

□ Application deadline

2015/16 Appendices

Edu

cation

/Expe

rien

ce

Sum

marize yo

ur e

xperien

ce and

edu

cation

al backgro

un

d an

d h

ow

it relates to

the p

ositio

n o

f Early

Ch

ildh

oo

d Ed

ucato

r.

Tell m

e abo

ut yo

ur p

erson

al attrib

utes an

d stren

gths an

d h

ow

these w

ou

ld b

e an asset in

this

po

sition

.

If you

r curren

t qu

alification

s do

no

t

mee

t req

uirem

ents o

f a certified

Early Ch

ildh

oo

d Ed

ucato

r, wo

uld

yo

u b

e willin

g to take

classes to

mee

t this req

uirem

ent?

Are yo

u certified

in First A

id an

d

CP

R?

Backgro

un

d

Wh

at mo

tivated

you

to ap

ply fo

r th

is po

sition

Inte

rview Q

uestio

ns

Edu

cation

in ch

ild d

evelop

men

t

ECE I, II, o

r III C

on

sider n

um

ber o

f years

experien

ce in an

early learn

ing

centre.

Co

mm

un

ication

; wo

rking w

ell

ind

epen

den

tly; team p

layer; p

erson

able; reflective; creative;

respo

nsive.

A m

inim

um

com

mitm

ent o

f two

classes an

nu

ally related

to EC

E

certification

.

Req

uired

to take

if no

t in p

lace.

Icebreaker q

uestio

n

An

swe

rs will vary

Ke

y Factors

Ratin

g C

and

idate’s R

espo

nse

Samp

le In

tervie

w G

uid

e – Early C

hild

ho

od

Edu

cator

Ap

plican

t’s Nam

e:______________________________________

Date: ___

________

________

______

Po

sition

– Early Ch

ildh

oo

d Ed

ucato

r

Ratin

g: 1 – d

oes n

ot m

eet requ

iremen

ts

2 – meets req

uirem

ents

3 – exceed

s requ

iremen

ts

2015/16 eas

Pro

gram an

d En

viron

me

nt/C

hild

D

eve

lop

me

nt

Wh

at do

you

believe co

nstitu

tes q

uality ch

ild care?

Wh

at is you

r ph

iloso

ph

y on

in

clusio

n?

Please tell m

e abo

ut th

e types o

f ch

ild m

anagem

ent tech

niq

ues

you

are familiar w

ith an

d h

ow

th

ey are imp

lemen

ted.

Ho

w w

ou

ld yo

u e

nsu

re a safe and

h

ealthy en

viron

men

t for ch

ildren

?

Describ

e a develo

pm

entally

app

rop

riate p

rogram

for

an/a____

___(in

fant, to

dd

ler, p

rescho

ol, sch

oo

l-age child

).

Po

sitive/nu

rturin

g, respo

nsive

inte

raction

s with

child

ren;

develo

pm

entally ap

pro

priate

p

rogram

min

g; a com

mitm

ent to

b

est practice.

Ensu

ring all ch

ildren

belo

ng an

d

particip

ate in

the ch

ild care

pro

gram; resp

ect for d

ifferences.

Red

irection

; ob

servation

of ch

ild

and

en

viron

men

t; mo

dificatio

n o

f en

viron

men

t as requ

ired;

pro

active measu

res; resp

on

sive to

the d

evelop

men

tal level of

child

ren.

Sup

ervision

; develo

pm

entally

app

rop

riate p

ractice.

Op

po

rtun

ities to exp

lore;

flexibility fo

r ind

ividu

al need

s (eat an

d slee

p o

n d

eman

d-

infan

t/tod

dler); p

redictab

le ro

utin

es for ch

ildren

; accessib

le m

aterials; cho

ices; play th

rou

gh

senso

ry activities; flexible an

d

op

en-en

ded

materials; d

ifferent

level of su

pervisio

n an

d activities

pro

vided

accord

ing to

the

develo

pm

ental level o

f child

ren.

H

ow

wo

uld

you

develo

p a

pro

gram in

collab

oratio

n w

ith

child

ren?

Expan

d o

n ch

ildren

’s interests an

d

ideas; p

roject d

evelop

men

t.

Co

mm

un

ication

/Inte

rperso

nal

Skills

Ho

w w

ou

ld yo

u h

and

le paren

t co

ncern

s?

Ho

w w

ou

ld yo

u create/m

aintain

p

ositive relatio

nsh

ips in

the

wo

rkplace?

Wh

at wo

uld

you

do

if you

had

a d

isagreemen

t with

a co-w

orke

r?

Co

nsu

lt and

collab

orate w

ith

Directo

r; listen; ask q

uestio

ns;

wo

rk with

paren

t and

Directo

r to

find

a solu

tion

.

Effective com

mu

nicatio

n; so

lutio

n

focu

sed; team

-orien

ted; fam

ily frien

dly.

Discu

ssion

; reflection

; main

tainin

g b

est interest o

f child

ren an

d

qu

ality care at all times;

con

sultin

g Directo

r to reach

a reso

lutio

n.

Co

nclu

sion

Do

you

agree to a glo

bal

referen

ce check (e.g. co

ntact p

ast em

plo

yers, oth

ers).

Ho

w so

on

wo

uld

you

be availab

le to

begin

wo

rk?

Salary/Ben

efits

Do

you

have an

y qu

estion

s?

An

swers w

ill vary.

Information to Include in Staff Files - Checklist

Records Required by The Child Care Regulations, 2015

□ Copy of ministry issued ECE certificate of qualification (or letter of exemption)

□ A Note to File containing information pertaining to the criminal record check and vulnerablesector search

□ Proof of valid First Aid and CPR

□ Emergency medical information

□ Employee medical reports as applicable

Other Required Records

□ Employment records required by The Saskatchewan Employment Act and Canada Revenue Agency

Suggested Records

□ Signed Oath of Confidentiality

□ Photograph/Media Consent Form

□ Employee Evaluations

□ Records pertaining to professional development

Appendix D:

Administrative Tasks

2015/16 Appendices

Mo

nth

ly Enro

lme

nt Sch

ed

ule

- Tem

plate

Total N

um

ber o

f Licensed

Spaces:

Space D

esignatio

ns: _

___In

fant _

___To

dd

ler ____P

rescho

ol ____Sch

oo

l-Age____

Flexible

Mo

nth

:

Ch

ild's N

ame

Ch

ild's D

ate o

f Birth

A

ge Catego

ry (IN

, T, PS, SA

) C

are Sched

ule

Date o

f Transitio

n to

Next

Age C

ategory (if ap

plicab

le) M

on

day

Tuesd

ay W

edn

esd

ay Th

ursd

ay Frid

ay C

om

men

ts

2015/16 Appendices

Daily En

rolm

en

t Sche

du

le - Te

mp

late

Mo

nth

Day o

f Week:

Ch

ild's N

ame

Age C

ategory

Time

Total R

atios:

Staff requ

ired to

main

tain staff-to

-child

ratio

s

2015/16 Appendices

2015/16 Appendices

D

aily Enro

lme

nt Sch

ed

ule

- Samp

le

The fo

llow

ing tab

le pro

vides an

examp

le of a d

aily en

rolm

ent sch

edu

le for a ch

ild care cen

tre licensed

for m

ixed age gro

up

ings. Fo

r this cen

tre, two

staff are req

uired

from

8:0

0 am to

9:00

am, th

ree staff are req

uired

from

9:0

0 am

to 4

:00 p

m, an

d tw

o staff fro

m 4

pm

to 5

pm

on

Mo

nd

ays. This p

rocess m

ay be rep

eated

to d

eterm

ine th

e nu

mb

er of staff req

uired

from

Tuesd

ays to Frid

ays weekly. Th

e directo

r may sch

edu

le breaks d

urin

g 1:0

0 pm

-2:0

0 pm

du

ring ch

ildren

’s n

aptim

es, wh

ile en

surin

g that ap

pro

priate ratio

s are main

tained

with

in th

e centre at all tim

es.

Mo

nth

: Septem

ber

Day o

f Week: M

on

day

Ch

ild's N

ame

A

ge C

ategory

Time

8:0

0

8:3

0

9:0

0

9:3

0

10

:00

1

0:3

0

11

:00

1

1:3

0

12

:00

1

2:3

0

1:0

0

1:3

0

2:0

0

2:3

0

3:0

0

3:3

0

4:0

0

4:3

0

5:0

0

Ch

ild 1

IN

5

5

5

5

5

5

5

5

5

5

5

5

5

5

Ch

ild 2

IN

5

5

5

5

5

5

5

5

5

5

5

5

5

5

Ch

ild 3

IN

5

5

5

5

5

5

5

5

5

5

5

5

5

5

Ch

ild 4

T

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

Ch

ild 5

T

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

Ch

ild 6

T

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

Ch

ild 7

T

3

3

3

3

3

3

3

3

3

3

3

3

3

3

Ch

ild 8

T

3

3

3

3

3

3

3

3

3

3

3

3

3

3

3

Ch

ild 9

P

S 1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

Ch

ild 1

0

PS

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

Ch

ild 1

1

PS

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

Ch

ild 1

2

PS

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

Ch

ild 1

3

PS

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

Ch

ild 1

4

PS

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

Ch

ild 1

5

PS

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

Ch

ild 1

6

PS

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

Ch

ild 1

7

PS

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

Ch

ild 1

8

PS

1.5

1

.5

1.5

1

.5

1.5

1

.5

1.5

1

.5

Total R

atios:

20

2

0

34

3

4

45

4

5

45

4

5

45

4

5

34

.5

3

4.

5 3

4.

5 3

4.

5 2

9.

5

40

3

2

27

.5

16

.5

Staff requ

ired to

main

tain

staff-to-ch

ild ratio

s. 2

2

3

3

3

3

3

3

3

3

3

3

3

3

2

3

3

2

2

**N

ote th

at this exam

ple is sim

plified

for illu

strative pu

rpo

ses.

2015/16 Appendices

Staff Sche

du

le - Te

mp

late

Mo

nth

:

Week:

Staff Nam

e

Mo

nd

ay Tu

esday

Wed

nesd

ay Th

ursd

ay Frid

ay To

tal Ho

urs

Staff Signatu

re

2015/16 Appendices

Staff Sche

du

le - Sam

ple

Mo

nth

:

Week:

Staff Nam

e

Mo

nd

ay Tu

esday

Wed

nesd

ay Th

ursd

ay Frid

ay To

tal Ho

urs*

Staff Sign

ature

Ch

elsea H.

8:0

0-5

:00

8

:00

-5:0

0

8:0

0-5

:00

8

:00

-5:0

0

8:0

0-5

:00

4

0

Lind

say S.8

:00

-5:0

0

8:0

0-5

:00

8

:00

-5:0

0

8:0

0-5

:00

8

:00

-5:0

0

40

Bro

dy T.

9:0

0-4

:30

9

:00

-4:3

0

9:0

0-4

:30

9

:00

-4:3

0 9

:00

-4:3

0

35

*Un

paid

1 h

ou

r lun

ch b

reak for EC

Es wo

rking 8

:00

-5:0

0.

Un

paid

1/2

ho

ur lu

nch

break fo

r ECEs w

orkin

g 9:0

0-4

:30

.

2015/16 Appendices

Daily Attendance Chart - Template

Date:

Infants Points Toddlers Points Preschoolers Points School-Age Points

2015/16 Appendices

Daily Attendance Chart - Sample

Date:

Infants Points Toddlers Points Preschoolers Points School-Age Points

Tracey 5 Cooper 3 Arianne 1.5 Joe 1

Kevin 5 Richard 3 Janice 1.5 Ester 1

Sean 5 Doug 3 Dean 1.5 Mae 1

Total Points 15 Emily 3 Jen 1.5 Violet 1

Susan 3 Emmerson 1.5 Brittany 1

Total Points 15 Blake 1.5 Erik 1

Leif 1.5 Lane 1

Kate 1.5 Stephanie 1

Tom 1.5 Abby 1

Paul 1.5 Val 1

Total Points 15 Bobby 1

Jane 1

Gwen 1

Colin 1

Lorraine 1

Total Points 15

2015/16 Appendices

2015/16 Appendices

Pare

nt Sign

-In Sh

ee

t - Tem

plate

Date (M

on

th/W

eek):

Ch

ild's N

ame

A

ge C

ategory

Mo

nd

ay

Tuesd

ay W

ed

nesd

ay Th

ursd

ay Frid

ay Tim

e-In

Tim

e-O

ut

Initials

Time-

In

Time-

Ou

t In

itials Tim

e-In

Tim

e-O

ut

Initials

Time-

In

Time-

Ou

t In

itials Tim

e-In

Tim

e-O

ut

Initials

Appendix E: Finances

2015/16 Appendices

Gran

ts Availab

le to

Ch

ild C

are C

en

tres

Nam

e o

f Gran

t Typ

e o

f Gran

t In

ten

t A

pp

lication

Pro

cedu

re

Space

D

evelop

men

t Cap

ital G

rant

On

e-time

To assist w

ith th

e costs o

f develo

pin

g, ren

ovatin

g or co

nstru

cting n

ew ch

ild care

spaces in

a centre.

Ap

plied

for b

y the b

oard

to o

ffset the co

st of

licensed

space d

evelop

men

t.

Start-Up

Gran

t O

ne-tim

e To

assist with

the exp

enses in

curred

in

op

enin

g a new

centre o

r increasin

g the

nu

mb

er of ch

ild care sp

aces in an

existin

g cen

tre (e.g. equ

ipm

ent, fu

rnish

ing, h

ealth/fire

insp

ection

s).

Ap

plied

for b

y the b

oard

for n

ewly licen

sed

spaces.

Enrich

ed Learn

ing

Enviro

nm

ent G

rant

On

e-time

To assist w

ith th

e design

and

imp

lemen

tation

o

f an en

riched

learnin

g enviro

nm

ent.

Ap

plied

for b

y the b

oard

for n

ewly licen

sed

spaces.

Early C

hild

ho

od

Services G

rant

Mo

nth

ly To

assist no

n-p

rofit cen

tres with

mo

nth

ly o

verhead

and

op

erating co

sts (e.g. w

ages and

b

enefits, ren

t/mo

rtgage, utilities).

Ap

plied

for b

y the b

oard

on

ce for n

ewly

licensed

spaces.

Sup

po

rt Services G

rant - Tee

n

Stud

ent Su

pp

ort

Cen

tres

Mo

nth

ly To

off-set th

e costs o

f paren

t fees fo

r eligible

teen

/you

ng p

arents atten

din

g a high

scho

ol o

r h

igh sch

oo

l eq

uivalen

cy pro

gram an

d to

assist w

ith th

e add

ition

al costs o

f pro

vidin

g the

services requ

ired b

y teen

/you

ng p

arents an

d

their ch

ildren

in te

en stu

den

t sup

po

rt centres.

Ap

plied

for b

y the b

oard

each acad

emic year.

No

rthern

Tran

spo

rtation

Gran

t M

on

thly

To assist th

e centre w

ith th

e cost o

f tran

spo

rting ch

ildren

in n

orth

ern an

d rem

ote

com

mu

nities in

wh

ich p

ub

lic transp

ortatio

n is

no

t available.

Ap

plied

for b

y the b

oard

after tran

spo

rtation

h

as been

pro

vided

.

No

rthern

Eq

uip

men

t Gran

t A

nn

ually

To assist w

ith th

e add

ition

al costs asso

ciated

w

ith p

urch

asing e

qu

ipm

ent an

d su

pp

lies in

remo

te and

no

rthern

com

mu

nities.

Ap

plied

for b

y the b

oard

.

No

rthern

Train

ing G

rant

Based

on

facility req

uest.

To assist w

ith th

e costs o

f in-service train

ing

for cen

tre staff wo

rking in

remo

te and

n

orth

ern co

mm

un

ities (e.g. salaries o

f relief staff, facility an

d reso

urce p

erson

expen

ses, travel an

d acco

mm

od

ation

expen

ses).

Ap

plied

for b

y the b

oard

, befo

re staff attend

th

e event.

Tuitio

n

Reim

bu

rsemen

t G

rant

Follo

win

g com

pletio

n

of e

ach class to

ward

s ach

ievemen

t of

Min

istry of Ed

ucatio

n

certification

.

To assist w

ith th

e costs o

f meetin

g or

exceedin

g trainin

g req

uirem

ents sp

ecified b

y Th

e Ch

ild C

are R

egu

latio

ns, 2

015

.

Ap

plied

for b

y the b

oard

and

the Early

Ch

ildh

oo

d Ed

ucato

r.

Pro

fession

al D

evelop

men

t Gran

t Fo

llow

ing co

mp

letion

o

f pro

fession

al d

evelop

men

t event.

To su

pp

ort p

rofessio

nal d

evelop

men

t in th

e licen

sed ELC

C secto

r. A

pp

lied fo

r by th

e bo

ard.

Ind

ividu

al Inclu

sion

G

rant

Mo

nth

ly To

pro

vide su

pp

ort to

families an

d ch

ild care

facilities to in

clud

e child

ren w

ith d

iverse n

eed

s in ch

ild care p

rogram

s by assistin

g with

th

e add

ition

al cost o

f sup

ervising a ch

ild w

ith

dive

rse nee

ds.

Ap

plied

for b

y the ch

ild care facility, in

co

llabo

ration

with

centre rep

resentatives,

paren

ts, and

referring p

rofessio

nal.

Enh

anced

A

ccessibility G

rant

Mo

nth

ly To

sup

po

rt the n

eeds o

f families w

ho

have

child

ren w

ith excep

tion

ally high

nee

ds,

families w

ho

wo

uld

no

t oth

erwise b

e able to

acce

ss licensed

child

care for th

eir child

with

sp

ecial need

s.

Ap

plied

for b

y the ch


co

llabo

ration

with

centre rep

resentatives,

paren

ts, and

referring p

rofessio

nal.

Ad

apte

d Eq

uip

men

t G

rant

An

nu

ally To

pro

vide su

pp

ort to

families an

d ch

ild care

facilities to in

clud

e child

ren w

ith d

iverse n

eed

s in ch

ild care p

rogram

s by assistin

g with

th

e add

ition

al cost o

f adap

ted

eq

uip

men

t req

uired

for ch

ildren

with

dive

rse nee

ds.

Ap

plied

for b

y the ch


co

llabo

ration

with

centre rep

resentatives,

paren

ts, and

referring p

rofessio

nal.

Trainin

g and

R

esou

rces Gran

t A

nn

ually

To p

rovid

e sup

po

rt to fam

ilies and

child

care facilities to

inclu

de ch

ildren

with

diverse

nee

ds in

child

care pro

grams b

y assisting w

ith

the ad

ditio

nal co

sts of p

rovid

ing train

ing an

d

resou

rces for ch

ild care p

rofessio

nals w

orkin

g w

ith ch

ildren

with

diverse n

eed

s.

Ap

plied

for b

y the ch


co

llabo

ration

with

centre rep

resentatives,

paren

ts, and

referring p

rofessio

nal.

Parent Billing - Sample

Unsubsidized Parent Bill

Parent Billing Month:

Age Category:

Child Care Fee:

Parent Name Child's Name Fee Credits Debits Total Parent Bill

Subsidized Parent Bill

Parent Billing Month:

Age Category:

Child Care Fee:

Parent Name Child's Name

Estimated Subsidy Payment

Estimated Parent Portion

Credits Debits Total Parent Bill

2015/16 Appendices

Appendix F: Meetings

2015/16 Appendices

Staff Meeting Agenda - Sample

Date: Every first Monday monthly. Time: 6:30-8:00

Time Agenda Item Action Required

6:30 p.m. Review of operational policies and procedures

6:45 p.m. Children's development and goal setting

7:10 Programming, quality child care and goal setting

7:30 Professional development opportunities and plans

7:45 Staff questions

2015/16 Appendices

Board Meeting Agenda - Sample

Date: Every second Thursday monthly.

1. Establish Quorum

2. Call to Order

3. Adoption of Agenda

4. Adoption of Previous Board Meeting Minutes

5. Old Business/Business Arising from the Minutes5.1 5.2 5.3

6. Reports6.1 Chairperson's Report 6.2 Director's Report 6.3 Membership Report (acceptance and termination of memberships) 6.4 Committee Reports

(a) Finance (monthly balance sheet and income statement, budget approval asneeded, expenditure approvals)

(b) Personnel(c) Fundraising(d) Facility/Equipment(e) Policy

(any other committees)

7. Correspondence

8. New Business8.1 8.2 8.3

9. Date and place of next meeting

10. Adjournment

Director's Report Outline - Sample

Enrolment

Current enrolment/vacancies

Membership

New members

Terminations/withdrawals

Personnel

Hiring, including details on training levels and any outstanding requirements as per The ChildCare Regulations, 2015

Terminations/resignations

Volunteers/students

Professional development opportunities/requirements (e.g. ECE, First Aid and CPR, workshops,conferences, etc.).

Disciplinary actions

Performance appraisals

Wages/benefits

Issues around labour standards, worker's compensation, etc.

Administration/Financial

Expenditures for approval

Over-expenditures

Current trends in the field

Significant changes to program (e.g. requests to shift to mixed-age groupings, etc.)

Facility

Repairs and renovations

Equipment requirements for enhancing program

Policy

Development, review, revisions

Licensing/Legal Requirements

Non-compliance issues

Complaints/investigations

Fire and health requirements

Incorporations

Appendix G:

Licence Review

2015/16 Appendices

Licence Review Preparation - Checklist

Three months prior to the license’s expiry date, arrange for the following inspections:

□ Fire inspection

□ Health inspection

□ Heating system inspection

One month prior to your licence's expiry date, arrange for a board member to be present for the licence review visit, and contact your ELCC Consultant with potential dates for the license review.

Have available for discussion during the annual review visit:

□ Health, fire, and heating system reports

□ Current liability insurance policy

□ Current vehicle package policy if transporting children

□ Incorporated annual return

□ Child care fee schedule

□ Staff information summary and staff files

□ Children's files

□ First aid kit

□ Attendance records

□ Menu

□ List of board members

□ Parent Handbook and Staff Handbook

□ Record of Emergency Evacuations

2015/16 Appendices