Parent Handbook

Last revised: December 2025

Introduction

Welcome to The Little Campus!

We are a state-of-the art early childhood private school in Etobicoke. At the Little Campus, we know that little ones need a lot of TLC. That’s why our curriculum is loaded with tender loving care. It’s no coincidence we’re called TLC for short.

TLC was founded by Tami Zuckerman, mom of two and a former elementary school teacher. During her decade in education, Tami was appointed special counsel to Montreal’s Lester B Pearson School Board, and often consulted on projects involving early literacy and technology.

After relocating to Toronto, Tami realized there was a shortage of quality care while looking for child care for her then 2.5-year-old son, Noah. A few years later, after becoming pregnant with her second child — a daughter, Addison — Tami’s mission was clear: to create a childcare centre whose quality of care, highly trained educators, and unique programming were unrivalled in Toronto. No effort was spared in making her dream a reality, and we are proud to offer a level of care that any mother (or father!) would want for their own precious children.

We offer premium, high-end childcare services — that is, a personalized centre with highly trained educators and a teaching approach that puts your child’s health and well-being first. At TLC, we give toddlers every opportunity to satisfy their curiosity about the world around them while preparing preschoolers for school and life — all in a caring, safe, fulfilling environment.

The Parent Handbook outlines important information you will need to know while your child is in our care. We look forward to this partnership, and can’t wait to get to know you and your child through the many experiences we provide here at TLC!

Program Statement

The Little Campus offers a warm, safe and loving environment for all the children in our care. We provide a space where the uniqueness of each child is respected, supported and celebrated.

We are believers in the Whole Child Approach, a teaching style that ensures each child is healthy, safe, engaged, supported and challenged each day. Our curriculum includes social and emotional learning, intellectual and academic performance, physical and mental health — all with a focus on safety and support.

The variety of experiences we provide helps each child develop to their full potential.

We will teach children the importance of relationship-building by encouraging things like taking turns, helping their teacher or friends, playing nicely with others, and even working together to reach a common goal.

By teaching emotional awareness, we are giving your child the opportunity to recognize and understand their own feelings and actions, as well as how they affect themselves and others.

Further to providing a curriculum based on the children's interests, we will do our utmost to encourage your child’s growth and development. Our academic program was designed to prepare children for elementary school, and instill a love of learning in each and every one of them. Academic learning will be based on children’s ability, level and interest.

Children thrive in an environment that is positive, safe, secure and stimulating. At TLC, your child will enjoy a warm, nurturing atmosphere that will help them develop feelings of self-confidence, self-esteem and self-worth.

Our goals for children are consistent with the Ministry of Education pedagogy, “How Does Learning Happen?” This philosophy is organized around the following four foundations: (1) belonging, (2) engagement, (3) expression, and (4) well-being. These are considered essential to optimal learning and healthy development in children:

At TLC, we strive to ensure that these four conditions are considered and implemented in all aspects of our programs.

TLC’s program offers activities to promote competency, capability, curiosity and potential. For example, children will be given the opportunity to choose their own activities. This allows them to explore their own interests in a safe and positive environment, helping stimulate different areas of a child’s development while meeting individual needs.

The child care we provide at TLC is inclusive, and reflects a belief that all children belong together as a whole

Below, we have listed 11 program requirements, and how we plan to implement them.

Promote the health, safety, nutrition and well-being of all children

TLC’s educators will familiarize themselves with your child’s medical history (including medical conditions, medication requirements, allergies, food restrictions, etc.) as well as parental preferences (in respect to diet, exercise, nutrition and rest time).

Good hygiene habits are diligently implemented among staff and children alike. For example, everyone is required to wash their hands upon entering the classroom, after using the toilet/diaper changes, and before serving food. Educators will sanitize toys and classrooms regularly. Upon drop-off, they will complete wellness screenings to ensure each child is healthy to attend and participate.

When it comes to well-being, our educators make it a priority to always respond to a child’s emotional needs — whether by giving an upset child a hug (if requested) or rubbing a baby’s back to help them fall asleep at nap time.

In our ongoing commitment to the health, safety, and well-being of each child, TLC will provide:

  • A secure, safe and clean environment
  • Access to filtered drinking water throughout the day
  • Nutritious meals, including a warm lunch and a minimum of 2 snacks per day (catered by Real Food For Real Kids)
  • A safe play environment

Support positive and responsive interactions among children, parents, childcare providers and staff

Everyone at TLC understands the importance of creating, maintaining and supporting strong bonds with the children in our care and their families. Our educators strive to foster an atmosphere of inclusion, cooperation, and belonging by encouraging and practicing inclusive and positive interactions. Children who need additional support in our program may have access to Resource Consultants through Toronto Children’s Services. In addition, a TLC director will be available to answer a family’s questions or respond to concerns each school day.

Staff will greet parents/guardians and children upon arrival and departure each day, and share information pertaining to your child through verbal or written communication. The director and staff will also communicate with parents/guardians via email, Brightwheel messaging, newsletters and monthly calendars. If a child has a difficult drop-off, a director will update parents/guardians with a follow-up email or phone call, as required. This will help reassure parents/guardians that their child has settled into the program. Regular documentation will be displayed so that parents/guardians can see what is happening during their child’s time at school. These documents will reflect the following frameworks: (1) How Does Learning Happen? and (2) Early Learning for Every Child Today.

At TLC, we pride ourselves on having a close and respectful relationship with parents/guardians as we work together with the children’s best interest in mind. As such, we encourage families to inquire openly about their child’s development, share teacher feedback, and discuss ideas and suggestions.

Encourage the children to interact and communicate in a positive way, while supporting their ability to self-regulate

All of our educators must complete a TLC training session created by Early Childhood Educator, Child Behaviour Specialist, and Founder of The Early Years, Sharyn Timerman, prior to commencing employment with us. Training includes:

  • Behaviour guidance, teaching tools and tantrum tactics
  • Ways to promote healthy learning and teachable moments
  • How to foster success in the classroom environment
  • Techniques for promoting language skills and social play
  • Developmentally appropriate strategies and communication tools
  • Tips for understanding and managing impulsive behaviours

An expert in the field of child behaviour, Sharyn has been quoted in the media on topics that range from kids and technology, to promoting empathy in our children, to surviving the “witching hour.” She provides consultations, support and training to parents and educators alike.

When it comes to “challenging” behaviours, our educators provide what we like to call positive guidance, rather than discipline. They recognize that understanding emotions and how to manage them, as well as learning how to express oneself and develop relationships with peers, is all a part of growing and learning. As such, our educators implement collaborative learning experiences that give children the opportunity to develop interpersonal skills and various approaches to positive expression.

They will also help children navigate through conflict using negotiation and problem-solving skills, and will engage children one-on-one and in groups to demonstrate appropriate social interactions.

Capturing and building upon teaching moments that engage children during play, our educators will set up their classrooms in a way that promotes both small and large groups as well as individual activities.

Self-regulation will be fostered through a learning environment that consists of routines and collaborative experiences, where every child feels safe and supported to find a variety of ways to express how they are feeling. Educators will teach the children to recognize their emotions and help them discover ways to deal with them effectively and calmly, and will respond quickly to an upset child, making every effort to validate the child’s feelings. Children will be encouraged to acknowledge what they are feeling with the teacher’s support.

Foster each child’s exploration, play and inquisitiveness

With the goal of discovering each child’s interests, TLC’s educators will observe, listen, and talk with the children, and document observations. Using the four foundations of How Does Learning Happen?, educators will create an environment that allows the children to explore a topic of interest and the world around them.

Educators will:

  • Invite children to explore their learning environment and make positive connections.
  • Build a curriculum based on previously observed interests to ensure it is child-led and focuses on building upon the child’s curiosity.
  • Allow for flexibility if activities planned don’t spark the children’s interest, and be open to spontaneous activities.
  • Provide the opportunity for children to explore when engaged in an activity.
  • Ask open-ended questions to gain an understanding of a child’s thought process, instead of imposing ideas on them.
  • Ensure that the environment is warm and inviting, and provide opportunities for all children to explore and learn.
  • Bring nature inside and encourage children to use their imagination.

Provide child-initiated and adult-supported experiences

Child-initiated play acknowledges children’s ideas and gives them a certain amount of control over their learning. Adult-supported experiences can give children the opportunity to think of alternative ways to access activities and build on what they have learned to create a wider learning experience. The large outdoor space and natural resources at TLC allow children to use their imagination and develop problem-solving skills while they play.

Educators will:

  • Provide adult-supported experiences while allowing children to maintain a sense of autonomy.
  • Create an environment that meets the different needs of play, encouraging investigation and exploration to take place. This can enable children to participate in child-initiated activities and use the space to build on their ideas and experiences.
  • Ensure all areas of the classroom are open to the children, while planning activities that are based on the children’s interests.
  • Support child-initiated activities that range from play-based learning to more structured learning, based on where a child is demonstrating interest at a given time.

Plan for and create positive learning environments and experiences where each child’s learning and development will be supported

At TLC, we aim to provide a warm, fun, safe and inclusive environment for children to learn, play and grow.

Staff are trained in child development, and offer both planned and child-initiated, developmentally appropriate activities. Educators will observe the children and create a learning environment that supports each child developmentally, using their environment as a teaching tool.

Allowing children to actively explore, investigate, and problem solve, all while taking manageable risks, is critical for their physical health and mental well-being. Children learn best by doing, exploring the world, and interacting with peers and adults.

Our educators will ask questions and build on children’s interests and ideas to foster knowledge, understanding, and a sense of wonder about their physical and social environment.

Incorporate indoor and outdoor play, as well as active play, rest, and quiet time into each day, while considering the individual needs of the children in our care

At TLC, each classroom follows a daily schedule that allows children to engage in a variety of learning opportunities that include:

  • Group and individual activities
  • Creative experiences
  • Dramatic play
  • Story time
  • Music and movement
  • Science exploration
  • Sensory play
  • Block and building opportunities
  • Meal times (lunch and snacks)
  • Sleep/rest time
  • Two hours of outdoor gross motor activities (indoors if the weather is not permitting)

In addition, we incorporate various extracurricular and enrichment activities including:

  • Community walks
  • Literacy opportunities
  • Cooking experiences
  • Gardening activities
  • Creative movement (which may include yoga/gymnastics)

The needs of all children will be prioritized in the daily routine. For example:

  • If a child wakes early from their nap, quiet activities will be offered.
  • If a child needs help soothing to fall asleep, we will do our best to provide the comfort needed.

While we have a routine in place, we do not rigidly adhere to a set schedule. Some example scenarios where we can adapt are:

  • If children are enjoying a certain activity, the activity will be continued into the next scheduled session (and may even be brought outside).
  • If a child needs more time to complete a task or activity, we will adjust the schedule to accommodate them when possible.

Foster the engagement of, and ongoing communication with, parents about the program and their children

At TLC, we believe in open communication between staff, the director and parents/guardians. Communication will take place through daily conversations, a specialized mobile application, phone calls, emails, and/or parent meetings.

We encourage families to share information about their home life, routines, feeding, and other relevant details to assist us in better understanding your child. This way, we can best support all interests and concerns, highlight your child’s learning, and focus attention on a positive continuum of growth. Sharing knowledge is integral to the success of each child.

That’s why our educators communicate with parents/guardians throughout the work day. Our specialized mobile application provides families with real-time access to pertinent information, which may include reminders, photos or developmental milestones. In addition, a seasonal newsletter and event calendar will be shared digitally with all families. With a parent/guardian’s permission, their children’s photos will be taken and privately shared in our app (only accessible to TLC families), the newsletter, or in documentation panels posted in and around the classrooms.

Involve local community partners, and allow those partners to support the children, their families and staff

TLC is committed to working collaboratively with all of our community partners on the mutual goal of providing the best possible child care service to families.

Parents/guardians will be directed to resources and community partners outside of the centre if necessary. The Early Years services, for example, includes a Special Needs Resource Consultant. This consultant will support our program, as well as the families and children involved, and is an important part of the centre’s support.

Our community partnerships offer endless learning experiences for children. Our educators plan a variety of community-focused activities (including inviting visitors, taking community walks and organizing nearby field trips) to expose children to the world around them.

Some of these experiences may include:

  • Holding a Food Drive at Thanksgiving or a Toy Drive at Christmas
  • Welcoming firefighters, a police officer or librarian into the classrooms
  • Walking to the fire station, library or grocery store

Support staff, home child care providers, or others who interact with the children at a child care centre or home child care premises in relation to continuous professional learning

TLC provides and seeks out ongoing professional learning opportunities for our educators through workshops, training opportunities, conferences and collaborations with other community partners. In addition, one-on-one training sessions may take place in our school.

We want to give each staff member ample opportunity to engage with their peers, reflect on educational practices, and discuss with experts in their field. Our Early Childhood Educators also follow the CPL (Continuous Professional Learning) within the College of ECE.

Review and document the impact (on the children and their families) of all strategies set out in the goals in this program statement

We understand that proper documentation helps our program staff better understand how children think and learn.

Our educators make daily observations and use this information for future planning. Another reason for documenting our observations is to investigate children’s interests and developmental skill sets, and to plan for future success. For example:

  • If a child is demonstrating a need or desire to develop a specific skill, our observations will assist us in finding out what those skills are.
  • If a child is not being challenged in their learning capacity, our observations will help us make this discovery more quickly, and adapt.

In addition, educators will prepare storyboards with photos to illustrate the program in action.

All staff, volunteers and student placements will be required to review the Program Statement upon joining The Little Campus. The Program Statement will be reviewed annually, and staff will have the opportunity to provide feedback. As the Program Statement is a living document, it will be revised and modified to meet the needs of the families and children we encounter at TLC. All staff, students and volunteers will be asked to review the Program Statement again when revisions are made.

Hours of Operation

The Little Campus operates year-round, Monday to Friday, from 7:00am to 6:00pm.

As per the Employment Standards Act, our campus will not be open on statutory holidays. When a statutory holiday falls on a weekend, TLC staff will be given the following business day off instead. In addition, we will be closed for the Christmas break from December 24 until the first Monday after January 1st. This is to give our hard-working educators the time they need to rest and re-energize for the New Year ahead.

Please note that dates may change based on the calendar year.

Please refer to our School Calendar for the most up-to-date exact dates and information.

Holidays & Closures

Please note: Tuition is consistent each month, and is not prorated for holidays or school closures.

Capacity & Age Groups

The Little Campus is licensed for up to 136 students and can accommodate the following: each age group:

Reduced Ratios

During these times, the child-to-teacher ratios may be adjusted as follows:

Periods

Registration & Admission

Once you’ve made the exciting decision to have your child join the TLC family, you’ll want to be sure to reserve a place for your child. You can do this by sending along a completed registration form and paying a non-refundable deposit to be used towards your last month’s tuition.

By submitting the registration fee and your deposit, you are confirming your little one’s enrolment at The Little Campus. While we will do our very best to have your child start on your requested date, we are unable to guarantee a definite date, as availability is dependent on enrolment.

Tuition and Procedures

Monthly Tuition:

Registration fee: $500 base fee

Upon registration, we will collect the banking information required for a monthly pre-authorized debit of your child’s tuition payment. We will activate the pre-authorized debit the month your child begins the program, and will continue to do so monthly until your child graduates to ‘big kid’ school or leaves TLC for other reasons.

To continue delivering the outstanding service you can expect from us year after year, we may occassionally adjust our fees, at most once per calendar year, generally in January. We aim to inform our families at least 60 days ahead of any changes. To keep our tuition predictable and affordable, we also aim to limit price increases for enrolled students to no more than 4%, or CPI + 2% on an annual basis, unless unforseen circumstances arise.

Canada-Wide Early Learning & Child Care System (CWELCC) & Subsidies

The Little Campus does not participate in CWELCC and does not offer subsizided care.

Financial Agreement

By providing your banking information, you are entering into the following agreement with The Little Campus:

  1. Tuition will be received by pre-authorized debit on the first of each month.
  2. If the first of the month falls on a weekend, the transaction will be completed on the following business day.
  3. Monthly tuition will not change, regardless of how many days the school operates. This means that fees are not adjusted or prorated due to illness, vacation, absenteeism or closures. This includes unforeseen acts of nature (e.g., storms, power outages, etc.) that may force us to close the school unexpectedly.
  4. There is a fee of $50.00 non base fee for any NSF (non-sufficient funds) that may occur when withdrawing tuition fees. This fee will be charged on a subsequent pre-authorized debit.
  5. Tax receipts will be distributed at the end of February each year.

Credits & Reimbursement

All our fees are non-refundable. However, any over-payment will be either credited to your account, or reimbursed via e-transfer or cheque, on a case by case basis, at the beginning of the next month.

Waitlist Policy

This policy and the procedures within provide for waiting lists to be administered in a transparent manner. It supports the availability of information about the waiting list for prospective parents/guardians in a way that maintains the privacy and confidentiality of children.

The procedures provide steps that will be followed to place children on the waiting list, offer admission, and provide parents/guardians with information about their child’s position on the waiting list. No fee will be charged to parents/guardians for placing a child on the waiting list. Our management team is responsible for managing the waitlist.

This policy is intended to fulfill the obligations set out under Ontario Regulation 137/15 for a child care centre that maintains a waiting list.

Procedure

Requesting to be placed on the waiting list

The licensee or director will receive parental requests to place children on a waiting list by filling out an electronic form.

Placing a child on the waiting list

The licensee or director will place a child on the waiting list in chronological order, based on the date and time that the request was received.

Once a child has been placed on the waiting list, TLC will provide parents/guardians with a best approximation of their child’s status on the list, upon request.

Determining placement priority

When space becomes available in the program, priority will be given to: (a) children who are currently enrolled and need to move to the next age grouping, (b) siblings of children currently enrolled and/or (c) children of staff employed by The Little Campus.

Once these children have been placed, other children on the waiting list will be prioritized based on program room availability and the chronology in which the child was placed on the waiting list.

Offering an available space to new families

Parents/guardians of children on the waiting list will be notified via phone or email that a space has become available in their requested program.

Parents/guardians will be provided a timeframe of 72 hours in which a response is required before the next child on the waiting list will be offered the space.

Where a parent/guardian has not responded within the given timeframe, we will contact the parent/guardian of the next child on the waiting list to offer them the space.

Enrollment will only be confirmed once the registration form has been filled out, and a non-refundable deposit (last month’s tuition) has been received. The deposit will be used towards your child’s last month tuition.

Responding to Parents who inquire about their Child’s placement on the waiting list

The director will be the contact person for parents/guardians who wish to inquire about the status of their child’s place on the waiting list.

The director will respond to parent/guardian inquiries and provide the child’s current position on the list as well as an estimated likelihood of the child being offered a space in the program.

Maintaining Privacy and Confidentiality

The waiting list will be maintained in a manner that protects the privacy and confidentiality of children and families on the list, and therefore only the child’s position on the waiting list will be provided to parents/guardians.

Names of other children or families and/or their placement on the waiting list will not be shared.

Additional Procedures

If a parent/guardian contacts the child care centre to accept after the timeframe has passed, it will only be offered to them if the space is still available. If the next family on the waiting list had already accepted in their place, then the original parent/guardian will remain on the waitlist for the next availability.

A family may be removed from the waitlist if they ask the child care centre to do so, or if the child has passed the centre’s age requirement (in TLC’s case, if the child turns 5).

Withdrawal Policy

Notice Period

If at any time you choose to withdraw your child from The Little Campus, you may do so by providing us with a 60 day notice, in writing. Please also review the section below "Withdrawal within the final Preschool Term".

For example, if your child’s start date was January 1st and your final date is April 30th, you are required to submit your written notice of withdrawal at least 60 days prior, along with your regular fee on March 1st.

The tuition deposit paid at registration will be applied towards the last month's fees. If the deposit amount paid is less than the current tuition rate, the balance will be charged by pre-authorized debit. If the deposit amount paid is greater than the current tuition rate, a refund will be issued.

Withdrawal within the final Preschool Term

Students entering the final calendar year of Preschool before graduating and transitioning to Junior Kindergarten (JK) are required to remain enrolled for the entire term, from January 1st to August 31st. The standard 60-day withdrawal notice does not apply during this period.

This policy ensures that our graduating preschool classes can continue their programming uninterrupted and properly prepare for the transition to kindergarten. It also allows for consistent staffing and planning until the end of the academic year in August.

Parents of graduating students are responsible for all tuition fees for the full term, from January 1 to August 31, even if they choose to withdraw their child before the end of the term.

To avoid this commitment, parents must provide notice of withdrawal by October 31st of the previous year (60 days prior to the start of the final calendar year), and withdraw by December 31.

Termination

As your child reaches the age for transition to the next age group, we will assess the child’s readiness as well as availability of space. In the unlikely event that the space is not available, you will be given 2 months’ notice of withdrawal from the program, in order to give you time to find alternative options.

There may be times where The Little Campus cannot accommodate the ongoing needs of (a) currently enrolled child(ren). These situations will be brought to the attention of the director and licensee.

If a child’s current placement with the centre is determined to be inappropriate, The Little Campus reserves the right to withdraw the child from the program.

The Little Campus may terminate services if any policies are not followed or if any fees are not paid.

In order for a child to be terminated from the centre:

These extreme cases include situations such as:

If the director and licensee consider it necessary to withdraw a child from the centre, the following steps will be taken:

Pick-up Policy

The safety of our children is TLC’s primary concern. Upon registration, families will make sure to provide a list of names of individuals who are authorized to pick up their child. If, at any time, someone other than those listed will be picking up a child, a parent/guardian must provide the person’s full name and authorization in advance. If the person picking up the child is not known to staff, they will ask to see photo identification upon arrival at the centre.

Late Pick-ups

The Little Campus is open from 7:00am to 6:00pm, Monday to Friday. In the event that a child remains at the centre after 6:00pm, a staff member, will remain at the centre with the child. The child’s parent/guardian will be contacted. If they are not reachable, emergency contacts on the child’s file will be contacted.

The director will complete a late fee payment form, which is to be signed by the parent/guardian upon arrival. By signing the form, the parent/guardian acknowledges that they are late and agrees to pay the amount due. The fee will be charged on the next billing cycle.

If a parent/guardian is repeatedly late, the director will meet with the parent/guardian to discuss alternate solutions. If the issue is not resolved, the family may face withdrawal from The Little Campus.

In the unlikely event that no one can be reached by 7:00pm, The Little Campus has an obligation to contact authorities in order to investigate the whereabouts of the parent/guardian. Under no circumstances will the child be left unattended and/or will staff remove the child from the school.

Late Fees

Late fees are incurred if a child is not picked up within regularly scheduled hours. A late fee of $2.00/minute non base fee will be charged. Payment will be collected on the next billing cycle. The child care centre clock will be used to determine the late pick-up time.

Ministry of Education Licensing

The Little Campus is licensed by the Ministry of Education, and is inspected by their program advisors on an annual basis. We comply with all regulations set out by the Ministry of Education and the Health and Fire Departments.

Health and Safety

As part of the licensing procedure, our facilities are inspected by Toronto Public Health and the Fire Department on a regular basis. We are expected to meet strict requirements in order to obtain a Public Health PASS certificate.

We work closely with Toronto Public Health in order to stay informed of current health and well-being concerns. They will also provide us with ongoing information with regards to current health practices, which can always be found on the City of Toronto website. This allows us to share helpful insight with families, with the goal of keeping children happy and healthy.

Our fire plan has been approved by the Fire Department. In order to familiarize everyone with our emergency procedures, both staff and children are required to take part in monthly fire drills.

Please note that each classroom has its own emergency exit strategy. Our emergency fire equipment is inspected on an annual basis by a reputable Fire Prevention Company, and our fire extinguishers are inspected prior to the monthly fire drills by designated staff who have been trained on their appropriate use.

Inclement Weather Closures

In the event that weather, power outage, or any other emergency situation results in the closure of the school, the following protocols will be put in place:

Tuition fees are not adjusted or prorated due to illness, vacation, absenteeism or closures. This includes unforeseen acts of nature (e.g., storms, power outages, outbreaks, etc.) that may result in a closure of the school.

Emergency Management Procedures

The Little Campus has emergency management policies in place in accordance with the Ontario Regulation 137/15, which gives clear direction for staff and the licensee when dealing with emergency situations. The procedures set out steps for staff to follow to support the safety and well-being of everyone involved.

Meeting Place & Shelter

Staff will ensure that children are kept safe, are accounted for, and are supervised at all times during an emergency situation. For situations that require evacuation, the meeting place to gather immediately will be located at the front of the building, on Tenby street. If it is deemed ‘unsafe to return’ to the child care centre, the evacuation site to proceed to is located at: Etobicoke School of the Arts, 675 Royal York Rd, Etobicoke, ON M8Y 2T1.

Note: All directions given by emergency services personnel will be followed under all circumstances, including directions to evacuate to locations different than those listed above.

For any emergency situations involving a child with an individualized plan in place, the procedures in the child’s individualized plan will be followed.

If any emergency situations result in a serious occurrence, the Serious Occurrence Policy and procedures will also be followed.

Parents/guardians will be notified by phone call or email if an emergency has occurred.

Resuming Normal Operations Following an Emergency

If the issue is not resolved by 6:00am on the following school day, the director will contact parents/guardians via email or phone. In this case, families will need to make alternate arrangements for their children. The Little Campus will remain closed until the school building is deemed safe and the issue is resolved.

The director will contact the insurance company, landlord, property management and caterer, along with any other suppliers that may have been affected by the emergency. The Ministry of Education (Program Advisor) will also be contacted to be advised of the situation. Any serious occurrences will be reported.

Support to Children and Staff who Experience Distress

Support will be provided if any children or staff experience distress due to an emergency situation. For example, we may reach out to our Resource Consultant for support aids for the children, if deemed necessary. The Little Campus will also support staff members by giving them time off work, or by other means deemed needed or necessary.

Debriefing Staff, Children and Parents/Guardians

Families and staff members will receive an email regarding both the emergency and recovery from the emergency. An abbreviated version of the communication will be recorded on the school’s voice mail. We will communicate with the children in their individual classrooms when school resumes.

Serious Occurrence Policies

The Little Campus has Serious Occurrence Policies that are to be followed in the event of a serious occurrence.

Identifying a Serious Occurrence

Under the Child Care and Early Years Act, 2014, serious occurrences are defined as:

  1. the death of a child who received child care at a child care centre,
  2. abuse, neglect, or an allegation of abuse or neglect of a child while receiving child care at a child care centre,
  3. a life-threatening injury to a child who receives care at the child care centre, or a life-threatening illness of a child who receives child care at a child care centre,
  4. an incident where a child who is receiving child care at a child care centre goes missing or is temporarily unsupervised, or
  5. an unplanned disruption of the normal operations of a child care centre that poses a risk to the health, safety or well-being of children receiving child care at the child care centre.

All procedures include reporting and posting of a serious occurrence.

Concerns about the Suspected Abuse or Neglect of a Child

Sleep Policy

Sleep and rest are an integral part of a child’s well-being and development. The purpose of the policy and procedures described within is to provide staff, students and volunteers with the rules and procedures to follow to safeguard children from harm, injury or death while sleeping.

Procedures for monitoring sleeping children reduce the risk of harm or injury so that caregivers can look for and identify signs of distress, and implement immediate responses to protect the health and safety of children.

This policy is intended to fulfill the obligations set out under Ontario Regulation 137/15 for sleep policies for child care centres.

Supervision Procedure

Placement of Children for Sleep

Consultation with Parents

Direct Visual Checks

Frequency

Procedure

  1. Staff must:
    1. be physically present beside the child
    2. check each child’s general well-being by looking for signs of distress or discomfort including, at a minimum:
      • laboured breathing
      • changes in skin temperature
      • changes in lip and/or skin colour
      • whimpering or crying
      • lack of response to touch or voice
  2. Where signs of distress or discomfort are observed, the staff member who conducted the direct visual check must attempt to wake the child up. Where no signs of distress or discomfort are observed, proceed to step 3.
    1. Where the child wakes up, staff must:
      • attend to the child’s needs
      • separate the child from other children if the child appears to be ill
      • document the incident in the direct visual checklist, in the Daily Written Record, and in the child’s symptoms of ill health record, where applicable
    2. Where the child does not wake up, staff must immediately:
      • perform appropriate first aid and CPR, if required
      • inform other staff, students and volunteers in the room of the situation
      • contact emergency services or, where possible, direct another individual to contact emergency services
      • separate the child from other children (or vice versa) if the child appears to be ill
      • inform the director of the situation
      • contact the child’s parent/guardian
    3. Where the child must be taken home or to the hospital, the director must immediately contact the child’s parent/guardian to inform them of the situation and next steps
    4. Where the child’s condition has stabilized, and/or after the child has been taken home or to the hospital, the staff member who conducted the direct visual check and any staff who assisted with responding to the incident must:
      • follow the serious occurrence policies and procedures, where applicable
      • document the incident in the Daily Written Record
      • document the child’s symptoms of illness in the child’s records
  3. Staff must:
    1. adjust blankets as needed
    2. ensure the child’s head is not covered
    3. ensure there are no other risks of suffocation present
    4. document the date and time, and initial each direct visual check on the room’s direct visual checklist
    5. verbally inform other staff in the room that the check has been completed, where applicable and possible

The Science of Sleep

In addition to the above regulations and policy, The Little Campus believes in the science behind sleep. It is an important part of your child’s development, health and well-being. A well rested child is happier and healthier — not to mention getting enough sleep is great for their brain development! At TLC, we follow science-based sleep recommendations and implement certain sleep-inducing techniques, including:

Natural Sleep Habits

At The Little Campus, we understand the importance of sleep for children's growth and development. Therefore, we strive to create a stimulating and supportive environment that promotes healthy sleep habits. However, we also recognize that every child is unique and may have different sleep needs. Therefore, we will not force children to sleep or wake up if they do not want to.

For children naturally transitioning out of their nap (i.e. on their own), we provide a rest period from 12:30 pm to 1:30 pm, during which they can sleep or engage in quiet activities on their bed. From 1:30 pm to 2:30 pm, we offer the opportunity for awake children to go outside for fresh air with an educator. Space is limited, and the child's teacher will decide who can leave the classroom.

Outdoor Play

Outdoor play is an integral part of TLC’s daily schedule and plays an important role in the development of a child’s overall well-being. In order for children to thrive during outdoor playtime, it is crucial that there be sufficient toys and equipment for children to participate in active play, and that educators engage as active participants in the play. TLC will offer many opportunities for outdoor play, including outdoor playground time, neighbourhood walks, or trips to the park, library, or grocery store.

In accordance with the Ministry of Education, the children will be outside for a minimum of 2 hours each day — 1 hour in the morning and 1 hour in the afternoon.

The director will monitor weather conditions on a day-to-day basis. When necessary, they will make an informed decision as to the outdoor program and will consider factors such as temperature, safety conditions (e.g., high winds), the activity planned for the group (e.g., walks to the park or library), and the age and mobility of the children.

If children must remain inside due to weather, a version of the outdoor program will be implemented inside the classroom.

Playground Schedule

Yard A - capacity of 30 students

Time Group
9:00 AM - 10:00 AM Friendly Ladybugs (Toddler - 10)
10:15 AM - 11:15 AM Brown Bears (Preschool - 20)
3:15 PM - 4:15 PM Friendly Ladybugs (Toddler - 10)
4:30 PM - 5:30 PM Brown Bears (Preschool - 20)

Yard B - capacity of 64 students

Time Group
9:00 AM - 10:00 AM Chirpy Crickets (Toddler - 13)
Colourful Chameleons (Toddler - 15)
Flashy Fireflies (Toddler - 15)
Busy Spiders (Toddler - 15)
Total: 58 students
10:15 AM - 11:15 AM Hungry Caterpillars (Preschool - 24)
Polar Bears (Preschool - 24)
Total: 48 students
3:00 PM - 4:00 PM Chirpy Crickets (Toddler - 13)
Colourful Chameleons (Toddler - 15)
Flashy Fireflies (Toddler - 15)
Busy Spiders (Toddler - 15)
Total: 58 students
4:15 PM - 5:15 PM Hungry Caterpillars (Preschool - 24)
Polar Bears (Preschool - 24)
Total: 48 students

Injuries

If your child experiences a minor injury (e.g., small cut or scrape) while attending The Little Campus, staff will administer the necessary first aid and complete an Injury Report. At pick-up, a staff member will give you the Injury Report to sign.

If your child has a major accident at the school, staff will administer all immediate first aid and follow all emergency procedures, including calling 911 if necessary. Staff will then contact the parent(s)/guardian(s) at the phone numbers on file. If parents/guardians cannot be reached, staff will contact the emergency person listed on file.

Parents as Partners

At TLC, we like to forge real relationships with the families whose child is in our care.

We will make every effort to ensure each parent in our child care community is engaged and supported, feels heard and respected, and understands that their child(ren) are in the best of hands.

Partnerships with parents/guardians are fundamental to the success of our program. We believe in open communication with families, and are open to feedback, suggestions and new ideas.

In addition, we offer the following partnership opportunities for parents/guardians who wish to become more involved:

Issues or Concerns

The purpose of this policy is to provide a transparent process for parents/guardians, the child care licensee, and staff to follow in the event issues/concerns are brought forward.

General

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

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

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

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

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

Confidentiality

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

Conduct

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

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

Concerns about the Suspected Abuse or Neglect of a Child

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

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

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

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

Raising an Issue or Concern

We recommend following one of the following procedures, depending on the type of issue or concern to be raised.

Indoor/outdoor program activities, progress reports, sleep arrangements.

Recommended steps: raise the concern directly with the classroom staff or email office@littlecampus.ca, subject line: "Attn: Program Director".

Menus, allergies, safety, cleanliness, technology, etc.

Recommended steps: contact classroom staff and/or office@littlecampus.ca, subject line: "Attn: Director of Operations".

Recommended steps: raise the concern directly with staff or email office@littlecampus.ca, subject line: "Attn: Community Director".

Community & Developmental (Student/Staff/Parent) Related

Admissions, billing, ratios, updates, etc.

Recommended steps: email office@littlecampus.ca, subject line: "Attn: Supervisor".

Important: All issues or concerns about the conduct of anyone that puts a child’s health, safety or well-being at risk should be immediately reported to a director.

Responding to Issues or Concerns

The Little Campus takes all issues or concerns seriously. We will do everything in our power to address them promptly and responsibly.

Depending on the severity of the situation, the concern will be addressed at the time it is raised, or a meeting with the parent/guardian will be arranged within one business day.

In all cases, issues or concerns will be documented in detail. Our documentation will include:

Our staff will also:

Escalation of Issues or Concerns

We deeply care about your satisfaction, and your child’s happiness and well-being.

In the event parents or guardians are not entirely satisfied with the response or outcome of an issue or concern, they may escalate the matter verbally or in writing to our leadership team by email at office@littlecampus.ca, or by phone.

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

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

Leadership Team Contact Information

Rhiannon MacDonald, Program Director
647-372-5437
rhiannon@littlecampus.ca

Rebecca Civichino, Director of Operations
647-372-5437
rebecca@littlecampus.ca

Olivia Marino, Community Director
647-372-5437
olivia@littlecampus.ca

Tami Zuckerman, President, Founder & Owner
tami@littlecampus.ca

Alicia Vetro, Ministry of Education Program Advisor
alicia.vetro@ontario.ca

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

Our Staff

Our carefully selected Early Childhood Educators are registered with the College of ECE and adhere to the code of Ethics and Standards of Practice. They are also trained in First Aid and CPR, and are thoroughly screened (via personal references and a criminal record/police check) to ensure the safety of all children on campus.

Our commitment to ensuring a quality program means we only hire educators that demonstrate a true love of learning — by continuously perfecting their craft, expanding their knowledge and improving their skills. At TLC, we invest in their ongoing learning to encourage our already highly trained ECEs and ECAs to further their professional development during their time with us. In any given year, our educators will attend a number of relevant conferences, workshops, and lunch & learns.

Students and Volunteers

The Little Campus welcomes both placement students and volunteers into our various child care programs. We believe this sort of hands-on placement is a valuable part in gaining experience in a child care environment. Students/volunteers also play an important role in supporting staff in our daily child care operations.

TLC has a policy in place that provides supervising staff, students and volunteers with a clear understanding of their roles and responsibilities, such as:

This policy is intended to fulfill the obligations set out under Ontario Regulation 137/15 for policies and procedures regarding volunteers and students in child care centres.

Prohibited Practices

At The Little Campus, we respect all children and families in our care. We follow all of the Child Care Early Years Act (CCEYA) regulations regarding the well-being of and respect for children.

No staff, student or volunteer shall engage in any of the prohibited practices outlined below, with respect to a child receiving child care.

At The Little Campus, we do not permit:

Immunization Policy


As per Ministry of Education guidelines, The Little Campus will ensure that upon enrolment, children are immunized as recommended by the local medical officer of health. Prior to the child’s first day of care, parents/guardians are required to provide the centre with a copy of their child’s immunization record. Going forward, any time the child receives an update to their immunization schedule, parents/guardians are to inform the centre and submit an updated immunization record.

If parents/guardians have chosen not to immunize their child, a Statement of Medical Exemption form or a Statement of Conscious or Religious Belief form must be completed and provided to the centre. Parents/guardians can request a copy of these forms from the director or access them by visiting the Ministry of Education’s website.

Illness and Exclusion

If a communicable illness is affecting children at the school, parents/guardians will be informed via email and provided with a list of signs and symptoms to watch for. Parents/guardians can then observe and assess any symptoms that may present in their child.

We urge parents/guardians from bringing ill children to school. Should your child show any of the following symptoms, please keep them at home until they are well enough to return to school:

If a child has been diagnosed with a contagious illness/disease by a physician, parents/guardians must notify the school as soon as possible. This information is vital in helping us take the appropriate steps to help lessen the spread of illness.

The child can return to school if 24 hours have passed without any signs of illness, and the child has not received fever-reducing medication within those 24 hours.

Medication Administration

Drug and Medication Requirements

All drugs and medications to be administered to children must meet the following requirements:

Meals and Snacks

The Little Campus takes great pride in the meals we provide for the children. All meals and snacks are catered by Real Food For Real Kids (RFRK).

RFRK’s mission is to:

Bringing Outside Food In

Due to enrolled children that have severe allergies, The Little Campus enforces a ‘no outside food’ policy. Exceptions are made for children with special dietary requirements who are unable to eat what is on our menu. In this case, parents/guardians are asked to arrange to bring food with the child’s full name, the date the food arrived and a complete ingredient list.

Birthday Celebrations

The Little Campus loves to celebrate each child’s special day! Cupcakes/birthday cakes that are peanut/tree nut-free can be ordered through RFRK, or third-party vendors such as local bakeries, etc. Other treats (even healthy ones) can be arranged for your child’s celebration, as long as they are peanut/tree nut-free (or free of other allergens, if applicable) and this is noted on the packaging and in the ingredient list. Please note that children will not be permitted to blow out candles on a cake that is being served to everyone, so cupcakes might be a better choice so they can make a wish on their special day!

Allergies and Food Restrictions

The Little Campus makes every attempt to prevent the exposure of peanuts/tree nuts or products containing peanuts/tree nuts in the school.

Our catering partner, Real Food For Real Kids, defines themselves as nut-free and will not provide any meals or snacks containing peanuts or tree nuts. If your child has any additional food allergies or restrictions, we will work closely with RFRK to accommodate your child and their meals.

TLC has an Anaphylaxis policy in place to assist with your child’s anaphylactic allergy. If your child has a food allergy, you will be requested to fill out an Individualized Plan for Anaphylaxis Allergy form prior to your child’s first day. To ensure safety, you will also be asked to provide one Epi-Pen upon your child’s first day at The Little Campus.

If your child has food sensitivities or dietary restrictions due to religious beliefs or personal preferences, these should be noted in the enrollment package and discussed with the Community Director during the transition call.

RFRK will create a Summary of Dietary Restrictions (SDR) plan, which will be posted in the child's classroom. Anaphylaxis plans will also be posted in the child’s classroom and in areas where food is prepared and served.

Allergies will be monitored and updated when necessary, according to information provided by parents/guardians.

If your child is unable to consume the food on our menu, we would ask that you provide replacement foods for your child. In this case, we will require that all foods come with an official label/ingredient list to make sure no peanut/tree nuts or products containing peanuts/tree nuts (or other allergens, if applicable) are being brought into the school.

Nut-Free Policy

At The Little Campus, we take the safety of our children and staff very seriously. As a nut-free facility, we do not serve or allow any products that contain peanuts, tree nuts, or any nut products to be brought into our facility. This includes the staff room, office, and all classrooms.

According to foodallergy.org, tree nut allergies are among the most common food allergies in both children and adults, including allergies to walnuts, almonds, hazelnuts, pecans, cashews, and pistachios, as well as peanuts. To ensure the safety of our community, all employees, contractors, and visitors are prohibited from bringing any products containing peanuts or tree nuts into the facility.

We also work closely with our food caterer to ensure that all food served to the children at our program is purchased from an approved, nut-free source. This includes taking into account any food allergies among children and staff attending the program. To minimize the risk of cross-contamination, employees are required to wash their hands before and after handling any allergen-containing ingredients or products.

For special functions such as birthdays, parents and staff are required to provide food from an approved nut-free source, which is a food premise that is government inspected. Foods prepared at the homes of parents and staff will not be served to the children.

Your Child’s First Day

Prior to your child’s first day at The Little Campus, the director will contact you to discuss transitioning your child into the program.

A personalized transition plan will be prepared for your family, with the objective of progressively increasing independent time away from the child’s primary caregiver. We want your child to understand that this is a place they will be with their nurturing teachers, and without their primary caregiver.

Each transition plan is customized for your child’s unique needs. Transition plans take typically 1-2 weeks to complete. Your child might start their first day with a brief one hour visit, eventually working up to a full day. It is important that we are responsive to your child’s needs during this transition time; sometimes that means adjusting the plan to quicken the transition process, or modifying the process to a more gentle approach.

It is expected that your child may experience some emotions during their transition into their new school. Our nurturing, supportive staff will ease any separation anxiety by spending lots of one-on-one time with your child during this time. This will help create a bond, where your child will feel supported and cared for. We will also use distraction methods and try to engage your child in activities and play.

At drop-off, we encourage quick goodbyes while reassuring your child in a confident voice, that you will return to pick them up. We will follow up with an email to update you on how your child has settled in. Parents/guardians are also invited to contact us throughout the day to check up on their child.

Items to Provide

Appropriately dressing and packing for the weather is vital for children to fully participate in TLC’s outdoor programs. Please be sure that your child is equipped with the items they will need on a seasonal basis.

In the warmer months, we ask that sun hats and sunscreen are provided. Teachers will apply sunscreen before outdoor play, both in the morning and in the afternoon.

In rainy or muddy weather, rain boots, rain pants, and rain jackets will ensure your child stays comfortable and dry.

In the winter months, winter boots, snow pants, a warm coat, hat, mittens and a neck warmer are required so children can stay warm while enjoying the wintery weather.

Toddlers require diapers, wipes and diaper cream on their first day, and as needed going forward. In addition, parents/guardians will need to supply their child’s bottles and/or sippy cups.

All children require at least 2 sets of extra clothing, in case they get dirty or have any washroom accidents during the day.

Please be sure to label all of your child’s belongings, including bottles and/or sippy cups. This will help us avoid the confusion that can occur when children come to school wearing the same coats, boots, etc. We encourage you to purchase waterproof labels from companies like Mabel’s labels or Oliver’s Labels. These labels are considered best for items like bottles, sippy cups or clothing as they stay on securely.

Safe Arrival Policy

Purpose

This policy and the procedures within help support the safe arrival and dismissal of children receiving care.  

This policy will provide staff, students and volunteers with a clear understanding of their roles and responsibilities for ensuring the safe arrival and dismissal of children receiving care, including what steps are to be taken when a child does not arrive at the child care centre as expected, as well as steps to follow to ensure the safe dismissal of children.

This policy is intended to fulfill the obligations set out under Ontario Regulation 137/15 for policies and procedures regarding the safe arrival and dismissal of children in care.

Note: definitions for terms used throughout this policy are provided in a Glossary at the end of the document.

 

Policy

General

The Little Campus will ensure that any child receiving care at the child care centre is only released to the child’s parent/guardian or an individual that the parent/guardian has provided written authorization the child care centre may release the child to.

The Little Campus will only dismiss children into the care of their parent/guardian or another authorized individual. The centre will not release any children from care without supervision. 

Where a child does not arrive in care as expected or is not picked up as expected, staff must follow the safe arrival and dismissal procedures set out below.

Procedures

Accepting a child into care

When accepting a child into care at the time of drop-off, program staff in the room must:

  1. sign the child in on the classroom online attendance record (Brightwheel).

Where a child has not arrived in care as expected

Where a child does not arrive at the child care centre and the parent/guardian has not communicated a change in drop-off (e.g., left a message or advised the staff on-site), the following will take place in this order:
  1. staff in the child’s classroom will send a message via our communication app, no later than 10am, confirming their absence
  2. Once the child’s absence has been confirmed, they shall document the child’s absence on the online attendance record

Releasing a child from care

The staff who is supervising the child at the time of pick-up shall only release the child to the child’s parent/guardian or individual that the parent/guardian has provided written authorization that the child care may release the child to.  Where the staff does not know the individual picking up the child (i.e., parent/guardian or authorized individual)

  1. confirm with another staff member that the individual picking up is the child’s parent/guardian/authorized individual
  2. where the above is not possible, ask the parent/guardian/authorized individual for photo identification and confirm the individual’s information against the parent/guardian/authorized individual’s name on the child’s file or written authorization

Where a child has not been picked up as expected (before centre closes)

Where a parent/guardian has previously communicated with the staff a specific time or time frame that their child is to be picked up from care and the child has not been picked up by 6pm, the staff in the classroom shall contact the parent/guardian by phone and advise that the child is still in care and has not been picked up:

  1. where the staff is unable to reach the parent/guardian, staff must call again and leave a voice message to contact the centre
  2. where the staff has not heard back from the parent/guardian or authorized individual who was to pick up the child the staff shall contact the emergency contact on file

Glossary

Individual authorized to pick-up/authorized individual: a person that the parent/guardian has advised the child care program staff in writing can pick-up their child from care.

 

Licensee: The individual or corporation named on the licence issued by the Ministry of Education responsible for the operation and management of the child care centre and home child agency. 

 

Parent/guardian: A person having lawful custody of a child or a person who has demonstrated a settled intention to treat a child as a child of his or her family.

Regulatory Requirements: Ontario Regulation 137/15

Safe arrival and dismissal policy

Every licensee shall ensure that each child care centre it operates and each premises where it oversees the provision of home child care has a policy respecting the safe arrival and dismissal of children that:

  1. provides that a child may only be released from the child care centre or home child care premises,
    1. to individuals indicated by a child's parent, or
    2. in accordance with written permission from a child's parent to release the child from the program at a specified time without supervision; and
  2. sets out the steps that must be taken if,
    1. a child does not arrive as expected at the centre or home child care premises, or
    2. a child is not picked up as expected from the centre or home child care premises.

Other Resources

Ministry of Education

The Child Care Early Year Act

How Does Learning Happen?

Early Learning For Every Child Today (ELECT)

Toronto Public Health

Real Food For Real Kids