Family Handbook

Welcome to Downtown Montessori/Day Care Connection

We wish to acknowledge this land on which Downtown Montessori/Day Care Connection operates. For thousands of years, it has been the traditional land and territory of many nations, including the Huron-Wendat, the Seneca, the Mississaugas of the Credit, the Anishnaabe, the Chippewa, and the Haudenosaunee peoples. Today, this meeting place is still the home to many diverse First Nations, Inuit, and Métis people from across Turtle Island. We also acknowledge that Toronto is covered by Treaty 13 with the Mississaugas of the Credit. We are grateful to have the opportunity to learn on this land. We are mindful of broken covenants and strive to make this right with the land and with each other. 

Many of us have come here as settlers, immigrants, and newcomers in this generation or generations past. We also acknowledge those of us who came here involuntarily, particularly as a result of the transatlantic slave trade. We honour and pay tribute to the ancestors of African origin and descendants.

Welcome to Downtown Montessori/Day Care Connection (DTMS/DCC).  At DTMS/DCC, we offer a range of services including Montessori Schools, a Home Childcare program, an EarlyON Family Resource Centre, and Kids’ Club, our before and after school-age program. Our dedicated team is committed to providing consistent, transparent, and innovative guidance across all our programs. 

With our hands-on approach at every site, we ensure a deep understanding of daily operations and foster strong relationships with teachers, children, parents, and guardians. Our philosophy revolves around listening and responding to the needs of children, families, staff, and the wider community. We believe in the potential of every child and are dedicated to creating programs that nurture their growth and development. 

Your feedback, whether positive or negative, is invaluable to us. We’re here to support you every step of the way. Please don’t hesitate to reach out to Manjit Dhaliwal at director-admin@dtms76.ca or at 416.691.1101.

Thank you for choosing Downtown Montessori for your child(ren).

Canada-Wide and Early Learning Child Care Program

DTMS/DCC is participating in the CWELCC (Canada-Wide Early Learning and Child Care) program. We were required to freeze our fees as of March 27, 2022. The CWELCC reductions are based on those frozen fees. For more information, please see: Canada-Wide Early Learning & Child Care – Information for Families

Programs and Services

DOWNTOWN MONTESSORI AT CONCORD CITY PLACE

Infant to six years
416-623-1738
335 Bremner Blvd

This school is built into the community master plan of Concord City Place, with design and start-up costs donated by Concord Adex Developments. Modeled on similar success, this accessible facility for Under-2, Under-3, and Casa (age 3-6) children adds to the enrichment of community lifestyles and operates professionally, peacefully, and commercially non-partisan. Casa children participate in a full-day casa program.

DOWNTOWN MONTESSORI AT COATSWORTH

Infant to six years
416-694-9444
11 Coatsworth Crescent

Located in the Beach/Riverdale District, this school offers a warm and stimulating curriculum for Under-2, Under-3 and Casa (age 3-6) children with a full range of activities and materials tailored to their developmental needs. Casa children participate in a full-day casa program. Their classrooms provide a carefully prepared and ordered learning environment in which children have freedom and choice. Included in their classrooms are didactic and sequenced materials geared towards encouraging children to develop their full intellectual, social, and physical potential.

Because we are situated in a residence for seniors, there is ample opportunity for spontaneous and planned interaction between generations. We feel our program enhances the quality of life for both age groups, as children become a resource for seniors and seniors a resource for children.

DOWNTOWN MONTESSORI AT INFINITY PLACE        

Infant to six years
416-849-3692
26 Grand Trunk Blvd

This accessible school is located in downtown Toronto overlooking the CN Tower, Rogers Centre, and Scotiabank Arena. Like all of our schools, we follow the Montessori methodology in our work with Under-2, Under-3, and Casa (age 3-6), children. Casa children participate in a full-day casa program.  Our proven track record of successful services surrounding a high-quality child learning centre attracts families living and working in the community to this dynamic condominium development. Design and start-up costs have been donated by the Conservatory Group. 

DOWNTOWN MONTESSORI AT SIMCOE PLACE 

Infant to six years
416-340-8757
200 Front St. W. 

Situated on the accessible ground floor of an office tower in the middle of Toronto’s Financial District, we are able to respond to some of the special requirements of parents working at downtown workplaces, such as lunch hour roundtable meetings.

Our programs for Under-2 and Under-3 children help them to get off to the best possible start and acquire a solid foundation for healthy development and learning. Casa (age 3-6) children participate in a full-day casa program. This program, like all authentic Montessori schools, emphasizes learning through all senses. Children learn at their own individual pace and according to their own choice of activities from hundreds of possibilities. 

HOME CHILDCARE: DAY CARE CONNECTION                             
416-698-0750

Our family home childcare program provides government regulated home-based childcare. The providers, agency-trained paraprofessionals, provide care in a family atmosphere for children from infancy to age twelve. The homes are carefully selected and monitored to ensure that children receive care in a loving, safe, and stimulating environment. This care fills a need for parents/guardians who want their children to experience the comfort and intimacy of a family environment.

This program also offers information and advice to help families obtain services outside our jurisdiction of childcare beyond our regular services.

FAMILY DROP-IN CENTRE: EARLYON FAMILY RESOURCE CONNECTION

416-690-0102 

Our drop-in Centre is open to parents, guardians, nannies, grandparents or any adult who is caring for young children, newborn to six years. The Centre has a sense of community where problem solving, peer counseling, and support around common issues occurs. A Parenting Book Library and Childcare Registry are part of the Resource Centre. We also provide support, education, and referrals to families who need other specific services, such as counseling or assessments.

KIDS CLUB: KINDERGARTEN and SCHOOL-AGE CARE/DAY CARE CONNECTION

416-693-6596

Our school-age program, located within a school, offers many advantages. Children get programs they enjoy, choices about how they will spend their leisure time, and are in a setting that is child friendly and safe. We offer high-quality structured programs for skill development, balanced with time for play, socialization, and reflection.

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No Smoking/No Vaping

Downtown Montessori/Day Care Connection programs are required to follow the Province of Ontario’s Smoke-Free Act, which prohibits smoking or vaping at all times in licensed day nurseries. As an operator, we must ensure that employees and visitors do not smoke or vape on the premises (including the playground). 

The use of prescribed medicinal marijuana as well as recreational marijuana falls under this umbrella. The substance may not be smoked, vaped or disposed of on DTMS/DCC property.

Your co-operation is appreciated. 

Mission and Values

Mission

Downtown Montessori School (DTMS) is a not-for-profit organization committed to enhancing the lives of children. At DTMS, people of all ages are involved in the care of children and helping them to get the best possible start. We offer high quality programs, opportunities for mutual support, guidance and education about child development and learning – all in a welcoming environment. We work together with others in the community to meet the emerging needs of children and improve the quality of their lives. We operate our child learning centres under the name Downtown Montessori/Day Care Connection to better reflect the breadth of the organization.

Values 

DTMS fulfills our mission by listening and responding to emerging community and family needs. We believe in:

• The Best Possible Start for Children

Children’s self-esteem and optimal development depend on growth in all areas, including social, emotional, language, cognitive, and physical.

• The Rights of Children

Children are entitled to have their basic needs met within a caring family and community, and to have the resources and opportunities necessary for the best possible start.

• Mutual Support

Community members of all ages affect each other’s well-being and development; sharing our experiences, our wisdom, and ourselves has mutual benefits for younger and older individuals alike.

• Choice

Families need opportunities for choice about their children’s care and services to strengthen family life. These opportunities should be affordable and accessible.

• Accessibility/Inclusiveness

DTMS strives to create a bias-free climate of mutual respect and understanding in our workplace and provision of service. We are committed to a culture of dignity, integration, equal opportunity and independence, which is necessary in fostering rich learning and working environments for all.

Service Principles

In developing our organization and services and delivering our programs, we are guided by the following principles:

• Involvement

Our programs provide opportunities for individuals and families to belong, contribute, and make decisions about services that affect their lives. Listening and involvement are essential to high-quality programs and easy-to-use services.

• Building on Abilities

Our programs build on an individual’s strengths and abilities, which are the basis for everyday coping and personal change.

• Humour and Sharing

Our programs recognize that a safe, warm, and enjoyable social environment enables sharing, confidence, and personal and family development. In particular, programs for children must be fun, stimulating, and nurturing.

• Variety of Expertise and Experience

The knowledge, skills and leadership of volunteers, support staff, and professionals are all necessary for program quality and organizational development, and are supported through opportunities for growth.

• Wise Use of Resources

We believe that public and private resources must be used creatively, efficiently, and effectively in the fulfillment of our mission and service delivery.

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Philosophy/Program Statement

We know that the early years are the learning years and this learning continues into adulthood. We provide education and care for three age groups: Under 2, Under 3, and Preschool (Casa), which is comprised of 3–6-year-olds. We want children to be learners, to love to learn, to be part of a community of learners, and to grow into awesome adults who can make a difference in the world. We have developed our own method of delivering care and education to young children – a blend of Montessori principles/philosophy and the best practices of Early Childhood Education, using “How Does Learning Happen” as a guide.

This combination of approaches provides our children with a framework that encourages the development of foundational school skills – reading, math, sciences, language and creative arts. We also emphasize social skills and respect for others. Dr. Montessori called this collection of manners “Grace and Courtesy.” She as well as many other childhood professionals have come to believe that there is a high correlation between social behaviour and academic behaviour.

DTMS strives to promote a learning environment that is aligned with The Ministry of Education’s Statement on policies and pedagogy made under the Childcare and Early Year’s Act, 2014. We have found that the core values and principles of the Montessori philosophy and pedagogy are very much parallel with the Ministry of Education’s mandate. The Montessori curriculum:

1. follows the child with a holistic approach that allows each child to reach their potential,
2. views the families as collaborators,
3. asks the teachers to be self-reflective, co-learners, active observers, to document their observations, and to act as guides on the side,
4. requires classrooms to promote choice, interactions with nature, and allow for exploration and inquiry, all while giving the children uninterrupted work cycles to minimize transitions and maximize engagement. The classrooms are referred to as the “prepared environment,” meaning teachers arrange the room in a meaningful way to promote success, engagement, and involvement.

Some of the resources which inform our practice are:

• Maria Montessori’s Philosophy and Pedagogy
• Early Learning For Every Child Today: A framework for Ontario early childhood settings (2007), including the Continuum of Development
• How Does Learning Happen? (HDLH) Ontario’s Pedagogy for the Early Years (2014)
• Think, Feel, Act: Lessons from Research About Young Children (2013)
• The Assessment for Quality Improvement (AQI)

The following are the principles, goals and approaches that guide our programs:

PRINCIPLE: Children are competent, capable, curious and rich in potential.

GOAL:  Maintain the view that every child is competent, capable, curious and rich in potential. We recognize that each child has their own unique pattern of development and is an individual full of potential, who deserves a nurturing, rich environment for their optimal growth and development to unfold.

APPROACH:  While using the Montessori curriculum and materials as well as “How Does Learning Happen” as guides, our classrooms have been carefully prepared to foster individualized patterns of development. We recognize that every child needs to feel a sense of belonging, well-being, and be engaged in their environment in order to become fully realized. Every stage of the young child’s development, or as Maria Montessori called it, each “sensitive period,” is a valuable window of opportunity for educators to recognize and foster. The prepared environment in each classroom is designed to allow for child-initiated activities, choice, movement, expression, exploration, creativity, and adult-supported activities. Each room has its own program plan based on observations made by their teachers and it caters to meeting the developmental goals of not only the group but each child. Activities are set out by the staff in order to foster the child’s growing sense of self, independence, curiosity, and development. The day is comprised of a wide array of activities. Above and beyond the Montessori avenues, we plan activities in the following areas: science/nature, language/literacy, songs (music and movement), role-playing/life skills, physical play (indoor and outdoor), math, cause and effect materials, building apparatus, and social skills/empathy development. The remainder of our day involves rest/sleep periods (where developmentally appropriate) as well as shared mealtimes – depending on the child’s age. For example, children under 2 often have differing schedules and as such may be napping during a typically scheduled mealtime. We make sure to follow their unique schedules and remain ever-mindful of their needs.

PRINCIPLE:  Promote the health, safety, nutrition, and well-being of the children.

GOAL:  Ensure that we have environments that promote and support the health, safety, nutrition, and well-being of the children in our care.

APPROACH:  We have established and abide by the following Policies and Procedures:  Serious Occurrence, Anaphylaxis, Immunizations, Sleep Supervision, Infection Prevention and Control (and all Toronto Public Health mandates), Playground Safety, Standing and Recreational Bodies of Water, as well as Workplace Violence and Harassment (and all Ministry of Labour mandated policies and procedures). These can all be found in our Policy Binders. Furthermore, we follow Toronto Public Health’s Communicable Disease guidelines and post notices if we have confirmation of two or more cases of the same illness/symptoms in an effort to curb the spread of illness. Our practice encompasses excluding an ill child by keeping them comfortable in the Manager’s office while a family member is en route. Our schools are equipped with video surveillance cameras, we have optimal ratios, and we use walkie-talkies while out in the playground.

Proper nutrition is paramount to good health and well-being. All our sites have on-site cooks preparing diverse menus. Menus are reviewed annually by a registered nutritionist and their recommendations are taken into consideration when we revise the menus. Each cook has their current Food Handler’s certificate and follows the best practices, which are reviewed with them annually. Since we are privileged to live in such a culturally diverse city, our menus reflect that diversity. We also cater to dietary restrictions and allergies (every child is given a Nutritional Profile for families to complete prior to enrolment so that we can meet the child’s specific dietary needs). We are a nut-free environment.

PRINCIPLE:  Support positive and responsive interactions among the children, parents/guardians, childcare providers and staff. Foster engagement with and ongoing communication with parents/guardians about the program and their children.

GOAL:  Create an environment that supports positive and responsive interactions among the children, parents/guardians, and staff. Foster and engage in ongoing communication between parents/guardians and staff about our programs and their children.

APPROACH:  It is our belief that a collaborative, positive relationship between our teachers/centre and parents/guardians is a key component to a child’s positive development. We foster healthy supportive school-family connections by being available to families throughout the day as well as through workshops, conferences, parent/guardian observations, and annual events, such as summer BBQs and fundraisers. Using the LookSee Developmental Screening Tool as well as individual portfolios, parents/guardians are kept updated of their child’s ongoing development. We communicate our daily experiences on white boards in each classroom and schedule meetings as requested or as needed to discuss development or concerns. We view families as our partners in supporting their child’s growth and development. Our staff welcomes family insights and values the family’s role as the child’s first educator.

Giving children the proper tools needed to be social and interact with their peers in a positive fashion is an integral part of our program. First and foremost, we model respectful interactions and label emotions in an effort to teach self-regulation and empathy. We are of the opinion that in addition to feeling good about oneself, children need to develop “other-esteem” – to feel the way the other person feels – an important, but often neglected balance to the emphasis in our society towards promoting “self-esteem.” Our teachers provide a carefully prepared environment which is designed to promote a sense of personal empowerment, and build self-esteem and other-esteem, while offering a range of sensory and cognitive experiences which drive neural activity and stimulate brain development. One of the tools we use from time to time as a teaching aid is “Second Step,” which is an empathy training program.   

PRINCIPLE:  Encourage the children to interact and communicate in a positive way and support their ability to self-regulate.

GOAL:  Ensure that our environments are designed, and our staff respond to children in a manner that encourages the children to communicate in positive ways and supports their ability to self-regulate.

APPROACH:   Dr. Stuart Shanker has described self-regulation as the way the child deals with a stressor and how they recover from it (Shanker, Calm, Alert, Happy, 2012). We could not agree more that a child who is unable to effectively deal with a stressor will have difficulty learning and engaging, and this will ultimately affect the child’s sense of self in negative ways.

We follow Dr. Shanker’s “Three Key Steps to Self-Regulation”:

• Reduce the child’s overall stress. If we can determine what is causing the child’s stress levels to rise, we will minimize those factors. For example, our Under-2 program prides itself on following each child’s routines and sleep patterns. By doing this, we avoid disturbing the child’s own bio-rhythms thereby reducing external stressors. Teachers in our Under-3 and Casa classrooms are keen observers who are able to adapt/add apparatus, such as squeeze balls during circle time or pencil grips or left-handed scissors in their classrooms, in order to support children who may have difficulty with these tasks. These modifications help minimize potential stressors and provide the child a chance to feel successful. All our programs provide sensory materials which have been linked to having a calming effect, and our staff respond to children with nurturing, calm tones, making sure to label emotions, especially when a child is upset or agitated.
• Help the child to notice what it feels like to be calm, focused, and alert: It is our practice to label the child’s feelings and the feelings of other children in order to help every child develop empathy, self awareness, and awareness of others.
• Teach the child what they need in order to feel calm, focused, and alert: Labelling emotions is the first step towards awareness. Once this self-awareness happens, we have found that the child often seeks out the materials or words that comfort them and return them to a calm state. It could even be as simple as a sleep toy or a hug from a teacher.
• Incorporated into all our programs is the development of self-care. We encourage self-feeding, giving the children ample time between transitions to dress themselves in preparation for outside, and eating when they are hungry (especially at snack times). Our snack times are flexible. We offer snacks at a small table. The children come to the table when they are hungry and serve themselves (with a staff member observing and assisting, if needed). All of our practices, as well as those outlined above, lead to self-regulation, determination, and independence (HDLH, 2014, pg. 33).

PRINCIPLE: Foster the children’s exploration, play and inquiry. Provide child-initiated and adult-supported experiences. Plan for and create positive learning environments and experiences in which each child’s learning and development will be supported.

GOAL:  Foster children’s active exploration through play and inquiry-based learning in positive learning environments that incorporate child-initiated and adult-supported experiences where each child’s learning and development will be supported.

APPROACH:  Our Montessori academic materials are available to all children to choose from and work with. These materials are designed and organized to encourage child-initiated exploration. Montessori philosophy and practice reflects the idea of children and teachers as co-learners. Teachers act as guides and facilitators rather than an all-powerful knowledge source. Instead of giving students the answers, our teachers provide opportunities for them to work independently or collaboratively and find solutions on their own. Teachers also help students to build upon their knowledge base, assessing what the child knows and helping to extend that knowledge through the use of the Montessori materials and extension activities. As a result, children feel empowered to search and explore for knowledge and also to discover ways in which they can practically apply this knowledge to their everyday lives.

The classrooms reflect our commitment to helping children develop skills for lifelong learning – concentration, independent thinking, problem solving, and love of learning. Children thrive on challenges and stimulation and have a natural enthusiasm for work. We arrange our classrooms to foster self-mastery. As children gain a sense of mastery over their own movements by way of exploring and manipulating the activities/materials, they are also refining their cognitive, social, and physical skills. They become active participants engaged in their environment. We have also discovered that children are able to come up with solutions/answers through inquiry and self-discovery by active engagement in our carefully “prepared environments.”  The Montessori materials are self-correcting and children learn through trial and error with some adult-guided support. By being reflective practitioners, our educators are always asking questions of themselves and amongst themselves on how to better understand the child and meet their developmental needs. Our uninterrupted work-cycles afford the children large blocks of time to explore, interact, and discover without worrying about a transition interrupting their process.

We encourage the development of creativity, problem-solving strategies, independence, and academic skills. With unlimited access to a large variety of Montessori materials, each child can experience the excitement of learning by their own choice, and at their own pace. These materials, like children’s development, proceed from the concrete to the abstract. Children work with the materials to further their own skills and understanding – making our program individualized to each child’s developmental pattern. Our program plans, while they take into consideration the interests of the age-group, are actually individualized. Each week, for every child, the teachers make observations and plan a goal for each child which is linked to activities on the program plan. We use the ELECT to help plan activities that foster these noted goals and emerging/developing skills. Each classroom has a specific chart outlining the continuum of development alongside the program plan.

PRINCIPLE: Incorporate indoor and outdoor play, as well as active play, rest, and quiet time, into the day, and give consideration to the individual needs of the children receiving childcare.

GOAL: Create an environment that incorporates indoor and outdoor play, as well as active play, rest and quiet time, into the day, while giving consideration to the individual needs of the children in our care.

APPROACH: Not only does active physical play increase a child’s ability to stay calm, focused, and alert (Shanker, Calm, Alert, Happy, 2012), it staves off later health conditions such as obesity, diabetes, anxiety, and depression (HDLH, 2014, pg 29). Our programs all have exclusive-use playgrounds which are inspected twice daily by staff and annually by a third party. There are many different apparatus’ available to the children to support their physical developmental needs. The large-wheeled toys vary from being push/pull toys, to tricycles without pedals, to pedals, to higher tricycles so that every child’s needs/skills will be accommodated. The various fixed climbers come in different sizes depending on what age group is making use of them. This allows the children the opportunity to engage their gross motor skills by climbing, skipping, jumping, sliding, etc. We plan for safe outdoor experiences where children can master their movements while taking safe risks. Each program plans for 2 morning and 2 afternoon gross motor activities. When a child is requested to stay indoors during outdoor play, there is written instruction from either a physician or the child’s parent on file. In addition, we expose the children to nature/science activities and incorporate art, science, music, and role-playing materials outside as well. We strive to go outside every morning for at least 1 hour and then again for at least 1 hour in the afternoon (please see each program’s daily schedule for specific details) weather permitting.

During inclement weather, we adapt our indoor space to foster physical activity. Our Under-2 classrooms have tunnels, climbers, and push toys; our Under-3 communities move their tables and chairs and play various games, use Yoga postures, sing and dance, use tunnels, a balance path, and create a space where physical engagement will occur. The same principles apply to our Casa program where staff move furniture and set up areas where the children can be physically engaged (some of these activities may include, for example, “Simon Says,” a game of “Twister,” or “Freeze Dance”).

Sleep and meal routines are also integral components to overall health and well-being. As previously mentioned, proper nutrition and daily meals are of vital importance, and we always cater to child-specific dietary needs. Children eat together in a family-style format, serving themselves and sharing with others, always with staff members present.

Depending on the room, rest and quiet times vary. Children under 2 sleep as often as needed according to their natural sleep cycles. As dictated by our Sleep Supervision Policy, under-2 children will be supervised while sleeping – with staff checking in every 30 minutes to check the sleeping child’s body-temperature and breathing. If the child’s health or medical status requires additional monitoring, staff will check in on that child according to their specific needs and in line with what the child’s parents/guardians have requested. A visual board is placed on the outside of sleep rooms that indicates which children are in the sleep rooms at all times. The Sleep Supervision Schedule will also be placed outside of the sleep room indicating a) the time the child was placed in the room, b) the time of last check, and c) who conducted the check. Under-3 and Casa students have the opportunity to sleep/rest after lunch, not exceeding 2 hours in length without written permission. In Casa, some children sleep while others rest on their cots. Casa students whose parents/guardians ask that they not sleep or rest have the opportunity to work in a calm and quiet environment. Those who wake early have the opportunity to participate in rest time activities.

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

GOAL: Connect children and their families to local community partners to a) support families, b) educate children on topics of interest as to the child’s development, and c) broaden their understanding of the larger community.

APPROACH: By involving local community partners, such as resource consultants, DTMS is better equipped to support children, their families, and staff. A resource consultant is able to assist with the development and implementation of an Individualized Program Plan (IPP), if required, that can be used both in the classroom and at home. Depending on the location of the centre, there are community resources available to us, such as local public libraries, fire stations, etc., that help support our understanding of the broader community. We have intergenerational activities, music and yoga instruction, and outside speakers engaging our staff and children in rich story-telling experiences. In order to raise our global awareness, our centres have participated in the 1000 Paper Cranes Origami Initiative, food and mitten drives, offered bake sales for tsunami relief, silent auctions to raise funds for Free the Children, art fairs for Feed the Children, and sponsored children in developing countries. All of these activities and initiatives increase the child’s sense of belonging to their local community, building connections between community partners and children, and demonstrate the positive impact a child can have on their outside world.

PRINCIPLE:  Support staff, home child-care providers or others who interact with the children at a childcare centre in relation to continuous professional learning.

GOAL:  Support DTMS staff in their professional growth and development through a variety of measures. 

APPROACH:  Through attendance of outside workshops and conferences or in-house book clubs and discussions, staff are given numerous opportunities to further their professional growth. By involving local community partners, such as resource consultants, DTMS is better equipped to support children, their families, and staff, all while creating an environment for professional collaboration between consultants and staff. Routine Staff Meetings allow for staff and managers to engage in collaborative discussions, to reflect on their practices, to pose questions and have those questions consulted upon amongst their peers. Regular Room Meetings give teachers of the same age groups the opportunity to consult on best approaches; to share their written notes, observations, and findings on their students’ social, emotional, physical, and academic progress in order to gain outside insights on how best to continue refining their teaching practices. Using the Assessment for Quality Improvement (AQI) as another resource, teachers are also able to use the Reflective Questions as a means to reflect on their daily work and to consult on how to continue providing and engaging in the best possible approaches. Being an accredited member in good standing with the Canadian Council of Montessori Administrators (CCMA), our teachers must complete an evaluation of their classroom practices; classroom materials; goals for improvement and growth of classroom community; social-emotional environment of the classroom for both staff and children; and levels of mentorship and collaboration between children, staff, and management.

PRINCIPLE:  Document and review the impact of the strategies set out in the above Principles on the children and their families.

GOAL: Program Statement and its principles will be routinely reviewed by staff and managers. Reviews will be done to determine whether the approaches and goals specified have been achieved and their impact on children and their families.

APPROACH:  The Program statement and principles will be reviewed by our Board of Directors as well as all staff, students, and volunteers a) prior to working with the children, b) annually, and c) whenever amended. When reviewing for impact of these principles, various approaches and measures are being used. Routine visits from the City of Toronto, the Ministry of Education, and Toronto Public Health provide opportunities to ensure that our principles and best practices are being upheld. Further, we consider this to be a living document, which will continually be edited and updated with the most current conditions and requirements.

Parent/Guardian surveys, filled out annually, allow families to review and give insight to how they feel staff and management are upholding the school policies and guidelines. They are also invited to take part in biannual Parent-Teacher Conferences. Before the conferences, each individual parent/guardian can sign up to come into the classroom as a silent observer. A handout is provided beforehand that helps prepare the parent/guardian for what sort of details they may wish to look for during their observation. For example, parents/guardians are encouraged to keep in mind the atmosphere of the room, the level of engagement, the interactions between teacher and child, and the interactions between the students themselves. Parents/Guardians are also asked to refrain from certain types of behaviours that may impede their overall observation; such as solely focusing their attention on their own child for the entire duration of their visit. The Conference then allows both parties to consult on the child’s progress as well as affords parents/guardians the opportunity to raise questions, concerns, and share deeper insights on how our practices are resonating with and impacting their various families.

Using the LookSee developmental screen, our teachers are better able to monitor the social, emotional, physical, and academic progress of each child. The children each have a portfolio, which is a binder encompassing the child’s time spent at DTMS. The portfolio includes art work, photographs, and write ups of many of the activities that they have engaged in. Families are free to go through their child’s portfolio at any time, being sure to sign the log provided. The family is then free to take their child’s portfolio home with them once the child has moved on to other care. In the Under-3 and Casa programs, teachers enlist the Montessori Activities/Presentations Checklist. This document, used for each individual child, contains hundreds of Montessori activities and allows teachers to track their students’ progress by indicating whether an activity has been presented, if it is currently being worked on/practiced by the child, and when it is mastered. Since the Montessori environment and academic materials are designed for scaffolded learning, this checklist helps teachers to track the individual progress and zone of proximal development of each student.

Managers visit classrooms on a daily basis. Through these visits, each manager is able to observe and make note of classroom environments, interpersonal interactions, and teacher practices. The Ongoing Record of Observation and Monitoring form is completed by Managers. This document allows for the review of each staff member’s practices in relation to prohibited practices while ensuring approaches set in our Program Statement are being adhered to and upheld. Staff and Managers review the completed form together, with Managers suggesting a goal for each staff in relation to their professional development. In a situation where a staff member is not adhering to practices that are in line with our Program Statement, Managers schedule a meeting with the staff member in order to discuss their observations and set goals. Specific professional development tools will be offered in order to help bridge any gaps.

Finally, our schools are accredited by the CCMA, which ensures that our programs meet the standards and criteria that govern an authentic Montessori education. Some of the CCMA’s requirements include teachers being trained through a recognized Montessori teacher’s training program; a broad curriculum which allows for sequential learning; multi-age classrooms that lend themselves to a social learning environment; uninterrupted work cycles that allow for development of focus and concentration; record keeping of children’s progress; respectful behaviour at all levels (child to child, student to teacher, teacher to student, teacher to teacher); and effective academic program planning by teachers.

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Prohibited Practices

All staff, students, and volunteers must adhere to the DTMS Program Statement Implementation Policy, in accordance with ONT. REG 137/15, and are prohibited to carry out any of the following practices:

1. Corporal punishment of the child;
2. Physical restraint of the child, such as confining the child to a high chair, car seat, stroller or other device for the purposes of discipline or in lieu of supervision, unless physical restraint is for the purpose of preventing a child from hurting himself, herself or someone else, and is used only as a last resort and only until risk of injury is no longer imminent;
3. Locking the exits of the childcare centre or home childcare premises for the purposes of confining the child, or confining the child in an area or room without adult supervision, unless such confinement occurs during an emergency and is required as part of the licensee’s emergency management policies and procedures;
4. Use of harsh or degrading measures or threats or use of derogatory language directed at or used in presence of a child that would humiliate, shame or frighten the child or undermine his or her self-respect, dignity or self-worth;
5. Depriving the child of basic needs including food, drink, shelter, sleep, toilet use, clothing or bedding; or
6. Inflicting any bodily harm on children including making children eat or drink against their will.

Parent/Guardian Issues and Concerns Policy and Procedures

Purpose

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

Definitions

Licensee: The individual or agency licensed by the Ministry of Education responsible for the operation and management of each childcare centre it operates (i.e. the operator).

Staff/Provider: Individual employed/contracted by the licensee (e.g. program room staff).

Student/Volunteer: Individual not employed by DTMS/DCC and on a student placement or obtaining volunteer hours for academic purposes.

Policy

General

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

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

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

An initial response to an issue or concern may be provided to parents/guardians within 2-5 business day(s). The person who raised the issue/concern will be kept informed throughout the resolution process. Investigations of issues and concerns will be fair, impartial, and respectful to parties involved.

Parent/Guardian Issues and Concerns Flowchart

If you are concerned about your child or any aspect of service at any of our DTMS/DCC locations, please follow this procedure:

Speak directly to Room Teacher

Centre Manager (feedback form)

DTMS/DCC Directors/Executive Director, director-admin@dtms76.ca or 416.691.1101

DTMS/DCC Board Chair, Margaret Simmons at director-admin@dtms76.ca or 416.699.3262

Minister of Education at Ontario.ca https://www.ontario.ca/page/education-and-training

Confidentiality

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

Conduct

DTMS/DCC maintains high standards for positive interaction, communication and role-modeling for children. Harassment and discrimination will 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 Manager and/or licensee.

Concerns about the Suspected Abuse or Neglect of a Child

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

If a parent/guardian expresses concerns that a child is being abused or neglected, the parent/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, Youth and Family Services Act, 2017.

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

Procedures

Escalation of Issues or Concerns:

Where parents/guardians are not satisfied with the response or outcome of an issue or concern, they may escalate the issue or concern in writing to the Director, Manjit Dhaliwal at director-admin@dtms76.ca; and if still unsatisfied to DTMS/DCC’s Board Chair, Margaret Simmons at director-admin@dtms76.ca

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

Current Minister of Education; General Inquiry 416-325-2929

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

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

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Morning and Afternoon Procedures

School Operating Hours

Monday – Friday
7:30 am- 6:00 pm

Morning Arrival

To allow your child to settle into the program and to maintain the continuity and smooth operation of the planned activities for all, please try to have your child arrive by 9:00 am. It is important that your child greet their teacher upon arrival. Not only will this ensure that teachers are able to properly document your child’s safe arrival, but it also reflects the “grace and courtesy” piece we aim to promote daily. If you will be arriving late, please call and let us know of your expected arrival time. If your child is ill or will be away for the day, please notify us as well.

Late arrival is disruptive and inconsiderate to the class and nothing can be more disruptive to a child’s education than irregular hours. Consistency and routine are important to every child’s development. We depend on your family’s full support in this area.

Upon arrival, we ask that you show respect for the children who are already in the room, by entering quietly. Please allow just a few minutes to help your child separate from you. Mornings can be a busy time and thus do not always allow for conversations with the teachers. If there is information that staff must know, please take the time to write it in the communication book in your child’s room. You may also call the school and leave a voice mail.

Separating can be very difficult for parents/guardians and child(ren). If you would like us to help with this process at any time, please speak to your child’s teacher and the Manager.

*Please note that child-to-staff ratios must be met at all times. In the rare occasion that unforeseen circumstances have prevented teachers from arriving in time for their shifts, you may be required to remain on site with your child until staffing ratios are met.

*Please communicate with the Manager about all absences from school, especially those spanning two or more days. It is important for us to be aware of your child’s well-being while they are away so we can respond to and care for them accordingly upon their return.

Dismissal

Please let staff know if your child will be picked up later or earlier than usual. When you arrive at the school and your child has greeted you, they become your responsibility.

Children will be allowed to leave the school only with their parents/guardians unless otherwise stated. On the application form, the parent/guardian will give names as to who can pick up. This must be a person at least 16 years old. Parents or legal guardians are the only people who can request that someone else pick up. Written notice must be given or a phone call made to the Manager or Designated Supervisor (DS). The school reserves the right to request identification from those receiving the child. This must be picture identification. We would like to be notified in advance when someone other than the parent/guardian will be picking up your child.

We will not allow a child to leave the school with a person we do not know unless all precautions have been taken.

*Please note that conversations with your child’s teacher about their day need to take place within operating hours and cannot begin at 6:00 p.m. if you are running late to pick up your child.

Late Pick-Up

DOWNTOWN MONTESSORI/DAY CARE CONNECTION CLOSES AT 6:00 P.M.

Please remember that staff members have families and commitments of their own. If they unexpectedly have to stay late, it means their plans are disrupted, subways/commuter trains missed, their own childcare arrangements upset, etc.

Parents/guardians who are late picking up their child may be charged a late fee of $10.00 and an additional fine of $1.00 per minute, beginning at 6:01 p.m., depending on the circumstances. Staff members who have stayed with your child will be compensated with lieu time, and they will ask that you sign a form verifying the pickup time. Late fees, when applicable, will be collected by the Centre Manager.

If lateness becomes habitual, the Centre Manager/Director will pursue the situation as deemed appropriate; up to and including asking the repeat-offending family to find other childcare arrangements.

If you are more than 20 minutes late, and we have not heard from you, we will call your emergency contact to see if they are able to help us. We are obligated to inform a Children’s Aid Society worker if you are more than 60 minutes late and we have had no contact with you.

Hours of Care

It is important that you adhere to your agreed-upon hours since we balance our staffing based on that information. You may always pick-up your child before the usual time, but we need to be informed if you expect to be late so that we can try to make alternate staffing arrangements. Our late pick-up policy requires that two staff members stay until the parent/guardian arrives and leaves with the child(ren).

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Safe Arrival and Dismissal Policy and Procedures

PURPOSE                                                                                           

This Safe Arrival and Dismissal Policy helps to 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 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.

POLICY

General

• Downtown Montessori/Day Care Connection (DTMS/DCC) will ensure that any child receiving child care on the premises is only released to the child’s parent/guardian or an individual over 16 years of age that the parent/guardian has provided written authorization that the child care may release the child to.
• DTMS/DCC will only dismiss children into the care of their parent/guardian or another authorized individual. We 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, the staff/Manager/DS must follow the safe arrival and dismissal procedures set out below.

Procedures

Where a Child has not Arrived in Care as Expected

1. Where a child does not arrive at the childcare and the parent/guardian has not communicated a change in drop-off (e.g., phoned or emailed or advised the closing staff at pick-up), the staff in the classroom must:
   • inform the Manager/Designated Supervisor (DS) and that individual must commence contacting the child’s parent/guardian no later than 10:30 AM. The Manager/DS shall call or email the parent/guardian to confirm the absence. If there is no response to a phone call, they must leave a message asking the parent/guardian to confirm the absence.
   • If there has been no information from a parent/guardian about a child’s absence by 1:00 PM, the Manager/DS will contact a Director/Executive Director, who will determine next steps.
2. Once the child’s absence has been confirmed, staff shall document the child’s absence on the attendance record and any additional information about the child’s absence in the daily written record. 

Releasing a Child From Care

1. 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):
   • confirm with another staff member that the individual picking up is the child’s parent/guardian/authorized individual.
   • where the above is not possible, ask the parent/guardian/authorized individual for legal 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 childcare closes)

1. Where a parent/guardian has previously communicated with the staff a specific time or timeframe that their child is to be picked up from care and the child has not been picked up by 5:50 PM, the Manager/DS shall phone the parent/guardian and advise that the child is still in care and has not been picked up.
   • Where the Manager/DS is unable to reach the parent/guardian, they must leave a message for the parent/guardian.  Where the individual picking up the child is an authorized individual and their contact information is available, the Manager/DS shall proceed with contacting the individual to confirm pick-up as per the parent/guardian’s instructions or leave a voice message to contact the childcare.
   • Where the Manager/DS has not heard back from the parent/guardian or authorized individual who was to pick up the child, the Manager/DS shall wait until the program closes and then refer to procedures under “where a child has not been picked up and the childcare is closed”.

Where a Child has not Been Picked up and the Childcare is Closed

1. Where a parent/guardian or authorized individual who was supposed to pick up a child from care has not arrived by 6:20, staff shall ensure that the child is given a snack and activity while they await their pick-up.
2. One staff shall stay with the child, while a second staff/Manager/DS proceeds with calling the parent/guardian to advise that the child is still in care and inquire about their pick-up time. If the person picking up the child is an authorized individual, the staff/Manager/DS shall contact the authorized individual responsible for pick-up.
3. If the staff/Manager/DS is unable to reach the parent/guardian or authorized individual who was responsible for picking up the child, they shall leave a message and contact emergency contacts/ authorized individuals listed on the child’s file.
4. Where the staff/Manager/DS is unable to reach the parent/guardian or any other authorized individual listed on the child’s file (e.g., emergency contacts) by 7 PM, they shall proceed with contacting the local Children’s Aid Society (CAS):

Children’s Aid Society at 416-924-4646

Catholic Children’s Aid Society at 416-395-1500/after-hours 416-690-1399

The Staff/Manager/DS shall follow the CAS’ direction with respect to next steps.

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School Closings

If the school is to be closed due to severe weather, mechanical failure, etc., you will receive an email from the school as soon as possible on the day in question. The school’s voice mail greeting will be altered. You may dial the school’s telephone number 24 hours a day to hear any changes to the recorded greeting.

In the event of severe weather, mechanical failure, etc., DTMS/DCC will close/cancel school, as the circumstances dictate. In the event that these circumstances develop after school has opened for the day, the Manager or a designate will determine if and when the school should close for that day. Once the announcement has been made, we ask that you make every effort to pick up your child as soon as possible so that staff members may arrive home safely as well.

Emergency Evacuation and Relocation Plan

Fire drills are held on a monthly basis and the evacuation plan is posted in all the rooms of the school. All staff members, students, and volunteers are familiar with these procedures. The Director, Manager or a designate will be the last to exit the building.

In the event that the children and staff need to evacuate the building, they will proceed to a place determined by the police/fire department. The school will only be evacuated in the event that the building is not safe for occupancy.

*City Place Families; Due to the roof top playground, please refer to the Cityplace Fire Safety and Evacuation Procedures.

Other Emergencies

We have procedures in place to cover a range of other emergencies such as medical, fire, snow/ice storms, utility disruption, hazardous materials, suspicious articles, disgruntled or impaired parents/guardians, employees, etc. These roles and responsibilities are modified if necessary, and reviewed with staff annually. For more details, please review our Emergency Response and Management Policy and Procedures.

Should an emergency as described in the sections above occur, every effort will be made to contact families electronically. If this is not possible, parents/guardians will be called by the Manager and designated staff members.

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Serious Occurrence Notification Form

In the event of a Serious Occurrence, a notification form will be posted in a conspicuous space for at least 10 business days and may be updated if necessary.

Everyday Life at Downtown Montessori

Starting School

Please take a moment to consult with your child’s teachers as they will have suggestions for an as-smooth-as-can-be-expected transition that are specific to their classroom and will vary according to your child’s age and previous child-care experience.

Children faced with the prospect of their first separation from home react in different ways. Many children protest during the first few days and then adjust quickly. Others may have a delayed reaction; long after they seem to have made an easy adjustment, they will regress and begin to express some reservations. Both reactions are normal.

Keep in mind that the worst moment for your child is the instant you leave. Things get better after that, but it is anticipating that the moment is approaching that upsets the child. Delaying your departure will only prolong your child’s distress. Be kind saying good-bye and that you’ll return later, and then leave. Please keep going even if your child is crying. It is important that you convey your trust in the school setting to your child.  Short good-byes and a positive, non-worried manner convey to the child an unspoken message that you know she is being left in a safe place you picked out just for them. Parents/guardians set the pace for a child’s success at school. A short, cheerful good-bye from you can help your child feel there is nothing to be concerned about. 

Please be assured that we will redirect your child’s attention to some work or an activity immediately – most children stop crying and become involved in just a few minutes. Feel free to call the school for reassurance that your child has settled in and is adjusting well. If your child’s crying is excessive, we will call you.

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Clothing

Clothing plays a vital part in your child’s enjoyment of school. Carefully chosen clothing contributes to the child’s comfort, participation, success, and independence in the classroom.

For the child’s comfort, it is suggested that extra seasonal clothing (that still fits) be in the child’s cubby at all times. This should include shirts, pants, underwear, and socks. Wet or soiled laundry will be placed in a plastic bag in the child’s cubby to be washed at home.

Clothing must be labeled!

All items of clothing, shoes, etc. need to be clearly labeled with your child’s name. Placing a distinctive mark, such as a flower or star beside their name will help a younger child recognize their own clothing.

Provide clothing for your child that is durable and comfortable. Choose fabrics that are easily laundered when stained by art materials or foods. Fastenings should be manageable by the children, allowing them to care for themselves. Tight fitting clothes, straps, snaps too difficult to snap, overalls and jumpsuits may inhibit the child’s ability to be independent and often prove to be cumbersome, especially if a child needs to get to the washroom in a hurry.

Art projects and sensorial activities can get messy, and really good clothing can get ruined. The child who is unduly concerned about the wear and tear to clothing doesn’t feel free to participate fully in all school activities.

Coats, caps, water-proof mittens, boots, a neck warmer (no scarves, as they are unsafe), and snow pants are needed for outside play in the winter and cold weather. In the warmer months, children should bring a hat and sunscreen.

A little rain does not deter us, so please be sure to have raingear available in your child’s cubby during the rainy season. We do go outside each day to play except if it is too cold (we follow the Public Health Guideline, which recommends not going out if it is colder than -20 with wind chill). During an extreme cold weather advisory, children can still participate in outdoor activities; however, outdoor time is minimized and staff ensure that children are appropriately dressed in warm layers of clothing, including winter coats, hats, mittens, and boots. We also go outside in the rain, unless there is an extreme weather alert suggesting flood-like downpours. During a smog or extreme heat advisory, children can participate in modified outdoor activities such as: minimizing outdoor time between the hours of 11 and 3; playing in shaded areas; and ensuring that water is available for drinking. Children are encouraged to wear hats and light coloured, loose-fitting clothing to protect as much skin as possible. In order for children to enjoy outside play, they must have proper clothing. Please ensure that your child has appropriate clothing available at school. We have a very limited amount of clothing available from the Lost and Found for emergencies. 

In our efforts to provide a peaceful, respectful, and inclusive atmosphere, please refrain from sending your child to school in clothing that reflects fantasy, superhero or violent characters. We feel that allowing children to wear these clothes may lead them to engage in play that is violent and often overly gendered or sexist. In turn, this undermines the values we teach – kindness, peaceful conflict resolution, and empathy. It is very upsetting to some of our children and staff to see children pretending to hurt people. We want to teach them that violence is unacceptable. You can help us by limiting the amount of violent and fantasy-related themes your child is exposed to at home. Working together, we can foster a healthy and peaceful environment that will enable children to learn how to gain control over their own behaviour, to adapt to the demands of life, and to appreciate the rights and needs of others. We appreciate your cooperation in this matter. 

Children need at least two extra sets of clothes with nametags. If wet/dirty clothes are sent home to be laundered, please send a replacement the next day.

Jewelry is a source of needless distraction throughout the day. Necklaces are often in the mouth, taken off, and traded. Bracelets and rings often scratch our wooden tables and Montessori materials. Jewelry can be broken or lost and a cause of children’s tears. Please keep jewelry to a minimum. The teacher will help the child put any jewelry that continues to cause disruption in their cubby.

Shoes

It is important to us that our school remains a clean, safe, and healthy environment. In our Under-2 community, children are most often found exploring, playing, and socializing on the floor, so it is best that these areas be kept as clean as possible. We ask that adults entering the Under-2 room to please slip off their shoes. We take this action to prevent outside contaminants from being brought into the room and spread onto the floor, particularly during the cold weather with snow and salt. Under-2 staff, students, and volunteers have “indoor” shoes just for this community.

Children need to have a pair of “indoor” shoes that will remain in school for indoor use. As well, children need to be equipped with closed-toed shoes for outdoor play. They should be able to manage their shoes independently. Shoes with laces are, therefore, discouraged.

For safety reasons, “crocs” and flip flops are banned from the playground due to the type of tread and lack of foot support for active play.

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Naps/Rest

All the children at the school will be provided with a comfortable place to rest. This is necessary for the children to regain their energy during the busy day. The staff will work with you on sleeping routines should issues arise. Quiet activities are set up for those children whose families have specified that no nap is required.

Children under 2 years of age nap according to their own schedules. If they should fall asleep while being rocked, lightly bounced, or walked with, they will be put in their cribs to continue their sleep. Children under 12 months will be placed on their backs to sleep in a crib. As per our Sleep Supervision Policy, children will be monitored during their nap times. Bedding for the Under-2, Under-3, and Casa classrooms is provided and washed by the school. Before movement to the next age groupings, the sleep arrangements for that room will be discussed with families.

Food/Nutrition

Since good nutrition is essential for healthy growth and development, it is an important and intrinsic part of our program. All food is prepared, on site, by the cook.

The children will be provided with a hot nutritious lunch and snacks throughout the day. Our menus are quite substantial and exceed the requirements of the Childcare and Early Year’s Act, 2014, and are approved annually by a registered dietitian. Menus are posted on the bulletin boards by the kitchen and classroom areas. Any changes to the menu will be flagged with a post-it note.

Children are encouraged to try everything that is served at each meal and may have several servings if they wish. The staff will not limit intake to one serving. A child who is hungry will not be able to fully participate and enjoy the day’s events. If a weight issue is indicated, we require a note from the child’s doctor and a copy of the child’s dietary needs.

Children in the Under-2 community are fed on demand and/or according to their needs and schedules provided by parents/guardians. All bottles containing breast milk or formula must be prepared at home and labeled with the child’s name, date, and time the milk or formula was put in the bottle.

In the Under-3 and Casa classrooms, snack is available to the children on a self-serve basis. The cook prepares food, the teachers set it out, and the children are encouraged to serve themselves when they are hungry, according to their own personal needs. This allows the children to engage in uninterrupted work sessions, and allows for a more natural schedule with the child’s personal needs and timing at its core. Staff assist in this process as needed.

Please remember that morning snack is intended to supplement your child’s breakfast served at home.

Peanut/tree nut allergies (and sometimes others) are usually severe and can be fatal. If a child that is allergic is exposed to even the smallest trace of a peanut/tree nut product or other substance, it could trigger a violent reaction including anaphylaxis. Although it is our policy to not knowingly use any foods that may contain these products, we also ask for your cooperation to help make our environment peanut/tree nut-free.

All food restrictions/allergies/medical alerts, permanent and temporary, are updated regularly, and posted in the child’s room and kitchen area, and a list will be available for each group outside. Please advise your child’s teacher or the cook of any changes as they occur. 

In order to accommodate the children’s food allergies, restrictions or medical alerts, we ask that you do not bring any outside food into the centre.

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Toilet Learning

Children need to be successful at using the toilet before they can be admitted to the Casa classroom with the exception of children with diagnosed special needs. Toilet learning is achieved when the child has control over urination and bowel movements. Our own years of experience, as well as input from many experts, have shown that this is usually accomplished by 26-28 months. If your child is not wearing underwear and is not- for the most part- accident-free, they will stay in the Under 3 room until the skill is mastered, except for children with special needs. Staff work closely with parents/guardians during this time. Please bring in plenty of underwear and several complete changes of clothing when you feel your child is ready. Be prepared for lots of laundry the first few weeks!

Field Trips

If we go on a planned excursion other than a neighbourhood walk, we will provide you with detailed information regarding the trip, and ask you to sign a special permission form. We feel that most field trips cannot be safely achieved and hold questionable educational value when done in large groups with young children.

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Birthdays

For birthday celebrations, our cook will provide a special afternoon snack. Due to allergies, cultural, and financial differences we ask that no cakes, loot bags, junk foods, etc., be brought into the school.

We know you will appreciate that we have children with life-threatening allergies who must not be exposed to certain food substances. We need your help to administer this policy in a fair and consistent manner, and we are sure you will want to play your part in making this work.

We request that birthday party invitations be given to your child’s teacher for distribution directly to the family of the invitee, in order to avoid hurt feelings for those who have not been included. Birthday parties will not be discussed in the classroom. Thank you for your support.

Celebrations/Holidays

Canada is a multicultural country. We believe that knowledge and awareness of many cultures is an integral part of a child’s education. We endeavor to celebrate as many holidays as possible and try to introduce such cultural celebrations as Kwanzaa, Eid, Passover, Diwali, Christmas, Chinese New Year, Easter, Canada Day, St. Patrick’s Day, Hanukkah, and so on.

In keeping with Montessori Philosophy, we do not focus on the commercial aspects of these events (Santa, presents, rabbits laying candy eggs, etc.). Instead, we plan activities around these holidays such as finding a country on the map, learning about some of the popular foods of a culture, a country’s flag, perhaps some culture-specific dances or songs.

Further to the explanation above, we do not have the children create take-home projects to mark “Hallmark holidays” like Mother’s/Father’s Day. We use these days to promote conversations about family composition and how we can help loved ones at home and in the community.

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Toys

Toys from home need to remain at home. Toys can easily be lost or broken and detract from the specially prepared environment at school.

Young children have not yet developed the social skill of sharing personal belongings. The classroom materials are community property and every child knows the procedure for taking a turn with them. The materials are carefully selected and prepared to suit many purposes. When your child is in the classroom, she is surrounded by a marvelous array of materials, experiences, sights and sounds, objects to manipulate in a variety of ways, exercises that will challenge, soothe, inspire, and inform.

We discourage children from bringing toys from home since it is very difficult to keep track of small treasures in the classroom. However, if your child has an object (stuffed animal, security blanket, etc.) that he is attached to, and gives him comfort, we are happy to allow it to be available (and loved) when needed.

We cannot be responsible for items brought from home.

We do not permit guns or any other weapon play at school, and we ask that parents/guardians not allow children to bring this type of toy into our building.

Missing Items

Occasionally a child may bring items home from school. Please return these at once in a quiet and non-accusative manner. Removing class materials are often a way for the child to bring school home with them, and it is never considered stealing at this age.

You might say, “This belongs at school; you may return it tomorrow,” or “The children need this to do their work; we need to take it back.”  Any small item that you may find in your child’s pockets, regardless of how insignificant it seems, should be returned to school.

Respect for the Prepared Environment

Integral to your child’s education at DTMS/DCC is respect for the prepared classroom environment. Staff and children both take great pride in the quality and care of their classroom materials. Children are charged with the responsibility, as members of their community, to restore their environment after each activity and at the end of each day. Teachers spend much time at the close of each day organizing and preparing the classroom so that students, at the first moment of the next day, have their teacher’s full attention.

Please remind your child not to “play” with materials when you pick them up at the end of the day. The classroom has been prepared for the next day and as such, should not be disturbed. Also, if you are entering the classroom with an infant or toddler, please be vigilant. Many items are small and/or fragile.

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Student Health

Immunizations

All children must be immunized against disease at appropriate ages as recommended by the local medical officer of health, unless there is evidence of a medical exemption (please ask for a Statement of Medical Exemption Form) or a notarized form, in cases where immunizations conflict with a family’s conscience or religious beliefs (please ask for a Statement of Conscience or Religious belief form). Children must have a medical exam and immunizations as required prior to the first day at DTMS/DCC, unless the aforementioned documentation is provided.

When Your Child is Ill

Whenever your child is ill and will not be coming to school, please email/call to let us know that they will be absent. If you are ever unsure of whether or not to bring your ill child into school, you can do several things: refer to Toronto Public Health’s guidelines, call the Manager to advise, or err on the side of caution and monitor your child at home. We understand taking time off to care for your ill child can be challenging, but please consider the likelihood of spreading your child’s virus/infection to other students and teachers if they come to school – and the potential to slow their own recovery. For everyone’s well-being, ill children cannot be admitted to school.

*Please communicate with the Manager about all absences from school, especially those spanning two or more days. It is important for us to be aware of your child’s well-being while they are away so we can respond to and care for them accordingly upon their return.

If Your Child Gets Sick at School

If the Manager or DS considers a child too ill to be exposed to other children or if a child develops an illness at school, the child will be comforted and isolated. Staff will then call the parents/guardians and discuss arrangements for the child to be picked up.

Please note that it is your child’s behaviour, together with their symptoms, that indicates if a call is to be placed for you to pick them up. This is a case-by-case decision.

In the event that your child becomes ill at school, the teacher will record and document their observations and actions. The parent/guardian will sign this form during pick up.

Emergency Care

All of our full-time and part-time staff are trained in Standard and Emergency First Aid and CPR. Each site has First Aid kits and an Automatic External Defibrillator (AED) for emergency use.

In the event of any medical situation that requires immediate medical attention, we will want your child to see a doctor right away. Please remember to keep your emergency information form up-to-date in the office.

We must be able to reach you at any time during the school day.

Infectious Diseases

In accordance with the Public Health Department, all cases of infectious diseases will be reported and recorded.

Parents/Guardians will be notified immediately of any outbreaks of illness through Fact Sheets on the illness and verbal communication.

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Medication

The teachers work diligently to make sure your children enjoy a safe and nurturing environment where they are respected and taught to respect others. In the event your child is hurt or hurts another, you may receive a phone call if the incident warrants this. An Accident Report form will be completed by staff for you to read and sign.

If your child is ill, please inform the teachers if prescription medication is required and complete the necessary forms. The staff at the school cannot administer over-the-counter medication. If your child is on medication prescribed by a doctor, a staff is required to inform the Manager or DS. The Manager or DS will delegate the medication to the teachers in your child’s room. The teachers, Manager or DS are the only staff who will administer the medication. You will be required to fill out a Permission to Give Medication form, indicating the dosage and time it is to be given. The parent/guardian must complete and sign this form. 

A drug or medication that is to be administered to a child must be in the original container as supplied by a pharmacist, with the prescription label. Please note:  Health Canada has advised not to administer over-the-counter cough and cold medication.

Medical Resource

The medical resource guide that we use for information to help us meet the health needs of children in our care is: Infection Prevention and Control in Childcare Centres by Toronto Public Health.

This book is located in the Manager’s office for use by the staff and parents/guardians.

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Reporting Child Abuse

The school staff are legally obligated to inform the appropriate Children’s Aid Society if we are concerned about the safety or well-being of a child. It is not the responsibility of the school staff to prove that a child has been abused or neglected, nor to determine whether a child is in need of protection. School staff shall not contact the child’s family or any other person to determine the cause of any suspected abuse or neglect. The school’s Child Abuse/Neglect Policy and Procedures will be followed.

Standing and Recreational Bodies of Water

As per Ministry of Education guidelines, DTMS/DCC will not attend any facilities where there may be access to standing or recreational bodies of water (pools, wading pools, inflatable pools, ponds, etc). A policy in regard to this has been signed by all DTMS/DCC staff, providers, students, and volunteers. Any use of water in the playground (water tables and sprinklers) will be supervised by staff.

Staff will monitor for pooling of water and follow the procedures set out in the DTMS/DCC Standing and Recreational Bodies of Water Policy and use the Playground Checklist as a means of ensuring these guidelines are being met.

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Parents/Guardians and the School

Communication Between Home and School

Communication is encouraged between school, parent/guardian, and child. The success and future of the school depends largely on effective communication as the core of our organization.

We ask that you inform us of any illnesses, impending trips, separations, or deaths in the family. These events often affect behavior at school, and it is helpful to the staff to be aware of these changes in your child’s life. All information of this sort will be held in strict confidence.

You can request that your child’s teacher call you at a specific time to discuss any school-related topics. Please understand that messages left for our staff will be returned as soon as possible, as we are working in our classroom communities and cannot leave unless it is an emergency.

• Informal conversations: Parents/guardians have told us that these chats are the best way to communicate with teachers, so we make sure staff have the time for this face-to-face communication at the beginning and end of the day. Parents/guardians use us as their consultants about child development and management: “What can I do about….?”; “Do children usually…?”

*Please note that these conversations need to take place within operating hours and cannot begin at 6:00 p.m. if you are running late to pick up your child.

• Formal parent/guardian-teacher observations and conferences (in Casa only): opportunities are scheduled twice a year for parents/guardians to observe their child in the classroom. This is followed up with a parent/guardian-teacher conference where the child’s progress is discussed.
• Children’s portfolios: albums of annotations and photos about children’s activities are recorded and updated regularly. Each portfolio will contain artwork, photographs of the child at work, anecdotal notes of “magic moments”, and examples and explanations of special materials.
• Wipe-Off/Chalk boards: teachers make notes on the board about the day’s activities in the room – for example, meals, snacks, sleep times, and highlights of the day.
• Parent/Guardian satisfaction surveys: parents/guardians are asked to evaluate our services through a written survey.
• Educational workshops: lunch time, late afternoon or evening workshops are offered to keep parents/guardians informed about the curriculum.
• Parent/Guardian advisory groups: interested parents/guardians may have an opportunity to provide input on holiday events and offer programming ideas.
• Direct access to Management: our Managers and Director are active and visible in the programs, providing opportunities for informal and formal contact.

Emails are checked often throughout the day but cannot be relied upon as the best way to reach the schools. Instead, leave a message on the school’s voicemail. If a Manager isn’t on site, the DS will retrieve phone messages, but may not check email. Bulk emails will only be sent out in the event of an emergency, when parents/guardians need to be contacted or notified quickly. If a non-urgent email is sent out to Management after working hours, a response will be given the next business day as best as possible.

Please watch for notices placed in the school that notify parents/guardians of workshops, conferences, and other events.

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Confidentiality & Privacy

All members of our staff have signed a Pledge of Confidentiality – a serious undertaking that obliges all employees to maintain strict confidentiality of any information pertaining to children, parents/guardians, staff, providers, and all other matters relating to the affairs and activities of DTMS/DCC. Please do not ask the staff to compromise their employment by asking questions about children other than your own or asking for personal information concerning current or former staff members. It is important to recognize that even a seemingly innocuous infraction of this pledge can have severe consequences. It could be considered professional misconduct and result in disciplinary action. If you have concerns or questions regarding DTMS/DCC policies, staff, etc., please address them to the Manager or Director/Executive Director.

We strongly discourage private babysitting arrangements between staff and families. This is not part of our service, and we assume no responsibility for any loss, cost, damage or injury to persons or property that may occur as a result of this arrangement. If other arrangements cannot be made, you will be asked to sign a Babysitting Declaration form. Please save phone calls unrelated to school business for after-school hours.

Collection, use, storage, and disposal of personal information comply with current legislation. A detailed privacy policy is available in the childcare. When required by law, there may be instances when a staff is required to share information without parent/guardian permission (i.e., duty to report suspected child abuse). In other cases, it is the right of the parent/guardian to determine what information can be shared and with whom. Informed Consent ensures that the parent/guardian signs a release allowing any specific information to be shared with appropriate professionals.

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Portfolios

Portfolios are an important step in helping teachers and parents/guardians appreciate the uniqueness of each child.

Each child’s portfolio information is kept in an album and records their development on an ongoing basis. In each portfolio you are likely to see:

• A developmental checklist
• Samples of artwork
• Photographs of special moments
• Anecdotal notes of “magic moments”
• Examples/explanations of direct and indirect aims of specific materials

Your child’s portfolio is always available to you at all times and will enable you to get a sense of your child’s progress and to become more familiar with what goes on in the classroom. Each classroom has their own system for storing the albums; your child’s teacher will be happy to show you where they are kept. We do ask that you do not take portfolios home.

Please respect other families’ privacy by looking only at your own child’s portfolio.

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Staffing

Skilled and nurturing staff is fundamental to creating a stimulating, safe, and warm environment. At DTMS/DCC, our experienced and trained staff members are responsible for each community and work with the Manager and Directors/Executive Director as a team for the overall management of the school. When staff are hired, they are contracted to work in a specific area. During their employment, educators may be moved to another community or area of the school. We feel it is very important for our educators to expand their experiences and resources. Job rotation allows staff to share best practices, and keeps people and their perspectives fresh, while allowing management to assess employee potential from different viewpoints. Since we operate several schools, we may, from time to time, initiate staff exchange between sites.

Our teachers provide a curriculum that promotes, enhances, and celebrates learning that evolves from the interests, strengths, and needs of the children. The teachers for each age group take into account the individual differences in developmental patterns and are cognizant of the skills involved within these stages. Our staff mirrors the cultures of our community and is responsive to parent/guardian requests related to religious and cultural differences. Teachers are aware that they are adults of influence and model empathy, kindness, and acceptance of all individuals.

Students/Volunteers/Contract Staff

Many Early Childhood Educational Programs at Community Colleges, Montessori Teacher Trainers and High School Co-Op programs utilize DTMS/DCC for field practice placements. This is a necessary and valuable part of their training. The benefits are not only for the students but for DTMS/DCC as well. Through these programs we are able to take advantage of the many talents and resources students have, in addition to their enthusiasm and helping hands.

Part-time employees are referred to as ratio-staff. Their primary responsibilities are to help maintain and enhance our ratios and to lend a hand during peak periods of the day. They receive in-service training, support, and guidance from the teachers with whom they work.

We often successfully complement our regular staffing through employment programs such as those sponsored by the federal, provincial or municipal governments’ job creation programs.

During the summer months of July and August, the School’s permanent teachers often take vacation time. Teacher holidays are usually covered by our familiar supply staff and our permanent part-time teachers.

No child is supervised by a person less than 18 years of age. Volunteers and students may not be counted in the staffing ratios. Direct unsupervised access (i.e. when the adult is alone with a child) is not permitted for persons who are not employees of the centre.

The Program Statement along with the Program Statement Implementation Policy, as well as individual plans for a child with anaphylaxis or on-going medical needs, are reviewed with volunteers or students who will be providing care or guidance at the day nursery BEFORE they begin providing that care or guidance and at least annually thereafter.

Criminal reference checks and vulnerable sector checks are required for all staff, caregivers, students, and volunteers having direct contact with children, and are updated every 5 years. In the interim they are required to complete an Offence Declaration, annually or more often as needed.

We welcome parent/guardian feedback with respect to the performance of ratio staff, students, and volunteers.

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Specialty Programming

The Under-2, Under-3, and Casa classrooms enjoy a formal weekly music lesson with our trained music teacher. Researchers have found an apparent link between music and positive effects on reading, math, writing, self-esteem, and brain development.

Our yoga teacher works with the Casa children each week. She teaches them traditional yoga poses, movements, and deep breathing. Besides the obvious benefits of exercising the body, yoga sharpens the children’s ability to focus, gives self-confidence, and helps to develop self-discipline.

Weekly French lessons are offered to the Casa children at each school. It is thought that if a child has a vocabulary of just 50-60 words in a second language before six years of age, they have made the neurological connection in the brain that will enable them to fully learn another language at a later time.

Teachers are trained in Brain Gym and regularly lead the children through a series of exercises that can help them become more self-aware and empower them to positively impact their growth, learning experiences and fulfillment.

Brain Research

Current brain research supports Montessori philosophy. Intelligence is determined by connections between neurons, and experiences connect these neurons.

Our classrooms are carefully prepared environments that offer specific materials and activities that build brain tissue. These connections develop and grow stronger through repeated use. A one-time experience may not cause these connections to be maintained. The repetition of the experience anchors the connection. The importance of a child’s drive for repetition is one of Montessori’s fundamental principles.

We know that the art of good teaching is not just preparing the environment. It is not just presenting the materials in order. Rather, it is to know exactly what material to present, when to capture the child’s interest, and when he is ready to take the leap into the next piece of material. Our teachers are trained to “follow the child,” and are acutely aware of each child’s interests and accomplishments.

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Discipline and Guidance

As anyone who comes in contact with children knows, they inevitably become involved in conflicts. There are many kinds of conflicts, ranging from possession disputes to power struggles to aggressive play. Our staff work very hard to provide our children with a safe and peaceful setting and to teach them peacemaking and problem-solving skills. Of course, we know that it is impossible to have conflict-free classrooms, but we also know that we can help children to begin to understand, accept, and attempt to control their feelings.

Our teachers define and maintain consistent, reasonable rules and limitations for a child’s behaviour. We teach, and encourage orderly conduct, empathy for others, and age-appropriate behaviour. Staff know that they themselves are seen as adults of influence and are aware that they must model peaceful and respectful interactions through their own attitudes and behaviours.

Some of the most common strategies for guidance and discipline are:

Environment – We arrange the physical environment to elicit pro-social interactions.

Natural Consequences – Letting the child experience the natural fallout of his actions. 

Logical Consequences – Letting the child experience consequences that we have devised and that are related to the situation. 

Rules That Make Sense – This involves concepts such as, “hands are for helping not for hurting,” and taking care of the environment, “if you spill it, you need to clean it up.” 

Positive Behaviour – We encourage the children when they are making good choices.

Reminders – We remind children of the rules and expected behaviours and sometimes warn in advance about the consequences.

Redirection – We interest a child in another activity, usually by casually substituting another activity for the current one. This can potentially eliminate difficulties.

Renewal Time – We may need to remove the child from the situation and place the child in another area of the environment to give them an opportunity to refocus and consider alternate behaviours.

Children are not allowed to hurt themselves, to hurt others, or to damage property. In these cases, parents/guardians will be asked to come in to discuss strategies with the teaching team/ Management.

Parent/Guardian Involvement and Discipline Policy

When a parent/guardian is present in the child’s school environment, it is their responsibility to take any necessary disciplinary action or redirection for his or her own child. Staff members are not responsible for disciplining children when the parent/guardian is present. Staff members may alert the parent/guardian to any situation that needs attention for their child.

Some areas of the school are not intended for children to be in, such as the kitchen, staff washroom, and other areas. The staff room, office, and hallways are occasionally used for meetings, temporary storage of boxes, broken equipment, or resource materials. Children are welcome in these areas, but a parent/guardian must stay with them.

Rules of the School

When necessary, please remind your child of the school’s rules:

• Treat people with respect
• No teasing, bullying, hitting or pushing
• Children must stay in the same room as the adult who is supervising them
• Children may not run inside the building
• Children may not leave the building without an adult

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Financial Policies

ENROLLMENT/WAIT LIST PROTOCOL 

Downtown Montessori/Day Care Connection does not discriminate on the basis of age, ancestry, colour, race, citizenship, ethnic origin, place of origin, creed, disability, family status, marital status (including single status), gender identity, gender expression, sex (including pregnancy and breastfeeding), sexual orientation or any other protections afforded by the Ontario Human Rights Code as amended from time to time.

Wait List and Enrollment Policy

In an effort to ensure that a fair process is followed and communicated with all parties, Downtown Montessori/Day Care Connection (DTMS/DCC) maintains a clear, transparent, and consistent wait list policy for families seeking to enroll their children in our Under 2, Under 3, and Casa communities. While applications are not accepted prior to conception, in an effort to navigate wait list times, interested families are encouraged to apply as soon as they feel that they will require care. Some families apply shortly after conception. Parents/Guardians who wish to withdraw their child for a certain period must reapply for admission at a later date.

Please note that your status on our wait list may change due to the following admission practices:

Priority placement is often given to:

i) siblings of children who are already enrolled at one of our locations

ii) returning families

iii) children awaiting transfers to/from another DTMS/DCC location

iv) our City Place campus must give priority placement to City Place residences east of Spadina

Relevant information required for our wait list includes:

• Registration date*
• Preferred date of enrolment
• Age of child(ren) to be enrolled
• Location(s) which you are enrolling for (City Place, Coatsworth, Infinity Place and/or Simcoe Place)
• Contact information (phone and email)

*Our records will indicate the date the application was received as the official registration date.

If you requested follow-up when submitting information through our online waitlist form, we’ll be sure to reach out to address any questions you may have about our program.

While it is impossible for our childcares to give estimates on when openings will become available, we do encourage early registration and timely interactions with the location of interest. For example, it is the responsibility of the registrant to communicate with the Manager if there is a change in contact information. The childcare must ensure the waiting list will be made available in a manner that maintains the privacy and confidentiality of the children listed on it, but that allows the position of a child on the list to be ascertained by the affected persons or families. At DTMS/DCC, the waiting list information is kept in binders in alphabetical order according to the child’s year of birth and may also be in a spreadsheet. The waiting list information sheet also tracks the date the family added their child to the list.

When a space does become available, our Managers will make every effort to contact you. A 5-business day period is allotted for you to respond, after which time the next family will be notified of the available opening. Those who do not respond or reply within the 5 business days will drop to the bottom of the wait list. Alternatively, if you have been offered a space and decline, you will also drop to the bottom of the wait list.  To inquire about the best approximation of your child’s status on the wait list, please call/email the Manager.

Once you have been in contact with a Manager about an available opening, and have accepted the space offered, you must fill out all necessary forms/documents and pay your first month’s fees. This amount is non-refundable.

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Admissions

The Manager admits new children into the school. We strive to maintain or exceed teacher/child ratios in each group and attempt to achieve a balanced age mix in each classroom.

The age of the child and hours of care required are the two most important factors that are considered in admitting children. It is critical that you adhere to your agreed-upon hours, as fees and staff scheduling are based on having children and staff arrive and depart gradually each day. Fees would be astronomical if we were to have every child and every teacher at the school for 10+ hours each day! If you will be deferring from your stated hours of care, you must inform the Manager.

If you have a child in our school and are expecting another one, and wish for them to attend DTMS/DCC, it would be wise to inform the Manager as early as possible to create a waitlist entry. Although we do try to give priority to current DTMS/DCC families, we cannot “bump” families that have already paid their deposit or create a space when none is available.

Accommodation

DTMS/DCC is committed to creating a program that is inclusive and barrier-free to ensure the full participation of all children. We aim to foster an environment that encourages and supports accommodation requests by collaborating with parents/guardians on strategies to accommodate the needs of their child.

In working toward this goal, we will strive to provide support for and facilitate parent/guardian requests for accommodation consistent with the protected grounds outlined by the Ontario Human Rights Code, the Child Care and Early Years Act, and Accessibility for Ontarians with Disabilities Act.

DTMS/DCC is committed to striving to the extent possible to accommodate children who have developmental and/or behavioural concerns related to a disability or perceived disability when administering this policy. We will, where it is possible and reasonable to do so and does not cause undue hardship, alter existing practices; adopt new policies or practices; adjust the program or adjust the classroom placement once the parent/guardian has provided the appropriate documentation supporting the request for accommodation.

Parents/Guardians can request an accommodation at any time during their child’s enrollment in our program.  Requests for accommodation are to be submitted in writing. An Accommodation Request Form is available from the office.  (Please let us know if you require assistance completing the form).

Parents/Guardians are required to participate throughout the accommodation process, which may encompass the entire period that their child is enrolled in our program.  This includes providing documentation, attending meetings, and working with outside consultants as required. The organization reserves the right to determine the nature of the accommodation.

Since DTMS/DCC has a Service Agreement with the City of Toronto Children’s Services (TCS), we have access to the Every Child Belongs Resource Program. Under this Program, we are assigned An Every Child Belongs Resource Consultant who:

• Assists in identifying the strengths and needs presented by the child and family
• Ensures parent(s)/guardian(s) can be contacted or communicated with when required
• Assists in quality assurance, program evaluation activities, and gathering information for statistical reports
• Develops support plans that are reflective of goals and strategies to support the child’s development

You may see our Resource Consultant in the program working along with our staff so that children are able to receive the services and supports they need.

More information about the supports that are offered through Every Child Belongs can be found on the City of Toronto website under “Resources for Children with Extra Support Needs”.

A full copy of our Accommodating Children With Disabilities Policy is available on request.

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Movement to the Next Age Group/Transitions

Movement will generally be based on a child’s chronological age. We are required by our licensing specialist at the Ministry of Education to advise you that there is no guarantee that your child will be able to remain at DTMS/DCC until they are six years of age. Continuation at DTMS/DCC will depend on a vacancy being available in the next age grouping to which they would normally progress.

When children join one of the two Casa classrooms, placement is based on a variety of factors including the number of available spaces, age, readiness, and ensuring access and equity for all. Due to the complexity of the placement process, DTMS/DCC will determine children’s placement in one of the two Casa classrooms. Children will then remain in the allocated classroom for the duration of their enrollment.

Occasionally we receive requests from families to move their children from one Casa classroom to the other. Requests such as these are very challenging to accommodate because they affect the dynamics of the group and the relationships that the children are cultivating with their teachers and peers. DTMS/DCC staff will work in partnership with the child and family to gently equip them with the skills and confidence to overcome challenges and develop positive relationships.

DTMS/DCC recognizes the significance of relationships with peers and teachers. Teachers come alongside children to promote and encourage skills such as social interaction, empathy, inclusivity, and treating everyone with kindness and care.

These important life skills help children build resilience and social and emotional regulation which contribute to their sense of belonging, well-being, engagement, and expression as they learn how to be a good neighbour in their community and the world.

The child will participate in a transition week, much like your child’s first week in care. They will gradually spend more and more time in the new classroom, eventually staying for lunch, and then rest time, and then be dropped off in the new classroom by the parent/guardian. Some children do not require a full week of transition. An important part of your child’s transition is your visit to the next room before your child moves so you can meet with the teachers. We will work with your schedule to make this possible. 

It must be recognized that the ability to move a child to the next age group is limited by the availability of space in the group.

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Giving Notice of Withdrawal

Our fee policy is designed to protect the school from financial loss resulting from unexpected withdrawal and to minimize the expense to families when such withdrawals occur. In the event that you wish to withdraw your child from Downtown Montessori/Day Care Connection, written notice must be given the first of the month, at least 2 months in advance of the date of withdrawal. In lieu of appropriate notice, 2 months fee will be charged.

Withdrawal Policy and Procedure

Downtown Montessori/Day Care Connection will make every effort to serve all children in their ongoing programs. This is accomplished by observation of individual children and the entire group, gathering additional information from parents/guardians, teachers and other appropriate professionals (with proper release of information), and developing the program to meet the needs of both the individual child and the group.

There may, however, be unusual situations in which the regular program cannot meet the needs of some children even after accommodations have been made. In this case, the Directors/Executive Director have the right to decide that a child should be withdrawn. This will be done as a last resort. A decision to withdraw a child will be made with the consideration of the best interest of the child and the safety of the group. The Directors/Executive Director will assist the family as much as possible to find an alternate placement for the child. If a child is asked to leave due to the program’s inability to accommodate the child’s needs or family circumstances, both the Toronto Children’s Services’ Consultant and the Ministry will be notified.

Please note that if your child engages in persistent behaviour that may injure or endanger themselves, other children or staff, we will request that you withdraw your child from our program.

Absence Due to Extended Illness (Of child or family member)

In the case of extended illness, and where the parent/guardian cannot maintain payment of fees, the Manager will discuss the matter of reserving the space on an individual basis with the Executive Director. If the child must be withdrawn, they will be given priority on the waiting list.

In the case of an extended absence or leave for other reasons, families are required to maintain payment of full fees or forfeit the child’s place in the school. This is necessary as the school has continuing expenses that it must maintain.

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Fees

Fee Payment

Downtown Montessori/Day Care Connection’s fees are set to cover the ongoing cost of operating the program and to maintain the salaries of our talented and qualified staff at a competitive level. Fees are generally set each January. 

Your current fee will be indicated in your acceptance letter. 

You will be required to pay for all days of care regardless of whether your child(ren) are in attendance or not. This includes child illness and family vacations, as well as Statutory/Civic Holidays when the school is closed:

New Year’s Day

Family Day

Good Friday

Victoria Day

Canada Day

Simcoe Day

Labour Day

Thanksgiving Day

Christmas Day

Boxing Day

Payments will be processed by Pre-Authorized Debit Transaction. All childcare fees are due on the first of the month in advance of the care period, unless other arrangements have been made with the Executive Director.

A Not Sufficient Funds (NSF) payment will incur a $20 service charge. Repayment of the NSF fee, in addition to the $20 service charge will be processed with the monthly fee.

Consequences of Default

The above late payment arrangements are extended as a discretionary courtesy and do not constitute permission to default on the timely payment of applicable school fees and charges. The school reserves all its rights with respect to the collection of unpaid amounts due.

Please note that failure to pay your fees and any other outstanding amounts on time may result in the suspension or complete withdrawal of childcare services for your child.

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Income Tax Receipts

Income tax receipts will be available in February.

The following Policies and Procedures are available on the premises for you to review:

• Accessibility (AODA/IASR)
• Accommodating Children With Disabilities
• Anaphylaxis/Medical Needs
• Biting
• Child Abuse/Neglect
• Child Booster and Child Restraint Systems
• Communicable Disease
• Complaint
• Compliance and Contravention
• Confidentiality/Non-Disclosure
• Conflict of Interest
• Continuation of Benefits During Extended Absence
• Criminal Reference
• Diapering and Toileting
• Disconnecting from Work
• Electronic Communication
• Electronic Monitoring
• Emergency Response and Management
• Environmental Cleaning and Disinfecting
• Fee Payment
• Fire Safety and Evacuation
• Hand Hygiene
• Health and Safety
• Health and Safety – Working with Children with Risk of Injury
• Illness/Outbreak Prevention & Response
• Immunization
• Individual Medical Needs Plan
• Individual Support Plan Policy
• Infection Prevention and Control
• Late Fee Form and Procedure
• Laundry
• Medication Policy and Procedures
• Missing Child Response Plan
• No Smoking/No Vaping
• Off-Duty Conduct
• Parent/Guardian Code of Conduct
• Parent/Guardian Involvement
• Parent/Guardian Issues and Concerns
• Personal Electronic Device
• Playground Safety
• Principles of Ethical Practice
• Privacy
• Principles of Ethical Practice
• Program Statement and Family Handbook
• Program Statement Implementation Policy
• Progressive Discipline
• Prohibited Practices
• Safe Arrival and Dismissal
• Safe Drinking Water
• Serious Occurrence Procedure
• Sleep Supervision
• Staff Handbook
• Standing and Recreational Bodies of Water
• Status and Standing
• Sun and Smog Safety
• Supervision: Procedures for Staff and Expectations of Volunteers and Students
• Training and Professional Development
• Workplace Harassment
• Workplace Violence
• Wait List and Enrollment
• Workplace Hazardous Materials Information System (WHMIS)
• Withdrawal

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Words of Inspiration

“How much fuller and richer life would be if we saw the child in all his greatness, all his beauty, instead of focusing on all his little mistakes?” Maria Montessori

Just as we expect growth and development from the children we teach, we can expect learning and growth from the teachers as well. We are not always right about everything, but we are always growing and learning from our mistakes.

YOUR INPUT 

Collaboration between our school and your home is truly important to us. We can provide educational expertise, years of experience, and other elements that are unique to your child’s early education. You can add knowledge about the child that can only be achieved by the intimacy, love, and care that exists in your family environment. Please keep us informed about your child’s life outside of school. And please don’t ever forget that we will always make time to hear your thoughts, concerns, questions and comments.

The unbeatable combination of parents/guardians and staff working together ensures that your Downtown Montessori/Day Care Connection experience will be everything you want it to be.