Policies & procedures

Policy statement

Oak Bay Preschool welcomes all families and children into our service inclusive of gender, marital status, family status, age, disability, race, sexual orientation and religious belief.

Application process

• Promotion of equal opportunities.
• Open and fair admission procedures.
• Parents are required to complete the registration form and submit it to the centre along with the registration fee of $150.
• A member of the management team will contact the parent to confirm receipt of the registration form and fee.
• Admissions will be considered on a case-by-case basis and in accordance with place availability and the allocation criteria stated below.
• We reserve the right to review and change how places are allocated.
• Children with additional needs are welcome. An up-to-date assessment form must be attached to the child’s registration form. Childcare places are limited in line with adequate staffing, and parents must be aware that they may be required to provide a special needs assistant.
• Parents must sign and agree to all Oak Bay Preschool policies and procedures.

Allocation of places

• Places will not be held without a completed registration form and fee payment.
• We offer a waitlist; however, this does not guarantee a place.
• Acceptance of a place confirms that you have read, understood, and agree to comply with Oak Bay Preschool’s Policies and Procedures.
• Should a child be unable to start on the agreed start date, the place can be deferred for up to a maximum of one week. After this time, the place will be allocated to the next child on the waiting list.
• Children are ready for preschool (see “Readiness for our program” below).

Allocation criteria

1. Currently enrolled children wishing to increase sessions
2. Siblings
3. Those requesting hours which we can best serve with availability
4. All other applications will be allocated based on preschool readiness

Termination / refusal of service

The preschool is committed to maintaining a safe, respectful, and supportive environment for children, families, and staff. We reserve the right to refuse admission or terminate care in the following circumstances:

• We reserve the right to refuse admission to any child or family where the needs of the child or expectations of the family cannot reasonably be met by the centre.
• Children whose behaviour is persistently disruptive, poses a risk to the safety or wellbeing of other children or staff, or results in damage to the centre, equipment, or property may be excluded from the service.
• If, after reasonable discussion and efforts to resolve concerns, parental expectations cannot be met by the preschool, we reserve the right to terminate care.
• Any aggressive, abusive, threatening, or intimidating behaviour (including verbal, written, or physical actions) by parents or guardians toward staff, children, or other families will not be tolerated and may result in immediate termination of care.
• Where the needs of the child cannot be reasonably met by the preschool staff (e.g. where children do not meet preschool readiness criteria).
• The preschool reserves the right to terminate services at its discretion, in accordance with this policy.

Notice period and fees

• Where termination is not related to safety concerns, one week’s written notice will be provided. Fees remain payable through the end of the notice period. Any fees paid beyond the notice period will be refunded. Example: if termination notice is given on December 1st and fees for the full month have been paid, fees will be refunded for the period after December 7th.
• Where termination is required due to concerns related to the safety of children or staff, care will be terminated with immediate effect. Fees paid beyond the date of termination will be refunded.

Readiness for our program

At Oak Bay Preschool, our program is designed as an early learning program.

This means we offer a thoughtfully structured environment with clear expectations that support children in becoming independent, capable, and confident learners.

A significant portion of our program takes place outdoors through our outdoor classroom, which is central to how children learn, explore, and grow.

Our goal is always for children to feel successful, secure, and deeply engaged in their learning.

Outdoor learning readiness (essential)

Because we spend a large portion of our day outdoors, safety and listening are essential.

Children must be able to:

• Respond when a teacher speaks to them the first time
• Stay within clear boundaries and remain aware of their surroundings
• Follow safety instructions consistently (e.g. stopping, waiting, staying with the group)

We use the language of “first-time listening” as a key expectation. This is not simply about behaviour; it is about safety.

Outdoor environments include real and changing elements such as:

• Uneven ground
• Trees, rocks, and natural obstacles
• Shared public spaces (e.g. dogs, pathways, other people)

Because of this, children need to be able to listen, respond, and follow directions promptly in order to participate safely and confidently.

What “ready for preschool” looks like

Every child develops at their own pace, and we honour that. At the same time, there are key areas that help ensure a child is ready to fully engage in and benefit from the program.

Emotional readiness. Children are beginning to:

• Separate from caregivers with growing confidence
• Use words to express needs and feelings
• Manage frustration with support
• Participate in a group setting

Physical readiness. Children are able to:

• Move safely and confidently in both indoor and outdoor environments
• Participate in daily routines and transitions
• Begin managing clothing (shoes, coats, boots) with support

Independence. Children are developing the ability to:

• Follow simple instructions
• Take part in clean-up routines
• Care for their belongings
• Begin managing bathroom routines with increasing independence

Learning readiness. Children are ready to:

• Engage in group experiences such as circle time
• Listen and respond to educators
• Explore materials with curiosity and purpose
• Begin developing fine motor skills

Why readiness matters

At Oak Bay Preschool, our program is intentionally designed to support children in becoming independent, resilient and capable thinkers. In order for this to happen, children need to be developmentally ready for the expectations of the environment.

When a child is ready:

• They feel confident and capable
• They can engage meaningfully in activities
• They build strong relationships with peers and educators
• They experience a true sense of success

When a child is not yet ready:

• The structure and expectations can feel overwhelming
• They may have difficulty engaging in the program
• They may rely more heavily on adult support than the environment is designed to provide

Our intention is always to ensure that each child is in a setting where they can thrive, not just be present.

When a child is truly ready for preschool, the impact is significant. They grow not only academically, but socially and emotionally. Their confidence increases, their resilience strengthens, and they begin to take genuine pride in their independence. Children who feel capable are more engaged, more willing to take on challenges, and more open to trying new things. This is when we see children thrive: happy, confident, and fully participating in the life of the program.

Our commitment to children and families

We are deeply committed to creating an environment where children feel safe, capable, valued and successful.

To honour this commitment, we may occasionally need to have honest conversations about readiness. This may include:

• Supporting a later start
• Supporting a shorter schedule (for example, beginning with mornings, when the program is more structured, before gradually transitioning into full days). As the morning is the most structured and instructionally focused part of our day, children need to be ready to engage in this portion of the program in order to fully benefit from the experience.
• Adjusting schedules
• Or, in some cases, recognizing that a different setting may better meet a child’s current needs

These decisions are always made with care, respect, and the child’s well-being at the centre.

Final thought

At Oak Bay Preschool, we believe children flourish when they are ready for the environment they are in.

Our role is not only to teach, but to ensure that each child is placed in a setting where they can truly succeed, build confidence, and develop a lifelong love of learning.

Oak Bay Preschool fees are payable in advance and are due on the first of each month.

Fees must be paid in advance, monthly, by bank transfer. There will be no refund for fees should your child fail to attend. If your child will not be attending on any day, we request that a parent inform the centre.

Non-refundable fees

• $150.00 registration fee
• Upon registration, the first month’s fee is payable on acceptance of the place
• Children enrolling for the start of a new school year must pay September fees at the time of registration for the school year
• Late payment fees
• Late pick-up fees
• Monthly fees if a withdrawal notice has not been given in a timely manner (minimum one calendar month’s notice prior to the withdrawal date)
• Monthly fees if a child is immediately withdrawn from the centre, regardless of the reason for withdrawal
• Sick days, holidays, and preschool closures (including but not limited to statutory holidays, emergency closures, etc.)

Late pick-up fees

• $10 for any late pick-up of up to 10 minutes, and an additional $25 charge for pick-ups more than 10 minutes late.

Late payment fees

• Any monthly fees not paid on time incur a 10% late payment charge. If fees are not paid within one week after the due date, the place may be withdrawn.
• If you are struggling to pay fees in a timely manner, please contact the centre and payment plans to support you can be discussed. This agreement must be made prior to any late payments.

Fees are updated in April of each year. Please email us for a copy of our current fees. We participate in the Child Care Fee Reduction Initiative (CCFRI) and accept the Affordable Child Care Benefit (ACCB).

We are deeply committed to creating a learning environment that is safe, healthy, and nurturing for every child. If your child is not well enough to participate fully in our programming, we kindly request you keep them at home where they can rest, recover and return ready to join us!

Common reasons to keep a child home

• Fever: a temperature of 38°C (100.4°F) or higher.
• Vomiting or diarrhea: any episode of vomiting, or frequent, loose stools that cannot be contained.
• Severe or persistent cough: a cough that is constant, worsening, or makes breathing difficult.
• Runny nose with green/yellow mucus: particularly when accompanied by other symptoms of infection.
• Unexplained rash or infected skin/eyes: any new rash, especially with a fever, or signs of conjunctivitis (pink eye).
• Contagious illnesses: conditions like chickenpox, hand, foot, and mouth disease, or impetigo.
• Inability to participate in our typical preschool activities.

Return criteria

• Symptoms improved: the child should feel well enough to return to regular activities.
• No fever: fever-free for a period of 24 hours, without medication.
• Vomiting: free and clear of symptoms for a period of 48 hours.
• Diarrhea: free and clear of symptoms for a period of 24 hours.
• Specific conditions: for conditions like pink eye, the child needs medical clearance to return after the infection is treated and eyes are clear.

For further details, please refer to our Communicable Disease Prevention Plan.

Oak Bay Preschool strives and is committed to providing children with a safe and healthy environment. Oak Bay Preschool is responsible for ensuring all staff and children follow the health policies and guidelines set forth. We strongly recommend your child’s immunizations are up to date.

Should a child become ill or injured while at the facility, parents/guardians will be called. If parents are not available, the emergency contact list will be used. For the well-being of each child, we ask that you keep your child at home should they display any of the following symptoms:

• Pain: any complaint of unexplained or undiagnosed pain or not feeling well
• Temperature above normal (within the previous 24 hours)
• Excessive coughing
• Sinus or nasal infection
• Contagious disease (chicken pox, measles, etc.)
• Skin disorders (ringworm, scabies, pink eye, lice, etc.)
• Vomiting (within the previous 48 hours)
• Diarrhea (within the previous 24 hours)
• Fever (within the previous 24 hours)
• Respiratory difficulties

In the event that your child is sick

• If staff feel your child should not be at preschool because of illness, you will be notified and are expected to have them picked up as soon as possible.
• A quiet place to rest is provided for ill children, with extra care and supervision while waiting to be picked up by parents.
• Parents may be asked to confirm their child is free from symptoms before returning to the facility. This will ensure the control of contagious disease and the well-being of others in the facility.
• It is advised that you inform the preschool within 24 hours of diagnosis of a serious illness or contagious disease your child or any family members may have. In the event of a contagious disease, we will warn other families of a potential outbreak (e.g. chicken pox).
• Please phone the centre if your child will not attend due to illness, etc.

Medication

If medication is required to be administered, an administration of medication consent form must be signed by parents giving permission. Please give all medication to the caregiver on arrival. Medication must be in the original container. We must follow the directions for use on the container unless alternate written instructions come from a physician. The medication must be administered in the amount and at the times specified on the medication consent form signed by the child’s parent.

Medication must be readily accessible to employees. Children’s medication must not be accessible to any child, except that a child may have access to the child’s own medication if:

• (a) the child’s parent has instructed the licensee to permit this, and
• (b) the nature of the child’s medication is such that, without immediate access to the medication by the child, the child’s health will be significantly at risk.

At all times an employee is available who is competent to either:

• (a) administer a child’s medication as instructed by the child’s parent or required by the child’s record or care plan, or
• (b) if, by the parent’s instructions or under the child’s care plan, the child is permitted to self-administer the medication, supervise the administration of the child’s medication.

Employees who supervise a child who self-administers medication must document the administration of the medication:

• (a) in the child’s care plan, or
• (b) in the child’s record, in the case of a licensee who provides a care program described as Recreational Care.

All medications other than emergency medication must be stored in a locked medical box. Emergency medication (inhaler, EpiPen, etc.) will be placed in a clear zip-lock bag and pinned on the wall out of reach of children, but available for easy access in the event of an emergency.

Health and hygiene

We practise the rules of health and hygiene provided by the BC Health Guide on a regular basis, for staff, children and equipment. For example: washing hands before and after eating meals and snacks, after using the washroom, diaper changing, cleaning up bodily fluids, blowing noses, handling garbage and touching pets; and cleaning and sanitizing washrooms, floors, tables, chairs, kitchenware, toys, bedding and all other equipment on a regular basis to prevent the spread of infectious diseases in our facility.

Care plans

Oak Bay Preschool keeps, for each child requiring extra support, a current care plan showing the following information:

• (a) the diagnoses relevant to the child’s requirement for extra support, as made by health care professionals;
• (b) the courses of action recommended by health care professionals to address the needs of the child requiring extra support;
• (c) the resources to be made available to the child requiring extra support by the licensee, including:
  • (i) any adaptation of the community care facility necessary to ensure the child’s safety or comfort, and
  • (ii) any modification to the program of activities necessary to enable the child to participate in or benefit from the program.

Care plans are developed in consultation with, and are reviewed at least once per year with, a parent of the child requiring extra support and any person requested by the parent. Oak Bay Preschool records any therapeutic diet given to the child, any medication administered (including the amount and time at which it was given), any modification to our program of activities, any behavioural guidance provided, and any other matter agreed with the parent.

Promoting children’s health is an important aspect of quality childcare. Oak Bay Preschool recognizes the important connection between a healthy diet and a child’s ability to participate and learn effectively.

Healthy and fresh snacks (food and drink) are to be provided by parents/guardians. Children should be provided with a nutritious snack for each session.

Any type of candies, whole nuts, and popcorn should not be included in snacks because of their choking risk. In addition, hot dogs and grapes need to be cut width-wise to prevent choking.

Candies, gum, and junk food are not allowed in daily snack kits as part of the daily diet and will be sent home. Sweets/junk food and cakes will be allowed on special occasions and celebrations only. If a parent/guardian does not want their child to consume any type of sweets, cakes/cookies, or junk food, please notify the preschool. Oak Bay Preschool will always try to opt for healthy food options at any party or special occasion when possible. Parents will be notified before any party happening within the preschool, and afterwards about what their child had to eat.

Allergies

The following procedures and practices will be followed with respect to allergies:

• No nuts or products containing nuts will be served at Oak Bay Preschool if there is a child with severe allergies in the program.
• When children with food allergies register at Oak Bay Preschool, parents will be provided with a Food Allergy Action Plan to be filled out by the child’s parent/guardian. This action plan must be filled out and returned to Oak Bay Preschool before the child begins our program.

Based on the child’s Food Allergy Action Plan, caregivers will put into practice:

• Preventing exposure to the specific food(s) that trigger an allergic reaction.
• Recognizing the symptoms of an allergic reaction.
• Treating an allergic reaction.

Parents and staff will:

• Ensure Oak Bay Preschool has the appropriate medication on-site (if necessary).
• Ensure proper storage of the medication.
• Ensure the proper equipment and training are in place while the child is at preschool.

Oak Bay Preschool will:

• Promptly take the steps outlined in the Action Plan if a reaction occurs.
• Notify emergency medical personnel if warranted, or if epinephrine has been given.
• Notify parents of any allergic reaction or possible contact with food that may cause an allergic reaction.
• Post an individual child’s food allergies prominently in classrooms and/or wherever food is prepared (care will be given to confidentiality). A child’s Allergy Action Plan and medication will be taken on field trips or any outing.

All child release incidents will be documented.

Oak Bay Preschool requires parents to list all adults authorized to pick up their child from the facility. No child will be released to anyone except parents, or an alternate person authorized by the child’s guardians.

Picture identification will be checked for anyone unfamiliar. If prior arrangements have not been made, staff are required to contact parents or emergency contacts for approval or confirmation of identification in order for the child’s safe release. If approval or confirmation of identification is not obtained, staff will be unable to release the child.

If the adult appears to be incapable of providing safe care (this includes intoxication due to alcohol or drugs, no car seat for the child, etc.), the supervisor or staff member will suggest an alternate person be called for the child’s pick-up in order for a safe trip home. If the parent/guardian or alternate care provider does not agree with the supervisor or staff member’s decision, 9-1-1 will be contacted. In the event that the safety of the child or any staff member is at risk, authorities will also be called. If we believe a child will be at risk, a report will be made to the Ministry of Children and Family Development.

If a custody agreement involving a child attending Oak Bay Preschool exists, parents/guardians are required to provide a copy to be kept on file at the centre.

If a child is left at the preschool longer than one hour past closing time and all attempts have been made to contact the parents or emergency contacts, Oak Bay Preschool staff will contact the Ministry of Children and Family Development.

Oak Bay Preschool strives to offer quality childcare. Supervision is the most crucial element in providing quality childcare; our qualified staff provide safe supervision of children based on age, development, and environment, inside and outside the centre.

Children are supervised at all times. Parents are to make contact with the teacher at their child’s pick-up and drop-off. Children are to make contact with the classroom teacher when leaving the room to use the washroom or cloakroom, to ensure we practise safety at all times.

Our commitments

• Staff must ensure that the minimum child–staff ratio is always maintained. If children require additional support, we will appropriately enhance the staff–child ratio to accommodate their needs. Our facility is staffed in accordance with the Child Care Licensing Regulation.
• Staff are always expected to observe children’s play.
• Staff must know how many children are under their care at all times and account for them.
• Staff record children’s arrival and departure times.
• Staff know which individuals have been authorized to pick up a child in place of a parent.
• Staff are aware of all emergency procedures.
• Staff know where emergency medications, scheduled medications, first aid kits, and emergency contact numbers are kept.
• Staff conduct regular and scheduled safety checks of our premises and equipment, including regular outside checks.

Active and positive supervision

In supervising the children we:

• Know each child’s abilities, e.g. mastering climbing up a climbing frame.
• Establish clear and simple safety rules: “Inside we walk”, “We climb up the ladder and come down the slide” and “Our toys stay on the ground when we climb” are rules that young children can understand.
• Are aware of potential hazards. Extra attention is required to ensure that children are closely supervised on field trips. Pre-planning of field trips helps identify potential hazards and supervision issues.
• Position ourselves strategically: our presence not only serves as a reminder but also enables us to intervene quickly when needed.
• Scan and circulate: looking “up and out” and moving “with the action” are the best ways to be aware of the group as a whole and to anticipate potential trouble spots.
• Focus on the positive rather than the negative: telling children “Please walk” rather than “Don’t run” is a positive way to teach them what is safe.
• Redirect: e.g. a child who has a tendency to hit others when angry might be redirected to the play dough table to “pinch and punch” something that cannot be hurt.

Indicators of active and positive supervision

• We supervise children according to the development of each child.
• We have arranged the furniture, equipment and play space strategically to assist with supervision.
• Staff position themselves and circulate the room so that we can see and/or hear the children at all times.
• We avoid activities that would distract us from supervision, such as administrative tasks, texting, social media, chatting with fellow staff members or speaking for long periods on the phone.
• We are present to help children resolve conflict.
• We spend quality time with each child on a daily basis.
• We use a monitor and conduct regular visual checks while children are napping.
• All of the children are on the same level of the facility at one time.
• We take all children outside at the same time and staff remain with them at all times, unless the staffing ratio is sufficient to ensure continuous supervision both indoors and outdoors.
• We are able to monitor children in the bathroom while respecting their need for privacy.
• We have taken measures to ensure children cannot exit the facility unattended and do not gain access to areas that require increased supervision (e.g. stairs).
• Activities and equipment are developmentally appropriate for the children in our care.
• Staff plan and prepare for the day, with lesson plans, activities and all supplies on hand, so that we never have to leave children unsupervised to find something.

Indoor supervision

• Staff keep a communication book to record all important and critical incidents.
• Staff continually walk around the room so they can always see and hear the children.
• Children must inform an educator when they leave the room to use the bathroom or go to their cubbies, and the educator must accompany the child to ensure we practise safety at all times.

Outdoor supervision

During outdoor play, educators will ensure that:

• The educator-to-child ratio is maintained.
• A first aid kit, cell phone, and any necessary medication are always kept close by.
• Children are always within the enclosed area.
• Co-workers are informed if an educator moves to a different area, takes a child inside to the bathroom, or leaves for any other reason.
• Children wear proper clothing for the weather (muddy buddies, t-shirts, swimsuits, etc.).
• Children cannot exit the facility unattended and do not have access to areas requiring increased supervision.

If a child is missing

In the event that a child is missing in the facility or on a field trip, a thorough search will be made of the areas they could possibly be in. If unsuccessful, the police will be called and parents notified immediately, within the first 5 minutes of an unsuccessful search. We will continue to search after calling parents and police, and will notify them if we find the child. Licensing will be notified immediately after parents and police, even if the child is found safe.

Follow-up to a missing child incident:

1. Notify the Child Care Facilities Licensing office through an incident report (within 24 hours).
2. Staff evaluation of the event.
3. Implement immediate changes to ensure safety.
4. Education of children: review what to do if they become lost or are approached by unfamiliar adults or children, to prevent a similar incident.

At Oak Bay Preschool, we regard discipline as a plan of training. Acceptable behaviour is noted and approved, and we acknowledge this through words and gestures. A positive learning environment is the objective in all aspects of care and guidance towards the children at Oak Bay Preschool, including those times in which difficult situations require disciplinary measures. Corporal punishment and other prohibited disciplinary practices as defined below are absolutely prohibited, in order to protect the emotional and physical well-being of the children in our care. Positive reinforcement helps children build self-confidence and encourages them to repeat desired behaviours.

At Oak Bay Preschool, we believe children have the right to quality care which is safe and healthy and provides learning opportunities that promote their growth and development. To ensure a child’s safety and well-being and to foster social and emotional development, it is necessary at times to impose limits or set standards of acceptable behaviour. Teachers are guided by their knowledge and understanding of children’s growth and development, as well as an understanding of the individual child.

In most instances, staff are encouraged to combine approaches or use several strategies as they respond to a child’s behaviour. No one strategy will be effective in every situation, or with every child.

When a child’s behaviour becomes challenging for staff and/or other children, an individual behaviour management plan may be required. In this case we will work with the parents and bring in the appropriate community resources to assist the family and centre in providing support and intervention for the child.

Permitted disciplinary practices

The following strategies are prevention-oriented. They “set the stage” for a positive atmosphere, maximize opportunities for desirable behaviour, and help ensure that guidance is supportive rather than punitive.

• Reminding of natural and logical consequences: making the child aware of the results of their actions. Clarifying and reinforcing limits with simple reminders is helpful to young children. A statement of natural consequences clarifies the inevitable or unavoidable outcome of a behaviour; a statement of logical consequences clarifies the adult-arranged outcome of a behaviour.
• Establishing clear, consistent and simple limits so children know what is expected. Teachers develop boundaries for the children, either as a group or individually according to the situation. Limits are clearly related to the safety and protection of self, others, and the environment.
• Limiting the use of equipment: redirecting often goes hand in hand with removing a piece of equipment from a child’s play options.
• Modelling problem-solving skills: when children face difficult or frustrating situations, it is natural for them to lose control. Ways we model problem-solving include:
  • Acknowledging the problem
  • Posing helpful questions, e.g. “Have you asked him?”, “What happened?”
  • If further guidance is necessary, stating a solution or physically demonstrating
  • When the situation has been resolved, summarizing it so the child gets a clear understanding of what just happened
• Providing choices: teachers outline appropriate choices and children are encouraged to make decisions for themselves.
• Anticipating: teachers plan and prepare the environment in a way that avoids conflict.
• Using proximity and touch: simply moving close to the child, moving between two children, or putting an arm around the child can serve as effective guidance.
• Acknowledging feelings before setting limits: for children to perceive our guidance as support, it is important for them to know that their feelings are recognized and understood.
• Providing opportunities for children to make amends: rather than demanding a superficial apology, we offer genuine opportunities for children to restore relationships after an incident of hurt or harm.
• Redirection: persistent refusal to follow the rules for the safety of others and the environment may, on occasion, require that a child be removed from the situation. Redirecting a child from an overstimulating environment to a calmer area helps them manage their own behaviour before inappropriate behaviour occurs or escalates.

Prohibited disciplinary practices

There shall be no:

• Corporal punishment of a child.
• Use of harsh or degrading measures or threats, or use of derogatory language directed at or used in the presence of a child, that would humiliate, shame, or frighten the child or undermine their self-respect, dignity, or self-worth.
• Depriving the child of basic needs, including food, drink, shelter, sleep, toilet use, clothing or bedding.
• Inflicting any bodily harm on children.

Harmful actions not permitted

• (a) shoving, hitting or shaking by an employee or another child, or confinement or physical restraint by another child;
• (b) confinement or physical restraint by an employee, except as authorized in a child’s care plan if the care plan includes instructions respecting behavioural guidance;
• (c) harsh, belittling, or degrading treatment by an employee or another child, whether verbal, emotional or physical, that could humiliate the child or undermine the child’s self-respect;
• (d) spanking or any other form of corporal punishment;
• (e) separation, without supervision by a responsible adult, from other children;
• (f) as a form of punishment, deprivation of meals, snacks, rest or necessary use of a toilet.

Furthermore, Oak Bay Preschool will ensure that a child is not, while under our care or supervision, subjected to any of the following types of abuse or neglect: (a) emotional abuse; (b) financial abuse; (c) neglect; (d) physical abuse; (e) sexual abuse.

Informing parents

• Should a child’s behaviour cause harm to another child or staff member, Oak Bay Preschool staff will act in accordance with this policy. Staff will contact the parents/caregivers of the responsible child to explain what has happened, at pick-up time or by phone during the day.
• Persistent disruptive behaviour over a period of time will have a Support Plan in place identifying strategies.
• In all cases when parents are informed of a child’s behaviour, staff will discuss the behaviour with the parents and attempt to determine together whether it is a pattern of behaviour and how best to resolve it in a positive, supportive way.
• Staff will provide parents with information on local resources available for professional support if required.
• If required for the safety of the children and staff at Oak Bay Preschool, the child may be removed from Oak Bay Preschool at the discretion of the Director/Manager.

Oak Bay Preschool recognizes the importance of physical activity for young children. Appropriate physical activity practices support the health and development of children in care, as well as helping to establish positive lifestyle habits.

The Canadian Physical Activity Guidelines recommend that toddlers and preschoolers accumulate at least 180 minutes of physical activity spread throughout the day.

What is active play? Active play is physical activity which includes moderate to vigorous bursts of high energy, raises children’s heart rate and may make them “huff and puff”, such as running or jumping.

Active play helps to promote healthy growth and development and supports body control and movement. It also helps to promote children’s confidence, improves concentration, thinking and learning skills, and provides opportunities to develop social skills and make friends.

Standard of practice

Whenever possible, Oak Bay Preschool incorporates active play and physical movement through daily routines and activities.

Our program ensures a minimum of 30 minutes per session of outdoor active play (indoor active play may be planned when the weather is poor). Active play may be accumulated in 15-minute portions throughout the day or continuously. We provide a variety of play materials, both indoor and outdoor, that promote physical activity.

Facilitated and unfacilitated play

Our staff engage children in daily active play, including unfacilitated play (free play) such as running, jumping and dancing around the play space, or a group of children starting a game of soccer together. We also initiate facilitated play such as organized sports or led games like octopus, tag, or duck, duck, goose.

Fundamental movement skills

These are gross motor skills that involve different body parts such as feet, legs, trunk, head, arms, and hands. Oak Bay Preschool staff teach these skills because they are the building blocks for the more complex movements children will need in future to play games and take part in recreational activities. Some examples are:

• Balance skills: activities where the body remains in place.
• Coordination skills: activities where children catch, throw or kick, e.g. balloon batting.
• Locomotor skills: activities that involve walking, running, jumping, hopping, crawling, marching, climbing, galloping, sliding, leaping and skipping.

Injury prevention

Injury prevention strategies vary depending on the age of the children, their developmental levels and the environment. Oak Bay Preschool staff teach children how to be safe and act responsibly in the play space, how to use toys and equipment correctly, and to be aware of potential hazards. For example, children are taught to wear helmets when riding a bicycle.

Physical literacy

Oak Bay Preschool staff build children’s confidence and physical competence by increasing their knowledge and understanding of the value of, and responsibility for, physical activity for life. These skills enable children to make healthy, active choices that are beneficial to and respectful of their whole self, others and their environment.

Note: when we plan activities that require longer periods without whole-body movement, we make sure children’s sitting time is broken up with short bursts of activity for one or two minutes.

Screen use

Oak Bay Preschool cares about the health and well-being of the children in our care. We do not rely on television, movies or computers to fill time in our daily schedule. We strive to build curriculum and daily routines that promote physically active play and cognitive and social development.

Oak Bay Preschool will ensure that:

• Children who attend the centre for three hours or less will not be offered screen time.
• Screen time includes computers, movies, tablets, smart phones, video games, etc.
• All attempts will be made to avoid exposing children to marketing and advertising.

All employees at the centre know the following procedures for active supervision during toileting and diapering.

• Only qualified staff (IT, ECE, or ECEA) will take children to the bathroom; volunteers and students do not change a child or take them to the bathroom.
• The staff–child ratio must always be maintained during toileting. If leaving the classroom to use bathroom facilities, the educator must count the children and communicate to the team how many children are going to the bathroom. Educators verbally acknowledge to one another the count and where the children are going.
• Early Childhood Educators (ECEs) count all children entering and leaving the bathroom to ensure every child is accounted for. Staff thoroughly check all stalls and the areas around the bins, and ensure that children are not left alone or hiding in the bathroom.
• Educators watch all interactions and guide children to use safe practices when using the toilet and sinks, assisting children if needed.
• When children are in the toilet learning process, it is important that they wear a pull-up until they can keep it dry for at least two hours. This helps them become more independent and allows staff to maintain better visual supervision of the group.
• When helping a child who needs additional assistance with cleaning up after an accident or during a diaper change, the educator encourages the child to participate in the process as much as possible, providing verbal instructions and guidance and staying nearby to help with tasks the child may struggle with. Toileting time is used as a learning time, teaching self-help skills, safety, and hygiene.

Diapering

Staff take extra steps to ensure safety and hygiene if a child needs to lie down to change clothing or a diaper.

• Staff prepare the area before laying the child down, so that all necessary supplies are within reach and the child is never left alone.
• Children are encouraged to walk up the steps rather than being lifted; staff hold children’s hands going up and coming down.

While diapering, we follow the recommendations provided by Island Health.

Preschool children have diapers changed in the shared toilet area. Children’s diapers, wipes and cream are stored in named bags and brought into the toilet area where they are changed.

Toileting schedule

Staff accompany children to the toilet. Children do not enter the toilet area alone at any time. Children go to the toilet before snack and before outdoor play, in addition to whenever needed.

Oak Bay Preschool practises emergency drills once a month. Children are prepared for what is expected of them, and regular drills help children feel less stressed and panicked in stressful situations. After each drill, teachers gather the children and discuss as a group what may happen in a real situation. Teachers refer to additional resources for more information on emergencies and safety preparedness.

Contacting us in an emergency

Emergency contact numbers, including an out-of-area contact, are shared directly with enrolled families. In a regional emergency, local calls sometimes fail while long-distance calls connect. Our out-of-area contact can then act as a third party between Oak Bay Preschool and parents/guardians.

Comfort bags

Parents are asked to provide the following items for their child’s comfort bag:

• A letter addressed to your child
• A picture of the family

Evacuation plan

• Children line up and exit by the preschool entrance. We practise holding onto a walking rope.
• One staff member is responsible for checking the washrooms, every other room, behind doors, and anywhere else a child might hide if frightened.
• The last staff member to leave the building closes the door behind them.
• The ECE carries the emergency backpacks containing a class list, cell phones, first aid kits, small blankets, spare diapers (if required), wipes, disposable bags, water bottles and snacks.
• Attendance is taken at the designated meeting area by calling out each name and visually confirming each child and adult. If we are not cleared to re-enter the building, one teacher may return to the children’s outdoor play area to retrieve emergency supply kits.
• If necessary, we contact our out-of-area emergency contact to notify them of the situation so they can act as a third party between Oak Bay Preschool and parents/guardians.
• Children wait with staff until parents collect them.

Our on-site meeting area, off-site evacuation location and emergency relocation location are shared directly with enrolled families.

Fire drill

• Children are told to STOP what they are doing and that we are conducting a fire drill. Staff use a bell and calm voices to direct them to the door.
• Children line up at the door.
• We follow the evacuation procedure above.
• One staff member records the total time taken to evacuate the building.
• After the drill, staff discuss any challenges and talk with the children about any areas for improvement.

Earthquake drill

• Children are told to STOP what they are doing and that we are conducting an earthquake drill. Staff use calm voices.
• Children are instructed to move quickly and take cover under the tables, or brace themselves in a doorway.
• Everyone covers their head and face in a crouch position, facing away from windows.
• We count to 60 and wait until the shaking has stopped.
• We wait 10 minutes for aftershocks after the earthquake is over before evacuating the building.
• Children line up and follow the evacuation plan.