Family Handbook
The purpose of this handbook is to outline the policies and programs at Child’s Play. Our educators strive to work closely with families in a partnership that will facilitate ongoing learning for all adults and children. Families enroll their child in this school not only because it is a quality early childhood program, but also to be an active part in their child’s first school experience.
Child’s Play, Inc. is a non-profit, non-sectarian organization established in 1979. The administration of the school is composed of an Executive Board consisting of families and educators.
Child’s Play is located at 296 Angell Street, Providence, RI 02906.
Click a link below to jump to its section
Our Philosophy
-
We envision a world where all children can develop a strong sense of self, empathy for others, and an understanding of the importance of community.
-
Our mission is to create a supportive community of diverse learners, families, and educators who work cooperatively to develop the whole child—and each other.
-
Cooperative Community
We value the partnership of families and educators to provide quality experiences for children that encourage their socialization and sense of self. Adults in the co-op demonstrate respect, collaboration and open communication. Together, we create a caring environment where children learn from adults and their peers.
Responsibility
It is important for every family to participate. Being a part of the Child’s Play community includes Duty Days and co-op jobs as well as formal and informal school events. Family co-op responsibilities foster a sense of ownership and respect among members.
High-Quality Program
Professional standards and our accreditation from NAEYC and BrightStars guide our program. Our teachers are intentional with their planning and are guided by developmentally appropriate practice (DAP) which is the foundation for high quality criteria of the profession.
Play
Children learn best through play, exploring their interests at an individual pace that is appropriate to their age and development. Play is fundamental to young children's education, allowing them to better work in groups, share, learn about their world, and advocate for themselves. The role of the teacher is to observe children’s interests, extend their play, and to integrate Rhode Island Early Learning Development Standards (RIELDS) as a natural extension of children’s own curiosity.
Diversity, Inclusion, and Equity
Child’s Play is committed to providing an inclusive environment that instills the values of diversity and equity to our children. We conceptualize diversity as including (but not limited to) race, ethnicity, class, ability, religion, gender, and sexual orientation. Our commitment is reflected in our educational materials, the discussions we have in our classrooms, the voices we elevate, and our ongoing reflection and growth.
Educators
We understand that our program is greatly enhanced through the guidance and expertise of our teachers and Education Coordinator. Teachers are educated in the field and maintain yearly professional development, bringing current practices into the classroom. As such, we want to ensure that they are fully supported and compensated appropriately.
Partnerships
Child’s Play is in partnership with many agencies to provide the best care and educational experience for children:
DHS - Department of Human Services is our licensing agency. We work closely with them to provide the best and safest care for our children.
DCYF - Department of Children, Youth & Families is Rhode Island’s Child Protective Services. We work alongside DCYF to ensure the safety and protection of our children.
DOHRI - Department of Health Rhode Island
BrightStars - Rhode Island’s Tiered Quality Rating and Improvement System (TQRIS)
NAEYC - National Association for the Education of Young Children, a national rating system for Early Child Education Centers.
RIELDS - Rhode Island Early Learning Development Standards
The School Day
General
The Toddler and Nursery school day is three hours in length with the possibility of a Lunch Bunch (extended day) for Nursery students. The Pre-K school day is 5.5 hours long with an option to attend Fridays if enough students are enrolled for this extra day.
Classrooms
There are three classrooms at Child’s Play: the Toddler Class, the Nursery Class and the Pre-K Class. Due to our co-op model we are able to maintain great adult:child ratios. Toddler Class has 3 adults to 10 children, Nursery has 3 adults to 15 children, and Preschool has 3 adults to 18 children.
Class sizes may be enlarged or reduced at any time, in compliance with DHS licensing requirements, at the discretion of the Education Team and/or the Executive Board of the school.
Bag/Tote
Each child will need a backpack or tote bag to transport school papers and projects home safely. Choose one that your child can open and close easily and is big enough to hold lunch, art projects and extra wintertime gear. Please label all materials clearly with your child's name.
Cubbies
Each child has a classroom cubby. Cubbies are used to store your child's belongings during school hours and to get information and projects home to you.
Clothing
Please supply at least one extra change of clothing (updated seasonally) contained in a big Ziploc bag or shoebox. If your child wears diapers or pull-ups, include a few of these.
Dress your child in weather-appropriate clothing suited for active play both indoors and out. We recommend comfortable, washable clothing that will hold up to paints, playdough, clay, etc.
Rubber-soled shoes are strongly recommended at all times. For your child's safety in climbing and running, we do not recommend sandals. Pack shoes or slippers in their bag if your child wears boots to school.
A raincoat with a hood is helpful on rainy days. Pack snow pants, hats and mittens if it is really cold and snowy. One under-dressed child may keep the whole group inside.
Arrival and Dismissal Procedures
Schedule
Drop-Off Pick-Up Lunch Bunch Pickup
Toddler 8:45-9:15 12:00-12:15 -
Nursery 8:45-9:15 12:00-12:15 1:45
Pre-K 8:30-9:00 2:30-2:40 -
Loading Zone
Child’s Play has a zoning variance allowing us to have a school here. The ordinance states, “According to resolution number 6079 adopted by the Zoning Boards of Review on 6-24-85, Child’s Play agrees that children attending school will be dropped off on Stimson Ave only.”
During drop-off and pick-up please:
Do not block our neighbors’ driveways
Turn your car completely off
Turn your hazard lights on
Pull up so that 3 vehicles can park in the loading zone
Park as close to the curb as possible to not block traffic
Do not exit your vehicle while double parked when waiting to move into loading zone
Find legal parking if you plan to spend more time at drop-off with your child
Please communicate this information to anyone dropping off or picking up your child.
Drop-Off
Pull up to the school loading zone, get out of the car, unbuckle and remove your child and sign your child in: use Brightwheel to scan the QR code on the fence.
Walk Toddler and Nursery students into the playground. Bring Pre-K students into the classroom, or have a staff member walk them in if available.
Pick-Up
Pull up to the school loading zone, get out of your car, and sign your child out: use Brightwheel to scan the QR code on the fence. You will be responsible for buckling your child into their carseat.
If someone other than a parent or guardian is picking up your child, that information must be communicated to a staff member in-person, over the phone, or through the Brightwheel app. Child release authorizations forms will be consulted to be sure that this person is authorized to pick up, and their picture ID will be checked at the time of pickup.
The School Year
-
For some children, enrolling in our program may be their first time leaving their primary caregivers and entering a new, more structured environment. We recognize that this can be a big change. To help support children with separation, here are some strategies we use to encourage a smooth transition.
-
Prior to the start of school, teachers send a welcome packet including resources about ways to help children say goodbye. Class Representatives schedule summer playground meet-ups as an opportunity for families to get to know others from their class.
A playground visit and a classroom visit—both with a family member—are scheduled before the first day of class. Here, children meet their teachers and classmates in the school setting.
Educators will ask for families to work on a page as part of a class album, featuring photos of their family, places they visit, and other information that’s special to them. This page is available to children in the classroom when they are missing their family, and is a great way for educators to connect with children and provide comfort.
-
Families and educators work together to make the home-to-school transition as smooth as possible. We find it best for there to be a quick, consistent routine for saying goodbye. For example: first, we walk onto the playground together, then greet your teachers, then hug and say goodbye.
As educators support children through separation, they are building a relationship of trust with your child. They do their best to get to know children individually, taking their lead. Some children prefer space while they are upset, some like extra hugs, and some like to immediately engage in an activity.
We realize that every child is different and some may need more support before their family member leaves. We ask that families and educators work together to find the best plan for the child, fostering open communication throughout the day about how children are doing. If a child is upset and having a hard time for a portion of the day, we may call their family to come early to make it a shorter day for the child as they acclimate to this new environment.
-
Prior to the beginning of school, a required orientation takes place for families. At this orientation, families are provided information to orient them to procedures and daily operations of the school (drop-off, pick-up, duty days). Additionally, families will be informed of DHS policies in regards but not limited to safety, child abuse and neglect, food preparation, cleaning, and general care.
-
The school calendar is emailed to families at the beginning of the school year and is available on our website. Child’s Play will be closed on most federal holidays. We also dedicate time each year for professional development. Child’s Play maintains the right to change the calendar at any time.
-
Child's Play follows the Providence Public Schools closures. If Providence Public Schools close, we will be closed. If Providence Public Schools delay, we will be closed. If there is a Providence Parking Ban in effect, we will be closed. The Admin Team also reserves the right to stay open or to close based on input from staff and other sources.
Families will be informed of a weather closure through Brightwheel and email.
Extracurriculars
Lunch Bunch
Lunch Bunch extends your Nursery child's day to 1:45pm on Monday, Wednesday, and/or Friday. You may sign your child up for one, two, or all three days. The Nursery teachers staff this program and students bring their own lunch. If space permits, we offer a Lunch Bunch drop-in option for a daily rate. Lunch Bunch is limited to 9 Nursery students.
Rest Period
Rest and Digest occurs directly after lunch for children attending Lunch Bunch. Children have time to sit or lie on a mat, provided by the school (sanitized after each use), for approximately 15 minutes to look at books or play quietly with a stuffed animal.
Extra Days
You may sign your Pre-K child up for Fridays as an extra day. If space permits, a drop-in rate is available. Five or more children must be signed up for this extra day to run.
Field Trips
Family permission must be obtained before any child may go on a field trip. A permission slip will be sent home for a caregiver to sign and must be returned to the teacher before the trip. Families will be notified in advance of all field trips so that those who do not wish to participate can make other arrangements for their child for that day. When attending a field trip, families should make other arrangements for siblings unless they are specifically invited.
Communication
Master Class List
Each family receives an all-school address and phone directory ("Master Class List") at the beginning of the school year which provides the contact information and co-op job for all current school year families. The Master Class List also contains our educators’ phone numbers and email addresses.
If any of your family information changes (address etc.) please inform Admissions@childsplayri.org and Coordinator@childsplayri.org so we have the most up-to-date information.
Brightwheel
The Brightwheel app provides a messaging option to reach out to educators to report an absence, share information, or ask questions. Keep in mind that any messages sent will be responded to during work hours.
Respect/Confidentiality
As parents work in their various co-op roles (board, committees, duty days), they may be involved in discussions or hear comments that should be kept confidential. Sharing confidential information with non-involved members of the co-op or anyone is not respectful of those issues, adults or children being discussed. As respect is a critical part of a supportive community, we ask that you be mindful of this and act accordingly.
School Phone
Our number is (401) 331-8443. Please call if you need to speak with a staff member or to let us know if your child is ill and won't be attending school. During the summer, an answering machine picks up and forwards all calls. If there is an emergency and you cannot reach anyone at school via the school phone, call the office of the Central Congregational Church at (401) 331-1960.
Other Communication Methods
Communication Directory: This guides families to the appropriate people to contact regarding their questions or concerns.
Materials Sent Home: Please be sure to check your child's tote bag or backpack each afternoon so you don't miss important notices sent home.
Class Representatives: Class Reps help keep you in touch with all school activities, field questions, and will be your representative to the Executive Board of the school.
Child's Play Email: The Co-Presidents and committee chairs may contact you via email regarding school events and general information. Each job/committee has a Child's Play-specific email address that they will use for school business and which must be checked regularly.
Meetings: As a member of the Child's Play cooperative, you will be attending meetings throughout the year pertaining to your committee's work and the general operation of the school.
School Surveys: Feedback is critical to our school improvement plan and completing each survey is considered one of your responsibilities as an active member of our parent cooperative. The results are shared at All-School Meetings and information is given to staff and jobs/committees to improve their work at school.
Child's Play Website: www.childsplayri.org houses general information about our school. This Handbook is available on the website as a reference for current and prospective families.
Bulletin Board: Located inside the school entrance. Please see the Education Coordinator if you’d like to post anything.
Nutrition Policy
Food Allergies and Dietary Specifications
Nut- and Peanut-Free School
Child’s Play is a nut- and peanut-free school. Do not bring in snacks, lunches or treats containing nuts; peanuts; peanut or other nut butter; or peanut or other nut oil. Be sure to read product labels carefully. If a product label states that it is processed in a facility that processes peanuts or tree nuts, it is not safe as a shared snack. When preparing snacks at home to share at school, be mindful of cross-contamination in your kitchen. Please give these instructions to any members of your duty list.
Allergies
If your child has a food allergy please alert your child's teacher and the Co-Presidents prior to the start of the school year via the Teacher Information Form on Brightwheel. Severe allergies may require a restricted snack list for a particular class, classroom, or the entire school.
Dietary Requests
Please discuss any other special dietary requests (vegetarian, religious, etc.) with your teacher prior to the start of the school year via the Teacher Information Form on Brightwheel. Together, you will create a plan that enables your child to follow their diet while at school. This might include reasonable accommodations to the snack routine such as sending the class a list of appropriate snacks or bringing your own snacks from home.
Food Preparation, Serving and Storage
Snacks provided by duty or snack families should follow our nutrition policy and our allergy guidelines when applicable. We keep a reserve of crackers, raisins, etc. to supplement if needed and provide bottled water throughout the day. Children staying for Lunch Bunch bring their own lunch from home. We do not prepare meals or serve hot lunches. We recommend that families provide a healthy lunch and package it using a thermos, ice packs, etc. to keep it hot/cold.
-
Be quick and easy for Duty Family and teachers to prepare (unless preparation of the snack is a special activity).
If it is juice, it must contain 100% fruit juice.
Be suitable if a classmate has specific allergies such as milk, eggs, etc. In these cases, families will suggest safe snacks for their children.
Contain whole grains whenever possible (i.e. whole wheat, oats, etc.).ription text goes here
-
Contain synthetic sweeteners (aspartame, saccharin or sorbitol)
Contain additives, preservatives or artificial colors
-
Excessive amounts of sugar (special occasions are an exception)
Cottonseed or tropical oils
Chocolate
-
Hot dogs, whole or sliced into rounds
Whole grapes
Nuts
Popcorn
Hard pretzels
Chunks of raw carrots or pieces of meat larger than can be swallowed whole
Educational Programming
Education Team
Employed by the co-op for their educational expertise in early childhood, the Education Team comprises the Education Coordinator, classroom educators, and any educational consultants. The Education Coordinator oversees the Education Team. We employ two teachers and two assistant teachers for the Toddler, Nursery and Pre-K classes. Duty Family members serve as additional educators in the room.
The Education Team works together to develop and maintain a high-quality program based upon the best early childhood practices as mandated by NAEYC, Bright Stars, RIELDS and licensing regulations. All staff participate in at least 20 hours of professional development per year. In addition, there are monthly staff meetings including one all-day in-service session.
Job Descriptions for Education Staff
Curriculum Overview
Educators play many roles: environment designer, nurturer, relationship coach, observer, facilitator, role model, co-play initiator, resource provider and planner. It is through these roles that the teacher delivers an effective, individualized curriculum.
Educators work within an emergent curriculum, relying on skilled observation. It is through observing the children at play, noticing the details of what and how they’re playing, that teachers begin to uncover the children’s thinking, intentions, and understandings or misunderstandings. This allows for individual and group experiences, enabling each child to grow and progress at their own pace. Program-wide strategies ensure that differentiated teaching is based on the assessment of each child’s developmental levels, individualized learning and interests.
The physical environment plays a considerable part in the development of curriculum. It is offered to children with great intention as an invitation for play.
The outdoor environment is a critical component and part of the child’s day. It is an extension of the classroom and is considered another environment for learning. We embrace the Norwegian saying, “There is no bad weather, only bad clothes!” Children learn through all circumstances. We try to be outside in all conditions, provided children are dressed appropriately and conditions are safe. This is an environment that encourages flexibility and spontaneity in their play.
Curriculum Planning
Educators meet weekly, for a minimum of 60 minutes, to discuss and plan for their classroom environments. This chart illustrates the cycle of inquiry for curriculum planning. Educators use many resources to create appropriate and meaningful learning experiences for children. Some of these resources include Creative Curriculum, the Rhode Island Early Learning Development Standards (RIELDS), and elements drawn from Montessori and Reggio Emilia. Domains in the RI Early Learning and Development Standards include development in the following areas: Physical Health and Motor, Social and Emotional, Language, Literacy, Cognitive, Mathematics, Science, Social Studies and Creative Arts.
Enrichment
On Wednesdays, October through May, Nursery and Pre-K students experience music time at Child’s Play. Music time is about appreciation and ownership. It’s about how music lifts, comforts, and empowers people every day. It’s about knowing that you don’t have to be a musician to make, listen to, and love music!
Creating a High-Quality Curriculum
We are accredited by the National Association for Educating Young Children (NAEYC) and create a high-quality curriculum through the use of their standards. This includes guidance in areas such as relationships, activities, teaching, scheduling, routines, and the physical environment.
The foundation for implementing these criteria is based on the concept of developmentally appropriate practice (DAP). This is the way in which educators are best guided to make decisions in the best interest of every child. NAEYC defines developmentally appropriate practice as, “methods that promote each child’s optimal development and learning through a strengths-based, play-based approach to joyful, engaged learning.” There are three core considerations that educators must implement in making decisions in the best interest of every child: commonality, individuality, and context.
In addition to these guidelines for best practices, we are committed to implementing the anti-bias curriculum, not just in the classroom, but throughout our early childhood programming as it best aligns with NAEYC and DAP for the children and families that are served within our program.
Child Assessment
Individual learning assessment goals are aligned with criteria from the NAEYC accreditation system and informed by the RIELDS, as well as the assessment goals from Creative Curriculum. Documenting observations of each child helps educators plan curriculum appropriate to them. Information collected in this process may identify the need for outside resources including, but not limited to, speech and language therapy, occupational therapy, or physical therapy.
The purpose of observation and documentation is as follows:
Identify children’s interests and needs
Deepen educator’s understanding about each child’s thinking and development
Help educators make informed decisions about individual children’s abilities and needs
Take each child’s work and feelings seriously, giving value to them
Help children to reflect on and make sense of their own experiences
Make learning visible to families and the community
Educators evaluate each child using the process of authentic assessment, ensuring that the tools and methods they use are appropriate. The tools are “developmentally appropriate, culturally and linguistically responsible, tied to children’s daily activities, supported by professional development, inclusive of families and connected to specific beneficial purposes.” In addition, our educators participate in ongoing professional development and consult professional journals, books and technology on the topic.
Families are an integral part of the assessment process, as they have expertise concerning the habits, abilities and interests of their child. They work with the educators to set goals for their child. They share information through completing forms about their child, having ongoing conversations, and participating in formal conferences.
Other Methods of Assessment
Child Outreach Screening is done once a year, usually within the first three months of school, for all eligible children 3-5 years old. It is provided by the Providence Public School Department. Early Intervention information is given to the families of our Toddler Class in the fall.
Educators at Child’s Play do not administer norm-referenced or standardized tests. However, they work with specialists who are trained to administer these tests when a child is referred for further evaluation. If a child is found to need further assessment/testing, educators will work with the family and the local school district or other specialist of the family’s choice. They provide guidance and support to the family throughout this process and meet with the family and specialist, as needed. If a child has an IEP/IFSP we will work to carry out the goals set forth in that document.
Assessment Plan
Gather information provided by family on Teacher Information Form
Formal/Informal conversations with families frequently throughout the year
Review previous year’s assessment
Overview assessment of new children
Collect information throughout the year on all children (observations, anecdotal records, portfolios of work, scribbling/drawing, art, block building, photographs, videos)
Use a variety of techniques and forms
Family “conversations” (conferences) twice a year (more if requested/needed)
Health and Safety
Illness Policy
Exclusion from School
No child who arrives noticeably ill, with a rash, or fever over 100.4ºF shall be admitted for that day. Should a child become ill during the day, their family/caregivers will be notified immediately and the child will be kept separate from the other children. If the illness warrants exclusion from school, policy dictates that pick-up be within one hour of notification. In the event we cannot reach a parent/caregiver, we will reach out to other emergency contacts provided by the family.
Conditions that require exclusion from school include, but are not limited to:
Temperature of 100.4ºF or above
Diarrhea: two or more loose, uncontained bowel movements
Vomiting
Purulent conjunctivitis: pink or red eye with white or yellow eye drainage
Cough: frequent and/or productive (unless previously diagnosed with doctor’s note)
Rash when accompanied by fever or behavior change; until a physician determines that the symptoms do not indicate a communicable disease
Sore throat when accompanied by fever or complaints of pain
Child is lethargic, is not acting themselves and does not seem well
Exclusion from school directed by a physician
Requirements for Returning to School
At any time, Child’s Play may request testing or a doctor’s note for return to school.
Fever, diarrhea, and vomiting require children to be symptom-free (without medication) for at least 24 hours before returning to school. Factors which affect the ability to return to school include type and severity of illness/symptoms and may require a test and/or doctor’s note. Please contact the Education Coordinator for specific information. Administrators will consult with our medical consultant as needed.
Hand Washing Policy
Staff assist children with proper hand washing as needed to successfully complete the task. Signs are posted at each sink showing the proper hand-washing procedure.
Children and adults wash their hands:
when they arrive at school
when coming in from the playground
after using the toilet
after handling body fluids
before and after meals and snacks
before preparing/serving food
before and after sensory activities
after handling pets or other animals
Additionally, adults also wash their hands:
after diapering or helping a child with toileting
before and after administering medications
after handling garbage or cleaning
Toilet Learning
We do not require children to be toilet trained in order to enroll in any of our programs. We partner with families individually to develop a plan for the child’s self-care process.
Medication Storage
Medication, with the exclusion of rescue medication, must be stored in a locked container. Rescue medications are not to be locked up, and must be readily available for teachers/staff to access while remaining out of reach of children.
Diapering Policy
Disposable diapers are to be provided by the family. Teachers and classroom staff check in hourly and after rest time with students wearing diapers to assess if they need changing. Diapering will be done in the bathroom for students who can be changed standing up, and on the changing table for students who need to lie down. Surfaces in the diapering area will be kept clean and are not used for other purposes. Diapering procedures are posted in the bathroom as well as cleaning/disinfecting guidelines.
If a child uses cloth diapers, the family must provide a non-permeable material (wet bag) for use while the child is in attendance. We are not allowed to rinse or empty cloth diapers, so the container or wet bag will be provided to the caregiver at pick up.
Child Care Medical Consultant
Our program has a medical consultant who is a licensed physician, physician’s assistant, nurse practitioner, or other approved health consultant who is a licensed health professional with education and experience in child and community health who is readily available to us to provide consultation services while children are in care. This consultant is typically a parent in the co-op who agrees to provide services, when needed.
Children’s Health Records
Each child is required by the Rhode Island Department of Health to have an annual physical exam and health record on file, to include up-to-date immunizations signed by a child’s primary care provider. This includes information regarding any condition or limitation that may affect the child’s general health or participation in the program.
Immunizations
The immunization form is distributed to all families during the registration/enrollment period prior to the start of the school year. These forms must be completed and returned to Child's Play before the start of the school year and are updated throughout the year to reflect the most up-to-date information.
Requirements for students entering licensed DHS center-based and in-home childcare facilities:
4 doses of DTap vaccine
1 dose of MMR
1 dose of yearly Flu
4 doses of Pneumococcal Conjugate vaccine
2 doses of Hepatitis A vaccine
3 doses of Hepatitis B vaccine
3 doses of Hib
3 doses of Polio vaccine
2 doses of Rotavirus vaccine
1 dose of Varicella
Exemptions, Exclusions and Waiting Periods
Students can be exempted from required immunizations for either religious or medical reasons. A copy of both forms can be obtained from our Administrative Assistant, admin@childsplayri.org, or found on the DOHRI website, and must be completed by a licensed practitioner.
The Administrative Assistant will maintain a list of all children who are exempt from vaccination.
If an outbreak of vaccine-preventable disease should occur, the exempt student will be excluded from school for a period of time as determined by the Medical Advisor, to assure that the exempt child is not at risk. If your child cannot attend school due to an outbreak of the illness you are still financially responsible for tuition.
In the event a child contracts a communicable disease and exposes the other children, notice of such exposure will be provided to families.
Administration of Medication
Non-prescription medication will not be administered by a staff member (ibuprofen, acetaminophen etc.). We ask, when possible, that medication be administered before or after school. In the event that medication needs to be administered during school hours we require that:
The first dose of medication must be administered by the parent/guardian.
Any prescription medication to be administered by a staff member must be labeled, in its original container. The label is to contain the child's name, physician's name, pharmacist, medication, dosage, frequency, starting date and expiration date, if applicable. This information is checked when receiving the medication from the parent. An Individual Child's Record of Medication Given form is signed by the parent/guardian authorizing its administration.
Parent is to verbally instruct teacher on the administration of the medication
A schedule of medications is posted on the teacher's closet door. A staff member shall triple check the label before administering the medication: once before opening, once after opening and once after closing the container.
After the medication has been given, the Individual Child's Record of Medication Given shall be filed with the child's health record.
Rescue Medications
Children with known serious allergies or medical conditions that require the use of rescue medication must have written documentation from a licensed health provider and written guidelines as to how to care for that child. This documentation must be completed before the child can attend the program. In addition to this documentation, rescue medication must be on-site with the child at all times.
Cleaning/Maintenance of Building
The facility is maintained and cleaned according to DHS licensing and NAEYC guidelines. Daily maintenance is done by staff and families. Bathrooms are cleaned and sanitized daily and floors are vacuumed/swept as part of duty day requirements. Tables are cleaned with a non-toxic cleaner and disinfected with a daily-prepared bleach solution before serving food and as needed throughout the day. Toys and materials are kept clean as required by DHS licensing and NAEYC standards.
All cleaning materials are used with caution around children and kept out of the reach of children. A cleaning service does heavy duty cleaning weekly.
Environmental Hazard Reduction Procedures
All precautions are taken to protect children from environmental hazards, and use of hazardous products, including pesticides, is not allowed when children are present. An air purifier runs in the classrooms during school hours. Integrated Pest Management is provided by a third party secured by the Central Congregational Church.
When renovations are done to the building, the rooms will be adequately ventilated before use by children. Child's Play complies with all regulations and inspections regarding lead, radon, fire code, etc. Any chipping paint is promptly remedied.
Incidents & Accidents
If your child is involved in an incident (behavioral, conflicts etc.) or accident (resulting in the administering of first aid attention) this will be communicated by phone, at pick-up or through Brightwheel. The child’s caregiver will be asked to sign an incident form at pick-up.
Emergencies
Fire and Other Building Emergencies
Child's Play conforms to all fire regulations as designated by the State Fire Marshal. A fire evacuation plan is drawn and posted in each classroom. The 911 emergency number and exact address of the building are posted by the telephone. The fire alarm system, emergency power pack lights and fire extinguishers are checked yearly for proper function. All staff members know how to use the fire extinguishers.
In the event of fire or other building emergency, the building shall be immediately evacuated. The staff will remain with the children to see them safely to the designated emergency area.
A staff member or duty parent will notify families as soon as safely possible.
Our off-site evacuation area is the Wheeler School gym, at the corner of Angell and Brook Streets. Staff and students would gain access to the gym through Wheeler's main entrance at 216 Hope Street. If possible, a staff member should contact Gary Esposito at the school before coming over at 421-8100 or check in at the main desk (usually staffed by JoAnn Donahue) and ask for him.
There is an exit from the gym onto Brook Street (about 100 feet from the intersection at Angell Street) where the children can be picked up. The process would work in the same manner as pick-up at Child's Play.
Fire Drills
Fire drills are held monthly to familiarize the children with the evacuation procedures as required by our licensing agencies. Each classroom has two evacuation routes (primary and alternate) and a designated spot outside the building to gather and await permission to return to the classroom.
National Emergencies
The Co-Presidents and Education Coordinator will decide whether to dismiss school or maintain a regular dismissal time.
Families should call the school if they can't pick up their child and need to give pick up instructions. Otherwise, families are asked to wait for telephone, text, or email updates. Of course, they can pick up their child at any time.
In the case of a national emergency, Child's Play will follow all government instructions including a complete building lock down. Families should not come to school for their children until the government declares an all-clear.
Sheltering In
In the event that Child’s Play is ordered by authorities to shelter in place, the teachers would use their judgment to choose a sheltering location within the building. If the classrooms are not appropriate for sheltering, the Fireplace Room and basement of the Church are also options.
Child's Play maintains emergency supplies in case students and staff are detained at school. Supplies include water, food, paper goods, hygiene supplies, first aid supplies, blankets, pillows, flashlights, lanterns, radio, extra batteries and toys.
Power Failure
Two flashlights in working order are kept in an accessible place. Power pack emergency lights are installed to light each exit.
Loss of Heat
If the heating system is not functioning properly and the temperature drops below 65º, the Education Coordinator notifies DHS and they will give further instructions. The school cannot operate without hot water for hand washing.
Missing Person
Should a child go missing, staff shall search the immediate Child's Play area and grounds completely. If the child is still not found, the police and family shall be notified while staff begins searching the immediate surrounding area. DHS will be notified and the DCYF child abuse hotline must be contacted: 800-742-4453.
Safety, Security & Supervision
Supervision Policy
The children are under direct adult supervision at all times using active supervision. The teaching staff supervise the Toddler class by sight and sound at all times. Supervision for short intervals by sound is permissible for Nursery and Pre-K classes, as long as teachers frequently check on children who are out of sight.
Child-staff ratios are always in compliance with licensing regulations and NAEYC and Brightstars standards. These standards are:
The play yard is fenced, and no child is allowed outside to play unless there is a staff member or other adult present.
Any time the children leave the building as a group they are accompanied by the staff and possibly additional adults.
Children are escorted to and from their vehicle by an adult.
Field Trip Transportation
While transporting children on a field trip, each child is securely buckled into a child safety device appropriate to his/her age and weight. Drivers are provided appropriate directions to the destination and a phone number to call if there's a problem. Families transporting children other than their own on field trips must have liability insurance and there should be two caregivers in the car, with the exception of short local trips, when available.
Playground Rules and Supervision
-
No child is allowed outside or in the playground without an adult.
An adult must accompany children when going to the bathroom or into the building for any reason.
Caregivers who are taking the child home must tell the teacher or assistant teacher when a child is leaving.
Gates must be closed at all times.
PLEASE KEEP THE PATHWAY CLEAR AT ALL TIMES. If you need to, please wait along the fence parallel to the street or in your car.
Staff and duty family are there to supervise all areas of the playground and assist as needed—especially the monkey bars, slides, and climbing ladder. Adults should be zoned appropriately around the playground for safety.
Children in the playground are the responsibility of the staff until formal dismissal time. If you'd like to stay longer with your child you must come into the playground.
Children should not run or play on the sidewalk, in nearby driveways, on neighbors' lawns, etc. This creates a dangerous situation and is disrespectful to our neighbors.
-
General
Play and run in a safe manner, always being considerate of others
No climbing on/over fences, trash bins, windowsills, fire stairs, etc.
Slides
Wait your turn and give the person ahead lots of room
Children may slide down feet first or head first as long as they put their hands out
Slides may be used for climbing up or sliding down
Climbing Apparatus / Climbing Ladder
Only one person at a time
Use both hands
Monkey Bars / Overhead Bars
Adult supervision is required
Only one person at a time
Everybody starts at the same end and goes in the same direction
Drop down with knees bent; try to land on both feet
No children under the monkey bars while they are in use
Child Protection Protocols
Safe Release of Children
Families are required to list all adults who are authorized to pick up their child. If somebody not on this list must pick up your child, this should be communicated in advance to a staff member in person, over the phone, or through the Brightwheel app. If prior arrangements are not made, staff is required to contact family or emergency contacts for approval in order to release the child.
Picture identification will be checked for anyone unfamiliar. If approval or confirmation of identification is not made staff will be unable to release the child.
Court and Restraining Orders
If a custody agreement exists, families are required to provide a copy of the files to be kept at the center.
If the family designates a person or persons that the child(ren) are not allowed to be released to, they must let the Education Coordinator know, in writing, before the start of the school year or immediately once applicable.
Confidentiality for Children and Families
Family information is treated with the strictest confidentiality and follows all state licensing and national requirements. We keep two kinds of records on the children: educational records and personal records.
The student’s records are open only to their teachers, the child's parent or legal guardian, the Education Coordinator, the Co-Presidents, an authorized employee of the licensing agency and other authorities, or as deemed necessary by the Education Team. Staff will only discuss personal family information with necessary agencies and people when it is necessary to support the child’s needs.
Staff personnel records are open only to that staff member, the Education Coordinator, the Co-Presidents, or an authorized employee of the licensing agency or other authorities (Health Department, NAEYC assessors, etc.).
All personal student and staff records are kept in a locked file cabinet at school. Assessment records are kept in the classroom files. No information will be given to outside resources, programs, etc., without written consent from a parent.
As a member in the co-op, families may have access to or overhear confidential information about our students. All adults in the co-op must keep all information about our students and their families confidential. It is especially important not to discuss children or their behavior in front of children, or with any other adults. If you have a concern, please speak to the teacher or Education Coordinator privately.
Cases of Abuse and/or Neglect
Our Commitment
The safety and wellbeing of children is our highest priority. We are committed to protecting children, families, and staff by responding promptly, legally, and fairly to any allegation of abuse or neglect.
Who This Policy Applies To
This policy applies to:
All employees, substitutes, volunteers, students, and contractors
All children enrolled in the program
Definitions
Child Abuse - The non-accidental commision of any act by a caretaker that causes or creates a substantial risk of harm to a child’s physical and emotional well-being including sexual abuse
Child Neglect - The failure by a caretaker, either deliberately or through negligence, to take those actions necessary to provide a child with minimally adequate food, safety, clothing, shelter, medical care, supervision, or other essential care
Reasonable Cause - When after examining all the facts in a particular situation, most people with similar training and experience would also suspect abuse and/or neglect.
Mandated Reporter Responsibilities
All staff are mandated reporters under Rhode Island law. You must report any suspicion of child abuse or neglect:
Whether it occurs at the program or elsewhere
Even if you are unsure or lack proof
Reports must be made within 24 hours to:
DCYF Child Protective Services Hotline: 1-800-RI-CHILD (1-800-742-4453)
You do not need permission from a supervisor to make a report. Failure to report may result in disciplinary action and legal consequences.
If an Allegation Involves a Staff Member
If a staff member is accused of abuse or neglect:
Immediate Actions
The child’s safety will be secured immediately.
The Supervisor/Administrator will be notified.
A report will be made to DCYF CPS within 24 hours.
If the incident occurred in the program, DHS Child Care Licensing will also be notified.
Protective Measures During an Investigation
To protect everyone involved, the program may take temporary steps such as:
Removing the staff member from direct contact with children in the program
Reassigning duties
Placing the staff member on administrative leave
Increasing supervision
These actions are precautionary only and do not mean guilt.
Protection of Children
Children will not be supervised by the staff member under investigation.
Ratios and supervision requirements will always be maintained.
Emotional support will be provided to children as needed.
Protection of Accused Person
Staff members involved in an allegation have the right to:
Fair and respectful treatment
Confidentiality
Information about the process (unless restricted by authorities)
Support services if needed
Retaliation against anyone who reports concerns in good faith is strictly prohibited.
Protection for Other Staff and Witnesses
Staff who provide information or cooperate with an investigation will be treated with respect and confidentiality.
Information will only be shared on a need-to-know basis.
Supervisors will monitor the workplace to prevent gossip, pressure, or intimidation.
Support will be offered if staff experience stress or emotional impact related to the situation.
Confidentiality
All information related to allegations or investigations is confidential.
Staff must not discuss allegations with coworkers, families, or others.
Breaches of confidentiality may result in disciplinary action.
Cooperation with Authorities
The program will fully cooperate with:
DCYF Child Protective Services
DCYF Licensing
Law enforcement or other authorities
Staff are expected to cooperate as required.
Documentation
The program will keep secure, accurate records of:
Allegations
Reports made
Actions taken
Outcomes
Training
All staff receive training on:
Recognizing signs of abuse and neglect
Mandated reporting requirements in Rhode Island
Program policies and child protection procedures
Acknowledgment
All staff are required to:
Read and understand this policy
Follow all reporting and confidentiality requirements
Sign an acknowledgment of receipt annually
The Cooperative Structure
As members of the Child’s Play community, families have three major responsibilities: co-op jobs, Duty/teacher substitute days, and attendance at All-School Meetings. These tasks may be completed by one parent or the responsibilities may be divided. Each family decides how these responsibilities will be implemented. Within the co-op, every family is needed to fully participate in the school in order for our children to have the highest quality experience. In order to ensure this, every family is required to sign the Parent Awareness Checklist as part of the enrollment process.
The structure of the co-op has two major components: the educational and the administrative bodies. Components of these are interdependent and instrumental in meeting the organizational mission.
The administrative bodies within the co-op provide the structure and policies that set the foundation for the educational program. Other members of the administrative bodies are community members who are voted in by the all-school community.
Decision-Making Bodies
The decision-making bodies of the school are as follows: Executive Board, all-school, Educational Team, and Administrative Team. The Board is made up of family members who hold leadership roles within the school, as well as educators who are employees of the school. The Decision Making Chart provides an overview of these administrative bodies and their responsibilities.
The Executive Board
The Executive Board is the governing body and delegator of school mission, responsibilities and policies that relate to the administrative duties. The Board is composed of the education coordinator, teachers, and the following co-op job holders: the two Co-Presidents, the VP of Admissions, Long Range Planning Committee Chair, Secretary, Treasurer, Diversity & Inclusion Chair, Fundraising Committee Chair, and the three Class Representatives.
Family members are voted into their positions by the all-school community. Each position on the Board is a voting member, co-chair positions have one vote. Board members may be involved in confidential matters of the school. Discretion around these issues should always be used.
Executive Board Meetings
The Executive Board meets approximately once a month. Agendas for these meetings are posted approximately one week in advance. All families are welcome to attend Board Meetings. If a family has a request for the Board, they must submit their proposal/request two weeks prior to the scheduled Board Meeting. For families that do wish to attend (either as an audience or for proposal review) part of the Board Meeting may be closed for voting and further discussion by Board members. Regardless of attendance, only Board members may vote.
All-School Community
All-School Meeting Schedule & Structure
The entire school meets formally five times a year. All-School Meetings are held to give everyone a broad look at the school and its direction, and often, to vote on important school-related issues. The last meeting of the year is our Annual Meeting, at which we vote on a proposed slate of officers for the following school year. Your school calendar has the dates of these meetings so you can plan well in advance to attend.
Either before or after the All-School Meetings, the families break out into classroom meetings with the teachers, as necessary.
All-School Meeting Attendance
Families are expected to attend all five All-School Meetings, however, you are allowed one excused absence during the school year. If you cannot attend a meeting, you must notify your Class Rep or a Co-President. As written in the “Parent Awareness Checklist” if you miss a second meeting, you will be assessed a fine of $50 or 1 hour of co-op work in the school. Missing three meetings will result in a fine of $100 or 2 hours of co-op work in the school. Three of more missed meetings will also result in a Board discussion regarding the family continuance in the co-op.
All-School Decision-Making
Authority for decision-making is given to the all-school community on fundamental matters of the school. Each family gets one vote. Examples of fundamental matters may include:
Decision-making structure of the school
Co-op job responsibilities of families
Personnel structure (how many teachers, whether they have assistants, broad tuition policy)
Tuition (raising tuition vs admitting more students, no-refund policy for withdrawing students, etc.)
Salaries
The all-school community can turn fundamental matters back to the Executive Board if this is determined at an all-school community meeting in which notice for the meeting was given and in which discussion about the matter occurred. It may also be decided to send an issue to a committee (standing or ad hoc) for further study. Members of the co-op are encouraged to fully participate in the development of policy. There should be various ways that members may be involved in this.
Please see our by-laws which state the organization's requirements around voting:
The Educational Team
The Educational Team is composed of the educators and the Education Coordinator. They develop and articulate the education component for the co-op and carry out, with families, the work of delivering a high-quality early childhood program in the classrooms. Teachers and the Education Coordinator act as voting members of the co-op Board.
Per Child’s Play policy “The Education Coordinator, with input and recommendations from the Executive Board, has the ultimate responsibility for the educational program—including curriculum and classroom design.” The Education Coordinator is responsible for ensuring that all professional requirements from the RI Department of Human Services (DHS) Licensing, National Association for the Education of Young Children (NAEYC) accreditation standards, and the standards from Rhode Island’s quality rating system, BrightStars, are met.
The Administrative Team
The Administrative Team is composed of the Education Coordinator, the Administrative Assistant, and the Co-Presidents. Its role is to facilitate the administrative work of the co-op and to serve as its official administrative representatives. The team sets the agenda for Board Meetings and All-School Meetings. Co-op members can request to have an item placed on either agenda prior to it going out. The Administrative Team has the authority to decide the most appropriate place to take the agenda item (Administrative Team, standing committee, new committee, Board, or all-school).
Most policy decisions go to the Board for a vote prior to a vote at an All-School Meeting. The Administrative Team will use utmost discretion in matters of family/staff confidentiality in deciding the most appropriate way in which to deal with issues. Confidentiality must always be balanced by the possible need for democratically authorized decisions. In the interim between Board Meetings the Administrative Team, in conjunction with educators and other relevant co-op members, is given the authority to make decisions regarding the co-op.
Jobs
Each committee or job has a mission to accomplish and is responsible for carrying out the duties linked to its mission. In addition to the standing committees, an ad hoc committee may be established to complete the work of the co-op. The Administrative Team and/or Board designate ad hoc committees. The function and authority of these committees is determined by the Board.
Committee charters outline committee and job responsibilities. These charters are available below:
Committee Structure
Each committee consists of a committee chair and any number of committee members who may be family members or educators. The Co-Presidents are ex-officio members of all committees. Members of the Administrative Team who participate on a committee serve as consultants, not as working members.
Job Selection
Upon enrollment, families are provided with job descriptions and asked to select several choices in which they are interested. When possible, families may be given the jobs requested. At other times, jobs may be filled based upon specific job expertise and/or needs of the co-op. Selection of job positions is the responsibility of the Administrative Team with input from the Board and other co-op members.
Members of the Administrative Team support those in job positions throughout the school year. These co-op members serve in a consultative position to a number of committees.
At the end of each school year the charters are reviewed to ensure all information is accurate. Things may be deleted or added as needs evolve.
Job Transitions
Jobs in the co-op are often held by different people from year to year. When a transition occurs, a plan helps the new person in a role to understand their job responsibilities. Using the job/committee charter, the current person in the position provides an overview of the job expectations. For continuity purposes a current Co-President, a future Co-President, and the Education Coordinator attend. At each committee’s first meeting, chairs go over their committee’s charter to outline its responsibilities.
Additional meetings may be held over the summer or early fall. Class Representatives always meet during the summer.
Board orientation has two parts. At the end of the school year there is a transition Board meeting including members of the current Board and members of the Board for the upcoming year. A brief overview of the Board’s responsibilities is given at this meeting. The new Board members also get to see how the Board operates. At the first Board meeting of the new school year a comprehensive overview of the Board’s responsibilities is given.
Expense Reimbursements
If you incur expenses while fulfilling your family job role, email a receipt and brief description of the purchase to treasurer@childsplayri.org, admin@childsplayri.org and coordinator@childsplayri.org to receive reimbursement via check. All expenses over $100.00 must be approved by the Co-Presidents or Education Coordinator prior to purchase. The sales tax exempt number should be used when purchasing. This can be obtained from the Co-Presidents or Education Coordinator.
Admissions
Age Requirements
For the Toddler class, children must be 2 years old on or by September 1st of the year in which they are enrolled. For the Nursery class, children must be 3 years old on or by September 1st of the year in which they are enrolled. For the Pre-K class, children must be 4 years old on or by January 1st of the school year which they would attend.
The Education Team may determine if a child currently enrolled in Child's Play should be placed in a class not appropriate for their age for educational reasons and/or otherwise determined by an Individual Education Plan (IEP) or Individualized Family Service Plan (IFSP).
Applications
Applications are available online and must be submitted with a non-refundable application fee. Families must then attend a formal tour with the Tour Coordinator. Families who submit their applications by February 1st will be eligible for our random lottery drawing. All new and alumni applicants who do not submit their application by February 1st will be added to the waitlist in the order that they were received.
The application fee will be waived for families opting to reapply their child for the school year immediately following a year in which they had been placed on a waitlist.
Upon notification of your child's acceptance to Child's Play, a deposit is required to reserve your child's place. This deposit is non-refundable, but is otherwise applied towards tuition.
Enrollment Process
-
Priority is given first to children currently enrolled at Child's Play, then to their siblings, and next to alumni families. Alumni families are those that have been away from Child's Play for at least one year, and include parents who attended Child’s Play when they were children. After these slots are filled, there are typically several openings remaining in each class that are filled with new families.
-
When there are more new applicants than available openings, Child's Play conducts a lottery. Once families have submitted application materials and have toured the school, their names will be put in the lottery. The lottery takes place around March 1st and is used to determine the order in which admissions offers are made. Once it has been executed, families will be notified in the order determined by the lottery until all available slots are filled.
-
Families will be allowed a maximum of three days to accept an admissions offer and one week to submit all registration papers and deposit. If they do not meet their deadline, their offer will be withdrawn and the next family on the list will be contacted. Families who wish to withdraw their application are encouraged to contact the VP of Admissions to be removed from consideration. Families who wish to know where they have fallen in the admissions order may contact the VP of Admissions.
As part of the admissions process, each new and alumni family member who plans to perform duty/sub days (one parent at minimum) must complete background checks and other clearances as listed in the Required Clearances section of the handbook.
-
For new families applying on behalf of multiple children, admission of one sibling does not guarantee admission of the other. Should one child be admitted through the lottery but not their sibling, the sibling would be placed first on the waitlist. If there is more than one sibling to be placed on the waitlist for a particular class, a sibling lottery will be done in order to assign them a position on this waitlist.
-
The admissions procedure for a child entering Child's Play within the school year is as follows:
Family applies, or VP of Admissions notifies a family on the waitlist of an opening
Family is allowed a maximum of three days to accept an admissions offer and one week to submit all registration papers and deposit.
Family and teachers make a transition plan to best serve the child and family as they transition into the classroom and school community.
Tuition
Payment Collection
Payments are made to the Administrative Assistant through our Brightwheel system on the first of every month in the billing plan. Families have the option to automate their billing or pay manually.
A grace period of 10 days is granted. However, if your payment is not received by the tenth of the month, you will be assessed a $15.00 late fee, which should be included with that month's payment. NO EXCEPTIONS WILL BE MADE TO THIS POLICY. If payment is not received by the due date or grace period date, the Administrative Assistant will contact you regarding collection and a late fee is automatically invoiced.
If a tuition payment is returned to Child's Play due to insufficient funds, you will be responsible for all assessed bank fees. If it is necessary to place any overdue balance on an account for collection, families agree to pay the cost of collection and/or attorney's fees. NO EXCEPTIONS WILL BE MADE TO THIS POLICY.
Payment Schedule
Typical Schedule
A non-refundable registration deposit of 10% (one month's tuition) is due upon acceptance to the school to hold your child's place. This deposit is used towards your 10 payments unless you withdraw your child.
Payment Plans for Admittance Outside of the Enrollment Period
Tuition plan options may be adjusted for those families that are offered acceptance into Child’s Play later than the month of the admissions lottery. All families must pay their deposit of one month’s tuition within one week of acceptance to the school. All payments must be completed within ten months or by May 1st, whichever comes first.
Late Admittance: Monthly Payments
For late admittance families that opt to pay monthly, the initial tuition payment is due on the first day of the month after acceptance. Final payment is due in nine months or May 1st of the school year, whichever comes first.
Example A:
A family accepts a spot in May and wants to pay monthly. One month’s deposit is paid in May within one week of acceptance. They then pay nine more monthly payments (June, July, August, September, October, November, December, January, February). Their payments are complete before the May 1st deadline.
Example B:
A family enrolls and begins attending in September and wants to pay monthly. If this family pays their deposit in September, then from October onwards pays nine more monthly installments of tuition, they would finish paying in June. This would fall after the deadline of finishing all payments by May 1st, so they would need to pay on an accelerated schedule. Deposit and tuition amounts would be adjusted accordingly, dividing the annual tuition by eight instead of ten.
Example C:
A family enrolls and begins attending in December and wants to pay monthly. With this late admittance their child would not be attending all ten months at Child’s Play, so their payments would be adjusted for only seven months of tuition. To complete their payments by the May 1st deadline, they would need to pay in five installments (December deposit, January, February, March, April).
Late Admittance: Semi-Annual Payments
For families that opt to pay semi-annually, the initial payment installment is due within 30 days of acceptance, and the remaining balance by March 1st of the school year.
Late Admittance: Yearly Sum Payment
For families that opt to pay tuition in a yearly sum, payment is due within 30 days of acceptance.
Tuition is determined annually. The Executive Board makes a recommendation by a vote on a proposal for the all-school community. Then the all-school community votes, determining the tuition for the following school year.
Our tuition is based upon a ten-month school year. The monthly tuition rate is determined by dividing the total tuition rate for the year by ten months and rounding to the nearest dollar. All tuition payments are invoiced through Brightwheel.
Tuition is paid monthly starting with a deposit in March and consecutive payments through December of the attended school year. Families who are chronically late with tuition will jeopardize their child's position in the school.
Withdrawal
Procedure
In the case of a withdrawal, the following procedure will be followed:
The family withdrawing will notify the VP of Admissions of the withdrawal date immediately.
VP of Admissions and the Administrative Assistant will determine whether the family is entitled to any tuition refund in accordance with the Withdrawal Policy.
The Co-Presidents will confirm the refund amount and a check will be issued at the time determined in our tuition policy.
VP of Admissions will exhaust the waitlist, starting with any current family siblings, then alumni, then new students by date of application. Vacancies that occur after March 1st will not be filled. Exception requests will go to the Executive Board.
Tuition Reimbursement Policy
Typical Schedule
If you withdraw your child from Child’s Play after you have started tuition payments, you are entitled to a partial tuition reimbursement only if Child’s Play is able to fill the vacancy that your family left. In this case, your family will be reimbursed tuition paid minus two month’s tuition (this includes the non-refundable registration deposit of one month’s tuition and an additional administrative fee of one month’s tuition). Tuition reimbursements for families in this circumstance will be made on December 1st.
If Child’s Play cannot fill the vacancy, or if your child is withdrawn after March 1st, you will not receive any reimbursement and will continue to owe all remaining payments per your tuition agreement.
Example
If you notify the school on July 10th that your child will not be attending, you would have been responsible for five months of tuition payments: the first tuition payment as registration deposit plus four months of tuition from April to July. If Child’s Play is able to fill the vacancy that your family left, you will be entitled to a refund of three months of tuition payments (the five months paid minus one month’s registration deposit and one month’s administrative fee).
Exceptions
The withdrawal policy applies to all members of the Child’s Play cooperative regardless of when you notify the school of withdrawal or the reasons for withdrawing. Unfortunately, we cannot grant exceptions for situations such as when a family is transferred out-of-state or chooses to transfer to another school. Exceptions may be granted on a case-by-case basis, however, for withdrawal reasons such as severe illness. If you are faced with such a situation, please contact the Co-Presidents as soon as possible.
Other Reimbursement Scenarios
Holidays, School Cancellation, Weather & Related Closings
Child's Play may be closed for emergency conditions (weather related, unexpected facility emergencies, or DOH/DHS mandated closures due to COVID-19 or other health risks), however, full tuition will be collected unless closure exceeds a month, at which time the Executive Board will determine if refunds will be issued. Families will be notified via Brightwheel and email for all emergency closings.
Absence Due to Illness
Tuition will not be reimbursed due to illness or absence unless otherwise determined by the Executive Board. If you have signed up for extracurriculars (Lunch Bunch, Extra Days) and space has been determined, you may make up a missed day. This must be approved by the classroom teacher and Education Coordinator.
Extracurricular Enrollment and Billing
Secure Your Spot Plan
At enrollment in March, families can ‘secure a spot’ for extracurriculars on their desired days for the school year. This will require a one-month non-refundable payment (equal to one month of their chosen Extra Days/Lunch Bunches). Billing will commence at the beginning of the school year and be due at the beginning of each month. Any changes between March and December will incur a $45 fee. You will have the opportunity to make changes in December for the Spring Semester, if needed. This is the best option for those who know they want to have care on certain days/times and are willing to commit far ahead of time.
By Semester Plan
(Fall = September through December, total 4 months. Spring = January through May, total 5 months). We will have two open enrollment periods (August 1-15 and December 1-15) when families can sign up for Extra Days/Lunch Bunch. Families will then be ‘locked in’ to those days through the semester. Any changes to the schedule made outside of the enrollment periods will incur a $45 fee. Billing will commence at the beginning of the school year and be due at the beginning of each month. This is a good option for those not ready to commit in March, but who desire the stability of a permanent spot once the school year begins.
Drop-In Plan
If a family does not wish to commit to the ‘secure your spot’ plan or the ‘by semester’ plan, and as long as there are available spots, they can sign up as needed through the drop-in form provided by admissions. These will be billed monthly in the month following the services received. This is a good option for those who would like occasional extracurriculars.
Extracurricular Billing Details
Both the ‘Secure Your Spot’ plan and ‘By Semester’ plan will be billed at the monthly rate, which is a slight discount from dropping in. These payments will occur throughout the school year, with the last payment occurring in May. In December, changes will be allowed for all families. Those who have been enrolled permanently during the Fall semester will remain in their extracurricular schedule in the Spring or may make changes as spots allow.
School Policies
Community Norms
Our community norms are central to how our community chooses to communicate with one another, collaborating in partnership to build a truly cooperative community. These are a working set of standards used for meetings, gatherings, and committee work.
Meetings start on time and are completed in a timely manner
Respect differences in opinions and experiences
When appropriate, challenge or respond to statements with questions
Focus on the ideas and avoid making things personal
Share your views and experiences; give others room to do the same
Be understanding and flexible regarding school procedures and expectations
Commitment to Diversity
As families work and play together they share information about who they are, what values they hold, and what’s important to them. Over time, everyone becomes aware of their similarities and differences. It has long been said that work around diversity and equity is a journey. As adults, we are all on various stages of that journey and we bring different perspectives, definitions, and expectations. It is our goal within the community to embrace and respect all.
Holidays
At Child’s Play, we want to focus on how families in our community choose to celebrate—or not celebrate—specific holidays, as well as create school-made holidays that are inclusive to our families (“Honoring our Families Day” rather than Mother’s or Father’s Day).
We recognize that holidays are not universal. They are one small way to explore diversity in an anti-bias curriculum. There is a difference between learning about something and celebrating it: one can participate in an activity to learn about a holiday while not celebrating it. We aim to present information in a clear, matter-of-fact manner appropriate to the children’s level of development.
The goal of holidays in our curriculum is to teach children about what a holiday means to the cultural or religious groups who honor it. We teach about the various ways people choose to celebrate a specific holiday, understanding that the people celebrating it may do so in different ways.
Discussions around holidays often arise from children sharing stories from home, or from teachers sharing picture books to broaden children’s explorations of holidays, traditions and celebrations. It requires communication so that we can enjoy learning about (not adopting) one another’s holidays. Some of the goals are:
Support children’s family traditions and cultural identities.
Expand children’s awareness and appreciation of others’ cultural traditions.
Discuss that some people do not celebrate religious or national holidays but have other traditions and family celebrations that are important to them.
Children will recognize misinformation and stereotypes that are associated with holiday traditions when they arise.
Children will learn about how to work for fairness and justice for all people.
Non-Discrimination Policy
Child's Play does not discriminate in providing services to children and their families on the basis of gender identity, sex, socioeconomic status, race, religion, cultural heritage, language, political beliefs, national origin, (dis)ability, marital status, or sexual orientation.
Child's Play is an equal opportunity employer.
Visitor Policy
Although our door is locked for security reasons, families are welcome to visit their child's classroom anytime throughout the school day. We are happy to invite visitors into the program, however, any unfamiliar individual requesting entry into the program must provide photo identification to the teacher or Education Coordinator prior to admittance. Once admitted, they are required to sign in and out on our visitor log.
Phone Use Policy
As per licensing policies, we ask that families/guardians/staff/volunteers working in our classrooms refrain from using cell phones or conducting business during their time on school grounds. Urgent calls may be taken outside the classroom or playground, once the other adults in the room have been notified of the need to step out.
You are permitted to use your cell phone to take pictures of your child on special occasion days, such as their birthday or during class holiday parties. However, to respect privacy and other families’ media preferences, it is important that you not get other children’s faces in the photographs.
We also ask that you refrain from talking on your cell phone when dropping off/picking your child up. We need to ensure the safety of our children and staff curbside, with everyone's full attention.
No Firearms/Weapons Policy
No firearms/weapons are allowed on the school premises; this does not pertain to police officers, etc.
No Smoking Policy
Child's Play is a smoke-free facility. Smoking is not permitted indoors or on the playground.
School Finance and Operations
Finances
The financial support of the school comes from tuition, fees and fundraising. Child's Play, Inc. is a non-profit organization and all of its resources go towards school operations.
Budget
The Child’s Play budget is voted upon yearly by the all school community. The budget is for the following school year. The fiscal year for Child’s Play is August 1 through July 31. Voting on the budget is done in two parts at different times. The first part is a vote on tuition and salaries (occurs at the January All-School Meeting).
Prior to this meeting the Board considers several options. They then select which option will be the Board’s recommendation to the all school community. This is done by a Board vote. Rationale for the Board’s choice will be presented at the all school meeting. A second option which will also go to the all school is chosen by the Board. These options are presented to the all school community for a vote.
The full budget is voted upon at a later annual all school meeting (May). The Treasurer in conjunction with the Administrative Team and the Board prepares the full budget. The full budget includes all potential income and expenditures for the following year.
Fundraising
Fundraising is an income item in the yearly budget. It is coordinated by the Fundraising Committee. The committee determines fundraisers with input from the Child’s Play community. Families are encouraged to financially support fundraising events to the level which is comfortable for their family. The committee attempts to offer a variety of activities so that families can participate in those activities that seem most appropriate for their family.
Finance Committee
The Finance Committee is composed of the Co-Presidents and the Education Coordinator and the Treasurer. This committee meets two times a year, at minimum, to prepare budget proposals for Board Meetings and All-School Meetings, salary and tuition increases, and/or other financial needs of the organization.
Reserve Policy
The Reserve Policy ensures that there is enough financial funding for the school to meet its obligations in the event that an unanticipated financial situation occurs. Currently, that amount is 125% of the operating budget. This should be in liquid cash accounts or investment accounts where liquidation is possible. At the end of the fiscal year (July 31), the treasurer shall calculate the amount of money in its various accounts. Until those amounts add to 125% of the operating budget all monies will be kept in this manner. Any monies over this amount will be considered surplus.
Surplus Policy
The Surplus Policy includes any additional funding available to the co-op once the Reserve has been met. This remaining funding will be allocated in the following manner:
Facilities 30%
Enrichment 10%
Staff (teachers and Ed. Coord.) 50%
Investment 10%
(Percentages voted on in 2019. For definitions of categories and distribution notes see surplus history)
Legal Information
Insurance
The school has liability insurance in accordance with state law. However, neither the school nor the Central Congregational Church will be held liable for any injury to a child or an adult above the amount of the liability insurance. Neither the school and/or the Central Congregational Church will be responsible for loss or damage to personal property.
Section 7-6-9 of the RI General Laws is the statute that protects volunteers and Board members of nonprofits from liability for conduct in the execution of their duties, except for malicious, willful or wanton misconduct and for claims arising out of operation of a motor vehicle. Additionally, the school has Workers Compensation Insurance to protect the staff and Directors and Officers Insurance to protect our Board members.
Duty Days and Family As Substitute Teachers
Required Clearances
One parent or legal guardian (at minimum) from each family must be cleared to do the Duty/Substitute Days. A parent or primary legal guardian must fulfill at least 50% of that family’s Duty Days. Provided all paperwork and clearances are complete, up to three adults per family may participate in Duty/Substitute Days. Adults closely involved in the care of the child qualify for these responsibilities—they do not have to be relatives. Paid caretakers do not qualify for these responsibilities. No changes are permitted to a family's Duty roster after a child's enrollment is complete. Each family's registration includes two adults; adding a third adult incurs an admin fee of $45.
State and federal law mandates background checks on all childcare employees. As cleared adults are considered substitute teachers (with our licensor, the Department of Human Services), they must follow the state's requirements for acting as staff in an early childhood classroom. These requirements include a complete background check, fingerprinting, and documented proof of:
1 dose of Flu vaccine every year
2 doses of MMR (measles, mumps, rubella) vaccine
1 dose of Tdap (tetanus, diphtheria, pertussis) vaccine
2 doses of Varicella (chickenpox) vaccine
Training/Orientation
At the beginning of the school year each classroom teacher will provide families with a handbook that explains involvement in the classroom in great detail. It is important to read this material as it provides guidance for work in the classroom. The information covers philosophy, goals, curriculum, child development, daily schedule, interactions, classroom rules and safety. Specific tasks for the Duty Family are provided in detail.
Responsibilities
Playground and Classroom
The Duty Day adult arrives 30 minutes before school begins to help teachers set up the classroom, clean, and to get an overview of the day’s activities. They assist with students arriving and help children with their transition into school. Families are asked to help supervise activities, interact with children, help with snack preparations, and perform general cleaning as needed. Families are encouraged to collaborate with the teacher if they would like to bring an activity into the classroom.
Snack
On their scheduled Duty Days, the Duty Family is required to bring a fruit or vegetable and/or a healthy carbohydrate. These must be nut- and peanut-free and take into consideration classmates’ allergies. If a product label states that it is processed in a facility that processes peanuts or tree nuts, it is not safe as a shared snack.
Please see our nutrition policy and the USDA nutrition policy for guidelines. Snack ideas include: Fresh fruits, vegetables, cheese, yogurt, minimally processed crackers.
Duty/Sub Absences
If for any reason a parent cannot do their Duty/Substitute Teacher day, it is their responsibility to find a replacement to fulfill the role. Only an authorized member of Child’s Play may take someone’s place. The school should be informed if schedule changes are made.
Siblings
Due to safety and licensing regulations, siblings are not allowed at school on a family’s Duty Day. The children and teachers need the Duty Family’s full attention in order for the classroom to run smoothly.
Behavior, Guidance & Discipline Policy
The purpose of guidance and discipline is to teach children acceptable behavior. We believe in a positive approach to this and are committed to providing an environment where children feel safe, comfortable and happy. Children’s behavior is influenced by their overall development, their environment, and their caregivers. When children receive positive, non-violent, and understanding interactions from adults and others, they develop good self-concepts, problem-solving abilities, and self-discipline.
Each child differs in terms of his/her activity level, distractibility, and sensitivity. Guidance and discipline are positive ways to help a child develop self-control and confidence handling their needs in a socially acceptable way. This is an on-going process, not a single act. We are here to teach and guide each child to learn the skills to manage their own behavior.
Adults will model socially acceptable behavior and manners along with positive reinforcement and acknowledgement of good behavior. We maintain a positive discipline policy, which focuses on prevention, redirection, love, consistency, and firmness. Child's Play does not allow its teachers or others helping in the classrooms to use physical punishment, verbal or emotional/psychological abuse or coercion against any child attending the school. Shaming and guilt inducements are never used. We also never use food or outdoor play as a reward or behavior consequence or threaten children in any way due to behavior.
Classroom rules will be tailored to the developmental level of the children, be short and simple, be stated in a positive way and used consistently. When appropriate, children will be encouraged to develop rules together. Rules will be developed around respect for other people and for property. These rules are discussed with the children at the beginning of the school year and daily reminders are given throughout the year. For example:
Playing safely to avoid hurting self and others
Showing respect for other people's work and belongings
Asking for turns rather than using force to get a toy
First and foremost, teachers attempt to assess the reason for a child’s negative behavior: The child doesn’t know how to interact or how to play with others, or the child is tired or hungry. Once this has been determined, we work with the child to help them discover a better way to resolve problems. The approach is one of problem solving, “it looks like you are wanting x, what could we do instead?” Children are encouraged to practice the skills that will allow them to resolve conflicts and have their needs met without the use of aggressive or destructive behaviors. Children are taught to use their words instead of actions. For example, to say "I don't want to be chased" or "I'm angry because you knocked down my building.”
When situations occur which require intervention, teachers or other adults will provide the children with clear, neutral explanations as to why a specific behavior is unacceptable, and alternative modes for acting will be suggested. The teachers will assess the child's individual needs for guidance and use the most appropriate technique for the situation. Some may need conflict resolution, guidance in labeling feelings and thoughts, or redirection; others may need time alone to refocus. Examples of situations and possible techniques are as follows:
Children who are behaving in a disruptive but not necessarily aggressive way may be redirected to a quiet, calming activity for a short period of time. This gives the child a chance to settle down and focus on an activity. When this activity is completed, the child is usually ready to go on to an activity of their choice.
Sometimes a child may become quite angry or upset about a situation and is unable to be receptive to a conversation about the problem. After the teacher has tried to calm the child and discuss the problem, the teacher may suggest that the child go off to a quiet place in the room such as the book corner, a designated quiet space, or to a quiet, calming activity and get themselves together. When they are ready to join in the activities then they may do so.
If the child is unable to go off by themselves, the teacher may escort the child away from the group to help calm the child. When the child is calm enough, the teacher will talk to the child, help them think of a more appropriate behavior, and help the child re-enter into play. On a rare occasion when a child loses control and injury to themselves or others seems imminent, we may be required to hold the child to soothe them until self-control is gained.
Occasionally, a child is aggressive towards others. If the child has hurt another child, the teacher will attend to the hurt child immediately. The child that did the injuring will be asked what they can do to make the hurt child feel better and help take care of them. If the incident resulted in injury to another child, the teacher will inform the families of both children involved.
If there is a continuing pattern of aggressive or disruptive behavior (such as biting, pinching, hitting, kicking, abusive language) beyond what is deemed acceptable by the teacher, the following steps will be initiated:
Teachers will consult with fellow staff members and the Education Coordinator to develop alternatives for helping the child gain control of his/her behavior. Observations of the child by the Education Coordinator may be performed.
If the problem persists, the teacher will contact the child’s family to inform them of the concern and to gather information, discuss some strategies to use and work together to resolve the issue. The Education Coordinator will be informed. If the aggressive behavior is done repeatedly to a specific child, the teacher will contact that child's parent(s). Appropriate strategies for comforting and self-defense will be discussed. The parent(s) of that child will be informed that the school is working with the other child's parent(s), and they will be updated periodically on progress within the classroom.
If the behavior continues and/or escalates, the teacher will consult with the Education Coordinator. The family will be asked to meet with the teacher to: a) review the behavior, b) develop a plan of action, and c) set appropriate goals. The Education Coordinator may sit in on this meeting. The teacher will address the issue in the classroom using developmentally appropriate practices and possibly at the parental level (i.e., classroom meeting, articles/handouts, letter sent home).
If the plan of action developed by the family and staff is not working, a meeting between the teacher, family, and Education Coordinator will be arranged. This meeting will include a thorough review of the situation and may lead to recommendations for screening, counseling, and/or contact with other outside resources. Once these screenings occur, recommendations may be made by specialists and implemented in the classroom.
If, after these steps, we are unable to meet the needs of the child, a recommendation will be made to the Board by the teacher and Education Coordinator, which may include a decision of exclusion. Exclusionary measures are considered only when all other possible interventions have been exhausted and there is an agreement with the educational team that exclusion is in the best interest of the child. If exclusionary measures are taken, Child’s Play will continue to advocate for the family and the child and offer assistance in finding appropriate services and alternative placement that meets the needs of the child.
For more helpful hints regarding setting limits and handling difficult situations please refer to the Handbook for Classroom Assistants in your classroom packet from your child’s teacher or reach out to a staff member.
One of the primary responsibilities for families is in the role of Duty Family. Families contribute in the classroom acting as teacher assistants on a rotating basis. This allows families to see and share as children play, learn and grow from relationships with others. It also provides families the opportunity to grow in their child-rearing skills as they learn from the educators, the children, and one other.
A secondary responsibility for families is acting as a substitute teacher. The substitute family is needed if one of the educators is unable to attend school due to illness or unscheduled absence.
Classroom Representatives are in charge of scheduling duty days and substitute teacher days. This is done twice a year with input from families about availability.