Indicators of a Quality Program
This refers to daycares and after-school programs.
Indicators of quality:
- Defined activity area with appropriate furniture.
- Space that is attractive, comfortable and clean.
- Furniture and equipment is appropriately sized for use by the age group and in good condition.
- Exclusive space for school aged children.
- Appropriate and ample supplies and equipment.
- Children are allowed input into purchases of new supplies/equipment.
- Children are encouraged and able to use and be responsible for storing and maintaining materials.
- Safe storage for children’s and adults’ possessions.
- Sufficient space to allow for active play and quiet play.
- Space allows for easy supervision.
- Staff has access to program facilities before hand to prepare for the day.
1. All staff is knowledgeable about school age children and has some formal education in school-age care.
2. Staff treats each child equally without regards to race, ethnic origin or religion.
3. Staff develops positive relationships with children.
4. Staff/child ratio allows for supervision, planning and attention to children’s individual needs.
5. Staff models appropriate behavior and skills.
6. Staff receives regular training.
7. Staff feels valued by program administrators.
8. Staff submits regular checks to the organization from Child Abuse Registry and the Police Department.
1. A variety of activities are available.
2. Activities allow for children’s success at various ages and abilities.
3. Activities are balanced: art, science, language arts, cooking, physical activities etc.
4. New and different activities are introduced on a regular basis.
5. Activities are age appropriate and challenging.
6. Time is allotted for planning of activities.
7. Activities are planned, which invite long-term participation, such as clubs or projects.
8. Enrichment activities are planned using the community as an extension of programs (field trips, speakers)
9. Transition times are handled smoothly and with consistence.
10. Adults act as providers of materials, ideas and resource persons, but not as direct models.
1. Reasonable limits and expectations for children’s behavior are clearly communicated and enforced.
2. Positive reinforcement systems used to encourage appropriate behavior.
3. Rules are made with input from the children.
4. Children are encouraged to move toward independence and responsible behavior.
5. Aggressive behavior is dealt with immediately and children are taught new means of solving problems.
6. Adults use positive approaches to child guidance.
7. Staff models multicultural understanding and appreciation.
8. Staff is aware of special situations in the lives of children, which may require extra understanding and sensitivity.
1. Parents are openly encouraged to visit the program at any time.
2. Parents are informed of program activities through a newsletter, bulletin board or other communication device.
3. Parents are actively involved in the program in some form.
4. Parent suggestions and input are actively sought and acted upon.
5. Staff recognizes the parent as the most important person in a child’s life and supports the family.
6. Staff regularly greet and talk to parents about the child.
7. The program recognizes and responds to the needs of working parents.
8. Staff is available to talk to parents regarding concerns about the child or program.
1. Program has a written parent and staff handbook to assure consistent and correct flow of information.
2. Program fees are structured to balance affordability for parents, compensation for staff and quality programming.
3. Records of staff and children are up to date and accessible.
4. Program supervisors or directors are available to staff on a regular basis.
5. Attempts are made to provide adequate salaries and benefits.
6. Effective systems are in place to deal with fees, budgeting and payroll.
7. Policies have been developed and enforced.
8. Good relationships with feeder schools and other community agencies.
9. Program and staff evaluation is carried out on a regular basis and results are used to improve the program.
10. Managers are effective leaders.
11. Efforts are made to build a credible and professional reputation = a SENSE OF PRIDE.
- Program has a written parent and staff handbook to assure consistent and correct flow of information.
- Program fees are structured to balance affordability for parents, compensation for staff and quality programming.
- Records of staff and children are up to date and accessible.
- Program supervisors or directors are available to staff on a regular basis.
- Attempts are made to provide adequate salaries and benefits.
- Effective systems are in place to deal with fees, budgeting and payroll.
- Policies have been developed and enforced.
- Good relationships with feeder schools and other community agencies.
- Program and staff evaluation is carried out on a regular basis and results are used to improve the program.
- Managers are effective leaders.
- Efforts are made to build a credible and professional reputation = a SENSE OF PRIDE.