• Program content and development 
• Health & Safety standards of the physical facility
• Training, experience and stability of caregivers 
• Group size; ratio of children to caregivers
• Family involvement in the program
• Sound management practices

Structure of the Day: The child care program posts a daily and visual schedule that indicates a balance between structure and flexibility. Schedules include plans to meet the individual needs of children and ensure that all children are able to participate in the program.

Activities and Experiences Planned: Staff determine the needs of each child so they can develop goals and objectives for each planned activity. Developmental reviews and observations are completed for each infant and developmental milestones are recorded.

Physical Environment: The environment is designed to promote participation, peer interaction and independent use by children. There are a variety of developmentally appropriate and diverse toys and materials, which are in good condition and complete, available to the children at all times during the day. Children have the opportunity to combine toys and materials to create their own experiences.

Learning: The play area is open and accessible to infants throughout the day. Learning occurs through planned activities and play with developmentally appropriate toys and materials for art/sensory, books/language, music, dramatic play, blocks and physical activities indoor and outside.

Physical Needs: Time to meet children's physical needs are planned so that an individual infant's needs and schedules are respected and their independence is fostered eg. mealtime, diapering, sleep times and exceptional accommodations such as g-tube feeding, positioning etc.

Health and Safety: All areas of the program are free of hazards, kept in good and safe repair and maintained in a hygienic and orderly condition. Toys and equipment are washed and sanitized appropriately. Staff and children wash their hands before eating, serving food, after diapering and wiping noses. Child safety also includes safe transitions and ongoing attendance verification throughout the day.

Interactions: Staff are competent in their interactions with all children, including creating a positive atmosphere, providing appropriate supervision and behaviour guidance, fostering independence and self-esteem, supporting the development of language and communication skills and extending children's learning.

A high quality toddler program:
provides an inclusive program that respects individual abilities, needs and strengths
provides a language rich environment that encourages communication through positive interactions
provides the children with a rich, interesting environment that they can explore with all their senses
encourages the children's feeling of competence by giving them opportunities to experiment and problem solve
fosters a sense of autonomy by ensuring flexibility and choice
develops the children's self esteem by ensuring that they feel valued and cared for as individuals
encourages the development of positive social skills

Structure of the Day: The child care program posts a daily and visual schedule that indicates a balance between structure and flexibility. Schedules include plans to meet the individual needs of children and ensure that all children are able to participate in the program.

Activities and Experiences Planned:Staff determine the needs of each child so they can develop goals and objectives for each planned activity. Developmental reviews and observations are completed for each Toddler and developmental milestones are recorded.

Physical Environment: The environment is designed to promote participation, peer interaction and independent use by children. There are a variety of developmentally appropriate and diverse toys and materials, which are in good condition and complete, available to the children at all times during the day. Children have the opportunity to combine toys and materials from different learning areas to create their own experiences.

Learning: The play area is arranged into clearly defined areas that are open and accessible throughout the day and promote the full participation of all children. Learning occurs through planned activities and play with toys and materials for art/sensory, books/language, music, dramatic play, construction/block, cognitive/manipulative and physical activities indoor and outside.

Physical Needs:Time to meet children's physical needs are planned so that individual child needs and schedules are respected and a child's independence is fostered eg. Mealtime, diapering/toileting, sleep times and exceptional accommodations such as g-tube feeding, positioning etc.

Health and Safety: All areas of the program are free of hazards, kept in good and safe repair and maintained in a hygienic and orderly condition. Toys and equipment are washed and sanitized appropriately. Staff and children wash their hands before eating, serving food, after diapering/toileting and wiping noses. Child safety also includes safe transitions and ongoing attendance verification throughout the day.

Interactions: Staff are competent in their interactions with all children, including creating a positive atmosphere, providing appropriate supervision and behaviour guidance, fostering independence and self-esteem, supporting the development of language and communication skills and extending children's learning.

A high quality preschool program:
provides an inclusive program that respects individual abilities, needs and strengths
provides a language rich environment that encourages communication through positive interactions
provides the children with a rich, interesting environment that they can explore with all their senses
encourages the children's feeling of competence by giving them opportunities to experiment and problem solve
fosters a sense of autonomy by ensuring flexibility and choice
develops the children's self esteem by ensuring that they feel valued and cared for as individuals
encourages the development of positive social skills

Structure of the Day: The child care program posts a daily and visual schedule that indicates a balance between structure and flexibility. Schedules include plans to meet the individual needs of children and ensure that all children are able to participate in the program.

Activities and Experiences Planned: Staff determine the needs of each child so they can develop goals and objectives for each planned activity. Developmental reviews and observations are considered when planning.

Physical Environment:The environment is designed to promote participation, peer interaction and independent use by children. There are a variety of developmentally appropriate and diverse toys and materials, which are in good condition and complete, available to the children at all times during the day. Children have the opportunity to combine toys and materials from different learning areas to create their own experiences.

Learning: The play area is arranged into clearly defined areas that are open and accessible throughout the day and promote the full participation of all children. Learning occurs through planned activities and play with toys and materials for art/sensory, books/language, music, dramatic play, construction/block, cognitive/manipulative and physical activities indoor and outside.

Physical Needs: Time to meet children's physical needs are planned so that individual child needs and schedules are respected and a child's independence is fostered eg. Mealtime, toileting, sleep times and exceptional accommodations such as g-tube feeding, positioning etc.

Health and Safety: All areas of the program are free of hazards, kept in good and safe repair and maintained in a hygienic and orderly condition. Toys and equipment are washed and sanitized appropriately. Staff and children wash their hands before eating, serving food, after toileting and wiping noses. Child safety also includes safe transitions and ongoing attendance verification throughout the day.

Interactions: Staff are competent in their interactions with all children, including creating a positive atmosphere, providing appropriate supervision and behaviour guidance, fostering independence and self-esteem, supporting the development of language and communication skills and extending children's learning.

Structure of the Day: The program posts a daily and visual schedule that indicates a balance between structure and flexibility. Schedules include plans to meet the individual needs of children and ensure that all children are able to participate in the program.

Activities and Experiences Planned: Staff determines the needs of each child so they can develop goals and objectives for each planned activity. Developmental reviews and observations are considered when planning.

Physical Environment: The environment is designed to promote participation, peer interaction and independent use by children. There are a variety of developmentally appropriate and diverse toys and materials, which are in good condition and complete, available to the children at all times during the day. Children have the opportunity to combine toys and materials from different learning areas to create their own experiences.

Learning: The play area is arranged into clearly defined areas that are open and accessible throughout the day and promote the full participation of all children. Learning occurs through planned activities and play with toys and materials for art/sensory, books/language, music, dramatic play, construction/block, cognitive/manipulative and physical activities indoor and outside.

Physical Needs: Time to meet children's physical needs are planned so that individual child needs and schedules are respected and a child's independence is fostered eg. Mealtime, toileting and exceptional accommodations such as g-tube feeding, positioning etc.

Health and Safety: All areas of the program are free of hazards, kept in good and safe repair and maintained in a hygienic and orderly condition. Toys and equipment are washed and sanitized appropriately. Staff and children wash their hands before eating, serving food, after toileting and wiping noses. Child safety also includes safe transitions and ongoing attendance verification throughout the day.

Interactions: Staff are competent in their interactions with all children, including creating a positive atmosphere, providing appropriate supervision and behaviour guidance, fostering independence and self-esteem, supporting the development of language and communication skills and extending children's learning.