{"component": "clause", "props": {"groups": [{"snippet": "Welcome to The HUB Child & Family Centre (The HUB) licensed child care program. Our program statement describes how our programs support and \u2587\u2587\u2587\u2587\u2587\u2587 early learning. It will outline our view of the child, our philosophy as well as the goals and approaches used to ensure healthy child development. It will also outline how we evaluate our programs to maintain quality and how we support the professional educators who work with the children. The HUB program statement is reviewed annually to ensure it is aligned with the Minister of Education\u2019s Policy Statement. Our staff have ongoing conversations in their daily planning and monthly staff meetings to ensure documentation, reflection, and the way we think and interact with children and families, reflects How Does Learning Happen and its evidence in daily operations. These documents can be found on the Ministry of Education, Ontario link provided here: \u2587\u2587\u2587\u2587://\u2587\u2587\u2587.\u2587\u2587\u2587.\u2587\u2587\u2587.\u2587\u2587.\u2587\u2587/childcare/ Every child is special in the eyes of their parents and those who love them. Your child(ren) are special to us too. The HUB teachers know that each child is an individual and develop at their own pace. We understand that nature and nurture influences children, and the adults they will become. Their individual family life experiences make them the individuals they are and allows them to think and interact in their own unique way. At The HUB we understand that children learn through play. Play is enjoyable, spontaneous, active, and allows children to explore the world through their eyes. Children are self-learners and do not require an adult to choose what or how they will learn, but rather provide interesting activities and engage in play and learn with the children. Adults who support children through caring and responsive, positive relationships in a developmentally appropriate learning environment will allow a child to feel a sense of belonging, well-being and engagement. We believe this will allow children to freely explore and express themselves. We believe this develops the child\u2019s own abilities in competence, capacity, and curiosity is maximized allowing them to reach their full potential. We incorporate indoor and outdoor play, as well as active play, rest and quiet time into the day, and give consideration to individual needs of child(ren) receiving child care. Keeping children healthy and safe is a priority of The HUB. We understand that parents want the well-being of their child to be at the forefront of all we do. We believe that providing risk in an appropriate challenging way through play, and equipment that is monitored by the educator allows children the freedom to explore and grow. We follow the procedures below when planning our environment and activities: \u2022 Safe supervision of children at all times. \u2022 Child protection procedures and training. \u2022 Sanitation and disinfection procedures. \u2022 Menu planning following the Canada Food Guide. \u2022 Communicable disease prevention. \u2022 Emergency procedures. \u2022 Standard First Aid and CPR training for all educators. Registered Early Childhood Educators are members of the College of Early Childhood Educators (ECE) \u2587\u2587\u2587\u2587\u2587://\u2587\u2587\u2587.\u2587\u2587\u2587\u2587\u2587\u2587\u2587-\u2587\u2587\u2587.\u2587\u2587/. We believe that our educators\u2019 overall well-being is very important and encourages a healthy lifestyle for all. We listen and provide training opportunities that allow them to grow. Educators are supported, encouraged and mandated through the College of ECE to continue with their own continuous professional learning and to develop a plan that works for them to set short and long term learning outcomes. The HUB believes that the educator and other adults are critical in the child\u2019s life. They support and set the stage for lifelong learning. Their role in a child\u2019s life is to support them to learn how to interact effectively with the world around them including other children, adults and the environment. Providing the support for self-regulation is critical and each child is unique in the ability to master these skills. Caring, consistent relationships with educators and adults, provide external support that serves as the basis for developing self-regulation. Our educators set the following approaches in practice for positive interactions among children: \u2022 Educators provide small group experiences that allow for more individualized adult attention. \u2022 Educators role model inclusive, respectful, and collaborative interactions with children and other adults. \u2022 Educators ensure the learning environment is flexible so they can respond in the moment and build and expand the child\u2019s interest and learning opportunities. \u2022 Educators ensure toys, equipment and materials are appropriate and available for all children. \u2022 Children make the choices with freedom in the environment. \u2022 Educators engage as a play partner with children, role modelling pro-social skills including expanding discussion enriching language, problem solving when conflict arises, educators reflect and understand how their actions affect the children. \u2022 Educators set goals for personal learning and development through continuous professional learning that provides them with the skills they need to support children in their healthy development. Staff will plan for and create positive learning environments and experiences in which each child\u2019s learning and development will be supported and which is inclusive of all children, including children with individual plans. Supporting educators\u2019 continuous professional learning: \u2022 The HUB is committed to the ongoing professional development of all our educators. \u2022 Professional development supports our goal of excellence, and the benefits of staff learning is passed onto the children. \u2022 The HUB program educators attend internal professional learning opportunities throughout the year with the Childcare System Service Manager and The HUB provides opportunities for educators to attend external learning events and conferences and keep legislated training requirements like Standard First Aid & Infant and Child CPR up to date. \u2022 On a day-to-day basis the child care centre supervisor is responsible for the leadership, mentorship, coaching and development of educators. \u2022 We at The HUB, believe in positive interactions with children and our staff and management engage in Triple P training opportunities. Documentation: The HUB program educators participate in a continuous cycle of observation by: \u2022 Documenting play and its significance \u2022 Determining the children\u2019s interests \u2022 Planning activities that support their interests \u2022 Discussion with team members which includes updating program statements to ensure relevance to the program. \u2022 Reflection that supports the planning of activities and the learning environment. The HUB educators are given individual and group planning time for this purpose. \u2022 Documentation on the children is posted weekly for parents to read, discussed with the educators in individual children\u2019s Continuum of Development booklets, and in photographs and written descriptions of activities. This process of continuous program assessment is reflective practice. Daily educators are observing and engaging with children and evaluating the effectiveness of the learning environment to build on children\u2019s interests. Weekly they are reviewing, planning and discussing with their team and supervisor to ensure they are supporting children\u2019s learning and development and monthly they are meeting as a team to look back on what did and didn\u2019t work and then plan for the future. Our learning environments support every child\u2019s learning. The HUB child care programs are located in various schools in addition to The HUB owned building in Picton. We believe that parents are their child\u2019s first teacher, and our goal is to be the second teacher, along with the environments offered in our The HUB child care locations as the third. The HUB\u2019s unique approach to planning and creating learning environments that supports children\u2019s play, offers maximized early learning and healthy development for all children. We have created home like environments that include calm colours, soft furnishings, items from nature like plants, family photographs, and accessories that help children feel comfortable and safe. At The HUB Child Care Centre (Main Site) we offer a unique opportunity for children to learn about the food they eat from seed to table. Children participate in growing food inside and out year-round and enjoy the food in their daily meals. Educator, Community and Families: The HUB believes in supporting children and families through quality child care experiences. Collaborating with the expertise in the community to provide enriching opportunities for children to learn, grow and experience the world they live in. Educators share their experiences through their observation, documentation, and reflections with families and welcome their participation in their child\u2019s daily playing environments. 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The Ministry documents we reference in our program include the following: Early Learning for Every Child Today (E.L.E.C.T) How Does Learning Happen! Ontario`s Pedagogy for Early Years Think Feel Act: Lessons from Research about Young Children West End Home Child Care Services is committed to providing pedagogical, high-quality childcare, in a child centered, loving, nurturing, and flexible home setting. We perceive children as active, competent, capable, and curious learners that are rich in potential. Our play-based program is well rounded and geared to meet the ever-growing and changing needs of each individual child, giving him or her the security of belonging. Home providers come from different backgrounds, along with parents, and other community resources, and mixed age groups of children in the home. This enables us to develop a program that provides experiences and environments to engage the children in active, positive, creative, and meaningful exploration of play and inquiry. To reach our goals, the home providers, with the assistance and input of competent, well trained, and experienced staff, and within collaboration and ongoing communication with families as experts knowing their children better than anyone else, enrich our program to nurture the children\u2019s health, safety, and nutrition to support their sense of well-being. For a child with diverse abilities to function and participate in a meaningful and purposeful manner, taking into consideration the child as a whole, West End Home Child Care Services have resources available to the West End Home Child Care Services/ provider including but not limited to Resource Consultants, Resource Consultation staff, Speech and Language Pathologists, and other community programs. The West End Home Child Care Services will add the following supports, aids, adaptations and or modifications to the daily program, physical, social, and learning environments. Our providers\u2019 weekly program plan is developed through observing the children and their interests, with the parent\u2019s input and are adaptable to various ages. This helps the children to develop strong relationships with each other, in a positive, learning environment. Positive interaction and good communication support children\u2019s ability to self-regulate and express themselves in their own unique ways. The program incorporates child-initiated activities daily, both indoors and outdoors, as well as active and quiet time, considering the individual needs of the children. Our knowledgeable and experienced home consultants, in partnership with parents and the community, are there to encourage and assist providers to create a positive environment for the children. All home consultants, providers, students/volunteers, trainees, or anyone else residing in the house where home day care is provided, shall review, and sign off on the program statement policy prior to beginning interaction with the children, or when substantive changes have been made, and annually afterwards. Each record of the review will be signed by the person who conducted the review. All information will be documented, and records will be retained on file for a minimum of three years. Our providers encourage children to interact and communicate in a positive way by modeling appropriate interactions with children and families. They support the children\u2019s ability to self-regulate by providing positive options and solutions, also by giving the children the personal space needed to reflect. They \u2587\u2587\u2587\u2587\u2587\u2587 the children\u2019s play and enquiry by providing appealing materials that spark the children\u2019s natural curiosity. Open ended questions are asked, and the children are given time to explore their environment. The providers always ensure the health and safety of the children by scanning the room, ensuring all unsafe objects are removed immediately, and implementing the guidelines set out by Toronto Public Health. The children\u2019s well-being is nurtured by providing healthy meals and snacks, as well as incorporating opportunities and time to build self-help skills. In promoting the health, safety, nutrition, and well-being of the children, we provide child initiated and adult supported experiences that encourage positive communication. Our program is consistent with our program statement on programming pedagogy. Home consultants help the providers to develop weekly program plans by incorporating their knowledge of \u201cEarly Learning for Every Child Today\u201d, \u201cHow Does Learning Happen\u201d and \u201cThink Feel Act. They also help in developing a nutrient-rich menu plan according to Public Health requirements. The provider, along with the assistance of the Home Consultant, Resource Consultation staff, Speech and Language Pathologists, and the parent, will develop a program geared to the specific child. The provider will use resources within the community such as community centres, drop-incentres, and libraries to enhance the program. She/he will modify the floor space by moving furniture to adapt the environment to the child\u2019s needs. The provider also will revise her/ his program and provide individual activities to meet the needs of the child with diverse abilities. We welcome families to participate and share ideas with us, accompany providers in activities and summer outings, and by attending our workshops. Our Home Consultants communicate with parents regularly by phone. We encourage families to share their views on our Program Statement along with our performance and strategies used when implementing it in an open dialogue, on our quarterly phone calls, as well as by placing comments in our parent feedback survey found on our web side. The survey will provide us with the inside to how can we improve, change, or adjust our program and provide the best quality care for children. In supporting our staff and providers\u2019, as well as others who interact with the children, ongoing educational opportunities for professional development are offered monthly by the West End Home Child Care Services. Providers and Home Consultants, as well as others who interact with the children, must attend six workshops per year offered by the West End Home Child Care Services or community workshops. Parents are welcome to attend too. All providers, employees, trainees, or anyone else residing in the house where home day care is provided, shall review and sign off on the Program Statement and implementation policy prior to employment, or when substantive changes have been made, and annually afterwards. Each record of the review will be signed by the person who conducted the review. 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The Program Statement shall clearly include:\n1.21.1. Established goals, facts, regulations, conditions and concepts that bound the Project and clearly state and describe such information, as how the project serves the needs of the school(s) and district including number of students to be served, number of classrooms spaces, support spaces, utilization of spaces, infrastructure requirements, and so on, and;\n1.21.2. Report in tabular form -- the count, type, design occupancy, utilization and square feet of each project space; total square feet of the entire project including tare; square footage of tare and its percentage of entire project square footage, and;\n1.21.3. A project description that includes: site features, improvements, utilities development; utilities capacity; and off-site infrastructure requirements, and,\n1.21.4. General descriptions that, along with all other requirements of this paragraph, adequately describe the project to ensure the Design Professional and Owner have a mutual understanding as to project scope and budget.", "samples": [{"hash": "1XVQ35yeB83", "uri": "/contracts/1XVQ35yeB83#program-statement", "label": "General Conditions Agreement", "score": 25.4161529541, "published": true}, {"hash": "8i9yUZyG0ol", "uri": "/contracts/8i9yUZyG0ol#program-statement", "label": "General Conditions of the Agreement", "score": 25.2806301117, "published": true}, {"hash": "bbyoEwNzYtw", "uri": "/contracts/bbyoEwNzYtw#program-statement", "label": "General Conditions of the Agreement", "score": 24.9466114044, "published": true}], "size": 3, "snippet_links": [{"key": "the-program", "type": "clause", "offset": [0, 11]}, {"key": "of-the-district", "type": "clause", "offset": [86, 101]}, {"key": "educational-specifications", "type": "definition", "offset": [111, 137]}, {"key": "space-requirements", "type": "definition", "offset": [148, 166]}, {"key": "project-budget", "type": "definition", "offset": [180, 194]}, {"key": "established-goals", "type": "definition", "offset": [258, 275]}, {"key": "the-project", "type": "clause", "offset": [332, 343]}, {"key": "such-information", "type": "definition", "offset": [375, 391]}, {"key": "number-of-students", "type": "definition", "offset": [469, 487]}, {"key": "infrastructure-requirements", "type": "clause", "offset": [570, 597]}, {"key": "report-in", "type": "clause", "offset": [623, 632]}, {"key": "square-feet", "type": "clause", "offset": [700, 711]}, {"key": "project-square-footage", "type": "definition", "offset": [843, 865]}, {"key": "project-description", "type": "definition", "offset": [882, 901]}, {"key": "site-features", "type": "clause", "offset": [917, 930]}, {"key": "site-infrastructure", "type": "definition", "offset": [997, 1016]}, {"key": "general-descriptions", "type": "clause", "offset": [1044, 1064]}, {"key": "other-requirements", "type": "definition", "offset": [1086, 1104]}, {"key": "to-ensure", "type": "clause", "offset": [1156, 1165]}, {"key": "design-professional-and-owner", "type": "clause", "offset": [1170, 1199]}, {"key": "mutual-understanding", "type": "clause", "offset": [1207, 1227]}, {"key": "project-scope-and-budget", "type": "clause", "offset": [1234, 1258]}], "hash": "d9560e0018cab005e020f143fbea0365", "id": 4}, {"snippet": "The document prepared by a STRTP, as required by State regulation and filed with CCLD, which provides details of the day-to-day operation of the STRTP, including, but not limited to, staffing, training, therapy, intake criteria, and record-keeping.", "samples": [{"hash": "4i5PdSa5lYv", "uri": "/contracts/4i5PdSa5lYv#program-statement", "label": "Contract for the Provision of Services", "score": 35.2343101501, "published": true}, {"hash": "fz8PPhN7zbw", "uri": "/contracts/fz8PPhN7zbw#program-statement", "label": "Short Term Residential Therapeutic Program Services Agreement", "score": 30.2177314758, "published": true}], "size": 2, "snippet_links": [{"key": "prepared-by", "type": "definition", "offset": [13, 24]}, {"key": "state-regulation", "type": "clause", "offset": [49, 65]}, {"key": "the-day", "type": "definition", "offset": [113, 120]}, {"key": "operation-of-the", "type": "clause", "offset": [128, 144]}, {"key": "not-limited", "type": "clause", "offset": [167, 178]}], "hash": "1732cabe673f1d312be4340b43b0382c", "id": 5}, {"snippet": "The document that is prepared by all group 13 homes (fiH), as required by State regulation and filed with CCLD, which 14 provides details of the day-to-day operation of the fiH, including, but not 15 limited to, staffing, training, therapy, intake criteria, and record-keeping.", "samples": [{"hash": "dJ6JD1oVNRe", "uri": "/contracts/dJ6JD1oVNRe#program-statement", "label": "Service Agreement", "score": 20.4564342499, "published": true}, {"hash": "kK5InTCv9nz", "uri": "/contracts/kK5InTCv9nz#program-statement", "label": "Service Agreement", "score": 20.4536972046, "published": true}], "size": 2, "snippet_links": [{"key": "prepared-by", "type": "definition", "offset": [21, 32]}, {"key": "state-regulation", "type": "clause", "offset": [74, 90]}, {"key": "the-day", "type": "definition", "offset": [141, 148]}, {"key": "operation-of-the", "type": "clause", "offset": [156, 172]}], "hash": "de3acda47e962d4d2f3a1cb66c609db6", "id": 6}, {"snippet": "The Employee Assistance Program (EAP) provides confidential, professional guidance and counseling to help employees resolve personal problems which adversely affect job performance. It is designed to provide assistance to employees and their families in handling a wide range of personal problems including alcohol and/or drug dependency or abuse. It is the Company\u2019s intent that each employee has the opportunity to achieve full job potential and where personal problems interfere with this goal, the EAP can be of valuable assistance. Employees may obtain professional assistance through the Employee Assistance Program in the following ways - self referral (including family referral), Supervisory referral, Union referral or medical referral. In addition, employees should be aware that the EAP Coordinators will be available for assistance and guidance in obtaining help for a co-worker who may be having personal or job performance problems. Through the EAP, employees receive confidential help in assessing their problems and where appropriate, referrals to outside resources such as doctors, psychologists, hospitals or clinics, the employees will be responsible for charges in excess of those covered under the Company\u2019s medical plan. Employees are strongly urged to contact the EAP Coordinators before alcohol, drug or personal problems lead to disciplinary action. Participation in the EAP will not prevent or lessen disciplinary action for poor job performance or violation of Company policy. However, employees who voluntarily request assistance in dealing with alcohol and/or drug problems may participate in the EAP without jeopardizing their continued employment with the Company, providing they follow the prescribed course of treatment and refrain from further involvement with alcohol and/or drugs. This confidential Employee Assistance Program is available through the Company EAP Coordinator in your district or by calling the Safety Director at \u2587\u2587\u2587\u2587 \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587 \u2587\u2587\u2587\u2587, \u2587\u2587\u2587\u2587\u2587\u2587\u2587\u2587, \u2587\u2587 \u2587\u2587\u2587\u2587\u2587.", "samples": [{"hash": "dcFtXj2qaRT", "uri": "/contracts/dcFtXj2qaRT#program-statement", "label": "Collective Bargaining Agreement", "score": 32.5225944519, "published": true}], "size": 2, "snippet_links": [{"key": "the-employee-assistance-program", "type": "clause", "offset": [0, 31]}, {"key": "help-employees", "type": "definition", "offset": [101, 115]}, {"key": "adversely-affect", "type": "definition", "offset": [148, 164]}, {"key": "job-performance", "type": "clause", "offset": [165, 180]}, {"key": "assistance-to-employees", "type": "clause", "offset": [208, 231]}, {"key": "wide-range", "type": "definition", "offset": [265, 275]}, {"key": "employee-has", "type": "clause", "offset": [385, 397]}, {"key": "the-opportunity", "type": "clause", "offset": [398, 413]}, {"key": "where-personal", "type": "clause", "offset": [448, 462]}, {"key": "employees-may", "type": "clause", "offset": [537, 550]}, {"key": "professional-assistance", "type": "clause", "offset": [558, 581]}, {"key": "in-the-following-ways", "type": "clause", "offset": [622, 643]}, {"key": "family-referral", "type": "clause", "offset": [671, 686]}, {"key": "union-referral", "type": "clause", "offset": [711, 725]}, {"key": "in-addition", "type": "clause", "offset": [747, 758]}, {"key": "for-assistance", "type": "clause", "offset": [830, 844]}, {"key": "performance-problems", "type": "clause", "offset": [926, 946]}, {"key": "where-appropriate", "type": "definition", "offset": [1033, 1050]}, {"key": "outside-resources", "type": "clause", "offset": [1065, 1082]}, {"key": "employees-will", "type": "clause", "offset": [1141, 1155]}, {"key": "responsible-for", "type": "clause", "offset": [1159, 1174]}, {"key": "medical-plan", "type": "definition", "offset": [1230, 1242]}, {"key": "disciplinary-action", "type": "clause", "offset": [1355, 1374]}, {"key": "company-policy", "type": "definition", "offset": [1489, 1503]}, {"key": "employees-who", "type": "clause", "offset": [1514, 1527]}, {"key": "assistance-in", "type": "definition", "offset": [1548, 1561]}, {"key": "dealing-with", "type": "clause", "offset": [1562, 1574]}, {"key": "participate-in", "type": "definition", "offset": [1608, 1622]}, {"key": "employment-with-the-company", "type": "definition", "offset": [1668, 1695]}, {"key": "course-of-treatment", "type": "clause", "offset": [1734, 1753]}, {"key": "confidential-employee", "type": "clause", "offset": [1823, 1844]}, {"key": "eap-coordinator", "type": "clause", "offset": [1897, 1912]}, {"key": "safety-director", "type": "definition", "offset": [1948, 1963]}], "hash": "273684629fed09adcbc01ad800c60b5a", "id": 7}, {"snippet": "The document prepared by a Short-Term Residential 22 Therapeutic Programs (STRTP), as required by State regulation and filed with CCLD, which 23 provides details of the day-to-day operation of the STRTP, including, but not limited to, staffing, 24 training, therapy, intake criteria, and record-keeping.", "samples": [{"hash": "2BVJ3YBwzsb", "uri": "/contracts/2BVJ3YBwzsb#program-statement", "label": "Short Term Residential Therapeutic Program Services Agreement", "score": 26.7896881104, "published": true}], "size": 2, "snippet_links": [{"key": "prepared-by", "type": "definition", "offset": [13, 24]}, {"key": "state-regulation", "type": "clause", "offset": [98, 114]}, {"key": "the-day", "type": "definition", "offset": [165, 172]}, {"key": "operation-of-the", "type": "clause", "offset": [180, 196]}, {"key": "not-limited", "type": "clause", "offset": [219, 230]}], "hash": "55d82fb744c6850ae7df20461fd5f0b6", "id": 8}, {"snippet": "The document that is prepared by all firoup 23 Homes (fiH), as required by State regulation and filed with CCLD, which 24 provides details of the day-to-day operation of the fiH, including, but not 25 limited to, staffing, training, therapy, intake criteria, and record-keeping.", "samples": [{"hash": "fksy7H81PQu", "uri": "/contracts/fksy7H81PQu#program-statement", "label": "Group Home Services Agreement", "score": 22.1645526886, "published": true}], "size": 2, "snippet_links": [{"key": "prepared-by", "type": "definition", "offset": [21, 32]}, {"key": "state-regulation", "type": "clause", "offset": [75, 91]}, {"key": "the-day", "type": "definition", "offset": [142, 149]}, {"key": "operation-of-the", "type": "clause", "offset": [157, 173]}], "hash": "e3d77fe8466da369446dda2b92edd039", "id": 9}, {"snippet": "The Infrastructure Renewal Project Phase 1C will install storm drain and seawater lines within the Main Campus, as indicated on the drawings. Site work associated with the project consists of removal and replacement of asphalt concrete, Portland cement concrete, irrigation and minor landscaping where disturbed. Geotechnical professional will be required to perform testing and inspection as directed by the University\u2019s Representative and in coordination with the construction contract documents and schedule. Work shall include at a minimum, Backfill Compaction Testing both Lab and Field, Aggregate Base Testing and Inspection, Asphalt Concrete Testing and Inspection, Daily Field Reports with applicable photos, and weekly update meetings. A final summary report of all field reports, tests, and inspections will be required at the end of construction. 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