Annual Staff Training

1. Set Up the Environment

• Regularly review risk assessments to determine the level of supervision for specific situations and identify the best locations and approaches to supervision.
• Arrange the environment to ensure maximum visibility and accessibility, while maintaining good flow around furniture and opportunities for large and small group play. 
• Using child and adult-sized furniture at waist height can allow for a clear view across learning spaces, from various angles and can be easily rearranged to accommodate different interests, needs and abilities of children.
• Be mindful of where children are and how they will use equipment and spaces. For instance, set up climbing equipment away from fences and arrange high-risk activities, such as carpentry, in areas where supervising educators can assist and engage with children while also adequately supervising the rest of the environment.

2. Position Educator

• Careful planning for children in attenda can ensure educators are always available to respond to children. 
• Be conscious of facing the majority of the group and consider a ‘back to the wall’ strategy where educators can see most of the children. 
• Collaborate and communicate with other educators and decide on the best positions for supervision. This includes when educators are supporting children with care routines, starting a new activity or during arrival and departure times. 
• Consider where other educators are located and ensure educators are distributed throughout the environment. Educators should position themselves near areas that have less visibility or that may be a hazard.
• Supervision arrangements should be flexible to allow for supervision of individual or small groups of children, such as sleeping children or indoor and outdoor experiences offered simultaneously.

3. Scan and Count

• Effective supervision requires a combination of observation, scanning, counting and engagement.
• Continually scan and observe the environment to know where everyone is and what they are doing.
• Scan and check the environment for hazards such as open doors or gates, play equipment in unsafe positions, sleeping or resting children or children trying to enter out-of-bounds areas.
• Develop a system of regular head counts and communicate with other educators about children's whereabouts, activity and behaviour, it is important to know where each child is at all times.
• Make sure enrollment records are easily accessible and up to date with the names of people authorized or not authorized to collect each child.

4. Listen

• Identify signs of potential danger by paying attention to the sounds, or the absence of sounds in children's play, for example splashing water, crying, gasping, changes in language, or silence.
• Listen carefully to children and noting any changes of tone or volume in their voice.
• Listen to the language of other educators for cues (such as signs of fatigue or tiredness) that might mean support, engagement or redirection is needed.

5. Anticipate Behavior

• Observing children’s play and anticipating what may occur next can allow educators to assist children as challenges arise and to intervene when there is potential danger to children.
• Educators should use what they know about each child’s knowledge, culture, ideas, abilities and interests to anticipate what they may do.
• Create challenges that children are ready for and support them in succeeding.
• Utilize your service's available data to understand when (time of day) and where (locations) incidents are most likely to occur, to anticipate behavior and supervision needs.

6. Engage and Redirect

• Use existing knowledge of each child to plan learning experiences and routines that are engaging and child-centred.
• When appropriate take part in play and planned activities to support engagement and minimise the risk of harm and injury.
• Stay close by to children who may need more support or to children engaging in high risk activities, such as when they are using high climbing equipment or using scissors.
• Plan for times of the day when children may need additional support, such as at the end of the day and before sleep or rest time. 
• Be alert and ready to redirect children to other play before a situation becomes risky or escalates.

To ensure our preschool operates in a safe, efficient, and consistent manner while delivering high-quality early childhood education in accordance with state standards, licensing requirements, and best practices.

1. Program Operations

Hours of Operation:

• Play and Learn School operates weekdays from 8:00am through 6:00pm.  The funded preschool time frame is 8:30am - 2:45pm.
• Calendar: Follows the Jersey City Public Schools calendar, with closures for holidays, professional development, and inclement weather.
• Age Range: Serving children in PreK3 and PreK4, including those with special needs in an inclusive setting.
• Curriculum: Aligned with the NJ Preschool Teaching and Learning Standards; implements the High/Scope Curriculum.

2. Enrollment & Attendance

• Enrollment: Completed registration forms, proof of age, proof of address, immunization record, Universal Child Health Record, and emergency contacts required.
• Attendance: Families are expected to bring children on time each day.
• Chronic Absenteeism: In accordance with NJDOE guidance, missing 10% or more of school days is addressed with a family meeting and attendance plan.

3. Arrival & Dismissal Procedures

• Arrival: Children must be escorted by an adult to the designated drop-off area. Parents sign in daily and leave an emergency contact phone number on the attendance sheet.
• Dismissal: Children released only to authorized adults with photo ID (per Student Release Policy).

4. Health Practices

• Daily Health Checks: Staff observe children for signs of illness at arrival.
• Responding to Illness: Children with fever (100.4°F or higher), vomiting, diarrhea, or contagious conditions must be picked up within one hour.
• Medication: Administered only with a signed Medication Authorization Form from both the parent and healthcare provider.
• Injury Response: Staff provide first aid, contact parents, and complete an Incident Report.

5. Nutrition & Meal Service

• Meal Program: Follows CACFP guidelines. Meals are served to all children; substitutions available for dietary restrictions with medical documentation.
• Family style food service is encouraged.
• Food Allergies: Allergen-free seating as needed; no outside food unless approved.

6. Safety & Emergency Procedures

• Fire Drills: Conducted monthly.
• Lockdown/Code C Drills: Conducted at least twice annually.
• Evacuation: Routes posted in classrooms; attendance taken before and after evacuation.
• Emergency Contacts: Updated forms required for all children.

7. Behavior & Guidance

• Positive Discipline: Uses redirection, positive reinforcement, and conflict resolution strategies.
• Prohibited Practices: Corporal punishment, verbal abuse, withholding food/restroom privileges.
• Behavior Support Plans: Developed with families and specialists if needed.

8. Inclusion of Children with Special Needs

• Equal Access: No child is denied participation based on disability.
• Collaboration: Staff follow IEPs/IFSPs and coordinate with district-provided therapists.
• Accommodations: Environment, routines, and materials adapted for accessibility.

9. Staff Responsibilities

• Supervision: Children are actively supervised at all times; never left unattended.
• Professional Conduct: Staff model respectful communication and uphold confidentiality.
• Training: Staff complete all required professional development and CPR/First Aid certifications.

10. Communication with Families

• Daily Updates: Shared via the Kaymbu app, email, notes, or in person.
• Parent Conferences: Scheduled three times a year, or more frequently if needed.
• Policy Distribution: Families receive this handbook upon enrollment.

11. Recordkeeping

• Child Files: Maintained with enrollment, health, and emergency forms.
• Incident & Medication Logs: Kept up-to-date and reviewed by administration. All fields must be completed including parent signature and date.
• Confidentiality: All records stored securely; shared only on a need-to-know basis.

12. Policy Review & Updates

• This manual is reviewed annually and updated to reflect changes in regulations, best practices, or program needs.
• Families and staff will be notified of changes in writing.

Policy Statement:
Our preschool is dedicated to operating with consistency, transparency, and a shared commitment to the safety, development, and well-being of every child. By following these operational guidelines, we ensure that our program meets the highest standards of quality and compliance.

Group Size Limits:

In New Jersey, the maximum preschool group size depends on the type of program. For licensed child care centers regulated by the Department of Children and Families (DCF), group size limits and staff-to-child ratios vary by age. For children under 18 months, the maximum group size is 12 with a 1:4 staff-to-child ratio. For children 18 months to 2½ years, the maximum group size is 20 with a 1:6 ratio, and for children 2½ to 4 years, the maximum group size remains 20 with a 1:10 ratio. For children 4 years and older, the group size can be as high as 30 with a 1:12 ratio (increasing to 1:15 beyond age 5). In contrast, state-funded public preschool programs—such as those in Preschool Education Aid (PEA) districts, formerly known as Abbott programs—have stricter standards. These programs limit class size to a maximum of 15 children, with a certified teacher and a classroom assistant required at all times. This smaller group size is designed to support high-quality instruction, individualized attention, and optimal learning outcomes in alignment with New Jersey Department of Education preschool standards.

Primary Caregiver Responsibilities:

• Each group of children is assigned a primary caregiver who is responsible for meeting the individual needs of the children in their group.
• This includes tasks like feeding, diapering, and following individual feeding schedules.
• While a primary caregiver is assigned, all staff share the responsibility for the well-being of all children in the classroom. 

To ensure the safety of all children, staff, and visitors during emergencies, our preschool maintains clear procedures for evacuations, fire alarms, lockdowns, and other urgent situations. All staff are trained in these procedures and drills are conducted regularly.

1. Evacuation Procedures

Evacuations may be required due to fire, gas leak, structural damage, or other hazards.

Steps for Evacuation:

Alert & Signal

Upon activation of the fire alarm or instruction from administration, teachers immediately begin evacuation procedures.

• Gather & Account for Children
• Stop all activities and instruct children to line up quickly and quietly.
• Take the attendance sheet, emergency contact list, and any essential medications.

Exit the Building

• Follow the posted evacuation route for your classroom.
• Close doors behind you but do not lock them.

Meet at Designated Assembly Area

• Remain in assigned outdoor meeting location.
• Take attendance immediately and report any missing child to the administrator.

• Await Clearance
• Do not re-enter the building until the all-clear signal is given by the fire department or administrator.

2. Using Fire Alarms

Fire alarms are located in designated areas throughout the center.

Any staff member discovering smoke or fire must:

• Activate the nearest fire alarm pull station.
• Call 911 to report the emergency.

Begin evacuation according to posted routes.

Children are never permitted to activate alarms.

3. Fire & Emergency Drills

• Fire drills are conducted monthly as required by state licensing regulations.
• Code C and Shelter-in-place (Lockdown) drills are conducted at least twice per year.
• Drill logs are maintained and available for inspection.

4. Code C Procedures

Code C may be initiated for intruder threats, nearby police activity, or other security risks.

Steps for Code C:

Announcement

• Administrator announces: “This is a Code C Alert.” over the intercom or in person.

Secure the Classroom

• Lock all doors.
• Turn off lights and close blinds.
• Move children away from windows and doors.

Maintain Silence

• Move to secure location in the classroom.
• Keep children calm and quiet.
• Use quiet activities or whispering to reassure children.

Await Official Clearance

• Remain in lockdown until law enforcement or administration announces “ALL CLEAR.”

5. Lockdown Procedures

Used for severe weather, hazardous material spills, or air-quality emergencies.

• Close all doors and windows.
• Seal door gaps with towels if necessary.
• Keep children indoors until cleared by emergency personnel.

6. Staff Roles During Emergencies

• Lead Teacher: Directs children, takes attendance, and ensures safety during movement.
• Assistant Teacher: Assists children, carries emergency supplies, and checks classroom before exit.
• Administrator: Communicates with emergency services, oversees procedures, and provides updates.

7. Communication with Families

• Parents will be notified as soon as it is safe to do so via phone, text alert, or the school’s communication app.
• Parents should not attempt to pick up children during an active emergency unless instructed.

8. Post-Emergency Procedures

• Account for all children and staff.
• Document the incident and submit required reports to the NJ Department of Children and Families Office of Licensing.
• Conduct a debrief with staff to review response effectiveness and identify improvements.

Policy Statement:
The safety of our children is our highest priority. By maintaining clear, practiced procedures for evacuation, fire alarms, lockdowns, and other emergencies, we ensure that all staff and children are prepared to respond calmly and effectively in any situation.