Welcome to YMCA Before & After School Program
Last updated on February 26, 2024
Each year thousands of families trust the YMCA to be a place where their children are safe and supported while they grow and develop into their full potential. The YMCA Mission, Vision, and Core Values are the driving principles that guide us to create environments that are welcoming, respectful, and provide positive experiences for children and their families.
The Parent Handbook outlines important information that will provide you with what you need to know while your child is in our care. We look forward to getting to know you and your child and to embarking on a partnership that supports you to be informed, consulted, and involved in your child’s YMCA child care program.
The YMCA of Greater Toronto is a charitable organization that has been providing high-quality licensed child care and education for children 0–12 years of age for over 50 years. Today the YMCA operates programs in more than 300 locations, 113 of which are full-day child care centres.
The YMCA of Greater Toronto has a well-established, research based approach to early learning. Our curriculum YMCA Playing to Learn™ has been successfully implemented in our child care programs for children 0–6 years old since 2000. In 2006, YMCA Playing to Learn™ was adopted by the YMCA of Canada as a national curriculum and is now implemented in over 300 child care programs across Canada.
YMCA Playing to Learn™ second Edition was published in 2015. This expanded edition builds on the original curriculum and includes the most current research on the social and emotional development of young children. It features additional learnings for YMCA Early Childhood Educators, to increase their knowledge of caring for infants and toddlers.
In 2009, YMCA A Place to Connect™ curriculum for 5–12 year olds was launched and fully implemented in YMCA of Greater Toronto early learning and before and after school programs.
The goals and approaches of both YMCA curricula align in philosophy, standards and recommendations from the Ontario Ministry of Education framework including; Minister of Education’s Policy Statement on Programming and Pedagogy, “How Does learning Happen?” Ontario’s Pedagogy for the Early Years and Early Learning for Every Child Today. For more information about the YMCA Child Care goals and approaches to supporting children and their families please visit ymcagta.org/child-care.
Program Statement
Our program statement describes how our programs support and foster early learning. It outlines our view of the child, our philosophy and curriculum as well as the goals and approaches used to ensure healthy child development. It also outlines how we evaluate our programs to maintain quality and how we support the professionals who work with children.
Every child is special in the eyes of their parents and those who love them. The children in our care are also special to us. As educators of young children, we know that each child is an individual of great human worth and potential. Every child is different in their looks, their growth patterns, their genetic make-up, their previous experience, the way they think and in every aspect of what makes them human beings. We appreciate each child’s uniqueness and view the child’s growth and development occurring in a holistic manner. At the YMCA we understand that children learn through play. Play, by definition, is enjoyable, spontaneous, active, and undertaken without external goals and sanctions. This means children are self-learners and do not require an adult to choose what or how they should learn. When a child’s natural activity of play is supported by caring and responsive professionals in positive, developmentally-appropriate learning environments, their competency, capacity, curiosity and potential will be maximized.
“YMCA Playing to Learn™ is a wonderful, academically sound, and highly accessible document. At the heart is a view of children, teachers and parents as capable and competent. This is one document that will be highly valued in the field, not just sitting on a shelf."
- Jean M. Clinton, BMus MD FRCP(C), Associate Clinical Professor, Department of Psychiatry and Behavioural Neurosciences, McMaster University.
The YMCA of Greater Toronto has a well-established, research based approach to early learning. Our curriculum YMCA Playing to Learn™ has been successfully implemented in all programs for children 0–6 since 2000. In 2006, all YMCAs across Canada adopted this curriculum. YMCA Playing to Learn second edition was published in 2015. This edition incorporates new research, best practices, knowledge and experience.
There is more information on infants and toddlers and it has a greater focus on the social and emotional development of the young child. The YMCA of Greater Toronto launched our school age curriculum, A Place to Connect™ for children 5–12 in 2009. The national roll-out of this curriculum began in January 2016. The YMCA has been involved in shaping the development of the provincial early learning framework by sharing YMCA Playing to Learn™ and our training materials to support educators in implementing a play-based approach.
The goals and approaches of the YMCA curricula align in philosophy, standards, and recommendations with the provincial frameworks below. It is gratifying to see Ontario's Ministry of Education embrace play and adopt a very similar approach.
How Does Learning Happen: Ontario’s Pedagogy for the Early Years
Building on How Does Learning Happen
Early Learning for Every Child Today (ELECT)
Each child can reach his or her full human potential through play. Our intention is to provide the best possible environment that allows the best possible play for all children in our care. We endeavour to meet the play needs of all children and must do whatever possible to support the natural urge to play. Play helps a child to be both engaged with everyday realities and to be absorbed in an ecstatic self-forgetfulness. It ensures involvement, enjoyment, and various forms of success. Play can be powerful or profound, but it is always purposeful. Play is a vehicle that propels learning and development. Play and development are intertwined; neither precedes the other. All domains of development are supported by play, and play has the additional benefit of being self-initiated and therefore a joy rather than a chore. Play makes discovery pleasurable, but it also propels a child into the vast realm of learning. Play provides a way for children to be healthy in body, mind and spirit.
Play fosters skill development. It offers opportunities for gaining new skills as well as refining existing ones. Play is directly linked to the child’s learning. His or her cognitive development and academic success are enhanced by the play experience. Play is physical and increases activity levels, fitness, balance, gross motor skills and fine motor actions. A wide range of scientific, mathematical, perspective-taking and other cognitive processes in discovery and other types of play. Play is social and aids in language learning while supporting social skills development. Self-concepts and emotions are better understood through play, as is the building of emotional intelligence. Important self-regulatory skills may be acquired and reinforced through play.
Play builds resilience and can help children manage stress. There are often therapeutic benefits to play. Typically, children direct their play in ways that address their own socioemotional issues.
“The YMCA’s Playing to Learn™ is a curriculum guide built on the importance and value of play for young children. The document makes, and backs up, arguments of why and how children’s play is essential to the healthy social, physical and cognitive development of all children.”
- Martha Friendly, Executive Director of the Childcare Resources and Research Unit
YMCA programs are designed to help children develop in spirit, mind, and body. We believe every child is unique and adds value to our programs.
YMCA educators strive to ensure the environment and programs reflect the needs of all children and, when required, consult with our community partners who can enhance our ability to support children.
At the YMCA, we understand that young children flourish in all areas of development when they have positive and responsive relationships with adults. YMCA educators build trust with children by being available, sensitive, responsive, and caring.
YMCA educators create an inclusive and respectful environment to foster positive, equitable, and collaborative relationships. When children feel safe, secure, and valued, they are able to explore, discover, try new things, grow, learn, and develop.
YMCA educators interact and communicate with parents daily, sharing observations, reflections, and documentation (in kindergarten extended day programs).
Some of the YMCA educators’ approaches to positive interactions among children include:
- Providing small group experiences that allow for more individualized teaching opportunities
- Modelling inclusive, respectful, and collaborative interactions with children and other adults
- Ensuring the learning environment is flexible, allowing educators to respond in the moment and build on or scaffold the children’s interests
- Making toys, equipment, and materials available to children at all times and giving them the freedom to choose
- Playing with children to demonstrate prosocial skills, including promoting discussion, problem-solving when conflict arises, and understanding how their actions affect others
- Staying up to date on educator training that addresses self-regulation, resilience, and self-regulation strategies, including Dr. Stuart Shanker’s Five Practices of Self-Reg (The MEHRIT Centre)
YMCA educators understand the importance of play. They foster, expand, and scaffold play by being:
- active participants
- architects of the playscape
- keen observers
- planners
- role models
- coaches
- reporters
- collaborators
- reflective practitioners
Children and parents are warmly greeted upon arrival. After a brief check-in to share news from the evening before, children play.
The room is set up with a variety of activities that support the children’s interests and ideas they have for their program. The children might join friends at the creative art table to work collaboratively on a collage or work on a Lego structure. The children choose where to play based on their interests.
Educators create programs and activities based on children’s interests. For example, if an educator sees that the class is curious about towers, they find a picture book about the towers across the world to read at story time. And they may create an activity setup where the kids can build the towers in the book and measure their heights with rulers. The purpose is to spark more questions, play, and learning.
YMCA Before and After School programs are located in a variety of facilities, including schools, community centres, and YMCA-owned buildings. At the YMCA, we understand that the parent is the child’s first teacher, Y educators are the second teacher, and the learning environment is the child’s third teacher.
The YMCA’s unique approach to planning and creating learning environments supports children’s play so early learning and healthy development are maximized. YMCA Before and After School programs are designed to be flexible and responsive to the needs of children. We strive to create home-like environments to make children feel comfortable and safe. YMCA educators understand that children learn holistically and not in one area of development at a time. For example, playing a game of Go Fish involves number recognition and matching skills and communication, social, and problem-solving skills.
That’s why books, paper, and crayons end up in the block area when children figure out how to build a bridge from one shelf to another. Or play dough in the dramatic play area where children make pizza.
YMCA educators design a flexible schedule that meets the needs of the children and provides a balance of activities throughout the Before and After School program.
Care requirements, age, developmental level, energy level, and interests of the children are considered. Generous blocks of time for children to explore, play, and inquire are included indoors and outdoors.
The schedule is not rigid, but operating in small groups is mandated. As such, one group of children may play basketball or hide-and-seek outside while the other group makes invitations and banners for their upcoming talent show inside.
Periods of active and quiet play are interwoven indoors and outdoors. We don’t let the weather stop us from having fun in nature. The children put on their hats and grab their water bottles in summer or bundle up in warm clothes to jump in puddles or make snowballs in the winter and spring. In extreme weather, active play takes place indoors so children get the physical activity their bodies require. YMCA educators are trained to ensure that play remains the focus during routine times and to keep transitions between activities to a minimum so children can play more.
Children thrive on regular schedules and feel secure when they can predict what will happen throughout the day. Therefore, routines remain consistent, and children are given ample warning before transitions occur.
At the YMCA, we understand that a parent is the most important person in a child’s life. YMCA educators play a supporting role while parents go to work and school.
Y educators and parents communicate daily about children’s activities, health, and experiences.
Getting to know family members is important as an educator. Including family members in our Before and After School program helps a child to feel a greater sense of belonging.
Other strategies to engage parents and gain their input include:
- Monthly documentation that describes play and its connection to learning (Kindergarten Extended Day Program)
- Celebrations & events
- Parent surveys
- Displays of children’s artwork, projects, and creations
- Photographs of children at play
- Posting planning documents that include the children’s interests and activities introduced by a YMCA educator
While our range of community partners is broad, the largest and most important is the education system. Many of our centres are located in schools, so relationships with principals, faculty and staff are critical. The YMCA works closely with local community agencies and partners in order to support the children and families in our programs. We view the community as a valuable resource and our staff members plan learning opportunities to engage the community in our programs. The YMCA actively seeks out opportunities to share our knowledge and to learn from others in the community through networking opportunities, community planning tables and conferences.
The YMCA is committed to the ongoing professional development of all our educators. What the educator learns informs practice and the benefit is passed onto the children. YMCA educators attend a series of YMCA curriculum training sessions throughout their career with the YMCA. Additionally, the YMCA provides opportunities for educators to attend external learning events and conferences and keep legislated training requirements like Standard First Aid and CPR-C up to date. On a day-to-day basis the child care supervisor is responsible for the leadership, mentorship, coaching and development of educators.
Based on the learning needs of the educators, the supervisor may meet with staff to suggest strategies, conduct learning huddles to focus on a particular area of YMCA curriculum with the entire team, conduct regular staff meetings to reflect and plan, invite speakers from other YMCA departments or community agencies to attend the centre, or provide materials including links, articles, and various readings to supplement educators' professional learning.
YMCA educators participate in a continuous cycle of observation:
- Determining the children’s interests
- Planning activities that support children's interests
- Discussions with team members
- Reflection that informs the planning of activities and the learning environment
- Documenting play and its significance (Kindergarten Extended Day Program)
Links are made between theory, research, the YMCA curriculum, the YMCA program statement, the government curriculum, and children’s interests to inform the planning decisions Y educators make. This cycle is reflected in the toys, materials, and equipment provided in the play areas and in the furniture arrangement, photographs, children's creative work, activities they’re engaging in, and the planning documents posted weekly for parents to read and discuss with the educators.
This process of continuous program assessment is called reflective practice. Daily, educators observe and engage with children, evaluating the effectiveness of the learning environment to build on children’s interests. Weekly, they review plans and discuss them with their team and supervisor to ensure they support children’s learning and development. Monthly, they meet as a team to review what did and didn’t work and then plan accordingly.
Staff
YMCA Early Childhood Educators come with a wide background of education and experience. Our staff must go through a rigorous screening process that includes demonstrating their values and skills, providing a police reference check that is renewed every three years, and holding a valid Standard First Aid and Infant and Child CPR certification. Once selected, new YMCA staff participate in orientation and training on YMCA policies and procedures, Ministry of Education regulations, and YMCA curriculum.
Our Early Childhood Educators are trained to:
- Practise the YMCA’s high standards of child safety and protection
- Plan activities based on their knowledge of childhood development
- Communicate regularly with families about their child’s experiences and development
- Observe and document the progress of each child
At the YMCA we recognize the importance of continued professional learning and have developed an extensive series of learning modules that support YMCA Early Childhood Educators to gain a deeper understanding of child development, play, play partnership, program planning, extension of play and scaffolding of learning, effective communication, and providing positive learning environments.
The College of Early Childhood Educators is the professional self-regulatory body for registered early childhood educators (RECE) in Ontario. The College's role is to protect the public interest by setting requirements for registration to practise as a RECE, setting ethical and professional standards and holding RECEs accountable for their practice. RECEs are trained in child development and the planning and delivery of play-based learning in child care programs.
YMCA staff with an early childhood education diploma or equivalent qualifications degree must be current members of the College in good standing. RECEs must renew their membership with the College on an annual basis.
YMCA child care programs are enhanced by the involvement of volunteers and educational placement students. Volunteers and placement students are always under the supervision of a YMCA staff member and never left alone with children.
All volunteers and placement students must provide a police reference check before interacting with children and are required to adhere to all YMCA policies and procedures and Ministry of Education regulations.
YMCA Early Childhood Educators set the stage for positive behaviour with the following approaches:
- Building positive, respectful, and responsive relationships with children and their families
- Fostering healthy social connections with other children
- Supporting each child’s individual and developmental needs through observation and responding to cues
- Providing small group experiences which allow for more individualized adult attention
- Modelling inclusive, respectful, and collaborative interactions with children and other adults
- Providing flexible learning environments that include quality materials to support the children’s play
- Empowering children with the freedom to make choices
- Playing with children to demonstrate prosocial skills, including promoting discussion, problem-solving when conflict arises, and understanding how our actions affect others
- Staying up to date with staff training that addresses self-regulation and resilience, and practise self-regulation strategies based on Dr. Stuart Shanker’s Five Practices of Self-Reg (The MEHRIT Centre) and Mindful Moment Activities (Bee Happy Mindfulness)
A prohibited practice is any behaviour by a staff, volunteer or placement student that puts children at risk or that can inhibit a child’s growth, self-esteem or healthy development. All YMCA staff, volunteers and placement students are aware that the following practices are unacceptable at the YMCA.
- Corporal punishment
- Physical restraint of a child, such as confining the child to a high chair, car seat, stroller or other device for the purpose of discipline in lieu of supervision, unless the physical restraint is for the purpose of preventing a child from hurting themselves or others. Is used only as a last resort and only until the risk of injury is no longer imminent.
- Any form of abuse (physical, emotional, sexual or neglect)
- Depriving a child of basic needs including food, drink, shelter, sleep, toilet use, clothing or bedding.
- Inflicting any bodily harm on children including making children eat or drink against their will.
- Leaving children unsupervised.
- Deliberately using harsh or degrading measures or threats, use of derogatory language directed at, or used in the presence of a child that would humiliate, shame or frighten the child or undermine his or her self-respect or self-worth.
- Locking the exits of the child care centre for the purpose of confining a child or confining a child in an area or room without adult supervision, unless such confinement occurs during an emergency and is required as part of the licensee's emergency management policies and procedures.
- Using a locked or lockable room or structure to confine a child when separating them from other children.
- Interacting or relating to children or vulnerable person outside of a YMCA program activity. (E.g. weekend home visits, babysitting, online chatting, etc.)
Families Our Partners
At the YMCA we understand that the most important people in a child’s life are their family members. YMCA Early Childhood Educators play a supporting role while parents go to work or school. Involving, consulting with, and informing family members about the YMCA program helps a child feel a greater sense of belonging.
YMCA programs are designed to help develop children’s spirit, mind, and body. We believe every child is unique and adds value to our programs.
YMCA educators strive to ensure the environment and programs reflect the needs of all children and, when required, consult with our community partners who can enhance our ability to support children.
The YMCA understands that a child’s family members are the most important people in their life. YMCA staff are committed to connecting, partnering and engaging parents to provide the best possible care for each child. Daily conversations benefit the child, family, and the staff.
They help provide consistency for the child, support staff to understand the child and therefore plan for their success, and give families the opportunity to be part of their child’s day. The following procedure guides families, staff, supervisors and YMCA Management, when issues and concerns occur.
In situations where issues and concerns arise, YMCA staff educators and supervisors, together with the family and YMCA Management will work as a team to reach a resolution in a timely, confidential, fair and consistent manner.
The YMCA is guided by values that influence our actions and the decisions we make. The YMCA values are: Inclusiveness, Integrity, Kindness, Optimism, Respect and Well-Being. The YMCA is a shared experience for everyone to enjoy. When conflict arises, it is expected that the conflict will be resolved in a respectful manner in keeping with YMCA Values.
| Type of issue/ concern: | Family shall: | YMCA staff receiving issue/concern shall: |
|---|---|---|
| Daily program issues/concerns (E.g. health care including medical needs/medication or allergies, special instructions for feeding, sleeping, or activities, toilet training, child’s adjustment to program, other children including bullying, etc.) | Families are encouraged to speak directly with their child’s educator about any questions, issues or concerns either in person, by phone or by email. | Staff will listen and seek to understand the family member’s issue/concern, and may attempt to resolve it immediately. If follow-up is required or if the staff is involved in supervising children the staff will record the contact information including name, phone number, and email address (if any) and inform the family member of the best time for a follow-up discussion (e.g. set up a phone call or meeting). If the staff receiving the issue/concern thinks they are not the appropriate person to address the issue/concern they will refer the family member to the correct person; typically the supervisor, and provide contact information. Staff will record all issues/concerns and the resolution in the Daily Written Record/Log Book. If issue/concern is unresolved: Families are encouraged to speak directly with the supervisor if the educator is unable to resolve their issue/concern. |
| Centre-wide issues/concerns (E.g. cleanliness, hours of operation, fees/payment, menu variety, other parents, bussing to school/transition, etc.) | Families are encouraged to speak directly with the supervisor about any questions, issues or concerns either in person, by phone or by email. | Supervisor will listen and seek to understand the family member’s issue/concern, and may attempt to resolve it immediately. If follow-up is required or if the supervisor is involved in supervising children the supervisor will record the contact information including name, phone number, and email address (if any) and inform the family member of the best time for a follow-up discussion (e.g. set up a phone call or meeting). Supervisors will record all issues/concerns and the resolution in the Daily Written Record/Log Book. If issue/concern is unresolved: In most cases, talking with the supervisor will resolve all issues/concerns. If, for some reason, a resolution cannot be reached, the supervisor will provide contact information for the YMCA Manager responsible for the region. |
| Conduct of staff/student/volunteer or supervisor | Family members are encouraged to speak directly with the supervisor about any questions, issues or concerns either in person, by phone or by email. If the family member is concerned about the conduct of the supervisor they are encouraged to speak directly to YMCA Management. | If there is an allegation/suspicion of child abuse, the supervisor will inform the family member of his/her duty to report suspected child abuse to a child protection agency and will provide the contact information. Supervisors will: • Make a report to the same child protection agency. • Record all suspicions of abuse using the YMCA Child Abuse Reporting Kit. • File a Serious Occurrence Report to the Ministry of Education within 24 hours of receiving the report from the family member. Supervisors will share the outcome (founded/unfounded) of any investigation by a child protection agency when completed with the family member. Disciplinary information will not be shared. |
Everyone, including members of the public and professionals who work closely with children share a responsibility to protect children and vulnerable persons from harm. See Duty to Report1
The YMCA recognizes its responsibility to promote safe environments and practices to protect children and vulnerable persons from abuse.
YMCA child care staff are:
- Legally responsible to immediately make a report to a child protection agency if they suspect abuse.
- Responsible to make the decision to report suspected abuse without consulting their supervisor or colleagues*
- Accountable to ensure the report remains confidential and sealed. Details of the report are not to be shared with anyone, this includes the supervisor, other staff, or parent unless authorized by the child protection agency.
1. Duty to Report is defined under section 72(1) of the Ontario Child and Family Services Act and sets out what must be reported to a child protection agency (e.g. Children’s Aid Society - CAS).
*No staff/student/volunteer or parent shall advise someone not to report suspicions of abuse, nor try to stop the person from reporting or consulting with a child protection agency.
If a family member has been unable to resolve their issue/concern through the informal process described above, a formal complaint may be made in writing (by mail or email) to:
Mailing Address:
YMCA of Greater Toronto Contact Centre
90 Eglinton Ave E., Unit 300
Toronto, Ontario M4P 2Y3
Email Address: memberservices@ymcagta.org
Please provide contact information, as the YMCA will not respond to anonymous complaints. If you are unable to submit a formal complaint in this manner due to a disability, you may contact the YMCA to request accommodation, which will be provided in keeping with the YMCA’s Accessibility and Customer Services Policy available on our website.
The YMCA is committed to a fair process when dealing with complaints. Families will be treated with respect and kept informed of the status of their complaint. The YMCA will respond within 10 business days to confirm that your complaint has been received.
The YMCA aims to resolve all complaints within 30 days of receipt. If this timeline cannot be met, the family will be informed of the reasons and given a revised timeframe. Upon completion of a review, the family will be provided with reasons for the decision relating to the complaint, which will complete the formal complaint process.
Any YMCA staff that receives a complaint or concern shall maintain confidentiality by not discussing allegations with other individuals, except on a ‘need to know’ basis. For example, in some programs that receive funding from partner agencies, complaints may need to be shared with those agencies.
No person who in good faith and under this policy submits a concern or complaint shall suffer retaliation.
A summary of all formal complaints, including number and type, will be provided to the Board/Board Committee on an annual basis.
Most programs operate during the 10-month school year, September to June. Our standard hours of operation are from 7:30 am until when school begins, and form when school ends until 6 pm.
Some locations are able to extend their programming to accommodate the needs of families. This includes operating 12 months of the year, extending hours, and offering programs during schools' winter, March and summer breaks. Visit ymcagta.org to learn more about the programming dates and hours at the centres closest to you.
At the YMCA, we know how important it is for parents to be informed about their child’s day. Y educators keep parents/guardians informed through:
- Daily in-person communication with families during arrival and departure times
Monthly program documentation highlighting learning that occurred during a play experience (Kindergarten Extended Day Programs)
The program includes opportunities to continue learning as an extension of kindergarten topics, exploring the indoors and outdoors, creating with the arts (visual, dramatic and music), discovering science, engaging in mathematics and literacy activities, developing social skills, gross and fine motor skills and problem solving.
The program provides a club-like atmosphere that includes opportunities for creating performances, works of art, science projects, and tournaments. A key component of the program involves spending 45 minutes outdoors or inside, participating in physical activity.
The Recreational and Skill Building Program will be offered to children who will be turning 4 years old in September of the current school year and up to 12 years old. The program includes activities to promote recreational, artistic, musical and athletic skills. Operating hours will be from 3:15 to 6:00 pm, Monday through Friday, inclusive of non-instructional days. For more information, email HarrisonHalton@ymcagta.org. This program is not part of the CWELCC funding and is subject to alternate fees.
Parents must check their child for illness every morning before attending child care or school using the Ontario school and child care screening tool .
YMCA Before and After School Programs offer a variety of nutritious morning and afternoon snacks prepared by a caterer or on-site cook. Our snack menus follow the Eating Well with Canada’s Food Guide. The current and following week’s menus are posted for your information.
In consideration of children with allergies and food restrictions, the YMCA discourages sending any food from home.
In consideration of children with allergies and food restrictions, the YMCA discourages sending any food from home. However, families of children with food restrictions and/or complex allergies may be granted an exception by the supervisor to bring food from home. The supervisor and the parent will work on a written plan to implement the child’s dietary arrangements. When food is sent from home it's expected that the Guidelines for Bagged Lunch/Snacks are followed.
Parent Responsibilities:
- Meals and snacks meet the Canada’s Food Guide: Healthy Eating Recommendations.
- All food and beverages must be provided in a lunch bag with ice pack and must be labelled with the child’s name.
- Foods that contain nuts or may have come in contact with nuts are not provided.
- Be aware of the known allergens of children at the YMCA.
Staff Responsibilities:
- Monitor food sent from home for adherence to Government of Canada food guidelines, and provide sample menu guidelines to families.
- Monitor food sent from home to ensure no food contains nuts or known allergens.
- Clean and disinfect all surfaces before and after children eat.
- Ensure children have washed their hands or used hand sanitizer before eating.
- Wash hands before serving food or feeding children.
- Provide meals and snacks if food is not sent from home or the food sent from home contains nuts or known allergens.
- Monitor children so that they do not share food.
- Supervise closely any children with life-threatening allergies (e.g. sit beside child).
- Provide sample meal and snack resources upon request.
The YMCA strives to protect the children in our care who have life-threatening allergies by reducing, as much as possible, exposure to their known allergens. A list of allergens to be avoided in the program is included in your registration package and a notice is posted for all families near the entrance to the program. Families are advised to check frequently as the notice is updated monthly or as changes occur.
Any parent/guardian of a child with a life-threatening allergy is responsible for providing the YMCA with detailed information about their child’s known allergens, signs and symptoms of an allergic response and the steps to take in an emergency prior to their child starting care. Children enrolled in school are permitted to carry their own emergency medications (e.g. epi pen, puffers). It is also very important that parent’s/guardian’s inform YMCA staff anytime there is a change to a child’s allergies.
Anyone who is feeling sick or has any new or worsening symptoms of illness, including those not listed in this screening tool, should stay home until their symptoms are improving for at least 24 hours (or 48 hours for nausea, vomiting, and/or diarrhea) and seek assessment from their health care provider if needed.
Please refer to the Ontario's Ministry of Health School and Child Care Screening Tool.
It is very important that you contact the program to report that your child will be absent and the reason for their absence.
If a child becomes ill while at the program, a staff member will separate the child from the others and the parent/guardian will be contacted to immediately pick-up the child from the program.
If the YMCA is unable to reach the parent(s)/guardian to arrange pick up, then all other contacts, including emergency contacts and authorized pick-ups, will be contacted. The ill child will be supervised by a staff member while waiting to be picked up. If the child is over 2 years of age and can tolerate a mask, they will be asked to wear a mask.
Requirements to wear masks/eye protection indoors or outdoors at the child care centre have been lifted by the government of Ontario. Please inform your child’s educator, if you want your child to continue wearing a mask.
Whenever possible, parents/guardians should administer drugs and medication to their children at home, if this can be done without affecting the treatment schedule. When a child is ill, it is in their best interest to remain at home where they are comfortable and able to rest and get better.
The YMCA is required to administer only drugs and medications either prescribed by a doctor, nurse practitioner or other licensed health provider with a prescription label on the original container on the medication or accompanied by a doctor’s note that outlines the following:
- Date note was written
- Time to be administered or detailed reason for administering including signs and symptoms (e.g. fever above 38°C, wheezing or coughing, itchy and watery eyes, sneezing, etc.)
- Expiry date of the note (i.e. is it for a specific time period? or ongoing until further notice?)
- Child’s legal first and last name
- Name of drug or medication
- Dosage to be administered
- Please provide the correct measuring device as well as all medical equipment needed to administer your child’s medication (e.g. labelled air chamber, labelled syringe, etc.)
Any time you bring drugs or medications to be administered to your child at the child care centre, YMCA staff will provide you with a Medication Administration Authorization form to complete that details the dosage, times of administration and permission for the YMCA to give your child the drug or medication.
It is not the YMCA’s practice to administer medications such as Advil, Tylenol, or Motrin to control cold or flu symptoms. It is in the best interest of the child experiencing these symptoms to remain home, to rest and get better.
If the child has a chronic illness (e.g. headache, migraine, seizures) or is teething, YMCA staff may administer medications like Advil or Tylenol with a doctor’s note. The doctor’s note must be updated annually or as the child’s age, weight, or medical condition changes.
Children are active and curious. It is not uncommon for young children to experience cuts, scrapes, and bruises while running, jumping, and playing. All YMCA staff hold valid certification in Standard First Aid and Infant and Child CPR, and have been trained in emergency procedures.
Any time your child has an accident, YMCA staff will record the details on the YMCA Incident Notification for Parent form and provide you with a copy.
In the event a more serious incident involving your child occurs, YMCA staff have been trained to respond based on the severity of the injury. YMCA staff will either call emergency support services (911), parent/guardian or your designated emergency contacts to take your child for medical evaluation.
A serious occurrence incident is defined as; Public Health orders a closure, YMCA closes the program, life-threatening injury or illness of a child, an allegation of abuse by a staff, student, or placement volunteer, a missing or unsupervised child, a disaster on premises, or the death of a child.
The YMCA is committed to being prepared and keeping all staff, volunteers and families safe and the charity functioning in the event of an emergency or natural disaster. We understand that YMCA families, staff, volunteers and students on placements rely on our ability to deliver uninterrupted programs and services in safe environments. The YMCA trains all staff, volunteers, and students on placement before interacting with children and annually on emergency procedures including how to respond to personal injuries and medical emergencies, building emergencies (power failure, flood), fire drills and evacuation, inclement weather, threats from criminal activity (lockdown) and natural disasters.
In the event your child is involved in an emergency you will be contacted directly, by the YMCA. If the YMCA is unable to reach you directly they will call the emergency contacts you have identified in your child’s registration package. The YMCA will also endeavor to post information on our website and YMCA of Greater Toronto's Twitter and Facebook accounts. Depending on the nature of the emergency, the YMCA staff and children may have to re-locate to an evacuation site until you can pick up your child. The YMCA evacuation site address is posted in the entrance way of every classroom.
The Safe Schools Act, 2000 requires all schools in Ontario provide a safe and welcoming school, develop a code of conduct and consequences for infractions, and implement a program of bullying and harassment prevention.
The YMCA of Greater Toronto is a partner with school boards and is required to report to the school principal any student involved in an incident of bullying, harassment, violence, suspected child abuse or neglect or infraction of the code of conduct.
In the event that your child receives a ‘mandatory’ suspension or expulsion from school then your child cannot attend the YMCA Before and After School Program for the duration. If your child is receiving a ‘discretionary’ suspension, then the principal will determine if your child can continue to attend the YMCA during their suspension period.
YMCA Child Care programs are required to be smoke free environments under the Smoke Free Ontario Act 2005. Smoking (i.e. lighted tobacco or cannabis) or vaping an electronic cigarette (i.e. regardless of contents) on the premises where a YMCA child care program is located, including all indoor and outdoor areas, is prohibited. This includes playgrounds, school property and surrounding areas. Failure to comply could result in a penalty of up to $5,000
All children in Before and After School programs are required to play outdoors for a minimum of 30 minutes each day, weather permitting.
At the YMCA, children are provided with 45 minutes of physical activity during the Before and After School program and two hours of outdoor physical activity during full-day programs (PA Days). During inclement weather, alternate active play must be provided indoors.
Weather can change quickly. A rainy, cool morning can rapidly become a humid, sunny afternoon. We ask that children are always prepared for any type of weather so they can participate comfortably outdoors.
Field trips and community walks provide valuable experiences for children and allow staff the opportunity to extend program activities outside of the classroom.
When these opportunities arise, parents/guardians will be required to complete a permission form giving consent for their child to participate in the activity. Community walks may be part of the regular program and as such do not require a permission form.
During extreme weather conditions, advisories or alerts, (heat, smog or wind chill) the YMCA follows the guidelines of the local health department. Our priority is to keep children safe from serious adverse health effects such as frostbite and sunburn.
YMCA Educators will adjust the amount of time spent outdoors or provide an alternative indoor plan.
You must follow the federal guidelines (https://travel.gc.ca/travel-covid) after returning to Canada.
The removal of provincial requirements does not mean that the risk for COVID-19 has disappeared. We still need to do our part to protect ourselves and others from COVID-19. This includes practising good hand hygiene and wearing a mask where recommended or required.
YMCA Child Care programs are closed on all statutory holidays during the year. Please note when a statutory holiday falls on a weekend the YMCA will recognize this closure date on the following business day. Fee payment is required for all statutory holidays.
- New Year's Day
- Family Day
- Good Friday
- Easter Monday (For Staff Professional Development day. Fee will not be charged for this closure.)
- Victoria Day
- Canada Day
- Civic Holiday
- Labour Day
- Thanksgiving Day
- Christmas Day
- Boxing Day
On rare occasion, YMCA Child Care programs must close due to unscheduled circumstances such as severe weather, flooding, job action, and other incidents beyond our control. Families will be notified through email, phone, or our Weemarkable app when their program has been cancelled. News of closures will also be shared through the YMCA’s website and Instagram. Please note that child care fee credits and refunds will not be processed for unscheduled program closures. Please refer to our Inclement Weather procedure.
In severe weather conditions, full-day Child Care and Before & After School programs will follow the same closure procedure as local school boards. When schools in a region close due to weather, our child care programs — both those inside and outside schools — will also close.
The safety and well-being of all children participating in YMCA child care programs is of utmost importance to us.
Parents/guardians are encouraged to notify the childcare centre to report any absences. If a child has not arrived at the centre by 9:30am on a non-instructional day, the YMCA staff will attempt to communicate with a family at their first opportunity to confirm the child’s absence. This communication will serve as the sole notification from the centre regardless of whether a response is received from the family. Families may choose to opt out of notifications by indicating in writing to the Supervisor/Designate
The YMCA will ensure that any child receiving care at the child care centre is only released to the child’s parent/guardian or an individual where the parent/guardian has provided authorization.
Parents/guardians or their designate are required to personally escort their child into the program and to pick up their child at the end of the day. Please ensure that a YMCA staff member is aware you have arrived or that you are departing with your child. Arrival and Departure times are recorded by a YMCA Educator prior to parents/guardians leaving the centre.
At the time of enrolment, you will be asked to provide the names and contact information including telephone numbers and addresses of any adults 16 years of age or older that you authorize to drop off/pick up your child or come to the centre in the event that you cannot be contacted when your child is ill or has been involved in an emergency.
The YMCA does not permit children 15 years of age or younger to escort younger children home. If you require an alternate person to pick up your child who is not on the list, please provide this information in writing (email) to YMCA staff. Any new visitors to the YMCA who come to pick up a child will be asked to provide photo identification.
YMCA Early Childhood Educators are counting on you to be on time to pick up your child at the end of the day so that they can meet their personal and family obligations.
We do understand that that weather and traffic accidents happen, however we appreciate you calling the program to let us know you will be late or making arrangements for an alternate adult to pick up your child. Child care arrangements may be withdrawn by the YMCA for parents/guardians who frequently pick up their child late.
The YMCA has the right to manage enrolment which may result in the YMCA not being able to accommodate your child care needs for the next school year. Priority will be given to children currently registered and attending their home school where the child care program is located with consideration also being given to younger children. In situations where capacity is limited and expansion of space is unavailable, the YMCA will provide families with written notice.
The YMCA will endeavor to keep programs operating which meet the needs of the community. The YMCA reserves the right to limit program components and/or locations based on enrolment.
Use the link provided below to view base fees for all YMCA centres offering child care programs. At this time, the YMCA does not charge non-base fees. We will provide 30 days' notice informing you if there are any changes.
The YMCA of Greater Toronto has signed the Canada-wide Early Learning and Child Care (CWELCC) agreement and is pleased to offer fee reductions as part of the agreement to families in Toronto, York, Peel, Halton, Dufferin, and Durham regions.
YMCA base fees are reduced upon registration by 52.75% as of January 2023 to a minimum of $12.
Child care payments are processed on a monthly basis by pre-authorized payment/debit authorization or by credit card. Families have the option to choose from one of the three monthly draw dates for their child care fees to be processed on the 1st, 15th or 20th of each month.
If families require payment arrangements outside of our current terms and conditions, please email the Child and Family Development administration Office at csac@ymcagta.org.
Part-time programs are available at limited locations that are not full to capacity. Families can choose from 2 day (Tuesday & Thursday) or 3 day (Monday, Wednesday and Friday) options.
You will be asked to sign a part-time program agreement form. In the event that a program location reaches its maximum capacity, families will be offered the opportunity to change from part-time to full-time or be given two weeks’ withdrawal notice.
YMCA licensed child care programs hold a purchase of service agreement with regional municipal offices. Apply for child care fee subsidy by contacting your local municipal office or visit their website by clicking below:
The admissions review process aligns with the charity’s Diversity, Equity, Inclusion, and Belonging strategic goals. The YMCA strives to accommodate all registration requests, however there may be times when space is unavailable in our programs and you may place your child on our waitlist. Please note there is no fee to place your child on a waiting list. It is important for you to keep your contact information up to date with us.
Children are placed on the waiting list in sequence, based on the date and time that the waiting list application is received by the YMCA. Determining where your child(ren) is on a waiting list/or admissions to the program is subject to a number of considerations including, but not limited to;
- when the children currently enrolled move to the next age group
- the ages of the children on the waiting list
- the length of time each child will be in an age group before having to transition tothe next age group
Exceptions that could affect the order in which admissions are offered are:
- A child protection/welfare agency requests placement for a child
- Children requiring full-time care (5 days per week)
- Siblings of children currently registered in a YMCA Child Care program
- Children transferring from other YMCA Child Care programs
- Children of YMCA of Greater Toronto employees
- Children living within the school boundaries and attending their home school
YMCA Child Care Program waitlists are managed by each YMCA location. To find out your child(ren)’s status on the waiting list, simply contact the Supervisor of the program where you originally completed the waiting list form. The Supervisor will disclose the child(ren)’s position on the waiting list to the parent subject to the YMCA privacy statement https://ymcagta.org/privacy.
Find a YMCA location by visiting https://ymcagta.org/find-a-y or call 1-866-317-6251.
Refunds for child care fees will not be processed for the following: missed days, vacation, sick days or inclement weather closures. Operating costs are based on the number of children enrolled.
If you require changes to your current program registration these requests can be made on line using the Registration Change Request Form. Changes could consist of; family/child contact information, emergency contact information, and changes to program type (part-time to full-time). Registration changes and updates can take up to 10 business days to be completed.
Any changes to pre-authorized billing can be submitted on line using the Registration Change Request Form. If a new pre-authorized payment form is required to make the change requested this form can be obtained from your program supervisor. Payment changes can take up to 10 business days to take effect.
If you choose to withdraw your child from their YMCA child care program, 10 business days’ notice of withdrawal is required. Withdrawal notices can be submitted online using the Registration Change Request Form. Payments will be adjusted upon receipt of the withdrawal notification. Withdrawal notifications received with less than 10 business days’ notice will be charged for the 10 business days' period.
As a charity that serves all segments of our community, the YMCA of Greater Toronto provides financial assistance in times of need. This is a short term support made possible due to the generosity of our donors, members, volunteers, staff, corporate and community partners. For more information on how to apply, please speak with your program supervisor.
The YMCA Kids Challenge, is a weeklong event held every spring that aims to teach our children about philanthropy and living an active and healthy life. Funds raised will support vital programs and services or provide financial assistance so more children and families can access our health and fitness centres, child care and camps. Be a healthy role model and support the YMCA Kids Challenge. Donate Today. We count on the generous donations of the community, members, staff and volunteers. A charitable receipt suitable for tax purposes will be provided for all donations of $10 or more.
The YMCA strives to meet the individual needs of all children and families enrolled in our YMCA child care programs. However, situations do arise from time to time where it may be necessary for the YMCA of Greater Toronto to withdraw child care services for a child and/or their family.
The YMCA does not take these decisions lightly and takes reasonable care to ensure a thorough assessment of the child’s needs, community supports available, and the YMCA program's ability to support the child have been undertaken before withdrawing services.
Examples leading to withdrawal of services may include:
- Non-payment of program fees
- Frequent late pick-up
- Parents/guardians or children who exhibit violent or harassing behaviour towards staff, volunteers, students on placement, other children or families
- Community resources for children with special needs are unavailable or have been exhausted
- Refusal by parent/guardian to meet with YMCA staff and/or consent to the use of support services for children
All YMCA staff, volunteers and placement students understand the importance of keeping all personal information in the strictest of confidence. The YMCA will not share any personal information with outside agencies including school boards, and resource consultants for children with special needs without written parental consent. See YMCA's Privacy Policy for more information.