Business Operation
Our business operation plan demonstrates how the daycare is organized
and administered, and how we adhere to the statutory Childcare and
Development Services Act (CDSA) welfare requirements and follow
CoPal’s Daycare and Playschool Policies and Procedures, which are
reviewed and amended accordingly.
CoPal’s Daycare and Playschool is situated on the East Coast and was
opened in the month of June 2021, due to the demand from local parents
with the aim to return to work or further their education. We are registered
through the Ministry of Social Protection’s Childcare and Protection Agency
(CPA). It is purposefully built to provide full day care and education for
children under 5 years old and out of school and holiday care for 5 – 12
years, 51 weeks of the year. We are a partnership business that strives for
excellence and nothing less.
The organisation of the Daycare is as follows:
Joint owners of Business
Kowsilla Mangra and Joshua Martin
The Registered Person/ Center Manager
Miss Kalpana
The Deputy Manager Miss Mangra
The Early Years Professional Miss Sherry
The Third in Charge/ Team Leader Miss Moore
The daycare, playschool and Homework club is a large open plan area
within a home that is divided into areas; the under 2’s, baby room and
sleep room, the 2 year olds with their own access to outdoors, the 3-4
years area with access to outdoors and an additional room used by the
preschool and out of school club as well as an activities, naps and
communication room for children above the age of 5. The facility has
innovative outdoor areas; both grassed and tarmac which the children will
have ample opportunities to utilize and explore. Ms Moore has above
qualifications and was deemed as qualified to be left in charge by the
management, and have their designated trainee/s for the day to day that is
appointed for each ward running of the daycare floor, and ensuring the
welfare of the children and staff. Along with full day care we are registered
to deliver early education to 2, 3, 4 and 5 year old children, and work to
ensure smooth transitions between our setting and local first schools.
Our planning and structure wholly support and reflect the requirements of
the Childcare and Development Services Act (CDSA), ensuring that
individual children and their families are the main focus for learning,
development, engagement, communication and understanding. The key to
this is assessment and evaluation of every child’s individual learning needs
so they can be supported and encouraged appropriately while care is still
placed to ensure that their childhood experience isn't lacking as "all work
and no play, makes Jack a dull boy". We ensure that all parents play their
part of this process so that we are working together to best support every
child.
Children learn best when they are happy, relaxed and playing. Delivering
the curriculum while the children are engaged in play helps foster a
genuine curiosity and love of learning. All play is conducted in a safe, child-
centered environment under the guidance of qualified practitioners who are
sympathetic to the care and educational needs of the children.
CoPal’s Daycare and Playschool
● Complies with all the welfare requirements and ensures that our
provision meets the learning and development requirements of the
Childcare and Development Services Act (CDSA) providing a safe,
stimulating environment for the children and all stakeholders, through
effective safeguarding policies and procedures, regular risk
assessments, which are reviewed and amended accordingly.
● Promotes effective communication with parents: with our warm and
friendly professional qualified staff team and management, regular
newsletters, text messaging service, our website, face book, parents
notice boards.
● Continues to have a comprehensive training plan, and encourages
staff to undertake further training. Hold regular in house training and
hiring of external trainers for specialized subjects. At CoPal’s we are
supporting and encouraging our staff to embark on training courses
and to further improve on their qualifications, which not only supports
their practice, but ensures that the children have enriched learning
opportunities to meet their individual needs from our learned
educators.
● Encourages and involves the parents in their child’s learning, through
providing parents evenings, summary assessment sheets and
welcoming parents in at any time to discuss possible issues, for
check-ins and even just to air possible concerns.
● Promotes inclusive practice at all times referring to and using the
Early Years Inclusion Toolkit.
● Facilitates smooth transitions into our organisation, from any area
and ensures the children have a welcoming atmosphere that remains
a place of comfort, joy and laughter of attendees.
