Commonly asked questions about our Preschool:
Our preschool has been serving our community for over fifty years. Our staff is not only highly qualified, but loving and nurturing. We offer a developmentally appropriate curriculum that meets the needs of each individual child. We offer an environment that makes children and families feel safe and secure. We strive to involve our church and families in the education of children. PCCS has high standards required by our accreditation association (UMAP) and is dedicated to making available, to our community, a quality early childhood program.
Our school is equipped with a Weather Band Radio. We are notified in cases of severe weather such as tornadoes, hurricanes, and thunderstorms. Students and staff practice emergency procedures during the year for fire, tornado, and three levels of security procedures. All children have an emergency tag that is pinned to their clothes in case of an emergency. In the event of a crisis PCCS follows a “Crisis Management Plan” that may involve evacuating children to the Life Enrichment Center Building.
Each individual classroom will incorporate a weekly spiritual lesson that may include an age appropriate bible story, song of praise, or bible verse. Children age 2 and up will visit the chapel on a weekly basis. All children are encouraged to learn a blessing that is recited before lunch and snack. The foundation of our spiritual lessons comes from the teaching of Christian values such as love, kindness, forgiveness, and friendship.
We serve a morning snack and an afternoon snack. The families in you class provide snacks. You will be required to bring in a nutritious snack for the class at least once a month. Children have two options for lunch. They may bring in a cold packed lunch or purchase a hot catered lunch. Hot lunches are delivered to our site on a daily basis.
Yes, PCCS is accredited by the United Methodist Association of Preschools (UMAP). UMAP is a national accreditation that commits to low teacher-child ratio, Christian education, developmentally appropriate practice, and continued professional development. For more information about UMAP accreditation please visit umapfl.org.
Yes we are. If your child turns four by September 1st of that school year they are eligible to participate in this program.
A Child Development Associate is an Individual who has successfully completed a CDA assessment and has been awarded the CDA credential. S/he is able to meet the specific needs of children and works with parents and other adults to nurture children’s physical social, emotional, and intellectual growth.
Our staff is highly qualified and they meet or exceed all training requirements of the Pinellas County License Board and are trained in CPR and first aid. Our lead teachers have National Child Development Associate credentials (CDA) or advanced degrees. The majority of our lead teachers have been here 10-20 years.
We believe that the assessment process is ongoing and is conducted through close teacher observations and documentation. However, we do conduct two formal assessments during the school year. These assessments are designed to recognize any delays in development and to record children’s progress. Conference times are available to discuss the results of these assessments.
Included in your child’s weekly schedule they will participate in Spanish, Music, Chapel, Creative Movement, and Literacy Center. Enrichment programs include Tumble Bus, Dance, and Computer Tots. Enrichment programs are usually offered in the aftercare program and at an additional fee.
We strictly follow the ratios suggested by the National Association for the Education of Young Children. Their ratios are as follows:
TODDLERS = 1:5
YOUNGER TWOS = 1:6
OLDER TWOS = 1:7
3,4,5 YEAR-OLDS = 1:10
Although each teacher has his or her own strategies for dealing with behavioral
challenges we do believe that most of these challenges can be avoided through structure, consistency and a stimulating classroom environment. We will try to redirect behavior, furnish children with words and language to help solve problems, and if necessary remove them from the group and allow them some time to think about their choices.This “thinking time’ is brief and followed up by the teacher.