Program Statement


Program Statement Goals  Pathways Approaches
Promoting health, safety, nutrition & well‐being:

Pathways encourages students to participate in good nutrition, play and outdoor activities in order to maintain a healthy and balanced lifestyle. A healthy, balanced lifestyle allows children to develop self confidence, take healthy risks while developing in our safe and secure learning environment. We ensure this through:

  • The Safe Supervision of children
  • Child Protection procedures and training
  • Sanitation and disinfection procedures
  • Menu planning that follows the Canada Food Guide
  • Communicable disease prevention
  • Emergency procedures set in place
  • Standard first aid and CPR training
  • Niagara Region Public Health presentations
Supporting relationships through positive interactions:

Pathways staff recognize the opportunity to learn through relationships.

Supporting positive interactions between families, children and staff begins with healthy and open communication. Communicating on a daily basis allows children, parents and teachers to plan for and support each other. In order to support each student’s growth and development, Pathways staff interact and communicate with parents on a daily basis sharing observations, documentations and reflections. Some opportunities to connect include:

  • Meet the teacher night
  • Open houses
  • Family nights
  • Parent committee
  • Daily conversations at pick up & drop off
  • Teacher’s availability for parent conference

Communicating with children takes place in a positive and responsive manner on an ongoing basis. When Communicating with children teachers:

  • Honor the developmental level of the child
  • Get down to the child’s level while providing eye contact
  • Model active listening skillsSupport healthy communication skills in children through seeking clarification and providing affirmation.
Encouraging children to interact, communicate, & self‐regulate:

Pathways educators inspire students to become independent, self disciplined, self confident and self motivated by enhancing each students’ communication skills and fostering appropriate expression of feelings. Teachers recognize the importance they play in setting a positive example for what to expect from other and what is expected of us as individuals within a group. Strategies used to achieve this include:

  • Role modeling healthy expression of feelings
  • Practicing how to name and identify emotions through role play and social stories builds self-regulating skills
  • Providing individual and group opportunities to problem solve alongside teachers which supports both trial and error and independent thinking habits
  • Providing cues which allow children to practice critical thinking and problem solving skills independently.
Fostering exploration, play & inquiry

Pathways recognizes a child’s need to explore and play to continue healthy development. The role of our teachers combined with our unique prepared environment honors the creative, expressive and curious ways children experience their world.

  • Our Montessori classrooms are designed to inspire inquisition and is prepared to meet and challenge the developmental level and interests of each child.
  • Children are given time to master concepts before introducing the next step which helps develop self confidence
  • Teachers provide prompting questions and opportunities for exploration based on the child’s observations which fosters inquisition and exploration.
Providing child‐initiated & adult‐supported experiences:

Montessori philosophy and teaching practices identifies the child’s ability to demonstrate the areas of development that are most absorbent. Our teachers observe and support children along their developmental trajectory and support this process through providing materials, lessons, and experiences meaningful to each individual. Opportunities take place during:

  • The work period where children choose activities and materials they are interested in with the opportunity of being presented individual lessons.
  • Show and share is encouraged as part of group time
  • Child’s ability to make their classroom their own. They are encouraged to contribute and share objects and interests which creates a meaningful and interactive environment.  i.e. nature table
Planning learning environments to support every child’s learning:

Pathways strives to become an extension of the child’s home where they can feel comfortable and confident while learning. Children become aware of how they can be responsible for their environment, their peers and themselves. Through this opportunity for independence children connect meaningful experiences which are carried throughout their lives. Pathways supports this through:

  • soft colours furnishings, plants, pets and photos of children and their families which are intended to make children comfortable and feel safe
  • activities that support social, emotional, creative, cognitive and motor development
  • Planning for and tracking each child’s progress while preparing the next step
Incorporating indoor, outdoor, active, rest & quiet activities:

Children feel more secure when they are provided with structure and predictability throughout their day. Pathways creates a schedule which meets the needs of the children and provides a balanced day. When creating a balanced day for all students, the following is considered:

  • The age, developmental level, energy level and interests of the group
  • Opportunities for structured classes such as French and Music, also allowing children to move through incorporated gross motor activities.
  • Maintaining small group sizes allowing for more individualized attention
  • Quiet area available in the classroom to allow for rest and quiet time when needed.
Fostering engagement & communication with parents:

The families that become apart of Pathways Academy help to shape our programing and the experiences within the school community. Maintaining a connection between families, students, teachers and the Missions and Goals that guide Pathways is achieved in a variety of ways, including:

  • Monthly newsletters
  • Parent teacher interviews
  • Meet the teacher night
  • Progress/Report cards
  • Family nights
  • Facebook page
  • Displays of the children’s artwork and creations
  • Photographs of the children
  • Posting of planning documents
Involving community partner:

Pathways identifies how important community is and how we as a resource for families can also involve organizations and partners in to support the growth of children, families and our staff. We engage with our local community through:

  • Charity work
  • Infant Mental Health Promotion (IMHP)
  • Niagara Preschool Services
  • Connecting with local high school for demonstrations in the arts
  • ECCDC workshops and conferences
Supporting educators’ continuous professional learning:

Pathways is committed to the ongoing professional development of all our educators. Pathways offers training during staff meeting and workshops in addition to providing opportunities for educators to attend external relevant learning seminars and required training (i.e. Standard First Aid)

Strengths and specialties are recognized in each educator and staff members are given the opportunity to mentor co-workers.

Documenting and Reviewing the impact of strategies to ensure effectiveness:

Pathways educators continually observe and engage with the children in their classroom. Through daily observations teachers are able to evaluate the child’s abilities and prepare for their next steps in development. Educators use the following tools to support documentation:

  • Observation of children and their learning
  • Tracking the child’s development
  • Report cards
  • Quality Child Care Niagara Initiative (QCCN)
  • Parent surveys
  • Collaborate as a staff