Why You All Love What You Do
The Lands End School began as a small grassroots effort to provide quality childcare for the employees of the VA. We are a private, not-for-profit childcare center which began in 1986 and opened its doors in 1991. Our legal business name is The Cheryl Andersen Sorensen Child Care Center (CASCC), dedicated to the memory of Cheryl Andersen Sorensen, nurse at the VA. In the years since its opening, the program has grown and evolved into a successful early childhood program serving infants, toddlers, and preschool children of employees of the VA and the surrounding community.
Our goal is to be a mutual support system, working together towards supporting the growth, development and well-being of the children in our care.
WE ARE AN INCLUSIVE COMMUNITY
We honor and recognize the importance of bringing together children and families of varying race, ethnicity, gender, national origin, religious affiliation and/or abilities.The Lands End School accepts children regardless of race, ethnicity, gender, nationality, ability or religious backgrounds. We recognize that each family is unique and different; welcoming ALL types of families at the school. We strive to help your child honor and respect your family as well as other families, embracing and understanding the amazing diversity our community offers.
NAEYC ACCREDITATION STATEMENT
The Lands End School is accredited by the National Association for the Education of Young Children (NAEYC). This is an indicator of being a high-quality program that has met over 100 criteria that exemplifies the quality of care and education that we offer our students and families.
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COMMITMENT TO QUALITY
TLES maintains a commitment to quality care through the use of various assessment tools.
In order to help us determine where a child is at developmentally, we use two assessment tools: the Ages and Stages Questionnaire (ASQ) and the Desired Results Developmental Profile (DRDP). Results from those assessments allow staff to plan curriculum, activities, and guide conversations with families about their children.
Ages and Stages Questionnaire (ASQs)- this tool is completed at home by the child’s family upon intake and then every 6-8 months thereafter. The completed questionnaire is given to your child’s teacher who then interprets the data. The data is then shared with the family at conference time and used to guide curriculum and activity planning.
Desired Results Developmental Profile (DRDP-2015)- this is a comprehensive tool that allows the Teacher to look at every facet of your child’s development and reflect on ways that they can better support each child individually and as a group to achieve their goals. Teachers complete these in class and then may share the results at conference times.
In addition, TLES is also goes through assessment processes each year to maintain our high quality of care using the following tools:
Environment Rating Scale (ERS) – focuses on the needs of children from Infancy through Kindergarten. The ERS tool measures the quality of the environment and interactions between teacher and child.
CLASS Assessment – focuses on the quality of interactions between teacher and child in three main areas: Emotional/Behavioral Support, Classroom Organization, and Instructional Support.