Delivering early years programs in schools

Learn about roles, responsibilities, guiding principles, cost models and considerations for implementing early years programs in schools.

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Introduction

Early years programs play a vital role in supporting children's development and well-being. When delivered in schools, these programs benefit from strong partnerships between school boards, early years service providers and community partners.

This guide provides practical information and policy context to help stakeholders work together effectively, ensuring high-quality, inclusive and coordinated early years services in our schools.

Responsibilities for school-based early years programs

Early years programs in schools are delivered through partnerships between:

Consolidated Municipal Service Managers (CMSMs)
District Social Services Administration Boards (DSSABs)
early years service providers
school boards

These programs are designed to:

center children and families
support children’s learning, development and well-being

Role of the Ministry of Education

The Ministry of Education provides:

legislative, regulatory, policy and funding frameworks
capital and operating funding to CMSMs, DSSABs and school boards

Role of CMSMs and DSSABs

Under the Child Care and Early Years Act, 2014, CMSMs and DSSABs are responsible for:

planning and managing early years services locally
collaborating with school boards and community partners
allocating funding to meet local needs
supporting community planning with input from school boards and service providers

CMSMs and DSSABs have flexibility to determine how to allocate early years program funding to best meet the needs of children, families and early years service providers within their community.

Role of school boards

Under the Education Act, school boards are responsible for:

delivering education from kindergarten to Grade 12
supporting student achievement and well-being
identifying staff to support early years programs (for example, early years leads or principals)
collaborating with CMSMs and DSSABs to identify school sites for early years investments
providing extended day programs for children from junior kindergarten to age 12, where demand exists
managing school facilities

Role of early years service providers

Early years service providers in schools may be:

non-profit organizations
for-profit organizations
municipally operated
registered charities with a board of directors, typically comprised of community members
school board operated

They may enter into service agreements with CMSMs and DSSABs to deliver early years programs for children aged 0 to 12 years.

Guiding principles

School and early years programs should complement each other to provide a seamless day for children and families through 5 key principles:

1. Access

Programs should be accessible, affordable, high-quality and child-centred.
Accommodation costs should reflect year-round and extended day program services needs.
Flexibility is needed for localized needs, exceptional circumstances and geographic differences.
Partners should work together to provide access to space where appropriate and as required, with consideration given to the:
- age group being served
- purpose of the program using the space
- ability to license the space

2. Inclusion and integration

Early years spaces should be seen as part of the school community and infrastructure.
Where possible and appropriate, space should be shared between schools and early years programs.
Integration should be encouraged between school boards and early years service providers to coordinate facility services and on-going operations and promote cost-effective services sharing.

3. Efficiency

Cost models should be multi-year, flexible and responsive to policy and program changes.
Efficiency and effectiveness is achieved by sharing knowledge and best practices, expertise and resources between schools and early years service providers.

4. Transparency

Early years accommodation costs should be fully transparent.
Financial information should be disclosed in a timely and systematic manner using existing, available financial reporting mechanisms.
Transparency, equity, participation, accountability and integrity should guide the development of early years accommodation costs.

5. Alignment

Costs should align other government and sector-wide policies, guidelines and initiatives to help ensure effective approaches to facility costs.
Partners should align goals of integrated service system planning and share strategies for success.

School facility cost recovery model

School boards are encouraged to use the Ontario Association of School Business Officials (OASBO) developed model, or another similar mechanism, to provide evidence-based, transparent costs of using school space for early years programs.

Key practices

Share the chosen model or tool with early years partners before implementation.
Follow the guiding principles for school-based early years programs.
Use a board-wide approach rather than a school-level one.
Provide early years service providers with a multi-year cost forecast (a minimum of 3 to 5 years) to support long-term planning.

Ministry guidelines

School boards are not expected to take on additional costs to support facility partnerships. Some school boards may choose to financially support partnerships based on their local student achievement strategy. Our guidelines do not change existing local arrangements.

When school boards cover costs in the fees charged to early years service providers, fees should include:

operations and facility renewal costs
administrative costs and property taxes (if applicable)

Even if a school board financially supports early years programs operating in its schools, the board should calculate its cost for the program occupying school space to ensure transparency in the fees charged and expenses incurred.

About the OASBO pricing model

The OASBO model is based on research from the 21^st Century School Fund and the University of California-Berkeley’s Center for Cities and Schools. It helps school boards:

determine lease rates using reliable, board-specific data
account for direct and indirect costs
generate a customizable annual cost per square foot

School boards can use this model to:

calculate costs for early years programs and other community uses
support internal decision-making
provide a starting point for fee negotiations with partners

Note: The initial set-up for the model may be time consuming and may involve a delay.

Questions for reflection

When using a pricing model, school boards may consider:

How does your facility decisions reflect the ministry’s vision for the early years and the board’s student achievement strategy?
What type of early years space is being used and how does that affect cost inputs?
What is a suitable multi-year horizon for the cost of occupying school buildings or premises?
How is your school board using a pricing model to support cost transparency for early years partners?

Types of early years spaces in schools

Early years service providers may operate in school buildings through formal agreements with school boards. These agreements define the use and cost of space, including shared or independent access to:

entrances
hallways
washrooms
mechanical systems
HVAC
custodial services
outdoor play areas

There are 5 different types of early years spaces. The type of space being occupied should be considered when determining the cost input figures used in the pricing model.

Dedicated purpose-built space: space that was specifically built within or onto the school to accommodate an early years program.
Stand-alone structure (separate building/campus): a separate building or campus that is not physically connected to the school.
Dedicated retrofitted space (conversion of school space): school space converted for early years use, that was not required for student accommodation.
Shared space – extended day and before and after school: school space that is used by an early years service provider to deliver before and/or after school child care program during the school day.
Shared space – non-instructional day: school space that is used by early years service provider during non-school days, like summer break, March break, professional development days and weekends.

Key considerations when working together in schools

Strong partnerships between school staff, early years service providers and community programs help create consistent and supportive environments for children and families. Clear, ongoing communication is essential to building and maintaining these relationships.

Many school boards, CMSMs, DSSABs and early years service providers have developed policies and protocols to guide effective collaboration. These practices recognize that educators from all programs operate within legislative and local policy frameworks.

This section outlines key considerations for working together to create a welcoming and integrated culture for children, families and educators.

Communication considerations

Plan regular leadership meetings at the system level to share updates, discuss challenges, and build a shared culture.
Encourage relationship-building through joint participation in meetings and professional learning opportunities.
Create communication strategies for staff sharing space, including tools like orientation checklists, communication books, and conflict resolution processes.
Ensure casual or supply staff understand transition procedures between school and early years programs.
Share program information through newsletters, websites, and school postings.
Notify early years providers promptly if relocation is needed and minimize disruptions.
Provide advance notice for relocations due to construction, emergencies, or accommodation reviews.
Include early years partners in pupil accommodation review processes, where appropriate.

Health, safety and security considerations

Understand shared and distinct regulations under the Education Act and Child Care and Early Years Act, 2014, including emergency procedures.
Review access policies for school closures or emergencies.
Identify alternate licensed spaces in schools, and plan for situations where children may need access outside scheduled times.

Logistical considerations

Allocate rooms based on children's needs, ensuring consistency in age groups throughout the day.
Design outdoor learning spaces with input from children and families.
Develop a partnership handbook to guide staff working together in schools.
Ensure licensed child care programs have both primary and alternate licensed spaces available.

Glossary

Agreement: A contractual arrangement where one party conveys property use to another for a set time, under specific conditions, while retaining ownership. Related terms include lease, license, occupancy agreement, permit and partnership agreement.
Before and after school programs: Licensed child care for children in kindergarten to Grade 6, offered before and/or after the school day.
EarlyON Child and Family Centres: Free programs for children aged 0 to 6 and their parents and caregivers.
Early years programs: Includes licenced child care (0 to 12 years) and EarlyON centres (0 to 6 years) that promote early learning and child development and supports parents and other individuals in their caregiving role.
Early years service providers: Organizations that deliver early years programs. These may be non-profit, for-profit, municipally operated or registered charities. Some school boards also operate their own programs.
Extended day programs: Programs that complement the kindergarten schedule. Delivered by registered early childhood educators before and/or after school for children from kindergarten to age 12. Most are operated by third-party providers, though some are delivered directly by school boards.
Facility renewal costs: Costs related to maintaining and updating school facilities, such as repainting, flooring, roof repairs and HVAC system replacements.

Resources

Many school boards, CMSMs and DSSABs have developed local policies, handbooks, resource manuals and reference guides to support early years partnerships and accommodations in schools. These resources are often available on their websites.

The Ministry of Education provides key legislation, policies and tools to support early years programs:

Legislation and regulations

Child Care and Early Years Act (2014)

This legislation governs child care in Ontario. It includes regulations on:

licensing standards
age groupings and ratios
staff qualifications
local service system planning and funding

Relevant regulations:

Education Act

Outlines the responsibilities of the Minister of Education, school boards, educators, parents, caregivers and students.

Ontario Regulation 221/11 Extended Day and Third Party Programs covers requirements for before-and-after school programs for students in kindergarten to grade 6.

licensing standards
self-assessment tools
sample forms and resources

Before and after school programs kindergarten to grade 6: policies and guidelines for school boards

Summarizes legislative and regulatory requirements for before-and-after school programs, including:

program content
reporting requirements
implementation considerations

Kindergarten curriculum

The Kindergarten Program (2026) outlines pedagogical approaches and expectations across 4 learning frames:

belonging and contributing
self-regulation and well-being
demonstrating literacy and mathematics behaviours
problem solving and innovating

Growing Success: The Kindergarten Addendum (2016) describes assessment, evaluation and reporting policies for kindergarten.

Updated: May 21, 2026

Published: May 14, 2021