Happy Hearts Academy 2

10A NCAC 09 .0601 · Violation

Name of Operation: Happy Hearts Academy 2 Facility ID: 92003989 Consultant: ELIZABETH LESTER Operation Type: Center Case Number: 0126-267L Visit Date: 2/10/2026 Number Present: 12 Completed Date: 2/10/2026 Age: From 1 To 9 Total Minutes: 125 Time In: 05:45 AM Time Out: 07:50 AM Time In: Time Out: List to Use: Center Type Of Visit: Complaint Visit Announced/Unannounced: Unannounced The purpose of today’s visit is to investigate an allegation of non-compliance with the NC Child Care Requirements. A report was received by the agency on January 28, 2026. Michele Hirsch accompanied me during today’s visit. Upon arrival we rang the bell and a staff member greeted us. Ms. Senterea Robinson, teacher, assisted us during the majority of the visit. The director, Ayana Battle, arrived later in the visit. ALLEGATIONS There are allegations of violations of childcare requirements pertaining to staff:child ratios not being following during third shift hours. OBSERVATIONS AND DISCUSSIONS According to the reporter, there is only one staff member present with too many children during 3rd shift hours. I discussed the allegations with the teacher present. She explained that she was by herself overnight because the second teacher called out because she did not have transportation. She then explained that she had two (2) children (ages 1, 3 yrs old) in space #3; classroom for infants and six (6) children (ages 2 - 9 yrs old) in space #2; classroom for two year olds. We confirmed there were eight (8) children present ranging in age from one (1) year old to nine (9) years old. She was the only teacher present from 12am until Ms. Candis arrived 6:20am. Ms. Robinson explained that the 2nd shift staff work from 5pm until 11 or 11:30pm. The third shift staff work from 11pm until 7am. She said that Ms. Candis comes in at 6am to assist but on the clock in sheet her arrival times vary between 6:23am and 6:40am. We conducted a brief walk-through, in space #3 we observed a one year old sleeping in a bouncy seat. We discussed this with Ms. Robinson, and she explained that the child had just fallen back to sleep. In space #2 we observed children sleeping on their cots. I reviewed staff clock in/out records and the children's sign in and out sheets for February 3rd, 4th, 5th, 6th and 9th. 02/04/2026: 2 children, a 12 months old, and a 6 yr old / 1 staff present 11:18 pm – 6am. 02/05/2026: 9 children, ages 0-9 yrs / 1 staff present 12 am – 6:40 am. 02/06/2026: 9 children ages 0-9 yrs / 1 staff present 11:22 pm – 6:23 am. As noted above when we arrived today, there were 8 children, ages 1-9 yrs old/1 staff member. I confirmed that 2 staff members worked second shift. I confirmed that only one staff member worked third shift. I discussed the allegation with the director, and she stated that she has spoken to the owner about the third shift staffing needs. She stated that she wants to have three people hired for third shift so they can cover absences and be available during the night. RESOLUTION Based on my discussions with staff, observations and review of the staff clock-in and out sheets, and children's sign in/out sheets this allegation has been determined to be SUBSTANTIATED. Two violations cited today were related to the complaint allegation, two additional violations were unrelated to the staff:child ratio allegation. A follow up visit will be conducted due to the ratio and supervision violations cited today. Violation Number Comment Rule 301 Minimum staff/child ratios and group sizes for the number and ages of children in care were not met. Based on a review of staff time sheets and arrival/departure times for children on 02/05/2026,and 02/06/2026 there were nine children ages one to nine years old, with one staff member during third shift hours. On 02/09/2026, there were eight children ages one to nine years old with one staff during third shift hours. GS 110-91(7);.0713(a-d) 303 Children were not adequately supervised at all times. Eight children ages one to nine years old were separated in two spaces with one staff member who walked back and forth between classrooms while children were sleeping during third shift care. .1801(a)(1-5) 316 Children under one year of age were not kept separate from children two years and older. Based on a review of staff time sheets and children's arrival/departure records, on 02/04/2026 there were two children ages 12 months and 6 yrs old with one staff member for third shift care. 10A NCAC 09 .0713(a)(5) 807 A safe indoor and outdoor environment was not provided for the children. A one year child was sleeping in a bouncy seat. 10A NCAC 09 .0601(a) Please mail or email your letter of compliance by February 24, 2026. The letter must address the violations and describe how the violations were corrected. Please send this with the following and use the addresses below: -Facility name -Facility ID number -Each item number -When and how the violation was corrected Elizabeth Lester PO BOX 40685 Raleigh, NC 27629 Elizabeth.lester@dhhs.nc.gov COMPLIANCE HISTORY According to NC General Statute all Child Care programs must maintain a compliance history of at least seventy-five percent (75%) for the past 18 months or during the length of time the facility has operated, whichever is less. Any violations documented during visits to your program may have an impact on the total compliance history score and cause your score to drop below the mandated level. TECHNICAL ASSISTANCE Staff Child Ratio: A staff-to-child ratio is a measure of the number of children for whom each childcare provider is responsible. Ratio, group size and ages of children are factors that are critical to a child’s health, safety, and development. Ratios and group sizes help ensure that a child gets enough one-on-one attention from an adult who is available to take care of each child’s unique needs, specifically during overnight care. Supervision: While the staff member was trying to make the best of the situation, splitting the children into two classrooms (although side-by-side) resulted in inadequate supervision as she went back and forth between the classrooms to check on children. When a staff member is not in the classroom with the children, ratios and supervision are not in compliance. In one classroom there was a lamp providing soft lighting that allowed children to rest and staff to still see the children. In the other classroom the lights were off and there was no lamp, making it difficult to see children overnight. Even when children are sleeping, there needs to be enough light (natural or indoor lighting) to allow staff to see all children in the room, to continually check on them throughout rest time. The director and I discussed different options for staffing third shift. She stated that she needs to hire two more staff member for third shift to ensure ratios and supervision can be maintained, this is a good plan, that would allow for staff absences, coverage in two classrooms, extra staff on site to assist parents, children and staff. Another option would be to chose not to provide third shift care. Children must sleep in a crib, on a cot or mat. If an infant falls asleep in a bouncy seat, on the floor during tummy time, etc., staff need to move the child to their crib, cot or mat. Thank you for your time and attention. CONTACT INFORMATION Should you have any questions or need my assistance, please contact me by phone at 919-805-6933 or email at Elizabeth.lester@dhhs.nc.gov. You can also contact my supervisor; Michele Remington, Licensing Supervisor at Office: 919-819-9355 or via email at michele.remington@dhhs.nc.gov. If the operator fails to correct any documented violations within the established time period, the Division of Child Development and Early Education may deny, suspend, terminate, or revoke any permit to operate (10A NCAC 09 .2000). All information in this report has been reviewed with me today.I understand that it is my responsibility to maintaincompliance with applicable NC Child Care Requirements at all times

10A NCAC 09 .0713 · Violation

Name of Operation: Happy Hearts Academy 2 Facility ID: 92003989 Consultant: ELIZABETH LESTER Operation Type: Center Case Number: 0126-267L Visit Date: 2/10/2026 Number Present: 12 Completed Date: 2/10/2026 Age: From 1 To 9 Total Minutes: 125 Time In: 05:45 AM Time Out: 07:50 AM Time In: Time Out: List to Use: Center Type Of Visit: Complaint Visit Announced/Unannounced: Unannounced The purpose of today’s visit is to investigate an allegation of non-compliance with the NC Child Care Requirements. A report was received by the agency on January 28, 2026. Michele Hirsch accompanied me during today’s visit. Upon arrival we rang the bell and a staff member greeted us. Ms. Senterea Robinson, teacher, assisted us during the majority of the visit. The director, Ayana Battle, arrived later in the visit. ALLEGATIONS There are allegations of violations of childcare requirements pertaining to staff:child ratios not being following during third shift hours. OBSERVATIONS AND DISCUSSIONS According to the reporter, there is only one staff member present with too many children during 3rd shift hours. I discussed the allegations with the teacher present. She explained that she was by herself overnight because the second teacher called out because she did not have transportation. She then explained that she had two (2) children (ages 1, 3 yrs old) in space #3; classroom for infants and six (6) children (ages 2 - 9 yrs old) in space #2; classroom for two year olds. We confirmed there were eight (8) children present ranging in age from one (1) year old to nine (9) years old. She was the only teacher present from 12am until Ms. Candis arrived 6:20am. Ms. Robinson explained that the 2nd shift staff work from 5pm until 11 or 11:30pm. The third shift staff work from 11pm until 7am. She said that Ms. Candis comes in at 6am to assist but on the clock in sheet her arrival times vary between 6:23am and 6:40am. We conducted a brief walk-through, in space #3 we observed a one year old sleeping in a bouncy seat. We discussed this with Ms. Robinson, and she explained that the child had just fallen back to sleep. In space #2 we observed children sleeping on their cots. I reviewed staff clock in/out records and the children's sign in and out sheets for February 3rd, 4th, 5th, 6th and 9th. 02/04/2026: 2 children, a 12 months old, and a 6 yr old / 1 staff present 11:18 pm – 6am. 02/05/2026: 9 children, ages 0-9 yrs / 1 staff present 12 am – 6:40 am. 02/06/2026: 9 children ages 0-9 yrs / 1 staff present 11:22 pm – 6:23 am. As noted above when we arrived today, there were 8 children, ages 1-9 yrs old/1 staff member. I confirmed that 2 staff members worked second shift. I confirmed that only one staff member worked third shift. I discussed the allegation with the director, and she stated that she has spoken to the owner about the third shift staffing needs. She stated that she wants to have three people hired for third shift so they can cover absences and be available during the night. RESOLUTION Based on my discussions with staff, observations and review of the staff clock-in and out sheets, and children's sign in/out sheets this allegation has been determined to be SUBSTANTIATED. Two violations cited today were related to the complaint allegation, two additional violations were unrelated to the staff:child ratio allegation. A follow up visit will be conducted due to the ratio and supervision violations cited today. Violation Number Comment Rule 301 Minimum staff/child ratios and group sizes for the number and ages of children in care were not met. Based on a review of staff time sheets and arrival/departure times for children on 02/05/2026,and 02/06/2026 there were nine children ages one to nine years old, with one staff member during third shift hours. On 02/09/2026, there were eight children ages one to nine years old with one staff during third shift hours. GS 110-91(7);.0713(a-d) 303 Children were not adequately supervised at all times. Eight children ages one to nine years old were separated in two spaces with one staff member who walked back and forth between classrooms while children were sleeping during third shift care. .1801(a)(1-5) 316 Children under one year of age were not kept separate from children two years and older. Based on a review of staff time sheets and children's arrival/departure records, on 02/04/2026 there were two children ages 12 months and 6 yrs old with one staff member for third shift care. 10A NCAC 09 .0713(a)(5) 807 A safe indoor and outdoor environment was not provided for the children. A one year child was sleeping in a bouncy seat. 10A NCAC 09 .0601(a) Please mail or email your letter of compliance by February 24, 2026. The letter must address the violations and describe how the violations were corrected. Please send this with the following and use the addresses below: -Facility name -Facility ID number -Each item number -When and how the violation was corrected Elizabeth Lester PO BOX 40685 Raleigh, NC 27629 Elizabeth.lester@dhhs.nc.gov COMPLIANCE HISTORY According to NC General Statute all Child Care programs must maintain a compliance history of at least seventy-five percent (75%) for the past 18 months or during the length of time the facility has operated, whichever is less. Any violations documented during visits to your program may have an impact on the total compliance history score and cause your score to drop below the mandated level. TECHNICAL ASSISTANCE Staff Child Ratio: A staff-to-child ratio is a measure of the number of children for whom each childcare provider is responsible. Ratio, group size and ages of children are factors that are critical to a child’s health, safety, and development. Ratios and group sizes help ensure that a child gets enough one-on-one attention from an adult who is available to take care of each child’s unique needs, specifically during overnight care. Supervision: While the staff member was trying to make the best of the situation, splitting the children into two classrooms (although side-by-side) resulted in inadequate supervision as she went back and forth between the classrooms to check on children. When a staff member is not in the classroom with the children, ratios and supervision are not in compliance. In one classroom there was a lamp providing soft lighting that allowed children to rest and staff to still see the children. In the other classroom the lights were off and there was no lamp, making it difficult to see children overnight. Even when children are sleeping, there needs to be enough light (natural or indoor lighting) to allow staff to see all children in the room, to continually check on them throughout rest time. The director and I discussed different options for staffing third shift. She stated that she needs to hire two more staff member for third shift to ensure ratios and supervision can be maintained, this is a good plan, that would allow for staff absences, coverage in two classrooms, extra staff on site to assist parents, children and staff. Another option would be to chose not to provide third shift care. Children must sleep in a crib, on a cot or mat. If an infant falls asleep in a bouncy seat, on the floor during tummy time, etc., staff need to move the child to their crib, cot or mat. Thank you for your time and attention. CONTACT INFORMATION Should you have any questions or need my assistance, please contact me by phone at 919-805-6933 or email at Elizabeth.lester@dhhs.nc.gov. You can also contact my supervisor; Michele Remington, Licensing Supervisor at Office: 919-819-9355 or via email at michele.remington@dhhs.nc.gov. If the operator fails to correct any documented violations within the established time period, the Division of Child Development and Early Education may deny, suspend, terminate, or revoke any permit to operate (10A NCAC 09 .2000). All information in this report has been reviewed with me today.I understand that it is my responsibility to maintaincompliance with applicable NC Child Care Requirements at all times

GS 110-91 · Violation

Name of Operation: Happy Hearts Academy 2 Facility ID: 92003989 Consultant: ELIZABETH LESTER Operation Type: Center Case Number: 0126-267L Visit Date: 2/10/2026 Number Present: 12 Completed Date: 2/10/2026 Age: From 1 To 9 Total Minutes: 125 Time In: 05:45 AM Time Out: 07:50 AM Time In: Time Out: List to Use: Center Type Of Visit: Complaint Visit Announced/Unannounced: Unannounced The purpose of today’s visit is to investigate an allegation of non-compliance with the NC Child Care Requirements. A report was received by the agency on January 28, 2026. Michele Hirsch accompanied me during today’s visit. Upon arrival we rang the bell and a staff member greeted us. Ms. Senterea Robinson, teacher, assisted us during the majority of the visit. The director, Ayana Battle, arrived later in the visit. ALLEGATIONS There are allegations of violations of childcare requirements pertaining to staff:child ratios not being following during third shift hours. OBSERVATIONS AND DISCUSSIONS According to the reporter, there is only one staff member present with too many children during 3rd shift hours. I discussed the allegations with the teacher present. She explained that she was by herself overnight because the second teacher called out because she did not have transportation. She then explained that she had two (2) children (ages 1, 3 yrs old) in space #3; classroom for infants and six (6) children (ages 2 - 9 yrs old) in space #2; classroom for two year olds. We confirmed there were eight (8) children present ranging in age from one (1) year old to nine (9) years old. She was the only teacher present from 12am until Ms. Candis arrived 6:20am. Ms. Robinson explained that the 2nd shift staff work from 5pm until 11 or 11:30pm. The third shift staff work from 11pm until 7am. She said that Ms. Candis comes in at 6am to assist but on the clock in sheet her arrival times vary between 6:23am and 6:40am. We conducted a brief walk-through, in space #3 we observed a one year old sleeping in a bouncy seat. We discussed this with Ms. Robinson, and she explained that the child had just fallen back to sleep. In space #2 we observed children sleeping on their cots. I reviewed staff clock in/out records and the children's sign in and out sheets for February 3rd, 4th, 5th, 6th and 9th. 02/04/2026: 2 children, a 12 months old, and a 6 yr old / 1 staff present 11:18 pm – 6am. 02/05/2026: 9 children, ages 0-9 yrs / 1 staff present 12 am – 6:40 am. 02/06/2026: 9 children ages 0-9 yrs / 1 staff present 11:22 pm – 6:23 am. As noted above when we arrived today, there were 8 children, ages 1-9 yrs old/1 staff member. I confirmed that 2 staff members worked second shift. I confirmed that only one staff member worked third shift. I discussed the allegation with the director, and she stated that she has spoken to the owner about the third shift staffing needs. She stated that she wants to have three people hired for third shift so they can cover absences and be available during the night. RESOLUTION Based on my discussions with staff, observations and review of the staff clock-in and out sheets, and children's sign in/out sheets this allegation has been determined to be SUBSTANTIATED. Two violations cited today were related to the complaint allegation, two additional violations were unrelated to the staff:child ratio allegation. A follow up visit will be conducted due to the ratio and supervision violations cited today. Violation Number Comment Rule 301 Minimum staff/child ratios and group sizes for the number and ages of children in care were not met. Based on a review of staff time sheets and arrival/departure times for children on 02/05/2026,and 02/06/2026 there were nine children ages one to nine years old, with one staff member during third shift hours. On 02/09/2026, there were eight children ages one to nine years old with one staff during third shift hours. GS 110-91(7);.0713(a-d) 303 Children were not adequately supervised at all times. Eight children ages one to nine years old were separated in two spaces with one staff member who walked back and forth between classrooms while children were sleeping during third shift care. .1801(a)(1-5) 316 Children under one year of age were not kept separate from children two years and older. Based on a review of staff time sheets and children's arrival/departure records, on 02/04/2026 there were two children ages 12 months and 6 yrs old with one staff member for third shift care. 10A NCAC 09 .0713(a)(5) 807 A safe indoor and outdoor environment was not provided for the children. A one year child was sleeping in a bouncy seat. 10A NCAC 09 .0601(a) Please mail or email your letter of compliance by February 24, 2026. The letter must address the violations and describe how the violations were corrected. Please send this with the following and use the addresses below: -Facility name -Facility ID number -Each item number -When and how the violation was corrected Elizabeth Lester PO BOX 40685 Raleigh, NC 27629 Elizabeth.lester@dhhs.nc.gov COMPLIANCE HISTORY According to NC General Statute all Child Care programs must maintain a compliance history of at least seventy-five percent (75%) for the past 18 months or during the length of time the facility has operated, whichever is less. Any violations documented during visits to your program may have an impact on the total compliance history score and cause your score to drop below the mandated level. TECHNICAL ASSISTANCE Staff Child Ratio: A staff-to-child ratio is a measure of the number of children for whom each childcare provider is responsible. Ratio, group size and ages of children are factors that are critical to a child’s health, safety, and development. Ratios and group sizes help ensure that a child gets enough one-on-one attention from an adult who is available to take care of each child’s unique needs, specifically during overnight care. Supervision: While the staff member was trying to make the best of the situation, splitting the children into two classrooms (although side-by-side) resulted in inadequate supervision as she went back and forth between the classrooms to check on children. When a staff member is not in the classroom with the children, ratios and supervision are not in compliance. In one classroom there was a lamp providing soft lighting that allowed children to rest and staff to still see the children. In the other classroom the lights were off and there was no lamp, making it difficult to see children overnight. Even when children are sleeping, there needs to be enough light (natural or indoor lighting) to allow staff to see all children in the room, to continually check on them throughout rest time. The director and I discussed different options for staffing third shift. She stated that she needs to hire two more staff member for third shift to ensure ratios and supervision can be maintained, this is a good plan, that would allow for staff absences, coverage in two classrooms, extra staff on site to assist parents, children and staff. Another option would be to chose not to provide third shift care. Children must sleep in a crib, on a cot or mat. If an infant falls asleep in a bouncy seat, on the floor during tummy time, etc., staff need to move the child to their crib, cot or mat. Thank you for your time and attention. CONTACT INFORMATION Should you have any questions or need my assistance, please contact me by phone at 919-805-6933 or email at Elizabeth.lester@dhhs.nc.gov. You can also contact my supervisor; Michele Remington, Licensing Supervisor at Office: 919-819-9355 or via email at michele.remington@dhhs.nc.gov. If the operator fails to correct any documented violations within the established time period, the Division of Child Development and Early Education may deny, suspend, terminate, or revoke any permit to operate (10A NCAC 09 .2000). All information in this report has been reviewed with me today.I understand that it is my responsibility to maintaincompliance with applicable NC Child Care Requirements at all times

GS 110-91 · Violation

Name of Operation: Happy Hearts Academy 2 Facility ID: 92003989 Consultant: LEANNE SIMPKINS Operation Type: Center Case Number: Visit Date: 11/18/2024 Number Present: 18 Completed Date: 11/18/2024 Age: From 0 To 4 Total Minutes: 105 Time In: 09:45 AM Time Out: 11:30 AM Time In: Time Out: List to Use: Center Type Of Visit: Routine Unannounced Announced/Unannounced: Unannounced The purpose of today's unannounced visit was to follow up on the rated license assessment visit. Violations were cited regarding supervision and discipline. Upon arrival, I was greeted by N. Fisher, the lead teacher for the 3 and 4 year old children. Ms. Fisher shared enrollment information and stated that she was not sure which children were still enrolled at the center and which ones were moved to Little Hearts Academy. Crystal was in the classroom for infants with 5 infants. Another infant arrived and that put her over staff/child ratios for this classroom. Staff/child ratios should be maintained at 1:5 at all times. The parent should not have been allowed to leave until additional staff arrived. Another teachers arrived about 10:10am. Ms. Warren was with 5 two year old children and Ms. Fisher was with six 3 and 4 year old children. The kitchen door was unlocked. Keep the door locked. There was a sign on the door that said to keep the door locked. The water is hotter in the kitchen area than it is at handwashing sinks, children should not have access to the kitchen area. .2815 (e) (e) Hot water used for cleaning and sanitizing utensils and laundry shall be provided at a minimum temperature of 120 degrees Fahrenheit at the point of use. Water in areas accessible to children shall be tempered between 80 degrees Fahrenheit and 110 degrees Fahrenheit. Hot water that exceeds 120 degrees Fahrenheit is a burn hazard and shall not be provided in areas accessible to children. For handwash lavatories used exclusively by school-age children, the requirement to provide water tempered between 80 degrees Fahrenheit and 110 degrees Fahrenheit shall not apply. In the event of the loss of hot water at the child care center, the operator shall immediately notify the local health department that serves the county in which the child care center is located. Kelly Williams stopped by around 10:30am and we discussed options for improving consistency with staff and preparing for the environment rating scales. Contact Early Years NC or Smart Start for assistance with preparing for the ERS assessment. I did not observe any lapses in supervision today. I did not observe any child being picked up by their arms during today's visit. Violation Number Comment Rule 301 Minimum staff/child ratios and group sizes for the number and ages of children in care were not met. C. Kelley was with 4 infants and two one year old children alone until additional staff arrived. GS 110-91(7);.0713(a-d) 9995 A violation was found for which there is no item number. .2815(e) Hot water used for cleaning and sanitizing utensils and laundry shall be provided at a minimum temperature of 120 degrees Fahrenheit at the point of use. Water in areas accessible to children shall be tempered between 80 degrees Fahrenheit and 110 degrees Fahrenheit. Hot water that exceeds 120 degrees Fahrenheit is a burn hazard and shall not be provided in areas accessible to children. For handwashing lavatories used exclusively by school-age children, the requirement to provide water tempered between 80 degrees Fahrenheit and 110 degrees Fahrenheit shall not apply. In the event of the loss of hot water at the child care center, the operator shall immediately notify the local health department that serves the county in which the child care center is located. The kitchen door was unlocked during the visit. The violation cited today regarding staff/child ratios was corrected by adding teachers to the classroom for infants. Another follow up visit will be made to verify staff/child ratios are being met. The violations cited require a corrective action letter. Mail or email me a letter address the violations, when the violations were corrected and how you plan to prevent repeat violations in the future. I should receive the letter within 10 days of today's visit. Feel free to contact me with questions or concerns. I may be reached at 919-819-9386 or email LeAnne.Simpkins@dhhs.nc.gov If the operator fails to correct any documented violations within the established time period, the Division of Child Development and Early Education may deny, suspend, terminate, or revoke any permit to operate (10A NCAC 09 .2000). All information in this report has been reviewed with me today.I understand that it is my responsibility to maintaincompliance with applicable NC Child Care Requirements at all times

10A NCAC 09 .0902 · Violation

Name of Operation: Happy Hearts Academy 2 Facility ID: 92003989 Consultant: LEANNE SIMPKINS Operation Type: Center Case Number: Visit Date: 11/8/2024 Number Present: 22 Completed Date: 11/8/2024 Age: From 0 To 4 Total Minutes: 230 Time In: 09:40 AM Time Out: 01:30 PM Time In: Time Out: List to Use: Center Type Of Visit: Rated License Assessment Announced/Unannounced: Announced The purpose of today’s announced visit was to complete a rated license assessment and to review the ITERS and ECERS assessment results. Today’s visit was completed with the director, Erica Tuck. Four classrooms were monitored today for staff/child ratios, group sizes, capacity, supervision, discipline, interactions, materials, postings, and health and safety requirements. Enrollment was documented based on information shared by the director and teachers. Staff files reviewed: I. Pridgen, F. Warren, L. Odum (Sophia) We visited the outdoor play area and discussed the fall zone under the portable slide for the ECERS assessment. The fall zone should be extended to earn higher points. The fall zone must extend 6 feet all the way around the structure. Two basketballs, two footballs and a soccer ball were present for children to use. Two playhouses were present and portable slide and riding toys. Add in plates, bowls, pots, pans and accessories for the play houses to extend dramatic play. Prior to reviewing the assessment results, I reviewed resources for you to use to prepare to have the assessments completed again. Since there have been three directors during 5 months of operation, and staffing has been an issue, the assessments were not as high as they should have been. You may contact Smart Start or Early Years NC (previously Childcare services association) for assistance. There are also resources and videos on the NCRLAP website. Smart Start: https://www.wakesmartstart.org/professionals/programs-quality/ Early Years NC (Previously Childcare Services Association- https://www.earlyyearsnc.org/programs/ccrr/technical-assistance/ North Carolina Rated License Assessment Project: https://www.ncrlap.org/Resources/ Focus on handwashing and sanitizing toys, tabletops, interactions, and outdoor play. The ITERS assessment must be completed again since the score was below 4.0. If you are satisfied with the results of the ECERS assessment, you may keep the score. If you choose to have the ECERS assessment again, the center owner or director will pay for the assessment. The Division of Child Development and Early Education will pay for the second ITERS assessment. If the second ITERS assessment is not 4.0 or higher, the center owner or director will have to pay for the assessment the third time. The ITERS assessment was completed October 24, 2024. The score was 3.89. Lead teachers: Crystal Kelley Item 1 Indicator: 5.2 (see page: 10 in the ITERS-R) Although there was good ventilation, which met a part of the indicator's requirement, there were no windows in the classroom to allow for natural light. The classroom was located in the center of the building and the windows in the room overlooked the two-year-old and preschool rooms. This is not something that can be changed due to the building set up. Indicator: 5.3 (see page: 10 in the ITERS-R) The half door to the classroom had a round knob. Replace the doorknob with a lever handle. This would increase points for this indicator and meet requirements for the fire code. Item 4 Indicator: 5.2 (see page: 15 in the ITERS-R) The classroom sinks and bottle preparation shelf were against a wall of the classroom. When using these sinks or assisting children with washing their hands or preparing bottles, the teacher's back was turned to the play areas. It was observed and confirmed that one teacher works with this group throughout the day. Adding additional staff during arrival time, during the day and during dismissal would help with supervising children during diaper changes and bottle prep and writing on the dry erase board. An additional staff member was with the preschool age children and not the infants. It would have been better to have additional staff in the classroom for infants instead. Item 5 Indicator: 5.2 (see page: 16 in the ITERS-R) There were no mobiles or other hanging objects in the classroom. To earn credit for this indicator, at least two mobiles or other hanging objects should be present. You could place plant hangers off the side of the wall and hang mobiles, plants, 3-D paper party shapes or small windsocks. Indicator: 5.4 (see page: 16 in the ITERS-R) Talking about the display did not occur during the observation. If there is art work completed by the infants, discussion about the display could be incorporated into the daily schedule or activity plan. Item 6 Indicator: 3.3 (see page: 18 in the ITERS-R) During the observation, three children arrived. For two arrivals the parents remained in the hallway and the first child, and their belongings were passed over the half door to the teacher, and the second child's parent stood by the door and handed the child to the teacher. The parents did not enter the classroom. During the third arrival, the teacher and the group were outside, and a staff member brought the child to the playground. Because the parents do not enter the classroom or caregiving area during arrival, the requirements are not met for this indicator. This indicator requires parents to enter the classroom, and they should be greeted by the teacher and information should be shared about their child, if they had a good night’s sleep, anything changed, any marks on the child, any information that is related to their child. This needs to occur with all parents to be counted. Indicator: 3.4 (see page: 18 in the ITERS-R) Three arrivals occurred the morning of the assessment. During the first and second arrivals, the parents talked to the teacher about when one child had last eaten and that the other child was sleepy. However, information about the child's health or safety was not shared during the third arrival. Same applies here as 3.4. Item 7 Indicator: 3.3 (see page: 20 in the ITERS-R) The teacher and staff member assisted some children with holding their bottles, and they washed their hands 1 of the 6 times needed before feeding them, but not afterwards. The children did not have their hands washed before or after the 4 times they held their own bottles. Refer to the NC Additional Notes for more information. Handwashing should occur before and after meals/snacks/bottles. Review sanitation rule: .2803 (C) Children and staff must wash hands before meals or snack. Hand washing after meals and snacks is best practice. Review handwashing requirements and steps with staff so they are following at least minimum standards for handwashing. Indicator: 3.4 (see page: 20 in the ITERS-R) As an infant laid on a boppy pillow to drink a bottle, the teacher walked away to prepare bottles for other children. During this time, another infant grabbed the infant's bottle and took it out of his hands. Because the teacher engaged in another activity away from the infant while he drank from his bottle, credit could not be earned. A boppy pillow is not a feeding apparatus. .0902 (b) Each infant shall be held for bottle feeding until able to hold his or her own bottle. Bottles shall not be propped. Each child shall be held or placed in feeding chairs or other age-appropriate seating apparatus to be fed. The feeding chair or other seating apparatus shall be disassembled for cleaning purposes. Teachers should be within arms reach of infants when eating or drinking from a bottle and the child should be placed in a feeding chair. #532-violation Item 8 Indicator: 3.1 (see page: 22 in the ITERS-R) A child who was described by the teacher as being tired and demonstrated signs of this such as when he laid his head on the teacher's lap and sucked his thumb as he laid on the boppy pillow and cried. He laid on the carpet and then crawled to the teacher as he continued to cry while the teacher sat in the glider rocker and fed another child a bottle. The teacher continued to feed the other infant and commented several times that he was sleepy as she rubbed his back while he sat on the floor. The child then crawled away and laid on the carpet and cried. The teacher told the child she was coming and picked him up; he laid his head on her chest and sucked his thumb as she added information to the Bright Wheel App. After the child calmed down, he was taken to the book area and read a book. This was 24 minutes after the child showed signs of being tired. Since facilitation to help the child begin his nap was not provided promptly after he first showed signs of being tired, and this resulted in distress, requirements for this indicator were not met. It is required to meet each child’s needs. If a child shows signs of being sleepy, the child can be laid down in a crib to sleep. They do not have to stay awake and continue to be unhappy. Also, the teacher commented that another child was also tired, and he showed signs of being sleepy as he rubbed his eyes and cried as he sat on the floor. There were times the teacher picked him up and told him she knew he was tired as he laid his head on her chest. The teacher then placed the child back on the floor and he continued to cry. She rubbed his back as he sat on the floor and asked him what was wrong and if he was sleepy. The child cried loudly and was then picked up and rocked to sleep, which was 22 minutes after he showed signs of being tired. Too much time passed before the child’s needs were met. Since the teacher knew the child was sleepy, she could have picked the child up and placed the child in a crib to sleep as soon as the sleepy symptoms started. Additional staff would have been helpful in this situation as well. When there are two or more caregivers, primary caregivers are required. Each teacher has a group of infants or toddlers that they care for, change diapers, safe sleep checks and feedings. This allows infants to develop trust and provides continuity of care. #491-violation 10A NCAC 09 .0511 DAILY ROUTINES FOR CHILDREN UNDER TWO YEARS OF AGE (a) Children under two years of age shall require individualized daily routines based on their specific developmental needs. The center shall provide time and space for sleeping, eating, toileting, diaper changing, and playing according to each child's individual needs. (b) The caregivers shall interact in a positive manner with each child every day, as follows: (1) caregivers shall respond at the earliest opportunity to an infant or toddler's physical and emotional needs, especially when indicated by crying, through actions such as feeding, diapering, holding, positive touching, smiling, talking, and eye contact; (2) the caregiver shall recognize the special difficulties Item 9 Indicator: 3.1 (see page: 24 in the ITERS-R) Both sinks in the classroom were used by the teacher and staff member to wash their hands upon arriving to the classroom, after outdoor play, before/after meals, and after diapering. The sinks were sprayed with a solution from a bottle labeled sanitizer, rather than being sprayed with a disinfecting solution. Verify that sanitizer is used for table tops and toys and feeding chair trays. Disinfectant is used for toileting and diapering purposes. It may be helpful to write DISINFECTANT in red on the bottle so it is easy to see. You stated that each classroom has soapy water, sanitizer and disinfectant available daily. Four diaper routines were observed: Preparations: Prior to 1 of the 4 diaper routines, wipes and diapers were placed on the diapering surface. Disposal: The diapers were disposed of properly each time. Wipes: The use of diaper wipes to clean the children's hands occurred after redressing each child, rather than before handling the clean diapers. The use of wipes to clean the teacher's hands before handling the clean diapers did not occur during the observed routines. Clean/Disinfect: This step requires cleaning of the diapering surface with a soapy water solution that is wiped dry, followed by an application of a disinfectant solution that is allowed to air dry for at least 2 minutes. Following three routines, the surface was cleaned with soapy water and then sprayed with a bottle labeled sanitizer. Following the other routine, the surface was not cleaned or disinfected. For more information on procedures required during diapering routines, please refer to the diapering procedure poster from the North Carolina Child Care Health and Safety Resource Center. A diaper changing step poster was left with you today and reviewed during the visit. Review diaper changing steps with the teachers so they are more consistent and ensure that sanitizer and disinfectant are available for use in the classroom when needed. Indicator: 3.3 (see page: 24 in the ITERS-R) The teacher washed her hands after diaper changes as needed. The children's hands were wiped following the 4 diapering routines. However, they were not washed with soap and running water, as required for children exhibiting head control, which was less than the 75% required. Children that are able to hold their head up should have their hands washed after diaper changing. Item 10 Indicator: 3.1 (see page: 26 in the ITERS-R) Although some mouthed toys were removed, there were at least 11 additional mouthed items that were not removed before being used or mouthed by other children. Toys that have been mouthed and have been lying on the floor may be picked up by other children. Mouthed toys should be removed immediately after being in a child’s mouth and they are no longer interested in the toy. Extra toys and materials should be available to replace toys taken out of the area so there are always required materials present for each category. Indicator: 3.2 (see page: 26 in the ITERS-R) This indicator requires that teachers and children wash their hands at least 75% of the time when needed upon arrival/reentry, before and after water play and after messy play, after contact with bodily fluids, and after touching contaminated objects. The children's hands were washed 13% of the time. After arriving to the classroom, a child had his hands wiped, after returning from the playground the children's hands were wiped, and there were instances when children touched their runny noses and their hands were wiped; however, they were not washed with soap and running water. The teacher and staff member washed their hands 55% of the time. There were instances when the teacher did not wash her hands after wiping children's noses, removing mouthed toys, and lifting the trashcan lid by hand. Review handwashing steps with teachers so they are consistent with handwashing and sanitizing. Item 11 Indicator: 5.1 (see page: 28 in the ITERS-R) There were no safety concerns outdoors. Indoors, there were instances when the teacher lifted children by the upper arms when picking them up and moving them to another area. Lifting young children in this manner puts them at risk for joint injury. Lift children by their trunk or place a hand under their arm and scoop them up. Violation-#902 Item 13 Indicator: 5.3 (see page: 32 in the ITERS-R) As mentioned in item 8, two children showed signs of being tired. One child laid his head on the teacher's lap, sucked his thumb as he laid on the boppy pillow and the carpet, and cried. Another child rubbed his eyes and cried loudly. Although the teacher acknowledged the children, sometimes held them, and rubbed their backs, one child was rocked to sleep which was 22 minutes after he showed signs of being tired. For the other child, 24 minutes passed before facilitation was provided to help him begin his nap. Same applies here as for item 8. Item 16 Indicator: 3.2 (see page: 36 in the ITERS-R) When describing policies for outdoor play, some positive weather permitting practices were reported including not taking children outdoors when it is raining. However, other practices mentioned such as not taking the children outdoors when the temperature is 75 degrees or above or when the temperature is 50 degrees or below, the grass needs to be cut, and the door to the playhouse on the playground is broken, do not meet the requirements. These situations do not pose a health or safety concern for children dressed for these conditions. Therefore, outdoor play does not occur each day the weather allows. Children shall go outside daily weather permitting. Refer to the weather watch chart posted at the entrance to determine when children should not go outside. There is not a specific temperature that children shouldn’t go outside. It is a combination of air temperature and relative humidity or wind chill speed. If children are dressed appropriately and there is not an active thunderstorm, hurricane, strong winds, or lightning, children may play outside in rain. Equipment that is broken shall be removed or made inaccessible to the children. The grass should always be cut to allow children to use the area at any time. Item 20 Indicator: 5.1 (see page: 41 in the ITERS-R) The following dramatic play materials were present for the infants: Dolls: many Soft animals: many Pots/pans: no examples-add pots/pans, plates, bowls, child size utensils Toy telephones: a phone add 2-4 more There were not 3-5 examples of each category listed above as required for infants. Add materials so that there are enough materials for infants to use through out the day at any given time. Item 22 Indicator: 3.3 (see page: 43 in the ITERS-R) Experiences with nature were not observed or reported to be offered indoors. Also, as previously mentioned in item 16, the children are not taken outdoors each day the weather allows. Therefore, experiences with nature are not offered daily. Outdoor play is required daily for at least 30 minutes. Add living things in the classroom such as a plant. Item 24 Indicator: 5.1 (see page: 45 in the ITERS-R) There were books and pictures showing various types of diversity, which earned credit for a part of this indicator's requirements. However, there were no play materials for children to use that represented diversity. Although dolls were noted, these materials were considered towards credit for indicator 5.2 and could not be considered here. Add play foods from different cultures, pots and pans from different cultures and dress up clothes, puzzles, puppets or props. Item 25 Indicator: 3.1 (see page: 46 in the ITERS-R) There were several instances throughout the assessment when the one teacher assigned to this group was positioned with her back to the children in the play areas of the classroom. This most often occurred while she prepared bottles, wrote on the dry erase board on a wall, and washed her or the children's hands. Also, while an infant played on the floor, she picked up a paper clip and attempted to put it in her mouth. This was not addressed until it was brought to the teacher's attention. You stated that paper clips, staples and tacks are not allowed to be used in the classroom for infants so you aren’t sure how it got there. Additional staff may have prevented this from happening. Violation: Supervision #303 Item 27 Indicator: 5.2 (see page: 48 in the ITERS-R) To earn credit for this indicator, most of the time any distress and/or crying by children should be responded to and resolved quickly. As mentioned in other indicators a child cried and showed signs of being tired. However, facilitation to help him begin his nap was provided 24 minutes after he showed signs of being tired and the other child cried for 22 minutes before he was rocked and fell asleep. Same applies here as in item 8. Item 28 Indicator: 5.1 (see page: 49 in the ITERS-R) The aspect of program structure in regards to the delay in the nap schedule for two of the infants, as noted in item 8, applies to this indicator as well. Item 29 Indicator: 3.1 (see page: 50 in the ITERS-R) There were four children present on the day of the observation. The concern regarding two children not being offered an earlier nap, as noted in item 8, applies here as well. Item 30 Indicator: 3.1 (see page: 51 in the ITERS-R) Indoor play occurs each day meeting a part of the indicator's requirement. As stated in item 16, outdoor play does not occur each day the weather allows. The ECERS assessment was completed October 29, 2024. The score was 4.58. Teachers: Nikeya Fisher, Imani Pridgen Item 3 Indicator: 5.1 (see page: 14 in the ECERS-R) The required amount of softness was present in the children's classroom. However, children could not use these furnishings for at least 4 hours as required for a program operating 12 hours daily (6:00 a.m. - 6:00 p.m.). According to the teachers' reports children are able to use the soft furnishings in classroom for 2 hours 55 minutes daily as outlined below: Observed 29 minutes following circle time in the morning Teacher report for times of the day that were not observed 1 hour 11 minutes before breakfast (teacher) 30 minutes after snack in the afternoon (closing teacher) 45 minutes before going outside in the afternoon (closing teacher) *Please note that although the daily schedule showed additional times when classroom centers could be used, these times were not credited due to reported activities, transitions, observed and reported group times, and routines. Review the daily schedule to see if it needs to be updated to include the 4 hours of free play in activity centers. Transitions may be occurring too often or taking too long. Item 7 Indicator: 3.2 (see page: 18 in the ECERS-R) The slide was placed on top of astro-turf. The ASTM 1292 documentation was not received; however, if documentation is provided stating the astro-turf meets the requirements, this part of the report can be updated to reflect the change. Also, at the exit of the slide, the astro-turf extended 3 feet 9 inches and 4 feet 3 inches from the ladder before reaching grass, rather than 6 feet. Refer to the document, NCRLAP's Requirements for Gross Motor Space and Equipment, for more information. Although portable equipment is not required to have a fall zone, a fall zone is required for the ECERS assessment. Move the portable slide so there is 6 feet from the ladder. Item 8 Indicator: 3.1 (see page: 20 in the ECERS-R) On the day of the observation children went outdoors where they could use gross motor equipment for 13 minutes, which was reported as typical. The afternoon teacher reported that the children play with gross motor materials in the afternoon for an additional 30 minutes. Therefore, children could use gross motor equipment for 38 minutes, rather than at least 1 hour each day. Children need to be outside daily for at least one hour. Children were able to play outside for 43 minutes instead of 60 minutes. The schedule shows that the children play outside in the morning for 30 minutes and 30 minutes in the afternoon. Item 10 Indicator: 3.3 (see page: 24 in the ECERS-R) There were five children present for breakfast and eight at lunch, and before each meal, the children washed their hands at the sink in the hallway near the bathroom. While the children waited for other children to wash their hands, they sat in the chairs in the hallway or on the floor and touched the walls, the floor, and each other. The children did not rewash their hands after either of these transitions before they ate their meals. Please refer to the NC Additional Notes for more information. Children must have activities while they are waiting. Singing songs, play simple games such as I Spy or going on a bear hunt or reading a book keeps children engaged. After standing in line and touching other surfaces, they must wash their hands again before eating meals or snacks. Consistency in the daily routine is key to a smooth running classroom and handwashing. Item 12 Indicator: 5.2 (see page: 28 in the ECERS-R) The bathroom used by the children was down the hallway at the back of the building. Children were taken to the bathroom as a whole group or a teacher left the classroom to take individual children. The location of the bathroom prevented this indicator from earning credit. Nothing that can be done based on the layout of the building. Item 13 Indicator: 3.1 (see page: 30 in the ECERS-R) This indicator requires that teachers and children wash their hands at least 75% of the time when needed upon arrival/reentry, before and after water play and after messy play, after contact with bodily fluids, and after touching contaminated objects. The children washed their hands as needed. The teachers washed their hands 25% of the time. After returning from the playground, neither teacher washed her hands and after using play dough a teacher did not wash her hands. Review when handwashing should occur with the teachers. Item 14 Indicator: 3.1 (see page: 32 in the ECERS-R) Indoors, there were several instances when a teacher sprayed the sink with a bottle labeled sanitizer while children stood nearby. The mist from the sanitizer is considered a potential eye/lung irritant. Outdoors, the safety concerns mentioned in item 7, apply to this indicator as well. Check the area to ensure children are not close by so they are not in the area when sanitizing. Item 15 Indicator: 5.1 (see page: 34 in the ECERS-R) The types and numbers of books in the classroom met a part of the requirements for this indicator. However, the children could use these materials during the times outlined in item 3, rather than at least 4 hours. Same applies her as item 3. Item 17 Indicator: 5.1 (see page: 37 in the ECERS-R) Talking about concepts while children used materials was not observed. This is concerning. Teachers should be moving about the indoor are interacting with the children while they play. This is part of providing quality childcare. Indicator: 5.2 (see page: 37 in the ECERS-R) Examples of encouraging children to explain their thought processes related to problem solving. Same applies here as item 17. Teachers should be moving about the area interacting with children and assisting them with problem solving and talking about what they are doing. Item 18 Indicator: 5.3 (see page: 38 in the ECERS-R) Instances of the teachers expanding and adding information to children's ideas did not occur during the observation. Same applies here as item 17 and item 18. Item 20 Indicator: 5.2 (see page: 40 in the ECERS-R) Although it was observed and reported that children can use art materials during free play, the teacher reported that children are called as a group to sit at the tables to complete a daily art activity. The teacher confirmed that for these art activities, she chooses the theme and the materials. Displayed in the classroom were pre-cut eggs and barns with pieces of paper glued on, pre-cut corn husks, and circles glued together to make caterpillars, all of which looked similar. The teacher reported that these types of art activities occur daily. These projects also did not support children's individualized expression during art and since they occurred more than twice a week credit was not earned. Allowing children to create their own art is the goal. Creating art work for them is not helping them grow or learn. This type of art can occur but not as often as it is occurring. Art materials should be present for children to have a variety of materials to choose from. Item 21 Indicator: 5.2 (see page: 42 in the ECERS-R) The teacher reported nap and children's music are used in the classroom. A third type of music was not reported to be used. Singing songs, listening to different types of music would count towards the third type. Item 22 Indicator: 5.1 (see page: 44 in the ECERS-R) There were enough accessories, meeting a part of the requirements for this indicator. However, the quantity of wood unit and cardboard brick blocks, as well as the amount of designated space for block play, did not meet the indicator's requirements. Please see the NC Additional Note for more information. There should be enough blocks for 3 children to build three sizable structures. A sizable structure is about 80-100 blocks. The size of the block area should be as large as possible to allow building of the structures. Indicator: 5.4 (see page: 44 in the ECERS-R) Credit was not earned for indicator 5.4 because credit was not earned for indicator 5.1. Item 24 Indicator: 5.2 (see page: 48 in the ECERS-R) The children could use the materials in the dramatic play center during the times outlined in item 3, rather than at least 4 hours. Verify that the schedule allows for 4 hours per day. Item 25 Indicator: 5.1 (see page: 50 in the ECERS-R) The classroom included the following science materials: Collections: seashells and pinecones Living things: no examples Books, games, or toys: plastic dinosaurs, farm animals, insects, magnatiles, a book about animals, and two toy compasses Activities: sensory tubes and microscope with slides To earn credit for this indicator there should be at least three materials from at least three nature/science categories. Enough materials were present in the books, games, or toys categories. Additional materials were needed in the collections, living things, or activities categories. *Please note there was a flashlight on the science shelf; however, it did not work on the day of the observation and could not be considered for this indicator. Replace the batteries in the flashlight so it can be used. Add additional materials for the science area. A plant, rocks, leaves, sticks, a class pet (ensure that it is a positive experience for the children) to earn higher points next time. Indicator: 5.2 (see page: 50 in the ECERS-R) Since the requirements for materials in indicator 5.1 were not met, this indicator could not earn credit. Item 26 Indicator: 5.1 (see page: 52 in the ECERS-R) Math materials provided for children's use included: Counting: pegs with boards and counting bears with bowls Measuring: rulers Comparing quantities: no examples Shapes: display, magna-tiles, and parquetry shapes Written number: numbers on a poster, stove, calendar, and round pieces used with a wooden toy To meet the requirements of this indicator, 3-5 materials are needed in the five categories listed above. This requirement was met in the following categories: shapes and written numbers. At least one additional material in the counting category, two additional materials in the measuring category, and three materials in the comparing quantities category were needed. Add measuring cups, scoops and other materials so you have 3-5 examples in all 5 categories. Indicator: 5.2 (see page: 52 in the ECERS-R) Since the materials required in indicator 5.1 were not present, this indicator could not earn credit. Indicator: 5.4 (see page: 52 in the ECERS-R) Examples of using practical math skills during daily events did not occur. Teachers could give a 5 minute warning, ask children to line up from tallest to shortest, ask how many napkins do we need today, etc. Item 31 Indicator: 5.2 (see page: 60 in the ECERS-R) The bathroom was located down the hallway at the back of the building. There were times this group waited 5-11 minutes when they went to the bathroom for toileting and handwashing routines. During these routines, the teachers helped children with handwashing and toileting routines. While waiting in the chairs or against the wall children argued over space, flipped around on the floor, chased, and pushed each other. Children were not offered engaging activities during these wait times which created opportunities for children to engage in these behaviors. Providing activities while children wait will cut down on undesirable behaviors from occurring. Consistent daily schedules and transitions allow children to know what you expect and what is coming next. Singing songs, playing I Spy or reading a book while they wait are ideas for activities. Item 34 Indicator: 3.3 (see page: 63 in the ECERS-R) The children play indoors daily, meeting a part of the indicator's requirements. The teacher reported that the children are not taken outdoors when it is raining, which meets the weather permitting requirement. However, additional information that did not meet requirements was also included such as not going outdoors when the temperature is below 30 degrees. This situation based on temperature alone do not pose a health or safety concern for children dressed for this condition. Children shall go outside daily weather permitting. Refer to the weather watch chart posted at the entrance to determine when children should not go outside. There is not a specific temperature that children shouldn’t go outside. It is a combination of air temperature and relative humidity or wind chill speed. If children are dressed appropriately and there is not an active thunderstorm, hurricane, strong winds, or lightning, children may play outside in rain. Item 35 Indicator: 3.1 (see page: 64 in the ECERS-R) Children play indoors daily to meet a part of the indicator's requirements. However, as stated in item 34, outdoor play does not occur each day that the weather allows. Item 36 Indicator: 5.1 (see page: 65 in the ECERS-R) During the group time after breakfast, the teacher went over the weather, read two books, counted the numbers on the number poster, and reviewed the shapes and ABC display. The teacher often stopped the group time activities to tell the children to listen and sit up. Since this group gathering was not adjusted to meet the needs of those who showed signs of being uninterested and alternative activities were not offered, the requirements of this indicator were not met. Consider shortening the length of group times when children become restless and are not interested in the group activity. Provide other activities for them when this occurs. Item 37 Indicator: 5.3 (see page: 66 in the ECERS-R) The teacher confirmed that there are two children enrolled with diagnosed disabilities. She clarified that she talks with the children's parents daily, meeting a part of the indicator's requirements. She further stated that she does not participate in formal meetings with the parents to discuss their child's progress and goals. To meet the other requirement of this indicator, at least two meetings each year with parents are required. Please refer to the NC Additional Notes for more information. This is helpful so the parents and teachers are working together to better assist the child in their development. Education was reviewed from the last rated license assessment. The lead teachers documented on the education worksheets for lead teachers for the two star license were different that the teachers discussed today. Some of the teachers are no longer employed or work second shift. "Teacher" means an individual who assists the Lead Teacher in planning and implementing the daily program of activities for a group of children in a child care facility. A teacher is counted in staff/child ratio, has unsupervised contact with children, and is monetarily compensated by the facility. (49) "Teacher's aide" or "Aide" means a person who assists the lead teacher or the teacher in planning and implementing the daily program. A teacher's aide shall be at least 16 years old and less than 18 years old, shall be literate, and may count in staff/child ratio as long as there is also a credentialed staff person who is at least 21 years of age present in the room and available to respond to the needs of the teacher's aide and children in care. 10A NCAC 09 .0710 PRESERVICE REQUIREMENTS FOR LEAD TEACHERS AND TEACHERS (a) If an individual already has a North Carolina Early Childhood Credential or its equivalent, none of the requirements of this Rule shall apply. If an individual does not have a North Carolina Early Childhood Credential or its equivalent, the requirements of this Rule shall be met. (b) A lead teacher or a teacher shall be 18 years of age, have a high school diploma or its equivalent, and have one of the following: (1) One year of child care experience working in a child care center or two years of verifiable experience as a licensed family child care home operator; or (2) Completion of a two year high school program of Early Childhood Education in Family and Consumer Sciences Education; or (3) Twenty hours of training in child development, which shall include the North Carolina Early Childhood Credential coursework, within the first six months of employment in addition to the number of on-going training hours required in Rule .1103 of this Chapter. (c) Individuals employed prior to July 1, 1998 are exempted from the requirements of this Rule, as long as they remain employed by the same operator. Paperwork was processed for a two star rated license, the two star license will be effective November 21, 2024. I am unable to move forward with the rated license reassessment. WORKS accounts were not current for the staff stated to be lead teachers or teachers. Once WORKS accounts are updated along with the ITERS reassessment, the rated license reassessment can be finalized. Violation Number Comment Rule 303 Children were not adequately supervised at all times. The teacher had her back turned to the infants when preparing bottles, washing hands or documenting information on the dry erase board. An infant had a paper clip that she was attempting to put in her mouth, that was removed by the assessor, the teacher was not aware until it was brought to her attention. .1801(a)(1-5) 491 Caregiver did not respond at the earliest opportunity to an infant or toddler’s physical and emotional needs. During the ITERS assessment, two infants were not laid down to sleep until 22-24 minutes after showing signs of being tired. .0511(b)(1) 532 All children were not held or placed in feeding chairs or other appropriate apparatus to be fed. An infant was using a boppy pillow while drinking a bottle. A boppy pillow is not a feeding apparatus. 10A NCAC 09 .0902(b) 902 Each child was not attended to in a nurturing and appropriate manner, or in keeping with the child's developmental needs. A child was picked up by their arms when moving them from one area to another. G.S. 110-91(10) 1021 Individual responsible for a group of children did not meet the preservice requirements for a lead teacher or teacher. An 18 year old teacher, counted in ratios, did not have a high school diploma. The lead teacher was 21 years or older but did not have credentials or one year experience. 10A NCAC 09 .0710 (a-b) The violations cited today should be corrected immediately. Mail or email me a letter addressing the violation, when the violation was corrected, how the violation was corrected and how you plan to prevent repeat violations in the future. A follow up visit will be required due to the nature of the violations cited. The letter is required within 2 weeks of today’s visit. Feel free to contact me with questions or concerns. I may be reached at 919-819-9386 or email LeAnne.Simpkins@dhhs.nc.gov If the operator fails to correct any documented violations within the established time period, the Division of Child Development and Early Education may deny, suspend, terminate, or revoke any permit to operate (10A NCAC 09 .2000). All information in this report has been reviewed with me today.I understand that it is my responsibility to maintaincompliance with applicable NC Child Care Requirements at all times

10A NCAC 09 .0511 · Violation

Name of Operation: Happy Hearts Academy 2 Facility ID: 92003989 Consultant: LEANNE SIMPKINS Operation Type: Center Case Number: Visit Date: 11/8/2024 Number Present: 22 Completed Date: 11/8/2024 Age: From 0 To 4 Total Minutes: 230 Time In: 09:40 AM Time Out: 01:30 PM Time In: Time Out: List to Use: Center Type Of Visit: Rated License Assessment Announced/Unannounced: Announced The purpose of today’s announced visit was to complete a rated license assessment and to review the ITERS and ECERS assessment results. Today’s visit was completed with the director, Erica Tuck. Four classrooms were monitored today for staff/child ratios, group sizes, capacity, supervision, discipline, interactions, materials, postings, and health and safety requirements. Enrollment was documented based on information shared by the director and teachers. Staff files reviewed: I. Pridgen, F. Warren, L. Odum (Sophia) We visited the outdoor play area and discussed the fall zone under the portable slide for the ECERS assessment. The fall zone should be extended to earn higher points. The fall zone must extend 6 feet all the way around the structure. Two basketballs, two footballs and a soccer ball were present for children to use. Two playhouses were present and portable slide and riding toys. Add in plates, bowls, pots, pans and accessories for the play houses to extend dramatic play. Prior to reviewing the assessment results, I reviewed resources for you to use to prepare to have the assessments completed again. Since there have been three directors during 5 months of operation, and staffing has been an issue, the assessments were not as high as they should have been. You may contact Smart Start or Early Years NC (previously Childcare services association) for assistance. There are also resources and videos on the NCRLAP website. Smart Start: https://www.wakesmartstart.org/professionals/programs-quality/ Early Years NC (Previously Childcare Services Association- https://www.earlyyearsnc.org/programs/ccrr/technical-assistance/ North Carolina Rated License Assessment Project: https://www.ncrlap.org/Resources/ Focus on handwashing and sanitizing toys, tabletops, interactions, and outdoor play. The ITERS assessment must be completed again since the score was below 4.0. If you are satisfied with the results of the ECERS assessment, you may keep the score. If you choose to have the ECERS assessment again, the center owner or director will pay for the assessment. The Division of Child Development and Early Education will pay for the second ITERS assessment. If the second ITERS assessment is not 4.0 or higher, the center owner or director will have to pay for the assessment the third time. The ITERS assessment was completed October 24, 2024. The score was 3.89. Lead teachers: Crystal Kelley Item 1 Indicator: 5.2 (see page: 10 in the ITERS-R) Although there was good ventilation, which met a part of the indicator's requirement, there were no windows in the classroom to allow for natural light. The classroom was located in the center of the building and the windows in the room overlooked the two-year-old and preschool rooms. This is not something that can be changed due to the building set up. Indicator: 5.3 (see page: 10 in the ITERS-R) The half door to the classroom had a round knob. Replace the doorknob with a lever handle. This would increase points for this indicator and meet requirements for the fire code. Item 4 Indicator: 5.2 (see page: 15 in the ITERS-R) The classroom sinks and bottle preparation shelf were against a wall of the classroom. When using these sinks or assisting children with washing their hands or preparing bottles, the teacher's back was turned to the play areas. It was observed and confirmed that one teacher works with this group throughout the day. Adding additional staff during arrival time, during the day and during dismissal would help with supervising children during diaper changes and bottle prep and writing on the dry erase board. An additional staff member was with the preschool age children and not the infants. It would have been better to have additional staff in the classroom for infants instead. Item 5 Indicator: 5.2 (see page: 16 in the ITERS-R) There were no mobiles or other hanging objects in the classroom. To earn credit for this indicator, at least two mobiles or other hanging objects should be present. You could place plant hangers off the side of the wall and hang mobiles, plants, 3-D paper party shapes or small windsocks. Indicator: 5.4 (see page: 16 in the ITERS-R) Talking about the display did not occur during the observation. If there is art work completed by the infants, discussion about the display could be incorporated into the daily schedule or activity plan. Item 6 Indicator: 3.3 (see page: 18 in the ITERS-R) During the observation, three children arrived. For two arrivals the parents remained in the hallway and the first child, and their belongings were passed over the half door to the teacher, and the second child's parent stood by the door and handed the child to the teacher. The parents did not enter the classroom. During the third arrival, the teacher and the group were outside, and a staff member brought the child to the playground. Because the parents do not enter the classroom or caregiving area during arrival, the requirements are not met for this indicator. This indicator requires parents to enter the classroom, and they should be greeted by the teacher and information should be shared about their child, if they had a good night’s sleep, anything changed, any marks on the child, any information that is related to their child. This needs to occur with all parents to be counted. Indicator: 3.4 (see page: 18 in the ITERS-R) Three arrivals occurred the morning of the assessment. During the first and second arrivals, the parents talked to the teacher about when one child had last eaten and that the other child was sleepy. However, information about the child's health or safety was not shared during the third arrival. Same applies here as 3.4. Item 7 Indicator: 3.3 (see page: 20 in the ITERS-R) The teacher and staff member assisted some children with holding their bottles, and they washed their hands 1 of the 6 times needed before feeding them, but not afterwards. The children did not have their hands washed before or after the 4 times they held their own bottles. Refer to the NC Additional Notes for more information. Handwashing should occur before and after meals/snacks/bottles. Review sanitation rule: .2803 (C) Children and staff must wash hands before meals or snack. Hand washing after meals and snacks is best practice. Review handwashing requirements and steps with staff so they are following at least minimum standards for handwashing. Indicator: 3.4 (see page: 20 in the ITERS-R) As an infant laid on a boppy pillow to drink a bottle, the teacher walked away to prepare bottles for other children. During this time, another infant grabbed the infant's bottle and took it out of his hands. Because the teacher engaged in another activity away from the infant while he drank from his bottle, credit could not be earned. A boppy pillow is not a feeding apparatus. .0902 (b) Each infant shall be held for bottle feeding until able to hold his or her own bottle. Bottles shall not be propped. Each child shall be held or placed in feeding chairs or other age-appropriate seating apparatus to be fed. The feeding chair or other seating apparatus shall be disassembled for cleaning purposes. Teachers should be within arms reach of infants when eating or drinking from a bottle and the child should be placed in a feeding chair. #532-violation Item 8 Indicator: 3.1 (see page: 22 in the ITERS-R) A child who was described by the teacher as being tired and demonstrated signs of this such as when he laid his head on the teacher's lap and sucked his thumb as he laid on the boppy pillow and cried. He laid on the carpet and then crawled to the teacher as he continued to cry while the teacher sat in the glider rocker and fed another child a bottle. The teacher continued to feed the other infant and commented several times that he was sleepy as she rubbed his back while he sat on the floor. The child then crawled away and laid on the carpet and cried. The teacher told the child she was coming and picked him up; he laid his head on her chest and sucked his thumb as she added information to the Bright Wheel App. After the child calmed down, he was taken to the book area and read a book. This was 24 minutes after the child showed signs of being tired. Since facilitation to help the child begin his nap was not provided promptly after he first showed signs of being tired, and this resulted in distress, requirements for this indicator were not met. It is required to meet each child’s needs. If a child shows signs of being sleepy, the child can be laid down in a crib to sleep. They do not have to stay awake and continue to be unhappy. Also, the teacher commented that another child was also tired, and he showed signs of being sleepy as he rubbed his eyes and cried as he sat on the floor. There were times the teacher picked him up and told him she knew he was tired as he laid his head on her chest. The teacher then placed the child back on the floor and he continued to cry. She rubbed his back as he sat on the floor and asked him what was wrong and if he was sleepy. The child cried loudly and was then picked up and rocked to sleep, which was 22 minutes after he showed signs of being tired. Too much time passed before the child’s needs were met. Since the teacher knew the child was sleepy, she could have picked the child up and placed the child in a crib to sleep as soon as the sleepy symptoms started. Additional staff would have been helpful in this situation as well. When there are two or more caregivers, primary caregivers are required. Each teacher has a group of infants or toddlers that they care for, change diapers, safe sleep checks and feedings. This allows infants to develop trust and provides continuity of care. #491-violation 10A NCAC 09 .0511 DAILY ROUTINES FOR CHILDREN UNDER TWO YEARS OF AGE (a) Children under two years of age shall require individualized daily routines based on their specific developmental needs. The center shall provide time and space for sleeping, eating, toileting, diaper changing, and playing according to each child's individual needs. (b) The caregivers shall interact in a positive manner with each child every day, as follows: (1) caregivers shall respond at the earliest opportunity to an infant or toddler's physical and emotional needs, especially when indicated by crying, through actions such as feeding, diapering, holding, positive touching, smiling, talking, and eye contact; (2) the caregiver shall recognize the special difficulties Item 9 Indicator: 3.1 (see page: 24 in the ITERS-R) Both sinks in the classroom were used by the teacher and staff member to wash their hands upon arriving to the classroom, after outdoor play, before/after meals, and after diapering. The sinks were sprayed with a solution from a bottle labeled sanitizer, rather than being sprayed with a disinfecting solution. Verify that sanitizer is used for table tops and toys and feeding chair trays. Disinfectant is used for toileting and diapering purposes. It may be helpful to write DISINFECTANT in red on the bottle so it is easy to see. You stated that each classroom has soapy water, sanitizer and disinfectant available daily. Four diaper routines were observed: Preparations: Prior to 1 of the 4 diaper routines, wipes and diapers were placed on the diapering surface. Disposal: The diapers were disposed of properly each time. Wipes: The use of diaper wipes to clean the children's hands occurred after redressing each child, rather than before handling the clean diapers. The use of wipes to clean the teacher's hands before handling the clean diapers did not occur during the observed routines. Clean/Disinfect: This step requires cleaning of the diapering surface with a soapy water solution that is wiped dry, followed by an application of a disinfectant solution that is allowed to air dry for at least 2 minutes. Following three routines, the surface was cleaned with soapy water and then sprayed with a bottle labeled sanitizer. Following the other routine, the surface was not cleaned or disinfected. For more information on procedures required during diapering routines, please refer to the diapering procedure poster from the North Carolina Child Care Health and Safety Resource Center. A diaper changing step poster was left with you today and reviewed during the visit. Review diaper changing steps with the teachers so they are more consistent and ensure that sanitizer and disinfectant are available for use in the classroom when needed. Indicator: 3.3 (see page: 24 in the ITERS-R) The teacher washed her hands after diaper changes as needed. The children's hands were wiped following the 4 diapering routines. However, they were not washed with soap and running water, as required for children exhibiting head control, which was less than the 75% required. Children that are able to hold their head up should have their hands washed after diaper changing. Item 10 Indicator: 3.1 (see page: 26 in the ITERS-R) Although some mouthed toys were removed, there were at least 11 additional mouthed items that were not removed before being used or mouthed by other children. Toys that have been mouthed and have been lying on the floor may be picked up by other children. Mouthed toys should be removed immediately after being in a child’s mouth and they are no longer interested in the toy. Extra toys and materials should be available to replace toys taken out of the area so there are always required materials present for each category. Indicator: 3.2 (see page: 26 in the ITERS-R) This indicator requires that teachers and children wash their hands at least 75% of the time when needed upon arrival/reentry, before and after water play and after messy play, after contact with bodily fluids, and after touching contaminated objects. The children's hands were washed 13% of the time. After arriving to the classroom, a child had his hands wiped, after returning from the playground the children's hands were wiped, and there were instances when children touched their runny noses and their hands were wiped; however, they were not washed with soap and running water. The teacher and staff member washed their hands 55% of the time. There were instances when the teacher did not wash her hands after wiping children's noses, removing mouthed toys, and lifting the trashcan lid by hand. Review handwashing steps with teachers so they are consistent with handwashing and sanitizing. Item 11 Indicator: 5.1 (see page: 28 in the ITERS-R) There were no safety concerns outdoors. Indoors, there were instances when the teacher lifted children by the upper arms when picking them up and moving them to another area. Lifting young children in this manner puts them at risk for joint injury. Lift children by their trunk or place a hand under their arm and scoop them up. Violation-#902 Item 13 Indicator: 5.3 (see page: 32 in the ITERS-R) As mentioned in item 8, two children showed signs of being tired. One child laid his head on the teacher's lap, sucked his thumb as he laid on the boppy pillow and the carpet, and cried. Another child rubbed his eyes and cried loudly. Although the teacher acknowledged the children, sometimes held them, and rubbed their backs, one child was rocked to sleep which was 22 minutes after he showed signs of being tired. For the other child, 24 minutes passed before facilitation was provided to help him begin his nap. Same applies here as for item 8. Item 16 Indicator: 3.2 (see page: 36 in the ITERS-R) When describing policies for outdoor play, some positive weather permitting practices were reported including not taking children outdoors when it is raining. However, other practices mentioned such as not taking the children outdoors when the temperature is 75 degrees or above or when the temperature is 50 degrees or below, the grass needs to be cut, and the door to the playhouse on the playground is broken, do not meet the requirements. These situations do not pose a health or safety concern for children dressed for these conditions. Therefore, outdoor play does not occur each day the weather allows. Children shall go outside daily weather permitting. Refer to the weather watch chart posted at the entrance to determine when children should not go outside. There is not a specific temperature that children shouldn’t go outside. It is a combination of air temperature and relative humidity or wind chill speed. If children are dressed appropriately and there is not an active thunderstorm, hurricane, strong winds, or lightning, children may play outside in rain. Equipment that is broken shall be removed or made inaccessible to the children. The grass should always be cut to allow children to use the area at any time. Item 20 Indicator: 5.1 (see page: 41 in the ITERS-R) The following dramatic play materials were present for the infants: Dolls: many Soft animals: many Pots/pans: no examples-add pots/pans, plates, bowls, child size utensils Toy telephones: a phone add 2-4 more There were not 3-5 examples of each category listed above as required for infants. Add materials so that there are enough materials for infants to use through out the day at any given time. Item 22 Indicator: 3.3 (see page: 43 in the ITERS-R) Experiences with nature were not observed or reported to be offered indoors. Also, as previously mentioned in item 16, the children are not taken outdoors each day the weather allows. Therefore, experiences with nature are not offered daily. Outdoor play is required daily for at least 30 minutes. Add living things in the classroom such as a plant. Item 24 Indicator: 5.1 (see page: 45 in the ITERS-R) There were books and pictures showing various types of diversity, which earned credit for a part of this indicator's requirements. However, there were no play materials for children to use that represented diversity. Although dolls were noted, these materials were considered towards credit for indicator 5.2 and could not be considered here. Add play foods from different cultures, pots and pans from different cultures and dress up clothes, puzzles, puppets or props. Item 25 Indicator: 3.1 (see page: 46 in the ITERS-R) There were several instances throughout the assessment when the one teacher assigned to this group was positioned with her back to the children in the play areas of the classroom. This most often occurred while she prepared bottles, wrote on the dry erase board on a wall, and washed her or the children's hands. Also, while an infant played on the floor, she picked up a paper clip and attempted to put it in her mouth. This was not addressed until it was brought to the teacher's attention. You stated that paper clips, staples and tacks are not allowed to be used in the classroom for infants so you aren’t sure how it got there. Additional staff may have prevented this from happening. Violation: Supervision #303 Item 27 Indicator: 5.2 (see page: 48 in the ITERS-R) To earn credit for this indicator, most of the time any distress and/or crying by children should be responded to and resolved quickly. As mentioned in other indicators a child cried and showed signs of being tired. However, facilitation to help him begin his nap was provided 24 minutes after he showed signs of being tired and the other child cried for 22 minutes before he was rocked and fell asleep. Same applies here as in item 8. Item 28 Indicator: 5.1 (see page: 49 in the ITERS-R) The aspect of program structure in regards to the delay in the nap schedule for two of the infants, as noted in item 8, applies to this indicator as well. Item 29 Indicator: 3.1 (see page: 50 in the ITERS-R) There were four children present on the day of the observation. The concern regarding two children not being offered an earlier nap, as noted in item 8, applies here as well. Item 30 Indicator: 3.1 (see page: 51 in the ITERS-R) Indoor play occurs each day meeting a part of the indicator's requirement. As stated in item 16, outdoor play does not occur each day the weather allows. The ECERS assessment was completed October 29, 2024. The score was 4.58. Teachers: Nikeya Fisher, Imani Pridgen Item 3 Indicator: 5.1 (see page: 14 in the ECERS-R) The required amount of softness was present in the children's classroom. However, children could not use these furnishings for at least 4 hours as required for a program operating 12 hours daily (6:00 a.m. - 6:00 p.m.). According to the teachers' reports children are able to use the soft furnishings in classroom for 2 hours 55 minutes daily as outlined below: Observed 29 minutes following circle time in the morning Teacher report for times of the day that were not observed 1 hour 11 minutes before breakfast (teacher) 30 minutes after snack in the afternoon (closing teacher) 45 minutes before going outside in the afternoon (closing teacher) *Please note that although the daily schedule showed additional times when classroom centers could be used, these times were not credited due to reported activities, transitions, observed and reported group times, and routines. Review the daily schedule to see if it needs to be updated to include the 4 hours of free play in activity centers. Transitions may be occurring too often or taking too long. Item 7 Indicator: 3.2 (see page: 18 in the ECERS-R) The slide was placed on top of astro-turf. The ASTM 1292 documentation was not received; however, if documentation is provided stating the astro-turf meets the requirements, this part of the report can be updated to reflect the change. Also, at the exit of the slide, the astro-turf extended 3 feet 9 inches and 4 feet 3 inches from the ladder before reaching grass, rather than 6 feet. Refer to the document, NCRLAP's Requirements for Gross Motor Space and Equipment, for more information. Although portable equipment is not required to have a fall zone, a fall zone is required for the ECERS assessment. Move the portable slide so there is 6 feet from the ladder. Item 8 Indicator: 3.1 (see page: 20 in the ECERS-R) On the day of the observation children went outdoors where they could use gross motor equipment for 13 minutes, which was reported as typical. The afternoon teacher reported that the children play with gross motor materials in the afternoon for an additional 30 minutes. Therefore, children could use gross motor equipment for 38 minutes, rather than at least 1 hour each day. Children need to be outside daily for at least one hour. Children were able to play outside for 43 minutes instead of 60 minutes. The schedule shows that the children play outside in the morning for 30 minutes and 30 minutes in the afternoon. Item 10 Indicator: 3.3 (see page: 24 in the ECERS-R) There were five children present for breakfast and eight at lunch, and before each meal, the children washed their hands at the sink in the hallway near the bathroom. While the children waited for other children to wash their hands, they sat in the chairs in the hallway or on the floor and touched the walls, the floor, and each other. The children did not rewash their hands after either of these transitions before they ate their meals. Please refer to the NC Additional Notes for more information. Children must have activities while they are waiting. Singing songs, play simple games such as I Spy or going on a bear hunt or reading a book keeps children engaged. After standing in line and touching other surfaces, they must wash their hands again before eating meals or snacks. Consistency in the daily routine is key to a smooth running classroom and handwashing. Item 12 Indicator: 5.2 (see page: 28 in the ECERS-R) The bathroom used by the children was down the hallway at the back of the building. Children were taken to the bathroom as a whole group or a teacher left the classroom to take individual children. The location of the bathroom prevented this indicator from earning credit. Nothing that can be done based on the layout of the building. Item 13 Indicator: 3.1 (see page: 30 in the ECERS-R) This indicator requires that teachers and children wash their hands at least 75% of the time when needed upon arrival/reentry, before and after water play and after messy play, after contact with bodily fluids, and after touching contaminated objects. The children washed their hands as needed. The teachers washed their hands 25% of the time. After returning from the playground, neither teacher washed her hands and after using play dough a teacher did not wash her hands. Review when handwashing should occur with the teachers. Item 14 Indicator: 3.1 (see page: 32 in the ECERS-R) Indoors, there were several instances when a teacher sprayed the sink with a bottle labeled sanitizer while children stood nearby. The mist from the sanitizer is considered a potential eye/lung irritant. Outdoors, the safety concerns mentioned in item 7, apply to this indicator as well. Check the area to ensure children are not close by so they are not in the area when sanitizing. Item 15 Indicator: 5.1 (see page: 34 in the ECERS-R) The types and numbers of books in the classroom met a part of the requirements for this indicator. However, the children could use these materials during the times outlined in item 3, rather than at least 4 hours. Same applies her as item 3. Item 17 Indicator: 5.1 (see page: 37 in the ECERS-R) Talking about concepts while children used materials was not observed. This is concerning. Teachers should be moving about the indoor are interacting with the children while they play. This is part of providing quality childcare. Indicator: 5.2 (see page: 37 in the ECERS-R) Examples of encouraging children to explain their thought processes related to problem solving. Same applies here as item 17. Teachers should be moving about the area interacting with children and assisting them with problem solving and talking about what they are doing. Item 18 Indicator: 5.3 (see page: 38 in the ECERS-R) Instances of the teachers expanding and adding information to children's ideas did not occur during the observation. Same applies here as item 17 and item 18. Item 20 Indicator: 5.2 (see page: 40 in the ECERS-R) Although it was observed and reported that children can use art materials during free play, the teacher reported that children are called as a group to sit at the tables to complete a daily art activity. The teacher confirmed that for these art activities, she chooses the theme and the materials. Displayed in the classroom were pre-cut eggs and barns with pieces of paper glued on, pre-cut corn husks, and circles glued together to make caterpillars, all of which looked similar. The teacher reported that these types of art activities occur daily. These projects also did not support children's individualized expression during art and since they occurred more than twice a week credit was not earned. Allowing children to create their own art is the goal. Creating art work for them is not helping them grow or learn. This type of art can occur but not as often as it is occurring. Art materials should be present for children to have a variety of materials to choose from. Item 21 Indicator: 5.2 (see page: 42 in the ECERS-R) The teacher reported nap and children's music are used in the classroom. A third type of music was not reported to be used. Singing songs, listening to different types of music would count towards the third type. Item 22 Indicator: 5.1 (see page: 44 in the ECERS-R) There were enough accessories, meeting a part of the requirements for this indicator. However, the quantity of wood unit and cardboard brick blocks, as well as the amount of designated space for block play, did not meet the indicator's requirements. Please see the NC Additional Note for more information. There should be enough blocks for 3 children to build three sizable structures. A sizable structure is about 80-100 blocks. The size of the block area should be as large as possible to allow building of the structures. Indicator: 5.4 (see page: 44 in the ECERS-R) Credit was not earned for indicator 5.4 because credit was not earned for indicator 5.1. Item 24 Indicator: 5.2 (see page: 48 in the ECERS-R) The children could use the materials in the dramatic play center during the times outlined in item 3, rather than at least 4 hours. Verify that the schedule allows for 4 hours per day. Item 25 Indicator: 5.1 (see page: 50 in the ECERS-R) The classroom included the following science materials: Collections: seashells and pinecones Living things: no examples Books, games, or toys: plastic dinosaurs, farm animals, insects, magnatiles, a book about animals, and two toy compasses Activities: sensory tubes and microscope with slides To earn credit for this indicator there should be at least three materials from at least three nature/science categories. Enough materials were present in the books, games, or toys categories. Additional materials were needed in the collections, living things, or activities categories. *Please note there was a flashlight on the science shelf; however, it did not work on the day of the observation and could not be considered for this indicator. Replace the batteries in the flashlight so it can be used. Add additional materials for the science area. A plant, rocks, leaves, sticks, a class pet (ensure that it is a positive experience for the children) to earn higher points next time. Indicator: 5.2 (see page: 50 in the ECERS-R) Since the requirements for materials in indicator 5.1 were not met, this indicator could not earn credit. Item 26 Indicator: 5.1 (see page: 52 in the ECERS-R) Math materials provided for children's use included: Counting: pegs with boards and counting bears with bowls Measuring: rulers Comparing quantities: no examples Shapes: display, magna-tiles, and parquetry shapes Written number: numbers on a poster, stove, calendar, and round pieces used with a wooden toy To meet the requirements of this indicator, 3-5 materials are needed in the five categories listed above. This requirement was met in the following categories: shapes and written numbers. At least one additional material in the counting category, two additional materials in the measuring category, and three materials in the comparing quantities category were needed. Add measuring cups, scoops and other materials so you have 3-5 examples in all 5 categories. Indicator: 5.2 (see page: 52 in the ECERS-R) Since the materials required in indicator 5.1 were not present, this indicator could not earn credit. Indicator: 5.4 (see page: 52 in the ECERS-R) Examples of using practical math skills during daily events did not occur. Teachers could give a 5 minute warning, ask children to line up from tallest to shortest, ask how many napkins do we need today, etc. Item 31 Indicator: 5.2 (see page: 60 in the ECERS-R) The bathroom was located down the hallway at the back of the building. There were times this group waited 5-11 minutes when they went to the bathroom for toileting and handwashing routines. During these routines, the teachers helped children with handwashing and toileting routines. While waiting in the chairs or against the wall children argued over space, flipped around on the floor, chased, and pushed each other. Children were not offered engaging activities during these wait times which created opportunities for children to engage in these behaviors. Providing activities while children wait will cut down on undesirable behaviors from occurring. Consistent daily schedules and transitions allow children to know what you expect and what is coming next. Singing songs, playing I Spy or reading a book while they wait are ideas for activities. Item 34 Indicator: 3.3 (see page: 63 in the ECERS-R) The children play indoors daily, meeting a part of the indicator's requirements. The teacher reported that the children are not taken outdoors when it is raining, which meets the weather permitting requirement. However, additional information that did not meet requirements was also included such as not going outdoors when the temperature is below 30 degrees. This situation based on temperature alone do not pose a health or safety concern for children dressed for this condition. Children shall go outside daily weather permitting. Refer to the weather watch chart posted at the entrance to determine when children should not go outside. There is not a specific temperature that children shouldn’t go outside. It is a combination of air temperature and relative humidity or wind chill speed. If children are dressed appropriately and there is not an active thunderstorm, hurricane, strong winds, or lightning, children may play outside in rain. Item 35 Indicator: 3.1 (see page: 64 in the ECERS-R) Children play indoors daily to meet a part of the indicator's requirements. However, as stated in item 34, outdoor play does not occur each day that the weather allows. Item 36 Indicator: 5.1 (see page: 65 in the ECERS-R) During the group time after breakfast, the teacher went over the weather, read two books, counted the numbers on the number poster, and reviewed the shapes and ABC display. The teacher often stopped the group time activities to tell the children to listen and sit up. Since this group gathering was not adjusted to meet the needs of those who showed signs of being uninterested and alternative activities were not offered, the requirements of this indicator were not met. Consider shortening the length of group times when children become restless and are not interested in the group activity. Provide other activities for them when this occurs. Item 37 Indicator: 5.3 (see page: 66 in the ECERS-R) The teacher confirmed that there are two children enrolled with diagnosed disabilities. She clarified that she talks with the children's parents daily, meeting a part of the indicator's requirements. She further stated that she does not participate in formal meetings with the parents to discuss their child's progress and goals. To meet the other requirement of this indicator, at least two meetings each year with parents are required. Please refer to the NC Additional Notes for more information. This is helpful so the parents and teachers are working together to better assist the child in their development. Education was reviewed from the last rated license assessment. The lead teachers documented on the education worksheets for lead teachers for the two star license were different that the teachers discussed today. Some of the teachers are no longer employed or work second shift. "Teacher" means an individual who assists the Lead Teacher in planning and implementing the daily program of activities for a group of children in a child care facility. A teacher is counted in staff/child ratio, has unsupervised contact with children, and is monetarily compensated by the facility. (49) "Teacher's aide" or "Aide" means a person who assists the lead teacher or the teacher in planning and implementing the daily program. A teacher's aide shall be at least 16 years old and less than 18 years old, shall be literate, and may count in staff/child ratio as long as there is also a credentialed staff person who is at least 21 years of age present in the room and available to respond to the needs of the teacher's aide and children in care. 10A NCAC 09 .0710 PRESERVICE REQUIREMENTS FOR LEAD TEACHERS AND TEACHERS (a) If an individual already has a North Carolina Early Childhood Credential or its equivalent, none of the requirements of this Rule shall apply. If an individual does not have a North Carolina Early Childhood Credential or its equivalent, the requirements of this Rule shall be met. (b) A lead teacher or a teacher shall be 18 years of age, have a high school diploma or its equivalent, and have one of the following: (1) One year of child care experience working in a child care center or two years of verifiable experience as a licensed family child care home operator; or (2) Completion of a two year high school program of Early Childhood Education in Family and Consumer Sciences Education; or (3) Twenty hours of training in child development, which shall include the North Carolina Early Childhood Credential coursework, within the first six months of employment in addition to the number of on-going training hours required in Rule .1103 of this Chapter. (c) Individuals employed prior to July 1, 1998 are exempted from the requirements of this Rule, as long as they remain employed by the same operator. Paperwork was processed for a two star rated license, the two star license will be effective November 21, 2024. I am unable to move forward with the rated license reassessment. WORKS accounts were not current for the staff stated to be lead teachers or teachers. Once WORKS accounts are updated along with the ITERS reassessment, the rated license reassessment can be finalized. Violation Number Comment Rule 303 Children were not adequately supervised at all times. The teacher had her back turned to the infants when preparing bottles, washing hands or documenting information on the dry erase board. An infant had a paper clip that she was attempting to put in her mouth, that was removed by the assessor, the teacher was not aware until it was brought to her attention. .1801(a)(1-5) 491 Caregiver did not respond at the earliest opportunity to an infant or toddler’s physical and emotional needs. During the ITERS assessment, two infants were not laid down to sleep until 22-24 minutes after showing signs of being tired. .0511(b)(1) 532 All children were not held or placed in feeding chairs or other appropriate apparatus to be fed. An infant was using a boppy pillow while drinking a bottle. A boppy pillow is not a feeding apparatus. 10A NCAC 09 .0902(b) 902 Each child was not attended to in a nurturing and appropriate manner, or in keeping with the child's developmental needs. A child was picked up by their arms when moving them from one area to another. G.S. 110-91(10) 1021 Individual responsible for a group of children did not meet the preservice requirements for a lead teacher or teacher. An 18 year old teacher, counted in ratios, did not have a high school diploma. The lead teacher was 21 years or older but did not have credentials or one year experience. 10A NCAC 09 .0710 (a-b) The violations cited today should be corrected immediately. Mail or email me a letter addressing the violation, when the violation was corrected, how the violation was corrected and how you plan to prevent repeat violations in the future. A follow up visit will be required due to the nature of the violations cited. The letter is required within 2 weeks of today’s visit. Feel free to contact me with questions or concerns. I may be reached at 919-819-9386 or email LeAnne.Simpkins@dhhs.nc.gov If the operator fails to correct any documented violations within the established time period, the Division of Child Development and Early Education may deny, suspend, terminate, or revoke any permit to operate (10A NCAC 09 .2000). All information in this report has been reviewed with me today.I understand that it is my responsibility to maintaincompliance with applicable NC Child Care Requirements at all times

10A NCAC 09 .0710 · Violation

Name of Operation: Happy Hearts Academy 2 Facility ID: 92003989 Consultant: LEANNE SIMPKINS Operation Type: Center Case Number: Visit Date: 11/8/2024 Number Present: 22 Completed Date: 11/8/2024 Age: From 0 To 4 Total Minutes: 230 Time In: 09:40 AM Time Out: 01:30 PM Time In: Time Out: List to Use: Center Type Of Visit: Rated License Assessment Announced/Unannounced: Announced The purpose of today’s announced visit was to complete a rated license assessment and to review the ITERS and ECERS assessment results. Today’s visit was completed with the director, Erica Tuck. Four classrooms were monitored today for staff/child ratios, group sizes, capacity, supervision, discipline, interactions, materials, postings, and health and safety requirements. Enrollment was documented based on information shared by the director and teachers. Staff files reviewed: I. Pridgen, F. Warren, L. Odum (Sophia) We visited the outdoor play area and discussed the fall zone under the portable slide for the ECERS assessment. The fall zone should be extended to earn higher points. The fall zone must extend 6 feet all the way around the structure. Two basketballs, two footballs and a soccer ball were present for children to use. Two playhouses were present and portable slide and riding toys. Add in plates, bowls, pots, pans and accessories for the play houses to extend dramatic play. Prior to reviewing the assessment results, I reviewed resources for you to use to prepare to have the assessments completed again. Since there have been three directors during 5 months of operation, and staffing has been an issue, the assessments were not as high as they should have been. You may contact Smart Start or Early Years NC (previously Childcare services association) for assistance. There are also resources and videos on the NCRLAP website. Smart Start: https://www.wakesmartstart.org/professionals/programs-quality/ Early Years NC (Previously Childcare Services Association- https://www.earlyyearsnc.org/programs/ccrr/technical-assistance/ North Carolina Rated License Assessment Project: https://www.ncrlap.org/Resources/ Focus on handwashing and sanitizing toys, tabletops, interactions, and outdoor play. The ITERS assessment must be completed again since the score was below 4.0. If you are satisfied with the results of the ECERS assessment, you may keep the score. If you choose to have the ECERS assessment again, the center owner or director will pay for the assessment. The Division of Child Development and Early Education will pay for the second ITERS assessment. If the second ITERS assessment is not 4.0 or higher, the center owner or director will have to pay for the assessment the third time. The ITERS assessment was completed October 24, 2024. The score was 3.89. Lead teachers: Crystal Kelley Item 1 Indicator: 5.2 (see page: 10 in the ITERS-R) Although there was good ventilation, which met a part of the indicator's requirement, there were no windows in the classroom to allow for natural light. The classroom was located in the center of the building and the windows in the room overlooked the two-year-old and preschool rooms. This is not something that can be changed due to the building set up. Indicator: 5.3 (see page: 10 in the ITERS-R) The half door to the classroom had a round knob. Replace the doorknob with a lever handle. This would increase points for this indicator and meet requirements for the fire code. Item 4 Indicator: 5.2 (see page: 15 in the ITERS-R) The classroom sinks and bottle preparation shelf were against a wall of the classroom. When using these sinks or assisting children with washing their hands or preparing bottles, the teacher's back was turned to the play areas. It was observed and confirmed that one teacher works with this group throughout the day. Adding additional staff during arrival time, during the day and during dismissal would help with supervising children during diaper changes and bottle prep and writing on the dry erase board. An additional staff member was with the preschool age children and not the infants. It would have been better to have additional staff in the classroom for infants instead. Item 5 Indicator: 5.2 (see page: 16 in the ITERS-R) There were no mobiles or other hanging objects in the classroom. To earn credit for this indicator, at least two mobiles or other hanging objects should be present. You could place plant hangers off the side of the wall and hang mobiles, plants, 3-D paper party shapes or small windsocks. Indicator: 5.4 (see page: 16 in the ITERS-R) Talking about the display did not occur during the observation. If there is art work completed by the infants, discussion about the display could be incorporated into the daily schedule or activity plan. Item 6 Indicator: 3.3 (see page: 18 in the ITERS-R) During the observation, three children arrived. For two arrivals the parents remained in the hallway and the first child, and their belongings were passed over the half door to the teacher, and the second child's parent stood by the door and handed the child to the teacher. The parents did not enter the classroom. During the third arrival, the teacher and the group were outside, and a staff member brought the child to the playground. Because the parents do not enter the classroom or caregiving area during arrival, the requirements are not met for this indicator. This indicator requires parents to enter the classroom, and they should be greeted by the teacher and information should be shared about their child, if they had a good night’s sleep, anything changed, any marks on the child, any information that is related to their child. This needs to occur with all parents to be counted. Indicator: 3.4 (see page: 18 in the ITERS-R) Three arrivals occurred the morning of the assessment. During the first and second arrivals, the parents talked to the teacher about when one child had last eaten and that the other child was sleepy. However, information about the child's health or safety was not shared during the third arrival. Same applies here as 3.4. Item 7 Indicator: 3.3 (see page: 20 in the ITERS-R) The teacher and staff member assisted some children with holding their bottles, and they washed their hands 1 of the 6 times needed before feeding them, but not afterwards. The children did not have their hands washed before or after the 4 times they held their own bottles. Refer to the NC Additional Notes for more information. Handwashing should occur before and after meals/snacks/bottles. Review sanitation rule: .2803 (C) Children and staff must wash hands before meals or snack. Hand washing after meals and snacks is best practice. Review handwashing requirements and steps with staff so they are following at least minimum standards for handwashing. Indicator: 3.4 (see page: 20 in the ITERS-R) As an infant laid on a boppy pillow to drink a bottle, the teacher walked away to prepare bottles for other children. During this time, another infant grabbed the infant's bottle and took it out of his hands. Because the teacher engaged in another activity away from the infant while he drank from his bottle, credit could not be earned. A boppy pillow is not a feeding apparatus. .0902 (b) Each infant shall be held for bottle feeding until able to hold his or her own bottle. Bottles shall not be propped. Each child shall be held or placed in feeding chairs or other age-appropriate seating apparatus to be fed. The feeding chair or other seating apparatus shall be disassembled for cleaning purposes. Teachers should be within arms reach of infants when eating or drinking from a bottle and the child should be placed in a feeding chair. #532-violation Item 8 Indicator: 3.1 (see page: 22 in the ITERS-R) A child who was described by the teacher as being tired and demonstrated signs of this such as when he laid his head on the teacher's lap and sucked his thumb as he laid on the boppy pillow and cried. He laid on the carpet and then crawled to the teacher as he continued to cry while the teacher sat in the glider rocker and fed another child a bottle. The teacher continued to feed the other infant and commented several times that he was sleepy as she rubbed his back while he sat on the floor. The child then crawled away and laid on the carpet and cried. The teacher told the child she was coming and picked him up; he laid his head on her chest and sucked his thumb as she added information to the Bright Wheel App. After the child calmed down, he was taken to the book area and read a book. This was 24 minutes after the child showed signs of being tired. Since facilitation to help the child begin his nap was not provided promptly after he first showed signs of being tired, and this resulted in distress, requirements for this indicator were not met. It is required to meet each child’s needs. If a child shows signs of being sleepy, the child can be laid down in a crib to sleep. They do not have to stay awake and continue to be unhappy. Also, the teacher commented that another child was also tired, and he showed signs of being sleepy as he rubbed his eyes and cried as he sat on the floor. There were times the teacher picked him up and told him she knew he was tired as he laid his head on her chest. The teacher then placed the child back on the floor and he continued to cry. She rubbed his back as he sat on the floor and asked him what was wrong and if he was sleepy. The child cried loudly and was then picked up and rocked to sleep, which was 22 minutes after he showed signs of being tired. Too much time passed before the child’s needs were met. Since the teacher knew the child was sleepy, she could have picked the child up and placed the child in a crib to sleep as soon as the sleepy symptoms started. Additional staff would have been helpful in this situation as well. When there are two or more caregivers, primary caregivers are required. Each teacher has a group of infants or toddlers that they care for, change diapers, safe sleep checks and feedings. This allows infants to develop trust and provides continuity of care. #491-violation 10A NCAC 09 .0511 DAILY ROUTINES FOR CHILDREN UNDER TWO YEARS OF AGE (a) Children under two years of age shall require individualized daily routines based on their specific developmental needs. The center shall provide time and space for sleeping, eating, toileting, diaper changing, and playing according to each child's individual needs. (b) The caregivers shall interact in a positive manner with each child every day, as follows: (1) caregivers shall respond at the earliest opportunity to an infant or toddler's physical and emotional needs, especially when indicated by crying, through actions such as feeding, diapering, holding, positive touching, smiling, talking, and eye contact; (2) the caregiver shall recognize the special difficulties Item 9 Indicator: 3.1 (see page: 24 in the ITERS-R) Both sinks in the classroom were used by the teacher and staff member to wash their hands upon arriving to the classroom, after outdoor play, before/after meals, and after diapering. The sinks were sprayed with a solution from a bottle labeled sanitizer, rather than being sprayed with a disinfecting solution. Verify that sanitizer is used for table tops and toys and feeding chair trays. Disinfectant is used for toileting and diapering purposes. It may be helpful to write DISINFECTANT in red on the bottle so it is easy to see. You stated that each classroom has soapy water, sanitizer and disinfectant available daily. Four diaper routines were observed: Preparations: Prior to 1 of the 4 diaper routines, wipes and diapers were placed on the diapering surface. Disposal: The diapers were disposed of properly each time. Wipes: The use of diaper wipes to clean the children's hands occurred after redressing each child, rather than before handling the clean diapers. The use of wipes to clean the teacher's hands before handling the clean diapers did not occur during the observed routines. Clean/Disinfect: This step requires cleaning of the diapering surface with a soapy water solution that is wiped dry, followed by an application of a disinfectant solution that is allowed to air dry for at least 2 minutes. Following three routines, the surface was cleaned with soapy water and then sprayed with a bottle labeled sanitizer. Following the other routine, the surface was not cleaned or disinfected. For more information on procedures required during diapering routines, please refer to the diapering procedure poster from the North Carolina Child Care Health and Safety Resource Center. A diaper changing step poster was left with you today and reviewed during the visit. Review diaper changing steps with the teachers so they are more consistent and ensure that sanitizer and disinfectant are available for use in the classroom when needed. Indicator: 3.3 (see page: 24 in the ITERS-R) The teacher washed her hands after diaper changes as needed. The children's hands were wiped following the 4 diapering routines. However, they were not washed with soap and running water, as required for children exhibiting head control, which was less than the 75% required. Children that are able to hold their head up should have their hands washed after diaper changing. Item 10 Indicator: 3.1 (see page: 26 in the ITERS-R) Although some mouthed toys were removed, there were at least 11 additional mouthed items that were not removed before being used or mouthed by other children. Toys that have been mouthed and have been lying on the floor may be picked up by other children. Mouthed toys should be removed immediately after being in a child’s mouth and they are no longer interested in the toy. Extra toys and materials should be available to replace toys taken out of the area so there are always required materials present for each category. Indicator: 3.2 (see page: 26 in the ITERS-R) This indicator requires that teachers and children wash their hands at least 75% of the time when needed upon arrival/reentry, before and after water play and after messy play, after contact with bodily fluids, and after touching contaminated objects. The children's hands were washed 13% of the time. After arriving to the classroom, a child had his hands wiped, after returning from the playground the children's hands were wiped, and there were instances when children touched their runny noses and their hands were wiped; however, they were not washed with soap and running water. The teacher and staff member washed their hands 55% of the time. There were instances when the teacher did not wash her hands after wiping children's noses, removing mouthed toys, and lifting the trashcan lid by hand. Review handwashing steps with teachers so they are consistent with handwashing and sanitizing. Item 11 Indicator: 5.1 (see page: 28 in the ITERS-R) There were no safety concerns outdoors. Indoors, there were instances when the teacher lifted children by the upper arms when picking them up and moving them to another area. Lifting young children in this manner puts them at risk for joint injury. Lift children by their trunk or place a hand under their arm and scoop them up. Violation-#902 Item 13 Indicator: 5.3 (see page: 32 in the ITERS-R) As mentioned in item 8, two children showed signs of being tired. One child laid his head on the teacher's lap, sucked his thumb as he laid on the boppy pillow and the carpet, and cried. Another child rubbed his eyes and cried loudly. Although the teacher acknowledged the children, sometimes held them, and rubbed their backs, one child was rocked to sleep which was 22 minutes after he showed signs of being tired. For the other child, 24 minutes passed before facilitation was provided to help him begin his nap. Same applies here as for item 8. Item 16 Indicator: 3.2 (see page: 36 in the ITERS-R) When describing policies for outdoor play, some positive weather permitting practices were reported including not taking children outdoors when it is raining. However, other practices mentioned such as not taking the children outdoors when the temperature is 75 degrees or above or when the temperature is 50 degrees or below, the grass needs to be cut, and the door to the playhouse on the playground is broken, do not meet the requirements. These situations do not pose a health or safety concern for children dressed for these conditions. Therefore, outdoor play does not occur each day the weather allows. Children shall go outside daily weather permitting. Refer to the weather watch chart posted at the entrance to determine when children should not go outside. There is not a specific temperature that children shouldn’t go outside. It is a combination of air temperature and relative humidity or wind chill speed. If children are dressed appropriately and there is not an active thunderstorm, hurricane, strong winds, or lightning, children may play outside in rain. Equipment that is broken shall be removed or made inaccessible to the children. The grass should always be cut to allow children to use the area at any time. Item 20 Indicator: 5.1 (see page: 41 in the ITERS-R) The following dramatic play materials were present for the infants: Dolls: many Soft animals: many Pots/pans: no examples-add pots/pans, plates, bowls, child size utensils Toy telephones: a phone add 2-4 more There were not 3-5 examples of each category listed above as required for infants. Add materials so that there are enough materials for infants to use through out the day at any given time. Item 22 Indicator: 3.3 (see page: 43 in the ITERS-R) Experiences with nature were not observed or reported to be offered indoors. Also, as previously mentioned in item 16, the children are not taken outdoors each day the weather allows. Therefore, experiences with nature are not offered daily. Outdoor play is required daily for at least 30 minutes. Add living things in the classroom such as a plant. Item 24 Indicator: 5.1 (see page: 45 in the ITERS-R) There were books and pictures showing various types of diversity, which earned credit for a part of this indicator's requirements. However, there were no play materials for children to use that represented diversity. Although dolls were noted, these materials were considered towards credit for indicator 5.2 and could not be considered here. Add play foods from different cultures, pots and pans from different cultures and dress up clothes, puzzles, puppets or props. Item 25 Indicator: 3.1 (see page: 46 in the ITERS-R) There were several instances throughout the assessment when the one teacher assigned to this group was positioned with her back to the children in the play areas of the classroom. This most often occurred while she prepared bottles, wrote on the dry erase board on a wall, and washed her or the children's hands. Also, while an infant played on the floor, she picked up a paper clip and attempted to put it in her mouth. This was not addressed until it was brought to the teacher's attention. You stated that paper clips, staples and tacks are not allowed to be used in the classroom for infants so you aren’t sure how it got there. Additional staff may have prevented this from happening. Violation: Supervision #303 Item 27 Indicator: 5.2 (see page: 48 in the ITERS-R) To earn credit for this indicator, most of the time any distress and/or crying by children should be responded to and resolved quickly. As mentioned in other indicators a child cried and showed signs of being tired. However, facilitation to help him begin his nap was provided 24 minutes after he showed signs of being tired and the other child cried for 22 minutes before he was rocked and fell asleep. Same applies here as in item 8. Item 28 Indicator: 5.1 (see page: 49 in the ITERS-R) The aspect of program structure in regards to the delay in the nap schedule for two of the infants, as noted in item 8, applies to this indicator as well. Item 29 Indicator: 3.1 (see page: 50 in the ITERS-R) There were four children present on the day of the observation. The concern regarding two children not being offered an earlier nap, as noted in item 8, applies here as well. Item 30 Indicator: 3.1 (see page: 51 in the ITERS-R) Indoor play occurs each day meeting a part of the indicator's requirement. As stated in item 16, outdoor play does not occur each day the weather allows. The ECERS assessment was completed October 29, 2024. The score was 4.58. Teachers: Nikeya Fisher, Imani Pridgen Item 3 Indicator: 5.1 (see page: 14 in the ECERS-R) The required amount of softness was present in the children's classroom. However, children could not use these furnishings for at least 4 hours as required for a program operating 12 hours daily (6:00 a.m. - 6:00 p.m.). According to the teachers' reports children are able to use the soft furnishings in classroom for 2 hours 55 minutes daily as outlined below: Observed 29 minutes following circle time in the morning Teacher report for times of the day that were not observed 1 hour 11 minutes before breakfast (teacher) 30 minutes after snack in the afternoon (closing teacher) 45 minutes before going outside in the afternoon (closing teacher) *Please note that although the daily schedule showed additional times when classroom centers could be used, these times were not credited due to reported activities, transitions, observed and reported group times, and routines. Review the daily schedule to see if it needs to be updated to include the 4 hours of free play in activity centers. Transitions may be occurring too often or taking too long. Item 7 Indicator: 3.2 (see page: 18 in the ECERS-R) The slide was placed on top of astro-turf. The ASTM 1292 documentation was not received; however, if documentation is provided stating the astro-turf meets the requirements, this part of the report can be updated to reflect the change. Also, at the exit of the slide, the astro-turf extended 3 feet 9 inches and 4 feet 3 inches from the ladder before reaching grass, rather than 6 feet. Refer to the document, NCRLAP's Requirements for Gross Motor Space and Equipment, for more information. Although portable equipment is not required to have a fall zone, a fall zone is required for the ECERS assessment. Move the portable slide so there is 6 feet from the ladder. Item 8 Indicator: 3.1 (see page: 20 in the ECERS-R) On the day of the observation children went outdoors where they could use gross motor equipment for 13 minutes, which was reported as typical. The afternoon teacher reported that the children play with gross motor materials in the afternoon for an additional 30 minutes. Therefore, children could use gross motor equipment for 38 minutes, rather than at least 1 hour each day. Children need to be outside daily for at least one hour. Children were able to play outside for 43 minutes instead of 60 minutes. The schedule shows that the children play outside in the morning for 30 minutes and 30 minutes in the afternoon. Item 10 Indicator: 3.3 (see page: 24 in the ECERS-R) There were five children present for breakfast and eight at lunch, and before each meal, the children washed their hands at the sink in the hallway near the bathroom. While the children waited for other children to wash their hands, they sat in the chairs in the hallway or on the floor and touched the walls, the floor, and each other. The children did not rewash their hands after either of these transitions before they ate their meals. Please refer to the NC Additional Notes for more information. Children must have activities while they are waiting. Singing songs, play simple games such as I Spy or going on a bear hunt or reading a book keeps children engaged. After standing in line and touching other surfaces, they must wash their hands again before eating meals or snacks. Consistency in the daily routine is key to a smooth running classroom and handwashing. Item 12 Indicator: 5.2 (see page: 28 in the ECERS-R) The bathroom used by the children was down the hallway at the back of the building. Children were taken to the bathroom as a whole group or a teacher left the classroom to take individual children. The location of the bathroom prevented this indicator from earning credit. Nothing that can be done based on the layout of the building. Item 13 Indicator: 3.1 (see page: 30 in the ECERS-R) This indicator requires that teachers and children wash their hands at least 75% of the time when needed upon arrival/reentry, before and after water play and after messy play, after contact with bodily fluids, and after touching contaminated objects. The children washed their hands as needed. The teachers washed their hands 25% of the time. After returning from the playground, neither teacher washed her hands and after using play dough a teacher did not wash her hands. Review when handwashing should occur with the teachers. Item 14 Indicator: 3.1 (see page: 32 in the ECERS-R) Indoors, there were several instances when a teacher sprayed the sink with a bottle labeled sanitizer while children stood nearby. The mist from the sanitizer is considered a potential eye/lung irritant. Outdoors, the safety concerns mentioned in item 7, apply to this indicator as well. Check the area to ensure children are not close by so they are not in the area when sanitizing. Item 15 Indicator: 5.1 (see page: 34 in the ECERS-R) The types and numbers of books in the classroom met a part of the requirements for this indicator. However, the children could use these materials during the times outlined in item 3, rather than at least 4 hours. Same applies her as item 3. Item 17 Indicator: 5.1 (see page: 37 in the ECERS-R) Talking about concepts while children used materials was not observed. This is concerning. Teachers should be moving about the indoor are interacting with the children while they play. This is part of providing quality childcare. Indicator: 5.2 (see page: 37 in the ECERS-R) Examples of encouraging children to explain their thought processes related to problem solving. Same applies here as item 17. Teachers should be moving about the area interacting with children and assisting them with problem solving and talking about what they are doing. Item 18 Indicator: 5.3 (see page: 38 in the ECERS-R) Instances of the teachers expanding and adding information to children's ideas did not occur during the observation. Same applies here as item 17 and item 18. Item 20 Indicator: 5.2 (see page: 40 in the ECERS-R) Although it was observed and reported that children can use art materials during free play, the teacher reported that children are called as a group to sit at the tables to complete a daily art activity. The teacher confirmed that for these art activities, she chooses the theme and the materials. Displayed in the classroom were pre-cut eggs and barns with pieces of paper glued on, pre-cut corn husks, and circles glued together to make caterpillars, all of which looked similar. The teacher reported that these types of art activities occur daily. These projects also did not support children's individualized expression during art and since they occurred more than twice a week credit was not earned. Allowing children to create their own art is the goal. Creating art work for them is not helping them grow or learn. This type of art can occur but not as often as it is occurring. Art materials should be present for children to have a variety of materials to choose from. Item 21 Indicator: 5.2 (see page: 42 in the ECERS-R) The teacher reported nap and children's music are used in the classroom. A third type of music was not reported to be used. Singing songs, listening to different types of music would count towards the third type. Item 22 Indicator: 5.1 (see page: 44 in the ECERS-R) There were enough accessories, meeting a part of the requirements for this indicator. However, the quantity of wood unit and cardboard brick blocks, as well as the amount of designated space for block play, did not meet the indicator's requirements. Please see the NC Additional Note for more information. There should be enough blocks for 3 children to build three sizable structures. A sizable structure is about 80-100 blocks. The size of the block area should be as large as possible to allow building of the structures. Indicator: 5.4 (see page: 44 in the ECERS-R) Credit was not earned for indicator 5.4 because credit was not earned for indicator 5.1. Item 24 Indicator: 5.2 (see page: 48 in the ECERS-R) The children could use the materials in the dramatic play center during the times outlined in item 3, rather than at least 4 hours. Verify that the schedule allows for 4 hours per day. Item 25 Indicator: 5.1 (see page: 50 in the ECERS-R) The classroom included the following science materials: Collections: seashells and pinecones Living things: no examples Books, games, or toys: plastic dinosaurs, farm animals, insects, magnatiles, a book about animals, and two toy compasses Activities: sensory tubes and microscope with slides To earn credit for this indicator there should be at least three materials from at least three nature/science categories. Enough materials were present in the books, games, or toys categories. Additional materials were needed in the collections, living things, or activities categories. *Please note there was a flashlight on the science shelf; however, it did not work on the day of the observation and could not be considered for this indicator. Replace the batteries in the flashlight so it can be used. Add additional materials for the science area. A plant, rocks, leaves, sticks, a class pet (ensure that it is a positive experience for the children) to earn higher points next time. Indicator: 5.2 (see page: 50 in the ECERS-R) Since the requirements for materials in indicator 5.1 were not met, this indicator could not earn credit. Item 26 Indicator: 5.1 (see page: 52 in the ECERS-R) Math materials provided for children's use included: Counting: pegs with boards and counting bears with bowls Measuring: rulers Comparing quantities: no examples Shapes: display, magna-tiles, and parquetry shapes Written number: numbers on a poster, stove, calendar, and round pieces used with a wooden toy To meet the requirements of this indicator, 3-5 materials are needed in the five categories listed above. This requirement was met in the following categories: shapes and written numbers. At least one additional material in the counting category, two additional materials in the measuring category, and three materials in the comparing quantities category were needed. Add measuring cups, scoops and other materials so you have 3-5 examples in all 5 categories. Indicator: 5.2 (see page: 52 in the ECERS-R) Since the materials required in indicator 5.1 were not present, this indicator could not earn credit. Indicator: 5.4 (see page: 52 in the ECERS-R) Examples of using practical math skills during daily events did not occur. Teachers could give a 5 minute warning, ask children to line up from tallest to shortest, ask how many napkins do we need today, etc. Item 31 Indicator: 5.2 (see page: 60 in the ECERS-R) The bathroom was located down the hallway at the back of the building. There were times this group waited 5-11 minutes when they went to the bathroom for toileting and handwashing routines. During these routines, the teachers helped children with handwashing and toileting routines. While waiting in the chairs or against the wall children argued over space, flipped around on the floor, chased, and pushed each other. Children were not offered engaging activities during these wait times which created opportunities for children to engage in these behaviors. Providing activities while children wait will cut down on undesirable behaviors from occurring. Consistent daily schedules and transitions allow children to know what you expect and what is coming next. Singing songs, playing I Spy or reading a book while they wait are ideas for activities. Item 34 Indicator: 3.3 (see page: 63 in the ECERS-R) The children play indoors daily, meeting a part of the indicator's requirements. The teacher reported that the children are not taken outdoors when it is raining, which meets the weather permitting requirement. However, additional information that did not meet requirements was also included such as not going outdoors when the temperature is below 30 degrees. This situation based on temperature alone do not pose a health or safety concern for children dressed for this condition. Children shall go outside daily weather permitting. Refer to the weather watch chart posted at the entrance to determine when children should not go outside. There is not a specific temperature that children shouldn’t go outside. It is a combination of air temperature and relative humidity or wind chill speed. If children are dressed appropriately and there is not an active thunderstorm, hurricane, strong winds, or lightning, children may play outside in rain. Item 35 Indicator: 3.1 (see page: 64 in the ECERS-R) Children play indoors daily to meet a part of the indicator's requirements. However, as stated in item 34, outdoor play does not occur each day that the weather allows. Item 36 Indicator: 5.1 (see page: 65 in the ECERS-R) During the group time after breakfast, the teacher went over the weather, read two books, counted the numbers on the number poster, and reviewed the shapes and ABC display. The teacher often stopped the group time activities to tell the children to listen and sit up. Since this group gathering was not adjusted to meet the needs of those who showed signs of being uninterested and alternative activities were not offered, the requirements of this indicator were not met. Consider shortening the length of group times when children become restless and are not interested in the group activity. Provide other activities for them when this occurs. Item 37 Indicator: 5.3 (see page: 66 in the ECERS-R) The teacher confirmed that there are two children enrolled with diagnosed disabilities. She clarified that she talks with the children's parents daily, meeting a part of the indicator's requirements. She further stated that she does not participate in formal meetings with the parents to discuss their child's progress and goals. To meet the other requirement of this indicator, at least two meetings each year with parents are required. Please refer to the NC Additional Notes for more information. This is helpful so the parents and teachers are working together to better assist the child in their development. Education was reviewed from the last rated license assessment. The lead teachers documented on the education worksheets for lead teachers for the two star license were different that the teachers discussed today. Some of the teachers are no longer employed or work second shift. "Teacher" means an individual who assists the Lead Teacher in planning and implementing the daily program of activities for a group of children in a child care facility. A teacher is counted in staff/child ratio, has unsupervised contact with children, and is monetarily compensated by the facility. (49) "Teacher's aide" or "Aide" means a person who assists the lead teacher or the teacher in planning and implementing the daily program. A teacher's aide shall be at least 16 years old and less than 18 years old, shall be literate, and may count in staff/child ratio as long as there is also a credentialed staff person who is at least 21 years of age present in the room and available to respond to the needs of the teacher's aide and children in care. 10A NCAC 09 .0710 PRESERVICE REQUIREMENTS FOR LEAD TEACHERS AND TEACHERS (a) If an individual already has a North Carolina Early Childhood Credential or its equivalent, none of the requirements of this Rule shall apply. If an individual does not have a North Carolina Early Childhood Credential or its equivalent, the requirements of this Rule shall be met. (b) A lead teacher or a teacher shall be 18 years of age, have a high school diploma or its equivalent, and have one of the following: (1) One year of child care experience working in a child care center or two years of verifiable experience as a licensed family child care home operator; or (2) Completion of a two year high school program of Early Childhood Education in Family and Consumer Sciences Education; or (3) Twenty hours of training in child development, which shall include the North Carolina Early Childhood Credential coursework, within the first six months of employment in addition to the number of on-going training hours required in Rule .1103 of this Chapter. (c) Individuals employed prior to July 1, 1998 are exempted from the requirements of this Rule, as long as they remain employed by the same operator. Paperwork was processed for a two star rated license, the two star license will be effective November 21, 2024. I am unable to move forward with the rated license reassessment. WORKS accounts were not current for the staff stated to be lead teachers or teachers. Once WORKS accounts are updated along with the ITERS reassessment, the rated license reassessment can be finalized. Violation Number Comment Rule 303 Children were not adequately supervised at all times. The teacher had her back turned to the infants when preparing bottles, washing hands or documenting information on the dry erase board. An infant had a paper clip that she was attempting to put in her mouth, that was removed by the assessor, the teacher was not aware until it was brought to her attention. .1801(a)(1-5) 491 Caregiver did not respond at the earliest opportunity to an infant or toddler’s physical and emotional needs. During the ITERS assessment, two infants were not laid down to sleep until 22-24 minutes after showing signs of being tired. .0511(b)(1) 532 All children were not held or placed in feeding chairs or other appropriate apparatus to be fed. An infant was using a boppy pillow while drinking a bottle. A boppy pillow is not a feeding apparatus. 10A NCAC 09 .0902(b) 902 Each child was not attended to in a nurturing and appropriate manner, or in keeping with the child's developmental needs. A child was picked up by their arms when moving them from one area to another. G.S. 110-91(10) 1021 Individual responsible for a group of children did not meet the preservice requirements for a lead teacher or teacher. An 18 year old teacher, counted in ratios, did not have a high school diploma. The lead teacher was 21 years or older but did not have credentials or one year experience. 10A NCAC 09 .0710 (a-b) The violations cited today should be corrected immediately. Mail or email me a letter addressing the violation, when the violation was corrected, how the violation was corrected and how you plan to prevent repeat violations in the future. A follow up visit will be required due to the nature of the violations cited. The letter is required within 2 weeks of today’s visit. Feel free to contact me with questions or concerns. I may be reached at 919-819-9386 or email LeAnne.Simpkins@dhhs.nc.gov If the operator fails to correct any documented violations within the established time period, the Division of Child Development and Early Education may deny, suspend, terminate, or revoke any permit to operate (10A NCAC 09 .2000). All information in this report has been reviewed with me today.I understand that it is my responsibility to maintaincompliance with applicable NC Child Care Requirements at all times

G.S. 110-91 · Violation

Name of Operation: Happy Hearts Academy 2 Facility ID: 92003989 Consultant: LEANNE SIMPKINS Operation Type: Center Case Number: Visit Date: 11/8/2024 Number Present: 22 Completed Date: 11/8/2024 Age: From 0 To 4 Total Minutes: 230 Time In: 09:40 AM Time Out: 01:30 PM Time In: Time Out: List to Use: Center Type Of Visit: Rated License Assessment Announced/Unannounced: Announced The purpose of today’s announced visit was to complete a rated license assessment and to review the ITERS and ECERS assessment results. Today’s visit was completed with the director, Erica Tuck. Four classrooms were monitored today for staff/child ratios, group sizes, capacity, supervision, discipline, interactions, materials, postings, and health and safety requirements. Enrollment was documented based on information shared by the director and teachers. Staff files reviewed: I. Pridgen, F. Warren, L. Odum (Sophia) We visited the outdoor play area and discussed the fall zone under the portable slide for the ECERS assessment. The fall zone should be extended to earn higher points. The fall zone must extend 6 feet all the way around the structure. Two basketballs, two footballs and a soccer ball were present for children to use. Two playhouses were present and portable slide and riding toys. Add in plates, bowls, pots, pans and accessories for the play houses to extend dramatic play. Prior to reviewing the assessment results, I reviewed resources for you to use to prepare to have the assessments completed again. Since there have been three directors during 5 months of operation, and staffing has been an issue, the assessments were not as high as they should have been. You may contact Smart Start or Early Years NC (previously Childcare services association) for assistance. There are also resources and videos on the NCRLAP website. Smart Start: https://www.wakesmartstart.org/professionals/programs-quality/ Early Years NC (Previously Childcare Services Association- https://www.earlyyearsnc.org/programs/ccrr/technical-assistance/ North Carolina Rated License Assessment Project: https://www.ncrlap.org/Resources/ Focus on handwashing and sanitizing toys, tabletops, interactions, and outdoor play. The ITERS assessment must be completed again since the score was below 4.0. If you are satisfied with the results of the ECERS assessment, you may keep the score. If you choose to have the ECERS assessment again, the center owner or director will pay for the assessment. The Division of Child Development and Early Education will pay for the second ITERS assessment. If the second ITERS assessment is not 4.0 or higher, the center owner or director will have to pay for the assessment the third time. The ITERS assessment was completed October 24, 2024. The score was 3.89. Lead teachers: Crystal Kelley Item 1 Indicator: 5.2 (see page: 10 in the ITERS-R) Although there was good ventilation, which met a part of the indicator's requirement, there were no windows in the classroom to allow for natural light. The classroom was located in the center of the building and the windows in the room overlooked the two-year-old and preschool rooms. This is not something that can be changed due to the building set up. Indicator: 5.3 (see page: 10 in the ITERS-R) The half door to the classroom had a round knob. Replace the doorknob with a lever handle. This would increase points for this indicator and meet requirements for the fire code. Item 4 Indicator: 5.2 (see page: 15 in the ITERS-R) The classroom sinks and bottle preparation shelf were against a wall of the classroom. When using these sinks or assisting children with washing their hands or preparing bottles, the teacher's back was turned to the play areas. It was observed and confirmed that one teacher works with this group throughout the day. Adding additional staff during arrival time, during the day and during dismissal would help with supervising children during diaper changes and bottle prep and writing on the dry erase board. An additional staff member was with the preschool age children and not the infants. It would have been better to have additional staff in the classroom for infants instead. Item 5 Indicator: 5.2 (see page: 16 in the ITERS-R) There were no mobiles or other hanging objects in the classroom. To earn credit for this indicator, at least two mobiles or other hanging objects should be present. You could place plant hangers off the side of the wall and hang mobiles, plants, 3-D paper party shapes or small windsocks. Indicator: 5.4 (see page: 16 in the ITERS-R) Talking about the display did not occur during the observation. If there is art work completed by the infants, discussion about the display could be incorporated into the daily schedule or activity plan. Item 6 Indicator: 3.3 (see page: 18 in the ITERS-R) During the observation, three children arrived. For two arrivals the parents remained in the hallway and the first child, and their belongings were passed over the half door to the teacher, and the second child's parent stood by the door and handed the child to the teacher. The parents did not enter the classroom. During the third arrival, the teacher and the group were outside, and a staff member brought the child to the playground. Because the parents do not enter the classroom or caregiving area during arrival, the requirements are not met for this indicator. This indicator requires parents to enter the classroom, and they should be greeted by the teacher and information should be shared about their child, if they had a good night’s sleep, anything changed, any marks on the child, any information that is related to their child. This needs to occur with all parents to be counted. Indicator: 3.4 (see page: 18 in the ITERS-R) Three arrivals occurred the morning of the assessment. During the first and second arrivals, the parents talked to the teacher about when one child had last eaten and that the other child was sleepy. However, information about the child's health or safety was not shared during the third arrival. Same applies here as 3.4. Item 7 Indicator: 3.3 (see page: 20 in the ITERS-R) The teacher and staff member assisted some children with holding their bottles, and they washed their hands 1 of the 6 times needed before feeding them, but not afterwards. The children did not have their hands washed before or after the 4 times they held their own bottles. Refer to the NC Additional Notes for more information. Handwashing should occur before and after meals/snacks/bottles. Review sanitation rule: .2803 (C) Children and staff must wash hands before meals or snack. Hand washing after meals and snacks is best practice. Review handwashing requirements and steps with staff so they are following at least minimum standards for handwashing. Indicator: 3.4 (see page: 20 in the ITERS-R) As an infant laid on a boppy pillow to drink a bottle, the teacher walked away to prepare bottles for other children. During this time, another infant grabbed the infant's bottle and took it out of his hands. Because the teacher engaged in another activity away from the infant while he drank from his bottle, credit could not be earned. A boppy pillow is not a feeding apparatus. .0902 (b) Each infant shall be held for bottle feeding until able to hold his or her own bottle. Bottles shall not be propped. Each child shall be held or placed in feeding chairs or other age-appropriate seating apparatus to be fed. The feeding chair or other seating apparatus shall be disassembled for cleaning purposes. Teachers should be within arms reach of infants when eating or drinking from a bottle and the child should be placed in a feeding chair. #532-violation Item 8 Indicator: 3.1 (see page: 22 in the ITERS-R) A child who was described by the teacher as being tired and demonstrated signs of this such as when he laid his head on the teacher's lap and sucked his thumb as he laid on the boppy pillow and cried. He laid on the carpet and then crawled to the teacher as he continued to cry while the teacher sat in the glider rocker and fed another child a bottle. The teacher continued to feed the other infant and commented several times that he was sleepy as she rubbed his back while he sat on the floor. The child then crawled away and laid on the carpet and cried. The teacher told the child she was coming and picked him up; he laid his head on her chest and sucked his thumb as she added information to the Bright Wheel App. After the child calmed down, he was taken to the book area and read a book. This was 24 minutes after the child showed signs of being tired. Since facilitation to help the child begin his nap was not provided promptly after he first showed signs of being tired, and this resulted in distress, requirements for this indicator were not met. It is required to meet each child’s needs. If a child shows signs of being sleepy, the child can be laid down in a crib to sleep. They do not have to stay awake and continue to be unhappy. Also, the teacher commented that another child was also tired, and he showed signs of being sleepy as he rubbed his eyes and cried as he sat on the floor. There were times the teacher picked him up and told him she knew he was tired as he laid his head on her chest. The teacher then placed the child back on the floor and he continued to cry. She rubbed his back as he sat on the floor and asked him what was wrong and if he was sleepy. The child cried loudly and was then picked up and rocked to sleep, which was 22 minutes after he showed signs of being tired. Too much time passed before the child’s needs were met. Since the teacher knew the child was sleepy, she could have picked the child up and placed the child in a crib to sleep as soon as the sleepy symptoms started. Additional staff would have been helpful in this situation as well. When there are two or more caregivers, primary caregivers are required. Each teacher has a group of infants or toddlers that they care for, change diapers, safe sleep checks and feedings. This allows infants to develop trust and provides continuity of care. #491-violation 10A NCAC 09 .0511 DAILY ROUTINES FOR CHILDREN UNDER TWO YEARS OF AGE (a) Children under two years of age shall require individualized daily routines based on their specific developmental needs. The center shall provide time and space for sleeping, eating, toileting, diaper changing, and playing according to each child's individual needs. (b) The caregivers shall interact in a positive manner with each child every day, as follows: (1) caregivers shall respond at the earliest opportunity to an infant or toddler's physical and emotional needs, especially when indicated by crying, through actions such as feeding, diapering, holding, positive touching, smiling, talking, and eye contact; (2) the caregiver shall recognize the special difficulties Item 9 Indicator: 3.1 (see page: 24 in the ITERS-R) Both sinks in the classroom were used by the teacher and staff member to wash their hands upon arriving to the classroom, after outdoor play, before/after meals, and after diapering. The sinks were sprayed with a solution from a bottle labeled sanitizer, rather than being sprayed with a disinfecting solution. Verify that sanitizer is used for table tops and toys and feeding chair trays. Disinfectant is used for toileting and diapering purposes. It may be helpful to write DISINFECTANT in red on the bottle so it is easy to see. You stated that each classroom has soapy water, sanitizer and disinfectant available daily. Four diaper routines were observed: Preparations: Prior to 1 of the 4 diaper routines, wipes and diapers were placed on the diapering surface. Disposal: The diapers were disposed of properly each time. Wipes: The use of diaper wipes to clean the children's hands occurred after redressing each child, rather than before handling the clean diapers. The use of wipes to clean the teacher's hands before handling the clean diapers did not occur during the observed routines. Clean/Disinfect: This step requires cleaning of the diapering surface with a soapy water solution that is wiped dry, followed by an application of a disinfectant solution that is allowed to air dry for at least 2 minutes. Following three routines, the surface was cleaned with soapy water and then sprayed with a bottle labeled sanitizer. Following the other routine, the surface was not cleaned or disinfected. For more information on procedures required during diapering routines, please refer to the diapering procedure poster from the North Carolina Child Care Health and Safety Resource Center. A diaper changing step poster was left with you today and reviewed during the visit. Review diaper changing steps with the teachers so they are more consistent and ensure that sanitizer and disinfectant are available for use in the classroom when needed. Indicator: 3.3 (see page: 24 in the ITERS-R) The teacher washed her hands after diaper changes as needed. The children's hands were wiped following the 4 diapering routines. However, they were not washed with soap and running water, as required for children exhibiting head control, which was less than the 75% required. Children that are able to hold their head up should have their hands washed after diaper changing. Item 10 Indicator: 3.1 (see page: 26 in the ITERS-R) Although some mouthed toys were removed, there were at least 11 additional mouthed items that were not removed before being used or mouthed by other children. Toys that have been mouthed and have been lying on the floor may be picked up by other children. Mouthed toys should be removed immediately after being in a child’s mouth and they are no longer interested in the toy. Extra toys and materials should be available to replace toys taken out of the area so there are always required materials present for each category. Indicator: 3.2 (see page: 26 in the ITERS-R) This indicator requires that teachers and children wash their hands at least 75% of the time when needed upon arrival/reentry, before and after water play and after messy play, after contact with bodily fluids, and after touching contaminated objects. The children's hands were washed 13% of the time. After arriving to the classroom, a child had his hands wiped, after returning from the playground the children's hands were wiped, and there were instances when children touched their runny noses and their hands were wiped; however, they were not washed with soap and running water. The teacher and staff member washed their hands 55% of the time. There were instances when the teacher did not wash her hands after wiping children's noses, removing mouthed toys, and lifting the trashcan lid by hand. Review handwashing steps with teachers so they are consistent with handwashing and sanitizing. Item 11 Indicator: 5.1 (see page: 28 in the ITERS-R) There were no safety concerns outdoors. Indoors, there were instances when the teacher lifted children by the upper arms when picking them up and moving them to another area. Lifting young children in this manner puts them at risk for joint injury. Lift children by their trunk or place a hand under their arm and scoop them up. Violation-#902 Item 13 Indicator: 5.3 (see page: 32 in the ITERS-R) As mentioned in item 8, two children showed signs of being tired. One child laid his head on the teacher's lap, sucked his thumb as he laid on the boppy pillow and the carpet, and cried. Another child rubbed his eyes and cried loudly. Although the teacher acknowledged the children, sometimes held them, and rubbed their backs, one child was rocked to sleep which was 22 minutes after he showed signs of being tired. For the other child, 24 minutes passed before facilitation was provided to help him begin his nap. Same applies here as for item 8. Item 16 Indicator: 3.2 (see page: 36 in the ITERS-R) When describing policies for outdoor play, some positive weather permitting practices were reported including not taking children outdoors when it is raining. However, other practices mentioned such as not taking the children outdoors when the temperature is 75 degrees or above or when the temperature is 50 degrees or below, the grass needs to be cut, and the door to the playhouse on the playground is broken, do not meet the requirements. These situations do not pose a health or safety concern for children dressed for these conditions. Therefore, outdoor play does not occur each day the weather allows. Children shall go outside daily weather permitting. Refer to the weather watch chart posted at the entrance to determine when children should not go outside. There is not a specific temperature that children shouldn’t go outside. It is a combination of air temperature and relative humidity or wind chill speed. If children are dressed appropriately and there is not an active thunderstorm, hurricane, strong winds, or lightning, children may play outside in rain. Equipment that is broken shall be removed or made inaccessible to the children. The grass should always be cut to allow children to use the area at any time. Item 20 Indicator: 5.1 (see page: 41 in the ITERS-R) The following dramatic play materials were present for the infants: Dolls: many Soft animals: many Pots/pans: no examples-add pots/pans, plates, bowls, child size utensils Toy telephones: a phone add 2-4 more There were not 3-5 examples of each category listed above as required for infants. Add materials so that there are enough materials for infants to use through out the day at any given time. Item 22 Indicator: 3.3 (see page: 43 in the ITERS-R) Experiences with nature were not observed or reported to be offered indoors. Also, as previously mentioned in item 16, the children are not taken outdoors each day the weather allows. Therefore, experiences with nature are not offered daily. Outdoor play is required daily for at least 30 minutes. Add living things in the classroom such as a plant. Item 24 Indicator: 5.1 (see page: 45 in the ITERS-R) There were books and pictures showing various types of diversity, which earned credit for a part of this indicator's requirements. However, there were no play materials for children to use that represented diversity. Although dolls were noted, these materials were considered towards credit for indicator 5.2 and could not be considered here. Add play foods from different cultures, pots and pans from different cultures and dress up clothes, puzzles, puppets or props. Item 25 Indicator: 3.1 (see page: 46 in the ITERS-R) There were several instances throughout the assessment when the one teacher assigned to this group was positioned with her back to the children in the play areas of the classroom. This most often occurred while she prepared bottles, wrote on the dry erase board on a wall, and washed her or the children's hands. Also, while an infant played on the floor, she picked up a paper clip and attempted to put it in her mouth. This was not addressed until it was brought to the teacher's attention. You stated that paper clips, staples and tacks are not allowed to be used in the classroom for infants so you aren’t sure how it got there. Additional staff may have prevented this from happening. Violation: Supervision #303 Item 27 Indicator: 5.2 (see page: 48 in the ITERS-R) To earn credit for this indicator, most of the time any distress and/or crying by children should be responded to and resolved quickly. As mentioned in other indicators a child cried and showed signs of being tired. However, facilitation to help him begin his nap was provided 24 minutes after he showed signs of being tired and the other child cried for 22 minutes before he was rocked and fell asleep. Same applies here as in item 8. Item 28 Indicator: 5.1 (see page: 49 in the ITERS-R) The aspect of program structure in regards to the delay in the nap schedule for two of the infants, as noted in item 8, applies to this indicator as well. Item 29 Indicator: 3.1 (see page: 50 in the ITERS-R) There were four children present on the day of the observation. The concern regarding two children not being offered an earlier nap, as noted in item 8, applies here as well. Item 30 Indicator: 3.1 (see page: 51 in the ITERS-R) Indoor play occurs each day meeting a part of the indicator's requirement. As stated in item 16, outdoor play does not occur each day the weather allows. The ECERS assessment was completed October 29, 2024. The score was 4.58. Teachers: Nikeya Fisher, Imani Pridgen Item 3 Indicator: 5.1 (see page: 14 in the ECERS-R) The required amount of softness was present in the children's classroom. However, children could not use these furnishings for at least 4 hours as required for a program operating 12 hours daily (6:00 a.m. - 6:00 p.m.). According to the teachers' reports children are able to use the soft furnishings in classroom for 2 hours 55 minutes daily as outlined below: Observed 29 minutes following circle time in the morning Teacher report for times of the day that were not observed 1 hour 11 minutes before breakfast (teacher) 30 minutes after snack in the afternoon (closing teacher) 45 minutes before going outside in the afternoon (closing teacher) *Please note that although the daily schedule showed additional times when classroom centers could be used, these times were not credited due to reported activities, transitions, observed and reported group times, and routines. Review the daily schedule to see if it needs to be updated to include the 4 hours of free play in activity centers. Transitions may be occurring too often or taking too long. Item 7 Indicator: 3.2 (see page: 18 in the ECERS-R) The slide was placed on top of astro-turf. The ASTM 1292 documentation was not received; however, if documentation is provided stating the astro-turf meets the requirements, this part of the report can be updated to reflect the change. Also, at the exit of the slide, the astro-turf extended 3 feet 9 inches and 4 feet 3 inches from the ladder before reaching grass, rather than 6 feet. Refer to the document, NCRLAP's Requirements for Gross Motor Space and Equipment, for more information. Although portable equipment is not required to have a fall zone, a fall zone is required for the ECERS assessment. Move the portable slide so there is 6 feet from the ladder. Item 8 Indicator: 3.1 (see page: 20 in the ECERS-R) On the day of the observation children went outdoors where they could use gross motor equipment for 13 minutes, which was reported as typical. The afternoon teacher reported that the children play with gross motor materials in the afternoon for an additional 30 minutes. Therefore, children could use gross motor equipment for 38 minutes, rather than at least 1 hour each day. Children need to be outside daily for at least one hour. Children were able to play outside for 43 minutes instead of 60 minutes. The schedule shows that the children play outside in the morning for 30 minutes and 30 minutes in the afternoon. Item 10 Indicator: 3.3 (see page: 24 in the ECERS-R) There were five children present for breakfast and eight at lunch, and before each meal, the children washed their hands at the sink in the hallway near the bathroom. While the children waited for other children to wash their hands, they sat in the chairs in the hallway or on the floor and touched the walls, the floor, and each other. The children did not rewash their hands after either of these transitions before they ate their meals. Please refer to the NC Additional Notes for more information. Children must have activities while they are waiting. Singing songs, play simple games such as I Spy or going on a bear hunt or reading a book keeps children engaged. After standing in line and touching other surfaces, they must wash their hands again before eating meals or snacks. Consistency in the daily routine is key to a smooth running classroom and handwashing. Item 12 Indicator: 5.2 (see page: 28 in the ECERS-R) The bathroom used by the children was down the hallway at the back of the building. Children were taken to the bathroom as a whole group or a teacher left the classroom to take individual children. The location of the bathroom prevented this indicator from earning credit. Nothing that can be done based on the layout of the building. Item 13 Indicator: 3.1 (see page: 30 in the ECERS-R) This indicator requires that teachers and children wash their hands at least 75% of the time when needed upon arrival/reentry, before and after water play and after messy play, after contact with bodily fluids, and after touching contaminated objects. The children washed their hands as needed. The teachers washed their hands 25% of the time. After returning from the playground, neither teacher washed her hands and after using play dough a teacher did not wash her hands. Review when handwashing should occur with the teachers. Item 14 Indicator: 3.1 (see page: 32 in the ECERS-R) Indoors, there were several instances when a teacher sprayed the sink with a bottle labeled sanitizer while children stood nearby. The mist from the sanitizer is considered a potential eye/lung irritant. Outdoors, the safety concerns mentioned in item 7, apply to this indicator as well. Check the area to ensure children are not close by so they are not in the area when sanitizing. Item 15 Indicator: 5.1 (see page: 34 in the ECERS-R) The types and numbers of books in the classroom met a part of the requirements for this indicator. However, the children could use these materials during the times outlined in item 3, rather than at least 4 hours. Same applies her as item 3. Item 17 Indicator: 5.1 (see page: 37 in the ECERS-R) Talking about concepts while children used materials was not observed. This is concerning. Teachers should be moving about the indoor are interacting with the children while they play. This is part of providing quality childcare. Indicator: 5.2 (see page: 37 in the ECERS-R) Examples of encouraging children to explain their thought processes related to problem solving. Same applies here as item 17. Teachers should be moving about the area interacting with children and assisting them with problem solving and talking about what they are doing. Item 18 Indicator: 5.3 (see page: 38 in the ECERS-R) Instances of the teachers expanding and adding information to children's ideas did not occur during the observation. Same applies here as item 17 and item 18. Item 20 Indicator: 5.2 (see page: 40 in the ECERS-R) Although it was observed and reported that children can use art materials during free play, the teacher reported that children are called as a group to sit at the tables to complete a daily art activity. The teacher confirmed that for these art activities, she chooses the theme and the materials. Displayed in the classroom were pre-cut eggs and barns with pieces of paper glued on, pre-cut corn husks, and circles glued together to make caterpillars, all of which looked similar. The teacher reported that these types of art activities occur daily. These projects also did not support children's individualized expression during art and since they occurred more than twice a week credit was not earned. Allowing children to create their own art is the goal. Creating art work for them is not helping them grow or learn. This type of art can occur but not as often as it is occurring. Art materials should be present for children to have a variety of materials to choose from. Item 21 Indicator: 5.2 (see page: 42 in the ECERS-R) The teacher reported nap and children's music are used in the classroom. A third type of music was not reported to be used. Singing songs, listening to different types of music would count towards the third type. Item 22 Indicator: 5.1 (see page: 44 in the ECERS-R) There were enough accessories, meeting a part of the requirements for this indicator. However, the quantity of wood unit and cardboard brick blocks, as well as the amount of designated space for block play, did not meet the indicator's requirements. Please see the NC Additional Note for more information. There should be enough blocks for 3 children to build three sizable structures. A sizable structure is about 80-100 blocks. The size of the block area should be as large as possible to allow building of the structures. Indicator: 5.4 (see page: 44 in the ECERS-R) Credit was not earned for indicator 5.4 because credit was not earned for indicator 5.1. Item 24 Indicator: 5.2 (see page: 48 in the ECERS-R) The children could use the materials in the dramatic play center during the times outlined in item 3, rather than at least 4 hours. Verify that the schedule allows for 4 hours per day. Item 25 Indicator: 5.1 (see page: 50 in the ECERS-R) The classroom included the following science materials: Collections: seashells and pinecones Living things: no examples Books, games, or toys: plastic dinosaurs, farm animals, insects, magnatiles, a book about animals, and two toy compasses Activities: sensory tubes and microscope with slides To earn credit for this indicator there should be at least three materials from at least three nature/science categories. Enough materials were present in the books, games, or toys categories. Additional materials were needed in the collections, living things, or activities categories. *Please note there was a flashlight on the science shelf; however, it did not work on the day of the observation and could not be considered for this indicator. Replace the batteries in the flashlight so it can be used. Add additional materials for the science area. A plant, rocks, leaves, sticks, a class pet (ensure that it is a positive experience for the children) to earn higher points next time. Indicator: 5.2 (see page: 50 in the ECERS-R) Since the requirements for materials in indicator 5.1 were not met, this indicator could not earn credit. Item 26 Indicator: 5.1 (see page: 52 in the ECERS-R) Math materials provided for children's use included: Counting: pegs with boards and counting bears with bowls Measuring: rulers Comparing quantities: no examples Shapes: display, magna-tiles, and parquetry shapes Written number: numbers on a poster, stove, calendar, and round pieces used with a wooden toy To meet the requirements of this indicator, 3-5 materials are needed in the five categories listed above. This requirement was met in the following categories: shapes and written numbers. At least one additional material in the counting category, two additional materials in the measuring category, and three materials in the comparing quantities category were needed. Add measuring cups, scoops and other materials so you have 3-5 examples in all 5 categories. Indicator: 5.2 (see page: 52 in the ECERS-R) Since the materials required in indicator 5.1 were not present, this indicator could not earn credit. Indicator: 5.4 (see page: 52 in the ECERS-R) Examples of using practical math skills during daily events did not occur. Teachers could give a 5 minute warning, ask children to line up from tallest to shortest, ask how many napkins do we need today, etc. Item 31 Indicator: 5.2 (see page: 60 in the ECERS-R) The bathroom was located down the hallway at the back of the building. There were times this group waited 5-11 minutes when they went to the bathroom for toileting and handwashing routines. During these routines, the teachers helped children with handwashing and toileting routines. While waiting in the chairs or against the wall children argued over space, flipped around on the floor, chased, and pushed each other. Children were not offered engaging activities during these wait times which created opportunities for children to engage in these behaviors. Providing activities while children wait will cut down on undesirable behaviors from occurring. Consistent daily schedules and transitions allow children to know what you expect and what is coming next. Singing songs, playing I Spy or reading a book while they wait are ideas for activities. Item 34 Indicator: 3.3 (see page: 63 in the ECERS-R) The children play indoors daily, meeting a part of the indicator's requirements. The teacher reported that the children are not taken outdoors when it is raining, which meets the weather permitting requirement. However, additional information that did not meet requirements was also included such as not going outdoors when the temperature is below 30 degrees. This situation based on temperature alone do not pose a health or safety concern for children dressed for this condition. Children shall go outside daily weather permitting. Refer to the weather watch chart posted at the entrance to determine when children should not go outside. There is not a specific temperature that children shouldn’t go outside. It is a combination of air temperature and relative humidity or wind chill speed. If children are dressed appropriately and there is not an active thunderstorm, hurricane, strong winds, or lightning, children may play outside in rain. Item 35 Indicator: 3.1 (see page: 64 in the ECERS-R) Children play indoors daily to meet a part of the indicator's requirements. However, as stated in item 34, outdoor play does not occur each day that the weather allows. Item 36 Indicator: 5.1 (see page: 65 in the ECERS-R) During the group time after breakfast, the teacher went over the weather, read two books, counted the numbers on the number poster, and reviewed the shapes and ABC display. The teacher often stopped the group time activities to tell the children to listen and sit up. Since this group gathering was not adjusted to meet the needs of those who showed signs of being uninterested and alternative activities were not offered, the requirements of this indicator were not met. Consider shortening the length of group times when children become restless and are not interested in the group activity. Provide other activities for them when this occurs. Item 37 Indicator: 5.3 (see page: 66 in the ECERS-R) The teacher confirmed that there are two children enrolled with diagnosed disabilities. She clarified that she talks with the children's parents daily, meeting a part of the indicator's requirements. She further stated that she does not participate in formal meetings with the parents to discuss their child's progress and goals. To meet the other requirement of this indicator, at least two meetings each year with parents are required. Please refer to the NC Additional Notes for more information. This is helpful so the parents and teachers are working together to better assist the child in their development. Education was reviewed from the last rated license assessment. The lead teachers documented on the education worksheets for lead teachers for the two star license were different that the teachers discussed today. Some of the teachers are no longer employed or work second shift. "Teacher" means an individual who assists the Lead Teacher in planning and implementing the daily program of activities for a group of children in a child care facility. A teacher is counted in staff/child ratio, has unsupervised contact with children, and is monetarily compensated by the facility. (49) "Teacher's aide" or "Aide" means a person who assists the lead teacher or the teacher in planning and implementing the daily program. A teacher's aide shall be at least 16 years old and less than 18 years old, shall be literate, and may count in staff/child ratio as long as there is also a credentialed staff person who is at least 21 years of age present in the room and available to respond to the needs of the teacher's aide and children in care. 10A NCAC 09 .0710 PRESERVICE REQUIREMENTS FOR LEAD TEACHERS AND TEACHERS (a) If an individual already has a North Carolina Early Childhood Credential or its equivalent, none of the requirements of this Rule shall apply. If an individual does not have a North Carolina Early Childhood Credential or its equivalent, the requirements of this Rule shall be met. (b) A lead teacher or a teacher shall be 18 years of age, have a high school diploma or its equivalent, and have one of the following: (1) One year of child care experience working in a child care center or two years of verifiable experience as a licensed family child care home operator; or (2) Completion of a two year high school program of Early Childhood Education in Family and Consumer Sciences Education; or (3) Twenty hours of training in child development, which shall include the North Carolina Early Childhood Credential coursework, within the first six months of employment in addition to the number of on-going training hours required in Rule .1103 of this Chapter. (c) Individuals employed prior to July 1, 1998 are exempted from the requirements of this Rule, as long as they remain employed by the same operator. Paperwork was processed for a two star rated license, the two star license will be effective November 21, 2024. I am unable to move forward with the rated license reassessment. WORKS accounts were not current for the staff stated to be lead teachers or teachers. Once WORKS accounts are updated along with the ITERS reassessment, the rated license reassessment can be finalized. Violation Number Comment Rule 303 Children were not adequately supervised at all times. The teacher had her back turned to the infants when preparing bottles, washing hands or documenting information on the dry erase board. An infant had a paper clip that she was attempting to put in her mouth, that was removed by the assessor, the teacher was not aware until it was brought to her attention. .1801(a)(1-5) 491 Caregiver did not respond at the earliest opportunity to an infant or toddler’s physical and emotional needs. During the ITERS assessment, two infants were not laid down to sleep until 22-24 minutes after showing signs of being tired. .0511(b)(1) 532 All children were not held or placed in feeding chairs or other appropriate apparatus to be fed. An infant was using a boppy pillow while drinking a bottle. A boppy pillow is not a feeding apparatus. 10A NCAC 09 .0902(b) 902 Each child was not attended to in a nurturing and appropriate manner, or in keeping with the child's developmental needs. A child was picked up by their arms when moving them from one area to another. G.S. 110-91(10) 1021 Individual responsible for a group of children did not meet the preservice requirements for a lead teacher or teacher. An 18 year old teacher, counted in ratios, did not have a high school diploma. The lead teacher was 21 years or older but did not have credentials or one year experience. 10A NCAC 09 .0710 (a-b) The violations cited today should be corrected immediately. Mail or email me a letter addressing the violation, when the violation was corrected, how the violation was corrected and how you plan to prevent repeat violations in the future. A follow up visit will be required due to the nature of the violations cited. The letter is required within 2 weeks of today’s visit. Feel free to contact me with questions or concerns. I may be reached at 919-819-9386 or email LeAnne.Simpkins@dhhs.nc.gov If the operator fails to correct any documented violations within the established time period, the Division of Child Development and Early Education may deny, suspend, terminate, or revoke any permit to operate (10A NCAC 09 .2000). All information in this report has been reviewed with me today.I understand that it is my responsibility to maintaincompliance with applicable NC Child Care Requirements at all times

10A NCAC 09 .0901 · Violation

Name of Operation: Happy Hearts Academy 2 Facility ID: 92003989 Consultant: LEANNE SIMPKINS Operation Type: Center Case Number: Visit Date: 8/13/2024 Number Present: 22 Completed Date: 8/13/2024 Age: From 0 To 5 Total Minutes: 220 Time In: 09:35 AM Time Out: 01:15 PM Time In: Time Out: List to Use: Center Type Of Visit: Temp Time Period Announced/Unannounced: Unannounced The purpose of today’s unannounced visit was to monitor applicable childcare requirements during the second temporary time period visit. A temporary license was issued effective May 22, 2024 through November 21, 2024. The facility was approved to care for 48 children on all three shifts. I was notified by Crystal Kelley by email on August 7, 2024 that the previous director, Loren Martine was no longer employed at the facility. I emailed a copy of the pre-service form for the new administrator to update and submit to me. Today’s visit was completed on my own. Crystal was with the four and five year old children when I arrived. Another teacher arrived a little later to allow Crystal to prepare lunch. I verified that the temporary license, NC Summary of the law, safe arrival and departure procedures, emergency medical care plan, emergency telephone numbers and menu were posted. The menu was dated for July 2024 and was posted in the back of the center by the kitchen. Parents cannot see the menu since it was posted in the back of the center. Four classrooms were monitored for staff/child ratios, group sizes, capacity, discipline, interactions, required postings and health and safety. Preschool-aged children were observed participating in free choice activities, playing outside, listening to a teacher read a story, and eating lunch. Toddlers were observed freely playing with the available materials and preparing for nap. Infants were observed resting, being diapered, freely playing with the available toys, and being held for bottle feeding. Classroom for infants: Space 4 was used for infants during the first monitoring visit. During today’s visit, the infants were in space 3 during today’s visit. Both rooms have approved hand washing sinks and a diaper changing area. Safe sleep position checks were current for the infants enrolled. The teacher stated that there were 6 infants enrolled, 4 present and 2 not present since they attend on second shift. A safe sleep poster was posted in the classroom but the safe sleep policy was not posted. The safe sleep policy was posted during today’s visit. Bottles were labeled and dated. Refrigerator temperature showed 40 degrees. The activity plan in the classroom was dated July 2024. All other classrooms had the August activity plan posted. Classroom for preschool age: (2-3)Children were observed having free play. Seven children age 2 were present with one teacher. The teacher stated that there were two children absent on first shift and 2 children enrolled on second shift. Classroom for school age children: Crystal stated there were no school age children present today. Transportation is not provided at this time. Nutrition: The menu showed lunch for today as turkey/cheese/spinach/blueberries/wheat bread and milk. The children were served macaroni salad, blue berries and milk. I spoke with Crystal about the change and she stated she didn’t get a chance to update the menu. I explained that lunch was missing components. The children need another vegetable and a protein. She provided turkey and cheese and thought the macaroni salad met requirements for the second vegetable. Medication: No medications except for two emergency medications. Both had required permission from parents and the medical action plan. Program records: Attendance was documented at a table at the entrance. Arrival and departure times were documented for children present today. Fire drills were current through July 2024. Reminder: Complete the fire drill in August and document on the emergency drill log. A shelter in place drill was conducted in June 2024. The next shelter in place or lockdown drill should be completed in September 2024. Outdoor inspections were current through July 2024. The outdoor inspection should be completed for the month of August. Move riding toys out of direct sunlight so the surface of the toys doesn’t get too hot for children to use. Children’s records: Sixteen children’s records were reviewed today. One infant did not have a medical on file within 30 days of enrollment. Staff records: I reviewed four staff files during today’s visit. I documented information on file ono the staff and training worksheet. K. Council needs to complete CPR and first aid training by 10/129/24. The first 2 weeks of employment orientation was completed in time. The remaining orientation hours must be completed before September 15, 2024. One file reviewed today was for a sub that was provided by Little Hearts Academy. The following information will need to be completed to begin the program's Rated License Assessment: 1) If the center chooses to complete the Environmental Rating Scales during the temporary time period, then the administrator will submit the completed Application for the Environmental Rating Scale Assessment and Rated License Request Review form before 10/1/2024. 2) Please ensure that all new staff members’ education information is current in the W.O.R.K.S. database. Each staff member must register in the WORKS system as soon as they are hired at this location. Education evaluations can take some time to process so beginning the process early will help to ensure we have the accurate information needed when it is time to complete the rated license assessment before the end of the temporary time period. You may also want to consider having staff members complete the Early Educator Certification process (www.ncicdp.org) to assist in getting higher education evaluations completed if their degree is not in early childhood education. 3) Begin thinking about which Quality Point Option you will select. We reviewed a list of the Quality Options you can meet at your center. There are both Educational Options and Programmatic Options. Regardless of the total number of Quality Options that are in place, the center can only be awarded one additional point towards your Rated License Assessment. Once you select a Quality Option, it must remain in effect at the center until a new Quality Option has been assessed. COMPLIANCE HISTORY When you receive your Child Care License from the State of NC, you are agreeing to comply at all times with the Law, Rules and Requirements pertaining to and governing Child Care in NC. It is your responsibility to read, learn, and maintain all Child Care Requirements that apply to your licensed facility. It is also your responsibility to ask Division staff questions for clarification of requirements you do not understand and to monitor your staff to ensure that all requirements are maintained at all times. Violation Number Comment Rule 428 A current activity plan was not posted for each group of children for reference. The classroom for infants did not have an activity plan posted, it was still posted in space 4. The activity plan was posted in space 3. GS 110-91(12); .0508(a) 501 Meals/snacks did not comply with the Meal Patterns for Children in Child Care Programs. Lunch consisted of macaroni salad, blueberries, wheat bread and milk. Lunch was missing a vegetable and a protein. Although protein was added, a vegetable was not provided. 10A NCAC 09 .0901(a) 526 Menus for all meals and snacks were not current or posted where easily seen by parents and cook. The menu was posted in the back of the center by the kitchen. A menu was posted in space 1 on the wall with postings for the classroom, not on the parent board. The menu was posted on the parent board during the visit. 10A NCAC 09 .0901(b) 528 Food substitution was not of comparable food value or recorded on the menu prior to the meal or snack being served. The menu was not updated to reflect the changes made prior to serving lunch to the children. 10A NCAC 09 .0901(b) 892 The center's safe sleep policy was not posted in a prominent place in the infant room where parents and caregivers were able to view daily. The safe sleep policy was not posted in the classroom until one was provided. .0606(b) 1321 Medical exam or health assessment record was not on file before or within 30 days after admission. An infant did not have a medical on file within 30 days of enrollment. The infant was enrolled more than 30 days. GS110-91(1) I contacted the owner, Kelly Williams to discuss who can sign paperwork. The legal designee shows that the previous director was the only one who could sign paperwork. I emailed to ask if he would allow Crystal Kelley to sign the paperwork and he replied back yes she could sign until the legal designee has been updated. The violations cited today that were not corrected during the visit, should be corrected immediately. Email me a letter stating how the violations were corrected, when the violations were corrected and how you plan to prevent repeat violations in the future. I should receive the letter by August 27, 2024. Feel free to contact me with questions or concerns. I may be reached at 919-819-9386 or email LeAnne.Simpkins@dhhs.nc.gov If the operator fails to correct any documented violations within the established time period, the Division of Child Development and Early Education may deny, suspend, terminate, or revoke any permit to operate (10A NCAC 09 .2000). All information in this report has been reviewed with me today.I understand that it is my responsibility to maintaincompliance with applicable NC Child Care Requirements at all times

10A NCAC 09 .0901 · Violation

Name of Operation: Happy Hearts Academy 2 Facility ID: 92003989 Consultant: LEANNE SIMPKINS Operation Type: Center Case Number: Visit Date: 8/13/2024 Number Present: 22 Completed Date: 8/13/2024 Age: From 0 To 5 Total Minutes: 220 Time In: 09:35 AM Time Out: 01:15 PM Time In: Time Out: List to Use: Center Type Of Visit: Temp Time Period Announced/Unannounced: Unannounced The purpose of today’s unannounced visit was to monitor applicable childcare requirements during the second temporary time period visit. A temporary license was issued effective May 22, 2024 through November 21, 2024. The facility was approved to care for 48 children on all three shifts. I was notified by Crystal Kelley by email on August 7, 2024 that the previous director, Loren Martine was no longer employed at the facility. I emailed a copy of the pre-service form for the new administrator to update and submit to me. Today’s visit was completed on my own. Crystal was with the four and five year old children when I arrived. Another teacher arrived a little later to allow Crystal to prepare lunch. I verified that the temporary license, NC Summary of the law, safe arrival and departure procedures, emergency medical care plan, emergency telephone numbers and menu were posted. The menu was dated for July 2024 and was posted in the back of the center by the kitchen. Parents cannot see the menu since it was posted in the back of the center. Four classrooms were monitored for staff/child ratios, group sizes, capacity, discipline, interactions, required postings and health and safety. Preschool-aged children were observed participating in free choice activities, playing outside, listening to a teacher read a story, and eating lunch. Toddlers were observed freely playing with the available materials and preparing for nap. Infants were observed resting, being diapered, freely playing with the available toys, and being held for bottle feeding. Classroom for infants: Space 4 was used for infants during the first monitoring visit. During today’s visit, the infants were in space 3 during today’s visit. Both rooms have approved hand washing sinks and a diaper changing area. Safe sleep position checks were current for the infants enrolled. The teacher stated that there were 6 infants enrolled, 4 present and 2 not present since they attend on second shift. A safe sleep poster was posted in the classroom but the safe sleep policy was not posted. The safe sleep policy was posted during today’s visit. Bottles were labeled and dated. Refrigerator temperature showed 40 degrees. The activity plan in the classroom was dated July 2024. All other classrooms had the August activity plan posted. Classroom for preschool age: (2-3)Children were observed having free play. Seven children age 2 were present with one teacher. The teacher stated that there were two children absent on first shift and 2 children enrolled on second shift. Classroom for school age children: Crystal stated there were no school age children present today. Transportation is not provided at this time. Nutrition: The menu showed lunch for today as turkey/cheese/spinach/blueberries/wheat bread and milk. The children were served macaroni salad, blue berries and milk. I spoke with Crystal about the change and she stated she didn’t get a chance to update the menu. I explained that lunch was missing components. The children need another vegetable and a protein. She provided turkey and cheese and thought the macaroni salad met requirements for the second vegetable. Medication: No medications except for two emergency medications. Both had required permission from parents and the medical action plan. Program records: Attendance was documented at a table at the entrance. Arrival and departure times were documented for children present today. Fire drills were current through July 2024. Reminder: Complete the fire drill in August and document on the emergency drill log. A shelter in place drill was conducted in June 2024. The next shelter in place or lockdown drill should be completed in September 2024. Outdoor inspections were current through July 2024. The outdoor inspection should be completed for the month of August. Move riding toys out of direct sunlight so the surface of the toys doesn’t get too hot for children to use. Children’s records: Sixteen children’s records were reviewed today. One infant did not have a medical on file within 30 days of enrollment. Staff records: I reviewed four staff files during today’s visit. I documented information on file ono the staff and training worksheet. K. Council needs to complete CPR and first aid training by 10/129/24. The first 2 weeks of employment orientation was completed in time. The remaining orientation hours must be completed before September 15, 2024. One file reviewed today was for a sub that was provided by Little Hearts Academy. The following information will need to be completed to begin the program's Rated License Assessment: 1) If the center chooses to complete the Environmental Rating Scales during the temporary time period, then the administrator will submit the completed Application for the Environmental Rating Scale Assessment and Rated License Request Review form before 10/1/2024. 2) Please ensure that all new staff members’ education information is current in the W.O.R.K.S. database. Each staff member must register in the WORKS system as soon as they are hired at this location. Education evaluations can take some time to process so beginning the process early will help to ensure we have the accurate information needed when it is time to complete the rated license assessment before the end of the temporary time period. You may also want to consider having staff members complete the Early Educator Certification process (www.ncicdp.org) to assist in getting higher education evaluations completed if their degree is not in early childhood education. 3) Begin thinking about which Quality Point Option you will select. We reviewed a list of the Quality Options you can meet at your center. There are both Educational Options and Programmatic Options. Regardless of the total number of Quality Options that are in place, the center can only be awarded one additional point towards your Rated License Assessment. Once you select a Quality Option, it must remain in effect at the center until a new Quality Option has been assessed. COMPLIANCE HISTORY When you receive your Child Care License from the State of NC, you are agreeing to comply at all times with the Law, Rules and Requirements pertaining to and governing Child Care in NC. It is your responsibility to read, learn, and maintain all Child Care Requirements that apply to your licensed facility. It is also your responsibility to ask Division staff questions for clarification of requirements you do not understand and to monitor your staff to ensure that all requirements are maintained at all times. Violation Number Comment Rule 428 A current activity plan was not posted for each group of children for reference. The classroom for infants did not have an activity plan posted, it was still posted in space 4. The activity plan was posted in space 3. GS 110-91(12); .0508(a) 501 Meals/snacks did not comply with the Meal Patterns for Children in Child Care Programs. Lunch consisted of macaroni salad, blueberries, wheat bread and milk. Lunch was missing a vegetable and a protein. Although protein was added, a vegetable was not provided. 10A NCAC 09 .0901(a) 526 Menus for all meals and snacks were not current or posted where easily seen by parents and cook. The menu was posted in the back of the center by the kitchen. A menu was posted in space 1 on the wall with postings for the classroom, not on the parent board. The menu was posted on the parent board during the visit. 10A NCAC 09 .0901(b) 528 Food substitution was not of comparable food value or recorded on the menu prior to the meal or snack being served. The menu was not updated to reflect the changes made prior to serving lunch to the children. 10A NCAC 09 .0901(b) 892 The center's safe sleep policy was not posted in a prominent place in the infant room where parents and caregivers were able to view daily. The safe sleep policy was not posted in the classroom until one was provided. .0606(b) 1321 Medical exam or health assessment record was not on file before or within 30 days after admission. An infant did not have a medical on file within 30 days of enrollment. The infant was enrolled more than 30 days. GS110-91(1) I contacted the owner, Kelly Williams to discuss who can sign paperwork. The legal designee shows that the previous director was the only one who could sign paperwork. I emailed to ask if he would allow Crystal Kelley to sign the paperwork and he replied back yes she could sign until the legal designee has been updated. The violations cited today that were not corrected during the visit, should be corrected immediately. Email me a letter stating how the violations were corrected, when the violations were corrected and how you plan to prevent repeat violations in the future. I should receive the letter by August 27, 2024. Feel free to contact me with questions or concerns. I may be reached at 919-819-9386 or email LeAnne.Simpkins@dhhs.nc.gov If the operator fails to correct any documented violations within the established time period, the Division of Child Development and Early Education may deny, suspend, terminate, or revoke any permit to operate (10A NCAC 09 .2000). All information in this report has been reviewed with me today.I understand that it is my responsibility to maintaincompliance with applicable NC Child Care Requirements at all times

GS 110-91 · Violation

Name of Operation: Happy Hearts Academy 2 Facility ID: 92003989 Consultant: LEANNE SIMPKINS Operation Type: Center Case Number: Visit Date: 8/13/2024 Number Present: 22 Completed Date: 8/13/2024 Age: From 0 To 5 Total Minutes: 220 Time In: 09:35 AM Time Out: 01:15 PM Time In: Time Out: List to Use: Center Type Of Visit: Temp Time Period Announced/Unannounced: Unannounced The purpose of today’s unannounced visit was to monitor applicable childcare requirements during the second temporary time period visit. A temporary license was issued effective May 22, 2024 through November 21, 2024. The facility was approved to care for 48 children on all three shifts. I was notified by Crystal Kelley by email on August 7, 2024 that the previous director, Loren Martine was no longer employed at the facility. I emailed a copy of the pre-service form for the new administrator to update and submit to me. Today’s visit was completed on my own. Crystal was with the four and five year old children when I arrived. Another teacher arrived a little later to allow Crystal to prepare lunch. I verified that the temporary license, NC Summary of the law, safe arrival and departure procedures, emergency medical care plan, emergency telephone numbers and menu were posted. The menu was dated for July 2024 and was posted in the back of the center by the kitchen. Parents cannot see the menu since it was posted in the back of the center. Four classrooms were monitored for staff/child ratios, group sizes, capacity, discipline, interactions, required postings and health and safety. Preschool-aged children were observed participating in free choice activities, playing outside, listening to a teacher read a story, and eating lunch. Toddlers were observed freely playing with the available materials and preparing for nap. Infants were observed resting, being diapered, freely playing with the available toys, and being held for bottle feeding. Classroom for infants: Space 4 was used for infants during the first monitoring visit. During today’s visit, the infants were in space 3 during today’s visit. Both rooms have approved hand washing sinks and a diaper changing area. Safe sleep position checks were current for the infants enrolled. The teacher stated that there were 6 infants enrolled, 4 present and 2 not present since they attend on second shift. A safe sleep poster was posted in the classroom but the safe sleep policy was not posted. The safe sleep policy was posted during today’s visit. Bottles were labeled and dated. Refrigerator temperature showed 40 degrees. The activity plan in the classroom was dated July 2024. All other classrooms had the August activity plan posted. Classroom for preschool age: (2-3)Children were observed having free play. Seven children age 2 were present with one teacher. The teacher stated that there were two children absent on first shift and 2 children enrolled on second shift. Classroom for school age children: Crystal stated there were no school age children present today. Transportation is not provided at this time. Nutrition: The menu showed lunch for today as turkey/cheese/spinach/blueberries/wheat bread and milk. The children were served macaroni salad, blue berries and milk. I spoke with Crystal about the change and she stated she didn’t get a chance to update the menu. I explained that lunch was missing components. The children need another vegetable and a protein. She provided turkey and cheese and thought the macaroni salad met requirements for the second vegetable. Medication: No medications except for two emergency medications. Both had required permission from parents and the medical action plan. Program records: Attendance was documented at a table at the entrance. Arrival and departure times were documented for children present today. Fire drills were current through July 2024. Reminder: Complete the fire drill in August and document on the emergency drill log. A shelter in place drill was conducted in June 2024. The next shelter in place or lockdown drill should be completed in September 2024. Outdoor inspections were current through July 2024. The outdoor inspection should be completed for the month of August. Move riding toys out of direct sunlight so the surface of the toys doesn’t get too hot for children to use. Children’s records: Sixteen children’s records were reviewed today. One infant did not have a medical on file within 30 days of enrollment. Staff records: I reviewed four staff files during today’s visit. I documented information on file ono the staff and training worksheet. K. Council needs to complete CPR and first aid training by 10/129/24. The first 2 weeks of employment orientation was completed in time. The remaining orientation hours must be completed before September 15, 2024. One file reviewed today was for a sub that was provided by Little Hearts Academy. The following information will need to be completed to begin the program's Rated License Assessment: 1) If the center chooses to complete the Environmental Rating Scales during the temporary time period, then the administrator will submit the completed Application for the Environmental Rating Scale Assessment and Rated License Request Review form before 10/1/2024. 2) Please ensure that all new staff members’ education information is current in the W.O.R.K.S. database. Each staff member must register in the WORKS system as soon as they are hired at this location. Education evaluations can take some time to process so beginning the process early will help to ensure we have the accurate information needed when it is time to complete the rated license assessment before the end of the temporary time period. You may also want to consider having staff members complete the Early Educator Certification process (www.ncicdp.org) to assist in getting higher education evaluations completed if their degree is not in early childhood education. 3) Begin thinking about which Quality Point Option you will select. We reviewed a list of the Quality Options you can meet at your center. There are both Educational Options and Programmatic Options. Regardless of the total number of Quality Options that are in place, the center can only be awarded one additional point towards your Rated License Assessment. Once you select a Quality Option, it must remain in effect at the center until a new Quality Option has been assessed. COMPLIANCE HISTORY When you receive your Child Care License from the State of NC, you are agreeing to comply at all times with the Law, Rules and Requirements pertaining to and governing Child Care in NC. It is your responsibility to read, learn, and maintain all Child Care Requirements that apply to your licensed facility. It is also your responsibility to ask Division staff questions for clarification of requirements you do not understand and to monitor your staff to ensure that all requirements are maintained at all times. Violation Number Comment Rule 428 A current activity plan was not posted for each group of children for reference. The classroom for infants did not have an activity plan posted, it was still posted in space 4. The activity plan was posted in space 3. GS 110-91(12); .0508(a) 501 Meals/snacks did not comply with the Meal Patterns for Children in Child Care Programs. Lunch consisted of macaroni salad, blueberries, wheat bread and milk. Lunch was missing a vegetable and a protein. Although protein was added, a vegetable was not provided. 10A NCAC 09 .0901(a) 526 Menus for all meals and snacks were not current or posted where easily seen by parents and cook. The menu was posted in the back of the center by the kitchen. A menu was posted in space 1 on the wall with postings for the classroom, not on the parent board. The menu was posted on the parent board during the visit. 10A NCAC 09 .0901(b) 528 Food substitution was not of comparable food value or recorded on the menu prior to the meal or snack being served. The menu was not updated to reflect the changes made prior to serving lunch to the children. 10A NCAC 09 .0901(b) 892 The center's safe sleep policy was not posted in a prominent place in the infant room where parents and caregivers were able to view daily. The safe sleep policy was not posted in the classroom until one was provided. .0606(b) 1321 Medical exam or health assessment record was not on file before or within 30 days after admission. An infant did not have a medical on file within 30 days of enrollment. The infant was enrolled more than 30 days. GS110-91(1) I contacted the owner, Kelly Williams to discuss who can sign paperwork. The legal designee shows that the previous director was the only one who could sign paperwork. I emailed to ask if he would allow Crystal Kelley to sign the paperwork and he replied back yes she could sign until the legal designee has been updated. The violations cited today that were not corrected during the visit, should be corrected immediately. Email me a letter stating how the violations were corrected, when the violations were corrected and how you plan to prevent repeat violations in the future. I should receive the letter by August 27, 2024. Feel free to contact me with questions or concerns. I may be reached at 919-819-9386 or email LeAnne.Simpkins@dhhs.nc.gov If the operator fails to correct any documented violations within the established time period, the Division of Child Development and Early Education may deny, suspend, terminate, or revoke any permit to operate (10A NCAC 09 .2000). All information in this report has been reviewed with me today.I understand that it is my responsibility to maintaincompliance with applicable NC Child Care Requirements at all times

GS110-91 · Violation

Name of Operation: Happy Hearts Academy 2 Facility ID: 92003989 Consultant: LEANNE SIMPKINS Operation Type: Center Case Number: Visit Date: 8/13/2024 Number Present: 22 Completed Date: 8/13/2024 Age: From 0 To 5 Total Minutes: 220 Time In: 09:35 AM Time Out: 01:15 PM Time In: Time Out: List to Use: Center Type Of Visit: Temp Time Period Announced/Unannounced: Unannounced The purpose of today’s unannounced visit was to monitor applicable childcare requirements during the second temporary time period visit. A temporary license was issued effective May 22, 2024 through November 21, 2024. The facility was approved to care for 48 children on all three shifts. I was notified by Crystal Kelley by email on August 7, 2024 that the previous director, Loren Martine was no longer employed at the facility. I emailed a copy of the pre-service form for the new administrator to update and submit to me. Today’s visit was completed on my own. Crystal was with the four and five year old children when I arrived. Another teacher arrived a little later to allow Crystal to prepare lunch. I verified that the temporary license, NC Summary of the law, safe arrival and departure procedures, emergency medical care plan, emergency telephone numbers and menu were posted. The menu was dated for July 2024 and was posted in the back of the center by the kitchen. Parents cannot see the menu since it was posted in the back of the center. Four classrooms were monitored for staff/child ratios, group sizes, capacity, discipline, interactions, required postings and health and safety. Preschool-aged children were observed participating in free choice activities, playing outside, listening to a teacher read a story, and eating lunch. Toddlers were observed freely playing with the available materials and preparing for nap. Infants were observed resting, being diapered, freely playing with the available toys, and being held for bottle feeding. Classroom for infants: Space 4 was used for infants during the first monitoring visit. During today’s visit, the infants were in space 3 during today’s visit. Both rooms have approved hand washing sinks and a diaper changing area. Safe sleep position checks were current for the infants enrolled. The teacher stated that there were 6 infants enrolled, 4 present and 2 not present since they attend on second shift. A safe sleep poster was posted in the classroom but the safe sleep policy was not posted. The safe sleep policy was posted during today’s visit. Bottles were labeled and dated. Refrigerator temperature showed 40 degrees. The activity plan in the classroom was dated July 2024. All other classrooms had the August activity plan posted. Classroom for preschool age: (2-3)Children were observed having free play. Seven children age 2 were present with one teacher. The teacher stated that there were two children absent on first shift and 2 children enrolled on second shift. Classroom for school age children: Crystal stated there were no school age children present today. Transportation is not provided at this time. Nutrition: The menu showed lunch for today as turkey/cheese/spinach/blueberries/wheat bread and milk. The children were served macaroni salad, blue berries and milk. I spoke with Crystal about the change and she stated she didn’t get a chance to update the menu. I explained that lunch was missing components. The children need another vegetable and a protein. She provided turkey and cheese and thought the macaroni salad met requirements for the second vegetable. Medication: No medications except for two emergency medications. Both had required permission from parents and the medical action plan. Program records: Attendance was documented at a table at the entrance. Arrival and departure times were documented for children present today. Fire drills were current through July 2024. Reminder: Complete the fire drill in August and document on the emergency drill log. A shelter in place drill was conducted in June 2024. The next shelter in place or lockdown drill should be completed in September 2024. Outdoor inspections were current through July 2024. The outdoor inspection should be completed for the month of August. Move riding toys out of direct sunlight so the surface of the toys doesn’t get too hot for children to use. Children’s records: Sixteen children’s records were reviewed today. One infant did not have a medical on file within 30 days of enrollment. Staff records: I reviewed four staff files during today’s visit. I documented information on file ono the staff and training worksheet. K. Council needs to complete CPR and first aid training by 10/129/24. The first 2 weeks of employment orientation was completed in time. The remaining orientation hours must be completed before September 15, 2024. One file reviewed today was for a sub that was provided by Little Hearts Academy. The following information will need to be completed to begin the program's Rated License Assessment: 1) If the center chooses to complete the Environmental Rating Scales during the temporary time period, then the administrator will submit the completed Application for the Environmental Rating Scale Assessment and Rated License Request Review form before 10/1/2024. 2) Please ensure that all new staff members’ education information is current in the W.O.R.K.S. database. Each staff member must register in the WORKS system as soon as they are hired at this location. Education evaluations can take some time to process so beginning the process early will help to ensure we have the accurate information needed when it is time to complete the rated license assessment before the end of the temporary time period. You may also want to consider having staff members complete the Early Educator Certification process (www.ncicdp.org) to assist in getting higher education evaluations completed if their degree is not in early childhood education. 3) Begin thinking about which Quality Point Option you will select. We reviewed a list of the Quality Options you can meet at your center. There are both Educational Options and Programmatic Options. Regardless of the total number of Quality Options that are in place, the center can only be awarded one additional point towards your Rated License Assessment. Once you select a Quality Option, it must remain in effect at the center until a new Quality Option has been assessed. COMPLIANCE HISTORY When you receive your Child Care License from the State of NC, you are agreeing to comply at all times with the Law, Rules and Requirements pertaining to and governing Child Care in NC. It is your responsibility to read, learn, and maintain all Child Care Requirements that apply to your licensed facility. It is also your responsibility to ask Division staff questions for clarification of requirements you do not understand and to monitor your staff to ensure that all requirements are maintained at all times. Violation Number Comment Rule 428 A current activity plan was not posted for each group of children for reference. The classroom for infants did not have an activity plan posted, it was still posted in space 4. The activity plan was posted in space 3. GS 110-91(12); .0508(a) 501 Meals/snacks did not comply with the Meal Patterns for Children in Child Care Programs. Lunch consisted of macaroni salad, blueberries, wheat bread and milk. Lunch was missing a vegetable and a protein. Although protein was added, a vegetable was not provided. 10A NCAC 09 .0901(a) 526 Menus for all meals and snacks were not current or posted where easily seen by parents and cook. The menu was posted in the back of the center by the kitchen. A menu was posted in space 1 on the wall with postings for the classroom, not on the parent board. The menu was posted on the parent board during the visit. 10A NCAC 09 .0901(b) 528 Food substitution was not of comparable food value or recorded on the menu prior to the meal or snack being served. The menu was not updated to reflect the changes made prior to serving lunch to the children. 10A NCAC 09 .0901(b) 892 The center's safe sleep policy was not posted in a prominent place in the infant room where parents and caregivers were able to view daily. The safe sleep policy was not posted in the classroom until one was provided. .0606(b) 1321 Medical exam or health assessment record was not on file before or within 30 days after admission. An infant did not have a medical on file within 30 days of enrollment. The infant was enrolled more than 30 days. GS110-91(1) I contacted the owner, Kelly Williams to discuss who can sign paperwork. The legal designee shows that the previous director was the only one who could sign paperwork. I emailed to ask if he would allow Crystal Kelley to sign the paperwork and he replied back yes she could sign until the legal designee has been updated. The violations cited today that were not corrected during the visit, should be corrected immediately. Email me a letter stating how the violations were corrected, when the violations were corrected and how you plan to prevent repeat violations in the future. I should receive the letter by August 27, 2024. Feel free to contact me with questions or concerns. I may be reached at 919-819-9386 or email LeAnne.Simpkins@dhhs.nc.gov If the operator fails to correct any documented violations within the established time period, the Division of Child Development and Early Education may deny, suspend, terminate, or revoke any permit to operate (10A NCAC 09 .2000). All information in this report has been reviewed with me today.I understand that it is my responsibility to maintaincompliance with applicable NC Child Care Requirements at all times