110-300-0166(3)(b) · To ensure a safe exit from the premises during an emergency, early learning providers must comply with the following requirements: (b) Exit doors that are not designated as an emergency exit door may be locked during operating hours. Locking interior doors in early learning program space must be designed to be unlocked from either side. An unlocking device must be readily available; and

-0166 3a: In the mini-preschool classroom, the door handle on the interior exit door leading to an emergency exit have plastic knob covers on them. This covering requires special knowledge to open. -0166 3b: The door to the staff restroom that also serves as a storage room for janitorial supplies has a physical barrier on the exterior of the door that would prevent unlocking from the inside of the room. Risk WAC/RCW

Open Not marked corrected in the state record

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110-300-0260(2)(a)(b) · Storage areas and storage rooms must: (a) Be inaccessible to children; (b) Have locking doors or other methods to prevent child access;

The bifold closet doors that enclose the furnace open easily without a child resistant closure. The door between the mini-preschool and kitchenette has keyed hardware without a key to unlock.

Open Not marked corrected in the state record

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110-300-0166(3)(a) · To ensure a safe exit from the premises during an emergency, early learning providers must comply with the following requirements: (a) Emergency exit doors must remain unlocked from the inside, but may be locked from the outside while the early learning program is open. The door handle must be of the type that can be opened from the inside without the use of a key, tools, or special knowledge, and must automatically unlock when the knob or handle is turned;

-0166 3a: In the mini-preschool classroom, the door handle on the interior exit door leading to an emergency exit have plastic knob covers on them. This covering requires special knowledge to open. -0166 3b: The door to the staff restroom that also serves as a storage room for janitorial supplies has a physical barrier on the exterior of the door that would prevent unlocking from the inside of the room. Risk WAC/RCW

Open Not marked corrected in the state record

Open / not marked corrected.

110-300-0106(12) · Early learning providers who prepare or serve food to children at an early learning program must obtain a current food worker card prior to preparing or serving food. Food worker cards must: (a) Be obtained through the local health jurisdiction, in person or online; and (b) Be renewed prior to expiring.

Current Food Worker cards needed for: Nousheen Marashi, Angelina Garces, Jennifer Hanson, Savanah Lagai, Michelle Ledbetter, Shawna McNabb, Heather Polignoni, Alyissa Rose, Tori Swerin. Teachers who have not completed the 30 hour Child Care Basics training include: Tori Swerin, Angelina Garces, Heather Polignoni and Michelle Balcom. Savanah Lagai,Heather Polignoni, Cassandra Rose, Shania Andrews and Ashley Block. Safe Sleep training is not current for: Nousheen Marashi, Tori Swerin, Tierney Beeching, Abbie Clark Blodgett, Jennifer Hanson, Savanah Lagai, Alyissa Rose, Risk WAC/RCW

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110-300-0146(1) · Playground equipment and surfacing used by an early learning provider must comply with applicable CPSC guidelines including, but not limited to, installing, arranging, designing, constructing, and maintaining outdoor play equipment and surfacing.

Toddler slide doesn't have ground cover. Risk WAC/RCW

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110-300-0215(3)(a)(ii) · An early learning provider must administer medication to children in care as follows: (ii) Nonprescription oral medication. Nonprescription (over-the-counter) oral medication brought to the early learning program by a parent or guardian must be in the original packaging. (A) Nonprescription (over-the-counter) medication needs to be labeled with child's first and last name and accompanied with medication authorization form that has the expiration date, medical need, dosage amount, age, and length of time to give the medication. Early learning providers must follow the instructions on the label or the parent must provide a medical professional's note; and (B) Nonprescription medication must only be given to the child named on the label provided by the parent or guardian.

There are four non-prescription diaper creams without the required medication authorization form from the parent/guardian. Risk WAC/RCW

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110-300-0241(7) · Diaper changing tables and changing pads must be cleaned and disinfected between children, even if using a nonabsorbent covering that is discarded after each use.

All diaper changing pads are no longer able to be sanitized and need to be replaced.

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110-300-0260(1)(a) · An early learning provider must ensure all poisonous or dangerous substances including, but not limited to fuels, solvents, oils, laundry, dishwasher, other detergents, sanitizing products, disinfectants and items labeled “keep out of reach of children” are stored: (a) In a location that is inaccessible to children;

Diaper creams were observed to be accessible to children on the day of the visit. Laundry room, storage room door was ajar creating possible access to children. Risk WAC/RCW

Open Not marked corrected in the state record

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110-300-0260(2)(a)(b) · Storage areas and storage rooms must: (a) Be inaccessible to children; (b) Have locking doors or other methods to prevent child access;

Diaper creams were observed to be accessible to children on the day of the visit. Laundry room, storage room door was ajar creating possible access to children. Risk WAC/RCW

Open Not marked corrected in the state record

Open / not marked corrected.

110-300-0325(1) · When communicating or interacting with children, an early learning provider must maintain a climate for healthy, culturally responsive child development such as: (a) Using a calm and respectful tone of voice; (b) Using positive language to explain what children can do and give descriptive feedback; (c) Having relaxed conversations with children by listening and responding to what they say. Adult conversations must not dominate the overall sound of the group; (d) Greeting children upon arrival and departure at the early learning program; (e) Using facial expressions such as smiling, laughing, and enthusiasm to match a child’s mood; (f) Using physical proximity in a culturally responsive way to speak to children at their eye level and with warm physical contact, including but not limited to, gently touching a hand or shoulder, sitting next to a child, appropriately holding younger children close while communicating; (g) Validating children’s feelings and show tolerance for mistakes; (h) Being responsive and listening to children’s requests and questions, encouraging children to share experiences, ideas, and feelings; (i) Observing children in order to learn about their families, cultures, individual interests, ideas, questions, and theories; (j) Modeling and teaching emotional skills such as recognizing feelings, expressing them appropriately, accepting others’ feelings, and controlling impulses to act out feelings; (k) Representing the diversity found in the early learning program and society, including gender, age, language, and abilities, while being respectful of cultural traditions, values, religion and beliefs of enrolled families; and (l) Interacting with staff and other adults in a positive, respectful manner.

Teacher in the mini's classroom: her voice was not calm when speaking to the children. Her voice was heard clearly over all of the other voices and sounds in the room.

Open Not marked corrected in the state record

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