What each quality dimension measures
Toronto assesses every fee-subsidy-contracted program each year against its Assessment for Quality Improvement (AQI) standard, scoring each dimension below from 1 to 5. A score of 3 meets expectations; below 3 triggers a corrective-action deadline that the city later verifies.
These summaries paraphrase the criteria assessors actually check, condensed from the city's published AQI assessment documents. For the complete checklists, see the city's AQI criteria. Exact dimension names vary slightly by age group; each entry notes where it applies.
Daily and Visual/Auditory Schedules
A daily schedule is posted and balances structure with flexibility, with time planned for indoor play, outdoor play, child- and educator-initiated learning, and children’s physical needs. A visual (or auditory) version must be accessible to the children themselves.
Assessed in: Infant Toddler Preschool
Program Plan
Each room posts a current plan covering the whole day, with sensory, art, cognitive, and language activities planned daily and science, blocks, music, and dramatic play weekly — and evidence that individual children’s goals are worked into it.
Assessed in: Infant Toddler Preschool Kindergarten School age
Learning Experiences
Activities follow from documented observations of the children, are adapted to individual needs, reflect children’s interests, and give children real choice — rather than a fixed program delivered regardless of who is in the room.
Assessed in: Infant Toddler Preschool Kindergarten School age
Indoor Physical Environment
The room is organized into open, accessible learning areas that children can use independently, with furnishings in good condition, safe storage, and play materials reflecting a range of abilities and sociocultural identities.
Assessed in: Infant Preschool
Displays
What’s on the walls: children’s own artwork (not just commercial posters), reflecting recent activities, hung at the child’s eye level where possible, inclusive and free of bias.
Assessed in: Infant Toddler Preschool
Sensory, Science & Nature
Sensory and science materials are accessible throughout the day and responsive to the children’s developmental needs — sand, water, natural objects, and opportunities to investigate real phenomena.
Assessed in: Toddler Preschool
Art
A sufficient variety of accessible art materials — painting, drawing, modelling, collage, three-dimensional — in good condition and safe, with skin-tone ranges represented in the materials.
Assessed in: Infant Toddler Preschool
Books
Books are plentiful, in good repair, reachable without help, and cover a range of topics with real images and diverse people — plus a comfortable place to read. Assessors treat a thin book corner as a real deficiency.
Assessed in: Infant Preschool
Language and Literacy
Educators read to children daily; writing materials and literacy toys are accessible; bins and shelves are labelled with words and pictures so print is part of the room, not a lesson.
Assessed in: Toddler Preschool
Music and Accessories
Varied music is played (no radio as background noise), several types of instruments are accessible and in good condition, and educators actually sing with children daily.
Assessed in: Infant Toddler Preschool
Physical Literacy
Planned physical play every day — including indoor options for bad weather — designed so every child can participate, with educators joining in rather than supervising from the side.
Assessed in: Infant Toddler Preschool Kindergarten School age
Blocks and Construction
Enough block and construction materials and accessories, complete and in good condition, accessible for children to combine with materials from other areas.
Assessed in: Infant Preschool
Cognitive and Manipulative
Puzzles and manipulative toys — several types, complete, in good condition — matched to the children’s developmental stage, supporting early math and cause-and-effect learning.
Assessed in: Infant Toddler Preschool
Pretend Play
Dramatic-play equipment supports several role-playing possibilities tied to the current program, reflects sociocultural identities, and includes real items and a mirror.
Assessed in: Toddler Preschool
Electronic Media Usage
Screen use is documented on the program plan, families are notified in advance, content is age-rated, and TV/movie time stays within 45 minutes per week — with planned alternatives for children who opt out. Scored N/A where a room uses no media at all.
Assessed in: Preschool
Media Literacy
For school-age groups: media and technology are used purposefully and critically — documented, family-notified, age-appropriate — rather than as passive screen time.
Assessed in: Kindergarten School age
Toileting and Diapering Routines
Public-health procedures are posted and actually followed, supplies are sufficient, and the routine is unhurried — treated as a chance to interact and build self-help skills, not an assembly line.
Assessed in: Infant Toddler Preschool
Meals and/or Snack Time
Children are encouraged but never forced to eat, food is never used as reward or punishment, educators sit and eat with the children, and mealtimes are social — small groups, real conversation.
Assessed in: Infant Toddler Preschool Kindergarten School age
Equipment Required for Eating and Seating
Enough utensils, dishes, and seating for the children enrolled — matched and adapted to their developmental needs, with adult seating so educators can sit with them.
Assessed in: Preschool
Cots/Cribs and Bedding
Every child has a designated cot or crib in good condition, the area around it is hazard-free, and bedding is changed and cots disinfected on a public-health schedule.
Assessed in: Infant Toddler Preschool
Health and Safety
Every area children can reach is safe, hygienic, organized, and in good repair, with a first aid kit in the room. This is the general physical-condition check of the space.
Assessed in: Infant Toddler Preschool
Toys and Play Equipment Washing
A toy-washing schedule meeting public-health guidelines exists, is signed and dated by educators, and toys are actually washed as they become soiled — not just on paper.
Assessed in: Preschool
Educators and Children’s Hand Hygiene
Current public-health hand-washing procedures are posted and followed by both educators and children, with sufficient supplies to do it properly.
Assessed in: Infant Toddler Preschool
Transitions
Moving between activities happens in small groups without extended waiting, children are prepared before each change, and interactions stay positive through the busiest moments of the day.
Assessed in: Infant Toddler Preschool
Attendance Verification
Arrival and departure times are recorded on the attendance record as they happen, and counts are verified after every educator change and group transition — the paper trail that proves no child is unaccounted for.
Assessed in: Preschool Kindergarten School age
Positive Atmosphere
All educators are welcoming and patient, keep a positive tone, and model positive social behaviour. Sarcasm, shouting, or repeated impatience scores this dimension down hard.
Assessed in: Infant Toddler Preschool Kindergarten School age
Supervision of Children
Educators know how many children are in the room and where they are, scan continuously, position themselves as a team to see everyone, and balance supervision with actually interacting.
Assessed in: Infant Toddler Preschool Kindergarten School age
Behaviour Guidance
Expectations match the children’s developmental level; educators explain consequences calmly, reinforce positive behaviour, use redirection suited to each child, and follow through consistently.
Assessed in: Infant Toddler Preschool
Supporting the Development of Self-Esteem
Educators address children by name, practise inclusion, break directions into achievable steps, focus encouragement on how a task was done, and acknowledge children’s emotions.
Assessed in: Infant Toddler Preschool Kindergarten School age
Foster Children’s Independence
Educators follow the children’s cues, offer real choices, and give children time to complete tasks themselves — building self-help skills instead of doing everything for them.
Assessed in: Infant Toddler Preschool
Supporting Development of Communication Skills
Interactions balance educator- and child-directed talk; educators model active listening, participate in play, ask open-ended questions, and build on what children say.
Assessed in: Infant Toddler Preschool
Extending Children’s Learning
Educators encourage children to find their own solutions rather than solving problems for them, and use everyday moments to build on children’s knowledge.
Assessed in: Preschool Kindergarten School age
Routine Care Practices
For infants and toddlers: feeding, sleeping, and care routines follow each child’s own rhythm and the family’s direction, handled responsively rather than on a rigid schedule.
Assessed in: Infant Toddler
Program Safety
For school-age groups: the program space and activities are safe and supervised for older children’s greater independence and range.
Assessed in: Kindergarten School age
Program Space and Materials
For school-age groups: the space and materials suit older children — organized, accessible, in good condition, with enough variety for the ages served.
Assessed in: Kindergarten School age
Every centre's scores for these dimensions appear on its profile and card, each beside the city-wide average. Browse centres by ward →