Educational Institutions

CHILDRENS VILLAGE

  • Philadelphia, PA
  • www.childrensvillagephila.org

Mission Statement

In January 2015, the Board of Directors of Children's Village adopted a new Strategic Plan 2015-2018, our sixth, and a refined mission statement. The Plan focuses on three goals: Ownership of Excellence, Ownership of Community, and Ownership of Sustainability and identifies our core values. These values include Children First, Excellence, Community Vibrancy, Respecting Diversity, Collaboration, and Advocacy.

Our revised mission is: Children's Village is a nonprofit that provides early childhood education and school-age academic enrichment distinguished by excellence and family diversity. Working together with children, parents, and the community, we promote a society that is fair, compassionate, and economically vibrant.

Main Programs

  1. Early Childhood Education Program
  2. School-Age Program
  3. Parent Engagement Program
  4. Special Needs and Family Support Program
  5. Early Learning Educator Development Program
Service Areas

Self-reported

Pennsylvania

Children's Village draws from many areas of the Philadelphia. The majority of children, however, reside in Philadelphia's Chinatown community (zip codes 19106, 19107, 19123); South Philadelphia, East and West of Broad Street (19147, 19148, 19145, and 19146); and parts of the Lower Northeast (19123, 19124, 19149).

ruling year

1983

Executive Director since 1976

Self-reported

Ms. Mary E. Graham

Keywords

Self-reported

Early childhood education /after school programming.

Notes from the Nonprofit

For 40 years, Children's Village has been setting the highest standard of quality and preparing thousands of young children to achieve their potential. Our teachers apply nationally recognized educational best practices to promote children's development, preparing them for success in elementary school and beyond. Because Children's Village is committed to excellence and providing the best environment to foster development and learning, we have achieved the following distinctions/outcomes:

• Achieved National Association for the Education of Young Children (NAEYC) accreditation since 1996, the benchmark for early learning program excellence
• Achieved PA Keystone STARS highest quality rating, STAR 4A, (only 14% of Philadelphia's early education programs meet Pennsylvania's high-performance standards)
• Earned top scores, 6.31 out of 7, on the Environmental Rating Scale (ERS), an assessment instrument used by PA Keystone STARS to assess group-care programs for children of school age, 5 to 12
• One of ten 2015 GSK Impact Award winners, recognizing our work to build a healthier community
• Reorganized and expanded the Education Department to better serve our growing population of 439 children
• Honored by NAEYC as one of only ten early education programs nationwide for excellence in Engaging Diverse Families.
• Expanded School-Age Program to 7 classrooms to respond to the community's growing need for high-quality, culturally appropriate Out-of-School-Time (OST) programming
• Adopted a new Strategic Plan 2015-18 (our sixth) and a revised mission statement
• Recognized leader in the early learning community to redefine nutrition program quality to combat childhood obesity and improve children's health
• One of five Philadelphia Out-of-School-Time sites selected to pilot The Franklin Institute's STEM 3D: Integrating Science into Afterschool, Home, and Community program, funded by the National Science Foundation
• Training site for Community College of Philadelphia early education students, Temple University nursing students, University of Pennsylvania Social Work graduate students, and psychiatric fellows from The Children's Hospital of Philadelphia

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Also Known As

Children's Village Child Care Center

EIN

23-2223552

 Number

3369772017

Contact

Cause Area (NTEE Code)

Kindergarten, Nursery Schools, Preschool, Early Admissions (B21)

Children's and Youth Services (P30)

IRS Filing Requirement

This organization is required to file an IRS Form 990 or 990-EZ.

Programs + Results

How does this organization make a difference?

Overview

Self-reported by organization

Children's Village fosters a child's social, physical, intellectual, emotional, and creative development, all within the context of the family. This foundation best prepares a child to flourish throughout school and life.

Programs

Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Program 1

Early Childhood Education Program

Children’s Village is a national model of excellence in early care and education. We have earned accreditation by National Association for the Education of Young Children (NAEYC) since 1996, the benchmark of quality, and are rated STARS 4A (the highest) by Pennsylvania’s Keystone STARS initiative, measuring quality early learning programs. Only 14 percent of Philadelphia’s early education programs meet Pennsylvania’s high-performance standards. As stated, Children’s Village has achieved the highest rating, STAR 4A.

Our licensed Early Education Program serves 271 toddlers and preschoolers, preparing them for kindergarten and ongoing academic success. Eighty-two percent are low income and 67% of the children speak a language other than English at home. The majority of our preschoolers—62% are enrolled in Head Start, which serves very low-income families. The Early Education Program operates year round, Monday-Friday from 6:30 AM to 6:00 PM.

The Toddler Program engages young children through stories, play, and music and movement activities. The Program promotes the development of self-identity and healthy self-expression and independence through beginning mastery of self-care skills. We have five toddler classrooms that serve 53 children, Monday-Friday, 6:30 AM-6:00 PM. The teacher/child ratio is 1:4 for young toddlers (13 - 20 months) and 1:5 for older toddlers (21 months-3 years).

The Preschool Program curricula introduce skills and concepts reflected in local and national standards. Children actively explore and come to new understandings about themselves, their families and communities, and the world through classroom learning centers and coordinated thematic study. Our teachers implement one of two research-based preschool curricula, Blueprint for Early Literacy (in 10 classrooms) and Tools of the Mind (in 1 classroom). In addition, in 2015 our preschool teachers began to implement the Second Step early learning program, which is designed to help guide children to learn, practice, and apply skills for self-regulation and social-emotional competence. Integral to Children’s Village’s best-practice approach is our curricula-based assessments of children’s progress, which guides the curriculum and allows teachers to individualize instruction.

Children’s Village has 11 preschool classrooms (5 full-day, 6:30am-6:30PM; and 6 part-day, 6:30AM-3:30PM). The Program serves 219 preschoolers. The teacher/child ratio is 1:10.

At Children’s Village we believe that the power of a high-quality EARLY education can level the playing field and make a marked difference in the lives of low-income children, while they are in school, and for years to come. Evidence gathered from years of research shows that children who receive a high quality pre-kindergarten education are more likely to arrive at kindergarten ready to learn and succeed. This positive trajectory continues throughout their lives: they have higher graduation rates, pursue higher education/career training, and secure higher paying jobs. The benefits of quality early learning are immense and long term and a smart investment in our workforce and economy. Every dollar invested in quality early education generates a $16+ return—the savings accrue from reduced costs for special education, public welfare, criminal justice, and other services. Quality early education programs prepare children to enter school ready to learn.

Category

Education

Population(s) Served

Infants/Babies (under age 5)

Poor/Economically Disadvantaged, Indigent, General

Asian/Pacific Islander

Budget

Program 2

School-Age Program

Integral to our mission, the School-Age Program provides high-quality, academically focused Out-of-School-Time (OST) enrichment for at-risk children, ages 5-13. The Program provides daily opportunities for children to increase their knowledge across many subject areas; succeed in their academic endeavors; and increase their physical activity. Ninety-six percent of school-agers are low-income and are from non-English speaking homes, circumstances which place them at risk of school failure.

Committed to providing the best environment to foster age-appropriate development and learning, our licensed Program follows the core Standards for Philadelphia Youth Programs, which describe best practices for youth, first grade to young adulthood, in organized out-of-school time programs. The School-Age Program also incorporates Project Based Learning (PBL), an instructional approach built upon learning activities that engage student interest and motivation. Research demonstrates that student motivation and engagement are essential to achievement in literacy learning (Guthrie, J. (2001) Contexts for Engagement and Motivation in Reading, cited in Youth Education for Tomorrow A Literacy Initiative of Public/Private Ventures “Middle and High School Programs”).

Children’s Village also is committed to Read! By 4th, a citywide effort of 50 organizations, managed by the Free Library of Philadelphia to substantially increase the number of students in Philadelphia entering the 4th grade at reading level by 2020. Aligning with this effort, School-Age teachers identify theme-related sight words and targeted vocabulary to broaden students’ knowledge; and organize literacy activities such as journal writing, read aloud and quiet reading times, and library visits to enrich students’ exposure to reading and writing. These literacy activities help second language learners become more confident in their abilities and successful students long term.

Staffed with highly trained professionals, many with advanced degrees, the School-Age Program offers exciting year-round programming that keeps children fully engaged. In fact, 95+% of school-agers attend on a daily basis. The Program operates M-F: 3:00-6:30PM during the school year and 6:30AM-6:00PM during the summer and school holidays.

The School-Age Program is focused on excellence to achieve best outcomes for children. The Program was awarded top scores, 6.4 out of 7 on the School-Age Care Environmental Rating Scale, which is designed to assess group-care programs for children of school age, 5 to 13. We also earned top scores on our latest Out-of-School-Time Site Assessment Report (May 2014) by the Public Health Management Corporation (PHMC), a key program funder and partner. Our PHMC Program Specialist stated,
“Children’s Village is an example of an ideal OST program…”

We continue our commitment to program excellence. In 2015-16, we are partnering again with the Free Library’s Foundation Philadelphia Out-of-School-Time Literacy Initiative (POSTLI), The Franklin Institute’s STEM3D: Integrating Science into Afterschool, Home, and Community; and the Alliance for a Healthier Generation. In addition to enhancing our programming, these partnerships denote a “sign of approval” by these highly regarded institutions.

Category

Education

Population(s) Served

Children Only (5 - 14 years)

Poor/Economically Disadvantaged, Indigent, General

Asian/Pacific Islander

Budget

$1,753,175.00

Program 3

Parent Engagement Program

The Parent Engagement Program engages Children’s Village’s economically and racially diverse parent population (and family members) in their children’s education and learning. The Program supports parents as their child’s most important teacher and provides access to information to support them in this role. Program components include a Parenting Education Series on topics relevant to early childhood issues and parenting; parent-teacher conferences; home visits for Head Start children; interpretation and translation services to facilitate communication, understanding and a working relationship between Chinese speaking parents and non-Chinese speaking staff; English classes for Speakers of Other Languages; and volunteer opportunities. Research affirms that meaningful engagement of families in their children’s early learning supports school readiness and later academic success.

Category

Education

Population(s) Served

Adults

Asian/Pacific Islander

Ethnic/Racial Minorities -- General

Budget

$567,000.00

Program 4

Special Needs and Family Support Program

The Special Needs and Family Support Program addresses the social and emotional needs of young children. The Program offers an integrative system of preventative measures that are designed to prevent typical age-related social-emotional issues from escalating into more persistent, problematic behaviors.  Concurrently, the Program provides teachers and parents with effective interventions and strategies for working with children with challenging behaviors to promote the development of positive social skills and the child’s successful integration in the classroom.

Category

Education

Population(s) Served

Children and Youth (infants - 19 years.)

Poor/Economically Disadvantaged, Indigent, General

Asian/Pacific Islander

Budget

575,995

Program 5

Early Learning Educator Development Program

The goal of the Early Learning Educator Development Program is to have well-trained and effective teachers in our classrooms to ensure that our youngest learners have access to and receive a quality early education that promotes school readiness and improved educational outcomes. The program objectives are to: 1) attract, retain, and develop professional, committed, and passionate early education teachers for our five Toddler and 11 Preschool classrooms and 2) increase and enhance the knowledge and skills of teachers by providing a wide array of professional development opportunities.

Program components include new staff orientation by the Executive, Education and Family Services Directors, and Special Needs/Language Coordinator on a variety of topics; on-going opportunities for staff development and continuing education, and educational resources for teachers. Research shows that early educators who have access to additional educational and professional opportunities are more likely to incorporate new research findings into their work and to achieve career satisfaction. Professional development opportunities can expand participants' current knowledge of research on key issues in the field, such as learning environments, curricula, schedules, teacher-child interactions, and family engagement. By investing in our teachers, Children’s Village is helping to ensure that they continue to have the skills and expertise to foster positive relationships, rich language experiences, and quality learning environments so that children develop in a way that will promote their success in school and life.

Category

Education

Population(s) Served

Adults

Female Infants/Babies (under age 5)

None

Budget

$132,685.00

Charting Impact

Self-reported by organization

Five powerful questions that require reflection about what really matters - results.

  1. What is the organization aiming to accomplish?
    Children's Village has three organizational goals:
    • Ownership of Excellence - outlining paths toward even greater distinction as practitioners and advocates.
    • Ownership of Community - engaging the passion and talents of parents/families as well as Staff in the future success of Children's Village.
    • Ownership of Sustainability - unlocking the organization's potential by putting in place a higher-profile Board, expanded marketing, a fund-raising program underpinned by Staff-Board collaboration, a longer financial planning horizon, and facilities that are commensurate with the quality and vibrancy of the Children's Village program.
  2. What are the organization's key strategies for making this happen?
    Ownership of Excellence Strategies:
    • Maintain and enhance excellence in early childhood education and school-age academic enrichment
    • Maintain and enhance a professional environment of continuous learning and growth
    • Institutionalize the organization's participation as an advocate for high-quality early childhood education and academic enrichment

    Ownership of Community Strategies
    • Engage parents and families more deeply as partners in their child's development and education
    • Enhance understanding of Children's Village as a whole – a system of interrelated parts

    Ownership of Sustainability Strategies
    • Elevate ongoing Board engagement in advancing the mission and in realizing the vision of Children's Village
    • Heighten the organization's visibility and profile outside the early childhood education community and its immediate geographic neighborhood
    • Generate resources to help fund the operating budget, current operations, new projects, and reserves
    • Focus on short-term, near-term, and long-term financial management and planning to ensure
    the continued fiscal health of Children's Village
    • Elevate the quality, aesthetics, and usefulness of the physical infrastructure to reflect the quality and vibrancy of the programs and services
  3. What are the organization's capabilities for doing this?
    Not available.
  4. How will they know if they are making progress?
    Not available.
  5. What have and haven't they accomplished so far?
    Not available.
Service Areas

Self-reported

Pennsylvania

Children's Village draws from many areas of the Philadelphia. The majority of children, however, reside in Philadelphia's Chinatown community (zip codes 19106, 19107, 19123); South Philadelphia, East and West of Broad Street (19147, 19148, 19145, and 19146); and parts of the Lower Northeast (19123, 19124, 19149).

Additional Documents

Social Media

Accreditations

National Association for the Education of Young Children (NAEYC) - 5 Year Accreditation

External Reviews

Source: greatnonprofits.org

The review section is powered by Great Nonprofits

Financials

Financial information is an important part of gauging the short- and long-term health of the organization.

CHILDREN'S VILLAGE INC
Fiscal year: Jul 01-Jun 30
Yes, financials were audited by an independent accountant.

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Operations

The people, governance practices, and partners that make the organization tick.

CHILDRENS VILLAGE

Leadership

NEED MORE INFO ON THIS NONPROFIT?

Free: Gain immediate access to the following:
  • Address, phone, website and contact information
  • Forms 990 for 2015, 2015 and 2014
  • Board Chair and Board Members
  • Access to the GuideStar Community
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Executive Director

Ms. Mary E. Graham

BIO

Mary E. Graham, Executive Director
Mary Graham's inner compass has always pointed in the direction of young children and families. She started her professional career at Children's Village as an Assistant Human Services Coordinator in 1976 and, since 1988, has served as Executive Director.

Ms. Graham oversees a current operating budget of $5.7 million. Under her leadership, Children's Village became nationally accredited; enrollment increased; educational programming expanded; diversity was embraced; the facility was renovated from top to bottom; and a Nutrition Improvement Program was implemented. Children's Village first achieved accreditation by NAEYC in 1996 and was reaccredited in 2012, attaining near-perfect scores. Ms. Graham also opened doors to more children and families: enrollment nearly tripled from 150 children in 1988 when she assumed directorship to 439 children in 2016.

Under Ms. Graham's leadership, educational programs expanded to include: special support services for children experiencing developmental or learning problems; an early literacy curricula strong in literacy and language development and self-regulation; and a year-round “out of school time" academic enrichment program for children in k-7th grade. In 2010, Children's Village was one of ten early education programs nationwide recognized by NAEYC for Engaging Diverse Families and; in 2015 Children's Village was one of ten non-profits receiving a GSK 2015 IMPACT Award for exceptional achievements, overall excellence and best practice, contributing to a healthier Greater Philadelphia Region.

A passionate early learning advocate, Ms. Graham works to professionalize the early childhood field and ensure all children have access to high-quality early care and education. Ms. Graham serves on several boards and advisory committees, including Pennsylvania Child Care Association (PACCA) and the Delaware Valley Association for the Education of Young Children (DVAEYC); and is involved with the National Women's Law Center Quality Rating and Improvement Systems for High Quality Early Education Programs.

Awards and Milestones
• 2015 PennAEYC Voice for Children Distinguished Career Award
• 2008 Distinguished Advocate, Support Center for Child Advocates
• 2002 Advocate of the Year Award, Pennsylvania Child Care Association
• 2002 Fellow in the Emerging Leaders Program, Children's Defense Fund
• 1996 Award of Excellence, Delaware Valley Association for the Education of Young Children

Education
• Masters of Education in Early Childhood Development, Lesley College
• Bachelor of Social Welfare, Magna Cum Laude, Presidential Scholar Temple University

Governance

BOARD CHAIR

Thomas W Hazlett Esq.

Ballard Spahr, LLP

Term: July 2014 - June 2017

BOARD LEADERSHIP PRACTICES

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices. Self-reported by organization

Yes

BOARD ORIENTATION & EDUCATION

Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations?

No

CEO OVERSIGHT

Has the board conducted a formal, written assessment of the chief executive within the past year?

Yes

ETHICS & TRANSPARENCY

Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?

Yes

BOARD COMPOSITION

Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?

No

BOARD PERFORMANCE

Has the board conducted a formal, written self-assessment of its performance within the past three years?


ORGANIZATIONAL DEMOGRAPHICS

In order to support nonprofits and gain valuable insight for the sector, GuideStar worked with D5—a five-year initiative to advance diversity, equity, and inclusion in philanthropy—in creating a questionnaire. This section is a voluntary questionnaire that empowers organizations to share information on the demographics of who works in and leads organizations. To protect the identity of individuals, we do not display sexual orientation or disability information for organizations with fewer than 15 staff. Any values displayed in this section are percentages of the total number of individuals in each category (e.g. 20% of all Board members for X organization are female).

Gender
This organization reports that it does not collect this information.
Race & Ethnicity
This organization reports that it does not collect this information for Volunteers.
Sexual Orientation

This organization reports that it does not collect this information.

Disability

This organization reports that it does not collect this information.

Diversity Strategies
Yes
We track retention of staff, board, and volunteers across demographic categories
No
We track income levels of staff, senior staff, and board across demographic categories
No
We track the age of staff, senior staff, and board
No
We track the diversity of vendors (e.g., consultants, professional service firms)
No
We have a diversity committee in place
No
We have a diversity manager in place
No
We have a diversity plan
No
We use other methods to support diversity
Diversity notes from the nonprofit
www.childrensvillagephila.org