~ OPENING A CHILD CARE CENTER
Within the Municipality of Anchorage (MOA) there are multiple regulations and ordinances including fire, food, land use, building, and smoking, which govern the operations of businesses such as child care. This informational packet provides you with a brief description of some of the more important regulatory requirements. Before entering into a contract to purchase or lease a property for your child care business, we recommend you become familiar with the regulations to determine if the potential site meets all applicable requirements or what modifications would be required to make the facility licensable. You may want to consider contacting other agencies such as Fire Prevention and Land Use/Zoning to determine if the potential site meets applicable regulations.
Please do not invest any money in space or a building at this time, unless you plan to do it regardless of whether or not you can become licensed. Because laws change over time, if you are looking into a space currently or previously used for child care, you should anticipate that current laws may require modifications in order for the property to be licensable. It is up to you to determine if the location you are researching will meet all requirements for childcare including but not limited to Fire Prevention, Building Safety, Land Use/Zoning, and Food Safety & Sanitation codes.
A. Space Indoors: Childcare center classrooms must have at least 35 square feet of usable space per child. Since each classroom is limited by the group size for that age group, the total minimum square footage is different for each age group. Several items have to be deducted from the useable square footage in the classroom including cubbies, bathrooms, sinks, diaper tables, cribs, counters, and any space children do not have access to such as teacher storage. Furniture that is used by the children such as shelves and tables are not deducted. Classrooms with cribs must have adequate space to put the required number of cribs plus 2’ between each crib. The minimum square footage requirements for each age group are:
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Young Infants |
Older Infants |
Toddlers |
Preschoolers |
Kindergarteners |
School age |
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6 wks – 11 mos |
12 – 18 mos |
19 – 36 mos |
3 – 4 yrs |
5 – 6 yrs |
7 – 12 yrs |
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Max # children |
8 |
10 |
12 |
20 |
20 |
20 |
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Min sq. footage |
280 |
350 |
420 |
700 |
700 |
700 |
Sample infant room deductions:
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In addition to classroom space, centers are required to have storage and work space to meet the need for record storage and administration, food prep and service, storage of program materials and resources for staff and parents, storage of repair and maintenance supplies, and rest area and meeting space for staff.
B. Space Outdoors: Play yards must adjoin the building and the passage way from each classroom to the play yard must be safe. There must be a minimum of 75 square feet of outdoor recreation space per child for the maximum number of children playing outside at any one time.
Although no outdoor play equipment is required, if you choose to install equipment, the equipment itself, the surfacing, fall zones and clearances must meet Consumer Product Safety Commission (CPSC) guidelines. If you have equipment that allows the child to get off the ground, you will be required to provide proof of a playground inspection by a Certified Playground Safety Inspector (CPSI) prior to licensure. The documentation must attest that all equipment has been installed in accordance with CPSC guidelines.
C. Ratios, group size, toilets and sinks: When designing classroom space there are several key requirements to follow with regards to toilets and sinks. The matrix below outlines the number and types of sinks, number of toilets, ratios and group size required for each age group. In addition to the requirement for sinks and toilets in the classroom, there must be adult use only toilets and handsinks and these cannot be counted toward the 1:15 toilet ratio for children.
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Age |
Ratio (caregiver:child) |
Group Size |
Min. # of toilets |
Min. # and type of sinks |
Comments |
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6 weeks through 11 months |
1:4 |
2:8 |
0 |
1 – diapering sink 1 – food prep sink |
Diaper table and sink must be situated so staff can see the entire classroom when diapering and don’t have to turn their backs to the children to wash hands |
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12 months through 18 months |
1:5 |
2:10 |
0 |
1 – diapering sink 1 – hand wash sink |
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19 months to 35 months |
1:6 |
2:12 |
1 |
1 – diapering sink 1 – hand wash sink |
Bathrooms must be directly in the classroom. Sinks must be located in the classroom, adjacent to the bathroom (not in the bathroom). Walls must be pony wall height (no higher than 42”). There must be at least one toilet for every 15 children in the classroom. |
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3 years through 4 years; and 5 years through 6 years |
1:10 |
2:20 |
2 |
2 – hand wash sinks |
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7 years through 12 years |
1:10 |
2:20 |
2 |
2 – hand wash sinks |
School age children may use a restroom located outside of the classroom. There must be at least one toilet and one sink for every 15 children in the classroom. |
NOTE: Because of many of the factors listed above including zoning, parking, outdoor play space, toilet and sink locations, it is extremely difficult to license a residence as a child care center.
D. Administrator Qualifications
1. Administrators of child care centers must have one of the following:
a. 12 college credits in child development, child development, child psychology, or the equivalent;
b. A current Child Development Associate Credential (CDA); or
c. A current Montessori Certificate issued by a program accredited by the Montessori Accreditation Commission for Teacher Education.
- There are additional qualifications for an administrator of a child care center. Please refer to 7 AAC 57 for requirements.
E. Financial Considerations
1. Childcare services can provide rewarding opportunities; however, as one experienced proprietor warns: "One should give up dreams of accumulating a fortune in this business. It is difficult enough just to make a good living. Child care owners must be willing not only to live within a modest income, but also to put in very long days."
2. Although there are grants and reimbursement programs available for already licensed programs, there are very few financial resources available for start-up funds. There is no reimbursement for the time and energy which must be expended during the planning stages prior to licensing and service delivery. This planning stage is usually two to six months duration, often longer. Consider start up expenses, such as rent, staff salaries, and staff training, prior to and during those first few weeks to a year when there might be little to no income.
3. Child care operations present few opportunities for trimming expenses without seriously endangering not only the welfare of the children but the reputation of the facility and its staff.
4. Buying cheap is very costly in the long run. It is important to purchase or build high-quality equipment and toys that will be durable enough to withstand daily use by large numbers of children. Materials which may be very appropriate for home use might not be sturdy enough for center use and will have to be replaced sooner and more often. Before purchasing, building, or even accepting used materials, be sure they are safe, durable, have not been recalled, and age-appropriate for the children to be served.
3. If you have an existing building, can you afford to make required renovations? Majority of family homes do not meet Land Use requirements. If they do meet Land Use, family homes often need major renovations such as fire doors, relocation of walls and sinks, or additional exits to qualify as a center.
4. Buildings that were once licensed as child care do not necessarily meet all current requirements. Often programs are grandfathered in, but once ownership changes, all current requirements must be met.
5. General liability insurance is required to operate. Premiums tend to be expensive. Insurance policies often exclude physical and sexual abuse from their liability coverage. If children are transported, vehicle insurance is required as well.
6. Financial considerations must include budgeting for staff salaries, (50-75% of total budget - including administrator, associate administrator, teachers, caregivers, cook, maintenance, etc.) and such on-going overhead costs as educational toys and equipment, rent, utilities, food, advertising, and replacement of consumable products. It is highly recommended that you have at least six to twelve months’ worth of reserves in the bank as it takes time to build enrollment.
7. Do you have the necessary skills in business management, personnel management, accounting, and tax preparation? Do you have early childhood training and experience? The majority of small businesses fail due to lack of business knowledge.
8. In your start-up costs, consider fees, remodeling, staff training, employee benefits, insurance, advertising, telephones, copier, fax machine, children’s equipment and supplies, operational supplies, rent or mortgage payment, kitchen equipment, administrative supplies, etc.
F. Establishing and Maintaining a High Quality Program
1. Remember that licensing standards are the minimum standards you must meet. If you wish to offer a high quality, model program, you will need to exceed these standards. Competition is stiff. To draw clients away from existing centers, you need to offer costly pluses such as:
a. More than the minimum required number of staff;
b. More than the minimum required space;
c. Staff with credentials, higher staff salaries and benefits;
d. A program that is developmentally planned and exciting.
2. Consider beginning on a smaller scale with high quality, rather than a large-scale program which overtaxes funds, energies, and resources. Then expand slowly as funds and staffing allow to retain that high quality.
3. Many experts recommend that total enrollments not exceed 100 children (some say 60), because of the differences in managing larger programs and the resulting potential for loss in warmth and intimacy, which is so important to children.
4. One of the most significant factors affecting quality of care is group size. Do not plan any room for more than twice the ratio for the age group. No more than 8 infants; 10 older infants; 12 toddlers; or 20 children age 3 years and older. For the youngest children, smaller, more intimate groups are preferable.
5. It is important to determine your program philosophy and to establish program goals and objectives, avoiding a program which offers only custodial care. It is also key to provide excellent customer service, listening to staff and parent concerns and taking steps to change when needed.
6. The quality of any program depends a great deal on its staff. It is important that you employ staff members who express warmth, concern and capability with regard to children. Child care personnel are often paid minimum wage or slightly higher because of the high overhead involved and parents’ inability to pay the full cost of care. For this reason, many child care facilities find it difficult to find and retain high quality caregivers.
7. It is a wise investment to hire at least one highly qualified early childhood educator to develop the program and to provide on-going staff development and training. Educationally qualified staff at a ratio of one such person for every 30 children in attendance are required.
8. First impressions are very important. A child care environment that is attractive, well-equipped and maintained leaves an impression that children are valued and respected.
9. For information on best practice refer to American Academy of Pediatrics Caring for Our Children National Health and Safety Performance Standards Guidelines for Early Care and Education Programs. This book is a great resource that can help you plan how to offer quality child care.
The following contains items you will want to consider when designing your building.
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Analyze specific classroom features and their impact on the program. Consider the following:
A. Windows o Height o Do they open? If so, can children fall out? Do they open into the yard, creating hazard of head injury? o Do they create pinching hazards? o Type of curtains/blinds? Fire hazard? Cords? Degree of light control for nap
B. Doors o Need for finger-pinch protection o Windows beside or low in door to see children in room before opening door
C. Lighting and electrical o Dimmers allow flexibility o Nap/sleep end of room should darken, but not totally o Location of switches o Installation of safety outlets o Telephones or other internal communication system
D. Access to play yard o Avoid having groups go through other classrooms o Play yard access should be close for infants and toddlers
E. Classroom storage o Teacher and program storage – spray sanitizers, sharp pins, staples, scissors o Staff personal storage – coats, purses o Children’s cubbies – design, distance apart (one child’s clothing cannot touch another’s), room for winter gear, accessible by children
F. Ventilation o Diapering area may need additional ventilation o Accessibility of thermostats o Classroom should not be drafty, particularly in infant rooms
G. Temperature o Floor temperature for infants and toddlers o Heavy rugs for floor warmth (having washable throw rugs placed on top makes for easy cleaning of drool, spit-up, etc.) o South and west facing windows often make rooms hot in summer
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2. |
Analyze and consider general program features:
A. Traffic patterns o Exterior · Parking should provide easy access to the front entrance without having to walk young children through vehicle traffic areas o Interior · Can cubbies be near exit to yard or near entrance to room (better for dirt control)? · Each classroom should be accessible from the hallway so that traffic doesn’t have to go through one classroom to get to another classroom B. Play yard o Hazards o Equipment o Visibility from all areas – no blind spots, “L” shaped yards, etc. o Clearances o Surfacing o Fencing – If chain link, bolts and wire ends must protrude outward or be cut off o Size o Use by differing ages o Infant/toddler yard – infant and toddlers must be separated from older children through yard scheduling, fencing, or supervision o Varying contours and vegetation o Toxicity of accessible plants
C. Relationship to support functions o How easily can staff access the kitchen, office, adult bathrooms, janitorial supplies etc.?
D. Laundry o If available in center, it must be separate from food prep areas and children’s space
E. Acoustics o High ceilings and hard surfaces intensify noise level. 10-12’ ceiling are best for child care. What soft, noise-absorbing items can be used?
F. Parking o Regulated by Land Use Enforcement (Title 21.45.080.U.3)
G. Entrance to classrooms o Space to lay down a baby o Space to sign children in o Immediate access to parent bulletin board o Area for parents to remove shoes in the infant room o Location of diaper table in relation to air temperature and odors
H. Reception area o Enables staff to see and great who is coming and going
I. Administrative space o Space for administrator’s office o Private conference area o Staff break room with secure areas for individual purse storage o Parent and staff resource “library” o Staff training room o Location of staff and children’s files
J. Kitchen - Regulated, approved, and monitored by MOA DHHS Food Safety and Sanitation under AMC 16.60. o Possible need for hot water booster in kitchen to obtain correct water temperature, while maintaining it between 100° and 120° in classrooms
K. Adult restrooms o Must have adult use only toilets and sinks that are not counted toward the 1:15 toilet ratio for children
L. Facility storage and work space o repair and maintenance supplies o operating supplies o records storage including inactive files o rest and meeting space for staff |
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