Ready to read and ready to learn!

Naples, FL   |


Fun Time's mission is to provide safe, quality, affordable education and care for children and parents from low-income working families and to prepare the children for kindergarten, ready to read and ready to learn!

Ruling year info


Principal Officer

Mrs. Jessica Campbell

Main address

102 12th Street North

Naples, FL 34102 USA

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Formerly known as

Fun Time Nursery, Inc.



NTEE code info

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

Community, Neighborhood Development, Improvement (S20)

IRS filing requirement

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

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Programs and results

What we aim to solve

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Our programs

SOURCE: Self-reported by organization

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

Early childhood education

Preschool education five days a week year-round from 7:30 a.m. to 5:30 p.m. for 2-5 year old children from low-income working families. Nationally accredited by the National Accreditation Commission of Early Learning Leaders. Provides Head Start and Voluntary Prekindergarten. Complies with the Federal Head Start, Florida Performance Standards and Voluntary Pre Kindergarten Performance Standards. Licensed by Florida Department of Children and Families and awarded the Gold Seal for Excellence. Participates in the USDA Food Program, providing free breakfast, lunch, and snack to all children in the center.

Population(s) Served
Infants and toddlers

Fun Time added the STEAM program as an enhancement to our curriculum. The STEAM program is the model used by school districts across the country and has measurable outcomes supporting positive learning outcomes. STEAM, which stands for Science, Technology, Engineering, Art and Math, incorporates all the necessary tools that will help to make students successful in elementary school and beyond. Students are exposed to everything from hypotheses to theatre to parallelograms. It provides for well-rounded programming.

Population(s) Served
Infants and toddlers

PATCH (Parents actively teaching children at home) was developed with a two-fold purpose as follows: 1) To raise the awareness to parents that they are their child's first teacher and the importance of meeting developmental milestones during the first 5 years of life when intensive brain development is in full process. 2) To train parents on the activities they will use with their children at home to meet the developmental milestones. 3) To offer training modules on parenting skills, CPR and first aid, early literacy, reading to children 20 minutes per day, etc. The second component of PATCH is parent education. We currently offer training modules to parents to improve their skill sets and become more marketable in the workplace. Modules will include: basic computer skills, resume writing, interview skills, filling out job applications on line; basic word perfect and dressing for success.

Population(s) Served
Economically disadvantaged people

Where we work


National Association Commission of Early Learning Leaders 2022


Gold Seal Quality Care Program 2022

Early Learning Coalition

External assessments

Evaluated via the Impact Genome Project (2018)

Affiliations & memberships

The National Accreditation Commission 2022

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of students showing improvement in test scores

This metric is no longer tracked.
Totals By Year
Population(s) Served

Children, Infants and toddlers

Related Program

Early childhood education

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success


Context Notes

For Print Knowledge the results displayed by year are meeting or exceeding. No Data for 2020 due to pandemic

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

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

Goal #1 Children enter kindergarten ready to read and ready to learn
Goal #2 Quality pre-school and childcare for low income working families is available year-round, with no interruption during the summer.
Goal #3 Quality pre-school and childcare for low income working families is affordable.
Goal #4 Fun Time has developed a new program that includes learning modules for parents with options such as basic computer knowledge, resume writing, child development and parenting skills, The name of the program is PATCH (Parents Actively Teaching Children at Home). We have been teaching them about early literacy, reading to children, engaging with them and behavior management as an important supplement to what is learned in school. We have also brought in the help of STEAM, financial and health experts to further parents' knowledge on those specific subject matters. The more we educate the parents, they will hopefully embrace their role as the first teacher in a young child's life and work with their children utilizing the training they have received through Fun Time and other partner agencies to whom we would refer.

Fun Time provides year-round education for our children.  Florida Voluntary Prekindergarten and Head Start funding however follow the school year only.  Fun Time continues to educate and care for our VPK and Head Start children throughout the 10-week summer, ensuring kindergarten success.  No additional fees are assessed to parents.  The choice to educate year-round is a critical one for the children’s academic success and a costly one for Fun Time.Fun Time’s goal is to provide safe, quality, affordable education and care for children of low-income working families and to prepare the children for kindergarten, ready to read and ready to learn.  Families and children will have access to our educational programs throughout the year.  Guided by Head Start and Florida Performance Standards and through use of quarterly reliable assessments the teachers determine each child’s areas of mastery and those yet emerging.  Through individualized and group instruction the teachers promote social/ emotional, moral, cognitive, language and physical development and life skills acquisition of every child.  Fun Time builds a partnership with families through mutual respect, open communication, opportunities for parent participation and parent conferencing.  Through that partnership the families learn the importance of quality preschool education for their child.  We offer the summer program at no additional fee to parents though the subsidies from VPK and from Head Start cease for the 10-week summer.  Enrollment throughout the summer is high indicating our parents value our academic program.  The continuity of a quality education results in the children’s preparedness for kindergarten success. Standardized readiness tests and observations from the kindergarten teachers continue to provide feedback that we are accomplishing our goals.  Fun Time’s children are ready for kindergarten and continued academic success.

The Board supports the Executive Director to ensure the school is funded adequately to accomplish its mission.  Perhaps our newest addition to Fun Time’s sustainability plan is the hiring of a part-time public relations and communication consultant.  Her primary responsibilities are to gain Fun Time higher visibility in the community magazines and newspapers, locate more opportunities for speaking engagements, assist our event committee in finding additional event sponsors and help with the production of the Annual Report and newsletters.    Through increased efforts of the Board, numerous additional volunteers and staff, we are building on the strength of the existing donor base while expanding the donor list to include additional individuals, businesses, foundations and special events.  The Board and Executive Director are focused on the importance of ongoing and frequent written and verbal communication with donors. In October 2018, we mailed our sixth Annual Report 2017 - 2018 to our generous and thoughtful donors.    As in past years, Fun Time Board members and the Executive Director have organized individual and group school tours and small-bite lunches. We have invited friends from the past to become reacquainted with our school and the quality of the educational program. New friends are being introduced to our quality school, getting to know the children and observing the spirit of learning. We are inviting current and potential funders to have their club and organization meetings at Fun Time, giving us a chance to show them our school and wonderful children.  Our annual signature fundraising event in February continues to be enthusiastically received by the community.  We have had increased attendance at both the Patron Party and Annual Event year after year. The Event Committee has encouraged more corporate sponsors to participate.  Fun Time successfully expanded its Board committees.  We have involved interested community members and selected new Board members.  We will continue to build committee membership. The Board’s efforts have resulted in an updated and strengthened Board and committee structure with a strong emphasis on clear and agreed roles and responsibilities and a planned approach to Board succession.  The Annual Appeal has been carefully reviewed to be as impactful, as possible.  Board members are asked to personalize the initial mailed requests as well as thank you letters.  We have included an option for donating to our endowment fund onto the card.  The Board is actively learning about growing the endowment.  We have developed an endowment committee to help us address this important part of a sustainability plan.

Fun Time maintains a full enrollment of 96 children year-round.  Upon enrollment many of our students are significantly developmentally delayed. Prior to enrollment many have had no exposure to the English language other than through television.  They require immediate remedial care and referrals, all of which are provided at no additional parent fee.  These families would find it very challenging to locate quality affordable assistance elsewhere.  Without Fun Time the severity of these children’s developmental delays might not be discovered until much later, requiring more extreme courses of action and interfering with later school success.  Fun Time graduates enter kindergarten, ready to read and learn as determined by the Florida Kindergarten School-Readiness assessments.  Our children, from diverse socio-economic and ethnic backgrounds, become early literacy learners, socially integrated, and foundationally prepared.  Expectations for a successful life of self-sufficiency are high. When the school year begins, our Voluntary Prekindergarten children are tested on a standardized tool to determine a baseline of literacy knowledge.  A few students knew many letters.  Some knew 3-5 letters.  Most children could not identify any letter names.  Significant gains are evidenced throughout the year on both Teaching Strategies Gold and the Florida VPK assessment tools.  They are administered three times per year in math, science, language and social/emotional development.  By the end of the year our VPK children knew all their letter names and the sounds.  Most could recognize sight words and sound out the letters in the word, as well as, count syllables in words.  Some were reading simple books. In an effort to eliminate the “summer learning slump” we encourage parents to keep their children at Fun Time for the summer program as well as for the rest of the year.  In addition we know that young children need care over the summer months while their parents are working and that older siblings do not always provide adequate or safe care. 70% of the children who completed the VPK year also stayed for the entire summer academic program.  30% left during the summer program, many in order to spend family time with family or visiting grandparents.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We demonstrated a willingness to learn more by reviewing resources about feedback practice.
done We shared information about our current feedback practices.
  • Who are the people you serve with your mission?

    As part of Fun Time's mission, we serve children who come from low-income, working families. These families are often caught in the cycle of poverty that has lasted for generations due to various circumstances such as lack of skills, stability and/or education, language barriers or low wages. The population of children we serve include Black/African American (66), Hispanic (22), Multi-Racial (7), and White (1). 100% of our families are considered economically needy with incomes that fall well below the poverty line.

  • How is your organization collecting feedback from the people you serve?

    Electronic surveys (by email, tablet, etc.), Paper surveys,

  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To strengthen relationships with the people we serve, To understand people's needs and how we can help them achieve their goals,

  • What significant change resulted from feedback?

    In response to feedback, we have begun to incorporate parent education classes that were of interest to the families we serve. At the beginning of each year, the parents of the children we serve fill out a questionnaire and provide feedback about what classes they need or would be interested in. We then partner with community resources to provide these educational opportunities for our families.

  • With whom is the organization sharing feedback?

    Our staff, Our board, Our community partners,

  • How has asking for feedback from the people you serve changed your relationship?

    Asking for feedback has allowed us to strengthen our relationships with the families whose children we serve. We are able to hear their opinions in certain areas and improve the way we provide or interact with our families. Although most of our surveys are anonymous, some of our families do choose to provide their names. When they do choose to provide their names, we are able to provide individualized interventions and have specific conversations with families in order to better communicate or improve our services.

  • Which of the following feedback practices does your organization routinely carry out?

    We collect feedback from the people we serve at least annually, We aim to collect feedback from as many people we serve as possible, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on demographics (e.g., race, age, gender, etc.), We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive,

  • What challenges does the organization face when collecting feedback?

    We don't have any major challenges to collecting feedback,



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


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Connect with nonprofit leaders


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Board of directors
as of 10/11/2022
SOURCE: Self-reported by organization
Board chair

Mrs. Ann Olson

Robin Larkin

No affiliation

Ron Ciesla

Board Member

Jackie Fritsch

Board Member

Ann Olson

Board Member

Kris Pfaehler

Board Member

Marsha Murphy

Board Member

Roger Schorr

Board Member

Karen Lutz

Board Member

Darrell Balmer

Board Member

Alexis Barker

Board Member

Thomas Campbell

Board Member

Karen Hopper

Board Member

Don Lawson

Board Member

Ruth Orange

Board Member

Fran O'Sullivan

Board Member

Lisa Sanchez

Board Member

Tony Urick

Board Member

Robin Larkin

Board Member

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and 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? Yes
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes
  • Ethics and 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? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes

Organizational demographics

SOURCE: Self-reported; last updated 1/7/2022

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.


The organization's leader identifies as:

Race & ethnicity
Gender identity
Female, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

Gender identity


Sexual orientation

No data


No data

Equity strategies

Last updated: 01/07/2022

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We ask team members to identify racial disparities in their programs and / or portfolios.
  • We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We disaggregate data by demographics, including race, in every policy and program measured.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We use a vetting process to identify vendors and partners that share our commitment to race equity.
  • We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.