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SECURITIES AND EXCHANGE COMMISSION

FORM 10-K

x	Annual Report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934 for the fiscal year ended April 2, 2004
o	Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934 for the transition period from                       to                       .

Commission File Number 0-27656

CHILDTIME LEARNING CENTERS, INC.

Registrant’s telephone number, including area code: (248) 697-9000

Securities registered pursuant to Section 12(b) of the Act: None

Securities registered pursuant to Section 12(g) of the Act:	Common Stock, No Par Value

     Indicate by check mark whether the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days.  Yes x No o

     Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K.  o

     Indicate by check mark whether the registrant is an accelerated filer (as defined in Rule 12b-2 of the Securities Exchange Act of 1934).  Yes o No x

     The aggregate market value of voting Common Stock held by non-affiliates of the registrant as of October 10, 2003, computed by reference to the last sale price for such stock on that date as reported on The Nasdaq SmallCap Market, was approximately $11,864,000.

     At June 9, 2004, the number of shares outstanding of the registrant’s Common Stock, no par value, was 19,809,010.

     Portions of the registrant’s Proxy Statement for its 2004 Annual Meeting of Shareholders have been incorporated by reference in Part III of this Annual Report on Form 10-K.

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“Safe Harbor” Statement Under Private Securities Litigation Reform Act of 1995

      Statements included herein which are not historical facts are forward-looking statements pursuant to the safe harbor provisions of the Private/ Securities Litigation Reform Act of 1995. Forward-looking statements involve a number of risks and uncertainties, including, but not limited to, continuation of federal and state assistance programs, demand for child care, general economic conditions as well as pricing, competition and insurability. Childtime Learning Centers, Inc. cautions that actual results could differ materially from those projected forward-looking statements.

Item 1. Business

General

      Childtime Learning Centers, Inc. is one of the largest publicly traded, for-profit providers of early childhood care and educational services in the United States. Childtime Learning Centers, Inc. conducts business through its wholly-owned subsidiaries, Childtime Childcare, Inc., and Tutor Time Learning Centers, L.L.C. (collectively, the “Company”). The Company and its predecessors began operations in 1967. The Company provides center-based educational services and child care to children between the ages of six weeks and 12 years under two distinct brand identities: Childtime Learning Centers (“Childtime”) and Tutor Time Child Care/ Learning Centers (“Tutor Time”).

      As of April 2, 2004, the Company operated or franchised a total of 470 centers system-wide under three major lines of business, and had system-wide licensed capacity capable of serving over 50,000 children. The Company’s three lines of business are:

	•	Childtime Learning Centers: 269 centers operated by the Company, consisting of:

	—	260 Childtime centers and
	—	9 Childtime-branded centers operated for third parties;

	•	Tutor Time Learning Centers: 64 Tutor Time centers operated by the Company; and
	•	Tutor Time Franchise Operations: 137 franchised Tutor Time centers.

      The Childtime and Tutor Time brands operate in largely distinct market segments. Childtime centers are, on average, smaller and less standardized in construction. They appeal to parents who are looking for a “homey” feel and more intimate experience for their child. Tutor Time centers are larger, more standardized in layout, and designed to appeal to parents who value a more structured educational and developmental experience. Both brands place emphasis on educational quality and content, with the Company’s Education Department developing proprietary content distinct to each brand. With their larger size, Tutor Time centers generally deliver the potential for higher economic returns per center. However, Tutor Time centers also require higher investment and are typically fitted with more expensive equipment and supplies (e.g., telephones, intercoms and security cameras in each room, and children’s computers).

      The Company’s primary objective is to maximize the development and preparation of children for school. To ensure achievement of this goal, the Company provides high quality child care and a proprietary curriculum, based on developmentally appropriate practices that align with nationally recognized, early childhood educational standards. With over 7,500 employees, the quality, skills, and motivation of our center staff is of paramount importance. The Company places a great deal of emphasis on the recruitment, selection and ongoing training of its child care center directors and area managers.

      Childtime and Tutor Time corporate centers are located throughout the United States (in 25 states), and Canada (one location). The vast majority of these centers are operated on leased premises, with typical lease terms ranging from 1 to 25 years. Thirty-eight of the Childtime centers are operated on Company-owned premises.

      The Company operates nine Childtime centers under management contracts. Located throughout the U.S., these centers serve hospitals, corporations and the federal government. Under these contracts, the

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      Tutor Time franchise centers are also predominantly located in the U.S., with 125 centers operating in 17 states. An additional 12 centers are operated in Canada, Hong Kong, Indonesia, and the Philippines, mostly under master franchise agreements. The Company is currently the primary obligor or guarantor on leases for 59 of its franchise centers. Tutor Time is currently one of the largest franchisors of child care services based in the United States.

      The Company utilizes a 52 to 53 week fiscal year (generally comprised of 13 four-week periods) ending on the Friday closest to March 31. The fiscal year ending April 2, 2004 contained 53 weeks. The fiscal years ending March 28, 2003 and March 29, 2002 contained 52 weeks. The first quarter for each of fiscal 2004, 2003 and 2002 contained 16 weeks, while the second and third quarters contained 12 weeks. The fourth quarter of fiscal 2004 contained 13 weeks while the fourth quarters of fiscal 2003 and 2002 contained 12 weeks. All significant inter-company transactions have been eliminated.

Mission, Vision, Values

      The Company developed a new Mission, Vision, and Values statement this year, helping to clarify corporate goals and define a new corporate culture of service and professional excellence.

     Mission

      We are an international leader in child education and family solutions, which impact and inspire lifelong learning.

     Vision

      To develop innovative learning care solutions which enable us to grow the number of children and families served, and to be recognized as the premier child and family education corporation in the world.

      Through our leadership and passion, we will:

	•	Provide a secure, caring and enriched environment that promotes learning and the development of the whole child.
	•	Develop lifelong relationships, create family solutions, and enhance the quality of life for our families.
	•	Provide a fun, challenging work environment that fosters teamwork, inspires professional excellence, and encourages contribution by all team members.
	•	Leverage technology to develop innovative learning products and solutions.
	•	Provide superior levels of support and service to our franchisees.
	•	Achieve the best financial performance in the industry, allowing us to fulfill our mission.

     Values

      Honesty, Trust, Passion for Excellence, Love of Learning and Innovation.

Business Strategy

      The Company’s business strategy is to:

	(1)	focus on excellent operational execution and profitability for our corporate centers;
	(2)	develop a culture of dedication to customer service excellence;
	(3)	provide value-added support to Tutor Time franchisees;

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	(4)	create the infrastructure to achieve excellence; and
	(5)	improve the Company’s hiring, training, and retention capabilities.

      Management believes that focus in these areas will help create value in the near-term, and position the Company for profitable growth in the medium to long-term.

     Excellent Operational Execution and Profitability for Corporate Centers

      Happy children, satisfied parents, and positive word-of-mouth are the most critical tests of how well the Company is managing the business and its ability to capture a price premium. They are a reflection of the many factors that determine the overall quality of the program in any given center. Based on experience, the most important of these factors include: the skills, and often, the longevity of center directors and staff; the differentiation and quality of the educational offering; the condition of facilities; and the degree to which the Company is perceived as service-oriented and values-driven.

      To improve corporate operations, management has targeted the following initiatives:

	•	Tightened management of center operations by corporate and field staff, supported by more timely, accurate, and relevant data and analysis to manage the business.
	•	Intense focus on driving enrollments and pricing appropriate to the market, inclusive of new marketing tools and techniques.
	•	Development of new training programs to enhance lead management, selling skills, and performance management.
	•	Improved scheduling and labor management tools to optimize labor hours, by far the largest cost item (often greater than 50% of total revenues).
	•	Centralization of purchasing and facilities management to maximize buying power, reduce costs, and improve the quality of our centers.
	•	Standardization and communication of operating policies and procedures including “best practices”.
	•	Ongoing analysis on under-performing centers to determine the reasons for poor performance with appropriate action plans to turn around each center or remove it from the portfolio.
	•	Improved quality and differentiation of curriculum for both brands through enhanced content development and consistent implementation at the center level.

     Focus on Service Excellence

      The Company is taking steps to focus all employees on providing timely and responsive customer service, and on delivering a top-quality product to every customer at all times, whether they are children, parents, center staff, Center Directors, Area Managers, the corporate or franchise operations team, etc. Service excellence also includes developing standards for service delivery and a service environment that can be measured and tracked. The Company is driving this initiative through dedicated customer service training initiatives including service recovery, and an evaluation of current performance through feedback mechanisms such as center visits and mystery phone shops.

     Value-added Support for Franchisees

      Franchising represents an important component of the Company’s current Tutor Time business and is a primary growth opportunity for the Company going forward. The Company is focused on further strengthening franchise relations by providing superior support to franchisees through its franchise district management team, with additional support from key roles in the regional management structure, including regional training and human resource managers, and marketing support. In addition, the Education, Technology and Marketing Departments have improved their value delivery and support infrastructures, and continue to bolster their respective contributions to the Company’s franchisees. Support has also been expanded by providing products

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     Create Infrastructure to Achieve Excellence

      In order to improve performance, the right systems and people must be in place to ensure quality, create excellence, and maximize productivity. In an effort to improve the timeliness and accuracy of information, as well as to streamline workload at the center level, the Company is installing a new financial reporting system and a new HR management system, as well as developing a new center-level application to track leads, attendance, billing, and cash.

     Improved Hiring, Training, and Retention Capabilities

      Understanding the significant impact that a Center Director has on the quality and performance of a center, the Company is executing a plan to identify the competencies it takes to ensure success at that level. A comprehensive Center Director job analysis and new selection tools will help determine desirable candidates. In addition, a complete training program is being created based on the required competencies to improve the skills of current and future directors. Retaining valuable employees at all levels is also critical to the success of a center and can play a key role in retaining current customers, as well as ensuring the quality of our product. The Company is in the process of measuring and analyzing current turnover, and will develop a comprehensive retention strategy including selection, training, compensation, and employee satisfaction.

Growth Strategy

      The following table illustrates the number of centers in operation (acquired or otherwise opened) as well as those which were closed during the periods indicated. Figures include Tutor Time franchise centers.

      In fiscal 2004, the Company opened four new franchise and two new corporate Tutor Time centers. The Company also transferred one corporate center to a franchise owner. During the year, the Company chose to discontinue operations for seven of its corporate Childtime locations that were not performing or whose contracts expired. Three franchise centers were also closed during 2004.

      In addition to the current development pipeline, which is comprised of additional sites for existing Tutor Time franchisees, the Company is actively seeking new franchisees, as well as new sites to satisfy the demand from current franchise owners. Current plans are to open sites within existing franchise and corporate geographies. The Company will prioritize adding units in its existing markets in order to increase market concentration and to leverage administrative and advertising expenses. The Company continues to experience a large number of inquiries from qualified candidates interested in franchise opportunities, as well as ongoing demand from its existing base of franchisees. The majority of inquiries are for U.S.-based opportunities. The Company has also received inquiries for international opportunities, presenting an attractive long-term growth

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      In choosing locations for new centers, the Company considers a number of factors, emphasizing suburban neighborhoods with growing populations of young families. Management looks for sites in proximity to newly developed or developing residential areas on heavily traveled local streets. The Company performs a detailed analysis of the demographics of the area surrounding the proposed site and focuses on several site selection criteria including: the percentage of children under age six; the population density within a three-mile radius surrounding a proposed site; and the average household income. The Company also analyzes the percentage of the population consisting of college-educated, dual-income families, as well as the average home value in the target area.

      In addition to acquiring or building centers in residential areas, the Company obtains contracts with employers and office complex managers to operate centers in at-work locations. Historically, public agencies and hospitals have been the principal employers providing or otherwise arranging for child care services for their employees. A number of private sector employers also offer this benefit, as they recognize that reduction of employee absenteeism due to a lack of reliable and available child care can significantly offset the offering of such benefits.

      The Company’s expansion activity is limited to child care centers in market areas showing strong growth potential, and to sites which the Company believes can conform to its standard facility and educational format. The Company utilizes prototype building designs in its build-to-suit centers.

      The Company continuously reviews its existing center portfolio in an effort to ensure all centers meet minimum performance standards. Centers become candidates for closure when they fail to meet certain demographic or financial criteria.

      Going forward, there are no assurances that the Company will be able to continue to develop or acquire new sites in a manner that will meet its requirements.

Educational Programs

      The Company’s educational programs stress the process of learning through discovery. The staff is trained to support children in their active exploration, and help them to become self-confident, independent and inquisitive learners. The Company believes in fostering all aspects of a child’s development: social, emotional, physical and intellectual. The two primary means of meeting this goal are the use in each center of a proprietary educational curriculum, modeled on national standards for early childhood care and learning, and the center’s ongoing dialogue with parents in providing a learning environment for their children that meets or exceeds their expectations.

      Tutor Time centers use an in-house proprietary curriculum overseen by Richard Cohen, M.A., Vice President of Education. The curriculum emphasizes developmentally appropriate activities, drawing on best practices from traditional, progressive and Montessori teaching approaches. Utilizing a building block methodology, Tutor Time’s curriculum, Planned Readiness Education Program (Tutor Time P.R.E.P®.), introduces new concepts at each stage of a child’s development. Beginning with infancy, P.R.E.P. incorporates developmentally appropriate aspects of the core curriculum. By the time a child reaches preschool, the curriculum expands to include Tutor Time® Phonics Express, Math Magic, and Handwriting Helpers.

      In each Childtime center, the Company has historically utilized The Creative Curriculum® For Early Childhood, a nationally recognized educational curriculum development guide published by Teaching Strategies, Inc. and written by Diane Trister Dodge (a member of the Governing Board of the National Association for the Education of Young Children from 1990 to 1994) and Laura J. Colker. The Creative Curriculum® provides a philosophy for the development of appropriate curriculum, and the Company’s Education Department uses it as a framework for the creation of detailed daily lesson plans.

      The Education Department places an emphasis on keeping the materials for Childtime and Tutor Time distinct from each other and from competitor’s offerings in the market. Examples include Tutor Time Fitness

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      Children are placed into groups according to their age and developmental stage. Each group has specific learning goals that enable the staff to create activities and structure daily programs, and to assess each child’s growth and development. At designated times during the year, an informal developmental assessment is prepared for each child and reviewed with the child’s parents.

      Generally speaking, the Company’s classrooms under both brands are organized in seven levels following the sequential process of growth and development, from infancy through school-age:

     Infants (six weeks – twelve months)

A homelike environment and positive caregiver interactions foster the infant’s sense of trust and self-esteem. Daily routines (feeding, diapering and rocking) and sensory experiences are used to promote listening and language skills to help infants learn about the world around them. Play activities and interactions focus on the development of large muscles for sitting, crawling, standing and walking. Activities that develop small muscles for grasping, reaching, holding and picking up objects are also utilized on a routine basis.

     Young Toddler (1 – 2 years)

Classroom space and materials are organized to support the young toddler’s need to physically explore, discover and be independent. Caregivers provide comforting words and lap time to help toddlers deal with separation from parents. Toddlers are encouraged to participate in daily routines to develop self-help skills and self-esteem. Play activities with sensory experiences provide opportunities to help in the development of thinking skills, large and small muscles and assist in promoting communication skills. Stories, pictures and books are introduced to help toddlers experience reading as a pleasurable activity. Caregivers reinforce positive behaviors, set limits and are consistently available as a “home base” to support the toddler’s conflicting need for independence and comfort.

     Toddler (2 – 3 years)

Classroom space and materials are organized to support the older toddler’s increased need for independence in making simple decisions, engaging in pretend play and playing cooperatively with other children. Toddlers are supported in their self-help skills (dressing, feeding and toileting) and encouraged to help with daily routines in order to become familiar with the sequence of events to foster their self-esteem. Play activities provide opportunities to practice skills, increase communication about sensory experiences and promote listening and speaking skills. Indoor and outdoor activities focus on helping toddlers strengthen small muscles and aid in the development of hand-eye coordination and large muscles.

     Preschool 1 (3 – 4 years)

Classroom space and materials are organized in distinct interest centers to support young preschoolers’ initiative to practice their new skills and express their ideas and feelings. These centers are set up to encourage preschoolers to select play activities, engage in hands-on exploration, participate in pretend play and develop the ability to play cooperatively. Small muscles and hand-eye coordination continue to be strengthened through art activities, sand and water play, and by manipulating toys and blocks. The daily schedule includes many activities for large muscle development. Stories and books are read every day to increase familiarity with letters and words, to foster emerging literacy and make reading a pleasurable activity.

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     Preschool 2 (4 – 5 years)

Classroom organization and the daily schedule provide increased opportunities for independent and small group play in interest centers. This supports older preschoolers’ developing ability to organize their own play, assign roles and tasks, and work towards a common goal. Activities provide hands-on experiences. Caregiver interaction focuses on helping preschoolers organize the information they gather, develop an understanding of number concepts, reasoning and problem solving skills (matching, classifying and sequencing), while expanding listening and language skills. Independent and group activities with books and stories promote reading readiness. Caregivers create a print rich environment (signs, labels and charts) and provide opportunities for children to draw, paint and engage in writing activities. Children are increasingly involved in helping to set limits for positive and caring behaviors. Caregivers focus special attention in order to promote kindergarten readiness.

     Kindergarten (5 – 6 years)

Kindergarten programs are designed to successfully transition children to first grade, and are aligned with local school district goals and assessment requirements. Classroom organization, materials and activities support children’s increased ability to understand written symbols (letters, numbers and some words) and create an interest in writing. Educational interest centers continue to provide opportunities for hands-on exploration to sharpen observation skills, explore cause and effect, share and play cooperatively with others, plan and carry out a task and engage in independent or group play for an extended period of time. Materials are provided to encourage representation, symbolic play and to practice drawing and writing. Activities are planned to help children learn to follow directions, recall and sequence events, understand measurement, recognize how materials can change, think creatively to solve problems, improve their coordination skills and use their bodies in challenging outdoor play.

     School-age (6 – 12 years)

Classroom space, equipment and materials are organized to support children’s sense of industry and competence, and to accommodate the wide range of interests and abilities of six- to twelve- year-olds. The program provides opportunities for school-agers to pursue their interests, enhance coordination of large and small muscles and learn to work with others. The environment is designed to engage children in activities (arts and crafts, cooking, dramatic play, music, dance, games and sports) they can pursue independently, with a friend, or as a group project. Caregiver interaction focuses on helping children set reasonable goals and manageable tasks, guiding them to think about the consequences of their words and actions to foster a sense of community. Special time is allotted for children to complete their homework assignments.

      Through parent surveys, the Company continually assesses the quality of its education curriculum. These surveys provide the Company with feedback on parent satisfaction with their child’s developmental growth, the Company’s curriculum, the Center Director, as well as the overall quality of the center. Center Directors also conduct both formal and informal parent interviews in order to ascertain parent satisfaction levels and address any concerns. Information gained from these interviews is forwarded to the Company’s management for review. The Company also endeavors to provide an exit-survey to parents who stop utilizing its services.

      The Company continues to focus its efforts on obtaining accreditation for many of its centers by the National Association for the Education of Young Children (“NAEYC”) or the National Early Childhood Program Accreditation (“NECPA”). NAEYC and NECPA are national organizations that have established comprehensive criteria for providing quality child care. Both organizations have developed and implemented a voluntary and rigorous accreditation process through which child care providers have their programs formally evaluated by trained NAEYC or NECPA verifiers and the families served by the providers. Centers which earn such national accreditation status demonstrate a commitment to excellence by operating centers of the highest quality for the children they serve. The Company believes that the process of earning accreditation assists in the Company’s efforts to continually improve its programs, training and facilities. The Company

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Products and Services

      General. The Company’s corporate centers are under the leadership of a Vice President of Corporate Operations and are organized into four regions based on geography. Each region is managed by a Regional Operations Manager and is supported by a team that includes a Regional Facilities Manager, a Regional Human Resource Manager and a Regional Training Manager. The regions are further divided into areas headed by an Area Manager who is responsible for ten to 16 centers. Each individual center has a dedicated Center Director and a staff generally ranging from 15 to 30 persons. The centers operate year-round, five days per week, generally opening at 6:30 a.m. and remaining open until 6:30 p.m. A child may be enrolled in any of a variety of program schedules, from a full-time, five-day-per-week plan to as little as two or three half-days a week. A child attending full-time typically spends approximately ten hours a day, five days per week, at a center.

      The Company’s current weekly tuition for full-day service typically ranges from approximately $100 to $300 depending on the location of the center, the age of the child, and whether it is a Childtime or Tutor Time center. Tuition is generally paid in advance on a weekly basis. The Company also charges additional registration and materials fees, which vary by brand and location. The Company generally reviews its tuition rates on a regular basis to determine whether rates at a particular center should be changed in light of that center’s competitive environment and financial results.

      The Company’s franchise operations are headed by a Vice President of Franchise Operations. The Vice President oversees District Franchise Managers, who in turn are the main point of contact between franchisees and the Company. The District Franchise Managers provide support and training to franchisees and their center staff, and also ensure that franchisee operations are in compliance with Company standards.

      Both the regional corporate operations teams and the franchise district managers can draw on additional resources within the Company to bring in expert advice on specific topics including marketing, curriculum, human resources, training, finance and business management, licensing, new center openings, state and federal grants, government relations, real estate and facilities management.

      Center Operations. Each center is managed by a Director who is supervised by an Area Manager. The Company places a great deal of emphasis on the recruitment, selection and ongoing training of Center Directors. Center Directors are hired by their respective Area Manager and Regional HR Manager from a pool of candidates who have undergone an initial psychological profile screen, a reference check, and a criminal background check. In addition, candidates are screened for the appropriate skills and abilities necessary for success in the position. All Center Directors are required by state regulations to have some minimum level of training, which is typically in the form of credit hours from a state approved training agency or an accredited educational institution. The Company prefers that potential Directors have a bachelor’s degree in early childhood education, child development or a health-related field plus a minimum of two years experience in a licensed child care facility. Many Directors are recruited from within the Company and have served as teachers or Assistant Directors in one of the Company’s centers. A Center Director has overall responsibility for the operations of a center including: ensuring that the center is operated in accordance with Company and state licensing standards and operating procedures; providing an educational, caring and safe environment for children and their parents; marketing the Company to parents and otherwise promoting the positive image of the Company in the community. The Center Directors receive a salary and bonus tied to the financial and operating performance of their center. Each Center Director is also responsible for hiring his or her staff, including teachers.

      The Center Director assesses and collects tuition and fees. All funds received by each center are deposited in an account established by the Company in a local bank. All payroll and most other center expenses are paid directly by the Company’s corporate office. Basic supplies are purchased by the centers pursuant to national vendor contracts negotiated by the corporate office to take advantage of volume buying

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      Training. The Company believes that the skills and expertise of the Director and staff at each center are among the most significant factors for parents selecting center-based child care programs. In order to enhance the quality of the staff at each center, the Company provides both externally and internally developed training programs for its personnel. It has developed training materials and manuals for its staff and conducts seminars for its Area Managers and Center Directors on such subjects as interpersonal and business skills, curriculum, health and safety, basic financial concepts and marketing. All management personnel (including Area Managers, Center Directors and Assistant Directors) participate in periodic training programs or meetings and must comply with applicable state and local licensing regulations. Center staff are required to participate in orientation and training sessions. The Company divides operations into regions, each of which has an on-site Regional Training Manager to assist in the development and implementation of its training programs. These training programs are designed to prepare and enhance the skills of its teachers to meet the Company’s internal standards and applicable state licensing requirements. All new Center Directors participate in a two-week training program immediately upon hire, followed by three-and-a-half days spent in our Director Academy within their first 120 days.

      Safety. The Company is committed to the health and safety of the children in its care. To prevent unauthorized persons from entering the center, virtually all centers are equipped with front door security systems requiring card keys, security codes, or other forms of access control. In addition, most centers use a double door entrance and have a centrally monitored security system to protect the center after hours. Each day, children must be signed in and out by parents, legal guardians or an authorized designee of the parent or guardian. All centers have at least one staff member trained in first aid and CPR.

      Center staff members are trained to detect child neglect and abuse, and are required by law and Company policy to immediately report all suspected instances. In the rare event that an employee is accused of child neglect or abuse, it is the Company’s policy to place the employee on administrative leave pending the results of an independent state agency investigation, in which the Company cooperates fully. No assurances can be made that allegations of child neglect or abuse will not be made in the future. However, allegations of child neglect or abuse against an employee are rare and, in most cases, covered by the Company’s general liability insurance. Since these incidents fall within the insurance policy limits, it is the Company’s position that such occurrences will not materially affect the financial position, results of operations, or cash flow of the Company. The Company maintains general liability insurance and appropriate umbrella policies in adequate amounts, as described under “Insurance”.

      Financial Planning, Budgeting and Cost Control. The Company has a program of financial planning and cost control which seeks to maximize operational profit without sacrificing quality child care. This goal is accomplished by actively engaging the Area Managers and Center Directors in the formulation and implementation of the budget for each center. Directors are then responsible for implementing the approved budget and become primarily responsible for the financial performance of the center. In order to encourage profitable performance, the Company has a financial incentive program for meeting or exceeding pre-approved budget goals.

      Facilities. Most of the Company’s centers are freestanding structures leased or owned by the Company. The Company utilizes prototype buildings designed specifically for each state emphasizing energy efficiencies, lower maintenance costs and enhanced appearance. Depending on the state, these prototype designs for Childtime centers generally contain between 7,900 to 9,000 square feet in a one story, air-conditioned building; Tutor Time centers are typically larger with prototype centers averaging over 10,000 square feet.

      The interiors primarily consist of closed classrooms bordering a central hallway. This design allows children the freedom to explore their environment as well as the staff’s need to be able to monitor activities in the classroom. The Company’s centers contain classrooms, recreational areas, a kitchen and bathroom facilities and are designed to accommodate the grouping of children by age or development level. Two unique features of Tutor Time centers are the Tutor Towne Village® and self-contained classrooms. The Tutor Towne Village® is a common room outfitted with a child-sized post office, firehouse, and other facades that create a

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      As of April 2, 2004, the Company operated 333 Company-owned centers and franchised 137 centers. Aggregate licensed capacity for these centers was over 50,000 children. The capacity of centers differs from state to state because of various licensing requirements.

      Management Contracts. As of April 2, 2004, the Company also had contracts to manage nine child care centers. Many of these centers are located on or near the premises of a specific employer and involve varying degrees of involvement from the employer, such as ownership of the premises, minimum enrollment guarantees, the assumption of financial responsibility for the ongoing operations of the center, other management arrangements, or any combination of the above. Historically, public agencies and hospitals have been the principal employers providing or otherwise arranging for child care services for their employees.

Marketing

      The Company believes that the quality of a center’s director, staff and center location, supported by consistent national and localized marketing and sales efforts, are the key components to a successful, profitable center. The Marketing Department is responsible for implementing two separate marketing strategies to support both the individual development of the Childtime and Tutor Time brands, as well as providing marketing and sales training and support for both corporate and franchise centers.

      The core marketing strategy for the Company is to focus on developing cost-efficient programs that drive enrollments, especially during the peak periods of Back to School, Summer Camp, and Winter Enrollment. The Company’s primary year-long advertising strategy is Yellow Pages, the top source of new enrollments each year. Other year-long marketing initiatives include: media relations, community events, customer referrals, collateral material development and Internet marketing. Peak enrollment period advertising strategies consist of using several mediums in each center’s area to saturate the marketplace during a set time period and may consist of: direct mail, radio, Val-Pak, ADVO, and ads in local publications. All marketing materials are customized with the nearest centers information as well as a toll-free number and Website address where interested customers can obtain more information about the Company or their nearest center.

Seasonality

      Generally, the Company’s accounting periods are organized into 13 four-week periods, with 4 four-week periods comprising the first fiscal quarter and 3 four-week periods comprising each of the second, third and fourth fiscal quarters. Consequently, the Company’s revenues, gross profit and operating results for the first quarter are favorably impacted by the additional four weeks included in that quarter. Periodically, as was the case in fiscal 2004, due to the Company’s closing the fiscal year on the Friday closest to March 31, the Company will have five weeks in the thirteenth period of its fiscal year.

      Due to the impact of summer vacation, in July and August of each year (the last month of the Company’s first fiscal quarter and the first month of the Company’s second fiscal quarter), the Company has historically experienced an enrollment decline. In addition, the Company typically experiences revenue declines in the months of November and December due to the impact of several major holidays. To partially offset these declines, the Company has successfully implemented and marketed both a summer camp program with a new theme and focus each year, as well as a December holiday camp.

      New enrollments are generally highest in September and January; accordingly, August and December are traditionally the best months to open new centers. Total enrollments (and, accordingly, the Company’s

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Competition

      The child care and preschool education industry is highly fragmented and competitive and has historically been dominated by small, local nursery schools and child care centers. The Company’s competition consists principally of local nursery schools and child care centers (some of which are non-profit, including church-affiliated centers), providers of services that operate out of homes, and other proprietary multi-unit child care center providers, some of which are larger and may have substantially greater financial resources than the Company. Among the larger providers of for-profit child care and preschool education are KinderCare Learning Centers, Inc., La Petite Academy, Inc., and Knowledge Learning Corporation. Bright Horizons Family Solutions, Inc. is the largest competitor in the at-work/management contract segment. Major competitors in the franchise segment include Goddard Schools, Primrose Schools, and Kiddie Academy.

      The Company believes it is able to compete favorably with these providers by offering a high quality level of child care services. This is especially true in competing against local nursery schools, child care centers and in-home providers where the Company is often at a price disadvantage, because these providers generally charge less for their services than the Company charges. Many church-affiliated and other non-profit child care centers have lower occupancy costs than the Company and may receive donations or other funding to cover operating expenses. Consequently, operators of such centers may charge tuition rates that are less than the Company’s rates. In addition, fees for home-based and not-for-profit care are normally lower than fees for center-based care, because these providers are often not regulated and, thus, not required to satisfy the same health, safety, insurance or state regulations as the Company’s centers.

      The Company competes by hiring and training quality Center Directors and by offering professionally-planned educational and recreational programs, well-equipped facilities, and trained staff and supervisory personnel. In addition, the Company provides a range of enrichment programs, including foreign language, dance, music and karate. The Company also provides drop in service, and the transportation between the Company’s child care centers and schools of children enrolled in the Company’s before and after school program.

Personnel

      As of April 2, 2004, the Company employed approximately 7,500 persons (including part-time and substitute caregivers), of which 100 are employed at the corporate headquarters in Michigan, 19 are employed at regional offices and 33 are employed as Area Managers or Franchise District Managers. The remainder are employed at the Company’s child care centers. Center employees include Center Directors, Assistant Directors, full-time and part-time teachers, caregivers, substitute caregivers, aides and other staff, including cooks and van drivers. All Center Directors, Regional Managers, Area Managers and most corporate supervisory personnel are salaried; all other employees are paid on an hourly basis. The Company does not have an agreement with any labor union and believes that its relations with its employees are favorable.

Regulation

      Child care centers are subject to numerous state and local regulations and detailed state licensing requirements. Although these regulations vary from jurisdiction to jurisdiction, government agencies generally review, among other things, the adequacy of buildings and equipment, licensed capacity, the ratio of staff to children, staff training, record keeping, the dietary program, the daily curriculum and health and safety standards. In most jurisdictions, these agencies conduct scheduled and unscheduled inspections of centers, and licenses must be renewed periodically. In a few jurisdictions, new legislation or regulations have been enacted or are being considered which establish requirements for employee background checks or other clearance procedures for new employees of child care centers. Repeated failures by a center to comply with applicable regulations can subject it to state sanctions, which might include fines, corrective orders, being placed on

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      For the fiscal year ended April 2, 2004, approximately 22% of the Company’s revenues were generated from federal and state child care assistance programs, primarily the Child Care and Development Block Grant and At-Risk Programs. These programs are typically designed to assist low-income families with child care expenses and are administered through various state agencies. Although no federal license is required at this time, there are minimum standards that must be met to qualify for participation in certain federal programs. There is no assurance that funding for such federal and state programs will continue at current levels and a significant reduction in such funding may have an adverse impact on the Company.

      There are certain tax incentives for parents utilizing child care programs. Section 21 of the Internal Revenue Code provides a federal income tax credit ranging from 20% to 35% of certain child care expenses for “qualifying individuals” (as defined therein). The fees paid to the Company for child care services by eligible taxpayers qualify for the tax credit, subject to the limitations of Section 21. For 2002, 2003 and 2004 the tax credit ranges from 20% to 35% of qualifying child care expenses and is limited to $3,000 for one child and $6,000 for two or more children. Therefore, the maximum credits range from $600 to $1,050 for one child and $1,200 to $2,100 for two or more children. Tax incentives provided under the Internal Revenue Code are subject to change.

      The Company must also comply with the Americans with Disabilities Act (“ADA”), which prohibits discrimination on the basis of disability in public accommodations and employment. Costs incurred to date by the Company to comply with the ADA have not been significant. A determination that the Company is not in compliance with the ADA, however, could result in the imposition of fines or an award of damages to private litigants, and could require significant expenditures. The Company believes that the majority of its centers are substantially in compliance with all material ADA requirements.

Insurance

      The Company’s insurance program currently includes the following types of policies: workers compensation, commercial general and automobile liability, commercial property, director and officer liability, flood coverage in applicable locations, excess “umbrella” liability, and a medical payment program for accidents which provides secondary coverage for each child enrolled in a Company center. The policies provide for a variety of coverages and are subject to various limits and deductibles. For fiscal 2003 and 2002, the Company’s policies for workers compensation had a deductible of $250,000 per occurrence. For fiscal 2004, the workers compensation did not have a deductible. The commercial general liability policy has a $1,000,000 limit per occurrence, with a $3,000,000 general aggregate limit per location. There is a separate limit for sexual abuse and molestation coverage of $1,000,000 for each occurrence and $3,000,000 in the aggregate, with defense limits of $1,000,000 per occurrence and $3,000,000 in the aggregate. The Company also has excess “umbrella” coverage, relating to general liabilities (exclusive of sexual/physical abuse claims) in the amount of $20,000,000 per year. Management believes the Company’s current insurance coverages are adequate to meet its needs.

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Item 2. Properties

      The following table shows the locations of the Company’s centers, including those operated under management contracts, as of April 2, 2004 (the numbers reflect the number of centers in that state or country):

      As of April 2, 2004, the Company operated 269 Childtime centers and 64 Tutor Time corporate centers. Of the Childtime centers, 222 were operated under lease or operating agreements, 38 were owned and nine were operated under management contracts. Of the Tutor Time corporate centers, all 64 were under lease agreements. Both the Childtime and Tutor Time leases have terms ranging from 1 to 25 years, often with renewal options, with most leases having an initial term of 5 to 20 years. The leases typically require the Company to pay utilities, maintenance, insurance and property taxes, and some provide for contingent rentals if the center’s revenues exceed a specified base level. In addition, the Company serves as guarantor on 59 franchise leases.

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      As of April 2, 2004, the Company had leases or operating agreements with initial terms (including renewal options) expiring as follows:

*	Includes one U.S. Government operating contract with indefinite terms

Item 3. Legal Proceedings

      Various legal actions and other claims are pending or could be asserted against the Company including pending claims relating to exposure to mold and other contaminants resulting from the condition of one of the Company’s centers. In addition, the Company has and will continue to vigorously protect its rights against parties that violate franchise agreements or infringe on its intellectual property rights. Litigation is subject to many uncertainties; the outcome of individual litigated matters is not predictable with assurance, and it is reasonably possible that some of these matters may be decided unfavorably to the Company. It is the opinion of management that the ultimate liability, if any, with respect to these matters will not materially affect the financial position, results of operations or cash flows of the Company beyond amounts already accrued.

Item 4. Submission of Matters to a Vote of Security Holders

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