Gisborne Hospital 421 Ormond Road, Mangapapa, Gisborne
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Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Planet Sunshine Early Childhood Service operates in the Children's Ward of Hauora Tairāwhiti, Gisborne Hospital. The service is operated by one Hospital Play Specialist (HPS) who is a registered early childhood teacher. The playroom is licensed to cater for 11 children under primary school age, including five aged up to two years. The HPS is part of the multidisciplinary teams that support children's development, learning and emotional wellbeing when they are hospitalised. She also contributes to the wider aspects of paediatric care, providing support at bedsides for hospitalised children of primary and secondary school age, their siblings and whānau.
The Clinical Care Manager for Women, Children and Youth has oversight of the management and operation of the service. The Children's Ward Clinical Nurse Manager oversees day-to-day management. A healthcare assistant is available to support the HPS.
The service's philosophy emphasises the importance of developing responsive, reciprocal relationships with whānau and a safe and welcoming environment that celebrates cultural diversity and honours the principles of Te Tiriti o Waitangi.
The April 2016 ERO report identified that significant development of practice was needed particularly in relation to: supporting children with diverse needs; planning for learning; and development of internal evaluation.
Management needed to: revise the philosophy underpinning teaching and learning; develop guidelines to support practice and understanding of responsibilities; establish long-term planning and improved understanding of hospital-based education and care legislation; and support for teacher development.
Non-compliance with the Education (Early Childhood Services) Regulations 2008 was also identified. Since that time, the service has received targeted support through a Ministry of Education funded programme, Strengthening Early Learning Opportunities (SELO). Progress is evident. However, some aspects of compliance continue to need addressing.
Hospital Play Specialist practice is strongly driven by the centre philosophy and waka values of Hauora Tairāwhiti. Priority is given to developing responsive relationships with parents and whānau to support the wellbeing of their children in the hospital situation. This includes their transitions into the hospital and also on to other services.
Families' cultures, languages and identities and te ao Māori are valued and acknowledged. This commitment is reflected in the play service's strategic intent that has been established since the previous ERO review, to guide development. The HPS has identified that seeking connections in the community to support the building of authentic relationships in her hospital role will continue. She also plans to continue to develop the multicultural perspective in the physical environment.
The playroom is resourced to support a range of interests and activities, including for infants and toddlers. Children and adults enjoy the opportunities provided for respite and socialisation. An outdoor area is being improved over time. Plans are in place to redevelop the space and replace equipment. Families continue to help with the development of the garden.
The HPS uses a range of effective strategies to promote children's engagement and participation in the experiences offered. Parents are encouraged to share home information that is valued and used to make purposeful connections with children.
Appropriately responsive planning is developed by the HPS, in collaboration with parents and whānau, to support children's participation in the hospital setting. Individual development plans for long-term children record their special interests and strategies to promote their continued wellbeing over time. The HPS has identified the need to continue to work on making the early childhood curriculum, Te Whāriki, more visible in planning and seek appropriate professional learning and development to support understanding and implementation of the revised curriculum. ERO's evaluation confirms this direction. Guiding documents for curriculum should also be developed to support sustainability of practice and programme evaluation.
The HPS is an integral part of the multidisciplinary teams and valued in her role. She is pro-active in seeking ways to strengthen outcomes for children and encouraged and supported to take up development opportunities. The SELO process has helped establish professional networks.
Some work has been undertaken to improve review processes. Parent and whānau views are regularly sought and responded to. A framework for internal evaluation has been adopted. Further development of understanding and use of this framework is necessary.
An appraisal process for the HPS, linked to the code of practice for teachers, is in the early stages of implementation. This has the potential to support ongoing improvement in practice. The HPS has collected evidence to show she meets professional teaching requirements. She has yet to be effectively appraised in her teaching role.
The well-defined governance and management framework identifies reporting lines and personnel roles. A collaborative and inclusive approach to operation continues to benefit the service. A strategic plan is in place and management has identified the need to strengthen the evaluation of progress towards goals and the quality assurance process, through improved planning and reporting. By clearly defining outcomes and actions on long-term plans, and linking reporting to these outcomes, measurements of progress and identification of next steps should be more easily determined.
Management and the HPS should continue to develop:
guidelines and role expectations for practice and operation, particularly in relation to health and safety, HPS appraisal, long-term planning, quality assurance and curriculum. These should support consistent understanding and evaluation of performance
ERO, management and the HPS agree that priorities are to continue to strengthen:
planning for learning linked to Te Whāriki, the early childhood curriculum
understanding and use of internal evaluation
the HPS appraisal process
the quality of governance and management.
ERO recommends that the HPS seeks the services of a professional advisor, or mentor, to support the continued successful implementation of licensed hospital-based early childhood service and professional teaching requirements.
Before the review, the staff and management of Planet Sunshine Early Childhood Service completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO identified non-compliance in relation to aspects of management, premises and facilities. The service provider must ensure that:
In order to improve current practice the service provider should:
The next ERO review of Planet Sunshine Early Childhood Service will be in three years.
Patricia Davey
Deputy Chief Review Officer Central (Acting)
Te Tai Pokapū - Central Region
25 June 2018
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
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Location |
Gisborne |
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Ministry of Education profile number |
45558 |
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Institution type |
Hospital-based Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for / notional roll |
11 children including up to 5 aged under 2 |
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Number of hospital play specialists in this service |
One |
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Required ratios of adults to children |
Under 2 |
1:5 |
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Over 2 |
1:6 |
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Review team on site |
June 2018 |
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Date of this report |
25 June 2018 |
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Most recent ERO report(s) |
Education Review |
April 2016 |
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ERO’s overarching question for a hospital-based service education review is ‘How well placed is this service to contribute to children’s learning and promote their wellbeing?’
Tikanga whakaako – how approaches to teaching and learning respond to diversity, contribute to children’s learning and promote their wellbeing
Within these areas ERO considers the effectiveness of arotake – self review and of whanaungatanga – partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children have an opportunity to benefit from quality early childhood education. ERO will report on how well each service responds to children who are Māori, Pacific, have diverse needs, and are up to two years of age.
For more information about the framework and Ngā Pou Here refer to the methodology for ERO reviews in Hospital-based Education and Care Services.
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.
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Not well placed |
Requires further development |
Well placed |
Very well placed |
Planet Sunshine Early Childhood Service provides good support for children's wellbeing and learning while they are in hospital. However, effective processes for strategic management planning, internal review and continual improvement have not yet been established.
ERO's findings that support this overall judgement are summarised below.
Planet Sunshine Early Childhood Service operates in the children's ward of Hauora Tairawhiti, Gisborne Hospital. The service is operated by one Hospital Play Specialist (HPS) who is a registered early childhood teacher. The playroom is licensed to cater for eleven children under primary school age, including five aged under two years. The HPS is part of the multidisciplinary teams (MDT) that support children's development, learning and emotional wellbeing when they are hospitalised. She also contributes to the wider aspects of paediatric care, providing support at bedsides, for hospitalised children of primary and secondary school age, their siblings, and whānau.
The Clinical Care Manager for Women, Child and Youth Services has oversight of the management and operation of the service. The Children's Ward Clinical Nurse Manager oversees day-to-day management. A healthcare assistant is available to support the HPS.
The service's philosophy emphasises the importance of providing a high quality environment where play is a fundamental building block for children's development and wellbeing, together with positive learning outcomes for children.
Planet Sunshine Early Childhood Service opened in 2010 and was relicensed in 2014. This is its first ERO review.
The Hospital Play Specialist has well established connections with the community. She develops relationships with children and their whānau that promote their wellbeing and sense of belonging in the hospital situation. She is responsive to their needs and interests, and provides advice and guidance for families. These relationships support children and whānau as they transition into the hospital and when they go home.
Managers and the HPS have a strong commitment to developing culturally responsive practices. The values of whakarangatira, awhi, kotahitanga and aroha underpin the Hauora Tairāwhiti vision for strengthening engagement with the community. The HPS is considering seeking assistance from the cultural support services in the hospital to help her provide better support for the diverse needs of whānau. Ministry of Education publications, Tātaiako: Cultural Competencies for Teachers of Māori Learners and the Pacific Education Plan would also support this development.
The playroom provides children, their siblings and whānau with free access to resources, as well as opportunities to relax and to be creative. Displays celebrate children's art, the local community and history, and foster a sense of belonging for children who return to hospital. Upgrading the outdoor environment and improving curriculum resources are strategic priorities for managers and the HPS.
Programmes respond well to children's emerging interests, and their learning and medical needs. The HPS records children's learning experiences in written narratives and photographs. These learning records could be strengthened, particularly for children who are in hospital for longer periods by:
better analysis of learning in relation to Te Whāriki, the early childhood curriculum, and the identification of teaching strategies and next learning steps
including children's home languages, cultural identity and whānau contributions
evaluating the impact of the programme over time and its effectiveness in achieving the desired outcomes for children.
A well-defined governance and management framework identifies reporting lines and personnel roles. A recently developed strategic plan is linked with Hauora Tairāwhiti's vision and values and outlines priorities for service development. There is a collaborative and inclusive approach to managing and leading the service. The HPS regularly reflects on her practice. She seeks and values whānau feedback and is supported by managers to continue her professional learning and development.
Legal requirements for hospital-based education and care are well understood at the HPS and management levels. However, there is not yet a clear shared understanding by managers or the HPS about high quality practices or legal requirements for hospital-based early childhood services. Processes for long-term strategic planning, internal evaluation and continual quality improvement have not yet been established.
To improve the quality and sustainability of the service, and to be assured that the service is meeting its legal requirements, managers and the HPS now need to:
establish shared expectations and understandings in relation to the education and wellbeing outcomes for children, and the legal requirements of a hospital-based early childhood service
identify a vision for the service, revise the philosophy statement and establish long-term strategic planning that links to desired outcomes
clearly define roles and responsibilities and establish comprehensive up-to-date guidelines to support management and HPS practices
implement a process of regular, improvement-focused internal evaluation to identify priorities for development and monitor processes towards strategic goals
focus the HPS' professional development goals more specifically on improving teaching practice.
Before the review, the staff and management of Planet Sunshine Early Childhood Service completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:
curriculum
premises and facilities
health and safety practices
governance, management and administration.
During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:
emotional safety (including positive guidance and child protection)
physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
evacuation procedures and practices for fire and earthquake.
All early childhood services are required to promote children’s health and safety and to regularly review their compliance with legal requirements
ERO identified areas of non-compliance relating to governance, management, premises and facilities. To meet requirements the service needs to :
make detailed information about Ministry of Education funding and expenditure available to parents
ensure that the service curriculum is consistent with the prescribed curriculum framework and informed by assessment, planning and evaluation
affirm that outdoor spaces are safe and suitable for their intended use.[Licensing Criteria for Hospital-based Education and Care Centres 2008, GMA3, C1, C2, PF3]
In order to improve current practice the service provider should ensure:
the annual budget clearly states staffing costs, leave entitlements, professional development and equipment and operational allowances for the service
the annual HPS performance management and appraisal process meets the requirements of the Education Council of New Zealand.
ERO recommends that the service consult with the Ministry of Education and plan to address the key next steps and actions outlined in this report.
The next ERO review of Planet Sunshine Early Childhood Service will be within two years.
Joyce Gebbie
Deputy Chief Review Officer Central
27 April 2016
The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.
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Location |
Gisborne |
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Ministry of Education profile number |
45558 |
||
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Licence type |
Hospital Based Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
11 children, including up to 5 aged under 2 |
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Service roll |
Variable |
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Gender composition |
Variable |
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Ethnic composition |
Variable |
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Number of hospital play specialists in the service |
One |
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Reported ratios of staff to children |
Under 2 |
1:5 |
Better than minimum requirements |
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Over 2 |
1:6 |
Better than minimum requirements |
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Review team on site |
February 2016 |
||
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Date of this report |
27 April 2016 |
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Most recent ERO report(s) |
No previous ERO reports |
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ERO’s overarching question for a hospital-based service education review is ‘How well placed is this service to contribute to children’s learning and promote their wellbeing?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:
Pou Whakahaere– how the service determines its vision, philosophy and direction to contribute to children’s learning and promote their wellbeing
Pou Ārahi– how leadership is enacted to contribute to children’s learning and promote their wellbeing
Mātauranga– whose knowledge is valued and how the curriculum is designed to contribute to children’s learning and promote their wellbeing
Tikanga whakaako– how approaches to teaching and learning respond to diversity, contribute to children’s learning and promote their wellbeing
Within these areas ERO considers the effectiveness ofarotake– self review and ofwhanaungatanga– partnerships with parents and whānau.
ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.
A focus for the government is that all children have an opportunity to benefit from quality early childhood education. ERO will report on how well each service responds to children who are Māori, Pacific, have diverse needs, and are up to the age of two.
For more information about the framework and Ngā Pou Here refer to the methodology for ERO reviews in Hospital-based Education and Care Services.
The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to contribute to children’s learning and promote their wellbeing. The categories are:
ERO has developed criteria for each category. These are available on ERO’s website.
ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that contribute to children’s learning and wellbeing and are useful to the service.