Tauranga Hospital Play Service

Education institution number:
40269
Service type:
Hospital Based
Definition:
Not Applicable
Telephone:
Address:

Children's Ward, Cameron Road, Greerton, Tauranga

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Tauranga Hospital Play Service

1 Evaluation of Tauranga Hospital Play Service

How well placed is Tauranga Hospital Play Service to contribute to children’s learning and promote their wellbeing?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Tauranga Hospital Play Service is a stand-alone service located in a purpose-built facility in the children's ward of Tauranga Hospital. It provides a five-hour morning session for children who are hospitalised for short or long stays. Programmes are also provided in the ward for children whose health care requirements prevent them from attending the activity room. The service is licensed for 22 children up to six years of age. Numbers of children fluctuate daily. Many families are Māori and there is an increasing number of children from other ethnic groups in the ward.

The hospital play service team leader heads a team of three part-time qualified hospital play specialists (HPS). The service is governed by the Bay of Plenty District Health Board (BOPDHB). The team leader has responsibility for the day-to-day management of the service and is well-supported by the paediatric ward clinical nurse manager.

The service’s philosophy emphasises reciprocal and respectful relationships with whānau that prioritise the needs of each child. The programme aims to provide learning experiences that help to minimise the negative stresses and anxieties of medical treatment and hospitalisation. Links to Te Whāriki, the early childhood curriculum, and a commitment to the bicultural heritage of Aotearoa New Zealand are highly evident.

Since the 2016 ERO evaluation the service roll has increased, resulting in the appointment of a fourth team member. The service has responded well to the key areas for development in the previous ERO report.

The Review Findings

The service’s philosophy is effectively implemented and evident in practice. A well-resourced and attractively presented learning environment offers a variety of experiences to encourage exploration. Children explore medical play and make sense of their hospital experiences. HPS take time to listen to children, fostering their literacy development and understanding of medical language. Parents and whānau enjoy the opportunities to play alongside their children. Children experience a curriculum that is responsive to their individual needs and supports their emotional wellbeing.

Children and their whānau experience a curriculum where local legends, history and sites of significance are incorporated into play in a meaningful and respectful manner. Ongoing communication helps to establish each child’s strengths, interests and needs so that resources can be provided to support their learning. Children are empowered to see that they can have control over how they experience the often-complex medical procedures they will undergo.

Assessment practices support children to understand and contribute to decisions about their learning and what happens to them in the hospital. HPS plan the programme in response to each child’s strengths, preferences and need for support. They use a variety of assessment methods to capture children’s progress and development over time. Greater visibility of all children's language and culture in assessment would strengthen their sense of identity.

There are positive, sensitive and responsive relationships between HPS, children and their whānau. HPS, in partnership with parents and whānau, implement effective transition arrangements to support children’s transition between home, hospital and the wider community. They support infants by reducing parent and whānau anxiety around medical procedures and hospital care.

HPS advocate for the rights of children and their whānau. Collaborative ways of working are fostered with everyone involved in the service, including the wider healthcare organisation. A distributed leadership approach recognises the strengths of individuals and fosters leadership opportunities. Continuity of staffing has led to the development of reciprocal relationships with children and their whānau over time. Children’s learning and development is well supported through caring, learning focused partnerships.

Internal evaluation is focused on improvement. Relational trust is highly evident and enables collaboration and openness to change and improvement. Ongoing professional learning and development enhances children's learning and wellbeing. Leaders recognise the need to continue to build the evaluation capability of the team.  

Positive outcomes for children are supported through responsive partnerships. The BOPDHB health strategy Te Toi Ahorangi, developed in consultation with iwi, has a strong focus on equity. This has influenced the strategic priorities of this service. Clear systems and processes, policies & procedures effectively guide the service. The learning and wellbeing of children are the primary considerations in decision making.

Key Next Steps

ERO and management agree that priorities for development are to:

  • strengthen the visibility of all children’s language and culture in assessment documentation in order to build children’s sense of identity
  • continue to strengthen culturally responsive practice, including use of te reo Māori in spoken interactions with children and their whānau, promoting te ao Māori
  • continue to build evaluation capability of leaders and teachers, focused on outcomes for children, that leads to ongoing change and improvement
  • develop a procedure to guide practice of the service’s professional growth cycle.

Management Assurance on Legal Requirements

Before the review, the staff and management of Tauranga Hospital Play Service completed an ERO Hospital-based Education and Care 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.

Phil Cowie
Director Review and Improvement Services (Central)
Central Region - Te Tai Pūtahi Nui

18 May 2021

2 Information about the Early Childhood Service

Location

Tauranga

Ministry of Education profile number

40269

Licence type

Hospital Based Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for / notional roll

22 children, including up to 5 aged under 2

Number of hospital play specialists in the service

4

Reported ratios of staff to children

Under 2

2:5

Better than minimum requirements

Over 2

1:5

Better than minimum requirements

Review team on site

March 2021

Date of this report

18 May 2021

Most recent ERO report(s)

Education Review

January 2016

Education Review

September 2013

The Purpose of ERO Reports

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.

3 General Information about Hospital-based Service Reviews

ERO’s Evaluation Framework

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 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.

ERO’s Overall Judgement

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed
  • Well placed
  • Requires further development
  • Not well placed

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.

Tauranga Hospital Play Service - 29/01/2016

1 Evaluation of Tauranga Hospital Play Service

How well placed is Tauranga Hospital Play Service to contribute to children’s learning and promote their wellbeing?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.

Background

Tauranga Hospital Play Service is located in a purpose-built facility in the children's ward of the hospital. It provides a four-hour morning session for children who are hospitalised for short or long stays. Programmes are also provided in the ward for children whose health care requirements prevent them from attending the activity room.

The service is governed by the Bay of Plenty District Health Board. Daily management of the service is the responsibility of the hospital play specialist (HPS) team leader. The team of three HPS are registered early childhood teachers.

The service’s philosophy emphasises reciprocal and respectful relationships with families/whānau that prioritise the needs of each child. The programme provides learning experiences and helps to minimise the negative stresses and anxieties of medical treatment and hospitalisation. Links toTe Whāriki, the early childhood curriculum, and a commitment to the bicultural heritage of Aotearoa New Zealand are highly evident.

Positive aspects identified in ERO’s 2013 and 2010 reports have been sustained over time. Respectful relationships with families, and effective leadership and internal evaluation systems remain features of the service. The HPS have continued to strengthen bicultural practices and enhance the profile of the service within the hospital and community.

The Review Findings

Children confidently explore resources with family members and the HPS. They are involved in play and conversations about their home lives, everyday activities and medical play. Children are relaxed and engaged as they make choices about their experiences in the activity room. Families’ participation in the programme is valued and encouraged. Information shared by parents is well used by HPS to build relationships with individual children.

The service's philosophy is highly evident in practice. The HPS communicate respectfully with children and families. They form positive relationships that help to promote the wellbeing of children in hospital. Skilled HPS listen carefully to children and respond to their ideas. The HPS find out about children's interests and strengths, make links to children's home experiences and provide resources to support learning. Their welcoming and caring interactions prompt children to explore medical play and begin to make sense of their hospital experiences.

A creative and thoughtfully presented indoor area prompts children’s creativity, exploration and investigation. A planned upgrade of the deck area is currently underway.

Māori children can see that their heritage is valued and celebrated in the activity room. The HPS team is committed to developing bicultural practices and increasing the use of te reo Māori in conversations. The team is also considering ways to be more responsive to an increasingly culturally diverse community.

The curriculum is highly effective in contributing to children's learning and promoting their wellbeing. Deliberate practices to assess and plan for individual children’s learning and wellbeing are well established. Children’s strengths and interests are clearly shown in group programme records. HPS skilfully identify the learning that happens in play.

The HPS work together to enrich children’s experiences while in hospital. There is a collaborative team culture of professionalism and high expectations in all aspects of service operations. The team leader's focus on shared leadership enables HPS to utilise their individual and collective strengths. They network widely with other early childhood services and play specialists in other hospitals. Participation in professional development contributes to improved HPS skills, knowledge and practice. The work of the HPS team is highly valued by medical staff in the children's ward.

Sound systems and policies guide the operation of the service. Useful long-term goals, good internal evaluation processes and a robust appraisal system enable HPS to make positive changes to support children’s learning and wellbeing. The team could add to the long-term plan each year to maintain future-focused goals.

Key Next Steps

To enhance existing high quality practices, ERO and hospital play specialists agree that next steps include:

  • Amending the HPS appraisal process to align with Registered Teacher Criteria to meet Education Council requirements
  • evaluating progress towards long-term goals and outcomes for children as a result of changes made through teacher reflection and internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Tauranga Hospital Play Service completed an ERO Hospital-based Education and Care 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Tauranga Hospital Play Service will be in four years.

Graham Randell

Deputy Chief Review Officer Northern

29 January 2016

The Purpose of ERO Reports

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.

2 Information about the Hospital-based Education and Care Service

Location

Greerton, Tauranga

Ministry of Education profile number

40269

Licence type

Hospital Based Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

22 children, including up to 5 aged under 2

Service roll

Roll numbers change daily

Number of hospital play specialists in the service

3

Reported ratios of staff to children

Under 2

1:5

Meets minimum requirements

 

Over 2

1:10

Meets minimum requirements

Review team on site

November 2015

Date of this report

29 January 2016

Most recent ERO report(s)

Education Review

September 2013

 

Education Review

October 2010

 

Education Review

January 2008

3 General Information about Hospital-based Service Reviews

ERO’s Evaluation Framework

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.

ERO’s Overall Judgement and Next Review

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:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

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.