Waikato Hospital Pembroke Street, Hamilton Central, Hamilton
View on map|
Not well placed |
Requires further development |
Well placed |
Very well placed |
Waikids Early Childhood Centre is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
Waikids Early Childhood Centre is located in the paediatric wards of the Waikato Hospital District Health Board, a regional hospital for the Waikato region (DHB). The hospital play specialists (HPS) provide programmes for children admitted to the paediatric wards aimed at minimising the stressors associated with hospitalisation and care of children and their whānau. The Waikids activity play room is part of the hospital-based early childhood centre, licensed to provide sessional programmes Monday to Friday.
There are nine HPS who have early childhood teaching qualifications and additional hospital-based qualifications. These specialists provide developmental preparation and medical procedural support within the clinical setting of the paediatric wards, activity room and, by referral, in other sites and clinics within the hospital.
The service operates under the governance and management of Waikato District Health Board. The management structure is made up of a manager of children’s health, team leader and play specialists. Since the last ERO review, the service has introduced a team leader position to its management structure. The service has a positive ERO reporting history and responded well to the recommendations of the 2016 ERO report.
The Waikids philosophy is underpinned by the principles of Te Whāriki, and places priority on family and community/whānau tangata, holistic development/kotahitanga, relationships/Ngā hononga and empowerment/whakapapa. Education and care values encompass Te Tiriti o Waitangi and promoting the use of te reo and tikanga Māori practices. The service operates under the DHB health care model of Te Whare Tapa Whā.
HPS practices are highly effective in promoting positive outcomes for children. They enact the principles of Te Whāriki. Children and their families benefit from HPS who promote advocacy, diversity, equity, and social justice. Children’s wellbeing is at the forefront of all decision making.
HPS skilfully develop strong relationships with families and work in partnership with them. They ensure parents and whānau have a sense of ownership, are involved in educational and heath care decisions.
Children's wellbeing is a priority and thoughtfully planned for. A playroom and multi-sensory room provides children and whānau with relaxing and calming environments away from medical procedures. The rooms are purposefully arranged and children can access high-quality resources to normalise the often unfamiliar hospital environment. Children’s ongoing learning and positive social interactions are well supported.
The service's curriculum is highly responsive to the nature and complexity of hospital-based context. Through their play children are supported to develop strategies to cope with potentially stressful situations that are a result of their health needs. They are empowered to develop dispositions such as resilience and positive ways to cope with the challenges of their ongoing medical treatment. HPS use a wide range of highly-effective strategies to support children. They are skilled in developing relationships providing children with encouragement and distraction during medical procedures.
Māori children’s learning and wellbeing needs are well supported by HPS. The importance of Treaty of Waitangi partnerships is promoted through reciprocal relationships with whānau and a commitment to acknowledging children’s language, culture and identity through curriculum experiences.
Individual plans are personalised for the needs of the child and the wider family. HPS have high levels of theoretical knowledge in education and care for children. Collaborative ways of working are fostered within the wider health care organisation. HPS work within a multidisciplinary team of other specialists. Information is shared and this supports HPS to effectively assess, plan and respond to individual children and family circumstances.
Children’s ongoing educational interests and needs are catered for in the following ways:
Management and leadership of the service are highly effective. Strategic planning clearly identifies the services priorities to promote the learning and wellbeing of each child. Progress towards identified strategic goals are monitored and evaluation. Robust internal evaluation practices enable the service to sustain quality and continually improve systems and practice. Currently HPS have individual inquires and goals to continue to develop their practice. Collectively HPS are reviewing the service's bicultural curriculum. These practices ensure the service is very well placed to sustain practices that have positive outcomes for children and their whānau in the context of a hospital-based environment.
The key next step for Waikids Early Childhood Centre is to continue to develop and evaluate culturally responsive practices for Māori and Pacific children.
Before the review, the staff and management of Waikids Early Childhood Centre 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 Region
10 June 2019
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.
|
Location |
Hamilton |
||
|
Ministry of Education profile number |
34075 |
||
|
Licence type |
Hospital Based Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for / notional roll |
31 children, including up to 20 aged under 2 |
||
|
Number of hospital play specialists in the service |
9 |
||
|
Reported ratios of staff to children |
Under 2 |
1:5 1:8 |
|
|
Over 2 |
|||
|
Review team on site |
April 2019 |
||
|
Date of this report |
10 June 2019 |
||
|
Most recent ERO report(s) |
Education Review |
January 2016 |
|
|
Education Review |
August 2013 |
||
|
Education Review |
December 2010 |
||
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 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 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.
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.
|
Not well placed |
Requires further development |
Well placed |
Very well placed |
ERO's findings that support this overall judgement are summarised below.
Waikids Early Childhood Centre operates as an early education and therapeutic support service throughout the children's wards in Waikato Hospital. The service is governed by the Waikato District Health Board. Day-to-day management of the service is shared by a team of hospital play specialists (HPS) and the child health unit manager. They work in conjunction with the interdisciplinary teams responsible for working with children and their families.
The playroom is licensed for 13 children, including six up to two years of age. The number of children in hospital who might use the service fluctuates daily. Many whānau have Māori or Pacific heritage. The service is staffed by five qualified early childhood teachers, four of whom hold an additional hospital-based qualification. A hospital play specialist assistant role has been added to the team for a fixed term period.
The service promotes play and learning to comfort and support the wellbeing of children while they are in the unfamiliar setting of the hospital. HPS work with children at their bedsides, in the playroom or in other parts of the hospital. They support children to deal with complex medical procedures. Families and children's siblings are able to access the playroom.
Very recently, the service has been given significant permanent space that is now used as a playroom with space for infants and toddlers, a teen room and an isolation play space for children with infections. HPS are in the process of further outfitting and resourcing these spaces.
Waikids Early Childhood Centre is led by a team of passionate and committed HPS with strong support from the child health unit manager. They work effectively with children and their whānau, increasing their sense of wellbeing and belonging while in the hospital. The recent acquisition of play spaces has had a very positive impact on how HPS are able to provide for children.
The service provides high quality learning opportunities for children tailored to their individual needs. HPS' initial relationship-building with whānau is respectful and contributes positively to planning for children's learning. HPS bring deep levels of knowledge and expertise to designing play and meaningful activities that increase children's ability to cope with separation from home, and with difficult medical procedures.
HPS' evaluation of individual learning plans is high quality and shows the positive outcomes of their work with children. It would be useful now for HPS to apply the same strategies to evaluate general curriculum planning.
HPS uphold children's rights to make choices about their care when appropriate. Support from the child health unit manager and HPS effective work with children and families is helping to provide a stronger holistic approach to caring for children in hospital. Medical staff are aware of the positive impact on children's confidence and sense of wellbeing when HPS work and plan for children.
HPS teaching practices are highly effective. They are engaged as a team, in professional development and mentoring. A successful topic of focus has been on particular strategies for working with infants and toddlers and their whānau/families.
HPS have identified the need to increase their focus on including a stronger bicultural element in their work. Children's cultures and languages need to be more visible in care plans, and planning could more frequently reflect children's unique identities.
HPS have recently reviewed and redeveloped their philosophy and vision for the service following their move to a more permanent space. Strategic and annual planning is in place and discussed and updated regularly to match professional and administrative goals. Effective health and safety systems and practices are established.
Managers have agreed that the key next steps for the service are to:
Before the review, the staff and management of Waikids Early Childhood Centre 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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
ERO identified an area of non-compliance. To address this, the managers must implement a system for regularly appraising HPS performance.[Licensing Criteria for Hospital-Based Education and Care Services 2008, GMA7]
The next ERO review of Waikids Early Childhood Centre will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
15 January 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.
|
Location |
Waikato Hospital, Hamilton |
||
|
Ministry of Education profile number |
34075 |
||
|
Licence type |
Hospital Based Service |
||
|
Licensed under |
Education (Early Childhood Services) Regulations 2008 |
||
|
Number licensed for |
13 children, including up to 6 aged under 2 |
||
|
Service roll |
Roll numbers change daily |
||
|
Number of hospital play specialists in the service |
5 |
||
|
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 |
15 January 2016 |
||
|
Most recent ERO report(s) |
Education Review |
August 2013 |
|
|
Education Review |
December 2010 |
||
|
Education Review |
October 2007 |
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.
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.