Grafton Road, Grafton, Auckland
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama Indicators of quality for early childhood education: what matters most are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. Judgements are made in relation to the Outcomes Indicators, Learning and Organisational Conditions. The Evaluation Judgement Rubric derived from the indicators, is used to inform ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Starship Play Service Ward 27A & 27B are as follows:
Outcome Indicators(What the service knows about outcomes for learners) | Whakawhanake Sustaining |
Ngā Akatoro Domains | |
Learning ConditionsOrganisational Conditions | Whakawhanake Sustaining Whakawhanake Sustaining |
Starship Play Service Ward 27A & 27B is one of eight services at Starship Hospital. The ward offers haematology and oncology services to children throughout New Zealand and across the Pacific region. An experienced qualified team leader, curriculum leader and clinical lead provide guidance and support to a team of hospital play specialists (HPS), including four who work in this service.
The service’s curriculum is very inclusive and responsive, meeting the complex needs and individual preferences of all children. Highly skilled HPS intentionally guide and support children to engage in purposeful self-selected play, fostering their development and wellbeing.
HPS effectively identify and remove barriers to children’s wellbeing and learning. They empower children and families to become increasingly informed, engaged, and active participants in their healthcare and learning experiences. Achievement of equitable outcomes for children and whānau is sustained through continuous and effective improvement.
Multiple sources of information highlight the breadth of children’s hospital experiences in relation to the learning outcomes of Te Whāriki, the early childhood curriculum. The contribution of HPS’ educational assessment in clinical notes, significantly informs and contributes to holistic approaches to children’s care by medical multi-disciplinary teams.
Effective bicultural practices reflect the ongoing commitment of Starship, leaders and HPS to uphold the principles inherent in Te Tiriti o Waitangi. The team leader works in close partnership with Māori health leaders, engaging them in decision-making that supports the wellbeing and agency of Māori children and their whānau.
The HPS team have made significant improvements to how they promote culturally responsive practices and inclusivity, particularly for Pacific children and their families. These approaches provide sensitive support for children’s learning, within an environment that also celebrates the languages and cultures of all children.
Service leaders and HPS are highly intentional in engaging in professional learning and development opportunities. Coherent internal evaluation processes guide their practice with a deliberate focus on ongoing improvement. Highly effective leadership continues to support the collective understanding of HPS to engage in internal evaluation that impacts positively for children and families.
The service implements effective systems and processes to monitor and review the implementation of policies, procedures, and practices that sustain quality education and care. High relational trust at all levels of operations enables collaboration and ongoing improvement.
Starship Play Service Ward 27A & 27B will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of Starship Play Service Ward 27A & 27B completed an ERO 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.
Patricia Davey
Director of Early Childhood Education (ECE)
30 July 2024
| Early Childhood Service Name | Starship Play Service Ward 27A & 27B |
| Profile Number | 20228 |
| Location | Grafton, Auckland |
| Service type | Hospital-based service |
| Number licensed for | 25 children, including up to 25 aged under 2 |
| Percentage of qualified teachers | 50-79% |
| Service roll | Notion roll |
| Review team on site | May 2024 |
| Date of this report | 30 July 2024 |
| Most recent ERO report(s) | Education Review, July 2019; Education Review, January 2016 |
Not well placed | Requires further development | Well placed | Very well placed |
Starship Play Service Ward 27A & 27B is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
The Ward 27A and 27B licence is one of seven services at Starship Hospital. The services operate as part of the Auckland District Health Board (ADHB), the Starship Children's Health Directorate, and Starship Allied Health. A highly qualified clinical team leader has responsibility for the daily operation of the service and leads a team of 31 hospital play specialists (HPS), assisted by an early childhood education curriculum leader.
Ward 27B provides haematology and oncology services for children from across New Zealand, the Pacific Islands and other nations. The recently combined licence for the ward and clinic is for 25 children up to six years of age. It is staffed by three qualified early childhood teachers who hold or are working towards HPS qualifications.
The HPS implement Te Whāriki, the early childhood curriculum, and strategies for dealing with hospitalisation through play and support in playrooms and at children's bedsides. The philosophy for this service references the ADHB Child Health aims of Welcome - Haere Mai, Respect - Manaaki, Together - Tūhono, and Aim High - Angamua.
The vision, strategic direction and values are clearly articulated. The Children’s Health Directorate promotes the value of play, and provides support and resources to the hospital play services. The service is a contributing, vital component of multidisciplinary teams. The Starship Foundation provides significant additional resourcing.
This review was part of a cluster of seven Starship Play Service reviews. The 2016 cluster review identified a variety of good practices. It noted areas for improvement that have been addressed.
Children and their whānau are warmly welcomed. They have opportunities to engage in meaningful, self-chosen play, guided by experienced, highly skilled and dedicated HPS practitioners. Respectful, inclusive and caring approaches quickly build close relationships between HPS and children and whānau. The HPS work with children is sensitive and designed to engage whānau in play as a way to help children to build trust and reduce anxiety. Children respond positively to the attention and care they receive from HPS who work in highly collaborative ways.
The service fosters children's resilience and wellbeing. It supports the hospital's community through evidence-based, culturally responsive, holistic play-based learning. All HPS advocate for and empower whānau and children as the experts about their own wellbeing. Children's 'taonga books', about their individual journeys through their time in hospital, are usually a shared endeavour by children, whānau and HPS. Whānau treasure these books, and value the care, guidance and support that they receive from HPS.
HPS support children and whānau to develop strategies to manage the impact of illness and hospitalisation. This is a particular strength of the HPS on Ward 27B, and in the 27A clinic when HPS are supporting children to build their resilience in managing interventions and procedures.
Programmes in the playroom are child-led and interest-based when possible. Planning is highly responsive and often related to children's immediate needs. HPS' evaluation of their work is reflective and often shared to gain insights into effective practices, at regular team meetings and in medical notes. The recently developed clinical coaching team provides expertise, mentoring and support for learning modules towards HPS qualifications.
The playroom is purposefully designed, inviting and thoughtfully presented. High quality resources and innovative ideas support children's creativity and learning. Healthcare play equipment assists children to engage in medical preparation and therapeutic play. Great sensitivity and a multidisciplinary approach support children's transitions into, through and out of the hospital.
Service leaders are committed to embedding te ao Māori in programmes. Te reo and tikanga Māori are reflected in the programmes and environments. HPS have built their capability and confidence in bicultural practice through targeted professional development and shared evaluation. Feedback from whānau is highly positive. HPS are making a concerted effort to develop their understanding of, and support for, children and families from the Pacific and further afield.
Relationships underpin all aspects of HPS and management practices. A high trust model and strong professional relationships with other staff, are evident. HPS are well supported through regular opportunities for professional learning within and outside the hospital, and at overseas conferences. Appraisal processes are thorough. Strategic and annual planning have been developed to align with Starship Child Health Directorate strategic goals and more specific HPS goals. A consistently high level of good practice is evident across the service.
Next steps for HPS and management team include:
Before the review, the staff and management of Starship Play Service Ward 27A & 27B 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:
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.
Steve Tanner
Director Review and Improvement Services Northern
Northern Region
11 July 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 | Grafton, Auckland | ||
| Ministry of Education profile number | 20228 | ||
| Licence type | Hospital Based Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 25 children, including up to 25 aged under 2 | ||
| Number of hospital play specialists in the service | 3 | ||
| Reported ratios of staff to children | Under 2 | 1:4 | Better than minimum requirements |
| Over 2 | 1:5 | Better than minimum requirements | |
| Review team on site | May 2019 | ||
| Date of this report | 11 July 2019 | ||
Most recent ERO report(s)
| Education Review | January 2016 | |
| Education Review | June 2012 | ||
| Education Review | February 2009 | ||
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:
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.
The Ward 27B Playroom is part of Starship Children's Health. It is one of eight licensed early childhood services located in Auckland City Hospital and governed by Allied Health Auckland. Ward 27 provides oncology services for children from across New Zealand and the Pacific region. The playroom provides a six-hour programme for children who are patients in the ward. The service is licensed to cater for six children between two and six years of age.
The playroom is staffed by a qualified early childhood teacher who has hospital play specialist (HPS) qualifications. She works with children in the playroom and hospital ward to implement Te Whāriki, the early childhood curriculum, and provides planned and responsive learning experiences. The HPS' mission is to support children, siblings and whānau with coping strategies to minimise the impact of hospitalisation and illness.
A team leader from Allied Health and a practice supervisor, who is a qualified early childhood teacher and play specialist, have responsibility for the daily management of the service. HPS are also part of an multidisciplinary team which is made up of a range of healthcare professionals.
Since ERO's review in 2012, HPS have been involved in ongoing professional learning and development. Internal evaluation processes have been established to monitor and evaluate the effectiveness of service operations and teaching programmes for children.
The skilled HPS quickly establishes respectful, caring and trusting relationships with children and families/whānau. These positive interactions foster a sense of wellbeing and belonging for children and families. The HPS supports children to develop their confidence to understand and contribute to decisions about their learning and what happens to them in hospital.
The HPS provides responsive and sensitive support. The languages and cultures of children and families is valued and respected. She plans to continue improving how well programmes, resources and practices reflect cultural diversity. The HPS is a strong advocate for the rights of children, their whānau and siblings and is dedicated to reducing stress during their time within the hospital environment.
Children experience an inclusive, welcoming environment in the playroom. It is thoughtfully prepared to cater for the diverse ages, interests and needs of young children who enjoy playing with open-ended resources. Healthcare play equipment assists children to engage in medical play. The HPS expertise in therapeutic play supports children to prepare for procedures and treatments.
The HPS is knowledgeable about Te Whāriki, the early childhood curriculum, and uses a wide range of high quality teaching strategies to respond to children's interests, needs and home experiences. Group programme records (taonga books) include photographs and stories about children's experiences and learning in the hospital-based setting. Children who return frequently to the hospital are able to revisit their earlier experiences in these taonga books.
The HPS are reviewing how well programmes and practices reflect the bicultural heritage of Aotearoa New Zealand. Their emphasis has been on improving resources and equipment. Increasing their use of te reo Māori in spontaneous play situations and in written learning assessments could help HPS to improve their bicultural practice. Developing a long-term goal to reflect this service-wide focus would support planned, deliberate improvements over time.
The HPS team continues to develop shared understandings about effective practice. They regularly participate in team meetings and engage in professional discussions focused on fostering positive outcomes for children and their whānau. Individual skills contribute to team development and professional learning opportunities have added to HPS knowledge.
The team leader works collaboratively with the practice supervisor to promote improvement. Performance appraisals provide opportunities for HPS to reflect on and develop their practices. Leaders plan to strengthen appraisal by making clearer links to new Education Council requirements.
Good systems have been established for internal evaluation. HPS seek the views of families to inform improvements. The team leader and practice supervisor have identified ways to build on the significant progress that has been made in this area of practice since the 2012 ERO report.
The team leader and practice supervisor agree that key next steps include:
Before the review, the staff and management of Ward 27B Playroom 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:
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.
In order to improve current practices, the employer and team leader should ensure that:
The next ERO review of Ward 27B Playroom will be in three years.
Graham Randell
Deputy Chief Review Officer Northern
25 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 | Grafton, Auckland | ||
| Ministry of Education profile number | 20228 | ||
| Licence type | Hospital Based Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 6 children, including up to 0 aged under 2 | ||
| Service roll | Roll numbers change daily | ||
| Number of hospital play specialists in the service | 1 | ||
| Reported ratios of staff to children | Over 2 | 1:6 | Better than minimum requirements |
| Review team on site | October 2015 | ||
| Date of this report | 25 January 2016 | ||
| Most recent ERO report(s) | Education Review | June 2012 | |
| Education Review | February 2009 | ||
| Education Review | March 2006 | ||
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.