Tauranga Hospital Children's Ward, Cameron Road, Greerton, Tauranga
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 Tauranga Hospital Play Service 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 |
Tauranga Hospital Play Service is based in the children's ward. A team leader is responsible for three qualified teachers who are also hospital play specialists (HPS). HPS work with children and their whānau who are admitted to the hospital at their bedsides, in treatment rooms, and in designated activity rooms. Continued progress has been made to sustain high quality practices since ERO’s previous review in 2021.
Children are immersed in a highly responsive curriculum where their learning and development is enhanced within the context of their healthcare needs. Effective and supportive interactions between HPS and children allow children to make sense of and be involved in decisions about their care within the hospital setting. As a result, children are empowered and develop coping skills and a sense of security. Well-resourced environments are appropriate for the learning and health requirements of all children.
Planning and assessment of children’s learning consistently and clearly shows their progress over time. HPS identify children's health and learning requirements and capabilities. Highly effective communication systems inform multi-disciplinary teams of next steps. Children's individual identity and mana is respected and enhanced.
Children and their whānau experience reciprocal, positive and caring relationships with HPS. Trust, collaboration, and shared understanding is highly evident. Intentional practices by HPS honour the child and prioritise continuity of care. Decisions are made collectively to ensure health and wellbeing remain the priority.
Leaders and HPS continue to embed culturally responsive practices. Te reo Māori and tikanga Māori is used. Cultural celebrations support inclusion and acceptance. Te Ao Māori, Pacific and other cultural artifacts are visible in environments and resourcing. Children feel connected and gain an awareness of their own and other cultures.
Children's outcomes are evident through multiple and robust systems that report on identified priorities for their learning and health needs. Information is used very well to identify and reduce barriers to children’s participation and engagement in the curriculum provided. Increasing the extent to which the valued learning outcomes in Te Whāriki, the early childhood curriculum are evident, is ongoing.
Highly effective inquiry and evaluation systems have been sustained. Strong leadership ensures that the HPS team has a shared sense of purpose and direction. Governance supports leaders and HPS to work collaboratively with a range of internal and external organisations that support broader social and educational outcomes. Children and their whānau benefit from these conditions and experience equitable outcomes that are responsive to individuals and families.
Tauranga Hospital Play Service will include the following action in its Quality Improvement Planning:
Before the review, the staff and management of Tauranga Hospital Play Service 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)
17 June 2024
| Early Childhood Service Name | Tauranga Hospital Play Service |
| Profile Number | 40269 |
| Location | Greerton, Tauranga |
| Service type | Hospital-based service |
| Number licensed for | 22 children, including up to 5 aged under 2 |
| Percentage of qualified teachers | 100% |
| Service roll | National roll |
| Review team on site | May 2024 |
| Date of this report | 17 June 2024 |
| Most recent ERO report(s) | Education Review, May 2021; Education Review, January 2016 |
| Not well placed | Requires further development | Well placed | Very well placed |
ERO's findings that support this overall judgement are summarised below.
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.
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.
To enhance existing high quality practices, ERO and hospital play specialists agree that next steps include:
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:
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.
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 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 | 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 |
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.