Riccarton Avenue, Christchurch Central, Christchurch
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 The Activity Room 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 |
The Activity Room is a licensed early childhood service providing play-based education and care for children and their families in Christchurch Hospital. An experienced professional leader and practice supervisor lead a team of four hospital play specialist (HPS). Since ERO’s previous review in 2020, the service has moved premises.
Provision for children’s learning is highly personalised. The teaching strategies of HPS are purposefully and meaningfully responsive to the unique strengths, interests, and needs of all children. HPS quickly establish effective partnerships with parents and families that enables them to identify priorities and remove barriers to children’s learning and wellbeing. Their approaches empower and support children and families with a strong focus on minimising stress and anxiety and promoting the wellbeing of each child.
An intentionally resourced learning environment fosters children’s active participation and exploration. This helps children to make decisions about their play and learning. HPS are highly skilled in using play with children as a tool to minimise the impact of hospitalisation on children and families. This includes having effective communication strategies for children who are non-verbal and supporting them to express their needs to others.
HPS have implemented and sustained effective systems that underpin the assessment, planning and evaluation of children’s learning. These records show a curriculum that is highly responsive to the requirements of children and families. The learning outcomes of Te Whāriki, the early childhood curriculum, are strongly evident across curriculum records. This information clearly shows how the practices of HPS, and the curriculum experiences provided, have contributed to children’s wellbeing and their learning.
Internal evaluation processes are coherent, fit for purpose and effectively guide HPS practice and ongoing improvement. Records shows that leaders and HPS engage in deliberate and systematic evaluation that focuses on what matters most for children. Leaders have self-identified that building collective HPS understanding and confidence to lead internal evaluation processes is an area for continued development.
HPS are well supported to access professional learning and development. They work collaboratively with the medical multidisciplinary team and the Māori health worker to build their professional knowledge. The HPS team has recognised that enhancing bicultural practices is a priority area for ongoing development.
Leaders and HPS advocate for equity and resourcing to better meet the needs of all children. High levels of relational trust enable collaboration between leaders and HPS. Well-established systems and processes for the appraisal of staff integrate goal setting, professional development, reflection and feedback that supports continuous improvement. There are also clear expectations and support structures for staff training and the induction of new staff. The strategic plan demonstrates a comprehensive approach to promoting learning, evaluation, and leadership within the HPS team.
The Activity Room will include the following actions in its Quality Improvement Planning:
Before the review, the staff and management of The Activity Room 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)
12 July 2024
| Early Childhood Service Name | The Activity Room |
| Profile Number | 70544 |
| Location | Christchurch |
| Service type | Hospital-based service |
| Number licensed for | 28 children, including up to 18 aged under 2 |
| Percentage of qualified teachers | 100% |
| Service roll | Notional roll |
| Review team on site | May 2024 |
| Date of this report | 12 July 2024 |
| Most recent ERO report(s) | Education Review, January 2020; Education Review, April 2016 |
Not well placed | Requires further development | Well placed | Very well placed |
The Activity Room is very well placed to promote positive learning outcomes for children.
ERO's findings that support this overall judgement are summarised below.
The Activity Room is a licensed early childhood service for children in Christchurch Hospital. It is based within the Hospital Play Specialist service. The service is governed by the Canterbury District Health Board (CDHB) and is part of the Children's Ward. A new hospital block is under construction and will include new premises for The Activity Room and children's wards.
The service is sessional and is open Monday to Friday. It is licensed for 21 children, with a maximum of five aged under two years. Its role is to support children and their families to make sense of their hospital experience and maintain their wellbeing. The service’s mission states: 'Our purpose is to create a place of belonging and to be a strong advocate for children and their whānau. We build children's self-efficacy and empower them and their whānau during their hospital stay'.
There have been significant staffing changes since the 2016 ERO report, including the appointment of a new team leader and several new Hospital Play Specialists (HPS). The team leader is responsible for the daily running of the service. Most of the six HPS are qualified early childhood teachers. Two are New Zealand registered HPS, one of whom is the practice supervisor who mentors and oversees the clinical practice of other teachers as they work towards gaining HPS registration. HPS work with children up to the age of 16, and their families, on the wards and in the dedicated activity room. The HPS also work closely with the health professionals within the child health team.
Leaders have made good progress addressing the recommendations for improvement in the 2016 ERO report. These include developing leaders’ and teachers’ understanding and use of effective internal evaluation, aligning systems (including appraisal, professional development, internal evaluation and reporting) to the goals of the strategic plan, and continuing to strengthen bicultural and Treaty of Waitangi based practices.
Children and their families are very well supported by the HPS who are highly effective in helping them maintain their wellbeing while in hospital. The service's mission and core values are enacted and evident in daily practices. The HPS are highly skilled at developing trusting relationships with children and their families, and take a holistic approach to supporting them. This helps to reduce the impact of anxiety related to being in hospital.
HPS engage in highly responsive interactions with children. Their role is complex and requires them to respond quickly to children's changing medical circumstances. They work closely with individual children and their family to prepare them for clinical procedures. This supports the child's sense of wellbeing.
Children benefit from the way HPS consistently and effectively meet their individual needs and interests. Collaborative and authentic individualised planning for children builds on their prior knowledge and learning dispositions. This supports them in developing their working theories and contributes to positive health and learning outcomes.
HPS are strong advocates for children and their families. They effectively explain clinical procedures to the child and their family to help them understand and be involved in decisions that affect them. Children are encouraged to build self-efficacy and, over time, take an active role in their health care.
The Activity Room is purposefully set out for children of all ages to play and learn free of medical procedures. It is well resourced, offers a broad variety of experiences and celebrates the languages and symbols of children's cultural background. The environment is inclusive. There is a separate space and resourcing for infants, and a range of ways older children and teenagers can access activities suitable for their age groups.
HPS work in close collaboration with health professionals and family members. They share information about children to identify who are most in need of their services for the day. A newly-developed assessment system has allowed for clearer communication between HPS and the wider medical team.
HPS work collaboratively with the Kaiwhakaako Hauora (Educator) and the Kaiwhakamahere Hauora Tamariki (Child Health Supervisor) to support Māori whānau during their child’s time in hospital. The importance of Te Tiriti o Waitangi is strengthened through these partnerships. Since the last ERO report, leaders and teachers have worked to build their understanding of tikanga Māori. They have identified this as an area that they will continue to strengthen.
Leadership is highly effective. Leaders base relationships on respect, trust and reciprocity. They work collaboratively with the CDHB, HPS, wider medical teams, parents and whānau to promote positive outcomes for children. There is a collaborative approach to strategic planning. The service has a robust appraisal system with significant professional learning and development opportunities to build staff capability. The CDHB supports the service with a strong policy framework. There are good systems and practices in place to promote and support staff wellbeing.
The centre has identified, and ERO agrees, that the key next steps to improve outcomes for children are to continue to:
Before the review, the staff and management of The Activity Room 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.
Dr Lesley Patterson
Director Review and Improvement Services Te Tai Tini
Southern Region
15 January 2020
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 | Christchurch | ||
| Ministry of Education profile number | 70544 | ||
| Licence type | Hospital Based Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for / notional roll | 21 children, including up to 5 aged under 2 | ||
| Number of hospital play specialists in the service | 6 | ||
| Reported ratios of staff to children | Under 2 | 1:5 | Better than minimum requirements |
| Over 2 | 1:5 | Better than minimum requirements | |
| Review team on site | October 2019 | ||
| Date of this report | 15 January 2020 | ||
Most recent ERO report(s)
| Education Review | April 2016 | |
| Education Review | March 2012 | ||
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 Activity Room is a licensed early childhood service for children in Christchurch Hospital based within the Hospital Play Specialist service. The service is open Monday to Friday. Its role is to help children and their families make sense of their hospital experience and maintain their wellbeing.
The Activity Room is part of the Children's Ward within the Canterbury District Health Board hospital. A new hospital block is under construction and will include new premises for The Activity Room and children's wards.
A team leader is responsible for the daily running of the service. The five Hospital Play Specialists (HPS) are mostly qualified early childhood teachers. One is an experienced registered HPS and is mentoring the others as they work towards gaining HPS registration. They work with children up to the age of 16 and their families on the wards and in the dedicated activity room. The HPS work closely with the health professionals within the child health team. The service is governed by the Canterbury District Health Board.
The HPS team has had professional development to address the recommendations of the 2012 ERO report relating to planning and self review. As there have been staffing changes since 2012, there is a need to continue developing these areas.
The HPS effectively help children maintain their wellbeing while in hospital and make sense of their hospital experiences. The HPS are skilled in quickly developing trusting relationships with children and their families. This helps to reduce children's and families' anxiety that surrounds the experience of being in hospital.
The HPS role is complex and requires them to respond quickly to children's changing circumstances. The HPS support children's wellbeing in multiple ways. They:
Each day the HPS assess every child on the ward, drawing on the knowledge of other health professionals and family members. They use this information to identify which children are most in need of their services for the day. The HPS contribute to positive health outcomes through purposeful individualised planning. For example, when children undergo difficult procedures, HPS prepare children for what to expect and let them handle samples of medical equipment to reduce its strangeness. They have been very successful in lessening the need for general anaesthetics when children undergo MRI scans by carefully planned familiarisation visits.
The Activity Room itself offers a safe place for children to play. It is a place where the whole family can spend time together. The room is purposefully set out for children of all ages to play and learn, free from medical procedures. The HPS encourage children to express their feelings and come to terms with their hospital experiences. There is a safe space for infants and also activities suitable for siblings and teenagers.
A new planning model has brought a clearer focus on intended learning for children in The Activity Room. The team recognises this planning is still being embedded.
The HPS are working towards establishing more culturally sensitive and responsive practices. They have begun to build their understanding of tikanga Māori and acknowledge that this is an area to continue to work on. They are also considering better ways to access support for Pacific families.
In 2014 an experienced external consultant provided valuable advice to the service. This has helped the leaders and team to write a strategic plan that identifies important and relevant priorities for the future. Operating the service seven days a week remains a long-term goal. The leaders should evaluate and report on progress towards meeting the goals in the plan. The service would be strengthened by streamlining some systems and documentation, and by aligning shared appraisal goals and professional learning with priorities identified in the strategic plan.
The team leader and HPS mentor are building a cohesive team. The recent process of developing a philosophy statement has led to shared understandings amongst the HPS. A future step is to evaluate how well HPS programmes and practices reflect this philosophy. The team leader fosters a culture of ongoing discussion and reflection amongst the team. The team has identified that it is a challenge to gather parents' views about the way the service operates. They should explore ways to make this happen.
The team leader and HPS are continuing to develop systems and protocols to build consistency of practice. The HPS take part in extensive professional learning and development and have links with other hospital-based services through the New Zealand HPS Association. The team's understanding of the purpose and process of internal evaluation is still developing.
The leaders and ERO agree that it is important to consolidate and embed recent changes at the service. They also agree that key next steps are to:
Before the review, the staff and management of The Activity Room 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.
The next ERO review of The Activity Room will be in three years.
Chris Rowe
Deputy Chief Review Officer Southern (Acting)
18 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.
| Location | Christchurch | ||
| Ministry of Education profile number | 70544 | ||
| Licence type | Hospital Based Service | ||
| Licensed under | Education (Early Childhood Services) Regulations 2008 | ||
| Number licensed for | 21 children, including up to 5 aged under 2 | ||
| Service roll | Variable | ||
| Gender composition | Variable | ||
| Ethnic composition | Variable | ||
| Number of hospital play specialists in this service | 5 | ||
| Reported ratios of staff to children | Under 2 | 1:5 | Meets minimum requirements |
| Over 2 | 1:5 | Better than minimum requirements | |
| Review team on site | February 2016 | ||
| Date of this report | 18 April 2016 | ||
Most recent ERO report(s)
| Education Review | March 2012 | |
| Education Review | October 2008 | ||
| Education Review | October 2005 | ||
ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ 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 ensure positive outcomes for children
Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.
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, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on 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 ERO’s Approach to Review in Early Childhood 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.