Licensing criteria for hospital-based ECE services

The Education Act 1989 S 309 defines hospital-based education and care service as the provision of education or care to 3 or more children under the age of 6 who are receiving hospital care.

ECE services operating from hospital premises that provide education and care to siblings of patients or children of hospital staff or patients are centre-based ECE services, not hospital-based ECE services.

Hospital-based services are licensed in accordance with the Education Act 1989 under the Education (Early Childhood Services) Regulations 2008, which prescribe minimum standards that each licensed service must meet. Licensing criteria are used to assess how the services meet the minimum standards required by the regulations.

For each criterion there is guidance to help services meet the required standards.

The publication of the criteria on its own can be downloaded as a PDF [PDF, 458 KB] and printed.

The licensing criteria were last updated in May 2016.

Licensing Criteria Cover

GMA7 Human resource management

  • Criteria
    • Criteria

      Governance, management and administration criterion 7

      Suitable human resource management practices are implemented.

      Documentation required:

      Policies and processes for human resource management, including:

      • selection and appointment procedures;
      • job/role descriptions
      • induction procedures into the service;
      • a system of regular appraisal
      • provision for professional development
      • a definition of serious misconduct; and
      • discipline/dismissal procedures.
      Rationale/Intent:

      The criterion informs Ministry of Education about management capability and gives some assurance that the service is likely to meet standards that rely on there being appropriate numbers of competent staff in an ongoing way (i.e. if staff are not performing effectively, job descriptions, staff appraisal, professional development, and discipline/dismissal procedures will help ensure this can be dealt with - reducing the risk of negative impacts on outcomes for children).

      Amended 21 July 2011

  • Guidance
    • Guidance

      Any examples in the guidance are provided as a starting point to show how services can meet (or exceed) the requirement. Services may choose to use other approaches better suited to their needs as long as they comply with the criteria

      As Hospital Based services’ staff are employed by the hospital or DHB, the hospital’s H.R. processes and employment contracts will apply.

      In general, leadership is a key to successful people management and development in ECE services. ood practice is likely to include a model of leadership where:

      • Leaders have a range of skills and knowledge to support them in fulfilling their roles and responsibilities.
      • A team approach to leadership supports growing staff capability.
      • Leaders have a good understanding of employment practices and are committed to employing staff who fit well with the philosophy and context of the service.
      • Staff are encouraged and supported to individually review their teaching practices or critically reflect as a group.
      • Leaders support and appropriately resource professional development.
      • Leaders provide a supportive, caring, open and respectful environment, and actively advocate for, and support bicultural development and associated practices.

      Support for staff development

      • Orientation and ongoing support programme for new staff
      • Services proactively support staff with ongoing professional development
      • Orientation and ongoing professional development should include information, knowledge and skills specific to working with children in a healthcare setting as art of a multidisciplinary team.
      • Services support Provisionally Registered Teachers to become fully registered and support staff newly appointed to leadership positions
      • Philosophy, goals and professional development are clearly linked
      • Professional development is closely aligned to individual appraisal goals
      • Professional development is a priority and appropriately resourced.

      Improving staff performance

      • Appraisal practices are part of an annual cycle linked to professional development and includes provision for ongoing coaching or mentoring.
      • Processes are aligned to the Registered Teachers Criteria and expectations are made explicit through performance indicators linked to job descriptions.
      • Appraisal process includes opportunities for self reflection.
      • Staff, in conjunction with the appraiser, identify specific and measurable goals, and progress towards achieving these is monitored through observations, conversations and ongoing feedback.

      While hospitals will have their own processes for ensuring staff meet their requirements for child safety, there are some specific requirements for ECE services contained with the Education Act and ECE Regulations. These are:

      Police vetting and safety checking

      There are police vetting requirements and safety checking for all early learning services under the Education Act 1989 and the Vulnerable Children Act 2014. See more details about police vetting and safety checking.

      Reporting to Education Council

      The Education Act 1989 states that an employer must provide a mandatory report to the Education Council in certain circumstances. Failing to file a report is an offence, which carries a fine of up to $5000, unless there is reasonable justification. Service providers can find out more about their responsibilities for mandatory reporting on the Education Council website.

      Employers need to make a mandatory report when:

      • a teacher is dismissed for any reason
      • a teacher resigns from a teaching position if, within the 12 months preceding the resignation, the employer had advised the teacher that it was dissatisfied with, or intended to investigate, any aspect of the teacher’s conduct or competence
      • a teacher ceases to be employed by the employer, and within the following 12 months the employer receives a complaint about the teacher's conduct or competence while he or she was an employee
      • the employer has reason to believe that the teacher has engaged in serious misconduct
      • the employer is satisfied that, despite completing competence procedures with the teacher, the teacher has not reached the required competence level.

      Information on mandatory reporting to the Education Council.

      A Conduct and Competence Process Guide provides a comprehensive coverage of the process and requirements.