Licensing criteria for hospital-based ECE services
Section 10 of the Education and Training Act 2020(external link) 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 and Training Act 2020 under the Education (Early Childhood Services) Regulations 2008(external link), 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, 1018 KB] and printed.
The licensing criteria were last updated in May 2016.
GMA7 Human resource management
Governance, management and administration criterion 7
Suitable human resource management practices are implemented.
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.
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
The requirement to ensure that human resource management practices are implemented is underpinned by Regulations 47(1)(a) and 47(1)(e). These require service providers to ensure that the service is effectively governed, is managed in accordance with good management practices and all reasonable steps are taken to provide staff employed or engaged in the service with adequate professional support, professional development opportunities, and resources.
The following examples are provided as a starting point to show how services can meet the requirement. Services may choose to use other approaches better suited to their needs as long as they comply with the criteria.
Selection and Appointment Processes
NZ Government Business website(external link) carries a range of resources and tools for employers covering recruiting, appointing and managing staff.
Services should ensure that:
- Job descriptions for are regularly reviewed and reflect the philosophy and needs of the service. For certificated teachers, link to the Standards for the Teaching Profession | Ngā Paerewa(external link). The Ministry of Education provides further information on job descriptions.
- Appointment policies and procedures are clear, reflect the requirements of current legislation, provide managers with useful guidance and are regularly reviewed.
- Before confirming an appointment a safety check is undertaken in accordance with the Children’s Act 2014 (see also GMA7A).
- All staff employed or engaged in the service are provided with ongoing support and receive a documented orientation and induction into the service which outlines all policies and procedures.
Professional Development and Appraisals (or Professional Growth Cycle)
Services should ensure that:
- Professional development for staff employed or engaged in the service is a priority, proactively supported and appropriately resourced.
- Tōmua (Provisionally Certificated Teachers) are proactively supported to become fully certificated.
- Philosophy, goals and professional development are clearly linked.
- Professional development is closely aligned to individual appraisal goals or the professional growth cycle for certificated teachers.
- A regular appraisal system or professional growth cycle is documented and is part of an annual cycle linked to professional development and includes provision for ongoing coaching or mentoring and self-reflection.
- Staff employed or engaged in the service, in conjunction with the appraiser, identify specific and measurable goals, and progress towards achieving these is monitored through documented observations, conversations and ongoing feedback.
- Professional development for certificated teachers (in all practising certificate categories Tōmua, Tūturu and Pūmau) is aligned with the Professional Growth Cycle for Teachers as required by the Teaching Council of Aotearoa New Zealand,Tātaiako(external link) and Tapasā(external link).
- Discipline and dismissal policies and procedures must be clear, reflect the requirements of current legislation and provide managers with useful guidance.
- The Education and Training Act 2020 states that an employer must provide a mandatory report to the Teaching Council of Aotearoa New Zealand in certain circumstances. A Conduct and Competence Process Guide(external link) provides a comprehensive coverage of the process and requirements.
The Education and Training Act 2020(external link) and the Teaching Council Rules 2016(external link) outline the criteria for reporting serious misconduct and may assist in defining serious misconduct in your service.