(i) premises means the parts of the hospital where children participating in the service receive early childhood education and care; (j) procedure means a particular and established way of doing something; (k) process means a goal-directed, interrelated series of actions, events, procedures, or steps; (l) records means information or data on a particular subject collected and preserved; (m) regulation means a regulation under the Education (Early Childhood Services) Regulations 2008; (n) required adult:child ratio means the adult:child ratio with which the service provider is required to comply under regulation 44(1)(b) or any direction by the Secretary under regulation 54(2); (o) service means a hospital-based education and care service; (p) service curriculum means all of the experiences, interactions, activities and events – both direct and indirect, planned and spontaneous – that happen at the service. Teaching practices including planning, assessment, and evaluation form part of the service curriculum; and (q) service provider means the body, agency, or person who or that provides the hospital-based education and care service. 5 Purpose of criteria (1) The criteria are to be used by the Secretary of Education to assess compliance with the minimum standards set out under regulations 43 and 45 to 47 of the Education (Early Childhood Services) Regulations 2008. (2) Regulations 43 and 45 to 47 impose minimum standards that each licensed service provider is required to comply with and are set out in these criteria so that readers can see how the regulations and criteria fit together. Clause 6 - Criteria to assess Curriculum standard Professional practice Criteria C1 to C4 require the service provider to ensure that: The service curriculum is consistent with any prescribed curriculum framework that applies to the service. The service curriculum is informed by assessment, planning, and evaluation (documented and undocumented) that demonstrates an understanding of children’s learning, their interests, whānau, and life contexts. Educators engage in meaningful, positive interactions to enhance children’s learning and nurture reciprocal relationships. The practices of adults providing education and care demonstrate an understanding of children’s learning and development, and knowledge of relevant theories and practice in early childhood education. Culture and identity Criteria C5 and C6 require the service provider to ensure that:
The service curriculum acknowledges and reflects the unique place of Māori as tangata whenua. Children are given the opportunity to develop knowledge and an understanding of the cultural heritages of both parties to Te Tiriti o Waitangi. The service curriculum respects and supports the right of each child to be confident in their own culture and encourages children to understand and respect other cultures. Children as learners Under Criteria C7 to C10 the service provider is required to ensure that: The service curriculum is inclusive, and responsive to children as confident and competent learners. Children’s preferences are respected, and they are involved in decisions about their learning experiences. The service curriculum provides a language-rich environment that supports children’s learning. The service curriculum provides children with a range of experiences and opportunities to enhance and extend their learning and development – both indoors and outdoors, individually and in groups. The service curriculum supports children’s developing social competence and understanding of appropriate behaviour. Working with others Criteria C11 to C13 require the service provider to ensure that: Positive steps are taken to respect and acknowledge the aspirations held by parents and whānau for their children. Regular opportunities (formal and informal) are provided for parents to communicate with adults providing education and care about their child, and share specific evidence of the child’s learning; and be involved in decision- making concerning their child’s learning. Information and guidance is sought when necessary from agencies/services to enable adults providing education and care to work effectively with children and their parents. There is supporting documentation that provides evidence of the service’s compliance with criteria C1 – C13. Documentation may take a variety of forms to suit the service’s operation (such as portfolios, wall displays, policies and procedures) but must include: A process for providing positive guidance to encourage social competence in children (C10); A process for providing formal and informal opportunities for parents to: communicate with adults providing education and care about their child, and share specific evidence of the child’s learning; and be involved in decision-making concerning their child’s learning (C12); and A record of information and guidance sought from agencies and/or services (C13). For good practice guidance refer to .
Guidelines for reporting suspected or actual child abuse and neglect (). Breaking the Cycle: Interagency Protocols for Child Abuse Management Child Youth and Family Services,1996 (). Changes to the Smokefree Environments Act 1990: Information for Schools and Early Childhood Centres Ministry of Health, 2004 (). Human Rights Commission Facts Sheets ( and go to 'Resources and publications'). The Human Rights Pathway, Human Rights Commission Internet Resources for Schools (). Influenza Pandemic Planning Ministry of Education, June 2006 ( ) Let's Stop Child Abuse Together: An Interagency Guide to Breaking the Cycle Child Youth and Family Services, 2001 (). Netsafe Kit for Schools Internet Safety Group, 2003 https://www.netsafe.org.nz/the-netsafe-kit-for-schools/ The New Zealand Disability Strategy, Office of Disability Issues, 2001 ( for strategy and FAQs about the Office of Disability Issues). New Zealand Fire Service: including information on Evacuation Procedures (). New Zealand Standard (NZS) 4121: 2001: Design for Access and Mobility: Buildings and Associated Facilities (). New Zealand Standard (NZS) EN 5828:2004: Playground Equipment and Surfacing (). Pandemic Planning Kit for Early Childhood Education Centres, Schools and Tertiary Education Organisations Ministry of Education, June 2006 ()
GMA7 Suitable human resource management practices are implemented. Documentation: Policies and processes for human resource management, including: selection and appointment procedures; job/role descriptions; • induction procedures into the service; induction procedures into the service; a system of regular appraisal; provision for professional development; a definition of serious misconduct; and discipline/dismissal procedures. Planning and documentation GMA8 An annual plan guides the service’s operation. Documentation: An annual plan identifying ‘who’, ‘what’, and ‘when’ in relation to key tasks undertaken each year. GMA9 An annual budget guides financial expenditure. Documentation: An annual budget setting out the service’s estimated revenue and expenses for the year. The budget includes at least: staffing costs, including leave entitlements; professional development costs; equipment and material costs for the ongoing purchase of new equipment and consumable materials; and Provision for operational costs (such as electricity, telephone, food purchases and other day to day items) and maintenance of the premises as appropriate. GMA10 Adults providing education and care have access to information held by the hospital for each child participating in the service that includes: