1. Integrating Care & Education A Social Pedagogical Approach to Out of Home Care in Aotearoa New Zealand Edwina Poynton

2. What is Cholmondeley… Short term planned and emergency respite Range= 2 days to 4 weeks Average 3-5 days 300+ children p.a. 1000 admissions p.a. Community based-direct referral 3-12 years Targeting Early Intervention/Family Preservation stage of continuum Brokerage for additional supports to family Non Prescriptive- individual needs

3. 2013 350 children (313 Families) 1010 admissions 70% direct referral 30% third party agencies 80% in collaboration with other agencies and professionals

7. Challenges 2010 restructure re-modelled to short term care only Significant disciplinary separation regarding approach Uniting the two disciplines of education and care Shifting mission and values to becoming explicitly child-centred Positioning psycho-social outcomes for children as primary focus Providing response to new layer of stressors

8. Integrating the Disciplines Uniting Philosophy of Care –Child Rights Perspective –Social Pedagogical approach- where care meets education Introducing Adventure & Activity Based Learning as core experience NZ National Curriculum/ Te Marautanga- key competencies Identify child’s strengths Ensure child’s network knows Outcome focus- increased resilience

9. Vision- Value Our Children Philosophy of Care Practice Model General Practice Principles Operational/Administrative Procedures Murdoch 2007

10. Social Pedagogy Humanistic values base Fundamental concept of children as equal human beings with rich extraordinary potential Combines theories, concepts and models from sociology, psychology, education, social work- inter-disciplinary Relationship Holistic “education” that enhances wellbeing- education of the Head (cognitive knowledge) Heart (emotional and spiritual learning) Hands (practical and physical skills) Enabling children to grow up as self responsible persons who take responsibility for their society

11. Social Pedagogy Key Concepts Haltung Holistic Education- head, heart, hands The Common Third The Learning Zone The Zone of Proximal Development The 3 P’s Reflective Practice

12. Evaluation 2011-13 (Clarity Research) Two key questions What is Cholmondeley's role in the Canterbury community and the Canterbury social services sector? What impact does Cholmondeley have on the ability of families to keep their children safe, and prevent issues escalating to the point where care and protection concerns arise for the child?

13. Overall Conclusions Cholmondeley plays a key role in family preservation and promoting child and family resilience by: allowing opportunities for children and carers to regroup and reduce stress develop key skills to improve family dynamics and interpersonal interactions being child centred and allowing children an opportunity to be children providing ongoing opportunities for contact

15. Contacts Children Australia special edition on social pedagogy - December 2011. Editor Jennifer Lehmann www.thempra.co.uk www.cholmondeley.org.nz edwina@cholmondeley.org. nzedwina@cholmondeley.org. nz

16. Hans- Herbert Dreiske said: One should teach children to dance on a tightrope without a safety net, to sleep under the sky, to row a boat out on the open sea. One should teach them to imagine castles in the sky instead of houses on the ground, to be nowhere at home but in life itself and to find security within themselves”