SES Survey Shows High Level Of Client Satisfaction

SES Survey Shows High Level Of Client Satisfaction

An independent survey has shown that a majority of parents and teachers report a high level of satisfaction with Specialist Education Services (SES). The AC Nielson survey of parents, whanau, teachers and early childhood educators’ assessed satisfaction with SES’s performance in a range of areas.

The results show that:
* Two out of three parents, and over half the teachers rated the overall quality of SES support as excellent or very good.
* Two thirds of parents reported an increase in their level of knowledge and information, skills and confidence to support their child’s programme, as a result of SES’s involvement over the last six months. Over half of the teachers/early educators noted an increase in their ability to help implement programmes for the child with the involvement of SES.
* Parents and teachers particularly appreciated the extent to which SES listened to and respected their opinions, and the extent to which they felt valued as a member of the team working with their child. SES was also highly rated for meeting the cultural needs of the child.
* When commenting on specific ways in which SES has helped in the last six months, both parents and teachers praised SES for the practical and constructive ideas provided to help support the child in the home or educational environment.
* SES received very favourable ratings for the quality of its support for children undergoing transition to school. Over three quarters of parents rated the success of their child’s transition from an early childhood centre to school as excellent or very good, and nearly three in five teachers did so too.

SES Chief Executive Peter Cowley said that the survey results were particularly pleasing given the uncertainty surrounding the future of SES since the release of the Wylie Report. “Our staff are passionate about making a difference for children with special needs. They have remained focused during a challenging and uncertain time for the organisation. The survey confirms services are improving, and a large majority of our clients are more than satisfied with our services.”

“SES staff have worked really hard to develop partnerships with local communities, schools and educators. These results tell us that our approach is working.”
“This survey highlights that SES staff listen and value parents and teachers’ advice and tailor services accordingly. This focused approach means better services for children with special needs. It also means SES can continue to focus our initiatives and programmes to meet local needs.”

“Each year Government determines what special education services it wants from SES. I am delighted that, in addition to the positive response from this survey, SES continues to exceed Government’s targets.”

The survey to monitor satisfaction with SES’s performance was conducted by AC Nielson in December 2000. The results were presented to the Ministry of Education as the purchaser of SES’s services on Friday 9 February 2001.

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For more information contact: Karen Jenkinson
Specialist Education Services
Mobile: 025 302 654

These comments show the value parents place on the support they receive from SES:
“(The SES member) spent a lot of time explaining to me the whys and wherefores of how to improve my son’s speech. She suggested we take it more calmly to take more time with him and not make him feel he’s rushed……She actually explains herself quite well which is quite neat. She explains it in a way, which lets you understand fully. She’s one of the few I’ve met in any help agency who takes time with my son rather than rushing through the programme for another appointment. She spends time getting to know my son and she doesn’t give the impression she’s in a rush for her next appointment. And she always makes sure that I understand what they are trying to do and what I can do for him until the next appointment.”

“I valued the fact that SES came to meetings with the teachers at school on two or three occasions. The information and resourcing that SES supplied to the teachers about how to handle him and all that stuff. I valued the fact that the psychologist from SES really made me feel that she really cared and understood the complexities of his condition. She took extra time to talk to me and listened to me even if she didn’t agree with me. She delicately gave me advice and insight into his condition. SES have been very good at reporting back to me from outcomes from Individual Development Plans (IDP) and further resourcing of services.”
“The fact that they listened, that they had been involved with us at playcentre. It was very important. It made us feel safe in that we weren’t doing it on our own. Somebody I could talk to that wasn’t involved in the school and that they were impartial so I could tell them my fears. And because I knew the key worker well because she had been with us since early childhood, I felt that I could let go emotionally with her. I think too that we could contact them at any time something came up during the transition during the day, I could ring them and speak to them.”

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