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Copyright: Danny Rood
Copyright: Danny Rood

ParentsSeptember 18, 2017

Elliot has a brain tumour

Copyright: Danny Rood
Copyright: Danny Rood

Inside the oncology day ward at Wellington Children’s Hospital, a little girl has her final round of chemotherapy. Her family allowed The Spinoff Parents to come to the session and share some of their story with readers. Photos by Danny Rood. Words by Emily Writes.

Elliot Maria Win Beech loves kiwifruit so much she eats it with the skin on. She loves it when her mama sings her ‘Baa Baa Black Sheep’. She loves her sister Lydia and she loves cheese. Elliot also has a brain tumour. She is 19 months old and has had chemotherapy for 12 of them.

Caroline Beech is married to Jarrod Baker. They met at a party. When Caroline laughs she tilts her head back and her whole body shakes. In hospital, holding her precious Elliot, her eyes shine from tears that never quite fall. She bites her lip often to stop herself letting go. Her friends love her dearly and they call her Lina.

It’s only when she gets into her car, at the end of one of Elliot’s twice-weekly hospital visits, that Caroline allows herself to cry. She hides her pain from her daughter who always has fresh fruit cut into triangles in her little treatment lunchbox.

Elliot with her favourite nurse Sara

Caroline puts on her glasses, turns on Beyoncé’s Lemonade, and drives to pick up her five year-old daughter from school.

Today was Elliot’s final chemotherapy session for this round. The future is unknown.

Elliot was born on Tuesday the 26th of January at 4.20pm. She had a full head of hair. “She was perfect,” Caroline says.

She was just three months old when Caroline noticed a shake in her right eye. She was referred to a GP by Plunket then an ophthalmologist by the GP, the ophthalmologist referred her to an MRI scan via Paediatrics, a paediatrician referred them to a neurologist. At five months old Elliot had her scan.

“You know something is wrong when afterward you’re taken to a tiny room and in that room is a social worker and a neurologist and the Head of Paediatric Oncology and the paediatrician on duty,” Caroline says.

“They said: ‘we found something. It’s a tumour’.”

The next step was for the tumour board at Christchurch Hospital to review Elliot’s scan. A second opinion was sought at Starship Hospital in Auckland. The Baker Beech whānau live in Wellington. Across the country specialists looked at brain scans of Elliot deciding on the next move.

Elliot, who giggles before you get to the “One step, two step” in ‘Round and Round the Garden’, was five months old.

Elliot was booked for a brain biopsy. Caroline and Jarrod named the tumour Eugene (a private joke referencing the villain from The X Files). They didn’t know where the tumour was located, how big it was, and what the treatment options were.

Elliot surrounded by her many Beads of Courage. She has 608 beads so far.

Elliot’s tumour is a glioma, specifically a pilocytic astrocytoma. A slow-growing but inoperable tumour.

Elliot, who loves cheese, was diagnosed with cancer after her brain biopsy. A week later a port-a-cath was inserted into the side of her chest to pump chemotherapy into her largest and strongest vein, just above her heart.

On 6 August she had her first chemotherapy session. She cut a tooth the night before. Caroline keeps a diary of Elliot’s treatment. It reads from that night: “It was rough… The Rio 2016 Olympics have started… Terrible day and night… vomiting, generally miserable.”

On 8 August The Baker Beeches learned about neutropenia and what this means for Elliot. The diary says: “We have hand sanitiser everywhere.” The isolation of the family began. Elliot vomited every day and is now on anti-nausea medication.

“This isn’t the life I thought I’d have,” Caroline says quietly as we drive away from the hospital. “I loved working. I have this fantasy that I’ll have a job again one day, a career, and I’ll come home and kick my heels off, Jarrod will have a beer for me and he’ll be a stay-at-home dad, which has always been his dream. Dinner will have been slow cooking for hours. Our kids will be happy,” she says, pushing away tears.

They are in limbo.

“This isn’t the life we thought we would have,” she says again. “But you just roll with it.”

She quickly follows with, “It’s fine,” shaking her head as she says it. “We are luckier than others.”

The biggest shock, Caroline says, wasn’t the tumour, though that of course was a terrible day. It was that the treatment for cancer isn’t just a few weeks long.

“Maybe I was naïve,” she says. “I didn’t think treatment would be a whole year and then more. Just clear it up with a round of chemo! It’ll get rid of it – like magic! – I thought. But no, they shrink it, scan it, take her off treatment, we wait, if it regrows – another year, until she’s 20 years old.”

And this is the most hoped for result. Because 52 weeks of chemotherapy has not worked in the way they thought it would work. “They’re trying targeted gene therapy now,” Caroline says.

“The tumour is across four areas of her brain – she would go blind if the cancer was left unchecked as it is around the optic nerve, the optic chaism, the thalamus and the hypothalamus (control centre for appetite, temperature, hormone regulation). Her massive weight is attributed to hypothalamic obesity.”

Elliot has a reinforced pram that acts as a wheelchair. She cannot walk yet and she wants Caroline to carry her around, like any little bubba would. She weighs 20kg now. She loves to play peek-a-boo. Caroline has a bad back. The diary she keeps with her outlines every chemotherapy session, every MRI, every surgery, every general anaesthetic, every injection, every drug.

An entry reads: “A little nausea… slight temperature fluctuations, it’s my 35th birthday.”

Another entry outlines how a routine blood test turned into septicaemia. Bugs thought to be in her port on the side of her chest pushed through into her little body, giving her a septic shower. Elliot went from happy one minute, to inconsolable, refusing to feed, becoming grey and motley, vomiting, temperature spiking, becoming limp, sleepy and unresponsive five minutes later. She was crashing – one of the most terrifying things to watch. Thankfully they were still on the ward. They were admitted as inpatients for nine nights and ten days. They were released just before Christmas. On New Years Day she is admitted again with a temperature of 38.5 degrees. After four days of antibiotics they can go home.

Twenty two days later Elliot turns one. Caroline’s diary entry reads: “Happy birthday sweet little courageous darling child. We love you a thousand times.”

Elliot’s last round of chemotherapy is drawn out and long. Sessions are almost always different – sometimes they take hours, other times they take days. Elliot has her last chemotherapy for this round more than a year after her first session.

She is on an experimental drug now that targets the B-raf mutation in the genes in the tumour directly. A drug that is not funded in New Zealand yet, but is being paid for by everyone who pays tax. Socialised medicine is a wonderful thing, without which this family would be crippled.

“Taxes are brilliant,” Lina says with a smile. It’s one small bright side – that right now, in this moment, this family hasn’t been driven into poverty by the cost of treatment.

“If the drug she’s on doesn’t work, we’re back to square one. And we won’t know for another four to eight months if this is going to work.”

Caroline grips her steering wheel in the car after the last chemotherapy session.

“I’m exhausted.”

Through tears she says “this is just one type of treatment. It wasn’t the superhero but it was a solid worker. It was doing something but it wasn’t doing what we’d hoped it would do.”

“And now, the unknown,” she says. She looks so fragile, like she might break.

Elliot giggles from the backseat and Caroline quickly wipes away her tears. She turns around and smiles brightly at her beloved daughter.

“Mama’s here!” she says.

She’ll cry later. Right now, it’s all about her baby girl.

On October 10, Elliot will have her seventh MRI under general anaesthetic to track the size of her tumour. You can support Elliot and the Baker Beech family by donating to their Givealittle page.

Photos by Danny Rood. Words by Emily Writes.

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Credit: Pixabay
Credit: Pixabay

ParentsSeptember 14, 2017

‘School has been reduced to child care’: A principal speaks out

Credit: Pixabay
Credit: Pixabay

Jai Breitnauer speaks to her sons’ primary school principal Riki Teteina about teaching in New Zealand and the teacher shortage Bill English says doesn’t exist.

This is our final piece on The Spinoff Parents this week about education. We think it’s such an important topic for parents that it deserves this much attention. Monday, we published a post on a Newtown Kindergarten begging for help for their special needs students and on Tuesday, we published a post on voting for education. – Emily Writes, editor.

At the end of August, Prime Minister Bill English claimed there was no teacher shortage in New Zealand. This declaration was slammed publicly by Pakuranga College principal Mike Williams on TV One, and by many other teachers and principals in private.

With 84% of Auckland principals saying the shortage is so bad they will struggle to fill jobs in the coming year, I decided to sit down with my sons’ school principal Riki Teteina to talk about the challenges he faces at Newton Central School in Grey Lynn.

Riki with his wife Lisa and daughter Gabriella

You joined us at Newton Central in December 2016, less than a year ago. What made you take the job, and where were you before?

My parents were missionaries and I grew up in Ponsonby – before it was ‘Ponsonby’ – then we moved to Te Atatu so I have a strong connection with Auckland, and more specifically with the Grey Lynn/Arch Hill area. My grandfather was one of the founding students of Newton Central School, so it’s part of my kaupapa. I felt drawn to come here.

Before that I worked in the private, international sector for 18 years, 12 of those as principal. Part of the reason why I came back to New Zealand was that I wanted to contribute back into the educational system here. It certainly wasn’t for financial gain! I felt my overseas experience would help me look at things in New Zealand from a different angle. I’m coming from outside the system and I think that gives me a unique perspective.

The international private teaching sector is known to be pretty dynamic. It must be quite different from Newton Central?

It’s definitely more competitive. You need to be competitive to be viable. But there are areas where my private school experience is directly relevant to any school, especially state school. A key one of those is being relentless and doing everything we can to improve student learning – and being creative in the way we do that.

The international education sector really is cutting edge when it comes to curriculum and future thinking. My previous school was year 1 to 13 with a vision of cultivating genuine happiness. Embedded in the school were principles of community service and giving back. For example, our grade 5’s worked one day a week in an orphanage. This type of enquiry-led education, giving children responsibility, encouraging mindfulness – that really should be implemented in the New Zealand state sector. We need students who will be leaders in next generation.

You seem to have settled in well, and you are certainly liked by the tamariki and their matua. But I am sure you have faced challenges we haven’t seen?

Yes, absolutely. I knew there would be challenges to face, such as learning about working in the New Zealand context, understanding working with the Ministry of Education, compliance expectations, health and safety and so on. But the real challenge has been a clear lack of funding, particularly in the area of learning support. This has a snowball effect in every other area of the school as resources are redirected.

I believe the funding requirements are too narrow and focus too much on individual children rather than what is best for the community. A good example is Ongoing Resourcing Schemes or ORS. There is a very limited pot of money for children with significant learning needs. Schools have to go through a rigorous process to even apply for ORS funding, and it’s almost certain to be declined. The structure sets priorities based on the severity of specific cases rather than focussing funding on meeting the needs of the school and whānau. Why are we having to fight to outline that ‘our’ child is more important than a child at a school down the road, when both children are valid? Funding for both children could target support for the learning needs not just of that child but of all the children in that community.

Another area that concerns me is mental health. If we were able to target children at this age who are at risk, you wouldn’t see such serious issues coming out as teenagers. Without that support and a wrap-around service for families, the future for children with additional social, emotional and learning needs is bleak.

Do you think the Ministry of Education (MOE) need to be doing more?

The problem isn’t really at the MOE employee level – they’re underfunded, understaffed and undervalued. It is at the purse string level. There just isn’t the necessary funding to support families, staff and schools.

A classic example is that we had a child at school whose behaviour we were concerned about. We requested support from an educational psychologist in February but it’s only in the last week that child has been seen. It’s my understanding that there is only one available psychologist for the whole of the Auckland area.

At the Ministry level there are many vacant positions in the area of learning support. This is having a major impact on our ability to create programmes that are going to support the child’s learning.

I’m particularly interested in children with additional needs, because I have one. But my other son is neurotypical and the funding problems don’t just affect those needing learning support, do they?

No. There is this issue of a teacher shortage that is particularly acute in inner city schools in the primary sector. It is acutely effecting our ability to teach and it’s only going to get worse if it’s not addressed.

There are many more immigrants arriving in New Zealand and in spite of what the government says, the majority are coming into the inner city, putting strain on schools here. When schools increase their staffing need that results in a lack of available staff elsewhere; there’s been particular strain on the new entrant environment in the last six months. I know of three schools in inner city Auckland that have had advertised for new entrant teachers and not had any applicants whatsoever.

The knock-on effect is that those on the relief teacher list – often for a number of years – are being recruited into schools, and the pool of relief teachers is diminishing quickly. I thought this school was very lucky as we had six to eight reliable relievers who had long-term associations with our school. This meant they were familiar with the school, the children, behavioural management plans and policies etc, and this made having them in school a positive and smooth experience. They had a sense of commitment to the school Now, every single one has a full time job – even the ones who didn’t really want to be full time. Not only is it very disruptive to have a reliever off the books who isn’t familiar with the school or the children, there just aren’t many relievers out there right now.

As things stand, we are having to collapse classes or ask senior management to take classes just to survive. I’ve done a lot of relieving recently, which means the administration and planning side of the school comes to a halt. If I’m in a classroom I can’t do the things important to ensuring the smooth running of the school. Instead we are treading water.

If we keep senior management out of the classroom and collapse classes, you could have 40 children in a room, sometimes of mixed ages and abilities. Teachers can’t be expected to run a constructive programme under that pressure. At that point school just becomes day care; there is limited educational value to the children on those days.

This sounds exceptionally stressful for everyone. How are you all coping?

It’s a real vicious circle. Absence without a relief teacher creates increased workloads, which creates stress and fatigue and results in increased absence. The lack of relievers also has a direct effect on our ability to provide professional development opportunities for our staff. I can’t approve a staff member on a training course if I can’t get a reliever, which affects their happiness and also their performance.

Finally, there is the cost of relief teachers. If you can get hold of a relief teacher in Auckland, they could cost $450 for a day, the Ministry of Education pays the school $250 to $320 for a reliever, depending on their experience and qualifications. The school is having to pay the rest from our own, usually $320 to $350, from their already small resources.

If Bill English were to walk in right now, what would you say to him?

I’d tell Bill English he has been misinformed. He needs to be listening to principals, particularly in the Auckland area. There are some incentive programmes but it’s not enough.

What scares us even more is the plan for increased language acquisition in schools. I mean, that would be wonderful if schools were currently running effectively, particularly in the area of learning support. If our foundations were solid that would be a great add-on but you need to get the basics right first.

At the election I would like to see a real focus on increasing funding in schools, in particular around a more robust learning support programme that’s tied in with not only support for schools but the families as well. There also needs to be a real effort to address the staffing issues that schools are experiencing, and also to improving the physical learning environments for children by updating property.

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