Lollipops Educare Henderson - 07/02/2013

1 Evaluation of the Service

How well placed is the service to promote positive outcomes for children?

The service is well placed to consolidate recent improvements and to promote positive outcomes for children.


Lollipops Educare Henderson provides full day education and care services for children between three months and five years of age. The centre is operated by the Lollipops Educare Group. It is located in converted commercial premises and previously consisted of two licensed services that merged in March 2012. The centre community is culturally diverse and this is reflected in the teaching teams and children enrolled. Many teachers and families have a long association with the centre. The centre is divided into three rooms to cater for the different ages of children attending.

The 2010 ERO report identified that management and teaching practices, and planning and assessment, had improved. The report recommended that managers continue to strengthen professional leadership, the programme for children, and the learning environment. Centre directors are currently in the process of appointing a supervisor who will support professional practice and manage centre operations.

Areas of strength

Parent/whānau and teacher partnerships provide a strong foundation for promoting children’s learning. Parents' participation in parent evenings, parent/teacher conferences and surveys enables teachers to work in partnership with parents. Parents provide teachers with regular feedback about learning programmes and information about their aspirations for children’s learning. Teachers value and are responsive to parent feedback and use it to improve the programmes provided for children.

Infants benefit from responsive and individualised programmes. Teachers’ positive interactions promote children’s curiosity and exploration. Toddlers are settled and engaged in the programme. Teachers support them to develop social skills. Older children are independent learners who benefit from a multi-cultural programme.

The centre’s philosophy is underpinned by Te Whāriki, the New Zealand early childhood curriculum, and is evident in programme practices. Children have frequent opportunities to play outdoors. Routines provide opportunities for uninterrupted play. Literacy and language development is well supported for children of all ages. Children benefit from a culturally responsive and inclusive learning environment.

Teachers work collaboratively to develop shared understandings and to improve teaching practices. They use self review effectively to guide ongoing improvements. Professional development has impacted positively on teachers’ capacity to provide a good quality educational programme.

Areas for development and review

ERO and centre managers agree that next steps could include:

  • documenting comprehensive long term and annual plans to inform and guide centre operations and future direction
  • refining and evaluating self review systems so that they contribute to improved outcomes for children
  • professional development for teachers to help them strengthen programme planning, assessment and evaluation
  • continuing to embed consistent practices for supporting children’s skills for negotiation and positive social interaction.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Lollipops Educare Henderson completed an ERO Centre Assurance Statement and Self-Audit Checklist. In these documents they attested that they have taken all reasonable steps to meet their legal obligations related to:

  • curriculum
  • premises and facilities
  • health and safety practices
  • governance, management and administration.

During the review, ERO looked at the service’s systems for managing the following areas that have a potentially high impact on children's wellbeing:

  • emotional safety (including positive guidance and child protection)
  • physical safety (including supervision; sleep procedures; accidents; medication; hygiene; excursion policies and procedures)
  • suitable staffing (including qualification levels; police vetting; teacher registration; ratios)
  • evacuation procedures and practices for fire and earthquake.

All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.

In order to meet reporting requirements relating to Ministry of Education equity funding received by the centre, the service provider must report to parents and the local community about how they have spent their equity funding[Early Childhood Funding Handbook- Chapter 10, Equity Funding].

3 Next Review

When is ERO likely to review the early childhood service again?

ERO is likely to carry out the next review in three years.

Dale Bailey

National Manager Review Services Northern Region

7 February 2013

Information about the Early Childhood Service


Henderson, Auckland

Ministry of Education profile number


Licence type

All Day Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

71 children, including up to 25 aged under 2 years

Service roll


Gender composition

Girls 43 Boys 40

Ethnic composition

NZ European/Pākehā




South East Asia




Cook Island Maōri












Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Exceeds minimum requirements


Over 2


Meets minimum requirements

Review team on site

November 2012

Date of this report

7 February 2013

Most recent ERO report(s)

Supplementary Review

Education Review

April 2010

April 2009 

General Information about Early Childhood Reviews

About ERO Reviews

The Education Review Office (ERO) is the New Zealand government department that reviews schools and early childhood services throughout New Zealand.

Review focus

ERO's education reviews in early childhood services focus on the factors that contribute to positive learning outcomes for children. ERO evaluates how well placed the service is to make and sustain improvements for the benefit of all children at the service. To reach these findings ERO considers:

  • Pou Whakahaere – how the service determines its vision, philosophy and direction to ensure positive outcomes for children
  • Pou Ārahi – how leadership is enacted to enhance positive outcomes for children
  • Mātauranga – whose knowledge is valued and how the curriculum is designed to achieve positive outcomes for children
  • Tikanga whakaako – how approaches to teaching and learning respond to diversity and support positive outcomes for children.

Within these areas ERO considers the effectiveness of self review and partnerships with parents and whānau.

Review Coverage

ERO reviews do not cover every aspect of service performance and each ERO report may cover different issues. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.