Learning Adventures Lincoln Road - 24/01/2020

1 Evaluation of Learning Adventures Lincoln Road

How well placed is Learning Adventures Lincoln Road to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Learning Adventures Lincoln Road is well placed to promote positive learning outcomes for children.


Learning Adventures Lincoln Road provides education and care for 71 children, including up to 25 aged under two years. Children are cared for in two large rooms. In one room children under three years are grouped into two spaces with a shared outdoor environment. Older children share a separate room and outdoor area. Children are from a diverse range of cultural backgrounds with many families are of Māori or Pacific heritage.

The centre is now part of the Evolve Education Group (EEG). Visiting personnel from Evolve Education Group (EEG) support the centre in its day-to-day operations, and long-term planning and development projects.

A recently appointed centre manager leads the centre. Five other qualified teachers and three unqualified staff complete the teaching team. The centre’s philosophy focuses on respect for children's culture and identity. Kinship and whānau are recognised as the foundation of the life journeys. Te Tiriti o Waitangi and Te Whāriki, the early childhood curriculum, are acknowledged as guiding documents.

Key next steps from the 2015 report included strengthening opportunities for child-initiated play and responding to children’s learning interests and dispositions. The centre has responded well to these next steps.

This review was part of a cluster of 10 reviews in the Evolve Education Group.

The Review Findings

Children enjoy positive interactions with their teachers. Older children are socially competent and articulate, and freely engage in play with their peers. Tuakana/teina relationship and cooperative play are evident across the centre, supported by the mixed-age groupings.

Children have a strong sense of ownership and belonging in the centre. Displays of children’s art and photographs of them engaged in learning enable children to see themselves in the centre's environment.

Infants and toddlers are relaxed in their environment and receive good quality care, interactions and attention from their teachers. Children's preferences are respected, and their communication styles well understood. Teachers use effective strategies to develop children’s oral language skills, often in more than one language.

Biculturalism is highly evident throughout the centre. Teachers use karakia and waiata throughout daily routines. Te reo Māori is used very well by teachers and highly visible in the centre. Pacific cultures are also very evident as are Asian cultures. Children can see their cultures shared with pride across the centre.

Teachers plan programmes based on their observations of children. Links to Te Whāriki and children’s languages and culture are clearly evident in the curriculum. Children’s individual interests are reflected in teachers' planning. Learning stories could now be more individualised to reflect the learning of each child.

Environments are well considered by teachers. They are attractive and allow easy access to available resources. Teachers work alongside children in their play and are responsive to their conversations and requests. Consideration could now be given to how well the outdoor environment provides physical challenges for older children.

Leaders use a range of strategies to gather parent contributions to surveys and internal evaluation projects. They could strengthen learning partnerships with parents and whānau by gathering and responding to their aspirations for their children's learning.

The new centre manager has led change well. All children are benefitting from a strong focus on positive outcomes for their learning and the renewed professional leadership of the centre.

EEG have established an effective process for centres to implement internal evaluation. Leaders in this service could strengthen their use of this process by beginning with an evaluative question. Strategic and annual plans are being developed. EEG provides a framework of policies and procedures to guide centre practices. This framework continues to be reviewed. An effective process for staff appraisal is in place. EEG personnel need to ensure managers are implementing this process as expected.

Key Next Steps

Key next steps include:

  • completing risk analysis forms for centre excursions more comprehensively to ensure the safety of all children when on centre outings at all times
  • an ongoing and deeper engagement with Te Whāriki to support the establishment of learning based partnerships with whānau and individualised learning for children.

Evolve Education Group Senior Managers have agreed that key next steps for the umbrella organisation include:

  • ensuring the company's vision and values, goals and principles reflect the principles of the Treaty of Waitangi

  • addressing staffing issues in some centres to ensure quality teaching practices are evident, promoting positive outcomes for all children and ensuring sustainability of quality practice

  • reviewing how effectively the levels and quality of learning resources in centres promote collaboration amongst children and promote more complex thinking

  • providing professional learning and development for leaders and teachers to ensure a deeper engagement with Te Whāriki.

Management Assurance on Legal Requirements

Before the review, the staff and management of Learning Adventures Lincoln Road 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.

To improve current practice, Evolve Education Group Senior Managers must take steps to ensure that health and safety policies and procedures are implemented rigorously across all services.

Steve Tanner

Director Review and Improvement Services (Northern)

Northern Region - Te Tai Raki

24 January 2020

The Purpose of ERO Reports

The Education Review Office (ERO) is the government department that, as part of its work, reviews early childhood services throughout Aotearoa New Zealand. ERO’s reports provide information for parents and communities about each service’s strengths and next steps for development. ERO’s bicultural evaluation framework Ngā Pou Here is described in SECTION 3 of this report. Early childhood services are partners in the review process and are expected to make use of the review findings to enhance children's wellbeing and learning.

2 Information about the Early Childhood Service


Henderson, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

71 children, including up to 25 aged under 2

Service roll


Gender composition

Boys 23 Girls 20

Ethnic composition


NZ European/Pākehā









Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Better than minimum requirements

Over 2


Better than minimum requirements

Review team on site

September 2019

Date of this report

24 January 2020

Most recent ERO report(s)

Education Review

April 2016

Education Review

February 2013

Supplementary Review

April 2010

3 General Information about Early Childhood Reviews

ERO’s Evaluation Framework

ERO’s overarching question for an early childhood education review is ‘How well placed is this service to promote positive learning outcomes for children?’ ERO focuses on the following factors as described in the bicultural framework Ngā Pou Here:

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 arotake – self review and of whanaungatanga – partnerships with parents and whānau.

ERO evaluates how well placed a service is to sustain good practice and make ongoing improvements for the benefit of all children at the service.

A focus for the government is that all children, especially priority learners, have an opportunity to benefit from quality early childhood education. ERO will report on how well each service promotes positive outcomes for all children, with a focus on children who are Māori, Pacific, have diverse needs, and are up to the age of two.

For more information about the framework and Ngā Pou Here refer to ERO’s Approach to Review in Early Childhood Services.

ERO’s Overall Judgement

The overall judgement that ERO makes will depend on how well the service promotes positive learning outcomes for children. The categories are:

  • Very well placed

  • Well placed

  • Requires further development

  • Not well placed

ERO has developed criteria for each category. These are available on ERO’s website.

Review Coverage

ERO reviews are tailored to each service’s context and performance, within the overarching review framework. The aim is to provide information on aspects that are central to positive outcomes for children and useful to the service.