Lollipops Educare Auckland Central - 26/06/2015

1 Evaluation of Lollipops Educare Auckland Central

How well placed is Lollipops Educare Auckland Central to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

ERO's findings that support this overall judgement are summarised below.


Lollipops Educare Auckland offers full day care and education in the inner city. It is licensed for up to 145 children, including up to 50 children under two years old. Children are accommodated in five agerelated groups in adjoining rooms. Although the centre is situated on the fifth level of a large building, each room has a separate outdoor space which children can freely access most of the time.

The centre is part of the Lollipops group that was purchased by the Evolve organisation in late 2014. Evolve has retained the operational systems, culture and philosophy of the centre and has provided additional support through a centre support manager and a business manager. These advisers visit regularly and support the centre manager, the supervisor and team leaders in each room.

The centre has a culturally diverse team of 17 registered teachers and 10 student teachers. This large team enables the centre to maintain favourable adult-to-child ratios and to provide language and cultural support to its ethnically diverse community.

Since the previous ERO review in 2012, the centre manager has focused on developing a collaborative culture within the centre and on developing cohesive teams within each room. Teachers have sustained good practices in relation to supporting children's wellbeing and have continued to foster positive interactions with children and families. They continue to work on strategies to deepen children's learning and enhance their independence.

The Review Findings

Children are settled and happy in the centre. They have caring relationships with teachers and generally enjoy the resources and activities provided. Children are developing friendships with their peers and often share social and imaginative play together. They play enthusiastically outdoors and enjoy excursions from the centre. The smaller group size for the youngest children enables them to benefit from the close attention of teachers and the gentle pace of play and daily routines. Children also benefit from having teachers who understand their first languages. They have opportunities to become familiar with te reo Māori and New Zealand’s bicultural heritage.

Teachers work collaboratively to provide activities that support children's interests. They engage children with questions and friendly conversations about their play. There are good examples of teachers' noticing children’s interests well and responding with ideas that encourage children’s thinking. The challenge for centre leaders is to develop the consistency of these practices so that all teachers are better able to recognise teachable moments and prompt children’s exploration.

Programme management is specific for each room. Each team meets regularly to plan activities and resources that reflect children’s current interests or developmental stages. Centre leaders have scheduled a review of programme planning, evaluation and assessment practice. This aim is to to increase the focus on children’s individual learning and to help promote the centre’s philosophy of empowering children more strongly.

Parents appreciate many aspects of the centre’s service. They are pleased with the care teachers provide and the opportunities children have to mix with others and develop social skills. Parents are taking advantage of new technology that enables them to easily read stories about their children's learning and provide feedback. Centre leaders and teachers support parents well to manage children's health, developmental milestones and behaviour challenges. This has included supporting the families of several children with special learning needs.

The centre manager has guided the development of self review. She has encouraged each teaching team to develop a ‘vision and strategy for success’ that defines their expectations for teaching and learning. This review process has resulted in each room developing an annual and long term goal. It is intended that this will help teachers to enhance their focus on extending children’s learning experiences.

Centre leaders provide a variety of professional development opportunities for teachers. They have identified the need to further strengthen the emphasis placed on helping teachers to recognise high quality learning outcomes for children more effectively.

Key Next Steps

The centre manager, Evolve advisors and ERO agree that next steps for the centre should include:

  • reviewing and improving programme planning and evaluation to increase the focus on teachers’ role in the programme and on the quality of learning outcomes for children
  • using the appraisal process to more effectively identify and address teachers’ development needs
  • refining strategic and management planning to formally align management processes and implement the intentions of the centre philosophy.

Management Assurance on Legal Requirements

Before the review, the staff and management of Lollipops Educare Auckland Central 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Lollipops Educare Auckland Central will be in three years.

Dale Bailey

Deputy Chief Review Officer Northern

26 June 2015

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


Auckland City

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

145 children, including up to 50 aged under 2

Service roll


Gender composition

Boys 72

Girls 66

Ethnic composition





Middle Eastern

South East Asian

Other European

Other Asian


Cook Island Māori













Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Under 2


Better than minimum requirements


Over 2


Better than minimum requirements

Review team on site

April 2015

Date of this report

26 June 2015

Most recent ERO report(s)

Education Review

March 2012

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 and Next Review

The overall judgement that ERO makes and the timing of the next review will depend on how well placed a service is to promote positive learning outcomes for children. The categories are:

  • Very well placed – The next ERO review in four years
  • Well placed – The next ERO review in three years
  • Requires further development – The next ERO review within two years
  • Not well placed - The next ERO review in consultation with the Ministry of Education

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.