Lollipops Educare Browns Bay - 26/06/2013

1 Evaluation of Lollipops Educare Browns Bay

How well placed is Lollipops Educare Browns Bay 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 Browns Bay is a new centre that opened in 2012. It operates on the first floor of a building in the commercial centre of Browns Bay. The service provides education and care for 75 children from three months to five years of age. Children are grouped in three rooms according to age. Outdoor playing spaces lead out from each of the rooms and have been developed to create a natural environment. The centre provides both sessional and full-day care.

Lollipops Browns Bay is operated by Lollipops Educare Ltd. The organisation provides centres with a framework of policies and procedures, a vision and philosophy, and strategic direction. It also provides professional support and training for employees. Day-to-day management is delegated to the centre director and team leaders in each room. The centre director supports provisionally registered teachers and provides the teaching team with professional guidance and support.

Lollipops Browns Bay caters for an ethnically diverse community. The centre receives support from parents, who contribute time and resources to programmes.

The Review Findings

The centre is led by highly experienced and qualified staff who are well supported by the organisation. In the year since opening, staff numbers have grown to meet the increasing roll. Programmes have been established that support and extend appropriate learning opportunities for children. Centre-wide topics are modified in each of the rooms to cater for individual and age-related strengths and needs. Children are settled in the centre and have a strong sense of belonging and trust in their teachers. They make choices about their play and are engaged and interested in the experiences and opportunities provided for them.

The centre caters for a small number of children with Māori or Pacific heritages. All teachers attempt to include te reo Māori in their interactions with children and this is a particular strength in one of the rooms. Teachers in all rooms include in the programme words and phrases, songs and stories that reflect the cultures of the children. The centre director sees providing a stronger focus on supporting Māori children’s learning as a next step for teachers.

Infants and toddlers are well cared for and enjoy opportunities to explore and experiment in play. They benefit from the calm atmosphere of the centre and the positive responses of teachers. Children enjoy revisiting their experiences through photographs and books created for them.

Teachers successfully encourage inclusion in the centre. Children with diverse needs are supported and encouraged to participate in programmes. Those with English as an additional language receive individual attention when appropriate to support their understanding and their development of English vocabulary. Children are confident to share activities and interactions with others.

Self review is a well established focus for managers and teachers and is central to decision making. Teachers are highly reflective and have a good understanding of the usefulness of self review to improve outcomes for children. Future self review is already being planned. Lollipops Educare Ltd regularly reviews policies and procedures. The organisation continues to develop the framework of governance and professional support that enables teachers to focus on promoting positive outcomes for children. These strategies, and the effective leadership of the centre, support the continued building of capability and sustainability for the future.

Key Next Steps

ERO and centre leaders agree that the next steps for centre leaders and staff are to continue to:

  • explore ways to foster ongoing educational success for Māori children and strengthen the bicultural focus throughout the centre
  • develop parents’ confidence about transition processes within the centre
  • use self review to further support the high quality standards already established.

Management Assurance on Legal Requirements

Before the review, the staff and management of Lollipops Educare Browns Bay 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 Browns Bay will be in four years.

Dale Bailey

National Manager Review Services Northern Region

26 June 2013

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


Browns Bay, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

75 children, including up to 25 aged under 2

Service roll


Gender composition

Boys 64 Girls 56

Ethnic composition


NZ European/Pākehā


South African









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

May 2013

Date of this report

26 June 2013

Most recent ERO report(s)

No previous ERO reports

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.