Lollipops Educare Centres Ltd T/A Lollipops Educare Blighs Road - 04/04/2017

1 Evaluation of Lollipops Educare Centres Ltd T/A Lollipops Educare Blighs Road

How well placed is Lollipops Educare Centres Ltd T/A Lollipops Educare Blighs Road to promote positive learning outcomes for children?

Not well placed

Requires further development

Well placed

Very well placed

Lollipops Educare Centre Ltd T/A Lollipops Educare Blighs Road is well placed to promote positive learning outcomes for children.

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


Lollipops Educare Blighs Road is purpose-built and caters for babies to children of school age. The centre has four separate classrooms for different age groups, each with its own directly-accessed outdoor area. Each classroom has its own head teacher. The centre's philosophy is influenced by Reggio Emilia and Emmi Pikler.

The centre is part of the Evolve Education Group. The centre manager has been in the position since the centre began in 2009. An area manager visits regularly. A newly-appointed services manager also works with the centre. Nearly all of the teachers have early childhood qualifications and are registered teachers.

Since the 2013 ERO review, the manager and teachers have made good progress in meeting some of the recommendations of the report. Regular internal evaluation is now part of established practice. Bicultural perspectives are evident throughout the centre and planning. Programme assessment and planning, however, remain a priority area for development.

The Review Findings

Children are settled, happy and well engaged in their learning. They work purposefully and confidently in groups or alone. They interact with each other in helpful and respectful ways. Children have many opportunities to follow their interests and experience a wide range of planned activities incorporating literacy, numeracy, music, art, movement and science. Children have easy access to suitable and rich resources that effectively support their interests and extend learning, exploration and enjoyment.

Infants and toddlers learn and develop in a calm, settled learning environment with experienced primary caregivers who are responsive to children's needs and interests.

Teachers know children well as individual learners. They listen and respond to children in respectful, unhurried, caring ways. Teachers within each classroom work collaboratively to meet children's needs and provide appropriate challenges. Teachers effectively incorporate te reo Māori and aspects of tikanga naturally into their practices.

Well considered, clear practices support children and parents to ensure smooth transitions into, within and beyond the centre.

Parents and whanau are well informed about their children's interests and learning through dialogue with teachers, parent events, classroom displays, learning stories and a recently-introduced online communication tool.

The centre is very inclusive and has a diverse range of ethnicities.

The leaders have put into place some systems and practices for the management and ongoing improvement of learning and teaching. Strategic and annual plans are well developed and clearly communicated to provide a sound framework to guide the centre. A new appraisal system encourages a culture of reflection. Relevant professional development has supported staff to improve internal evaluation and classroom practices in order to strengthen outcomes for all children.

Key Next Steps

The manager and ERO agree that priority should be given to:

  • improving programme planning and assessment to better involve and reflect parents' aspirations for their children's learning and individual children's next learning steps

  • greater visibility of the Reggio Emilia philosophy in key documents and teaching practices

  • ways to improve the recognition and affirmation of every child's language, identity and culture.

Management Assurance on Legal Requirements

Before the review, the staff and management of Lollipops Educare Centres Ltd T/A Lollipops Educare Blighs 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.

Next ERO Review

When is ERO likely to review the service again?

The next ERO review of Lollipops Educare Centres Ltd T/A Lollipops Educare Blighs Road will be in three years.

Dr Lesley Patterson

Deputy Chief Review Officer Southern/Te Waipounamu

4 April 2017 

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



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 two

Service roll


Gender composition

Boys 33; Girls 26

Ethnic composition









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

February 2017

Date of this report

4 April 2017

Most recent ERO reports 

Education Review

October 2013

Education Review

June 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 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.