Lollipops Educare Centres (St Lukes) - 19/12/2012

1. Evaluation of the Service

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

Lollipops Educare Centres Limited is well placed to continue building on good practices, and to promote positive outcomes for children.


Lollipops Educare Centres Limited in the Auckland suburb of St Lukes is a purpose-built centre located above commercial premises. The centre provides all day education and care services for infants, toddlers and young children up to five years of age. It is divided into four rooms to cater for the different ages of children attending. Two rooms are for infants and young toddlers, with another two rooms offering separate programmes for older children.

The centre is owned by the Lollipops group of early childhood centres. During 2012, head office personnel provided significant professional guidance and support to centre staff. Team building and re-establishing centre-wide expectations and practices have been key goals. A new supervisor has recently been appointed.

Most teachers are qualified and four are provisionally registered. Fourteen percent of children are Māori or Pacific. The programme is reflective of the multicultural heritage of teachers, children and families.

Lollipops Educare Centres Limited was established in 2010 and previously consisted of two licences that merged in March 2012. This is the first ERO review of the centre.

Areas of strength

Head office personnel provide high quality professional leadership. They establish positive centre-wide expectations and focus on ongoing improvement. Centre leaders work collaboratively to strengthen operational and curriculum requirements. Skilled and experienced teachers use very good quality approaches to teaching and learning.

The centre philosophy is highly evident in centre practices. Warm, respectful interactions are a feature of the programme. Infants receive individual care and attention in a nurturing, calm environment that promotes a sense of security and wellbeing. Toddlers and older children are very well-supported to learn and explore in the context of play. Teachers provide meaningful ways for children to develop literacy and numeracy concepts. They continue to develop their knowledge of Māori language and culture.

Small group sizes and good teacher to child ratios provide an effective foundation for child-initiated learning programmes. Spacious indoor and outdoor environments are attractively and thoughtfully presented. Children of all ages have frequent access to outdoor areas. They choose from a range of age appropriate resources that support their investigation and inquiry.

Children’s individual portfolios record their participation in the programme. Professional development has supported teachers to clearly analyse the learning that occurs in play situations. Group programme investigations are responsive to children’s interests. Planning documentation shows how teachers collaborate, identify a focus for investigation and explore new ideas with children. Some high quality examples of planning, assessment and evaluation of children’s learning are evident.

Recently developed annual goals guide centre development. Systematic self-review systems have been established. Reflective teaching teams are increasingly considering ways to further develop their team and individual teaching practices. Centre leaders and teachers now need time to consolidate and embed improvements.

Areas for development and review

ERO and centre leaders agree that next steps include:

  • writing specific, measurable long-term and annual plans to guide the implementation of centre goals
  • continuing to build relationships, participation and consultation with families
  • using teacher expertise, curriculum and self-review systems to enhance learning programmes and assessment records, and to evaluate the impact of teaching practices on improved learning outcomes for children.

2. Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Lollipop Educare Centres Limited 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.

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.

Makere Smith

National Manager Review Services Northern Region (Acting)

19 December 2012

Information about the Early Childhood Service


St Lukes, Auckland

Ministry of Education profile number


Licence type

Education & Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

100 children, including up to 40 aged under 2

Service roll


Gender composition

Girls 40, Boys 32

Ethnic composition


NZ European/Pākehā


Middle Eastern











Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Exceeds minimum requirements


Over 2


Exceeds minimum requirements

Review team on site

October 2012

Date of this report

19 December 2012

Most recent ERO report(s)

No previous reports 


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.


Individual ERO school and early childhood service reports are public information and may be copied or sent electronically. However, the Education Review Office can guarantee only the authenticity of original documents which have been obtained in hard copy directly from either the local ERO office or ERO National Office in Wellington.