Lollipops Educare Glen Eden - 15/01/2013

1 Evaluation of the Service

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

The service is well placed to promote positive outcomes for children. Curriculum and teaching approaches support children’s involvement in a good quality programme. Leadership practices and management systems are effective.


Lollipops Educare Glen Eden in West Auckland provides all day education and care services for children between birth and five years of age. The centre consists of six rooms that cater for the different ages of children attending. There are three rooms for infants and toddlers, with another two rooms offering a programme mainly for three to four year olds. A room was established in 2011 to provide a Rising Five's programme for four to five year old children. Eleven percent of children attending are Māori or Pacific.

The owner works with the centre director and team leaders to provide management systems that are consistent with the Lollipops Educare group of early childhood centres. Eighty percent of teachers are qualified and registered. Other teachers are completing a qualification in early childhood education.

The centre consists of three licences that merged in June 2012. While one licence has been previously reviewed by ERO, this is the first review of the expanded Lollipops Educare Glen Eden centre.

ERO’s 2010 report commented that the centre provided good quality education and care services. It recommended that long-term goals should be reviewed to guide ongoing improvement and that programmes for children over two years of age be further improved.

Areas of strength

Centre leaders and teachers are motivated and enthusiastic. They work together to provide good quality learning programmes and experiences for children. Programmes are underpinned by Te Whāriki, The Early Childhood Curriculum and reflect the centre’s focus on building relationships with children and families. Parents express a high level of satisfaction with the centre.

Teachers interact with infants and toddlers in respectful and affirming ways. They provide individual care and attention in emotionally safe and nurturing environments. Infants are well cared for and settled in their play spaces. Toddlers make choices for themselves and enthusiastically participate in a variety of learning experiences. Teachers skilfully support them to learn appropriate ways to interact with others.

Older children play cooperatively with their peers. Teachers listen to children and engage in conversations to prompt their participation in the various programmes. The programme in the recently established Risings Five’s room continues to develop as teachers reflect on ways to enhance children’s learning.

The six indoor and outdoor environments are attractive and stimulating. Rooms reflect the bicultural heritage of Aotearoa/New Zealand. Children have access to a variety of resources and frequent opportunities to play outdoors. They are very well supported to adjust to new environments as they transition from one room to another.

Individual and group learning records show children’s strengths and interests. Skilful analysis explains how children learn through play. Children regularly use wall displays and their learning portfolios to re-visit their experiences. Parents’ contributions show their interest and involvement in children’s learning. Teachers value parents’ aspirations and expectations and are responsive to parent feedback.

Areas for development and review

Centre leaders are focused on continuous improvement. Centre leaders agree that priorities for development could include:

  • setting specific, measurable long-term and annual goals and evaluating these goals to support ongoing centre-wide improvement
  • using self review to enhance learning programmes and assessment records, and to evaluate the impact of teaching practices on children’s learning
  • continuing to improve bicultural and multicultural practices
  • increasing the complexity of child-initiated learning and inquiry for older children.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Lollipops Educare Glen Eden 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.

While adult to child ratios meet requirements, centre managers should ensure that ratios are consistently maintained for infants in the outdoor area.

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.

Dale Bailey

National Manager Review Services Northern Region

18 January 2013

Information about the Early Childhood Service


Glen Eden, Auckland

Ministry of Education profile number


Licence type

All Day Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

125 children, including up to 40 aged under 2 years

Service roll


Gender composition

Boys 52% Girls 48%

Ethnic composition

NZ European/Pākehā




79 %

7 %

4 %

10 %

Review team on site

September 2012

Date of this report

18 January 2013

Most recent ERO report(s)

Education Review

Education Review

September 2010

September 2007 

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.