Lollipops Hazeldean - 11/04/2018

1 Evaluation of Lollipops Hazeldean

How well placed is Lollipops Hazeldean 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 Hazeldean provides all day education and care for up to 65 children from infants to school age. It operates in a stand-alone building in a business area in Addington, Christchurch. Since the 2015 ERO review the centre has changed ownership. It is now owned by the Evolve Education Group.

The centre is organised into three rooms so that children can interact with others of a similar age. The nursery has its own outdoor area. The preschool and prep school rooms share an outdoor space.

At the time of this review, there were five qualified early childhood teachers, one teacher undertaking training and three unqualified staff. There have been some recent staff changes. A centre manager oversees the day-to-day operation of the centre. A manager from the Evolve Education Group provides additional management and curriculum support.

The Review Findings

Teachers place deliberate emphasis on establishing positive relationships with children to support their learning. They interact with children in respectful ways. Teachers take the time to get to know children and their families well so that children's well-being and sense of belonging are promoted.

The centre's philosophy is well demonstrated in the centre practices. Children are actively encouraged to make their own choices, and take responsibility for themselves and the environment. Centre routines, such as meal times, are planned to respect children's competence and participation in real-life tasks from an early age.

Teachers value the importance of play as valuable learning. They provide a varied range of learning experiences in response to what they regularly notice about children's ongoing interests. Teachers make sure aspects of biculturally responsive practices are incorporated in meaningful ways within the programme.

Teachers recognise children's participation in activities and acknowledge children's efforts and success. Children in the nursery learn in a calm environment where teachers respond effectively to their individual preferences.

Teachers promote positive relationships with families. Parents and whānau are invited to take an active role in centre activities and the curriculum. Teachers make sure families are well involved in processes and decisions that support children as they make the transition from one room to another at the centre.

The teaching team takes a deliberate approach to working collaboratively to improve outcomes for children. Since the 2015 ERO review, they have used internal evaluation more effectively to improve the centre environment.

Centre leadership has been effective in recognising teachers' strengths and building teachers' capability. A cohesive team approach and distributive leadership among the centre manager and head teachers are contributing to a centre culture focused on improving practice.

The centre manager is well supported by Evolve Education Group management and systems. A clear policy framework is in place. The centre leaders acknowledge that some aspects of centre documentation, such as strategic planning and internal evaluation, could be better used to focus more on outcomes for children.

Key Next Steps

To improve positive outcomes for children, centre leaders and teachers need to strengthen some practices to have a greater focus on teaching and learning, and outcomes for all children. These include improving:

  • strategic planning
  • internal evaluation so that teachers know more about the effectiveness of the curriculum and teachers' practices
  • assessment planning and evaluation, including recognising children's language, culture and identity more, and making parent partnerships more visible in assessment practices.

In addition, centre leaders and teachers need to consider ways to improve the outdoor nursery environment. It needs to reflect their aspirations for an environment where infants and toddlers can have nature as part of their everyday experiences.

Centre leaders and teachers have identified, and ERO agrees, that the centre should review the impact of changes in bicultural practices resulting from internal evaluation.

Management Assurance on Legal Requirements

Before the review, the staff and management of Lollipops Hazeldean 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 Hazeldean will be in three years.

Dr Lesley Patterson

Deputy Chief Review Officer

Te Waipounamu - Southern Region

11 April 2018

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

65 children, including up to 20 aged under 2

Service roll


Gender composition

Boys 36: Girls 36

Ethnic composition

Other ethnicities


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

January 2018

Date of this report

11 April 2018

Most recent ERO report(s)

Education Review

February 2015

Supplementary Review

October 2011

Education Review

May 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.