55 Grove Road, Addington, Christchurch
View on mapAkarangi | Quality Evaluation evaluates the extent to which this early childhood service has the learning and organisational conditions to support equitable and excellent outcomes for all learners. Te Ara Poutama- indicators of quality for early childhood education: what matters most (PDF 3.01MB) are the basis for making judgements about the effectiveness of the service in achieving equity and excellence for all learners. The Akarangi Quality Evaluation Judgement Rubric (PDF 91.30KB) derived from the indicators, is used to inform the ERO’s judgements about this service’s performance in promoting equity and excellence.
ERO’s judgements for Lollipops Hazeldean are as follows:
Outcome Indicators |
ERO’s judgement |
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What the service knows about outcomes for learners |
Whāngai Establishing |
Ngā Akatoro Domains |
ERO’s judgement |
|
He Whāriki Motuhake The learner and their learning |
Whāngai Establishing |
|
Whakangungu Ngaio Collaborative professional learning builds knowledge and capability |
Whāngai Establishing |
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Ngā Aronga Whai Hua Evaluation for improvement |
Whakatō Emerging |
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Kaihautū Leaders foster collaboration and improvement |
Whakatō Emerging |
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Te Whakaruruhau Stewardship through effective governance and management |
Whakatō Emerging |
Lollipops Hazeldean is an early childhood centre located in central Christchurch. It is part of the Evolve Education Group 2 Ltd, a nationwide provider. An area manager has oversight of the service while a centre-based manager is responsible for day-to-day operation. Both are new to their roles. The centre serves a culturally diverse community.
Children experience a calm, nurturing, play-based environment where they have time and opportunities to lead their own learning. Kaiako have close and trusting relationships with them and their whānau. Strong relationships are built through primary caregiving. Children’s sense of wellbeing and belonging are fostered with this approach.
Kaiako approach to assessment continues to develop. Assessment for learning focuses on learner identity and the principles of Te Whāriki. Parent and whānau perspectives, and aspirations for their children’s learning are sought and valued. The learning outcomes in Te Whāriki, the early childhood curriculum, are starting to be used by kaiako in planning documentation to make visible aspects of children’s learning and development. Programme evaluation to determine how effectively they are providing for the strengths, interests and needs of all children and how their learning is progressing is not yet evident.
The team’s response to providing a curriculum that reflects the cultural diversity of the community requires further development. Integration of aspects of all families' cultures into the curriculum is not yet evident. They have yet to demonstrate good understanding of what constitutes a bicultural curriculum. Culturally responsive pedagogy is developing across the three rooms.
Curriculum priorities have not yet been identified. The current philosophy review is an opportunity for kaiako to work with parents and whānau to build agreed understanding of what learning matters most for this community.
Kaiako understanding and use of internal evaluation is at an early stage. As a result, decision-making about change and improvement is not as effective as it could be. Progress made in relation to strategic priorities has yet to be determined.
Lollipops Hazeldean will include the following actions in its Quality Improvement Planning:
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:
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:
All early childhood services are required to promote children's health and safety and to regularly review their compliance with legal requirements.
Dr Lesley Patterson
Director Review and Improvement Services (Southern)
Southern Region | Te Tai Tini
9 September 2020
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Early Childhood Service Name |
Lollipops Hazeldean |
|
Profile Number |
70141 |
|
Location |
Christchurch |
|
Service type |
Education and care service |
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Number licensed for |
65 children, including up to 20 aged under 2. |
|
Percentage of qualified teachers |
80%+ |
|
Service roll |
40 |
|
Ethnic composition |
Māori 4, NZ European/Pākehā 20, Indian 8, Other ethnic groups 8. |
|
Review team on site |
June 2021 |
|
Date of this report |
9 September 2020 |
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Most recent ERO report(s) |
Education Review, April 2018; Education Review, February 2015 |
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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.
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.
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:
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.
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:
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.
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 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.
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Location |
Christchurch |
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Ministry of Education profile number |
70141 |
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Licence type |
Education & Care Service |
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Licensed under |
Education (Early Childhood Services) Regulations 2008 |
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Number licensed for |
65 children, including up to 20 aged under 2 |
||
|
Service roll |
72 |
||
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Gender composition |
Boys 36: Girls 36 |
||
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Ethnic composition |
Māori |
15 |
|
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Percentage of qualified teachers 0-49% 50-79% 80%+ Based on funding rates |
80% + |
||
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Reported ratios of staff to children |
Under 2 |
1:4 |
Better than minimum requirements |
|
Over 2 |
1:8 |
Better than minimum requirements |
|
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Review team on site |
January 2018 |
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Date of this report |
11 April 2018 |
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Most recent ERO report(s) |
Education Review |
February 2015 |
|
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Supplementary Review |
October 2011 |
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|
Education Review |
May 2010 |
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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:
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.
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:
ERO has developed criteria for each category. These are available on ERO’s website.
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.