Community Kindy Te Rapa - 28/03/2013

1 Evaluation of the Service

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

Te Rapa Community Kindy is well placed to promote positive outcomes for children.


Te Rapa Community Kindy is located in Te Rapa, Hamilton and is owned by Kidicorp (NZ) Ltd. It caters for children from two years old to school age. Māori children comprise 52% of the roll. The kindergarten employs qualified staff and provides a programme that responds to children’s emerging interests. Kidicorp (NZ) Ltd employs a business manager (BM) and professional services manager (PSM) to support centre leaders and staff in continually improving performance. Managers have responded positively to the 2010 ERO report by further developing strategic planning and increasing the range of natural resources available to children in each play area.

Since the last review centre managers have overseen the following developments:

  • the service has changed from a childcare service to a community kindergarten in order to better serve the needs of its local community and to increase participation in early childhood education, particularly for Māori and Pacific children
  • the centre’s name has changed from Kids to Five (Te Rapa) to Te Rapa Community Kindy
  • Kidicorp has provided three vans to transport children to and from the kindergarten, making their attendance and participation possible. The vans also provide transport for children and families/whānau to attend special kindergarten events
  • partnerships with community agencies have been developed in order to better meet the needs of children and families
  • the indoor play area has been extended and the service has been relicensed to cater for up to 69 children
  • provision for children under two has been discontinued
  • there have been significant staff changes. The BM, PSM, centre manager and head teacher are all new to their roles.

The centre’s comprehensive philosophy aims to prepare children’s skills, knowledge, and attitudes for school and lifelong learning. The environment is intended to reflect bicultural perspectives that support children’s mana and sense of belonging.

Review Findings

Positive relationships are continually evident. Teachers consistently engage with children to develop oral language and conversation skills in individual and group activities. They celebrate

children’s work with enthusiasm and provide frequent opportunities to revisit prior learning experiences. Children from a range of family backgrounds and cultural heritages benefit from respectful interactions and Inclusive teaching practices. Teachers continue to develop their integration of te reo Māori throughout the programme. Open questioning is beginning to foster learning. Further review and development of questioning skills is likely to extend exploration and problem solving, particularly for older children.

Children’s interests and experiences effectively guide the programme. They are empowered to be leaders and to engage in group and independent activities of their choice. There is an emphasis on learning through play, with little need for behaviour management. Opportunities to develop children’s literacy, numeracy, creativity and exploration skills are available throughout the programme. The stimulating learning environment focuses on children’s current interests and activities. A wide range of equipment caters well for different levels of competence. Parent contributions are encouraged and used to inform programme planning. Teachers are continuing to develop their skills in assisting children to use information and communication technologies as a tool for learning.

Teachers have sound professional knowledge of trends and best practices in early childhood education. Assessment records show the developing complexity of children’s learning with specific links between learning stories to demonstrate individual progress. Children’s comments contribute to assessment and planning. Profile books are attractively presented and regularly revisited by children and parents. Routines are flexible and well established. Next steps for continuing development are to:

  • increase bicultural and multicultural perspectives in assessment
  • streamline programme evaluations so that they are useful for future planning.

Managers and staff demonstrate a strong commitment to collaborative leadership and continual improvement within a community of professional learning and practice. A robust appraisal process focuses on teacher development to improve outcomes for children. Teachers respond positively to recommendations from BM and PSM reports and benefit from targeted professional development made available by Kidicorp (NZ) Ltd. Self review and reflection are comprehensively documented. A next step is to ensure that self-review records specify recommendations and actions that will continue to improve outcomes for children and guide resourcing and centre planning.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Te Rapa Community Kindy 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.

Dale Bailey

National Manager Review Services Northern Region

28 March 2013

Information about the Early Childhood Service


Te Rapa, Hamilton

Ministry of Education profile number


Licence type

Free Kindergarten

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

69 children, including 0 aged under 2

Service roll


Gender composition

Boys 43

Girls 37

Ethnic composition


NZ European/Pākehā


Other European









Percentage of qualified teachers


Reported ratios of staff to children

Over 2


Exceeds minimum requirements

Review team on site

January 2013

Date of this report

28 March 2013

Most recent ERO report(s)

Education Review 

March 2010 

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.