Community Kindy Te Rapa - 21/04/2016

1 Evaluation of Community Kindy Te Rapa

How well placed is Community Kindy Te Rapa 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.


Community Kindy Te Rapa is located in Te Rapa, Hamilton. It provides education and care for children aged two years to school age from the wider Hamilton region. The centre operates a highly effective van service to assist parents/whānau to access the service. At the time of this ERO review 77 children were enrolled, including 56 of Māori descent.

The centre operates under the umbrella of BestStart Educare Limited (formerly Kidicorp Limited), which provides the centre with policy, strategic direction, financial and business management. The staff benefit from the focused professional leadership and guidance provided by BestStart professional services manager (PSM) and business manager (BM) who also supports the implementation of BestStart goals. These goals cover staffing, finances, curriculum, resource and premises, communication, and consultation with parents and whānau.

ERO’s 2013 report identified next steps about professional growth of the teaching team in relation to the bicultural curriculum and assessment practice. Since the 2013 ERO report the centre manager, PSM, BM, and several new teachers have been appointed. Together they have made good progress in addressing these next steps.

The centre's philosophy aims to 'inspire tamariki to flourish as life-long learners'. Teachers have recently reviewed the centre philosophy and aspire to provide a warm, responsive and welcoming environment where children and families come for support and care. The philosophy also expresses that emotional wellbeing, independence, self direction, curiosity, exploration and trusting relationships are essential for children to grow and develop.

A significant change in the way the service operates has been implemented. It has moved from three age-based rooms to three environment/curriculum rooms where children from 2 to 5 years of age play alongside each other and tuakana-teina relationships support the learning of others.

The Review Findings

Young children enjoy in-depth play and exploration in the redeveloped, purposeful and motivating environments for learning. They actively participate in creating and maintaining these areas, demonstrating high levels of ownership and confidence and decision making. They are also able to contribute their ideas. Children are capable learners. They skilfully respond to new ideas and interests through carefully considered teaching strategies, resourcing and presentation of areas of play.

Relationships throughout the centre are caring, respectful and reciprocal at all levels. Teachers give strong priority to developing genuine and trusting relationships with families and children. Parent contributions and knowledge about their own children are valued by teachers and this information is responded to and incorporated into the programme and centre operations. Children benefit from caring and responsive interactions that follow their personal routines and preferences. Friendships between children are highly evident.

Teachers' model and foster concepts of kaitiakitanga (caring for the environment), aroha (friendships and caring for others), ako (learning together), tuakana/teina and kotahitanga (standing tall, working together).

The well-designed, rich, play-based curriculum reflects and responds to children’s cultural identities, ideas, interests, parent and teacher aspirations. Curriculum priorities include:

  • an emphasis on oral language, meaningful integration of literacy, mathematics and science concepts, and technological processes

  • a ‘be school ready’ approach that fosters children's’ development of foundation skills at all ages

  • extensive use of the wider community to enrich experiences and learning

  • carefully-planned and well-supported transitions from home and the centre for tamariki and families

  • practices that contribute to the centre’s bicultural development and value Māori knowledge and concepts about the natural world.

Leaders and teachers engage in extensive and responsive self-review systems. Teachers are well supported by the PSM, BM and the centre manager to take on board new learning and deeper reflection about their practice through this self review. In addition, teachers have access to meaningful and ongoing professional learning and development from Best Start and external providers.

The centre manager and second in charge effectively implement a consultative and shared approach to leadership that values the strengths and contributions of staff and families. They are developing a team culture of ongoing learning and critical reflection that is focused on promoting positive outcomes for children and families.

Key Next Steps

ERO acknowledge the progress the service has made in relation to bicultural development and assessment, planning and evaluation. It is important for teachers to continue to advance and embed these practices and more directly link them with assessment and intentional teaching strategies, tātaiako and staff appraisal.

Management Assurance on Legal Requirements

Before the review, the staff and management of Community Kindy Te Rapa 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 Community Kindy Te Rapa will be in three years.

Lynda Pura-Watson

Deputy Chief Review Officer

21 April 2016

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

85 children, including up to 0 aged under 2

Service roll


Gender composition

Boys 44 Girls 32

Ethnic composition








Latin American









Percentage of qualified teachers

0-49% 50-79% 80%

Based on funding rates


Reported ratios of staff to children

Over 2


Meets minimum requirements

Review team on site

January 2016

Date of this report

21 April 2016

Most recent ERO report(s)

Education Review

January 2013

Education Review

February 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.