Kids Campus T.P.S. Childcare Society Inc - 14/03/2013

1 Evaluation of the Service

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

Kids Campus is very well placed to promote positive outcomes for children.


Kids Campus is situated beside Kopurererua reserve in the Gate Pa suburb of Tauranga City. The centre is an incorporated society governed by a committee of elected parents, whānau and manager. Whakawhanaungatanga is a feature of the service. There are strong connections through parents, whānau, tamariki, Ngai Te Rangi hāpu and the local community services that contribute to children’s wellbeing and sense of place and identity. The centre emphasises the role of whānau fostering children’s wairua and mana through an holistic approach to learning.

The centre is licensed for children from birth to five years, and provides care for all age groups in a stimulating learning environment. Of the 37 children on the roll, 15 are of Māori descent and a number of children are of Pacific descent. The manager/head teacher and staff provide highly effective leadership in many different aspects of the centre. They have had a very positive reporting history with ERO and the service has responded well to previous recommendations. Teachers have a strong focus on building an inclusive bicultural environment for children.

Areas of strength

Kids Campus is a high-quality early childhood service that provides sustainable care and education for babies, toddlers and young children. Significant aspects that contribute to this include:

  • whanaungatanga (positive links with parents, whānau hui, and the wider community)
  • whakamana (enjoyment of learning and valuing children’s prior knowledge)
  • kotahitanga (affirming good learning behaviour)
  • ngā hononga (cooperating together)
  • the principles of Te Tiriti o Waitangi (partnership, te reo and tikanga Māori).

In addition the centre has effectively integrated biculturalism into their curriculum. Many features of the programme promote positive bicultural learning outcomes for children. These include relationships that are culturally respectful, responsive and reciprocal, within a learning environment that is rich in cultural resources and inclusive of children with diverse needs.

Children benefit from high-quality play among themselves and teachers. Teachers promote positive social relationships and assist children to build friendships and share their play with one another. Meaningful conversations in Māori and English build on children’s interests. Teachers effectively model and affirm appropriate behaviour.

Babies and toddlers are nurtured and receive high-quality care. Individualised routines linked to parent and whānau homes are effectively maintained. Teachers foster independence and encourage babies and toddlers to explore their environment.

Children enjoy playing and learning in rich and stimulating environments that support their interests. The natural outdoor play space invites children to investigate, challenge and participate in activities that promote their thinking and physical skills. Teachers have a good understanding of emerging literacy and mathematics, and foster these concepts through children’s play.

Children who are transitioning to school are well prepared and eagerly anticipate attending school. The transition to school programme is purposeful and allows children who are ready for school to explore and extend their future interests. The environment is well resourced and promotes early literacy and mathematics. Children confidently use a wide range of information and communication technologies to research their school and interests.

Portfolios provide an excellent record of children’s learning. Parent and whānau contributions are highly valued and their aspirations and knowledge about their children’s interests are extended within the context of the centre’s learning environment. This partnership contributes to meaningful learning experiences for children.

A collaborative approach to leadership encourages teachers to use their skills and expertise to strengthen the quality of care and education for children. A robust appraisal process links teaching practice, appraisal goals, strategic goals, self review and parental aspirations. The process invites teachers to share and critique their practice in relation to children’s needs. The head teacher has identified and developed a system to further encourage teachers to evaluative practices that monitor children’s progress and learning over time. This approach is likely to give teachers, parents and whānau a clear understanding of how their children learn.

2 Legal Requirements

Management Assurance on Legal Requirements

Before the review, the staff and management of Kids Campus T.P.S. Childcare Society Inc 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

14 March 2013

Information about the Early Childhood Service



Ministry of Education profile number


Licence type

Education and Care Service

Licensed under

Education (Early Childhood Services) Regulations 2008

Number licensed for

42 children, including up to 9 aged under 2

Service roll


Gender composition

Girls 19

Boys 18

Ethnic composition

NZ European/Pākehā

NZ Māori



Cook Island Māori

Other Asian







Percentage of qualified teachers


Reported ratios of staff to children

Under 2


Exceeds minimum requirements


Over 2


Exceeds minimum requirements

Review team on site


Date of this report

14 March 2013

Most recent ERO report(s)

Education Review

Education Review

Education Review

March 2010

July 2007

May 2004

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.