About us

Ko Tararua te maunga

Ko Wharemauku me Whareroa ngā awa

Ko Ōtāheke te moana

Ko Kapiti te moutere tapu

Ko Te Rā Waldorf te kura


Te Rāwhiti Kindergarten opened its doors in April 1993 in Pukerua Bay and a second Te Rāwhiti Kindergarten was founded in June 1997 in Paekakariki. Te Rā Waldorf School was founded in January 1996 in Paekakariki. In 1998, our current site in Raumati South was purchased and has been developed into the school site over the years. The school is a state integrated primary school with seven classes. There are four licensed and chartered kindergartens; three on the school site at Raumati South and one in Paekakariki.

We also have six play groups, for children aged 0 – 4, one in Paekakariki, and five in Raumati South, and a Nursery class in Raumati South for 3 year olds.

Click here for a tour of the School

Click here to read aspects of our ‘Special Character’

As an overview, the various bodies involved in running the school and kindergarten are:

Kapiti Waldorf Trust

Guardian of  ‘Special Character’ and proprietor of land and buildings

Board of Trustees

Governance according to Charter

College of Teachers

Overview of management in support of our Co-Principals; overview of pastoral care; care for Special Character


Delivery of the Waldorf Curriculum

Some elements that make a school a Waldorf School:

  • A recognition of the child as a being of ‘hands, heart, and head’, that is, a being of will, feeling, and intellect.
  • A view of the child as also a moral, social, and spiritual being.
  • An aspiration to educate and develop in a healthy manner each of these aspects of the child: physical, emotional, artistic, intellectual, moral, social and spiritual.
  • An understanding of the teacher as an educator, responsible for and committed to the healthy development of the whole child.
  • An appreciation of the stages of child development and, hence, a pedagogy that brings content and skills to children at the appropriate times.
  • A curriculum that presents the whole wonderful panorama of human history, literature, science, technology, mathematics, art and music to the child and adolescent in an accessible, imaginative , and inspiring way.
  • A belief in the importance of the arts and handcrafts in the development of the child and young adult and the integration of those arts into the curriculum.
  • A belief that any and every child can and should learn to sing, play a musical instrument, paint, draw, sculpt, move with grace and awareness, write and recite poetry, act in a play, knit and  sew, work with wood and metal and clay, and know how to make a garden and care for animals.
  • A commitment to the ideal of a human being who is able to think clearly and independently, who is creative and compassionate, who sees meaning and beauty in the world, and who wants to make the world a better place.
  • A realization that the right education of the child requires a close, mutually respectful working together of parents, teachers, staff and others in the community.
  • A knowledge  of those aspects of anthroposophy that underlie Waldorf education, and commitment to deepen understanding, through study and professional development; and an openness to the other practical movements that have grown out of anthroposophy, such as biodynamic agriculture and anthroposophically extended medicine.