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place and feel comfortable with routines, customs and regular events; and children know the limits and boundaries of acceptable behaviour;

(c) there are equitable opportunities for learning for each child, irrespective of gender, ability, age, ethnicity or background; children are affirmed as individuals; and children are encouraged to learn with and alongside others;

(d) children develop verbal and non-verbal communication skills for a range of purposes; children experience the stories and symbols of their own and other cultures; and children discover and develop different ways to be creative and expressive;

(e) children’s play is valued as meaningful learning and the importance of spontaneous play is recognised; children gain confidence in and control of their bodies; children learn strategies for active exploration, thinking and reasoning; and children develop working theories for making sense of the natural, social, physical and material worlds.

Communication and Consultation:

6. Management and educators should ensure that communication and consultation with each other and with parents/guardians, whanau, hapu, iwi and local communities acknowledge and respect all parties’ values, needs and aspirations.

7. Educators should seek information and guidance from specialist services where appropriate, to work effectively with children and their parents/guardians and whanau.

8. Educators should provide opportunities for parents/guardians and, where appropriate, whanau to:

   (a) feel welcome to spend time at the service, discuss concerns and participate in decision-making concerning their child;

   (b) discuss, both informally and formally, their child’s progress, interests, abilities and areas for development on a regular basis, sharing specific observation-based evidence;

   (c) have access to information concerning their child, the operation of the service and Education Review Office reports regarding the service.

Operation and Administration:

9. Management should develop and regularly review a statement of the service’s philosophy and the charter, in consultation with educators, parents/guardians and, where appropriate, whanau.

10. Management and educators should implement policies, objectives and practices which:

    (a) reflect the service’s philosophy, quality curriculum, current theories of learning and development, the requirements of the DOPs and legislation;

    (b) acknowledge parents/guardians and whanau needs and aspirations for their child;

    (c) reflect the unique place of Maori as tangata whenua and the principle of partnership inherent in Te Tiriti o Waitangi;

    (d) are inclusive, equitable and culturally appropriate;

    (e) are regularly evaluated and modified by an on-going, recorded process of internal review.

11. Management should implement:

    (a) personnel policies which promote quality practices including appointment of competent staff, staff appraisal and professional development for both management and educators;

    (b) employment policies which incorporate the principles of being a good employer, including equal employment opportunities;

    (c) financial management policies which include budgeting to ensure that policies and objectives are met.

12. Management makes the audited annual financial statement available to educators, parents/guardians, whanau, the local community and government, to account for the use of Ministry of Education funding.

This notice comes into force on the 1st day of April 1998.

HON. BILL ENGLISH, for the Minister of Education.

1 "Management" is the charter-holder. In practice, management includes whanau for kohanga reo and parents for playcentre.

2 "Service" means licensed early childhood centre or homebased service.

3 "Educators" include all trained and untrained personnel who work with children in the service on a regular or formal basis. "Educators" does not include occasional, informal parent help, however it includes whanau, hapu and iwi for kohanga reo.

4 This is not possible for distance education.

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Education (Early Childhood Centres) Regulations 1990

Cancellation of Licence for an Early Childhood Centre

Pursuant to regulation 14 of the Education (Early Childhood Centres) Regulations 1990, and acting under authority delegated by the Secretary for Education, I hereby cancel the licence dated 9 July 1995, which was granted under those regulations to Mrs Sally Thompson in respect of:

Pipis (Nga Pipis) Infant Centre, situated at The Sandcastle, 93 Harewood Road, Christchurch.

This notice shall take effect the day after the date of its notification in the New Zealand Gazette.

KATHY PHILLIPS, Senior Manager, National Operations.

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Private Schools Conditional Integration Act 1975

Integration Agreement

Pursuant to section 10 of the Private Schools Conditional Integration Act 1975, notice is given that an integration agreement has been signed between the Minister of Education on behalf of Her Majesty the Queen acting through the Senior Manager, National Operations, Ministry of Education, pursuant to delegated authority, and the Christian Renewal Trust, the proprietor of the following school:

Christian Renewal School, Whangarei.

The said integration agreement was executed on the 19th day of September 1996. A copy of the agreement is available for inspection without charge by any member of the public at the national office of the Ministry of Education, Pipitea Street, Wellington.

Dated this 20th day of September 1996.

KATHY PHILLIPS, Senior Manager, National Operations.

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