School C1 had a very small outside playground, minimum LTSM and the educator had a Grade 12 qualification (NQF Level 4).
This school-based intervention focused on the perceptual-motor development of kindergarten learners and comprised a two-level intervention with professional, ongoing assistance of the educators and upgrading of the learning environment with appropriate LTSM to optimise perceptual-motor skills development.
While age and sex of the learners have not been identified as possible influences in this study, factors in schools C1 and E such as the teaching environment, minimum LTSM and limited knowledge of the educator may have contributed to the poor achievement pertaining to school readiness obtained during the pre-test.
Learners in school C2 (Quintile 3) performed better than those in schools C1 and E, possibly because school C2 is fully equipped with LTSM to stimulate the development of perceptual-motor skills.
The reports were mainly on the following matters: Infrastructure, LTSM
( learning, teaching support material), financial matters, curriculum delivery as well as HR and reporting on progress with regards to the profiling from the Education Collaboration Framework.