EDUcatering R&C Supplement | July 2022 by Review Publishing Ltd

July 2022 Vol 15 Issue 4

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Feeding Young Minds, as well as Their Bellies

Tania Walters Publisher

ntroduced in 2019 and then expanded in response to the COVID-19 pandemic, the Ka Ora, Ka Ako | Healthy School Lunches Programme is still going strong, serving healthy and nutritious lunches to kids across New Zealand. “Feedback has been overwhelmingly positive, with principals reporting improved attendance, behaviour and focus in the classroom, particularly for students most in need,” noted Sean Teddy, Hautū (Leader) Operations and Integration. Providing children with a healthy school lunch every day is just the beginning, however. As the proverb says, ‘Give a man to

fish, you’ll feed him for a day. Teach a man to fish, and you feed him for a lifetime.’ Teaching children about the importance of healthy food, as well as the lifecycle of food and where what they eat comes from is an important part of the journey. School gardens are a great way to do this, giving children practical skills they will carry throughout their life. The environmental impacts of how we eat have become laser-focused in recent years, and the Healthy School Lunches Programme is no exception. The Ministry of Education is actively engaging with key stakeholders to see how it can collectively develop New Zealand wide waste management best practices. Teaching children about a circular economy, about recyclable packaging and the importance of composting will mean a more sustainable future for all Kiwis. It’s also cold out there right now, so in this issue we share some delicious warming winter recipes while looking forward to Spring and planning new season menus.

Tania Walters, PUBLISHER

CONTENTS 4

Menu Inspirations

Ka Ora, Ka Ako

School Gardens

Suppliers

Spring Time

Managing Menus

Publisher Tania Walters General Manager Kieran Mitchell Editorial Director Sarah Mitchell Managing Editor Caitlan Mitchell Senior Editorial Associate Sophie Procter Advertising Caroline Boe Senior Designer Raymund Sarmiento Graphic Designer Debby Wei

R&C EDUcatering is published under license to Review Publishing Co Ltd as a supplementary publication to Restaurant & Café magazine. Please direct all enquiries and correspondence to Review Publishing Co Ltd. The opinions and material published in this edition of R&C EDUcatering are not necessarily those of the publishers unless specifically stated. All material in this publication is copyright and may only be reproduced with the consent of the publisher. Copyright 2022 R&C EDUcatering is a supplementary publication to Restaurant and Café magazine.

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MENU inspirations

WINTER WARMERS

We’re in the midst of winter now and providing kids a hearty meal at school is more important than ever. Winter is a great time to experiment with new flavours from different world cuisines, such as adding mild spices to a winter soup.

here is also an amazing array of vegetables available over winter, perfect for roast vegetable salads or adding to multi-grain pasta dishes.

INSPIRATION FOR WINTER WEEKLY SPECIALS: Mild Lamb Curry with Rice This is a great curry recipe to introduce children to some new flavours, with a combination of garlic, ginger, turmeric, and mild curry paste combined with diced lean lamb and potatoes (or other winter vegetables). Ingredients (For aprox. 25 servings): • 2.5kg lean lamb, diced • 1.25kg large potato, peeled and diced • 75ml vegetable oil • 625g onion, finely diced

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• • • • • • •

35g garlic, crushed 35g ginger, crushed 150g mild curry paste 2tsp turmeric powder 1kg canned chopped tomatoes 1.25l vegetable stock, reduced salt 750g unsweetened reduced-fat yoghurt

Method: Heat oil in a large pot. Gently sauté the onion until soft. Add garlic, ginger, curry paste, turmeric and diced lamb and cook until lamb is about half cooked through. Add potatoes, tomatoes, stock, and half of the yoghurt. Cook for approximately 2-3 hours over a low heat, covered, until the meat is tender, and the sauce has thickened. Before serving, mix through remaining yoghurt.

Courgette Pizza Want to try something a little different - how about this courgette-base pizza? It’s an easy way to get more vegetables into a student’s diet. Ingredients (for one larger pizza, but these could be made into individual mini pizzas): • 1 egg • 1 courgette, grated • 1/3 cup self-raising flour • 1/2 clove garlic, crushed • 1 tbsp chopped fresh herbs • 2 tbsp grated cheese

Toppings: • 2 tbsp pizza sauce • 2 tbsp grated cheese Method: Preheat the oven to 200°C. Place baking paper on a baking tray. Place courgette in a clean tea towel or over a sieve and squeeze out as much moisture as possible into a bowl. Into another bowl, combine courgette, flour, garlic, herbs, egg, and cheese. Mix the dough with clean hands and press into a circle 1cm thick onto baking paper on the baking tray. Depending on how much liquid

is squeezed out of the grated courgette will determine how wet the mixture will be. Bake in the oven for about 10 minutes until lightly golden brown and the bottom is starting to brown. Carefully remove from the oven, flip over and top with pizza sauce and cheese. Bake for another 3-5 minutes until the cheese is melted and bubbly. Remove from the oven, allow to cool slightly, then slice into 8 pieces and serve. Recipes courtesy of The Heart Foundation, for these and more visit www.heartfoundation. org.nz H

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SUPPLIERS

Responding to Staff Shortages due to COVID – SUPPLIER FAQs As a supplier to the Ka Ora, Ka Ako | Healthy School Lunches programme it is important to know what to do considering the effect the COVID pandemic is still having on the workforce. You should have a Business Continuity Plan (BCP) in place that outlines how you will respond to workforce supply issues and any future school closures.

What does my BCP need to include? A BCP template was sent out to you in February 2022. This can be used as a guide and highlights scenarios you should consider. A BCP template is available on the Ministry of Education website if you need. What do I do if I have staff out due to COVID? You will need to include in your BCP how you will operate with reduced staff numbers. This could include the use of alternative kitchen facilities if employees at a particular site contract the virus. For example, if you have several kitchens, you may have the ability to move production if needed. Where your workforce is not able to operate, an alternative supplier should be arranged where possible. What do I do if there are no alternative suppliers available? In the first instance, let your school/kura know and the school should contact their Senior Advisor to highlight their situation. You may want to consider suitable alternative from local business such as:

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• Supermarket • Local Bakery or Café • Long life shelf food If you are unsure, contact your Senior Advisor. The school can purchase provisions and invoice the existing Supplier or the Ministry (depending on the agreed arrangements). School Closures A partial school closure could result from a high number of cases in the school/kura or in instances where the school/kura is unable to get relief for teachers who are unable to work due to COVID. Are lunches still provided? The intent of the programme is to provide students in participating schools and kura with a daily healthy lunch. If a school is partially closed onsite, suppliers are expected to continue to provide lunches to all students attending school as business as usual. There are several ways you could consider redistributing lunches, for example, a community hub can be considered for students learning from home. In doing so,

you will need to make sure you are following all public health guidance. This should be outlined in your BCP. Surplus lunch/food management Lunches will continue to be delivered to students who are attending on site. We expect you to work closely with your schools and kura around regularly providing updates on expected roll numbers. What do we do with surplus lunches? Where there is a sudden partial or full school closure, or a school fails to inform you of a significant drop in their roll, your BCPs (that have been agreed with the school or kura) will detail how you will redistribute prepared lunches. What is our responsibility to manage surplus lunches? The Ministry of Education encourages all suppliers to redistribute all prepared lunches and perishables through their own local networks, iwi and hapū, or through the New Zealand Food Network. H

A Great Lunch Can Be A Learning Experience

that we make when we eat together. Beyond the nutrition, what we eat provides connections to family, community and culture, and forms a bond with our natural environment.

Alongside other core values, Schools and education providers are adding the importance of healthy food choices to their ethos.

ioneering a balance between nutritionally beneficial food and food that students would readily eat, Libelle Group’s Eat Smart menu launched their no junk food stance back in 2018. “Eating the correct school lunch is absolutely critical to student health and well-being,” noted Johannes Tietze, founder and CEO of Libelle Group. “The Government initiative Ka Ora, Ka Ako (the name translates to being healthy and well to be in a good place to learn) recognises that regular, nutritious food is vital for children’s physical, mental and educational development.” A healthy and nutritious lunch is vital to learning. So, what makes a great school lunch? Children tend to eat what they know, and sometimes their likes can seem quite limited. Libelle’s role in a child’s learning-to-eat journey is to provide the food they should be eating in

a calm and positive environment with minimal interference. A Libelle lunch box is filled with a variety of nutrient dense, minimally processed whole foods to provide the macro and micronutrients that children and adolescents need to grow and learn. Macro nutrients provide calories for energy and maintain the body’s structure and systems. Micronutrients are the broad spectrum of vitamins and minerals that our brain uses to signal what to do and when to do it. By offering a balanced meal with proteins, carbohydrates (wholegrains and/or starchy vegetables), healthy fats and plenty of vegetables and fruits, Libelle are not only providing these nutrients but role modelling what a great lunch should look like. When provided with the right opportunities, children can be raised to be food literate, taking this knowledge with them throughout their life and into their shopping habits of the future. A great lunch is also the social connections

LIBELLE’S TOP TIPS: • Variety and colour - different coloured vegetables and fruits provide different minerals, vitamins and antioxidants. • Choose natural or minimally processed foods as much as possible. • Snacks DO NOT have to come in a packet! Change your snack narrative and serve real food - fruit, cucumber, tomatoes, carrots, celery, green beans, butter beans (roasted), chickpeas, sweetcorn, cheese, pate, crackers, nut butters, seeds and nuts, avocado, granola, yoghurt, berries, dark chocolate, dried fruits, leftover chicken or salmon. A child sees food as food, it is our narrative that ‘teaches’ them that certain foods are for certain times. • Serving size: Commercially prepared or purchased food items, such as café purchased muffins, slices, sandwiches etc are often way too big for the average adult, let alone a small child. When serving a snack from a packet, remove the item from its packaging, halve or quarter it, and serve it alongside a piece of fruit, a couple of sticks of crunchy vegetables and some form of protein and/or healthy fat. H

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KA ORA ka ako

CONTINUING TO FEED KIWI KIDS:

Ka Ora, Ka Ako | Healthy School Lunches Programme Updates Introduced in 2019 and then expanded in response to the COVID-19 pandemic, the Ka Ora, Ka Ako | Healthy School Lunches Programme is still going strong, serving healthy and nutritious lunches to kids all across New Zealand.

s of the end of June 2022, the programme is delivering lunches in 947 schools and kura to over 220,000 students. “Feedback has been overwhelmingly positive, with principals reporting improved attendance, behaviour and focus in the classroom, particularly for students most in need,” noted Sean Teddy, Hautū (Leader) Operations and Integration. “The interim evaluation of the programme showed ‘large benefits’ for all students in respect of the quality of food being eaten, and in reducing hunger. It also found that

‘large gains’ in mental wellbeing were made by the most disadvantaged students. On average, students experienced ‘small but significant’ improvements in their overall health, quality of life, and physical and emotional wellbeing.”

Serving Sustainably The environmental impacts of how we eat have become laser-focused in recent years, and the Healthy School Lunches Programme is no exception. Teddy explained that being environmentally friendly and taking active steps to reduce climate change are integral

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aspects of the programme. “Before becoming an approved supplier, all suppliers must demonstrate their ability to reduce the use of plastic food wrap, cutlery and tableware and use reusable and environmentally friendly packaging where they can,” he said. Each supplier’s tender is evaluated on their approach to waste minimisation and environmentally sustainable solutions. In addition, this forms part of the deliverable’s agreement signed between the supplier and their schools or kura, which will show how they will work together to achieve environmentally sustainable solutions. “A range of solutions are being used depending on the infrastructure and resources available in their community and region. For example, some suppliers use recycled plastics, compostable packaging, or reusable bento boxes,” continued Teddy. “While suppliers are committed to having a minimal environmental impact and recycling, they face the same challenges around plastic use, such as making sure food stays fresh and regional differences in recycling policies. Many of the environmentally friendly packaging options are only manufactured overseas and because of supply chain issues caused

by COVID-19, suppliers are also having difficulties sourcing sustainable options. Therefore, some suppliers may be needing to use non-recyclable options as an interim solution.” Teddy also noted that the Ministry of Education is also actively engaging with key stakeholders to see how it can collectively develop New Zealand wide waste management best practices. This includes regional councils, Enviro Schools, the Ministry

for the Environment, and key community groups. “Sustainability remains one of the focus areas for the programme, and we are exploring how we can better incorporate this into the programme going forward.” With regards to food waste (which is defined as partially eaten food), schools, Kura and suppliers have plans in place for how to manage this. Examples of this can include composting food waste or sending to local pig farmers. H

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SPRING time

GETTING SET FOR SPRING

Springtime is coming and it’s a good idea to start preparing those spring menus full of fresh, seasonal produce. If you have a school garden, June/July is a great time to plant winter vegetables for a continuous supply and to begin thinking about the next season. In the vege patch, it’s garlic planting time, with garlic traditionally planted on the shortest day for harvest on the longest day in December. Keep planting winter staples including brassicas, beetroot, leafy greens, and herbs.

This time of the year is also great to start planting (among others):

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broccoli

carrots

onions

feijoas

lettuce

radish

Recipe Inspiration from the Heart Foundation Spring Menu: Mac n’ Cheese with a Twist (makes 10 small serves, and seven large serves) Ingredients: • 400g macaroni (raw dry) • 100g plain flour • 2 teaspoons mustard powder • 2 teaspoons tabasco sauce (optional) • 1 litre trim milk • 500g frozen mixed vegetables eg. peas and corn (cooked) • 200g reduced-fat cheddar (grated) • ¼ teaspoon salt

Method: Cook pasta in plenty of boiling water for 10 minutes (or according to instructions on pack) until just tender to the bite. Drain well. At the same time, combine flour, mustard, and tabasco sauce in a saucepan to form a smooth paste. Blend in milk and place over a medium heat. Cook for 5-10 minutes, whisking continuously until a smooth sauce forms. Add cooked vegetables and grated cheese and stir until melted. Stir in cooked pasta then season with salt.

Variations: You can also add tomato, cooked onion, ground black pepper and parsley to macaroni. Instead of cheddar cheese, you can use reduced-fat tasty cheese or a combination of 150g edam cheese and 50g parmesan cheese. H

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spRing scHool caNteen menU weEkly spEcialS MONDAY

TUESDAY

WEDNESDAY

THURSDAY

FRIDAY

Mac n’ cheese with a twist and garden greens

Sushi box

Tex Mex pizza

Potato and tuna nuggets with salad

Classic beef burger

saNdwicH selEctioN

soUp of the Day

Favourite ﬁllings in wholegrain bread, rolls, pita pockets or wraps:

Tip: a good way to use leftover vegetables

Chicken, avocado and salad

Roast beef, mustard and spinach

Egg, lettuce and lite mayo

Roast veggies and hummus

spRing Salad bowlS Zesty coleslaw with shredded chicken

Farmhouse chicken and corn

Hearty lentil

drInks Tasty tuna, wholemeal pasta, tomato and cucumber

Mediterranean (pumpkin, chickpea and feta) Plain, low or reduced-fat milk

eaSy snAcks That Cost Less Than $1/Serve to makE Veggie sticks with parsley dip

Lemon muffin

Corn and cheese roll-ups

Bread baskets

Natural popcorn

Rainbow fruit kebabs

You can download the recipes for the coloured/bold items from heartfoundation.org.nz Freezer-friendly: these items can be cooked, frozen then reheated. Remember to label clearly, use within three months and reheat to a safe temperature.

heartfoundation.org.nz

Plain water

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SCHOOL gardens

GROWING YOUNG MINDS

School gardens can make lasting differences in the lives of children, with the lessons taught through these outdoor learning laboratories transcending gardening to impact children, their families, and entire communities for years to come.

chool garden programs use typical gardening tasks, such as planning, planting, caring, and harvesting, to illustrate cultivation. Plants, insects, birds, and weather all become participants in the learning process. As a result, children are more engaged, more attentive, and more motivated to learn. Perhaps more importantly, through school gardens, children experience the rewards of fresh produce and the process that goes into cultivating food to eat. They learn to understand the natural growth of plants — from seeds to sprouts to flowers to fruits — and the impact that rain, drought, and other forces of nature have on plant life. Children learn first-hand the connection between nature, their own food supply, and the pollinators and other creatures their school garden ecosystem attracts and supports. By their nature, school gardens also encourage teamwork, individual responsibility, and a commitment to success. Many gardens involve community volunteers, who assist students as they plant, tend, and learn. Increased interaction between children, teachers and volunteers encourages growth in interpersonal and cooperative skills that follow children throughout their lives.

Enabling Kids to Get Growing Oke is an organisation that provides Kiwi kids the opportunity to learn life and social skills by introducing productive gardens into schools. By giving the kids the tools to learn, Oke empowers schools and communities to grow these skills, ultimately providing a better place for everyone. Through Growing A Future, Oke delivers a garden to each school, enabling the kids, teachers, and local community to get growing. The garden is built through a community working bee (in just ONE day) and includes all that is required to make it sustainable; raised beds, greenhouse, composting solutions, kids’ tools, teacher tools, irrigation, fruit trees etc. Oke was founded by Paul Dickson who was introduced to the world of project management at the age of 16. “Over the next 20-plus

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Paul Dickson, OKE founder

• •

•

• • years I went on to work on projects from building a new raised garden bed in my own back garden to retrofitting a power station in South Africa,” he said. After running a successful fundraiser, Dickson was approached by a local school who had a problem. The school wanted to start running a gardening programme for its students but had no garden, they wondered if one could be built with the charity funds. “I thought, sure, that could probably be done in a day,” expressed Dickson, noting that the Principle at Papatoetoe West Primary School was amazed that it could be. The charity also recognised what a great opportunity this was to bring a community together. Before any of the kids have even planted a seed, they will have seen their new school garden being built by their parents, teachers, and local community. This makes the kids very proud and seeing the blood, sweat and tears that have gone into building the garden, they have a lot more respect for it and this encourages them to nurture everything in the garden.

Once the garden is built the kids begin to learn and develop into Mighty Kids. Yes, they can indeed grow a few veggies but there are so many more benefits… • Kids learn the mighty chip comes from a potato. • Kids become the teachers and show

•

parents how to grow and use veggies at home. The garden positively impacts mood and psychological wellbeing. By encouraging communities to come together and share skills, the community as a whole benefits. Providing a social platform where kids can just be kids and learn by getting down and dirty. Increase life skills, increase levels of selfesteem / worth. Kids develop hands-on skills that they might potentially be interested in pursuing in life later on. Give kids the opportunity to get outside and interact with each other, sharing knowledge and building relationships. Children growing up healthy and strong both physically and mentally, leading to a positive outlook / future Continued on page 22.

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SCHOOL gardens

Continued from page 21.

• Provide financial skills by turning produce from the garden into profitable sales, which fund a sustainable garden. • An outdoor classroom is a great place to learn all kinds of topics from science to language. • Doesn’t pigeonhole kids like other activites – it doesn’t matter if you’re sporty, shy, top of the class or struggling with personal issues. Plants just want to be nurtured and have no bias towards anyone. After creating the garden for Papatoetoe West, the next year, Oke helped Papatoetoe East and since then has since built gardens from Onehunga to Drury. Oke plans on implementing its Growing A Future initiative into primary schools across South Auckland and beyond over the next few years. “The response has been incredible. Sometimes the new garden can be a little daunting, but once a school is over that initial hurdle, the rewards are huge.” Dickson noted that while the charity has begun its journey in South Auckland – his local community – and with lower decile schools, its an initiative he believes should be in all schools throughout the country. “It’s something that all students can benefit from, that all kids need. They start to learn the true value of food, the time it takes to grow something and about the entire food chain. Watching some students absolutely thrive in this environment is really special.” Oke reaches out to funders and donors to find the funding for each garden (approximately $15,000) so that a school doesn’t pay a cent, this includes everything

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the school needs from flower beds to gardening tools – even watering cans. “We have amazing suppliers we work with.” The gardens are built by volunteers during Worker Bees – anyone can sign up on the Oke website to volunteer, you don’t have to be a gardening expert and it’s a great opportunity for adult learners too. “Everyone can garden and develop the

amazing life skills a garden can grow,” expressed Dickson. “Just remember that seeds don’t grow into something special overnight, it takes preparation and time. Use these two things to develop your school garden and you’ll have something amazing for generations.” For more information, visit www.oke.org.nz H

Easi Recycling NZ

info@easirecycling.co.nz www.easirecycling.co.nz Freephone: 0800 342 3177 restaurantandcafe.co.nz

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MANAGING menus

SERVING FOR SPECIAL DIETARY NEEDS The Ka Ora, Ka Ako | Healthy School Lunches programme requires suppliers and schools making their own lunches to prepare lunches that meet common special dietary needs as part of their standard lunch service.

Common dietary needs that should be catered for are: • common food allergies, except where one student has a combination of three or more food allergies • common food intolerances, specifically non-celiac gluten sensitivity and lactose intolerance » all religious dietary requirements • ethical dietary requirements – vegetarian and vegan diets may also be followed for religious reasons Providing lunch should not put students at risk. Suppliers and schools making their own lunches should work within their expertise and capacity.

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High and Complex Needs A small number of students have multiple or high and complex dietary requirements that fall outside the range of typical needs catered for as part of the standard lunch service. These high and complex special dietary needs include: • rare or multiple allergies, generally three or more – these will be considered on a caseby-case basis and may need to be excluded from standard provision • intolerances other than common intolerances listed above, such as fructose intolerance, FODMAP (fermentable oligosaccharides, disaccharides, monosaccharides and polyols) intolerance, and other medically diagnosed intolerances • other medically prescribed diets that that fall outside the range of typical needs catered for • multiple medical conditions that require special diets, for example allergies combined with dysphagia • special diets that are already funded for provision by District Health Boards. Suppliers, and schools making their own lunches, may not feel they are able to provide a special meal safely. This may be because: • the risk of a mistake in preparing the lunch

PRE-PLAN FOR THE PERFECT MENU

For schools and kura, planning menus in advance helps to control the quality and cost of food that is served. In general, a menu should offer students several items that remain the same, with variety provided by specials that are only available at certain times or on certain days of the week. Keeping kids interested in what’s on offer is a constant challenge, but one that can be overcome by offering delicious ‘special menu items’ and curating menus to reflect the season. Regular items should

remain consistent, with small changes for variety, for example, the fillings within sandwiches and wraps. Regular snacks should include things like plain popcorn, fruit pieces, yoghurt, and vegetable sticks.

IDEAS FOR DAILY SPECIALS: MONDAY

TUESDAY

WEDNESDAY

Vegetable Frittata

Fish Burger with Salad

Pasta Salad

THURSDAY

FRIDAY

Stuffed Baked Potato

Sushi

is too high, or • the risk to the health and safety of the student is too great. • the meal requires specialist knowledge to provide a nutritionally balanced diet if there are several food exclusions or complex needs. In these situations, the Ministry of Education will work with schools, whānau and suppliers to find an alternative solution so an appropriate lunch is provided.

In New Zealand an estimiated 11 percent of children have an allergy or food intolerance.

11%

Meeting Special Dietary Needs Schools and kura should seek any special dietary information from students, parents and whānau and provide this information to their supplier or kitchen manager. The Ministry of Education has provided a standard form to help gather this information which includes recording information on how to keep students with allergies and special dietary requirements safe. This information should be shared with your suppliers or school kitchen.

Unless you have prior permission from a parent, guardian or caregiver, information must be anonymised before sharing with your supplier. If a supplier wants to opt-out of providing lunch because the dietary requirements are too complex for them to manage safely, this

10 most common allergns in NZ children: • milk products • egg • peanut • tree nut • sesame • fish • shellfish • kiwifruit • wheat • soy must also be approved by the Ministry. All special dietary needs should be reviewed regularly to make sure they are up to date, and if there has been a change in the student need It is important to update suppliers on any changes to dietary requirements as soon as possible. H restaurantandcafe.co.nz

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SURPLUS meals

A GUIDE TO MANAGING SURPLUS MEALS

There may be times when your school or kura will have surplus lunches left over, for example when students are absent from school. Some schools and kura are choosing creative ways to manage surplus lunches, such as sending kai home with their akonga, sharing with neighbouring schools or early learning centres, or sharing with their wider community. lunch and which lunches can be redistributed • share tips on keeping kai safe until sent home • provide information on kai with allergens. Suppliers are responsible for the end-to-end service of providing healthy lunches to a school. After lunch, how leftovers and surplus lunches are managed is the responsibility of the school or kura. Having a food safety plan will help prevent ākonga and whānau getting sick from unsafe kai.

A Food Safety Procedure

f your school decides to redistribute unused lunches, it is a good idea to have a plan for how this can be managed, stored, and redistributed in ways that help keep people safe.

A food safety procedure sets out the processes you have in place to store and redistribute kai safely.

For Schools and Kura Outsourcing to a Supplier:

What happens with lunches when they are delivered to or prepared at school? • Talk to your supplier or, if your school makes your own lunches, your kitchen manager. Make sure you understand how long food has been out of refrigeration or hot storage and what food can be redistributed and what cannot.

If you regularly have too many lunches leftover talk to your supplier. They can help surplus lunches by adjusting your order.

Suppliers can also tell you:

• which foods should be thrown away after

Here’s what to cover in food safety procedures:

What happens during lunch time? • Your plan could include how you ensure good hand washing and hygiene, supervise and support students as they eat, manage waste food and packaging, and handle surplus lunches.\ How are unused lunches collected? • Think about the best way to collect unused lunches, for example: a collection point where surplus lunches are returned. How are surplus lunches stored and handled? • To handle surplus lunches safely, you will need to make sure you manage food storage and temperature to minimise contamination. How are surplus lunches redistributed? • Your procedure should include the process you set up for sending food home, for example: what information you provide to those receiving food about how long it has already been refrigerated and its safe handling, if you need to use containers and if so, how these will these be cleaned and returned. It is useful to nominate a person in charge of handling and distributing surplus lunches so that those receiving food know who to contact.

If you have any questions on handling food safety, you can contact your Ministry Ka Ora, Ka Ako regional contact. H

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EDUcatering R&C Supplement | July 2022

Articles inside

Ka Ora, Ka Ako

Menu Inspirations

Suppliers

School Gardens