New grants in 2023

Glenholme School-Whānau Whare

Re engaging our at-risk children into learning and attending school through a dedicated class with a full-time teacher aide and part time teacher, that focuses on positive behaviour and social skills in a safe and engaging environment.  This project has been running for 2022 and has proven to improve the social skills, behaviour, and attendance of these tamariki that were otherwise not engaging in their classrooms or school. These children had often violent and destructive behaviour causing disruption to teachers and other students, which caused a safety issue.

 The Nurture Program dedicates a classroom for these students that is not just focused on learning but the social and behaviour skills these children need to transition back to a classroom in a positive way to ensure they can stay at school and continue their education for the future. The parents and whanau of these children are so relieved to have a solution for their children who  otherwise would be  stood down or excluded from other schools. 

Contact: Donna Burns

027 2941635   07 3481489

Porirua East Kāhui Ako-Hauora Project

The  funding is to accelerate the implementation and evaluation of the use of Neurosequential Model in Education (NME) across the 12 schools and 3,300 ākonga of our kāhui ako.  

This is to support the attendance, engagement, mental wellbeing and success of a growing number of vulnerable ākonga,

 MOE and Poirua Council  are partners,and there is  evidence of impact.

Contact: Peter O'Connor

Pungaru School-Tamaiti Ora

100% Māori school.

Tamaiti Ora is a project where adults, whanau, hāpori members who have skills outside of the  school curriculum, are brought in and or taken to their personal homes and or marae to learn skills. This is place-based learning for 9 learners 12-14 disengaged and  post trauma. Ministry funded attendance services; mentor has not worked. These  learners Need to re-engage  with community before  coming back into class.

Contact: Mina Pomare-Peita

Taupo Nui-a-Tia College -Belong and Dream

Every year, 20-25 learners who transition to Taupō-nui-a-Tia College from schools in the Taupō Kāhui Ako are failing to engage with members of the school, wider community and the learning community.

This initiative will focus on the incoming group of year 9 students from contributing intermediate schools in the Taupō Kāhui Ako.  It will identify students who are late enrollers and students who have a history or are at risk of failing to engage in learning. The aim is to develop positive transitions for identified children at risk.

In order to address this issue, screening and the establishment of personalised individual learning plans will be created that will identify barriers to learning and engagement. 

Contact: Martyn Howie

Te Hono o Ngā Waka -Whānau Kura Whakakahatia

This project addresses the high kura absenteeism for Māori tamariki and rangatahi in Hokitika post COVID.

Many whānau have disengaged from education and struggling to overcome barriers to re-engage e.g. kai shortages, anxiety, transport and uniform issues. This funding supports other funding to  employ a kaimahi to work with whanau (up to 25 students) to support kura re-engagement, through intensive, wrap around support to learners and whānau.

Contact: David Simpson


STEWART GERMANN GRANT: Whenuaiti Outdoors -Rangatahi Journeys

Funding supports 3 waka journeys for up to 54 rangatahito be delivered to disadvantaged groups from Te Tauihu. Waka journeys are residential, weeklong programmes, designed to increase rangatahi self-confidence, cultural connection and develop a strong sense of belonging and kaitiakitanga. The journeys are kaupapa Māori; designed and delivered by kaiako Māori. Activities include waka ama, mau rakau, pūrakau, and exploring local sites of significance including ngāhere (forest), moana (ocean) & awa (rivers).

Waka journeys will be delivered in partnership with local iwi , schools and and other community groups. Iwi have identified a need for rangatahi to have more opportunities to connect to their whakapapa, rohe and cultural activities, in order to ‘stand tall on the paepae’. Local schools  and community see need for tailored support for disengaged and/or learning support students  to  improve educational and employability pathways, and strengthen wellbeing. 

Contact: Lucy Carver

Continuing multi-year grants

Storytime Foundation-First 1000 Days

CET is providing  3 year funding for this programme which has demonstrated its value since CET funded the pilot  several years ago. The three year funding is to continue to build capabilities from birth to  3 years of age, targeting the most disadvantaged families in communities in Northland and South Auckland. The focus is on parents and whanau understanding the importance of reading/talking/engaging with a baby and young child and having the books and other resources, are key motivators for parents to make these activities normal in a child's day. The emotional well-being of a parent is associated with parents/whanau feeling more confident about their parenting, which in turn leads to parents becoming more engaged in their child’s development.

All of the First 1000 Days initiatives involve collaboration with Maori providers. With the support of Dept of Corrections, SF will be connecting with children of incarcerated parents and  will be working in Auckland and Northland prisons to encourage child-centred prison visiting. SF work with police and provide  information and resources for children that have experienced a Family Harm incident.
Contact Tony Culliney

COMET Auckland Talking Matters Koreotia Mai

CET has made a 5 year contribution to this project.

  Talking Matters has been piloted in 3 small-scale pilot projects (Māngere-Ōtāhuhu, Tāmaki and Puketāpapa), identifying what models work and inspire families to talk and can be brought to scale. The project will support  a key part of the Talking Matters process, as well as internal systems, tracking LENA data on words and interactive turns at home, reading minutes and TV use
Use ‘what works’ evidence to underpin capacity building and resource development
Track the medium-term impact of early oral language on a sample of children in TM action communities. The tracking study research will need to run for at least 4 years (to allow children who are now coming up three to have their language assessed in their first year of school). 

Over the last couple of years, TM has  become an independent Trust and developed partnerships with several iwi. These developments can be found in the progress report accessed  vis the link below.

Contact: Jilly Tyler