Creating equitable learning opportunities for tamariki.
The Neighbourhood Literacy Project has a mission to improve access to specialist educational services that are currently beyond the means of many families. They seek to make learning outcomes more equitable, with a focus on those with learning difficulties, including specific learning disorders like dyslexia.
People with dyslexia are five times more likely to be unemployed and 60% of New Zealand inmates have literacy and numeracy below NCEA Level One competency. Due to this, the Neighbourhood Literacy Project aims to improve life outcomes for tamariki while delivering equitable, accessible education-based programmes.
As demand for private structured literacy programmes is high, it is also cost prohibitive for many parents. Acknowledging this, the Neighbourhood Literacy programme began to work with two students three times a week. The impact of the intervention was both immediate and dramatic for these two students, confirming the importance of multiple sessions per week.
With a goal to expand their reach, the Neighbourhood Literacy Project sought funding from Nīkau in early 2025. Nīkau was proud to support, providing a grant from the HP & MC Scott Memorial Fund.
“In addition to allowing us to expand our existing programmes, it has boosted our confidence in the viability and sustainability of the charity,” says CEO, Melissa Carrere. “We are very grateful for Nīkau Foundation’s early confidence in us and the boost this has provided.”
“The Neighbourhood Literacy Project has been able to triple the number of primary school students receiving structured literacy intervention as a result of the generous donation from Nīkau Foundation,” says Melissa. “Three new students at Titahi Bay North School are receiving tuition, and we continue work with three others.”
“The school reports that students are more confident, standing “tall and proud”, and willing to contribute to class discussions. This shows the impact of intervention on tamariki’s view of themselves as learners, creating a life-changing sense of their own belonging in the classroom.”
