Annual Review Te Ripoata o te tau 2019 - Graeme Dingle ...
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Annual Review
Te Ripoata o te tau
2019
The financial statements included in this review GOVERNANCE
pertain to the National Support Office of the Our Patron is the Governor-General Her Excellency
Graeme Dingle Foundation. The Right Honourable Dame Patsy Reddy, and we
are governed by a strong Board of Trustees with
The Foundation licenses other entities to run
a broad range of skills and competencies.
its established and proven child and youth
development programmes - Kiwi Can, Stars, BOARD OF TRUSTEES
Career Navigator, Project K, Kiwi Tahi and • Brian Corban Chair (Retired Dec 2019)
MYND throughout Aotearoa. (CNZM, QSO, MA Hons, LLB Dist. FIOD FNZIM)
It also provides support in operations, •G
rant Hope Chair (From Dec 2019)
administration, programme development and (BCom, CA, MIOD, INFINZ (Cert).
training, fundraising, marketing and brand
• Jo-anne Wilkinson
champion, research and quality assurance to
Lady Dingle, Deputy Chair (MNZM, LLB)
these entities.
• Lindsay Corban (ONZM, MA Hons, FIOD)
Through these programmes our young people
develop life skills, confidence and resilience to • Ainsleigh Cribb-Su’a (DClinPsy, BSc Hons)
help them succeed in life.
• Kevin Malloy (Dip Advertising & Marketing)
We want every child to know: What they have • Peter Kerridge (MA Hons)
inside is greater than any obstacle.
2 | Graeme Dingle Foundation
Chairman’s Report 4
Contents
How We Help Young People Overcome
Obstacles 6
Highlights of the Year 8
Growing Great Local Communities 9
Celebrating 25 Years - Project K 10
A Message from Our Founders 13
Kiwi Can 15
Stars 19
Career Navigator 22
Project K 24
MYND 27
Kiwi Tahi 29
Our Research and Evaluation 31
Thank You to our 2019 Sponsors 40
FINANCIAL REVIEW
Auditor’s Report 32
Statement of Comprehensive
Revenue and Expense 33
Statement of Changes in
Net Assets/Equity 33
Statement of Financial Position 34
Statement of Cash Flows 35
Notes to the Financial Statements 36
Annual Report 2019 | 3
Chairman’s Report
Te ripoata o te tumuaki
We believe that every child should have the opportunity to
thrive, belong and to be their best. Our programmes work at
the very heart of change - helping children and young people
develop the resilience, confidence and life skills they need to
overcome challenges and face the future confidently.
After many years of valued service to the Graeme ‘New Zealander of the Year Awards’. Tony Yuretich,
Dingle Foundation, we said farewell the Board Chair a programme co-ordinator and mentor of Project
Brian Corban at the end of 2019. Brian’s strong K students, and Jessica Collins, an outstanding
leadership, governance and contribution to the young Project K graduate, were both recognised in
Foundation has been enormous, and he has left these awards. Jessica went on to receive the Prime
the organisation in a strong position to deliver Minister’s Exemplar Award for 2019, which was an
the Board’s strategic objectives - and to meet the outstanding achievement. Both are testament to the
opportunities and the diverse challenges that lie commitment of the people behind the Foundation
ahead. and the work that we do.
As newly-appointed Board Chair, I know the Graeme We made a strong start to 2020, but this was quickly
Dingle Foundation well. I have served on the Board dampened by Covid-19. A collective and committed
for 4 years, including leading the Audit and Finance team worked hard to introduce innovative and
Risk Committee and have served on the Endowment interesting ways of reaching out to our students
Trust for over 6 years. I am committed to working through the lock-down period. Programmes were
with Jenny Stiles, the CEO, and the wider organisation made available online and many regions featured
to ensure we continue to help tamariki and rangatahi local leaders reaching out to their communities via
overcome life’s obstacles and succeed - all the more YouTube.
critical given the challenging times we currently face.
As Chair of the Board, I couldn’t be prouder. Our
The Foundation ended the 2019 year on a strong people at the national support office together with
note, with 275,000 young people having been our community partners were simply inspirational
through our programmes since its inception in 1995. throughout the crisis, and showed real resilience. It
was a substantial team effort to bring together
As national charity partner of New Zealand Rugby, resources and content to keep the Foundation’s
we took advantage of this wonderful relationship to momentum going.
develop and run a campaign that raised awareness
of what we do and why it matters. The launch of As we venture into unknown territories as the result
‘Overcoming Obstacles’ featured our own tamariki of a global pandemic, we realise that now more than
from the Far North and Auckland alongside some ever, our programmes are needed to guide New
of New Zealand’s finest rugby players from the Zealand’s young people into a new tomorrow. We
All Blacks and the Black Ferns. The campaign thank all of the partners, sponsors and funders who
demonstrated how our programmes help to build are standing by us through this very difficult time. It is
resilience and teach our students the skills they need hugely appreciated.
to overcome any obstacle.
Today, more than any time in history, we need to
In 2019, Infometrics generously gave their time to give our young people hope for the future and guide
update an earlier report quantifying the contribution them on a positive path forward. We remain resolute
that the Foundation makes to the economy. Their in providing our children and young people with
findings reinforced the progress of our achievements, the tools they need to conquer life’s obstacles and
advising that with every $1.00 invested in our succeed.
programmes an impressive $7.80 is returned to the
New Zealand economy.
So much of what the Foundation is able to achieve
is thanks to our people and their contributions to
society that go above and beyond. 2019 saw two Grant Hope
of our whanau celebrated as local heroes in the Chairman – Graeme Dingle Foundation
4 | Graeme Dingle Foundation
Celebrating 275,000
Young People
In programmes since 1995*
Every $1.00 = $7.80
Every $1.00 Invested in Graeme Dingle Foundation programmes
equates to a $7.80 return to New Zealand†
Cost Benefit
80% of the Graeme Dingle Foundation’s national expenditure
supports young people in programmes‡
Strong Evidence
The Graeme Dingle Foundation research findings provide strong
evidence that our programmes transform young lives forever.
* Based on the total number of annual programme participants since inception.
† Infometrics Report 2019.
‡ Estimated national average – Actual programme expenses have been used for the National Support Office and for many of our
Community Partner trusts, representing the largest combined costs in terms of total expenses. For the balance, typically being
the smaller Community Partner trusts, a conservative estimate has been made based on our knowledge of the programme
costs and their operating models. Programme expenses include direct programme costs and costs associated with supporting
programmes, such as: training; programme manuals; uniforms; quality assurance; and research and evaluation. Other costs,
such as: marketing; fundraising; IT; accounting; and other administration, are considered ‘Admin expenses’ and are therefore not
included in programme expenses.
Annual Report 2019 | 5
How we help young people
overcome obstacles
Oranga Taiohi, Oranga ake. Me pehea?
The Graeme Dingle Foundations runs school-based
programmes helping young people build resilience, self-belief
and life skills, empowering them to succeed
and overcome life’s obstacles.
Developmental Values, Life Skills Stay in School Career Path Leadership
Programmes & Achieve
KIWI CAN
STARS
CAREER
NAVIGATOR
Specialised Values, Life Skills Stay in School Career Path Leadership
Programmes & Achieve
PROJECT K
MYND
KIWI TAHI
6 | Graeme Dingle Foundation
KIWI CAN STARS CAREER NAVIGATOR
5-12 years 13 years with mentor ages 16-18 15-18 years
Delivered to every child each Facilitates successful transition Assists students to become
week of their primary school life. to high school for entire Year 9 work ready and have a
cohort. purposeful pathway when they
Age and stage appropriate.
leave school. Also involves
Through team building, weekly
Promotes respect for self, others, industry mentors who walk
group peer mentoring. Creates
property, enhanced relationships, alongside students to support
sense of belonging and positive
increased attendance and them to seek employment and
school community.. Peer Mentors
reduction in bullying. training opportunities.
develop confidence and lifelong
leadership skills. Young people
stay engaged and achieve.
PROJECT K MYND Kiwi Tahi
14-15 years 14-17 years 8-12 years
Targeted at those with low self MYND is for young males who Kiwi Tahi is an early intervention
efficacy. Arms them with a belief are referred to the programme programme which aims to
in their ability to set and achieve for offending. It is a highly reduce the number of young
goals and find purpose and successful ‘intervention’ people engaged in anti-social
direction in their lives. programme with a proven track behaviour and/or the youth
record of significantly reducing justice system.
youth re-offending.
MYND is community-based,
providing mentoring, life skills
and goal setting for these young
men to put them on the right
path for their future.
Annual Report 2019 | 7
Highlights of the Year
Mea Whakahirahira
2019 was a great year for the Graeme Dingle Foundation.
Here are some of the highlights.
AN EVENING WITH THE FINANCE MINISTER EXCELLENCE AWARDS 2019
Finance Minister Grant Robertson was guest speaker at A group of exceptional young Kiwis, mentors, volunteers
a dinner for some of New Zealand’s high profile business and leaders were celebrated for their resilience, self-belief
leaders raising nearly $40k for young people in Foundation and contribution to society at the annual Graeme Dingle
programmes. Foundation 2019 Excellence Awards.
DROP YOUR BOSS 2019 OVERCOMING OBSTACLES
Fourteen fearless leaders took the plunge in the annual In January we created a simple little piece of creative -
fundraiser ‘Drop Your Boss’ asking business leaders to face ‘Overcoming the Obstacle’ with the help of our tamariki from
their own biggest fears, to help bring home the challenges Northland and Auckland and with NZ Rugby players including
facing our youth population.” All Blacks and Black Ferns.
OUR STORIES NATIONAL TRAINING
2019 saw the launch of ‘Our Stories’ campaign highlighting Every year Kiwi Can Coordinators and Leaders gather for a
the achievements of our amazing tamariki, rangatahi, staff training camp ensuring our team is up to date with current
and volunteers. best practice in youth facilitation skills and quality .
8 | Graeme Dingle Foundation
Growing Great Local Communities
Hapai ana nga hapori
Our programmes are run in many regions across Aotearoa.
We plan to build more depth and growth in these areas with
more young people benefitting from our programmes.
Our Regions
Whangaroa
Auckland
Waikato
Coromandel
Western Bay of Plenty
Rotorua
Hawke’s Bay
Porirua
Marlborough
Canterbury
South Canterbury
Wakatipu
Southland
Annual Report 2019 | 9
Celebrating 25 years - Project K
Rua tekau mā rima tau o Project K
2020 marks 25 years since the journey of the Graeme Dingle
Foundation started with Project K. The programme was launched on
Maungakiekie, One Tree Hill in Auckland on a warm day in
December 1994, and has since then transformed the lives of close
to 300,000 young people.
Comprising a wilderness adventure, community Rhiannon Bonner: Graduated Project K 2017
challenge and individual mentoring, Project K “I gained a lot from Project K. I made a lot of
focuses on building confidence, teaching life skills new friends and was pushed to my limits during
and self-reliance, promoting good health and the wilderness adventure – that really helped me
relationships, and encouraging a positive attitude. realise just how motivated I can be and what
Project K arms rangatahi with a belief in their own I am capable of. I learned to appreciate the
ability to complete difficult tasks and achieve perspectives of different people and became
goals, and to help them find purpose and direction more open to befriending people outside of my
in life. usual friend group.”
Here are just some of the success stories of those
who did. Samarah Duncan: Graduated Project K 2011
“Project K and the team that led it changed my
Amie Marchant: Graduated Project K 2016
life in the most positive way. The journey through
“One of the biggest issues for me was my Project K taught me to stand strong in the face of
confidence. Thanks to Project K, I have so much struggles and to always have an open mind and
more confidence in my abilities to interact with heart. Most of all, it showed me who I wanted to
new people and to ask for help when needed. be in life.
“I’ve come to realise just how many opportunities Project K literally saved me. I can honestly say I
are out there for me, and have more self- may have gone down a bad path without it. When
assurance about where I’m heading in life. you’re young, you think you’re an adult, and you
Project K gave me the opportunity to speak to often don’t realise the impact your choices will
an unfamiliar adult (my mentor) which was so have over the course of your life.”
reassuring.”
“During the programme I had so many doubts,
Paris Te Oka: Graduated Project K 2014
however looking back on the person I was then
compared to who I am now, I fully appreciate “Project K taught me to be more outspoken.
just how much of a positive impact Project K Growing up, I always had people speak for me
has had on me. I feel I have become a much but now I am able to comfortably speak my mind
brighter, better version of myself and I just wish without feeling like I need someone to hold my
that everyone got to experience what I did.” hand. I feel more independent as an individual
these days, and like I can make my own choices
and lead my own life without worrying about what
others will think. I can trust I will always choose
the right path even if things go wrong, I now
understand that it’s just life and I shouldn’t beat
myself over things so much!
There were so many positives for me: being able
to lose weight (three weeks in the wilderness!) and
getting recognition for my ability to help others.
I think being classed as the unspoken leader was
a highlight for me. I’d never been in a “superior”
position before - I’d always felt below others’ feet.
To be a leader throughout Project K - having
others follow my lead and listen to my suggestions
- was so healing for me.”
10 | Graeme Dingle Foundation“Having a mentor in your life can be a bit strange, Kayla Fox: Graduated Project K 2010
but over time you tend to open up until your “Project K made me realise just how lucky I was
mentor really becomes your friend. My mentor to have basic amenities such as clean running
was one of the most influential people in my life. water, clean clothes, and a warm home – and
Watching her do her thing as an entrepreneur also, how much other people could support me
really inspired me to push towards bigger goals. I when I needed it. It taught me to not give up but
appreciated the long talks, ice cream walks, and to keep on trying. It gave me a different outlook
opportunities that she gave me. I couldn’t be more on life. It helped me learn more about myself, and
grateful to have made such a strong connection understand how fortunate I am to live in the world
with someone like her.” I do.
Project K taught me values and allowed me to
Cydnee Gowthorpe: Graduated Project K 2017 define my own culture with beliefs that are strong
“I was shy and not confident in myself when I and valuable to me. I now have the ability and the
started Project K, but as the programme went strength to pass these qualities down to my own
on, I gained a lot of self-confidence and found children, things like a can-do attitude, respect,
the ability to speak up for myself and others that confidence and gratitude.”
needed a voice.
I became close with the others in my group and Paul Theyers: Project K Mentor
it made me realise that we all struggle with
something and it’s okay to speak about it. The
‘I’d had a lot of support growing up so I needed
programme really showed me that even though
to give something back. I was drawn to the
we are all very different, we all have something in
opportunity to help young people who have
common. That’s how we built trust in each other.
amazing potential, but somehow get overlooked.
“Project K taught me valuable life lessons
I mentored six boys for six years over the past
and helped me to help others. It really assists
15 years or so, and most of what I did was active
with making life choices and dealing with
listening - chatting and hanging out. Providing
situations that we all have to go through. “For
them with the gift of time and attention that was
me personally, I learned that we are all strong
all about them seemed precious.
people - we just need to believe in ourselves
more.” Sometimes you
don’t know how
much of a difference
Ashley Wilson: Graduated Project K 2014 you are really
“The one thing that stands out as a benefit from making, but then I
Project K is the confidence it gave me. Combined would get a phone
with managing people, boosted confidence has call out of the blue
allowed me to achieve seemingly impossible to talk me through a
goals like my development as a referee. I use the situation. One young
confidence gained through Project K in every man used to say,
match, as well as people management skills. “I ask myself, what
At this point in my life, Project K is an experience would Paul advise
like no other. I don’t know of another programme me to do?”
that even remotely compares to Project K.” For anyone thinking
about becoming
a mentor, I would
say – do it! But be
realistic in your expectations, and be ready to take
some of your own advice. Kids are just looking for
someone to listen to them: to empathise with their
unique situation and have faith in them. To show
them that there is another path, and that they are
worth it.
My advice to young people is to surround yourself
with people who inspire you and ‘fill your bucket’ -
and never stop asking for help.
Annual Report 2019 | 11a different outcome from the programme.
Alan Palmer: Project K Mentor To be an effective mentor, I think the most
“I have mentored two Project K students. We important thing is to be your best self. Be
did lots of new things together: went to new authentic. Show vulnerability. Put away your
places and discussed new ideas. I took them to judgement. My last mentee taught me that
the university where I work, and showed them treating him like part of the family was invaluable
what goal setting looks like. For them, Project to building trust.
K became a ‘safe space’ to just have a go, and
to try things out. I
constantly encouraged
them, and helped
them understand and
overcome their blind
spots.
The impact of
mentoring isn’t always
immediate but one
boy just completed
a lockdown Olympics
challenge he’d set
himself at home, and My advice to students who might be struggling
bought his Mum some is to find someone to talk to, and keep talking.
flowers – her appreciation made his day! Believe in yourself and be confident in making
decisions even when things don’t go as planned.
My words of advice for anyone considering being a
mentor is to be patient, and to put yourself in their And you know what? Celebrate failure, because it’s
shoes. Spend time together doing things that give all part of the process. You never learn anything
you a shared experience, and let the relationship from getting everything right.”
develop slowly. Proactively support the goal setting
process and help them to overcome barriers along Alex Cording: Project K Mentor
the way. Be flexible and always do what you say
“I heard about the Graeme Dingle Foundation and
you are going to do. Have fun together!
Project K through a friend who was mentoring at
Being a mentor gives you the rare opportunity the time. I asked how to get involved!
to make a difference in the life of a young
I have been mentoring for two full years now, but
person and to see the world through another
have actually had four students because both of
lens.
my initial mentees ended up moving overseas.
For me, mentoring is not a neutral proposition. Having had more mentees than the norm has
While I provide support with goal setting, I also actually worked well for me because it means that
recognise that who I am and what I bring to the I have gotten to know more young people and
relationship are pivotal in bringing about lasting hopefully impacted them in some positive way.
change. More than anything, I need to walk the
For me, the main thing is to be a source of
talk!”
encouragement as well as a sounding board.
Communication is key and I have always tried to
Dave Gillies: Project K Mentor make sure they know they can come to me with
“The Graeme Dingle Foundation participated in anything they need to talk about. I also try to push
our Z Energy “Good In The Hood” programme and I the idea that the sky’s the limit in terms of what
decided to become a mentor following that. they can achieve in their life.
I have mentored three students over a five-year Mentoring is one of the most rewarding things you
period, and the best thing was being able to can do, and often inspires you to think about the
open them up to new possibilities and different things you are grateful for in your own life. If you
ways of thinking. Project K got them believing in are fully committed, both you and your mentee will
themselves. get the very most out of the programme.
One of my mentees was able to rebuild his My advice to students is simple: anything is
relationship with his mum and brothers. Another possible. You are not bound by your past or your
student accepted that his way of learning is simply family - you are your own person and can set a
different from that of his peers and not a disability new precedent. Back yourself and visualise the life
as he’d previously viewed it. Everyone experiences you want – things will work out in the end!”
12 | Graeme Dingle FoundationA Message from our Founders
He mihi no nga kaiwhakauu
With a challenging start to 2020 behind us, we believe - now more than
ever - that collaboration is vital to helping us reach our goal of making
New Zealand the best place in the world for kids to grow up.
We are working even more closely with our valued partners to deliver
the very best future for our tamariki and rangitahi.
How many of us ever imagined a start to a year
like this one? Of all of the issues and obstacles
that we and our children face every day in this
country, Covid-19 was never supposed to be one
of them.
New Zealanders have pulled together remarkably
to deal with what is an unprecedented situation
and we have successfully ushered in an era of
‘new normal’. But the challenges our Foundation
is focused on remain the same – we are firmly
committed to making New Zealand the very best
place in the world for kids to grow up.
2020 marks the 25th anniversary of the
organisation and in that time, we have helped
more than 275,000 children and young people
build resilience, overcome obstacles and become
their best selves. We have come so far, yet there is
still so much ground to be covered.
The journey started with Project K – our flagship
programme that was built on the foundations of
community consultation and conversations with
schools as we worked our way up the country in a And while we take a moment to reflect on our
bid to better understand the needs of the nation. progress, we never take our eye off ‘what next’.
Younger and fitter then, we walked, hiked, cycled As the nation settles back into some kind of
and kayaked our way from Nelson to Auckland, normality, we are placing increased focus and
talking with iwi and councils, teachers and resource on working with others to achieve our
students, in a quest to better define the problem purpose – to ensure that every child in New
we knew urgently needed solving. Zealand has the opportunity to shine.
We launched the Project K concept near the top Collaboration holds the key. We firmly believe that
of Maungakiekie, One Tree Hill in Auckland at the multifarious organisations cannot work in isolation
end of 1994, surrounded by our friends, family and to achieve the well-being and successful future of
supporters. We were in very good company. The an entire generation. We are working harder and
beloved Sir Ed Hillary was with us, and Sir Paul more closely with community groups, business,
Reeves. Sir John Graham, Dame Fran Wilde, Dame Government and other effective not-for-profits
Cath Tizard and Sir Bob Harvey pledged their to form a cohesive plan that will deliver optimal
support, with journalists Pat Booth and Murray results for the collective future of our tamariki and
Deaker taking our story to the nation. We turned rangitahi.
the first sod that day, and 25 years later, the
lives of many thousands of Kiwi kids have been
touched by what we do. What a privilege to bear
witness to the blooming of all that potential.
Project K epitomises the essence of our work Sir Graeme Dingle, KNZM, MBE
and this year, we celebrate its success stories.
We celebrate our mentees and our mentors,
and still marvel at the utter empowerment and
transformation of the Year 10 students who take
on the programme. Jo-anne Wilkinson, Lady Dingle, MNZM, LLB
Annual Report 2019 | 13Project K Community Challenge Western Bay of Plenty September 2011. Samarah Duncan 14 | Graeme Dingle Foundation
Iti rearea, kahikatea tei tei, ka taea
Even the small rearea bird can ascend to the
great heights of the Kahikatea tree
OVERVIEW THE PROGRAMME PHILOSOPHY
Kiwi Can is a life skills and values programme Kiwi Can operates under the P.E.A.C.E. philosophy,
delivered to the whole school by trained Kiwi Can where excellence in action is achieved through an
leaders. There are two components to the Kiwi on-going cycle of:
Can programme: one class lesson per week for the
• Praise effort, reflection and intent
whole year and a Community Project.
• Encouraging and supporting change through
Kiwi Can supports the New Zealand Curriculum
developing new skills and understandings
and its key competencies. Kiwi Can lessons have
been shown to develop greater communication • Celebrating Achievement, learning and
skills, the social interaction, cooperation and transformation
displays of kindness and caring in the students.
• Providing opportunity for new Challenges,
The programme strongly supports the Positive including transferring new skills and
Behaviour for Learning Strategy in schools. Kiwi Can is understanding across a variety of contexts
integrated into an individual school’s vision and goals.
• Celebrating Excellence
School Principals tell us that the Kiwi Can programme
has a noticeable effect on how well their children POSITIVE CHILD DEVELOPMENT
interact with each other and decreases truancy and
Our programmes are informed by best-practice
bullying in the playground.
research, focusing on positive child and youth
The Graeme Dingle Foundation has been development.
successfully partnering with schools and
The Kiwi Can programme integrates both the
communities for over 20 years.
prevention of problem/anti-social behaviours and
the promotion of positive behaviour. It uses a
multi-tiered and multiple systems approach that
aligns wth Lerner et al 5 C’s model by supporting
young people to develop:
• Character
• Caring and compassion
• Confidence
• Competence
• Connections
These lead to greater levels of life-long contribution
to society.
Annual Report 2019 | 15CORNERSTONES
Kiwi Can has four cornerstones. These are distinct principles that form the foundation and are woven
through every aspect of the Kiwi Can programme.
Whanaungatanga Nga utu Tauira tuturu He whakaaro pai
Relationships Consequences Role Modelling Positive Thinking
• Whole school approach • Every action has a • Two leaders facilitating • Promote a ‘can-do’
reaction/outcome (+/-) each programme approach
• Community (ideally a male/
development strategy • Considering actions female role modelling • Encouraging and
across contexts/ partnership) affirming of self and
• Focus on building situations others
positive relationships • Promote a tuakana-
• Promoting teina approach • Building vocabulary
• Environment of accountability and
collective identity and responsibility through • Celebrating local and • Celebrating effort and
responsibility positive personal national role models reflection as well as
choices achievement
UNDERPINNING VALUES
The values underpinning Kiwi Can are explicit in the programme’s four themes and 24 modules. The
values also support the skills needed in young people for the future of work.
Whakawhanaungatanga Pono Taikaha Manaakitanga
Positive Relationships Integrity Resilience Respect
• Positive communication • Honesty •U
nderstanding • For ourselves
emotions
• Cooperation • Responsibility •R
espectful
• Self-control and communication
• Friendship • Reliability discipline
• For others
• Fairness and fairplay • Make good choices • Dealing with challenges
• For our school
• Leadership • Being a role model • Goal-setting
• For our community
• Conflict resolution • Accountability • Problem-solving
• For our environment
• Perseverance
COMMUNITY ENGAGEMENT
THE EVIDENCE
Each of our programmes includes a Community Kiwi Can lessons have been shown to
Project. This is an opportunity for students to contribute to greater communication skills,
develop reciprocity and build better knowledge social interaction, cooperation and displays of
of, and stronger relationships with, their families/ kindness and caring.
whānau, school and broader community.
Kiwi Can continues to:
There are a number of great opportunities for
the community and key stakeholders to engage • Improve social connectedness
with our wonderful Kiwi Can students through the • Have a positive impact on student behaviour
Community Project. This could include: and attendance at school
• painting murals at schools, playgrounds and • Enhance school culture and community
public spaces relationships
• landscaping parks and playgrounds • Help resolve student conflict, encourage
• planting trees positive behaviours and introduce fun and
energy into the classroom
• creating or restoring playground equipment.
• Have links to better academic attitudes and
increased academic engagement
• Build children’s confidence to ‘have a go’.
16 | Graeme Dingle Foundation“I love Kiwi Can, it helps me believe.” Kiwi Can student 17 | Graeme Dingle Foundation Annual Report 2019 | 17
“Quality relationships contribute
to happiness in school and it is
important that school is a place
that children and young people
want to come to”
Stars Student
18 | Graeme Dingle FoundationTukua kia tu takitahi nga whetu o te rangi
Let each star in the sky shine its own light
OVERVIEW THE PROGRAMME
Stars uses the teina/tuakana mentoring model The Stars programme includes the following four
and achieves positive and measurable results, components:
including increased academic engagement and
1. Adventure Camp
achievement for junior and senior students. Stars
makes the transition into high school a more Professional outdoor facilitators take students
positive experience for Year 9 students. through a series of outdoor and indoor activities
to develop positive relationships and teamwork.
The programme also provides leadership and
Camps can last up to five days.
citizenship development opportunities for senior
students. It helps them build confidence, improve 2. Peer Mentoring
communication and relationship building skills and
Year 12 and 13 students are trained to be Peer
strengthen their time management and planning
Mentors and deliver a structured programme
skills. These together support increased social and
to the year 9’s which addresses key life skills
academic outcomes.
such as goal setting, time management, good
Stars involves matching trained Year 12 and 13 communication skills and building positive
students as mentors to their Year 9 counterparts relationships.
and has four components (Adventure Camp,
3. Community Adventure
Peer Mentoring, Community Adventure and a
Community Project). Students spend a fun day exploring their local area,
achieving certain challenges, whilst learning about
what is available to them within their community.
4. Community Project
Students plan, organise and spend a day giving
something back to their community.
PROGRAMME OBJECTIVES
• To support Year 9 students to successfully
transition to secondary school
• To provide challenging and fun experiences in a
supportive environment that develops teamwork,
self-confidence and resilience
• To provide mentoring opportunities and
leadership skills for senior students
• To facilitate caring relationships between
students and between students and teachers
• To develop a sense of responsibility and
connectedness to the school and wider community.
Annual Report 2019 | 19LINKS TO NEW ZEALAND CURRICULUM
Stars challenges students to use and develop each of the five key competencies of the New Zealand
Curriculum. Stars supports students with:
Managing Self Relating to Others Participating & Thinking Using Language,
Contributing Symbols & Texts
Set and monitor Interact, share Access community Analyse and Use language
goals, manage ideas and resources for consider a variety appropriate to
timeframes, negotiate with a information/ of possible recording and
arrange activities range of people. support and use approaches to communicating
and reflect on and that information as problem solve and ideas.
respond to ideas. a basis for action. decide on a course
of action.
Stars also aligns to other learning areas of the
New Zealand Curriculum at Year 9 (Level 4-5) and OUR EVIDENCE SHOWS:
Year 12 (Level 7-8). • Stars has been found to contribute to the
wellbeing of Year 9 students by helping
MAXIMISING PROGRAMME OUTCOMES
them to gain practical and life skills such
Stars incorporates best practice indicators into as: working with others, connecting to their
delivery when it comes to maximising programme communities, achieving their goals, improving
effectiveness. The Stars programme: relationships with friends, and developing
relationships with older students
• Is grounded in a youth development framework
• Pasifika students and those from low decile
• Provides intensive training to school staff
schools have been found to be particularly
supporting the programme and Peer Mentors
highly engaged in Stars
(students) and this is supplemented with on-
going skill development and support • During Stars, Peer Mentors report significant
increases in their social competence and
• Offers a variety of engaging and developmental
character
experiential activities for Peer Mentors to deliver
to Year 9 students • Stars continues to positively influence the
lives of the Peer Mentors one year after
• Has developed clear roles and responsibilities for
the programme due to increases in social
personnel (Stars Coordinator, School Principal,
competence, character, and levels of maturity
school staff and Peer Mentors)
and sense of responsibility. Peer Mentors also
• The Stars programme is supported by report significant increases in self confidence,
an evaluation component that captures task leadership, and intellectual flexibility
programme success and identifies opportunities
• Being a Stars Peer Mentor can have a positive
for programme development.
impact on the life skills and character of a
COMMUNITY ENGAGEMENT young person while not compromising their
academic achievements that have been
Stars includes a Community Adventure and a
found to be above what can be expected
Community Project.
relative to decile based norms.
The Community Adventure helps students to get
to know and connect to their community, giving
them the opportunity to explore resources and
support. This component provides an opportunity
for students to transfer the learning gained from
the Adventure Camp to the community context.
The Community Project helps students to think
about how they can contribute to the community
and the wellbeing of others. Research has shown
that contributing through a volunteer project can
increase social connectedness, improve a sense of
self and develop positive attitudinal change.
20 | Graeme Dingle Foundation“With the help of my Career Navigator
mentor and the staff at Fraser High School,
my eyes have been opened to bigger things
in life, and I have gained so much. ”
Career Navigator Student
Annual
Annual Report 2019 || 21
Report 2019 21Ka pu te ruha, ka hao te rangatahi
As an old net withers, another is remade
OVERVIEW CAREER NAVIGATOR OBJECTIVES
Career Navigator is designed to provide young The goal is for Career Navigator students to
people with the work ready skills and confidence positively transition into higher education and
they need to transition successfully from school careers. The key objective is to provide a range of
into higher education and/or employment. planned experiences that will challenge students
so that they:
Schools are supported to help students:
• Understand the importance of their schoolwork •D
evelop soft skills applicable to the workplace
to their future lives and relevant for the future workplace
• Have confidence in their career choices •D
evelop practical employment specific skills such
as writing a CV and interview techniques
• Develop work readiness skills
•P
rovide a knowledge of workplace expectations
• Develop positive attitudes toward work and job and how this is different from the school
seeking environment
Career Navigator has three components:
•D
evelop a greater understanding of employment
• Career Navigator mentoring pathways
• Work ready experiential workshops •C
reate networks and connections through
exposure to employers in the community
• Career Pathway events
• Increase career self-efficacy, motivation and a
WHY CAREER NAVIGATOR? sense of hope for the future
Career Navigator was developed in response to •P
rovide employers with a more realistic and
requests from employers and schools. positive view of youth
•S
chools identified that many New Zealand youth
are leaving school too soon and without being
ready for employment. This combination puts
them at risk for adding to the already high youth
unemployment statistics
•E
mployers often do not have the time and
resources to devote to workplace learning for
young people
•T
he loss of ‘stepping-stone’ jobs (e.g. milk
runs, paper delivery) means young people
have fewer opportunities for work experiences
prior to exiting school and may therefore
lack opportunities to interact with potential
employers
In response Career Navigator was developed to
support secondary students to become career
ready.
22 | Graeme Dingle FoundationTHE PROGRAMME Career Pathway Events
Three components are available across four C
areer Pathway Day: Students are given a
different years (Year 10 - Year 13). collective insight into possible career and
employment opportunities. Workplaces from a
Career Navigator Mentoring variety of industries highlight their workplace/
Mentee’s and their Career Navigator mentor industry for students to learn about and consider
meet at least once a month to set goals, support during an organised event.
the mentees personal development and career Industry Presentations: Employers are invited to
decision making, and enhance any learnings from the school to talk to students about their work or
workshops and shared experiences. industry.
Career Navigator mentoring includes:
THE EVIDENCE
• Having a Career Navigator Mentor
Our evaluation shows that:
• Being involved in Work Ready Experiential
Workshops • Students gain skills and confidence in their ability
to make suitable career and subject choices
• Attending Work Site Visits
• Students have an awareness of what will be
• Participating in Industry Presentations
expected from them to be successful within the
Work Ready Experiential Workshops workplace
Workshops can be delivered to different year • Employers are given an opportunity to raise their
cohorts and supports students to obtain work profile and connect with future employees
ready skills valued by employers. Up to 21
• Students feel more confident about successfully
workshops are available under the four categories
completing job seeking tasks
of:
• Increased levels of career self-efficacy that
• Self-Awareness
indicate an increase in their confidence to
• Opportunity Awareness perform career related tasks
• Decision Making
• Transition Learning
Annual Report 2019 | 23Whaia te pae tawhiti kia tata, whaia te pae tata,
whakamaua kia tina
Seek out the distant horizons, cherish those you attain
OVERVIEW THE PROGRAMME
Project K is proven to positively change lives and Project K is a 14-month mentoring programme
improve academic outcomes. Graduates tell us designed for Year 10 students.
that Project K has increased their self belief and
It involves three parts: (wilderness adventure,
confidence.
community challenge and an individual mentoring
An innovative educational programme developed partnership with a trained mentor).
by New Zealand mountaineer and adventurer,
Project K focuses on building confidence,
Sir Graeme Dingle and lawyer, Jo-anne Wilkinson,
developing life skills, promoting good health and
Lady Dingle. Project K was designed to build self
encouraging a positive attitude.
confidence and give life-direction to young
New Zealanders. The aim of Project K is to arm these young people
with a belief in their own ability to complete tasks,
Project K was originally developed in 1995 after
achieve goals, and help them find purpose and
consultation with leading educationalists, youth
direction, transforming their lives in order to be
workers, parents and communities.
able to overcome any obstacle.
24 | Graeme Dingle Foundation
24 | Graeme Dingle FoundationPROJECT K MODEL OF MENTORING 2. Just as in the wilderness they had something to
offer their team, they have something to offer
The Project K Model of Mentoring is founded on
their community
the principle of ‘promoting the wellbeing of young
people and to help them find purpose and direction.’ 3. To help them feel more comfortable in their
community because they understand how it works
This is achieved by:
4. To identify the resources that exist in the near and
• Promoting the young person’s sense of wellbeing
wider community for their benefit and to focus on
and ability to maximise their potential through
the resources which are relevant to their life
the mentoring partnership
5. To develop a sense of direction which is
• Developing an authentic, respectful partnership
expressed in their personal contract (goals for
with the young person and their family
the next 12 months)
• Acknowledging the whole person
Stage 3 – Project K Mentoring
• Supporting the young person to set and realise their
The final phase of the programme is the
dreams and goals for positive personal growth
mentoring. Carefully screened and trained
• Focusing on activities that help build self efficacy, mentors are paired with students for 12 months
resilience and self confidence to support and encourage them in achieving their
goals.
• Role modelling effective life skills
This stage provides a young person with a friendly
HOW PROJECT K WORKS shoulder to lean on. Mentors are friendly, objective
Project K is innovative because it combines a listeners who help strengthen the positive changes
number of proven strategies in working with youth made in the first two stages of the programme.
into one cohesive programme. All Project K mentors have been trained or have
equivalent qualifications.
Project K is made up of three stages which ensure
long-term behavioural change. The mentoring relationship complements the
student’s existing relationships with parents,
Stage 1 – Wilderness Adventure caregivers and teachers.
The first stage is an amazing three week outdoor Project K mentoring follows the best practice
experience. The students are exposed to a range guidelines outlined in the “Guide to Effective Practice
of activities such as kayaking, abseiling, tramping, in Youth Mentoring New Zealand”, published by the
mountain biking and camping. This stage provides New Zealand Youth Mentoring Network.
personal challenges and develops life skills such as
goal setting, teamwork, perseverance, self reliance
and resilience. THE EVIDENCE
Wilderness experiences are a tried and true Research is an essential part of all our
method of providing a young person with a short programmes. Each one is thoroughly
term boost to their self-efficacy. evaluated, which allows us to ensure the
Stage 2 – Community Challenge programmes are working, measure success
and report on outcomes.
The Project K Community Challenge aims
to transfer the skills students learnt on the Research shows that Project K:
Wilderness Adventure to the Project K students’ • Improves relatedness and sense of
community contexts and everyday life. community
Students are encouraged to think about their • Improves resilience and connectedness
community and their future, explore and access
resources and opportunities available locally. They • Students are less likely to truant
undertake a community project to ‘give something • Improves attendance, employment and
back’ to their community. looking for educational opportunities
The Community Challenge is designed to help • Can close the achievement gap between
young people see five things: students from low and high decile schools
1. That the challenges they face in day-to-day life • Reduces illegal drug use over time
can be overcome just the same as those they
• Improves levels of academic, social and help-
face kayaking on a lake or climbing a mountain
seeking self-efficacy
Annual Report 2019 | 25
Annual Report 2019 | 25“Project K gave me more self confidence, respect for myself and others. My views on life have changed, my views of the future have changed and mostly everything has changed for the better. ” Project K student 26 | Graeme Dingle Foundation
Hatu te mata ki te ringatahi, ka hi te matauranga
Give youth a fish hook, so they can fish for knowledge
OVERVIEW MYND staff work alongside the participant within
his own community to co-create an Individual
MYND specialises in youth development for Intervention Plan designed to reduce offending.
young males who are referred to the programme They also teach and model life-skills that are
for offending. MYND is a highly successful essential for positive youth development.
‘intervention’ programme with a proven track
record of significantly reducing youth re-offending.
MYND is community-based, providing mentoring,
life skills and goal setting for these young men to
put them on the right path for their future.
THE PROGRAMME
The programme runs for 26 weeks and is designed
to encourage and support young people towards
making choices that are safe for themselves
and others. Young people are provided with
individual support and supervision within their
own environment and a strong community based
approach is used to strengthen pro-social bonds
with family, education and work providers, cultural
and community resources. This approach provides
an opportunity to heal offenders, victims and
communities injured by crime.
By the end of the MYND programme, participants will:
• Have improved life skills and the knowledge to
support growth and development
• Be able to interact socially in a positive manner
• Be able to develop healthy relationships
• Recognise thoughts and behaviours that
contribute to positive health and wellbeing.
MYND also reduces ‘risk factors’ (conditions
which endanger youth and lead them off track)
by increasing ‘protective factors’ (conditions that
promote healthy behaviours and decision-making).
Annual Report 2019 | 27Dontae Marino receiving his award at Excellence Awards 2019 from our Patron The Rt Honourable Dame Patsy Reddy, Governor General of New Zealand MYND Youth Achievement Award winner 28 | Graeme Dingle Foundation
Ko te ahurei o te tamaitiarahia o tatou mahi
Let the uniqueness of the child guide our work
OVERVIEW aligning with the Ministry of Justice Youth Crime
Action Plan aims of: turning around young lives
Kiwi Tahi is an early intervention programme for at the earliest opportunity; stopping problems
young people aged 8 – 12 years which aims to before they develop; and addressing the over-
reduce the number of young people engaged representation of Maori within the Youth Justice
in anti-social behaviour and/or the youth justice system.
system. It provides positive role models for
participants and their parent/caregivers, supports The programme works with a small group of
healthy relationships, teaches life skills that build young boys from a specific community, each
resilience, and provides access to community one is assessed on strengths and weaknesses,
services and support. and recommendations are made as to their
individual needs. The programme aligns with the
THE PROGRAMME key themes taught in Kiwi Can; respect, resilience,
integrity and positive relationships and aims to
The 26-week programme incorporates a
reduce the likelihood of these children offending
mentoring and life skill programme, adventure
through increasing their resilience, wellbeing, pro-
activities and social work support aimed at
social behaviours, family cohesion and school
reducing the likelihood of these children offending,
engagement and participation.
Annual
Annual Report 2019 || 29
Report 2019 29Young Kiwis Ask
For Social Media
Safeguards
Awareness & Usage Health & Well-being
Nearly 30% regularly viewed
online posts that make them
feel negatively about their
body image, social situation
Overall, those aged 13 - 24 found Facebook, YouTube
or background.
and Instagram the social media platforms with the
highest levels of awareness.
61% 94% 40%
regularly connected with a
group that makes them feel
positive about themselves.
Tik-Tok Snapchat
However, those aged 16-18 are more likely to be
aware of Snapchat and TikTok.
The largest negative impacts are on
sleep (addictive nature) and bullying
33%
(misconstrued messages).
regularly worry about the
amount of time they spend
on social media.
“
“
70%
Every week 3.7 million New Zealanders access Agree that it’s hard to tell
the Internet and 2.5 million interact on social when influencers are giving
media at least once a week, mostly through you their honest opinion, or
smart phones. are being paid to say or do
something.
- Social Media Study 2019
Experiences & Seeking Help
Trip to Rangitoto Island where these
74% 56%
young people learned about their
connections
agree safe social
to their
agree with the
family, culture
20% have never sought help
and
from anyone for issues or
concerns they might have had
community.
media use should be
taught in schools as
introduction of a
social media usage
about something they’ve
experienced on social media.
part of the curriculum. pop-up warning.
“ “
Kiwi Tahi Participants
One in five have seen or read something
that made them concerned about
someone’s safety to the extent they
“ The research clearly shows that young
people are telling us that they recognise
areas where they are at risk from social
“
30 | Graeme
tried toDingle Foundation
do something to help them. media and they believe safeguards are
- Ian Mills, Nielson. needed.
- Julie Moore Research and Evaluation Manager,
Graeme Dingle Foundation.Our Research and Evaluation
Rangahau me te aromatawai
Social Media Study
In 2019, a youth-based Social Media Study, The largest negative impacts are on sleep, (the
conducted by Nielsen for the Graeme Dingle addictive nature of social media can lead to
Foundation, revealed the dangers as well as the day-to-day distractions and lack of sleep) and
positives of young people’s extensive use of social bullying (on social media it is easy to misconstrue
media and made key recommendations for how messages or come across in the wrong way and
safeguards can be put in place. things can quickly get out of hand).
The social media study followed similar research The study also found that 83% of young kiwis have
in the UK in 2017 by the Royal Society for Public seen something on social media that made them
Health (RSPH), funded by The Philipp Family worry about someone else’s safety, and 72% have
Foundation (PFF), a UK charitable trust with an tried to do something to help.
interest in addressing public health needs.
Young people recognise the dangers of social
A total of 509 NZ youth (aged 13-24 years) were media and are asking for safeguards to be put in
asked about the five most popular social media place.
platforms (Facebook, Instagram, Snapchat,
Ian Mills of Nielsen says a major finding from the
Twitter, and YouTube) and how each of these
survey is that young people themselves are calling
platforms impacted their health and wellbeing
for safeguards. “The research clearly shows that
(both positively and negatively). The survey also
young people are telling us that they recognise
asked about issues such as the frequency of
areas where they are at risk from social media and
negative and positive experiences while on social
they believe safeguards are needed.”
media, sexting and seeking help for issues or
concerns. Julie Moore, the Graeme Dingle Foundation’s
Research and Evaluation Manager. says the results
highlight the need for
action to protect young
people. “Social Media
is a real double-edged
sword. It has lots of
positives that benefit
but also has a dark side
that can drag people
down. There appears
to be a key need for
more support and
education with regard
to the safety of young
people’s mental health
and confidence when it
comes to social media
experiences.”
Facebook and YouTube have the highest levels The Graeme Dingle Foundation hopes this
of awareness and young people experience both study will open the door for discussions on what
positive (44%) and negative (38%) impacts on their safeguards and support systems can be put in
mental health and wellbeing from social media. place for the future wellbeing of our youth.
The largest positive impacts were on community For more information, please see the full report on
building, self-expression, and emotional support. our website, or please contact:
Social media is used to stay connected, support Julie.Moore@dinglefoundation.org.nz
friends’ accomplishments, maintain relationships
and co-ordinate meeting with others.
Annual Report 2019 | 31Independent Auditor’s Report
To the beneficiaries of Graeme Dingle Foundation
Report on the financial statements
Opinion we do not accept or assume responsibility to anyone other than
In our opinion, the accompanying financial statements of Graeme the beneficiaries as a body for our audit work, this independent
Dingle Foundation (the trust) on pages 33 to 39: auditor’s report, or any of the opinions we have formed.
i. present fairly in all material respects the trust’s financial
position as at 31 December 2019 and its financial performance
Responsibilities of the Trustees for the financial
and cash flows for the year ended on that date; and
statements
ii. comply with Public Benefit Entity Standards Reduced Disclosure
The Trustees, on behalf of the trust, are responsible for:
Regime (Not For Profit).
— the preparation and fair presentation of the financial
statements in accordance with generally accepted accounting
We have audited the accompanying financial statements which practice in New Zealand (being Public Benefit Entity Standards
comprise: Reduced Disclosure Regime (Not For Profit));
— the statement of financial position as at 31 December 2019; — implementing necessary internal control to enable the
— the statements of comprehensive revenue and expenses, preparation of a set of financial statements that is fairly
changes in equity and cash flows for the year then ended; and presented and free from material misstatement, whether due
— notes, including a summary of significant accounting policies to fraud or error; and
and other explanatory information. — assessing the ability to continue as a going concern. This
includes disclosing, as applicable, matters related to going
concern and using the going concern basis of accounting
Basis for opinion unless they either intend to liquidate or to cease operations,
We conducted our audit in accordance with International or have no realistic alternative but to do so.
Standards on Auditing (New Zealand) (‘ISAs (NZ)’). We believe that
the audit evidence we have obtained is sufficient and appropriate
to provide a basis for our opinion. Auditor’s responsibilities for the audit of the financial
statements
We are independent of the trust in accordance with Professional
and Ethical Standard 1 (Revised) Code of Ethics for Assurance Our objective is:
Practitioners issued by the New Zealand Auditing and Assurance — to obtain reasonable assurance about whether the financial
Standards Board and the International Ethics Standards statements as a whole are free from material misstatement,
Board for Accountants’ Code of Ethics for Professional whether due to fraud or error; and
Accountants (IESBA Code), and we have fulfilled our other ethical
— to issue an independent auditor’s report that includes our
responsibilities in accordance with these requirements and the
opinion.
IESBA Code.
Reasonable assurance is a high level of assurance, but is not a
Our responsibilities under ISAs (NZ) are further described in the
guarantee that an audit conducted in accordance with ISAs NZ
auditor’s responsibilities for the audit of the financial statements
will always detect a material misstatement when it exists.
section of our report.
Misstatements can arise from fraud or error. They are
Other than in our capacity as auditor we have no relationship
considered material if, individually or in the aggregate, they could
with, or interests in, the trust.
reasonably be expected to influence the economic decisions of
users taken on the basis of these financial statements.
Other information A further description of our responsibilities for the audit of these
The Trustees, on behalf of the trust, are responsible for the other financial statements is located at the External Reporting Board
information included in the entity’s Annual Report. Our opinion (XRB) website at:
on the financial statements does not cover any other information http://www.xrb.govt.nz/standards-for-assurance-practitioners/
and we do not express any form of assurance conclusion auditors-responsibilities/audit-report-8/
thereon.
This description forms part of our independent auditor’s report.
In connection with our audit of the financial statements our
responsibility is to read the other information and, in doing so,
consider whether the other information is materially inconsistent
with the financial statements or our knowledge obtained in the
audit or otherwise appears materially misstated. If, based on the
work we have performed, we conclude that there is a material
misstatement of this other information, we are required to
report that fact. We have nothing to report in this regard.
Use of this independent auditor’s report
This independent auditor’s report is made solely to the KPMG
beneficiaries as a body. Our audit work has been undertaken Auckland
so that we might state to the beneficiaries those matters we are
required to state to them in the independent auditor’s report 16 June 2020
and for no other purpose. To the fullest extent permitted by law,
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