Designing Change: Inspiring Children to Shape Their World.

Empowering tamariki through creativity, connection, and cultural storytelling.

Te Kōmanawa Rowley School is a Decile 1 school with a large proportion of Māori and Pasifika students. Despite the challenges their community faces, the school has big dreams for their tamariki.

In Term 4 of 2023, Gather joined forces with the school to co-design an outdoor play space tailored to the needs of their Year 6 students. The goal was to create an environment that didn’t just look and feel good but reflected the school’s cultural narrative, values, and children’s aspirations. We also hoped the process would engage the students in learning, spark a sense of ownership, and perhaps even lay the groundwork for future opportunities.

“We wanted this to trigger something in the children,” said Principal Graeme Norman. “To provide them with skills they can use, build connections with whānau (families), and show them success is possible, even in small steps.”

A challenge worth tackling

Why did the school reach out for help? Because for these tamariki, life isn’t easy. Many live in difficult circumstances and face barriers to learning. The school has worked hard to reconnect with whānau and to develop a local curriculum that reflects the aspirations of their community. However this is no small task.

“There’s a history of being let down,” explained Graeme. “If this project wasn’t successful, it could have added to that lack of trust.”

This wasn’t just about a play space; it was about proving to the children, and their wider community, that their voices matter and that success is within reach.

A partnership grounded in trust

Our experience working with schools and communities, coupled with a proven co-design process, gave the school confidence that we could deliver. Through early conversations, we built a strong foundation of trust and a shared understanding of what the project could achieve.

“The project was done in a way that was very understandable.” Graeme noted. “I think that was a strength of what you guys were doing and that helped engage our children.”

The journey: co-design in action

So how did we go from dream to reality? The process wasn’t just about design; it was about empowering children to take the lead, make choices, and see their ideas come to life.

Each Thursday morning, we worked closely with Year 6 students, their teachers, and whānau. Using a design-based research approach, we gave the children space to reimagine their environment and to participate in creating something meaningful.

“You met our kids where they were at,” said Deputy Principal Niki Penny. “You were flexible and approachable in your manner and were open to following where they led. That’s what hooked our kids in.”

Of course, it wasn’t without challenges. Engaging whānau proved tougher than expected, a reflection of the disruption the school community has faced in recent years. But as the project progressed and the results became tangible, excitement began to grow.

“Next time, we’d build that excitement earlier - maybe show a video of our previous project,” Graeme suggested. “Now that people have seen what’s possible, I think we’d get even more involvement.”

Celebrating success: the outcomes

The play space wasn’t just a physical transformation - it changed the way tamariki saw themselves. For many, it was the first time they’d experienced the pride of completing a project from start to finish.

“For some of these kids, this is the first time they’ve felt success,” said Graeme. “Now they know what it feels like. Until you’ve felt it, you don’t understand it.”

The space has already become a hub of activity and a safe haven for students. “The project has given this whole area life and purpose,” said Niki. “It’s being used so much better now.”

Beyond the physical space, the project has become a learning tool that’s tied into the school’s cultural narrative and curriculum. Students have connected their design work to their understanding of the natural environment, creating hooks for deeper understanding.

Proof of impact

The principal and deputy principal couldn’t overstate the value of the project:

• “It’s been an amazing experience,” said Graeme.

• “What you’ve done has been really powerful for the school,” added Niki. “We’ve been skiting about it to everyone!”

And the impact didn’t stop with the Year 6 students. Younger students have been inspired by the project, with many already anticipating their turn to contribute.

“Now the kids are saying, ‘The next step would be…’ They’ve started talking about integrating this area with the bike track,” Niki shared. “It’s sparked their imagination for what’s possible.”

What we learned

This project reinforced the power of collaboration and the importance of building trust—not just with students, but with the wider community. Next time, we’ll aim to engage whānau earlier, making the process even more inclusive and impactful.

But for now, the tamariki of Te Kōmanawa Rowley School can take pride in what they’ve achieved - a tangible reminder that even through small steps, big dreams can become reality.