ࡱ> OQN abjbj>> 88TTkjj8,%\*m*o*o*o*o*o*o*$-h0*ZZZ*4*$$$Zm*$Zm*$$:','XS`R' Y**0*'.1F P1'"(\1m(>#,$O$s**"\*ZZZZ1j s: Supporting school issues through a whole-school approach Travelling safely Police district School nameSchool demographicsSubmitted byAuckland Unnamed Contributing primary Urban Decile band 710 Const T. Karaka School Community Officer SummaryIncreasing the safety of students outside the school gates.IssueRoad safety for the students, and parental parking outside this inner city school, exacerbated by major construction at the beginning of the term. Identification and prioritisationThe issue was identified and prioritised through reports to police from the school and the community regarding parents' unsafe parking. The people who developed this intervention included the principal and associate principal, the SCO and Police's road safety group, Auckland Transport, the building company, and the community.Short-term goalAll students will use the kea crossing during the construction work. Illegal parking around the school before and after school will be penalised. A complaint system for neighbours about poor parking will be improved.Long-term goalAll students will cross at safe places, even after the construction work is completed. All parents will abide by road rules and park considerately and legally.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment School road safety rules were confirmed by management. Teachers supervised students use of the main temporary gate outside the school. The school appointed a staff member to act as a contact for complaints from neighbours. Alternative methods and times were established for picking up and dropping off students. Community connections Police patrolled the area more often at peak times and used speed cameras. Auckland Transport parking wardens increased their patrols. The school participated in  HYPERLINK "https://at.govt.nz/cycling-walking/school-travel/travelwise/" Travelwise to promote safe driving/parking outside the school. The building company agreed to refrain from heavy traffic movement outside the school at peak times. An Auckland Transport engineer audited the road environment outside the school. The school operated two walking school buses. Letters, emails and newsletters were sent home to parents to notify them of construction plans, alternative methods for drop off and pick up, and the consequences of illegal and unsafe parking. Curriculum teaching and learning All students received education on road safety. During the construction work extra emphasis was given to education on safe walking practices. Students were encouraged to walk to school as there was limited parking available during this time. ImpactThe intervention had minimal impact on the behaviour of many parents, who continued to park illegally and in unsafe places. A very large number of warnings and infringement notices was handed out. Students use the appropriate crossing points. The school now rarely receives complaints from neighbours.Next stepsThe next steps are to: continue enforcement for parents who park illegally and unsafely gain an ongoing commitment to road safety education within the school curriculum. ObstaclesMany warnings and infringement notices were issued to parents from this school. Changing the attitudes of the parents has proved extremely difficult. The associate principal will cover parking behaviour in discussions with parents of new entrants. ImprovementsTo get a better response from parents the school needs to find more effective methods of convincing them of the importance of this issue. ConclusionThe school is proud that students are using the correct crossing points, and that some parents have joined in the fight against unsafe parking behaviour.      School narratives Travelling safely 2014 ٴ  PAGE \* MERGEFORMAT 2  89:KL        + / [ \ ] c d ¾ݾºݨ heMaJh5h5aJ h5aJh6 hoh7] hch7]hxh5h{h,0,hi}hWV` hWV`hWV`hx8heM hiWth7] hLh7] hWV`aJ$h7] hXnh7]::L]i}md[ $Ifgdi} $IfgdU ~kd$$Ifl\y#_4^ t644 layti} $IfgdU gd7]gd7]     ne\ $IfgdU  $IfgdU ~kd$$Ifl\y#_4^ t644 layti} $Ifgdi} $IfgdeM  \ ] c E< $Ifgd5Skd$$Ifl0#_) t644 la $Ifgd6 $IfgdU SkdF$$Ifl0#_) t644 la  c d t E< $Ifgd5Skdq$$Ifl0#_) t644 la $Ifgdi} $IfgdU Skd$$Ifl0#_) t644 la  D    $ b c d t w y   # ? 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