ࡱ> c &bjbj 8TxY\xY\`pVVVVVjjj8<|jzZ L  !!!zzzzzzz$3}b8zV!!!!!8zVV 4Mz$$$!V V z$!z$$*>nv "jrRycz0zdrBK<#KvKVvX!!$!!!!!8z8z$!!!z!!!!K!!!!!!!!!> : Supporting school issues through a whole-school approach Successful relationships Police district School nameSchool demographicsSubmitted byAuckland CityUnnamed schoolDecile range 9Senior Constable J. TAYLOR  SummaryHurtful/bullying behaviour.IssueThe parents of a year 5 student (target) notified the senior management at the school, concerned that their son was being bullied by another year 5 boy (initiator) in his class. As a result the boy being bullied was not happy in his class or attending school. The parents wanted the school to do something about this behavior, or they would take their concerns to the Ministry of Education and the Police. The behaviour of the initiator caused the boy to feel isolated and not included in the class or in the recreational areas of the school. The iniators behaviour also encouraged other students to behave in a demeaning manner towards the target, both in and out of class time. The school is a relatively small one, only catering for two classes per year level. Identification and prioritisationParents: The parents of the target provided senior management with at least three bullying incidents over a three-week period. School: The senior management spoke with the parents of the target to gather information. A plan was formulated to the satisfaction of the parents whilst their concerns were being investigated within the school. The class teacher was notified of the concerns so that she could defuse any immediate situations. Students were spoken to by school staff to gain further information. The Deputy Principal notified the SCO for advice and possible involvement with speaking to the relevant year level. Through looking at the  HYPERLINK "http://www.education.govt.nz/school/student-support/student-wellbeing/health-and-wellbeing-programmes/bullying-prevention-and-response/bullying-prevention-and-response-a-guide-for-schools/section-4-responding-to-bullying-behaviour/24-tools-for-assessing-and-responding-to-bullying-incidents/" Bullying Matrix, senior management recognised that the behaviour of the initiator was unacceptable, identified by the matrix as minor incidents. Short-term goalTo ensure the safety of the target whilst attending school. Long-term goalTo ensure the safety of the target and of all students whilst attending school. Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment Policies: The senior management were guided by their school policy and the MoE Bullying Prevention and Response procedures. They included the  HYPERLINK "http://www.education.govt.nz/school/student-support/student-wellbeing/health-and-wellbeing-programmes/bullying-prevention-and-response/bullying-prevention-and-response-a-guide-for-schools/section-4-responding-to-bullying-behaviour/24-tools-for-assessing-and-responding-to-bullying-incidents/" Bullying Matrix as an appendix to their policy, as it added more confidence when speaking about the impact of bullying behaviour. Skilled Staff: Students and parents recognised that they can approach senior management with their concerns. Safe environment: A plan was implemented that the target would report daily to a member of the schools senior management and let them know how things were going for the day. This was to offer reassurance for the target if he felt he was being bullied. A plan was also implemented that over a two-week time period where the initiator was required to write an email to the Deputy Principal outlining two ways he had positively contributed during the day. This email was forwarded on to his parents at the end of the day. The aim of this was to assist with helping the initiator make good decisions whilst at school. Community connections Consultation: Senior management consulted with the parents of the target to ascertain information on the allegations and to gather their views on an ideal outcome. Senior management consulted with the SCO for advice on how to proceed. Collaboration: The senior management, SCO and class teachers worked together to ensure that all students were in a safe learning environment. This included the class teachers speaking with students when their behaviour or the way the were speaking was not to the acceptable standard. The SCO spoke with the two year 5 classes around bullying and making choices. Model parents: Senior management spoke with the targets family to offer them reassurance around this issue. The parents initially did not see their sons behaviour as a concern. But after being shown the Bullying Matrix they could understand the seriousness, and as a result they were happy with the schools intervention plan for both the target and the initiator. Curriculum teaching and learning Myself: Speak with the parents of the initiator to bring to their attention the behaviour of their son. My friends: The SCO and teacher ran  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/kia-kaha" Kia Kaha in the two Year 5 classes. During this, the topic its okay to tell was covered , encouraged and accepted by all students. My community: The issue provided an opportunity for the students to make their school and class environment a more positive one. The year 5 students worked together, designing presentations and then presenting them. This was shown through their assembly presentation. ImpactShort Term Goal: The Short Term Goal was met by a plan being implemented in the classroom and school, therefore making the learning environment for the target safe. This plan included meetings with the parents, students, SCO presenting in the classrooms and the initiator and target reporting on a daily basis to the senior management. All this enabled the students at the school to be in a safe learning environment. Long Term Goal: The Long-Term Goal has been met through the plans put in place by the senior management. These plans have ensured that the target and all students are safe whilst attending school. The message has also been passed that it is acceptable to speak out about negative treatment towards yourself or another person. Next stepsSenior management will publish photographs from the assembly presentation in the school newsletter to highlight the messages. The staff will observe the students and any signs of the previous behaviour will be dealt with accordingly.ObstaclesThe initiators parents didnt at first accept that the behaviour was bullying. The initiator was unwilling to initially engage with his class around the preparation and presentation at the school assembly. However, his parents ensured that he was at school on the day and involved with the assembly. The target initially did not believe that anything would change with the way the initiator treated him. ImprovementsSenior management identified that the  HYPERLINK "http://www.education.govt.nz/school/student-support/student-wellbeing/health-and-wellbeing-programmes/bullying-prevention-and-response/bullying-prevention-and-response-a-guide-for-schools/section-4-responding-to-bullying-behaviour/24-tools-for-assessing-and-responding-to-bullying-incidents/" Bullying Matrix was an excellent tool for them to use in these situations, and have recognised that it should be referred to earlier in the future.ConclusionThrough this intervention there has been more awareness created with the Year 5 students, their families and staff at the school. There have been no further reports of bullying by the initiator on the target. Senior management have felt comfortable with the plans put in place for all involved, and with the outcome.     School narrative Successful relationships 2016 ٴ  PAGE \* MERGEFORMAT 3  89:RSdo   ( . 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