ࡱ > [ ^ Z , bjbj 8L { { m 8 7 \ T . . . . . . . . }1 4 . . . ! ! ! ^ . ! . ! ! r ) T * `!} L ^ * l. . 0 . ** z 4 4 * * 4 $+ H ! . . ! . 4 : Supporting school issues through a whole-school approach
Responsible citizens
Police district School nameSchool demographicsSubmitted byBay of Plenty Name withheldContributing school Urban Decile band 46Const. E. Buxton School Community Officer
SummaryBuilding positive values among students.IssueManagement, teachers and other adults at the school identified a lack of positive values in a number of students across the year groups. This was evident in the way students spoke to and engaged with adults and their peers. As a result, classroom behaviour was harder to manage, low-level stealing was occurring, and students were using aggression to deal with everyday challenges and problems.Identification and prioritisationThe issue was identified and prioritised in November 2014 during a meeting between the SCO and the deputy principal.
More teachers were expressing concerns about a range of antisocial and criminal behaviours among students. The deputy principal, who is also the SENCO, noticed that staffroom conversations about poor behaviour were becoming much more frequent and more staff were seeking advice on how to deal with it. There was no hard data on this; it was simply the observations of a deputy principal who lives and breathes her school, and is very aware of what is going on and how the jungle drums are beating.
Levels of tension, arguments, aggression and theft among the students had risen. Many students also lacked resilience.
Incidents of aggressive situations and theft were being reported more frequently in the student management system. In March 2014, 46 incidents were recorded of problem behaviour (dishonesty, disruptive behaviour, vandalism, fighting, inappropriate language, intimidation and so on); in September the number was 104 and in November, 74. The school felt these levels were unacceptable and wanted to address the problem.
Average weekly truancy over the period increased by 5%.
Conversations with local Police revealed a perception that domestic violence in the local community had increased.Short-term goalWithin the first term after the intervention, the SMS will show a decrease of 10% in reports of antisocial behaviours and theft. Long-term goalTwo terms after the intervention, the lower rate will still be maintained or dropped further.
Teachers and students will notice a more harmonious environment and positive values.
These goals will be measured by comparing the data from 2014 and 2015.
Prevention activitiesActivities that occurred within a whole-school approach included:
School ethos and environment
Problematic areas of the school were identified by student leaders who spoke with each class to obtain this information and ideas for making changes.
Rules were also put in place for behaviour expectations (for example, what behaviour was expected in the changing rooms, to be reinforced before swimming).
Community connections
The school involved parents to reinforce the positive learning, with students giving presentations in assembly or at an information evening.
The school was in contact with local community centre to ensure that the same messages were being given in the community.
The school looked at ways to involve and engage parents so that they would model the behaviours at home. Key messages were communicated to parents through team homework activities, newsletters and (as it was Term 1) through the informal conversations with parents in meet the teacher and collaborative conferences, where students share their learning and there is an opportunity to discuss school values and the schools learning model.
Curriculum teaching and learning
A whole-school assembly was held to talk about behaviour expectations for classrooms, outside areas and interactions.
The SCO and each syndicate met and identified key behaviours to address for individual year groups.
The SCO and the classroom teacher collaboratively taught identified lessons from HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/responsible-citizens/doing-right-thing"Doing the Right Thing, supported by other internet activities relevant to the learning outcomes.
Teachers continued to refer back to the lessons and messages throughout the year, to keep the values at the forefront of students minds. The SCO also visited the school later in the year to reinforce the positive messages. ImpactThe long term goal of a reduction in SMS reports was achieved. We compared the data from 2014 and 2015, and noted a reduction in reported incidents. In March 2015 there were 17 reported incidents (compared with 46 in March 2014), in September there were 95 (104 in September 2014), and in November there were 57 (compared with 74 in November 2014).Next stepsAt the end of Term 1 in 2016 the SCO will meet with syndicate leaders, representatives of the community centre and school management to identify any behavioural trends that need to be addressed with regards to values. These will be implemented in Term 2.
ObstaclesOur main obstacles were the negative values of some students. Some of the behaviours promoted by the school had never been taught in the home environment, and wouldnt be reinforced in the family. ImprovementsIn 2016 we are going to involve students more in the identification process, and use a survey process driven by the year 6 leaders.
Year 6 leaders are going to reguarly present on values through iMovies shown at roll-taking and assemblies.ConclusionThis intervention allowed Police, the school and the wider community to address undesirable behaviours and negative values that eventually contribute to antisocial and criminal behaviour. A shift in attitudes and behaviour means better engagement at school and more respect shown in the community. Students have more empathy towards their peers and show more respect to teachers and others in their interactions. Anger is no longer always the automatic way to solve problems, as the students now have a range of solutions to choose from.
School narratives Responsible citizens
2015 ٴ PAGE \* MERGEFORMAT 1
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