ࡱ > bjbjqq 8D e e k K K K K K _ _ _ 8 D \ _ T 7 7 M M M Ì Ō Ō Ō Ō Ō Ō t Ō K f f f Ō K K M M 4 ڌ & & & f K M K M Ì & f Ì & & р ʼn M e _ ! j i \ 0 ń Γ ! D Γ ʼn " \ Γ K C l L 6 & , 3 3 Ō Ō # P f f f f Γ : Supporting school issues through a whole-school approach
Travelling safely
Police district School nameSchool demographicsSubmitted byBay of Plenty Unnamed schoolContributing primary Rural Decile band 46 Const S. McKenzie School Community Officer SummaryImproving safety on the school bus.IssueStaff and students were unhappy that students on the bus were seated in an unsafe manner. Reports of unacceptable behavior on the buses were also increasing.Identification and prioritisationThe issue was identified during the annual training of senior students as bus monitors, and school-wide discussion about the responsibilities of bus passengers. The bus company had made many reports to school management about student behaviour. The relieving principal had also received numerous written complaints from concerned parents.
The bus drivers had allocated bus monitor duties to untrained students rather than the trained bus wardens.
There was a deteriorating relationship between all stakeholders, exacerbating a lack of respect between the students and the drivers. The people involved in this intervention were the relieving principal, Police, the bus companys management and drivers, and the Ministry of Education.Short-term goalAll stakeholders will partner together to develop a plan for addressing behaviour on the bus (both of students and the driver). The effectiveness of the plan will be evaluated after 3 months using measures such as the number of reported incidents, mutually respectful interactions between driver and students, and happier students and parents. Long-term goalTo change the attitudes of the drivers, the bus company, students and parents to support a safer bus journeys.
There will be fewer reported incidents and exclusions from the bus.Prevention activitiesActivities that occurred within a whole-school approach included:
School ethos and environment
Staff and the SCO rode on the bus for 3 weeks to observe behaviour.
The increasing number of enrolled students led to a review of the size of the bus that transported students to and from school. As a result the school is trialling the use of two minivans to carry additional students.
Student pick up and drop off were reviewed in relation to how and where the bus was parking.
Staff developed a predetermined seating plan for students.
A notebook system was established for bus wardens to record any behaviour issues for follow up by the principal.
Community connections
All parties were consulted to identify the next steps towards achieving the short- and longer-term goals.
A parents meeting was held to identify their concerns and discuss bus safety practices and behaviour expectations based on Ministry of Education guidelines on school bus safety.
The SCO held a training session for bus drivers on the role of bus wardens and how they can support the drivers.
A follow-up meeting was held with parents and the bus companys management to discuss progress. .
Curriculum teaching and learning
New Bus Wardens were identified and trained.
A school assembly was held to describe expectations of behaviour, explain the seating plan and introduce the bus wardens.
Students wrote their own treaty (or contract) on bus wardens expectations.
Junior school students received education on bus safety. ImpactThe intervention has led to a relationship of trust and respect between school, Police and the bus company, with improved discussion about safety and behaviour. Next stepsThe next steps for this intervention are to:
remind students about their responsibilities in terms of behaviour
maintain the positive relationship with the bus company and cultivate mutual willingness to address issues before they become unmanageable
continue ongoing consultation with parents about ways of reinforcing positive bus safety practices and discuss any concerns. ObstaclesAt first the main obstacle was the bus drivers reluctance to accept responsibility for or share ownership of the issue. This was overcome by developing a relationship with supervisors and delivering training to drivers.
It also proved difficult to change students attitudes towards the drivers. However, relations settled and improved, with fewer incidents reported.ImprovementsThe intervention would be improved by:
gathering historical data on incidents reported by the bus company over a longer period of time; this would provide a more accurate picture of any changes that might have escalated the issue
having senior students attend the follow-up consultation meetings to fully engage them in the longer-term outcomes.ConclusionThe school is proud that students now arrive at school each day happier and ready to learn. The improved relationship with the bus company has meant that any incidents are reported and dealt with quickly and appropriately. Trust and respect are growing between students and drivers, which reflects positively on the school and the wider community.
School narratives Travelling safely
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