ࡱ> npm bjbj>> 8>TT>8<5\fbTaaaaaaa$e\h b  b4 b))) fa) a))Y8^8@0[` "v[,a6b0fb+\i"piX^"_\i]_tqh)T- b b&|fb ij s: Supporting school issues through a whole-school approach Responsible citizens Police district School nameSchool demographicsSubmitted byCanterbury Allenton SchoolContributing primary Urban Decile band 710 Const P. Chamberlain School Community OfficerSummaryUsing PB4L to address behaviour problems in and around the school.IssueDamage and break-ins by young people in the area. Identification and prioritisationThe identification and prioritisation was done by the school community through the senior staff and the board of trustees. The SCO acted as community liaison for the school, and received reports of damage to the school and the occasional break-ins by young people in the area. Short-term goalTo up-skill all staff and community members involved in PB4L by the end of 2014. This was achieved in 2014. Long-term goalTo run PB4L throughout the school, with noticeable results. This is an undertaking over 3 years (2014, 2015 and 2016). Goals for 2015 Teachers will use a school-wide system of behavioural techniques (for example, house points) to deal with problem behaviour. Student peer mediators will also be able to hand out points (encouraging self-management). The physical locations where behavioural issues occur will be identified and given extra attention. Clear standards understood by the whole school will be in place for behaviour in identified locations such as the library, school assembly hall and eating areas. Goals for 2016 Efforts during the year will concentrate on standardising classroom behaviour and management. The 3-year plan included: identifying what is non-acceptable behaviour developing a procedure for dealing with problem behavior (including speaking to the student, investigating the incident, consulting their pastoral record, and providing feedback) conducting ongoing training for staff and community members (such as the SCO) through the Ministry of Education developing consistent methods of measuring problem behaviour. Monitoring The success of these goals will be measured by: the number of behavioural issues raised in the schools weekly reporting system the need for outside intervention i.e., by Police observation by staff and senior students. Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment Through training staff and students became more aware of behavioural expectations and gained an understanding of what is and is not acceptable behaviour. Consistency and respect are important in this process. Signs were put up in the grounds emphasising school values and expectations, such as: Aroha (I respect myself) Self-managing (I can problem solve) Always thinking (I achieve personal goals) Communicating (I give and receive ideas) Effort (I persevere). Community connections Parents have been made aware of the schools values relating to PB4L through the board of trustees, the SCO, newsletters, and the distribution of fridge magnets with PB4L messages. Curriculum teaching and learning School staff supported the intervention. Teaching in the classroom includes its values and incorporates the principles of encouraging positive behaviour as discussed in PB4L. Staff, the community and students are all involved through the values of Aroha and accepting responsibility (e.g., the peer mediator scheme). The aim is to bring about a cultural change over the 3 years. The SCO is a link to the wider community and feeds back to the school that there has been a noticeable change in offences involving its students. ImpactThere is less bad behaviour in the playground, and therefore less need for teacher intervention. The full impact of this intervention is yet to be measured but the school is confident that behavioural issues reported by teachers will drop significantly. Like most of our interventions, this is ongoing. Next stepsTo run PB4L for another 2 years to achieve the goal of overall change. ObstaclesSome staff were resistant initially, but this was overcome with training and preparation. ImprovementsThere has already been a noticeable reduction in the number of behavioural issues reported. This is a 3-year programme; it is early days yet. ConclusionThe school is proud that progress is being made and changes are happening in student behaviour.      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