ࡱ> vxuc bjbj 8@xY\xY\P\\\\\ppp84tp0qP :  !!!ppppppp$svp\!!!!!p\\ 4p###!\ \ p#!p##fm U]"FiLpq00qiRw"RwmRw\m!!#!!!!!pp#!!!0q!!!!Rw!!!!!!!!!> ": Supporting school issues through a whole-school approach Successful relationships Police district School nameSchool demographicsSubmitted byCentralUnnamed schoolFull primary schoolSenior Constable F Read School Community Officer SummaryProvide students with a safe environment free from bullying.IssueIncreasing incidence of inappropriate physical behaviour towards female students by boys in the senior school. Identification and prioritisationThe Principal identified an increasing number of incidents of inappropriate physical behaviour through reports from students and staff. There were seven recorded incidents in Terms 1 and 2 that required parents and students to be spoken to.Short-term goalTo modify the negative behaviour of identified students. To implement a school-wide positive behaviour programme ( HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/kia-kaha" Kia Kaha). To implement a positive behaviour/relationship programme for the senior school ( HYPERLINK "http://www.rockandwater.co.nz/" Rock and Water).Long-term goalTo increase students safety at school under National Administration Guideline 5. To improve the overall culture of the school (measured by teachers reporting more positive classroom relationships). To help identified students with personal development (measured by less need for the duty teacher to intervene in the playground).Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) The school reiterated their positive behavioural expectations through individual discussions and classroom discussions. Parents of students involved in incidents were contacted, and consequences for behaviour were put in place. Community connections (consultation; collaboration; model parents) Parents were advised through newsletters about Kia Kaha and Rock and Water being delivered by teachers supported by Police. Curriculum teaching and learning (taking action for: myself; my friends; my community) Teachers delivered  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/kia-kaha" Kia Kaha across all classes. SCO supported delivery of Rock and Water, with the focus being on trust, personal boundaries, self-confidence to deal with bullying or other uncomfortable situations, and how to be an active bystander. ImpactThe teachers in the senior block noted a significant improvement in behaviour, with the number of reported incidents decreasing to just a few minor issues. Student feedback on Rock and Water was that keeping someones trust is important. They said that they could more confident, stand up for themselves and others, and be mindful that their actions impact on others. Students were able to recognise behaviours that were detrimental to themselves and to those around them. Next stepsA school visit from local Pacific Island constables for a Q&A session with the senior school, in order to increase engagement with Police. The school plans to run this intervention again next year.ObstaclesSome parents felt that their children didnt need relationship education. ImprovementsThe intervention could be improved if it started earlier in the year, so as to set the tone of the schools expectations and to foster good relationships sooner. Students could be involved from the very beginning of the intervention, for example in gathering data through surveys and coming up with their own solutions.ConclusionThe school was proud of the learnings made by their students, and of the collaboration of the school, students and Police to address the issues faced. Students were proud of the outcomes they learnt, and enjoyed the interaction with Police.      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