ࡱ> `d_c 9 bjbj 8HxY\xY\i^^^^^rrr8,tro<J ` v v v !!!;;;;;;;$?Ab<^!!!!!<^^v v 4)<###!^v ^v ;#!;##78v Eo"^7;?<0o<7'B"'B,88'B^8!!#!!!!!<<#!!!o<!!!!'B!!!!!!!!!> $: Supporting school issues through a whole-school approach Travelling Safely Police district School nameSchool demographicsSubmitted byEasternHastings Girls High SchoolDecile 2Senior Constable C Leppien School Community Officer (SCO) SummaryDriver licensing.IssueThis issue that this intervention sought to address was to reduce the amount of students leaving school without their Restricted or Full Licence, as this is a barrier to employment for many of the low academic achievers. A survey identified that many Year 12 and 13 students were still on their Learner Licence and some had not obtained their Learner Licence. Some students were driving to school with no licence or on their Learner Licence. Students were afraid to sit their Restricted Licence due to high fail rates (54% in Hawkes Bay). If a student had previously failed, they would not re-sit their licence test. Cost of sitting licences was out of reach of a lot of the students.Identification and prioritisationThe issue was identified and prioritised in late 2015. The school had been running a programme to assist students gain their Learner Licence. Follow up showed that many who sat their Learner Licence were then going on to sit or pass their Restricted Licence. Students were failing on technical issues. They were competent drivers, but not technical drivers. You must be technical to pass your Restricted Licence and this was not achieved without proper driving instruction from qualified driving instructors. Short-term goalTo get the students to sit their Learner Licence, and those who were on their Learner Licence to sit and pass their Restricted License. Long-term goalTo continue to get all students licensed to Restricted or Full before leaving school.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) The School Gateway co-ordinator and School Community Officer met with a driving instructor who agreed to give discounted driving lessons to students. It was arranged that four students would have lessons one after the other on the same day. The instructor would meet the girls at school, which allowed the driving instructor to reduce the cost of the lessons as there was not down-time between lessons. Students were able to drip-feed money onto their school account to pay for driving lessons. The Gateway co-ordinator monitored money paid into school accounts, and coordinated the driving lessons with the instructor. The school organised for a defensive driving course to be run at school, which would reduce the amount of time the students would remain on their Restricted Licence. Community connections (consultation; collaboration; model parents) Hastings Blue Light ran a driver education day and paid for 20 students Learner Licences. Police SCO continued to assist the school in the development and teaching of a learning resource. Curriculum teaching and learning (taking action for: myself; my friends; my community) Students would study a supplied resource in the student centre, and when they felt they were ready to sit their Learner Licence, the Gateway coordinator would follow up with one-on-one training and take the student directly to the testing station to sit their Learner Licence while all the information was still fresh in their mind. Students who had paid for driving lessons were managed by the Gateway coordinator to have driving lessons. Each student would pay for and have four driving lessons. ImpactThis intervention has maintained a successful rate of students passing their Learner Licence, with 53 students using the school resource and teaching aids to help pass on their first attempt. They had nine students take advantage of the defensive driving course run by the school. There were 8 students who took advantage of the discounted driving lessons. They all had four lessons at $50 each. Two have sat and passed their Restricted, with one booked in before Christmas. The other six students have left school and have not responded to requests for this information. Next stepsDue to the low uptake on students sitting and passing their Restricted Licence, the school has now applied for and been given funding to further discount the cost of the driving lessons. This will allow more students to sit and pass Restricted and Full driving tests. ObstaclesThe lack of ability of some students to fund the cost of their test. This was overcome by some students having their fees paid for by the school through funding applications, some students having their fees paid by Hastings Blue Light, and some able to drip-feed an account at school. The perception that the test was difficult to pass. This still is a huge barrier, as the current pass rate for Restricted drivers in Hawkes Bay is 54%. It will take more students using a driving instructor and having success before this changes. With the addition of funding next year, it is hoped that this will be achievable. ImprovementsUse could be made of the NZTA-endorsed Road Code pathway on the  HYPERLINK "https://www.pathwaysawarua.com/pathways/road-code" Pathways Awarua app. The complex technical language of the New Zealand Road Code means that many young people dont read it, and instead prepare for their test simply by learning to answer the questions. They therefore may not develop a deep understanding of the principles of the Road Code and why some things are the way they are. Pathways Awarua overcomes these limitations, using interactive content to make learning the road rules and learning to drive safely both easy and fun. Once students log in, the app works with or without an internet connection, giving them more opportunities for learning anywhere, anytimenot just at school. ConclusionThis intervention is to continue into 2017, and the aim is to have all Year 12 and 13 students at school have their Learner Licence and to have at least their Restricted before they leave school.      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