ࡱ> `b_ cbjbj>> 8:TTr  cccccwww84Tw~JT7(_uuuIIIIIII$MtP J-c Jccuu`8J,",","cucuI,"I,","BFuH+|a`wh jC"INJ0~J D Q Z QDF"%F\ QcFPL!6,"W,3 J J,"~J Q  ): Supporting school issues through a whole-school approach Successful relationships Police district School nameSchool demographicsSubmitted byEastern Camberley SchoolContributing school Urban Decile band 13 Const P. Wong School Community OfficerSummaryMaximising positive behaviours during and after school. IssueThere were incidents of bullying during and after school and students occasionally showed negative attitudes towards other students. Students were negative towards their community and their school environment. Interaction between students and Police was generally in response to bad choices, either by the students or their whnau members. Identification and prioritisationThe principal and school staff identified the issues after numerous incidents were reported through the year. Short-term goalStudents will receive immediate acknowledgement and reward for positive actions. Police will be involved in rewarding students and encouraging positive choices and good behavior. Long-term goalGood choices and positive behaviours will be consistently and visibly rewarded by the school.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment To reward students who were making good choices and showing positive efforts, the school set aside 2 days each term to take them on a trip during school time. Every class was asked to nominate two class members for each reward day. In this way every student knew that they had a realistic opportunity to be selected during the year. A school-wide set of core values was established to emphasise the types of behaviour that the school expected from its students. The intervention was discussed with all school staff, so they were fully engaged with the HYPERLINK "http://pb4l.tki.org.nz/"PB4L concept and could use the reward days as a incentive for their students to improve their behaviours. Community connections The  HYPERLINK "http://www.msd.govt.nz/about-msd-and-our-work/publications-resources/evaluation/social-workers-in-schools/" Social Worker In School and the SCO assisted with the reward days and trips. The intervention involved collaboration with the local intermediate school, which adopted the reward days for their own students and also loaned their school van for transport. Curriculum teaching and learning Students were regularly reminded of the reward days and were encouraged to always strive to improve and be the best they could be. ImpactOverall the culture within the school has become more positive only a few students still come to notice for negative behaviours. There has been an immediate but sustained display of rewards for positive actions to the students. Students continue to strive to be selected for the trips. It is clear to them that the reward days are the result of collaboration by the school, Police and the social worker, which has created a very positive attitude towards their respective roles within the school community. Not only has the relationship between the Police and students improved, but interaction within the whole community has become extremely positive. The wider school community is aware of the intervention, and families openly show appreciation of the positive interaction between their children and Police.Next stepsThe invention will be continued next year, with the aim of reducing the number of negative incidents even more. There will be continued displays of positive teamwork by the school, Police and the social worker. ObstaclesA very small number of students were frequently involved in negative incidents. However, these incidents have not been significant and were dealt with appropriately without affecting the intervention. ImprovementsThe school will continue to promote positive choices and behaviours by involving the whole school community. ConclusionThere have been immediate gains for Police within the school, as most interactions with students are now positive.     School narratives Successful relationships 2014 ٴ  PAGE \* MERGEFORMAT 2  89:RS     $ + , - . / 0 8 o q r s y ȼߴߴh hJh@2hV= hoh7] hch7]hUh{h)9hp_hlmhWV` hWV`hWV`h%hnD$h,4h%" hiWth7]h o hLh7]hb eh7] hXnh7]9:Sdpmd[ $Ifgd)9 $Ifgd o~kd$$Ifl\#_8p t644 laytlm $IfgdU gdb egd7]  , - . / ne\ $IfgdU  $IfgdU ~kd$$Ifl\#_8p t644 laytlm $IfgdU $Ifgd,4/ 0 8 r s y ESkd$$Ifl0#_) t644 la $Ifgdp_ $IfgdU SkdF$$Ifl0#_) t644 la  (   6 8 h l ~   % & ? 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