ࡱ> ac` bjbj>> 84TT rjj8,%LQTq(QQQQQQQ$TW>Q>Q4SQ!!!Q!Q!!I*MPa`^J$QiQ0QK;X ;XH*M"LM\;XM\" !!5>Q>Q Q;Xj s: Supporting school issues through a whole-school approach Successful relationships Police district School nameSchool demographicsSubmitted byEastern Heretaunga IntermediateIntermediate school Urban Decile band 13 Const P. Wong School Community Officer SummaryMaximising positive behaviours during and after school. IssueThere were incidents of bullying during and after school and students occasionally showed negative attitudes towards other students and school staff. Some students were involved in fights outside school hours, in view of the general public. The positive behaviour of the majority of the students was being over-shadowed by the negative incidents, which in turn encouraged increased negative choices. Interaction between students and Police was generally in response to bad choices. Identification and prioritisationThe issues were identified after numerous incidents had occurred. The principal and various staff members had heard of an intervention to address similar problems that was being conducted at one of the contributing schools. 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 behaviour. 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 one day each term to take them on a trip during school time. One student per class was chosen 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. 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.Next stepsThe invention will be continued, with the aim of reducing the number of negative incidents even more.ObstaclesA very small number of students continue to be involved in negative incidents, which unfortunately attract public notice and take attention away from the positive things that most of the students are doing. 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. The school is pleased with the immediate positive reaction to the programme by its students and wider school community.     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