ࡱ> kmj 6bjbj>> 8@TTt((kkkkk8<TYTGG]]]XXXXXXX$\_XQk~~~Xkk]]4KY%%%~k]k]X%~X%%vR02W]`ic` vT8XaY0YTT3`~ 83`p2W"3`kTWl"%XX"PY~~~~3`( 1: Supporting school issues through a whole-school approach Living in a safe community Police district School nameSchool demographicsSubmitted byNorthlandTe Kura Kaupapa Maori O Kaikohe Area school Decile band 13 Snr Const R. Hippolite School Community Officer SummaryReducing truancy with recidivist truants.IssueThe school wished to monitor and improve the attendance of a target group of students, and improve student achievement.Identification and prioritisationA group of year 8 boys at risk of truancy and underachievement were chosen in 2011. This class was monitored from 2011 until they achieved NCEA level 2.Short-term goalTo keep the boys engaged in school and prepare them well for NCEA.Long-term goalTo have all male students stay at school until they achieve NCEA level 2. Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment Teachers engaged the boys through sport. The boys were introduced to action learning (gaining skills and knowledge through hands-on activities). The teaching emphasised the development of literacy and numeracy skills. Community connections The boys assisted in developing and improving the track of the Kaikohe cycle trail. They also developed skills in riding and negotiation e.g., agreeing on rules and laws for using the track. As an Enviroschool the kura was involved in the Northland Regional Councils Papa Taiao Earthcare project. The boys took part in a skills workshop that covered fencing, safe chainsaw use, possum trapping, and so on. Curriculum teaching and learning Curriculum teaching and learning embraces Tikanga, Matauranga Mori, Whakapapa, Wnanga, local knowledge and Atuatanga, connecting with physical activity and the environment. Participation in activities such as the work on the cycle track also involved the key competencies of thinking, relating to others and participating and contributing.ImpactAttendance at the school, including that of the target group, improved significantly. In 2011, male students in year 11 missed an average of 101 half days each. In 2014 the average number of half days missed per male student in Year 11 was 21. Achievement at level 1 improved as well. NZQA achievement records from show no achievement at this kura in 2011 at levels 1, 2 or 3. However, there was achievement in subject areas. In 2014 NZQA records showed a pass rate of 88.9% for level 1.Next stepsThe next steps are to foster the boys ability to be role models for teina and utilise their skills as they mature.ObstaclesThe initial obstacles were the mind-set of the board of trustees, kaiako and whnau. At the time the Board changed about three times within 12 months, preventing any real stability. There were also other staffing issues that were being worked through. As a result, it was difficult to establish and rebuild trust between the board, kura staff and whnau. Finance was also an issue in organising activities. Some of the new initiatives, such as the Papa Taiao programme and the cycle trail, required the help of expert teachers and professional advisers. Costs for the cycle in  )89:UV        # C D E F L a x ƾƾƾ;ƾƷԷͳ⚎hLh< hoh`yh7h;h0z hch`yh( hoh( hch(h h;ho8hh h;h; h;h h;h h3hh`yh:hoh hXnhXn hXnh`y2:Vgsd[R $Ifgd $Ifgd3~kd$$Ifl\y#W t644 layt $Ifgd $Ifgdgdogdo     wne $Ifgdo $Ifgdc~kd$$Ifl\y#W t644 layt $Ifgd   E F L E8  & F$IfgdSkd$$Ifl0#W1 t644 la $Ifgdo $IfgdcSkd*$$Ifl0#W1 t644 la E< $IfgdSkdG$$Ifl0#W1 t644 la $Ifgd0z $IfgdcSkd$$Ifl0#W1 t644 la   p q w x  % & - . / 0 1 G O o   ( 6 ԾطذԚ|hShmH sH h0z mH sH hShLmH sH hmH sH  h3h`y hohXn hoh hoh(hF'h hy#hL hohhL hoh`yh0z h<h;h h;aJ hch`yh`y. 0 1 G E< $IfgdoSkd$$Ifl0#W1 t644 la $Ifgd $IfgdcSkd$$Ifl0#W1 t644 la 8 Z d~ $Ifgdj $IfgdcSkdd$$Ifl0#W1 t644 la $Ifgd0 $IfgdL $Ifgd 6 7 8 S    * X Y Z  `bd $&,0BFHJTZvޱ޵޵ĭө޵ީ޵޵޵޵޵޵ĥhj hohh`y hoh ?9h(h> hZhh0 hG5hLh ?9h<h0z h3hc h3h`yh,;hLhmH sH hShLmH sH hSh<mH sH 8!"(=LPf  +:=dquw$%Ƽ͸ hohLh<hjmH sH hShLmH sH hL h,;aJhM| hohh h+Ekh h+EkhS h+Ekhjh h+Ekh0h0hj h+EkhL;%<Skd"$$Ifl0#W1 t644 la $Ifgdj $IfgdcSkd$$Ifl0#W1 t644 la $Ifgd%@T[*r|t $68:<DFzPRT~444*4/4s4t4u444444444444444 h0z aJ h:aJ hohh:hLh.bnhLaJU h.bnh0z h0z h.bnh+Ekhjh h.bnh h.bnhLh.bnhLaJA%F444e5f5<Skd$$Ifl0#W1 t644 la $IfgdcSkd$$Ifl0#W1 t644 la $Ifgd0z $Ifgdjitiative included the purchase of over 20 good-quality mountain bikes, helmets, tools and other necessary equipment, as well as attendance at some national mountain biking events.Improvements The intervention could be improved by inviting other schools to share the project and developing more strategies across the kura to better engage all age groups.ConclusionThe school is proud of the way the students in the target group exceeded expectations. These students now believe they can achieve and are proud to represent their kura.     School narratives Living in a safe community 2014 ٴ  PAGE \* MERGEFORMAT 2 444555 5#5?5@5C5T5c5d5e5f5p5q5u5v555555556666666 6!6#6$6&6'6)6:6;6=6I6W6X6q6s6t66¼챭jhCh;UhM/h; hCh;h`8jh`8U hRhjoh`y h`PhLh,; h,;aJhy#h,;aJ hoh`y hohh h:hLhSh<hLh0z h0z aJ hLaJ2f5q56666 6"6#6%6&6(6)6X6Y66gdCgdCgdXngdSkd?$$Ifl0#W1 t644 la $Ifgd0z $Ifgdc66666666 hRhjoh`8h; hCh;hmHnHujhCh;U6666gd6&P 1h:p:. 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