ࡱ> mol bjbj>> 8BTTrjj84-\9[T^111ZZZZZZZ$^/aZh11hhZ4ZL$L$L$hZL$hZL$L$>TD6Yuc`jV:Z [09[Vza` at6Y"aXYL10a"L$111ZZP"1119[hhhha111111111j s: Supporting school issues through a whole-school approach Successful relationships Police district School nameSchool demographicsSubmitted byNorthlandSt. Josephs Primary SchoolPrimary Urban Decile band 13 Const W. Paki School Community OfficerSummaryProblem solving for personal safety.IssueThere were ongoing concerns with students making better decisions about their personal safety. Some students were at risk after school by not knowing what to do when people unknown to them approached them with gifts and offers to take them home. Parents also informed the school that some students were being bullied at school, mostly during the intervals.Identification and prioritisationThis issue was prioritised in 2014 after several incidents of bullying during class. The school was under the guidance of a commissioner appointed by the Minister of Education.Short-term goalTo ensure students travel safely to and from school. To build teacher capability and effective classroom management. To increase supervision during intervals.Long-term goalTo sustain a walking school bus as a daily activity, with parents taking ownership of how their children get to and from school. To create a telling environment among students, teachers and parent.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment The commissioner and principal informed the board of trustees about their concerns and those raised by parents in relation to the safety of the students. A scan of the school environment using the CPTED (Crime Prevention Through Environmental Design) principles highlighted some potential problem areas, such as the public walkway through the school, which had become a meeting place for students and older students truanting from nearby schools. As a result the school: increased the number of school staff on duty during interval breaks clearly defined what areas were out of bounds for students communicated widely the strict consequences for students found in these areas organised activities to occur in these less supervised areas assigned chores for recidivist bullies during school intervals posted classroom signs about expected classroom conduct. A walking school bus was instituted so that students could be walked to a specified area where parents could wait for and collect them. However, this wasn't sustained as parents preferred to pick students up directly or wait outside the school in their vehicles. Community connections A number of agencies met to look at ways to improve the information-sharing process, identify at-risk families and otherwise contribute to this intervention. Parents were informed about what the school was doing to minimise bullying through classroom lessons and support from external agencies. A parent meeting was held in which the school shared its rationale for the intervention and Police introduced the  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping-5" Keeping Ourselves Safe programme, explaining that most risk to children is not from strangers. Public health nurses raised concerns about the well-being of some students. Students participated in a Day Out, which was a team event to foster decision making, participation, leadership and self-esteem. Curriculum teaching and learning Students received lessons from Keeping Ourselves Safe ( HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping-3" for years 13,  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping-4" 46 and 78. The main emphasis was on building self-esteem, raising awareness, and gaining knowledge about what constitutes acceptable touch, the consequences of abusive behaviour, and avoidance techniques to cope with abusive situations. Junior students received lessons from the  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/travelling-safely/road-safety" Road Safe Police resources  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/travelling-safely/road-safe-years-0-1" for years 01 and 23. The main emphasis was how to stay safe in and around the car park and on the footpaths around the school.ImpactThere was an observed improvement in the monitoring of the school grounds and fewer incidents of bullying were reported. Students were more aware of safety when travelling to and from school.Next stepsThe next steps are to continue the collaboration with the external agencies, through regular updates from the established action group.ObstaclesThe main obstacle has been parents focus on stranger danger. In response Police informed parents that: sexual abusers can be strangers, but are usually known by their victims children sometimes need the help of a stranger e.g., if they get lost in a shopping mall. ImprovementsThis intervention would have been more effective if the students had been involved from the beginning. They could have taken part in identifying the problems around the school and finding solutions, which might have enhanced community engagement by involving their families. ConclusionThe school is proud of the way the students and their parents cooperated in this intervention to keep students safe.     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