ࡱ> ceb 8bjbj>> 8<TTB|((kkkkk8,TNT7McccMMMMMMM$QwTN9kNkkcc4;Nr&r&r&kckcMr&Mr&r&NHjLc)t[d`l ^~J0MQN0NJ#U #U`jL"#UkL<v Tr&aDENN#N#U( 1: Supporting school issues through a whole-school approach Living in a safe community Police district School nameSchool demographicsSubmitted byNorthlandSelwyn Park Primary SchoolPrimary Urban Decile band 13Const W. Paki School Community Officer SummaryDevelopment of school lockdown procedures for emergency situations.IssueThe school wished to develop lockdown procedures to ensure student and staff safety in the event of an emergency such as: a chemical spill a possible hostage situation an intruder on the premises.Identification and prioritisationThe issue was identified through a series of events, most notably an aggressive dog in the school grounds. Some students put themselves at risk by not knowing what to do in this situation and there was no lockdown procedure for staff to follow.Short-term goalA lockdown plan will be developed o increase the safety of staff and students and minimise damage to the school.Long-term goalThe school will develop a set of lockdown procedures to ensure rapid and effective response in an emergency situation. The procedures will include regular random checks (announced and unannounced) by all the emergency services. Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment The principal and the schools board of trustees agreed that the safety of students and staff in the school was paramount, and took every precaution to ensure the safety of all. The board believed that the school needed to be secured in an appropriate manner when dealing with a perceived or actual threat to the school community. The school environment was scanned using CPTED (Crime Prevention Through Environmental Design) principles. This survey highlighted a number of potential hazards, most notably the school boundaries. The general public has access to the school through common walkways and public housing surrounds the school. The school shares a driveway with a kindergarten, and so recognised the need to include the kindergarten in its plan. Consultation with the kindergarten has begun to produce a joint policy and procedure. The school studied a number of lockdown policies from other schools in New Zealand and elsewhere. It adopted a simple approach that could easily be amended in the light of new information. Community connections This intervention involved external agencies such as the Fire Service, St. John Ambulance and Police in collaborating with one another and the school and kindergarten over how they could support the school in the event of an emergency. A school newsletter was sent to parents advising them that the school was planning to create a lockdown procedure. After the lockdown intervention the school participated in a Day Out, supported by the collaborating external agencies including DARE and Bluelight. Each agency gave students an idea of what they did. Parents were encouraged to participate to reinforce the key messages. Curriculum teaching and learning Students completed lessons about the  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/living-safe-community/role-police" role of the Police. The main emphasis was to explain how the Police and other emergency response services work together in difficult situations. Students were briefed by the school on what the school expected of them during a lockdown emergency. ImpactThe risks identified after a lockdown drill showed an improvement in the staff and students awareness of emergency procedures. So far the lockdowns conducted by the emergency response services have all been announced to the school beforehand.Next stepsThe next steps are to continue deepening support from the external agencies by providing regular updates from the project action group (comprising representatives from the school, the board of trustees, Police, Fire Service, ambulance services, the kindergarten, and parents.Improvements The intervention could be improved by involving the students in identifying the problems in the school environment. This would give them a sense of ownership in their school and their own safety. Involving whnau would enhance community engagement. A student representative s input would be useful in a post-lockdown debriefing.ConclusionThe school is proud of the way its students and whnau have embraced this intervention. The Fire Service, Police, and St John Ambulance are committed to continue with the intervention. 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