ࡱ> Y]Xe ;%bjbj 8Pxj\xj\dddddxxx84|x'$` ` v v v !!!^'`'`'`'`'`'`'$*,b'd!!!!!'ddv v 4'Z#Z#Z#!dv dv ^'Z#!^'Z#Z#:"$,b$v ?t"RN$ J''0'X$ -"-b$-db$!!Z#!!!!!''Z#!!!'!!!!-!!!!!!!!!> *: Supporting school issues through a whole-school approach Travelling Safely Police district School nameSchool demographicsSubmitted bySouthernFernworthContributing, decile range 1-3Senior Constable Herrick School Community Officer SummaryCrossing safely at an intersection with limited visibility.IssueThe school had been contacted by a member of the public who lives adjacent to an intersection where students crossed when walking to school. At the time of her contact with the school, she had witnessed 6 occassions when there had been near misses between the pedestrians (students) and vehicles.Identification and prioritisationPublic complaints: A member of the public had witnessed 6 occassions within the first five weeks of school when students walking to school had been involved in near misses with vehicles while crossing the road near her house. Teachers: A teacher from the school had been tasked with dealing with this issue, and had looked at the location where the complaint came from. This teacher could not see a solution to the situation, so contacted the School Community Offcier (SCO). Police: The risk to children of primary school age while walking to school is a known safety issue. The location of the complaint is not easily negotiated by children when crossing the road.Short-term goalTo identify and put into practice a safer procedure for the students who walk to school along this route.Long-term goalTo have a 100% reduction in the number of reported near misses involving students walking to and from school along this route.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) Policies: The school reviewed its policies in regards to child safety and having a safe environment. Skilled staff: One teacher was given leadership for this intervention, to co-ordinate a solution involving parents, students, police and the road controlling authority. Once a solution had been decided on, the lead teacher then shared this with the other staff so that a consistant message was given to the students. The lead teacher worked with the students concerned and their parents on understanding why a small change to their route was being instigated, and on the importance of complying with this change. Safe environment: A small change to the route that the students travelled to and from school was put in place. This had the students crossing at a point where there was improved visibility, and which was further away from where the speed reduced from 80 to 50 km/h. This change in route also removed the need for the students to cross the road at another point, which was also very difficult for children to negotiate safely. Community connections (consultation; collaboration; model parents) Consultation: The school consultated with the SCO about finding a solution for the issues raised by the member of the public who had first contacted the school. The SCO then consulted with the Roading Engineer from the road controlling authority. Collaboration: Once a solution had been put forward, the school, students and families worked together to ensure that the children understood why the change was being made and the importance of following the new route for their safety. Model Parents: The school contacted the families of the children who travelled to and from school by this route. All families were accepting of the change of route, and one mother took leadership of supervising the children as they walked to and from school, until the children were fully engaged in the new procedure. Curriculum teaching and learning (taking action for: myself; my friends; my community) Myself: The group of students that were involved with this issue were spoken to by the lead teacher and shown the changes to their route to and from school. This led to a better understanding of the changes and why they were put in place. These children took ownership of their safety and have continued with the change of route, even through the winter when the change required them to walk through a grassed area where there was no footpath. My Friends: The students concerned have supported each other by all adopting the new procedure and route. This group approach has made the change easier for all, as it has now become their accepted norm, an example of positive peer pressure assisting with the change. My Community: From the initial concerns raised by the member of the public who contacted the school, this has been an example of where the community have identified an issue of concern and looked at a way of resolving it. The school acknowledged the issue and appointed a teacher to lead the intervention. This teacher then approached their first point of contact in regards to road safety (SCO), which then lead on to engaging the road controlling authority. Parents accepted and promoted the proposed change to the route with their children, and one parent in particular supervised and monitored the children crossing the road at the new location that was to be used.ImpactA safer route was identified and put into practice. Students and parents accepted this change, and put it in to practice. After this change was instigated, no further reports of near misses have been reported to the school. Students and parents were more aware of identifying and using safer routes, rather than the most convenient or straightline path.Next stepsTo monitor that the new route will continue to be used in the new school year. To contact the road controlling authority about putting a footpath through the grassed area the children need to use before next winter.ObstaclesThe roading layout created an unsafe location for the children to cross the road, at an intersection immediately after a bend and only 200m inside the 50km/h area (down from 80km/h). A natural reluctance to walk further than they perceived they needed to, with adults and children wanting to use the most direct route. The new route added about 300m to the distance they had to walk. Children had to walk through a grassed area without a footpath, whereas the previous route was paved all the way. The distance from the school meant that a school patrol was not an option.ImprovementsAInvovle the students themselves more in analysing issues like this. At the start of the school year, have them look at how they travel to and from school, their route and modes of travel. As part of this study, incorporate a feedback sheet from caregivers about the routes and modes of travel their children use. Using this information, identify any likely road safety issues that may arise.ConclusionThis was a successful intervention in that it reduced the number of reported near misses that were reported to the school. The co-operative nature of the intervention was also a positive. It also highlighted that the families need to look at the way their children travel to and from school, and work with their children to use the safest route they can. Changing the route for these children took them away from the initial area of concern, and also took them away from another very complex crossing location that had the potential to also cause serious issues for them.     Narrative Travelling Safely 2017 ٴ  PAGE \* MERGEFORMAT 3  89:KL]h 5 6 7 = f g h l m v 5 6 I ̹צӐאא h[3h,Nh[3h,N5 h[3h > h[3hz h[3h h[35h[3h5 hnh >h hch >hUHh[3hYt h +h >hq" h3h >hSh > hXnh >8:L]i}Ikd$$IflP\*KGoq#!(  t0G$644 laytP $Ifgdj${gdogdo $IfgdUH $Ifgd[3 $Ifgdy $IfgdW $Ifgdj${6 ^YPG $IfgdUH $Ifgd)gdkd$$Ifl\*KGoq#!(  t0G$644 laytP6 7 = g {r $IfgdUH $Ifgd){kdL$$Ifl0*:q#W1 t0644 laytPg h m h ) {rri $IfgdUH $Ifgd[3 $Ifgd){kd$$Ifl0*:q#W1 t0644 laytPI c e f h o ( ) * : \ 234qr<=EFM  # źޔ~~zhxNhdphS h[35hqr hqr5 hS5hR=$h >5CJaJhR=$5CJaJhR=$hR=$5CJaJ h3h >hi hoh > hnh >hz hch >h > hnh,Nh[3h[3h,N5 h[3h,NhUH0) * : {n  & F$IfgdUH $Ifgd){kd\$$Ifl0*:q#W1 t0644 laytP 3{n  & F$IfgdUH $Ifgd){kd$$Ifl0*:q#W1 t0644 laytP34J=A2-{ri```iWW $IfgdP $IfgdNl~ $Ifgd) $Ifgd) $Ifgd){kdl$$Ifl0*:q#W1 t0644 laytP  @AFGRT!'68012?Aej !),-;=ab(*YZz{|Ｘ﫰﫴֧hR=$ hp5hphUHhy hy5hR=$5CJaJhR=$hR=$5CJaJ h3h >h >h xL h xL5 h[35 hS5hPhxNh[3BZp~ !(\i`WWW $Ifgd[3 $Ifgd){kd$$Ifl0*:q#W1 t0644 laytP $Ifgd( $Ifgd) $IfgdP op{},.}~   !([\RSmny/0ghrty~ȽܲȲȲܲܲ h)hUhe6hU h)h|9h|9 hoh >h > hNl~h >ha# h'A5hUHh'A h~5hPh[3h~ hqr5 hS5Bn{ri $IfgdUH $Ifgd){kd|$$Ifl0*:q#W1 t0644 laytP $Ifgd[3noy0l {rrri $IfgdUH $Ifgd[3 $Ifgd){kd$$Ifl0*:q#W1 t0644 laytP8 9 !*!+!1!4!5!e!g!v!w!!!!!!!!!!!""O"P"["""######$$w$|$$$$$$$$$$$$$$$ǶhPjjhPjUh2#CJOJQJ^JaJ h2#h2#CJOJQJ^JaJh2# hXqh >h+hnY: hoh >hY!ph > hXqhG(hUHhe6hUhG(= !"O"{rrr $Ifgde6 $Ifgd){kd$$Ifl0*:q#W1 t0644 laytPO"P"[""#${rrr $Ifgde6 $Ifgd){kd$$Ifl0*:q#W1 t0644 laytP$$$$$$$$$$$$$$zxgdXngd{kd$$Ifl0*:q#W1 t0644 laytP $$$$$$$$$8%9%:%;%gdgdC  B#o#gdSgdXn $$$$$$$$%%%%%4%5%6%7%8%9%:%;%Ⱥh2#CJOJQJ^JaJhPjhUHmHnHuhjhUhh >h+hC(# hCh >hShE~6&P 1h:p:. A!"#n$n% $$If!vh#v!#v#v( #v :V lP t0G$65!55( 5 aytP$$If!vh#v!#v#v( #v :V l t0G$65!55( 5 aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP$$If!vh#v#v7:V l t065W51aytP+s8888666666666vvvvvvvvv662226>66622666666662266666666666666266666666666666666626hH66666666666666666266666666666666666666666666666666666666666666662062 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@_HmH nHsH tHL`L iNormal$CJOJQJ^J_HaJmH sH tH j@j o0 Heading 1$xhz#@&a$"5CJOJQJ\^JaJmH sH X@X 0 Heading 2dx1$@&5CJOJQJ\^JaJ2@A2 0 Heading 3@&V@V 0 Heading 4PP1$@&5CJOJQJ\^JaJDA D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List V/V 0Heading 1 Char"5CJ KH OJQJ\^JaJ tH X/X 0Heading 2 Char$56CJOJQJ\]^JaJtH R/R 0Heading 3 Char5CJOJQJ\^JaJtH R/!R 0Heading 4 Char5CJOJQJ\^JaJtH j2j $0Red para.NOPQB*CJaJphR2R $0Roly 1 x6B* OJQJ]^JphH1RH .0Style2xeCJaJmH sH tH ~c~ `y0 Table Grid7:V0CJOJQJ^JaJH@rH C0Header B#CJOJQJ^JaJF/F C0 Header CharCJOJQJ^JaJtH Z @Z C0FooterH|#NCJOJQJ^JaJmH sH J/J C0 Footer CharCJOJQJ^JaJmH sH zOz 0 Body text'dx*$1$7$8$9DH$%B*CJOJQJ^JaJmH phsH .O. o0ThemeCJ aJ 8O8 0 Table textCJaJ*O1* c0Subheadb0@b Nl~0 List Bullet & Fdx1$CJOJQJ^JaJmH sH F' F C0Comment Reference CJ^JaJ<< "C0 Comment Text!CJaJJ/!J !C0Comment Text CharOJQJ^JtH @j@ $C0Comment Subject#5\V/AV #C0Comment Subject Char5OJQJ\^JtH HRH &C0 Balloon Text%CJOJQJ^JaJR/aR %C0Balloon Text CharCJOJQJ^JaJtH 1r C0 List Number*' & F Ldx^L`%B*CJOJQJ^JaJmH phsH :U : M|0 Hyperlink>*B*^JphD& D  +0Footnote ReferenceH*^J @M0JChar Char Char Char Char Char Char Char Char Char Char Char Char Char Char *dCJOJQJ^JaJmH sH PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭VvnB`2ǃ,!"E3p#9GQd; H xuv 0F[,F᚜K sO'3w #vfSVbsؠyX p5veuw 1z@ l,i!b I jZ2|9L$Z15xl.(zm${d:\@'23œln$^-@^i?D&|#td!6lġB"&63yy@t!HjpU*yeXry3~{s:FXI O5Y[Y!}S˪.7bd|n]671. tn/w/+[t6}PsںsL. J;̊iN $AI)t2 Lmx:(}\-i*xQCJuWl'QyI@ھ m2DBAR4 w¢naQ`ԲɁ W=0#xBdT/.3-F>bYL%׭˓KK 6HhfPQ=h)GBms]_Ԡ'CZѨys v@c])h7Jهic?FS.NP$ e&\Ӏ+I "'%QÕ@c![paAV.9Hd<ӮHVX*%A{Yr Aբ pxSL9":3U5U NC(p%u@;[d`4)]t#9M4W=P5*f̰lk<_X-C wT%Ժ}B% Y,] A̠&oʰŨ; \lc`|,bUvPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!R%theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] ;P **I $;%"'6 g ) 3n O"$$;% !#$%&v!@ @H 0(  0(  B S  ? Y`NXL W w}9<9<3:7=tP[9<VGz'pb/^`OJQJ^Jo(hh^h`OJQJ^Jo(2b0E@MI G : ~ ' y ? Yt{2#e6K-)lR #C(#a#R=$()F4*CB- p.)/)/6!12[3s3r&5707o8|9nY:u@'A&3EYEUHn3L xL,NxN`Pz #4@ :q#;@Unknown G.Cx Times New Roman5Symbol3. *Cx Arial7.@Calibri;. *Cx Helvetica7@CambriaINMonotype Corsiva5. .[`)TahomaA$BCambria Math"qh2bfGCh2g F`4F`4!nx20 3qH (7e2!xx rhce42HERMANS, Roland (Roly)  Oh+'0x  ( 4 @ LX`hprhce42NormalHERMANS, Roland (Roly)3Microsoft Office Word@vA@T+NP@ u@?F`՜.+,D՜.+,< hp  ٴ4  TitleT 8@ ContentType Document  !"#$%&'(*+,-./023456789:;<=>?@ABCDEFGIJKLMNOQRSTUVWZ[\i_`abcdefghjRoot Entry Fl ?^@Data )1Table1/-WordDocument8PSummaryInformation(HDocumentSummaryInformation8PMsoDataStore PQ??FOVDYMQTQMBA==2PQ?PQ?Item  PropertiesOGFUK2PYUNXLY1QQ==2 PQ??Item  Properties S1ZL0PTI4RY==2PQ??Item  PropertiesIm  !"#$%&'()*+,-./0123456789:;<=>?DocumentLibraryFormDocumentLibraryFormDocumentLibraryForm This value indicates the number of saves or revisions. The application is responsible for updating this value after each revision.   F Microsoft Word 97-2003 DocumentCompObjWr MSWordDocWord.Document.89q