ࡱ> ceb mbjbj>> 8>TT((8<LLT??UUU0L2L2L2L2L2L2L$PRVLkvvvVLkkUU4kL$$$vkUkU0L$v0L$$NFJUz8d`(RH0LL0LHSSzSS`J"SSkJd"$VLVL"LvvvvSS( 1: Supporting school issues through a whole-school approach Travelling safely Police district School nameSchool demographicsSubmitted bySouthernLochiel SchoolPrimary Rural Decile band 710Snr Const F. Herrick School Community Officer  SummaryIncreasing students safety as pedestrians.IssueThe school car park had design problems that created hazards for the students and others to negotiate when moving to and from parked cars. There were also safety concerns about the intersection beside the school.Identification and prioritisationThe principal and staff identified road safety as an issue and discussed the safety education needs for each year level with the SCO. This resulted in prioritising the issue of student safety as pedestrians getting to and from school.Short-term goalTo improve the way all students negotiate the traffic environment around the school. To increase senior students knowledge of the multi-faceted approach to road safety.Long-term goalAll students will demonstrate safe procedures when present in the traffic environment. The traffic environment (car park and intersection) will be modified to ensure a safer environment for students and others at the school.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment The school has policies and procedures for the safe travel of students to and from school and for school-based activities, and used this intervention to review them, using a reflective approach to ensure the best possible practice. The school works hard at trying to provide the safest possible environment for students, staff and any visitors to the school. While primarily aimed improving the safety of the physical environment, the intervention also included education for staff and students in basic road safety skills. Community connections This small country school has a family-orientated approach to student interaction. Community connections were made with the board of trustees, the bus company that services for the school, and the Southland District Council. Curriculum teaching and learning The junior and middle school classes studied different road safety issues and then shared their findings with the rest of the school, which helped to reinforce their own learning. The senior class took action as leaders within the school to move changes into the wider community. Junior students concentrated on safety around the school bus. Classroom activities were facilitated by the classroom teacher, with a follow-up practical lesson with the SCO using the school bus. Video footage of this lesson was turned into an i-movie that was then presented to the rest of the school to reinforce the bus safety message to all students. The middle class concentrated on pedestrian safety, including lessons on kerb drill followed by presentations on iPads that shared with the rest of the school. The senior class concentrated on improving the roading environment. Two issues included the school car parking area and the adjacent intersection. Students brainstormed safety in this car park. They measured the area and drew a plan of the car park which they then redesigned to improve its safety. This study was used as a basis for persuasive writing with a letter to the school's board of trustees to put forward their proposed changes and explain why they should be adopted. The students then repeated this activity for the intersection, sending their letter to the district councils roading engineer. ImpactStudents have shown an increased awareness of their safety around the road and now display improved road safety skills. Senior students have demonstrated an increased understanding that road safety is a complex issue that cannot be dealt with by a single approach, but needs to be looked at in relation to education, engineering and enforcement.Next stepsThe next step is to follow up with the board of trustees and the district council to discuss the proposals put forward by the senior class.ObstaclesThe main obstacle was the cost of making physical changes to the roading environment. The students were tasked with ensuring that the changes they proposed were both inexpensive and practical for carrying out. For the intersection the barrier was convincing the local authority that the improvements to safety of the intersection would be worth the cost involved, especially as there was no history of accidents at the intersection.ImprovementsInvolving the local authority an earlier stage of the intervention would have made its adoption of the proposals more likely, and reminded roading engineers of the value of a student voice when designing roading near schools. It would also have reinforced to students the importance of engineering in making roads safer. ConclusionThe school is proud of the way students engaged with their learning during this intervention. For the junior and middle classes, the practical component brought home the realities of road safety. Presenting their learning to the rest of the school, as the schools experts in their area of road safety, helped to reinforce their own learning. Senior students were challenged to extend their thinking. That the students rose to this challenge and were motivated to try to solve the road safety issues was a rewarding outcome.     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