ࡱ> ]_\ bjbj>> 82TTt((kkkkk8$DkLT5KKKKKKKKKK$OaRLklllLkkKK4%Lp$p$p$lkKkKKp$lKp$p$NFhJK5*e`R|H0K;L0kLH Spt S`hJ" SkJL"p$LL!kLllll S( 1: Supporting school issues through a whole-school approach Living in a safe community Police district School nameSchool demographicsSubmitted bySouthernUnnamed Secondary Urban Decile band 13Snr Const F.Herrick School Community Officer  SummaryImproving the schools pastoral approach to at-risk students and changing negative perceptions of Police.IssueA number of students at the school were involved in incidents of victimisation and offending, both within the school and the wider community. Students and their families often had negative attitudes towards Police.Identification and prioritisationThe issue was identified after consultation between the Principal and Police at the end of 2013.Short-term goalTo develop an environment within the school where the presence of the SCO, and Police in general, is seen as a positive rather than solely negative thing.Long-term goalTo manage issues involving the victimisation and offending of students within the school and wider community through consistent application of a pastoral and restorative approach within the school.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment The school's pastoral approach towards the students and wider community includes a fortnightly pastoral meeting of all the year deans, senior management, the guidance counsellor and the SCO. The Police and the school shared information to develop specific interventions for at-risk individuals, classes or year levels. Community connections The school's pastoral approach uses outside agencies to assist with the care and needs of the students, and also attempts to maintain a positive, supportive relationship with the students families and support networks. Local Police staff were asked to inform the SCO of any dealings they had with students from the school. This information allowed the SCO to feed back to the school any trends that were developing with individual students or the community in general. The Police child case manager, in cooperation with other outside agencies, also worked with students from the school when there were issues of offending or victimisation. Curriculum teaching and learning Year 7 students did  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping-5" Keeping Ourselves Safe at the beginning of the year as an introduction to developing safe, positive relationships. Students met the SCO to reinforce the relationship with Police that had been developed at primary school. The school's Services Academy identified a need for an intervention on safe driving. A learning module on the Road Code was implemented to assist these students to obtain their learners licences. Modules from Drive Qual were also used so students could gain Unit Standards 3464 and 1734.ImpactFewer negative reactions have been observed from students when the SCO visits the school.Next stepsThe next steps are to continue developing the positive relationship between the school, students and the SCO by sharing information and collaboratively using the various skills of all parties. The SCO and other interested parties will be asked to take an advisory role in the schools review of its policies and procedures in relation to NAG 5.ObstaclesStudents who are involved with gangs, or who come from backgrounds where offending is common, promote a negative attitude towards the Police. A consistent, fair and reasonable approach is necessary in order to break down these barriers. When students recognise that their negative attitudes towards Police are general rather than personal, they are usually able to develop more positive attitudes towards Police. ConclusionThe school is proud of the closer liaison and information sharing it has developed with Police through the SCO. This improved collaboration has resulted in more meaningful interventions for at-risk students. Having Police present in the school on a regular basis for these meetings, as well as for classroom work, helps students develop a better relationship with the SCO in particular and with Police in general.     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