ࡱ> egd bjbj>> 86TTrjj8,%TXTyzW|W|W|W|W|W|W$g[ ^W-W4W###zW#zW##$Q0U{e`vTS8fWW0XST^ ^pU"^Vd"#'WW!X^j s: Supporting school issues through a whole-school approach Successful relationships Police district School nameSchool demographicsSubmitted bySouthernUnnamed Primary Urban Decile band 13Const M. Lohrey School Community Officer  SummaryIncreasing respectful relationships among students and improving school culture.IssueThe issue was the way students showed respect to each other. Arguments and fights were often reported, although only a small number of students were involved.Identification and prioritisationThe issue of relationships among students was prioritised in Term 1 of 2014. The behaviour of a few named students was identified through incident records.Short-term goalTo modify the negative behaviour of identified students. To implement a school-wide positive behavior programme ( HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/kia-kaha" Kia Kaha). To collaborate with appropriate external agencies to work with identified pupils.Long-term goalTo increase students safety at school under Nag 5. To improve the overall culture of the school, which will be measured by teachers reporting more positive classrooms and less need for time out. To help identified students with their own personal development,. measured by less need for the duty teacher to intervene in the playground. Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment The school uses a pastoral approach for the welfare of its students and whenever possible involves outside agencies. The aim is to maintain a supportive relationship with family/whnau and their support networks. Some home visits were made in this intervention. Community connections Parents of identified students were contacted by the school and the SCO. A Police child case manager was asked to work in depth with one student, in partnership with the school and the students parent, as per school policy. A Blue Light BBQ was held as another way for Police to support the school. Parents were informed of the schools activities through weekly newsletters and personal contact where appropriate. Curriculum teaching and learning A school-wide Kia Kaha programme was delivered within the health programme. The SCO supported classroom teachers in the delivery.ImpactTeachers acknowledged the positive effects of the Kia Kaha programme in their classrooms. The parents/caregivers of the identified students reported improvements in their behaviour and attitude. At times this kind of change may be only small steps.Next stepsThe next steps to achieve the long-term goal are to: develop further the positive relationship between the school and the SCO continue to prioritise a school environment that fosters respect and student safety introduce whole-school programmes that educate students for successful relationships within a safe school environment.ObstaclesA very small number of the pupils couldn't see the need for change. They needed one-on-one intervention by teachers and the SCO to help them develop the empathy needed to embrace respectful relationships. At times progress in students behaviour seemed slow to change, but progress was still being made.ImprovementsThe intervention would be improved by starting it earlier in the school year with a whole-school focus and by involving parents more. ConclusionThe school is proud of the way outside services were able to come together to achieve a common goal, and the way the school community embraced working together to change both individual students behaviour and the culture of the school as a whole.      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