ࡱ> rtq U@bjbj>> 8BTTrjj8<5L@fT:eeeeeee$i6le9e4e>">">"e>"e>">"J]}cp_ v)`Bef0@fk`l l}c"lc"'>"?See\!@flj s: Supporting school issues through a whole-school approach Successful relationships Police district School nameSchool demographicsSubmitted byTasman Unnamed schoolPrimary Rural Decile band 13Snr Const T. Middleton School Community Officer  SummaryPromoting students personal safety.IssueA young student disclosed that they had been inappropriately touched by other students during lunch time. Identification and prioritisationThe issue was identified and prioritised by the principal, who contacted the SCO with concerns about possible inappropriate behaviour. Some parents were also aware of the disclosure and there were concerns that gossip was starting. The principal notified CYFS. The SCO contacted the CIB. Police data showed that they had received a complaint from a parent at the school regarding cyberbullying connected to this issue.Short-term goalStudents will learn how to keep themselves safe, learn more about different types of behaviour and gain strategies for dealing with unwanted behaviour. (This can be measured by observation by school staff and parents and good role modelling at school and at home.) Sudents, parents/caregivers and school staff will be supported throughout the investigation.Long-term goalAll students will be educated on how to keep themselves and others safe. (This can be measured by observation, discussion and ongoing education with students, parents, relevant outside agencies and school staff.) Students, parents/caregivers and school staff will be confident in dealing with disclosures and will be supported throughout the Investigation. (This can measured by anecdotal information and the extent to which the schools procedures have been followed.) Prevention activitiesActivities that occurred within a whole school approach included: School ethos and environment The school had policies and procedures for such disclosures and these were followed immediately. Extra staff were placed on duty during breaks. Staff and social workers received professional learning and development in child protection and the implementation and teaching of  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping-1" Keeping Ourselves Safe. The school environment reviewed from a CPTED (crime prevention through environmental design) perspective. Some areas were made out of bounds and bushes and trees were trimmed so that duty staff could see the entire play area. Community connections Parents attended meetings to discuss their concerns and learn about the KOS programme and the school's policy and procedures in regard to disclosures. The parents affected were supported by the school, CYFS, the Social Worker in Schools and the SCO. CYFS and Police carried out a joint investigation. Homework activities involved parents in the students learning. They also received  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping-1" information for parents/whnau about KOS. Curriculum teaching and learning Students received lessons from  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping-1" Keeping Ourselves Safe both from their teacher and the SCO. Students have the opportunity to develop a better understanding of what unacceptable behaviours look like and strategies to deal with them.. Senior students are being trained to be peer mediators at break and lunchtimes. They also have the standing to step in and stop any behaviour they sense is unsafe as soon as they see it. Only two senior students travel to and from school by themselves. All other students are picked up or walk in groups with adults. Developing a better awareness of watching out for younger students is something the school will continue to work on. In the past students have made signs for their local community about road speed and watching out for kids, so they may be able to design an information pamphlet or posters about keeping kids safe around the school and out in the community.ImpactAs a result of this intervention: the student who disclosed the inappropriate behaviour was supported and listened to all students learnt more about different types of behaviour, what is acceptable and what isn't, and what can be done about it the parents/caregivers were also supported and listened to, and were more confident with the schools actions, especially when informed about its policies and procedures.Next stepsThe next step is to continue with ensuring the safe environment of the school, to re-evaluate and talk to students about safe/unsafe areas at school and in the community. The school will also continue regular implementation of the KOS programme. Staff will attend a seminar on safeguarding children.ObstaclesThis was a very sensitive issue that could make people very emotional. The face-to-face meetings that kept everyone involved, informed and supported helped to overcome this. Everyone was listened to and kept in the loop. It was also important resolve the issue as soon as possible. The agencies involved showed great networking, supporting each other and providing clear guidelines.ImprovementsThe intervention would be improved by giving the students more say in how they would like their school environment. To prevent cyberbullying, students and parents/caregivers should receive ongoing education about online safety.ConclusionThe school is proud of the fact that the student was able to disclose the inappropriate behaviour to a teacher. The issue was dealt with quickly and properly; all the relevant agencies were involved and the students, parents/caregivers and staff were well supported through the process.     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