ࡱ> z~yc bjbj 8BxY\xY\l\\\\\ppp84|pwX :  !!!vvvvvvv$y\|bv\!!!!!v\\ 4vt#t#t#!\ \ vt#!vt#t#ks ?^"F9oPqvv0wo|"|ss|\s!!t#!!!!!vvt#!!!w!!!!|!!!!!!!!!> ": Supporting school issues through a whole-school approach Responsible citizens Police district School nameSchool demographicsSubmitted byWellingtonMaoribank SchoolDecile range 3-4Senior Constable K Fenton School Community Officer (SCO) SummaryStudents social responsibility in the wider school community. IssueA number of students across all year groups were struggling to be part of the community and to act responsibly. Identification and prioritisationData was gathered from a survey of parents, school staff and students. Information was also given by staff from the Timberlea Community House and the Upper Hutt City Council. Short-term goalTo continue as soon as possible a Safe Walking programme being led by the teachers. To assess behaviours of the senior students as role models for the junior students about what is acceptable and unacceptable in the school community. Long-term goalTo have the whole school show that they consistently behave with social responsibility in the Maoribank School community and in the wider community.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) School policies were reviewed. Staff reviewed safety practices in the school. Community connections (consultation; collaboration; model parents) School informed parents about the actions of the intervention via newsletters and Facebook. Collaboration included the school staff, SCO, Upper Hutt City Council and staff from Timberlea Community House. School provided the parents with homework components to involve them with the learning experiences. Curriculum teaching and learning (taking action for: myself; my friends; my community) School introduced Safe Walking activities. Police provided resources,  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/responsible-citizens/doing-right-thing" Doing the Right Thing,  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping" Keeping Ourselves Safe, and  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/healthy-body-healthy-mind/choice-years" Choice. Upper Hutt City Council and Police provided safe scootering sessions. Police did random patrols through the community looking for safety issues on or near the roads while students were going to and from school. The seniors classes trialed inquiry learning based around decision-making for responsible behaviour. The Schools Positive Behaviour for Learning (PB4L) programme supported the Junior Neighbourhood Support ethos of being good citizens and community members. Alongside that are the schools values, which are respect, learning, togetherness, and kindness.ImpactStudents are more aware of the behaviours that show they are socially responsible in their communities. Next stepsThat the students are able to be safe and feel safe in the greater community.ObstaclesStudents were unsure of their own social responsibilities and safety measures, but through the learning experiences they were empowered to take responsibility for their own safety and became more socially responsible for themselves.ImprovementsTo have more parental involvement with the activities associated with social responsibility. To include students in data-gathering to create a baseline of the issues to be addressed, and then provide opportunities for students to identify and implement student-led solutions.ConclusionThe fact that the topics spoken about throughout the programmes were normalised and the students felt safe discussing these issues. The school feels that this should be reviewed and continued on for the next year as well.      School narrative Responsible citizens 2016 ٴ  PAGE \* MERGEFORMAT 2 :N   ? @ A B I K ^ e u z     " # 9 D hS-hCJOJQJaJhcMCJOJQJaJh CJOJQJaJhS-hcTCJOJQJaJhS-hk/CJOJQJaJhcM hS-h > hS-hk/hLhk2 hS-hcTh~ hk/hcThk/hv hk/h >2:O`lIkd$$IflP\*KGoq#!(  t0G$644 laytP $Ifgdj${gdogdo:5gdkd$$Ifl\*KGoq#!(  t0G$644 laytP $Ifgd~ $Ifgdy $IfgdW $Ifgdk/ B C I of $IfgdcM}kdL$$Ifl0*q# t0644 laytk/ $Ifgdk2 $Ifgd) xo $Ifgd $Ifgd)}kd$$Ifl0*q# t0644 laytk/D N k p t 7 8 > ? 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