ࡱ> jli bjbjqq 88eear   8A<}L o`T^'===q4S```````cef`\ qq\ \ `==4)`&&&\ ==`&\ `&&XX]=e  R[<_?`0o`T[g0!\gx]"g^o"&ooo``#toooo`\ \ \ \ gooooooooo : Supporting school issues through a whole-school approach Successful relationships Police district School nameSchool demographicsSubmitted byWellingtonSt Michaels SchoolPrimary Urban Decile band 13Snr Const M. McCaffrey School Community Officer  SummaryIncreasing students personal safety.IssueStudents did not know how to seek help if they were not safe at home.Identification and prioritisationThe issue was prioritised by the principal, who led the intervention in the school. It was identified from a range of sources, including staff observation, parent feedback, data from the school management system and recorded playground incidents. There was no Police data on this issue. Short-term goalStudents will have the skills, strategies and confidence to raise issues that are of concern to them with people they trust. (This will be measured by students making disclosures of abuse.)Long-term goalAs above. Prevention activitiesActivities that occurred within a whole school approach included: School ethos and environment The school enrolment pack was updated to include a  HYPERLINK "/sites/default/files/publications/kos-generic.pdf" Keeping Ourselves Safe pamphlet (PDF, 318KB) and  HYPERLINK "/sites/default/files/publications/kos-keeping-kids-safer_0.pdf" Keeping Kids Safer book (PDF, 378KB).  HYPERLINK "http://www.ns.org.nz/index.html/Junior/Junior" Junior Neighbour Support was set up in the school as a reward system for good behaviour. A PB4L team established in the school explored options including ongoing professional learning and development for staff. A n in-school house points reward chart for good behaviour was established to contribute towards a positive culture. Staff also received professional learning and development based on Police's  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping-5" Keeping Ourselves Safe and  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/responsible-citizens/doing-right-thing" Doing the Right Thing  Community connections A mini carnival and community meeting about health issues was held in Term 1, which included games and information about keeping safe from health agencies and Police. Parents received information about keeping safe from health agencies through the school newsletter. To build up trust, students were paired up with an adult, a parent or a senior student as reading buddy. Curriculum teaching and learning All students received lessons from KOS and Doing the Right Thing during Terms 2 and 3. These lessons were led by teachers with support from the SCO.ImpactAs a result of this intervention, students became more able to talk about personal safety issues to a person they trust. Disclosures were made to older students, teachers and staff. Next steps The next steps are to maintain a whole-school approach to student safety and well-being and including lessons from KOS and Doing the Right Thing every second year.ObstaclesTime constraints in the curriculum made it difficult to cover all the modules from KOS and Doing the Right Thing. ImprovementsIt would help if the timetable was more flexible so that when students engage with a topic it does not have to be cut short. All the lessons need to be done at the students speed, not what the timetable dictates. The intervention could also give students opportunities to take action.ConclusionThe school is pleased because students have been able to disclose abuse from their families.     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