ࡱ> hjg bjbj>> 8<TTp((kkkkk8<LFXT?:yWWWWWWW$[<^WkWkk4Xr!r!r!kkWr!Wr!r!Q Upv`hv S:WX0FXGSz^^tU,^kU"r!WW FX^( 1: Supporting school issues through a whole-school approach Successful relationships Police district School nameSchool demographicsSubmitted byWaitemataDon Buck SchoolContributing school Urban Decile band 13 Snr Const D. Furminger School Community Officer  SummaryIncreasing students personal safety.IssueThe school wished to address the personal safety of all its students at school, at home and in the wider community.Identification and prioritisationIn early 2014 the schools management and staff became increasingly concerned that some students were showing signs of abuse. The school had already made CYF notifications, but it was concerned that there might be further cases. Police data supported this.Short-term goalStudents will know a range of safe practices that they can use when interacting with other people and what to do if they are or have been abused. (This can be measured by students being able to describe what to do in unsafe situations.)Long-term goalStudents will be able stand up for themselves, thrive, reach their full potential and focus on learning. Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment The school reviewed all its relevant school policies and procedures and planned to implement a whole-school approach to personal safety. A staff development workshop discussed statistics on child abuse and CYF notifications in their area, and introduced  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping-1" Keeping Ourselves Safe as a whole-school approach to child protection. The school accessed a social worker who worked with the school to support students about personal safety. Community connections Parents were informed about KOS through a newsletter, a parents booklet and a number of 'home activities' that were part of the classroom lessons. A parent and community meeting was held which was well attended. The information encouraged families to discuss matters such as personal strengths, feelings, the students body, touch, saying no, secrets, tricks, asking for help and family safety rules. One parent visited the school and discussed the abusive relationship she had been in for many years, which her children had witnessed and had been affected by. Steps were taken to address the relationship and protect the children. Several other families came to the school to seek help and support while the KOS programme was being run. Curriculum teaching and learning The school implemented a school-wide child protection education programme based on Police  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping-1" Keeping Ourselves Safe resources. The teachers taught the programme, which consisted of around 16 sessions in each class, and the SCO took part in three sessions in each class, working in partnership with the teacher..ImpactThe students achieved the goals of KOS and a number of students disclosed abuse. Most disclosures were dealt with by the school and others resulted in CYF notifications. The school has observed that more students now approach staff with their issues.Next stepThe next steps are for the school to: continue to build closer relationships with their community reinforce to their students that they can raise any issues they have about their safety continue working with their SCO on any issues that arise.ObstaclesFinancial constraints have limited: the schools ability to print the classroom resources from the Police  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping-1" school portal and Police resourcing for printing KOS resources. As a result, teachers adapted timetables so that they could share resources. Some parents did not want their children to do the programme and some other parents/caregivers didn't participate in the home activities.ImprovementsThe intervention would have been improved by extending the learning through varied activities such as role plays, a show or display for parents, school newsletter articles to promote successful relationships, and delivering KOS within a school term with a focus on safety.ConclusionThe school is proud of the way its community engaged with the intervention, and of the improved sense of well-being in the school.     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