ࡱ> lnk bjbj>> 8<TT,pAAAAAUUU8DLU+_TLi^^^^^^^$b!e^A^AA4^"""AA^"^""|W4\aU" FY>^^0+_Yeh e|\"eA\""^^t!+_e : Supporting school issues through a whole-school approach Successful relationships Police district School nameSchool demographicsSubmitted byWaitemataUnnamedPrimary Urban Decile band 7-10 Const S .Harwood School Community Officer  SummaryIncreasing students personal safety.IssueThere were concerns about the personal safety of students within the school environment, wider community and at home.Identification and prioritisationIn 2014 the school and SCO discussed some students who were under care and protection for sexualised behaviour, one or whom was subjecting other students to sexualised bullying. They were also aware that a couple of known sexual offenders were living in the area. As a result the school decided to implement a whole-school approach to child protection through  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping-1" Keeping Ourselves Safe. Short-term goalTo support students to maintain their personal safety and be able to disclose times when they do not feel safe. To assist the school to deal appropriately with such disclosures. Long-term goalStudents will be confident and competent to stand up for themselves, leading to a reduction in bullying and abuse. Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment The school reviewed its child protection policies and ensured, through a staff meeting, that all teachers knew the procedure for handling disclosures. A staff workshop was held to build staff capability in implementing KOS, and to clarify which parts would be taught by the teachers and which by the SCO. Teaching resources relating to the programme were loaned to the school by Police. The school was also able to access these resources online. Community connections The school worked in partnership with Police to implement KOS. A parent/community meeting for KOS was held. Some parents came along to learn about child protection. Parents were included in KOS through a number of home activities that students took home to share with their families. These activities encouraged parents and families to discuss matters relating to child protection. Curriculum teaching and learning Junior students received lessons from Police resources for  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping-3" KOS years 13 and middle school students completed  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping-4" KOS years 46.ImpactThe school drew up a line of responsibility for reported disclosures and updated the school disclosure policy, making all staff aware of it. This included keeping a recorded list of all disclosures. Students were made aware of what should be reported to their teacher at the start of the school year and how they could make a disclosure. The office also has a box for posting a disclosure if a student does not want to go directly to their class teacher. At the completion of KOS teachers reported to the deputy principal, who reported that students were making a lot more disclosures, and the ones that needed attention were dealt with in a very timely manner. The intervention has resulted in minor disclosures about abuse, resulting in the school working with the families to address these issues. Teachers also increased their knowledge of the schools policy on abuse and how to deal with disclosures of abuse.ObstaclesAn obstacle was the transition from boxed KOS resources to having the resources available online on the Police  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping-4" School Portal. Teachers preferred to use the hard copy resource, even though the online version is more up to date. ImprovementsThis intervention would be more effective if more time and effort were given to increasing parent and community involvement. 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