ࡱ > h j g bjbj>> 8: T T P j ( ( k k k k k 8 < L Z T ? ? U U U Y Y Y Y Y Y Y $ i] ` Y k v v v Y k k U U 4 Y v k U k U Y v Y R W U Y` j T < Y Y 0 Z 2U ` z ` x W " ` k W " Y Y Z v v v v ` ( 1 : Supporting school issues through a whole-school approach
Travelling safely
Police district School nameSchool demographicsSubmitted byWaitemataUnnamedSecondary Urban Decile band 710 Const S. Harwood School Community Officer
SummaryIncreasing students safety .IssueParking, vehicle and pedestrian issues around the school.Identification and prioritisationIn 2014 the deputy principal spoke with the SCO about the issues. The school borders a busy road, with congestion issues at rush hour. The deputy principal had personally observed unsafe road behaviour and had received complaints from local residents about parents parking across driveways and on yellow lines.Short-term goalTo reduce parking, vehicle and pedestrian issues around the school. Long-term goalTo improve the local traffic environment to make areas around the school safer for students, motorists and pedestrians.( Measured by continued communication wit Police, reading Police Intelligence bulletins and daily checks for complaints or incidents in the area.) Prevention activitiesActivities that occurred within a whole-school approach included:
School ethos and environment
The school reviewed its policy and procedures relating to students travelling to and from school.
The school patrols and supervising school staff and parents were trained by Police to ensure consistent and safe use of the crossing.
An engineering solution, barn-dance phasing, is being considered. Barn-dance phasing includes pedestrian-only phases that allow for diagonal crossing at light-controlled intersections.
Community connections
Parents were informed about the school's policy and procedures relating to student travelling to and from school. The SCO observed parking behaviour before and after school and talked to residents, teachers and students.
Improved community connections were made with all the stakeholders (these included the SCO, Auckland Transport, local primary and intermediate schools and their boards of trustees, kindergartens, and parent groups) in the area around the school so that everyone would work together to improve traffic safety for all students.
Auckland Transport supported the intervention through a Slow down back to school campaign, Travelwise meetings with nearby primary schools, and traffic wardens who monitored parking in the area and issued infringement notices.
Police teams (including the traffic alcohol group, the road policing team and the public safety team) and the SCO supported the intervention and issued warnings and infringement notices for traffic offences in the area.
Curriculum teaching and learning
The SCO and the strategic traffic unit delivered lessons on road safety and road accidents.
Students attended the Traffic Safety Expo.
Students made posters with road safety messages.ImpactOver the period of one term the deputy principal and the SCO noticed an improvement in behaviour and a reduction in parking, vehicle and pedestrian issues around the school. There was a small decrease in drivers blocking the crossing when the school patrol was active. Fewer parking infringement notices were issued. The phasing change at the intersection improved pedestrian safety.
The relationship between students and Police improved as students gained a better understanding of why Police do what they do and how to avoid getting into trouble with Police.Next stepThe next steps are to continue building relationships between stakeholders for student safety, with clearly aligned goals, information sharing, and shared enforcement when necessary. The school aims to provide opportunities for students, drivers, pedestrians and the public to gain more knowledge of safe road behaviour.ObstaclesThe only real obstacles were initial differences in opinions and challenges with resources and time, from both the college staff and stakeholders.ImprovementsThis intervention would be more effective if more time and effort were given to engaging parents and community involvement. ConclusionThe school is proud of the way students engaged with Police, and hopes to build an ongoing, purposeful relationship with Police.
School narratives Travelling safely
2014 ٴ PAGE \* MERGEFORMAT 2
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