ࡱ> bfac  bjbj 8NxY\xY\]p^^^^^rrr8Dtr;b L  !!!(;*;*;*;*;*;*;$I>@bN;^!!!!!N;^^ 4c;###!^ ^ (;#!(;## 67 (s"R6;y;0;6aA #aA,7aA^7(!!#!!!!!N;N;#!!!;!!!!aA!!!!!!!!!> $: Supporting school issues through a whole-school approach Successful relationships Police district School nameSchool demographicsSubmitted byAuckland CityUnnamed schoolDecile 1S/Constable T. Karaka SummaryInappropriate touching.IssueFrom the end of Term 1, staff had become concerned about sexual touching and games at school and at the shops after school. Although some students wanted the touching, a large number of students didnt want it, but endured it because they didnt realise that it was inappropriate, or that they could tell staff to make it stop. Some students told teachers that it was just a game and that they were themselves unaware that this behaviour was not appropriate. Staff were also concerned that younger children were watching the older students play these games. Identification and prioritisationThe staff in the senior school identified and noted: SMS: Records of students who appeared to be participating in the games at school and after school. Staff encouraged all students to make reports if they were touched during one of these games. Parents: A parent made a complaint to the school that their daughter was touched inappropriately. Students: Students told staff that they didnt like the touching games. BOT: Supported an action to stand down students who instigated this behaviour. Police: Reports of students displaying anti-social behaviour in general after school at the local shops were a regular occurrence. Issue prioritised to contribute towards the schools planning and reporting targets of: education around inappropriate touching increased initial reporting of inappropriate touching to identify main students participating in sexualised games decreased incidents of inappropriate touching.Short-term goalWithin the first term after the intervention, minimal reports of inappropriate touching will be reported.Long-term goalNo reports of inappropriate touching through sexualised games that students have been playing.Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment Policies: Reviewed policy to see if there needed to be further policy made, but this issue was covered sufficiently through current policy. Skilled staff: Principal and SWIS worker were the two staff identified to support victims of unwanted touching, and who placed reports into the SMS. Safe environment: The school planned a space for the senior students only, so as to protect the younger students from inappropriate behaviours. Community connections Consultation: Annual review survey to consult with students and parents. Collaboration: Principal, staff, SWIS and SCO collaborated to inform parents, notifying them of increase and decrease in behaviours, and the teaching programmes. Model parents: Principal communicated via newsletter to parents about inappropriate behaviours, and to individual parents of students highlighted as being most at risk. Parents  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping" Keeping Ourselves Safe (KOS) meeting outlined content and legal consequences (included by the SWIS and SCO). Regular blog communication to parents regarding lessons learnt in KOS that day. Curriculum teaching and learning Myself: School completed  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping" Keeping Ourselves Safe with support from the SCO. Students helped create their own reporting system. My friends: Teaching programme covered that nobody is to touch your body without your permission, and that telling is ok. My community: Students created and signed their own agreement to support each other, look after one another, and to have a zero tolerance towards this behaviour at school and after school. ImpactSMS: Initially increased reports of inappropriate behaviour to senior staff and principal, due to education and encouragement to make complaints. Parents: Parents of some students were notified if inappropriate behaviour continued. Parents supported the school through continuing messages at home. Students: Students have said that they feel more confident knowing that they are safe to report, that they are supported by their peers to report, and that everyone knows that this behaviour is inappropriate, no excuses. BOT: Support the principal when informing parents about a students inappropriate behavior, and stand down if applicable. Police: The successful relationship between students and Police has made the reporting process more successful. Students have openly discussed issues regarding this matter with the SCO to make learning and sharing more relevant. Next stepsIncrease education and learning towards positive behaviours for 2017. This intervention plan will be reviewed for modification and updating in 2017. Monitor the situation as new students come into the senior school. KOS to be run every two years. ObstaclesSome students come from homes where parents have risky behaviours themselves. High rate of youth problems in this community, including crime, violence and youth gangs. Some students have limited adult supervision.ImprovementsImplement lessons from  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/responsible-citizens/doing-right-thing" Doing the Right Thing and  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/healthy-body-healthy-mind/choice-year-0" Choice to support students with issues regarding other inappropriate behaviours. School will implement sex education earlier in the year. ConclusionThrough this intervention, students are now aware of of inappropriate behaviours, and the consequences. They feel empowered to reject these behaviours, confident to intervene if they witness such behaviours, and safe to report to staff. Because of the success in addressing this matter, the school has stated that they are dedicated to working on the underlying issues in 2017 and in the future.     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