ࡱ > } | bjbj 8B { { n ) ) ) ) ) = = = 8 u L T = D| + A A A u > { { { { { { { ~ { ) u u { ) ) A A 4 { % % % R ) A ) A { % { % % * o 'x A (#~ = %! v s R { | 0 D| s B > ! > 'x > ) 'x % { { # D| > : Supporting school issues through a whole-school approach
Responsible citizens
Police district School nameSchool demographicsSubmitted byCentralAramoho SchoolFull primary Decile band 13Const. P. Miller School Community Officer (
SummaryPreventing theft and wilful damage.IssueThe school identified an increase in theft and damage after school hours on weekdays, at weekends and during the school holidays. The principal wanted to stop this offending and to improve the school communitys perception of safety at the school.Identification and prioritisationThe principal believed that the communitys perception of the school as a place where crime often happened was a barrier to increasing the school roll.
It was clear that there were strong leads to identifying suspects for a majority of the offending. Short-term goalTo reduce the amount of crime occurring at the school.
Students will focus on their learning rather than on recent criminal events.Long-term goalTo improve the perception of the school by the local community. Prevention activitiesActivities that occurred within a whole-school approach included:
School ethos and environment
Some of the current students and their friends were suspected of some of the theft and wilful damage. The Police Safety Team and Youth Aid officer spoke with them.
The school installed covert cameras in strategic places around the school to both deter and identify offenders.
The community was informed that the school was considering the installation of CCTV cameras throughout the school.
The school used the CPTED approach to increase natural guardianship by removing disused buildings in front of the school and pruning trees and bushes. As a result, neighbours could clearly see any after-hours activity within the school and report it to Police.
Police spoke with school staff to improve the security of school property.
Community connections
The Aramoho School community was asked by a letter drop to report any suspicious activity at the school during evenings, weekends and holidays.
Frontline Police conducted mobile and foot patrols at various times throughout the weekends and holidays.
The SCO met weekly with school staff to discuss any issues arising as a result of previously identified suspects being dealt with by Youth Aid.
The SCO monitored the situation, and Police trespassed those suspected of theft and wilful damage at the school.
The management of the kindergarten based within the school grounds agreed to work collaboratively with the school to deter theft and wilful damage, as it was in both their interests.
Curriculum teaching and learning
The school, with the support of the SCO, used the prevention education resource HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/responsible-citizens/doing-right-thing" Doing the Right Thing in each of the syndicates at school. This gave the students greater ownership of their learning environment.
The school used a range of learning opportunities to teach students about taking pride in their school and everything in it.
School assemblies regularly celebrated student achievements, both academically and in respect of their environment.ImpactAs a result of this intervention there has been a 66% reduction in all reported crime at the school from Term 1 until Term 4 of 2015, compared with the previous year. The only crime reported in 2015 was an intentional damage incident caused by a disgruntled former student. The school has saved at least $2000 through this reduction that would otherwise have been spent on the replacement of electronic equipment, cleaning and repair.Next stepsThis intervention will be continued.
Any incidents of theft and wilful damage will be followed up and suspects will be quickly dealt with.
Police will maintain regular contact with the school community.ObstaclesThe main obstacle was getting buy-in from the local community and students' families, who felt that the school was on a downward spiral and was going to be closed by the Ministry of Education and the School Commissioner.ImprovementsIn addition to the intervention itself, there has to be regular communication with the whole school community, including positive updates on the schools progress in all areas.ConclusionThe school has reached a turning point with improvement in all areas. This has left the way open for the students to learn in an emotionally and physically safe environment.
School narratives Responsible citizens
2015 ־ PAGE \* MERGEFORMAT 2
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