ࡱ> dfc bjbj>> 88TTt@@84TTTW(]T_T_T_T_T_T_T$2XZT  T4T")")") ]T") ]T")")MQ {^`!RsO"ITT0TO[![DQ"Q\[ R@L6")O,{3TT%XT [@ I: Supporting school issues through a whole-school approach Living in a safe community Police district School nameSchool demographicsSubmitted byCounties-Manukau Unnamed Secondary Urban Decile band 46 Const A. Napier School Community OfficerSummaryDecreasing truancy among year 10 students.IssueOngoing concern about disengagement, misbehaviour and poor attendance among year 10 students.Identification and prioritisationMembers of the school community directly voiced their concerns about their students behaviour. There is a strong belief that year 10 is the point when future success or failure can be shaped. Short-term goalTo increase the number of students who are actively involved with the schools Te Wero (the challenge) activities week. Long-term goalTo improve student attendance and engagement through Te Ara Poutama (the pathway to higher learning). Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment The school developed and implemented the Te Ara Poutama learning journey, in which students actively seek and create knowledge through the process of participating in authentic learning opportunities. A Te Ara Poutama character, Kaikaroa, was created based on a Japanese daruma doll. Kaikaroa was used in newsletters, assemblies, notices and so on, to help students identify with Te Ara Poutama. Community connections The school, its wider community and Police engaged through a number of community meetings. The Pukekohe Business Association supported the Te Ara Poutama market day and Te Wero week. Parent meetings were held to explain what the school was doing, and to encourage them to support the year 10 students to remain engaged in school. Curriculum teaching and learning The Big Blue Day, a day of physical and mental challenges, held at the school, facilitated by Police. Students took part in a two-day camp that focused on teamwork, leadership and working with new people. Students took part in planning meetings where they are challenged to push themselves, learn new skills and participate in an authentic learning environment. They set their own challenges, some of which will allow them to achieve NCEA credits. ImpactAs a result of the intervention the number of year 10 students who chose to be actively engaged in Te Wero increased from 66% to 99%. Next stepsNext steps for the intervention are: regular communication to parents and students through the schools email systems continued use of the Kaikaroa character throughout the school visits by Police during lunchtimes to build on relationships already formed liaison with the  HYPERLINK "http://www.solomongroup.co.nz/school-attendance-support.html" Solomon Group (which provides the School Attendance Support Service) about information regarding year 10 truants a  HYPERLINK "http://www.truancynzctdts.com/rock-on-overview.html" Rock On programme to focus on unjustified absenteeism in year 10 and work closely with the school in reducing truancy. ObstaclesThe main obstacle was the number of students involved. With almost 350 students to work with, doing anything as a group (such as the Big Blue Day) became a logistical challenge requiring a large number of facilitators. ImprovementsThe intervention would be improved by working in smaller groups so that some of the activities could be run more efficiently. However, this may lessen the sense of collegiality the students felt. ConclusionThe school is proud of the huge number of students who are actively engaged with Te Wero as a result of taking part in Te Ara Poutama.     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