ࡱ> Y\Xc FbjbjԚ .VZ\Z\Y  2228j4t2!pZZZ  $$&Z ZZZZZ Hi!zzzZ zZ zz:,~ưjF !0!P./'z/'~~/'ZZzZZZZZ zZZZ!ZZZZ/'ZZZZZZZZZ > : Supporting school issues through a whole-school approach Living in a Safe Community Police district School nameSchool demographicsSubmitted byNorthlandUndisclosed secondary school Decile range 5Senior Constable Mario KAKE School Community Officer (SCO) SummaryIn the past year the school had seen a rise in student truancy, at the school and a rise in dishonesty offences involving students from their school. IssueCommunity consultation identified truancy from the school. Students were committing offences as a result. The most common offence was burglary, including ten students committing several dwelling burglaries in the vicinity of the school. Other issues included students jumping onto train carriages while trains were in motion at a nearby railway crossing. A lack of engaging activities was identified as being a major cause of these issues.Identification and prioritisationThese issues were identified through: the schools attendance data Police Youth Crime Unit, School Community Officer and Intel data community / whnau of the students. In relation to the dishonesty and disorderly offending, all the students were identified and apprehended. Whnau took ownership of the issues, noting students were not engaging with the school management systems and activities. Whnau made it a priority to meet and consult with the School Leadership Team, to raise student engagement and achievement in partnership with whnau, staff and the SCO. Prior to the prevention activities, a survey was conducted to gauge what whnau and students felt about the environment of the school. The survey was broken into three parts offering students who Identified themselves as Mori, non-Mori, and for parents to take part.Short-term goalIncreased use of the SMS will identify students not engaging in term one. Also identifying the students involved, and along with whnau and the school community, look at ways to reengage these students.Long-term goalTo identify the students in need of support, reengage these students within the school community, and reduce their offending. To have the SMS show that students are engaging and achieving by the end of term 3. Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) After consultation with the School Leadership Team and the schools kuia / kaumatua, the whnau formed a whnau roopu (family group) KOTUKU KI TE RANGI, meaning INSPIRING TO GREAT HEIGHTS. Relationships were also built with the BOT, where the school policy was reviewed to incorporate the introduction of the roopu. Forming the roopu also gave the opportunity for the SCO, D/P, HOD of Mori, and other Mori staff to take part, which formed the relationships needed. Meetings took place with the roopu once a month, discussing issues and how to come up with initiatives to have students engaged. Community connections (consultation; collaboration; model parents) Surveyed students stated that they wanted more activities internally and externally. In consultation with the Principal, D/P, staff, and BOT, Kotuku ki te Rangi implemented activities which included having Pwhiri for new students, and having school inter-house haka competitions. Initial letters were sent out to other parents and community members, explaining what KOTUKU KI TE RANGI was about. As a result two whnau members from KOTUKU KI TE RANGI were appointed onto the BOT as advisors. Curriculum teaching and learning (taking action for: myself; my friends; my community) One initiative from the D/P, with support from the SCO, was to implement a mentoring programme, using data from the school to identify the students in need of support. The identified students were given the opportunity to take part in out-of-school activities, with the support of a local SCO and local Blue Light committee. Students were put on a Leadership Life Skills programme held at Taup. This also created friendships and encouraged respect with students from other schools. :TU  ( 2 5 6 ; B E W r t ! " = > ? F U f i r {    q  . 0 2 ÿÿÿûûhV0hOhnhsh'h +hRh@]h8hXhGEhhfhOhO>* hs>*hyJ:UfrIkd$$IflP\*KGoq#F!FF( F  t0G$644 lBayty$IfgdOgdy    LGA$Ifgdykd$$Ifl\*KGoq#F!FF( F  t0G$644 lBayty $Ifgdf$If "  q xrlllll$If$If~kdt$$Ifl0*0D#DWD1 t0644 lBayty $Ifgdfq r 2 | R {uhhhu_V $Ifgd$ $Ifgdf  & F$Ifgdf$If$If~kd$$Ifl0*0D#DWD1 t0644 lBayty 2 H J L N P V ^ f x z |   P V X h JLR&:Ddfhjtv$&4PRhjlnvŽܹܹԹhXhH[h'/hfmH sH hyh$ h$h$h1hM!h[* h(hjhnh:h_hfhV0h9Fnp{rr $Ifgd$$If~kd$$Ifl0*0D#DWD1 t0644 lBayty BDn()3:EFGOajnAF "Txz|NPprŽůh^ghTQ hshy hf56 hfhshfhf6hshs56hsh ImH sH hy5CJaJh{Kh[* hyh IhfhXhH[>prG{rr $Ifgd$$If~kdH$$Ifl0*0D#DWD1 t0644 lBaytyAAZ{uoffffoff $Ifgd$$If$If$If~kd$$Ifl0*0D#DW1 t0644 lBayty @AYZ$HL $DNR]f!#23ܹܲǩǡǡǝǡࡩhv_hdhEh@Z hy5 h2h{Khsh256hfh I hK7w56hshK7w56h2h$ h$h$hy5CJaJhyh^ghK7w=LN\<^<l<|=b\S $Ifgd1$If~kd$$Ifl0*0D#DW1 t0644 lBayty $Ifgd 5  & F$Ifgd$ $Ifgd$ 3EPT_ :;;Z<l<n<<<<$=0=6=z=|==== > >>>6>8>>>r>>>>>>>>>>?z??:@F@H@J@L@d@f@p@x@@@@@@@@@AA0A6A@ATAZA\AAAAAABBB^Bh= h h/h1hh Omh2hKhyh 5Uh$h Ih:h2F`LYear 10-11 Mori students were given the opportunity to attend the university s open days, which would normally be offered to all Year 12-13 students only. This initiative allowed the junior students options and to consider what was needed to prepare them for obtaining credits for Levels 1 and 2. ImpactStudents achieved 12 credits as a result of completing the week-long Blue light Life Skills course, which gave them a sense of pride. In Term 3 another survey was completed, with a 35% increase of students, both Mori and non-Mori, completing the survey. School data showed a decrease in students being truant. Next stepsTo review the survey and to have more activities implemented, to prevent further truancy and dishonesty offending, and to have more students achieving NCEA levels. ObstaclesThere was some resistance from a few staff and BOT members, as they saw this only for Mori students, but yet were still aware that a high percentage of truant students are Mori. ImprovementsOver time, improvements between all parties involved will strengthen for the betterment of all students. The intervention s involvement from whnau can only get better with the whole school approach. ConclusionAs a result of this intervention, the school has formed external partnerships with Police and other community groups, who have together have made a measurable impact on the issue. 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