ࡱ> c s"bjbj 8NxY\xY\VVVVVjjj8<tjvR (z  k!k!k!uvvvvvv$ y{b%vVk!k!k!k!k!%vVV :v###k!6V V u#k!u##jr '1e"RnPuPv0vn8|"8|rr8|V sk!k!#k!k!k!k!k!%v%v#k!k!k!vk!k!k!k!8|k!k!k!k!k!k!k!k!k!> : Supporting school issues through a whole-school approach Successful Relationships Police district School nameSchool demographicsSubmitted bySouthernUndisclosedDecile Range 1-3S/Constable Herrick (School Community Officer) SummaryInapprorpriate sexual behaviour.IssueOne child in particular had been involved in a number of incidents of a physical and verbal nature with sexual and/or violent overtones, involving other students. The school had been made aware of these incidents and had placed a safety plan around the offending child.Identification and prioritisationPrincipal: Was aware of four physical incidents reported involving one offending student, but believed that further incidents would have also occurred but not been reported. Reports of verbally inappropriate behaviour from the same student occurred 4-5 times a week on average. Teachers: Reported high levels of behaviour management for this student, in particular to maintain a safe learning environment for all students. Parent: Was aware of their childs behaviour and its impact on the other students, and was concerned for their future behaviour and the ongoing welfare for the other students. Due to the regular nature and the type of incidents, the school and Police placed a high priority on a broad intervention approach to deal with this issue. The school also had an obligation under NAG 5a to provide a safe physical and emotional environment for students.Short-term goalThat the number of reported incidents of inappropriate physical behaviour will be reduced to zero within a term after the intervention. Long-term goalBy the conclusion of the school year reports of inappropriate physical behaviour will have remained at zero, By the conclusion of the school year there will be a 50% reduction in reported non-physical verbal behaviours (after an expected short-term increase due to students being encouraged to report in  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping" Keeping Ourselves Safe).Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) Policies: School management ensured that all staff were aware of the relevant school policies and procedures that involve student welfare and safety. Skilled Staff: Staff were refreshed on policies and procedures, and the School Community Officer spoke to them about reporting and dealing with such issues. Safe Environment: The safety plan was put into action, with a teacher aide supervising the student during non-class time. The SWIS also worked with the student. Students were encouraged to develop a telling environment within the school so that incidents would not go unreported. Community connections (consultation; collaboration; model parents) Consultation: The regular health curriculum survey was held to receive parent and community feedback on the policies, procedures and programmes that are part of the Health curriculum. Collaboration: The school worked with the SWIS andh community providers (CAFs, CYFS) to support the student, and any other students who needed extra support. Model Parents: Parents were informed of Keeping Ourselves Safe being run in the school, the key messages being taught, and how they could support these messages. Homework activities were included in the classroom programme to further the communication with parents. Curriculum teaching and learning (taking action for: myself; my friends; my community) Myself: The teachers implemented  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping" Keeping Ourselves Safe (KOS) with support from the SCO. The key messages for the students were to speak up and say no to inappropriate behaviour, to report behaviour that caused them concern, and to understand what was appropriate and inappropriate. My Friends: KOS encourages students to speak up for themselves and for others, which complements the schools values-based education. My Community: The schools values-based education fitted well with the messages from KOS in supporting each other and helping to keep each other safe.ImpactWhen reviewed at the end of the second term, there had been no further reports of inappropriate physical behaviour, As expected, there had been an increase in the reports of inappropriate verbal behaviour due to students being encouraged to develop a telling environment. At the end of the school year, there had been no further reports of inappropriate physical, and reports of verbal behaviour had decreased to an average of 2-3 per week. The SCO had been approached by parents outside the school to comment on the positive impact this intervention has had on their children.Next stepsTo continue to support the high-needs student with a safety plan and monitor his behaviour through the SWIS worker and the Teacher Aide. To run a brief refresher with all students in 2017 to reinforce the messages that had been taught in 2016. To review the policies and procedures, and ensure that they match the practices that are being carried out at the school.ObstaclesPrivacy matters meant that not all teachers were fully appraised of the whole situation. However this did not create insurmountable obstructions, as the principal and SCO gained support for KOS from all staff members.ImprovementsAs the SWIS worker is well known by the students, she could have been involved in the classroom delivery. Using the senior students to present and reinforce the key messages to the other students later in the year would have promoted the concept of student-led action. Student-led action could also have involved the students in a school project to support a community organisation that works with victims of violence, for example Womans Refuge.ConclusionThis intervention worked well as it was supported by the whole school and built on previous work that had been done by the school and the SCO. If this had been a one-off approach, then the key messages would have been harder to get through to the students and the initial rapport between the staff and SCO would not have been as strong. The success of this intervention highlights the need to have regular ongoing contact between the school and the SCO, so that when a more urgent intervention is needed the partnership between Police and school already exists, and they are comfortabnle working together.      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