ࡱ> gif bjbj>> 80TT/ r8-,YLbTaaaaaaa$fehazzza4a$$$za$za$$cZl_?dD R\>}aa0b ]h h|_"h_>C,$o$aa"bzzzzh : Supporting school issues through a whole-school approach Successful relationships Police district School nameSchool demographicsSubmitted byWellington UnnamedPrimary Urban Decile band 13Snr Const K. Riwai-Couch School Community Officer  SummaryIncreasing students personal safety.IssueReports of a car driver stopping students and offering them rides sparked awareness among local schools. Identification and prioritisationAs a result of these reports, the principal and senior teacher prioritised a whole-school approach to child protection. Information was received from Police Intel confirming that reports had been received by Police.Short-term goalStudents will have the knowledge to keep themselves safe. (Measured by follow-up after implementing the Keeping Ourselves Safe programme.) The school will have effective systems for dealing with disclosures of abuse or inappropriate behaviour around students.Long-term goalStudents will be able to recognise inappropriate behaviour by both people they do and don't know, and report issues to people they trust. Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment The school reviewed its policies and procedures for child protection. Staff received professional learning and development about child protection from the SCO. Community connections Parents were informed about the child protection programme through the school newsletter. Parents were involved in the lessons through family worksheets that were sent home. Curriculum teaching and learning  HYPERLINK "http://www.police.govt.nz/advice/personal-and-community-advice/school-portal/resources/successful-relationships/keeping-5" Keeping Ourselves Safe was delivered in classrooms. Students were encouraged to ask questions, offer their thoughts and take part in discussion that supported a range of solutions. ImpactStudents increased their knowledge of how to keep themselves safe. This was measured by questions the SCO asked students before each KOS session and similar questions from teachers throughout the year. The intervention also resulted in an improved and positive relationship between Police and students.Next stepsTeachers will follow up KOS learning throughout the year by asking questions brainstorming with their class about what they had learned in the programme.Obstacles A change in school management will require forming a new relationship between the new principal and Police in 2015.ImprovementsNo improvements are planned at this stage. However, the intervention will be revisited with the new principal in 2015, to see if she has any other thoughts or suggestions about improving the safety of her students. ConclusionThe school is proud of the students positive attitudes when working with Police.      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