ࡱ> hjge #bjbj 8Zxj\xj\@@8 dh |9  ."."."P9R9R9R9R9R9R9$q<'?v9."."."."."v9 49~#~#~#."^  P9~#."P9~#~#@4 6 ?"^4<99094?"?, 6? 60."."~#."."."."."v9v9~#."."."9."."."."?."."."."."."."."."@> ~: Supporting school issues through a whole-school approach Travelling Safely Police district School nameSchool demographicsSubmitted byEasternHastings Boys High2FSenior Constable Chris Leppien SummaryHigh number of children leaving school with no driver licence. IssueGateway and at-risk children who were not seeking higher qualifications were leaving school with no means to get to or from work. There is limited public transport in Hawkes Bay for workers, and so having no driver licence is a huge barrier to employment. There were also a number of students driving to school without a licence. Identification and prioritisationIssue identified though data from: Students: Reported on the difficulty of the learners test and high failure rates. They were scared to sit the test as they did not want to fail. Parents: Expressed difficulty in coming up with the $93.90 to pay for the test. Deputy Principal: Indicated a lack of parental support to help and encourage children at home. Some parents had no transport. Some children had learning difficulties with the way they learned. For some children English was not their first language. NZ Transport Agency: Since the implementation and use of the learner licence programme in 2014 at numerous schools, businesses and agencies in Hastings, there had been a steady increase in the pass rate of people sitting their learner licence at the Hastings VTNZ site (up from 72% in 2013 to 84% in 2016, which was 8% above the national average of 76%). Police data: National policy for crime and crash reduction. Hawkes Bay Police in particular had identified licensing as a problem, and had a working group committed to addressing this. Hawkes Bay statistics for unlicensed drivers being forbidden to drive had significantly decreased since the implementation of the learner licence programme in 2014 (from 928 in 2013 down to 188 in 2016. The same intervention was put in place at Hastings Girls High in 2014, with a 100% pass rate for students on their first attempt at sitting their learner licence. The issue was therefore prioritised in the Police/School Annual Partnership Plan, to contribute towards the schools planning and reporting about: increasing the number of students obtaining their learner licence increasing the number of students being placed into employment through Gateway initiatives. Short-term goalTo assist students to gain their learner licence. Long-term goalFor students to leave school with at least their restricted driver license. Prevention activitiesActivities that occurred within a whole-school approach included: School ethos and environment (policies; skilled staff; safe environment) Skilled staff: The school was given a driver licencing programme, which was saved onto the students shared drive. Community connections (consultation; collaboration; model parents) Police: Police assisted for three days in Terms 1, 2 and 3 to assist students with learning and transport. They also conducted check points to deter people from driving with no licence, or from carrying passengers on a restricted licence. STAR funding was sought for at-risk students to pay for their test fees. Parents were able to drip-feed money to the school so their children could afford the licence fee. This meant they did not have to come up with a lump-sum payment. Many parents set up automatic payments. Curriculum teaching and learning (taking action for: myself; my friends; my community) Deputy Principal organised students for the three courses. The SCO and Community Constable worked with the students. Ten students were taught the memory aides by Police staff. The students were then put into pairs, one student on the computer doing the test and the second student with the answer sheet. Police staff assisted where they could see students struggling to understand questions. Once a student had completed all master questions, they would go back and check the questions they had got wrong. As soon as two students were ready, a Police member would transport them to the VTNZ to sit their test. Once they had completed their test, they would return and help others. This allowed the testing station to have a steady flow of students during the day, as only two computers were available for testing at a time. Also the students could learn at different paces. The school identified those students who would need more help, and they were always paired up with others who learnt more quickly. We always ensured two of the quick learners were the first to be tested, which helped ensure everyone got through in a day. In some instances students would take longer and came back on a second day. Students were not taken to VTNZ unless we were confident they would pass. Due to this resource being on the school server, once a student had passed they were encouraged to help their friends. ImpactThis intervention has maintained a successful rate of students passing their learner driver licence, with 53 students using the school resource and teaching aides to help pass their test on their first attempt. In addition, there were many other students who sat and passed their learner licence without using the resource. Many of the students who passed their licence using the resource were at risk and came from very low socio-economic backgrounds. They were not used to passing tests or exams, and their feelings of self-worth at getting a licence increased. Having their learner licences helped the Gateway coordinator place students into employment. Students who were struggling at school gained two Level 1 NCEA credits. The time spent in school by Police helped break down the perception that Police were only there if someone was in trouble. Many of the students now approach the Police on arrival to say hi. Key driving safety messages were emphasised through the delivery of this programme, which helped students become more aware and safer drivers. Next stepsNext year the school will look to use other students to assist in the teaching process, providing a mentor-based system in addition to the Police-assisted teaching. The principal is allowing the use of a personal vehicle for the school. The school is looking to train some staff to help at-risk students with the practical lessons. ObstaclesMoney is still an ongoing issue for many families on low incomes. Funding is being sought to help families in need. ImprovementsPolice are looking to add motorcycle questions to the driver resource. ConclusionThrough this intervention the school has partnered with Police and made a measurable impact on the number of unlicensed students. This intervention has started 53 students on their way to being fully licensed drivers. Many of them would still have no licence had this intervention not been implemented.      School narrative Travelling Safely 2017 ٴ  PAGE \* MERGEFORMAT 3  89:;KL]h      ' ( : > ` e  ? Ŷԓxxxxoh5hO^Jh5hin^Jh5hb^Jh5h^Jh5h=^Jh5h;COJQJh5hG#CJOJQJaJh5h=CJOJQJaJh5h CJOJQJaJ hch >hO h +h >hG# h3h >hWh > hXnh >+:L]i}Ikd$$IflP\*KGoq#!(  t0G$644 laytP $Ifgdj${gdogdoC>gdkd$$Ifl\*KGoq#!(  t0G$644 laytP $Ifgdy $IfgdW $Ifgdj${    e ri $Ifgd{kdL$$Ifl0*:q#W1 t0644 laytP +$Ifgd;C $Ifgd)? 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