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CONTENTS TABLE Section A
An Introduction - letter 3
Restorative Approaches - why use it 4
Restorative Approaches - what others say about it 6
Restorative Approaches - what does it mean 7
• A Restorative School 8
• Restorative Conversations (chat) 10
• Restorative Circles 11
• Classroom Conferences 12
• Restorative Conferences 13
• Peer Mediation 14
What you need to consider 15
Are you restorative? Checklist 16
Restorative Approaches in Cambridgeshire Triangle Wave Model 17
Training Ladder 18
Section B
Evaluation Planning - Baseline Measures 19
How to use the Self Assessment Review Tool 20
Support from Restorative Approaches Champions - Conversation Schedule The Quality Mark Self Assessment Review and Planning Useful Documentation
21
22
23-34
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Restorative Approaches in Cambridgeshire An exciting approach in Cambridgeshire, which will build on work already undertaken within the St Neots Locality, as well as Cambridge City Council and Cambridgeshire Youth Offending Service. Restorative approaches to behaviour or relationship management are growing in popularity throughout the UK. Restorative Approaches are swiftly building a strong evidence base nationally related to increased attendance and attainment, decreased exclusions and improved Ofsted inspection reports. Restorative Approaches has its roots in ‘restorative justice’ and focuses on repairing the harm done to people and relationships rather than on punishing offenders. The restorative process is structured around key restorative questions: • What's happened? • What were you thinking/feeling at the time? • What have your thoughts been since? • Who has been affected and how? • What needs to be done to make things right?
These questions can be used as daily restorative dialogue as well as in preparation for face to face conversations and for formal restorative meetings for more serious issues. We plan to develop a Cambridgeshire Approach which asserts that restorative approaches works by building relationships, maintaining relationships and repairing relationships when harm has been caused. Restorative Approaches in Schools The Restorative Approaches in school projects aims to support Cambridgeshire Schools to adopt outcome based Restorative Approaches within their setting as a tool to manage behaviour. To facilitate this process we have developed the Restorative Approaches Quality Mark Self Review Toolkit. This toolkit contains all that is needed to support the development of restorative approaches within your setting and will be adaptable to meet individual needs and requirements. Training sessions in Restorative Approaches will be available as part of the project Through partnership working with Norfolk County Council a quality mark scheme will operate that will enable schools to gain a Quality Mark and be recognised as a leading school in restorative approaches. Restorative Approaches in Cambridgeshire is a partnership project with Norfolk County Council
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Why use Restorative Approaches?
Because Restorative Approaches: • Are a peaceful process for resolving conflict • Address the needs of the harmed person • Encourage the harmer to take responsibility • See wrong-doing and conflict as opportunity for learning • Enhance emotional literacy • Enable a forward thinking, problem-solving approach • Make schools safer, happier places for staff and pupils • Tackle bullying behaviour throughout the school • Create a culture of inclusion and belonging • Encourage community involvement in resolving conflict • Improve relationships and reduce stress
Evidence of Impact Norfolk, St Edmund’s School 2009-2011:
• Persistent absence decreased from 9.8% to 2.8% • Absence decreased from 9.6% to 6.3% • L4 English/Maths at KS2 increased from 45% to 61.7%
• Exclusions decreased from 171 days in 08/09 to 16 Days 11/12 Sefton, Merseyside 2004-2008:
• 69% reduction in fixed term exclusions • 70% reduction in permanent exclusions • 67 year 6 pupils identified as 'at risk of exclusion' made successful transfer
to Secondary School • 56 pupils who would not engage with other agencies participated in RA
after school activities Skelmersdale, Lancashire 2006-2011:
• 2006: 3 schools (all primary) out of 18 total (4 Secondary, 14
primary) good or outstanding OFSTED • 2009: 11 schools (10 primary, 1 Secondary) out of 20 total, good or
outstanding OFSTED • 2011: 15 schools (13 primary, 2 Secondary) out of 20 total, good or
outstanding OFSTED 4
• Of the 5 that were not good or outstanding in 2011, 4 were
satisfactory with good features and 1 was satisfactory. Barnet 2004-2008: • “The RA trained schools reduced fixed term exclusions by just over
half (51%) while fixed term exclusions in non RA trained schools increased by just over two thirds (65%)”
• School Feedback:
- 100% were more able to handle bullying and conflict effectively
- 100% felt that staff confidence in dealing with challenging situations has improved
- 100% reported an increase in pupils' ability to take responsibility for their own actions
- 76% reported a calmer atmosphere in the school (24 reported no difference)
- 88% felt their school had become a safer environment to work in (12% no difference)
- 94% reported that the atmosphere of the school has become more positive (6% no difference)
• When asked if there were other influences that receiving RA input has had on the school, responses included a more consistent approach to behaviour management; staff are more willing to empathise and listen to both perpetrator and victim; yr6 pupils have been trained as peer mediators; reduction in fixed term exclusions.
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What others are saying about Restorative
Approaches in Cambridgeshire…
I like being a peer mediator because you can help people out and you feel really good
I wasn’t convinced about RA to start with, however it has changed the whole school, behaviour has really improved and the whole school is more positive
It’s calm and gives everyone the chance to say what happened
The new Restorative Approaches makes people feel safe around school.
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Restorative Approaches
What does it mean? “In broad terms, Restorative Approaches constitute an approach to challenging behaviour, which puts repairing harm done to relationships and people, over and above the need for assigning blame and dispensing punishment” (Wright, 1999) These restorative actions may include: • Restorative Language • Restorative Conversations • Restorative Circles • Classroom Conferences • Restorative Conferences • Peer Mediation
What's happened? What were you thinking at the time?
What have your thoughts been since? Who has been affected?
In what way? What needs to be done to
make it better?
All Restorative Approaches are underpinned by: Respect - For everyone in the ‘community’ Responsibility - People are encouraged and enabled to take responsibility for their actions Reparation - Opportunities are sought for repairing the harm Reintegration - People involved are able to be re-integrated into the community from which they came (school, neighbourhood, and friendship group)
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A Restorative School Restorative Approaches acknowledge the importance of human feelings, needs and rights. They are underpinned by restorative values which inform every aspect of school life including the way in which people in a restorative school interact on a daily basis. The desire to resolve conflicts peacefully and where necessary acknowledge and repair harm to relationships is reliant on people valuing their relationships with others in the first place. In this respect, the most effective development and implementation of Restorative Approaches occurs in schools where the ethos and culture supports the development of people’s relationship building skills. The following picture A Restorative School illustrates the essential components and building blocks in establishing a whole school commitment to Restorative Approaches and becoming a restorative school. It shows how the restorative values form the underpinning ethos, and highlights the important role the curriculum plays in teaching the social and emotional knowledge, skills and attitudes which will ensure these values are alive and reflected in people’s relationships. This picture also illustrates how the relational processes and associated skills provide an important stepping stone in enabling children to acquire the higher order restorative skills which are essential for them to engage effectively with the restorative processes. As a starting point, your school community may want to consider the content of A Restorative School in relation to your own school practice and reflect on the extent to which restorative practice is already embedded in your school. This activity will highlight areas for development and will support you in creating a culture in which Restorative Approaches and practice will thrive.
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RESTORING Repairing harm done to relationships and
community
Restorative Processes Restorative Skills Restorative enquiry/language Responding constructively to conflict Restorative conversations active non-judgemental listening Peer Mediation Open non violent communication Restorative Circles Understanding and managing
uncomfortable emotions such as anger
Restorative Conferencing Identifying links between behaviour and thoughts, feeling and needs
Appreciating others’ points of view Developing empathy and rapport Turn taking and negotiating, compromising and ‘giving and taking’
Recognising fair solutions Owning a solution
Accepting responsibility for harm caused and a need to make amends
RELATING Developing nurturing relationships and
creating community
Relational Processes Relational Skills Circle Time for children and staff Self esteem and self confidence School Council Listening and speaking Playground buddies Assertiveness Peer listeners/counsellors Cooperating/team work Peer mentors Understanding and managing emotions Peer educators Empathic caring Circle of Friends Valuing and affirming others The Support Group Method Acknowledging and appreciating
Critical thinking and solving problems
SOCIAL AND EMOTIONAL LITERACY
RESTORATIVE VALUES Respect Caring Trust
Integrity Honesty Responsibility
Openess Congruence Empowerment
Appreciation of diversity Acceptance that mistakes Valuing individuals happen and we learn from them
Connectedness Tolerance Acknowledgement
Importance of feelings, needs Sharing ideas Non judgmental and rights Empathy Compassion Curiosity
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Restorative Approaches
Restorative Conversation (Chat) This is non-prepared, often quick conversation that aims to take those involved in conflict to a restorative solution where everyone feels: heard, treated fairly, able to move on and has a clear idea of what is needed from their future actions. When to use: Restorative chats are very effective in developing empathy and building on established restorative practices within your school, can help resolve issues quickly before they escalate. To be able to use this effectively: You will need an understanding of what a restorative solution is and how to use restorative language to help others come to a resolution to a problem or issue. When having a restorative chat is it important to r emember to: • Ask open questions using restorative language; • E.g. What happened? What were you thinking? What needs to happen
to put things right? What are you going to do differently next time?; • Use active listening skills; • Think about body language.
Works most effectively when: Restorative practice is an integral part of your school culture and your pupils understand what is expected of them within this ethos.
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Restorative Circle
Types of circles can include: • Check in or check out; • Circle to introduce an aim for the day; • Circle to introduce a lesson; • Circle to feedback from a lesson or aim; • Circle about an issue that affects the group; • Circle to get learning back on track; • Circle to resolve a conflict.
Guidelines for running circles • Be positive and confident; • Respect must be shown to everyone; • Everyone needs to contribute; • Everyone needs their contribution to be listened to; • Circles are confidential, safe places to speak; • Pupils who want to say something private could do so later; • Prepare your circles by involving pupils e.g. • “I’m really looking forward to hearing what you have to say about….
In our circle today”; • “Can you help me by starting the circle today”.
Develop a caring, supportive,
empathic environment; Create a
respectful ethos; Promote
positive relationships;
Develop self-esteem and self confidence;
Highly enjoyable learning
environment;
Promote social and emotional development.
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Classroom Conference
What it is: Classroom conferencing is a flexible yet structured, facilitated meeting that brings together a group of pupils/staff who have been affected by harm to listen to how each person has been affected and decide how to repair the harm caused. They are a highly effective tool to develop and maintain an emotionally literate, self-regulating environment. Can be used to resolve: • Friendship issues • Low level poor behaviour in lessons • Low level bullying
Classroom conferences are similar to restorative co nferences as they: • Resolve harm and/or conflict • Can be used with a no blame mandate • Need wrongdoers to accept responsibility
Classroom conferences differ from restorative confe rences as: • They have larger numbers of participants • They have fewer questions than a restorative conference (due to larger
numbers) • They use a flexible, less formal script • They are not always prepared • They are able to resolve wider issues after a 1-1 conference • The harmed person does not always need to be present
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Restorative Conference
What it is: Restorative justice conferencing is a formal, structured, facilitated meeting that brings together those affected by harm to listen to how each other has been affected and decide on a resolution to that harm. They are highly effective in resolving: • Friendship issues • Conflict • Disruptive behaviour in lessons • Bullying • As an alternative to exclusion
A conference could take place when: • Those involved in the conflict wish to take part • The wrong-doer(s) accepts responsibility for their actions • A trained, neutral facilitator is available.
Conferences are very effective for both pupil-pupil and teacher-pupil conflict and may include parents, police and/or teachers - in fact anyone who is able to contribute to finding a solution to the problem. They always follow a set pattern:
Incident Preparation �
Conference �
Contract �
Follow up
By using restorative conferencing participants will • Develop - truth telling skills, responsibility, accountability, empathy • Learn about - the impact of their actions on others, real consequences • Be able to - make amends, show remorse, change behaviour
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Peer Mediation Peer mediation is a voluntary process during which Pupil Mediators help other pupils involved in conflict to resolve disputes. Young people are effective mediators because they understand their peers and make problem–solving more natural. Pupils learn ‘real world’ skills such as active listening, communicating feelings and building trust. Peer mediation helps pupils who fall out, feel left out, need to talk, are worried or who feel ‘bullied’ (minor incidents). To be a peer mediator pupils are given training which includes dealing with emotions - words to describe feelings, open and closed questions and active listening. They have opportunities to role play situations they may have to mediate in school. Peer Mediators listen, but don’t give advice. They don’t take sides and keep situations confidential.
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What you need to consider when introducing Restorative Approaches into a school 1. How restorative is your school or organisation? You may already have strengths from which to build. Try to identify the current culture of your school and recognise approaches in your school where you may already be ‘restorative’. For example peer mediation or restorative circles, work which has been done on children's emotional literacy so they have the language of feelings and emotions e.g. through SEAL. Use the ‘school’ diagram on page 9 to help. You may well find that your school or organization is more restorative than you realise! 2. Appointment of a restorative co-ordinator: Appoint a lead (senior member of staff) to drive the work forward in your school. Identify supportive people who can work with your lead to plan how you could work restoratively. Restorative Approaches work best when they are fully supported by the Head and leadership team. 3. Establishment of a school referral system: Everyone should know how to access a restorative facilitator when a full restorative conference is needed. 4. Tell staff about it: Provide training for ALL staff, not just teaching staff (if in a school), everyone including bursars, lunchtime supervisors, crossing supervisors, teaching assistants. If possible do presentations on a team training day or INSET day. Promote training opportunities, leave leaflets in the staff room, ensure everyone has access to information about training in Restorative Approaches.
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5. Tell families about it: Run a school assembly, distribute letters to all pupils, create a pupil notice board about Restorative Approaches. Create posters, cards or leaflets for pupils and for parents and carers. 6. Policies: Incorporate Restorative Approaches into existing behaviour policies and anti bullying policies. Introducing Restorative Approaches is about creating a culture and by being part of your behavioural policy, parents and carers will be aware of RA, know what it is, how and when it is used. 7. Recruit volunteers: Who may be able to support your school. Identify training for them. This is a powerful way to get the community involved. 8. Steering group: This could be established to oversee Restorative Approaches developments within your school. Include pupil reps where possible and relevant staff (including a nominated governor). 9. Monitor progress and record what is happening: Evidence of positive outcomes and Restorative practice will be crucial to securing resources and making Restorative Approaches work well in your school.
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Are you Restorative?
Complete the following checklist by marking the stars out of 5 according to how restorative you are. If you require further information please call:
Retributive
*****
Restorative
I define misbehaviour as an action ***** I define misbehaviour as harm done to the
that involved breaking the school wellbeing of one person or a group by another
rules or letting the school down. or others.
In dealing with an incident I would ***** In dealing with an incident I would want to find
want to find out what happened, who out how all sides are feeling and what they
did what and who is at fault. need to put things right.
When a young person has ***** When a young person has misbehaved I
misbehaved it is my responsibility to believe in dialogue and negotiation so that
decide what to do, or to refer it to a everyone involved has an opportunity to
senior colleague who will decide. communicate and co-operate with each other.
When a young person has ***** When a young person has misbehaved s/he
misbehaved s/he needs to be needs to acknowledge his/her contribution to
punished so as to deter him/her what has happened, make amends and
from doing the same thing again. identify how to avoid something similar
happening in future.
The behaviour management policy of ***** Misbehaviour is often a symptom of, or a
the school sets out the appropriate reaction to, interpersonal conflict from which all
responses to misbehaviour and sides can learn to do things differently.
needs to be applied consistently. Therefore every situation needs considering
separately.
Sanctions need to be in place for ***** All those involved in an incident need to decide
misbehaviour. how to repair the harm done, if possible, and
sanctions may be inappropriate in this context.
The person who misbehaves is the ***** I encourage all those affected by an incident to
focus of my attention. I do not consider the way forward, if at all possible.
involve those affected by the This might include students, parents, teachers,
misbehaviour in deciding the way TAs and other staff.
forward. This would not necessarily
be appropriate.
Someone who does wrong ***** Someone who does wrong needs to
deserves to be punished. Once that acknowledge what s/he has done, understand
has happened the matter is closed. the impact of this on others, be involved in
finding a way to put things right and explore
ways of doing things differently next time. The
matter is closed when all those involved think it
has been dealt with fairly and satisfactorily.
Belinda Hopkins: ‘Just Schools: A Whole School Approach to Restorative Justice’ 2003
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The Triangle -
Restorative Approaches in Cambridgeshire
Therapeutic / Intensive
Interventions
•Individual and small group •Restorative conferencing, family group conferencing and mediation
Skills focused / targeted interventions
•Small group SEAL for children who need help to develop social and emotional skills • Service Peer Mediation •Instant restorative interventions, restorative meetings for individuals and small groups, restorative classroom activity •Restorative Circles
Universal
•Effective whole school frameworks for promoting emotional wellbeing, mental health and positive behaviour •Quality first teaching of Personal, Social and Emotional skills to all children, for example using SEAL programme, PSHE service
t conflict resolution materials • Formal Restorative conversations, instant restorative meetings, restorative circles •Appropriately adapted language and communication for children with speech, language and communication needs
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Self Assessment Review
Restorative Approaches in Schools
Measure Process Age/Group Pre-
Implemetation
End of year 1 End of year 2
Attendance Attendnace data Overall
Absence
Attendance
Attendance data PA rates
Attainment
Average point Scores
Attainment
National Goals
(L4 at KS2 or 5 x A*-c at KS4)
Exclusion Rates (fixed term)
Number of students
Exclusion Rates
(permenant)
Number of students
Children on a reduced
timetable
EOTAS
(excluding medical
numbers)
Numbers of students
with more than 20% of
their time not in
mainstream lessons
Children in a reduced
timetalbe with
medical/mental health
issues
Numbers of students
with more than 20% of
their time not in
mainstream lessons
SEN Population % statments
Free School Meals Numbers of students
receivng FSM
EVALUATION PLANNING:
BASELINE
MEASURES
How to use the Self Assessment Review Toolkit Supports a whole school approach to becoming a Rest orative School. Information and advice can be accessed on suitable training to meet school needs.
Quality Self-Assessment Review and
Planning
Dimension Restorative Approaches Progress Priority
Self Review Questions *
Ethos and Environment
Do you have opportunities and relational
processes in school that support the
development of positive and nurturing
relationships between people?
Do people in your school have the
relationships skills that model restorative
principles and practice?
Do people in your school engage in the
processes that model restorative
principles and practice?
Do you involve the children/young people
in developing restorative practice and
approaches?
Within and around the Is your school environment conducive to
school promoting restorative practice and
approaches?
Outside the school Do you ensure that behaviour and
boundary challenges to relationships are managed
restoratively when children and young
people are taken outside of the school?
Family and
Community
Home school Do you work in partnership with
partnership parents/carers on developing your
school’s restorative practice and
approaches?
Relationships between Do you have links with the wider
the school and the community that support your school’s
community and other restorative practice and approaches in
school?
services
Dimension
Restorative Approaches
Progress
Priority
Self Review *
Questions
Curriculum
Planning, learning, Do you provide a progressive
assessing and entitlement curriculum which addresses
evaluation the development of positive
relationships and the use of restorative
skills in conflict resolution?
Do you assess the children’s / young
people’s knowledge, understanding and
skills to inform your curriculum
provision?
Do you involve staff and children/young
people in the evaluation of the teaching
and learning content, methodologies
and activities used to deliver your
curriculum programme?
Organisation and
Management
Aims and Values Do the aims and values of the school
demonstrate a commitment to
restorative practice and approaches?
Policy Do your policies reflect your school’s
(includes process, commitment to restorative practice and
approaches (e.g. Relationships
monitoring and
Management, Anti-Bullying, Inclusion/
evaluation)
Equality, SEN, Teaching and Learning,
PSHE)?
Management Do all staff feel confident and
(including styles, competent in their knowledge and
understanding of the school’s
structures,
restorative practice and approaches?
communication
Do you have a system in place to
and professional
ensure all staff are fully aware of how
development)
and when the school implements
restorative practice and approaches?
Dimension Restorative Approaches
Review Questions: Likely Indicators
Management Do all staff feel confident and competent in their knowledge
and understanding of the school’s restorative practice and
(including approaches?
styles, A training programme has been established based on the school review
structures,
of their current restorative practice.
communication All staff have received training on the principles of restorative practice
and
and approaches including the key knowledge, skills and understanding.
professional All staff have received training on restorative enquiry and restorative
development)
conversations including how and when to apply these approaches when
communicating with others.
Identified staff have received training on the use of restorative circles
including how and when this approach can be used to problem solve and
repair harm caused to relationships.
Identified staff have received training on the use of mediation/peer
mediation including how and when this approach can be used to resolve
conflict.
Identified staff have received training on the use of restorative
conferencing including how and when this approach can be used to repair
harm caused to relationships.
All staff and governor induction includes information on the school’s
restorative practice and approaches.
Performance Management /appraisal of staff includes a review of their
engagement with the school’s restorative practice and approaches and
their professional development needs.
All staff training is compatible with the school’s commitment to adopting
restorative practice and approaches.
Dimension Restorative Approaches Review Questions: Likely Indicators
Do you have a system in place to ensure all staff are fully aware of how and when the school implements restorative practice and approaches?
A member of the SMT/steering group leads on the development and implementation of restorative practice and approaches.
A coherent framework for the implementation of restorative practice and approaches has been established which differentiates universal provision from approaches that will be used where significant harm has been caused.
All staff have a shared understanding of their individual roles and responsibilities in relation to the implementation of the school’s framework for restorative practice and approaches.
Staff job descriptions include roles and responsibilities in relation to restorative practice and approaches.
All staff understand how to access professional direction to support them with their restorative practice.
Restorative interventions are documented and records are kept and monitored for impact (e.g. case studies, restorative contracts etc.).
The overall implementation of restorative practice and approaches is monitored and data is collected to evaluate its impact.
Ethos and Environment Relationships Do you have opportunities and relational processes in school that support
the development of positive and nurturing relationships between people?
The school provides strategies to support the development of children’s/young people’s personal. social and emotional development (e.g. Circle Time, Talking Partners, Social Skills Groups, Nurture Groups).
The school provides opportunities for children/young people to develop active listening skills and empathetic caring through peer support systems (e.g. play leaders, playground buddies, peer listeners, peer mentors/coaches).
The school provides a listening context and values the views and opinions of all (e.g. school and class councils, working parties).
The school provides strategies to support the development of staff relationships (e.g. team working, buddy/mentor programme, celebration of each others successes).
Dimension Restorative Approaches Review Questions: Likely Indicators
Do people in your school have the relationships skills that model restorative principles and practice?
Staff and children/young people remain impartial, non judgmental and respect the perspective of all involved when managing behaviour and challenges in relationships.
Staff and children/young people consider the link between a person’s behaviour and their needs, thoughts and feelings and use this as a way of supporting them to explore more appropriate ways of behaving in the future.
Staff and children/young people consider their own and other peoples needs when repairing harm caused to relationships and thinking about what needs to happen to put things right.
Staff and children/young people support others to come up with solutions to challenges in relationships rather than suggesting them or imposing them.
Do people in your school engage in the processes that model restorative principles and practice? Staff and children/young people use restorative enquiry/language when relating to others and understand how and when to apply these skills when communicating with others.
Staff and children/young people engage in restorative conversations/discussions to problem solve and/or to resolve minor disputes.
Staff and children/young people engage with restorative circles to solve problems and resolve minor conflicts that may occur in the classroom setting or between groups of people.
Staff and children/young people have the opportunities to engage with mediation /peer mediation where they are experiencing conflict with another person.
Staff and children/young people have the opportunity to engage in restorative conferences where they have either acknowledged causing or been a recipient of significant harm.
Staff and children/young people are familiar with and use techniques to support their restorative communication with others (e.g. thinking walls, question pocket cards, thinking plans etc.).
Dimension Restorative Approaches
Review Questions: Likely Indicators
Do you involve the children/young people in developing restorative
practice and approaches?
Children/young people are involved in the development and negotiation of
the school’s restorative values and associated school and classroom
rules.
Children/young people are involved in the development and negotiation of
other codes of conduct which are required for specific situations where
the needs of all people need to be respected e.g. Circle Time, Restorative
Circles.
Children’s/young people’s views and opinions are sought where they are
actively involved in the development of and organisation of restorative
practice e.g. peer mediation service, peer listening/counselling service.
Children’s/young people’s views and opinions are sought after they have
engaged with a restorative approach to assess the impact and
effectiveness of the strategy.
Children’s/young people’s views and opinions are sought when reviewing
and evaluating the school’s approach to the management of relationships
and use of restorative practice and approaches (e.g. class and school
council, Draw and Write, surveys).
Within and Is your school environment conducive to promoting restorative practice
around the and approaches?
The school uses visual displays e.g. posters, digital /display boards to
school
communicate the school’s approach to restorative practice including the
restorative values, school rules and restorative approaches.
The indoor environment is designed to ensure comfortable, calm working
conditions which help to minimise potential conflict (e.g. sufficient space
for people to move in classrooms and corridors, Chill Out Zones, quite
areas, well organised and purposeful rooms, accessible equipment).
Classroom layouts are designed to promote group work and collaborative
working styles (e.g. positioning of tables, quiet area).
The outdoor environment is developed to promote peaceful and calm
lunch/breaktimes which help to minimise potential conflict (e.g. zoned
playgrounds, quiet areas, clear visibility).
Dimension Restorative Approaches Review Questions: Likely Indicators
Do you involve the children/young people in developing restorative practice and approaches?
Children/young people are involved in the development and negotiation of the school’s restorative values and associated school and classroom rules
Children/young people are involved in the development and negotiation of other codes of conduct which are required for specific situations where the needs of all people need to be respected e.g. Circle Time, Restorative Circles
Children’s/young people’s views and opinions are sought where they are actively involved in the development of and organisation of restorative practice e.g. peer mediation service, peer listening/counselling service
Children’s/young people’s views and opinions are sought after they have engaged with a restorative approach to assess the impact and effectiveness of the strategy
Children’s/young people’s views and opinions are sought when reviewing and evaluating the school’s approach to the management of relationships and use of restorative practice and approaches (e.g. class and school council, Draw and Write, surveys).
Is your school environment conducive to promoting restorative practice and approaches? The school uses visual displays e.g. posters, digital /display boards to communicate the school’s approach to restorative practice including the restorative values, school rules and restorative approaches.
The indoor environment is designed to ensure comfortable, calm working conditions which help to minimise potential conflict (e.g. sufficient space for people to move in classrooms and corridors, Chill Out Zones, quite areas, well organised and purposeful rooms, accessible equipment). Classroom layouts are designed to promote group work and collaborative working styles (e.g. positioning of tables, quiet area).
The outdoor environment is developed to promote peaceful and calm lunch/breaktimes which help to minimise potential conflict (e.g. zoned playgrounds, quiet areas, clear visibility).
Dimension Restorative Approaches
Review Questions: Likely Indicators
Outside the Do you ensure that behaviour and challenges to relationships are
school managed restoratively when children and young people are taken outside
of the school?
boundary
The Relationships Management Policy communicates the schools
restorative approach to managing behaviour and relationships when
children/young people are off the school site.
The Relationships Management Policy is shared with the host party
during the pre visit and risk benefit assessment process for excursions
away from the school.
The Relationships Management Policy is shared with all adults including
parents/carers who are helping to supervise children/young people when
off the school site.
Children/young people are able to discuss learning opportunities outside
the school and the implications for managing people behaviour and
challenges in relationships.
Family and
Community
Home school Do you work in partnership with parents/carers on developing your
partnership school’s restorative practice and approaches?
The Relationships Management Policy has been developed in
consultation with parents/carers.
The school’s restorative practice and approaches are part of the
home/school agreement Staff model adopt and model restorative practice
when communicating with parents/carers.
The school regularly seeks ways of sharing and disseminating its
restorative practice and approaches with parents/carers and the wider
community (e.g. awareness evenings, websites, assemblies, handbook).
The school provides opportunities for family learning on restorative
practice and approaches including parenting courses.
Curriculum coverage on restorative knowledge, skills and understanding
including conflict resolution is shared with parents/carers and
opportunities are provided for children/young people to share their
learning at home.
The school works in partnership with families to develop strategies to
support their child’s/young person’s emotional wellbeing, behaviour and
challenges within their relationships with others.
Families are invited to take part in restorative conferencing as supporters
and their personal perspective are used during the process of repairing
harm caused to others.
Parents/carers views and opinions are sought after they have engaged
with a restorative approach to assess the impact and effectiveness of the
strategy.
Dimension Restorative Approaches
Review Questions: Likely Indicators
Relationships Do you have links with the wider community that support your school’s
between the restorative practice and approaches in school?
school and the The school shares and promotes the Relationships Management Policy
community and with all After School and Extended Schools providers.
other agencies The school is aware of local agencies including local authority services
that provide support on restorative practice and approaches in schools.
The school is aware of local agencies that promote restorative practice in
the local community e.g. Youth Offending Team, Police.
The school works in collaboration with other agencies to support
individual children /young people and their families through identified
restorative approaches.
The school works alongside and in collaboration with other schools to
develop their restorative practice.
Curriculum
Planning, Do you provide a progressive entitlement curriculum which addresses the
learning, development of positive relationships and the use of restorative skills in
conflict resolution?
assessing and
evaluation A long term curriculum plan is in place which includes areas of
learning/units of work within the Personal Development Programme
which support the implementation of the schools restorative practice.
All children/young people have the opportunity to learn about friendships
and relationships including how to make, sustain and repair relationships
when things go wrong.
All children/young people have the opportunity to learn about difference
and diversity and the importance of respecting and valuing others.
All children/young people have the opportunity to learn about people’s
needs and rights and the relationship between these and responsibilities
and rules
All children/young people have the opportunity to engage with an
emotional literacy programme which teaches them to recognise emotions
and manage uncomfortable feelings.
All children/young people have the opportunity to learn about bullying and
how to protect themselves and others from this behaviour.
All children/young people have the opportunity to learn about the nature
of conflict and restorative skills required to resolve conflict peacefully.
Selected children/young people have the opportunity to become peer
mediators through engaging with a peer mediation training programme.
Opportunities are provided for identified children/young people to receive extra support with acquiring personal, social and emotional skills e.g. anger management, social skills groups. Do you assess the children’s / young people’s knowledge, understanding and skills to inform your curriculum provision? Children/young people understand the learning objectives for aspects of learning in the Personal Development Programme. Children/young people are involved in setting their own targets, success criteria and reviewing progress. There are formative and summative assessment tools to assess children’s/young people’s learning and inform curriculum provision. A system for recording children’s/young people’s learning and progress is in place Do you involve staff and children/young people in the evaluation of the teaching and learning content, methodologies and activities used to delivery your curriculum programme? Opportunities for whole school/class based evaluation have been identified. A range of activities and methodologies are used for evaluation (e.g. staff meetings, focus groups, questionnaires). Results of the evaluation are shared with staff, governors and the children/young people. Evaluation outcomes are used to develop the curriculum programme
Dimension Restorative Approaches
Review Questions: Likely Indicators
Organisation and
Management
Aims and Do the aims and values of the school demonstrate a
Values commitment to restorative practice and approaches?
All staff and governors understand the philosophy behind and positive
outcomes of using restorative practice in schools and have identified
the relevance and benefits for their own school community.
All staff and governors have reflected on the school’s current attitude to
the management of relationships and behaviour and have identified the
school’s position on the retributive/restorative continuum.
All staff and governors have identified attitudinal change which will
support the school’s journey towards becoming a restorative
establishment.
All staff and governors have defined and agreed the school values that
underpin the restorative practice in their school.
The school’s restorative values are promoted and documented (policies,
handbook, website, entrance and classroom displays).
Policy Do your policies reflect your school’s commitment to restorative
(includes process, practice and approaches (e.g. Relationships Management,
Anti-Bullying, Inclusion/ Equality, SEN, Teaching and Learning,
monitoring and
PSHE)?
evaluation)
Named people oversee the implementation and monitoring of the
policies.
All policies have been developed in consultation with staff, governors,
children and young people and families.
The Relationships Management Policy communicates the school’s
commitment to restorative practice and approaches which promote
understanding and healing over assigning blame and dispensing
punishment.
The Anti-Bullying Policy describes the role of restorative practice and
approaches in both preventing and responding to incidents of bullying .
The Equality Policy describes the role of restorative practice and
approaches in combating discrimination and promoting understanding
and respect between all groups of people.
The Teaching and Learning Policy describes how the school
maximises opportunities to teach pro social skills (e.g. collaborative
working, assessment for learning).
The PSHE Policy describes the role of the curriculum in developing
children’s/young people’s knowledge skills and attitudes to enable
them to communicate restoratively and manage conflicts within
relationships peacefully.
The SEN Policy describes the role of restorative practice and approaches in
supporting children/young people with social, emotional and behavioural
difficulties.
(name of school………………………………..) Restorative Approaches: Action Plan (date…………………..)
Focus Dimension/Priority Target(s) Success Criteria/Outcome(s)/ Evidence Actions Timescale area
Ethos and Environment
Relationships
In and around the school
Outside the school boundary
Family and Community
Home School links
Relationships between the school and the community and other services
Curriculum
Planning, learning, assessing and evaluation
Expression of Interest
Name of School:
