Charnwood College Presentation for 2 day YOS training on

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Transcript Charnwood College Presentation for 2 day YOS training on

Restorative Approaches in
Aims and Objectives
• To know what Restorative Approaches are and
their origins
• To be able to understand the difference
between restorative and retributive
• To use restorative dialogue in day-to-day
• To use different restorative approaches
• How to implement in your school
Current understanding of
Restorative Approaches/Restorative Justice
Brief History of RJ
Ancient times
Loss of the victim
New Zealand –FGC
UK via Australia
Introduced into UK Justice system
Expansion into other areas LAC/Education
Why Restorative Justice?
• Restorative Justice is not an absolute answer
for removing all ills, resolving all conflict or
repairing all harm. It is not a naïve alternative
to punitive sanctions or an idealistic response
to offending. It is not an easy option for the
The benefits for schools
• Builds further on the culture of respect and
discipline and cohesion within the school
• Increases staff confidence to deal with a wide
variety of discipline issues:- bullying, low level
disruption, classroom management
• Empowers students to take ownership of their
behaviour to encourage self discipline and
responsibility to other learners and staff in the
school community
(RJC December 2011)
For people in schools...
For pupils
• RA encourages students to take responsibility for their
behaviour and relationships
• RA teaches students how to manage conflict constructively
• RA provides young people with valuable life skills
For Teachers
• Teachers have more time and energy to devote to other issues
• Conflict resolution modules and training can be used as part
of the curriculum PSHE and Citizenship
• Classroom management is made easier as children gain
improved listening skills
What people say...
• “It has helped to solve some very long-term
intractable problems between pupils”
• “RJ has helped to shift some of the pastoral
staff away from punitive measures”
• “I was initially a sceptic, but I have been won
over by what I have seen”
• “RJ has been a significant part of our move
out of special measures”
Snr school staff YJB
Does it work?
• In Barnet, exclusions reduced by 51% in RJ
schools compared with an in increase of 65%
where RJ not practiced.
• In Bristol, Orchard School recorded 300
permanent exclusions per year. Since RJ
introduced figure fallen, year on year, to just
• In Hull, evaluation concluded in 14 schools 73%
fewer classroom exclusions, 81% fewer fixed
term exclusions and 70% fewer verbal abuse
towards staff and pupils.
Source RJC Briefing Dec 2011
Behaviour in schools
• Good behaviour
• Challenging behaviour – different levels
• Current behaviour policy rewards/sanctions
Negative Behaviours
Verbal abuse
Physical abuse – threats or real
Damage to property
Theft of property
Bullying and intimidation
Group negative behaviour
Breaking rules
Dealing with Behaviours
The Restorative Approach
What I need to do to make
up for what I have done
and what I need to do
to stop getting into
This is what you are going to
do…..and what we are
going to do to you
Being a victim/wronged
How can we help?
Whole School Approach
• All evidence suggests RA works best with
whole school approach PHSE, citizenship,
circle time, playground buddies, peer
mediation, peer mentoring. All staff included.
• Use of different approaches - policy
• Language
• Posters around school – four ‘R’s (Respect,
Responsibility, Repair, Reintegration)
• Empowering victim
Day 2
• Communication and Restorative Approaches
Mind your (restorative) language
• Attack the problem and not the pupil
“You are a right pain”
“What you just did is a right pain”
• Focus on the positive
“You haven’t finished your work yet”
“Good, you have made a start, now finish it quickly
• Use neutral language
“You just won’t stop shouting”
“I have noticed that you are choosing to
ignore the rule of not shouting out today.
If you carry on, there will be consequences”
• Affirm positive behaviour
“How many times do I have to tell you
Sean, stop tapping that pencil”
“Most of you are ready to start work, I am
just waiting for one or two of you to catch
up. Thanks Sean, that is better.
Open Communication
Active listening
Power of language
Tone of voice
Awareness of communication styles
Building rapport
Body Language (70%)
Open questions
The Five Magic Questions
What happened?
What were you thinking?
How were you feeling?
Who else has been affected by this?
What do you need, and what needs to
happen now, so that the harm can be
repaired ?
Restorative Conversations
Other person
Planning Mediation
Is it appropriate?
Facilitators needs
Offender/victim needs
Room layout
Follow up
When NOT appropriate
• It will make matters worse
• When participants do not want to engage
• When the person who caused harm does not
admit behaviour
• The matter is serious, sexual or domestic
• When planning and risk assessment is needed
• If police may prosecute
• 2 or more people
• Neutral facilitator
Person 1
Person 2
Restorative Processes
(things to remember)
• Assess to decide which approach to take
• Involvement of person wronged is always
• Safety of person wronged – physical,
emotional, on-going is paramount
• Involvement only if in wronged persons best
• Wronged person can end process at any
Key things that are different
• Young person to clearly understand impact of
their behaviour
• Young person involved in agreeing reparation /
• Staff asked to discuss impact on themselves
How RA works in schools
• Develops a common language to manage conflict and
enable positive communication
• Creates a way to see our behaviours
• Allows us to recognise how our behaviours affect
• Creates a responsibility to learn from conflict
• Educates participants in producing positive outcomes
from challenging situations
The Ripple Effect
Further info/support