Seating arrangements On your table you must have: At least one male member of staff No-one from the team you work most closely with! At least two member of support staff Someone who can read music

‘Restorative Practices’ Raising Awareness Session ALNS May 2017

Understanding the context Restorative Practice Understanding the context

Restorative Practice Since 2014 Portsmouth Children's Trust has been working on a change programme to improve outcomes for children. June 2016 – Launch of Multi-Agency Teams (MATs). Following assessment of various approaches the Trust selected Restorative Practice as the model for MATs and across children and families work in Portsmouth. Strategy for Improving Well being an Resilience in Education document 2017-2019. Strand of the strategy is that all Portsmouth Schools will commit to Restorative Approaches.

Why Restorative Practice? Strong evidence base (Hull, Leeds etc.) Applicable in arrange of contexts Inexpensive to roll out Forms a clear unifying framework Underpinned by a set of principles that ’feel right’ Already good examples within the City Chimes with what Portsmouth families are saying they want.

Endeavour High School, Hull 45.6% reduction in incidents of verbal abuse 59.4% reduction in incidents of physical abuse 43.2% reduction in incidents of disruptive behaviour 78.6% reduction in incidents of racist incidents 100% reduction in incidents of drug use 50% reduction in incidents of theft 44.5% reduction in fixed term exclusions 62.5% reduction in total days of staff absence

What is Restorative Practice?

So, what is it…? The essence of Restorative Practice is disarmingly simple; that human beings are happier, more productive and more likely to make positive changes in their behaviour when those in positions of authority do things with them rather than to them or for them.

“If we can express our needs, we have a greater chance of them being met” (Rosenberg, 2003)

“If children have the misfortune to be surrounded by negativity a lot of the time, they may not realise that there are alternative ways of speaking” Hopkins (2011)

What is a Restorative school? A restorative school is one which takes a restorative approach to resolving conflict and preventing harm. Restorative approaches enable those who have been harmed to convey the impact of the harm to those responsible, and for those responsible to acknowledge this impact and take steps to put it right. Restorative approaches refer to a range of methods and strategies which can be used both to prevent relationship-damaging incidents from happening and to resolve them if they do happen.

Restorative Practice Continuum

What could it look like at ALNS? Staff and students engaged in dialogue Happier staff, students and parents Greater parental engagement Students better able to manage their feelings and challenging situations Calmer and happier unstructured times Staff able to de-escalate and improve management of challenging situations Proactive interventions rather than reactive sanctions Clear limits, boundaries and consequences, but greater efforts to restore relationships and educational engagement

Communicating Restoratively

Peter Kay School Memories

Conflict in school Conflict in school is often inevitable. Conflict is often over boundaries or identity. During any conflict we take a position. Often sides ‘dig in’ This often results in the taking ‘pot shots’ at the other.

Entrenched communication

Restorative Practice Continuum

What is an Affective Statement? An affective statement is ‘emotion based’. Affective Statements tell the listener, how the person feels, when they feel that why and why it makes them feel that way. The beauty of affective statements is that they can be used in both positive and negative circumstances. Instead of saying, "Thanks for sharing your ideas", we might say, "I am very happy that several people shared their ideas with the class."  It reinforces the idea that the emotion is not wrong but it is how we go about expressing that emotion.

“I” Messaging There are two simple ways this can be achieved: a) I feel ____(the emotion)___ , when ____(the occurrence)___. b)  I feel ____(the emotion)___ , when ____(the occurrence)____, because ____(the reason)__.

Courtney is late to school again with no good reason.

I feel disappointed when students arrive late to school because it means that I have to start their day and mine on a negative.

Lee has completed an Independent Learning task for the first time this term.

(In private) I feel so proud of you that you have made the effort to complete this work.

Restorative Practice Continuum

Affective Questions What happened? What were you thinking of at the time? Who has been affected by what you have done? How have they been affected? What do you think you need to do to make things right?

Next steps To be effective, restorative approaches must be in place across the school. This means all students, staff (including non-teaching staff), leadership and the wider school community must understand what acting restoratively means and how they can do it. As a result, restorative schools adopt a whole-school approach to restorative approaches.