Basic Introduction to Restorative Approaches Emma East and Chris Hemming Hayes Primary School Supplied by Restorative Justice 4 Schools

What are the aims of Restorative Approaches? The overall aim is to enhance a positive learning environment where pupils have the necessary skills to self regulate their behaviour and learning. To develop an understanding of our responsibilities to the communities that we are part of To develop emotional literacy, truth telling, accountability and responsibility Increasing empathy, happiness, social and communication skills Reducing bullying, conflict and the need for sanctions

An Aim of Restorative Justice is to create positive outcomes from negative behaviour. Restorative Justice 4 Schools Ltd

What is Restorative Justice? A process for resolving conflict A common language to resolve conflict Focuses on the needs of the victim Allows the wrongdoer(s) to understand the impact of their actions Encourages wrongdoer(s) to take responsibility for their actions Therefore creates accountability Likely to change behaviour and build character Gravesham Excellence Cluster - BIP

The 4 R’s RJ is based on four key features RESPECT RESPONSIBILTY REPAIR REINTEGRATION Listening to other opinions and learning to value them Taking responsibility for your own actions Developing a school community so its individual members have the necessary skills to identify solutions that repair harm Working through a structured, supportive process that resolves the issue and helps unwanted behaviours to not be repeated

What can RJ do for a School? Happier and safer school Mutually respectful relationships More effective teaching and learning Reducing exclusions Raising attendance Developing emotional literacy Addresses bullying behaviours Raises morale by culture of inclusion and belonging IT IS NOT A SOFT OPTION

How does it work? Develops a common language to discuss conflict Creates a way to see behaviour clearly and its affects on others Creates a responsibility to learn from conflict Creates a responsibility to behave better in the immediate future Produces positive outcomes from a negative situation.

Traditional V Restorative What happened? Who’s responsible? What sanction do I need to enforce to: change behaviour? deter others? avoid reoffending? What happened? Who’s been affected? What needs to happen to put things right? How can I support this process to: change behaviour? deter others? avoid reoffending? Restorative Justice 4 Schools Ltd

So how does RJ make sense of this? In a restorative school more emphasis is put on personal responsibility of the children. When conflict happens there is a structure to resolve it. It allows people to learn from their mistakes so mistakes aren't repeated over and over.

RJ V Punishment RJ is not an opt out of punishment. Conferencing can take place along side punitive measures if the sanction is seen as unavoidable or constructive. It is more effective when made part of a no blame approach. Restorative Justice 4 Schools Ltd Gravesham Excellence Cluster - BIP

Positive Outcomes from RJ Genuine apology Acknowledgement of wrongdoing Joint responsibility resulting in a resolution of the problem Change of behaviour Friendships/relationships can be repaired More honesty due to the non judgemental approach Shared strategy for a better future

Types of approach Restorative language 1-1/ Restorative chat/conversation Restorative circles Informal conferences Restorative Justice Conferencing

Restorative language Restorative language is a tool to lead a restorative ethos within schools. Scripts can be used as a framework for these conversations but the ultimate aim is to have a fluent restorative vocabulary. Characteristics of restorative language: open questions, fair, respectful, non-judgemental and enquiring( never assume you know what has happened)

Restorative Questions What happened? What were you feeling/thinking at the time? What do you feel/think about it now? Who has been affected by what has happened? - In what way? What do you think needs to happen to make things right?

Other elements Body language and tone of voice are two extremely important constituents of restorative language. Body language needs to be non aggressive and non confrontational. This is vital to allow pupils their own personal space Tone of voice needs to be calm, respectful and non-judgemental

Engaging Pupils in RA By modelling the whole school approach By promoting communication skills By promoting shared language Curriculum – Citizenship – PHSE Information Website Assemblies Direct involvement Peer mentoring School council

What is emotion coaching? It is a way of supporting people (including children) who are struggling to regulate their behaviour. It enables us to potentially diffuse and de-escalate situations where people are becoming very angry, upset or aggressive. The research is grounded in parenting but the principles hold true more broadly for any interaction.

Emotion Coaching Become aware of emotion, especially if it is a lower intensity (such as disappointment or frustration) Connect and view emotion as an opportunity for intimacy and learning Accept – communicate your understanding and acceptance of the emotion – empathy – ‘I am wondering if…’ Reflect – use words to describe feelings ‘name it to tame it’ End stage – if necessary help them to solve problems. All wishes and feelings are acceptable but some behaviours are not

Problem solving together All feelings are ok but not all behaviours are ok When the child is calm and in a relaxed state: Explore the feelings that give rise to the behaviour/problem/incident Scaffold alternative ideas and actions that could lead to more appropriate and productive outcomes Empower the child to believe they can overcome difficulties and manage feelings/behaviour

What you need for RJ to work? A school community who are willing to give it a go Restorative Justice 4 Schools Ltd