1. RESTORATIVE JUSTICE : “Our journey forwards.” Daniel Blunsum Assistant Headteacher

2. What happened?

3. The journey - then 3 years ago External exclusions over 9 events and growing. Staff stress levels high and exam performance suffering Street culture invasive in the school causing conflict and unrest. High Volume Low Level disruption in the classroom hindering learning. Movement between lessons led to lost time (1 day per month) Senior staff patrolled the school on call. Senior staff would remove those disrupting lessons and take them to an Exit room. Learners would be out of class for between 1 to 3 days depending on offence. At times we could have 10 -15 learners in the room! Ineffective, system abused by staff and learners. Repeat offenders saw Exit room as a club. Not cost effective. No real management or ownership of the system. Parents not supportive of the system. Why are our children missing their education? PAQ 78% of learners felt behaviour in the school has not improved in the last two years (LSIP 2006)

4. By Matt Groening (1987) What we would see in class!

5. WHAT THE STAFF WANTED!

6. If only we could!

7. What were you thinking at the time?

8. DEEP SUPPORT – PERSONALISATION LEADING THE WAY AHEAD Improved learning behaviours INCLUSION – with RSJ PASTORAL SYSTEM - SEAL CURRICULUM RE-DESIGN SCHOOL DAY What did we do?

9. What have you thought about it since?

10. Deep learning – The heart of personalisation is the commitment to deep learning by learners. In addition to national tests, examinations and qualifications learning must involve wider educational purposes and the learner outcomes related to these purposes. Getting the behaviour for learning LEAD BEHAVOUR PROFESSIONAL Deep experience – Deep experience is secured when schooling is restructured to ensure that all students are fully engaged in their learning. Deep support – Deep Support’ ensures the general well- being of the learner and to that end draws on various forms of advice and guidance as well as a culture of mentoring and coaching to ensure that the learner is supported by various people, materials and ICT linked to general well-being but crucially focused on learning. Deep Learning and Deep are will not fully happen unless they are underpinned by Deep Support. Young people’s classroom behaviour is often a concern for: Teachers Parents Children and young people Government

11. Last year we had 0 External exclusions. This year we have had 1 External exclusion of five days. Just achieved the best GCSE results for A* - C. Two years ago during CPD staff reviewed the failing system and developed a new one. New intervention system with yellow and white cards. Yellow card immediate 1 hour detention after school. Serious incidents dealt with by SLT using RJ. All incidents logged and actions recorded, staff kept informed via a LBP log. Repeat offenders dealt with by LBP who interviews parents. Internal exclusion 12 – 5pm introduced. Total isolation with TA support for learners with sessions with school Mentor. At the same time a new reward system was introduced which is now managed by two non- teaching staff. Review of how Deep Support was impacting on the children. Two years ago and still on-going RJ training given to staff. Raising awareness of SEAL during form tutor sessions, peer mediators, LBP appointed. Move to a three lesson day (100 mins). Use of CPD at the start of each year to refocus on Behaviour Management and Rewards. Peer mentors Policies tied to Behaviour re-written to include RJ. PAQ 98.9% of learners feel behaviour in the school has improved in the last two years (LSIP 2009) The journey - Now

12. Who was affected, how?

13. GETTING THE LEARNERS INVOLVED Year 9 child Year 7 child Year 10 child

14. What do you think you need to do to make things right?

15.  What happened?  What were you thinking at the time?  What have you thought about it since?  Who was affected?  How were they affected?  What do you think you need to do to make things right? R ESTORATIVE Q UESTIONS  Make your classroom your own  Give your learner’s choices  Use restorative questioning  Separate behaviour and personality  Give them a fresh start  Be consistent, insistent and persistent  Mean what you say  Teach well  Smile  Don’t shout Behaviour Management Tips “Give respect to earn respect.” All staff issued with RSJ cards – consistent approach to learners.

16. Bookmarks for staff planners.

17. Map showing Deep Support in my school Young sports leaders Counselling DEEP SUPPORT Information Advice and Guidance Inclusion Mentoring and Coaching Intervention Signposting Family Children Staff External Agencies School Nurse CAMHS YPS PRU WWW SEAL Targeting under performance Targeting poor behaviour BIP YOT PRU YPS Assertive mentoring Peer mentoring AGT FSM CFP LAC EAL Ethnic minorities < L4 on entry Inclusion Unit Restorative Justice 1:1 tuition GP CAMHS Counselling Learning Mentor TA’s LA Work Placements

18. LOOKING TO THE FUTURE Since its first inception, our Inclusion Policy has evolved to meet the growing needs of our learners. As part of our regular CPD programme our INCLUSION POLICY is reviewed annually by all staff. Maintaining staff involvement in the process is essential to the success of the system. ‘Tweak to transform’ – Mike Hughes (2002)