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

2. 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

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

4. 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

5. 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

6. 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

7. 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.

8. 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

9. 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.

10. 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

11. 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

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

13. 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)

14. 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?

15. 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

16. 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

17. 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.

18. 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

19. 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

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