1. Supplied by Restorative Justice 4 Schools

2. Restorative Justice 4 Schools Ltd

3. How Restorative Approaches build and maintain relationships How Restorative Justice Conferencing repairs relationships Restorative Justice 4 Schools Ltd3

4.  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 Restorative Justice 4 Schools Ltd

5.  An understanding of how a community works  An understanding of our responsibilities to the communities that we are part of  Confront unacceptable behaviour  Praise acceptable behaviour  Model restorative approaches  Develop self regulating communities  An understanding of the skills needed to communicate with each other and a commitment to developing these  Communication skills - Listening, Questioning, Answering  Shared language Restorative Justice 4 Schools Ltd

6.  Communication skills ◦ Listening skills/Questioning skills/Answering skills  Shared language  Peer mentoring, mediation, facilitation, peer panels, support partners  Whole school/department staff meetings  Classroom norms  Restorative circles  Restorative conversations/statements  Restorative justice conferences 6Restorative Justice 4 Schools Ltd

7. RESPECTRESPONSIBILTYREPAIRREINTEGRATION

8. Restorative Justice 4 Schools Ltd Traditional Mindset  What happened  Whose responsible  What do sanction do I need to enforce to ◦ change behaviour ◦ deter others ◦ avoid reoffending Restorative Mindset  What happened  Whose been affected  What needs to happen to put things right  How can I support this process to ◦ change behaviour ◦ deter others ◦ avoid reoffending

9. Restorative Justice 4 Schools Ltd The purpose of this training is to increase a schools options on how to deal with conflict

10. Restorative Justice 4 Schools Ltd  Happier and safer school  Mutually respectful relationships  More effective teaching and learning  Reducing exclusions  Raising attendance  Developing emotional literacy  Addressing bullying behaviours  Raising morale by culture of inclusion and belonging  Reduces entry into CJS IT IS NOT A SOFT OPTION What can RJ do for a School?

11.  In a restorative school more emphasis is put on personal responsibility ◦ What we do when we have done something wrong ◦ AND when someone has done something wrong to us ◦ AND when we have witnessed something happening to someone else  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 11Restorative Justice 4 Schools Ltd

12.  Addresses the needs of the victim: ◦ Listened to ◦ Impact of harm caused is understood ◦ Possibility of real acknowledgement and apology  Addresses the needs of the wrong doer: ◦ Likely to change behaviour ◦ Often able to stay in education ◦ Attains qualifications  Not criminalised – bypassed the CJS which too often leaves a young person with no relevant outcomes Restorative Justice 4 Schools Ltd

13. How does Restorative Practice Build Skills Restorative Justice 4 Schools Ltd

14. Formal Informal Classroom Conference Issue of Harm Restorative Norms Conversation/Intro/ Evaluate Lesson Aim for Lesson or Day Peer Schemes Playground Initiatives Icebreaker/Game/Activity Check In & Out Understanding Real Consequences of Harm Truth telling, Taking Responsibility Saying Sorry Accountability Impact of Actions, Empathy Safe Environments Confidentiality Empathy Emotional Consequences Analytical Process, Verbalising Concepts, Creates Ownership Language Processing, Debating Skills, Positive Learning Skills Aspirations, Choices, Pride In Success Conflict resolution skills direct to pupils Learning Is Fun, Practise Social and Com. Skills Taking Turns, Listening, Learning About Others, Building Community 14

15.  Build community  Develop ◦ relationships ◦ social skills ◦ shared language ◦ communication skills  Gives everybody a voice  Creates a safe place to speak  Resolve conflict 15

16.  Divorce rate 45% - step families  Removed ◦ Community Police Officers from our streets ◦ Caretakers from our housing estates ◦ Conductors from our buses  Less milkmen and regular postmen  Mothers are more likely to work  Greater perception and fear of crime  Children have more choices which can create different skills 16

17. TV TestTelephone Test  How many pieces of equipment in your home can you watch a DVD or television programme on  Include ◦ TV, Laptops, PC, Mobile Phone, DVD Players in Cars,  How many pieces of equipment in your home can you make a telephone call on  Include ◦ Landline Handsets, Laptops (Skype), PC, Mobiles Restorative Justice 4 Schools Ltd

18. DVD Collingwood Primary School Hull 15 minutes 18

19. AND/OR IF SHOWING TO SECONDARY SCHOOL Restorative Justice 4 Schools Ltd

20. The Transformation of West Philadelphia High School: A Story of Hope 20

21. Form 3 groups  Group 1 make a list of traditional questions and statements that were used in schools to manage behaviour  Group 2 make a list of the best questions and statements that you hear being used in school currently to manage behaviour  Group 3 make a list of worst questions and statements that you hear being used in school currently to manage behaviour 21

22.  Discuss: -Which approach demands an answer from recipient ? -Which is the better way to engage and communicate with young people? 22

23. Form 2 or 4 groups  Group 1 Secondary & 3 Primary make a list emotions that could be included in a shared vocabulary  Group 2 Secondary & 4 Primary make a list of core values that could be included in a shared vocabulary 23

24.  Often cause resentment  Pupils that have good communications skills often can talk themselves out of being held responsible where as Pupils with poor communication skills find themselves unable to explain themselves leading to resentment  Too often does not repair the relationship between the wrongdoer and those affected by the behaviour  Do not allow wrongdoer to feel better about themselves by taking responsibility and making amends 24

25. CONFERENCING is considered to be most effective when part of a “no blame approach” so not to distract from the emotional consequences as it is these that are most likely to change behaviour 25

26. Pupils Nominated Punishment Suspended Option Reparation Financial Restitution 26

27.  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  Within the CJSonly a first time entry into the system or low impact crime would use a no blame approach  Conferencing can produce positive results for victims and families affected by serious crime Restorative Justice 4 Schools Ltd27

28. Corridor Quick non prep conversation to ensure any harm has been repaired Informal Prepared conference often with just two participants the harmer and the harmed Formal Major issues of harm Parents present Staff participating Exclusions meeting Family Not often carried out in schools to repair issue within a family unit Classroom Very effective with issues that are affecting whole classroom, defusing problems before they escalate 28

29.  Happier and safer school  Mutually respectful relationships  More effective teaching and learning  Reducing exclusions  Raising attendance  Developing emotional literacy  Addressing bullying behaviours  Raising morale by culture of inclusion and belonging Restorative Justice 4 Schools Ltd

30. Staff and pupils who are will to willing to give it a go Restorative Justice 4 Schools Ltd

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