Presentation on theme: "Restorative Approaches in Pentrehafod School In keeping with our priorities for 2012, Pentrehafod School is committed to embedding Restorative Practice."— Presentation transcript:
Restorative Approaches in Pentrehafod School In keeping with our priorities for 2012, Pentrehafod School is committed to embedding Restorative Practice in the teaching, learning and well-being of all on a daily basis throughout the whole school.
The Benefits of Restorative Practice More effective teaching and learning environment Improved levels of communication for all Increased levels and displays of emotional literacy Breeds a sense of acceptance and responsibility Healthier, more open working relationships Solution-focussed approach Reduction in tension and conflict
The Four Key Elements of Restorative Practice The Social Discipline Window Fair Process Free Expression of Emotions Restorative Questions Whole school training and visual reminders ensure that these four key elements are practised by all staff in Pentrehafod School.
1. The Social Discipline Window “People are happier, more co-operative and productive, and more likely to make positive changes when those in positions of authority do things with them, rather than to them or for them.” - IIRP Staff maintain levels of high control and high support to work with pupils in a productive, restorative manner.
2. Fair Process Engagement – involve individuals, ask for input, allow discussions Explanation – make reasons clear, create open channel of feedback Expectation Clarity – clearly state school norms and set relevant limits Pupil voice meetings and restorative discussions relating to achievement and conduct occur in each year group.
3. Free Expression of Emotions Check-in sessions in morning registration Plenary/check-out at the end of every lesson Year 7 mood boards aid emotional literacy Visual aids used to increase expression in lessons School fabric designed to encourage free expression outside of lessons Restorative approach used to support negative affects (including shame)
4. Restorative Questions The Restorative Practices Continuum Affective Statements – used daily by all staff and pupils. Visual aids throughout school grounds. Affective and Restorative Questions – used daily in response to achievements and when setting limits. Visual aids throughout school including every room. Small Impromptu Conferences – held when setting targets and supporting behaviour Large Group or Circle – used for whole class discussions and pupil voice discussions Formal Conferences – so far not applicable
Challenges We Faced Organisational change Cultural change Long term commitment Measuring the success Priority For Improvement 2.3.1: E mbed the principles of RP across the school
Organisational Change The Organisational Change Window provides a framework for approaching and managing change in a restorative manner A 'top down' approach is used whereby the Senior Leadership Team in partnership with the Restorative Practice Co-ordinator implement the drive for change, all the while providing an environment of high support for all staff
Cultural Change Most staff were working restoratively prior to January. The whole school training raised awareness of RP, highlighted the areas for improvement and encouraged staff to review their current practice. Many key stage 3 pupils used restorative practices in their primary schools. Certain practices have been made age appropriate such as check ins and the use of mood boards
Long Term Commitment In the months following the whole school training, staff have become more aware of the restorative nature of teaching, learning and well-being in Pentrehafod School. “Years ago, I'd have shouted at you for doing that; now we do things differently so we're going to work together to make things right...”
Measuring Success “…In schools, the use of restorative practices has been shown to reliably reduce misbehaviour, bullying, violence and crime among students and improve the overall climate for learning.” - IIRP Data analysis of sanctions from September 2011 – September 2012 Data analysis of attendance from September 2011 – September 2012 On-going analysis of pupil emotional literacy and pupil and staff well-being
Implementation in Pentrehafod Whole school training and committed approach Affective statements and affective questions Restorative question cards and posters Check-ins, plenaries/check-outs, mood boards, display boards On-going analysis of well-being and emotional literacy Trained peer mentors, and pupil awareness raising Restorative approach to attendance and sanctions
Staff Responses to Restorative Practice in Pentrehafod School “The RP sessions I have observed during Step 4's seemed to have a positive influence on the children and seemed to be a more beneficial use of their time rather than writing lines.” “I think it's excellent! It really does work - I know that!” “I can see it working with some people around the school but I don't think it's right for everyone.” “It's difficult showing my 'human side' to the pupils but now I think that's the most powerful bit...the mood boards have really helped the STF pupils describe their emotions in the morning – we had 'confident' and 'independent' yesterday!”