Managing pupil behaviour through peer support systems BAS 804 February 2007 Secondary Strategy Network Meeting

Introductions Outline of sessions Objectives Rationale Your pack

Introductions Jackie Rollinson, Restorative Approaches Worker Her team! Liz Laverty, Deputy Head Walton-le-Dale Arts’ College, Preston.

Objectives Define restorative approaches and their application in practice Look at similar systems in practice in other school in the county Consider ways in which we can utilise such systems in our schools

Rationale Behaviour management is taking increasingly more of our time and that of our middle managers Many of our sanctions are ineffective Our pupils need to be included in school decision making processes Our pupils have many leadership skills which are often undervalued

Your pack Presentation slides Description of Jackie’s service E Forum newsletter The MacKillop Model outline Agenda and evaluation sheet Useful references

PEER MEDIATION IN SCHOOLS

OUR PEER MEDIATORS HELPING US TODAY ARE POPPY ALDRIDGE STEPH REDFEARN AND JACK CLARKSON FROM WALTON-LE-DALE ARTS COLLEGE AND HIGH SCHOOL

TO UNDERSTAND WHAT PEER MEDIATION IS AND HOW IT WORKS WITHIN AN EDUCATIONAL SETTING. AIMS

Definitions Peer mediation Peer counselling Peer mentoring

PRINCIPLES OF CONFLICT RESOLUTION Using mediation for conflict or inappropriate behaviour consists in asking four key questions What's happened? Who has been affected? How has it left everyone feeling? What can you do to make things better so the same thing doesn’t happen again?

This contrasts with a more common approach which asks What's happened? Who is to blame? What punishment can we give?

A restorative approach is based on the belief that the people best suited to solve problems are those who it actually affects. The prospect of a positive outcome is far greater than when a solution is imposed. It enables people to understand how their inappropriate behaviour impacts on others and allows them the opportunity to change.

SKILLS AND QUALITIES SKILLS Listening Communication Summarising Problem solving Conflict management Building Rapport QUALITIES Genuineness Impartiality Non Judgemental Approachable Ability to learn from experience

BUILDING RAPPORT A self awareness exercise to allow us to understand what:- Makes us safe to talk to Makes us approachable Makes people trust us

ESTABLISHING A PEER MEDIATION SERVICE Whole school approach Staff, students and parents awareness Selection, recruitment and training of students Appropriate room/environment Commitment and sustainability Support

BENEFITS Using peer mediation within an educational setting benefits TEACHERS More time to concentrate on teaching and learning STUDENTS They are taught skills which allows them to not only problem solve their own disputes but help others. FAMILIES/CARERS AND THE COMMUNITY AS A WHOLE. The skills learnt are transferable and those who have been trained use them outside the school environment

OTHER BENEFITS INCLUDE Reducing bullying incidents Raises self esteem and builds confidence Reduces removes, detentions and exclusions Improves behaviour/fewer conflicts Raises educational standards Improves communication throughout the school Reduces violence and vandalism Raises attendance and reduces absenteeism BREAKS DOWN THE BARRIERS TO LEARNING

THE STORY SO FAR……. 30 trained mediators on duty on rota basis breaks and lunch times Since inception the service has helped solve 205 conflicts 37% face to face mediation 38% shuttle mediation 25% working with one party

Thank you – yahoo.co.uk

Case study – Peer Supporters In this small school, staff suggest up to 10 pupils each at the end of year 10 against given criteria. Pupils are interviewed and 8-10 pupils receive a day’s training off site provided by the school. They wear a different tie. They work in pairs or groups. There is no room available as such. They also act as ambassadors on intake/taster days. They do a lot of work initially with year 7s. The training includes sessions on listening, typical situation role plays, bullying, anger and friendship discussions.

Case study – Peer Counsellors In this girls only school, peer counsellors apply, are interviewed and chosen by existing counsellors. They are trained off site by NSPCC. They wear badges and are allotted a room to work in. They take an active role in anti-bullying week. They are year 9, 10 and 11 pupils. They work in small groups of about 3 or 4 pupils. They are known to other pupils via the notice board showing names and photos and through assemblies. They are assigned to year 7 forms at the beginning of the academic year.

Other existing practice Are there other examples in the room? What might we do to extend our existing practice to make it more effective? How might we initiate such a system in our school?

Useful references

Objectives Define restorative approaches and their application in practice Look at similar systems in practice in other school in the county Consider ways in which we can utilise such systems in our schools

Thank you! Please complete your evaluation sheets with your address! Lorimer Hayes