1. DEVELOPING RESTORATIVE APPROACHES
Improving Relationships, Promoting Positive Behaviour
DEVELOPING RESTORATIVE APPROACHES

2. RELATIONSHIPS RESPECT RESPONSIBILITIES
Three ‘Rs’ for the 21st Century
RELATIONSHIPS RESPECT RESPONSIBILITIES
Welcome and introductions
North Muirton
Seconded to SG & PBT
From own experience I know that this focus on RA positive impact on children & young people
Know that SS role is key
Inclusion only possible for some young people with SS input 2

3. Improving the Odds – Improving life Chances HMIE Report published June 18th 2008
“Characteristics of effective practice in schools that raise achievement for the
lowest attaining 20% of pupils… they should be present in every school, in
every class and in every lesson.” They relate to…..
The quality of relationships between staff and pupils
High expectations
Opportunities to work collaboratively
Well designed opportunities for pupils to be actively involved in learning
The commitment to a shared vision of how to improve the quality of pupils learning
Effective use of self evaluation for improvement
Valuing and empowering staff, pupils and parents in order that they can work together to improve learning
Create a climate of ambition and high aspiration for all
A clear framework for teaching literacy and numeracy
A key to improving the odds – “of all the features the most important was the
quality of relationships between staff and pupils”.

4. Angus Statement of Intent
“Our vision…..
Is that we are committed to realising the potential of all children, young people, communities and staff by:-
Ensuring that Restorative Approaches are embedded in the day to day interactions and relationships between children, young people, parents and staff
Read Slide

5. Respectful and constructive relationships are the starting point for successful learning.
A Curriculum For Excellence
Everyone has responsibility for literacy, numeracy and Health & Wellbeing
Read Slide
SUCCESSFUL LEARNERS
EFFECTIVE CONTRIBUTORS
CONFIDENT INDIVIDUALS
RESPONSIBLE CITIZENS 5

6. TWO KINDS OF DISCIPLINE
TRADITIONAL
Rule breaking
Blame or guilt
Adversarial
Punish to deter
Impersonal
Affected ignored
Accountability = being punished
RESTORATIVE
Harm
Problem solving
Dialogue + negotiation
Restitution/ reparation
Interpersonal
Empowerment
Accountability = put things right

7. Activity In your groups discuss what you need when
you have been harmed,
or had your feelings
hurt, by someone.
Agree 4/5 points
In your groups discuss
what you need when
you have (inadvertently!)
caused harm to someone,
or hurt their feelings.
Agree 4/5 points

8. HUMAN NEEDS To be respected An understanding listener
To be allowed to have emotions and to talk about them
The other person to really understand what has upset me
A genuine apology
Amends made
Support and positive reinforcement
Reassurance it won’t happen again
To draw a line underneath it
Now think about what you need when you have caused harm to someone else 8

9. Mindset The Restorative What’s happened?
Who’s being affected or harmed?
How can those involved decide how to repair any harm and put things right?

10. Restorative Questions
1. What’s happened?
2. What was going through your head?
So how were you feeling inside?
3. Who’s been affected by all this?
4. What do you need right now?
5. And what can you do/can be done to
put things right?