Restorative Practice: If you walked into a restorative school and stayed long enough to see how things are done, what would you expect to see, hear and feel? What would be striking about this environment and the way people interacted?

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Values, Attitudes and Climate

 

• The attitude to learning and behaviour from both teachers and learners is unfailingly positive.

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• Difficult moments are regarded as educational opportunities, indeed, as teachable moments.

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• The school values are clearly defined for adults, students and parents in terms of expected behaviours. These behaviours are explicit, taught, known and modelled by all adults.

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• Offending behaviour is viewed as a breach of relationships, against school community values

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• There is an inclusive approach to teaching and behaviour with the system striving to keep students at school. There is an attitude of persistence among staff, parents and students that means that the school is unwilling to give up on difficult students or to want to get rid of them at the earliest opportunity. Young people are not demonised. The school sees its role as a partner in child rearing with families – not always an equal partnership, but the school is prepared to step up nevertheless.

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• The school is the hub of its local community both physically and metaphorically.  Strong, positive, collaborative relationships are evident between the school, local police, local authorities/councils, local agencies, local businesses and community groups. There is a whole of community approach to tackling the issues for young people and their families. This is seen as a shared responsibility and a challenge that the school embraces, rather than shies away from. © Thorsborne and Blood, 2013

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Below is a summary of the Pastoral Process for RHS.