What is Restorative Practice?
Restorative Practice is a relational approach, grounded in beliefs about fairness, mana and the potential of all people. Restorative Practice is underpinned by four key principles:
- RELATIONSHIPS - Positive interpersonal relationships are a major influence on behaviour
- CARE - A culture of care supports the holistic well-being of all individuals in the school community
- RESPECT - Cultural responsiveness is key to creating learning communitues of mutual respect and inclusion
- RESPONSIBILITY - A restorative approach lead to individuals taking responsibilty for their behaviour
Restorative Practice aligns with our school values: Excellence, Courage, Respect, Responsiveness
Why do we choose to be a Restorative Practice school? What the evidence says...
- Stronger, inclusive networks of positive, respectful relationships
- Improvements in attitudes and relationships across the school community
- Improved engagement and learning for students in the classroom
- Growth in relational and problem-solving skills for adults and students
- A calmer school environment, with less classroom disruption and more time for teaching
Where will we see Restorative Practice being used?
IN THE CLASSROOM & AROUND THE SCHOOL:
Restorative Essentials: the everyday, informal actions that place an empasis on relationships, respec, empthy, social responsibilty and self regulation. Basic day to day actions that keep the small things small.
Restorative Chats: a quick scripted chat between a staff member and a student to explore what is currently happening and why a change is required - focusing on resolving the problem in a respectful way.
WHEN A STUDENT IS REMOVED FROM A CLASS: A conversation with a dean or member of the Senior Leadership Team (SLT) occurs, to support the student to embark on a restorative conversation with their teacher. This often involves completing a reflection sheet which is then used to guide the conversation between the teacher and the student, on their return to class. Occasionally, a more formal restorative conversation between the student and teacher is needed and this will be facilitated by a dean or member of SLT. The focus is on creating a plan and agreement about how to imporve the situation and move forward in a positive manner.
WHEN A RELATIONSHIP BREAKS DOWN: In order to repair the harm caused when friendships break down, deans or SLT can facilitate a restorative process with pairs or small groups of students. This allows everyone to have a voice and is a safe way to explore the harm and make a plan to move forward, that everyone involved can live with.
WHEN A CLASS IS STRUGGLING TO FUNCTION EFFECTIVELY: No-Blame Class Conferences provide formal, structured processes for responding to serious misconduct, repairing harm and restoring relationships. The conferences are facilitated by trained practitioners in our school and usually produce a class agreement which forms a new platform from which the class can move forward.
WHEN THE GBHS COMMUNITY IS IMPACTED: A Community Conference provides a very formal, structured process for responding to serious misconduct, repairing harm and restoring relationship. These conferences usually involve parents, staff, students and any other members of our school (or wider community) who have been impacted. These are facilitated by trained professionals in our school and usually produce an agreement which allows all parties to move forward.
