Independent Thinking on Restorative Practice: Building relationships, improving behaviour and creating stronger communities (Independent Thinking On ... series)

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Independent Thinking on Restorative Practice is an enjoyable, thought-provoking and, in some parts, laugh-out-loud easy read – and teachers and leaders at every stage of their careers need to read it. What is more, relationships are both simple and hard in equal measure, so it is easy to direct our focus onto the more tangible areas of school life – such as results – and, in doing so, fall into the trap of forgetting that not everything we count counts, and not everything that counts can be counted.

The form below replicates that used by Social Work England in your online account, so that when you need to renew your registration each year, you can easily transfer examples of CPD.Record my learning and reflection on a regular basis and in accordance with Social Work England's guidance on continuing professional development. We use the CookieConsent cookie to record that you have seen the cookie notification banner so we don't need to show it to you again. Restorative practice is summarised for me by an anecdote shared with me by Mark Finnis, the author of Restorative Practice- a book on education I would hugely recommend. It provides a strong framework within which we can promote a whole-school ethos founded on the importance of relationships. The work included writing and developing interagency policy and processes around both areas of business.

Compliance is easy, encouraging as it does an abnegation of responsibility by both parties: “Follow the rules or I’ll kick you out,” is easy to say. Tiffany has over 15 years experience of working with children, young people and families, first working as a teaching assistant and then training as a Primary School Teacher Tiffany discovered the positive change that could be achieved when staff and children were encouraged to work ‘with’ each other, to create a positive learning environments and relationships based on high challenge and high support. Low challenge and low support– the NOT box, is the ‘I’m your cover/supply teacher, here are the worksheets, get on with it I won’t help you’, it is the worst place to be and is uncaring, dangerous and neglectful towards children.

There are still consequences for poor behaviour, but the focus is on finding a resolution to understand the impact, meet people’s needs and move things forwards. Sarah currently works in a Local Authority promoting and developing the use of Restorative Approaches across both Children’s Services and Education settings; to enable colleagues to work with families and each other to create positive sustained change to achieve better outcomes for children and young people. Earlier, we talked about attention needing behaviour, and in truth everyone needs attention and would not want to be ignored. Students see whether you are showing warmth and respect toward them and to the other students and adults in your school.