!!!      Restorative pages are under construction, please refer back soon !!!!

Restorative Approaches- for some people the ideas underpinning Restorative Approaches are something of a challenge. The central belief of those working with Restorative Approaches is simply this -  those best placed to deal with issues where there has been a breakdown in relationships such that conflict or some other relationship problem has arisen -(between students; between staff and students and between staff and staff) are those involved, working together with an independent third party, to try to develop a jointly acceptable resolution to that conflict.

Imposed solutions have been shown to be less effective, less educative and almost certainly less likely to carried through. As with solution focus, skills base training can help people develop the attitudes and beliefs that restorative approaches 

The restorative approach is based on the belief that the people best placed to resolve a conflict or a problem are the people directly involved, and that imposed solutions are less effective, less educative and possibly less likely to be honoured. In order to engage in a restorative approach to conflict and challenging behaviour people need certain attitudes and skills. Skills-based training can develop both restorative skills and attitudes.

It can help participants to identify a variety of applications of these skills to meet the needs of the whole school community. The ultimate aim of the training and the project is to build a strong, mutually respectful, safe and inclusive school community in which everyone feels valued and heard.

The potential advantages of restorative approaches in the school setting include:

• A safer, more caring environment A more effective teaching and learning environment

• A greater commitment by everyone to taking the time to listen to one another

• A reduction in bullying and other interpersonal conflicts

• A greater awareness of the importance of connectedness to young people. The need to belong and feel valued by peers and significant adults

• Greater emphasis on responses to inappropriate behaviour that seek to reconnect, and not further disconnect, young people

• Reductions in fixed term and permanent exclusions

• A greater confidence in the staff team to deal with challenging situations

• An increased belief in the ability of young people to take responsibility for their choices, and more people giving them opportunities to do so