Restorative Approaches in
Pentrehafod School
In keeping with our priorities for 2012,
Pentrehafod School is committed to
embedding Restorative Practice in the
teaching, learning and well-being of all on a
daily basis throughout the whole school.
The Benefits of Restorative
Practice

More effective teaching and learning environment

Improved levels of communication for all

Increased levels and displays of emotional
literacy

Breeds a sense of acceptance and responsibility

Healthier, more open working relationships

Solution-focussed approach

Reduction in tension and conflict
The Four Key Elements of
Restorative Practice

The Social Discipline Window

Fair Process

Free Expression of Emotions

Restorative Questions
Whole school training and visual reminders
ensure that these four key elements are
practised by all staff in Pentrehafod School.
1. The Social Discipline Window
“People are happier, more co-operative and
productive, and more likely to make positive
changes when those in positions of
authority do things with them, rather than to
them or for them.” - IIRP
Staff maintain levels of high control and high
support to work with pupils in a productive,
restorative manner.
2. Fair Process



Engagement – involve individuals, ask for input, allow
discussions
Explanation – make reasons clear, create open
channel of feedback
Expectation Clarity – clearly state school norms and
set relevant limits
Pupil voice meetings and restorative
discussions relating to achievement and
conduct occur in each year group.
3. Free Expression of Emotions

Check-in sessions in morning registration

Plenary/check-out at the end of every lesson

Year 7 mood boards aid emotional literacy



Visual aids used to increase expression in
lessons
School fabric designed to encourage free
expression outside of lessons
Restorative approach used to support negative
affects (including shame)
4. Restorative Questions
The Restorative Practices Continuum

Affective Statements – used daily by all staff and
pupils. Visual aids throughout school grounds.

Affective and Restorative Questions – used
daily in response to achievements and when setting limits.
Visual aids throughout school including every room.

Small Impromptu Conferences – held when
setting targets and supporting behaviour

Large Group or Circle – used for whole class
discussions and pupil voice discussions

Formal Conferences – so far not applicable
Challenges We Faced

Organisational change

Cultural change

Long term commitment

Measuring the success
Priority For Improvement 2.3.1:
Embed the principles of RP across the school
Organisational Change


The Organisational Change Window provides a
framework for approaching and managing
change in a restorative manner
A 'top down' approach is used whereby the
Senior Leadership Team in partnership with the
Restorative Practice Co-ordinator implement
the drive for change, all the while providing an
environment of high support for all staff
Cultural Change


Most staff were working restoratively prior to
January. The whole school training raised
awareness of RP, highlighted the areas for
improvement and encouraged staff to review
their current practice.
Many key stage 3 pupils used restorative
practices in their primary schools. Certain
practices have been made age appropriate
such as check ins and the use of mood boards
Long Term Commitment

In the months following the whole school
training, staff have become more aware of the
restorative nature of teaching, learning and
well-being in Pentrehafod School.
“Years ago, I'd have shouted at you for doing that; now
we do things differently so we're going to work
together to make things right...”
Measuring Success
“…In schools, the use of restorative practices has been
shown to reliably reduce misbehaviour, bullying,
violence and crime among students and improve the
overall climate for learning.” - IIRP



Data analysis of sanctions from September
2011 – September 2012
Data analysis of attendance from September
2011 – September 2012
On-going analysis of pupil emotional literacy
and pupil and staff well-being
Implementation in Pentrehafod

Whole school training and committed approach

Affective statements and affective questions

Restorative question cards and posters


Check-ins, plenaries/check-outs, mood boards,
display boards
On-going analysis of well-being and emotional
literacy

Trained peer mentors, and pupil awareness raising

Restorative approach to attendance and sanctions
Staff Responses to Restorative Practice
in Pentrehafod School
“The RP sessions I have observed during Step 4's seemed
to have a positive influence on the children and seemed to
be a more beneficial use of their time rather than writing
lines.”
“I think it's excellent! It really does work - I know that!”
“I can see it working with some people around the school but
I don't think it's right for everyone.”
“It's difficult showing my 'human side' to the pupils but now I
think that's the most powerful bit...the mood boards have
really helped the STF pupils describe their emotions in the
morning – we had 'confident' and 'independent' yesterday!”