Lynne Russell – Director
Restorative Justice 4 Schools
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An understanding of how a community works
An understanding of our responsibilities to the
communities that we are part of
 Confront unacceptable behaviour
 Praise acceptable behaviour
 Model restorative approaches
 Develop self regulating communities
An understanding of the skills needed to communicate
with each other and a commitment to developing these
 Communication skills - Listening , Questioning,
Answering
 Shared language
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Communication skills
◦ Listening skills/Questioning skills/Answering skills
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Shared language
Peer mentoring, mediation, facilitation, peer
panels, support partners
Whole school/department staff meetings
Classroom norms
Restorative circles
Restorative conversations/statements
 Restorative
justice conferences
RESPECT
RESPONSIBILTY
REPAIR
Restorative Justice 4 Schools Ltd
REINTEGRATION
5
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Happier and safer school
Mutually respectful
relationships
More effective teaching and
learning
Reducing exclusions
Raising attendance
Developing emotional
literacy
Addressing bullying
behaviours
Raising morale by culture of
inclusion and belonging
Reduces entry into CJS
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IS
NOT A
SOFT
OPTION
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A process for resolving conflict
A common language to resolve conflict
Focuses on the needs of the victim
Allows the wrongdoer(s) to understand the
impact of their actions
Encourages wrongdoer(s) to take responsibility
for their actions
Therefore creates accountability
Likely to change behaviour and build character
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Develops a common language to discuss
conflict
Creates a way to see your behaviour clearly and
its affects on others
Creates a responsibility to learn from conflict
Creates a responsibility to behave better in the
immediate future
Produces positive outcomes from a negative
situation.
Creates positive outcomes from
negative behaviour
Restorative Justice 4 Schools Ltd
9
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What happened
Who’s responsible
What do sanction do I
need to enforce to
◦ change behaviour
◦ deter others
◦ avoid reoffending
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What happened
Who’s been affected
What needs to happen
to put things right
How can I support this
process to
◦ change behaviour
◦ deter others
◦ avoid reoffending
Restorative Justice 4 Schools Ltd
10
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In a restorative school more emphasis is put
on personal responsibility
◦ What we do when we have done something wrong
◦ AND when someone has done something wrong
to us
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When conflict happens there is a structure to
resolve it
It allows people to learn from their mistakes
so mistakes aren't repeated over and over
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What happened
Whose responsible
What do sanction do I
need to enforce to
◦ change behaviour
◦ deter others
◦ avoid reoffending
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What happened
Whose been affected
What needs to happen
to put things right
How can I support this
process to
◦ change behaviour
◦ deter others
◦ avoid reoffending
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RJ is not an opt out of punishment
Conferencing can take place along side punitive
measures if the sanction is seen as unavoidable or
constructive
Conferencing can take place and effective
engagement would cause punitive response to
become suspended.
Conferencing can produce a nominated sanctions,
reparation or financial restitution
Young people can be asked to give an apology of
actions not just words
THAT SAID
It is considered more effective when made part of a
no blame approach
Restorative Justice 4 Schools Ltd
13
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Corridor Conference Script – non prep quick
script to ensure that harm has been repaired
Acknowledged Harm – can be used for both
informal and formal conferences but most
often for preparation of these conferences
In both circumstances the questions are
the same for both the harmed person
and the harmer
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What happened?
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What were you thinking (feeling) at the
time?
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What do you think (feel) about it now?
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Who has been affected by what has
happened? - In what way?
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What has been the hardest thing for you?
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What do you think needs to happen to make
things right?
Restorative Justice 4 Schools Ltd
16
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By modelling the approach
◦ By promoting communication skills
◦ By promoting shared language
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Curriculum – Citizenship – PHSE – English
Information
◦ Website
◦ Assemblies
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Direct involvement
◦ Peer mentoring/mediation/facilitation/peer panels
◦ School council
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Transition
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Genuine apology
Acknowledgement of harm
Conflict stops
Resolution to the problem
Change of behaviour
Friendships/relationships can be repaired
Lessons are learnt
Not be in trouble
Promotes truth telling
YP take responsibility for their behaviour
Strategy for a better future
Not criminalised
Able to stay in education
Formal
Informal
Classroom
Issue of Harm
General Conversation
Aim Lesson/Day
Games
Check In & Out
Restorative Justice 4 Schools Ltd
19
Within All
Lessons
Extra
Curriculum
Staff Model
Approach
Restorative
Norms
Check in and
check out
Peer mentoring,
mediation
Restorative Justice 4 Schools Ltd
Restorative
Language
Restorative
justice
conferencing
20
Whole school training
3 Day conferencing
facilitation training
Peer
mentoring/facilitation
training
Restorative Justice 4 Schools Ltd
21
Collingwood Primary School
15 mins.
enquiry@restorativejustice4schools.co.uk
www.restorativejustice4schools.co.uk
Restorative Justice 4 Schools – Facebook
07773 797 587