Restorative Practice in Schools - Guidance - CfBT

Restorative Practice in SchoolsExecutive Summary‘‘Unlike punitiveapproaches, inwhich a third partyacts as judge, juryand executioner,restorative practicepredicates uponownership ofbehaviour andconflict restingwith those directlyinvolved, who alsoretain responsibilityfor resolutionof the problem.‘‘IntroductionAlthough the use of restorative practice inschools is a recent development, it has deephistorical roots. In many ancient societies,including the Sumerian and Babylonian,restitution was the cornerstone of the justicesystem. In more modern times, the applicationof the longstanding principles of restorativejustice has been embraced by police forcesin North America, Australasia and the UK,where the Thames Valley force has been atthe forefront of this development. Restorativejustice has been applied to a wide range ofsituations by the police, from fairly immediateresponses on the beat to complex reparationof harm in the wake of very serious offences.In recent years restorative practice has notbeen confined to two-sided offending, but alsobeen applied in the most complex politicaland community contexts. Restorative justicewas the basis for the peacemaking processthat ended the civil war of the 1990s in theBougainville Region of Papua New Guinea.At around the same time in South Africa,Desmond Tutu’s Truth & ReconciliationCommision, which sought to repair the riftsin South African society at the end of theApartheid era, was informed and largelydriven by restorative principles. Also in themid-1990s, following the official ceasefire inNorthern Ireland there was growing interest indeveloping non-violent, restorative communityjustice, as an alternative to the continuinguse of punishment beatings and other acts ofretribution. Despite the complexity and chronicnature of the conflicts, these large-scaleattempts to effect restorative resolution hadsignificant impact.During the last few years, there has beensignificant interest in the application ofrestorative justice principles within schools.The restorative practices are based on thenotion that, where conflict occurs, either orboth parties and their relationship are harmedand it is this harm that needs to be addressed.Unlike punitive approaches, in which a thirdparty acts as judge, jury and executioner,restorative practice predicates upon ownershipof behaviour and conflict resting with thosedirectly involved, who also retain responsibilityfor resolution of the problem. This report onCfBT’s project in East Sussex seeks to informschools on the features of different models ofpractice and guide them in the development ofrestorative practice.Key messagesThe establishment of restorative practiceis most effective when it is integratedwithin whole school developmentSuccessful development of restorative practicenot only entails the acquisition of new skillsand techniques but also requires schoolsto reflect on their value base and culture.If restorative approaches are introducedwithout such reflection, they might stillmake a significant difference; however, thatdifference would lack sustainability. Schoolsthat periodically revisit and reaffirm their corevalues are best placed to develop restorativepractice. The inclusion of reflection on valueswithin the process of developing restorativepractice invariably acts as a reassurance thatexisting core values are largely consistent withthe introduction of the new practice.SLT support and involvement isfundamentally importantGiven that restorative approaches challengethe existing assumptions and practice of atleast some staff, the active involvement of theschool’s senior leaders is essential. The needfor the approach to be championed by oneor more influential champions has particularrelevance to developments that call for radicalchange in policy, procedure and practice.Elements of SLT support that impact on thedevelopment of restorative practice include:• The headteacher’s participation inwhole school training. This has the effectof endorsing development; even whereleadership of the project is devolved toanother colleague, the participation of theheadteacher communicates his/her interest,support, commitment and models anopenness to change.www.cfbt.com 5

Restorative Practice in SchoolsIntroduction‘‘During thelast few years,there has beensignificant interestin the application ofrestorative justiceprinciples withinschools.‘‘Pupil behaviour is cited consistently by staff,parents and young people as one of theleading problems in schools. Many of theresponses to unacceptable behaviour can bedescribed as punitive. Indeed, it is common for‘punishment’ to be regarded as a synonym for‘consequences of behaviour’.The impact of punitive approaches is opento question. For example, significant levelsof recidivist behaviour suggest that at leastsome sanctions have little influence over thesubsequent behaviour of ‘offenders’. Similarly,those schools that make extensive use ofsanctions often continue to do so over time,which suggests that punishment has limitedvalue as a deterrent for other pupils. Overall,sanctions-led approaches do little to promoteamong children and young people a genuinesense of responsibility for their own behaviour.The restorative alternative is based on thenotion that, where conflict occurs, either orboth parties and their relationship are harmedand it is this harm that needs to be addressed.Unlike punitive approaches, in which a thirdparty acts as judge, jury and executioner,restorative practice predicates upon ownershipof behaviour and conflict resting with thosedirectly involved, who also retain responsibilityfor resolution of the problem.The origins of restorative practice in schoolscan be traced to the response to offending ofcertain traditional societies, e.g. the Maori ofNew Zealand. A strong sense of communityunderpins this response, in which the offenderis exposed to the thoughts and feelings of thoseaffected by their actions. Typically, this takesplace in a large meeting space and a collectiveview of what the offender needs to do to restorehis/her relationship with the community isconstructed. In the process, the responsibilitiesof both the individual and the community arerefreshed. Although most commonly associatedwith geographically distant societies, features ofthis approach have also been identified withinpre-Norman models of justice in Britain.In the modern age, the application of theselongstanding principles of restorative justicehas been embraced by police forces in NorthAmerica, Australasia and the UK. Restorativejustice has been applied to a wide range ofsituations by the police, from fairly immediateresponses on the beat to complex reparation ofharm in the wake of very serious offences.During the last few years, there has beensignificant interest in the application of restorativejustice principles within schools. Despite thefact that central government’s encouragementin this area has not been unequivocal – there isscarcely any mention of restorative approachesin the Steer report (DCSF 2009) – there is agrowing body of research evidence on theimpact of such approaches (YJB 2004, Allen2006, Kane et al 2006).This report on CfBT’s project in East Sussex seeksto add to that evidence base and to shed lighton the features of different models of practice.About this reportThis report is based on a research anddevelopment project in three schools in EastSussex (one secondary, one primary and onespecial). The purpose of the project was to shedlight on the effective establishment of restorativepractice in schools. Each school was giventhe opportunity to develop restorative practicein a systematic way. Although each schoolwas encouraged to follow its own route on thedevelopment journey, a number of features ofthe project were common to all three: training inrestorative practice, support and challenge froma consultant, the gathering of data (on process,perceptions and impact). Preparatory work,including briefings for heads and senior leaders,took place during the autumn term 2007, trainingwas delivered between January and May 2008and consultants made regular visits to theirallocated schools throughout 2008.The data that was produced by these threeschools has been analysed and presented inthis report in order to inform and guide otherschools considering adopting a restorativeapproach to behaviour. The report is presentedin two parts, firstly there is a discussion ofthe ‘core principles’ to be considered whenadopting restorative practice in schools.Secondly there are descriptions of the threeschool case studies. In addition, an abstract oftraining materials is provided as an appendix tothis report.www.cfbt.com 7

Restorative Practice in SchoolsPart 1: Core principles‘‘Even whereleadership of thedevelopment isdevolved to anothercolleague, theparticipation of theheadteacher vitallycommunicates his/her interest, support,commitment andopenness tochange.‘‘1.1 The establishment of restorativepractice is most effective when itis integrated within whole schooldevelopmentSuccessful development of restorative practicenot only entails the acquisition of new skillsand techniques but also requires schoolsto reflect on their value base and culture.If restorative approaches are introducedwithout such reflection, they might stillmake a significant difference; however, thatdifference would lack sustainability. Schoolsthat periodically revisit and reaffirm their corevalues are best placed to develop restorativepractice. The inclusion of reflection on valueswithin the process of developing restorativepractice invariably acts as a reassurance thatexisting core values are largely consistent withthe introduction of the new practice (see CaseStudy below).1.2 SLT support and involvementis fundamentally importantWhile this observation is certainly not uniqueto restorative practice, it has particularrelevance to a development which mightchallenge existing assumptions about how torespond to conflict and misbehaviour, whichprompts a depth of reflection on relationshipswithin the school and which may necessitatechange in policy and procedures. Given thesecomplexities, there is a need for one or morechampions, who have the status to be able toaffect significant change.Notwithstanding the legitimacy of diversedevelopment paths, there is evidence fromwithin the project that the pace and strengthof development is directly affected by theextent of the involvement of the SLT, especiallythe headteacher. This involvement can betranslated into a number of specific factors(see Case Study below).1.2.1 The headteacher’s presenceduring whole school trainingEven where leadership of the developmentis devolved to another colleague, theparticipation of the headteacher vitallycommunicates his/her interest, support,commitment and openness to change.Otherwise, staff may infer that thedevelopment is not important. The absenceof the head from key milestone eventsinadvertently can undermine the position ofthe senior colleague to whom leadership ofrestorative practice is devolved.Case Study ExampleIntegrating restorative practice within whole school developmentIn collaboration with key staff and the project consultant, the Head of Willingdon County PrimarySchool drew up a detailed action plan for the project including its integration within existingstructures, policies and procedures (see appendix 2). The action plan became the cornerstoneof the school’s project implementation and proved invaluable, not only in articulating specificdevelopment steps but also in predicting the indicators of success.Case Study ExampleSLT support and involvementWhile she devolved leadership on aspects of the project to other staff, the headteacher ofWillingdon County Primary School provided sustained leadership for the development as a whole.This helped ensure the integration of project activity within existing policies, procedures andpractice and provided a strong basis for enquiry.www.cfbt.com 28

Restorative Practice in Schools‘‘Relationshipsaround the schoolseem better. Thereare fewer occasionson which staff say‘a student hasdone this or thatand I want themexcluded.’(Senior Leader)‘‘1.2.2 The participation of one or moremembers of the SLT in the specialist,mediation trainingAlthough demanding of the time of alreadybusy staff, this participation lends weight tothe development of restorative practice andsecures lines of communication betweenthe SLT and those involved in delivery of themediation service. It also provides an informedchampion for the development, i.e. someonewho can lead and support the networkof trained mediators, who can representrestorative practice in decision-making circlesand who can influence the development ofpolicy and procedures.Although not essential, there may be anadded premium in terms of a coherentapproach and mutual confidence when thenominated member(s) of SLT are trained at thesame time as their colleagues. In each of thethree project schools, the lead member of theSLT received mediation training and, while notdiscounting other, contextual factors, projectleadership clearly was stronger in thoseschools where the training was accessedalongside others involved in the project (seeCase Study below).1.2.3 The active involvement of at leastone member of SLT in the delivery offormal restorative practiceAs an extension of the idea of an informedchampion, there are clear benefits in the seniorleader for restorative practice developmentbeing a practising mediator in her/his own rightand thus having insight into the complexities ofthe process.1.2.4 The active modelling by SLTmembers of informal restorative practiceWhether or not it is possible for a member ofthe SLT to commit time to training in formalmediation, it is of fundamental importance thatthe headteacher and other members of theSLT are routine users of informal restorativetechniques. This cannot be taken as read, onthe strength of a decision to pilot or developrestorative practice and requires a consciouseffort on the leadership team’s part, as theymight experience a degree of role conflict,especially in the early stages of development.1.2.5 Continuing SLT involvement in theorganisation of restorative practiceSome elements in this continuing activitymay be grounded in the role of champion,i.e. upholding the profile of restorative practiceand ensuring that it is adequately resourced.Detailed action planning, as demonstrated byone of the project schools, is recommendedas a medium for securing practice over time(see Case Study below).Case Study ExampleParticipation of SLT in the specialist mediation trainingAt Ratton School an assistant head led on the project and he was joined by five members of theCare and Guidance team and five students on specialist mediation training... It was decided notto opt for whole school training in the early stages of the project, a decision that was promptedin part by the recent delivery of training in a broadly similar field and, more significantly, by theassistant headteacher’s interest in seeing whether practice could be grown and attitudes shiftedas a result of exposure to the formal aspects of restorative practice, i.e. mediation.Case Study ExampleContinuous SLT involvementSt Mary’s School identified the basis of a policy and set of protocols needed in order to implementmediation by both staff and pupils (see appendix 3).www.cfbt.com 9

Restorative Practice in Schools1.3 The success of restorativepractice is affected significantlyby the contextual conditions forits developmentWhereas mediation has a high success rateand informal restorative practice is widelyreported as having a positive impact, there area number of contextual factors which influencethe quality of the process and outcomes ofboth formal and informal approaches.1.3.1 The stability of the schoolConsiderable upheaval is not in itself groundsfor a school to eschew or defer developmentof restorative practice. There are scenarios,e.g. a post-inspection action plan, in whichthe development is an appropriate responseto the upheaval. However, where change isrequired or under way on a broad front, unlessrestorative practice has been identified as anintegral part of that development, it may notbe the most appropriate and effective time tointroduce it. Restorative practice may be highlyappropriate to the needs of the school, butunless it is integrated within the broader schooldevelopment and improvement agenda, it risksbeing piece-meal and unsustainable (see CaseStudy below.)1.3.2 The school’s value baseSchools which periodically revisit and reaffirmtheir core values tend to be particularly wellplacedto develop restorative practice. Theinclusion of reflection on values within theprocess of developing restorative practiceinvariably acts as a reassurance that existingcore values are largely consistent with theintroduction of the new practice.1.3.3 The extent of understandingof restorative techniques and whatunderpins themWhere training and professional developmentis limited to the small minority who are going tobe delivering formal mediation, there is a risk ofthat practice becoming divorced from generalexperience of how issues and incidents arebeing addressed. Whole school staff trainingdoes not bring a guarantee that behavioursand attitudes to conflict will shift, but withoutit, it is difficult for formal restorative practice totake root and become a sustainable feature ofschool life (see Case Study below).The most effective training in this fieldis not only practical, including hands-onopportunities to try out the techniques, butalso incorporates theoretical understandingof relationships, interactions and conflict.The practical and theoretical do not exist asseparate elements, but need to be presentedand experienced as interrelated.Although there are undoubted benefitsin grounding specialist mediation trainingin a broader programme of whole staffdevelopment, it does not follow that the wholeschool development of restorative practiceCase Study ExampleSchool stabilityDuring the recruitment phase of the project, St Mary’s Special School was considering federationwith another, successful and established school for pupils with emotional and behavioural needs.Notwithstanding the level of upheaval at the school, it was felt that the introduction of restorativepractice would help cement a positive culture.Case Study ExampleUnderstanding of restorative techniquesThe deputy headteacher leading the project at Ratton School has concluded that an importantfactor… is the fact that the core activities, especially mediation, were not imposed on staff. Theirengagement has grown organically and, in a way that is wholly consistent with the principles ofmediation, has been voluntary. Overall, there is a growing body of anecdotal evidence of improvingrelationships (staff/student and student/student).www.cfbt.com 10 2

Restorative Practice in Schools‘‘Childrenare much moreempowered todeal with issuesthemselves. As aresult, many of theproblems do noteven reach TeachingAssistants/MiddaySupervisors, letalone teachers(Headteacher)‘‘necessitates the creation of a mediationcapacity, as demonstrated by the primaryschool in the project, which has rarely neededto call on its trained mediators in a formal way.Where the establishment of a mediationservice is the intention, there appear to beobvious benefits in preceding this with wholestaff training in informal techniques. However,as illustrated by the project secondary school,the possibility of formal mediation practicebeing the starting point for the development ofa restorative culture cannot be discounted.1.4 Additional benefits appear tobe derived from heterogeneoustraining groupsThe delivery of mediation to joint staff/student groups is almost unanimouslyexperienced as beneficial and there are noapparent disadvantages. Not only does theparticipation of students add a realistic touchto the role plays (some adults are prone tohamming up their portrayal of students inconflict), it also creates an opportunity for anunusual professional dialogue between adultsand young people and has increased theschools’ options when it comes to deployingmediators, a small number of sessions havingbeen facilitated by a joint staff/student team.Where a school is planning the training ofstaff and pupils/students as mediators, it isrecommended that opportunities for jointtraining be explored.1.5 In restorative practice, especiallymediation, neutrality is essential,but can be difficult to sustainOne of the main obstacles to overcome inthe development of restorative practice isto establish its neutrality. The challenge formediators, both during and after training, isto suspend the reality of their being teachers,care staff, support staff or students andassume a different mantle when operatingas restorative practitioners. This can proveparticularly difficult for staff, who sometimesrevert to more directive, suggestive behavioursassociated with their other roles. Althoughstudents are less affected by role confusion,they may also be susceptible to occasionallapses, which result in a shift from facilitatorto director. During training, staff and studentsoften express concern that others will noteasily distinguish between the familiar roles ofstaff or students and their role as mediators.Generally, these concerns prove to beunfounded, so long as the mediators sustaintheir neutrality by preserving the integrity of therestorative process (see Case Study below).Case Study ExampleNeutrality can be difficult to sustainWhereas it had been the intention to establish a student mediation response at Ratton School,this proved difficult to implement for a number of reasons, including a lack of self-referral and thetendency of staff to field situations rather than refer on to student mediators.www.cfbt.com 11

Restorative Practice in SchoolsPart 2: Case Studies‘‘The school’sculture can bedescribed aspositive and childcentred,with astrong emphasison emotionalliteracy, personalresponsibilityand pupil voice.‘‘2.1 Willingdon CountyPrimary SchoolWillingdon County Primary School used theopportunities presented by the project to buildon its existing, longstanding commitment toprofessional and curriculum development tosupport positive language and behaviour. Theschool’s culture can be described as positiveand child-centred, with a strong emphasis onemotional literacy, personal responsibility andpupil voice. Much of the school’s establishedpractice was consistent with a restorativeapproach, without formally having beendescribed in those terms.While she devolved leadership on aspectsof the project to other staff, the headteacherprovided sustained leadership for thedevelopment as a whole. This helped ensurethe integration of project activity within existingpolicies, procedures and practice and provideda strong basis for enquiry. In consultation withcolleagues, the head was able to articulatea set of questions that could be exploredthrough the project. Of particular interest werethe possibilities for restorative approaches tobe adopted in Key Stage 1 and the impact ofrestorative practice on lunch time behaviour.All teachers and support staff receivedtraining and this had the effect of affirmingexisting practice within a restorative rationaleand adding understanding and techniques.This training was adapted and cascaded tothe school’s mid-day supervisory assistants(MDSAs) and a small group of staff alsoundertook specialist mediation training.In addition, the school’s allocated projectconsultant held a briefing session for interestedparents/carers. Sixteen pupils (Years 3–6)were also trained in peer mediation.In collaboration with key staff and the projectconsultant, the head drew up a detailedaction plan for the project including itsintegration within existing structures, policiesand procedures. The action plan becamethe cornerstone of the school’s projectimplementation and proved invaluable, notonly in articulating specific developmentsteps but also in predicting the indicators ofsuccessful development.A small number of mediations were conducted,the scale of this activity reflecting the extentto which informal restorative practice wasimplemented. For example, the adoption ofrestorative scripts was widespread and all staffreceived laminated prompt cards to support theroll-out of this activity. The deputy headteacher,who was one of the trained mediators, gaveadditional support and guidance to MDSAs inuse of restorative language in the playground.From the point of her acceptance of theinvitation to participate in the project, theheadteacher sought to integrate it withinestablished policy and practice. By way ofillustration of the degree of integration, theuse of Circle Time was refreshed, the school’sbehaviour policy updated to include specificreference to restorative practice and theGoverning Body kept abreast of development.A handful of formal mediations between pupilshave been carried out and, without exception,they have had positive outcomes in termsof enduring agreement. The fact that so fewformal resolutions have been facilitated is notviewed as a problem by the school, the linkconsultant or the project manager, for the lowlevel of activity is a direct result of the extentto which informal restorative approaches havebeen incorporated into everyday practice.During the school’s engagement withrestorative practice, the headteacher hascharted significant improvements in behaviourmanagement, although it is not possible toattribute all of this to participation in the project.Positive changes in the practice of the school’ssupport staff (Teaching Assistants & Mid-daySupervisory Assistants) have been pivotal andhas been illustrated at a number of levels:• the restorative practice training being citedas the best course ever attended• staff apologising to children for not handlinga situation well, or not listening carefullywww.cfbt.com 12 2

Restorative Practice in Schools• radically different ways of initiating difficultconversations with children (from ‘I amnot happy with you’ to ‘Let’s go and talkabout this.’)• fewer issues from lunch times carrying overinto classrooms and, therefore, less lostteacher time• a stronger contribution by TAs and strongerrelationships within class/year teams• improved relationships between childrenand support staff.The project has consolidated the school’sexisting commitment to personal responsibility,encouraging and empowering children toaddress issues for themselves. Consequently,many conflicts and difficult conversations aremanaged without reference to support staff,let alone teachers.2.2 Ratton SchoolThe latest inspection report of the Rattonsecondary school had been positive, albeit withbehaviour issues highlighted among areas foraction and it has had a relatively high exclusionrate. Although, in the year prior to the project,there had been a significant investment oftime in professional development on positivelanguage, this development had yet to beconsolidated to the extent that it representedthe characteristic culture of the school.An assistant head led on the project and hewas joined by five members of the Care &Guidance team and five students on specialistmediation training. The school had previouslybrought in training to help establish peermentoring and ‘buddying’ schemes and totrain a group of students in conflict resolution,which provided both a basis for furtherdevelopment and a challenge in terms ofintegrating different forms of practice. It wasdecided not to opt for whole school training inthe early stages of the project, a decision thatwas prompted in part by the recent deliveryof training in a broadly similar field and, moresignificantly, by the assistant headteacher’sinterest in seeing whether practice could begrown and attitudes shifted as a result ofexposure to the formal aspects of restorativepractice, i.e. mediation.For the project lead, the main lines of enquiryconcerned the impact of restorative practiceon relationships in general and conflictsbetween staff and students in particular. Healso wanted to explore the links between theevolving use of restorative practice and levelsof exclusion.The principal output from the project was theincorporation of mediation within the resolutionof conflicts that result in students being placedin the school’s internal exclusion provision.Nearly forty mediation sessions were facilitatedin response to these situations. Whereas ithad been the intention to establish a studentmediation response, this proved difficult toimplement for a number of reasons, includinga lack of self-referral and the tendency ofstaff to field situations rather than refer onto student mediators. Consequently, only ahandful of formal mediations was conductedby students. During the implementation phasethe staff who had been trained as mediatorsexperienced some difficulty in developingtheir role as mediators as distinct from theirestablished practice. While much of this wasgrounded in conflict resolution, it tended tobe more directive than mediation, for instance,requiring students to meet with membersof staff with an expectation that an apologywould be given for unacceptable behaviour.In response, the project lead clarified thedistinctions between the two interventions,referring to the above practice as ‘resolutionmeetings’ and excluding these from theproject evidence.In the event, whole school training, whichthe school’s project lead had intended to bedelivered during the second half of the project,did not take place, owing to pressures onthe training calendar. This appears to raisequestions about the level of understandingand commitment to the broader implications ofthe project.Quantitative data on the outcome of mediation,in terms of (a) sessions resulting in agreementbetween the parties involved and (b) thoseagreements holding over time, were in line withor exceeded the findings of other studies ofthe effectiveness of mediation (See Table 1):www.cfbt.com 13

Restorative Practice in SchoolsTable 1: Quantitative data on the outcome of mediation at Ratton SchoolNature of Conflict n=43Pupil/PupilOutcomesPupil/StaffOutcomesStaff/StaffOutcomesParent/ChildOutcomesPositive Negative Positive Negative Positive Negative Positive Negative19 1 21 0 0 1 1 0Agreement sustained? N=4117 2 21 0 0 0 1 0Positive outcomes (agreements) were reachedin 41 of 43 mediations (95.3%) during theperiod in which data were gathered. Moreover,in all instances of a mediated resolution, therehas been no repeat conflict between theparties involved, which indicates significantimpact on enduring relationships. However,the benefits of resolution are not automaticallytransferred and generalised and in somecases of mediated resolution one or otherof the parties subsequently has been inconflict within a different relationship. Theschool’s project lead does not see this asproblematic, but a reflection of the fact thatmediation is situation specific. He anticipatesthat as restorative practice becomes morefully embedded, a process reckoned to takethree years, the probability of transferred andgeneralised resolution will increase.In structural and cultural terms, the projecthas strengthened the school’s commitmentto a range of peer support (not only peermediation, but mentoring and befriending). Thelack of whole school training and the underuseof student mediators might be deemedas weaknesses in the development; however,they have been offset by the gains that havebeen attributed to the project. The deputy headcites improved emotional literacy among staff,especially those who have been involved inmediated resolution of conflict with students.Some 30% of teachers have had the optionof formal mediation as a means to addressconflict with individual students. Although oneor two teachers have been intransigent, eitherrefusing or evidently avoiding the process, theoverwhelming majority have positive views ofthe process. Among the significant features oftheir recounting of the mediation experienceare (a) their empathetic appreciation of thestudent’s point of view and (b) reflection ontheir previous assumptions about the rightnessof their view of the conflict situation. Albeitthe number of formal mediations has beenquite low, the reported impact of these shiftsin perception has been amplified by teachers’use of their exposure to mediation to shapetheir subsequent thoughts and behaviours. Thedeputy headteacher leading the project hasconcluded that an important factor in thesechanges is the fact that the core activities,especially mediation, were not imposed onstaff. Their engagement has grown organicallyand, in a way that is wholly consistent with theprinciples of mediation, has been voluntary.Overall, there is a growing body of anecdotalevidence of improving relationships (staff/student and student/student).The level of staff engagement describedabove has provided a foundation for futuredevelopment, which started to take shapetowards the end of the project period. Havingestablished a body of quantitative andqualitative evidence of the impact, the school’sproject lead and consultant facilitated a trainingsession with senior and middle leaders with aview to their trialling, modelling and evaluatingrestorative practice. Plans are in place for rollingthis out to the whole staff in Autumn 2009.It is worth noting that the project has had noattributable impact on levels of exclusion fromschool. Whereas the project lead selectedthis as a focus, it was not formally adoptedas an objective by the headteacher and SLTas a whole and this may have been a factorin the lack of direct impact. This helped theproject lead throw light on the relationshipwww.cfbt.com 14 2

Restorative Practice in Schoolsbetween restorative practice and mediation.While it might be reasonable to assume thatthe evolution of a restorative culture wouldgradually reduce the reliance on exclusionsand other sanctions, the process is not one ofsimple osmosis. On the contrary, the projectexperience suggests that the impact ofmediation on levels of exclusion depends ona conscious choice to exclude less frequentlyand on the selection of mediation as onealternative to exclusion.2.3 St Mary’s Special SchoolThe decision to include a special school (StMary’s) for pupils with social, emotional andbehavioural development needs (11–16 years)challenged the widely held assumption thatpupils with this SEN profile would not be ableto grasp the restorative rationale. The schoolhad recently gone through a change of focus,from Moderate Learning Difficulties (MLD),which was unsettling for some teaching andcare staff, a number of whom had been at theschool for several years. During the recruitmentphase of the project, federation with another,successful and established school for pupilswith emotional and behavioural needs wasunder consideration. Notwithstanding the levelof upheaval at the school, it was felt that theintroduction of restorative practice would helpcement a positive culture.One of the two members of staff already trainedin mediation, the acting deputy headteacher,was identified as the project lead. Thecombined (education and care) staff receivedtraining in the foundations of restorativepractice and in the use of restorative language.Four members of support staff (two fromeducation and two from care) were joined byfour students in specialist mediation training.Within a general interest in improvingrelationships (among students and betweenstaff and students), the allocated consultantand deputy headteacher identified reductionsin the number of incidents and in the numberof physical interventions by staff as specificareas of impact for the project.The project consultant worked with thedeputy head and head of care to clarify howmediation would be organised and accessedand as a result produced a staff briefingpaper/protocol for delivery (appendix 4). Thisestablished a clear basis, including criteria, forreferral and self-referral, addressed logisticalconsiderations (the timing and location ofmediation practice) and provided the means tocement restorative practice in both individualand collective consciousness.While the federation of the school with anotherhad major repercussions for the project, e.g.through the need for senior staff to focus onother development priorities, by this pointthe project had helped lay the foundationsfor restorative practice. This was evidencedfrom the albeit small number of successfulmediations that were conducted andindividuals’ qualitative feedback on reflectivepractice and improved relationships.www.cfbt.com 15

Restorative Practice in SchoolsAppendicesAppendix 1: References and Further ReadingAllen (2007) From Punishment to Problem-Solving, Centre for Crime Studies, LondonDCSF (2009) The Steer Report, LessonLearned: a Review of Behaviour Standards& Practice in our Schools, LondonKane, J., Lloyd, G., McCluskey, G., Riddell, S.,Stead, J. & Weedon, E. (2006). RestorativePractices in Three Scottish Councils(an evaluation funded by the ScottishExecutive Education Department. Finalreport). Edinburgh: SEED.YJB (2004) National Evaluation of RestorativeJustice in Schools, LondonBarrow, G., Bradshaw, E. & Newton, T. (2001)Improving Behaviour & Raising Self-esteemin the Classroom: A Practical Guide toUsing Transactional Analysis, London:David FultonHopkins, B. (2004) Just Schools: A WholeSchool Approach to Restorative Justice,London: Jessica KingsleyTyrrell, J. (2002) Peer Mediation: A Process forPrimary Schools, London: Souvenir PressWallis, P. & Tudor, B. The Pocket Guide toRestorative JusticeAmstutz, L. (2006) The Little Book of RestorativeDiscipline for Schools, Good Bookswww.cfbt.com 16 2

Restorative Practice in SchoolsAppendix 2: Abstract of TrainingDisclaimerThe following abstract of materialsillustrates the type of training inwhich project schools engaged. It isNOT intended as a basis for others toreplicate the training.ContractingA course contract was established forboth general (whole school) and specialist(mediators) training within the project, asillustrated in Diagram 1 below and explainedoverleaf.For the base of the triangle, three questionsare posed, one at a time, giving the group aminute or so to discuss each question in pairs,after their feedback is recorded.(1) How will we know that we’ve been a greatcourse and you have been a great group?(2) What do you need to get the most out ofthis course?(3) What can any of us do to sabotage thesuccess of the group? This is a two-partquestion. Firstly what can the trainer do tosabotage things, then what can any of thegroup do to sabotage things?(Here ‘sabotage’ is not describing deliberateacts of destruction, but behaviours which,without us realising, can spoil things for othersor the group as a whole.)The answers to these questions form thebasis of the contract. Once they are allrecorded, the trainer recaps along these lines:‘So, we know what we are trying toachieve, what will show that we have beena great group.Diagram 1: Course ContractThe contract has a relevance beyond the people in the room and the process commencesby raising awareness of others who have an interest or stake in the trainingThe trainer’s client:e.g. school or headteacher‘Who wants you here?’‘What do they expect of youas a result of you doingthis training?’TrainerGroupwww.cfbt.com 17

Restorative Practice in SchoolsWe also know what is needed to get themost out of the training and, finally, weknow what any of us can do to sabotage/spoil our progress.’A poster version of the contract is displayedand is a visual reminder to everyone. It is alsoa reference point when people are off track interms of being a great group, when needs arebeing overlooked or when sabotages occur. Thistends to empower all members of the group tochallenge each other, or articulate unmet needs.At the end of the session/course, the contractis revisited and progress against the successcriteria, needs and sabotages assessed by thegroup as a whole.The structure of RestorativePractice in SchoolsDiagram 2 below, which provides an overviewof restorative practice, was used at all levelsof briefing and training within the project.Whether or not a school embarks uponthe delivery of formal mediation, restorativepractice is founded upon a strong value base,clear understandings about what engenderspositive relationships, the place of positiveregard, and the everyday application ofrestorative behaviour and language.Relational aspects of training andRestorative PracticeRelationships are at the heart of both formaland informal restorative practice in schoolsand formed a common element across allthe training delivered through the project.This entailed going beyond notions of good/positive or bad/negative relationships tounderstandings of how relationships ‘work’.The chosen route to this understandinginvolved an exploration of Ego States, one ofthe key concepts in Transactional Analysis (TA).An ego state is a set of related thoughts,feelings and behaviours through which ourDiagram 2: Key Concept – HarmConferenceMediationRestorative EnquiryFormal Practice(Specialist)Restorative LanguageInformal Practice(Whole School)Positive RegardRelationshipsEthos/Valueswww.cfbt.com 18 2

Restorative Practice in Schoolspersonality is manifested at a given time. Onour life’s journey, we internalise associationswith the thoughts, feelings and behavioursof our parents and other parent figures, withwhom we come into contact. These internalisedassociations inform our Parent Ego State andthroughout our lives we replay these out ofour awareness.As we grow and develop, we also internaliseassociations with the thoughts, feelingsand behaviours of childhood and or ownexperience of it. These associations informour Child Ego State, which we also replaythroughout our lives out of or awareness.When we behave, think and feel in responseto what is going on around us using all theresources available to us as grown-ups, we arein our Adult Ego State. Unlike the Parent andChild Ego States, the Adult entails consciousresponses in the here and now, enabling usto draw on the positive associations within theother states.When someone initiates interaction from aParent or Child ego state, (s)he subconsciouslyinvites the other party to respond from oneor more of the Parent or Child ego states.Acceptance of the invitation draws the secondperson into a ‘game’, in which the interactionsand behaviours can become set or stuck. Inthese circumstances, conflicts and tensionsare likely to remain unresolved.However, if the second person responds in theconscious, Adult ego state, (s)he refuses theinvitation and avoids the game. In Adult egostate we tend to reflect inwardly and outwardlyon the situation and use this reflection to helpseek resolution.The role of the restorative practitioner isfirmly grounded in Adult ego state responsesand encourages Adult ego state responsesfrom others.Distinctions between Restorativeand Non-Restorative PracticeIn both the general and specific training,participants’ awareness of restorativeapproaches was approached throughreflection on the various ways in which adultsrespond to conflicts in schools, e.g.:• two pupils fighting• one pupil bullying another• one pupil stealing from another• a pupil being rude to a member of staff inclass.Although there was some variation betweentraining groups in terms of the range ofanswers, in all schools, responses fell intotwo broad groups: those with restorativequalities, those without. The groups werenot wholly mutually exclusive. For instance,‘talk to both parties’ may cover a spectrumof adult behaviour from telling them both off,telling them what to do, blaming one party andreassuring the other, or, at the restorative endof the spectrum, explaining that those involvedwill have a chance to find a resolution.Many of the reported ways of dealing withconflict in schools involve interventions inwhich a third party (usually an adult) directsthose in conflict to a largely pre-determinedset of outcomes.However well intentioned and howeverunderstandable in terms of the pressures thatprofessionals work under, outcomes fromthese responses may tend to be flawed in thefollowing ways:• The conflict is stolenOwnership of the conflict is taken away fromthose directly involved and now belongs tothe adult who has intervened.• Responsibility is reducedIf we take the example of bullying, the bullyhas no need to accept responsibility to hearand respond to the victim’s point of view.Instead (s)he is dealt with by the third party.Similarly, the victim is not helped to acceptresponsibility for sharing his/her feelingsor his/her needs in terms of bringing thebullying to an end.• A sticking plaster is applied to theproblemIf you fall over and suffer a cut, you don’tjust get a plaster and stick it on the woundbecause of the risk of infection. In the samewww.cfbt.com 19

Restorative Practice in Schoolsway if adults ’deal’ with a conflict they mightseal in the harm within the relationship andalthough the problem has been addressedsuperficially, it may keep festering awayunderneath.• The focus is almost exclusively on brokenrules and judgments of wrongdoingThis is not to say that rules are unimportant,but that their breach may not be the mainissue when there are conflicts.If we punish X because (s)he has hurt Y,our main concern has been that a rule hasbeen broken. If that’s all we do, it is unlikelythat the relationship between X and Y willbe restored let alone enhanced. Moreover,the principal lesson learned may be that agebrings with it the power to punish others.Everyday use of RestorativeLanguageThe main media for exploring the distinctionbetween restorative and punitive responsesduring the training are demonstration and roleplay. Through this process, participants areintroduced to a restorative script that can beapplied in a variety of informal situations.There are numerous such situations inschools, where a restorative response ispossible, without recourse to full-blownmediation sessions, e.g. a pupil miserablystanding outside a classroom, a young personangrily reacting in a group to a stimulus thatthe adult has not seen, a colleague looking fedup in the staffroom.Although it is open to adaptation, for example,when addressing very young children, the corescript is as follows:• I can see you’re… (angry, upset, sad, etc.)• What’s happened?• What were you thinking?• How were you feeling?• Who else has been affected?• What can we do to move it forward?The opening acknowledgement of how theperson appears to be feeling often acts as a keyto unlocking communication at a time when (s)hemight otherwise not be very communicative.The brief interview is conducted in a calmmanner with non-threatening body languageand the use of open questions helpscommunicate that the person will be listened to.As with formal mediation, the approach aimsto facilitate reflection on actions, thoughts,feelings needs and possibilities. The questionabout who else has been affected is intendedto raise awareness that none of our actionstake place in a vacuum.ReframingReframing is an invaluable tool withinrestorative practice. Its purpose is to keepthe focus on the effective parts of what isbeing expressed by someone in a situation ofcharged emotions. It helps:• To show the speaker that you are listening• To give the speaker a chance to clarify things• To take the sting out of the languageBy concentrating on the speaker’s key points,we are able to help him/her shift towards aconstructive focus.PresentedBlame and AccusationAbuseExaggerationInsultExample:ReframedNeutralityEmotionsClaritySummary‘That teacher is a real cow because she isalways picking on my Kylie. She makes me soangry because she is not being bloody fair.’‘So when Ms X tells Kylie off, you get angrybecause you don’t feel that she is beingtreated fairly.’www.cfbt.com 20 2

Restorative Practice in SchoolsAppendix 3: Willingdon Primary School Restorative Practice Action Plan 2008In response to the mediation training we will:• Train SMLT as mediators and start the formal process where and when necessary;• Cascade practice, principles and process to all staff;• Strengthen the practice of Circle Time throughout the School;• Link Drama with RP throughout the school;• Update any polices necessary;• Complete the research project;• Network with other schools;• Help children take on responsibility for their actions;• Adopt the use of ‘reframing’ in school.In order to achieve this, we will take these steps:• Look at the mediation book/folder and decide on the format (SMLT meetings);• Feedback to teachers and other staff and teams in team meetings;• Discuss reframing in team meetings;• Feedback to TAs through meetings;• Feedback to MDSA’s through meetings;• Revise and cascade the first day of Restorative Practice training;• Remind staff about RP in staff meetings and feed forward good examples;• Ensure circle time practice in all years;• Revisit ideas and practice in staff meetings in liaison with PSHE Co-ordinator and in line with PSHE Action Plan;• Discuss and encourage role play during circle time and other lessons;• Update the behaviour Policy and inform staff of the changes directing them to the intranet;• Feed forward to Governors;• Visit primary school in Bexhill to see the success of the language of RP in KS1;• Decide Project headings, discuss peer mediation, involve and feed forward during SMLT meetings;• Identify difficulties with our natural practice of teaching children behaviours and empathy towards others and feelings as opposed to impartialtechniques during mediation;• Cascade RP by modelling behaviours during the school day.We will need the following support:• Letter or newsletter sent home informing parents about RP (to include reply slip stating if they want to know more);• SMLT to have the opportunity to attend follow up twilight sessions on mediation;• Discussion in SMLT meetings re: language used for mediation and especially for the younger children;• Links with Ratton School;• Invite project consultant to SMLT meeting to discuss the structure of the project, the outcomes and expectations and the timescales involved;• Team leaders to audit at regular intervals;• Team leaders (who have taken part in mediation training) to support teams;• Support from parents, pupils, MDSAs, governors.We will know if we have achieved our goals if:• Restorative Practice becomes part of day to day practice and is adopted by all staff;• The principles, processes and practice are adopted by staff;• Children take on responsibility for their actions and increasingly take responsibility for sanctions;• Mediation is a tool to aid RP amongst the children;• Children resolve their own conflicts without the blame approach;• Staff will understand open ended questioning and formal processes for mediation (e.g. ‘Who?’, ‘What?’ , ‘When?’…..never ‘Why?’)• Difficulties with the formal language in mediation are overcome;• RP becomes everyday practice during lunchtimes;• Reframing becomes commonplace when resolving conflicts.www.cfbt.com 21

Restorative Practice in SchoolsAppendix 4: Mediation at St Mary’s School: Policy and ProtocolsWhat is Mediation?• Mediation is a means by which students and adults at the school can resolve conflict and relationship difficulties through the support of trained mediators.• Mediation is available for everyone in the school community. It is a means of resolving conflicts and difficulties between students, between adults andstudents and between adults.• The aim of mediation is to support the continuing development of a calm and friendly school where relationships are positive and supportive; where theinevitable difficulties that can occur between people are resolved in an adult manner.• The role of the mediator is to facilitate and support others to resolve their difficulties.• Mediation does not replace other measures the school may take to resolve problems but it is an option available to everyone in the school.Referral:• Mediation can be accessed on a self-referral basis. Typically this would be because of unresolved disputes between people, issues of bullying, andbreakdown of friendships. Any social events that cause significant unhappiness or distress.• Mediation can be suggested as an option when major incidents are being dealt with by SMT.• Mediation can be suggested by any member of staff as an appropriate option for resolving conflict and incidents.• It is essential that the school identify a ‘gatekeeper’ through which all requests for mediation can be filtered.Criteria for Referral:Mediation can be offered when:• Conflicts or distressing incidents occur between students.• Conflicts between staff and students are unresolved.• There is conflict between any stakeholder at school.• Where bullying may be the primary concern.• A sanction has been served, but the underlying conflict has not been resolved.Where will mediation take place?• There needs to be a suitable place for mediation. It is a private event, and one where there this privacy can be assured.• The ‘house’ could be appropriate; the room where the training took place could be appropriate.• Ideally there would be a designated place that provided a comfortable, safe and secure environment.When can mediation take place?• A mediation session should take no longer than half an hour – but this may not always be the case – a session may need to run on longer.• Mediation, if agreed, should take place within two days of the incident or request.• Lunchtimes may be the best time for mediation to take place.Who are the mediators?• John and Alan, as trained mediators, will have oversight of the newly trained team.• Newly trained mediators may well initially work with John or Alan as joint mediators in order to develop their confidence and skills.• It is anticipated that mediators will work in pairs.• Jake and Dalton will work in partnership with Brenda, Ros, Debbie and Sarah to form a pair when mediation between students takes place.• Jake and Dalton could themselves be a pair when mediation is needed between younger students, typically year 7 students.Publicising Mediation and communication to the whole school:It is essential that everyone in the school is clearly aware of the availability of mediation. (This document may provide the basis for clarifying all aspects ofmediation). There are a number of ways in which this can be communicated to the school community:• Through assemblies, either whole school or year assemblies.• Through a notice board display – posters may need to be designed.• A leaflet, professionally produced, that outlines the key themes identified in this document – in particular it should include a definition of what mediationIS and what mediation ISN’T.• Through key workers promoting this approach.www.cfbt.com 22 2

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Restorative Practice in SchoolsCfBT Education Trust60 Queens RoadReadingBerkshireRG1 4BS0118 902 1000www.cfbt.comPMS 5162 10/09 ISBN 978-0-86160-093-9