A Hull Collaborative Academy Trust school.

Restorative Practice

Restorative Practice enables the building, maintaining and repairing of relationships. The philosophy embodies a set of values and principles and a way of working with people that provides a common language and approach and enables the practice to be taught.

What are the key principles

Restorative Practice is underpinned by values of empathy, respect, honesty, acceptance, responsibility, and mutual accountability.
Restorative Practice has main goals are:

Building and repairing relationships to work in ways that are respectful and engaging, enabling participants to develop understanding and empathy and the impact of their behaviour both positive and negative.

Additionally to work in ways that enable participants to put right relationships when harm has been caused.

Restorative Practices aims to support these groups to build confidence and control over their own lives.

RP tries to meet the needs of community through strategies that build relationships and empower families, schools and communities to take responsibility for the well being of its members.

Restorative Practice provides opportunities for wrongdoers to be accountable to those they have harmed, and enable them to repair the harm they caused to the extent possible.

Restorative Practices is culturally sensitive enabling participants to conduct processes and meeting in line with their own traditions and culture.

The approach builds on the knowledge, skills and resources in both formal helping agencies and services and informal family and community network to work together; sharing responsibility knowledge, skills and resources for the well-being and of children and young people.

Restorative Practice enables the building, maintaining and repairing of relationships. The philosophy embodies a set of values and principles and a way of working with people that provides a common language and approach and enables the practice to be taught.

Outcome and Solution Focused – Restorative Practice aims to focus on outcomes and solutions using the results for children as the basis for all action. This will increase the pro-social skills of those who have harmed others, address underlying causes and enable people to build on strengths. The outcome and decision in response to behaviour that has affected others may involve an appropriate sanction. This is discussed with all parties to ensure that the process is fair, mutually agreed and relevant to the nature of the behaviour.

Our restorative community equips our pupils with the skills to recognise and manage their own feelings and nurture their relationships within the school. Daily community circles ensure ALL pupils have a voice and thrive in an environment that promotes respect and appreciation of differences, therefore the school is a safe and happy place to be where pupils learn to resolve their problems in an effective and mature way.

Restorative questions scaffold our conflict resolution. Some of these are;

  • What happened?
  • What were you thinking about at the time?
  • What have your thoughts been since?
  • Who has been affected by what happened?
  • In what way have they been affected?
  • What do you think needs to happen next?

Working restoratively creates a safer, more productive and a more caring environment for all.

“Leaders have continued to prioritise the teaching of phonics and reading.”

Ofsted

“Strong, cross-curricular links with subjects, such as science, give pupils the opportunity to apply their skills and
knowledge when making products.”

Ofsted

“In the early years, mathematics is a high priority. Daily ‘carpet time’ is used to teach children
mathematical concepts”

Ofsted

“Pupils are clear about the school rules.”

Ofsted

“Leaders provide ‘chatterpacks’ to parents so that they have the age-appropriate resources they need to support their child’s
reading.”

Ofsted

“Leaders’ subject monitoring has led to a consistent and successful approach to the teaching of phonics across the early years and key stage 1.”

Ofsted

“In other curriculum
areas, such as design technology (DT), the curriculum is improving rapidly.”

Ofsted

“Pupils feel that they are being listened to and that their views help leaders to improve the school.”

Ofsted

“Knowledgeable and highly trained leaders ensure that pupils get the support they need to achieve.”

Ofsted

“Leaders ensure that opportunities for pupils to apply their mathematical understanding are provided in the activities pupils
complete.”

Ofsted

“School council representatives attend School Stakeholder Group (SSG) meetings to share their views.”

Ofsted

“The help that leaders provide for pupils with special educational needs and/or disabilities (SEND) is a strength of the school.”

Ofsted

“Pupils now use mathematical vocabulary with accuracy.”

Ofsted

“In subjects such as history, teachers use assessment skilfully to find out what pupils know before they start to teach a new unit of work.”

Ofsted

“In the short term, leaders have placed a greater focus on subjects such as
English and mathematics.”

Ofsted

“Teachers provide lots of opportunities for pupils to rehearse and say the sounds they are learning aloud, which helps them to remember them.”

Ofsted

“Leaders have created an ambitious curriculum that sets out clearly what pupils should
learn and when.”

Ofsted

“One pupil told inspectors that ‘teachers are really caring, we know if we ask for help, we will get it’.”

Ofsted

“The mathematics curriculum is clearly sequenced. Teachers provide opportunities for pupils to continually revisit and review previous learning.”

Ofsted

“As soon as children start school, leaders check their speech and language needs so that extra help can be provided, where it is required.”

Ofsted

“Democratically elected roles, such as house captains and school councillors, enable pupils to contribute purposefully to school life.”

Ofsted

“Leaders have rightly reorganised their curriculum to make up for learning that has been
lost during the COVID-19”

Ofsted

“Leaders use assessment well to ensure that the books pupils read match the sounds they already know.”

Ofsted

“Leaders ensure there is a focus on developing pupils’ mathematical vocabulary.”

Ofsted

“Pupils spoke with enthusiasm about the school garden they are developing and of their plans for the fruit and vegetables they will grow.”

Ofsted

“Children are
taught to read as soon as they start in the early years.”

Ofsted

“Leaders have ensured that pupils have plenty of opportunities
to design, make and evaluate projects using different materials.”

Ofsted

“Leaders have established ‘hive’ provision for pupils who need it. These well-resourced, intimate settings provide the intense support that a significant minority of pupils need.”

Ofsted