The aim of restorative practice is to promote positive behaviours and establish an environment where children and staff are safe, happy and able to develop confidence. It also enables positive contributions to their learning, their relationships and the environment. Our high expectations of positive behaviour is promoted through modelling the school values, encouraging engagement and contribution resulting in everyone feeling connected to, and included in the community.

The school values are very much a part of the restorative approach and are referred to in any restorative conversation, where reflection and an acceptance of responsibility are fundamental to making things right with the community, building positive relationships and getting to know our young people.

The well-being of pupils and staff is of paramount importance. Everyone has different experiences, which affect how they act and react at various times. The restorative approach of ‘seek to understand, before wanting to be understood’ is fundamental in supporting everyone.

The school uses community time to build the sense of belonging through connecting with one another. The check in, check up and check out sessions promote stability and trust, where everyone feels safe and confident in being able to explore their feelings and behaviours and how to support each other. This time is also used to reflect on why we do certain things in school and to generate ideas and thoughts on what we can do to improve our lives in school.

Restorative practice is very powerful in promoting growth and development in a safe and valuing relational environment, using reflection to bring about positive change and ultimately creating confident learners who can engage and relate to the world in which we live.