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4. How did Restorative Practices develop in the pilot schools?
Primary/special
The research indicated that the primary schools and the special school had
- a strong focus on ethos and relationships in and out of classrooms and a generally broad view of RP underpinning specific practices;
- strong leadership and positive modelling by head teachers and key staff;
- a major contribution to the developments by class teachers and support staff;
- a focus on promoting restorative language in school interactions, using posters and cards with scripts;
- playground projects involving promoting positive relationships through games and activities supported by trained problem solvers and peer mediators;
- developed restorative conversations and classroom conferences; and
- social skills and cognitive reasoning programmes aimed at developing skills to prevent and resolve conflict.
Commentary
RP were often seen to be building on developments already started and to be compatible with other current initiatives. Indeed, successful primary schools developed a blended approach to their initiatives and the values and ideas associated with RP provided a 'glue' which was helpful in integrating these into an overall approach. There was strong evidence of cultural change within the primary and special schools - while there still existed a minority of resistant staff. There was strong evidence of restorative language and ethos. The atmosphere in most of the schools became identifiably calmer and pupils generally more positive about their whole school experience; they thought staff were fair and listened to 'both sides of the story'. Most staff were comfortable with the language of RP and identified improvements in staff morale. A small number of schools had raised attainment and in several there was a decrease in exclusions, in-school discipline referrals and out of school referrals, although of course not all of these can be attributed solely to the introduction of RPs. There was clear evidence of children developing conflict resolution skills.
Challenges faced by primary and special schools included:
- continuity of staffing;
- recruiting staff amenable to RP, together with the need to keep the momentum for change going;
- working to bring parents on board and to convince some of the value of the approach;
- developing support structures for the involvement of support staff;
- communication with pupils, staff and parents when a restorative solution has been reached to ensure that the resolution is understood and owned by everyone;
- reassuring all partners that RP are intended to be fair and just for all concerned; and
- developing RP into the area of staff relationships.
As with other school initiatives, key staff were aware that they would need to work at sustaining RP beyond the pilot project. There was also awareness that there could be challenges in sustaining/embedding RP principles to prevent reaction or rejection during episodic 'down' points in the school calendar. Some staff still felt that punishment was a necessary part of their task as teachers. This may indicate that there are different understandings and views about whether RP is seen as the over-arching ethos or merely 'another tool in the tool box'. Senior staff acknowledged that they needed to maintain and develop further training opportunities which allow staff to reflect on the 'big ideas' in RP, as well as practising the skills.
Secondary
The research found that
- in several schools staff identified and valued the commitment and modelling of RP by key members of staff, especially managers and those within pupil support teams;
- some staff and some departments were using restorative language and conversations;
- some staff identified significant changes in classroom climate and some subject departments were developing restorative strategies;
- interest in RP was generated by trained staff working with colleagues, especially with subject departments;
- in most secondary schools there was development and use of restorative meetings to address conflict between pupils and between staff and pupils;
- several schools were increasing the involvement of pupils as restorative practitioners through buddying and anti-bullying initiatives; and
- some schools also developed restorative conferencing processes, where key staff met with a pupil and their family to explore a problem or harm, using a script and formal structure, to allow all concerned to express their views and feelings and to generate a restorative solution.
Commentary
The research indicated that secondary schools had more diverse approaches to the development of RP with most beginning with one part of the school or with pupils with more challenging behaviour. The degree of readiness influenced the approaches initially adopted by schools. Schools, where significant numbers of staff might need further convincing, tended to opt for small-scale 'local' innovation perhaps involving guidance/behaviour support or particular departments. In other secondary schools, where ethos was regarded as already very positive, aims for RP were broader and intended to underpin and complement existing practices.
Challenges faced by secondary schools included:
- reviewing and revising their disciplinary policies and procedures to facilitate restorative approaches;
- offering staff the opportunity to reflect on values and ethos across the school as well as to learn specific practices and skills;
- key staff having to revise expectations to allow more time for change to become embedded in school;
- senior and key staff remaining committed to RP when change was slow;
- the need for all staff to learn more about, and share more about, their experience of RP;
- the provision of structured opportunities for trained staff to develop the confidence to train others in school;
- the need to continue to promote restorative conversations and the use of restorative language across the school; and
- the need to communicate with staff, pupils and parents about outcomes of restorative interventions and to ensure that RP is seen as equitable and just by all those concerned.
The evaluation pointed to the importance of effective data systems for monitoring and evaluation of RP and other approaches to discipline and pastoral care in all sectors. Equally schools could continue to develop and use their monitoring of discipline referrals in identifying areas of difficulty in the school. There was an awareness of the need to explore with colleagues the role and use of punishment and sanctions. In secondary schools the initial development of RP was more strongly linked to 'dealing with' discipline issues, and therefore challenges deeply held beliefs around notions of discipline and authority. Responding to this has proved no easy matter, and the key personnel in the pilot schools were impressive in their commitment and enthusiasm.
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