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5. Were Restorative Practices perceived by participants as supportive and positive?
RP was one of a range of multiple, simultaneous innovations/developments in the 18 schools. This means that it was difficult to attribute direct effect to a particular strategy/intervention. However, it seemed important that RP was compatible with other developments and indeed in some cases that the willingness to embrace RP was an indication of an openness to change. Primary schools in particular were able to develop a 'blended', integrated approach to their various developments that improved overall effectiveness but made it more problematic for the research to isolate the impact of RP.
The table offers an indication of the relative progress of the 18 schools participating in the evaluation. The table was compiled from a cumulative picture of each school, drawn on the basis of all data gathered and on the schools' own views of progress. The indicators of achievement were developed by the research team, based on analysis of interviews with key local authority and school staff.
Achievements of schools by summer 2006
Schools | Primary and Special | Secondary |
Significant achievement across school | 7 | 2 |
Significant achievement in places | 1 | 4 |
Early stages but evidence of progress | 0 | 3 |
Other priorities dominate | 0 | 1 |
Indicators: Significant achievement across school
Clear evidence from research of school change
Staff mainly positive views and understandings about RP
Most staff and pupils familiar with key ideas if not the term
Evidence of permeation of practice and of positive outcomes
Evidence of improved relationships within the school
Pupils indicated that they were listened to
Integrated, or working towards integrated, policy framework
Broad focus on values as well as strategies and practices
Staff reflect on practice
Clear impact on discipline and school climate Significant achievement in places
Clear evidence of Restorative practices and developments
Enthusiasm and understanding by key school staff and in some classrooms and subjects
Challenge to still widen across all classrooms or subjects
Key staff and some class/subject staff familiar with key ideas and reflect on practice
Some visible impact on discipline and school climate Early stages but evidence of progress
Evidence of commitment and enthusiasm by key school staff
Some staff trained
Some practices developed in particular settings or by particular staff, eg Behaviour support teacher, or subject teacher in own classroom
Plans in place for further development
Beginning impact on discipline and school climate Other priorities dominate
Other pressures/developments mean that RP not high priority
Some staff wish to promote this but lack of overall clear plans |
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