Restorative Approaches to Behaviour

We have a consistent approach to behaviour and see a behaviour choice by a child as a point of learning. Restorative Approaches [RA] is a great vehicle to ensure this. We want to challenge the following accepted norm:

If a child can’t read a word, we teach them how to decode,

If a child can’t work out a sum, we teach them a method,

If a child doesn’t know how to behave, we punish them.

By taking a restorative approach we get a full picture of what happened in a behaviour incident by listening to those involved; we don’t judge or assume who was the wrongdoer. We don’t blame. Instead we identify the harm: who has been  affected? What were they thinking or feeling at the time? What do they think or feel now? And then, crucially we ask what the child can do to make things better and what they can to do differently so the behaviour isn’t repeated.

It moves away from the punitive approach that has traditionally dominated behaviour management in schools. This often results in short term results where by a child has been punished as a result of an assumption of wrongdoing. This can build up fear, resentment and often, as the harm hasn’t been addressed, the behaviour is likely to be repeated.

With RA, children instead feel listened to and their need is met. Although there is often a consequence, the child is more likely to accept it as they have an understanding of the harm they might have caused.

At Grasmere, all staff have been trained in RA. We are leading on promoting RA among two neighbouring schools.

Please read our behaviour policy below for more information.

Behaviour-Policy

Please see this staff training power point for more understanding of RA.