Making good progress

1
Making good progress

• Restorative Approaches in Scottish Scottish
  schools
• Gwynedd Lloyd
• Gillean McCluskey
• University of Edinburgh

2
Whats happening in Scotland with RA?

• Follow-up report on three pilot authorities and
  some other authorities and schools.

3
3 models of development

• Whole school, permeative approaches emphasising
  preventive and educational approaches at all
  levels, as well as when things have gone wrong or
  relationships have broken down.
• Whole school approaches including class, subject
  and support staff but Restorative Approach seen
  as operating when things go wrong.
• 3 A higher stage model - the approach is used
  mainly by pastoral care, behaviour support staff
  and sometimes school management, when things have
  gone wrong and there has been conflict or harm.

4
Restorative Approaches
Restorative exclusion
Restorative re-admissionRestorative
conferences Adult mediationRestorative
reflection activitiesProblem-solving
Restorative CirclesCorridor conferences
Classroom conferencesRestorative Enquiry
Restorative Conversations Restorative
Language scripts Restorative Ethos-building
Emotional LiteracyCircle Time Peer
mediation Curriculum Social skills/conflict
prevention
5
Overall

• Some really impressive practice!
• Progress at varying rates
• HMI positive reports

6
Pair activity

• Whats been the most interesting aspect of RA for
  you so far?
• What has been the most challenging aspect of RA
  for you so far?
• (5 mins)

7
Still key

• High quality training and ongoing support for
  staff
• Positive modelling, direction and commitment by
  school management
• Need to include all school staff in RA awareness,
  not only teachers
• Flexible adaptation of approach to map on to
  school's identified current needs.

8
Still Key

• Both whole school approaches more focused
  interventions
• Not only one successful model
• Involvement of parents important but still
  limited
• Links with other developments
• Increasing recognition that RA involves values,
  skills processes

9
Recent developments

• Clusters, network group training/support
• Embedding RA in policies/improvement plans
• Deeper awareness of links with other approaches
• Links with attainment
• CPD new /refresher
• Greater use between staff
• Thinking about punishment

10

• Impressive practice developing
• Some schools really changed
• Some very skilful staff and pupils
• Recognition of power of RA
• Importance of continuing staff development and
  support -
• in both skills and processes
• keep it up

11
Embedding RA in schools

• At first RP was a big thing. Now it is
  really part of the way we work and what we do.
• It has become the accepted way of solving
  conflict.

12
The way forward?

• In 3 groups
• Identify 6 key points for taking RA forward for
  
• schools, for local authorities and for Scottish
• Government
• use flipcharts