Restorative practice training, coaching and curriculum resources for primary schools
Restorative Thinking Limited works with primary school colleagues to implement and develop restorative ways of working. Our input ranges from restorative training to whole organisational culture change. Our curriculum-based toolkits, endorsed by the Anti-Bullying Alliance, deliver a restorative education with pupils, developing positive self-talk, responsibility-taking, emotional literacy and problem solving.
Restorative Thinking has developed a curriculum-based ‘toolkit‘ for working with with pupils. Awarded a Teach Primary Resource Award in 2018 in the PSHE/Citizenship category, Restorative Thinking: A Restorative Practice Interactive Toolkit Written by Teachers, for Teachers (KS1 & KS2) empowers pupils with key life skills in restorative practice. Delivered over half a term as part of the PSHE curriculum, the toolkit gives pupils the skills, knowledge and understanding to draw on restorative practice to manage daily challenges and conflicts, strengthen relationships, take responsibility by developing self-talk, empathy and emotional literacy.
- Six 2-hour sessions, delivered over half a term.
- A practical toolkit to support teacher delivery of restorative practice with pupils.
- Equips pupils with the skills, knowledge and understanding to adopt restorative practice.
- Supports SMSC across the whole school.
To support effective implementation of the toolkit, we consult with leadership teams to structure training and support that best meet the needs and intended outcomes for individual schools.
Restorative Thinking Limited works with primary schools to introduce and embed effective restorative strategies. In addition to our toolkit, we provide consultation, training in restorative approaches with SLT, staff and Governors to Level 1 and Level 2, consultation, wrap-aournd staff support, continuing CPD and evaluation.
In October 2013 we worked with Leicester Children and Young People’s Service, training SLT and teachers from several primary schools to Level 1 in restorative practice and also training staff in effective delivery of the Restorative Thinking toolkit. Leicester Children and Young People’s Service produced a video exploring how RP is being implemented in Leicestershire Primary Schools. Here’s an an extract from the film showing teaching staff delivering the Restorative Thinking toolkit with pupils.
“I could hear a Year 6 child trying to sort out a tiff between two Year 1 children. She went through all the restorative questions. Excellent stuff. All sorted, no adult needed.” (Diane Gallaher, Head Teacher, St. Mary Magdalen’s Catholic Primary School, Preston, Lancashire, November 2013, following our staff training in RP to Level 1 and effective delivery of the primary toolkit).
Restorative Thinking: A Restorative Practice Interactive Toolkit Written by Teachers, for Teachers (KS1 & KS2) is an interactive toolkit that equips children with the skills and language to find solutions to every day conflicts and to reflect more on their own behaviour. It is solution-focused and deepens and develops children’s understanding of the spiritual, moral, social and cultural aspects of life.
Delivered over six sessions, the toolkit provides a planned and coherent curriculum opportunity, which will enhance a school’s own ethos and values through the development of SMSC across the whole school. The toolkit offers pupils opportunities for peer mediation; it engages pupils in the restorative process and includes some wonderful resources to help pupils explore how restorative approaches look and feel.
There’s a downloadable document at the foot of this page, explaining how the Restorative Thinking Toolkit supports OfSTED and SMSC.
Please visit the Order page to order your copy of the toolkit.
Extract from programme introduction:
Restorative practice and ways of thinking are now developing and growing in many schools across the UK. An increasing amount of evidence demonstrates a very positive impact on improving and sustaining positive behaviour, attendance, attainment and progress. At the heart of this is teaching and modelling restorative conflict resolution skills to the children.
Peer Mediation and related approaches are having a profound impact on schools, families and most importantly on the development of pro-social skills and resilience in children. Children who are taught and experience this way of being and behaving become more able to manage their own behaviour; more able to reflect on the impact of their actions and more able to empathise with others. They understand what needs to happen where there is any harmful behaviour and they feel empowered to put things right. Children also carry these transferable skills beyond the schools gates and into their families and communities.
Ensuring Good Behaviour, DfE July 2011, states that for schools to be successful in managing behaviour and safety that: all pupils show respect and courtesy towards teachers, other staff and towards each other and the pupils understand explicitly what happens if they are involved in any disruptive behaviour. They feel safe to put things right.
The OfSTED Framework for the Inspection of Schools also requires a more considered and consistent approach to managing behaviour and safety.
To be outstanding in behaviour and safety, inspectors need to see that: pupils make an outstanding contribution to a safe, positive learning environment. They make every effort to ensure that others learn and thrive in an atmosphere of respect and dignity….They (pupils) are adept at managing their own behaviour in the classroom and in social situations.
The Restorative Thinking toolkit will support your school in meeting these requirements.
The OfSTED Framework for the Inspection of Schools also requires that behaviour and safety in schools: is supported by systematic, consistently applied approaches.
If you are not modelling what you teach, you are teaching something else.
Restorative Thinking is an interactive toolkit that equips children with the skills and language to find solutions to every day conflicts and to reflect more on their own behaviour.
It is solution-focused and deepens and develops children’s understanding of the spiritual, moral, social and cultural aspects of life.