Taking a restorative practice approach to behaviour management

Below is a copy of our Behaviour Management Policy. This is based on a restorative practice approach. Most of us have experienced a punitive approach to discipline both at home and at school. Because it is what we know, we often expect that this is how schools will and should act today. However, there is a great deal of research which suggests that taking a restorative approach to dealing with student behaviour is much more effective than a punitive approach in the long term.

A restorative approach sees dealing with behaviour as a learning challenge rather than as a disciplinary problem. It sees the solution as being not to just impose a punishment but to work with the child to understand the behaviour, to think about the effects, and to think about other, more effective and less destructive ways of behaving. It assumes that children are not just being naughty, but are acting out in particular ways to achieve certain effects. Assisting them to see that there are better ways of communicating their message is at the heart of restorative practice. However, a restorative approach does not mean that there are no consequences for inappropriate behaviour. It just does not see punishment as the only or even the main strategy for changing behaviour.

Restorative practice moves away from seeing individual students as a 'problem' and towards pro-actively changing the environment around them to support positive behaviour. It has the view that the problem is the problem....the child is never the problem. Or it is the behaviour that is the problem not the child.

Restorative practice recognises that punitive and exclusionary approaches to discipline do not bring about long-term and sustainable changes in behaviour. Punitive approaches may modify  behaviour (through control and fear) in the short-term, but will not create behaviour transformation that lasts over time.

This approach recognises that there are no quick fixes. Rather it takes a long term view to ensure that changes in behaviour are sustained over the long term.

Amesbury School

Behaviour Management Operational Policy 1.2.1

NAG 1: Curriculum

(and Health and Safety)

 Rationale

1. Every student is entitled to a safe and happy environment

2. It is important for students to behave in a way that enables and enhances effective teaching and learning

Principles

1. Students need to learn how to interact socially in ways that ensure student safety and wellbeing. Adults need to be centrally involved in this.

2. At Amesbury School our philosophy is to promote young people being able to make appropriate decisions for themselves and to be able to reflect on how their actions affect their learning and well-being and the learning and well-being of others.

3. When addressing unacceptable behaviour, a priority is to restore (using restorative practice) the relationships that are negatively affected by the behaviour as well as to restore the person themselves.

4. Alongside a ”restorative” approach,  consequences will be an essential aspect of managing unacceptable behaviour. These will focus on natural justice where applicable.

5. At Amesbury School we will treat students respectfully even when they have behaved unacceptably. We will have the view that, “The problem is the problem, the person is never the problem.” The intention is to focus on resolving the issue rather than on blaming the person.

6. Behaviour management at Amesbury School begins with showing the child “understanding” first before addressing outcomes and consequences. If a student is behaving inappropriately, it is our responsibility to understand the causal factors for the behaviour, and address those if possible, rather than just modify the behaviours.

7. Each incident will be investigated independently of any previous event. However, consequences may reflect an emerging pattern of behaviour.

 Guidelines:

1. Teachers will work collaboratively with students to create an agreement about “how we treat each other here”.

i.                    This agreement will recognise and align with the vision and values of the school

ii.                  The agreement will be published and placed prominently in the learning spaces

iii.                Teachers and students will regularly refer to, review, and modify the agreement

2. Concerns about a student’s behaviour will be identified early and discussed with senior staff

3. Programmes of work will be engaging, personalised and well monitored to minimise behaviour issues. Programmes of work will regularly assist students to develop effective and appropriate social skills. Specific programmes will be put in place for identified needs for individuals or groups of students. Learning behaviour goals will be set in collaboration with each student and reviewed and reflected upon by students and teachers on a regular basis.

4. The following stages will be followed when students do not meet expectation:

i.                    Eye contact, a teacher look. If behaviour continues….

ii.                  Reminder – calmly and quietly, in a dignified manner, remind the students of the expectation they are not meeting and why that expectation is important. If behaviour continues….

iii.                Mini-chat – Calmly ask the student to move somewhere away from the rest of the students and as soon as possible have a quick chat, referring to the expectation they are not meeting, and checking to see whether there is a reason they might be struggling with appropriate behaviour. If behaviour continues….

iv.                Reflection – move the student to a safe space away from other students and ask them to complete a reflection. Discuss the responses with the student. If behaviour continues….

v.                  Referral – the student may be referred to a team leader or the principal.

5. If the incident involves an illegal act, physical violence, verbal abuse, deliberate damage to school property, the matter will be referred to the principal. The Hub leaders and principal will:

i.                     Carefully and thoroughly investigate the matter – recording

responses

ii.                   Interview the student concerned – recording responses

iii.                 Meet with parents to discuss the matter and to co-construct a

plan for restoring the student and putting things right

iv.                 Consequences will form part of the plan

v.                   It is likely that a restorative conference will form part of the plan

6. In the case of serious incidents in No. 5 above, it is likely that the consequences will be a stand-down (of 1 – 5 days) or suspension. The procedures outlined by the ministry for stand downs, suspensions and exclusions will be followed.

7. Support, such as guidance and counselling will be provided for students to assist the restorative process.

8. While a range of consequences may be used, such as withdrawal of privileges, setting extra homework or keeping a student during lunchtime or after school for detention; physical punishment is not allowed.

    

Conclusion

The school will take an educative and restorative approach to behaviour management. The focus will be on restoring relationships and working with students in a way that nurtures their self-esteem.

Approved by the Board:                                                          Date:  17/4/2013

Signed Chairperson_______________________________   Date___________________

Category:            NAG 1

Ref No:                 1.2.1

Review date: April 2014