Behaviour at Rushmere Hall
Our Positive Behaviour & Relationships policy consists of four rules / expectations. These rules / expectations can be used for positive reinforcement, as expectations and as reminders.
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Restorative Practice
A core element of our Positive Behaviour and Relationships Policy is the restorative practice approach.
Restorative approaches (sometimes referred to as restorative practice) is a mindset, providing the foundation to build, maintain and repair relationships. The restorative ‘way of being’ creates a culture of high challenge and high support, and aims to work with people rather than doing things to or for them.
Relationships are at the heart of restorative approaches, built on mutual respect with individuals taking responsibility for their actions.
Adopting restorative approaches into daily practice supports emotional and social development and literacy, and equips children and young people with problem solving skills as well as the ability to manage conflict when it occurs.
The principles of restorative approaches and effective questions
The following restorative principles together with the correlating affective questions underpin a variety of different practice models and techniques.
Restorative approaches (sometimes referred to as restorative practice) is a mindset, providing the foundation to build, maintain and repair relationships. The restorative ‘way of being’ creates a culture of high challenge and high support, and aims to work with people rather than doing things to or for them.
Relationships are at the heart of restorative approaches, built on mutual respect with individuals taking responsibility for their actions.
Adopting restorative approaches into daily practice supports emotional and social development and literacy, and equips children and young people with problem solving skills as well as the ability to manage conflict when it occurs.
The principles of restorative approaches and effective questions
The following restorative principles together with the correlating affective questions underpin a variety of different practice models and techniques.
- Principle: An appreciation of individual perspectives
- Question: What happened?
- Principle: Promoting mutual understanding through making explicit the link between behaviour, thought and feeling
- Question: What are you thinking/feeling?
- Principle: A focus on impact, not blame
- Questions: Who has been affected, and how?
- Principle: Identifying underlying need
- Question: What do you need so that things can be better?
- Principle: Accountability and responsibility for self and others
- Question: What needs to happen to move thins forward/put things right?
Anti-Bullying
Our Bullying Process sets out how, as a school, we create and nurture positive relationships between pupils and what we do if we do become aware that bullying is occuring.
| RHPS - Anti Bullying Process 2022 |
The key features of the school’s approach include:
• Early intervention. Detailed recording of incidents. Acting on initial information and investigating thoroughly.
• Regular communication and partnership with parents – keeping them in the loop of what we are doing and why we are doing it
• Strong communication between staff – making sure that those who need to be aware are made aware
• Making sure that there is one member of staff leading the process – so that you know who is dealing with the case and who to go to if things aren’t working
• Exploring the root cause of the behaviour and counteracting that behaviour with other strategies.
• PSHE discussions and revisiting in assembly so that children understand the meaning of the term, ‘Bullying’ and know how to respond to difficulties and use it at the correct time. Utilising our restorative justice approach to learn how this has impacted and what can be done to repair the situation.
• Early intervention. Detailed recording of incidents. Acting on initial information and investigating thoroughly.
• Regular communication and partnership with parents – keeping them in the loop of what we are doing and why we are doing it
• Strong communication between staff – making sure that those who need to be aware are made aware
• Making sure that there is one member of staff leading the process – so that you know who is dealing with the case and who to go to if things aren’t working
• Exploring the root cause of the behaviour and counteracting that behaviour with other strategies.
• PSHE discussions and revisiting in assembly so that children understand the meaning of the term, ‘Bullying’ and know how to respond to difficulties and use it at the correct time. Utilising our restorative justice approach to learn how this has impacted and what can be done to repair the situation.