What is restorative practice
Restorative practice is a term used to describe behaviours, interactions and
approaches which help to build and maintain positive, healthy relationships, resolve
difficulties and repair harm where there has been conflict.
When we work with and alongside people, there is strong evidence to say that
outcomes for children and their families are improved.
Restorative practices enable those who work with children and families to focus
upon building relationships that create and inspire positive change. Creating change
sometimes requires challenge as well as support.
Restorative practices range from formal to informal processes that enable workers,
managers, children, young people and their families to communicate effectively. The processes used focus upon:
- removing barriers
- proactively promoting a sense of community
- understanding social responsibility and shared accountability
Why are we doing it
Using restorative approaches is a key element of Leeds’ ambition to become a
child friendly city. These approaches provide staff with a range of
language, behaviours and tools that strengthen their relationships with children,
young people and families, empowering them to share responsibility by using a
solution-focused approach, which supports positive change.
Everyone working with children and young people has a duty to keep them safe
from harm. We want to improve the life outcomes for all children and young
people, especially those in our direct care and to reduce the need for children
and young people to be looked after.
Restorative approaches are widely
established and accepted both nationally and internationally as a highly effective
way of achieving better outcomes for children, young people and their families.
Given its focus on relationships, restorative practice has broad applications
across the range of agencies working with people. The local authority and
partners use restorative principles and behaviours with colleagues as well as
children and families, to develop positive working relationships. For example, we
use ‘check-in’ circles at the beginning of meetings, where everybody is invited
to participate in a conversation, which does not have to be work related. This
encourages wider contributions during the meeting.
How are we doing it
Restorative practices are an important part of the way in which we support
families to become better equipped to solve their difficulties and address
challenges.
One of the ways we do this is through a Family Group Conference (FGC). Extended families and staff meet together in a decision making
circle to consider risks and concerns about their children. The family have
private family time to create a plan that fits in with their individual dynamics,
and enables family leadership in what would otherwise be a professionalised
planning process.
Restorative practices are used for a range of meetings, both formal and
informal. These are held in circles, rather than around tables, to remove
physical and psychological barriers between people. Meetings may be
facilitated by skilled staff to create an environment where those attending
can share their thoughts and feelings in a way which is constructive. The
focus of these meetings may be to build relationships, solve specific problems
or repair harm where there has been conflict.
A number of schools in Leeds are now using restorative practices to structure
their day and shape how staff and children communicate with each other.
Circle and group discussions help students to share their feelings, build
relationships, problem solve and play an active role in challenging and
supporting one another.
Leeds has launched a comprehensive training programme for all staff in
children’s services and there are a number of opportunities available for more
advanced training.
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