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How we promote British Values in school

British Values statement

A guide to Restorative Practice

Restorative Practices

Allow the act (unaccepted behaviour) to be rejected, whilst acknowledging the intrinsic worth of the person and their potential contribution to society.

Rejects the ‘Act not the Actor’. Separates the ‘Deed from the Doer’

It is a process that puts repairing harm done to relationships and people over and above assigning blame and dispensing punishment.  It shifts the emphasis from managing behaviour to focussing on building, nurturing and repairing relationships.

We know that a whole school restorative approach can contribute to:

  1. Happier and safer schools
  2. Mutually respectful relationships
  3. More effective teaching and learning
  4. Reduced exclusions
  5. Raised attendance
  6. Addresses bullying behaviour
  7. Raises morale and self esteem
  8. Helps promote a culture of inclusion and belonging
  9. Increases emotional literacy

As part of the RP process, child and staff could be involved in meetings, circles and conferences etc that include:

The Five RP questions

  1. What happened?
  2. What were you thinking about at the time?
  3. What have your thoughts been since?
  4. Who else has been affected by what you did?
  5. What do you think needs to happen to make things right?

If your child has been harmed by the actions of others, which could include both staff and students, questions could include:

  1. What did you think when you realised what had happened?
  2. What have your thoughts been since?
  3. How has this affected you and others?
  4. What has been the hardest thing for you?
  5. What do you think needs to happen to make things right

Restorative Practice is NOT just about the questions.  It is about a process that is seen as fair: allows free expression of emotions and significantly is about offering high levels of support, whilst challenging inappropriate behaviour through high levels of control, encouraging acceptance of responsibility and the setting of clear boundaries.

It is important that staff deal with situations to establish and develop their own relationships.   Aim to separate the deed from the doer and the act from the actor as integral to Restorative Practice philosophy.

Listed below are some examples of affective statements and questions which all staff can use with pupils:


I am sorry that I misunderstood the situation …………

I feel really proud of you when I heard …………

I feel really pleased and encouraged that you made the right choice.

I respected your honesty and thank you.

I was very disappointed when you did that to…..

I am upset and angry by what has just happened.

I feel that (describe action) was very disrespectful.


What happened? – followed by:

What were you thinking about when you did that?

How did you actions affect …………………?

How do you think ……………………… felt about what you did?

How do you feel about what you did?

How do you feel about what you did and the affect it had on me?