Since launching our schools programmes in 2017 we have worked intensively with over 200 young people at schools in Cornwall & The Isles of Scilly
Our training programmes are designed to help students and staff together to develop ways of sharing responsibility and responding well to difficult and challenging situations.
Restorative Practice contributes to
- reducing fixed term and permanent exclusions
- improving health and wellbeing
- reducing the attainment gap between disadvantaged children and others, which in Cornwall is 20% larger than the national average
I now understand how to deal with conflict and injustice so much more
I would like to help other people feel safer and happier in school.
I feel like I will respond to conflict better and the school will be better.
I liked being able to discuss difficult issues and how we can support others
It’s really helped me to consider other people’s points of view, and not just in school but about global issues too.
I feel more accepted in college and I have a better understanding of people’s emotions
This course made me more confident within myself. I am so grateful for this opportunity within school.
|Support in achieving Practitioner Accreditation and the RJC Quality Mark for schools.|
|The Ripple Effect Programme is an intensive 3-day course for ten Year 9/10 students and two key staff members. RJ Working will support the group’s capacity to cascade Restorative learning through coaching and mentoring younger students.
This innovative programme has been developed in collaboration with secondary schools and universities in Cornwall. It is attracting national attention and being independently evaluated by Ipsos MORI.
|Social and emotional learning for Primary age children using multi level learning to practice vital skills and build the capacity for empathy.|
|Suited to your school’s needs, for key leaders within a school or Multi Academy Trust, delivered through inset or after school.
We also deliver Multi Agency Adult Training
Whole School Approach
|Drawing on all of the above, depending on the unique school environment, and the building blocks already in place. This includes co-production of Policies with students taking increasing levels of responsibility. This level of commitment is associated with multiple benefits and impacts and can lead to achieving the Quality Mark of the Restorative Justice Council.
|A new programme developing Restorative Leadership in Health and Education.
Family Group Conferences
|Schools can make referrals to our Family Group Conference service.
I have learned that there doesn’t need to be a winner and a loser
Everybody gets a chance to speak in the circle.
I can use Restorative Practice to prevent hurt.
I like saying my feelings to other people!
All training costs are subsidised by grant funding. There is a strong association with reducing inequality and narrowing the attainment gap, as well as mental health benefits, making Restorative Practice an appropriate use of pupil premium and Headstart funding. There is also clear relevance to the personal development, behaviour and welfare aspect of the Ofsted framework.
Please contact us for more information.
Independent Evaluation from Ipsos MORI
Our Ripple Effect Programme has been independently evaluated by Ipsos MORI. Below are some excerpts.
- Equipped young people to better understand other points of view. They demonstrated increased empathy towards others, leading them to hold more positive attitudes, beliefs and feelings towards people who are different from them.
- Helped young people to be better able to deal with identity related harm and conflict, and help their peers to do the same.
- Helped to give school staff members increased confidence in dealing with conflict among young people, equipping them with a range of tools to achieve this and to promote positive behaviours and values in practice.
The structure of activities during the training and the programme’s flexibility helped to create an environment in which young people felt listened to and importantly, where they felt able to discuss topics openly. This safe space allowed them to challenge their own and others’ views, helping to shift attitudes and foster feelings of empathy towards those who are different.
Specific examples were given by the young people about how they felt better able to communicate with those involved in the training and school staff members generally – this feeling was particularly strong if they school had implemented a whole school restorative approach. Findings showed that there was an increase in understanding of what constitutes identity-related harm (increase in average score of 65%) and in recognising stereotypes and prejudice (increase in average score of 5%), after the training had taken place. In challenging and changing the negative stereotypes that young people had about those who were different to them, the training programme helped to promote shared values, and change feelings and beliefs that opposed them… There was nothing from the schools to suggest that the type of content tackled in the programme would have been delivered through any other means.
12 out of 14 staff responding to the training assessment questionnaire agree that they ‘feel more confident in dealing with conflict and justice’.
“Communication and being able to speak to other people who you wouldn’t usually talk to. And speaking to other people about how they feel”
“When we watch the video with Muslims, I thought it was really good as we get to see how that girl feels. Everyone thinks a certain way about her and it just shows us that they are not all bad…and before, I thought that they were”
“My friends now all come to me when they have problems”
“Training had a massive impact on one girl; she used to resolve her problems through fighting and now doesn’t. And I saw the same girl giving advice to a year 7“
“If a student is not as engaged as before, rather than punish them with a detention for example I would have a restorative learning conversation to find out what the problem is and how we can work together to resolve it. It is about giving the students voices and allowing them supported time to express how they feel on certain issues.”