We are a Restorative Practice School
An Introduction to Restorative Practice
The aim of Restorative Practices is to develop community and to manage conflict and tensions by repairing harm and building relationships. This is our priority as a restorative school, as we see ourselves at the heart of and serving our community.
For effective teaching and learning to take place, we believe that good relationships need to be at the heart of everything that happens at Willow Tree Academy.
A Restorative based school…
- Focuses on relationships
- Gives a voice to all pupils and staff
- Provides equal opportunities for engagement
- Separates the deed from the doer
- Empowers participants to learn from peers and from their own mistakes
- Gives individuals opportunities to take responsibility for their actions
Restorative Practice is a process that puts repairing harm done to relationships and people over and above blame and 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:
- Happier and safer schools
- Mutually respectful relationships
- More effective teaching and learning
- Reduced exclusions
- Raised attendance
- Addresses bullying behaviour
- Raises morale and self esteem
- Helps promote a culture of inclusion and belonging
- Increases emotional literacy
Please read our parents guide below –
Meet our Restorative Practice Reps
SEMH and Whole class Scaling Tool
As a school we support all of our learners including staff and identify how they are feeling via our scaling system. During both registrations children and staff will give themselves a number depending on how they are feeling. This allows us to have conversations and identify any support that we can give to our learners. We find that this is a wonderful way to support our well being at Rockingham.
Class Dojo and the House System at Rockingham
The House System:
At Rockingham Junior and Infant school, we pride ourselves in teaching the children to take responsibility for themselves and for the wider life of the school. We have elected Heads of House and Prefects who have roles and responsibilities and are able to earn points over the year. Each child is assigned to a house each team works together and on Friday we announce the house winners. There will be a celebration event at the end of the year for the winning house to celebrate their achievements. Please see our leaflet below and meet our Heads of House.
At Rockingham Junior and Infant School and Early Years, we expect and encourage good behaviour and self-discipline from all pupils. These are to be the dojo categories across the academy.
How Dojos will work
In class or at break times children can earn positive dojos for following the school rules. These will then be displayed on the interactive whiteboard in class for everyone to see. Alternatively, if children do not follow school expectations then they will receive a negative dojo.
At the end of each week, the dojo winner will receive a golden shield.
Getting involved with your child’s dojos.
At the beginning of each year, parents will be sent an individual log on to allow them to view and track their child’s Dojos. We would love all parents to sign up and see how well your child is doing.
Together with your child’s Interim report, we will be sending out termly reports too about your child’s behaviour. These can then be discussed with class teachers at parents evening or sooner if required.
Positive dojos are awarded for:
- Complete home learning—1 for each day of reading plus 1 for each home learning piece of work.
- Contributing ideas in class -hand up, offering ideas. There is an expectation that children will do this routinely. This is to be used for if a child has made an exceptional contribution or for a child who is normally passive but has made a noticeable effort.
- Contributing to wider school—representing school at events out of school – sporting events, one voice etc positive feedback from out of school activities such as dancing/football.
- Taking care— Covers all our core values – of each other, of equipment, being considerate, thoughtful, being a good role model, being courteous, showing kindness to others, being thoughtful. These are expectations of all our children, all of the time. This dojo should be awarded when a child goes above and beyond. Things like supporting a friend if they are hurt/upset.
Special 5 can be awarded for
- Exceptional child led home learning.
- 100% attendance for the half term
- 100% attendance for the whole term – so at the end of a full term a child could get 5 for the half term and another 5 for the whole term.
- Weekly presentation— Each staff will award a special 5 to one child each week who has shown consistent good presentation skills or shown significant improvement.
Negative dojos are given for:
- Disruptive behaviour – 1 warning then a dojo. Speaking when the teacher is speaking, disrespecting equipment, disrupting others, being disrespectful to adults.
- Incomplete home learning – Reading is separate. If a child reads 5 times they will get 5 positive dojos but if they have failed to complete their numeracy piece they will receive a negative.
- Incorrect uniform –If a child arrives at school with incorrect uniform, the children will receive a warning to rectify for the next morning we will send a text home so that parents can make the necessary change—next day a dojo will be given if no change or contact from a parent.
- Unprepared for Learning—this includes no PE Kit and school equipment such as Homework diary or books.
- Being late for school. If a child arrives at school after 9.10a.m for any reason other than a medical appointment. This will be added by attendance person.
- Poor playground behaviour – 1 warning then dojo – e.g inappropriate use of equipment, rough play, fighting and continuing to play games that are not allowed.
The system is fair for all children.
Removal of privileges
If a child is at below 85% positive dojos and less than 90% attendance (unless they have a confirmed medical condition which has led to lots of appointments) they will not be included in the “treats” at the end of each term e.g. the discos, Y6 prom, End of year House treat or any activity that is not curriculum based.
Persistent problems at lunchtime may result in you being asked to take your child home at lunchtime. If an incident is deemed serious, a fixed term exclusion may be imposed.
Thank you for your continued support.
Please contact Mrs Tunks Behaviour for Learning Leader if you have any concerns or queries.
Download Rockingham’s behaviour policy here.