Tain Royal Academy - Update (8/01/2006)

Background
Tain Royal Academy is a medium sized secondary school in Highland with a roll of 660 pupils. The school serves the Royal Burgh of Tain and surrounding area with nine associated primary schools. Although rural in nature, the school has three areas of significant deprivation within it’s catchment area. As in most schools, behaviour management has been a focus for discussion and development for some time.

The school behaviour policy was reworked to take account of the recommendations of Better Behaviour Better Learning during 2003-2004 and moved from a traditional, linear, reactive and punitive policy to a more balanced approach with a greater emphasis on promoting positive behaviour. As this was being developed much discussion took place about the effectiveness of punitive measures and whether praise and rewards were valuable.

At the same time the school became part of the roll out of NCS and SIA and a number of systematic approaches to behaviour management such as assertive discipline were investigated but not taken up. In addition, some discussion began on alternatives to the traditional models where the focus is on building community and social responsibility where maintaining relationships is placed at the centre.

Introducing Restorative Practice
In January 2004 the school was given the opportunity to become involved in piloting restorative approaches as part of the national pilot involving schools in Highland, Fife and North Lanarkshire.

A member of the Senior Management Team took on the lead role in the development. A one week study visit to Philadelphia which also involved some training at the International Institute for Restorative Practice was arranged in conjunction with colleagues from North Lanarkshire. This was followed by an awareness raising session for all staff at Inset in May and the development was included in the school development plan for 2004-2005.

A working group was formed and support staff and SMT received a one day training from SACRO. During the 2004-2005 a further five staff received four days training with Belinda Hopkins. Two staff are about receive “training for trainers” with Belinda which will allow further training to be delivered in house.

So far, a number of interventions have been used including; formal conferencing, mini conferencing, restorative meetings, individual discussions and some class or group meetings.

Restorative Meetings
The majority of the interventions have involved restorative meetings between pupils who have been in conflict. These have involved a facilitator investigating the incident, meeting with both parties separately then meeting together using the basic script as follows:

1. Tell us what happened.
2. What were you thinking at the time?
3. What were you feeling at the time?
4. Who has been affected?
5. What do you think now?
6. What do you feel now?
7. What can we do to put this right?


Some have involved pupils and staff following issues in class. Class meetings and circles have been used when relationships within class or between groups have become difficult. A small number of formal conferences have been used for more serious problems.

Feedback
The feedback has been positive and there appears to be a high level of success in terms of agreements being followed through. It is perhaps too early to suggest that there has been a significant change within the school. More time is required to extend the approach throughout the school.

Developing the Process
There are a number of barriers that need to be overcome. The most significant thing is to change hearts and minds and shift thinking from the traditional punitive “doing to” approach towards the “working with” restorative approach. There is also a need to overcome the perception that the process is too time consuming. Although this is undoubtedly true in the short term, the net gains make the process worthwhile and valuable in the longer term. We also need to do more to make parents and the wider community aware of the philosophy and practice of restorative intervention.

It has become apparent that this development will take a number of years to bed in. Good relationships are central to a happy, safe and effective school. There are significant links to other developments such as the Curriculum for Excellence and Assessment is for Learning along with cooperative learning pedagogies put respectful social interaction at the heart of learning. Restorative Practice complements these and should be seen as “a way to be” rather than a thing to do.

Alastair.McKinlay@highland.gov.uk