Restorative Practice Framework

What

Hester Hornbrook Academy’s vision is to create an inclusive environment where all young people have equal access to education.

Why

Hester Hornbrook Academy is committed to providing a school community that is Safe, Respectful and Productive.

How

Our Restorative Practice Framework forms the foundation of ensuring the community is built and sustained on trusting relationships, and through reparation of relationship rupture.

Restorative Practice is...

Our Restorative Practice Framework involves all individual’s involved in behaviours that disrupt the expectations of Safe, Respectful and Productive, either directly or indirectly to the Hester Hornbrook Academy community. The Restorative Practice Framework upholds Hester Hornbrook Academy’s commitment to child safety and is aligned with staff and student Codes of Conduct, as well as existing policies and procedures. The Restorative Practice is an opportunity for young people to build their awareness of self and others.

Restorative Practice is not…

The Restorative Practice Framework is not a punitive or targeted process. Whilst a young person may be asked to return home and not attend their campus, this is for the purpose of gathering information, structured reflection and preparation of a restorative conversation. Further, it may be to ensure the expectations of Safe, Respectful and Productive behaviours are upheld. Hester Hornbrook places value on the safety and wellbeing of all and believes that learning and wellbeing are a combined concept.

Restorative Response

If there is a behaviour that is displayed that impacts the Hester Hornbrook Academy community in a negative and/or harmful way, and does not align with being Safe, Respectful or Productive, a Hester Hornbrook staff member will have a conversation with the young person directly at the time of it occurring, to acknowledge this. Depending on the nature of what’s

occurred, we will determine whether it is appropriate for onsite learning to continue, or a young person will be supported to go home for the day. This is referred to as the Step In, Step Out, Step Down process. In the instance of a Step Down occurring, the primary contact for the young person will be notified.

STEP IN

Conversation in the classroom with my classroom team to check in on my wellbeing and needs.

STEP DOWN

My behaviour at school is of concern and I will need to attend a community conference to repair the harm.

STEP OUT

My behaviour is disruptive. A restorative conversation outside the classroom with my youth worker.

Restorative Conversations

It is important that every person involved has equal opportunity for their voice to be heard. This extends to the family members and important people in young people’s lives. To support young people to engage in these reflections, Hester Hornbrook Academy uses of the above reflective questions, which can also be prompted within the home, to repair relational issues, and support the development of young people’s awareness of self and others.

Who’s involved?

It is important that every person involved has equal opportunity for their voice to be heard. This extends to the family members and important people in young people’s lives. To support young people to engage in these reflections, Hester Hornbrook Academy uses prompting reflective questions, which can also be prompted within the home, to repair relational issues, and support the development of young people’s awareness of self and others.

When talking to someone who has not been SAFE, RESPECTFUL OR PRODUCTIVE:	When talking to someone who has been harmed or impacted:
What happened?	What did you think when it happened?
What were you thinkingat that point?	What have thought about since this happened?
What do you think has been impacted by what you did? In what way?	How have you been impacted?
Who do you think has been impacted by your actions? In what way?	What is needed to make things right?
What can you do now to make things right?	How can we make sure this won't occur again?
How can we make sure this won't occur again?

Behaviour examples that will have a restorative response

Type of incident	Examples
Unproductive behaviour	Young person is frequently distracting themselves from their set task and impacting others
Disruption	Young person is continuously leaving class without notifying staff causing disruption on campus and usual routine
Disrespectful	Young person is using offensive language and being rude or dismissive towards staff or another student
Verbal bullying	Name-calling, taesing, spreading rumours, language to intentionally offend (hate speech), antagonising
Physical violence	Fighting, hitting, pushing, threats included
Cyberbullying	Hurtful messages, online threats, petitions, sharing of non- consensual (content)
Threats of intimidation	Threatening to harm others via online, verbal, non-verbal gestures, using other people, coercing others (to be threatening)
Ongoing bullying/inappropriate interaction	Repeated targeting of a student, consistent inappropraite interactions with others (after staff comms), group targeting, online (?)
Sexual or physical harassment	Inappropriate touching, comments, online photos/video material distributed, throwing thinbgs at a target, collusion
Weapons	Photos of holding weapons on campus, threatening students of holding weapons, lying about having weapons onsite
Alcohol and other drugs	Misusue, drug paraphernalia possession, drug or alcohol possession, distribution of substances onsite, consumption on site, substance-(?)
Mental health	Young person presents with mental health needs, young person is experiencing a mental health episode, self-harm, suicidal ideation
Footage of students/staff	Campus based incident, students recording it
Hate speech	Homophobic comments, racist comments, disability, religion or ethnicity comments
Outside of school hours incident	Staff are informed about an incident occuring outside the school including cyberbullying, physical assaults, threats etc.