Relational and restorative practice
Relational practice fosters an environment where people feel connected, safe, valued and understood, enabling them to perform at their best. This approach can significantly influence the entire school culture, community, ethos, systems, everyday teaching practices, and targeted support. Relational practice is an embedded cultural mindset.
By adopting relational practice, schools can create and sustain a culture where relationships are central, allowing effective teaching and learning to take place. Both students and adults can thrive as they learn from each other.
Restorative Practice engages those affected by harm and conflict to communicate effectively about the impact of behaviour, explore relationships and mutually agree the steps that need to be taken to acknowledge, and where possible, repair the harm that has been caused.
Creating a relational and restorative school involves deliberate design that permeates through structure, policies, procedures, and everyday interactions to build a community that is inclusive of all. It allows us to foster reflective thinking and carry relational and restorative skills forward for life.
Oxfordshire Relational Schools Programme
The Oxfordshire Relational Schools Programme is a project within the Inclusion and Early Intervention workstream of the SEND Transformation Programme. It was developed in response to schools' requests for more support in working with children with Social, Emotional, and Mental Health (SEMH) needs. The programme is based on a model originally devised by The Restorative Lab and Gloucestershire County Council, aiming to embed relational, restorative, and trauma-informed ways of working in schools and across the school system.
The primary goal is to focus on positive, meaningful relationships to reduce conflict, suspensions, and exclusions; increase attendance and attainment; foster social learning and development; and improve relationships across whole-school communities. This whole-school approach to culture change promotes accountability, understanding, and reparation, leading to healthier and more fulfilling interactions and outcomes. It is inclusive of children who have experienced trauma, SEMH needs, or other SEND needs, while also benefiting the entire school community.
A report published by the Department for Education gave whole-school restorative approaches the highest rating of effectiveness at preventing bullying, with a survey of schools showing 97% rated restorative approaches as effective.
An independent evaluation of restorative justice in Bristol schools found that restorative justice improved school attendance and reduced exclusion rates.
On a practical level, restorative approaches provide a structured and consistent response to the inevitable incidents of conflict that arise in the life of a school.
Evidence shows that most SEMH needs can be met in mainstream education when the school culture is right and staff are well-trained and confident.
The programme spans 18 months and includes:
- 10 leadership days for Headteachers facilitated by experts in the field.
- Access to 15 pre-recorded modules introducing all school staff to the interconnected elements of inclusive practice.
- Reflective circle sessions.
- A comprehensive implementation package that includes mentoring, immersion days, and practitioner training.
This blended learning model comprises online modules and group face-to-face sessions, designed to consider adult learning styles and embed changes in practice. Practice discussion circles enable learners to develop their knowledge and understanding, offering opportunities for communication and reflection. This builds a shared understanding from individual experiences and enables practical application of learning. The module content has been co-produced by subject experts in Psychology, Trauma, Education, Restorative Practice, and Inclusion, promoting a relational and restorative way of working that is attachment and ACEs aware, trauma-informed, and shame-sensitive.
The five core beliefs
- Everyone has a unique perspective and a valued contribution to make – we need to hear what people have to say.
- Our thoughts influence our feelings and both influence what we do and say – we need to unpick what is going on behind behaviour.
- Our actions and deeds impact on those around us – we need to consider the consequences of our actions.
- All our actions are strategies we have chosen to meet our needs at the time – we need to be part of identifying what we need and identifying how our needs will be met.
- The people affected by an issue or problem are best placed to find ways forward in collaboration with each other – we need to be enabled and empowered to make positive, sustainable changes for ourselves.
Early Indicators of Impact
Participants have reported various positive impacts, such as:
- A better understanding of needs.
- Reduced panic about high-level behaviour and a shift away from hierarchical consequences.
- Changes in leadership style.
- Improved listening and coaching skills.
- Increased use of restorative conversations with staff and children.
- Reduced recurrence of conflict by understanding the communication behind behaviour.
- Halved suspensions due to a change in attitude.
- Greater support from parents in reintegration meetings.
- Increased staff enjoyment and commitment to change.
- Improved attendance.
- Positive feedback from Ofsted on new ways of working.
- Use of circles to support decision-making around complex problems.
- "I have a better understanding of needs.”
- “I'm less panicked about high level behaviour – more of a process now. I can see less need for hierarchical consequences.”
- “This programme has changed my leadership style completely.”
- “I've gained a deeper level of skill when it comes to listening and coaching.”
Comment from Ofsted
“… disruptive behaviour or sudden changes in behaviour can be an indication of unmet needs or a change in another aspect of a young person’s life.” – Ofsted 2021
Whether the behaviour or sudden changes in behaviour present as school refusal, abuse directed at peers/adults or disengagement with learning, it is fundamental that schools work with individuals, their parents/carers and key professionals to understand what’s behind the behaviour and what they need in order to find a better way forward.
Find out more about the Oxfordshire Relational Schools Programme
To find out more about the Oxfordshire Relational Schools Programme, and how relational practice is being used in other local authorities, please watch this webinar hosted by The Mint House and facilitated by The Restorative Lab Relational Schools Programme (youTube video)
More details about the Relational Schools Offer (pdf format, 3.1 MB).