When living in community it is inevitable that at times things will go wrong. Restorative Practices is a framework to help us navigate those times. The aim of Restorative Practices is to help students to reflect on the impact of their behaviour; to repair the damage that has been done and to restore that relationship. We recognise that this is not always possible but we believe that using a restorative approach is the best option to achieving a positive outcome.
All staff and students are expected to be supportive of, and participate in Restorative Practices when they are involved in a conflict, complaint or issue of concern. If students are not able to take responsibility for their actions or will not engage in the restorative process the matter will be addressed in a more traditional and punitive way, however it will always be our first choice to use a restorative approach.
The following questions are used to guide a restorative conversation or conference:

Regarding misbehaviour:

• What happened?
• What were you thinking or feeling at the time?
• What are you thinking or feeling now about your choice? Did it make things better or worse?
• Who has been affected by your behaviour, and in what way?
• Is there anything you can do to repair the harm caused? What needs to happen to do this?
• If this behaviour continues what do you think should happen next?

To help those affected:

• What did you think or feel when this happened?
• What impact has this incident had on you and others?
• What has been the hardest thing for you?
• What do you think needs to happen to repair the harm caused?

1. Restorative Practice is based on the assumption that people are intrinsically good and that all people have the potential to change.
2. Conflict causes harm and needs to be resolved. Hurtful behaviours that are often involved in conflict and behaviour that cause disruptions in classrooms are not in keeping with our school value to take care of others.
3. Conflict needs to be addressed by all people involved, preferably face-to-face.
4. People involved in conflict, wrongdoing or misbehaviour need to be actively involved in the process of resolution. Imposed solutions or punishments are often less effective and less educative.
5. Restorative Practices is not a ‘soft option’ as students are held accountable and take responsibility for their actions.
6. If need be, more punitive consequences, such as suspension or community service, are still used in Restorative Practices but the purpose of such a consequence is to repair the harm caused rather than just a punishment.
7. Students learn social and emotional skills that they will use throughout their lives such as: active listening, facilitating dialogue, problem-solving, expressing emotion appropriately, developing personal awareness, empathy and taking responsibility.
8. As Christians we are called to live in relationship with one another and to work through conflict when it arises.

There are a number of ways that Restorative Practices are used
at Hills.

Mini Chats
Informal conversations between educators and students for prevention of and early intervention for low-level disruptions.

Class Conferences
A restorative model that helps a class establish good “boundaries” and a healthy learning culture.

Support from the Restorative Practices Team
Helping students and staff address issues in restorative ways. Time in the Restorative Room, restorative conversations and “Reflection Sheets” may be among these processes.

Group Conferences
An effective process involving structured mediation, used formally and semi-formally to deal with conflict and serious issues. Conferences aim to resolve a problem – not to blame people.