Swansea bids to be UK's first ‘restorative city'

Restorative justice is a tried-and-tested way of helping young offenders make amends for their crimes, bringing them face-to-face with their victims.

But the concept of using the approach to repair relationships in schools is less well known. In a bid to become the first “restorative city” in the UK, Swansea Council is embarking on a scheme that will extend restorative methods throughout its services for children and young people.

The council’s schools are leading the way. Teachers and staff working in 25 Swansea primary schools have been trained in restorative methods, based on the principle that encouraging discussion within circles or conferences can reduce conflict.

The schools involved report having quieter classrooms; an increase in the number of pupils who are “ready to learn”; enhanced emotional literacy; a reduction in challenging behaviour; and improved attendance.

“Restorative practice has changed the culture of our school,” says Debbie Williams, pastoral manager at Townhill Community School. “Children have developed an understanding of the process of ownership for behaviour and consequences.”

Restorative measures
The school has introduced “check-in” and “check-out” circles, when pupils discuss their thoughts and feelings at the beginning and end of each school day. Classrooms also have “mood boards” where pupils can write up concerns. The school also holds restorative conferences to resolve more complex issues between children.

“A child’s body language alters significantly during a restorative conference,” says Williams. “A child may begin by being defensive and showing no remorse. However, when listening to the harm they have caused others, their demeanour changes to reflect that. They generally want to put things right.”

As a result of using restorative approaches, the school has been rated excellent by Welsh education inspectorate Estyn, and highlighted as an example of best practice.

Hilary Davies, restorative practice project manager at Swansea Council, says Townhill’s outcomes are typical of local schools that have adopted restorative approaches.

Although the council began its restorative strategy in 2010, it has yet to collate statistical evidence on the impact of the work, but anecdotal reports from staff and teachers are encouraging. Davies says the positive effects have been particularly evident in Swansea’s more deprived communities.

“Children from deprived areas often have a lot going on in their heads when they come into school,” she says. “The check-ins and the mood boards enable them to talk about their problems so they’re able to park them for the day. They feel more comfortable coming to school because they know they’ve got a voice and they’re going to be heard.”

One of the reasons the approach works is that all members of staff are trained in its methods, Davies says. “The teachers use it for problem solving as part of planning their teaching and learning,” she says. “But everybody who comes into contact with a pupil will be trained.

“It’s money well invested, because it’s not only making a difference in the schools, it’s beginning to ripple out into the communities with children taking the approach back home and using it with their parents and friends.”

The International Institute for Restorative Practice (IIRP) is supporting Swansea council’s efforts. Its chief executive Les Davey says restorative approaches are becoming increasingly popular in primary schools, but that carrying the principles through to secondary schools is proving more challenging. “It’s a big problem trying to take restorative practice and circle time to secondary schools, because a lot of the young people think they leave circles behind in primary school,” he says.

Transforming services
IIRP wants teachers to focus on using restorative practices in years six and seven to help pupils make a smooth transition between primary and secondary school, and to set the tone for the remainder of their education.

Davey says the benefits of restorative practice often extend to teachers in the form of improved staff retention, and reduced sickness and absence. Outcomes for pupils speak for themselves, he says. For example, IIRP supported a primary school in Hull to improve its Ofsted rating from special measures to outstanding in just two years. Exclusions fell by 98 per cent and punctuality improved by 87 per cent.

Davey believes the approach has the potential to transform children’s services at large. He wants the government to consider its wider benefits, rather than narrowly focusing on the justice system. “There’s been legislation, policy and some money put behind restorative justice in the Ministry of Justice and Home Office,” Davey says. “That hasn’t been reflected in the Department for Education, which is a shame because it’s actually the best place you could possibly start.”

Mitch Theake, Swansea’s lead member for children and young people, is convinced other areas should consider the approach. “People who learn the skills, whether they’re teachers, pupils, parents or those working in partner agencies, will have the potential to reap the rewards of restorative practice at home and in work for the rest of their lives,” he says.



Restorative practice

Restorative practice attempts to resolve conflict through communication, using principles developed from restorative justice.

The process aims to resolve issues as soon as possible. In schools, this means conflict is dealt with immediately rather than through detentions or meetings after class.

Restorative practice also tries to prevent conflict before it happens. For example, a class may discuss the possible risks of going on a school trip before the event and agree how to avoid difficulties.

In Wales, Swansea and Cardiff are bidding to become “restorative cities”, by using restorative practice among council staff and children’s services.

All school community police officers in Wales have been trained in the practice.

In England, restorative practice has been used to prevent bullying in schools.

The Scottish Executive, meanwhile, funded a 30-month pilot of restorative practices in three local authorities across 18 schools.