We know that by establishing and maintaining a safe and effective environment that places positive relationships at the centre, the academic and behavioural competence of all learners will be maximised. Restorative Practice and Zones of Regulation supports students to foster self-regulation and emotional control.  Self-regulation skills are vital for the success and happiness of our children.  Self-regulation abilities have a strong correlation to high academic success. The concept of wellbeing encompasses the Physical, Mental, Emotional and Social and spiritual dimensions of health and this is taught through Healthy Active Learning.

 

I Respect myself – Participation:

• Working to strengthen home-school relationships
• Māori participating in school decision making
• School environment reflecting the biculturalism of Aotearoa
• Aspirations of Māori whanau reflected in school planning
• Equity for Māori

I Respect others – Partnership:

• Engaging with Māori community
• Inquiry- place based learning-finding out about the Māori origins of your rōhe, mountains, rivers, history
• Having Māori representatives on the board of trustees
• Equity for Māori
• Power sharing

I Respect the environment – Protection:

• Valuing, validating and protecting local knowledge (place-based learning)
• Normalising Te Reo Māori
• Learning and including tikanga school-wide
• Equity for Māori

Major Components

• Sustainable school-wide action plan designed by staff, students and community to meet the needs of the school.

• Consistent approach to discipline based on established respectful relationships through collaborative consultation with the whole school community.
• A programme designed to improve the learning environment by teaching critical skills that help students become competent, responsible and caring.
• Positively stated expectations for all students and staff.  (Clear definitions that all staff, students and parents can understand and remember)
• Clear procedures for teaching classroom universals
• A continuum of procedures for encouraging demonstration and maintenance of these expectations.
• A continuum of procedures for discouraging problem behaviour.
• Procedures for monitoring and evaluating the effectiveness of the system on a regular basis.

 

Hauora Strategic Goals

• Continue to develop clarity and consistency of Restorative Practice
• Using data to support problem solving strategies
• Explicit teaching of Positive Culture for Learning
• Continue to use Circle Time across the school
• Develop Hauora Handbook for teachers
• Develop Hauora Action Achievement Plan to align with Literacy and Numeracy
• Explicit teaching of Healthy Active Learning
• Health Promoting Schools – Kids Can/Breakfast Club/Milk and Fruit in schools

 

 Healthy Active Learning

The concept of wellbeing encompasses the Physical, Mental, Emotional and Social and spiritual dimensions of health. At Whanganui East School,  Hauora is holistically taught through Healthy Active Learning. Hauora aligns with the schools’ approach to PC4L.

Taha Tinana: Physical Wellbeing

• The physical body, its growth, development, and ability to move, and ways of caring for it.

Taha Hinengaro: Mental and Emotional Wellbeing

• Coherent thinking processes, acknowledging and expressing thoughts and feelings and responding constructively.

Taha Whanau: Social Wellbeing

• Family relationships, friendships, and other interpersonal relationships; feelings for belonging, compassion, caring and social support.

 Taha Wairua: Spiritual Wellbeing

• The values of beliefs that determine the way people live, personal identity and self-awareness. 

 

 

What is Restorative Practice?

 

Restorative Practice is a relationship-based approach to dealing with conflict.

Restorative approaches help students to own the consequences of their actions and are able to participate in the process of ‘putting it right’.

Children will encourage children to think about how their behaviour has affected others, both pupils and staff.

 

How does Restorative Practice work at Whanganui East School?

Should instances occur between children or children are displaying problem behaviours we have a WARM conversation.

During this conversation, we move through a process where children accept responsibility for the effects of their actions and move towards genuinely removing the hurt caused to all those involved.

 

Restorative Language

When children find themselves in conflict or upset we will ask them –

What has happened?

How did it make you feel?

How did it make them feel?

Who did it affect?

What needs to happen now to fix it?

How can you stop this happening again in the future?

 

You will notice a difference in the language that is used in the school.  Restorative language is fair, a respectful way of speaking to each other and we will expect everyone in the school to use it.

 

Restorative Practice is not new, many schools have been using it for over 20 years.
It has proven to improve behaviour, respect, and responsibility in the community.

 

We have noticed using this approach that:

• We have reduced disruptive behaviour, conflict and bullying

• Improved behaviour, learning and attendance

• Developed empathy, honesty, responsibility, accountability, emotional literacy and a positive learning environment