Relationships using the Restorative Approach

At Barrowford, we recognise that most children self-regulate their behaviour and behave very well every day and never need reminding about how to behave appropriately.  We want to encourage these children and reward them and thereby encourage the children who may not behave appropriately sometimes to manage their behaviour positively.


Our relationship policy is not primarily concerned with rule enforcement. It is a tool used to promote good relationships, so that people can work together with the common purpose of helping everyone learn.


Our school uses restorative approaches to encourage everyone to take responsibility for their behaviours. All staff have been trained in restorative approaches and will apply them to resolving situations in the school. This approach starts with a restorative enquiry, if conflict arrives, over low level issues i.e. friendship breakups, disputes over games, running in the corridor and not responding to reasonable adult requests.


Restorative approaches are based on four key features:


RESPECT – for everyone by listening to other opinions and learning to value them


RESPONSIBILTY - taking responsibility for your own actions


REPAIR – developing the skills within our school community so that its individual members have the necessary skills to identify solutions that repair harm and ensure behaviours are not repeated


RE-INTEGRATION - working through a structured, supportive process that aims to solve the problem and allows young people to remain in mainstream education




Our nurture room, is set up as a home environment for those children who, for whatever reason, are finding daily life at school difficult.  The staff provide activities that extend the children’s learning but also help them manage their feelings and cope better with school.  It is a lovely environment.  The school works closely with parents and it is only with consent that children spend time in there.