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Thrive is a systematic approach to the early identification of emotional developmental need in children and young people so that differentiated provision can be put in to place quickly by adults working most closely with the child or young person. The Thrive Approach can make learning more accessible, more effective and more fun. It enhances emotional literacy and directly contributes to the development of learning power . The approach is informed by up to date neuroscience, attachment theory, learning theory, child development, studies and research into risk and resilience factors.
We need to address pupils' emotional developmental needs as this helps to build resilience and resourcefulness, helping to decrease the risk of mental illness. For those pupils who have been excluded from school, who may have adverse childhood experiences, Thrive enables them to be met in the most supportive way. It supports staff to have a good enough theoretical understanding of what is going on for these pupils to provide the pupils with the most useful set of skills to know what to do and how to do it. This then will allow pupils to re-engage in learning and increase their life chances.
The Thrive Approach offers practical, effective tools and techniques that work alongside the online assessment and action plan tool, that screen pupils emotional development within six developmental strands.
What is Restorative Justice?
As a restorative school we take a restorative approach to resolving conflict and preventing harm.
Restorative justice brings those harmed by crime or conflict and those responsible for the harm into communication, enabling everyone affected by a particular incident to play a part in repairing the harm and finding a positive way forward. This is part of a wider field called restorative practice.
Restorative practice can be used anywhere to prevent conflict, build relationships and repair harm by enabling people to communicate effectively and positively. Restorative practice is increasingly being used in schools, children’s services, workplaces, hospitals, communities and the criminal justice system.
Restorative practice can involve both a proactive approach to preventing harm and conflict and activities that repair harm where conflicts have already arisen.
Where the latter is required, a facilitated restorative meeting can be held. This enables individuals and groups to work together to improve their mutual understanding of an issue and jointly reach the best available solution. But in many cases a less formal approach, based on restorative principles, may be more appropriate.
Restorative practice supports people to recognise that all of their activities affect others and that people are responsible for their choices and actions and can be held accountable for them. It enables people to reflect on how they interact with each other and consider how best to prevent harm and conflict
Restorative approaches enable those who have been harmed to convey the impact of the harm to those responsible, and for those responsible to acknowledge this impact and take steps to put it right.
Restorative approaches refer to a range of methods and strategies which can be used both to prevent relationship-damaging incidents from happening and to resolve them if they do happen.
Being a restorative school has many benefits, including increased attendance, reduced exclusions and improved achievement.
It can also alleviate problems such as bullying, classroom disruption, truancy and poor attendance, antisocial behaviour, and disputes between pupils, their families, and members of staff.
As a school, we adopt a whole-school approach to restorative methods.
All staff at the City of Birmingham School are Team Teach trained. Team Teach provides staff with positive behaviour management training, equipping individuals and teams to deal with challenging situations and behaviours in ways that lead to desirable outcomes and positive relationships.
The positive behaviour management strategies that Team Teach develops and promotes emphasise team building, personal safety, communication, and verbal and non-verbal de-escalation techniques for dealing with challenging behaviour which reduce the need for physical intervention. As a last resort, we also teach positive handling techniques to resolve conflicts in ways that are safe, and which provide opportunities for repair and reflection for everyone involved.
Staff develop acceptable and authorised responses to disruptive, disturbing, angry and aggressive behaviours in a manner that maintains positive relationships and provides safety for all, helping reduce the number of serious incidents involving physical controls, and raising the awareness of the importance of recording, reporting, monitoring and evaluating all incidents involving positive handling.
We see positive handling as just one part of a whole-setting approach to behaviour management. As such, our framework is entirely compatible with Positive Behavioural Support (PBS) approaches for people with learning disabilities.
Our team of Team Teach instructors are licensed to deliver one day Foundation and two day Basic courses. During the academic year, as well as training staff within our school, our instructors deliver courses to other Birmingham schools. These courses offer bespoke de-escalation and positive handling training with an emphasis on promoting and protecting positive relationships. We cover the legal framework, personal safety, understanding aggression, a range of verbal and non-verbal de-escalation strategies alongside some positive handling techniques and subsequent recording, reporting and reviewing processes.