Restorative Practice

Mission Plan

“Do your little bit of good where you are; it's those little bits of good put together that overwhelm the world.”

Desmond Tutu

Mission Statement


Kindness to all

We are all kind, open and considerate to others feelings and value this in our conversations to restore situations.

Justice for Community

We respect a learning environment to restore justice for everyone and it feels happy, safe and secure to do this.

Building Respect

We are considerate of others and support students and staff as best we can, with respect for their safety and dignity. We speak to each other with calmness, politeness, and civility.

Restorative Practice at Falmouth School

One of the amazing aspects of  Falmouth School is our team that supports behaviour and learning. This team is highly specialised in many areas to deal with concerns and issues that might arise from day-to-day with our pupils. Building upon our behaviour processes, we now offer Restorative Practice approach within the school. Restorative approach is very much about resolving differences that can occur and finding a pathway forward so that kindness and justice can be used to move conflicts forward to a place of acceptance and forgiveness. Schools are places where learning about relationships and develop relationships is part of our wider social learning experiences. We have a trained facilitator at Falmouth school who has been trained by RJ Working, a local charitable organisation inline with the National Restorative Justice Council.



Restorative Team


Ray Cilia - Lead


Kat Tredget


Matt Sampson


Alex French


Alfie Lethbridge


Esther Hockley


Dan Meens


Adam Hayward - Behaviour Lead

Restorative Practice - How does it work


Restorative practice is a mediation process between two or more parties where an injustice has occurred and the process is about restoring respect with responsibility so that relationships can go forward. It relies on the consent of all parties and has proven to be highly effective in schools.


Restoring Justic

❖ Restoring safety.

❖ Restoring dignity.

❖ Restoring health.

❖ Restoring trust and confidence

❖ Recovery and repair,better than before.

Restorative Practice - When is it beneficial?


A restorative conversation is beneficial when there has been breakdown of communication after an emotional or physical harm

 between parties. To carry out a restorative approach  would stop the situation from prolonging and potentially escalating. The  whole school community benefits if there is a greater understanding around conflicts that restores a balance other than just punishes. 

A restorative approach addresses the reasons that arise in a conflict  by bringing together the parties involved, with consent, which allows the victim and the perpetrator to listen and build a way forward. This is a high support process that will has proven beneficial in the justice system. 


Restorative Practice - How does it work

A restorative conversation can occur between a number of parties and this includes pupil on pupil, Staff and pupils or even parents. Restorative practice can include any member of the staff community as well as pupils. 


Stage 1-Referral

A referral is made from the pastoral team where there is a situation between either between pupils, pupils and staff member has been reported that involves an argument or upset. 

Stage 2-Find out the concerns

A RJ team member will then pick up the referral and speak to individuals as at this stage it is important that an RJ has to be risk assessed through safeguarding. Often this can resolve a matter.

Stage 3-Assessment

Once the initial assessment is made it is important that a Restorative conversation will only be immediate if all parties agree. This includes contacting parents for consent.

Stage 4-Mediation

Mediation process is a planned and confidential happening and the sensitivity about how this is done is taken in careful consideration. 

Stage 5-Follow on plan.

A post plan is agreed between parties so that everyone can move forward with the knowledge.