This resource outlines the impact of restorative justice within The Iffley Academy, an SEND day provision based in Oxfordshire for 138 students up to the age of 18 with Cognition and Learning difficulties, Autistic Spectrum Condition and/or Social Emotional and Mental Health difficulties. The Iffley Academy has worked in partnership with Transforming Conflict: National Centre for Restorative Practice in Youth Settings, to deliver restorative justice in order to support students with challenging behaviour and is now working towards the Restorative Service Quality Mark awarded by the Council. The information provided sets out what has been achieved so far and what are the next steps for our academy, the rational behind the decision to implement restorative justice, success indicators and the research that supports restorative practice. We are currently on a journey to further improve our practice and sharing this resource will hopefully be helpful to schools cons idering working in a different way and an opportunity for us to reflect on current practice. Restorative justice has been surveyed in detail in Australia and New Zealand and a number of these references are included in the resource including ‘Restorative Justice and School Discipline: Mutually Exclusive?’ (Cameron. L and Thorsborne. M 1999), and ‘Respectful Schools: Restorative Practice in Education a summary report’ (Buckley. S and Maxwell. G 2007).
Sector : Special
Phase : Secondary
Approximate number on roll : 100-300
Region : South East
School Website : http://www.iffleyacademy.co.uk
Name of person submitting information : Tom Procter-Legg
Role of person submitting information : Assistant Head Teacher