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Blended learning options to foster restorative and relational practice.
These resources help to introduce and embed restorative and relational practice. Please get in touch to tell us about your strengths, needs and intended outcomes and we’ll tailor our input and resources to help you get there!
We have just recorded a first series of podcasts (November 2024). This is the introduction to the series. Please let us know if you’d like to hear more.
Restorative Practice at Work: Six habits for improving relationships in healthcare settings
Demonstrates how anyone working in healthcare can draw on restorative practice to develop six habits that improve relationships and help to foster compassionate and inclusive workplace cultures.
Order here.
This book has been written to help people working in healthcare understand what restorative practice is and how it can be applied to self, team and departments, whatever your role.
This booklet (opposite)offers suggestions for using the book in your department as continuous professional development, to introduce or enhance restorative practice and how we define the ways we work together relationally. Click here to download your copy.
Discount is offered for bulk orders of the book. Please contact Lucy Delbridge with any questions or queries: ldelbridge@crownhouse.co.uk
This video is a short introduction to restorative practice for all settings.
We have a growing suite of E-Learning CPD programmes, to suit your timetable and budget, with the flexibility of unlimited repeat visits to the course/s.
All of our E-Learning courses are offered with wider blended learning options, dependent on need. Please get in touch to find out more:
lesley@restorativethinking.co.uk
Scroll down to see our courses, and if you have already signed up, click the blue tab below.
This course is being used across NHS Trusts and Local Authorities to introduce and embed restorative practice within and between teams. It takes two hours to complete and can be accessed in 10-20 minute stages, to fit in with shift patterns and timescales.
Contact us to sign up your team/s: lesley@restorativethinking.co.uk
An E-Learning course for schools, developed with primary, secondary and special schools.
In this course SLT, Staff and Governors gain the following insights:
Contact us to sign up your school: lesley@restorativethinking.co.uk
An E-Learning course for Head Teachers and Senior Leadership Teams, developed with primary, secondary and special school Head Teachers:
Contact us to sign up your school: lesley@restorativethinking.co.uk
An E-Learning course for schools, developed with primary, secondary and special schools:
Contact us to sign up your school: lesley@restorativethinking.co.uk
An E-Learning course for schools, developed with primary and special schools:
Contact us to sign up your school: lesley@restorativethinking.co.uk
Find out how and why we’ve co-produced E-Learning CPD with primary, secondary and special schools to help introduce and embed restorative practice.
Headteachers from primary, secondary and special schools, who’ve worked with us to introduce and embed restorative practice, talk about their insights.
These four short learning sequences are an introduction to restorative thinking and positive relationships, a few techniques that can help us to better manage emotions and stay calm, and to keep communicating with each other in positive ways. These lessons will support you to:
Developed with our partners the Anti-Bullying Alliance, this short e-Learning course is freely available to access via this link.
Restorative Thinking curriculum programmes, booklets and other resources are designed to be delivered as part of whole school restorative practice. Teachers and school staff using Restorative Thinking resources should complete, as a minimum, a one day training course covering restorative principles and skills practice with a training provider holding the RJC’s Training Provider Quality Mark (TPQM), or our equivalent e-Learning CPD course: ‘Fostering Restorative Practice in Schools’.
Details of all our school resources, and an order form, are available here.
This short guide, produced with the Anti-Bullying Alliance, aims to provide schools with more information about what restorative practice is and to dispel some of the myths about restorative practice in response to bullying.
Download the resource via this link.
How can restorative practice help teachers and pupils to choose a respectful, considered approach to conflict resolution and anti-bullying? We wrote this resource for the Anti-Bullying Alliance as part of Anti-Bullying week in 2018.
“Say sorry you two. Right, off you go.”
How often do you, or those around you, step in to resolve disputes between pupils this way? It’s a quick, easy fix for school staff, especially when we have a number of other things that need our immediate attention, or we are rushing to deliver a lesson. So how well does this response respectfully resolve an incident and how likely is it that there will be a repeat incident following this kind of closure?
Restorative practice encompasses a suite of principles and skills that guide the way we act in all our dealings. When teachers model these principles and skills at school, pupils pick them up; when restorative practice becomes a whole school approach, pupils (and teachers) learn to reach a shared understanding and/or to respectfully disagree.
Download the resource via this link.
Improve day-to-day communications and conversations to foster more effective working relationships.
Restorative and relational practice enable schools to bring different and sustainable solutions to long-standing pinch points, including attendance, attainment, exclusions, bullying.
Learn about your child’s developing brain and behaviour, alongside alternative ways to respond to challenging behaviour. Teach your child/ren key relationship skills for life.
Reduce offending and re-offending rates and foster behaviour change by growing inclusive residential environments and relationship skills.
Blended learning options to foster restorative and relational practice.
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