Templars’ Restorative Approach to Behaviour 

We are teachers.

We teach children knowledge; maths, writing, the arts, humanities and sports.

We teach children how to be; caring, honest and respectful to themselves and others.

Children are learners.                                          

When children are learning we guide, coach, support, acknowledge and praise. We may intervene to support them when they are making mistakes. We celebrate the courage to give something a go, get it wrong, keep trying and trusting the adults to help.

Children learn by watching people around them, by trying out patterns and experimenting with actions. It can be hard to learn appropriate behaviours for different contexts. Children will sometimes get it wrong and our support is there to give them the knowledge and skills to help to put it right.

So just like academic learning, we teach, give them the knowledge, model behaviour and allow them to practice. We guide, coach, support, acknowledge and praise.

We don’t punish.

When our children are finding their behaviour hard to manage, we concentrate on relationships and repair. We learn what it teaches us about how to behave more appropriately. We talk about the consequences and taking responsibility for our actions.

We have a relational, restorative approach.

Many children have a developing sense of self and a heightened response to threat or rejection because of their individual circumstances and situations. We concentrate on building relationships with and between children and staff and we use the high levels of attunement we have with our children to enable us to structure learning and experiences. We intervene to teach children skills which help to prevent and challenge harmful behaviours in a supportive and calm manner with a focus on the reparation of any harm caused.

We support the children to take responsibility for their own actions. We acknowledge the conditions, the emotions and any contributing factors through discussion and then establish that ultimately our behaviour and our actions are our own responsibility.

Therefore, it is an individual’s responsibility to repair the harm and restore the relationship. Children are coached, guided and supported in this and it is made very clear where the responsibility lies - with them. (Not the teacher, not the lesson plan, not the adversary.)

There is a consistent approach to this. We do not tolerate harmful behaviours and attitudes; we support with unconditional regard for all children (people), their stage of learning and emotional maturity. Each time harm has been caused, discussion is facilitated sensitively and with understanding but without judgement. It is responsive and all involved are given the space and time to become regulated enough for it to happen successfully.

• This is difficult, time consuming, emotionally challenging and exhausting.
• It is worthwhile, creates trusting relationships, makes for a safe, affirming and kind space for children and adults.
• It supports positive mental health and ensures that every person feels of value.

And it works! Our community is empathic, self-aware and celebrates each individual as we all learn from our experiences.

Please see related behaviour policy and documents.