Repair the harm and follow up

At Ashhurst School our focus surrounding repairing the harm or follow (the consequence), is based on ensuring that the steps to repair the harm are relevant to the issue caused. This will ensure that learning comes from the incident and the likelihood of a repeat incident is reduced. 

When considering how the harm should be repaired, it is important to consider the following 

• The process followed will be consistent – the outcome may be different – depends on the context of the behaviour and what makes sense for each student
• The question to ask about the intervention/consequence: how will this support understanding/learning to respond differently next time (show your values)
• Is this response enough or do we need to go a bit deeper / provide more teaching and or support for this student to show the behaviours from the matrix. The discussion can be the consequence for lower level things. For more serious incidents it may require conversation and some explicit teaching and or some putting right actions.
• If it happens again: not the same conversation; we need to provide additional support to help you make good choices. 

These actions may include

1. more structure/support in times when this behaviour is more likely to happen
2. regular check-ins: feedforward/feedback loops on how the agreed behaviours they will show are going
3. Getting involvement from home to support the actions of school 

• It is important that the conversation happens rather than it happens straight away. Staff can make a plan to follow up at a time that works for them. This gives both parties an opportunity to reflect on what are possible outcomes / next steps hopefully when a bit more rational
• This might look like "ok we all understand that .... happened today. Tomorrow at morning break, we are going to sit down together and create a plan about how you can make great choices at break times and also discuss some strategies as to how you can manage this issue if it arrives during the next break"