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36 ISSUES I was able to see three other ‘nurture initiatives’ in the area by partners in the Reference group but these were not known about in the group. It is important that the actions of local partners are shared, valued and affirmed-often initiatives of high quality locally are undervalued. Driving Positive Behaviour could be a lever for embedding restorative approaches by offering staff courses that enable staff to use this approach in the hours allocated in the recent teachers agreement. RESTORATIVE CHALLENGES Whole school approaches were mentioned but not evidenced. There needs to be a generic approach allied to distinctive sessions for primary and secondary teachers. The potential exists to develop a learning cluster of staff from diverse but connected schools in the area. A memorandum could be developed challenging schools in an area to work to certain values, promote certain agreed standards of behavior, address exclusions on an area basis and challenge a culture of ‘difficult children’ being passed on. (See www.SHARES.co.uk-. The Lancashire based schools consortium) Information evenings for parents could evolve into a RESTORATIVE PRACTICES learning event. This could build on Community Development linkages and build a base of parental skill and confidence. Establish links to parents previously engaged on programmes and make them multipliers of buy in to future programmes. Build a phased approach with different year groups.
DÚN LAOGHAIRE / RATHDOWN COMENIUS REGIO ‘RESTORATIVE APPROACHES’ PROGRAMME Material 9: Parental Work aligned with the Development of Garda Contact A most valuable development has been that of promoting opportunities for parents to examine how they might become partners in learning with their children as well as grow their own confidence in learning again. This, aligned with short courses that assisted parents restore relationships and value relationships that may have become conflictual, is to be welcomed. I met one parents group for a two and a half hour discussion. Their self-confidence, their ease in engaging with very sensitive themes around their experiences as parents and their ability to identify changes and developments in their own learning and development were a joy to hear and a great affirmation of the work of the facilitator, the Home School Community liaison staff involved, the facilitation of Netcare and the support of the school principal and staff. Future work with this type of group may need to be developed with a local facilitator resource plus a group such as Netcare due to timing and distance. OUTPUTS The speakers evidenced: “My house is now a more educationally switched on house. I am now able to stand back and take some space before getting into a conflict situation with my child. We are now interested in education-we have something to offer. There is a higher attendance now from our kids. I sit more with my child and spend time with him. I plan family days out now and look forward to them. I listen more to other views. We have completed a course on parenting and dealing with conflicts. I have started a ‘back to work course’. We are no longer alone coming to this school.” In addition outputs were: The development of materials and approaches for work with parents. The growth of a systems approach to restorative schools. Resources and materials on dealing with individual students doing harm. 37
Page 1 and 2: DÚN LAOGHAIRE / RATHDOWN COMENIUS
Page 3 and 4: CONTENTS 1. INTRODUCTION TO THIS FO
Page 9 and 10: 2. NEEDS AND RATIONALE- THE INITIAL
Page 11 and 12: The vision of Southside Partnership
Page 13 and 14: THE INTENDED ACTIVITY AND OUTPUTS E
Page 15 and 16: 3. THE EVIDENCE GATHERED FROM SITE
Page 19 and 20: Material 2: School Secondary Level:
Page 27 and 28: Material 5: Youth Service Provision
Page 35 and 36: Resource Development and Promotion
Page 37: Garda: DÚN LAOGHAIRE / RATHDOWN CO
Page 43 and 44: Material 11: Primary School Princip
Page 45 and 46: Material 12: School Completion and
Page 47 and 48: 4. THE DISTINCTIVE ‘VALUE ADDED
Page 49 and 50: OUTCOMES Objective 1: Models of goo
Page 51 and 52: . Drawing on the diverse issues eme
Page 53 and 54: C. Public Policy & Political Impact
Page 55 and 56: At the end of Year One, there are o
Page 57 and 58: Area agreements about social inclus
Page 59 and 60: 5. IMPLICATIONS FOR THE STRATEGIC D
Page 63 and 64: 5.4 Overall Conclusions: a. The Pro
Page 65 and 66: • the importance of restorative p
Page 67 and 68: i. Promote a Narrative Discourse Ap
Page 69 and 70: 6.Significant formative outcomes to
Page 71 and 72: APPENDIx A: THE UNIVERSITY OF ULSTE
Page 73 and 74: APPENDIx B: A LENS OF COMPARATIVE B
Page 75 and 76: APPENDIx C: A LENS OF COMPARATIVE B
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