Supporting children at Heronshaw

As a school, we believe that part of preparing children for the next stage in their life is helping them to understand how to behave appropriately and show respect to others and the environment we live and work in. Throughout the school we expect a total consistency of expectation that everyone, regardless of gender, race or culture) should feel safe, secure and able to learn. All children are encouraged to develop empathy and respect for others. We place a high value on individual achievements and on celebrating the achievements of others. 


What is restorative practice?

Restorative practice is a set of principles and practice that encourages children to take responsibility for their behaviour by thinking through the causes and consequences. Heronshaw School believes in building positive relationships between children, staff and parents. We believe that how people behave around one and another makes all the difference in the world. Therefore, we thrive to build positive relationships and to create a positive learning environment for all.


How do we do this?

  • Circle Times

These are daily sessions which all children take part in. A circle time is where everyone has the opportunity to speak and listen to others. The circle leader will encourage everyone to follow the school values to promote a calming and welcoming circle. The circles focus on feelings, attitudes, beliefs and opinions. Children from Foundation through to Year 2 learn about the value of everybody's opinion and our Heronshaw values.

  • Restorative dialogue

Children can fall out from time to time. It is part of growing up and developing an understanding of self and those around us. On the occasions where this may happen staff use one approach, our restorative dialogue.

We follow three simple steps when addressing any behaviour conflicts at school. This involves a range of open ended questions which supports the children in coming to a positive and meaningful conclusion. The members involved in the conflict will meet in a safe area where together they take time in talking to each other with the support of a restorative facilitator, a member of staff. The facilitator will ask what has happened, how it made them feel and what they can do to fix it. By consistently modelling this language we are encouraging children to take responsibility for their behaviour and to take ownership of what has happened. This overtime will become embedded in the children’s mindset and they will take the first steps in fixing their own conflicts before involving the restorative leaders.

Class teachers and support staff may speak with parents either at the end of the day or via the telephone to share when restorative practice has been used. It is important that staff and parents work together on this approach to ensure that things are resolved in a timely manner.

  • Tell me Tuesday

Every Tuesday the children take part in an activity called “Tell me Tuesday” this is to develop pupil voice and attitudes at school. During the circle time session children are asked a set question relating to them. They will then respond to the question by using the well-being chart. All results are then collected and collaborated between staff. Any changes can then be put into place by the School Council and staff

  • Well-being charts and the links to 'behaviours for learning'

All children are introduced to the well-being scale when they start their journey at Heronshaw. The scale works on numbers 1-5 and relates to a colour and emotion. This chart is used as a way for children to communicate how they are feeling throughout the school day. This is empowering the children to take responsibility of their own feelings and to recognise when they are feeling either a high positive emotion or a low emotion. Staff members also take part in this by showing the children how they are feeling on the well-being scale.


Where can I find out more information?

Feel free to come and speak to any member of staff about our journey or visit