“I enjoy energy club because I play games with my friends.” – AS
“My teacher helps me when I don’t understand.” – AM
“I like going to ‘Little Pears’ because its fun and I can play games.” – AB
“I use an ipad to help me check my work.” – LF
“The football team is great!” – SL
“I like the reward trips, especially lazer tag!” – JC
“Science is great because we get to do experiments.” – NC
“Maths lessons are the best!” – SW
“Netball club is good fun.” – SH
“Maths is my best lesson because I like doing my times tables.” – KH
“My teacher is the best teacher ever!” – FR
“I love EAL trips on the minibus.” – IL
“I want to stay in the EAL Class forever!” – AP
“I love going on lots of trips.” – TR
“When I finish my work I help other people.” – CB
“I love school because I love learning!” – SG

Restorative Behaviour

Implementation of the Restorative Approach

At Hollymount School, we recognise that all children are unique individuals and therefore we are flexible in the manner in which we address any incidences of negative behaviour. The stages of the Restorative Approach underpin our method in dealing with behaviour issues but we are conscious that we adapt our approach to ensure it is suitable for the pupil’s age and level of understanding.

When working with pupils in the Early Years Foundation Stage, our focus is on the initial stages of the Restorative Approach. Staff working with these pupils focus on helping them to grasp the concepts of feelings and how they are caused. Modelling, small group work, peer support and visual resources such as photographs and Communicate in Print cards are all used to support the pupils’ understanding and development of empathy.

This approach is also adapted for other pupils throughout the school. Pupils with low levels of emotional maturity or with Special Educational Needs can require support in recognising how their actions have affected others or how they feel about an incident. Pupils are supported in developing their understanding of the Restorative Approach using tailored resources, lessons and at their own pace. Children identified as having significant social, emotional or mental health needs may require an alternative approach, which will be discussed and decided upon by the team around the child on an individual basis.

Staff use their discretion and knowledge of the pupils involved to determine how best to implement this approach and who to involve.