Defining Restorative Practices

Restorative practices in schools are a relationship-focused approach to discipline and community-building that prioritises repairing harm, fostering accountability and strengthening relationships.

Unlike punitive approaches, Restorative practice:

• Acknowledges relationships as central to a healthy school community.
• Addresses misbehaviour in ways that aim to repair harm and restore trust.
• Focuses on the impact of actions rather than just rule-breaking.
• Gives voice to those who have been harmed, allowing them to express their feelings and needs.
• Encourages collaborative problem-solving between all parties involved.
• Empowers personal growth and nurtures empathy.
• Promotes student responsibility for their actions and their effects on others.

Working restoratively requires emotional courage and commitment from teachers and students. It involves confronting difficult emotions and engaging in honest dialogue to resolve conflict and build a more supportive school environment.

Our School Vision

Living restoratively begins with understanding God’s own restorative work through Jesus. At the heart of the gospel is the truth that Christ has reconciled us to God through His life, death, and resurrection. This foundational act of restoration invites us, as His people, into a ministry of reconciliation.

We are committed to fostering a culture that reflects God's grace as we seek to restore ruptures in relationships. Our school vision to be a dynamic Christ-centred learning community where students are nurtured to be curious, courageous and compassionate lifelong learners, transforming the communities in which they live, calls us to actively seek healing, connection, and growth, especially in moments of conflict or challenge. Restorative practices offer a biblically grounded, grace-filled approach to supporting and guiding children to making better choices.

Classroom Culture

At the heart of developing classroom culture is the belief that every student is a valued image-bearer of God. Teachers and students co-create a learning environment where all are respected and responsible members of the community.

At ICS, classroom culture is established collaboratively. At the beginning of the year (and revisited throughout) it involves the teacher and students working together to develop shared norms and essential agreements. These agreements become a living document that reflects the kind of community we are striving to build: one that is curious, courageous, compassionate, and Christ-centred.

Students are supported to live out these shared commitments, and when challenges arise, they are reminded of the class agreements not in a shameful way, but as a call to return to what they’ve already agreed is good and right. This approach helps to build empathy and preserve the teacher-student relationship, reducing shame while fostering responsibility.

We are committed to holding high expectations with high support. This means we expect students to act with integrity, kindness, and responsibility, but we also walk alongside them with encouragement, scaffolding, and grace when they fall short. Mistakes are viewed as opportunities for growth, not grounds for exclusion.

When things go wrong, students are:

• Reminded of the class agreements
• Invited into reflection with the teacher
• Supported to make better choices next time

This restorative approach creates safe, consistent and emotionally supportive environments where students can flourish.

When students experience genuine love and acceptance, their response is often gratitude and a desire to live well in community. It is this kind of atmosphere that allows students to grow not only academically, but spiritually and emotionally.

Restorative Conversations

A key component of restorative practice at ICS is engaging students in honest, reflective Restorative Conversations. Restorative Conversations are grounded in our core values of curiosity, courage, and compassion:

• We are curious – about what a student’s behaviour may be telling us, and we help students become curious about their own choices and feelings.
• We invite students to be courageous – to talk, express their feelings, admit mistakes and seek forgiveness.
• And we lead with compassion – knowing that we all need grace, restoration, and support.

Lunchtime Reset is a purposeful moment when a student sits with a teacher to reflect, reset emotionally and consider how they might respond differently in the future. The goal is to create a calm space where students have the opportunity to talk with a teacher through the restorative process. They are guided through a reflective set of questions:

1. “I’m curious about what happened—can you tell me?”
2. “Can you be courageous and admit your part in this?”
3. “How can you show compassion to help restore this relationship?”
4. “What are some ways others can support you with this?”

Through this process, students learn to calm their internal "guard dog" (fight-or-flight responses), reflect on how their actions affect others, and develop strategies for making better choices in the future. It’s an opportunity to stop, consider their place in the community, and reset their focus.

Sometimes, restorative conversations can be used as a preventative measure, giving students space before behaviour escalates. In other cases, such as when a student has physically hurt another or significantly disrupted learning, a restorative conversation is a natural next step.

In all instances, restorative conversations are a practical expression of our commitment to Christ-centred restoration in relationships.

Parent Partnership

One of the great strengths of our school community is the partnership we share with parents. Living restoratively extends beyond the classroom into homes, families and everyday life. When schools and families work together in open, respectful communication, we are better equipped to support each child’s growth.

Restorative practice encourages collaborative problem-solving. When challenges arise, we invite parents into the process to engage meaningfully in supporting their child. Together, we can help students understand how to live well in community, repair relationships and make wise choices. This partnership is not only practical, it reflects the unity and shared discipleship we are called to as the body of Christ.

Thank You

Thank you to all who participated in the workshops. We are deeply encouraged by your partnership as we continue to grow together in creating a Christ-centred school culture where restorative practices are a reflection of the gospel at work in our community.

Mr Caleb Jones

Director of Primary