Best Practice

Case study: Introducing a restorative behaviour system

Pastoral issues Behaviour Whole-school issues
Co-regulation is an important step in teaching self-regulation, yet most punitive behaviour systems miss this vital developmental stage. Katherine Cocker-Goring discusses how she helped move her school from a punitive behaviour management system to one based on restorative practices and self-regulation

The unique selling point of Engineering UTC Northern Lincolnshire is that in addition to the usual expectations of a school (quality teaching, excellent progress and strong pastoral care), student destinations and employability skills are at the heart of school improvement and at the root of school culture.

When I first joined the UTC, the behaviour system used an escalating sanction system, which was used by many other schools in the local area. Incidents of exclusion and internal exclusion (isolation) were disproportionate considering the number of students, and staff were overwhelmingly dependent on “the system”.

Marc Doyle, the CEO and principal of the UTC, joined shortly before me in September 2017 and immediately went about changing the culture surrounding the management of behaviour.

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