Restorative practices are increasingly being recognised as effective tools for repairing relationships that have been damaged through conflict and harm. Effective training in restorative facilitation is crucial to ensuring restorative processes delivered in any setting are safe, positive experiences for all involved. 

The Royal Borough of Greenwich has developed a unique Level 5 training programme, credit rated by the University of Greenwich, and RJC approved at Intermediate/Advanced level. The course combines three crucial elements of theory, practice and implementation to ensure the development of effective RA facilitators. 

The Level 5 programme consists of two 30 credit modules and Module 2 is focused on Practice and Reflection. This module will support practitioners to:

• Develop effective facilitation skills in restorative practice, which meet nationally recognised best practice standards
• Cultivate skills in reflective practice and understand the importance of being a reflective restorative practitioner.

Practitioners will:

• develop their skills and knowledge in restorative practice and work towards a Level 5 University qualification and RJC practitioner registration.

Settings will:

• benefit from having staff with specialist skills and knowledge who can evidence their practice meets nationally recognised best practice standards.

This Module 2 course is for learners who have already completed our RA Level 5 Module 1 course and evidenced their eligibility by completing the necessary application form.

Training will include:

• Learning about fine and gross motor skills
• Mark making
• Prewriting shapes
• Letter formation
• Assistive technology available to support handwriting/writing development

Pupils will:

• benefit from carefully planned support tailored to meet individual needs 

Staff will:

• have increased confidence to support pupils with their fine motor skills development and mark making with a view to developing their handwriting
• have an understanding about the variety of assistive technology available to support handwriting/writing development

SENCOs, Teachers, and support staff supporting children with Down Syndrome

This is a discussion-focused meeting that links to current EYFS developments both nationally and locally. Leaders are able to network with colleagues and share best practice across Royal Greenwich schools.

Feedback from previous participants:

"Extremely informative, as always."

"I find these meetings valuable to keep up to date on issues and to talk with colleagues working with the same or similar age."

Pupils will:

• experience high quality EYFS provision

Practitioners will:

• benefit from being given important updates relating to EYFS statutory guidance

Settings will:

• make links with other settings across the Local Authority and will share effective EYFS practice through wider networking

Early Years Foundation Stage Leaders

This course is designed to offer participants an understanding of factors underpinning EBSA together with why autistic children and young people might be at particular risk. It has been developed by members of the Autism Outreach and Educational Psychology Services and includes the sharing of theoretical information together with discussion and hands-on activities.

The course will explore evidence-based approaches and interventions in relation to EBSA and how these can be used with a range of children and young people, including those who are autistic. In addition to sharing school-based strategies, an aim of the course is to equip participants with an understanding of how authentic, impactful home-school collaborations can be developed and how these can represent the platform for effective intervention. 

Those who have participated in the course found the following particularly helpful:

• Thinking about the wider context of EBSA and why autistic pupils might be at more risk
• Listening to professionals who have knowledge and experience of supporting pupils experiencing EBSA
• Understanding risk and resilience factors around EBSA
• The focus on transition points and how best to support pupils at these times 

Schools will:

• benefit from staff participating in the training so they are equipped to share knowledge and understanding, so facilitating a shared approach to supporting children and young people (CYP) who experience EBSA, particularly autistic CYP within the school.

Pupils will:

• benefit from staff supporting them at school gaining knowledge and understanding of EBSA, and why autistic CYP might be at particular risk.
• benefit from staff being more equipped to offer effective support and understand the importance of their voice and collaboration with key people in their lives informing this support. 

Anybody who is involved in supporting children and young people who experience EBSA. Together with members of staff based within education settings, this includes members of services supporting schools and/or children and young people (e.g., Outreach services, Attendance and Advisory service, Educational Psychology, School Counsellors etc.)