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 designed for theoretical and practical excellence in restorative practice.  This course is credit rated by the University of Greenwich, and approved by the Restorative Justice Council (RJC), which 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 1 is focused on Theory and Implementation. 

This module will support practitioners to: 

• Develop a sound theoretical knowledge and understanding of restorative approaches
• Consider successful strategies for implementing and sustaining restorative practice in their work settings/roles

Practitioners will: 

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

Settings will: 

• benefit from having staff with specialist skills and knowledge who can support an enhanced conciliatory culture across the setting

This Module 1 course is specifically designed for participants who have already undertaken training in restorative facilitation and participants can join via 2 routes:

• Refresher route - for those who have completed a non-Royal Greenwich approved course  (at least 3 days equivalent) and completed the necessary application form
• Standard route - for those who have recently completed the Royal Greenwich Facilitator training.
  
  *The cost of the training is reduced to £350 plus £100 moderation fee for participants on the standard route.

This course is designed to offer participants an understanding of factors underpinning EBSA together with why autistic children and young people who experience EBSA might be at particular risk. It has been developed by members of the ASD 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.)

This session provides an introduction to the thinking and learning styles of pupils with an ASD. Additionally it will provide all staff with an overview of practical strategies to support pupils with an ASD.

Pupils will:

• be provided with appropriate strategies and support to assist their inclusion, interaction and access to all areas of the curriculum

 Practitioners will:

• have an understanding of autism and how it affects pupils and their families
• be equipped with a range of strategies to support pupils with autism in mainstream primary schools

 Settings will:

• be able to set up ASD friendly approaches across the whole school and establish consistent approaches to the management of pupils in their schools, as a consequence of a shared knowledge and understanding amongst all staff
• have staff who have a greater understanding of best practice in relation to pupils with autism, as well as the sensory difficulties they experience which can affect their ability to be included

Whole school teams