I adore the fact that one of the first things Mark addresses in this book is the ‘L word’ – love – and that in our school communities we need to ‘spread it thick, like my mum spreads butter’.

Having worked in the restorative field as a facilitator for a number of years she could see how this way of working could be applied in schools, social care and beyond. A practical and inspiring introduction to the use of restorative and relational based practice aimed at anyone working with children, young people, families and across communities. Although its roots are clearly in restorative justice – as a way of repairing the harm done to the community and relationships within it – restorative practice has the bolder ambition of proactively developing the sense of community and seeking to increase the social capital between people and across the school and, from there, into the wider community. The form below replicates that used by Social Work England in your online account, so that when you need to renew your registration each year, you can easily transfer examples of CPD. We don’t share your credit card details with third-party sellers, and we don’t sell your information to others.

Students see whether you are showing warmth and respect toward them and to the other students and adults in your school.

Demonstrate good subject knowledge on key aspects of social work practice and develop knowledge of current issues in society and social policies impacting on social work.This is an exciting opportunity for secondary school senior leaders, pastoral care teams, class teachers and governors to attend a training session which is part funded by Surrey County Council, supported by the Specialist Teachers for Inclusive Practice (STIP) and led by Mark Finnis from L30 Relational System. Carlie loves the way that different restorative interventions can work together to create exciting conversations that are accessible and meaningful to all involved.

What is really important in all this questioning is try to avoid ‘why’ questions, as they often create blame ‘why did you do that?of communication is non-verbal (which is good if you’re struggling to learn the language in your new country), so remember, smile, don’t fold your arms, if you need to reprimand a student try not to stand over them, sit beside them or crouch down so you are smaller than them, the chances are you are taller than them so remember this, nobody likes being talked down to. The sections on culture, community and relationships are full of language, principles and ideas that have permeated my practice and link to the work of many other like-minded educationalists who are transforming schools into relational and nurturing environments. Incorporate feedback from a range of sources, including from people with lived experience of my social work practice.