“If you want trust, you trust; if you want respect, you respect; if you want conflict, do neither”
Mark Finnis
If hanging and flogging is too good for them then Restorative Practice probably isn’t for you. Look at the facts though and you might change your mind. For example, human brains don’t mature until our twenties and the part of our brain dealing with risk, reward and making decisions – the right decisions – is the bit that matures last. Which means that if young people can’t get it wrong with us, learn why it is wrong and how to put it right then where will they learn to do the right thing? Look at things that way and you’ll realise how powerful Restorative Practice can be.

RP is about relationships, social capital, connections and personal growth, which puts it right at the heart of education. And who better to lead the way for us on this than Mark Finnis who has a growing international reputation as a leading RP practitioner, sharing ideas, thoughts and techniques to help all those working with young people.

Feedback from recent events include:

"I am writing on behalf of my colleagues and myself to say a huge thank you for the tremendous inspiration of your day with our group. As primary headteachers and deputy headteachers we were able to concentrate on the social, emotional and personal aspects involved in the educational process. You were able to quite clearly adapt Restorative processes and ideas so that they became relevant and useful to leaders, who are currently embracing changes in all aspects of the education sector. These changes affect pupils, staff and leaders. You were able to lift our thinking beyond the day-to-day events and remind us of the philosophy and ideas that first brought us into teaching.You did this with great humour and intuition, that allowed us all to enjoy new learning, while also being reminded all the best aspects of life in a primary school. We were able to return to school refreshed and stimulated, as we focussed with new energy on all the aspects and ideas around restorative thinking! You were able to provide exactly what we had asked an expected of you, while extending our thinking well beyond those listed in our original brief. You allowed us to focus on all the relationships throughout our schools, reminding us of the important role we can play in modelling and practising the ideas you introduced.Once again many thanks for sharing your passion for the restorative processes, with a unique combination of warmth and professionalism. Everyone thoroughly enjoyed the day."

"Thank you for a very inspiring day. I have returned to work super charged! There are so many really fantastic ideas and thought processes that I want to share with the school. I wrote up my notes on the train home with the notion of ‘how’ I will share and encourage restorative practice."

"We feel lucky and privileged to have worked with you on this trial, and would recommend your training unreservedly to those who want to implement restorative practices in secondary schools."

"We have been privileged to work with Mark as a whole staff, small groups and individual coaching sessions. His support, enthusiasm and passion for Restorative Practice is infectious, inspiring the whole school. INSET days will never be the same again"

“We spend too much time catching people out making the wrong choices rather than catching them in doing the right thing" - There is Another Way

To read more about Mark Finnis please click here

  • Mark has been with Independent Thinking since August 2014 and is one of The 33

  • Mark’s DBS Number is 001370737729 issued 13th July 2012

  • Click here to see our price guide


Governor Event

Being a governor is an incredibly important task these days so we are delighted when we are asked to support them in their work in all sorts of schools around the country. Apart from ensuring the event is an entertaining and enjoyable one for all, especialy as it is so often on a rainy Saturday, we make sure our input is informative, relevant, up to date and guarantees all governors go back into their schools knowing what to look for, what to do and the rights sorts of questions to ask.