If you’ve ever despaired at quick-fix behaviour control techniques and punishment systems that are closer to what you’ll find in a prison than a place of learning and wished for another way, then it’s time you took a look at Restorative Practice.
And there is no better place to start than with Mark Finnis, one of the UK’s leading proponents of an approach that genuinely puts people at the heart of any organisation.
With a growing reputation for his work, Mark is helping schools, children services, social care organisations and more to understand and embrace RP across the country and beyond. Challenging schools to look at the practices and habits that actually cause poor behaviour, Mark shows how to create an alternative culture that everyone can buy into. Down-to-earth, entertaining and practical, he shows the power of relationships, values, connections and community when it comes to helping organisations - and all the people in them - thrive.
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Feedback from recent events include:
"We have had the most phenomenal day with Mark. Our staff have been left buzzing; our children have been left eager; our parents have been left engaged (probably the hardest challenge if the day)...There is so much to do and we are all so excited about getting on to it. We are a school on a mission. Some of our most challenging parents not only turned up but stayed behind at the end of the session to talk to Mark. He's given us a way in. We couldn't have asked for more.Amazing, inspiring, engaging. We definitely need him back. We're on a journey and he's seeing us through"
"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."
"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."
"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"
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.