{"id":1382,"date":"2024-06-12T20:13:31","date_gmt":"2024-06-12T19:13:31","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/?page_id=1382"},"modified":"2026-07-07T12:38:51","modified_gmt":"2026-07-07T11:38:51","slug":"restorative-approaches","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/sb\/professionallearning\/restorative-approaches\/","title":{"rendered":"Informed"},"content":{"rendered":"
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\ud83d\udd35 Informed Level (Universal)<\/strong> Establishing a shared baseline of understanding, common language, and core practice for all staff.<\/em><\/p>\n\n\n\n\n\n
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\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Informed<\/strong><\/p>\n

\ud83d\udd35<\/p>\n<\/td>\n

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CIRCLE toolkit<\/strong><\/p>\n

\u00a0<\/em><\/p>\n<\/td>\n

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Themes can include:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 To understand the context of CIRCLE.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 To become familiar with CIRCLE Inclusive Classroom Scale (CICS).<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 To reflect on how to use this in your context.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introduce Circle Participation Scale (CPS).<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Explore how to use the CPS to support inclusive practice.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identify next steps in integrating the CIRCLE tools (CICS & CPS) into your practice.<\/p>\n<\/td>\n

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\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Whole school approach<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 CAT sessions<\/p>\n

Access to a paper or digital copy (downloadable from https:\/\/www.thirdspace.scot\/circle\/education-resources\/<\/a> ) of the document will be required to fully participate in the session.<\/p>\n<\/td>\n

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\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Leadership team consultations available.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Self-serve options available.<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Further support options on request.<\/p>\n<\/td>\n

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For more info or for bespoke group bookings:<\/p>\n

Email Emma Auty<\/p>\n

eauty@scotborders.gov.uk<\/a> or Doug Crabbe Douglas.Crabbe@scotborders.gov.uk<\/a>\u00a0\u00a0\u00a0<\/p>\n<\/td>\n<\/tr>\n

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\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Informed<\/strong><\/p>\n

\ud83d\udd35<\/p>\n<\/td>\n

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Restore and Repair<\/strong><\/p>\n<\/td>\n

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Themes will include:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 effective communication<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 relationships or friendships<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 empathy and understanding for another person\u2019s perspective<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 respect (this could mean a sense of security, self-confidence, self-respect, or dignity)<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 understanding the impact of our own behaviour on others<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 repairing harm<\/p>\n<\/td>\n

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\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Available for Whole school \/ Cluster CAT sessions<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Available on BW for individuals<\/p>\n<\/td>\n

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25th<\/sup> November (Wed)<\/p>\n

\u00a0<\/em><\/p>\n

\u00a0<\/em><\/p>\n

4 \u2013 5.30pm<\/em><\/p>\n<\/td>\n

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Booking through Business World <\/strong><\/p>\n

For more info or for bespoke group bookings:<\/p>\n

Email Doug Crabbe<\/p>\n

douglas.crabbe@scotborders.gov.uk<\/a>\u00a0<\/p>\n<\/td>\n<\/tr>\n

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\u00a0<\/strong><\/p>\n

Informed<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\ud83d\udd35<\/p>\n<\/td>\n

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Expectations and Consequences<\/strong><\/p>\n<\/td>\n

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Themes will include:<\/strong><\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Expectations, structures and boundaries<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The importance of values and language<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Consequences \u2013 positive, natural and logical<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The principles and learning behind logical consequences<\/p>\n<\/td>\n

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\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Available for Whole school \/Cluster CAT sessions<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Available on BW for individuals<\/p>\n<\/td>\n

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4th<\/sup> Nov 2026 (Wed)<\/p>\n

4 \u2013 5.30pm\u00a0 <\/em><\/p>\n<\/td>\n

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Booking through Business World <\/strong><\/p>\n

For more info or for bespoke bookings:<\/p>\n

Email Doug Crabbe<\/p>\n

douglas.crabbe@scotborders.gov.uk<\/a>\u00a0<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n
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\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Informed<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\ud83d\udd35<\/p>\n<\/td>\n

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Understanding<\/strong> and responding to behaviours<\/strong> including de-escalation<\/strong> skills<\/p>\n<\/td>\n

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1.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Understand where behaviour comes from<\/p>\n

2.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Identifying signs of dysregulation<\/p>\n

3.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 How to support the children we work with and each other<\/p>\n<\/td>\n

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\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Available for Whole school \/ Cluster CAT sessions<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Available on BW for individuals<\/p>\n<\/td>\n

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30th<\/sup> Sept 2026 (Wed)<\/p>\n

\u00a04.00 \u2013 5.30pm<\/em><\/p>\n<\/td>\n

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Booking through Business World <\/strong><\/p>\n

For more info or for bespoke bookings:<\/p>\n

Email Doug Crabbe<\/p>\n

douglas.crabbe@scotborders.gov.uk<\/a>\u00a0<\/p>\n<\/td>\n<\/tr>\n

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\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Informed<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\ud83d\udd35<\/p>\n<\/td>\n

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\u2018Bring the Calm\u2019 <\/strong>de-escalation skills<\/p>\n<\/td>\n

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Developing understanding of dysregulation<\/p>\n

Approaches to different types of dysregulations,<\/p>\n

De-escalation strategies<\/p>\n

Staff self-awareness and development to support to best of ability<\/p>\n<\/td>\n

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\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Mainstream PSA training – 2 sessions<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Attendance at both sessions required<\/p>\n<\/td>\n

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Fri Sept 11th<\/sup> and Fri 18th <\/sup>Sept 2026<\/p>\n

Wed 13th<\/sup> Jan and Wed 20th<\/sup> Jan 2027<\/p>\n

9.30 \u2013 10.30 am <\/em><\/p>\n<\/td>\n

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Booking through Business World <\/strong><\/p>\n

For more info or for bespoke bookings:<\/p>\n

Email Teri Smith<\/p>\n

teri.smith@scotborders.gov.uk<\/a><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
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\u00a0<\/strong><\/p>\n

Informed<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\ud83d\udd35<\/p>\n<\/td>\n

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Understanding How our Autistic Learners Communicate<\/strong><\/p>\n<\/td>\n

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\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 What is communication<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 How do autistic people perhaps process language differently?<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Literal thinking<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Body language<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Strategies<\/p>\n<\/td>\n

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\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Open to all in education<\/p>\n<\/td>\n

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1st<\/sup> Oct 2026<\/p>\n

Online through TEAMS<\/p>\n

4.00 \u2013 6.00pm<\/em><\/p>\n<\/td>\n

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Booking through Business World <\/strong><\/p>\n

For more info or bespoke bookings:\u00a0<\/p>\n

Donna Nichols<\/p>\n

Donna.Nicholls@scotborders.gov.uk<\/a><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n
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\u00a0<\/strong><\/p>\n

Informed<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\ud83d\udd35<\/p>\n<\/td>\n

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Understanding<\/strong> \/ Overview of Neurodiversity<\/strong><\/p>\n<\/td>\n

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\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 To understand the terminology around Neurodiversity, Neurotypical and Neurodivergent<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Exploring difference from a strengths-based approach<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Double-empathy: a paradigm shift<\/p>\n

With an introduction to neuro-affirming approaches to use in the classroom<\/p>\n<\/td>\n

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\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Any education staff members: teachers and PSAs<\/p>\n<\/td>\n

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28th<\/sup> October 2026<\/p>\n

4-5pm<\/em><\/p>\n

18th<\/sup> October 2027<\/p>\n

4-5pm<\/em><\/p>\n

\u00a0<\/em><\/p>\n<\/td>\n

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Booking through Business World<\/strong><\/p>\n

For more info or bespoke bookings:\u00a0<\/p>\n

Emily Dixon<\/p>\n

Emily.Dixon1@scotborders.gov.uk<\/a><\/p>\n

Hetty Chapman Henrietta.Chapman@scotborders.gov.uk<\/a><\/p>\n<\/td>\n<\/tr>\n

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\u00a0<\/strong><\/p>\n

Informed<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\ud83d\udd35<\/p>\n<\/td>\n

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Intro to Autism<\/strong><\/p>\n<\/td>\n

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Introduction to what autism is, how it presents, strategies to support and signposting to other supports<\/p>\n<\/td>\n

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\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All staff<\/p>\n<\/td>\n

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On request<\/p>\n<\/td>\n

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Booking through Business World <\/strong><\/p>\n

For more info or bespoke bookings:\u00a0<\/p>\n

Donna Nichols<\/p>\n

Donna.Nicholls@scotborders.gov.uk<\/a><\/p>\n

Emily Dixon<\/p>\n

Emily.Dixon1@scotborders.gov.uk<\/a><\/p>\n

Hetty Chapman Henrietta.Chapman@scotborders.gov.uk<\/a><\/p>\n<\/td>\n<\/tr>\n

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\u00a0<\/strong><\/p>\n

Informed<\/strong><\/p>\n

\ud83d\udd35<\/p>\n<\/td>\n

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Supporting Young Pupils to Self-regulate during the school day<\/strong><\/p>\n<\/td>\n

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Building on principles with the SBC inclusion framework this session will explore:<\/p>\n

Supporting readiness for learning<\/p>\n

Developing regulation skills for life<\/p>\n<\/td>\n

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\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All staff<\/p>\n<\/td>\n

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On request<\/p>\n<\/td>\n

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For more info or bespoke bookings:\u00a0<\/p>\n

Emily Dixon<\/p>\n

Emily.Dixon1@scotborders.gov.uk<\/a><\/p>\n

Hetty Chapman Henrietta.Chapman@scotborders.gov.uk<\/a><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
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Informed<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

\u00a0<\/strong>\ud83d\udd35<\/p>\n

\u00a0<\/strong><\/p>\n<\/td>\n

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Nurture and Nurturing Approaches \u2013 SBC Video links<\/p>\n<\/td>\n

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SBC Launch Pad<\/a> > Core Business > SBC Includes > IWS > Relational Approaches > Nurturing Approaches > PL > Watch\u00a0<\/p>\n<\/td>\n

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\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Whole school approach<\/p>\n

\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Catch up for staff induction<\/p>\n<\/td>\n

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Flexible \u2013 self serve<\/p>\n<\/td>\n

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Self-delivery\u00a0<\/p>\n

7 x 1.5 hour sessions available<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Useful Resources \/ Further Professional Learning<\/strong><\/p>\n

SBCWay Launchpad<\/a><\/p>\n

Roots of Empathy<\/a><\/p>\n

TURAS<\/a>\u00a0\u2013 Health & Social Care Learning Resources<\/p>\n

Recommended Professional Reading:<\/strong><\/p>\n

The Trauma and Attachment-Aware Classroom: A<\/strong> Practical Guide to Supporting Children Who Have Encountered Trauma and Adverse Childhood Experiences by Rebecca Brooks<\/em><\/p>\n

The School Mental Health Response Handbook:<\/strong> Practical Strategies for Educators and Support Staff by Tina Rae and Ali D\u2019Amario<\/em><\/p>\n

Implementing Restorative Practice in Schools:<\/strong> A Practical Guide to Transforming School Communities by Margaret Thorsborne and Peta Blood <\/em><\/p>\n<\/p><\/div>\n<\/p><\/div>\n

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