Opening doors: Our journey to a restorative, trauma-informed school
This is a guest blog written by Matthew Poole, Assistant Headteacher, Culture and Welfare, DSL at Rowhill Pupil Referral Unit.
In October 2023, our pupil referral unit received a disappointing OFSTED inspection outcome. It was a difficult moment but gave the school an opportunity to reflect on and review our ethos and vision. Since then, we’ve been on a determined journey to review, rebuild, and reframe our relationships and culture. One of the most transformative steps we have taken has been the introduction of restorative and relational practice, underpinned by a trauma-informed approach.
Learning from what didn’t work
Initially, we began by training our Senior Leadership Team (SLT) in restorative practice. However, after just two sessions, it became clear that this top-down approach wasn’t having the impact we needed. The real change needed to happen on the ground—with the inclusion team, who work directly with students and staff every day. These are the people who support lesson attendance, manage behaviour, and build trust. Once they were trained, the shift was immediate and powerful.
Becoming trauma-informed: A new lens on behaviour
Working with Belinda Hopkins, a leading voice in restorative practice, helped us to embed a trauma-informed perspective across the school. This has allowed us to step back from the behaviours we see and ask: what’s behind this? Instead of reacting to incidents, we’re learning to respond with empathy and curiosity.
We often use the metaphor of an open door to describe our approach. As staff, we keep our doors open to students—even if they never walk through, or even if they stand there shouting. It’s about being available, consistent, and safe. This mindset has required deep support for our staff, helping them to regulate themselves so they can co-regulate with students.
Making restorative practice work for us
One of the practical challenges we faced was the time it takes to conduct a full restorative enquiry. In a busy school day, this isn’t always feasible. So, we’ve worked to condense the enquiry process, integrating it into regulation strategies and informal conversations. This flexibility has made restorative practice sustainable and effective in our setting.
A culture of care and connection
The impact of this shift is reflected in our recent Staff Wellbeing Survey. Staff shared that:
- “The greatest thing about our approach is we don’t just shape our pupils, we are building a fantastic team where it is a joy to come to work.”
- “Most days I don’t feel like I’m going to work, I feel like I’m hanging out with my friends at a workplace.”
- “I am incredibly proud to be part of such an amazing team, who look out for each other and always check in.”
- “The atmosphere around school and in the staff room is feeling more positive.”
- “Everyone seems to be working happily together more.”
These comments speak volumes about the transformation in our school culture. Staff feel supported, connected, and proud to be part of Rowhill. The restorative, trauma-informed approach has not only improved student outcomes but also strengthened the wellbeing and cohesion of our team.
Looking ahead
We’re proud of how far we’ve come, and we know there’s more to do. But by keeping our doors open, listening deeply, and responding with compassion, we’re building a school where every student feels seen, heard, and valued—and where staff feel empowered to make a difference every day.
