Poor choices procedure

1. Introduction

Turning Point Leeds (TPL) is dedicated to fostering a positive, respectful, and inclusive learning environment. This restorative disciplinary procedure addresses behavioural concerns by promoting accountability, understanding, and reconciliation. The purpose is to help pupils recognise the impact of their actions, repair harm, and build stronger relationships within the school community.

2. Scope

This procedure applies to all pupils at TPL and is used to address incidents of misconduct, poor choices, or breaches of school policies through restorative approaches.

3. Principles

Fairness: All pupils are treated impartially and justly.
Consistency: Restorative practices are applied consistently across all cases.
Confidentiality: All matters are handled sensitively and confidentially.
Support: Pupils are supported to understand and change their behaviour.
Restoration: The focus remains on repairing harm and restoring relationships.

4. Procedures

4.1 Informal Restorative Practices

Many issues can be resolved informally through:

Restorative dialogue: A conversation with the pupil to reflect on their behaviour and its impact.
Verbal warning: Directly addressing behaviour with clear expectations for improvement.

4.2 Formal Restorative Procedure

For more serious or persistent concerns, a structured process is followed:

Step 1: Restorative conversation

Incident report: Staff record the incident and notify the host school and parents/carers.
Preparation: All parties are prepared and understand the process.
Restorative meeting: A structured conversation between the pupil, staff, and others affected, focusing on harm caused and ways to repair it.
Action plan: A written plan setting out agreed actions to make amends and prevent recurrence.

Step 2: Monitoring and support

Check-ins: Follow-up meetings ensure progress and provide continued support.
Parental/host school involvement: Parents/carers and the host school remain informed and engaged.

Step 3: Restorative agreement review

Review meeting: Pupil, parents/carers, and staff meet to assess progress.
Adjustments: Action plans are updated where necessary.
Completion: When the plan is successfully completed, the process is closed and the pupil’s progress acknowledged.

Step 4: Escalation
In cases of very serious incidents or persistent non-engagement, the Directors may decide, in consultation with the host school, to escalate matters, which may include termination of the placement.

5. Record Keeping

All restorative actions, meetings, and agreements are documented and stored securely in the pupil’s file. Records are periodically reviewed to inform future practice.

6. Review

This procedure is reviewed annually to ensure its effectiveness and continued alignment with best practice, statutory guidance, and Leeds City Council expectations.

7. Conclusion

By adopting a restorative approach, TPL aims to promote a positive learning culture, encourage accountability, and support pupils in repairing harm and building healthier relationships. This collaborative process, involving pupils, parents/carers, staff, and host schools, ensures behavioural issues are addressed constructively and fairly.

Date: August 2025
Next Review: August 2026