Restorative Practice Lead

Person Specification

Essential Criteria

Qualifications & Training

· GCSE English and Maths (Grade 4/C or above, or equivalent).

· Relevant Level 3 qualification (eg Education, Probation Work, Youth Work, mental health, Social Care) or equivalent experience in a specialist setting.

· Training in:

o Restorative Practice (eg IIRP or equivalent).

o Trauma-informed practice

o Safeguarding and child protection (Level 2 or above)

o Positive behaviour support / de-escalation approaches (e.g. Team Teach or equivalent)

· Experience working with children or young people with SEMH and/or SEND needs.

· Experience of managing and de-escalating challenging behaviour in a relational way.

· Experience facilitating restorative conversations, mediation or conflict resolution (including peer conflict).

· Experience supporting pupils with attendance difficulties, including emotionally based school avoidance (EBSA).

· Experience working with families in a supportive, solution-focused way.

· Experience contributing to reintegration following suspension, exclusion, or prolonged absence.

· Experience working within multi-disciplinary teams (e.g. education, therapeutic, safeguarding, external agencies).

Knowledge & Understanding

· Strong understanding of trauma-informed practice and its application in schools.

· Understanding of attachment theory and how early experiences impact behaviour and relationships.

· Knowledge of SEMH and SEND needs, including autism, ADHD and communication differences.

· Understanding of restorative practice principles (repair, accountability, relationship, and reintegration).

· Awareness of compassion-focused approaches and how these support emotional regulation and shame reduction.

· Understanding of safeguarding, professional boundaries, and risk management in education settings.

· Understanding of attendance barriers, including anxiety, trauma and neurodiversity-related need.

Skills & Abilities

· Ability to build trusting, consistent relationships with highly vulnerable pupils.

· Highly skilled in de-escalation, emotional co-regulation and conflict resolution.

· Ability to hold clear, calm and consistent professional boundaries while remaining relational and compassionate.

· Strong facilitation skills for restorative conversations, peer mediation and reintegration meetings.

· Ability to communicate effectively with pupils, staff, parents/carers and external agencies.

· Ability to write clear, accurate records, reports and restorative summaries.

· Ability to analyse patterns in behaviour, attendance and conflict to inform early intervention.

· Ability to work independently and manage emotionally complex situations.

· Full driving licence and vehicle available for work purposes.

Personal Qualities

· Calm, emotionally regulated and resilient under pressure.

· Compassionate, empathetic and non-judgemental.

· Firm but fair; able to maintain high expectations alongside relational support.

· Reflective practitioner with a commitment to continual professional development.

· Strong belief in inclusion, second chances and relational repair.

· Able to hold professional boundaries while maintaining warmth and connection.

· Consistent, reliable and trustworthy in approach.

· Committed to improving outcomes for vulnerable learners.

Desirable Criteria

· Training in trauma-informed schools approaches or compassion-focused practice.

· Experience in specialist SEMH or Alternative Provision school settings.

· Experience supporting young people at risk of exclusion or placement breakdown.

· Training in therapeutic approaches such as Thrive, CFT-informed practice or attachment-based interventions.

· Experience delivering group interventions (eg conflict resolution, social skills, emotional regulation).

· Experience contributing to risk management plans or behaviour support planning.

Safeguarding

Raise Education & Wellbeing School is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment. All appointments are subject to an enhanced DBS check and all post holders must comply with the school’s safer recruitment and safeguarding policies.

The duties and responsibilities outlined in this job description are indicative and not exhaustive. The post holder may be required to undertake other tasks and duties reasonably requested by management to meet the needs of the organisation. This job description will be reviewed periodically and may be amended in consultation with the post holder.

Please note :

September 2026 start

We reserve the right to close this vacancy early if a suitable candidate is identified

Interviews will be discussed after applications received.