Education

L30 offers a robust restorative and relational framework that fosters a whole-school ethos centred on the importance of relationships. This framework encompasses a variety of skills and approaches for effectively managing conflict and tension, focusing on repairing harm and rebuilding relationships.

Our approach helps schools identify inclusive and effective strategies for transforming and managing a variety of behaviours. It positively impacts attendance, attainment, and reduces exclusions while transforming school culture. Additionally, it involves working with families to develop shared solutions regarding their child's education, behaviour, and well-being, ensuring they are safeguarded and supported.

Nationally & Internationally

Leading experts

We are leading experts in restorative and relational practice, both nationally and internationally. With over 10,000 staff trained across early years, schools and colleges, our work gets to the heart of what matters most - the relationships.

We provide practical training built on nearly three decades of experience, alongside Mark's bestselling book, with support that actually works.

If you want to turbocharge your culture with the thinking and everyday skills to transform your school, you are in the right place. Start a conversation today about how we can partner with your school, group of schools, or Multi Academy Trust.

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A Framework for Lasting Change

From Knowing to Being

Knowing

Knowing is not attending another inset or course, it's not collecting slides and it's not nodding at research you already agree with. Knowing is clarity.

In schools, this means understanding the why behind relational and restorative practice, the neuroscience of stress, the link between belonging and behaviour and the evidence that high challenge must sit alongside high support.

It creates shared language across leaders, teachers and support staff. But let's be honest: education is not short of knowledge. It is short of disciplined application. If your strategy ends at training delivery, you have informed people, but you haven't transformed culture.

Knowing sets direction. It does not create change.

Doing

Doing is where most initiatives quietly fail. It's implementation. It's moving content into context. It's asking, “what does this look like in our corridors, with our pupils, under our pressures?”

Doing is:

leaders modelling the language
staff practising restorative conversations
systems aligning behaviour policy with relational values and belonging at the heart of all we do

This is not inspirational, it is repetitive and It is coached. It also measured alongside what’s treasured and then refined.

Competence quickly becomes confidence through rehearsal, not rhetoric. If practice has not shifted in the classroom, the training has not landed. Doing is the bridge between ambition and impact.

Being

Being is the sustainability. It's when relational practice is no longer a programme, it's your identity.

Being shows up in how adults regulate themselves under pressure, in how conflict is repaired rather than avoided and in how new staff are inducted into culture, not just procedure.

Being means the work survives beyond the consultant, beyond the funding cycle, beyond the latest inspection framework. This is long-term culture change.

When schools move from knowing, through disciplined doing, into embedded being, relational practice stops being an initiative and becomes who you are. Culture, real culture, is what remains when nobody is watching.

L30 Training Model

New & Unique

Mark Finnis performing a keynote speech.

Format

Our programme is based on action learning principles, questioning, reflecting and building on current strengths. We use restorative principles to assist participants in clarifying group protocols, giving direct input and facilitating group reflection.

Approach

Our development groups deliver skills-based learning that promotes and embeds practice. Groups initially meet for a an in-depth introduction to the key principles of restorative practice, followed by four modules of action packed learning sessions to develop skills and identify good practice in collaboration with others.

Sessions

Introduction
Developing a restorative mind-set & building community
Restorative conversations & language
Dealing with conflict
Practice sustainability

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Take the first step

We have collaborated with several authorities that have achieved significant improvements under the Ofsted framework. Our restorative and relational approach is well-suited to fostering strategic partnerships, enabling effective problem-solving and enhancing outcomes for local communities.