Safeguarding Restorative Supervision – 2 or 3 days

Safeguarding Restorative Supervision (SRS) has been developed by Jane Wonnacott and Dr Sonya Wallbank and integrates two tried and tested approaches, restorative supervision (Wallbank, 2008) and the 4x4x4 model (Morrison, 2005; Wonnacott, 2014). For further information about the model, click here.

Course Length:

The two day programme runs from 9.30 – 4.30 on each day and includes the following


This course will equip practitioners with the skills to create an environment of emotional safety in order for supervisees to engage in the critical reflection and critical thinking that is essential for safe practice

Learning Outcomes:

  • learn how to create a safe contained environment where practitioners can engage in effective supervision
  • develop a working knowledge of anxiety stress and resilience
  • consider how emotions may impact on practitioners and the decisions they make in safeguarding work
  • explore professional vulnerability and protective factors inherent in safeguarding work
  • explore the use of power and authority and its relevance to the supervisory space
  • use the supervision cycle and understand how it can be used as a model to facilitate effective supervision in both formal and informal situations
  • understand current messages from safeguarding practice and their implications for supervision
  • use skills /tools to facilitate critical thinking in safeguarding practice

Optional Day 3 Learning Outcomes:

There is an optional day three for those who are expected to deliver group supervision 

  • understand how to work within a clear framework for group supervision including skills inherent in group formation theory, group process and dynamics
    develop an enhanced understanding of the purposes of group supervision as differing from one to one supervision
  • gain an increased awareness of the impact of anxiety on work relationships and working with these feelings openly and positively within supervision groups
  • improve confidence in using these supervisory skills to assist the supervisee in reflective practice and promoting professional development and capability in the workplace
  • consider how to develop an effective supervisory relationship based on adult learning styles, the ‘blocked cycles’ and how to challenge blocks to working with complex safeguarding concerns
  • gain a deeper understanding of the importance of well negotiated supervisory contracts and agreements
  • develop strategies for ‘fine-tuning’ communication skills