| Reviewed by: | Michelle Fenniche January 2025 |
| Ratified by: | FGB, 12 02 2025 |
| Next Review: | Spring 2027 |
Contents
Definition
Positive handling is a term used in schools / settings to describe the use of physical restraint to protect children from harming themselves, others, or damaging property.
It is described as “risk-reduced physical interventions that form part of the holistic response”.
Aims & Objectives
- To protect every person in the school community from harm.
- To protect all pupils against any form of physical intervention which is unnecessary, inappropriate, excessive, or harmful.
- To provide adequate information and training for staff so that they are clear as to what constitutes appropriate behaviour and to deal effectively with violent or potentially violent situations.
Introduction
This policy sets out the framework for the use of positive handling, but it must be clearly understood that this should always be set within the school’s Behaviour Policy and is only used as a last resort to prevent harm.
Only in the event of imminent danger to persons should positive handling be considered if all other strategies have been unsuccessful.
The term positive handling includes a wide range of supportive strategies for managing challenging behaviour.
Oakridge Federation takes seriously its duty of care to children, staff and visitors to the school. The first and paramount consideration is the welfare of the children in our care. The second is the welfare and protection of the adults who look after them. Section 93 of the Education and Inspections Act 2006 enables a school’s staff to use such force as is reasonable – there is no legal definition for when it is reasonable to use force.
What is physical intervention (‘reasonable force’)?
The use of force is illegal if the physical circumstances do not warrant it. The force used should always be the minimum needed to regain and ensure safety and control for everyone involved or present.
This Positive Handling Policy should therefore be read in conjunction with our Behaviour and Child protection/Safeguarding Policy.
Restrictive physical interventions may include:
- Bodily contact – where the physical presence of one or more people is used to control a pupil, e.g. physically interposing between pupils; blocking a pupil’s path; holding or ‘shepherding’ a pupil; using agreed, approved restricted holds.
- Environmental – where a change is applied within the environment for example shutting a door or the use of locks or keypads to prevent access to a particular area.
The definition of positive handling is the application of force with the intention of overpowering the child. The use of positive handling requires skill, judgement, and knowledge of non-harmful methods of control.
The degree of force employed must be in proportion to the circumstances of the incident, the seriousness of the behaviour and the consequences it is intended to prevent. Any force should always be the minimum needed to achieve the desired result.
All teachers have a professional ‘duty of care’ within their job description which is underwritten by paragraph 58.7 of School Teachers’ Pay and Conditions Document 2002. Together with the DFE guidance; Use of Reasonable Force in Schools, July 2013, this enables teachers and other members of staff in the school, authorised by the Headteacher, to use such force as is reasonable in the circumstances listed below:
- remove disruptive children from the classroom where they are at risk of injuring themselves
- prevent a child from leaving the classroom where allowing the child to leave would risk their safety or the safety of others;
- prevent a child from harming a member of staff or another child;
- restrain a child at risk of harming themselves through physical outbursts.
Removal of other children would always be the first action in order to make sure all children were safe. Reasonable force will be used as a last resort.
Steps to be taken before using physical controls:
- Show care and concern by acknowledging unacceptable behaviour and requesting alternatives using negotiating and reasoning.
- Give clear directions for the pupil to stop
- Remind the pupil about rules and likely outcomes
- Remove an audience or take the vulnerable pupil to a safe place
- Make the environment safer by moving furniture and removing objects which could be used as weapons
- Use positive guidance to escort pupils to somewhere less pressured
- Ensure that colleagues know what is happening and call for help.
DON’T
- Act in temper (involve another staff member if you fear loss of control)
- Involve yourself in a prolonged verbal exchange with the pupil.
- Attempt to reason with the pupil.
- Involve other pupils in the restraint.
- Touch or hold the pupil in sexual areas.
- Twist or force limbs back against a joint.
- Bend fingers.
- Hold the pupil in a way which will restrict blood flow or breathing e.g. around the neck, lying face down or pulling arms across the child’s chest.
At Oakbridge Federation we only use positive handling when there is no other alternative.
We expect staff to risk assess and choose the safest alternative. This also means that we expect staff to adapt and think creatively about alternatives to physical intervention which may be effective. The paramount consideration is that the action is taken in the interest of the child and that it reduces rather than increases risk. Any response to extreme behaviour should be reasonable and proportionate. Positive handling must only be in accordance with the following:
- The child should be in immediate danger of harming themself or another person.
- The member of staff should have good grounds for believing this.
- Only the minimum force necessary to prevent injury or damage should be applied.
- Every effort should be made to secure the presence of other staff before using positive handling. These staff can act as assistants or witnesses.
- Once safe, positive handling should be relaxed to allow the child to regain self-control.
- Positive handling should be an act of care and control, not punishment.
- Positive handling should never be used to force compliance with staff instructions when there is no immediate danger present to people and property.
- The positive handling MUST be discussed with the child, if appropriate, and the parents/carers at the earliest opportunity.
- In addition, whilst or before intervention, staff should speak calmly as a way of reassurance e.g. ‘I am doing this to keep you safe’.
Whilst intervening, the member of staff must:
- Call upon a second member of staff whenever possible
- Provide the child with an explanation of what is going to happen and why, giving the child an opportunity to change their behaviour in order to make positive handling unnecessary. This is not to be used as a threat or attack.
- Employ the minimum physical force necessary for the minimum period needed
- Wherever possible, reassure and remind the child that changing their behaviour can end any positive handling.
- Remain calm throughout.
- Inform a senior member of staff
After the use of positive handling:
- A Use of Positive Handling Form must be completed. (see appendix 2)
- The class teacher and SLT are made aware and it is recorded on Scholarpack at the earliest possible time and on the same day
- A member of SLT will inform parents/carers, or in the case of the Resource base children, the class teacher will inform the parents/carers
- SLT to ensure the use of positive handling was necessary
Risk Assessments
Risk management is regarded as an integral part of behaviour management planning. All pupils who have been identified as presenting a risk will have a Positive Relationship and Behaviour Plan. This will detail any strategies which have been found to be effective for that individual, along with any particular responses which are not recommended. Any particular physical techniques which have been found to be effective should be named, along with any measures which have proved to be ineffective, or which caused problems in the past.
Positive Relationship and Behaviour Plans should be considered along with the child’s Educational Health care Plan (EHCP) and any other planning document relevant to the pupil. They should take account of age, sex, level of physical, emotional and intellectual development, special needs and social context.
Staff should think ahead to anticipate triggers and reactions.
When considering a pupil’s behaviour, staff will think about the following questions:
- Can we anticipate a Health and Safety risk related to this pupil’s behaviour?
- Have we got all the information we need to conduct a Positive Relationship and Behaviour Plan?
- Have we provided a written plan as a result?
- What further steps can we take to prevent dangerous behaviour from developing?
Health and Safety of Staff
Under the Health and Safety at Work Act 1974, employers have a duty of care to keep their employees safe at work also employees have a responsibility to report any circumstances which give rise to an increased risk to their Health and Safety.
Staff who have, or acquire, permanently or temporarily, any medical condition that may impact on their ability to carry out pupils’ plans have a duty to report these to the Executive Headteacher or Head of School immediately, as there may be an impact on their own safety and that of colleagues and/or pupils.
Through the provision of Positive Handling training, the risk of harm towards staff is reduced but it is possible for some injury to be received. All such occurrences should be investigated and an accident form should be completed and entered on the Lewisham Online Accident Reporting System.
Post Incident Debrief
Following a serious incident, it is the policy of our school to offer support to all involved. This is an opportunity for reflection and time needs to be given for following up incidents so that children have an opportunity to express their feelings, suggest alternative courses of action for the future and appreciate the perspectives of others.
It is difficult to devise a framework of support that meets the needs of all staff. As individuals they all vary in how much support they need after an unpleasant incident. Generally a member of senior staff would expect to talk to staff and children (if appropriate) involved in any incidents involving violence.
If members of staff need time to rest or compose themselves, then the Head of School/Deputy Head will make arrangements for their class group to be supported.
Recording
All incidents of unacceptable behaviour should be recorded using our Scholarpack system. All serious incidents or incidents involving positive handling will be recorded on the online positive handling form.
Monitoring and Evaluation
Head of school will ensure that each incident is reviewed and instigate further action as required, ensuring that the Executive Headteacher is informed of the outcome and discuss any further action to be taken.
Parents/Carers
When there is concern about a child, parents/carers will be invited to contribute to a Positive Relationship and Behaviour Plan. Written parental agreement will form part of this.
Parents/Carers will be informed of the school’s policies. Parents/Carers will always be informed by a member of SLT following any serious incidents.
Training
Training will be identified depending on the needs of individual pupils and their respective plans. Training will only be delivered by an accredited trainer.
Complaints and Allegations
The availability of a clear policy about reasonable force and early involvement of parents should reduce the likelihood of complaints but may not eliminate them. Where the nature of any complaint made by a pupil, parent or other person in relation to the use of physical holding within the school indicates that an allegation of mishandling by a member staff, the school’s complaints policy will be followed. In such circumstances, the investigation of the complaint/allegation and any resulting action in respect of child protection, disciplinary or other procedures will be carried out in accordance with the school and LA policies.