Physical Intervention Policy

Contents

1. Introduction         3

2. Guidance        3

3. Purpose of Policy        3

4. Use of Restrictive Physical Intervention        4

5 Implications of the Policy        4

6. Definitions of Positive Handling        5

7. Underpinning Values        6

8. Authorised Staff        6

9 Training        7

10. Strategies for dealing with challenging behaviour        7

11 Recording        8

12. Monitoring Incidents        8

13. Action after incident        8

14. Complaints         9

Annexure        10

1.        Introduction

1.1        At the Island Project, the welfare and well-being of our pupils is paramount.  

1.2        In this Policy, “the School” means the Island Project School and refers to all employees and contractors (“Staff”), irrespective of where they work within the School.

1.3        This Policy covers the use of physical intervention and positive handling at the School to manage physically challenging behaviours

2.        Guidance

2.1        This policy has been developed in accordance with guidance and advice issued by the Department for Education and entitled “Use of Reasonable Force” July 2013 (“the Guidance”) together with the provisions of The Education Act 1996 and Section 93a of the Education and Inspections Act 2006. The Policy has also been updated in accordance with guidance entitled “Restrictive Interventions, including the Use of Force in Schools”, issued April 2026.

2.2        It also takes into account guidance issued by the Health & Safety Executive, principles under the Human Rights Act 1998 and the duty of care owed to pupils and employees.

2.3        The policy should be read in conjunction with other school policies relating to interaction between adults and pupils, including individual behaviour plans and whole school behaviour policy.

2.4        The policy has been prepared for the support of all staff who come into contact with pupils and for volunteers working within the School to explain the School's arrangements for keeping everyone safe.

2.5        Its contents are available to parents and pupils. A statement on Discipline and Exclusion can be found in the School Prospectus as well as the Suspension and Exclusion Policy. These policies are available on the School website or from the School Office on request.

3.        Purpose of Policy

3.1        Good personal and professional relationships between Staff and pupils are vital to ensure good order in the School.  

3.2        This ensures the well-being and safety of all pupils and Staff in School. It is also acknowledged that in exceptional circumstances, Staff may need to take action in situations where the use of reasonable force may be required.

3.3        The School stresses that physical techniques are only a minor part of a whole setting approach to behaviour management. Distraction, lowering of demand and environmental management should always be the first steps in any behaviour management.

3.4        Every effort will be made to ensure that all Staff in this School:

• Clearly understand this policy and their responsibilities in the context of their duty of care in taking appropriate measures where reasonable force is necessary: and

• are provided with appropriate training to deal with these difficult situations.

4        Use of Restrictive Physical Intervention

4.1        The Department for Education guidance states that no school should have a ‘no contact’ policy. There is a real risk that such a policy might place a member of staff in breach of their duty of care towards a pupil, or prevent them taking action needed to prevent a pupil causing themselves or others harm, for example, if there is a clear and present danger to a pupil.  In these instances immediate intervention may be required to prevent harm to a child, such as stopping a child falling from a height or running out onto a road.

Any occurrence that is outside the norm or which requires hand on intervention is treated as an incident. Staff are required to complete an incident report in the event of any incident.

4.2        No restraint should be used that affects or obstructs a Pupil’s airway, breathing or circulation.

4.3        The Senior Leadership Team (SLT) will review physical interventions recorded in incident books used on a regular basis. These are discussed with the BA’s on a regular basis.

4.4        Any concerns or allegations that a member of Staff may have acted inappropriately or in contravention of the School’s Physical Handling Policy should be raised immediately in confidence with the School Principal or in the event that the School Principal is unavailable, another DSL. The School Principal or DSL will then contact LADO.

4.5        The School’s Health and Safety procedures, including risk assessments, and training coupled with the 1:1 staff to child ratio should prevent any such incident.  We would consider any circumstances that required physical intervention to be a rare occurrence.  

When any intervention is required, the intervention:

• Uses the least restrictive methods;
• Is movement based;
• Uses gentle physical skills; and
• Is for the shortest time possible.

4.6        Staff have extensive training in recognising potential triggers to enable them to defuse any situation before physical intervention is required.  

4.7        Any incidents of “hands on” with a pupil must be reported in the individual Pupil’s Incident Book and in accordance with the School’s policies and procedures.

4.8        The legal position on the use of physical intervention can be found at Annexure A - Reducing the Need for Restraint and Restrictive Interventions

5        Implications of the Policy

5.1        The 1996 Education Act stipulates that reasonable force may be used to prevent a pupil from doing, or continuing to;

• Remove disruptive pupils from the classroom.
• Prevent pupils from behaving in a way that disrupts a school event or trip.
• Prevent a pupil leaving the classroom where to do so would put them or others at risk.
• Prevent a pupil from attacking another member of staff or pupil.
• To stop a fight.
• To restrain a pupil at risk of harming themselves through physical outbursts.

5.2        Individual members of Staff cannot be required to use physical restraint.  However, as staff work in ‘loco parentis’ and should always operate with an appropriate ‘Duty of Care’, they could be liable for a claim of negligence if they fail to follow the guidance within this policy.

5.3        The application of any form of physical control places Staff in a vulnerable situation.  It can only be justified according to the circumstances described in this policy, for example where there is a clear and present danger to a pupil or member of staff.

5.4        If the only consideration is whether property will be destroyed, this is not a justification for physical intervention.  

5.5         Staff, therefore, have a responsibility to follow this policy and to seek alternative strategies wherever possible in order to prevent the need for physical intervention.

5.6        Reasonable force will only be used as a last resort when all other behaviour management strategies have failed or when pupils or staff are at risk.

6.        Definitions of Positive Handling

6.1        No legal definition of reasonable force exists.  

6.2        However, for the purposes of this Policy, Positive Behaviour Support uses the minimum degree of force necessary for the shortest period of time to prevent a pupil harming himself, herself or others.

6.3        The scale and nature of any physical intervention must be proportionate to both the behaviour of the individual to be controlled, and the nature of the harm they might cause.    

6.4        Physical Contact: the situations in which proper physical contact occurs between Staff and pupils are:

• the care of pupils and in order to support their access to a broad and balanced curriculum;
• holding the hand of a child in an age appropriate way;
• comforting a distressed pupil;
• to demonstrate exercises or techniques during PE Lessons;
• to give proprioceptive feedback as demonstrated by a qualified Occupational Therapist; or
• as part of any sensory diet devised by a qualified Occupational Therapist;
• where any appropriate physical contact is child led,

6.5         Physical Intervention or control: this may be used to divert a pupil from a destructive or disruptive action, for example guiding or leading a pupil by the arm or shoulder where the pupil is compliant or blocking a doorway.

6.6                Physical Control/Restraint: this will involve the use of reasonable force when there is an immediate risk to pupils or staff.  It is important to note that the use of ‘reasonable force’ should be seen as a last resort.  

6.7        All such incidents must be recorded and be stored in an accessible way. Each pupil has an individual Incident book where incidents are recorded.

6.8        The level of compliance from the pupil determines whether or not the interaction is an intervention or a control/restraint.  

7.        Underpinning Values

7.1        Everyone attending or working in the School has a right to:

• recognition of their unique identity;
• be treated with respect and dignity;
• learn and work in a safe environment;
• Be protected from harm, violence, assault and acts of verbal abuse.

7.2        Pupils attending this School and their parents have a right to:

• individual consideration of pupil needs by the staff who have responsibility for their care and protection;
• expect Staff to undertake their duties and responsibilities in accordance with the school's policies;
• be informed about School rules, relevant policies and the expected conduct of all pupils and Staff working in School;
• be informed about the School's Complaints Policy.

7.3        The School will ensure that pupils understand the need for and respond to clearly defined limits, which govern behaviour in the school.

7.4        Restrictive interventions are defined by the National Institute for Health and Care Excellence (NICE, 2015, page 17) as “Interventions that may infringe a person's human rights and freedom of movement, including locking doors, . . . . .”.  The School will never prevent pupils from leaving an area when in crisis and does not use any form of isolation or restrictive intervention. Digilocks are used to prevent access into certain areas, but never to prevent a young person from leaving an area or to lock them into an area.

8.        Authorised Staff

8.1        In this School, all specialist teaching staff, members of the Education Team and therapists are authorised to use reasonable force within the context of the Guidance

8.2        The School provides training for all authorised staff and details of the training are maintained on the Single Central Register.  

8.3        Authorisation is not given to administrative staff, volunteers or parents.

8.4        The School Principal and members of  the Senior Leadership Team are responsible for making clear to whom such authorisation has been given, in what circumstances and settings they may use force and for what duration of time this authorisation will last.  

8.5         Non-teaching Staff

• Non-teaching staff are not expected to deal with Crisis events (ie. when a Pupil is in crisis or escalation)..

• In the event of a pupil in crisis, administration staff in the office are advised of a potential crisis via radio. They will be advised by all members of School teaching staff if they need to evacuate their work station or lock the office doors.

• One-off Contactors and all visitors are accompanied in the building when accessing areas where pupils may be present. They should read the annexe to this policy advising them what to do in the event of a Pupil in crisis.

• Returning contractors may be unaccompanied whilst in the building as pupils are accompanied by staff at all times. They are required to read and understand the annex to this policy.

• Details of what to do in a crisis are set out in the Annexure to this policy

9.        Training

9.1        All new teaching Staff are given initial training on the law around physical intervention as part of the induction process. Teaching staff are taught appropriate Positive Behaviour Support Techniques to enable them to keep themselves and others safe. This is developed by an external accredited organisation within the first year of employment.

9.2        In addition a further ongoing training programme is provided for all existing teaching staff to ensure that they are fully trained on an annual basis.

9.3        No member of staff will be expected to undertake the use of reasonable force without appropriate training.

9,4        In addition procedures will be put in place to ensure that appropriate support is provided for staff and that following an incident pupil/ staff relationships are rebuilt and repaired to ensure that a positive learning environment is maintained.

9.5        All the techniques used take account of a young person’s;

• age;
• gender;
• level of physical, emotional and intellectual development;
• special needs; and
• social context;
• Positive Behaviour Support plans (PBS Plans) are in place for all pupils.

9.6        Risk Assessments are completed for each pupil and will be included in their Behaviour Plans. 

9.7        These Risk assessments should identify the benefits and the risks associated with the strategies being proposed and form part of the behaviour plan.

9.8        Training is provided by Maybo. All staff will undergo 2 day training delivered by Maybo within their first year of employment. This is then refreshed annually.

10.        Strategies for Dealing with Challenging Behaviour

10.1        As endorsed in the School’s Behaviour Policy, Staff utilise consistent positive strategies  to encourage acceptable behaviour and good order.

10.2        Every effort will be made to resolve difficult situations positively and without harm to pupils or Staff.

10.3        Where unacceptable behaviour threatens good order and discipline and provokes intervention, some or all of the following approaches should be taken according to the circumstances of the incident and in accordance with The Guidance.

10.4        All of the following have to be applied with regard to the receptive level of understanding of the pupil.

• Verbal visual symbol acknowledgement of unacceptable behaviour with request for the pupil to refrain;
• Distraction techniques;
• Secondary acknowledgement stating:

• that this is the second request for compliance;
• an explanation of why observed behaviour is unacceptable;
• An explanation of what will happen if the unacceptable behaviour continues.

• Warning of intention to intervene physically and that this will cease when the pupil complies, if possible summon assistance from a member of Staff allocated to provide behaviour support or a member of the Education team
• Physical intervention in the form of reasonable force being used to prevent a child harming him or herself, others or property, where the destruction of property may cause harm to themselves or others, eg. targeting glass, electrical equipment.

10.5        Wherever possible assistance will be sought from another member of Staff. Staff are provided with radios to call for support and additional behaviour support is available across school.

10.6        Positive Behaviour Support at the School is seen as a proactive response to meet individual pupil needs and any such measures will be most effective in the context of the overall ethos of the School, the way that Staff exercise their responsibilities and the behaviour management strategies used.

11        Recording

11.1        Where Physical Behaviour Support or restraint has been used a record of the incident will be kept. This record should be made in the relevant Pupil Incident Book; this is a bound book with numbered pages.

11.2        Appropriate documentation will be completed as soon as possible after the incident, normally prior to Staff leaving for the day and should be signed by all Staff involved and the Unit Head or member of the Senior Leadership Team.

11.3        In addition, the incident books require details of any physical intervention will be completed to capture information on the use of any physical interventions and these will be cross referenced with notes of concern.

11.4        All staff are given extensive training around recording of incidents which is refreshed on a regular basis.

11.5        Staff must remember that it is a legal requirement to complete a record of any incident. Failure to do so may result in Disciplinary proceedings.

12.        Monitoring Incidents 

12.1        Whenever a member of Staff has occasion to go ‘hands on’ with a pupil, this will always be recorded and documented following agreed procedures.  Monitoring of incidents will help to ensure that Staff are following the correct procedures and will alert the Education Team to the needs of any pupil(s) whose behaviour may require physical interventions.

12.2        Monitoring of incidents will take place post incidents and on a regular basis and the results used to inform planning to meet individual pupil and School needs.

12.3        It is to be expected that due to the nature of the presentation of individual pupils, some pupils will require a larger number of physical interventions throughout the day.  Therefore any analysis of instances of physical intervention must also be considered in conjunction with individual Behaviour Plans for pupils.

13.        Action after an Incident

13.1        A member of the SLT will ensure that each incident is reviewed and investigated further as required. If further action is required in relation to a member of staff or a pupil, this will be pursued through the appropriate procedure:

• Review of Behaviour Programme, including PBS plans and Risk Assessments;
• Child Protection Procedure (this may involve investigations by Police and/or Social Services);
• Staff or Pupil Disciplinary Procedure;
• School Behaviour Policy.

13.2        The member of Staff will be kept informed of any action taken.

13.3        In the case of any disciplinary action concerning a member of Staff, they will be advised to seek advice from their professional association/ union or from Employee Assistance Support.

14.        Complaints

14.1        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.

14. 2        Any complaints about staff will be investigated through the School's Complaints Policy. If necessary the complaint will be dealt with by the Staff Disciplinary Procedures and/or the Child Protection Policy and Procedures.

Annexure

Guidance for non-teaching staff on what to do in the event where a Pupil is distressed or in crisis

• Please remain calm;
• Shouting or running away may upset our Pupils and escalate crisis;
• If you come into contact with a pupil who is upset or in distress, please exit the area and return to the Main Office or Education office;
• Take direction from the staff member with the pupil;
• Staff (who wear uniform) will deal with the situation and need to be unimpeded to do so.

If you have any questions, following an incident, please ask to speak to a member of the Senior Leadership Team