DCSF non statutory guidance 'The Use of Force to Control or Restrain Pupils', 2007

The Use of Force to Control or Restrain Pupils.

LA/Childrens' Service Guidance Policy on Care and Control.

LA/Childrens' Service Guidance Policy Guidance on Moving and Handling.

LA/Childrens' Service Guidance Policy Health Care /Medical Policy and Plans.

The schools own Policies in respect of:

Behaviour Management.

Care and Control.

Child Protection.

DOH/DfES Guidance July 2002.

A Positive Handling Plan for an individual pupil should be seen as an integral part of the whole process of education and care and a means by which to promote inclusion. It must relate to the Individual Education Plan, Pastoral Support Programme, Care Plan (where appropriate) and the fundamental values and ethos of the establishment. Its success will be derived from a whole school, holistic response to behaviour management and the process for appropriate implementation is firmly based within a procedural approach that is owned by all persons involved, which includes the child.

Common Values.

Where the clear potential exists for an individual pupil to repeat behaviour that may be harmful to him/herself, others or property it is good practice to draw up a Positive Handling Plan for that child. The need to do so may be evidenced by documentation that could include the pupils Individual Behaviour Plan, Statement of SEN or previous Risk Assessment(s).

The advice outlined within this document is based upon the assumption that all staff employed by the provision have a responsibility to provide safe, positive and inclusive learning environments for pupils who exhibit learning difficulties. These shared common values include a commitment to operate within the law and to provide a service that adheres to accepted clinical and professional standards.

Positive Handling and the link to care.

Physical interventions should only be used where it is reasonable to do so to prevent harm to the child or others occurring and it is this philosophical stance that links the legal framework with good practice. In the event of a legal challenge the school/provision would be expected to provide evidence to show how the behaviour management procedures promoted the avoidance of harm being caused. A Positive Handling Plan clearly links policy to practice and shows how an individual planned approach has been developed for the child. When producing Positive Handling Plans reference should always be made to the schools/provisions policy. Multi-agency approaches should always be sought which includes the involvement and support of both the child and his/her parent or carers. The Positive Handling Plan is based upon five main criteria:

That the child is involved from the outset.

That the plan promotes and on occasion, improves curriculum access.

That a specific target is set which aims to reduce physical intervention.

That the plan is based upon changing conditions and approaches toward the child from one of control to cooperation.

That it affords the individual pupil with opportunities to own and subsequently change their behaviour.

Often it is people with very low levels of ability and poor social skills who experience physical interventions. Sometimes the use of physical interventions is seen as evidence that the person is incapable of learning new skills or developing. To avoid this kind of defeatism, it is essential that physical interventions are always combined with a carefully planned programme of educational, social and recreational activities.'

(Harris, Allen, Cornick, Jefferson and Mills. 1997).

Planned Responses to violent and self-abusing behaviour.

It is acknowledged that even with the best planning situations will occur where a child may participate in violent, aggressive or self-abusing behaviour. However, as professionals our response should be aimed at being proactive and attempting to anticipate the possibility of challenging behaviour and taking action to reduce the likelihood that they will occur.

There are a number of whole provision, holistic approaches that enable a provision to better manage pupil behaviour. These include:

Behaviour Policies that are 'owned' by all staff and reviewed regularly.

The implementation of an effective Care and Control Policy.

Procedures for assessing risk and in particular risk assessment aimed at individual pupils.

If information required to implement preventative strategies is available it makes it more likely that incidents which do occur are anticipated. Staff will be able to:

State where and when incidents are likely to occur,

Who will be involved,

Define what kind of challenging behaviour will be displayed?

Given this information it is possible to establish planned procedures which staff should adopt when responding to individual children. It should also ensure that, where possible, at least two adults are present during the physical intervention.

Examples of a Positive Handling Plan Proforma are available by contacting CiE. One provides the blank document that can be adopted by schools/provisions. The second is the same document but with guidance notes which support completion.

Key Principles.

When developing, implementing and evaluating Positive Handling Plans the following key principles should always be taken into consideration:

Any physical intervention should be consistent with the schools policy on Care and Control of pupils.

Working within this policy, only staff who have received practical training should implement physical intervention.

Positive Handling Plans must have the best interest of the child as the primary consideration.

At all times 'Duty of Care' for and to the child should be of primary concern.

Any planned physical intervention should be justified in respect of what is known about the child from the multi-disciplinary assessment, alternative approaches which have been tried, an evaluation of the potential risks involved, reference to a body of expert knowledge and good practice.

Pupils and their parent/carers should be actively involved in the process.

Plans should have built in intrinsic experiences for the pupil that promote learning, encourage opportunities for them to own their own behaviour and develop within the child strategies to improve their behaviour.

The techniques to be used during physical intervention should be clearly recorded on the plan and shared with all relevant personnel. A copy of the plan should be retained on the pupil's file.

The Positive Handling Plan should be part of a broader strategy of intervention which emphases proactive elements. These include:

Adapting routines.

environments.

Re-deploying resources.

Avoiding interpersonal conflict.

Diffusion techniques.

Examination of individual need.

Individual procedures should take into account the safety of staff and the safety of other pupils.

Physical interventions should be employed using the minimum degree of force for the shortest period of time'.

Pupils who receive a physical intervention should be routinely assessed for signs of injury, pain or psychological distress.

It is the Headteacher/Manager who is ultimately responsible for the development, implementation and monitoring of the plan.

The school should ensure that all incidents are clearly, comprehensively and promptly recorded in line with school policy.

Consideration must be given, when writing the Positive Handling Plan, to the impact upon resource management.

Positive Handling Plans should be reviewed at least half termly so as to ensure any agreed physical intervention remains the most appropriate and least harmful and intrusive way of meeting that individual child's needs.

Further Advice.

Further information and advice on behaviour management strategies, care and control and the use of Positive Handling Plans can be obtained by contacting us.