Care and Control Policy

In this document

1.0 Policy Statement

1.1 At Beckfoot Trust, safeguarding is everyone’s responsibility. The Trust is committed to safeguarding and promoting the welfare (both physical and emotional) of every child. We focus on providing a safe and welcoming environment for all our children. In most instances, it should not be necessary to use any form of physical restraint on children. 

1.2 The use of reasonable force and other restrictive interventions can have a significant impact on the pupils, staff members and families involved, as well as the wider classroom. However, there are times when the use of reasonable force and other restrictive interventions will be lawful; for example, to keep individuals and the wider school community safe.

1.3 The Education Act of 1996 and the Inspections Act (section 93) of 2006 clarify the power of all members of school staff to use reasonable force (see definition 3.1.1). Within the context of this policy, school staff applies to any member of staff who works for the Trust but can also apply to people whom the Headteacher has temporarily put in charge of pupils (such as unpaid volunteers or family members) accompanying children on an organised school visit (see 3.1.2).

1.4 This policy aims to create as much clarity as possible around the use of reasonable force, whilst making in abundantly clear that force should never be used as a pre-meditated strategy for control or to punish a child. The content aims to help schools proactively minimise the need to use reasonable force and other restrictive interventions through early support, prevention, and de-escalation strategies.

2.0 Scope and Purpose

2.1 This policy is read by all staff who work for the Trust once a year, either as part of compulsory safeguarding training each September, or as part of our induction process if staff begin mid-year. It is the responsibility of Headteachers in schools to ensure the policy is read and understood by any volunteer who temporarily fits the description of a ‘member of staff’ detailed in section 3.1.2. 

The policy applies to all pupils. As a Trust, we acknowledge that it is our duty to make reasonable adjustments for any child with special educational needs and/or disability.

2.2 Where the word “family” is used, it should be read as inclusive of carers and any other person who has parental responsibility.

The terms “must”, “should” and ‘could “are used throughout this policy. Where the text uses the word “must”, the person in question is legally required to do something. Where it uses the term “should” or “could”, the policy provides some situational examples to give staff greater clarity of when advice could be followed dependent upon an assessment of individual circumstances.

2.3 The purpose of this policy is:

• To define what reasonable force is
• To explain who can use reasonable force
• To provide examples of when and how reasonable force and/or restrictive interventions can be used
• To signpost measures that can be taken prior to the use of reasonable force
• To provide new statutory guidance about recording and reporting the use of force, effective from September 2025
• To provide new non-statutory guidance about the use, recording and reporting of other restrictive interventions

2.4 Legislation and policy guidance

2.4.1 This policy is based on the following advice and guidance:

• The Education Act (1996)
• The Education and Inspections Act (2006)
• Use of reasonable force – advice for Headteachers, staff and governing bodies (DfE, July 2013)
• Searching, screening and confiscation – advice for Headteachers, school staff and governing bodies (DfE, July 2022)
• Behaviour in Schools guidance (DFE, February 2024)
• Positive environments where children can flourish – A guide for inspectors about physical intervention and restrictions of liberty (Ofsted 2018)
• When To Call The Police – guidance for schools and colleges (NPCC, 2020)
• Reasonable Force, Restraint and Restrictive Practices in Alternative Provision and Special Schools (DFE Research Report, March 2024)
• Use of reasonable force and other restrictive interventions in schools Guidance for schools in England (2025)
• Data Protection in Schools (DFE, 2023)

2.4.2 This policy also links to our Trust policies and local school protocols on:

• Behaviour
• SEND and Disability
• Child Protection and Safeguarding
• Suspension and Exclusion
• Anti-bullying and Harassment
• Incident Reporting Procedures
• Code of Conduct for Employees
• Supporting Pupils with Medical Needs including Asthma
• Intimate Care Policy

3.0 Overarching Principles

Beckfoot Trust create positive, happy, and safe environments for children to live and learn. We:

• Promote positive interaction with children building trusting and understanding relationships
• Respect children’s rights, protect their dignity and do not restrict their liberty
• Seek to understand triggers for challenging behaviours and find solutions, actively planning to use strategies to avoid behaviour escalating
• Seek to diffuse the situation distracting the child and diffusing the situation in a least intrusive way
• Only intervene physically with a child to keep the child or a member of staff safe
• Record and report all incidents of physical restraint including to families
• Ensure that our staff are trained, skilled and confident in finding the best ways to keep children safe

3.1 Reasonable Force

3.1.1 What is reasonable force?

Reasonable force: Physical contact by a member of staff on a pupil to control or restrain their actions/movements. Reasonable means using no more force than is necessary for the least amount of time, the application of which will depend on the circumstances. Any use of reasonable force is an example of a restrictive intervention and may or may not involve the use of restraint. Reasonable force should be used as a last resort and should be proportionate to the age, gender, special educational needs, medical conditions, and state of physical, emotional and intellectual development of the young person.

Restrictive interventions: Any planned or reactive action which limits a pupil’s movement, liberty or freedom to act independently. Restrictive interventions may include use of equipment, medication or seclusion. For the purpose of this policy, we define seclusion to mean the supervised confinement and isolation of a pupil, away from other pupils, in an area from which the pupil is prevented from leaving of their own free will. Restrictive interventions may or may not involve the use of reasonable force.

Restraint: A form of restrictive intervention involving direct physical contact and force where the intention is to prevent, restrict, or subdue movement of the body, or part of the body, of a pupil. Restraint may also include mechanical or chemical restraint. Restraint may or may not involve the use of force.

As noted within the definitions, these terms are not necessarily mutually exclusive categories. For example, depending on the circumstances, if two members of staff briefly physically pull apart two pupils who are fighting, all three definitions could be relevant.

School staff should always try to avoid acting in a way that might cause injury, but in extreme cases to safeguard the majority, it may not always be possible to avoid injuring the child in need of physical intervention.

For this policy, three types of physical intervention have been identified: Passive physical contact, active physical intervention and restrictive physical intervention (see definitions 3.2).

3.1.2 Who can use reasonable force?

All members of school staff have a legal power to use reasonable force in certain circumstances. Section 93 of the Education and Inspections Act 2006 details that reasonable force may be used to prevent or stop a pupil from causing injury to themselves or others, committing a criminal offence, damaging property, or doing something that prejudices discipline at the school, whether during a teaching session or otherwise.

Staff who are likely to need to use reasonable force and/or other restrictive interventions should be adequately trained in its safe and lawful use and in preventative strategies. We trust school leaders to make decisions on training based on their school’s individual contexts and needs. When deciding what formal staff training is required, school leaders should ensure that the chosen training reflects the principles of this guidance (for example Team Teach), and that training is scheduled in a timely manner.

In keeping with Health and Safety responsibilities and Beckfoot Trust’s People First Charter, we have a duty to ensure, so far as is reasonably practicable, the health, safety and welfare of all employees. Therefore, schools should carry out risk assessments* to ensure that staff who regularly work alongside pupils where the use of reasonable force and/or other restrictive interventions may be required can do so as safely as possible.

*In our special schools, this could be in the form of a Pupil Behaviour Support Plan.

3.1.3 Understanding when to use reasonable force and/or other restrictive interventions

The decision on whether or not to physically intervene is down to the professional judgement of the staff member concerned and should always depend on the individual circumstances. 

Before intervening physically, where the individual circumstance allows (no immediate danger), the staff member should always attempt to use de-escalation strategies detailed in section 4.1 pro-actively managing challenging behaviours. 

Calm and controlled verbal communication through one voice is imperative to ensure the child understands the staff member is trying to work with the young person to regulate their behaviour. The staff member should never display any frustration, irritation, or intention that their actions are to punish a child.

In assessing whether force and/or other restrictive interventions are reasonable in a situation, the member of staff should use their professional judgement. Factors staff might want to consider include:

Is it necessary?

Staff should consider whether there are reasonable alternative ways to manage a situation and achieve the desired outcome. Staff should assess whether the use of reasonable force and/or other restrictive interventions is likely to successfully reduce the relevant risks, or whether its use would escalate the situation further or cause more harm than the consequences of the behaviour that it intends to address. Where possible, staff should communicate with other staff members to understand any broader risks in the environment.

Is it proportionate?

Staff should use the least amount of force or least restrictive intervention necessary for the least amount of time required to reduce the relevant risks. Staff should consider the personal circumstances of the pupil such as medical conditions, special educational needs or other vulnerabilities, their characteristics such as age and size, and must consider relevant equality implications under the Equality Act 2010.

Have you considered the pupil’s welfare?

Staff should consider the impact on the pupil’s overall welfare against the welfare and safety of others, when balancing any actions taken. For example, pupils who have experienced an adverse life event, with diagnosed or undiagnosed medical conditions or sensory impairments, past trauma or neglect, communication difficulties, or other needs, may find the use of reasonable force and other restrictive interventions particularly distressing. Staff should seek to maintain respect for a pupil’s dignity. This may include, where possible, considering the location and environment where any intervention is used, such as in front of their peers. Where possible, staff should clearly and calmly communicate to the pupil what is happening, why, and explain what the pupil needs to do. For pupils with difficulties with speech, language and communication, or with English as an additional language, verbal and/or non-verbal strategies should be used to ensure the pupil understands what is happening and has adequate time to process information and respond. Staff should seek to understand how the pupil is feeling and use this information to determine whether the use of reasonable force and/or other restrictive intervention should be, or continue to be, applied, reduced or stopped.

This list of factors is not definitive, and consideration must be given to all other relevant factors. Training on the use of reasonable force and other restrictive interventions should support staff in assessing when the need to use force and/or other restrictive interventions is reasonable, which may require a quick decision.

Reasonable force could be used to prevent a child from:

• Committing a criminal offence
• Vandalising property, including damage to the child’s own property
• Hurting/injuring themselves or others
  • Children fighting
  • A child attacking a member of staff
  • A child running in a corridor or stairwell that might cause serious injury
  • A student absconding who would be at greater risk in the community
  • A child carrying or using a dangerous object
  • A child seriously dysregulated through physical outbursts
• Engaging in any behaviour prejudicial to maintaining good order and discipline at school or amongst children, either on or off site (organised activity) whilst with school staff.
  • A child persistently refusing to leave a learning space
  • A child behaving in a way that is seriously disrupting the learning of others which cannot be managed through the graduated response using the behaviour policy

In exceptional circumstances, it might be necessary for a member of staff to use reasonable force beyond organised activities or on the school grounds. For example, as a form of self-defence, to defend themselves against an attack by a child that happens within the community. The member of staff should only use reasonable force to control the situation or restrain in the event of an emergency where the child’s behaviour was putting someone at risk of injury and the staff member is intervening to help and support the child or protect themselves.

Wherever possible, a staff member should not intervene physically without support from colleagues in order to safeguard themselves. If the staff member thinks there is a risk of injury to themselves, they should ask for assistance and attempt to continue to de-escalate the situation through verbal strategies until support arrives. This may mean the staff member removing themselves and other children to a different environment to mitigate risk and harm and prevent escalation.

School staff must never use force on a pupil for the purpose of punishment. Pupils should not be deliberately restrained in a way that affects their airway, breathing or circulation, for example by covering the mouth and/or nose or applying pressure to the neck region or abdomen. The use of force can be dangerous, particularly where it occurs on the ground. If a pupil is unintentionally held on the ground, staff should release their holds or re-position into a safer alternative or standing position as quickly as possible. Where needed, the pupil should receive a medical assessment and treatment for any injuries as soon as possible. For any form of restraint, including seated and standing, there is a risk of physical and psychological harm, and it should be avoided where possible.

Use of reasonable force should always be dependent on the situation and used with the minimum degree of force for the shortest time possible.

3.1.4 Power to search

Staff have the power to conduct a non-intimate search (for example, directing a child to empty their pockets) and to search items such as bags, coats and lockers with consent from the child themselves. The age, phase and ability of the child should be considered. Parental consent is not required and there is no need to record the child’s consent. The Headteacher (or staff authorised by the Headteacher) have the power to search without consent if they have reason to believe the child has items prohibited by the school in their possession. Prohibited items are listed in the Trust’s Behaviour Policy.

A member of staff can use such force as is reasonable to search for legally prohibited items, but not to search for items banned under the school rules only. The decision to use reasonable force should be made on a case-by-case basis. Staff should refer to the Searching, Screening and Confiscation in Schools guidance document for detailed advice on searching a pupil.

Wherever possible searches will always be conducted with two authorised members of staff present, ideally of the same gender with the child present. Where possible, searches that require physical contact will be carried out by a family member or police officer. If time is of the essence and a search involving physical intervention is necessary to maintain good order or the health and safety of individuals, then the search should be carried out by an authorised member of school staff.

Families must be informed if a search is required involving reasonable force.

3.2 Positive Handling

This policy does more than simply outline the use of positive handling in school. It aims to provide a transparent overview of how we use physical contact to both care for and, where appropriate, control our pupils. Schools should not have a ‘no contact’ policy. Additionally, schools should not grant any requests by families or staff members not to use reasonable force and/or other restrictive interventions. The adoption of a ‘no contact’ policy at a school can leave staff unable to intervene where reasonable in the circumstances to fully protect pupils. School leaders should adopt sensible practices (such as detailed below), which allow and support their staff to make appropriate physical contact.

3.2.1 Passive physical contact

Situations in which physical interaction occurs to either care for or guide students who may be anxious, distressed, or have an additional need or disability, or in subject areas such as physical education in order to promote inclusive learning opportunities and deliver the academic curriculum. There are circumstances when it is appropriate for staff to have some physical contact with pupils which does not give rise to any question over the use of reasonable force and other restrictive interventions. This will depend on the circumstance. The list below is not exhaustive but examples of occasions when physical contact is generally appropriate include:

• To give first aid
• To guide or escort pupils, e.g. holding the hand of a pupil at the front/back of the line when going to assembly, when walking together around the school or on a school trip, or when helping a pupil to a space they have chosen to access to self-regulate
• To comfort an extremely distressed pupil in a highly dysregulated state where the behaviour plan advises touch as a calming strategy – this should always be in the presence of other staff
• To congratulate or praise a pupil, e.g. a pat on the back or a handshake
• To demonstrate how to use a musical instrument
• To demonstrate exercises or techniques during PE lessons using manual guidance
• To guide with a strategy such as ‘hand over hand’ supported writing.

In assessing whether physical contact is appropriate in a given situation, the member of staff should use their judgement, have regard to the relevant trust policies (see section 2.4), the applicable circumstances (e.g. whether there are other adults present), the individual pupil’s age, and any other material factors, including but not limited to, whether the pupil has SEND or other vulnerabilities, or whether any alternative strategies which do not include physical contact can be used.

3.2.2 Active physical intervention

Active physical intervention may be used to divert a student from destructive or disruptive action, for example, guiding or leading a student by the arm or shoulder with little or no force. The techniques implemented here may include physical prompts to move students in the right direction or linking arms with a student to walk them away from a situation (escorting). The important factor within these situations is the compliance of the child or young person. Examples of Team Teach techniques implemented here will include ‘turn, gather, guide’ and ‘the friendly hold’.

3.2.3 Restrictive physical intervention (control and restraint)

This will involve the use of reasonable force when there is an immediate risk to students, staff or property. The main factor that distinguishes this from the other two areas is the non-compliance of the child or young person. It is important to note that the use of reasonable force should be seen as a last resort and intervention should always be the least amount required and for the shortest amount of time. The following Team Teach techniques may be used, ‘single elbow or double elbow’, ‘figure of 4 hold’, ‘Team Teach breakaways’ and ‘half shield.’ 

All incidents should be recorded and stored in an accessible way and in line with DfE guidance (see 5.0 below). Staff should record any incidents that cause harm, injury or loss of dignity. This will be followed up with Trust protocols to support the dignity of staff in the workplace.

4.0 Graduated Response: De-escalation strategies to reduce the need for physical intervention

4.1 Pro-actively managing challenging behaviour

The following strategies are employed as a means by which to deal proactively with challenging behaviours and to ensure that restrictive physical interventions are used as a last resort and only when entirely necessary:

• Knowing our pupils well
• Building strong positive and trusting relationships with children and with their families
• Establishing clear expectations for behaviour and conduct
• Teaching and reinforcing clear routines and acknowledging compliance
• De-escalation, diffusion and distraction strategies to calm and refocus pupils
• Using calm, non-confrontation communication
• Use of the school stepped consequence system if appropriate
• Positive handling techniques such as prompts, guides and escorts
• Analysing behaviours and setting in place supportive plans to manage difficult and challenging behaviour, involving pupils and families.
• Implement reasonable adjustments for pupils whose special educational needs can result in behaviours that are challenging or endanger themselves and/or others
• Teaching self-regulation and working with pupils to support them to manage emotions and to raise self-esteem
• Referral to external agencies for expert guidance and support

4.2 Before using physical interventions

Beckfoot Trust takes effective action to reduce risk by:

• Showing care and concern by acknowledging unacceptable behaviour and requesting alternatives using negotiating and reasoning (appropriate to the level of understanding of the individual)
• Giving clear directions for pupils to stop including the use of non-verbal cues where possible
• Reminding the pupil about rules and likely outcomes
• Removing an audience or taking vulnerable pupils to a safe place
• Making the environment safer by moving furniture and removing objects which could be used as weapons
• Using positive guidance to escort pupils to somewhere less pressured
• Ensuring that colleagues know what is happening and call for help

Staff should always speak calmly as a way of reassurance e.g. “I am doing this to keep you safe.”

4.3 Supporting colleagues during an incident

Systems should be in place as part of the school Behaviour Protocol to ensure staff are not left to deal with incidents in isolation that may require some form of physical intervention. When children are demonstrating heightened or anxious behaviour, an identified named trained person should support to effectively de-escalate behaviours. Where possible, a familiar chosen adult should be deployed as the single voice. Staff should endeavour to work with others to support one another. Staff arriving to support should never assume physical intervention is required before speaking with the member of staff present and/or assessing the individual situation. To support colleagues, staff should always be prepared to take over as the main person managing the situation. Sometimes a change of face can help to diffuse and de-escalate. If prolonged physical intervention is required (for example, use of a bean bag as a shield) working in tandem or teams provides mental and physical support for colleagues and ensures there is always a witness present to safeguard both children and staff.

4.4 Action after an incident

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

After every incident/crisis, the process that should take place for positive listening, learning and debriefing are to support staff and children. Relationships should be rebuilt and repaired to ensure that a positive learning environment is maintained.

• Reflection: What did we do?
• Repair: Is there anything we can do to repair the relationship?
• Re-build: What we can do next time – learning opportunities.

Where staff have been involved in an incident involving reasonable force, they should ideally have the opportunity for a brief period of rest and relaxation and in the case of more serious incidents, access to counselling and support. 

Additionally, any pupil who witnesses an incident of reasonable force and/or restrictive intervention where a peer may have been injured or become distressed, should also be provided with appropriate support where necessary.

The Headteacher 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 the pupil’s Behaviour Support Plan (including positive handling plan)
• Risk Assessment
• Local School Behaviour Protocol
• Care and Control Policy
• Child Protection/ Safeguarding Procedure
• Health and Safety
• Intimate Care
• Suspension or Exclusion Procedure

The member of staff will be kept informed of any action taken. In the case of any action concerning a member of staff, he/she will be advised to seek advice from his/her professional association/union.

Schools should continue to monitor pupil and staff wellbeing and provide additional support if needed, for example through further follow-up conversations, counselling or other resources.

4.5 Planned strategies – a staged approach and seclusion

The below are all short term planned strategies to support a child to resume their engagement with their educational programme:

4.5.1 Staged approaches

• Offered time out – positive offer (should they wish to) to allow the young person to use a different environment for a short period to encourage emotional regulation
• Directed time out – adults may verbally direct (rather than offer) the young person to use a different environment for a short period to encourage emotional regulation as part of the behavioural management strategy
• Withdrawal – which involves removing the young person from a situation which causes anxiety or distress to a location where they can be continuously observed and supported until they are ready to resume their usual activities
• Segregation – similar to withdrawal the young person is removed from a situation that causes overwhelming, prolonged anxiety or distress to an individual learning space/classroom for an extended period of time where they can be continuously observed and supported until they are able to manage being in a classroom. This strategy will be reviewed at regular intervals to ensure that it remains to be in the best interests of the young person.

4.5.2 Seclusion

This is defined as ‘The supervised confinement and isolation of a person, away from others in an area from which the young person is prevented from leaving e.g. either by being able to unopen a door or gate or by a person blocking the way’.

Seclusion must not be seen as part of the routine staged approach. The use of seclusion that prevents a child from leaving a room of their own free will only be considered in exceptional circumstances as a one-off response when all other efforts and options have been exhausted. If there is an agreement there may be a foreseeable need to use this again this would need to be agreed in full consultation with other appropriate professionals e.g. clinical psychologist/psychiatrist. It must be part of a clear short-term Behaviour Support Plan supported by a comprehensive risk assessment which is regularly reviewed and agreed by families. Seclusion must not be used with any intent to punish or teach the person any new behaviours.

Seclusion must be recorded in the bound Serious Incident book/CPOMS and clearly identified as seclusion.

In all instances the Trust will ensure the health and safety of pupils and any requirements in relation to safeguarding and pupil welfare.

The Trust ensures that reasonable adjustments should be made to ensure that expectations of pupils who have special educational needs and/or disabilities are developmentally appropriate and fair.

5.0 Recording, reporting and monitoring the use of force

5.1 Significant incident

Following each significant incident involving the use of reasonable force and/or other restrictive intervention, schools should evaluate the incident to understand why reasonable force and/or other restrictive interventions were used, the impact on pupils and staff, any patterns and trends, and how the use of reasonable force and other restrictive interventions might be avoided in future, for example by amending or introducing a behaviour support plan.

A ‘significant incident’ refers to any incident where the use of reasonable force goes beyond physical contact between pupils and staff as described in the paragraphs 3.2.1 and 3.2.2, “passive and active physical intervention”, in this policy. Lower level but active interventions, such as guiding a child by the hand, may or may not include an element of force. If the intervention does not include an element of force, then it is not restraint. If it is not restraint, it does not need to be recorded as such.

A “significant incident” therefore includes when physical force is used to implement a restrictive physical intervention or physical restraint, described in 3.1.1. and 3.2.3 in this policy.

If necessary, the pupil and staff member involved should receive a medical assessment and treatment for any injuries as soon as possible. Any significant incident in which a member of staff uses reasonable force on a pupil must be recorded as detailed below. In addition, any injuries should be recorded in accordance with the trust’s procedures and reported as appropriate to the Health and Safety Executive.

5.2 Recording the use of force (statutory guidance)

Schools must ensure that a procedure is in place for recording each significant incident in which a member of staff uses force on a pupil, as part of the school’s duty under section 93A of the Education and Inspections Act 2006. Beckfoot Trust schools must use the recording form detailed in Appendix 1 to record of any such incident in writing as soon as practicable after the incident. The requirement to record applies even if the use of reasonable force and other restrictive interventions in certain circumstances is agreed with families as part of a pupil’s behaviour support plan. Schools should record the following details as a minimum:

• Names of pupil and staff directly involved
• Any relevant needs or circumstances of the pupil, including whether the pupil involved has an identified special educational need or disability and their SEN status code
• Time, date, location and approximate length of time the intervention was used
• Brief account of the incident, including what led up to the incident, identified or potential triggers if known, any preventative or de-escalation strategies used, what type of reasonable force was applied, the degree of force, and details of physical injuries sustained, if applicable
• Brief account of why the use of force was assessed as necessary in that instance
• Any post-incident support, such as details of any medical treatment for injuries or other adverse impacts

Schools may also wish to record additional details to support their evaluation of incidents to identify best practices and areas for improvement. For example, the pupil’s and/or witnesses’ accounts of what happened, when and how families were notified, and what follow-up has taken place

All incidents involving restraint will be recorded on CPOMS by uploading the incident form detailed in Appendix 1 (a Beckfoot Safeguarding Essential) to the child’s document vault. Within these recording strategies, all details must be recorded within 24 hours of the incident and, if entered the bound and numbered book, signed by at least the staff member involved and the Headteacher.

All staff involved in an incident should contribute to the record which should be completed before the colleague leaves site that day or, if is not physically possible, at the latest within 24 hours of the event occurring.

All records/incident forms detailing of the use of reasonable force must be stored on CPOMs for 25 years after the date of birth of the child, unless there are child protection concerns linked to sexual abuse, in which case they must be stored for 75 years.

Any injury to staff or children must also be recorded in the school’s first aid records and, if necessary, by using the Trust incident reporting procedure.

All incidents of physical restraint must be reported to families – please see 5.3 below.

5.3 Reporting the use of force (statutory guidance)

Schools must ensure that a procedure is in place for reporting each significant incident, in which a member of staff uses force on a pupil. This should be communicated to the family of the pupil as soon as practicable after the incident.

The only exception is where it appears to the staff member that reporting to families would be likely to result in significant harm to the pupil. This includes all forms of abuse and neglect. At Beckfoot Trust, this decision must only be made by the Headteacher or the Designated Safeguarding Lead. In this instance, the Headteacher/Designated Safeguarding Lead must report the incident to Children’s Social Care.

A report of the incident made to families should include the following details as a minimum:

• Time, date, location and approximate length of time the force was used
• Brief account of what type of reasonable force was applied, and the degree of force
• Details of any physical injuries sustained, if applicable
• Brief account of why the use of force was assessed as necessary in that instance

The requirement to report applies even if the use of reasonable force in certain circumstances is agreed with families as part of a pupil’s behaviour support plan. Schools may choose how best to communicate this information to families, for example, via phone call, email or online messaging system using the record in Appendix 1 to support the conversation. The communication must be followed up with a log of the conversation on CPOMS.

Best practice would include inviting families to have a follow-up discussion about the incident where appropriate. This could involve a discussion about any behavioural triggers, any warning signs of an impending incident, whether any agreed behaviour support plans were followed, what de-escalation

strategies were used and how effective they were, and what might be done differently in the future. The school may use this information to amend any existing behaviour support plans, as needed.

Where there are repeated incidents, triggers are analysed and proactive, preventative and supportive plans are drawn up, where appropriate involving the pupil and the family. This is recorded as a pupil Behaviour Support Plan (BSP) and will help to guide staff on how best to offer support to a pupil (Appendix 2).

Monitoring of incidents will help to ensure that staff are following the correct procedures and will alert Headteachers to the needs of any pupils whose behaviour may require the use of reasonable force. Headteacher’s monitor trends and patterns in the data about individual children, individual staff and groups of staff.

Reports of violent incidents across the Trust are reported on an annual basis to the Trust Board. A summary of incidents of physical intervention will also be provided in the annual safeguarding report to the Board.

6.0 Training

The Trust will provide appropriate basic training materials that should be delivered locally to all staff in schools, on the functions of behaviour and dynamic risk assessments. Schools should assess how many staff need further Team Teach training as appropriate for their cohort and review this regularly. Accredited training in positive handling will be delivered to those staff by Team-Teach accredited trainers. The approach is affiliated to The General Services Association and its courses have been accredited by the British Institute of Learning Disabilities and The Institute of Conflict Management (2015).

7.0 Complaints

All complaints will be dealt with in line with the Trust’s Complaints policy and will be investigated thoroughly and speedily.

If necessary, staff disciplinary procedures may be used to respond to any concerns of misconduct.

Where a member of staff has acted legally and in line with this policy, this will provide a defence to any criminal or civil action. The onus is on the person making the complaint to prove that his / her allegation is true and not for the member of staff to show that he / she has acted reasonably. Suspension of the member of staff will not be automatic and will be considered in line with our Staff Code of Conduct, Discipline Policy, Grievance Procedure and Child Protection and Safeguarding Policy.

8.0 Review of Policy

This policy will be reviewed annually and, as guidance from the local authority or DfE is updated. At every review, the policy will be approved by the Trust Board.