Wings Nottinghamshire
RESTRICTIVE PHYSICAL INTERVENTION
(RPI) POLICY
Publication Date: August 2015
Review Date: August 2016
Reviewed and approved on behalf of the proprietor, Kedleston Schools Ltd, 19 August 2015
WINGS NOTTS
RESTRICTIVE PHYSICAL INTERVENTION (RPI)
CONTENTS
1.
Introduction
2.
Roles and responsibilities
3.
The legal context
4.
Team-Teach
5.
Prevention of restrictive physical intervention
6.
Risk assessments and behaviour management plans
7.
The use of withdrawal
8.
Reporting and recording incidents of restrictive physical intervention
9.
Post-incident support for young people
10.
Post-incident support for staff
11.
Monitoring incidents of restrictive physical intervention
12.
Individual welfare support
13.
The use of medication
14.
Powers to search young people
15.
Seeking the views of young people, parents, carers, local authorities and
staff
16.
Safeguarding and child protection
17.
Police involvement
18.
Complaints
19.
Implementation, monitoring, evaluation and review
Appendices
1.
Roles and responsibilities
2.
The legal context
3.
Team-Teach
4.
Primary and secondary preventative strategies
5.
The use of withdrawal
6.
Definitions
7.
Post-incident support for young people
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WINGS NOTTS
RESTRICTIVE PHYSICAL INTERVENTION (RPI) POLICY
Wings Notts is committed to safeguarding and promoting the welfare of children
and requires all staff to act in the best interests of our young people at all times.
1. Introduction
Wings Notts recognises its duty under the Education Act 2002 to make arrangements to
ensure that functions are carried out with a view to safeguarding and promoting the
welfare of children and complies with The Education (Independent School Standards)
Regulations 2014.
We follow current DfE guidance ‘Use of reasonable force’ (2013), HM Government
advice ‘What to do if you’re worried a child is being abused’ (2015), ‘Working together
to safeguard children’ (2015), ‘Keeping children safe in education’ (2015) and the
Local Safeguarding Children Board’s policies, procedures, guidance and protocols.
As a registered Children’s Home, Wings Notts complies with The Children’s Homes
(England) Regulations 2015 and the Guide to the Children’s Homes Regulations
including the quality standards (2015).
We will take immediate action where we believe an individual may be at risk, or it is
alleged that a child is suspected of being abused. Our primary concern, at all times, is
the welfare and safety of all members of Wings Notts’ community including young
people, staff and visitors.
This policy and all associated procedures apply to all staff (including agency staff,
volunteers and students on placement) and young people and should be read in
conjunction with other safeguarding and employment policies including (not an
exhaustive list):
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Anti-Bullying Policy
Compliments and Complaints Policy
Drugs, Alcohol and Tobacco Policy
Equality and Diversity Policy
E-Safety and Multi-Media Policy
Health and Safety Policy
Management of Behaviour: Rewards and Sanctions Policy
Off-Site Visits Policy
Privacy Policy
Recruitment and Selection Policy
Runaway and Missing from Home, Care and Education (RMFHCE) Policy
Safe Working (Caring) Practice Policy
Safeguarding and Child Protection Policy
Whistle Blowing Policy
Failure to comply with these policies and procedures may result in disciplinary action.
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2. Roles and responsibilities
The designated senior member of staff with overall responsibility for the ‘Restrictive
Physical Intervention (RPI) Policy’ at Wings Notts is the Principal/ Registered Manager.
For further information on the roles and responsibilities of the Designated Person see
Appendix 1.
Restrictive physical interventions are always an act of last resort, and where a RPI is
used, children and young people, will always be treated with respect and dignity
before, during and after the incident. All staff must follow the procedures outlined in this
policy; and report and record any concerns to a senior member of staff.
3. The legal context
The use of force increases risks to the safety of young people and staff and inevitably
affects personal freedom and choice.
For further information on the legal context see Appendix 2.
4. Team-Teach
Team-Teach is a national organisation, which has developed approved methods of
dealing with situations in which restrictive physical intervention might be required. For
further information visit www.team-teach.co.uk
For further information on Team-Teach and our use of it see Appendix 3.
5. Prevention of restrictive physical intervention
In adopting the Team-Teach approach to behaviour management, we are fully
committed to the key expectation that 95% of Team-Teach is about risk and restraint
reduction. Positive handling techniques centre upon calm communication, diversion
and de-escalation.
Staff have the skills and confidence to communicate easily and understand the
importance of listening to, involving and responding to the children in their care. Staff
understand that they have a responsibility to observe, notice and respond to young
people who are expressing their views, acknowledging that it is not the sole
responsibility of the child to ‘tell’. They also understand how children might
communicate their feelings through their behaviour.
Staff use effective de-escalation techniques and creative alternative strategies that are
specific to the needs of each young person and designed in consultation with them,
where possible.
Furthermore, the DfES/DoH joint ‘Guidance for Restrictive Physical Interventions’ (2002)
states that the use of restrictive physical interventions should be minimised by the
adoption of primary and secondary preventative strategies.
For information on primary and secondary preventative strategies see Appendix 4.
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6. Risk assessments and behaviour management plans
All young people have an individual risk assessment and behaviour management plan.
These documents are initially created using information generated via referral and
admission procedures, including discussions with parents/carers, local authority
representatives and medical practitioners (where appropriate). Additional evidence
associated with early observations, experiences and conversations with the individual
child is incorporated as soon as possible.
Where new information is brought to the attention of a member of the Leadership
Team, including the development or cessation of risk-taking behaviours, details will be
communicated to relevant staff as soon as reasonably possible and the individual risk
assessment and/or behaviour management plan will normally be reviewed and
redistributed (where appropriate) within 72 hours. Staff are obliged to familiarise
themselves with the current risk assessment and behaviour management plan for every
young person with whom they work.
All risk assessments and behaviour management plans are developed and then
reviewed, on a regular basis, in consultation with young people. This in turn promotes
the knowledge, skills and understanding necessary for them to manage their own
behaviour effectively.
7. The use of withdrawal
Withdrawal “involves removing the 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”1. For information on our use of
withdrawal see Appendix 5.
For further information on definitions associated with the use of reasonable force and
restrictive physical intervention see Appendix 6.
8. Reporting and recording incidents of restrictive physical intervention
All incidents involving the positive application of force by staff to overcome moderate
or rigorous resistance where staff guide, direct, decide or control a person’s free
movement, must be regarded as a restrictive physical intervention. This includes all
recognised team-teach holds and escorts.
All incidents of restrictive physical intervention must be reported to senior staff and
recorded on a ‘Restrictive Physical Intervention Record’ as soon as is reasonably
possible (and normally within 24 hours of the incident).
Entries in all records must be legible, clearly expressed, non-stigmatising and distinguish
as far as possible between fact, opinion and third party information.
Responsibility for ensuring all documentation is complete rests with both the:
DfES/DoH (2002) ‘Guidance for Restrictive Physical Interventions: How to provide safe services for people
with Learning Disabilities and Autistic Spectrum Disorder’ p.24
1
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 member of staff who instigated the physical intervention; and
 the most senior/experienced staff member present during the physical intervention.
Injuries to any individuals involved must be reported and recorded in accordance with
policy and procedures.
All use of reasonable force must be reported to parents/carers (where appropriate)
and relevant authorities by a senior member of staff within 24 hours. The nature of
communication may include email, fax, telephone, voicemail, or face-to-face
conversation.
Where an individual cannot be contacted within 24 hours, the details of the restrictive
physical intervention must be communicated as soon as is reasonably possible. All such
communications must be recorded in accordance with Wings Notts’ procedures.
In the event that a young person is marked during an incident of restrictive physical
intervention, the Local Authority Designated Officer (LADO) and Ofsted [in the case of
children’s homes] must be notified.
9. Post-incident support for young people
Talking to young people about incidents of restrictive physical intervention, and the
behaviour that led to it, is fundamental to empowering them to understand and
manage their own behaviour.
For further information on post-incident support for young people see Appendix 7.
10. Post-incident support for staff
The process of reflecting on an incident of restrictive physical intervention with staff can
serve a number of purposes. For example, it provides an opportunity to:
 monitor and promote the physical and emotional well-being of staff;
 reflect on the nature and sequence of events in order to aid reporting and
recording;
 express and/or address any thoughts, feelings or behaviours associated with the
specific incident;
 monitor staff practice and identify areas for development in their management of
behaviour.
All staff physically involved in an incident of restrictive physical intervention must be
formally debriefed within 24 hours by a senior member of staff or someone suitably
qualified, as delegated by SLT and details of any discussion recorded.
In addition, all staff, children and young people, must be given an opportunity to
discuss incidents of physical intervention they have witnessed or been affected by, with
an appropriate member of staff.
11. Monitoring incidents of restrictive physical intervention
The Principal/ Registered Manager monitors incidents of restrictive physical intervention
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and associated paperwork, in education and care respectively, on a daily, weekly and
monthly basis. Information generated during this process is shared, as appropriate, with:
 Members of the Leadership Team;
 Wings Notts’ Safeguarding Committee;
 Kedleston Schools’ Executive Management Team;
 Personal tutors and/or Key Workers;
 The in-house Team-Teach Tutor; and
 Kedleston Schools’ Lead Team-Teach Tutor.
Restrictive physical intervention records and other associated documentation are also
monitored by an independent professional during visits carried out under Regulation 44
of The Children’s Homes Regulations.
The use of positive handling and restrictive physical interventions is also a standing item
on Leadership, Education and Care Staff Meeting agendas.
12. Individual welfare support
Where a young person’s behaviour generates an individual risk assessment with a high
likelihood of harm, for example drug abuse or self-harming, steps will be taken to
communicate such information to parents/carers and relevant authorities as soon as
reasonably possible (and in any event within 24 hours).
Where it is agreed that we are still able to meet the needs of the young person, proactive strategies will be adopted to reduce the likelihood, and therefore risk, of harm,
by identifying a member of staff with the necessary knowledge, understanding, skills
and relationship to work with the young person on a one-to-one basis over a period of
no longer than 48 hours.
The sole focus of individual welfare support is to engage with the young person in order
to identify and address (where possible) any underlying issues or concerns whilst
keeping them safe from harm. The process and outcome of any such work will be
recorded and shared with parents/carers and relevant authorities in accordance with
our policies and procedures.
We also work in partnership with other agencies such as hospitals, general practitioners,
and the Child and Adolescent Mental Health Service (CAMHS), where appropriate.
13. The use of medication
It is not our normal policy to administer Ritalin or any other similar form of medication as
a means of managing behaviour. However, if parents/carers or outside specialists wish
a young person, already taking medication to continue with it, while at Setting Name
this is open to discussion and may be agreed under very controlled conditions.
14. Powers to search young people
Staff are not authorised to use statutory powers to search young people for prohibited
items.
However, where a member of staff has reasonable grounds for suspecting that a young
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person may be in possession of knives or weapons, illegal drugs or stolen items, a
decision whether or not to involve the police will be made in consultation with the
Principal/ Registered Manager.
Room searches and bag searches may be conducted and recorded in accordance
with relevant policies, procedures and guidance.
15. Seeking the views of young people, parents, carers, local authorities and staff
Regular enquires are made of all young people as to how safe they feel at Wings Notts
and ways in which services and outcomes can be improved. The views of parents,
carers, local authorities and staff are also sought through existing mechanisms for
consultation and feedback. Records are kept of these enquiries and any actions taken.
16. Safeguarding and child protection
Wings Notts will always consider whether a young person’s behaviour gives cause to
suspect that they are suffering, or is likely to suffer, significant harm. All child protection
concerns will be addressed in accordance with our ‘Safeguarding and Child Protection
Policy’.
17. Police involvement
We are committed to minimising the criminalisation of young people’s behaviour and
endorse the view that children should not be charged with offences resulting from
behaviour within a children’s home that would not similarly lead to police involvement if
it occurred in a family home.
Careful, child-centred decision-making is made about reporting behaviour to the
police though appropriate notifications are always made and clearly documented.
If the behaviour could be criminal or poses a serious threat to a member of the public,
the police should always be informed.
A decision whether or not to involve the police in a RPI-related incident will be made by
the Principal/ Registered Manager.
18. Complaints
Young people, staff, parents/carers and placing authorities are all able to complain to
Wings Notts if they are unhappy with any aspect of the education or care provided. All
complaints are taken seriously and will be dealt with without delay. For further
information see our ‘Compliments and Complaints Policy’.
All complaints concerning allegations of child abuse will always be addressed in
accordance with our ‘Safeguarding and Child Protection Policy’.
19. Implementation, monitoring, evaluation and review
The designated senior member of staff with overall responsibility for the implementation,
monitoring and evaluation of the ‘Restrictive Physical Intervention Policy’ is the
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Principal/ Registered Manager.
The designated member of staff is also responsible for ensuring that all young people,
staff, parents/carers and placing local authorities are aware of our policy. Additional
support would also be provided to any parent or significant person, wishing to know
more about the policy and procedures outlined above. A copy of this policy document
is available for inspection on the premises during office hours and an electronic copy is
posted on our website www.wingsschool.co.uk.
This policy document will be reviewed and publicised in writing, at least annually and, if
necessary, more frequently in response to any significant incidents or new
developments in national, local and organisational policy, guidance and practice.
The proprietor, Kedleston Schools Ltd, will also undertake an annual review of the
school’s policies and procedures relating to safeguarding, and ensure that all duties
have been discharged in accordance with current legislation, regulations and statutory
guidance; as well as local authority procedures and practice including the relevant
Local Safeguarding Children Board(s).
The proprietor stringently holds senior leaders to account for all aspects of the
school’s/children’s home’s performance through robust systems of governance and
monitoring.
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APPENDIX 1
Roles and responsibilities
The designated senior member of staff with overall responsibility for the ‘Restrictive
Physical Intervention (RPI) Policy’ at Wings Notts is the Principal/Registered Manager.
The role of the Designated Person is to:
 Ensure that a written policy on the use of reasonable force/restrictive physical
intervention (RPI) is in place and reviewed every 12 months;
 Ensure that all staff are aware of and follow current legislation, regulations and
statutory guidance on the use of reasonable force and RPI;
 Ensure a sufficient number of suitably qualified, skilled and experienced persons are
employed and that the number of staff deployed and their level of competence
corresponds to the needs of young people;
 Ensure that all staff receive appropriate training in accordance with their roles and
responsibilities;
 Establish effective systems to record, monitor and analyse RPI incidents, in such a way
as to be able to use this information to inform future actions; and report these findings
to Wings Notts’ Safeguarding Committee;
 Provide advice, guidance and support to staff involved in/affected by incidents of
restrictive physical intervention;
 Provide advice, guidance and support to young people involved in/affected by
incidents of restrictive physical intervention;
 Liaise with Kedleston School’s Head of Safeguarding and Compliance about all
safeguarding concerns, as soon as reasonably possible (and in any event within 24
hours of the concern being reported).
 Liaise with Kedleston School’s Lead Team-Teach Tutor or the designated ‘in-house’
Team-Team Tutor on all issues associated with restrictive physical intervention
including Team-Teach policy, practice and training.
All staff must follow the procedures outlined in this policy; and report and record any
concerns to a senior member of staff.
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APPENDIX 2
The legal context
Any use of force or restraint involves risks to the safety of young people and staff
(including causing physical injury, psychological trauma or emotional disturbance) and
inevitably affects personal freedom and choice.
Restrictive physical intervention must only be used:
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In the best interests of the child and/or others affected by the behaviour;
Within the context of our wider behaviour management policy;
When all de-escalation strategies have been exhausted or in an emergency; and
When the risks of not employing a restrictive intervention are greater than the risks of
using force.
You are legally only allowed to use reasonable force under certain clearly defined
circumstances. The inappropriate use of restrictive physical intervention will lead to
disciplinary action and may result in criminal charges.
2.1 School settings only
Under Section 93 of the Education and Inspections Act 2006 reasonable force can be
used in school settings only to prevent pupils:
a. committing any offence,
b. causing personal injury to, or damage to the property of, any person (including the
pupil himself), or
c. prejudicing the maintenance of good order and discipline at the school or among
any pupils receiving education at the school, whether during a teaching session or
otherwise.
Schools can use reasonable force to:
 remove disruptive children from the classroom where they have refused to follow an
instruction to do so;
 prevent a pupil behaving in a way that disrupts a school event, trip or visit;
 prevent a pupil leaving the classroom where it would risk their safety or lead to
behaviour that disrupts others;
 prevent a pupil from attacking a member of staff or another pupil, or to stop a fight
in the playground; and
 restrain a pupil at risk of harming themselves through physical outbursts.
However, where there is no immediate risk to persons or property, staff must manage
such situations by non-physical methods, as far as possible.
2.2 Children’s Homes
Under The Children’s Homes (England) Regulations 2015, 2(1) “restraint” means using
force or restricting liberty of movement.
Under Regulation 20, Restraint and deprivation of liberty, staff working in children’s
homes may not use a measure of restraint to prevent a child absconding2 from the
While the term ‘absconding’ is used in The Children’s Homes (England) Regulations 2015, the phrases ‘running away’ or
‘leaving the home’ are now widely used in respect of young people accommodated in non-secure children’s homes.
2
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home, (Regulation 20(1)(c) because Wings Notts is not a secure children's home.
Staff may only use reasonable force for the purpose of:
a. preventing injury to any person (including the child); (Regulation 20(1)(a))
b. preventing serious damage to the property of any person (including the child);
(Regulation 20(1)(b))
Regulation 20(2) requires that restraint in relation to a child must be necessary and
proportionate.
While there is no legal definition of ‘injury’ in the context of Regulation 20(1) (a) and (b)
above, the ‘Guide to the Children’s Homes Regulations including the quality standards’
(2015) states that “Injury could include physical injury or harm or psychological injury or
harm” (9.49).
All such professional judgments must be informed by relevant training, supervision, skills
and experience, supported by knowledge of each child’s risk assessment, an
understanding of the needs of the child (as set out in their relevant plans) and an
understanding of the risks the child faces; and evidenced in individual placement
plans, behaviour management plans, risk assessments and any associated
documentation.
Staff in residential settings must not use restrictive physical interventions in order to
manage incidents associated with behaviour prejudicial to good order and discipline.
However, where it is clear that if the young person were to leave the unit and there was
a strong likelihood of injury to himself or others for example a child who is putting
themselves at risk of injury by leaving the home to carry out gang related activities, use
drugs or to meet someone who is sexually exploiting them or intends to do so, it would
be reasonable to use physical restraint to prevent him from leaving if
 this judgment is supported by clear and detailed information in the young person’s
individual placement plan, behaviour management plan and risk assessment about
the specific dangers the individual child might face in running away or going missing
from care; and
 all appropriate de-escalation strategies have been exhausted, reasonable force
may be used as a last resort.
Any such measure of restraint must be proportionate and in place for no longer than is
necessary to manage the immediate risk.
This also applies to a young person who is not demonstrating a likelihood of leaving the
unit, but where there is such a likelihood of injury to himself or others or serious damage
to property that it would be reasonable to use a physical restraint.
Any child who has been restrained should be given the opportunity express their
feelings about their experience of the restraint as soon as is practicable, ideally within
24 hours of the restraint incident, taking the age of the child and the circumstances of
the restraint into account. In some cases children may need longer to work through
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their feelings, so a record that the child has talked about their feelings should be made
no longer than 5 days after the incident of restraint (Regulation 35(3)(c)). Children
should be encouraged to add their views and comments to the record of restraint.
Children should be offered the opportunity to access an advocacy support to help
them with this (Regulation 7(2)(b)(iii)).
2.3 Residential Special Schools
Under National Minimum Standards for Residential Special Schools (2015) restraint,
including reasonable force, must only be used in exceptional circumstances, to prevent
injury to any person, including the child, or to prevent serious damage to the property
of any person, including the child’s, or to prevent the child leaving the school’s
premises where this may lead to the child injuring themselves or others. Restraint in
relation to a child must be necessary and proportionate.
2.4 Reasonable Force
The use of any degree of force can only be deemed reasonable if:
 It is warranted by the particular circumstances of the incident including a dynamic
assessment of the relative risks associated with using a physical intervention
compared with using other strategies;
 It is proportionate to the seriousness of the incident and the consequences it is
intended to prevent, including the application of gradually increasing or decreasing
levels of force in response to the person’s behaviour;
The force used must not be more than is necessary and should be applied in a way
that ensures the minimum amount of force (to avert injury or serious damage to
property), for the shortest possible time.
 The age, understanding, special educational needs, social, emotional and physical
development, medical history, cultural background, gender and personal
circumstances of the child are taken into account.
In addition, staff must also take into account:
• the size of the child;
• the relevance of any disability, health problem or medication to the behaviour in
question and the action that might be taken as a result;
• the child’s previously sought views on strategies that they considered might deescalate or calm a situation, if appropriate;
• the method of restraint which would be appropriate in the specific circumstances;
and
• the impact of the restraint on the staff members’ future relationship with the child.
There is no legal definition of “reasonable force” - it will always depend on the
judgements made at the time, taking due account of all circumstances, including any
known history of other events involving the individual concerned. Where records of
incidents involving particular young people show that there are set patterns to their
behaviour which, if unchecked, will lead to it becoming dangerous or exceptionally
disruptive, then reasonable force may be justified at an earlier stage.
The use of any degree of force is unlawful if the particular circumstances do not
warrant it. Physical force must not be used to prevent a young person from committing
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a trivial misdemeanour not likely to cause harm or damage, or in a situation that clearly
could be resolved without it.
Staff must not act in a way that could be reasonably expected to deliberately inflict
pain or cause injury, for example by:
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Slapping, punching, kicking or tripping a young person;
Twisting or forcing limbs against joints;
Holding or pulling a young person by the hair, ear or neck; or
Using ‘nose distraction’ techniques
Using a ‘seated double embrace’ or ‘double basket-hold’
Using any technique that may interfere with breathing
Any such intervention, however lightly used, may constitute a criminal offence and
render the member of staff liable to prosecution and/or disciplinary action.
Staff are not permitted to initiate the use of a front ground recovery hold. In
circumstances where a young person takes themselves to the ground during a restraint
and there remains a high risk of injury, staff with relevant and current advanced teamteach training may use an appropriate ground hold using minimum force for the
shortest period of time. The use of any such technique will result in an internal
investigation the findings of which will be reported to the Head of Safeguarding and
Compliance.
In order to ensure that staff are able to handle young people safely and confidently,
we have adopted the principles and techniques of the Team-Teach approach (see
Appendix 3). However, while Team-Teach techniques seek to avoid injury to young
people, it is possible that occasional bruising or scratching may occur accidentally, and
these should not to be seen necessarily as a failure of professional technique, but a
regrettable and infrequent side effect of ensuring that the young person remains safe.
It is also recognised that staff may very rarely have no alternative, but to respond with a
technique from outside the Team-Teach framework. This does not necessarily render
the use of any such skill or technique improper, unacceptable or unlawful. Each
occasion will be investigated to ensure that a Team-Teach technique could not have
been used.
All use of restrictive physical intervention must be reasonable, proportionate and
necessary in those particular circumstances.
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APPENDIX 3
Team-Teach
Team-Teach is a national organisation which has developed approved methods of
dealing with situations in which restrictive physical intervention might be required.
Team-Teach training is affiliated to The General Services Association and its courses
have been accredited (2006, 2009, 2012) by the British Institute of Learning Disabilities
and The Institute of Conflict Management (2015). All physical techniques, have
undergone a medical risk assessment review, carried out by independent, medical
experts as part of these accreditations.
Core Value Statements
 Challenging behaviour is often the result of a breakdown in communication.
 Staff involved in supporting children should aim to understand what function the
behaviour serves and support the child in learning more socially acceptable ways of
expressing their feelings.
 Behavioural interventions which seek only to control behaviour, rather than
understand its meaning are likely to prevent individuals from making the most of their
potential.
 The purpose of Team-Teach training is to support adults’ understanding and
management of challenging behaviour, by embedding and teaching physical
techniques within an holistic positive behaviour de-escalation approach, in order to
encourage the promotion of socially acceptable behaviours for all concerned.
Outlined below are a list of the Core Principles of Team-Teach:
 The physical techniques are based on providing the maximum amount of care,
control and therapeutic support.
 “I care enough about you not to let you be out of control.”
 Staff numbers (minimum of 2 involved)3.
 Minimum force and time and last resort (where possible).
 Techniques allow for verbal communication and do not rely on pain or “locks” for
control.
 Staff safety and protection issues are addressed.
 Planned responses and techniques should be written out and included in Individual
Positive Handling Plans/Behaviour Management Plans.
 Following a restraint there should be a supportive and reflective structure in place for
both staff and service users involved.
 All incidents using restraint should be reported, recorded, monitored and evaluated.
 Seeking help is a professional expectation and a strength
 Understanding the value of enhanced communication skills and team work through
the role of “critical friends” and involvement of key individuals and services.
 Emphasis on caring, protecting and enhancing positive relationships.
3
A second staff member may act as a witness or critical friend.
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For further information visit www.team-teach.co.uk
While responsibility for the co-ordination, monitoring and evaluation of our Team-Teach
training programme rests with Kedleston Schools’ Lead Team-Teach Tutor (Wings Notts’
parent company), we have a designated ‘in-house’ tutor, who is responsible for the
day-to-day monitoring of Team-Teach policy and practice, including oversight of all
behaviour management plans and records associated with RPI.
Only staff appropriately trained and authorised by the Principal/Registered Manager
may initiate or lead the use of Team-Teach positive handling strategies. This will normally
include all members of the Leadership, Education and Care Teams and associated
‘bank staff’. Our ‘in-house’ tutor maintains a list of those who have been authorised and
the training that has been provided; and staff who successfully complete the various
levels of the training programme receive official certification from the Team-Teach
organisation.
Where new staff can provide evidence of:
 having successfully completed an appropriate Team-Teach course within
recommended timescales prior to appointment; and
 having read and understood our ‘Restrictive Physical Intervention Policy’; and
 are able to demonstrate current knowledge, understanding and skills through our inhouse Team-Teach Assessment;
they would be authorised to use a specific range of Intermediate Team-Teach
strategies, subject to approval by Kedleston Schools’ Lead Team-Teach Tutor.
Authorisation is not given to agency staff, volunteers, students on placement,
parents/carers on Wings Notts site or external contractors. Administration, maintenance
and domestic staff may only use Team-Teach positive handling strategies with the
express written permission of the Principal/ Registered Manager; and only after
successfully completing an appropriate Team-Teach course.
Guidance is given to untrained/unauthorised staff on what action they should take in
accordance with their role and responsibilities.
We are committed to training all staff authorised in the use of Team-Teach positive
handling strategies to an Intermediate level within 120 days of starting employment. All
staff trained in the use of Team-Teach strategies must attend refresher courses in
accordance with Team-Teach Protocols.
The outcome of all Team-Teach courses, including staff achievement, feedback and
summary evaluation records, are forwarded to the Director of Team-Teach and shared
with the Principal/ Registered Manager.
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APPENDIX 4
Primary and secondary preventative strategies
The DfES/DoH joint ‘Guidance for Restrictive Physical Interventions’ (2002) states that the
use of restrictive physical interventions should be minimised by the adoption of primary
and secondary preventative strategies.
Primary prevention is achieved by:
 ensuring that the number of staff deployed and their level of competence
corresponds to the needs of young people and the likelihood that physical
interventions will be needed. Staff must not be left in vulnerable positions or placed in
foreseeable risk situations and circumstances without training.
 helping young people to avoid situations which are known to provoke violent or
aggressive behaviour – details of which may be found in individual behaviour
management plans.
 care plans, placement plans and behaviour management plans, which are
responsive to individual needs and include current information on risk assessment.
 creating opportunities for young people to engage in meaningful activities which
include opportunities for choice and a sense of achievement.
 developing staff expertise in working with young people who present challenging
behaviours.
 talking to young people, their families and advocates about the way in which they
prefer to be managed when they pose a significant risk to themselves or others.
Some children and young people prefer withdrawal to a quiet area to an
intervention which involves bodily contact.
Secondary prevention involves recognising the early stages of a behavioural sequence
that is likely to develop into violence or aggression and employing ‘diffusion’
techniques to avert any further escalation.
Where there is clear documented evidence that particular sequences of behaviour
rapidly escalate into serious violence, the use of a restrictive physical intervention at an
early stage in the sequence may, potentially, be justified if it is clear that:
 primary prevention has not been effective, and
 the risks associated with not using a restrictive physical intervention are greater than
the risks of using a restrictive physical intervention, and
 other appropriate methods, which do not involve restrictive physical interventions,
have been tried without success.
All prevention strategies should be carefully selected and reviewed to ensure that they
do not constrain opportunities or have an adverse effect on the welfare or the quality
of life of young people (including those in close proximity to the incident),
unnecessarily. In some situations it may be necessary to make a judgement about the
relative risks and potential benefits arising from activities which might provoke
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challenging behaviours compared with the impact on the person's overall quality of life
if such activities are proscribed. This is likely to require an additional and detailed risk
assessment.
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APPENDIX 5
The use of withdrawal
Under the DfES/DoH joint ‘Guidance for Restrictive Physical Interventions’ (2002)
‘withdrawal’ “involves removing the 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”4.
Withdrawal must only be used at Wings Notts for the following reasons:
 To ensure the safety and well-being of an individual or other people;
 To allow a young person time to calm down and reflect on their behaviour following
an upset or misbehaviour;
 To prevent and/or diffuse any behaviour prejudicial to maintaining good order and
discipline in school settings only.
The use of withdrawal must be reasonable and proportionate to the risks and
behaviours concerned, taking into account the young person’s history in similar
circumstances. Wings Notts has an equal duty of care to other young people and staff
and a young person should not be allowed to return to normal groups while a
reasonable possibility of physical or psychological harm to anyone exists.
Withdrawal may only be operated under particular conditions:
 Young people must be actively monitored at all times while in withdrawal;
 No young person must be kept on withdrawal longer than absolutely necessary;
 A member of staff must offer the young person an opportunity to discuss the situation
in withdrawal at least every 15 minutes in order to establish whether they are willing
and/or able to return to the normal group;
 All incidents of withdrawal exceeding 15 minutes must be reported to senior staff and
recorded as soon as is reasonably possible.
 A designated senior member of staff must be identified on a case-by-case basis to
ensure that no single period of withdrawal exceeds 60 minutes in duration.
When a young person enters Wings Notts, there is a discussion about the way in which it
is best for the young person to be managed if/when they pose a significant risk to
themselves or others. If it is thought that withdrawal might be necessary at some point,
permission for this is obtained during that discussion.
The use of appropriate withdrawal may then be recorded in the young person’s
individual behaviour management plan, along with an appropriate risk assessment
identifying the benefits and risks associated with withdrawal for the young person
concerned.
DfES/DoH (2002) ‘Guidance for Restrictive Physical Interventions: How to provide safe services for people
with Learning Disabilities and Autistic Spectrum Disorder’ p.24
4
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APPENDIX 6
Definitions
Wings Notts has adopted the Team-Teach definition of ‘positive handling’ to describe
the full range of risk and restraint reduction strategies used to de-escalate, defuse and
redirect in order to reduce the risk of injury to staff and young people.
Outlined below are a number of other definitions associated with the use of restrictive
physical intervention and reasonable force:
Guide: The positive application of force to overcome minimal resistance prompting and
encouraging a person’s free movement.
Controls: The positive application of force by staff to overcome moderate resistance,
guiding and directing a person’s free movement.
Restraint: The positive application of force by staff, in order to overcome rigorous
resistance; completely directing, deciding and controlling a person’s free movement.
Extract from the Team-Teach Workbook V.2015 p.3
Restrictive Physical Interventions are designed to prevent movement or mobility or to
disengage from dangerous or harmful physical contact. For this reason both controls
and restraint would be considered a form of restrictive physical intervention and should
be recorded in accordance with policy, procedures and guidance.
Under the DfES/DoH joint ‘Guidance for Restrictive Physical Interventions’ (2002) the
following terms are also defined:
Seclusion: Where an adult or child is forced to spend time alone against their will in a
locked room or room which they cannot leave.
Given the inherent restriction of liberty associated with this intervention, Wings Notts
would not employ such a strategy.
Time out: involves restricting the young person’s access to all positive reinforcements as
part of the behavioural programme.
Given our emphasis on establishing and maintaining positive relationships with young
people, we will not employ such a strategy under any circumstances.
Withdrawal: involves removing the 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.
This can mean removing a child from a classroom or house to allow them time to calm
down or to prevent a situation from escalating. They may need time away from staff
and other young people in order to break the cycle/pattern of their behaviour or to
reduce their level of anxiety/distress. This time could be spent on grounds, in a
bedroom, or sitting in an office supervised by a member of staff.
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APPENDIX 7
Post-incident support for young people
7.1 Health Checks
An immediate visual check must be conducted after every restrictive physical
intervention, by the most senior/experienced member of staff present, to establish
whether or not there are any urgent health concerns. If a visual check does provoke
specific health concerns, first aid/medical assistance must be summoned immediately.
Irrespective of the findings of the visual check, if a young person requests medical
attention this will be immediately provided.
Regardless of the outcome of a visual check, a health check must be conducted as
soon as reasonably possible (and in any event within 1 hour of the incident) by the
school nurse or a senior member of staff with a first aid qualification. If a senior member
of staff is unable to conduct a health check within the timescales specified,
responsibility is delegated to the most senior/experienced member of staff with a first
aid qualification working directly with the young person.
The purpose of the health check is to identify any marks, injuries or health concerns
associated with the physical intervention; details of which must be reported to senior
staff. Moreover, any young person held in a seated, kneeling or ground position and/or
with a significant health condition or concern must be monitored for no less than one
hour following release and the details recorded.
In the event that physical intervention occurs within one of hour of the anticipated
departure time of a young person, appropriate steps must be taken to ensure the
young person is monitored by a designated member of staff in accordance with the
expectations highlighted above (which may include making alternative transport
arrangements in consultation with parents/carers and local authority representatives).
Staff are able to call on medical assistance as required and children are always given
the opportunity to be examined by a registered nurse or medical practitioner, even if
there are no apparent injuries.
In the event that a young person is marked during an incident of restrictive physical
intervention, the Local Authority Designated Officer (LADO) and Ofsted [in the case of
children’s homes] must be notified.
7.2 Discussion and reflection
Talking to young people about incidents of restrictive physical intervention is
fundamental to empowering them to understand and manage their own behaviour.
Discussion and reflection must not focus on the behaviours and consequences
associated with the incident, but should seek to:
 Identify how feelings drive behaviour;
 Establish any underlying issues or concerns that may have prompted the individual’s
behaviour/reaction;
 Consider alternative ways of managing particular feelings or responding to specific
circumstances.
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In essence, discussion and reflection should focus on the thoughts, wishes and feelings
of the young person not the facts of the incident.
The decision as to who completes this process will be based on a number of
considerations, however, irrespective of the circumstances, discussion and reflection
must be conducted by someone who was not involved in the restraint incident.
An independent member of staff must also talk to the individual about their experience,
the content of the documentation completed and encourage the young person to
express and record their views, feelings and/or version of events as soon as is
reasonably possible, ideally 24 hours of the incident.
Regardless of who conducts the discussion and reflection with the young person, staff
involved the incident must take all reasonable steps to ensure their relationship with the
young person are not adversely affected by the incident.
In addition all young people must be given an opportunity to discuss incidents of
physical intervention they have witnessed or been affected by, with an appropriate
member of staff.
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