Ivel Valley School
Positive Handling
Date
July
2015
Review Date
July
2016
Coordinator
Sylvia Baranyai
Nominated Governors
Full Governing Body
Rationale
At Ivel Valley School there are children whose specific learning difficulties, social or emotional difficulties
mean that they can present behaviour that may occasionally necessitate the use of restrictive physical
interventions to prevent injury, damage to property, or a serious breakdown of discipline.
The term ‘Positive Handling’ includes a wide range of supportive strategies for managing challenging
behaviour. Included in this policy are a small number of responses which may involve the use of
force, to control, or restrain a pupil.
The term ‘physical restraint’ is used when force is used to overcome active resistance.
A clear and consistent positive handling policy supports pupils who have social, emotional and
behaviour difficulties; within an ethos of mutual respect, care and safety.
The policy should be read in conjunction with other school policies relating to interaction between adults
and pupils as noted at the end of the policy.
The policy has been developed for the support of all teaching and support staff, who come into
contact with pupils; for volunteers and other agencies working within the school, to explain the
school’s arrangement for the care and control of pupils presenting very challenging behaviours.
Aims
Good personal and professional relationships between staff and pupils are essential in ensuring
safety and good order in school:
 The first and paramount consideration is the welfare of the children at school
 The second is the welfare and protection of the adults who look after them.
Most of the children attending Ivel Valley School respond positively to behavioural strategies
and techniques used by staff. However in exceptional circumstances staff may need to take action
in situations where the use of reasonable force may be required.
Ivel Valley acknowledges that physical techniques are only part of a holistic approach to
behaviour management and positive handling.
The management team takes its duty of care towards pupils, employees and visitors to the school
very seriously. Staff protection is an important part of child protection. Both depend on confident
and competent staff, who feel supported by their management team.
Every effort will be made to ensure that all staff in the school:
 Clearly understand the policy and their responsibilities
 Can identify situations where reasonable force is necessary
 Are provided with appropriate training to deal with challenging behaviour
An individual Behaviour Management Plan/ Risk Assessment including Positive Handling Plan will be written
for all pupils who display challenging behaviour.
A positive handling plan outlines for staff key Team-Teach principles that need to be followed
before intervention is used.
All the staff in the classroom are required to read and sign the individual Behaviour Plan/Risk Assessment to
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acknowledge that they have both read and understood what is expected of them.
All plans should be shared with parents as well as other agencies involved with the child.
Equal Opportunities
Everyone attending or working at Ivel Valley School has the right
 To be recognised for their unique identity
 To be treated with respect and dignity
 To learn and work in a safe environment
 To be protected from harm
Pupils and Parents have the right
 To expect that staff will undertake their duties and responsibilities in accordance with the
school’s policies
 To be informed about all policies and guidelines if requested
 To feel safe and secure at school
 To access a broad and balanced curriculum that also meets individual need
Strategies for avoiding incidents
Staff, through regular Team-Teach and Advanced Team-Teach training, possess the skills to adopt effective
strategies to defuse potential instances of conflict or aggression. Addressing situations in their infancy can
be invaluable in managing potentially extreme behaviours. In line with the DoH.DfES RPI Guidance,
secondary preventative strategies are applied when ‘primary prevention has not been effective’. These
measures include:
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communication/verbal advice and support. Early intervention needs to be assertive but
non-confrontational. If students are spoken to in the mode of ‘critical parent’, a negative
response is likely. Awareness of tone of voice, body posture and eye contact is important as
communication needs to be non-threatening, calm and assured. Staff should attend to a
student when they are showing signs of agitation/distress/anger and support/advise them
according to the situation
affection - for the angry student whose behaviour is rooted in their insecurity, it is important
that they feel accepted and respected as individuals. Reject the behaviour not the person by
showing that you care despite the difficulties
distraction/redirection – is the action of diverting the student’s attention from a potentially
inflammatory situation to something in which he has an interest
reassurance – is about supporting, comforting and encouraging a student in a situation in
which they might be feeling helpless, vulnerable, possibly defenceless and exposed to a risky
environment
planned ignoring – at times, highly provocative and attention seeking behaviour can be
ignored to good effect. The skill is knowing when to ignore and when to intervene. Good
practice is based upon Risk Assessment.
time out – this is to allow a student ‘space’ on their own; to move to a different environment
with time to calm down and consider their actions. The student is more likely to calm down
without the attention of an audience
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withdrawal – which involves removing the student from the 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.
humour – possibly the most effective and most commonly used strategy. Although selfexplanatory, staff should make sure the humour is used in the right context for the particular
student
calm talking stance – staff should endeavour to maintain a calm, confident and objective
approach in conflict situations
negotiation/being objective – the ability to listen and talk to students and come to an
agreement by setting limits and offering options. This will allow a ‘back door exit’ from the
situation that will help keep their pride and dignity in tact as well as that of the staff
member(s) involved
transfer adult – if there is an incident where the adult present is seen to be aggravating the
situation, it should be assessed as to whether moving the adult out of sight might defuse the
situation. This should be done, if possible, leaving enough staff to control the situation
success reminder – remind the student of a previous occasion when they successfully
managed a volatile situation of a similar nature. If they are feeling particularly low, look to
remind them of something they did in the past that made them happy/proud/feel good
support through daily routine – a bored student is more likely to present with negative
behaviours and therefore a strong daily routine of active engagement in the classroom and
in social times, reduces their need to act out inappropriate behaviours
physical intervention – is an approved management strategy but should be used as a last
resort when all of the above strategies have been exhausted.
Escorts and interventions
If a situation develops that requires physical intervention and where the adult(s) need to assume control,
staff should be aware of their surroundings and ensure that they do not apply an escort or method of
physical intervention where there is limited space, e.g., on the stairs or where they expose themselves or
the student to unnecessary risk of injury due to the environment.
Key staff at Ivel Valley School are trained in the Team Teach method of Care & Control/Positive Handling
which aims to ‘promote the least intrusive positive handling strategy and continuum of graded and gradual
techniques with an emphasis and preference for the use of verbal, non-verbal de-escalation strategies
being used and exhausted before Positive Handling strategies are utilised’ (Team-Teach aims and course
objectives). Details are given below of the escorts and interventions that can be applied when all other
methods of Behaviour Management have been exhausted. The staff teams are aware that any physical
intervention is only to be as a last resort after all other trained avenues have been used. On-going training
for all staff includes refresher course for basic Team Teach/Positive Handling every two years; an annual
refresher course in Advanced Team Teach/Positive Handling and monthly review sessions for all TeamTeach trained staff. These review sessions provide the opportunity for staff to reflect on incidents that they
have been involved in and to explore other strategies that might have been more effective.
All situations should initially be managed by staff with the minimum degree of physical intervention,
whenever possible. There will be occasions when gentle guidance/removal from a situation is all that is
needed. Application of the Caring Cs is an unobtrusive method where the staff member(s) have ‘open
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palms’ placed on either side and above the student’s elbow with their body sideways onto the student. This
guide is not a hold or a restraint as the student can move away freely, if they wish.
Risk assessment and planning for use of restrictive physical interventions
Informal risk assessment is a routine part of life for staff working with pupils that display
very challenging behaviour. Staff should always think ahead to anticipate possible incidents; should
a proposed activity or situation involve unacceptable risk, then the correct decision is to do
something else.
Any child that displays very challenging behaviour; and who has a positive handling plan will also
have a generic risk assessment for behaviour, which will be kept with the positive handling plan.
Each child will be risk assessed to ensure that the use of restrictive physical interventions/restraints
is suitable and appropriate for use with each individual.
If a pupil is supported 1:1 or 2:1, the class teacher MUST NOT provide this role as they may be called
away at any time to manage issues elsewhere.
Use of restrictive physical interventions in unforeseen and emergency situations
On occasion, staff may find themselves in unforeseen or emergency situations when they have no option
but to use reasonable force to manage a crisis. It is recommended that:
 before using force - staff attempt to use diversion or defusion to manage the situation
 when using force - staff must use techniques and methods with which they are familiar, confident
and are permitted by the school
 in exceptional circumstances (where permitted techniques are ineffective or staff are unfamiliar
with the action they should take) – staff manage the situation as best they can and act ‘in loco
parentis’.
Staff must always report and record use of positive handling that occurs in unforeseen or emergency
situations.
There are a wide variety of situations in which reasonable force might be appropriate, or necessary, to
control or restrain a pupil. They will fall into three broad categories:
a. where action is necessary due to a risk of injury to themselves or others;
b. or significant damage to property;
c. where a pupil is behaving in a way that is compromising good order and discipline.
Examples of situations that fall within one of the first two categories are:
• a pupil attacks a member of staff, or another pupil;
• pupils are fighting;
• a pupil is engaged in, or is on the verge of committing, deliberate damage or vandalism to property;
• a pupil is causing, or at risk of causing, injury or damage by accident, by rough play, or by misuse of
dangerous materials or objects;
• a pupil is running in a corridor in a way in which he or she might have or cause an accident likely to injure
him or herself or others;
• a pupil absconds from a class or tries to leave school (N.B. this will only apply if a pupil could be at risk if
not kept in the classroom or at school).
Examples of situations that fall into the third category are:
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• a pupil is behaving in a way that is seriously disrupting the whole school, e.g. walking along the corridor,
swearing, damaging furniture, threatening pupils and staff
Team-Teach techniques seek to avoid injury to the pupil, but it is possible that bruising or scratching may
occur accidentally, and these are not to be seen necessarily as a failure of professional technique, but a
regrettable and infrequent side effect of attempts to keep people safe.
Post-incident support
Incidents that require use of restrictive physical interventions can be upsetting to all concerned and result
in injuries to the pupil or staff. After incidents have subsided, it is important to ensure that staff and
children are given emotional support and basic first aid treatment for any injuries. Immediate action should,
of course, be taken to ensure that medical help is accessed for any injuries that require other than basic
first aid. All injuries should be reported and recorded in accordance with school procedures. Opportunities
for pupils and staff to de-brief will be given.
The headteacher and the behaviour TLR must be alerted by e-mail as soon as possible that a situation
involving physical intervention is taking or has taken place. Parents/carers must be notified about the
incident ( e.g. face to face, phone, e-mail, written in home-school communication book).
Reporting and recording use of restrictive physical interventions
All incidents involving restrictive physical intervention must be recorded, on the same day, on the
appropriate form. All incidents requiring physical restraints to be recorded in the number and bound book.
The record must include:
• the name(s) of the pupil(s) involved, and when and where the incident took place;
• the names of any other staff or pupils who witnessed the incident;
• the reason that force was necessary (e.g. to prevent injury to the pupil, another pupil or member of staff);
• how the incident began and progressed, including details of the pupil's behaviour, what was said by each
of the parties, the steps taken to defuse or calm the situation, the degree of force used, how that was
applied, and for how long;
• the pupil's response, and the outcome of the incident;
• details of any injury suffered by the pupil, another pupil, or a member of staff and of any damage to
property.
Monitoring use of restrictive physical interventions
Use of physical intervention is monitored in order to help staff learn from experience, promote the well
being of children in their care, and provide a basis for appropriate support. The data generated is used to
help determine training needs, what specialist help is needed for children and to assess the appropriateness
of the child’s placement at the school.
Responding to complaints
The use of restrictive physical intervention can lead to allegations of inappropriate or excessive use. In the
event of a complaint being received by a school in relation to use of force by staff, the matter should be
dealt with in accordance with agreed procedures for handling allegations against members of staff.
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Any complaint will be dealt with by the Head teacher, the Governors and where appropriate a
representative from the LA.
Policy review
This policy was first adopted by the Governing Body on 19th March 2012 and up-dated in May 2014. Further
amendments were made in May 2015.
The Policy will be reviewed on an annual basis.
Definitions
There is no legal definition of what ‘reasonable force’ is. For the purpose of this policy and for
the implementation of it at Ivel Valley School:
‘Positive Handling’ uses the minimum degree of force necessary for the shortest period of time
to prevent a pupil harming him/herself, others or property.
‘Physical Restraint’ will involve the use of reasonable force where there is an immediate risk to
pupils, staff or property. ( restraint should be seen as a last resort. )
‘Physical Intervention’ This may be used to divert a pupil from a destructive or disruptive
action e.g guiding or leading a pupil by the hand, arm or shoulder with little or no force.
‘Seclusion’ Forced to spend time alone against will, requires statutory powers other than in an emergency
‘Time out’ Restricting positive reinforcement as part of a planned behavioural programme
(requires written agreed plan)
‘Withdrawal’ Removed from the situation but observed and supported until they are ready to resume
‘Single Elbow Hold’ – this is a more determining/supportive escort aimed at removing a student from an
area or situation to avoid further escalation or involvement. This is carried out by two members of staff.
This hold can allow a student to be taken to a chair if behaviour escalates.
‘Double Elbow Hold’ – This can involve one or two members of staff (one each on either side) to add
greater purpose in removing a student from an area or situation. This hold would be applied if it were
considered that the Single Elbow Hold would be ineffective or pose a risk to the student or others in the
vicinity. This hold should NOT be applied in a seated position.
Staff are taught that they can de-escalate a situation by moving down from a higher level escort to a lower
level prior to releasing a student
‘T- Wrap’ – This hold is a medium level intervention and staff undertaking this hold should be aware of the
height of the student as there is the risk of being head butted. Therefore this hold should only be carried
out on students lower than head height. This is a single person hold which should be carried out in front of
a witness, whenever possible.
This hold can allow a student to be taken to a chair if his behaviour escalates or he attempts to kick back on
the staff member’s shins
‘Half-shield’ - this is a single person method of intervention, useful for moving a student over a relatively
short space.
‘Shield’ – this is a more robust single person method of intervention, useful for moving a student over a
relatively short space. As in any single person intervention, where possible carry out in front of a witness.
‘Front Ground Recovery/Back ground Recovery hold’ - if the above strategies prove ineffective or the
situation suggests that a student could cause serious harm to himself, others or is causing/likely to cause
significant damage to property, those staff who have been trained to the advanced level of Team Teach can
apply this level of restraint. There should be a minimum number of 3 staff holding the student with a
further member of staff acting as observer who will check and respond to any distress; difficulties with
breathing, placing a hand on the top of the shoulder to reassure the student that efforts will be made to
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release from this position at the earliest opportunity. After the incident the student will be checked by a
suitably qualified member of staff, where possible, independent of the incident.
The DoH/DfES RPI (Risk Assessment) clearly defines the risks involved in applying ‘restrictive physical
intervention’ and the staff through Team-Teach training, are skilled in taking the appropriate steps to
minimise the risks of injury, pain or distress to both staff and students in line with the Guidance.
Related Documentation
Behaviour Policy
Safeguarding Policy
Anti-bullying Policy
Complaints Procedure Policy
Health and Safety Policy
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