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Positive Handling Policy

Co-op Academy Belle Vue

Positive Handling  Policy


Page 2

The purpose of this document

Page 2

Managing challenging behaviour

Page 3

The Legal Framework

Page 3

Our approach

Page 3

During any incident when physical restraint becomes necessary

Page 5


Page 5


Page 5

Responsibility of staff

Page 6

Definitions of Positive Behaviour Support

Page 7

Positive Behaviour Support Plans (PBSP)

Page 7

Personal Safety

Page 8

Seclusion, time out and withdrawal

Page 8

Time out  & Withdrawal

Page 8


Page 9

Restrictive Physical Interventions and Risk Assessment

Page 9


Page 9

Actions and support after an incident  

Page 10

Debriefing arrangements

Page 11

Arrangements for informing parents

Page 11

Recording an incident

Page 12

Monitoring incidents

Page 12

Complaints and Allegations  

Page 12


Page 13

Searching students - Power to search students without consent

Page 13

Key Legal References

Page 14

Covid-19 Amendment

Page 14

Positive Behaviour Support Plan

Page 16

Model Recording Pro-forma

Page 20


Behaviour is always a form of communication. Understanding that children are communicating through  their behaviour gives adults the opportunity to respond differently. When children feel valued, respected  and have their needs met, there is no longer a reason to use challenging behaviour to communicate.  Punishing a child for a behaviour may stop the behaviour for the moment, but it does not give the child  support or provide alternate ways to act in difficult situations. When adults help children find positive ways  to communicate their needs to others, children learn important social and problem-solving skills that will  help them throughout their life.  

At Co-op Academy Belle Vue we are committed to a positive behaviour policy which encourages children  to make positive behaviour choices. On rare occasions circumstances may result in a situation that requires  some form of physical intervention by staff.  

Our policy for physical intervention is based upon the following principles:  

Physical intervention should be used only as a last resort when other appropriate strategies have  failed;  

Any physical contact should be only the minimum required;  

Physical intervention must be used in ways that maintain the safety and dignity of all concerned; Incidents must be recorded and reported to the Head teacher as soon as possible;  

Parents/Carers will be informed on the day of the incident.  

Due to current Covid-19 restrictions, please see Covid-19 Section 

The purpose of this document  

The Co-op Academy Belle Vue believes everyone has a right to:  

Recognition of their unique identity;  

Be treated with respect and dignity;  

Learn and work in a safe environment;  

Be protected from harm, violence, assault and acts of verbal abuse.  

Students and their parents attending Co-op Academy Belle Vue have a right to:  

Individual consideration of student needs by the staff who have responsibility for their care and  protection;  

Expect staff to undertake their duties and responsibilities in accordance with the school's policies;  Be informed about school rules, relevant policies and the expected conduct of all students and  staff working in school.

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be informed about the school’s complaints procedure

The school will ensure that students are given support to understand the need for and respond to clearly  defined limits, which govern behaviour in the school.

Managing challenging behaviour  

Co-op Academy Belle Vue also recognises that there is a need, reflected in common law, to physically  intervene when there is an obvious risk to the safety of children, staff and property. This applies both on  and off setting sites. If used at all, the use of force to control or restrain students will be used in the context  of a respectful, supportive relationship with the child in order to ensure minimal risk of injury to children  and staff. If possible, the use of restraint needs a second adult present to assist with and/or witness the  incident– restraint means to hold back physically or to bring a student under control – if there is no other  choice but to do so it should be for the shortest amount of time possible whilst waiting for help and  assistance from other staff.  

The Legal Framework  

Section 93 of the Education & Inspections Act 2006 allows ‘teachers and other persons who are authorised  by the Head Teacher who have control or charge of students to use such force as is reasonable in all the  circumstances to prevent a student from doing, or continuing to do, any of the following:  

Causing injury to his/herself or others;  

Committing an offence;  

Damaging property;  

Prejudicing the maintenance of good order & discipline.  

Our approach  

At Co-op Academy Belle Vue we aim to avoid the need for physical intervention and regard this as a last  resort in managing situations. We always aim to deal with behaviour using a positive approach and  therefore this policy should be read in connection with our Behaviour Policy.  

It is not possible to define every circumstance in which physical restraint would be necessary or appropriate  and staff will have to exercise their own judgement in situations which arise within the above categories.  Staff should always act within the Academies policy on behaviour and discipline, particularly in dealing  with disruptive behaviour.  

Staff should be aware that when they are in charge of children during the school day, or during other  supervised activities, they are acting in loco parentis and have a ‘Duty of Care’ to all children they are in  Charge of. They must, therefore, take reasonable action to ensure all students’ safety and wellbeing and  have a lawful justification for taking reasonable physical steps to prevent injury to any person, or damage

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to property. Taking no action which results in a person being injured, could leave a member of staff open  to an allegation that they were in neglect of their Duty of care.

Staff will always follow the principle enshrined in The Children's Act whereby the safety and wellbeing of  the children is paramount. Staff will act in accordance with the ‘best interests principle’, acting honestly  and in good faith to protect what they perceive to be in the best interest of the child/children.

Staff are not expected to place themselves in situations where they are likely to suffer injury as a result of  their intervention. Staff should understand the importance of listening to and respecting children to create  an environment that is calm and supportive, especially when dealing with children who may have emotional  and behavioural needs, which may increase their aggression. All staff should understand the importance  of responding to the feelings of the child, which lie beneath the behaviour, as well as the behaviour itself.  

If a child is behaving disruptively or anti-socially, every non-physical strategy will be used to manage the  behaviour positively to prevent a deterioration of the situation. Staff should view physical intervention with  a child as a ‘last resort’ and for the purposes of maintaining a safe environment.  

Examples of situations where positive handling may be appropriate include:  

when a student attacks member of staff;  

when a student attacks another student;  

when a student is engaging in, or on the verge of, committing deliberate damage or vandalism to  property;  

when a student is causing or at risk of causing injury or damage by accident, by rough play or by  misuse of dangerous materials or objects;  

when a student is at risk of absconding from class or tries to leave the school when a student persistently refuses to obey an order to leave a classroom

when a student is seriously disrupting a lesson

Refusal of a pupil to remain in a particular place is not enough on its own to justify force. It would be  justifiable where allowing a student to leave would:  

entail serious risks to the student’s safety (taking into account their age and understanding), to  the safety of other students or staff, or of damage to property  

Use of physical restraint

Physical restraint should be applied as an act of care and control with the intention of re-establishing verbal  control as soon as possible and, at the same time, allows the student to regain self-control. It should never  take a form which could be seen as punishment. Staff response to an incident should seek to employ a  gradually increasing or decreasing level of force in response to a students’ behaviour as set out in the  child’s Positive Behaviour Support Plan (PBSP).

Staff are only authorised to use reasonable force in applying physical restraint, although there is no  absolute definition of this. What constitutes reasonable force depends upon the particular situation and

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the student to whom it is being applied. Teachers should apply the training they receive to de-escalate  where possible then use the appropriate holds as practised in the training. However, as a general rule,  only the force necessary to stop or prevent danger should be used, in accordance with the guidelines  below and should only be used when the risks involved in doing so are outweighed by the risks involved  in not using force.

Staff need to be aware that they are required to justify their decisions in writing through the recording  and reporting procedures outlined later in this policy.

When circumstances justify staff, as a last resort, may:-

physically interpose between students

block a student’s path

hold a student in a controlled manner

use escorting techniques in a controlled manner

in extreme circumstances, use more restrictive holds

During any incident when physical restraint becomes necessary:  Do  

Tell the student what they are doing wrong and request for the student to refrain; Make a further request and explain what will happen if the unacceptable behaviour continues; Warning of intention to intervene physically and that this will cease when the student complies. If  possible summon assistance from other staff;

Use the physical intervention, applying minimum force necessary and in line with legislation and  guidance;  

staff are expected to continue to use all available verbal and non-verbal support and de escalation strategies to diffuse difficult situations;  

Use simple and clear language;  


Act in temper (involve another staff member if you fear loss of control);  

Involve yourself in a prolonged verbal exchange with the student;  

Involve other students in the restraint;  

Touch or hold the student in a way that could be viewed as sexually inappropriate conduct;  Twist or force limbs back against a joint;  

Bend fingers or pull hair;  

Hold the student in a way which will restrict blood flow or breathing e.g. around the neck;  Slap, punch, kick or trip up the student;  

Use physical restraint or intervention as a punishment.  

Reasonable Force

There is no legal definition of ‘reasonable force’. It will always depend upon the circumstances of each  individual case. The use of any degree of force is unlawful if the particular circumstances do not warrant  the use of physical force.  

The degree of force employed must be in proportion to the circumstances of the incident and must be  the minimum needed to achieve the desired result.

Whether the degree of force used is reasonable will also be determined by the child’s age; gender;  stature; medical history; level of physical, emotional and intellectual development; special needs; and  social context.

Responsibility of staff  

The Education and Inspections Act authorises all staff at the school to use reasonable force to control or  restrain students. The Headteacher/ Principal will ensure that all staff are aware of, and understand, what  the authorisation entails.

Where a student is recognised as likely to behave in ways which may require physical control, staff should  initiate the production of an Individual Pupil Risk Assessment (IPRA) and a Positive Behaviour Support Plan  (PBSP). This plan will be drawn up in conjunction with the SEND co-ordinator and shared with all pertinent  staff at the school. The plan will also be made available and discussed with the child, their parent(s)/carers,  families and other relevant stakeholders.

Students PBPSs are Safe Systems of Work under Health and Safety Regulations. As such it is imperative  that these plans are followed and implemented by all members of staff.

Any force used must be appropriate in the sense that s ‘reasonable adult’ should think it suitably addresses  the tariff level of challenging behaviour. It should always be the last resort and in no circumstance be used  in anger and/or to inflict pain.

Adults must avoid putting themselves into physical danger. If self-defence is necessary then the minimum  force must be used.

Under the Health and Safety at Work Act 1974, employees have a responsibility to report any  circumstances which give rise to an increased risk to their health and safety. Staff who have, or acquire,  permanently or temporarily, any medical condition that may impact on their ability to carry out students PBSPs have a duty to report these to the Headteacher immediately, as there may be an impact on their  own safety and that of colleagues and/or students.

Definitions of Positive Behaviour Support  

Positive behaviour Support describes a broad spectrum of risk reduction strategies. Positive Behaviour  Support is a holistic approach involving policy, guidance, management of the environment, and  deployment of staff. It also involves personal behaviour, diversion, diffusion and de-escalation. Positive  Behaviour Support Plans are a plan for the positive management of students challenging behaviour. They  are based on a risk assessment and identify positive prevention strategies and how a student may need to  be supported in a crisis.

Physical intervention - the use of any physical handling techniques that has the students’  compliance, eg promoting, shepherding

Restrictive physical interventions (RPI), Restraint - the positive application of force in order to  overcome rigorous resistance, completely directing and controlling a person's free movement.  i.e the student is no longer compliant

A planned intervention is one that is described/outlined in the students PBSP. This should cover most  interventions, as possible scenarios will be identified and planned for when the PBSP is drawn up. These  interventions may include the use of Team - Teach physical intervention techniques.  

An emergency physical intervention may be necessary if a situation arises that was not foreseen or is  uncharacteristic of the student. Members of staff retain their Duty of Care to students and any response,  even in an emergency, must be proportionate to the circumstances. Staff should use the minimum force  necessary to prevent injury and maintain safety, consistent with the training they have received. Following  any such incident, a PBSP will be devised (or the existing plan be updated) to support effective responses  to any such situations which may arise in the future.

Positive Behaviour Support Plans (PBSP)  

Where behaviour records and/or risk assessment identifies a need for a planned approach, PBSPs are  written for individual children and where possible, these will be designed through multi agency  collaboration in conjunction with the student and their parent/carer. With parental consent, these plans  may be shared with other agencies/services supporting the child to facilitate consistency of approach so  far as is possible.

Where a PBSP is required, a meeting will take place between the school, the child, their parent/carer and  any other stakeholder/service where appropriate, to set out a written plan that will identify the key drivers  and trigger points from the student’s behaviour and a gradual and graded system of staff response which  may include the application of gradually increasing or decreasing levels of force in response to the students

behaviour. The purpose of the PBSP is to provide all staff with the necessary information to deal with  behaviour effectively and consistently, avoiding the need for any physical intervention. The plan needs to  cover this however, in the event that all else has failed.

Any techniques used will take account of a young person’s;

  • age
  • gender
  • level of physical, emotional and intellectual development
  • special needs
  • social context

Personal Safety  

There may be times when a member of staff may need to defend themselves from a physical assault or  ‘break away’ from a child who has taken hold of them. It is acknowledged that with some disengagement  techniques students may encounter some minimal discomfort when appropriate release techniques are  used. However, this is very brief, transient and poses less of a risk than the behaviour they are employed  in

response to, e.g. biting.

All staff will be given input on key skills and principals regarding personal safety and self-defence, as part  of their ongoing training.

Seclusion, time out and withdrawal  

Time out  

This involves restricting a child's access to positive reinforcements as part of the PBSP, in a room or area  which they may freely leave. It is a specific behaviour management technique and does not necessarily  mean time spent out of the class/group, but rather refers to a withdrawal of attention and/or things they  find rewarding (it could be as simple as turning away from a child who is attention seeking, or positioning  a child away from the class/group). This withdrawal of attention could also be achieved be sending a  student to another class/group or a quiet area.


Which involves removing the child 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 the class/group to allow them time to calm down or to prevent a situation  from escalating. They may need time away from staff and student students (either on their own or in  another class/group) in order to break the cycle/pattern of their behaviour or to reduce their level of  anxiety/distress. This ‘quiet time’ could be time in the playground, a quiet room, or sitting in an office  supervised by a member of the leadership team.


Where an adult or child is forced to spend time alone against their will in a locked room or room which  they cannot leave. Seclusion could be deemed to be a breach of a person's human rights unless sanctioned  by a lawful order, or unless used in an emergency situation where there is a significant risk of harm. This  strategy will only ever be used in exceptional circumstances where the risks involved with its use are  outweighed by the risks that are presented, that is necessary and proportionate response to risk. Any child  left alone in a room that they are unable to exit willingly, must be continually monitored by a member of  staff. the use of seclusion must be recorded and be followed up as per any other form of RPI.

Restrictive Physical Interventions and Risk Assessment  

Both challenging behaviour and RPI will involve a risk to both staff and students. A risk assessment aims to  balance these risks. The aim of the individual students PBSP and of this policy is to reduce the risks  associated with students challenging behaviour as far as it is reasonably practicable - the risks associated  with the behaviour itself and the risk of managing that behaviour. The risks of employing an intervention  should be lower than the risk of not doing so.

Students whose challenging behaviour may pose a risk to staff or students will be subject to an Individual  Pupil Risk Assessment IPRA and will have a PBSP drawn up as a result of this. These will be shared with all  staff and stored in the staffroom.

For any extremely challenging students, they may have Team-Teach Ground Recovery Holds written into  their PBSPs. These are advanced techniques and carry elevated levels of risk. As a result, these are only  considered as a possibility if a comprehensive risk assessment indicates that there is a foreseeable risk of  serious injury due to a students’ behaviour if their behaviour cannot be controlled in any other way. There  are very clear and strict safeguards for these circumstances and a multidisciplinary meeting would be called  prior to a ground hold being advised for a student. These techniques would not be part of a planned  response without consultation with parents/carers. Without parental support for the planned intervention,  an alternative provision may need to be found. Staff who may need to use these advanced techniques will  receive additional advanced training.  


Training on managing behaviour at some level will be available for all staff at Co-op Academy Swinton.  For a small number of staff, this is enhanced by Team-Teach training in the use of positive handling and it  is the responsibility of the Headteacher/Principal to ensure this training is kept up to date. No member of  staff will be expected to use Team Teach techniques without appropriate training. Arrangements for  training will be made clear as part of the induction of staff and training will be provided as part of on-going  staff development. Co-op Academy Swinton is committed to using Team-Teach. Team-Teach Ltd is a  training provider that is accredited through the Institute of Conflict Management (ICM)

Actions and support after an incident  

Incidents outlined in this policy often occur in response to highly charged emotional situations and there  is a clear need for debriefing after the incident, both for the staff involved and the student. The  Headteacher should be notified of any incident immediately and will take responsibility for making  arrangements for debriefing once the situation has stabilised. An appropriate member of staff should  always be involved in debriefing the student involved and any victims of the incident should be offered  support. The parents/carers will be informed at the earliest possible opportunity.  

If the behaviour is part of an ongoing pattern it may be necessary to address the situation through the  development of a PBSP, which may include an anger management programme, or other strategies. This  may require additional support from other services.  

In some circumstances an Education and Health Assessment (EHA) may be appropriate to help identify an  additional need for a particular child.  


All incidents of RPI should be recorded as soon as possible on the Restrictive Physical Intervention for  (attached). All sections of this report should be completed so that any patterns of behaviour can be  identified and addressed. In the event of any future complaint or allegation this record will provide  essential and accurate information.  

A copy of the form will be scanned onto the students CPOMS record and logged under the category  ‘Physical restraint/Care and control’ The original will be stored in a secure file with the  Headteacher/Principal and may be used in order to inform individual and school risk assessments.  

The Principal/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 student, this will be pursued through the  appropriate procedure:

Review of the Positive Behaviour Support Plan

Child Protection Procedure (this may involve the police and/or Social Care)

Staff or Student Disciplinary Procedures

School Behaviour Policy

Exclusions Procedure in the case of violence or assault against a member of staff

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

There may be occasions where physical intervention could be perceived in a negative way; please discuss  with your line manager and record if appropriate.  

A member of the leadership team will contact parents as soon as possible after an incident, and usually  (unless exceptional circumstances prevent this) on the same day, to inform them of the actions that were  taken and why, and to provide them with an opportunity to discuss it.


Debriefing arrangements  

The child/young person and the member of staff will be checked for any sign of injury after an incident.  First aid will be administered to anyone who requires it, or medical treatment obtained.    

The student will be given time in a quiet and calm space where staff continue to supervise them.  When the child regains complete composure, a senior member of staff will allow the person to  tell us what has happened first.  

they will then be given our (or others) perspective of the situation.  

Through careful questioning, we will connect the behaviour to the drivers, i.e. we will seek to  discover not just what happened but why it happened.  

We will explore alternative ways that a situation could have been dealt with

We will ensure that plans are put in place (or reviewed if a PBSP already exists) to help us deal  with any future incidents

We will consider the emotional wellbeing of the person and how best to re-engage them back to  their normal working environment  


All necessary steps will be taken to re-establish the relationship between the child and the member(s) of  staff involved in the incident. In cases where it is not possible to speak to the student on the same day as  the incident occurred, the debrief will take place as soon as possible after the child returns to school.  

All members of staff involved should be allowed a period of debrief and recovery from the incident. A  senior member of staff (or their nominee) will provide support to the member(s) of staff involved.  

The Head teacher (or their nominee) will initiate the recording process if not already under way and review  each incident to ensure that any necessary lessons are learned.  

Arrangements for informing parents  

All parents/carers will be informed immediately after an incident where Restrictive Physical Intervention  has been applied with a child. Parents/carers will need to be notified sensitively and to be made aware of  the full circumstances.  

Parents/carers should be informed of the school’s policy regarding positive handling and their behaviour  policy.  


Staff who work with particular children who have learning or physical disabilities (and who have  Individual Education Plans, Individual Behaviour Plans and/or Pastoral Support Plans), may need to use  specific techniques routinely to manage challenging behaviour. Such arrangements must be discussed with  parents/carers in advance on an individual basis using PBSP. All interventions will be routinely recorded  and monitored with the expectation that steps are taken to reduce the number of restrictive physical  interventions year on year.

Recording an incident  

All incidents where staff feel that they have used force to modify behaviour or conduct should be recorded.  It is not necessary to record every incident of contact with a child, but where a member of staff perceives  that contact has been received at all negatively, they are advised to record the circumstances.  

Restrictive Physical Intervention (RPI) Recording Forms are available in the safeguarding folder on google  drive and should be submitted on CPOMS. The Head Teacher/Principal will be informed of the intervention  that has taken place. It is the responsibility of the intervening member of staff to complete the record form  on the day that the intervention took place or the next day if appropriate.  

The Restrictive Physical Intervention record will be scanned onto the students CPOMS record and logged  under the category ‘Physical restraint/Care and control’ The original will be stored in a secure file with the  Headteacher/Principal a copy may also be held on the record of the student. The Headteacher will ensure  that parents/carers are appropriately informed on the same day as the incident. It is also expected that the  child’s Social Worker be informed if they are Looked After. For the safeguarding of both staff and students,  any subsequent investigation of the situation/incident should be undertaken by a member of staff other  than the one applying the physical intervention.  

Child witnesses may also be asked to provide a written account if appropriate.  

A copy of this will be kept on the child’s file and retained in line with guidance on keeping educational  records. The school will maintain a report of any injuries to the child or staff and seek medical intervention  immediately if necessary.  

Monitoring incidents  

Whenever a member of staff has occasion to use reasonable force, this will always be recorded and  documented following agreed procedures. Monitoring of incidents will help to ensure that staff are  following the correct procedures and will alert the Headteacher/Principal to the needs of any student(s)  whose behaviour may require the use of reasonable force.

Monitoring of incidents will take place on a regular basis and the results used to inform planning to meet  individual student and school needs.

Complaints and Allegations  

A clear restraint policy, adhered to by all staff and shared with parents, should help to avoid complaints  from parents. It is unlikely to prevent all complaints, however, and a dispute about the use of force by a  member of staff might lead to an investigation, either under the complaints disciplinary or allegation

management procedures. It is our intention to inform all staff, students, parents and governors about these  procedures and the context in which they apply.  

In the event of a complaint or allegation that a member of staff has used unreasonable force or where a  child has been injured during a physical intervention, the Headteacher/Principal should in all circumstances  undertake a consultation with the Local Authority Designated Officer (LADO) in line with the schools  safeguarding and Child Protection procedures and the Trust Managing Allegations procedures.

For other types of complaints relating to an incident, the normal procedures of the school will be used and  these will be made clear to all parents/carers.


Whilst the training in Team Teach provided to staff encourages the use of help protocols and reflective  practice, it is acknowledged that under some circumstances, physical intervention can be misapplied. Staff  are reminded that part of their Duty of Care to students includes the requirement to report any such  matters which cause them concern in relation to student management and welfare. Any such concerns  should be raised with the Headteacher/Principal or other Senior Manager or the Chief Education Officer  to allow concerns to be addressed and practice improve.

Searching students - Power to search students without consent  

In addition to the general power to use reasonable force described above, Headteachers and authorised  staff can use such force as is reasonable given the circumstances to conduct a search for the following  “prohibited items”:  

knives and weapons  


illegal drugs  

stolen items  

tobacco and cigarette papers  


pornographic images  

any article that has been or is likely to be used to commit an offence, cause personal injury  or damage to property.  

Force cannot be used to search for items banned under the school rules. Under these circumstances, the  Education Act 2011 extends the power of staff to search students without their consent. Students will be  offered the opportunity to have their parents/carers present.  

For further information the DfE have provided guidance on Searching, Screening and Confiscation. A  member of the leadership team will contact parents as soon as possible after an incident, normally on  the same day, to inform them of the actions that were taken and why, and to provide them with an  opportunity to discuss it.

Key Legal References  

This Positive Handling guidance is written with reference to the following key legal concepts and  documents:

DfE Use of Reasonable Force Guidance;  

Offences Against the Persons Act 1861 (concepts of Assault, and Assault and Battery);  Common Law concepts of false imprisonment and common law defence;

Duty of Care;  

DfE Circular 10/98;  

The Children Act 1989;  

DoH/DfES Joint Guidance on Physical Interventions 2002;  

The Education Act 1996;  

Education and Inspection Act 2006;  

Screening, searching and confiscation – advice for Headteachers, staff and governing bodies.  Human Rights Act 1998;  

Disability Discrimination Act 1995;

Health and Safety at Work Act 1974.  

Covid-19 Amendment:  

Co-op Academy Belle Vue recognises during the Covid-19 outbreak that there is still a need, reflected in  common law, to physically intervene when there is an obvious risk to the safety of children, staff and  property. This applies both in and out of the setting.

At Co-op Academy Belle Vue, we aim to avoid the need for physical intervention and regard this as a last  resort in managing situations. We always aim to deal with behaviour using a positive approach and  therefore this policy should be read in connection with our Behaviour Policy. During restrictions due to  Covid-19, the need to avoid close physical contact increases, and therefore any interventions should be  undertaken with due regard to personal safety.

Where there is increased probability that a student will behave in a disruptive and/or challenging manner,  and may require the use of reasonable force, the school will:

Undertake an individual risks assessment

Implement strategies to be used prior to intervention;  

Communicate ways of avoiding ‘triggers,’ if these are known;  

Involve parents/carers to ensure that they are clear about the specific action the school might  need to take;  

Brief staff to ensure they know exactly what action they should be taking;  

Identify additional support that can be summoned if appropriate.

If behaviour escalates, in circumstances that cannot reasonably be foreseen, the following action will be  taken:

Give the child clear warning.

Offer an escape route from the situation, for example, through calming or following instructions;  offer choices.

Wherever and whenever possible, remove adults/children from the situation; this is much safer  than intervening physically.

Promptly summon support from trained colleagues, and supervise calming/regulation time. PPE is available in all First Aid Cupboards (breakout kits); if situation escalates, make use of PPE;  this is where additional capacity is critical

Remain mindful not to crowd or intimidate; a reconciliatory manner is more important than ever. Follow the Co-op Academy belle Vue debriefing and recording positive handling policy

Where students face a clear risk of harm, colleagues must assess the gravity of the risk, and respond  appropriately.

Positive Behaviour Support Plan




(Note any medical or physical condition that could impact on the use of physical intervention.)


(Describe common behaviours/situations which are known to have led to positive handling being required.  When is such behaviour likely to occur?)



(Describe any strategies which have worked in the past or should be avoided.  

E.g. Verbal advice and support, Firm clear directions, Negotiation, Limited choices, Distraction,  Diversion, Reassurance, Tactical ignoring, Prompt touch, Take-up time, Time out – offered, Time out – directed, Reminder of consequences, Reminders of success)




(Describe any strategies which have worked in the past or should be avoided.)





Cradle hold



Half shield

Friendly escort (two person)

Single elbow (two person)

Figure of Four (two person)

Double-elbow (two person)

Use of sitting in chairs

Location of chairs



(Positive listening and debrief. Describe any strategies that have worked in the past. For example,  how long should the child be left to calm, where should this be, who should do the debrief, where  should it take place? Etc)



(recording and notifications required)


School: Name:

Parent/Carer: Name:

Date: ……………………….

This record should be saved in the child record on CPOMS under the category Physical  Restraint/Care and Control.

Model Recording Pro-forma

Seen by Head


Name of Child

Year Group




Length of  


Names of staff involved:

Names of any witnesses:

Positive Handling Policy v1 April 2021


Co-op Academies Trust

Reason for intervention: to prevent a student from doing or continuing to do:


Committing a criminal offence

Damage to property

 Injury to themselves or others

Behaviour prejudicial to maintaining good  order and discipline

Describe the lead up to the incident/behaviour  







De-escalation Techniques Used  


Verbal Advice and Support




Options Offered/choices

Step Away

Calm Talking

‘Time out’ offered

‘Time out’ directed

Non threatening body  


Other (please specify)


Details of the incident  


Positive Handling Policy v1 April 2021


Co-op Academies Trust



Form of physical control  


One person techniques

Two person techniques

T-wrap Standing



T-wrap (level2) Standing




Single Elbow

Double elbow

Figure of Four


Two person double elbow

Other (specify)

Other (specify)

  Injuries/damage caused  


Child checked by:

Injury Suffered by Child



Treatment Required



Referred to First Aider: Yes No


Positive Handling Policy v1 April 2021


Co-op Academies Trust

Referred to GP Hospital

Parent/carer informed by Phone Letter

Damage to Property



Injury suffered by staff Yes No ▢  (Specify)






Action Taken  


Follow-up talk

Call to parent/guardian

Letter to parent/guardian

Complete work missed

Referred to Police


Returned to Class

Other Sanction

Child’s view of incident and use of restraint  








Staff signature


This record should be saved in the child record on CPOMS under the category Physical  Restraint/Care and Control.