Physical Management Policy

St. Thomas Aquinas
Catholic Primary School
Physical Management Policy

Linked Policies:
Positive Behaviour and Discipline
Personal, Social, Health, Citizenship and Emotional
Education (PSHCE)
Complaints



Our Mission Statement
St. Thomas Aquinas Catholic Primary School is committed to
ensuring that children are safe in the knowledge that everyone will
be valued for their differences; knowing that they are created in the
image and likeness of God.

Aims and Objectives
It is the aim of the school that every member of the school community feels
valued and respected, and that each person is treated fairly and well. We are
a caring community, whose values are built on mutual trust and respect for all
based upon the guiding principles of our mission statement. The policy is
designed to support the way in which all members of the school can live and
work together in a supportive way. It aims to promote an environment in
which everyone feels happy, safe and secure and to develop self confident,
caring children who value themselves and others and take responsibility for
their own learning through their attitude to work.

Introduction
It is important that we have a policy about the use of physical management
and the use of reasonable force to control or retain pupils. All members of
staff who may have to intervene physically with pupils must clearly understand
the options and strategies open to them. This policy guides staff to make
informed judgements and decisions.

St. Thomas Aquinas Catholic Primary School has developed its policy to
reflect statutory duties and pastoral responsibilities. It has referred to the
procedures and advice to be followed and drawn upon from:

The Department for Children, Schools an Families (DCSF) (2010) The
Children’s Plan: The Use of Force to Control or Restrain Pupils. Guidance for
Schools in England. Published by the DCSF.

and

The Department of Health (2002)Guidance for Restrictive Physical
Interventions how to Provide Safe Services for People with Learning
Disabilities and Autistic Spectrum Disorder. Published by Department of
Health.

Section 93 of the Education and Inspections Act 2006 enables school staff to
use reasonable force.


Further:
‘All school staff members have a legal power to use reasonable force to
prevent pupils committing a criminal offence, injuring themselves or others, or
damaging property; and to maintain good order and discipline amongst
pupils.’
(The use of force to control or restrain pupils (2010, The Children’s Plan –
DCSF Page 6 –paragraph 1)
Physical management means any physical prompting, supporting, holding or
restraining that takes place at St. Thomas Aquinas Catholic Primary School.

As part of the overall policy of Physical Management it is important to clarify
the school policy regarding ‘positive touch’ as a form of communication and
that it should be seen as part of a child’s social development in that they can
learn to accept touch as part of every day interaction. Physical contact is a
part of every day life and it is to be used by staff in a responsible and
respectful manner. Touch is very much age-related and forms a vital part of
early learning. As such it can be used as part of planned or unplanned
interaction with pupils. Example of this include:
 
- Holding hands when the child wants to or needs to be guided in a
particular set of circumstances.
- Dressing and toilet training.
- Hugs and handshakes and other means of communicating ‘well
done’ or as a comfort or reassurance.
- Touch will form part of a pupils work, for example within physical
education positioning limbs in gymnastics or holding a bat correctly
in cricket or use of tools within design and technology.
- Where first aid is administered.
- Touch can be used as a physical prompt with pupils to assist them
through a task. This will normally involve light contact on the arm or
shoulder to help to steer the pupil. It should never be forceful and
amount to compelling the child to doing something against their will
but merely act as a step towards successful learning and mastery of
a skill.
- Touch which is understood to appropriately affirm relationships.

Minimising the Need to Use Force
Although force may need to be used in an emergency or urgent situation, the
use of force will only be used as a last resort. To minimise the possibility of
force being needed, St. Thomas Aquinas:

- Creates a calm, orderly environment.
- Has a supportive climate where positive relationships are created.
- Has a whole school approach that develops social and emotional
skills and to support this pupils are taught how to manage conflict
and strong feelings which are outlined in the schools PSHCE Policy
(Personal, Social, Health, Citizenship and Emotional Education).
- Uses a Positive Behaviour and Discipline which has positive
reinforcement at its core and incorporates a graded system of
behaviour steps.
- Staff will observe to recognise situations that trigger challenging
behaviour and use this knowledge to defuse incidents. This may
include the use of ABC Charts (Antecedent, Behaviour,
Consequence) to track behaviour triggers.

As well as the graded approach within the schools Positive Behaviour and
discipline Policy, where possible before intervening physically, other practical
considerations can include:
- Diversion techniques.
- Tell the pupil who is misbehaving to stop and make clear that their
behaviour is unacceptable.
- Making the pupil aware of a way out of the situation.
- Set out to the pupil that they could choose to change their
behaviour.
- Gain assistance from a colleague immediately.
- Continue to talk with the child throughout the incident.
- Retain a calm and measured approach and tone.

Staff Authorised to Use Force
All staff have responsibility for pupils physical management pre, during and
post incidents.
The staff to which this power applies are:
i) any member of staff at St. Thomas Aquinas Catholic Primary School;
ii) any other person whom the headteacher has authorised to have
control or charge of pupils. This can include people to whom the
headteacher has given temporary authorisation to have control or
charge of pupils such as unpaid volunteers.

It does not include any pupils.


Deciding Whether to Use Force
All members of school staff are authorised by law to use force.
However:

Members of staff should not put themselves at risk. An individual would not
be seen to be failing in their duty of care by not using force to prevent injury, if
doing so threatened their own safety.

It is always unlawful to use force as a punishment. This is because it would
fall within the definition of corporal punishment. Staff should always avoid
touching or restraining a pupil in away that could be interpreted as sexually
inappropriate contact.

Force should be used as a protective measure. The judgement on whether to
use force should always depend on the circumstances of each case.
Decisions on whether the precise circumstances of an incident justify the use
of force must be reasonable. There is no statutory definition of ‘reasonable
force’. Although there can be little time to reflect and make a decision, staff
need to make the clearest possible judgement about:

a) The chances of achieving the desired result by other means. The
lower the probability of achieving the desired result by other means,
the more likely it is that using force may be justified;
b) The seriousness of the incident, assessed by the effect of the injury,
damage or disorder which is likely to result if force is not used. The
greater the potential of injury, damage or serious disorder, the more
likely it is that using force may be justified; and
c) The relative risks associated with physical intervention compared
with using other strategies. The smaller the risks associated with
physical intervention compared with other strategies, the more likely
it is that using force may be justified.

In summary the test is whether the force used is proportionate to the
consequences it is intended to prevent. The degree of force used should be
the minimum needed to achieve the desired result.

All school staff members have a legal power to use reasonable force to
prevent pupils committing:
- a criminal offence,
- injuring themselves or others,
- damaging property,

Further the statutory power conferred by section 93 of the Education and
Inspections Act 2006 is in addition to the common law power of any citizen in
an emergency to use reasonable force in self-defence.

Examples of situations that particularly call for judgments of this kind include:
a. a pupil attacks a member of staff, or another pupil;
b. pupils are fighting, causing risk of injury to themselves or others;
c. a pupil is committing, or on the verge of committing, deliberate damage
to property;
d. 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;
e. a pupil absconds from class or tries to leave school other than at an
authorised time. Refusal of a pupil to remain in a particular place is not
enough on its own to justify use of force. It would only be justifiable
where allowing a pupil to leave would:
             i. entail serious risk to the pupil’s safety (taking into account
                age and understanding), to the safety of other pupils or
                staff, or of damage to property; or
             ii. lead to behaviour that prejudices good order and
                discipline, such as disrupting other classes;
f. a pupil persistently refuses to follow an instruction to leave a
classroom;
g. a pupil is behaving in a way that seriously disrupts a lesson; or
h. a pupil is behaving in a way that seriously disrupts a school sporting
event or school visit.

In these examples use of force is likely to be construed as reasonable (and
therefore lawful) if it was clear that the behaviour was sufficiently dangerous
or disruptive to warrant physical intervention of the degree applied and could
be not realistically be dealt with by any other means.
The power may be used where pupils (including those from another school)
are on school premises or elsewhere under the lawful control or charge of the
staff member (for example on a school visit).

Using Force
Force is generally used to either;

Where possible, physical management should involve more than one member
of staff. If a member of staff is on their own and they have assessed the need
to use physical management, if possible, they should send the Red
Assistance Triangle (See Appendix A) with another pupil to another member
of staff who will know to come and assist.


Whenever practicable, pupils will be warned that force may have to be used.
Examples of applications of force can include:

- coming between children.
- Blocking a pupil’s path.
- Shepherding a child away by placing a hand in the centre of the
back.
- Holding.
- Holding a child either side of their arms and guiding them, this can
involve one or two members of staff.

Staff should always avoid acting in a way that might reasonably be expected
to cause injury.

Staff Training
Like other forms of professional development, decisions about training in
physical intervention are made in the light of needs and circumstances.

We take a structured approach to staff professional development which
enable staff to acquire the skills of positive behaviour and discipline
management, physical management and managing conflict as well as
supporting each other during and after an incident.

Although all staff are responsible for behaviour and physical management,
some members are trained in specific MAPA (Management of Actual Potential
Aggression) techniques.

Risk Assessment
Individual risk assessment are put into place where:

- it is known that force is more likely to be necessary to restrain particular
pupil.
- pupils SEN and/or disabilities are associated with:
i) extreme behaviour
ii) communication impairments that make them less responsive to
verbal communication;
iii) physical disabilities and ‘or sensory impairments;
iv) conditions that make them fragile, such as haemophilia, brittle bone
syndrome or epilepsy; or
v) dependence on equipment such as wheelchairs, breathing or
feeding tubes.

Recording Incidents
From September 2010 governors have a responsibility that a procedure is in
place, and is followed by staff, for recording and reporting significant incidents
that use force to parents/guardians.

Appendix B holds the form to be completed by the adults which have been
involved in the incident which has used force to control or restrain another. A
copy is added to the child’s file and a copy to the office and if requested, a
copy given to parents/guardian. The parents copy will remove all other pupil
names and only the staff members names will remain if consent is given.
The member of staff responsible for safe guarding (Miss Sims – Executive
Headteacher) will check the record and the members of staff involved are
provided with a copy.

Staff and pupils may be called upon to record a more detailed description of
the incident and their actions.

Reporting Incidents
All significant incidents are to be reported to the safeguarding officer (Miss
Sims) and pupil’s parents as soon as practicable after the incident.
Significant management incidents are reported to the governing body.

Post-Incident Support
Immediate action will be taken to provide first aid for any injuries and to
access medical help for any injuries that go beyond first aid. Where there are
injuries for both pupils and staff they must be recorded in the appropriate first
aid books.

A member of the leadership team will be involved in directing other post
incident support. This could include emotional support. Continuing support is
given as long as necessary. For example, pupils and staff will have the
opportunity to talk over the incident with a senior leader, if they wish. This
discussion may happen soon after and again within a week or two, ensuring
they are able to reach ‘closure’ following the incident. It is also important that
any parties are also given the opportunity to reconcile if needed.

When appropriate the pupil will be held to account where their poor behaviour
has resulted in force being used, so that they can recognise and repair the
harm caused or which might have been caused. The consequences of this
behaviour may involve the use of sanctions in accordance with the Positive
Behaviour and Discipline Policy. As well as disciplining the pupil, this will also
involve an opportunity for them to repair the relationship with staff and pupils
involved in the incident as well as developing their social and emotional skills.
The main aim is to help pupils and staff develop strategies to avoid repeating
a crisis point in the future.

If not already in place a risk assessment and Individual Behaviour Plan will be
set up with parents to contribute to a future course of action.
Where multi-agency partner are involved they will be informed.

Complaints and Allegations
Parents and pupils have the right to complain under the schools Complaints
Policy about actions taken by school staff. If a specific allegation is made
against a member of staff the school will follow the guidance set out in
Safeguarding Children and Safer Recruitment in Education.

Monitoring and Review
The leadership team will regularly assess the frequency and severity of
incidents that require the use of physical management.
Full Governors will also monitor incidents via the termly headteachers report
where force has been used or where there is a significant increase or
decrease in incidents.

Appendix A
Red Assistance Triangle

Appendix B
Incident Record Form

Use of Force Incident Record Form
(to Control or Restrain)

Please Note: 1 copy for child’s file/ 1 copy for office file/ 1 copy for parents/guardians (if requested). If a completed form is requested by parents pupil’s names should be removed and the names of members of staff should only be included with their consent.