Care and Control Policy

 

The policy should be read in conjunction with other school policies relating to interaction between adults and students. In particular Roselyn House School’s Behaviour Policy. Also it makes reference to ‘The use of force to control or restrain students’ and ‘Use of force guidance – Short Summary’  DCSF (2010)

MISSION STATEMENT

Moving forwards together to a positive future.

 

The responsible people for the implementation of the policy is the Headteacher and Deputy Headteacher. The policy will be reviewed annually by the Headteacher and Deputy Headteacher in consultation with staff.

 

INTRODUCTION

Emotional and behavioural difficulties lie on the continuum between behaviour which challenges teachers but is within normal but unacceptable bounds and that which is indicative of serious mental illness (as defined in Circular 9/ 94 paragraphs 2 - 6).

All systems, teaching and management of the school focus on the promotion, establishment, assessment and internalisation of socially acceptable and appropriate behaviours for example, the Roselyn Code, the rewards/ points system and individual IEBP’s.

The objectives may best be achieved by a mutually supportive whole school approach and a whole staff responsibility to work within the agreed parameters of the Behaviour Policy and its procedures.

Roselyn House School tolerates a wide variety of behaviours but does not accept them as inevitable and unchangeable. An individual’s behaviours will be prioritised and through planned intervention and adherence to the rewards and sanctions in the policy, ensure that the consequences to behaviour are specific and limited. Students will be encouraged to take ‘ownership’ of their own behaviour and behave in such a way that is mutually respected by all. Each student will be subject to behaviour profiles and Emotional Literacy testing which will help to identify areas of behaviour which cause concern and will allow targets to be set within the students IEBP, in order to promote development.

In line with the behaviour policy, Roselyn House School endeavours to reinforce the behaviour policy through the valued partnership with parents/ carers and they will be asked to fill in behaviour/ emotional literacy profiles to help staff at Roselyn House School to develop a greater understanding of their child.

AIMS

  • To enable the Headteacher and Deputy Headteacher of Roselyn School to exercise their responsibility to ensure each child’s access to and progression through the broad and balanced range of National Curriculum subjects.
  • To allow the school to promote the spiritual, moral, cultural, social, mental and physical developments of students and prepare students for the opportunities, responsibilities and experiences of adult life. The Policy reinforces those other cross-curricular and thematic activities in school which develop appropriate values for students with regard to society, relationships, the self and the environment.
  • To work towards a “restraint free environment” in which all children and staff feel safe. Constant monitoring, review and reflection will form the basis to aid this and targets set in order to try to reduce these.
  • To support all teaching, support staff, and volunteers who come into contact with students when working within the school.
  • To establish a positive environment in which every child is encouraged to respond with socially acceptable behaviour to situations which they encounter and that they are comfortable within those situations.
  • To allow both students and staff to develop an awareness of self and progress towards an emotionally literate school ethos.
  • To provide a feeling of community and belonging for both staff and students by fostering appropriate ‘understanding’ relationships.

 

OBJECTIVES

1. Purpose of Policy

Good personal and professional relationships between staff and students are essential to ensure good order. It is recognised that the majority of students respond positively to the discipline and control practiced by staff. This ensures the well-being and safety of all students and staff.  It is also acknowledged that in exceptional circumstances, staff may need to take action in situations where the use of reasonable force maybe required.

Every effort will be made to ensure that all staff:

  • Clearly understand this policy and their responsibilities in the context of their duty of care in taking appropriate measures where reasonable force is necessary and
  • Are provided with appropriate training to deal with these difficult situations.

 

However individual members of staff cannot be directed to use physical restraint.

The application of any form of physical control places staff in a vulnerable situation.  It can be justified according to the circumstances described in this policy. Staff, therefore, have a responsibility to follow the policy and to seek alternative strategies wherever possible in order to prevent the need for physical intervention.

Reasonable force will only be used as a last resort when all other behaviour management strategies have failed.

In the Use of Force Guidance- Short Summary, it states: ‘All school staff members have a legal power to use reasonable force to prevent students committing a criminal offence, injuring themselves or others or damaging property, and to maintain good order and discipline.’

‘In schools force is generally used for two different purposes- to control students and restrain them.

  • Control can mean either passive physical contact (e.g. standing between students or blocking a student’s path or active physical contact e.g. leading a student by the hand or arm, or ushering a student away by placing a hand in the centre of the back).
  • When members of staff use “restraint” they physically prevent a student from continuing what they are doing after they have been told to stop. The use of restraint techniques is usually used in more extreme circumstances, such as when two students are involved in a fight and physical intervention is needed to separate them.’

 

2. Definitions

(a)  Physical Contact

Situations in which proper physical contact occurs between staff and students e.g. in the care of students with learning difficulties; in games/ PE; to comfort students.

 

(b)  Physical Intervention

This may be used to divert a student from a destructive or disruptive action, for example guiding or leading a student by the hand, arm or shoulder with little or no force when there is a level of compliance from the students.

 

(c)  Physical Control/ Restraint

This will involve the use of reasonable force when there is an immediate risk to students, staff or property. All such incidents must be recorded using Roselyn House School’s ‘Serious Incident Procedures’ (see attached at the end of this policy).

 

3.  Underpinning Values

Everyone working in Roselyn has the 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.

Roselyn House School works with students who are experiencing difficulties. We believe that our students are entitled to the best education that we can give them, the opportunities available to others, support for individual need and to this end employ highly dedicated, experienced and qualified staff.

Students attending this school and their parents/ carers 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;
  • be informed about the school's complaints procedure.

 

4. Authorisation

All teachers and learning support staff may be authorised to use reasonable force by the Headteacher. Staff other than teachers will have this authorisation based on training received and working within the good practice regulations in this document. Authorisation is not given to volunteers or parents/ carers. The Headteacher will retain a list of all those staff authorised and this will be reviewed. It may alter if an individual is incapacitated and not fit to be involved, consequently staff need to be aware of the “authorised list” in the Admin Office/ staff communication.

 

5. Training

Training for all staff will be made available and will be the responsibility of the Headteacher and Deputy Headteacher. No member of staff will be expected to undertake the use of reasonable force without appropriate training. Prior to the provision of training guidance will be given on action to be taken. Arrangements will be made clear and training will be provided each term for new staff as part of the induction process. Further refresher training will be provided as part of on-going staff development.

Roselyn House School is committed to implementing The TEAM TEACH Approach (working together to safeguard People and Services). Roselyn House School acknowledges that physical techniques are only a part of a whole setting approach to behaviour management. In line with this Roselyn House School is committed to working within a framework for accessing training in that:

  • It will review its Behaviour policy and Care and Control Policy on a 12 to 18 month cycle.
  • Training will be delivered on a needs basis and procedures are in place to record and monitor incidents.
  • Only qualified Team Teach Instructors will deliver training. Physical techniques are not treated in isolation and the school is committed to ensuring that as a result of incidents learning opportunities are created for children that allow them to "own" and take responsibility for their behaviour. SEAL Programmes and specific Emotional Literacy assessment is used in school in order to help our young people better manage their emotions.

 

‘Team-Teach techniques seek to avoid injury to the service user, 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 ensuring that the service user remains safe’.

(George Mathews–Director).

In addition procedures are also in place to ensure that appropriate support is provided for staff and that following an incident student/ staff relationships are rebuilt and repaired to ensure that a positive learning environment is maintained.

All the techniques used take account of a young person's:

  • Age
  • Gender
  • State of development and,
  • Provide a gradual, graded system of response.

 

Positive Handling Plans are written for individual children and where appropriate/ available, these will be designed through multi agency collaboration.

Staff will be expected to make risk assessments before, during, and after a serious incident involving Positive Handling. A generic Positive Handling Plan is created on a student’s admission to Roselyn House School which is then individualised/ personalised during the student’s 6 week Initial Assessment period. The Positive Handling Plan is kept on the school Computer Network and a hardcopy in student’s files outside the Admin Office in the locked cabinet.

It is relevant to note that the TEAM TEACH Approach has received letters of support from the leading Teachers Professional Associations, which include NAHT, NUT NASUWT/ PAT.

6. Strategies For Dealing With Challenging Behaviour

The School through the Headteacher and Deputy Headteacher empowers staff to use positive strategies to encourage acceptable behaviour and good order.

Every effort should be made to resolve conflicts positively and without harm to students or staff, property, buildings or the environment. Where unacceptable behaviour threatens good order and discipline and provokes intervention, some or all of the following approaches should be taken according to the circumstances of the incident:

  • Prompt verbal acknowledgement of unacceptable behaviour with request for the student to refrain; (this includes negotiation, care and concern).
  •   Further verbal reprimand stating:

 

  • That this is the second request for compliance;
  • An explanation of why observed behaviour is unacceptable;
  • An explanation of 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.
  • Physical intervention. Reasonable force uses the minimum degree of force to prevent a child harming him or herself, others or property.

 

7. Escalating Situations

The 1996 Education Act (Section 550A) stipulates that reasonable force may be used to prevent a student from doing, or continuing to do any of the following:

  • Engaging in any behaviour prejudicial to maintaining good order and discipline at the Centre or among any of its students, whether the behaviour occurs in a classroom during a teaching session or elsewhere (this includes authorised out-of-school activities);
  • Self-injuring or placing him or herself at risk;
  • Injuring others;
  • Causing damage to property, including that of the student himself or herself;
  • Committing a criminal offence (even if the student is below the age of criminal responsibility).

 

8. Types Of Incidents

The incidents described in circular 10/ 98 fall into three broad categories:

  1. Where action is necessary in self-defence or because there is an imminent risk of injury;
  2. Where there is a developing risk of injury, or significant damage to property;
  3. Where a student is behaving in a way that is compromising good order or discipline.

 

More specifically some examples of situations where reasonable force might be used, taken from the ‘Use of Force Guidance- Short Summary’ are:

  • To prevent a student from attacking a member of staff, or another student, or to stop a fight between two or more pupils;
  • To prevent a student causing deliberate damage to property;
  • To prevent a student causing injury or damage by accident, by rough play, or by misuse of dangerous materials or objects;
  • To ensure that a student leaves a classroom where the student persistently refuses to follow an instruction to do so;
  • To prevent a student behaving in such a way that seriously disrupts a lesson; or
  • To prevent a student behaving in a way that seriously disrupts a school sporting event or school visit.

 

9. Acceptable Measures of Physical Intervention

As far as Roselyn House School is concerned physical intervention uses the minimum degree of force necessary for the shortest period of time to prevent a student harming himself, herself, others, damaging property, committing a criminal offence, prejudicing good order and discipline.

The use of any degree of force can only be deemed reasonable if:

  • It is warranted by the particular circumstances of the incident;
  • It is delivered in accordance with the seriousness of the incident and the consequences which it is desired to prevent;
  • It is carried out as the minimum to achieve the desired result;
  • The age, understanding and gender of the student are taken into account;
  • It is likely to achieve the desired result.

 

 ‘An effective and credible use of force is essential to a well-run school’- Use of force Guidance- Short Summary 2010.

It is the policy of the school that wherever possible, assistance should be sought from another member of staff for support, or if a member of staff sees an incident occurring they should offer their support if it is safe to do so, or seek help.

The form of physical intervention may involve staff:

  • Physically interposing themselves between students;
  • Blocking a student's path;
  • Escorting a student;
  • Shepherding a student away.

 

In extreme circumstances, trained staff may need to use more restrictive holds.

Any measures will be most effective in the context of the overall ethos of a school, the way in which staff exercise their responsibilities and the behaviour management strategies used. Wherever reasonable force is used, staff must continue talking to the student if appropriate.

11. Recording

Where physical intervention has been used to manage a student, a record of the incident may need to be kept. An exemplar Incident Monitoring Form proforma, the document used for recording incidents, can be found at the back of this policy as an attachment. Where physical control or restraint has been used a record of the incident must be kept. A serious incident reporting slip will be completed about the incident and taken to the Admin Office; where a member of the Admin Team will insert a one line entry into the Serious Incident book and issue the member of staff with a personalised incident sheet.

This record will be made in the school’s incident book, which will include

  • Name of student.
  • Date, time and place of incident.
  • A brief description of the incident and actions taken.

 

The incident book report will be completed as soon as possible after the incident.

In addition, specific details of the use of reasonable force will be recorded which include:

  • How the incident developed;
  • Attempts made to calm the situation;
  • Names of any staff or students who witnessed the incident;
  • The outcome of the incident including any injuries sustained, by any student or member of staff (and a personal injury form completed and attached if applicable);
  • Any damage to property which has resulted;
  • Whether/ how parents/ carers have been informed;
  • And, after investigation, a summary of actions taken.

 

Staff may find it helpful to seek advice from a senior colleague or representative of their Professional Association/ Union when compiling a report. They should also keep a copy of the report.

After the review of the incident, copies of the form should be placed on the students file and in the school’s general file on the use of reasonable force.

A Health and Safety Accident/ Incident form should be completed and returned to the LEA if injury occurs as a result of intervention.

Where staff have been involved in an incident involving reasonable force they have access to counselling and support from Senior staff.

It is important that the reflection, repair and rebuild process is entered into by the student, members of staff involved and a member of the SMT if required.

12. Monitoring and Evaluation

Through the Headteacher, Deputy Headteacher and the relevant outside agencies/ LEAs all incidents involving restraint will be regularly monitored by number and type.

Any resultant training needs will be identified and relevant and appropriate support and in service provided.

In addition the monitoring will form part of the School’s overall self-evaluation strategy where evaluation will inform future planning. This will be particularly relevant for informing student’s Positive Handling Plan.

 

13. Complaints Procedure

Any concerns regarding physical interventions should be discussed initially with the Headteacher. If the complaint is not resolved then parents/ carers should contact the School in writing and the complaint will be forwarded to the Headteacher and Deputy Headteacher who are the Directors for KS Education Limited and/ or the Deputy Director for Learners Support of the relevant LEA.

 

All these will be recorded and managed by the appropriate procedures – either complaint or allegation.

 

Policy reviewed: September 2016