Including Procedures For Assessment






  1. To develop the trust, confidence, motivation, concentration, imagination and co-operation skills necessary to learn, interact and benefit from a “school ethos” in its broadest sense.


  1. To enable students to benefit from specialist provision allowing them to address their difficulties and begin to fulfil their educational potential.


  1. To engender worthwhile and trusting relationships between students/students, students/teaching staff and students/other significant adults.


  1. To give students positive and rewarding experiences enabling them to behave and respond with positive attitudes and responses to demands, requirements and ultimate objectives of a school environment.


  1. To equip all students with the resources and skills to, either, continue their education to the best of their ability within other schools or to move out into society with knowledge and skills relevant to social, emotional, educational and vocational needs.


  1. To enable all students to leave school with academic and vocational, external/internal qualifications commensurate with their ability and achievements at school.








To respond to the individual and group needs of students by adopting a structured, purposeful environment sensitive to the individual needs of each child as stated by, “The School Curriculum From 5 To 16” (HMSO 1985.P3).


  • “to help pupils develop lively, enquiring minds, the ability to question and argue rationally and to apply themselves to tasks, and physical skills;”


  • “to help pupils to acquire knowledge and skills relevant to adult life and employment in a fast changing world;”


  • “to help pupils to use language and number effectively;”


  • “to help instil respect of religious and moral values, and tolerance of other races, religions and ways of life;”


  • “to help pupils understand the world in which they live, and the interdependence of individuals, groups and nations;”


  • “to help pupils appreciate human achievements and aspirations;”


  1. To educate all students within small group (not more than eight) situations and to fulfil requirements of National Curriculum and optional Tests in so far as possible with each child.


  1. For students to gain positive experiences from school and thus encourage positive attitudes to learning and behaviour.


  1. For students to develop educationally to the best of their ability and fulfil the generally accepted goals as suggested in the Warnock Report (HMSO 1978):


  1. “To enlarge a child’s knowledge, experience and imaginative understanding and thus his/her awareness of moral values and capacity for enjoyment, secondly, to enable him/her to enter the world after formal education... as an active participant in society and a reasonable contributor to it capable of achieving as much independence as possible.”


  1. To develop a secondary curriculum based on aspects of the National Curriculum in which the individual needs and difficulties of each student can be met through a wide range of teaching skills, perspectives and resources.


  1. To offer a range of services to enable each child to benefit from worthwhile environments and experiences within and outside formal education.  These services will include: organised transport to and from school, a structured pastoral system for each child, the encouragement of home/school liaison, a range of lunch meals (including specialised diets if required) supplied by the school, school uniform, the arrangement of inter-school sports and leisure activities, a range of leisure activities, community projects, inclusive opportunities (including extended work experience programmes), links with Young Peoples Service and a highly profiled system of educational and behavioural objectives.




  • The Curriculum will be based on a Secondary, subject specialist approach wherever possible encompassing aspects of the National Curriculum at the appropriate Key Stage for each individual child.


  • Each child is assessed on Literacy and Numeracy skills, Emotional Literacy, Behaviour and preferred learning styles on admission to school and from this an Individual Learning Support Plan which includes preferred learning styles and strategies and Individual Educational and Behavioural objectives planned, profiled and initiated, recorded in the IEBP.


  • Each class will consist of no more than eight students of similar age and/ or ability.


  • Each class will be taught by a subject Specialist Teacher supported by a Learning Support Assistant wherever possible.


  • All optional tests will be taken by students as far as possible.


  • There will be particular emphasis on the development of literacy, number and problem solving skills through a range of enrichment and specific programmes for the development of particular skills, as well as structured learning programmes for students experiencing Moderate Learning Difficulties and further Specific Learning Difficulties.


  • There will be the facility for the implementation of small groups and individually based learning programmes.


  • The school day will consist of four ‘45 minutes lessons’ in the morning and three ’40 minute lessons’ in the afternoon (except Friday afternoon where there will be two ’40 minute lessons’) – see ‘The School Day’.


  • All students will be provided with all the required resources and materials to complete any set task within school.


  • Schemes of work throughout the curriculum will be based on the relevant guidelines suggested by the National Curriculum documentation in each of the Extended Core and Foundation areas of the National Curriculum.


  • Each scheme of work will be supported by individual lesson plans giving accurate information as to work covered, concepts taught and achieved, tasks completed/not completed and comments on educational/behavioural performance for each student.


  • There will be a 6 week Initial Assessment document produced and a meeting held to look at baseline assessment in Literacy, Numeracy, Behaviour, Learning Styles, Emotional Literacy and Subject based. This will form the basis for an Individual Learning plan.


  • There will be an Annual Review on each child to discuss achievements and to plan for future development.  Where requested, Termly Reviews will be initiated, particularly when re-integration becomes a realistic possibility.


  • All students, in both Key Stages 3 and 4, will be taught the knowledge and understanding through opportunities, to develop confidence and responsibility and make the most of their abilities.  To develop a healthy, safer lifestyle, and to develop good relationships and respect the differences between people.  This will be implemented with a structured PSHE programme.


  • Students in Key Stage 3 will be introduced to the world of work and be helped make career choices.  Students will discuss their attitudes to work and focus on their skills and abilities whilst being realistic about job opportunities.


  • In Key Stage 4, students will focus on the rights and responsibilities in the world of work with liaisons with Young Peoples Service and other outside agencies.


  • Each child’s progress within each subject area will be profiled and recorded in line with National Curriculum guidelines.  Each subject area will report on achievements and performances with respect of National Curriculum guidelines and future objectives.


  • Students work will be levelled and exemplary material kept for each subject.





At Roselyn House School, we believe:


  1. That life at Roselyn House School is special.


  1. That each student should be differentiated individually and Social Emotional and Behavioural Difficulties addressed.


  1. That the ethos and general philosophy should be flexible and versatile within “obvious” parameters.


  1. That attempts should be made, on a proactive basis, to identify all potential problems and avoid their escalation through addressing issues physically, emotionally and socially.
  2. This behaviour will be recognised as an act associated with judgement, and based on the premise INSET will be a major element in educating and informing all staff on a regular basis.




  1. To develop positive relationships between student and student/staff and student.


  1. To identify difficulties and provide strategies to overcome them.


  1. To provide positive experiences and reward students.


  1. To allow students to develop a sense of self.
  2. To foster a sense of ownership towards the school and all that is in it.


  1. To develop self-esteem and self-worth.





  1. All staff will be trained in TEAM TEACH, physical intervention and                de-escalation techniques.


  1. The school will operate a simple behaviour identification system where children will be assessed by staff (some self-monitored) and, through negotiation, rewards and sanctions will result dependant on performance.


  1. To identify the more specific behavioural issues, each child will have an objectively created profile based on ‘baseline observations’ by staff.  From this, target areas will be identified within a development meeting (comprising of teachers, learning support assistants and senior members of staff) and time-limited attempts will be made to change behaviour (i.e. increase/reduce, develop/eliminate or reinforce).


  1. There should be flexibility within the system in order to meet the needs of the individual young person.


  1. Any young people who are identified as needing more specific counselling of an intensive psychological or psychiatric nature will be referred to the relevant professional and an additional fee may be charged for this.


  1. Students and staff will be reminded to focus on respect for each other and the need to develop positive relationships.  All people within the community of the school will be expected to celebrate and share in individual/group achievements.




  • All prospective students will be formally interviewed within the school by senior staff and others.  They will be allowed the opportunity to sample the school and communicate with students while at the interview in order to assess the mutual value of the placement, particularly with reference to meeting their needs within the existing population.


  • Students will have a baseline assessment completed within six weeks of placement starting, where there will be behavioural assessment and area of need identified.  These will then be updated on a termly basis.  They will look at behaviour in the classroom and in the social times of the day, opinion of self, self-esteem, ability to form appropriate relationships, etc.


  • Each young person will be assigned a Learning Support Assistant to work as a Mentor, who will meet for 35 minutes each fortnight in order to follow a programme of pastoral support and development designed to meet the needs of the individual.


  • A young person may be assigned a ‘Peer Mentor’ who may assist with learning support or social development.


  • Additional time or support from outside agencies may be required and will be made available as appropriate.  (This may be at a negotiated additional fee).


  • A Therapeutic input to the curriculum will be made available.
  • Inclusive/Community opportunities will be introduced through College placements, extended Work Experience programmes and Community projects.


  • Young people will have the opportunity to access a Young Peoples Service Advisor.


  • Work will be done on emotional literacy and each student encouraged to understand why they may feel a certain way.


  • The policy of the school is that all students will be assisted to achieve independence in the community in the following ways:


  • To develop self-awareness, self-respect, self-motivation and self-discipline and an awareness of and respect for others.


  • To acquire understanding of the social, economical and political order of a reasoned set of attitudes, value and beliefs.


  • To develop qualities of mind, body and spiritual feeling and imagination.


  • To appreciate human achievements in Art, Literature, Music, Science, and Technology.


  • The final aspect is the concept of humour.  This is never to be underestimated both in terms of value and harm.




The intention is that life at Roselyn House School will be a rewarding experience, where students will enjoy learning more about themselves, others and the world in which we live.  They will feel supported and confident to move forward to a “positive future and life” post school.


Date Policy Reviewed: December 2012





This policy is based upon guidance from:-


  1. DfEE “Bullying – Don’t Suffer in Silence” DfEE 0064/2000
  2. Kidscape:
  • Dealing with Bullies
  • Breaking up Gangs
  • Homophobic Bullying
  • Student Councils
  • Racist Bullying
  • Peer Support
  1. School Standards and Framework Act 1998
  2. Anti-Bullying School Responsibilities and Good Practice – Lancashire Education Authority
  3. Human Rights Act 1998 and the Race Relations Amendment Act 2000
  4. DfES Sex and Relationship Guidance 2000
  5. Social Inclusion: Pupil Support Circular 10 99


The policy should be read in conjunction with other school policies.




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




Bullying is generally agreed to be a purposeful and repeated action, which is deliberately hurtful and is meant to have power over someone perceived as weaker.   This is conducted against an individual, who cannot defend him or herself.


Bullying can take different forms:-


  • Verbal Bullying : name calling, use of threatening or provocative language, racist, sexist or homophobic comments.


  • Physical Bullying : hitting, kicking, grabbing an individual: taking or hiding another’s property, etc.


  • Indirect Bullying : excluding someone from the social group, spreading rumours, text messages and e-mails.


How does this manifest itself?


Typically, this manifests itself in schools where an individual orchestrates a group to intimidate and exclude an individual in order to build their own status, self-esteem and sense of power over an extended period of time.


At Roselyn House School it can be difficult at times to differentiate between planned intimidation and rivalries.    Insults and occasional fights which can characterise the behavior of some of our pupils and for many is the reason for their placement at the school.   Some young people may have behavior which is learnt and we recognise that they try to dominate and intimidate those that they like, unaware that the behaviour is unacceptable.    They think they are being friendly.


What is homophobic bullying?


Any hostile or offensive action against lesbians, gay males or bisexuals or those perceived to be lesbian, gay or bisexual.  


These actions might be:-


  • Verbal, physical or emotional (social exclusion, harassment, insulting or degrading comments, name calling, gestures, taunts, insults or jokes.


  • Offensive graffiti.


  • Humiliating, excluding, tormenting, ridiculing, threatening, refusing to work or co-operate with others because of their sexual orientation or identity.


Children and Young People’s Legal Rights


In July 2000, the DfES issued the new statutory guidelines in Sex and Relationship Education Guidance, which includes the requirement that schools must provide for the needs of young gay men and lesbians.


Section 1:30 states “It is up to schools to make sure that the needs of all pupils are met in their programmes.   Young people, whatever their developing sexuality, need to feel that sex and relationship education is relevant to them and sensitive to their needs”.


Section 1.32 states “Schools need to be able to deal with homophobic bullying.  Guidance issued by the Department Social Inclusion Pupil Support Curricular 10 99, dealt with the unacceptability of, and emotional distress and harm caused by bullying in whatever form – be it racial, as a result of a pupil’s appearance, related to sexual orientation or for any other reason”.


What is racist bullying?


Any hostile or offensive action against people because of their skin colour, cultural or religious background or ethnic origin.   It can include:-


  • Physical, verbal or emotional bullying.


  • Insulting or degrading comments, name calling, gestures, taunts, insults or jokes.


  • Offensive graffiti.


  • Humiliating, excluding, tormenting, ridiculing or threatening.


  • Making fun of the customs, music, accent or cress of anyone from a different culture.


  • Refusal to work with or co-operate with others because they are from a different culture.


Legal position


The Race Relations Act 1976 states that schools and governing bodies have a duty to ensure that students do not face any form of racial discrimination, including attacks and harassment.


Who bullies?


Both boys and girls take part in verbal bullying.   The DfEE suggests the following: - boys suffer more from physical violence and threats, but girls tend to use methods of bullying that are more difficult to detect.    Boys tend to be bullied by boys, but both girls and boys bully girls.    Children who bully can come from any social class.     The most common perpetrators are boys or groups of boys.


Pupils at risk


Approximately 8% of pupils are bullied once a week or more (DfEE).  Any child can be bullied but some are more vulnerable than others.  The following factors may make children more vulnerable: lacking close friends in school, shyness, coming from a different racial or ethnic background to the majority, have Special Educational Needs or a disability, an over-protective family environment, behaving inappropriately, “intruding” or being a nuisance, owning expensive accessories, mobile phones.




  • To enable the Headteacher and Assistant Headteacher of Roselyn House 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, mental and physical development of pupils and prepare pupils for the opportunities, responsibilities and experiences of adult life.    The policy reinforces those other cross-curricular and themaric activities in school which develop appropriate values for pupils with regard to society, relationships, the self and the environment.


  • To work towards a “restraint fee environment” in which all children and staff feel safe.  Constant monitoring, review and reflection will form the basis to aid this.


  • To support all teaching, support staff and volunteers who come into contact with pupils 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 with those situations.


  • To allow both pupils 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 pupils by fostering appropriate “understanding” relationships.   


  • To ensure that all pupils have the freedom to access the curriculum without fear if intimidation and bullying. 


  • To develop an emotionally literate ethos where everyone involved has a greater sense of managing their self.




Bullying is anti-social behaviour and affects everyone: it is unacceptable and will not be tolerated.


  • To ensure a whole school approach to the issue: looking at developing a common understanding of what amounts to bullying.


  • To emphasis that much of our work as a school is to encourage the young people at Roselyn House School to co-operate and care for each other.


  • To break a cycle of rivalry or conflict which may become apparent.


  • To develop training for staff in understanding the nature of conflict and the encouragement of skills to diffuse confrontations.


  • To use Team Teach de-escalation techniques.


  • To build constructively from negative experiences.   


  • To reduce incidents of bullying among our pupils.


  • To educate young people about feelings and long term effects.


  • To provide consideration for all.


  • To provide a learning environment free from any threat or fear.


  • To reduce and eradicate where possible instances in which pupils are made to feel frightened, excluded or unhappy.


  • To establish a means of dealing with bullying and of providing support to pupils who have been bullied.


  • To ensure that all pupils and staff are aware of the policy and that they fulfill their obligations to it.


What do we do to effect long term change?


We do not believe that punitive reaction to bullying has a long term effect in reducing bullying and could be argued to reinforce bullying as an approach for life.    At best a sanction might relieve the pupil being bullied for a short period of time: at worse it can increase the anger and resentment towards the victim.    If bullying is based on power and intimidation then by imposing sanctions on a bully they are in effect being overpowered and intimidated (albeit by those in authority and for the right motive).


Our approach is as follows:-


  • To build an ethos of non-confrontation.


  • Through mediation between the pupil being bullied and perpetrators.


  • Support worker sessions, counselling.


Building an ethos of co-operation


Bullying is taken seriously and will not be tolerated.   Those being bullied are encouraged to report incidents.   It is paramount that the message of understanding and respect is spread throughout the school.


In our dealings with pupils, staff emphasis the importance of respecting the feelings and emotions



Policy reviewed : February 2013


Roselyn House School





Moving forwards together to a positive future.

Due note has been taken of the DCSF documents related to exclusions particularly “The Government’s Exclusion Policy” on improving behaviour and attendance. The school is committed to positive discrimination in supporting young people who present a wide range of unacceptable behaviours. These include violent or aggressive behaviour, damage to property disruption to the education of self and others. Consequently, sometimes a pupil may require time out of the formal school setting.


These occasions will be:-


  • Kept to a minimum
  • Reported formally to parents/ carers and other agencies and the LEA
  • Monitored and evaluated against the individual’s attendance/ behaviours and IEBP
  • Provided with appropriate school work to keep up their education




The school does offer a “no permanent exclusion policy” by working closely with the home and the Education Authority. This may mean that supported working at home or at another venue takes place and students are placed on Roselyn House School’s RHISE project. If, after concerted efforts it is understood that the individual cannot benefit from the opportunities provided, the school will recommend that a more suitable placement is sought. Meanwhile, we will try to ensure that education continues, although this may well be off-site.


At times some individuals exhibit extreme behaviours which present the individual and/ or others from receiving their education. In these cases, we do reserve the right to arrange a “cooling off period” where the individual will be asked to stay at home for a prescribed length of time (a fixed term exclusion): whilst discussions take place with parents and/ or other carers.


A pupil’s placement at the school may be terminated if there is a change in circumstances and more suitable/alternative provision can be found. These instances will be monitored and evaluated against the behavior management and positive handling plan.  The Education Authority and parents/ carers will be informed formally in writing. Likewise if the school is unable to meet the child’s needs or they have become unsafe under Health and Safety Responsibilities.


An emergency meeting would normally be convened at the school and the decision made to end the placement agreed between the School and the Authority. Both the School and Placing Authority have to follow guidelines that are outlined in the ‘contract of placement’ and until a student is officially removed from the roll of Roselyn House School, work and support will be provided.


Reviewed March 2012


Roselyn House School





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)



Moving forwards together to a positive future.



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



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 it’s 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.


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.




  • 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, 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.
  • 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.



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:

  1. 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
  2. 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 staff room/ in the staff communications book.



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 T.E.A.M. T.E.A.C.H. 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 8 week Initial Assessment period. The Positive Handling Plan is kept on the school Computer Network and a hardcopy in a file in the Headteacher’s Office.


It is relevant to note that the T.E.A.M. T.E.A.C.H. 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;
  • 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 Assistant 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: March 2012





Serious Incident Procedure


Should a serious incident happen during the school day, below is the structure that is to be followed:

On Site:

  1. Serious incident occurs that involves Physical intervention (and all parties have moved through the crisis stage).
  2. Complete a serious incident reporting slip about the incident.
  3. A responsible person is to take it to the Admin Office (within 5 minutes of the incident).
  4. The admin team will insert a one line entry into the Serious Incident book.
  5. The admin team will input this number and information onto the individual student’s serious incident sheet. This will be given to the member of staff whom led the physical intervention.
  6. Staff or admin team to inform a member of the SMT.
  7. All staff involved are to complete the reporting process (before leaving the school building that day). This is to include external phone calls.
  8. The Reflection, Repair and Rebuild process is to begin the incident must be reviewed by the student, members of staff involved and member of the SMT if required.


Off Site:

  1. Serious incident occurs that involves Physical intervention (and all parties have moved through the crisis stage).
  2. The incident is reported back to School Admin team by phone call.
  3. The admin team will insert a one line entry into the Serious Incident book.
  4. Staff or Admin team to inform a member of the SMT
  5. The admin team will input this number and information onto the individual student’s serious incident sheet. This will be given to the member of staff whom led the physical intervention, upon return back to school.
  6. All staff involved are to complete the reporting process (before leaving the school building that day). This is to include external phone calls.
  7. The Reflection, Repair and Rebuild process is to begin the incident must be reviewed by the student, members of staff involved and member of the SMT if required.








This policy is based upon guidance from:


  1. Health and Safety of Students on Educational visits (HASPEV) together with the

3 Part Supplement to Health and Safety of Students on Educational Visits: DfES publications.

  1. Lancashire School Safety Manual.
  2. RIDDOR 95: A Guide to the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995: HSE Books (L73).
  3. Health & Safety: Responsibilities & Powers: DfES publications.
  4. Lancashire County Council’s Health and Safety Policies.


The policy should be read in conjunction with other school policies.


This policy follows guidance from Lancashire County Council’s model policy for Educational Visits. 





Moving forwards together to a positive future.                                 



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







Education visits are planned educational experiences designed to enrich and enhance the taught curriculum. In addition to this they may help in developing confidence, self-esteem and life skills for many of Roselyn House School’s students.


All activities involving young people out of doors are associated with the possibility of misadventure. Safety for Educational Visits and for outdoor adventurous activities is critically dependent on the quality of leadership and although this Policy aims to minimise the potential for misadventure, it must be recognized that the elimination of risk cannot be totally guaranteed. Occasionally circumstances that could not have been foreseen by even the most experienced leader may be encountered. For this reason it is important, for example, that a visit that has been run successfully many times does not engender complacency, and planning should be undertaken in the same way as for a visit being run for the first time.




All Educational visits require the prior consent and approval of the Headteacher (Sharon Damerall) /Deputy Headteacher (Kirsty Willacy). At present the role of the Educational Visits Co-ordinator (EVC) will be shared by these Directors of KS Education Limited.


Visits are categorized as Type A or Type B visits.  These are decided as follows:





  • Educational low risk off-sites visits, up to one-day duration.




  • Educational off-sites visits involving a planned activity on water, or in which the presence of water is identified as a hazard on the risk assessment.
  • Visits involving adventurous activities.
  • Visits to farms and theme parks.
  • Visits including overnight stay or residential accommodation.
  • Visits outside the UK, including Foreign Exchange visits.



(Type B visits may include Outdoor Education, Physical Education and Duke of Edinburgh yisits/ Activities)






An alternative programme must be planned in the event of unforeseen circumstances.  This should be risk assessed alongside the main activity. If the alternative is that the visit is cancelled and the party returns to base, then this should be stated.




It is a requirement that a signed parental consent/medical information form is obtained from the parents/carers of all young people participating in all educational visits/adventurous activities. Consent for Outdoor Education, PE and regular off site activities are often sought on a student’s admission to school and reviewed annually. Additional activities/ off site visits will require consent handed out to the student and to be returned completed by a parent/ carer. This necessitates the exclusion from such activities of students/young people for whom the school have not obtained, for whatever reason, the consent for any necessary medical treatment. Staff responsible for supervision of the activity/visit should make themselves aware of the nearest accident and emergency hospital. The responsibility for implementing the emergency procedures is that of the Visit Leader. Staff should take with them copies of the risk assessment and student passport containing all relevant information in case of emergency.




KS Education Limited has £10m cover with Ecclesiastical Insurance and Travel Insurance with Chartis. For certain smaller venues and types of activities, subject to a risk assessment, a lesser figure may be sufficient.







3.1.1  Responsibilities Applicable to all Staff involved in Educational Visits



  1. All staff have a duty of care for the welfare and safety of all children/young people taking part in the educational visits.
  2. Every person has a duty to stop or curtail any activity when it is considered that unsafe practice has been observed.
  3. Every person attending the visit must follow Roselyn House School’s Behaviour Policy and care and Control Policy.
  4. Every adult accompanying the visit must have a role.


All staff members should be aware of the expectations place upon them and should appreciate the nature of their relationship to the students and other staff. They should fully understand and be comfortable with their role before undertaking the visit. All staff must:


  • Conduct themselves in a manner compatible with their own safety and with the safety and well-being of the students;
  • Inform the Visit Leader if they are unsure of their ability to perform any supervisory function requested of them;
  • Recognise the limits of their responsibilities and act within these at all times;
  • Report to the Visit Leader any concerns they may have concerning student behaviour or well-being during the visit.


Greater levels of responsibility will normally be assigned to the Visit Leader and a higher standard of care is expected of them.


3.1.2  Responsibilites of KS Education Limited


As part of their responsibility for the general conduct of the school, KS Education Limited must adopt a policy for the effective and safe management of Educational Visits. This policy should include:


  • The nomination of the Headteacher or senior member of the teaching staff to undertake the duties listed in Section 3.1.3;
  • The adoption of school procedures for the management of Educational Visits, consistent with the legal guidelines;
  • A requirement that all Educational Visits have specific stated objectives which are appropriate for the participating students;
  • The adoption of procedures for responding to an emergency, consistent with requirements.


Advice will be taken from placing authorities with regard their Educational Visits Policy and Procedures.




3.1.3  Responsibilities of the Headteacher/ Deputy Headteacher or EVC


The Headteacher/Deputy Headteacher as EVC are responsible for ensuring that all school’s activities are properly planned and appropriately supervised and that Roselyn House School’s policy is implemented and monitored.


To ensure that staff with responsibility for educational visits have the correct risk assessment proformas and complete an educational visits planning check list and approval form prior to the visit taking place.


The Directors of KS Education Limited will take the joint EVCs and shall:


  • Ensure that the planning of visits complies with Policy and Guidelines on Educational Visits;
  • Ensure that the visit or activity specific risk assessments are undertaken and that the Visit Leader is involved in that process. It is particularly important that within the Risk Assessment the school identifies children with special educational and medical needs. The Risk Assessment should confirm whether it is necessary to ask if the Centre can meet these needs. If there is any swimming during the activity, this must be addressed in the Risk Assessment; The out of school sheet completed on the day of the visit will also list any specific needs or risk associated with individual students;
  • Ensure that the visit is planned in such a way as to provide adequate supervision at all times. In the case of a residential visit, this will mean that cover is provided 24/7;
  • Approve the appointment of Visit Leaders, deputy leader, assistant staff and voluntary helpers;
  • Verify the competence and suitability of the Visit Leader and assistant staff/volunteers, taking account of the planned arrangements for the visit and the number and nature of the students involved (see Section 3.2). The personal qualities of the individuals concerned are equally as important as any formal qualifications.
  • Ensure that appropriate CRB checks are undertaken;
  • Ensure that the Visit Leader is allowed sufficient time to organise the visit properly;
  • Organise the transport (as appropriate) and ensure that risk assessments also take account of traffic hazards where the visit involves crossing roads;
  • Organise and monitor the training/induction of Visit Leaders and assistant staff/voluntary helpers as appropriate;
  • Organise emergency planning for Educational Visits and ensure the Base Contact arrangements are made. NB the Base Contact must not be part of the Educational visit/activity;
  • Ensure that a senior member of staff on the visit is nominated to co-ordinate any child protection duties;
  • Monitor visits, including accident and near miss reporting, and review school procedures;
  • Ensure appropriate liaison with placing authorities and Duke of Edinburgh Scheme.



3.1.4  Responsibilities of ALL Staff who lead or instruct their own groups in

          Adventurous Activities   


External instructors will be used to lead adventurous activities where the member of staff leading the group does not have his/ her approved qualification in the area of the specific activity.



3.1.5  Responsibilities of the Visit Leader


The Visit Leader must recognise that whilst leading the visit he/she is in effect representing Roselyn House School and therefore KS Education Limited. The Visit Leader must:


  • Ensure the overall maintenance of good order and discipline during the visit;
  • Ensure that adequate arrangements are planned and implemented for the safety and well-being of all participants, staff and students, whilst on the visit. In respect of residential visits, adequate supervision must be provided 24/7;
  • Ensure that all members of staff are fully briefed as to their roles and responsibilities;
  • Ensure that group leaders are appointed with proper regard to their experience and competence to undertake the tasks assigned to them.
  • Undertake the completion of the Educational Visits Planning check List and Approval Form and Risk Assessment as necessary with the assistance of the EVC
  • It is particularly important that within the Risk Assessment the school identifies children with special educational and medical needs. The Risk Assessment should confirm whether it is necessary to ask if the Centre can meet these needs. If there is any swimming during the activity, this must be addressed in the Risk Assessment.
  • Complete an out of school/ transport sheet to show the risk/ medical needs associated with each individual child and be aware of individual student’s risk/ medical needs through the ‘student passport.’



The Visit Leader is also responsible for ensuring that participants conduct themselves with due respect of the environment and the local community. Visit Leaders should be familiar and act in accordance with all relevant regulations and guidance contained in this document. Visit Leaders must inform the Headteacher or Deputy Headteacher (or then senior staff) if at any point during the planning of the visit concerns arise which lead them to feel unsure of their competence to lead the visit safely.


The risk assessment process must be seen as ‘on-going’ and ‘dynamic’. In other words, professional judgments and decisions regarding safety will need to be made during the activity. If the control measures aren’t sufficient the activity must not proceed.


The Visit Leader will have a clearly defined and agreed ‘Visit Closed Policy’ with the Base Contact, (additionally a ‘Failed to Return Policy’ is required for Duke of Edinburgh Award groups only). The Visit Leader must clearly communicate any delays or incidents that may cause late arrivals at destinations or return journeys to base to ease parental/carer concern.


3.1.6  Responsibilities of Nominated Group Leaders


Group leaders, have a common law duty of care towards the students in their charge.  Group leaders must recognise their responsibilities in:


  • Maintaining good order and discipline;
  • Ensuring the safety and well-being of the students in their care;
  • Informing the Visit Leader of any accident involving the students in their care, which has implications for students’ health and safety, general welfare or the good order of the visit as a whole.



3.1.7  Responsibilities of the ‘Base Contact’


The Base Contact should make arrangements to be accessible throughout the duration of the visit and be very clear on communication links with the Visit Leader. If mobile telephones are to be used, please ensure that there is a good reception and where possible, give landline telephone numbers.


The Base Contact should have full copies of Educational Visits Planning and Check List and approval; along with risk assessments and specific route maps/ details and the telephone numbers of two designated senior members of staff. In addition he/ she should have major emergency contact numbers, parent/ carer’s contact details and LEA to hand.

The Base Contact must not be part of the Educational visit/activity. The Base Contact should have a clearly defined and agreed ‘Visit Closed Policy’ with the Visit Leader. For Duke of Edinburgh Award groups, a ‘Failed to Return Policy’ is required.



3.1.8   Responsibilities of KS Education Limited


KS Education Limited has a duty under Health and Safety legislation to safeguard its employees in the course of their employment and to ensure the safety of others who may be affected by the actions of the employees. This implies a responsibility for the safety and well-being of all staff and students participating in Educational Visits. To ensure that these responsibilities are met, KS Education Limited will:


  • Maintain regulations and procedures governing Educational Visits;
  • Provide guidance for organisers of Educational Visits;
  • Monitor and keep under review this Policy and Guidelines;
  • Monitor Type A and B Educational Visits on a sample basis;
  • Reserve the right to visit the Centre/Providers in the interests of quality assurance and provision;
  • Provide training opportunities for visit organisers and activity leaders.
  • Work with peninsula Business Services Limited on developing Health and Safety practices and further Risk assessment training.



3.1.9  Responsibilities of KS  Education Limited (Technical Advice)


  • To ensure that systematic monitoring is undertaken from the database information;
  • To check on the effectiveness of administrative systems e.g. notification processes, parental/carer consent and medical information, emergency procedures and base contact(s);
  • To observe a sample of activities undertaken;
  • To encourage and motivate individuals and offer advice, to practitioners, participants and the policy makers, if appropriate. To promote standards of safety and good practice;


NOTE; KS Education Limited has the authority and should accept the responsibility to stop or curtail any activity where it is considered that unsafe practice has been observed.





The staffing required to run the visit safely needs to be identified through the risk assessment rather than by a simple numerical calculation of ratios. It is important to have a high enough ratio of adult supervisors to students for any visit. The factors to take into consideration include:


  1. Gender, age and ability of group;
  2. Students/young people with special educational or medical needs;
  3. Nature of activities;
  4. Experience of adults in off-site supervision;

NOTE: If adults are less experienced in the activity, then more of them may be required to ensure adequate supervision.

  1. Duration and nature of the journey;
  2. Type of any accommodation;
  3. Competence of staff, both general and on specific activities;
  4. Requirements of the organisation/location to be visited;
  5. Competence and behaviour of students/young people;
  6. First aid cover.


Staffing ratios for visits are difficult to prescribe as they will vary according to the activity, age, group, location and the efficient use of resources, as defined by the risk assessment.



The following are regarded as the minimum ratio acceptable on any visit:


  1. 1 adult for every 6 students/young people in school years 1 to 3 (under 5s in reception/foundation classes should have a higher ratio);
  2. 1 adult for every 10 students/young people in school years 4 to 6;
  3. 1 adult for the first 10 students/young people and then one additional adult for every 20 students/young people or part thereof, for students/young people in school year 7 and above.




At Roselyn House School, due to the nature of the students then the ratio will be at least 2 adults to 8 students/young people.




  • A minimum of two competent staff from Roselyn House School should accompany any visit/activity;
  • For residential and any visits abroad, it is strongly recommended that the ratio should not exceed 1:10. When visits are to remote areas or involve hazardous activities, the risks may be greater and supervision levels should be set accordingly. The same consideration should be given to visits abroad;
  • For residential and any visit abroad, it is strongly recommended that for mixed groups there are staff from each sex. In circumstances where this is not possible, it should be explicit in the risk assessment of how the issue will be addressed and parents/carers should be informed of the measures taken. Some non-residential visits with mixed groups may require member of staff from each sex and the school will need to decide where this is appropriate and inform parents/carers accordingly.



3.2.1  Other Persons (including Children)


It is known that, in some cases, arrangements are made for a member of staff or a volunteer to take with them other persons, including child/ren, who would not otherwise be one of the group taking part in the visit/activity. This situation would usually arise where an adult brings along his or her own child/ren, and possibly a friend. Roselyn House School does not endorse this practice, and KS Education Limited will not allow this to happen.


Volinteers may attend the trip/ activity but will be subject to CRB clearance and expected to have their own insurance arrangements.


3.2.2  Exceptions


  • When a visit is between the school and another educational establishment for the purpose of receiving education at the second establishment (e.g. integration visit from a special school) then a student can be accompanied by any member of staff approved by the Headteacer/ Deputy Headteacher.
  • This Policy should be read in conjunction with Roselyn House School’s Transport Policy.




Sample Educational Visits Planning Checklist and Approval Form

Risk Assessment

Out of School/ Transport Form


Reviewed July 2012 by S. Damerall and K.Willacy