Behaviour Management Policy

January 2020

This Policy was approved by:

Standards Committee of the Governing Body

March 2nd 2020 Date for Review: March 2021

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Policy Statements – Relationships and Behaviour Management Rationale Good behaviour is important in any school for effective teaching and learning to take place. At Fred Longworth High School students are treated as individuals and excellent relationships exist between staff and students, based on mutual respect. All members of the school community must understand that poor behaviour of any type will not be tolerated. High standards are achieved through clarity of expectations, an emphasis on praise and rewards and a focus on stimulating and effective teaching and learning. This policy outlines how these high standards will be achieved. Purposes 1. Clarify what is meant by good behaviour. 2. Have a clear structure and procedures for dealing with behavioural issues. 3. Maximise the impact that the school can have on good behaviour. 4. Help to give students, staff and parents a sense of direction and a feeling of common

purpose. 5. Help students to feel good about themselves and others. 6. Minimise the occurrence of misbehaviour and confrontation. 7. Ensure that all students have the right to learn and teachers have the right to teach. 8. Comply with government expectations with regard to school discipline and behaviour

policies. Guidelines – in lessons students should:

• Adhere to the classroom ground rules.

• Not speak while the teacher or another student is speaking.

• Enter and leave lessons in an orderly manner.

• Be punctual.

• Arrive with student notebook, pen, pencil, ruler, relevant equipment, books and files.

• Be given help individually when necessary.

• Sustain hard work.

• Contribute to the lesson, refine ideas and show good manners.

• Show respect to staff, students and the wider community.

• Wear full and correct school uniform

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What happens when there is a breach of discipline? It is important that a distinction is made between minor and more serious offences there has to be some flexibility in the application of sanctions to suit individual circumstances. When used, sanctions are imposed without an infringement of the school’s aims, and should not, as far as possible, damage relationships and the student’s self-esteem. A restorative approach needs to be used to deal with issues as far as possible. Lines of referral The classroom teacher will initially deal with any issues within his/her classroom, unless the issue is serious in which case On Call should be used. Low level issues will be dealt with by the class teacher. If a referral for support or further action is needed a referral will be made to the relevant HoS/HoF and HoY, using the SIMS referral system. With all cases of ‘Red behaviour’ the member of staff involved will complete a referral in SIMS. Behaviour Management Stages – a student may proceed to stage 3, 4 or 5 if there are serious concerns. Stage 1 If a student is behaving poorly the classroom teacher will initially use his/her professional skills and class management expertise to intervene and modify the student’s behaviour, using different strategies. At this stage if a student is asked to leave a classroom by a member of staff, it should only be for a short period. If the poor behaviour continues the classroom teacher will issue a final warning. If the poor behaviour still persists, the student will be issued with a Loss of Reward (LoR) in SIMS. The class teacher will consider moving the student to a ‘buddy’ room and at the end of the lesson the class teacher will use an appropriate sanction to follow up this issue, eg. short detention, verbal reprimand. If this pattern of behaviour is persistent, the classroom teacher will inform the HoS/HoF/HoY using the SIMS Referral System. The HoY will issue the student with a detention the following day. A restorative approach will be used to resolve any issues, where appropriate. If a student displays red behaviour, staff should consider using The On Call system. Students must not be sent to The HoY offices, SLT offices or The Inclusion Centre. With persistent issues at this stage staff are encouraged and advised to ring parents. Parents appreciate being informed, and will support school by discussing the issues with their children.

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Classroom Management Strategies – Good Practice Ideas/strategies that can be used in the classroom; staff may use these strategies at ‘Stage 1’ to maintain excellent behaviour within their classrooms.

1. Seating Plans

2. Use of praise – very powerful! (3:1 praise to constructive criticism)

3. Teacher positioning and interaction

4. Use of movement time to provide ‘breaks’

5. Eye contact and non-verbal warning

6. Making time to get to know the students and their background. Learn their

names

7. Use of a ‘fresh start’ – e.g. after an issue or detention to be served

8. Building relationships with parents – positive comments/postcards home

9. One to one discussion about behaviour – if it is worsening

Stay calm and show controlled, relaxed body language to maintain a tension-free atmosphere. Take this to the next level infrequently. Teachers who shout too often will struggle to maintain excellent class management. Stage 2 A faculty-based sanction, such as a faculty detention or a letter of apology written by the student to the member of staff, should be issued. After school faculty detentions will take place on Tuesday evenings: HoF will need to record the students’ names on the detention spreadsheet by Monday lunchtime at the latest. ‘SIMS In Touch’ will be used to inform parents about faculty detentions on Tuesday evenings. At this stage, if the issue persists, the HoF should be involved and should consider appropriate action such as a faculty report, removal from a class to work with HoF (short term) or faculty detentions/referral to HoY for WSD. HoY will collect students for WSD to ensure that detentions are completed, if required. A restorative approach will be used to resolve any issues. ‘SIMS In Touch’ will be used to inform parents of any after school WSD, with 24 hours’ notice given. Stage 3

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The Head of Year, based on a range of evidence including behaviour data, considers all strategies and sanctions at their disposal – parental involvement, various reporting processes within the Year Team, referral to the Inclusion Team, or change of banding/forms. Internal Exclusion or isolation with HoY for a short term may be necessary. The HoY will liaise with our SENDCO and Inclusion Manager to arrange any additional support via the Inclusion Centre. A restorative approach will be used to resolve any issues, where appropriate. Stage 4 The student will be referred to SLT in consultation with the Pastoral Deputy Head, and a member of SLT will begin to work with the student. The 5 day report booklet will be used, and SLT will look at the strategies that could work to improve the behaviour of the student. In general this will take place for around 6 to 12 weeks. A restorative approach will be used where appropriate. Stage 5 At this stage the vast majority of students will have improved their behaviour, however a small number may need further support, advice, mentoring and sanctions. Strategies that will be used at this stage:

• Use of isolation with a member of staff or use of The Internal Exclusion Room

• Fixed Term Exclusions at home or at local high schools, with parental meetings and follow up plans

• The use of a Behaviour Improvement Plan (BIP) – this is the next stage of the reporting process and generally lasts for 4 – 6 weeks. Clear targets are set for the student to achieve

• Referral for behaviour mentoring or specific work eg anger management

• Referral to the SENDCO for an educational psychologist assessment and report

• Use of an Early Help Plan (EHP)

• Referral to The Leigh Engagement Centre for a 12 week, 2 days per week placement to work with the student on targeted areas

• Referral to our Senior Head of Year for one to one mentoring and support Stage 6

A respite placement for 4 to 6 weeks may be set up with a local high school. At this stage, a PSP needs to be considered for the student to start upon their return if the Pastoral Deputy believes this to be the right course of action. The respite placement will enable the student to reflect on his/her behaviour at FLHS, and an opportunity will be given for the student to modify their behaviour on a BIP upon their return. This decision will be made on an individual basis dependant on how the student has engaged in their respite placement. Stage 7 (for students presenting serious behavioural/attitudinal problems) The student will begin a Pastoral Support Programme (PSP). The PSP will run for up to 16 weeks and will involve strategies and agencies to support the student (including the Inclusion Team), as well as clear expectations and targets to meet. If not already done

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at this stage, an Educational Psychologist may assess the student. Parents will be invited to the initial PSP meeting, the mid-term review (week 8) and at week 16. At week 8, if the student is at risk of failing, a governor and a member of the discipline committee may meet the student and their parent(s). Stage 8 The student will begin a ‘managed move’ with another local high school. The decision to seek a managed move will be done on an individual basis, factors such as likelihood of success will be considered. This is a move to another school, where the student is on dual roll with the receiving school. After 12 weeks, if the student meets their targets they are taken on roll at the receiving school. If this fails, the school may consider approaching another school for a second managed move, however this may not be possible and the student may face a permanent exclusion. One-off managed move/permanent exclusion On the rare occasion of a serious incident involving completely unacceptable behaviour, examples of which include: extreme violence, possession of drugs in school with the intent to sell, bringing a prohibited item (eg a weapon) into school, threatening behaviour, sexually offensive behaviour and extreme racist or homophobic behaviour; the school will consider a managed move or a permanent exclusion. If this is the case a Governors’ Discipline Committee will meet to discuss the incident and make a decision based on the recommendations of the Headteacher. Behaviour Out Of School The school expects students to be appropriately behaved when travelling to and from school wearing the FLHS uniform. Poor behaviour not only adversely affects members of the school and local community, but it also reflects badly on the school in terms of our reputation. We will support students, parents, local residents, businesses and the wider community if issues occur during these times. We will deal with any issues and treat them as a school matter. Referrals to The Police will be considered if appropriate. As a general rule after 4pm on midweek school days and at weekends, we believe that parents are responsible for the behaviour of our students. If an issue is reported to us during these hours we will work with the local community, parents and The Police to support any action that is needed. This may include informing parents of any issues that we have been made aware of.

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The Good Behaviour and Discipline

“Traffic Lights”

The following “traffic light” posters will be displayed in all classrooms, indicating the behaviours we wish to see and the ones we do not wish to see:

NEVER (Red behaviours)

• Hit

• Threaten

• Use bad or rude language

• Refuse to follow teachers’ instructions

• Spit at another student or member of staff

• Use discriminatory language or comments

• Damage property or equipment DON’T (Amber behaviours)

• Talk when a teacher is talking

• Interrupt

• Answer back

• Shout out

• Behave inappropriately

• Chew in class

DO (Green behaviours)

• Say ‘please’ and ‘thank you’

• Ignore talkers

• Put your hand up

• Wait your turn

• Respect the teacher, other students and equipment

• Work well with other students in the class

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• Work hard, showing resilience and determination

• Take responsibility for your own behaviour and learning

• Follow teachers’ instructions at all times.

When students show ‘red behaviours’ For “red” behaviours students will immediately go to stage 3 or 4 and generally On Call should be used. Appropriate sanctions will be used to follow up any red behaviour. Some examples of unacceptable “amber” behaviours

1. Talking out of turn eg. by making remarks, calling out, distracting others by chattering.

2. Speaking while the teacher is speaking to the class. 3. Calculated idleness or work avoidance eg. delaying start to work set, not having

essential books or equipment, including a pencil, pen and ruler. 4. Hindering other students eg. by distracting them from work, interfering with

equipment or materials. 5. Getting out of seat without permission. 6. Verbal abuse towards other students eg. offensive or insulting remarks (at teacher’s

discretion). 7. General rowdiness, horseplay or fooling around. 8. Persistently infringing class (or school) rules .g. on dress, homework, chewing gum

or sweets. Sanctions that may be used for such behaviour (Stage 1/2) 1. Warning the student and affirming expectations/verbal reprimand. 2. Placing the student on a subject report. 3. Moving the student to another part of the room, speaking to the student one to one. 4. Reasoning with the student/students outside the classroom setting in their own time. 5. Requiring the student/students to do “extra tasks” eg. extension of lesson work,

completion of missing work. 6. Completing a behaviour reflection task. See Appendix 3. 7. The student will be spoken to by subject/faculty leads. If there is further

misbehaviour, a 20 minute faculty detention will be given. 8. Asking the student to withdraw temporarily from the room or class, to go and work in

another teacher’s classroom, in particular with the HOD/HOF. 9. If a student misbehaves in a lesson, he/she can be detained for up to ten minutes at

the end of the day (but not if already in WSD). 10. Detention at breaks and lunchtimes. 11. Community work e.g. picking up litter or tidying up.

12. Whole group punishments are generally avoided but may be given if an item of equipment, such as a Stanley knife, is missing at the end of a lesson.

13. Faculty detentions at lunchtime to improve behaviour are often a useful strategy. Students must still be allowed time to collect lunch.

Using ‘lines’ as a way of disciplining students is not viewed as an effective method and should not be used by staff.

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Rewards The recognition of students’ efforts and achievements is an essential part of promoting high standards and quality learning. At Fred Longworth High School we aim to achieve this through an emphasis on praise and rewards, combined with stimulating and effective teaching and learning. Staff praise, both verbal and written, is seen as an important way of rewarding students. In addition, the school has a rewards system to acknowledge and reinforce student achievement.

Y7 – Y11 Y7 – Y11 students receive rewards electronically via SIMS. Rewards are collected and traded in for prizes, which are distributed by key staff including HOYs, Pastoral Deputy and Head teacher. Rewards are issued for academic achievement and are based on the following:

• Sustained effort over a period of time;

• Successful completion of a module of work;

• Outstanding individual pieces of work, either in class or at home;

• Excellent contribution in lessons;

• Helping out at school events;

• Litter picking at lunchtimes.

• In Year 11 (or 10 if revising for exams) attendance at morning, lunchtime and after school revision sessions.

Positive comments can also be written in student notebooks and postcards are sent home alongside prizes to celebrate achievement.

Rewards Trips will be offered to students who achieve a high number of rewards and meet the

criteria. End of Term celebration assemblies also give all students who have made significant

progress at Fred Longworth High School the opportunity to be entered into a draw to win

some outstanding prizes.

Rewards Criteria In order for students to qualify for rewards and trips, including the Year 11 Leavers’ Dinner, the following criteria must be met:

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• Attendance of 97% or above, students who miss this target may have specific

genuine reasons for this; • Students should be making good progress across all subjects and achieve at

least a Bronze Award; • Homework should be completed on time and to a good standard;

• No exclusions; • No Room 101 unless students have completed Community Service tasks

such as litter picking equal to time spent in Room 101; • No more than 10 late marks in a year, or 3 per term; • No unauthorised absences (including holidays).

With regards to the end of term trips and The Leavers’ Ball the school may apply discretion if students fail to meet one of the above criteria.

Right Click & Reward In SIMS for All Students (Year 11 linked to

The Prom):

25 REWARDS = HOY PRIZE AND POSTCARD

50 REWARDS = DEPUTY HEAD TEACHER PRIZE AND

POSTCARD

75 REWARDS = HEAD TEACHER PRIZE AND

POSTCARD

100 REWARDS = £5 VOUCHER/MONEY OFF PROM

150 REWARDS = £10 VOUCHER/MONEY OFF PROM

Y10 Rewards have been reviewed and link more closely to the Y11 Prom.

In Year 11 rewards will lead to vouchers linked to the Y11 Prom.

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ENRICHMENT POINTS

Students also earn rewards in the form of ‘Enrichment Points’ by attending clubs and

activities at lunchtimes and after school. These lead to end of term certificates and the

highest achievers are rewarded with vouchers

BEST Awards

Each term form students identify students for BEST certificates. These recognise those

students that have worked well with the key themes of Belonging, Engaging,

Succeeding and Working Together, in line with the school motto.

Transition All new Year 7 students are involved in three “Move Up” Days, and the HOY and/or Pastoral Deputy will gather information on every child who is given a place at the school. Students who need additional support with transition are identified early and are invited to the Welcome Day. Further information is gathered, and strategies to induct students successfully into school are shared with staff. The Move-Up Days are for all children at transition, the Welcome Day is an additional day to give extra support during transition. Students who join mid-year are given a bespoke programme of support, usually including some Inclusion Centre involvement. Nurture Provision On entry to school, students may be invited to work in the Nurture Room. Nurture groups are part of the support available within schools for students who are unable to cope in the classroom. These students often display emotional or behavioural responses that prevent themselves and others from accessing the curriculum.

Purpose and aims of the Nurture Group: • Provide a planned, preventative resource that is responsive to the individual needs

of students.

• Provide assessments and support for students who display behavioural difficulties or show signs of emotional stress.

• Enable the students to access the curriculum and contribute fully to school life.

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• Provide a secure and reliable small group setting that supports students’ learning by allowing them to experience nurture from caring adults, whose aim is enabling students to successfully integrate into their mainstream class.

• Give students the opportunity to develop secure and trusting relationships with adults. Through these relationships, students are able to learn appropriate behaviour, constructively apply their curiosity, build self-esteem and develop confidence.

• Work with teachers, parents and other key people to promote a consistent approach, both at home and at school.

Staff Training All staff who start at the school receive training on Behaviour Management and the school’s Behaviour Management Policy. This usually takes place at ‘New Staff Induction’ in July each year and in September when staff have started at the school, but will also be delivered to staff who join the school at other points in the year. As part of the school’s on-going training programme, Behaviour Management training will be given to staff on a regular basis.

Searching for prohibited items See Appendix 1 Use of Restraint See Appendix 2

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Appendix 1

Searching, Screening and Confiscation Policy

June 2019

This Policy was approved by:

Full Governing Body: 1 July 2019

Signed: …………………………………….. Chair of Governors

Date for Review: July 2021

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Fred Longworth High School’s policy reflects the Department for Education’s advice on powers of screening, searching and confiscation.

Wherever possible, searches will be undertaken with the consent of the student. However, school staff do have the right to carry out a search for the following items without consent if it is necessary and in the best interests of the school/other students and there are reasonable grounds for suspecting that a student is in possession of a prohibited item.

Searches will be undertaken by a member of SLT or the relevant HOY. At times a search may involve two members of SLT or two HOY’s.

Two members of staff will always be present during any search.

If staff think there are reasonable grounds to search a pupil they should send for one of the above members of staff.

Prohibited Items:

• Knives or weapons

• Alcohol

• Illegal Drugs/’Legal Highs’ (there are several of these)

• Stolen Items

• Tobacco and cigarette papers

• E-cigarettes

• Fireworks

• Pornographic Images

• Any article that the member of staff reasonably suspects has been, or is

likely to be, used to commit an offence, or to cause personal injury to, or

damage to the property of, any person (including the student).

The member of staff undertaking the search will be the same sex as the student being searched. (The only exception to this would be if there is a risk of serious harm caused to a person if we do not conduct the search immediately).

The search needs to take place in a private area, the offices in the Inclusion Centre, HOY offices or SLT offices are ideal locations for this.

Searching with Consent

School staff can search students with their consent for any item. In this circumstance, a student will be asked to turn out his/her pockets AND allow the staff member to look in the student’s bag and for the student to agree.

If the student refuses, then school reserves the right to impose an appropriate punishment for refusal to co-operate. This will most likely be a fixed term exclusion followed by a reintegration period in Room 101 and a parental meeting.

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Any search that is undertaken will be recorded on the form shown in this policy. A copy of this form will be sent to the Pastoral Deputy Head.

Confiscation

School staff will seize any prohibited item or any item considered to be harmful/ detrimental to school discipline found as a result of a search.

Any items which are confiscated will not be returned to the student. They will be returned to parents OR the police if the item could be used to commit an offence/cause injury/damage. In the case of stolen items, these will be returned to the owner, or disposed of according to DfE guidelines.

In the case of indecent images on students’ mobile phones, these may be deleted or passed to the Police if appropriate.

Mobile phones will be confiscated in accordance with the school’s Mobile Phone Policy.

Jewellery will be confiscated in accordance with the school’s Uniform Policy.

Please note:

The school is not required to inform parents before a search takes place or seek their consent. Parents will be informed if alcohol, illegal drugs, potentially harmful substances or objects are found.

By law, schools can require students to undergo screening by a walk-through or hand-held metal detector even if they do not suspect them of having a weapon, without the consent of the student. Screening is currently a very rare occurrence in schools and is only introduced when deemed to be necessary.

Any searches undertaken will be mindful of a student’s privacy. Any complaints regarding screening/searching should be made through the normal school complaints procedure.

Searches of students are very infrequent and are undertaken when there is good reason to believe that it is in the best interests of the students and the school to do so.

This policy is one of the school’s pastoral policies and should not be read in isolation from the Whole School Behaviour Management Policy.

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Record of a search for a prohibited item

Date:

Time:

Venue of search:

Name of student: Consent given by student Yes/No (please circle)

Item(s) being searched for:

Item(s) found Yes/No Details:

Who conducted the search:

Parents informed Yes/No Member of staff informing parents:

Further details:

Signed : ………………………………………………….. (member of staff) Name: …………………………………………………….. Witness: …………………………………. Name: ………………………….

Appendix 2

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Use of Reasonable Force Policy

June 2019

This Policy was approved by:

Full Governing Body: 1 July 2019

Signed: …………………………………….. Chair of Governors

Date for Review: July 2021

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FRED LONGWORTH HIGH SCHOOL Policy on the Use of Reasonable Force

Introduction Fred Longworth High School is committed to maintaining the safety of students and staff. Situations involving decisions about whether to use reasonable force can occasionally occur in school. This policy seeks to establish clear guidelines on the use of reasonable force by staff and acts as an important part in minimising risks associated with choosing to use or not use reasonable force.

DfE Guidance July 2013 and January 2016 enables school staff to use such force as is reasonable in the circumstances to prevent a student from doing, or continuing to do, any of the following:-

• Committing any criminal offence

• Causing personal injury to, or damage to the property of, any person (including the student him/herself)

• Prejudicing the maintenance of good order and discipline at the school or among any students receiving education at the school, whether during a teaching session or otherwise

Objectives This policy seeks to:-

• Ensure the safety of students and staff

• Prevent serious breaches of school discipline

• Prevent serious injury to staff and/or students

• Provide guidelines to staff when faced with situations that may require the use of force

Definition

The use of force can be regarded as “reasonable” only if:-

• The circumstances of the particular incident warrant it

• The degree of force used is in proportion to the incident and is no more than is needed

Otherwise, any use of force is unlawful.

Force is used either to control or restrain and can range from leading a student by the arm through to more extreme circumstances such as breaking up a fight or restraining a student to prevent violence/injury.

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When reasonable force may be used

Calm and measured responses will be considered before any force is applied in any situation. It is often inappropriate for a member of staff to intervene in an incident without help if he/she may be at risk of injury. In this event, he/she will remove other students who may be at risk and summon help from a colleague.

Reasonable force may be appropriate to restrain a student where action is necessary for self-defence; where there is an imminent risk of injury or damage to property or where a student is compromising good discipline.

Examples are:-

• A student attacking a member of staff, or another student

• Students fighting

• A student deliberately damaging property

• A student causing, or at risk of causing, injury or damage by accident, rough play, or by misuse of materials or objects

• A student persistently refusing to follow an instruction to leave a classroom

• A student behaving in a way that seriously disrupts a lesson, school event or visit

• A student placing him/herself at risk by absconding from school

In these examples the use of reasonable force would be reasonable if the behaviour was sufficiently dangerous or disruptive to warrant physical intervention and could not realistically be dealt with by other means.

In exceptional circumstances, where there is an immediate risk of injury, a member of staff may need to take any necessary action consistent with the use of reasonable force, for example, to prevent a student running into the path of oncoming buses or throwing something which might hit someone.

The decision on whether or not to physically intervene is down to the judgement of the member of staff concerned and should always depend on individual circumstance.

“School staff will always try to avoid acting in a way that might cause injury, but in extreme cases it may not be possible to avoid …” (DfE Guidance July 2013).

Staff Authorisation Permanent authorisation: All teachers and support staff who have control or charge of students automatically have the statutory power to use force. This includes teachers, teaching assistants and non-teaching staff.

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Deciding whether to use force Reasonable force may considered when:-

• There is a need to prevent injury to another student and/or member of staff or to the student themselves

• A student fails to comply with a reasonable instruction to stop an action that is potentially dangerous to themselves or others

• A student’s actions place in jeopardy the health and safety of others

• A student’s behaviour seriously prejudices good order and discipline in the school

Members of staff should use the following guidelines to decide whether or not force should be used in particular circumstances:-

• The potential consequences of not intervening were sufficiently serious to justify considering using force

• The chances of achieving the desired result by other means were judged to be low

• The risk associated with not using force outweighs those of using force

• There was identifiable risk to other students and/or members of staff and/or school property

Proper account should be made of any particular Special Education Need and/or disability that a student may have.

It is worth noting, however, that decisions often need to be made quickly and that the professional judgement of the member of staff involved is key.

Using Reasonable Force:-

• Staff should immediately call for SLT On Call. If available, Mr Whalley will assist in the first instance.

• It is important to use the minimum force necessary to achieve the desired result. It is always unlawful to use force as a punishment

• A clear verbal warning should be given to the student that force may have to be used

• Restraint that is likely to injure a student (particularly anything that could constrict breathing) should only be used in extreme cases or where there was no viable alternative

• Wherever possible force should not be used unless there is another responsible adult present to support, observe and call for assistance

The types of force used could include:-

• Passive physical contact resulting from standing between students or blocking students

• Active physical contact such as:- (i) leading a student by the hand or arm (ii) ushering a student away by placing a hand in the centre of the back (iii) in more extreme cases using appropriate physical restraint

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Where there is a high and immediate risk of death or serious injury, a member of staff is justified in taking any necessary action (consistent with seeking to use the minimum force required to achieve the desired result) e.g. preventing a student running in to a busy road or preventing a student hitting someone with a dangerous object such as a hammer or glass bottle.

Staff should make every effort to avoid acting in a way that might reasonably be expected to cause injury. However it may not always be possible to avoid injuring a student.

Staff should avoid touching or restraining a student in a way that could be interpreted as sexually inappropriate conduct.

Pastoral staff have received ‘Team Teach’ training and these staff are best placed to use reasonable force in the first instance. Heads of Year and our Site Manager are included in this group of staff.

Recording incidents

Annex A should be used to record details of any incidents requiring the use of force. This should be completed as soon as is practically possible after the incident and handed to the Deputy Headteacher.

Annex A

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Use of Reasonable Force to Control or Restrain Students – Incident Record

Details of student(s) on whom force was used by a member of staff (name, class)

Date, time and location of incident

Details of other students involved (directly or as witnesses), including whether any of the students involved were vulnerable for SEN, disability, medical or social reasons

Description of incident by the staff involved, including any attempts to de-escalate and warnings given that force might be used

Reason for using force and description of force used

Any injury suffered by staff or students or any first aid and/or medical attention required

Reasons for making a record of the incident

Follow up, including post-incident support and any disciplinary action against students

Any information about the incident shared with staff not involved in it and external agencies

When and how those with parental responsibilities were informed about the incident and any views they have expressed

Has any complaint been lodged (details should not be recorded here)

Report complied by: Name and role: Signature: Date:

Staff Witnesses:

Name and role:

Signature:

Date: