School Policy for PSHE and Citizenship

Spring Lane School

Wellbeing

&

Readiness to Learn

Policy

2019-2020

Spring Lane School

Wellbeing and readiness to learn policy

2018/19

Spring Lane School Mission Statement

@ Spring Lane School

We support young people to:

Grow, aspire and achieve

We do this through a system of shared values and beliefs where we:

· Provide a nurturing environment where young people feel safe, respected and valued.

· Place young people and their families and carers at the centre of their learning journeys.

· Provide a broad range of opportunities, allowing pupils to progress academically, socially and emotionally.

· Allow young people to meet challenges and develop emotional resilience.

· Enable young people to take responsibility for their choices through an open, fair and consistent approach, which all share.

· Advise and guide young people, supporting their transition to young adulthood.

· Recognise everyone as individuals, celebrating difference and diversity.

· Promote a positive self-image amongst our pupils, developing self-confidence and independence.

· Provide positive role-models, demonstrating respect, tolerance, empathy and high standards of professional practice and behaviour.

· Support and valuing each other, respecting each other’s contributions as important members of the team.

· Promote robust safeguarding policies and procedures and work

with other agencies to ensure the welfare and well-being of all.

Purpose

The purpose of this policy is to produce a working document which considers the current needs of Spring Lane School (BSP).

Aims

The policy aims to put strategies in place which help develop a positive culture of praise and reward within the school, where pupils feel empowered and are successfully able to manage their own behaviour. (Our staff, pupils and parents are a community working together.)

Ethos

We aim to focus on the wellbeing of every child to ensure they are safe and healthy, achieving, nurturing, active, respected, responsible and included.

· Promote a climate where young people feel safe and secure

· Model behaviour which promotes health and wellbeing

· Using learning and teaching methods to promote effective learning

· Being sensitive and responsible to the wellbeing of each person.

We have developed a shared understanding of wellbeing and everyone’s responsibility to promote and support it.

Research shows that investing time and resources into improving relationships and behaviour in establishments leads to positive outcomes around inclusion, engagement and achievement in the short term and community safety and cohesion in the longer term.

At SLS we are continuing to fully embed positive approaches to relationships and behaviour.

Rationale

The rationale behind the policy is that behaviour is a choice: pupils learn that positive and negative behaviour lead to positive and negative consequences.

We believe that behaviour is a form of communication and inappropriate behaviour is a communication of need.

We cannot CONTROL the behaviour of young people but we can seek to INFLUENCE their behaviour and help them communicate their needs in a more positive and controlled way, which allows them to develop strategies to help them make positive choices. If a young person continues to present in such a way which might impact on the well-being of others or impact on teaching and learning, then we seek to MANAGE the situation with clearly defined and understood strategies, sanctions and consequences.

Our school ethos has a focus on the mental, emotional, social and physical wellbeing of staff and pupils. Also a positive school ethos based on mutual trust and respect.

Staff should speak and act courteously to pupils, and therefore model and educate pupils to show similar respect towards staff and each other. This links to the Equality and Diversity Policy.

It is important that staff, students and parents understand that when a pupil behaves unacceptably it is the behaviour that is seen as unacceptable.

The policy aims to instill a sense of ‘ownership’ and responsibility for behaviour from all students, staff, and parents. Spring Lane School aims to communicate and work with parents in regard to them developing improvements in their child’s wellbeing, which will have a positive impact on their behaviour and developing strategies to help them deal with conflict situations in an appropriate way. Increase family and community engagement to support student success by developing confidence and self-esteem, respect for themselves and others, we aim to provide the young person with the tools to succeed in mainstream education, alternative provision and all educational destinations. It is important that staff use a wide range of preventative, de-escalation and intervention strategies when dealing with young people in a state of high emotions or crisis and who are presenting with inappropriate behaviour.

Staff are trained in behaviour management and de-escalation techniques using the Team Teach model. Teachers are confident in their ability to promote positive behaviour and respond to negative behaviour in classrooms and around school.

Educators have perceived an increase in the incidence of children and young people with severe mental health issues, ADHD and autistic spectrum disorders and the challenges that they raise in terms of behaviour.

It is important to remember that teaching and learning go hand in hand with positive behaviour, and that well planned, correctly pitched, and engaging lessons will promote a culture of achievement and learning where attitudes to learning, encourage confidence and self-esteem and a positive experience. Our aim is to enable teachers to deliver active, creative and engaging lessons, experimenting and taking risks. We aim to work in partnership with parents/carers to facilitate improvements in behaviour and wellbeing, which will have a positive impact on behaviour. We use a wide range of approaches to encourage positive behaviour e.g. Curricular focus on social and emotional wellbeing, restorative and nurturing approaches.

Our responsibility to safeguard and promote the welfare of young people is of major importance and we believe that safer students make more successful learners.

ON ENTRY TO THE SCHOOL

Pupils attend for an induction, where information is gathered. Expectations of behaviour and choices are discussed at the induction. Pupils are expected in the first week of induction to complete assessments and complete a pupil passport/profile (see appendix 1)

Each pupil has a daily target sheet which tracks their individual credits and records any issues to be addressed. Credits are used as part of positive behaviour rewards. (see appendix 2)

Pupils and parents are asked to agree and sign the parent partnership agreement on induction. (attached Appendix 3)

Once attending the unit, some pupils will have a Positive Handling Plan (PHP) written for them by staff. This enables staff to know how individual pupils operate and any personal triggers that may affect their learning, and allows staff to adapt their teaching methods accordingly. This is updated at regular intervals. (see appendix 4).

GENERAL EXPECTATIONS

We aim to have clear rules and expectations which are explicit and not open to misinterpretation. We aim to apply these consistently and responses to inappropriate behaviour to be the same for all pupils.

The 3 R’s are:-

Rights

Everyone has the right to feel safe at Spring Lane School sites, work in a pleasant environment and be treated fairly.

All students have the right to learn

All teachers have the right to teach

Everybody has the right to dignity and respect

Everybody has the right to feel safe and healthy.

Responsibilities

To encourage students to take responsibility for own actions and self-regulate.

Take more responsibility for the school building and school resources

Routines

Pupils currently start the day at 8.55am

Pupils are met at the door on arrival

Pupils must hand in anything they do not need during the day, including mobile phones

coats/hoodies/drinks/snacks. Packed lunches are handed in and available at break and lunchtime.

Behaviour of individuals is discussed weekly in tutorials using target sheets and Edaware

Detentions may be given at break, lunch and after school.

If a pupil decides not to complete the detention, the time is doubled for a follow-up detention and failure to complete this detention will result in a fixed term exclusion and a meeting with parents and pupil.

Pupil expectations

Pupils should attend regularly and punctually and in correct uniform.

They must hand all items in as requested by staff at the start of the day.

Pupils should allow teachers to teach in order for pupils to reach their full potential.

Pupils should be prepared to listen and learn.

They should treat one another with respect and consideration

Pupils must hand in mobile phones, cigarettes, money on entry to the school and these are returned at the end of the day.

If pupils are seen with their phone during the day they will be asked to hand it in-if they refuse they will be sent home and parents informed. Likewise, if a pupil is seen smoking on site they will be sent home and parents informed.

REWARDS/CONSEQUENCES

Spring Lane School has an ethos of valuing achievement and celebrating success.

Research shows that rewards are more effective than sanctions in modifying behaviour and staff at Spring Lane will consistently encourage and reward positive behaviour in some or all of the following ways.

REWARDS

Rewards offer incentives to reinforce positive behaviour and confirm pupil’s achievement

Pupils are rewarded for adhering to the ethos of the school. This may include:-

Praise when pupils behave appropriately and make good choices.

Positive comments on target sheets and Edaware

Tuck shop vouchers

Regular pupil review days.

Parental contact via letter, postcard or phone call home

Certificates

Pupil notice board to promote success

Credit system which rewards attendance, work, positive behaviour and uniform.

Friday form activities/outings.

Reward trips

CONSEQUENCES

Verbal warnings

Detentions- If a pupil chooses not to complete detention on the day given, it is doubled the next day. If still not completed, parents will be informed.

1:1

Parental contact

Fixed term exclusion

Police/other agency involvement.

Sending home to return with parents to discuss

Extreme behaviour

Pupils should understand that certain forms of behaviour will not be tolerated and will be dealt with appropriately

· Blatant smoking on site

· Persistent and purposeful failure to comply with the school’s expectations of behaviour

· Homophobic behaviour/language

· Bullying

· Racism

· Sexual harassment

· Aggressive behaviour or intimidation.

· Physical/verbal abuse of other pupils

· Extremely offensive language directed at a member of staff

· Possession of any illegal substance

· Damage to persons or property

· Carrying an offensive weapon

(this list is not exhaustive)

There will be times when additional sanctions may be put in place depending on the nature of the incident and circumstances involved. The school will communicate at all times with parents/carers to enable them to be fully informed on matters of student behaviour and discipline and to inform them of outcomes.

CARE AND CONTROL

There are times when pupil behaviour requires staff intervention to ensure the pupil’s own safety, the safety of other pupils, staff and protection of property.

This can require the use of physical intervention. TEAM TEACH is the approach adopted by Spring Lane School to manage challenging or aggressive behaviour. Team Teach promotes behaviour management using de-escalation but also trains staff in restrictive physical intervention using recognised techniques.

All incidents requiring the use of physical intervention are monitored by the head teacher, and recorded on our Edaware system.

Parents/carers are informed of incidents the same day.

Staff will always seek to help pupils find ways to make amends and move on positively following an incident. Restorative justice may be offered as a strategy to move forward.

Pupils’ Positive Handling plans may need to be updated following an incident which involves a previously un-recognised trigger or behaviour.

Extracts from “Use of reasonable force, Advice for headteachers, staff and governing bodies”

1. The term ‘reasonable force’ covers the broad range of actions used by most teachers at some point in their career that involve a degree of physical contact with pupils.

2. Force is usually used either to control or restrain. This can range from guiding a pupil to safety by the arm through to more extreme circumstances such as breaking up a fight or where a student needs to be restrained to prevent violence or injury.

3. ‘Reasonable in the circumstances’ means using no more force than is needed.

When can reasonable force be used?

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

Schools cannot: use force as a punishment – it is always unlawful to use force as a punishment.

Any use of reasonable force should acknowledge a legal duty to make reasonable adjustments for disabled children and children with special educational needs (SEN).

By taking steps to ensure that staff, pupils and parents are clear about when force might be used, the school will reduce the likelihood of complaints being made when force has been used properly.

It is good practice for schools to speak to parents about serious incidents involving the use of force and to consider how best to record such serious incidents. It is up to schools to decide whether it is appropriate to report the use of force to parents.

All complaints about the use of force should be thoroughly, speedily and appropriately investigated.

RESTRICTIVE PHYSICAL INTERVENTION

When RPI (Restrictive physical intervention) has taken place. The appropriate recording proforma should be completed by the member(s) of staff who applied the restraint. This includes a report on:

·

· Antecedents (A) The circumstances and triggers which led to an escalation in behaviour

· Behaviour (B) An accurate description of the challenging behaviour which has put at risk the pupil themselves, another pupil, a member of staff or anyone else.

· Consequences (C) An account of the alternative strategies (de-escalation) which has taken place prior to the need for RPI.

This form should then be sent or given to the unit manager for completion of the back page and then forwarded to DSO for uploading onto Edaware.

See appendices 8,9,10.

THE SCHOOL USES EDAWARE TO TRACK POSITIVE AND NEGATIVE BEHAVIOUR. Information is also collected from pupil target sheets, tutorials, staff meetings and de briefs. This enables staff to monitor pupils’ wellbeing and ensure incidents of negative behaviour are resolved quickly.

Staff are required to read “Guidance for Safer Working Practices….” and “”Use of Reasonable Force” See appendices 6 and 7.

EVALUATION

The school policy development is ongoing. Evaluation enables the school to ask questions, look objectively about what has been achieved, what works well and why. It also enables us to identify what is not working, what needs to be improved or modified in response to a changing environment and client group.

The policy is reviewed and monitored annually.

Appendix 1 -Pupil Passport proforma

Appendix 2.-Spring Lane School Daily Sheet.

Appendix 3.-Parent Partnership agreement.

Appendix 4.-Positive Handling plan.(PHP)

Appendix 5.- Approaches to pupils presenting with challenging and/or inappropriate behaviour and further clarification of rewards and sanctions.

Appendix 6 - Safer Working Practices Guidance – See separate attachment

Appendix 7 – Use of Reasonable Force – See separate attachment

Appendix 8,9,10 Relate to Restrictive Physical Intervention

Reviewed by C.Lythgow January 2016

Further reviewed and Appendix 5 added March 2017

Reviewed by C. Lythgow 4th October 2017

Reviewed and rebranded C.Lythgow October 2018

Reviewed by T. Gledhill/C. Lythgow – Former Behaviour Policy re-written and rebranded

Date Reviewed January 2019

Date Reviewed June 2019 T. Gledhill Policy amendments and addition of appendices 6 and 7

Date Reviewed September 2019 to include further detail about RPI reporting procedures and addition of forms to appendices.

Ratified by the Board of Governors

Signed: Mr N. Parnell Chair of Governor Date: 13th October 2016

Appendix 5 ratified by Curriculum sub-committee Date: 9th March 2017(written by TG)

Agreed and Ratified by the Governors

Signed:

Ian Chambers Chair of Governor

Date: 6th February 2019

Appendix 1

Appendix 2

Pupil Target Sheet KS4

Name______________________________________Date____________________________

Target 1 _________________________________________________________________________

Target 2 _________________________________________________________________________

Pupils can be awarded credits for each section as follows:

Punctuality/Presence-2 being on time and staying in the lesson

Work- 4 work completed and participation in lesson

Behaviour- 4 including attitude and language

Scoring 4- Fully met 1-3 Partially met 0- Not met

Lesson

Subject

Punctuality/

Presence (2)

Work (4)

Behaviour(4)

Total

Comments

1

9.15-10.00

2

10.00-10.45

Break

/10

3

11.00-11.40

4

11.40-12.20

5

12.20-1.00

Form

1.00-1.15

Lunch

/10

6

1.30-2.30

Totals

Maximum score for the day is 100

Please ensure all sections are completed by the end of the day.

Appendix 3

PARENT PARTNERSHIP AGREEMENT

The Student Agreement

1. I will make every effort to attend Spring Lane 100% of the time

2. I will arrive on time and in the correct uniform

3. I will follow the rules and expectations of Spring Lane School

4. I will attend all my lessons and arrive to each lesson on time.

5. I will work to the best of my ability in lessons.

6. I will be polite, use appropriate language and be respectful to Spring Lane staff, pupils and visitors.

7. I will be mature and seek support from staff and other pupils to reconcile any difference I have with other members of the school community.

8. I will keep the school free from litter and graffiti, making it a pleasant place to study

9. I will pay for any intentional damage I make to the school building

10. I will comply with the school rules on IT and internet use, as discussed at induction.

Signing the agreement commits me to all of the above statements. If you choose not to abide by the school expectations, consequences will be set and will become more severe if this occurs more than once.

Signed_______________ Name__________________ Date___________

(pupil) (please print)

The Parent/Carer Agreement

1. I will ensure that my child attends Spring Lane School every day and contact school if my child is absent for any reason.

2. I will ensure my child has the correct uniform and wears it each day.

3. I will support the school’s behaviour policy including rewards and sanctions, working with school to progress my child’s learning.

4. I will attend any meetings I am asked to attend in regard to my child and their education.

5. I will attend review days in school with my child and take an active interest in my child’s education.

6. I will keep the school informed of any issues/events which may affect my child’s behaviour or performance.

7. I support the Spring Lane protocol on IT use.

8. I give permission for my child’s image (still or video) to be used in school displays, publications or media to support the school.

Signing the agreement commits me to all of the above statements.

Signed _________________ Name________________ Date___________

(Parent) (please print)

Appendix 4

Positive Handling Plan

Child’s Name: Date of Plan:Review Date of plan:

What does the behaviour look like?

Stage 1 Anxiety Behaviours

Stage 2 Defensive Behaviours

Stage 3 Crisis Behaviours

What are common triggers?

De-escalation skills

Try

Avoid

Notes

Verbal advice and support

Giving space

Reassurance

Help scripts

Negotiation

Choices

Humour

Consequences

Planned ignoring

Take up time

Time-out

Supportive touch

Transfer adult

Success reminded

Simple listening

Acknowledgement

Apologising

Agreeing

Removing audience

Others

Diversions and distractions / Praise Points

1.

2.

3.

4.

5.

Preferred method Physical intervention?

Preferred method Physical intervention?

Intermediate

Try

Avoid

Notes

Friendly escort

Single elbow

Figure of four

Double elbow

Single elbow in seats

T Wrap

T Wrap to seats

Seats to T Wrap

T Wrap to ground

Cradle

Advanced

Front Ground Recovery

Back Ground Recovery

Shield

Are there any factors to consider when debriefing? E.g. Communication aids, staff etc.

Hear

Explain

Link

Plan

How should we record incidents and who should we inform?

PHP Drawn up by: ____________________________________

Position:_____________________________________________

Appendix 5

Approaches to pupils presenting with challenging and/or inappropriate behaviour and further clarification of rewards and sanctions.

It is imperative that a consistent, fair approach to behaviour management is understood and practiced by all staff at Spring Lane School and that this is understood by all pupils and parents/carers.

It is important to develop positive relationships with parents/carers who understand and support the behaviour policy of the school and recognise the need to maintain good order and the health and safety of all at Spring Lane.

Positive, strong relationships based on honesty and trust, are the bedrock of good behaviour management. We have to look for the positives in the young people who come to us and recognise and celebrate them. This can be tricky with some young people who do not like public praise, or do not see it as sincere or genuine (if they struggle to recognise the positives in themselves). Young people need to be met and greeted in a positive and cheerful manner, with a clean slate, regardless of their previous behaviour. It must be recognised that young people may be arriving with ‘baggage’ from home, the night before or their journey to school which may make them unreceptive initially.

Celebrating Success

Rewards offer incentives to reinforce positive behaviour and confirm pupil’s achievements. Pupils are rewarded for adhering to the ethos of the school. This may include:-

· Give praise (public or private) to recognise a job well done, a kind act, not responding to provocation or avoiding a difficult situation.

· Informal class-based rewards

· Positive comments placed on target sheets and Edaware

· Send a positive message home (a phone call, a postcard or an e-mail).

· Award certificates.

· Award credits for attendance, work, positive behaviour and uniform

· Organise reward activities for Friday afternoons

· Reward trips

If a young person is displaying behaviour which indicates anxiety or anger, then appropriate de-escalation strategies (Team Teach) need to be adopted prior to the introduction of sanctions. i.e.

· Do not draw attention to low level distractions.

· Use a calm, open stance.

· Use a calm tone of voice (do not raise your voice or talk too quickly).

· Listen to pupils and try to address issues.

· Offer alternatives if appropriate, but do not do “deals” with pupils which do not comply with behaviour policy or have not been sanctioned by a teacher or manager.

· Ensure interventions are communicated to appropriate staff so they are not subsequently countermanded or undermined.

· Allow pupils take up time.

· Do not persistently “talk at” a pupil. Wait for them to calm and become receptive to suggestions.

· Distract.

· Use humour, if appropriate, but do not belittle or make light of an issue. (Do not use sarcasm).

· Reassure.

· Do not touch, even for reassurance, unless your relationship with the pupil recognises that this will not escalate a situation.

· Change of face.

· Removal of audience.

If, following attempts at de-escalation, a pupil is still behaving inappropriately or refusing to comply with instructions, issue first warning.

Applying Sanctions.

1st Warning – pupil issued with a warning and consequences of non-compliance explained. Pupil to be given take-up time (a few minutes) without continued verbal direction. To be recorded on Edaware at earliest opportunity.

2nd Warning – if pupil continues with inappropriate behaviour, 2nd warning to be issued and explained to pupil they will only be told one more time before a consequence is imposed. To be recorded on Edaware at earliest opportunity.

3rd Warning – if pupil continues with inappropriate behaviour, 3rd warning given and pupil clearly told “This is your 3rd and final warning, if you do not do as you are asked then there will be a consequence.” (Detention – time dependent on how long this incident of disruptive behaviour has lasted). To be recorded on Edaware at earliest opportunity.

If following the third warning within a session the pupil still refuses to comply with instructions, then:

Detention – pupil to remain in school with staff member/teacher issuing detention for the agreed time. Pupil to be given either missed work or detention activity appropriate to their ability.

Pupil told that if work is not completed, it will be sent home by post with a letter to parent/carer, explaining why the detention was set and that the pupil has refused to complete the work.

If pupil refuses to attend detention, pupil told that parents will be called and a longer detention (2 x initial detention) will be arranged for the following school day.

Outcome to be recorded on Edaware.

One to one working – If after third warning and issue of detention, pupil still does not comply with instructions then a manager should be called and (if staff are available) pupil will be placed 1:1 with a member of staff for the remainder of that session and the following session or until the end of the day (whichever comes first), where they will complete the work set from the missed lessons.

(This will replace the sanction of detention).

Outcome to be recorded on Edaware.

It will be explained to the pupil that if they continue to refuse to comply with instructions they will be excluded for the remainder of the day and possibly longer depending on the time of the incident and the severity of their behaviour. If behaviour continues a phone call will be made to parents/carers and a fixed term exclusion given for a period set by headteacher/SLT.

Fixed-Term exclusions.

Pupils may be subject to a fixed term exclusion of the remainder of the day for:

1. Failure to comply with instructions to go to 1:1 and complete work set, whilst behaving in an appropriate manner. (3 warnings and a detention will already have been given prior to this).

2. Failure to hand in any requested items (phones, smoking paraphernalia, etc.) Following 3 warnings, detention and 1:1

3. Deliberate damage to property, a bill will also be issued to cover the cost of repair or replacement.

4. Threatening or aggressive behaviour towards another pupil, member of staff or visitor following attempts to de-escalate by staff, change of face and/or other strategies to diffuse the situation.

5. Assault on a pupil, member of staff or visitor. This includes pushing a member of staff out of the way.

6. Caught smoking or using an e-cigarette on-site.

7. Racist or homophobic bullying. (Not a single incident of inappropriate language, but persistent behaviour which continues beyond the application of lesser sanctions.)

8. If a pupil refuses to attend a doubled up detention they will be excluded for the following day and a meeting with parents requested on return to school.

Following the issuing of a same day fixed term exclusion, an investigation by SLT will determine whether the exclusion is extended. An exclusion which extends for longer than the remainder of that day should be followed by a ‘return to school meeting’ with pupil, parent/carer and a school manager (Headteacher, SLT, AB, CL, RS).

This will allow the discussion of any school issues and any pupil/parent issues to be investigated and responded to. The Parent Partnership Agreement may be revisited and the Positive Handling Plan should be reviewed.

It may be appropriate to look at an individual timetable for that pupil which might involve:

· Reduced timetable

· 1:1 timetable

· Off-site provision (including on-line learning)

· Alternative provision

Any alternative timetable imposed on a pupil will be reviewed within an agreed, reasonable time-frame (2 – 6 weeks).

Threats on social media

If pupils have made threats, inappropriate comments or posted inappropriate images about other pupils or staff, outside of school, via social media, it may be necessary to risk assess the situation before that young person comes into school and there has been an opportunity to investigate by the unit managers. A decision can then be made around a way forward and possible use of a restorative justice approach. This may mean a fixed term exclusion whilst an investigation is carried out.

Appendix 6 – See separate document Guidance for Safer Working Practice (This can also be found on the School website

Appendix 7 – See separate document Use of Reasonable Force (this can also be found on the School Website

Wellbeing and Readiness to Learn Policy 2019-20 (Formerly Behaviour Policy)

1

Appendix 8

Spring Lane School

Use of Restrictive Physical Intervention

Name of School:

Record of the Use of Reasonable Force

Reference should be made to the School’s Policy on Care and Control of Pupils before completing this report. This report should normally be completed as soon as practically possible after the incident no later than 24hrs following incident)

Name of Pupil

Class

Name(s) of Reporting Staff

Name(s) of Other Staff present:

Names of Other Pupils Present

Details of Incident Leading to the Use of Reasonable Force/Restrictive Physical Intervention

Day

Date

Time

Place

Lesson/Activity/Context

Setting Factors:

A -Antecedents to Incident

What led to incident / triggered the behaviour leading to the RPI?

B – Behaviour

What behaviour was observed?

C- Consequences

What actions did adults take before RPI was applied to avoid its use if possible.

Precipitating Reason for Using Restrictive Physical Intervention

Please indicate by ticking one of the boxes below the reason why you decided to use a RPI?

(You should ensure that the completion of Box B and C above, indicate clearly how one of the risks indicated below was identified, to justify your use of ‘reasonable force’ as a last resort, or was otherwise reasonable, in the circumstances. )

IS

The pupil was at immediate risk of injury.

IP

The pupil was placing other pupils at risk of injury.

IS

The pupil was placing staff or others present at risk of injury.

IR

The pupil’s behaviour was likely to lead to a risk of injury

DP

Property was about to be damaged?

GOP

Was the maintenance of good order and discipline being prejudiced?

How?

OC

Other circumstances (Explain below):

Description of the Use of Reasonable Force.

Explain below how the pupil was held, which parts of the body were held , by whom , for how long and, if the pupil was moved, the location to which the pupil was moved.

Description of the release, calming and recovery support provided to the pupil.

If safe space used, please include a record of time spent in there, door closed/door open and supervising staff,

Records of Any Injury to Pupil or staff involved in the RPI

Please attach a Body Map to indicate any injury observed following the RPI and describe below.

If pupil or staff are injured, an HS1 form should be completed.

INJURY SUSTAINED

If appropriate, do you feel you received sufficient personal support/recovery time following this incident? Yes/No

Having reviewed this form, are you satisfied that the action you took was as a last resort in the best interests of the child or others present to secure their health, safety and welfare?

If you answered ‘No’ , you should present this report, in person, to the most senior manager on site at the time and explain your reasons for this response.

Yes/No

Signature:

Time:

a.m./p.m

Date:

Report Passed to:

Name:

Designated Role:

Immediate Follow Up Actions by Headteacher or Other Senior Manager

Name

Designated Role:

Date/Time Report Received:

Date: Time:

Appropriate Adult informed:

Signature:

Date

Parent/Carer Informed

How :

Form uploaded onto Edaware

By:

Date:

Initials:

Report has been reviewed with staff and support/guidance provided

By:

Date:

Initial:

Summary of support/guidance:

Incident has been reviewed with pupil

(See attached review sheets)

Date:

Initial:

For all Children Looked After : Pupil’s Social Worker must be Informed:

Date:

Initial:

Appendix 9

Why I was held…………..

Pupil Name___________________________ Date:________Time: ______

Completed with (Staff name):________________________________

Do you remember the incident that happened yesterday when you were held.

I need to hear what happened from your point of view and look at ways we can try and prevent this from happening again.

Please tell me what you think happened? Please try to tell me from the beginning so that I can understand the whole story because sometimes, as staff, we don’t see the beginning of a situation.

What happened……..

Can you think of any (other) reasons why it happened?

Do you understand why staff felt it was necessary to hold you?

Have you any ideas about how you could change what you did, to stop it happening again?

What do you think you need to do to put things right?

Do you think there is anything different, we staff can do to try and help you to stop it happening again?

Thank you for helping me to understand your side of the story. I am going to read back what you have told me and then I am going to ask you to sign this sheet to show that this is a true record of what we have talked about, then I will sign it too.

Pupil’s Signature __________________________ Date___________

Staff Signature __________________________Date____________

Appendix 10

Why I was held…………..

Pupil Name___________________________ Date:_______ Time: ______

 

Completed with (Staff name):________________________________

Do you remember the incident that happened yesterday when you were held.

I need to hear what happened from your point of view and look at ways we can try and prevent this from happening again.

Please tell me what you think happened? Please try to tell me from the beginning so that I can understand the whole story because sometimes, as staff, we don’t see the beginning of a situation.

What happened……..

Can you think of any (other) reasons why it happened?

Do you understand why staff felt it was necessary to hold you?

Have you any ideas about how you could change what you did, to stop it happening again?

Do you think there is anything different, we staff can do to try and help you to stop it happening again?

Thank you for helping me to understand your side of the story. I am going to read back what you have told me and then I am going to ask you to sign this sheet to show that this is a true record of what we have talked about, then I will sign it too.

Pupil’s Signature

 

__________________________ Date___________

 

Staff Signature

 

__________________________Date____________