WOODSTOCK SCHOOL
Physical Intervention Policy
Author
Date
Review Body
PH/LH/LW/JP
September 2016
Student Welfare
Source
Review
Status
Existing Policy
September 2018
Committee
Rationale
This policy is intended to outline the school’s philosophy and practice in handling challenging behaviour,
namely that involving necessary physical intervention. All interactions with children should be carried
out in a planned and thoughtful way. Physical intervention is always a last resort. The policy
addresses circumstances where physical intervention may become necessary and looks at physical
restraint. It is essential that the approach to handling difficult behaviour is matched to the individual
child’s level of understanding and ability to make use of the approach. This requires staff teams to
know, discuss and plan appropriate, helpful approaches to individuals within each setting. We are
committed to providing, maintaining and positively promoting a healthy and safe environment.
Aims
Children at Woodstock are asked to subscribe to 3 basic (Golden) rules. These are:
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Look After Yourself
Look After Others
Look After the School
Our primary aim as a school is to provide access to an education for all pupils. Therefore, we always
aim to avoid unnecessary physical intervention by promoting an environment where:
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Expectations are high and achievable; Children feel they are being successful
The learning environment is supportive to children’s physical and emotional needs as well as
academic
Children feel valued and cared for; receiving regular praise and positive feedback
Children receive consistent messages from staff, their families and carers.
Staff will model good relationships, behaviour and attitude including disagreement without
aggression
Classes are small, and opportunity is given for all to speak and be heard
The layout of rooms and furniture offers opportunity for children to take ‘time out’ from
pressured situations
Senior staff are available to provide space and time for children experiencing difficulty
Disagreement, bullying and negativism between pupils are addressed to avoid conflict and
escalation
The timetabling of PSHE is such that it receives the status of a core subject
All staff are trained in the TEAMTEACH method of the physical management of children
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All staff to be provided with supervision regarding behaviour management
Senior Staff are available to support staff directly in de-escalation.
Guidelines
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We have high expectations of children’s self-management of their behaviour and aim to enable
those who cannot to develop the skills to do so
Woodstock supports the TEAMTEACH approach. This involves all staff being trained to deal
with anger, and aggression management utilising therapeutic, education, awareness and
communication handling strategies
TEAMTEACH offers an approach to managing challenging behaviour and when necessary,
restraint. This places emphasis on interpretation and evaluation to defuse and pre-empt
potentially difficult situations, thus relegating the role of actual physical interventions to that of a
“last resort”
TEAMTEACH techniques are safe and humane, with a clear emphasis on holding “long strong”
bones, avoiding joints, the genital area and respiratory tracts. It relies more on principals of
body alignment and “gradient control” than the use of physical strength
TEAMTEACH consists of positive and protective verbal and physical handling strategies. Following
this method, it is acknowledged that:
 The majority of crisis situations can be resolved through calm, controlled de-escalation intervention
 Planning and the risk assessment of a situation can reduce vulnerability and potential necessary
physical intervention
 The importance of all staff recognising their own emotional involvement in a situation
Woodstock is a school for children with social, emotional and mental health difficulties. We therefore
place high emphasis on the anticipation and prevention of difficult behaviour. Our ethos reflects that
we aim to:
Know each child well: a strong relationship based on trust and respect is one of the most
effective preventative measures;
Involve the children: in decisions about their behaviour appropriate to each child's age and
understanding;
Teach by example: model respect for the children and for each other in all of our work;
Encourage age appropriate behaviour: notice and respond when children are being helpful, friendly,
quiet, co-operative;
Be consistent: as far as possible;
Be clear: children need to be aware of what is expected of them. Problems often occur when we are
unclear or unreasonable.
In accordance with DFE guidelines, positive handling or restraint must be an act of care and
not a punishment. Deliberate use of physical contact to punish a pupil, cause pain or injury or
humiliation is unlawful, regardless of the severity of the pupil’s behaviour or the degree of
provocation. We will therefore use physical intervention only after other alternatives have been
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tried: if a child is presenting a risk to self or others, we will hold gently, with the minimum force
necessary and for just long enough to calm the child down.
Holding a child who is in a situation whereby they are not in control of their own behaviour and are likely
to cause damage to themselves, others or property can offer a sense of security and can help the child
feel you are able to control with care and concern, but this is only when the hold is of a non-aggressive
nature, however firm.
According to Section 550A The Education Act 1996
“…teachers, and other persons who are authorised by the Head Teacher to have control or charge of
pupils, to use force as is reasonable in all circumstances to prevent a pupil from doing, or continuing to
do, any of the following:
 Committing a criminal offence (including behaving in a way that would be an offence if the pupil
were not under the age of criminal responsibility)
 Injuring themselves or others
 Causing damage to property (including the pupil’s own property)
 Engaging in any behaviour prejudicial to maintaining good order and discipline at the
establishment or among any of its pupils, whether that behaviour occurs in a classroom during a
teaching session or elsewhere
DFE Guidance – Use of Reasonable Force July 2013 states:
Schools can use reasonable force to:
 Remove disruptive children from the classroom where they have refused to follow an instruction to
do so
 Prevent a pupil behaving in a way that disrupts a school event or a school trip or visit
 Prevent a pupil leaving the classroom where allowing the pupil to leave would risk their safety or
lead to behaviour that disrupts the behaviour of others
 Prevent a pupil from attacking a member of staff or another pupil, or to stop a fight in the
playground
 Restrain a pupil at risk of harming themselves through physical outbursts
Schools cannot:
• Use force as a punishment – it is always unlawful to use force as a punishment
In these circumstances, we will:
Try and avoid head on conflict: try distraction or compromise - defuse the situation wherever possible
and stop it escalating. Relaxed humour is not out of order on occasions.
Use the opportunity for the child to learn: try to teach a positive alternative to an unacceptable
behaviour - i.e. "let's do this” rather than "don't do that" - always aim to increase the child's own selfcontrol.
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Make a distinction between the child and the behaviour: make it clear that we will continue to care
for the child whatever s/he might do and recognise that the behaviour is not really a personal affront to
ourselves.
Encourage children to find a way out of difficult situations: offer alternatives, make sure the child
has a way out of the confrontation without losing face and make sure there are gains in getting out of the
conflict.
Use sanctions, make them immediate, fair and reasonable.
Recognise the child's feelings: it may be unreasonable to kick, bite or scream but it is not
unreasonable to feel cross or unhappy. Suggest acceptable ways to express the feelings.
Maintain self-control: Always look for help, and where necessary leave the situation if losing your own
self-control.
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Move confidently but calmly
Make simple clear statements to the child
Make sure voices are quiet, firm and assured
Reduce the threat of our presence by sitting, kneeling or giving space for the child to move
about
Talk to the child, where appropriate, even if it appears he/she is not listening - trying to maintain
eye contact and focus on reassuring, offering comfort and security through staying with the child
when distressed and out of control. However, we will not try to sort things out in the heat of the
moment; a de-brief is offered after an incident when the child is calmer
In addition TEAMTEACH offers the following set of principles for the use of physical
interventions:
 Use only if preventative steps are unsuccessful
 Use only after all other forms of intervention have been tried i.e. early intervention nonverbal/verbal calming techniques
 The force used should be the minimum of force necessary to deal with the harm that needs to be
prevented, reasonable in those circumstances
 Communication is maintained throughout a restraint/hold
 “Restrictive techniques” are only employed to terminate or interrupt a truly dangerous situation
where injury may occur
 Physical interventions are “defensive techniques”. They should NEVER be used offensively
 There is a post-incident structure for both children and adults. Record all the use of physical
intervention
 There is no application of threat or pain. Excessive force in the use of a restraint/hold may
constitute abuse
Following physical Intervention, we will:
 Offer a drink of water and physical space to the child involved in the physical intervention
 Inform the parent or carer that a difficulty has arisen in school and the details surrounding the
incident and the actions that were taken
 Inform the social worker if there is one allocated to the child
 Offer opportunity for both child and adult involved to de-brief
 Always record all incidents accurately (please see section below for guidance)
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Recording and Reporting
All incidents of physical interventions must be logged using SIMS. An appropriate corresponding entry
must be made in the bound books kept in the Head of Pastoral Care’s Office, Deputy Head of Schools’
Office and the Stable Block Office.
Staff will write up incidents following de-brief. The Incident report (Appendix 1) will include:
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Who was involved, where the incident occurred and when
What occurred leading up to the incident
What defusing strategies were used
What positive handling strategies were involved
Who has monitored/observed the incident
Any injuries as a result of the incident
Reference to any behaviour support plan
How the incident ended
Details of debrief for staff and pupil
It is essential that these reports are accurate with the correct details, as they may be used for an
investigation if required.
Monitoring the Use of Physical Intervention
Incidents are monitored by senior management and data is compiled and reviewed both individually
after each event and at the end of each term. Data is presented termly to Governors.
Physical Handling Plans
Physical handling plans must be generated if:
 At initial assessment it seems likely that due to previous behaviour and risk assessment a pupil will
require physical intervention
 Any physical intervention takes place
After every physical intervention the plan must be reviewed and amended if necessary.
Training
All staff must complete the Team Teach Basic Training. In addition the school will ensure an on-going
programme of support that will enable staff to be fully aware of the appropriateness of physical
interventions and confident and competent in the use of any physical intervention.
Updated February 2017 by LW & JP
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Woodstock School
Physical Restraint Record
Pupil Name:
Date:
Start time of Incident:
Duration:
Location:
Names of those using physical restraint techniques:
Names of those supporting/witnessing the incident (including young persons):
Name of person completing the form:
Describe the incident in detail
What led up to the incident?
Reason for Physical Intervention
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De-escalation Techniques Prior to Restraint 
Immediate danger of personal injury to self
Immediate danger of personal injury to another pupil
Immediate danger of personal injury to a member of staff
Severe disruption of pupil learning
Absconding
To avoid damage to property
To prevent a serious situation occurring
Other Please Specify
Verbal advice and support
Humour
Negotiation / options offered
Reassurance
Distraction
Calm talking
Withdrawal offered
Other Please Specify
Nature of Physical Intervention Used, (please state duration in minutes) 
One person single elbow (standing/walking)
Two person single elbow (standing/walking)
One person double elbow (standing/walking)
Two person double elbow (standing/walking)
T-Wrap (standing/walking)
T-Wrap (seated)
Two person single elbow (seated)
Disengage from headlock or strangle
Disengage from bite
Disengage from hair pull
Other (specify)
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Min/Sec
Min/Sec
Min/Sec
Min/Sec
Min/Sec
Min/Sec
Min/Sec
Min/Sec
Min/Sec
Min/Sec
Min/Sec
Woodstock School Physical Intervention Policy
Names of those using physical
intervention techniques:
Names of those supporting /
witnessing (including pupils)
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Injuries and Damage 
Injuries to pupil
Brief Description
Injuries to staff
Brief Description
Damage to property
Brief Description
Has the Head of Pastoral Care
been informed
Has the Head of Pastoral Care
been informed
Has the Business
Manager been informed
What was the effectiveness of the restraint? How did the restraint end?
How was the physical intervention in the best interest of the child?
Debriefing and Evaluation
Yes
No
When
Has the pupil been de-briefed / incident reviewed
Do the staff involved need to have a formal debrief
Have parents/carers been notified
Has the Social Worker been informed?
By Who
When
Amending or completion of the Physical Handling Plan
Amending the Risk Assessment
SLT Actions
Has this incident been referred to another agency?
Agency:
Referrer:
Other actions, please specify
This report was completed by:
Date:
______________________________________ (Print Name)
______________________________________ (Signed)
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Monitored by SLT:
_____________________________________
(Sign and initial)
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