Physical restraint is only used to prevent likely injury to the child concerned or to others, or likely serious damage to property. Restraint is not used as a punishment, as a means to enforce compliance with instructions, or in response to challenging behaviour which does not give rise to reasonable expectation of injury to someone or serious damage to property. (For schools which are children’s homes, this does not prevent the use of restraint in circumstances permitted by s550A of the Education Act 1996.) The registered person has a clear written policy, procedures and guidance for staff based on a code of conduct setting out the control, disciplinary and restraint measures permitted and emphasising the need to reinforce positive messages to children for the achievement of acceptable behaviour.

The General Data Protection Regulation (GDPR) imposes strict obligations on those who handle personal data. If behaviour results in physical or verbal abuse towards a teacher/adult an ‘Assault’ form should be completed and a copy forwarded to the LA. Long answer short – this was the case in the past. Although there is now no need to keep a numbered, bound book (unless you wish to), that advice is still being passed around as a requirement. Schools have to ‘consider how best to record such serious incidents’. Smileys are used to recognise achievement. Once a child has received 10 smileys they exchange them for a House token which adds to the House Points collected across school. When things go wrong, children are an integral part of establishing a solution, so they are able to learn from the situation.Always include children in the discussions of behaviour and consequence so they are able to learn from the situation Good relationships and a strong rapport with children in school enable stronger understanding of the value of good behaviour. We use an electronic system for recording safeguarding and behaviour incidents (CPOMS), so do we have to keep records of restraint in a numbered bound book? Through detailed investigation sanctions are discussed with all stakeholders to ensure that the planned action is commensurate with the behaviour issue. Consequences are therefore tailored to the situation, but the process follows these principles: He went on to work with Team Teach Ltd, writing and producing training manuals, course workbooks and videos of physical techniques.

This decision is a serious one. It will be the final step, the last resort in a process of support for dealing will disciplinary problems. It will also be a decision that will be made by the Governing Body and not just the Head Teacher. There may, however, be an occasion where the Head Teacher could decide to permanently exclude a pupil for the first breach of rules. This may include:

Where necessary, searching, screening and confiscation will be used to safeguard a child/children at Stoke Primary School. Stoke Primary School adheres to ‘ Searching, Screening and Confiscation: Advice for Schools (May 2018). School is a safe place for children where they will be listened to and challenges discussed openly. Staff have a collective responsibility to support all our children and that as a team we are more likely to create solutions and strategies that are effective.

On excluding a pupil, the Head Teacher must immediately notify parents of the exclusion and the reason for it. They must also inform parents of their rights to make representations to the Governing Body. The Governing Body must also be notified of certain exclusions. If physical intervention of any kind is required, then a record should be completed in the ‘Bound and Numbered’ Book as soon as possible and within 24 hours of the incident. Unless the registered person can demonstrate that this is not appropriate, the home has procedures and guidance on police involvement in the home, which have been agreed with the local police and which staff are knowledgeable and clear about.Teachers need to establish consistent levels of acceptable behaviour with the support of parents, governors and school leaders. Positive expectations, praise and reward are the key to successful classroom management. Pupils need to know how to make good choices. They need to receive consistent positive encouragement as means of motivation. They need to be taught to manage their own behaviour. Teachers need to recognise that effective conditions for learning (planning, pitch, pace, participation etc) will impact positively on general classroom behaviour. Where a child’s behaviour is considered high level concern, Stoke Primary School has a range of systems to support the required improvement. His work is quoted in a number of official reports and guidance documents. He is the author of 14 books, and lectured in schools, colleges and universities providing training across the UK, Europe, Canada, Jamaica, Hong Kong, Australia and New Zealand. He has also worked as a technical advisor for media companies producing dramas and documentaries, including the use of undercover reporters to expose malpractice.

The certificates are presented to the children in achievement assemblies as a phase or whole school and then postcards are posted home for parents to celebrate the achievement with them. For Quality First Teaching in a broad and balanced curriculum to underpin growth in each and every child. To ensure learning systems enable each and every child to understand how they can be successful as a member of the school community and as a learner. The Head Teacher has the right to exclude pupils for a period from 1 to 5 school days BUT each case will be assessed and treated individually and a sanction applied depending on the incidents severity. Children are encouraged to develop a proper awareness of their rights and responsibilities. Staff and children alike are clear that each individual has rights and responsibilities in relation to those who live in the home, those who work there and people in the community. Where there has been physical intervention, the child will have the right to be examined by a registered nurse or medical practitioner within 24 hours.Measures of control, discipline and restraint used by the home are made clear to the placing authority, child, parent/s or carers before or, in an emergency placement, at the time the child is to move into the home. Where behaviour is considered a low-level issue the use of sanctions can be applied. Pupils will always be listened to as we seek to understand the reason for any behaviour and through discussion, we will apply a sanction if appropriate. We aim for children to learn through this process to enable them to make better choices in the future. We understand that behaviour management can adversely affect mental health. Key to our approach is inclusive understanding and analysis of behaviour so that all stakeholders are involved and fully aware of what has happened and what the likely consequences could be. He has also advised government departments, local authorities and independent organisations on the development of policy, guidance and training. The registered person’s policy on the use and techniques of physical restraint and other forms of physical intervention, and the circumstances in which they may be used, is consistent with any relevant government guidance on approved methods of restraint and physical intervention. All staff of the home are aware of, trained in, and follow in practice the registered person’s policy. Training covers reducing or avoiding the need to use physical restraint. All staff have signed a copy of the policy and evidence of this is retained on their personnel file.