Positive Handling Policy Guidelines

This policy has been constructed using the D.M.B.C. Directorate of Education Services guidelines.  It should be read alongside the guidance prepared by the Department for Education and Employment and the L.A.’s advice about managing allegations of abuse made against school staff.

We aim to;

When considering positive handling or control, the age and/or understanding of the child is important and will always be considered. 

Control

There will be rare occasions when children have to be controlled.  Typically this is when children with a high level of personal stress, a dangerous lack of self control and a desire to challenge or threaten are diverted from harming themselves or others or from seriously damaging property or need to be protected from the likelihood of them doing so.

It is important to try to isolate the incident – remove the child or remove the audience.  Age and understanding will have an important effect on control.

        Control must only be used;

Where a child is about to do something where there is a clear potential for the above, then staff  should properly effect controls to prevent him/her from doing so.  This may include removing a pupil from a potentially harmful situation into a calmer environment.

        Control is;

• the positive use of persuasion and dissuasion
• physical presence
• being around
• prevention of absconding
• physical positive handling

• Persuasion and Dissuasion

Persuasion or dissuasion is where staff focus the discussions with children with the aim of persuading them towards or dissuading them from an intended course of action.

 

• standing close to or in front of a child
• standing temporarily in the way of a child

 

And it must be

 

• considered appropriate in the context of a particular situation or incident, staff should be aware of the need to present

• used in the context of engaging the child in discussion about the consequences of his/her behaviour

• Physical Diversion

 

Physical diversion differs from physical positive handling in the degree of force used.  Physical diversion may be, for example, holding a hand, placing a hand on the forearm or putting an arm around a shoulder. Physical diversion is a means of reflecting a child from destructive or disruptive behaviour.  It involves little force but serves to reinforce staff attempts to reason.  It is important that;

 

• the member of staff has an established relationship with the child
• physical diversion should not arouse sexual expectations or feelings

 

• Prevention of Absconding from School

When a child is intent on leaving the building or school grounds without permission staff have to consider whether or not controls should be exercised.  Any increase in the degree of control needs careful consideration in the context of the child’s age and needs.

 

As a general rule, if the child is still in the building or in the school grounds attempts should be made to discourage absconding.  This is not to restrict a child’s liberty but to protect a child as outlined in the principles above and in the physical restraint section. Careful consideration must be given before pursuing children outside the school premises.  Assessment must be in terms of ‘appropriate and justifiable action'.

 

The assessment must always include;

 

• the age and size of the child
• their understanding
• the relationship between the member of staff and the child

 

Any action should lso cover;

 

• if the child is in danger of inflicting self-harm, harming others or damaging property
• if the child is young and would be in potential danger

 

Physical Positive handling

 

Physical handling is the positive use of minimum force to divert a child from harming him/herself, other or from seriously damaging property.  It may be used where a child is being extremely abusive and threatening in a manner likely to threaten the well-being of other pupils.  Kirk Sandall Infant School Policy states;

 

• rarely
• as a last resort
• where any other course of action would be likely to fail

 

and that physicaln positive handling must not be used to;

 

• punish
• oppress, threaten, intimidate or bully

 

Only in extreme and exceptional circumstances where the risk to persons is severe or the damage to property serious may staff take action beyond holding.

 

Staff using physical positive handling must keep to the following principles;

 

• always warn the pupil calmly but firmly that you are likely to take physical action BEFORE taking action,
• NEVER act out of temper,
• whenever possible involve more than one member of staff, if necessary a trusted child should be sent to fetch another member of staff.
• where the member of staff is handling a child of the opposite sex, a member of staff of the same sex as the child should be present from the earliest possible moment, particularly with older children,
• no more force should be used that is absolutely necessary to effectively, resolve the situation,
• the child should repeatedly be offered the opportunity of exercising he/her own self control and the handling should cease AS SOON AS POSSIBLE.

 

all such incidents should be recorded on a Major Incident Report Form

 

Guidance Checklist for staff to follow in the use of physical restraint

 

Is there a clearor perceived riskof injury to self or others?

 

Alternatives, age and competence of the child considered before action is taken?

 

Restrained for as short a time as possible, until the child has calmed down?

 

The force used is commensurate with the risk that was presented?

 

Handling was stopped once the child calmed down?

 

Staff assistance obtained as soon as possible?

 

The incident has been fully recorded?

 

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Procedure for Physical Positive Handling

 

The procedure for positive handling set out below must always be followed;

 

• give the child clear warning, offer an escape route from the situation,
• once the physical intervention is necessary it should happen quickly, smoothly and confidently.  On most occasion this should involve the use of ‘team teach’ strategies,
• always remain calm and talk in a conciliatory tone, ignore any abuse and let I run its course,
• once things begin to calm it can be coupled with significant changes in restraint, this should be on staff terms, not when demanded by the child,
• the aim is to talk through the situation and discuss the behaviour that caused the whole episode,
• the extent of force used should be no more that necessary to control the situation,
• a major incident report should be completed.
•  

Any use of positive handling must be reported immediately to the Headteacher.  The child’s parents/carer and or social worker must also be informed at the earliest possible opportunity.

 

Staff Safety

 

Staff should always have regard to their own safety.  There is no expectations that staff should go alone into potentially dangerous situations.

 

Any involvement in an incident where a child is positively handled is likely to be stressful for staff.  Once the form has been completed the incident will be discussed with the Headteacher.