Restrictive Interventions Policy

 

Version Number	001
Status	Approved June 2026
Publication Date	April 2026
Policy Owner/Author	Headteacher
Review Date	April 2027
Approved/Ratified by	Interim Executive Board (IEB)

1. Introduction

1.1 To maintain the safety and welfare of our pupils, it may sometimes be necessary to use restrictive interventions including the use of reasonable force on a pupil, as permitted by law.

1.2 These procedures were developed to support staff and inform the school community in response to publication of the Department for Education (DfE) guidance framework regarding restrictive interventions and reasonable force, which came into force on 1 April 2026. Statutory elements of this guidance are issued under section 93A of the Education and Inspections Act 2006, and these procedures outline this school’s local approach.

1.3 These procedures should be read in conjunction with the school Behaviour Policy and procedures and are published on the school website as a standalone Policy and procedure.

1.4 Throughout government guidance, when the word “must” is used, the person in question is legally required to act. When the word “should” is used, the advice set out should be followed unless there is good reason not to. These words have the same meaning throughout this Policy.

1.5 The school has drawn these procedures from relevant national guidance, including:

• Behaviour and discipline in schools guidance for governing bodies (setting out the expectation that governing bodies provide a written statement of behaviour principles alongside the core policy);

• Behaviour in schools advice for headteachers and school staff;

• Equality Act 2010 advice for schools and the public sector equality duty;

• Early Years Foundation Stage (EYFS) statutory frameworks where applicable;

• Keeping Children Safe in Education;

• Mental health and behaviour in schools advice;

• Mobile phones in schools guidance;

• Searching, screening and confiscation guidelines;

• Suspension and permanent exclusion statutory regulations;

• Working together to safeguard children guidance.

1.6 These procedures should be read in conjunction with the following internal school policies:

• Overarching Safeguarding Statement;

• Child Protection Policy and procedures;

• Behaviour Policy and procedures;

• Code of Conduct for staff and other adults;

• Health and Safety Policy and arrangements;

• Equality Policy and Objectives;

• Special Educational Needs and Disabilities (SEND) Policy / Information Report;

• Drug Policy;

• Supporting Pupils at School with Medical Conditions Policy;

• Off-Site Visits procedures.

2. Terminology

2.1 For clarity, these procedures use the following definitions:

• Child/Pupil: A child, young person, pupil, or student under 18 years of age.

• Parent: A child’s birth parents, anyone with parental responsibility (including the Local Authority under a care order), or any person with whom the child lives.

• Restrictive intervention: An umbrella term to describe both physical and non-physical actions aimed to prevent, restrict, or subdue movement of the body or part of the body of a pupil.

• Reasonable force: A term used in legislation which includes physical restrictive interventions. All staff members have the legal power to use reasonable force, meaning no more force than is necessary for the least amount of time.

• Significant incident: Any incident where the use of force goes beyond appropriate daily physical contact, including instances where physical force is used to implement a non-physical restrictive intervention.

• Seclusion: A non-disciplinary safety intervention involving keeping a pupil confined to a place away from others, and preventing them from leaving via physical obstruction, secure barriers, or making them believe they will be punished if they attempt to leave.

• Restraint: A non-disciplinary intervention which immobilises a pupil or limits their movement, with or without direct physical contact (e.g., holding a pupil’s arms or removing a necessary auxiliary aid like crutches).

2.2 The various restrictive interventions defined above are included for completeness and are not to be construed as an endorsement for their use in this school.

3. Objectives

3.1 The key objective of this document is to outline the school’s procedures on restrictive interventions including the use of reasonable force to control or restrain pupils.

3.2 We recognise that school staff have a legal power to use force and that the lawful use of this power provides a defence in any related criminal prosecution or legal action where it can be demonstrated that the intervention was reasonable in the circumstances.

3.3 Restrictive interventions or reasonable force will only be used as a last resort after de-escalation techniques have failed. Staff are fully aware that they must justify their actions if they ever use restrictive interventions or reasonable force.

3.4 It is clear in our Behaviour Policy and communications when restrictive interventions or force might be used, which reduces the likelihood of complaints being made when interventions have been properly applied.

4. Background: What the Law Says

4.1 Section 93 of the Education and Inspections Act 2006 provides the legal power for any member of the school staff to use reasonable force in certain circumstances to prevent or stop a pupil from:

• 4.1.1 causing injury to themselves or others;

• 4.1.2 committing a criminal offence (including children under the age of 10 who are below prosecution age);

• 4.1.3 causing deliberate damage to property;

• 4.1.4 causing disorder among pupils at the school, during a lesson or otherwise.

4.2 Employers have a statutory duty under the Health and Safety at Work etc. Act 1974 to ensure the health, safety, and welfare of employees. We will carry out targeted risk assessments to ensure staff who work alongside pupils where reasonable force may be required can operate as safely as possible.

4.3 This legal power may only be exercised where the pupil and staff member are on school premises, or elsewhere when the member of staff has lawful control or charge of the pupil (such as an off-site visit).

4.4 Where a pupil has a disability, we have a legal obligation under the Equality Act 2010 to support them with reasonable adjustments, which in turn may reduce the need for restrictive interventions or force.

4.5 The Human Rights Act 1998 requires the school to ensure that disciplinary and safety actions are legal, necessary, and completely proportionate. Staff must act reasonably and avoid discrimination.

4.6 Relevant recording and reporting regulations set out strict frameworks for tracking incidents where restrictive interventions, force, or seclusion are used on a pupil.

5. Reducing the Need for Restrictive Intervention or Force

5.1 In order to minimise the need to use any form of restrictive intervention or force, staff will attempt to use alternative techniques such as diversion or diffusion to de-escalate and manage the situation.

5.2 Where possible, before using force and depending on the circumstances, staff will:

• 5.2.1 engage the pupil in a calm, measured tone, setting out how they can choose to modify their behaviour;

• 5.2.2 distract the pupil (for example, when pupils are fighting, by shouting or blowing a whistle);

• 5.2.3 evaluate whether an angry pupil who has moved away poses an immediate risk before deciding to follow or detain them;

• 5.2.4 remove other pupils who might be at risk from the immediate area;

• 5.2.5 warn the pupil that force might become necessary;

• 5.2.6 summon assistance from colleagues;

• 5.2.7 use the minimum amount of force necessary;

• 5.2.8 request Police assistance, if appropriate.

5.3 Any force applied will be proportionate to the level of risk and will be reduced at the earliest possible opportunity. Staff will not, as far as possible, use force unless or until another responsible adult is present to support and observe. Staff will use the dedicated lesson support internal communication channel or the senior leadership radio frequency (Channel 15) to summon immediate help.

6. When the Use of Restrictive Interventions or Reasonable Force Might Be Appropriate

6.1 The use of restrictive intervention or reasonable force remains a relatively rare occurrence in the school. The judgement on whether to physically intervene depends on the circumstances of the case or specific information about the individual.

6.2 Examples of situations that particularly call for professional judgement of this kind include action to:

• 6.2.1 remove disruptive children from a classroom where they have refused to follow an instruction to leave;

• 6.2.2 prevent a pupil from behaving in a way that seriously disrupts a lesson;

• 6.2.3 prevent a pupil from disrupting a school event, trip, or off-site visit;

• 6.2.4 prevent a pupil from leaving a classroom where allowing them to leave would risk their safety or lead to behaviour that endangers others;

• 6.2.5 prevent a pupil from attacking a member of staff or another pupil, or to stop a fight;

• 6.2.6 restrain a pupil at risk of harming themselves through intense physical outbursts;

• 6.2.7 prevent a pupil from committing deliberate damage to property;

• 6.2.8 prevent a pupil from causing injury or damage through accident, rough play, pushing, or misuse of dangerous objects.

6.3 In circumstances where a pupil is intent on leaving the school site outside of an authorised time, it is only justifiable to prevent this if allowing them to leave:

• 6.3.1 may result in serious risks to their own safety (taking account of age and understanding) or the safety of others;

• 6.3.2 leads directly to behaviour that prejudices good order and discipline, such as disrupting other classes.

6.4 In these examples, the use of force is likely to be construed as reasonable and lawful if it was clear that the behaviour was sufficiently dangerous and disruptive to warrant the degree of applied intervention, and could not realistically be dealt with by any other means.

7. Determining When the Use of Restrictive Interventions or Reasonable Force is Appropriate

7.1 The decision on whether to physically intervene is down to the professional judgement of the staff member on the scene. A person will not be considered to have used corporal punishment (and therefore will not have committed an offence) if physical intervention was taken to avert immediate danger of personal injury or to manage a child’s behaviour if absolutely necessary.

7.2 To make this assessment quickly under pressure, staff will consider the following metrics:

• 7.2.1 Is intervention or force necessary? Are there other more effective, less restrictive ways to manage the situation?

• 7.2.2 Does the seriousness justify the use of force? Does the threat of injury, damage, or disorder outweigh the risks of physical intervention?

• 7.2.3 Would de-escalation or distraction help? Can we direct the pupil to a different task, another area of the classroom, or send them on an errand to diffuse the situation?

• 7.2.4 Is the intervention likely to succeed? Will physical intervention reduce the risks, or will it potentially inflame the situation and cause more harm?

• 7.2.5 Is the proposed action proportionate? Staff must use the minimum amount of force for the absolute minimum amount of time required.

7.3 Staff must consider the personal circumstances of the pupil, including diagnosed or undiagnosed medical conditions, past trauma, sensory impairments, special educational needs, age, size, and relevant equality implications. Staff should seek to maintain respect for a pupil’s dignity, keeping interactions calm and private where possible rather than in front of peers.

7.4 Where a pupil has an agreed Behaviour Management Plan (BMP), this should explicitly identify the types of restrictive intervention and the specific circumstances under which they will be used. If the pupil has the capacity to understand, these protocols should be explained to them when they are calm and not in crisis.

8. Unacceptable Use of Restrictive Interventions or Force

8.1 It is completely illegal to use force as a punishment. This falls within the definition of corporal punishment, which is strictly prohibited under the Education Act 1996.

8.2 Pupils must never be restrained in a way that affects their airway, breathing, or circulation (such as covering the mouth/nose, applying pressure to the neck, throat, or abdomen). Ground restraints are inherently dangerous; if a pupil is unintentionally held on the ground, staff must release their holds or re-position into a safer alternative or standing position as quickly as possible.

8.3 The following physical holds and actions are not acceptable in any circumstance:

• 8.3.1 holding a pupil around the neck, collar, or tie, or restricting their ability to breathe;

• 8.3.2 pushing the pupil’s head downwards, or sitting, kneeling, or resting weight on the pupil’s body;

• 8.3.3 forcing or pinning a pupil to the floor in either a sitting or lying position;

• 8.3.4 slapping, punching, shaking, or kicking a pupil;

• 8.3.5 twisting limbs or forcing a limb against the joint or behind the back;

• 8.3.6 tripping up or intentionally unbalancing a pupil;

• 8.3.7 pulling ears or hair;

• 8.3.8 touching or holding in any way that might be interpreted as sexually inappropriate conduct.

8.4 In addition, the following specific techniques carry unacceptable risk and are strictly prohibited:

• 8.4.1 The ‘seated double embrace’ (two staff members forcing a person into a seated position and leaning them forward);

• 8.4.2 The ‘double basket hold’ (holding a person’s arms tightly across their chest);

• 8.4.3 The ‘nose distraction technique’ (inflicting a sharp upward jab under the nose).

9. Seclusion

9.1 Seclusion is a non-disciplinary safety intervention involving keeping a pupil confined to a safe space away from others and preventing them from leaving. It will only be used to protect others from immediate harm when a pupil is experiencing extreme emotional or behavioural dysregulation, meaning the pupil is not acting with deliberate intent.

9.2 Seclusion must never be implemented through threats or as a punishment. The physical environment used must be safe, non-threatening, and clean. The pupil must be directly supervised by a staff member at all times during the period of seclusion, and allowed to leave as soon as the immediate risk of harm has reduced.

9.3 The school has several dedicated ‘safe spaces’ which are chosen for seclusion due to the specific design and safety fabric of the rooms. However, if an emergency incident occurs elsewhere on site, a child may be placed in a temporary secure location based on immediate location and safety demands. All instances of seclusion must be logged and reported to parents.

10. Pupils with Special Educational Needs and/or Disabilities

10.1 We recognise that some children and young people with SEND may react to distressing, confusing, or overwhelming situations by displaying behaviours which may be harmful. Triggers can include physical pain, sensory overload, unfamiliar environments, or intense anxiety. Non-verbal pupils may communicate discomfort through actions, which can inadvertently lead to them being disproportionately subject to physical interventions.

10.2 Under the Equality Act 2010, the school has an absolute legal duty to support pupils with disabilities by making proactive reasonable adjustments to reduce the need for force. These include:

• 10.2.1 Tailored changes to rules: Allowing staggered entry/exit times to avoid crowded corridors, or modifying breaktime routines;

• 10.2.2 Amendments to policies: Utilizing timeout passes or green ‘break’ cards, and modifying standard behavioural sanctions;

• 10.2.3 Alterations to the environment: Removing distressing stimuli, allocating specified seating, providing sensory tools (noise-cancelling headphones, fidget tools), or providing quiet, calm, sensory-friendly spaces;

• 10.2.4 Additional support and structure: Adapting adult body language and tone of voice, using distraction techniques, implementing visual timetables, breaking assignments into manageable chunks, and allowing extra processing time for instructions.

10.3 Staff will work closely with parents, the SENCO, and external professionals (such as social workers or behaviour specialists) to identify individual triggers and build positive behaviour support plans so that early, preventative intervention is the norm.

11. Implementation and Use of Behaviour Management Plans (BMPs)

11.1 A Behaviour Management Plan (BMP) is a functional risk assessment outlining appropriate controls to reduce the risk of harm to both the child and others. Whenever it is foreseeable that a pupil’s behavior might require physical intervention, a formal BMP must be established.

11.2 The BMP must be completed by a competent person who knows the pupil well. It will outline specific de-escalation strategies, known triggers, environmental adjustments, and clear techniques agreed upon by staff and parents. Where necessary, an individual’s Positive Handling Plan (PHP) will be incorporated directly into this document.

11.3 The BMP must cover all eventualities where the child is under the care of the school, including home-to-school transport, off-site visits, and external sporting events. Once complete, it must be signed, dated, and shared with parents, school staff on a need-to-know basis, and external professionals. It will be reviewed termly or immediately following any significant incident.

12. Recording and Reporting Significant Incidents

12.1 The school does not require parental consent to use reasonable force on a pupil. However, the school has a statutory duty to record and report to parents in writing each significant incident in which a member of staff uses force.

12.2 Staff involved are responsible for recording the event in writing using our internal CPOMS system as soon as practicable, and must endeavour to complete the digital log no later than the same day. This tracking requirement applies even if the use of force was previously agreed upon within the parent-approved BMP.

12.3 The school must notify parents (or the local authority where a child is in care) of the significant incident in writing (via email or our official online messaging system) on the same day or as soon as reasonably practicable.

12.4 The only exception to the requirement to report to parents is if it appears that doing so would be likely to result in serious harm to the pupil. In that rare instance, the incident must be reported directly to local children’s social care services via the official regional authority safeguarding phone lines.

12.5 Written incident reports sent to parents must include the following minimum details:

• 12.5.1 The exact time, date, location, and approximate duration of the physical intervention;

• 12.5.2 A brief, factual account of why the physical intervention was assessed as necessary in that instance;

• 12.5.3 A brief account of the specific type of force applied, and the degree of force used;

• 12.5.4 Factual details of any physical injuries sustained by pupils or staff.

12.6 A follow-up meeting or discussion with parents will be arranged as best practice to review behavioural triggers, assess the effectiveness of de-escalation strategies, and amend the child’s BMP to prevent future occurrences.

13. Recording and Reporting the Use of Seclusion and Non-Force Related Restraint

13.1 We have a strict legal duty under national recording regulations to log all incidents of non-disciplinary seclusion or non-force related restraint (such as the protective, temporary removal of a walking aid or mobility device).

13.2 The legal process for logging, tracking, and communicating these non-force incidents follows the exact same CPOMS procedure and parental notification timelines outlined in Section 12 above. If an incident involves both a significant use of force and seclusion, the data does not need to be recorded twice, but all elements must be fully detailed within the single digital entry.

14. Post-Incident Measures

14.1 Immediately following an incident, the school will initiate standard emergency procedures, including seeking immediate first aid or professional medical support for any injured parties and logging relevant injuries on corporate health systems.

14.2 The school will conduct a structured debriefing and follow-up conversation with both the staff and the pupils involved. This conversation is designed to facilitate reflection, support wellbeing, understand behavioral triggers, and repair relationships through open dialogue. To ensure complete impartiality, this process should ideally be facilitated by a competent staff member who was not directly involved in the physical incident.

14.3 We will monitor the ongoing wellbeing of staff and pupils, providing counseling or supportive actions where required. Any peers or other pupils who witnessed the physical intervention will also be provided with prompt reassurance and pastoral care. If the root cause of the incident was a deliberate or wilful breach of school rules, behavioural sanctions up to exclusion will be evaluated in line with the core Behaviour Policy.

15. Other Physical Contact with Pupils

15.1 The school does not operate a restrictive ‘no contact’ policy. We will not grant requests from parents or staff members to completely ban physical contact, as the legal power to use reasonable force must be preserved to protect children from harm.

15.2 While staff are not encouraged to touch pupils unnecessarily, physical contact is entirely proper, legal, and appropriate in the following common circumstances:

• 15.2.1 administering necessary first aid or medical care;

• 15.2.2 guiding, escorting, or reassuring a pupil (such as holding a younger child’s hand when walking to an assembly, moving safely around the site, or guiding a distressed student to a safe space they have chosen to access to self-regulate);

• 15.2.3 comforting a distressed or grieving pupil;

• 15.2.4 congratulating or praising a pupil (such as a standard handshake or a supportive pat on the back);

• 15.2.5 demonstrating physical techniques, such as how to hold a musical instrument;

• 15.2.6 demonstrating safe movements, exercises, or athletic techniques during PE lessons or sports coaching sessions.

15.3 In determining whether physical contact is appropriate, staff will use professional judgement and have regard to the school’s Child Protection Policy, whether other adults are present, the age of the pupil, and whether alternative non-contact strategies could achieve the same outcome.

16. Use of Reasonable Force to Search Pupils

16.1 Headteachers and specifically authorised staff members possess a distinct statutory power to search a pupil or their possessions without consent where they have reasonable grounds to suspect that the pupil is carrying a prohibited or illegal item.

16.2 The following specific items are classified as Prohibited or Illegal Items, and their presence on site will trigger immediate severe consequences and high-level sanctions:

• 16.2.1 Knives, bladed articles, and offensive weapons;

• 16.2.2 Controlled drugs or illegal substances;

• 16.2.3 Alcohol;

• 16.2.4 Fireworks or pyrotechnics;

• 16.2.5 Tobacco, vapes, and cigarette papers;

• 16.2.6 Pornographic or explicit images (including files found on mobile phones or electronic devices);

• 16.2.7 Stolen items;

• 16.2.8 Any article that staff reasonably suspect has been, or is highly likely to be, used to commit an offence, cause personal injury, or cause damage to property.

16.3 Authorised staff can use such force as is completely reasonable given the circumstances when conducting a search for these specific prohibited items.

16.4 Please note: Physical force cannot be used under any circumstances to search for standard items that are merely banned under local school rules (such as non-regulated clothing or chewing gum). For comprehensive details, refer to the full DfE Searching, Screening and Confiscation advice documentation held in the administrative offices.

17. Staff Training

17.1 All school staff will receive comprehensive training on the implementation of these safety procedures, including absolute clarity on which dangerous restraint techniques are strictly illegal due to associated physical risk.

17.2 Relevant frontline staff who regularly support high-risk pupils will receive advanced, certified training in safe physical hold techniques. This training will be aligned to approved national safety criteria (such as Team Teach methodologies, which emphasize holistic de-escalation, verbal diffusion, and safe, low-level physical management).

17.3 If a specific control strategy is required for a pupil but staff have not yet received certified training, the implementation of that specific plan will be modified, and urgent professional training sessions will be commissioned immediately to ensure staff competence and student safety. The school will maintain a surplus of trained individuals to ensure full operational coverage during staff absences or temporary school transitions.

18. Governor Monitoring

18.1 It is the direct responsibility of the Interim Executive Board (IEB) to take all reasonable steps to ensure that these statutory procedures for recording and reporting the use of force, seclusion, and restraint are complied with fully.

18.2 The IEB will regularly review and interrogate aggregated behavioral data to:

• 18.2.1 identify and implement improvements to policies, especially where old approaches have been ineffective over time;

• 18.2.2 identify staff professional development and learning needs to improve daily classroom management;

• 18.2.3 analyze individual pupil repeat patterns and triggers to establish or refine highly targeted Behaviour Management Plans in partnership with parents;

• 18.2.4 monitor data for any disproportionate use of physical interventions in relation to pupils who share protected characteristics, have SEN, or possess other specific vulnerabilities.

19. Complaints and Allegations

19.1 Any formal complaints from parents or members of the public regarding the use of restrictive interventions or physical force will be managed strictly in accordance with the school’s standard Complaints Procedure.

19.2 If an allegation regarding the inappropriate, excessive, or unlawful use of force is made against a member of school staff, the school will immediately invoke the formal processes outlined within the core Child Protection Policy. This includes immediate engagement with external authority safeguarding officers and full compliance with standard disciplinary protocols regarding the temporary suspension of staff during investigations.

DOCUMENT CONTROL – RECORD OF CHANGES

Version Number:	Publication Date:	Nature of, and Reason for, Change(s)
001	April 2026	Original Local Draft Implementation