Alderman Payne Primary School
Behaviour and Discipline Policy 2015
Alderman Payne Primary Behaviour Policy
The core beliefs of Alderman Payne Primary School are that:
Praising and a system of rewards are more likely to change behaviour than blaming and punishing. Using a positive system of rewards will increase children’s self-esteem and thus help them to achieve more.
Celebrating success helps children to achieve more.
Being aware of each child’s needs and their individual circumstances helps us to act in the fairest way. We always consider the safety of other children and minimize disruption while helping children acquire self-discipline.
Reinforcing good behaviour helps our children feel good about themselves using a special mentions book
At Alderman Payne Primary School we will:
Support the way in which all members of this school community can live and work together in an environment that is happy, safe and secure, and where effective learning can take place.
Reward good behaviour.
Provide encouragement and stimulation to all pupils.
Treat all children fairly and apply this policy in a consistent way.
Ensure that all children and staff are aware of the school rules and that each class has its own classroom rules.
Teach, through the school curriculum, values and attitudes as well as knowledge and skills, in order to promote responsible behaviour, self- discipline and respect for self, others and the world around us.
All will walk when moving around the school.
All children are expected to inform adults if a child is misbehaving..
Physical violence is not acceptable, neither is retaliation.
Racist, sexist or homophobic language and swearing will not be tolerated.
Children must not bring in any sharp or any dangerous objects to school.
All members of the school community are expected to be punctual.
Children should wear the correct school uniform or the correct clothing.Our code of conduct has been formulated with the safety and well-being of the children in mind, and to enable the school to function efficiently as a place of learning
3. Communicating the Behaviour Policy
· Pupils are reminded of procedure during assembly and PSHE where appropriate
· Parents can access the policy online or a paper copy at school
· Governors annually approve the policy and procedure
The traffic lights system allows the child a chance to improve. At any time appropriate behaviour can earn back colour positions. The class teacher may need to give a verbal prompt e.g. ‘what I want to see you doing now is…’ If a child’s name remains on the red side they will go into lunch time detention. This may be for five minutes up to a maximum of fifteen. The traffic light system is also used outside in the playground.
If the behaviour continues to be disruptive in class the following steps will also be taken
If problems are persistent or recurring, parents will be involved at the earliest possible stage. Children may then be placed on a daily or weekly report system to monitor their behaviour.
Fighting including play fighting is not tolerated at Alderman Payne Primary school. If a child has a fight or a play fight, they are immediately sent inside and are given an internal exclusion the following half a day. This means that they are sent to another class for the morning with their learning, and spend the following lunchtime inside to reflect on their behaviour. If an adult has to intervene in a fight, they do so using guidance from the positive handling guidance policy (see separate policy).
8.Major breaches of discipline
This includes physical assault, deliberate damage to property, stealing, leaving the school premises without permission, verbal or racial abuse, refusal to work and disruptive behaviour in class. This type of behaviour is very rare and is the responsibility if the Head Teacher or the Assistant Head who will, depending on the severity of the incident:
Withdraw the child from the classroom.
Write or make a phone call to the parents/carers.
Meet with parents/carers.
Formulate a behaviour plan in consultation with parents/carers, class teacher and child.
On the very rare occasion the Head Teacher would consider permanent exclusion.
All decisions about exclusion will be made with reference to the LA’s Exclusion Guidance and to the DFE Guidance “Exclusion from Maintained Schools” which came into effect in September 2012.
For pupils with a statement of special educational needs, school will contact the SEN caseworker and arrange an emergency review
9. Staff Training
· Appropriate staff will be trained in the use of physical restraint.
· Staff are trained in behaviour management as required.
Wisbech Schools’ Partnership Policy
This policy is based upon the “Behaviour and Discipline in Schools” guide from the DFE in 2012. It has been formulated under the auspices of the Wisbech Schools’ Partnership and is designed to ensure continuity and cohesion across the Wisbech Community of Schools.
· Teachers have statutory authority to discipline pupils for misbehaviour which occurs in school and, in some circumstances, outside of school, including school visits.
· The power to discipline also applies to paid staff (unless the Headteacher says otherwise) with responsibility for pupils, such as Teaching Assistants.
· Heads and Governing Bodies must ensure they have a strong behaviour policy to support staff in managing behaviour, including the use of rewards and sanctions.
· Governing Bodies have a duty under section 175 of the Education Act 2002 requiring them to make arrangements to ensure that their functions are carried out with a view to safeguarding and promoting the welfare of children
What the law says:
1. The Headteacher must set out measures in the behaviour policy which aim to:
· Promote good behaviour, self-discipline and respect;
· Prevent bullying;
· Ensure the pupils complete assigned work; and which
· Regulate the conduct of pupils.
2. When deciding what these measures should be, the Headteacher must take account of the Governing Body’s statement of behaviour principles. The Headteacher must also take account of any guidance or notification provided by the Governing Body, including in relation to screening and searching pupils, the power to use reasonable force, other physical contact, the power to discipline beyond the school’s gate and pastoral care for school staff.
3. The Headteacher must decide the standard of behaviour expected of pupils at the school. He or she must also determine the school rules and any disciplinary penalties for breaking the rules.
4. Teachers’ powers to discipline include the power to discipline pupils even when they are not at school or in charge of a member of staff
5. The Headteacher must publicise the school behaviour policy, in writing, to staff, parents2 and pupils at least once a year.
6. The standard of behaviour expected of all pupils must be included in the school’s home-school agreement3 which parents must be asked to sign following their child’s admission to a school.
7. Teachers have a specific legal power to impose detention outside school hours.
8. Teachers can confiscate pupils’ property.
1. Section 89 (1) (a to e) of the Education and Inspections Act 2006
2. References to parent or parents are to fathers as well as mothers, unless otherwise stated
3. Sections 110 and 111 of the School Standard and Framework Act 1998
Developing the Behaviour Policy
In developing the behaviour policy, the Headteacher has reflected on the following ten key aspects of school practice that, when effective, contribute to improving the quality of pupil behaviour:
1. A consistent approach to behaviour management;
2. Strong school leadership;
3. Classroom management;
4. Rewards and sanctions;
5. Behaviour strategies and the teaching of good behaviour;
6. Staff development and support;
7. Pupil support systems;
8. Liaison with parents and other agencies;
9. Managing pupil transition; and
10. Organisation and facilities.
If an allegation or accusation is made against a member of staff, Child Protection procedures will be followed. If allegations are found to be malicious, disciplinary action will be taken.
This policy acknowledges the school’s legal duties under the Education Equality Act 2010, in respect of safeguarding and in respect of pupils with Special Educational Needs (SEN).
Punishing poor behaviour
What the law allows:
To be lawful, the punishment (including detentions) must satisfy the following three conditions:
1. The decision to punish a pupil must be made by a paid member of school staff or a member of staff authorised by the Headteacher;
2. The decision to punish the pupil and the punishment itself must be made on the school premises or while the pupil is under the charge of the member of staff; and
3. It must not breach any other legislation (for example in respect of disability, special educational needs, race and other equalities and human rights) and it must be reasonable in all circumstances.
Schools should consider whether the behaviour under review gives cause to suspect that a child is suffering, or is likely to suffer, significant harm. Where this may be the case, school staff should follow the school’s safeguarding policy. They should also consider whether continuing disruptive behaviour might be the result of unmet educational or other needs. At this point, the school should consider whether a multi-agency assessment is necessary.
Pupils’ conduct outside the school gates – teachers’ powers
What the law allows:
Teachers have a statutory power to discipline pupils for misbehaving outside of the school premises. Section 89(5) of the Education and Inspections Act 2006 gives Headteachers a specific statutory power to regulate pupils’ behaviour in these circumstances “to such extent as is reasonable”.
All non-criminal bad behaviour and bullying which occurs anywhere off the school premises and which is witnessed by a staff member or reported to the school will be addressed at the discretion of Headteachers of individual schools in consultation with parents and other relevant agencies.
Subject to each school’s behaviour policy, the teacher may discipline a pupil for:
any misbehaviour when a child is:
· taking part in any school-organised or school-related activity or
· travelling to or from school or
· wearing the school uniform or
· in some other way identifiable as a pupil at the school.
or misbehaviour at any time, whether or not the conditions above apply, that:
· could have repercussions for the orderly running of the school or
· poses a threat to another pupil or member of the public or
· could adversely affect the reputation of the school.
What the law allows:
There is a legal power to put pupils (aged under 18) in detention. This will be used at the Headteacher’s’ discretion and parents will be informed.
Parental consent is not required for detentions.
Confiscation of inappropriate items
What the law allows:
There are two sets of legal provisions which enable school staff to confiscate items from pupils:
The general power to discipline enables a member of staff to confiscate, retain or dispose of a pupil’s property as a punishment and protects them from liability for damage to, or loss of, any confiscated items. The legislation does not describe what must be done with the confiscated item and the school behaviour policy may set this out; and
Power to search without consent for “prohibited items” including:
· knives and weapons
· illegal drugs
· stolen items
· tobacco and cigarette papers
· pornographic images
· any article that has been or is likely to be used to commit an offence, cause personal injury or damage to property
· any item banned by the school rules which has been identified in the rules as an item which may be searched for.
Power to use reasonable force
The legal provisions on school discipline also provide members of staff with the power to use reasonable force to prevent pupils committing an offence, injuring themselves or others or damaging property, and to maintain good order and discipline in the classroom.
Headteachers and authorised school staff may also use such force as is reasonable given the circumstances when conducting a search without consent for knives or weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or articles that have been or could be used to commit an offence or cause harm.
Force cannot be used to search for items banned under the school rules.
Refer to Appendix 1 – Cambridgeshire “Appropriate use of force”.
Wisbech Schools’ Partnership schools adhere to the Exclusions guidance provided by the Local Authority. Corporal punishment is unlawful.
Disability, Special Needs and Emotional Wellbeing
1. Children and young people who have a disability, special need and/or emotional health and wellbeing difficulties should have an individual, multi-agency plan and risk assessment around their needs and behaviour, addressing any wider issues or underlying difficulties (for example CAF). Any specific issues stemming from these needs will be identified to allow for planning for episodes of difficult behaviour. This will be particularly important for children and young people whose SEN and/or disabilities are associated with:
· Communications impairments that make them less responsive to verbal communication or unable to communicate their needs or feelings effectively;
· Physical disabilities and/or sensory impairments;
· Conditions that make them fragile, such as haemophilia, brittle bone syndrome or epilepsy; or
· Dependence on equipment such as wheelchairs, breathing or feeding tubes.
2. Knowledge and insight about a child or young person that their parents and other professionals involved with the family can provide will be key in managing behaviour and preventing the need for physical intervention.
3. Any risk assessment should take into account the skills and abilities required of staff in dealing with the child or young person. Training needs must be addressed as required. This is relevant to ensure that suitably qualified and trained staff are available to deal with the child or young person.
Also to ensure that the staff member is prepared to deal with the situation; thus meeting our duty of care in respect of the individual and for the employee. At the very least advice should be sought from someone who knows the child or young person well, to ensure early signs are recognised, to allow staff to work preventatively and avoid escalation.
Schools Rights and Responsibilities
To make clear the school’s statutory power to discipline pupils and that pupils and parents will need to respect this.
To enforce the school’s behaviour policy – including rules and disciplinary measures.
To expect pupils and parents’ co-operation in maintaining an orderly climate for learning.
To expect pupils to respect the rights of other pupils and adults in the school
Not to tolerate violence, threatening behaviour or abuse by pupils/parents. If a parent does not conduct him/herself properly, a school may ban them from the school premises and, if the parent continues to cause nuisance or disturbance, they may be liable to prosecution.
To take firm action against pupils who harass or denigrate teachers or other school staff, on or off school premises – engaging external support services, including the police, as appropriate.
To ensure that the whole school community is consulted about the principles of the school behaviour policy.
To establish and communicate clearly measures to ensure good order, respect and discipline.
To co-operate and agree appropriate protocols with other schools in the local school partnership for behaviour and persistent absence.
To ensure the school behaviour policy does not discriminate against any pupil on grounds of race, gender, disability or sexual orientation and that it promotes good relations between different communities.
To ensure teachers’ roles in school discipline are consistent with the National Agreement Raising standards and Tackling Workload and workforce remodelling agenda, so that there is a recognition of the enhanced roles of support staff and not all responsibilities are focused on teachers.
To ensure that staff are clear about the extent of their disciplinary authority and receive necessary professional development on behaviour strategies.
To support, praise and as appropriate reward pupils’ good behaviour.
To apply sanctions fairly, consistently, proportionately and reasonably – taking account of SEN, disability and the needs of vulnerable children and offering support as appropriate.
To make alternative provision from date 6 for fixed period excluded pupils and where appropriate arrange for reintegration interviews for parents at the end of a fixed term period exclusion.
To take all reasonable measures to protect the safety and well-being of staff and pupils, including all forms of bullying and dealing effectively with reports and complaints about bullying.
To ensure staff model good behaviour and never denigrate pupils or colleagues.
To promote positive behaviour through active development of pupils’ social, emotional and behavioural skills.
To keep parents informed of their child’s behaviour – good as well as bad, use appropriate methods of engaging them and, where necessary, support them in meeting their parental responsibilities.
To work with other agencies to promote community cohesion and safety
To contribute to the development of the school behaviour policy, with every pupil being involved in the consultation.
To be taught in a safe environment that is conducive to learning and free from disruption.
To expect appropriate action from the school to tackle any incidents of violence, threatening behaviour, abuse, discrimination or harassment.
To appeal to the Headteacher or Governors and beyond that to the Secretary of State, if they believe the school has exercised its disciplinary authority unreasonably.
To follow reasonable instructions by school staff, obey school rules and accept sanctions in an appropriate way.
To act as positive ambassadors for the school when off school premises.
Not to bring inappropriate or unlawful material to school.
To show respect to school staff, fellow pupils, school property and the school environment.
Never to denigrate, harm or bully other pupils or staff.
To co-operate with and abide by any arrangements put in place to support their behaviour such as Pastoral Support Programmes or Parenting Contracts.
To contribute to the development of the school behaviour policy.
To be kept informed about their child’s progress, including issues relating t their behaviour.
To expect their child to be safe, secure and respected in school.
To have any complaint they make about their child being bullied taken seriously, and investigated/resolved as necessary.
To appeal to the Headteacher or Governors and beyond that to the Secretary of State, if they believe the school has exercised its disciplinary authority unreasonably.
To appeal against a decision to exclude their child, first to the governing body of the school and then in the case of a permanent exclusion to an independent review panel.
To respect the school’s behaviour policy and the disciplinary authority of the school staff.
To help ensure their child follows reasonable instructions by school staff, and adheres to the school rules.
To send their child to school each day punctually, suitably clothed, fed, rested and equipped and ready to learn.
To ensure school staff are aware of any SEN related or other personal factors, which may result in their child displaying behaviours outside the norm.
To be prepared to work with the school to support their child’s positive behaviour.
To attend meetings with the Headteacher or other school staff if requested, to discuss their child’s behaviour.
To adhere to the terms of any Parenting Contract or Order relating to their child’s behaviour.
If their child is excluded from school, to ensure the child is not found in a public place during school hours in the first five days of exclusion and, if invited, to attend a reintegration interview with the school at the end of a fixed period exclusion.
1. The importance of attempting to de-escalate situations and avoid the use of force should be clear in all policies. However, policies and procedures should provide staff with clear guidance on the types of force and techniques that may be used to physically intervene or restrain the child or young person if it becomes necessary.
2. In all settings, the decision to intervene using physical restraint should be a professional judgement taken calmly and in full knowledge of the desired outcome. Though likely to be a last resort it should not be an act of desperation but a conscious decision to act in the child or other’s best interest.
3. Cambridgeshire County Council fully endorses the underpinning principles published by the Department for Education and Skills/Department of Health (2002) being:
· The use of force should, wherever possible, be avoided
· There are occasions when the use of force is appropriate
· When force is necessary, it must be used in ways that maintain the safety and dignity of all concerned.
4. Cambridgeshire County Council endorses the use of behaviour management methodologies which are accredited by the British Institute of Learning Disabilities (BILD) only. Non accredited methodologies should not be used by settings. Methodologies which have been used successfully in Cambridgeshire settings and should be considered for use are:
· Team Teach
5. Managers in settings and schools are responsible for ensuring that they use this guidance and associated policies to ensure that:
· This is current policy in place for the service, setting or school
· There is opportunity to review the policy at least annually
· A robust risk assessment is in place.
· Appropriate support and de-brief is available to children, young people and staff and that they are aware of how to access the support available
6. The application of restrictive physical intervention should be an act of care not of punishment or aggression and should not be used purely to force compliance with staff instructions when there is no immediate risk to the child or other individuals.
7. Only the minimum of force necessary to prevent injury or to remove the risk of harm should be applied and if used, this should be accompanied by calmly letting the child/young person know what they need to do to remove the need for restrictive physical intervention.
8. As soon as it is safe to do so, the restrictive physical intervention should be gradually relaxed to allow the young person to gain self-control.
9. Whenever possible, restrictive physical interventions should be used in a way that is sensitive to, and respects the cultural expectations of, children and service users and their attitudes towards physical contact.
10. Physical intervention is not to be used simply to maintain or bolster good order in the classroom or other environment. It is expected that its use will be rare, in exceptional circumstances when a particular need arises. It should not become habitual or routine.
11. For these reasons Cambridgeshire County Council has elected to use the term “restrictive physical intervention” to describe direct safeguarding action. The term “restrictive physical intervention” is defined by the DfE/DoH (2002) as being “designed to prevent movement or mobility or to disengage from dangerous or harmful physical contact.
12. Restrictive physical interventions may be used to achieve different outcomes such as:
· To break away from dangerous or harmful physical contact
· To separate the person from the events triggering risk and/or challenging behaviour
· To protect the child or young person
13. Interventions may be:
· Proactive, in which staff employ, where necessary, prearranged strategies and methods which are based upon a risk assessment and recorded in individual plans.
· Reactive, which occur in response to unforeseen events.
14. There is no legal definition of “reasonable force” so it is not possible to set out comprehensively when it is reasonable to use force, or the degree of force that may reasonably be used. It will always depend on all the circumstances of the case.
15. Whether it is reasonable to use force, and the degree of force that could reasonably be employed, will also depend on the age and understanding of the child or young person. It is also important to recognise that where a restraint might be considered reasonable in one instance it may not be in another.
16. Only a court may judge what is reasonable in terms of the amount of force used in physical restraint and obviously does so retrospectively.
Restrictive Physical Intervention by Staff
Preparing for the use of Restrictive Physical Interventions by Staff
These procedures support the application of the Cambridgeshire County Council policy and guidance on the Effective Management of Behaviour. All staff should study the policy statement carefully.
1. The person responsible for authorising staff to use restrictive physical intervention as part of a structured and planned intervention within this setting is the Headteacher
2. The person responsible for ensuring that all planned use of restrictive physical intervention is risk assessed is the Headteacher
3. Copies of all risk assessments are held in the Head teacher’s office and are reviewed after every use of force and termly.
4. As of 1st September 2013 the people who are authorised to use reasonable force in planned restrictive physical interventions are the teaching and support staff. No other person should engage in a planned intervention.
5. Only those trained in appropriate techniques within the last twelve months or the period of time agreed by a BILD accredited training organisation may be authorised. The person responsible for ensuring that appropriate training is provided, including regular updates, is the head teacher
6. Training records are held in the Head teacher’s office
7. Those not involved in risk assessment but whose roles include the supervision of children may use reasonable force in an emergency unplanned intervention where it is necessary to prevent a serious injury from occurring.
8. Every use of restrictive physical intervention is to be reported the same day to the Head of the setting or the deputy if the head is off site. The head or assistant Head will ensure that a parent of the child who has had force used against them is notified that day.
9. In addition, the details of each use of physical intervention must be recorded on the incident Report Form that is in held the Headteacher’s office. The person leading the planned or unplanned intervention must complete this form. The head will review every use of physical intervention.
Touch and the use of Restrictive Physical Intervention for all Staff working with Children and Young People.
Policy and Guidance for Staff at Alderman Payne Primary School
At Alderman Payne Primary School we believe that Children need to be safe, know how to behave, and know that the adults around them are able to manage them safely and confidently. For a very small minority of children the use of restrictive physical intervention may be needed, and, on occasions, acceptable forms of intervention accredited by the British Institute of Learning Disabilities (BILD) will be used. The majority of children behave well and conform to the expectations of our setting. We have responsibility to operate an effective behaviour policy that encompasses preventative strategies for tackling inappropriate behaviour.
All the staff need to feel able to manage inappropriate risk and behaviour, and to have an understanding of what and how challenging behaviours might be communicated. They need to know what the options open to them are, and they need to be free of undue worries about the risks of legal action against them if they use appropriate physical intervention. Parents need to know that their children are safe with us, and they need to be properly informed if their child is the subject of a Restrictive Physical Intervention, including the nature of the intervention, and the rationale for its use.
When the use of restrictive physical interventions may be appropriate in Alderman Payne Primary School.
Restrictive Physical Interventions will be used when all other strategies have failed, and therefore only as a last resort. However, there are other situations when physical management may be necessary, for example in a situation of clear danger or extreme urgency. Certain children may become distressed, agitated, and out of control, and need calming with a brief Restrictive Physical Intervention that is un-resisted after a few seconds.
The safety and well-being of all staff and children are important considerations. Under certain conditions this duty must be an over-riding factor.
Who may use restrictive physical intervention in Alderman Payne Primary School
All staff are authorised by the head teacher to have control of children and must be aware of this Policy and its implications.
We take the view that staff should not be expected to put themselves in danger, and that removing a child and themselves is the right thing to do. We value staff efforts to rectify what can be very difficult situations and in which they exercise their duty of care for the child.
Planning for the use of restrictive physical intervention in Alderman Payne Primary School.
Staff will use the minimum of force needed to restore safety and appropriate behaviour. The principles relating to the intervention are as follows:
· Restrictive Physical Intervention is an act of care and control, not punishment. It is never used to force compliance with staff instructions.
· Staff will only use it when there are good grounds for believing that immediate action is necessary and in the child’s and/or other children’s best interests
· Staff will take steps in advance to avoid the need for Restrictive Physical Intervention through dialogue and diversion and at the level of understanding of the child
· Only the minimum force necessary will be used to prevent severe distress, injury or damage
· Staff will be able to show that the intervention used was in keeping with the incident
· Every effort will be made to secure the presence of other staff, and these staff may act as assistants and/or witnesses
· As soon as it is safe, the Restrictive Physical Intervention will be relaxed to allow the child to regain self-control
· A distinction will be maintained between the use of a one-off intervention which is appropriate to a particular circumstance, and the using of it repeatedly as a regular feature of setting policy.
· Escalation will be avoided at all costs, especially if it would make the overall situation more destructive and unmanageable.
· The age, understanding, and competence of the individual child will always be taken into account
· In developing Individual Education/Behaviour Plans, consideration will be given to approaches appropriate to each child’s circumstance
· Procedures are in place, through the pastoral system of the setting, for supporting and debriefing children and staff after every incident of Restrictive Physical Intervention, as it is essential to safeguard the emotional well-being of all involved at these times.
Acceptable forms of intervention in Alderman Payne Primary
There are occasions when staff will have cause to have physical contact with children for a variety of reasons, for example:
· To comfort a child in distress (so long as this is appropriate to their age)
· To gently direct a child
· For curricular reasons (for example in PE, Drama etc)
· In an emergency to avert danger to the child or others
· In rare circumstances, when Restrictive Physical intervention is warranted
In all situations where physical contact between staff and CYP takes place, staff must consider the following:
· The child’s age and level of understanding
· The child’s individual characteristics and history
· The location where the contact takes place (it should not take place in private without others present)
Physical contact is never made as a punishment, or to inflict pain. All forms of corporal punishment are prohibited. Physical contact will not be made with the participants neck, breasts, abdomen, genital area, other sensitive body parts, or to put pressure on joints. It will not become a habit between a member of staff and a particular child or young person.
Developing a Risk Assessment & Plan in Alderman Payne Primary School
If a child is identified for whom it is felt that Restrictive Physical Intervention is likely, then a Risk Assessment & Plan will be completed. This Plan will help the child and staff to avoid difficult situations through understanding the factors that influence the behaviour and identify the early warning signs that indicate foreseeable behaviours that may be developing.
The plan will include
· Involving parents / carers and the child to ensure they are clear about what specific action the setting may take, when and why
· A risk assessment to ensure staff and others act reasonably, consider the risks, and learn from what happens
· A record needs to be kept in the setting of risk reduction options that have been examined and discounted, as well as those used
· Managing the child, strategies to de-escalate a conflict, and stating at which point a Restrictive Physical Intervention is to be used.
· Identifying key staff who know exactly what is expected. It is best that these staff are well known to the child
Identify training needs
Guidance and training for staff
Guidance and training is essential in this area. We need to adopt the best possible practice. In Alderman Payne Primary School this is arranged at a number of levels including:
· Awareness for Governors, staff and parents
· Behaviour management for all staff
· Managing conflict in challenging situations – all staff
· Specific training on Restrictive Physical Intervention techniques – some staff
It is intended that by adopting this policy and keeping parents and governors informed we could avoid the need for complaints. All disputes that arise about the use of force by a member of staff will be dealt with according to Cambridgeshire’s Child Protection and Safeguarding policies.
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