It is important to remember that the majority of young people in schools behave very well and conform to the expectations of the school and the community. Schools have a responsibility to ensure that good behaviour is valued and that circumstances within the school are geared to enhancing each individuals own sense of value and worth.

It is equally important to acknowledge that the vast majority of behaviour that does not meet the schools expectations is responded to through management strategies that do not rely on any form of physical intervention. The training described in this document is not designed to replace behaviour management techniques for use with pupils who may be described as ‘naughty’ or disobedient or whose behaviour deteriorates due to frustration at being unable to make progress during lessons. The need for any form of physical intervention can only be seen as part of a comprehensive range of behaviour management strategies.

Section 550A of the Education Act 1996 (which became operational on 1^st September 1998) clarified the powers of teachers, and others who have lawful control or charge of pupils, to use reasonable force to prevent pupils committing crimes; causing injury or damage; or causing disruption. Such powers already existed under common law. Circular 10/98 sought to explain the implications arising out of Section 550A. Neither the Act, nor the Circular, authorises the use of corporal punishment in any circumstances. Nor are they intended to encourage the use of inappropriate force.

This section allows teachers, and others authorised by the Headteacher to have control or charge of children, to use such force as is reasonable in all the circumstances to prevent a pupil from doing, or continuing to do, any of the following:

• Committing a criminal offence;
• Injuring themselves or others;
• Causing damage to property
• Engaging in any behaviour prejudicial to maintaining good order and discipline at the school or among any of its pupils, whether that behaviour occurs in a classroom during a teaching session or elsewhere.

It is incumbent upon Headteachers to ensure that staff are aware of and properly understand what such authorisation entails.

There is no legal definition of reasonable force and the following must be considered when making a judgement.,

• It will always depend on the circumstances of the case;
• The degree of force must be in proportion to the incident. It must be the minimum force needed to achieve the desired result;
• The age, understanding and sex of the child should be taken into account.

Schools will want to pay particular attention to the training of staff in order to implement a policy relating to the use of force to control or restrain pupils. This will enable them to understand their own rights and duties in such circumstances. In addition, it will enable them to act in an approved manner within a whole-school approach. This will ensure that the school provides a safe environment for both pupils and staff.

The LEA recognises it has a responsibility to support schools with training issues. To this end Norfolk has adopted the TEAM-TEACH approach as its preferred strategy for supporting colleagues in promoting positive physical handling procedures. A core of instructors have been accredited in the TEAM-TEACH approach and are available to work in schools training staff. It should be noted that this is not the only approach that can be employed in circumstances demanding the use of force to control and restrain pupils, and schools are, of course, free to adopt their own procedures and pursue training accordingly. However, any training will need to conform to a common set of characteristics of good practice. Further guidance in this regard is in the process of being finalised by the DfEE.

The TEAM-TEACH approach is born out of extensive research both in this country and the United States. It has been practiced in a wide range of educational settings across 80+ LEAs. These settings have included mainstream and special schools, including residential schools, and also involve other agencies. It has been specifically designed to be appropriate for children and young people. The approach is based on the following principles:

• Physical techniques must be regarded as only part of a whole-school approach to behaviour management. Physical techniques must not be taught in isolation;

• Physical intervention must be seen as a last resort. The expectation is that staff will exhaust other strategies before intervening;

• The training emphasises that developing and maintaining positive relationships are key elements in working effectively with children and young people. The techniques have been specifically designed to protect these relationships;

• The techniques have sufficient range and robustness to be appropriate across the age range and with pupils presenting a range of diverse needs;

• The techniques provide a gradual, graded system of response, commensurate with the situation, context and individuals involved;

• There is an emphasis on the appropriate, targeted use of verbal and non-verbal communication between staff and children. It is recognised that what is said and how it is said is important. The intention is to use this emphasis on communication to return control to the child as soon as possible;

• Staff should make a risk assessment before, during and after any serious incident;

• Where a child requires repeated physical management, strategies and techniques should be planned for and agreed in advance. These should be written into an individual plan for the child.

The LEA has created a core team of instructors, accredited by TEAM-TEACH. They can act as trainers within this framework to all staff in Norfolk's schools. All instructors have completed an extended training programme of five consecutive days.

The training complies with the good practice guidelines produced by the Department Of Health and the DfEE. There is an emphasis on the core principles of TEAM-TEACH throughout the training. In addition, health and safety considerations are built into both the training for instructors and the techniques that instructors subsequently employ.

The training programme for instructors includes both the theoretical framework encompassing the TEAM-TEACH approach and significant physical exercises in which the skills associated with the control techniques are practiced. There is continuous monitoring of each instructor during these activities.

A baseline assessment is undertaken of each instructor at the beginning of the course so that the knowledge and understanding that each instructor brings to the course can be established. Each instructor is retested at the end of the course to demonstrate progress. There is a minimum standard that each instructor must achieve before being accredited.

Each instructor is required to lead a number of sessions and to be a part of role-play situations during the training period. Each contribution is evaluated by other course participants and by the assessor. Final assessment is made by the TEAM-TEACH trainer and is moderated by an external assessor.

Nobody is entitled to train others using the TEAM-TEACH approach without having completed the accredited instructor training. Each instructor must have his or her accreditation renewed annually.

Once accredited, instructors must work in a team with a minimum of two instructors to undertake the training of others. All courses must include planning details and evaluation sheets from all course members. These have to be submitted to TEAM-TEACH on every occasion. Any concerns raised by the planning or by the course participants' responses will lead to further action by the accrediting body.

TEAM-TEACH is affiliated to the National Control and Restraint General Services Association. The President and senior tutors of the National Association are responsible for moderating the instructor’s course. The programme and supporting framework have been offered to teachers professional associations and unions for consideration. Letters of support have been received.

Techniques within the TEAM-TEACH approach have been examined by professionals from Health Authorities with a background in physiotherapy to ensure that they are consistent with practices relating to health and safety.

The DfEE and the Department of Health have examined the programme and the related training course. HMI approached TEAM-TEACH as one of three organisations when drawing together advice for the DfEE before they submitted guidance to schools. A senior inspector of the Department of Health stated that the approach strikes "the right balance between rights of staff to protect themselves and maintain order" and the need to "maintain constructive relationships with children."

A National Steering Group drawing together representatives from across LEAs and services has been formed which has produced Team-Teach Instructor Protocols and a Team-Teach Code of Practice for trainers.

Schools wishing to train staff on developing Positive Handling Strategies in the control of children and young people can involve the LEA team of instructors via a clear procedure on the attached pro-forma. This has been created to support and protect schools when considering Positive Handling Strategy training.

In order to be eligible for practical training schools will:

• Have a Behaviour Management Policy
• Have reviewed that policy within the last twelve months
• Have thoroughly explored the need for training, where it relates to an individual pupil, with their School Support Team and Psychological Service Area Manager, and where there are concerns on a wider school basis, with their RDA.
• Use Appendix A to trigger consideration for training

Instructors will help schools plan their priorities for training and will then lead training sessions. The number of trainers required will depend upon the number of staff to be trained but must include a minimum of 2. All training will normally be on a whole-school basis to ensure consistency of understanding and practice.

The amount of time to be dedicated to a course will depend on the current experience and skills of the staff but schools should anticipate that at least one full day Introductory course will be required as a minimum. The full Team-Teach Programme is a 12 hour, two day programme. Schools will also need to ensure an annual refresher session takes place. These follow up sessions could be within other days or twilights. Equally, where applicable, schools may wish to work within a cluster arrangement for refresher courses.

Schools should designate a senior member of staff to audit and co-ordinate training needs and to be the focal point for the monitoring and recording of incidents and procedures. The Headteacher should maintain an up to date and accurate record of those staff authorised as well as the training they have received.

The cost of initial training as agreed through the above procedure will be met by the LEA, however ongoing training costs will have to be met by the school. Such costs will be kept to a minimum but are likely to relate to the standard advisory day rate

All requests for training will be referred via James Thatcher, Principal Educational Psychologist and Head of Service and co-ordinated by Steve Lord, Senior Adviser (SEN).