Is Whole-School Positive Handling the right answer?
WHOLE SCHOOL POSITIVE HANDLING – For and Against. Many schools have for years taken the Whole School approach to positive handling training. Recently I have been asking schools if this is really the approach that they need to take, they want to take and is having EVERY member of staff trained in restraint a proportionate, […]
Restraint in school – what the law says
“You hope you will never have to use restraint, but if your duty of care leaves you with little choice: know your school procedure and record everything” An excellent article about the use of force for restraint in schools by solicitor Jade Kent. http://schoolsweek.co.uk/restraint-in-school-what-the-law-says/ Author on the use of force with children Mark Dawes adds […]
Positive Handling By The Numbers #6: Duty of Care
Positive Handling Duty of Care Positive Handling Duty of Care is a critically important concept for staff to understand if they are called upon to intervene to create safety in a dangerous situation. Sometimes we see stories of teaching staff being injured by children in schools and receiving 6-figure payouts when they seek compensation. One […]
Positive Handling by the Numbers #5: Five Values for Effective Interactions in the Classroom
Positive Handling Values Base One of the most frequent scenarios we come across in working with teaching staff is the issue of the seriously disruptive student who refuses to follow a reasonable request. Often this type of serious resistance to a request can escalate (in some settings more than others) into situations where physical intervention becomes necessary, […]
Staff Governor said: “competent, clear, precise, logical training with good humour”
Positive Handling Feedback We were delighted to get this great feedback from a school we visited just a week ago who had been struggling to get pragmatic and accurate advice from their previous training provider. I am confident that we can explore and evidence and then deliver a training programme, with your collaboration, which closely matches the scenarios and […]
Positive Handling by the Numbers #4 – Be Cautious around 4-year Olds!
Positive Handling Early Years Concerns Positive Handling Early Years can pose specific risks that you should be aware of. In our last post, we discussed how a 4-year old put two teachers in hospital in a single incident and how it is possible they can have the capability and capacity to do so. Let’s not […]
I forgot all the “holds ” within days because training in the past has been too complex
The training I received was fundamental to the skills we needed to acquire to keep staff and pupils safe within school. The training was clear and precise and easy to remember. Training in the past has been too complex and I forgot all the “holds ” within days. Thanks for offering training that will be […]
Positive Handling by the Numbers #4: Forewarned about (some) Four-year-olds is Forearmed
Positive Handling Plans Positive Handling Plans should consider the wide range of risks involved in the types of situations where these interventions are potentially needed. Is it possible for a four year old child to lash out and send their teacher or teaching assistant to hospital? How about giving them a life-changing injury to their […]
Positive Handling by the Numbers #3: Section 3 Risk Assessments
Positive Handling Risk Assessments Positive Handling Risk Assessment is at the heart of an effective response to the issues of school-based aggression and violence. Once the potential risks have been recognised within an organisation, the next stage is to identify the specific risks associated with each role and then provide measures that will eliminate or minimise […]
Positive Handling by the Numbers #2: The Number is Always Two!
Positive Handling Teamwork How many people need to be in the room when a child in a school threatens injury to themselves or others, or is causing a serious disruption? This is a question I like to explore with my groups in our Positive Handling training courses. The answer is always that we need […]