An inclusion base should be an intervention, not a destination
An inclusion base should be an intervention, not a destination Movement towards greater participation in mainstream classes where appropriate The DfE’s new guidance on inclusion bases is best understood as part of a wider policy move: mainstream schools are being asked to become more capable of meeting complex SEND, behavioural, pastoral and attendance needs without […]
Schools being too strict?
Schools being too strict? This piece was prompted by the BBC’s report on a pupil who spent more than half a school year in an isolation booth (BBC News). Strictness without dignity is not discipline I was asked this week to look at the BBC’s report on a pupil who spent more than half a […]
Disproportionality in restrictive interventions: what schools should look for in the data
Disproportionality in restrictive interventions: what schools should look for in the data The 2026 DfE guidance expects governing bodies and proprietors to analyse intervention data, including monitoring disproportionality across vulnerable groups. That is a significant instruction. It means schools should not only ask, “Were incidents recorded?” They should also ask, “Who is experiencing restrictive interventions, […]
Behaviour support plans after restraint: the review schools cannot skip
Behaviour support plans after restraint: the review schools cannot skip The 2026 DfE guidance is clear that schools should review behaviour support plans after incidents, especially where pupils have SEND, known vulnerabilities or repeated patterns of escalation. That review is not a courtesy. It is part of prevention. If the plan does not change after […]
Restraint and seclusion reporting: what the 2026 regulations mean in daily school life
Restraint and seclusion reporting: what the 2025 regulations mean in daily school life The 2026 DfE guidance sits alongside statutory recording and reporting duties, including the Seclusion and Restraint Regulations 2025. For schools, the practical message is clear: restraint and seclusion incidents must be recorded and parents informed promptly, even where plans already exist. That […]
Why schools need a training needs assessment before positive handling training
Why schools need a training needs assessment before positive handling training A school asks for positive handling training. That is common enough. The harder question is whether the school has first identified what training it actually needs. The 2026 DfE guidance says staff likely to use restrictive interventions should receive appropriate training specific to the […]
Who should be trained to use reasonable force in schools?
Who should be trained to use reasonable force in schools? Th: Who should be trained to use reasonable force in schools? The 2026 DfE guidance makes a sensible but important point: schools should ensure staff who are likely to use restrictive interventions receive appropriate training that is specific to the school’s requirements. That sounds straightforward. […]
Ground restraint and unsafe techniques: what schools must remove from training
Ground restraint and unsafe techniques: what schools must remove from training The 2026 DfE guidance is explicit about unsafe practice. Force must never be used as punishment. Techniques that restrict breathing or circulation, or apply pressure to the neck or abdomen, must not be used. If ground restraint happens, it should be ended or repositioned […]
From behaviour policy to practice: making the guidance work in corridors and classrooms
From behaviour policy to practice: making the guidance work in corridors and classrooms Most schools have a behaviour policy. Many have a reasonable force or restrictive intervention section. Some have separate recording forms, risk assessments and behaviour support plans. On paper, the system may look complete. Then the bell goes, the corridor fills, a pupil […]
SEND, reasonable adjustments and positive handling: prevention before crisis
SEND, reasonable adjustments and positive handling: prevention before crisis If the 2026 DfE guidance has one message for schools working with pupils with SEND, it is this: do not wait until crisis to start thinking. The guidance points schools towards identifying triggers, planning proactively, working with parents and professionals, making reasonable adjustments and reviewing plans […]