Positive Handling & Physical Intervention

Course 18 – Positive Handling & Physical Intervention

Introduction

Every child communicates through behaviour.

Sometimes that behaviour reflects:

• excitement;
• frustration;
• anxiety;
• fear;
• confusion;
• sensory overload;
• unmet needs.

Most situations can be resolved without physical intervention.

The safest intervention is often the one that never becomes necessary.

This course explains how DASC promotes positive behaviour, prevents crises and, only where absolutely necessary, responds safely when a child presents a risk of harm.

Learning Outcomes

After completing this course you will be able to:

• understand the principles of positive handling;
• distinguish positive handling from punishment;
• explain when physical intervention may be lawful;
• identify situations where intervention should never be used;
• use de-escalation techniques effectively;
• understand trauma-informed practice;
• record incidents accurately;
• support children following an incident.

What is Positive Handling?

Positive handling refers to the safe, respectful and proportionate responses used to protect children and others when behaviour presents an immediate risk.

Positive handling includes far more than physical intervention.

It also includes:

• communication;
• reassurance;
• redirection;
• environmental adjustments;
• emotional regulation;
• de-escalation;
• supportive guidance.

Physical intervention is only one small part of positive handling.

Behaviour is Communication

Children rarely behave without reason.

Behaviour may communicate:

• fear;
• sadness;
• confusion;
• tiredness;
• hunger;
• sensory overload;
• difficulty communicating;
• previous trauma.

Instead of asking:

"What's wrong with this child?"

Professionals should ask:

"What might this child be trying to communicate?"

This shift encourages empathy and better decision-making.

Positive Behaviour Support

Positive Behaviour Support (PBS) focuses on understanding why behaviours occur.

It aims to:

• reduce distress;
• teach alternative skills;
• strengthen positive relationships;
• prevent future incidents.

Rather than simply reacting to behaviour, PBS seeks to understand its underlying causes.

The DASC Behaviour Hierarchy

When responding to behaviour, staff should always work through the least restrictive options first.

Positive Relationships
          ↓
Clear Communication
          ↓
Redirection
          ↓
Choice and Support
          ↓
De-escalation
          ↓
Additional Adult Support
          ↓
Physical Intervention (Last Resort Only)

Each stage should be considered before progressing to a more restrictive response, unless immediate danger makes this impossible.

What is Physical Intervention?

Physical intervention means using physical contact to prevent harm.

Examples may include preventing a child from:

• running into a road;
• injuring another child;
• injuring themselves;
• causing serious damage that could create immediate danger.

Physical intervention should never be routine.

It is an exceptional safeguarding measure.

Physical Intervention is NOT

Physical intervention should never be used:

• as punishment;
• because a child is rude;
• because a child refuses instructions;
• to force compliance;
• because an adult is frustrated;
• to demonstrate authority.

Using force in these situations would be inappropriate and may be unlawful.

Legal Principles

Any physical intervention must always be:

• lawful;
• necessary;
• reasonable;
• proportionate;
• in the child's best interests.

The amount of force used should be the minimum required for the shortest possible time.

Staff should continually reduce or end the intervention as soon as it is safe to do so.

Safeguarding First

Positive handling is fundamentally about safeguarding.

Its purpose is to prevent harm—not to gain compliance.

Every decision should ask:

• Is anyone at immediate risk?
• Is intervention necessary?
• Is there a less restrictive option?
• How can dignity be preserved?

Children's welfare remains the primary consideration.

Practice Scenario – Running Towards the Road

Practice Scenario – Refusing to Line Up

Manager Coaching Notes

Managers should ensure:

• staff understand the legal principles of positive handling;
• physical intervention remains a genuine last resort;
• behaviour is viewed through a safeguarding lens;
• preventative strategies are embedded throughout DASC;
• incidents are reviewed for learning opportunities.

Outstanding behaviour management focuses on prevention rather than restraint.

Preventing Challenging Behaviour

The safest physical intervention is the one that never becomes necessary.

Most behavioural incidents can be prevented through strong relationships, effective communication and thoughtful planning.

Prevention should always be the first strategy.

Understanding Triggers

Children rarely become distressed without reason.

Behaviour is often influenced by triggers.

Common triggers include:

• tiredness;
• hunger;
• anxiety;
• changes to routine;
• sensory overload;
• frustration;
• communication difficulties;
• conflict with peers;
• unfamiliar environments.

Recognising triggers early allows staff to intervene before behaviour escalates.

Early Warning Signs

Many children show signs that they are becoming overwhelmed before behaviour escalates.

Examples include:

• pacing;
• clenched fists;
• rapid breathing;
• withdrawal;
• raised voice;
• repetitive questioning;
• crying;
• avoiding eye contact;
• increased movement.

Recognising these signs provides an opportunity for early support.

Protective Factors

Children are less likely to become distressed when they experience:

• predictable routines;
• trusted adults;
• clear expectations;
• positive relationships;
• opportunities for success;
• emotional safety;
• appropriate challenge.

Protective factors reduce the likelihood of crisis situations.

Building Positive Relationships

Strong relationships are one of the most effective behaviour support strategies.

Children are more likely to cooperate when adults are:

• calm;
• respectful;
• consistent;
• approachable;
• trustworthy.

Relationships should be built before behaviour becomes challenging.

Clear Expectations

Children should know:

• what is expected;
• why expectations exist;
• what happens if support is needed.

Expectations should be:

• simple;
• age appropriate;
• consistent;
• explained positively.

Avoid giving long or complicated instructions during stressful situations.

Positive Reinforcement

Positive behaviour should be noticed more often than challenging behaviour.

Examples include:

• specific praise;
• encouragement;
• recognition of effort;
• celebrating small successes;
• acknowledging self-control.

Positive reinforcement encourages children to repeat appropriate behaviours.

Giving Choices

Providing appropriate choices helps children feel a sense of control.

For example:

Instead of saying:

"Sit down now."

You might say:

"Would you like to sit on the blue chair or the green chair?"

Simple choices often reduce confrontation while maintaining appropriate boundaries.

The Environment Matters

Behaviour is influenced by the environment.

Consider whether:

• noise levels are high;
• spaces are overcrowded;
• lighting is uncomfortable;
• activities are too difficult;
• transitions are rushed.

Sometimes changing the environment is more effective than changing the child.

Supporting Emotional Regulation

Children learn emotional regulation through supportive adults.

Staff can help by:

• remaining calm;
• using reassuring language;
• modelling emotional control;
• validating feelings;
• offering appropriate coping strategies.

Children borrow emotional regulation from trusted adults until they develop their own.

Co-Regulation

Co-regulation means helping a child regain emotional control through calm adult support.

Examples include:

• speaking slowly;
• reducing demands;
• allowing processing time;
• moving to a quieter space where appropriate;
• offering reassurance.

Co-regulation often prevents escalation.

Trauma-Informed Practice

Some children may have experienced trauma.

Trauma can affect:

• trust;
• emotional regulation;
• behaviour;
• communication;
• responses to authority.

Trauma-informed practice asks:

"What has happened to this child?"

rather than

"What is wrong with this child?"

This approach promotes empathy and understanding.

Supporting Children with SEND

Children with SEND may communicate distress differently.

Staff should consider:

• sensory sensitivities;
• communication differences;
• processing time;
• routine changes;
• environmental adjustments.

Behaviour support should always be individualised.

Escalation Cycle

Behaviour often develops in predictable stages.

Calm
   ↓
Trigger
   ↓
Anxiety
   ↓
Escalation
   ↓
Crisis
   ↓
Recovery

The earlier staff intervene, the less restrictive the response usually needs to be.

Supporting children during the anxiety stage is often far more effective than waiting until crisis develops.

Practice Scenario – Transition Anxiety

Practice Scenario – Sensory Overload

Manager Coaching Notes

Managers should ensure:

• staff understand common behavioural triggers;
• trauma-informed approaches are embedded;
• positive reinforcement is used consistently;
• reasonable adjustments support children with SEND;
• preventative strategies are discussed during supervision;
• behaviour support plans are reviewed regularly.

The strongest behaviour management systems prevent crises before they develop.

De-escalation Techniques

De-escalation is the process of reducing the intensity of a situation before it reaches crisis point.

The objective is not to "win" an argument or force compliance.

The objective is to help the child regain emotional regulation safely.

Successful de-escalation protects children, staff and everyone around them.

Why De-escalation Matters

Most incidents involving physical intervention begin as situations that could have been resolved earlier.

Effective de-escalation:

• reduces distress;
• prevents injuries;
• protects relationships;
• maintains dignity;
• supports emotional development;
• reduces the need for restrictive practice.

Every successfully de-escalated situation is a safeguarding success.

The Adult's Emotional Response

Children often respond more to an adult's emotional state than their words.

Staff should aim to remain:

• calm;
• patient;
• confident;
• respectful;
• predictable.

Avoid:

• raising your voice;
• showing frustration;
• arguing;
• threatening consequences;
• displaying anger.

Your behaviour influences the child's behaviour.

Calm Communication

During escalation:

Speak:

• slowly;
• clearly;
• quietly;
• confidently.

Use:

• short sentences;
• simple language;
• reassuring tone.

Children in distress may struggle to process lengthy explanations.

Active Listening

Children often calm more quickly when they feel heard.

Active listening includes:

• allowing the child to speak;
• acknowledging emotions;
• avoiding interruptions;
• summarising what has been said;
• demonstrating empathy.

Feeling understood often reduces emotional intensity.

Giving Space

Some children regulate more effectively when given appropriate personal space.

Where safe to do so:

• reduce crowding;
• avoid standing over the child;
• allow processing time;
• minimise unnecessary demands.

Personal space can reduce feelings of threat.

Non-Verbal Communication

Children observe body language carefully.

Staff should consider:

• facial expression;
• posture;
• eye contact;
• gestures;
• physical distance.

Non-verbal communication should reinforce calmness.

Avoid:

• pointing;
• folded arms;
• intimidating posture;
• sudden movements.

Reducing Demands

During heightened emotional states, children may struggle to cope with multiple instructions.

Instead:

• simplify requests;
• prioritise safety;
• postpone non-essential discussions.

Address immediate safety first.

Other issues can often wait until the child has recovered emotionally.

Offering Choices

Appropriate choices reduce confrontation.

Examples include:

"Would you like to sit here or over there?"

"Would you like to talk now or in five minutes?"

Choices should be:

• genuine;
• limited;
• achievable.

Avoid offering choices that compromise safety.

Distraction and Redirection

Sometimes changing the child's focus can prevent escalation.

Examples include:

• introducing another activity;
• changing the environment;
• asking for help with a task;
• moving to a quieter area.

Redirection should feel supportive rather than dismissive.

Removing the Audience

Some children become more distressed when peers are watching.

Where appropriate:

• move the child to a quieter area;
• reduce the audience;
• maintain supervision;
• preserve dignity.

Avoid making behaviour a public event.

Knowing When to Pause

Sometimes the most effective intervention is waiting.

Allowing:

• thinking time;
• emotional regulation;
• reduced stimulation

may prevent further escalation.

Silence can sometimes be more effective than repeated instructions.

Supporting Recovery

After the crisis has passed:

Staff should:

• reassure the child;
• avoid criticism;
• discuss the incident when appropriate;
• help identify alternative strategies;
• rebuild the relationship.

Recovery is an important part of behaviour support.

Repairing Relationships

Following challenging incidents:

Children should know:

• they remain valued;
• adults still care about them;
• mistakes can be learned from.

The relationship should remain intact.

Consequences should never damage trust.

Practice Scenario – Raised Voices

Practice Scenario – Refusing to Talk

Manager Coaching Notes

Managers should ensure:

• staff receive regular training in de-escalation;
• reflective discussions follow behavioural incidents;
• positive communication is modelled consistently;
• staff understand trauma-informed practice;
• restrictive interventions remain exceptional.

Effective de-escalation protects relationships while reducing organisational risk.

Lawful Physical Intervention

There may be rare occasions when physical intervention is necessary to prevent immediate harm.

When this happens, staff must ensure that every action is:

• lawful;
• necessary;
• proportionate;
• reasonable;
• in the child's best interests.

The purpose is always protection—not control.

Physical Intervention as a Last Resort

Physical intervention should only be considered when:

• there is an immediate risk of injury;
• de-escalation has been unsuccessful or is not possible;
• delaying action would increase the risk of harm.

The least restrictive response should always be chosen.

When Physical Intervention May Be Appropriate

Examples may include:

• preventing a child running into traffic;
• stopping a child from seriously harming themselves;
• preventing serious injury to another child;
• preventing serious assault on a member of staff;
• preventing dangerous damage to property that presents an immediate risk.

Every situation should be judged individually.

When Physical Intervention Is NOT Appropriate

Physical intervention should not normally be used because:

• a child refuses instructions;
• a child refuses to tidy up;
• a child swears;
• a child walks away from an activity (unless immediate danger exists);
• an adult becomes frustrated;
• a child refuses to apologise;
• a child is being disruptive without presenting a risk of harm.

Behaviour management and physical intervention are not the same thing.

Necessity

Physical intervention must be necessary.

This means:

• there is a genuine risk;
• no safer alternative exists;
• delaying action would increase danger.

If the situation can be managed safely through communication, physical intervention should not be used.

Proportionality

Any intervention should be proportionate to the level of risk.

For example:

A child attempting to hit another child may require a very different response from a child attempting to run into a busy road.

The response should always match the level of danger.

Minimum Force

If physical intervention becomes unavoidable:

Use only the minimum force necessary.

This means:

• no more force than required;
• no longer than required;
• stop immediately once danger has passed.

The objective is protection—not restraint for longer than necessary.

Maintaining Dignity

Even during physical intervention, children should be treated with dignity.

Staff should:

• remain calm;
• explain what they are doing where possible;
• reassure the child;
• avoid unnecessary embarrassment;
• protect privacy.

Children should never be humiliated.

Communication During Intervention

If safe to do so:

Use calm, reassuring language such as:

"I'm helping to keep you safe."

"I'm going to let go as soon as it's safe."

"Take some slow breaths."

Avoid:

• shouting;
• threats;
• criticism;
• sarcasm.

Communication continues throughout the intervention.

Teamwork

Where more than one member of staff is present:

One person should normally:

• lead communication;

Another should:

• support safety;

Another may:

• supervise the remaining children.

Everyone should understand their role.

Good teamwork reduces confusion.

Protecting Other Children

While one member of staff responds:

Other staff should:

• reassure the remaining children;
• move them to safety if appropriate;
• prevent unnecessary distress;
• maintain supervision.

The wider group also requires support.

Unsafe Practices

The following should never be used:

• strikes or blows;
• pain compliance techniques;
• neck restraints;
• pressure on the chest;
• restricting breathing;
• deliberate humiliation;
• unnecessary force.

These practices present unacceptable safeguarding risks.

Duration of Intervention

Physical intervention should last only for as long as the immediate danger exists.

Once risk has reduced:

• release gradually where appropriate;
• continue verbal reassurance;
• support emotional recovery.

The safest intervention is the shortest effective intervention.

After Physical Intervention

Immediately afterwards:

• check for injuries;
• reassure everyone involved;
• allow emotional recovery;
• inform the appropriate manager;
• record the incident;
• review what happened.

Learning begins after the intervention ends.

Practice Scenario – Playground Fight

Practice Scenario – Throwing Equipment

Manager Coaching Notes

Managers should ensure:

• staff understand the legal principles governing physical intervention;
• restrictive practices remain exceptional;
• unsafe techniques are never used;
• incidents are reviewed promptly;
• learning informs future behaviour support plans.

Outstanding organisations reduce the need for physical intervention through prevention, training and reflective practice.

Recording, Reporting and Reviewing Physical Intervention

Whenever physical intervention is used, accurate recording is essential.

The purpose of recording is not to justify the intervention after the event.

It is to:

• safeguard children;
• protect staff;
• demonstrate accountability;
• identify learning;
• reduce the likelihood of future incidents.

Good records support continuous improvement.

Why Recording Matters

Physical intervention is one of the most significant actions a childcare professional may take.

Accurate records demonstrate:

• why intervention was necessary;
• what happened;
• how staff responded;
• how the child was supported afterwards;
• what improvements will be made.

If an incident is not recorded properly, DASC may struggle to demonstrate that the intervention was appropriate.

What Should Be Recorded?

A physical intervention record should normally include:

• date;
• time;
• location;
• names of those involved;
• witnesses;
• events leading up to the incident;
• de-escalation strategies attempted;
• reason intervention became necessary;
• type of intervention used;
• duration;
• outcome;
• injuries (if any);
• actions taken afterwards.

The record should create a clear chronological account.

Writing Objective Records

Records should describe:

• what was seen;
• what was heard;
• what actions were taken.

Avoid:

• assumptions;
• opinions;
• emotional language;
• blame.

Professional records should remain factual.

Recording De-escalation

It is important to demonstrate that less restrictive strategies were considered.

Record examples such as:

• verbal reassurance;
• offering choices;
• distraction;
• reducing demands;
• moving to a quieter space;
• allowing processing time;
• seeking additional staff support.

This demonstrates that physical intervention was genuinely a last resort.

Recording Injuries

If anyone is injured:

Record:

• nature of the injury;
• first aid provided;
• who provided treatment;
• whether further medical attention was required.

Photographs should only be taken where permitted under DASC procedures and relevant policies.

Informing Parents

Parents should normally be informed when physical intervention has been used.

Communication should be:

• timely;
• factual;
• respectful;
• professional.

Parents should understand:

• why intervention was necessary;
• how their child was supported;
• what happens next.

Good communication helps maintain trust.

Informing Managers

The appropriate manager should be informed as soon as reasonably practicable.

Managers should:

• review the incident;
• check records;
• support staff;
• identify learning;
• determine whether further action is required.

Leadership oversight strengthens accountability.

Post-Incident Debrief

Every significant intervention should be followed by a debrief.

The purpose is not blame.

The purpose is learning.

Questions may include:

• What happened?
• What triggered the incident?
• Which de-escalation strategies were successful?
• What could have been done differently?
• Does the Behaviour Support Plan require updating?

Reflection improves future practice.

Supporting the Child Afterwards

Following an incident:

Children may experience:

• embarrassment;
• sadness;
• confusion;
• anxiety;
• guilt.

Staff should:

• rebuild the relationship;
• reassure the child;
• discuss the incident when appropriate;
• identify better coping strategies;
• help restore emotional regulation.

Children should never feel rejected because of their behaviour.

Supporting Staff

Behavioural incidents may also affect staff emotionally.

Managers should offer opportunities to:

• reflect;
• discuss concerns;
• access support if required;
• identify learning needs.

Supporting staff contributes to safer future practice.

Reviewing Behaviour Support Plans

Following significant incidents, managers should consider whether Behaviour Support Plans require updating.

Questions may include:

• Have new triggers been identified?
• Were existing strategies effective?
• Are additional reasonable adjustments required?
• Is further staff training needed?

Behaviour support should evolve as children develop.

Identifying Patterns

Managers should regularly review incident records to identify trends.

Examples include:

• repeated incidents at certain times;
• particular environmental triggers;
• recurring staffing issues;
• successful de-escalation strategies.

Looking for patterns allows proactive improvements.

Learning Rather Than Blaming

Professional reviews should focus on:

• improving systems;
• supporting children;
• strengthening staff confidence;
• reducing future incidents.

A blame culture discourages honest reporting.

A learning culture encourages improvement.

Practice Scenario – Incomplete Record

Practice Scenario – Parent Meeting

Manager Coaching Notes

Managers should ensure:

• every intervention is recorded promptly;
• records remain factual and objective;
• parents are informed appropriately;
• staff receive post-incident support;
• behaviour support plans are reviewed;
• trends are analysed regularly.

Every recorded incident should contribute to improving future practice.

Positive Handling Review Checklist

Following any physical intervention, managers should ask:

□ Was the intervention necessary?

□ Were less restrictive strategies attempted?

□ Was the intervention proportionate?

□ Was the minimum force used?

□ Was the child's dignity preserved?

□ Were injuries assessed?

□ Were parents informed?

□ Has the incident been recorded accurately?

□ Has the Behaviour Support Plan been reviewed?

□ Has learning been shared appropriately?

A structured review helps ensure every incident strengthens future safeguarding practice.

Professional Judgement, Ethics and Decision-Making

Positive handling is not simply about knowing what to do.

It is about knowing when, why and whether an intervention is appropriate.

Every decision should be guided by professional judgement, safeguarding principles and the rights of the child.

Good judgement develops through training, experience, supervision and reflection.

Professional Judgement

Professional judgement means making decisions that are:

• evidence-based;
• child-centred;
• lawful;
• proportionate;
• consistent with DASC policies.

Staff should avoid reacting emotionally or making decisions based solely on frustration or urgency.

Professional judgement requires thoughtful decision-making, even in fast-moving situations.

Children's Rights

Every child has the right to:

• be treated with dignity;
• feel safe;
• be listened to;
• be protected from unnecessary force;
• have their views respected where appropriate;
• receive support after distressing incidents.

Positive handling should always protect these rights.

Children should never be made to feel that physical intervention is a punishment.

Respect and Dignity

Even during highly challenging situations, staff should demonstrate:

• patience;
• compassion;
• respect;
• professionalism.

Avoid:

• sarcastic comments;
• humiliation;
• shouting across a room;
• threatening language;
• discussing incidents in front of other children.

Protecting dignity strengthens trust and supports emotional recovery.

Balancing Safety and Independence

Children need opportunities to:

• take appropriate risks;
• solve problems;
• make choices;
• develop resilience.

Staff should avoid intervening unnecessarily.

Ask yourself:

• Is this unsafe?
• Is this simply uncomfortable?
• Is the child learning through this experience?

Not every challenge requires adult intervention.

Dynamic Decision-Making

Behaviour can change rapidly.

Staff should continually ask:

• Has the level of risk changed?
• Has the child started calming?
• Can the level of intervention now reduce?
• Can verbal support replace physical support?

Professional judgement is dynamic.

The response should change as the situation changes.

Consistency Across the Team

Children benefit when adults respond consistently.

Managers should ensure staff understand:

• behaviour expectations;
• positive handling procedures;
• recording requirements;
• de-escalation techniques.

Consistency reduces confusion and anxiety for children.

Cultural Awareness

Behaviour should always be interpreted carefully.

Staff should avoid making assumptions based on:

• culture;
• language;
• disability;
• family background;
• communication style.

Professionals should seek understanding before reaching conclusions.

Respect for diversity strengthens safeguarding.

Working as a Team

Positive handling is rarely an individual responsibility.

Effective teamwork includes:

• sharing information;
• supporting colleagues;
• communicating clearly;
• remaining calm;
• following agreed procedures.

A coordinated team response reduces risk.

Professional Boundaries

Supportive relationships are important.

However, staff must always maintain professional boundaries.

Avoid:

• responding emotionally;
• taking behaviour personally;
• retaliating verbally;
• attempting to "win" arguments.

Professional boundaries protect both children and staff.

Ethical Decision-Making

Before taking action, consider:

Is it lawful?

Is it necessary?

Is it proportionate?

Is it in the child's best interests?

Would I be able to explain this decision confidently to:

• the child's parents?
• my manager?
• Ofsted?
• a safeguarding professional?

If not, reconsider the approach.

Learning Through Reflection

Following behavioural incidents, reflective questions may include:

• What triggered the behaviour?
• What worked well?
• What could be improved?
• Was intervention avoided where possible?
• What has the child taught us about their needs?

Reflection strengthens future practice.

Organisational Learning

DASC should continually improve by reviewing:

• incident trends;
• staff feedback;
• supervision discussions;
• audits;
• training evaluations;
• Behaviour Support Plans.

Learning should influence future policies and procedures.

Maintaining Professional Confidence

Behaviour incidents can affect confidence.

Remember:

• no professional resolves every situation perfectly;
• learning continues throughout your career;
• seeking advice demonstrates professionalism;
• supervision supports growth.

Confidence develops through experience, reflection and continuous learning.

Practice Scenario – Emotional Reaction

Practice Scenario – Two Staff, Two Approaches

Manager Coaching Notes

Managers should ensure:

• professional judgement is discussed during supervision;
• staff understand children's rights;
• ethical decision-making forms part of reflective practice;
• consistency is promoted across the team;
• learning from incidents influences organisational improvement.

Strong professional judgement is one of the defining characteristics of outstanding childcare practitioners.

Professional Decision-Making Checklist

Before responding to challenging behaviour, ask yourself:

□ Am I calm?

□ Is anyone at immediate risk?

□ Have I understood what may have triggered the behaviour?

□ Have I attempted less restrictive strategies?

□ Is my response proportionate?

□ Am I protecting the child's dignity?

□ Would I be comfortable explaining this decision to parents, my manager and Ofsted?

□ What can I learn from this situation?

Thoughtful questions support safe professional decisions.

Restorative Practice and Learning After Incidents

A behavioural incident is not the end of the learning process.

In many ways, it is the beginning.

What happens after an incident often has a greater impact on the child's development than the incident itself.

Restorative practice helps rebuild trust, strengthen relationships and reduce the likelihood of future incidents.

What is Restorative Practice?

Restorative practice focuses on repairing relationships rather than assigning blame.

It encourages children to:

• understand the impact of their behaviour;
• take responsibility where appropriate;
• rebuild relationships;
• develop problem-solving skills;
• learn positive alternatives.

The goal is growth, not punishment.

When Should Restorative Conversations Take Place?

Timing is important.

A restorative conversation should only take place when:

• the child is emotionally regulated;
• the immediate risk has passed;
• the child is able to think clearly;
• staff can give the conversation their full attention.

Trying to reason with a child during a crisis is rarely effective.

Restorative Questions

Rather than asking:

"Why did you do that?"

Staff should ask questions such as:

• What happened?
• What were you thinking at the time?
• How were you feeling?
• Who has been affected?
• What could you do differently next time?
• How can we help you succeed?

These questions encourage reflection rather than defensiveness.

Rebuilding Relationships

Following a behavioural incident:

Children should experience:

• acceptance;
• reassurance;
• encouragement;
• consistency.

Adults should make it clear that:

• the behaviour was unacceptable;
• the child remains valued.

Separating the child from the behaviour protects self-esteem.

Supporting Other Children

Behavioural incidents may also affect other children.

Some may feel:

• frightened;
• confused;
• upset;
• worried.

Staff should:

• provide reassurance;
• answer questions appropriately;
• maintain confidentiality;
• restore a calm environment.

The wellbeing of the whole group matters.

Working with Parents

Parents are valuable partners in behaviour support.

Following significant incidents:

Staff should communicate:

• professionally;
• respectfully;
• objectively;
• promptly.

Parents should understand:

• what happened;
• why staff acted;
• how their child was supported;
• what steps will follow.

Partnership strengthens consistency between home and DASC.

Working with External Professionals

Some children receive support from external professionals such as:

• Educational Psychologists;
• Speech and Language Therapists;
• Occupational Therapists;
• Social Workers;
• CAMHS;
• Early Help teams;
• SEND specialists.

Where appropriate and lawful, staff should contribute relevant information that supports coordinated care.

Behaviour Support Plans

Children who regularly experience behavioural difficulties may have an individual Behaviour Support Plan.

These plans should identify:

• strengths;
• known triggers;
• early warning signs;
• preferred communication;
• successful de-escalation strategies;
• reasonable adjustments;
• agreed responses;
• review dates.

Behaviour Support Plans should be living documents that evolve as the child's needs change.

Reviewing Behaviour Support Plans

Following significant incidents, ask:

• Did the plan work?
• Have new triggers been identified?
• Were existing strategies effective?
• Are additional reasonable adjustments required?
• Is further staff training needed?

Behaviour support should improve continuously.

Reducing Restrictive Practice

One of DASC's key objectives is to reduce the need for restrictive interventions over time.

Managers should regularly review:

• incident frequency;
• incident severity;
• successful de-escalation;
• environmental triggers;
• staff confidence;
• training needs.

Reducing restrictive practice benefits everyone.

Quality Assurance

Leaders should regularly review:

• physical intervention records;
• behaviour trends;
• supervision discussions;
• staff training;
• Behaviour Support Plans;
• complaints;
• compliments.

Quality assurance identifies opportunities for improvement.

Leadership Responsibilities

Managers should ensure:

• staff receive appropriate training;
• incidents are reviewed promptly;
• records are accurate;
• restrictive interventions remain exceptional;
• learning is shared across the organisation.

Leadership sets the culture.

Children experience the quality of leadership through the behaviour of every adult.

Building a Positive Behaviour Culture

Outstanding organisations do not rely on physical intervention.

Instead, they create cultures built upon:

• trust;
• respect;
• empathy;
• consistency;
• reflection;
• continuous learning.

Positive handling begins long before behaviour becomes challenging.

Advanced Case Study – Escalating Classroom Behaviour

Advanced Case Study – Supporting Staff Reflection

Manager Coaching Notes

Managers should ensure:

• restorative practice follows significant incidents;
• Behaviour Support Plans remain current;
• parents are genuine partners;
• external professionals contribute where appropriate;
• restrictive practices continue reducing over time;
• organisational culture promotes prevention rather than reaction.

Outstanding leadership creates environments where positive behaviour is expected because children feel safe, understood and supported.

Positive Behaviour Culture Checklist

Leaders should regularly ask:

□ Do children feel emotionally safe?

□ Are relationships strong?

□ Are Behaviour Support Plans current?

□ Are incidents reducing over time?

□ Are staff confident in de-escalation?

□ Are restrictive interventions becoming less frequent?

□ Are parents actively involved?

□ Is learning shared after incidents?

□ Are staff wellbeing needs recognised?

□ Does our culture prioritise prevention?

If the answer to these questions is consistently "yes", positive handling is likely to be embedded successfully throughout DASC.

End of Course Assessment

Instructions

Complete the assessment below.

A pass mark of 80% is required before the course can be marked as complete.

Competency Declaration

Related DASC Policies

References

Course Summary

Throughout this course you have explored how positive handling is rooted in safeguarding, child development and professional judgement.

You have learned that:

• behaviour is a form of communication;
• prevention is more effective than reaction;
• de-escalation should always be attempted where safe to do so;
• physical intervention is a measure of last resort;
• interventions must always be lawful, necessary, reasonable and proportionate;
• incidents should lead to reflection, learning and continuous improvement.

Outstanding behaviour support is built on empathy, consistency and respectful relationships.

The DASC Positive Handling Framework

Every response to challenging behaviour should follow this framework:

This framework reinforces DASC's commitment to child-centred, trauma-informed practice.

Key Messages to Remember

Always remember:

• Behaviour communicates a need.
• Stay calm, even when behaviour is challenging.
• Prevention is better than intervention.
• De-escalation should consider first.
• Physical intervention is a last resort.
• Preserve the child's dignity at all times.
• Record incidents promptly and accurately.
• Learn from every incident.
• Work in partnership with families and colleagues.
• Keep safeguarding at the centre of every decision.

Professional judgement, compassion and consistency are your most effective behaviour management tools.

Course Completion

Congratulations.

You have completed Course 18 – Positive Handling & Physical Intervention.

This course has reinforced one of DASC's most important principles:

Children's behaviour should always be understood before it is managed.

By applying the knowledge and skills from this course, you will help create an environment where:

• children feel emotionally safe;
• behaviour is understood with empathy;
• staff respond consistently and professionally;
• restrictive interventions remain exceptional;
• learning follows every incident.

Remember the four principles of positive handling:

• Understand Before You Act
• De-escalate Before You Intervene
• Protect Without Punishing
• Reflect and Improve

Every child deserves adults who respond with patience, professionalism and compassion.

By committing to these principles, you strengthen safeguarding, build trusting relationships and help DASC provide an outstanding environment where every child can thrive.