Item 11 Appendix 2
West Dunbartonshire Council · 20 March 2024
Back to Educational Services Committee — 20 March 2024 and its agenda
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DRAFT Education Services Violence and Aggression in Schools Policy January 2024 1 Appendix 2
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DRAFT Contents Section Page 1 Members of Steering Group 4 2 Introduction 5 3 Policy Aims 6 4 Rights of employees, all children, young people and visitors 7 5 Core Principles of Violence and Aggression Policy 9 ● Convivencia 9 ● Wellbeing 9 ● Inclusion 10 ● Equity 10 ● Relationships are at the heart of all we do 10 ● Targeted approaches through Staged Intervention 10 ● Training and support 11 6 Establishing and maintaining an ethos where violence and aggression is not tolerated 12 ● School Organisation and Pathway 12 ● Child’s Plans 12 ● Risk Assessments 13 ● Training 13 ● Recommendations ‘No Safe Place’ 14 7 Responding to violence and aggression when it occurs so that school ethos is protected 15 ● Reporting violent and aggressive situations 15 ● Support following an incident 16 ● Undertaking investigations 17 ● Provide further support and advice 17 8 Legal implications to policy 18 ● When physical intervention can be used 19 ● When physical intervention cannot be used 20 ● Children with additional support needs 20 ● Planning for and the management of physical intervention 20 2
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DRAFT 9 Appendices Appendix 1: Useful definitions for policy terminology 22 Appendix 2: EIS Data on Violence and Aggressive Incidents 24 Appendix 3: Rights Respecting Schools Survey Data 25 Appendix 4: Advice on risk assessments 29 Appendix 5: Child Plans - questions for managers and staff 31 Appendix 6: Reporting information 32 Appendix 7: De-escalation 35 Appendix 8: Potential Timeline of a Violent and Aggressive Incident 37 Appendix 9: Process to be followed in response to aggressive and threatening situation 38 Appendix 10: An exemplar of a school behaviour policy 39 Appendix 11: Consideration of consequences 41 Appendix 12: Weapons protocol 42 3
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DRAFT Members of Steering Group Claire Cusick - Senior Education Officer Joanne Scott - Education Support Officer Alison Boyles - Headteacher - Dumbarton Academy Johnathan Henderson - EIS rep - Dumbarton Academy Chris McGilchrist - EIS rep - St Peter the Apostle HS Laura Minto - EIS rep - Clydemuir PS Parent and Pupil Representatives from Clydebank High School and Dumbarton Academy Greg Allan - PT Whole Family Wellbeing / UNCRC Officer Kate Kerr - Unison Rep - Facilities - St Patrick’s Primary Sharon Hayes - Learning Assistant - Kilpatrick Hazel Redford - PT Physical Education - OLSP 4
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DRAFT Introduction In West Dunbartonshire Council, the majority of employees in 2023 still perceive that all or most children and young people are generally well-behaved in schools. Employees continue to find that children and young people engage in mostly positive behaviours in the classroom in all or almost all lessons. However, since 2006, teaching and support staff have been reporting more negative, distressing and challenging behaviours. There was a general trend of positive behaviours decreasing and negative behaviours increasing as pupils’ age increased, with most low level and negative behaviours more commonly reported in secondary schools than primary schools. The exception was physical violence and aggressive behaviours, both directed at children and young people and towards staff, which were more often experienced in primary schools compared with secondary schools. Primary 1 -3 teachers were also more likely to encounter these behaviours towards themselves or other staff in the classroom compared with P4-7 teachers and in P4-7 compared with in secondary school. Behaviour in Scottish Schools Research Report 2023 The EIS Union recently compiled a report that investigated the ‘nature and extent of the ‘violence and aggression’ faced by teachers’, the ‘nature and extent of the ‘violence and aggression’ faced by pupils’ and ‘identify challenges around ‘violence & aggression and good practice to address or mitigate violence & aggression in schools’. 872 EIS members were surveyed and an example of information obtained from this survey can be found on Appendix 2. This survey shows that perceptions of teachers on violent and aggressive behaviour in schools is clearly present, frequent and requires a solution. This survey, as well as the EIS Union’s ‘Violence & Aggression’ recommendations report following the survey have been considered greatly as part of the policy review. WDC’s Children’s Rights Officer issued a survey to all primary and secondary schools in the authority. Insights regarding respect displayed from children and young people to employees and between children and young people themselves were gathered. The data which was considered and relevant in relation to this policy is located on Appendix 3. The data informs us that there is a high proportion of both employees, children and young people who are concerned about the degree of respect they receive from others. It should be noted that there may be several potential reasons that both employees, children and young people responded in the way that they did. 5
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DRAFT From both sets of data, and the research referenced above, we can reasonably ascertain that violent and aggressive incidents are too frequent in schools, which is affecting our safe & nurturing learning environments. A measured and appropriate response to violent and aggressive incidents in schools would contribute greatly to improving the wider experience and health and wellbeing of all. Finally, West Dunbartonshire Council recognises any incident of violent or aggressive behaviour towards children, young people, employees and visitors to be unacceptable. Policy Aims The aim of this document is to: ● Fulfil West Dunbartonshire Council’s duty of care for all children, young people, employees and visitors; ● Provide guidance to minimise the occurrence of violent and aggressive incidents in schools; ● Provide guidance on managing actual or potential violent and aggressive incidents; ● Provide guidance on the use of Safety Interventions during violent and aggressive incidents; ● Provide guidance on support for all children, young people, employees and visitors following a violent and aggressive incident; ● Provide guidance on reporting incidents of violence and aggression; ● Give details of training available to staff relating to violent and aggressive incidents. This policy will be reviewed by members of the steering group in March 2025. 6
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DRAFT Rights of employees, children, young people and visitors WDC Employees and Visitors Rights in relation to violent and aggressive incidents West Dunbartonshire Council employees and visitors have the right to be safe at their workplace, when visiting our buildings or when using one of our buildings. This policy offers guidance to ensure that appropriate Health and Safety legislation is strictly followed in the event of a violent and aggressive incident. The Council has a duty of care towards all employees and visitors within its establishments and this policy is designed to ensure the safety and care of everyone within all educational establishments. Children’s Rights in relation to violent and aggressive incidents The United Nations Convention on the Rights of the Child (The UNCRC - Click here for all the articles of The UNCRC) is now enshrined in Scottish law. The UNCRC Act (2024) has had a clear impact on the design and implementation of this policy. Under Article 12 of the convention, every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. Children and young people within West Dunbartonshire Schools have been consulted and have had their views taken into account in the creation of this policy. This has been vital to ensure Children and Young People have a shared sense of ownership of this policy. The following are examples of where The UNCRC applies to this policy. This is not a definitive list: ● Article 3 - Best Interests of the Child ● In all actions concerning children, whether undertaken by public or private social welfare institutions, courts of law, administrative authorities or legislative bodies, the best interests of the child shall be a primary consideration. ● Article 6 - Life, survival and development ● States Parties recognise that every child has the inherent right to life. 7
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DRAFT ● States Parties shall ensure to the maximum extent possible the survival and development of the child. ● Article 19 - Protection from violence ● States Parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while in the care of parent(s), legal guardian(s) or any other person who has the care of the child. ● Article 28 - Access to education ● States Parties shall take all appropriate measures to ensure that school discipline is administered in a manner consistent with the child’s human dignity and in conformity with the present Convention. All polices, including this one, should be underpinned by a rights-based approach. Getting it Right for Every Child and the Children and Young People (Scotland) Act requires every practitioner to familiarise themselves with and take account of the United Nations Convention of the Rights of the Child (UNCRC) in their day-to-day practice. 8
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DRAFT Core Principles of Violence and Aggression Policy Convivencia This policy will adopt a view on violence and aggression within learning establishments to include incidents that act against ‘convivencia’ – the Spanish word for “living together in harmony”. This view supports and explains the two essential strands of all school strategies for violence and aggression reduction: ● establishing and maintaining a learning environment where violence and aggression is not tolerated – so that an ethos of ‘convivencia’ is always present; ● responding to violence and aggression when it occurs so that the ethos of ‘convivencia’ is protected. Wellbeing It is essential that the whole establishment community has a shared understanding of wellbeing and the dignity and worth of every individual. This promotes a culture and ethos of positive relationships. All of our establishments should be free from violence and aggression. Our establishments and centres are expected to be nurturing and inclusive and to foster a climate of mutual respect. This can only be achieved when pupils’ needs are appropriately assessed and met. Renfrewshire Council’s Education Staged Intervention Framework and assessment of needs should be fully implemented to promote a safe working environment for all employees and children. Staff wellbeing should be recognised as a key factor in ensuring a nurturing, positive establishment environment. The quality of relationships within an education establishment can be seen to have a significant impact on employee wellbeing and their resilience along with their ability to manage and cope with the numerous challenges and stresses. In line with the Council’s Code of Conduct it is essential that there is meaningful recognition from managers at all levels of the demands of working within educational establishments. Effective leadership within establishments is crucial to ensuring that all employees are protected, and that staff wellbeing is high profile by embedding appropriate strategies and approaches within management systems and methods. Senior leadership teams should create a culture where staff wellbeing is seen as a crucial aspect of the wellbeing of the wider establishment community and recognition is given to the importance of the link between work-life balance and positive mental health. 9
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DRAFT Inclusion There must be clear values-driven leadership and shared communication to creating an inclusive and positive ethos in which positive relationships can thrive, which is endorsed by, and embedded across, the whole community. Inclusion entails children and young people being present, participating, achieving, and being supported. This is everyone’s responsibility. Being a Teacher in Scotland General Teaching Council Scotland (GTCS) Standards for Registration include “Demonstrating a commitment to motivating, and including all learners, understanding the influence of gender, social, cultural, racial, ethnic, religious and economic backgrounds on experiences of learning, taking account of specific learning needs and seeking to reduce barriers to learning.” The Scottish Social Services’ Council (SSSC) Equality, Diversity and Inclusion Mainstreaming and Outcomes state “As a public body, we comply with the Equality Act 2010 and the Public Sector Equality Duty (PSED, or general equality duty). We pay due regard to the need to: • eliminate discrimination, harassment, victimisation, and any other conduct that is prohibited by or under the Equality Act 2010 • advance equality of opportunity between people who share a relevant protected characteristic and people who don’t • foster good relations between people who share a relevant protected characteristic and people who don’t.” Equity Equity underpins our approach to inclusion and promoting positive relationships. This ensures that each child and young person is given the right support, at the right time, in the right place from the right person when they need it. Relationships are at the heart of all we do. Everyone within an establishment community is more likely to demonstrate positive behaviour where relationships are respectful, rights based and where children are supported to develop positive behaviours. Targeted approaches through Staged Intervention There is a legislative requirement to support identified additional support needs through appropriate wellbeing assessment and planning, as set out in the refreshed Getting It Right for Every Child policy. Our strategy for embedding the Nurture Principles (Renfrewshire’s Nurturing Relationships Approach) should also inform this approach, particularly ‘All Behaviour is communication’ and ‘Children’s Learning is understood developmentally.’ Many children and young people will need specific targeted support to develop a repertoire of pro-social behaviours. Evidence 10
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DRAFT demonstrates that it is important to teach appropriate social skills alongside managing behaviour. Thorough assessment using the National Practice Model, particularly the Resilience Matrix, and more specific assessments such as the Boxall Profile can help establishments decide on what particular personalised support is required. Training and Support From time-to-time children and young people who present as distressed or dysregulated can be challenging to manage within classes and playrooms. This behaviour can occur on a continuum and be exacerbated by certain factors. It is therefore essential that the DHT Pupil Support/Support for Learning Coordinator ensures that employees are appropriately trained and supported to carry out their duties. This may also include working with specialist employees to for example CSS staff, IL staff etc. Where specialist staff, in conjunction with the DHT Pupil Support/Support for Learning Coordinator, establish the need for professional learning, this shall be arranged from amongst the specialist teams, including Educational Psychology to ensure that employees are fully equipped to fulfil their responsibilities. Safety Interventions (previously MAPA) run numerous sessions throughout the year and dates are available on the CPD website. Where learning and development from external agencies is identified, this too shall be provided. It is the responsibility of senior leaders to disseminate specialist information such as Suicide and Self Harm guidelines and professional learning dates for Safety Interventions (previously MAPA) to all staff; it is the responsibility of employees to become familiar with policies, request a child’s plan and/or risk assessment if it has yet to be shared with them or ask for support where they identify a gap in their skills or knowledge. 11
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DRAFT Establishing and maintaining an ethos where violence and aggression is not tolerated School Organisation and School Pathways Child’s Plan Where a pupil requires support in the form of a Child’s Plan, this must be constructed with the Team around the Child (TAC) and clearly reflect the views of the pupil and family. As members of the TAC, employees must also be fully involved in the rationale behind decisions and understand their role to support. Other employees 12
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DRAFT who come into contact with the pupil must also be advised about risk management strategies. Risk assessment This policy provides clear structures to ensure that employees are protected from violence and aggression and relates to the prevention, management and reporting of violent incidents in establishments. Risk assessments should be shared with employees working with the child or young person, including supply/cover staff. Employees are reminded to request a copy of the risk assessment/plan if it has yet to be shared. The aim is to safeguard the health, safety, and welfare of employees at all times by: ● reducing the risk of violence and aggression against employees; ● making sure that arrangements are in place to assess the risk of violence and aggression against employees; ● providing appropriate training and information for employees. For example, as part of the annual update on the first In-service day, establishment staff will receive an update covering relevant information and training opportunities; ● making sure standards are applied consistently; ● providing appropriate support to employees following a violent or aggressive incident; ● maintaining robust recording and management systems for all violent and aggressive incidents, including those that fall within Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 2013; and ● making sure that employees who have experienced or witnessed incidents are confident to report them, have ● them taken seriously and dealt with effectively. Further guidance can be found on Appendix 4 for completing risk assessments. Training This policy takes into account the recommendations of No Safe Place and our Safety Interventions training provided by Crisis Prevention Institute. These place a clear focus on ACES, Nurture and de-escalation over restraint or seclusion. More information can be found on Appendix 5 13
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DRAFT Recommendations from No Safe Place include: ● Local authorities should provide training to staff on a proportionate basis, with only those who have been assessed as needing training receiving it; ● This training should be rights based and in line with the Council of Europe recommendations 2004(10) and with the principles of the common core. Specialist places have access to this training on an allocated in-service day and annual refresh should also be available on this designated date. Staff across the learning communities can access Safety Interventions via the CPD website. Training requirements should be discussed with your line manager/professional learning coordinator in the first instance. 14
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DRAFT Responding to violence and aggression when it occurs so that the school ethos is protected Reporting violent and aggressive situations Employees should report all incidents and should not accept that violence or aggression is part of the job. Recording of incidents helps to build up a true picture of the risks and triggers for work related incidents, helping in the monitoring and development of appropriate prevention strategies. It can contribute towards evidence which may be required should legal proceedings be initiated. Employees are encouraged to report and record incidents of violence and aggression and be aware of the process for doing so. They should: ● Record what happened as soon as practically possible after the incident; ● Keep to the facts ● Record what you saw, heard, thought, and felt at the time. Include any specific words, such as swear words, and actions, such as "grabs", "squaring up", etc; ● Be as detailed as possible ● Statements such as “she was verbally abusive” or “…and then he became more aggressive” are not descriptive enough to tell us exactly what happened; ● Be as factual as possible ● Factual record of events means that we can learn from what happened, make things safer and improve the way we work. It can also help to reduce the risk of either the organisation or an individual being sued or prosecuted. The employee experiencing violence or aggression can choose to contact their appropriate trade union representative for further advice and support if required. Establishments should make every effort to ensure LPN / pupil chronology is updated when there has been an incident of violence and/or restraint. Where an employee is absent from work because of any incident or accident involving violence at work the Council’s policy for “Supporting Employee Wellbeing Policy”, including the support mechanisms shall be implemented. If an employee is absent for more than 7 days due to violence, that incident does become RIDDOR reportable. Please alert your SEO in these instances. 15
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DRAFT Support following an incident Provide immediate support and advice The incident must be reported immediately to the head teacher who should promptly take such action as is necessary to restore order and discipline in the school. In the event that the head teacher is the victim of the aggressive or threatening incident, the above action should be taken by the next most senior employee. In this situation the Senior Education Officer (or Education Officer if the SEO is unavailable) should be informed and link Child Protection Officer as soon as possible after the incident. The child’s plan and risk assessment should be included in the email alert The most important thing to check following an incident – whether or not it involved physical intervention – is that everyone is safe and well. Key questions to ask include: ● is there a requirement for emergency action e.g. the involvement of the emergency services? ● does anyone require first aid or other non-emergency medical attention? ● how are those who were involved/witnessed this feeling? ● does anyone require recovery time in school or at home? ● does anyone require peer support? ● is everyone reassured that the incident will be properly investigated? The head teacher should now investigate the incident fully to establish the exact circumstances. Undertake an investigation ● Take statements from all those involved capturing information from Appendix 5 ● Consider if the police should be involved. This will depend on the seriousness of the assault and other circumstances. In particular, the wishes of the victim should be taken into account 16
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DRAFT ● Where Police are contacted all involved staff should cooperate fully at all stages of the investigation ● Establishment should alert their link Education Officer and link Child Protection Officer ● Contact the parent(s) or carer(s) and ask them to attend a meeting at the school to discuss the incident. Seek their cooperation and agreement where possible as to sanctions and action necessary to prevent a recurrence. ● For further information surrounding investigations please refer to ‘SMS Code 01 - Investigating, Recording and Reporting Incidents.’ http://intranet.west-dunbarton.gov.uk/chief-executive/people-technology/health -and-safety/health-and-safety-management-standards/ Provide further support and advice Any serious incident should be followed, at an appropriate time and emotional distance from the incident, with an opportunity for the member of staff either directly involved in or witnessing the incident to talk about the actual circumstances of the event. If requested by the victim, advice should be sought from the representatives of the relevant staff union and the Council’s HR team. In all cases, the victim of an aggressive or threatening incident should be kept fully informed of the outcome of any action taken. Legal implications to policy The Standards in Scotland’s Schools etc. Act 2000 introduced the restriction on corporal punishment (section.16) which makes clear that pupils should never be subjected to corporal punishment. Corporal punishment is defined as ‘doing anything for the purposes of punishing the pupil concerned (whether or not there are reasons for doing it) which, apart from any justification, would constitute physical assault on that pupil’. A member of staff (for example a teacher or any other person who works at the school and who has lawful control or charge of the pupil) has no right by virtue of his or her position to inflict corporal punishment on a pupil. This prohibition applies to all schools, including independent schools and is prohibited at any time thus pupils on a school trip are covered. Importantly, however, there are two situations where a member of staff may physically intervene and where physical intervention would not be seen as corporal punishment: 17
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DRAFT ● where the action towards the pupil was done for reasons which included averting an immediate danger of personal injury to any person, including the pupil; and, ● where the reasons for the action included averting an immediate danger to the property of any person, including the pupil. These do not need to be the only or primary reasons for the commission of an act towards the pupil. Essentially, provided one of these reasons is included, assault will not be inferred. What constitutes an immediate danger to personal injury or to property is a matter of professional judgement, the law is unable to legislate for every scenario. However, averting immediate danger to property of limited value or immediate danger of very minor personal injury would not constitute a defence to assault. The purpose of physical intervention is the avoidance of injury to staff, pupils and third parties. It must, therefore, only be used in circumstances where there are reasonable grounds for believing that a child or young person is placing himself/herself or other people in immediate danger; there is also a case for such intervention when there is imminent risk of significant damage to property. The European Convention of Human Rights provides that it is unlawful to inflict inhuman or degrading treatment or punishment of any kind, for example, corporal punishment. Any other form of punishment which was inhuman or degrading would also be unlawful. For example, it may be deemed degrading to expose a pupil to verbal humiliation as a punishment. The law in Scotland provides that education authorities, schools and educational staff have a duty of care to protect pupils in their care from physical harm. Staff must follow the guidance contained in this policy and procedures document to ensure the backing and protection of the local authority should any legal action be brought as a result of physical interventions being employed in exercising this duty. Any guidance should be read in conjunction with recommendations from No Safe Place. 18
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DRAFT When can physical intervention be used? Any physical intervention must be in line with the Commissioners recommendations within ‘No Safe Place: Restraint and Seclusion in Scotland’s Schools’ ( https://www.cypcs.org.uk/ufiles/No-Safe-Place.pdf pg. 43-44), in the best interests of the child or young person, whilst offering protection to staff and other children.“The rights of all children and young people must be a key consideration where physical intervention is being considered”. (Included, Engaged and Involved Part 2, pg. 24) Physical intervention must only be used as a last resort when other forms of de-escalation, such as simple instructions, diversion or other types of interventions within the child’s plan are not practical or not effective. This is further outlined in the Commissioner’s recommendations, stating that ‘...local authorities should ensure that all policies, whether at national or local level, make it clear that restraint and seclusion are measures of last resort.” Physical intervention should use the minimal force necessary to prevent injury or damage and should be used for the shortest possible time. No intervention should ever be deliberately painful or dangerous otherwise it could be classed as an assault. It is important for children and young people to be made aware that physical intervention is a non-punitive measure solely used to prevent them harming themselves, other people or property. Physical intervention should be preceded by a dynamic risk assessment and a clear verbal instruction or other signal to stop the dangerous or threatening behaviour. All children considered to potentially require physical intervention should have a plan in place, agreed in advance with the child and their parent/ carer(s), which includes de-escalation strategies and a risk assessment. This plan should be reviewed in line with the GIRFEC model and following any incident of physical intervention. Staff should never put themselves at risk. Any form of physical intervention should be contemplated only if: ● the staff member feels sufficiently able, and sufficiently trained, to intervene; ● such intervention poses minimal risk to the teacher or to others present; ● the staff member considers it likely that their intervention will make a positive difference to the safety of the child, themselves or others. In the case of staff who have medical conditions which could affect their ability to use some physical intervention, safety advice should be taken from West Dunbartonshire Council's Occupational Health Advisor. 19
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DRAFT When must physical intervention not be used? Physical intervention should never be used as a means of ensuring compliance with staff instructions when there is no immediate risk to people or property. In addition, physical intervention should not be used when: ● safety can be restored in another practicable way; ● you are not in control of yourself; ● you consider it clearly unsafe to do so (for example, the young person has a weapon); ● the young person has a medical difficulty that may be made worse by being restrained; ● there are not enough adults to restrain the child safely; ● you feel that, even with enough adults, you are not confident you can manage to restrain the child safely; and/or ● you are on your own with a young person, unless you assess that a physical intervention is the action which presents the lowest risk (in very rare circumstances). Children with Additional Support Needs Some children/young people may have an additional support needs profile which can mean that difficult to manage behaviours have a recognised relationship with those additional support needs. In these cases, it is important that explicit planning takes place to minimise the likelihood of such behaviours occurring and clear guidance given to staff on how to respond if this becomes necessary. Many children who have additional support needs can display distressed and/or difficult to manage behaviour. Other pupils may have a history of aggressive or self-harming behaviour. In such cases, medical advice should be sought on the forms of intervention which may be safely used. The establishment should make sure that parents/carers are aware that they have a clear onus to advise staff of any medical condition or change in medical status. Planning for, and the management of physical intervention In all circumstances where distressed behaviour has a recognised relationship with identified additional support needs, the Child’s Plan should incorporate measures to minimise, support and safely manage those behaviours. An individual risk assessment including de-escalation and positive handling considerations must be carried out and the Child’s Plan should reflect any medical and/or de-escalation and positive handling advice received. It should identify: ● the triggers that cause the young person distress; ● the early warning signs that all is not well; and 20
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DRAFT ● ways in which staff and children can help calm the situation. These plans must be reviewed as frequently as required, and every time there is a physical intervention with the child/young person. They should then be shared with the wider team of teachers, support staff and parents. Where they have yet to be shared, the wider team should request the up to dare copy. Any form of physical intervention as part of the plan must be demonstrated to the child and parent. 21
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DRAFT Appendix 1: Useful definitions for policy terminology Corporate Health and Safety (H&S) use the following definition in WDC Violence at Work Safety Management Standard. The Health and Safety Executive has defined violence at work as: “Any incident in which a person is abused, threatened or assaulted in circumstances relating to their work”. This includes: ● Physical assault; ● Threatening behaviour, with or without a weapon; ● Serious or persistent intimidation, including sexual or racial harassment; ● Severe verbal abuse; and ● Behaviour designed to cause emotional distress or humiliation, including rude gestures or innuendo of an offensive nature. This includes threatening behaviour online too. This is not an exhaustive or definitive list. Incidents should be assessed individually and in the context that they occur. It is recognised that individual perception, sensitivity and reaction to some of the factors may vary from one employee to another. For this reason, WDC recognises a definition of violence that includes "the experience of a feeling of threat" on the part of the employee, in any situation. Aggression is defined as ‘spoken or physical behaviour that is threatening or involves harm to someone or something’. (Cambridge Dictionary Website, 2024). Physical assault is the intentional application of force by one person on another, without lawful justification, resulting in injury or personal discomfort for example damage to glasses, dental work etc. Non-physical assault is the use of inappropriate language or behaviour causing distress and/or constituting harassment. Unacceptable behaviour including for example - loud or intrusive conversations or shouting, offensive sexualised behaviour or gestures, physical posturing and unwanted email, telephone or from other technological devices and from social media communication Emotional Dysregulation is the decreased ability to control emotional responses resulting in disproportionate reactions to the situation. 22
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DRAFT ACEs stands for Adverse Childhood Experiences. These relate to highly stressful, and potentially traumatic, events or situations that occur during childhood and/or adolescence. They can be a single event, or prolonged threats to, and breaches of, the young person’s safety, security, trust or bodily integrity. Safety Interventions are restrictive and non-restrictive interventions to maximise safety and minimise harm. These are used as a last resort and for the minimum time necessary. Non-restrictive interventions enable staff to respond by considering effective verbal interventions, making the environment safe, or moving to a place of safety if the person in distress does something that could injure others. Examples of non-restrictive interventions include: • Removing items that could be dangerous • Removing the person in distress • Removing bystanders • Asking a staff member to help • Calling for help • Physical disengagements Restrictive intervention can be described as any physical, environmental, or mechanical intervention used to restrict a person’s liberty of movement. Disengagement is the use of a physical intervention to gain a release of self or others. These definitions will apply to incidents involving all children, young people, employees and visitors who are under the duty of care of West Dunbartonshire Council. 23
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DRAFT Appendix 2 - EIS Data on Violence and Aggressive Incidents (November 23 Report) 24
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DRAFT Appendix 3 - Rights Respecting Schools Survey Data (October 2023) The Children’s Rights Officer issued a survey to all primary and secondary schools in the authority. It collected the insights regarding respect displayed from children and young people to employees and between children and young people themselves. What the data displays is that there is a high proportion of both employees and children and young people who do perceive respect from others to be a concern. It should be noted that there may be several potential reasons that both employees, children and young people responded in the way they did. However, we can reasonably ascertain that a reduction and appropriate response to violent and aggressive situations in schools would contribute to improved respect received by all. Primary Employees (198 responses) Secondary Employees (201 responses) 25
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DRAFT Primary Children (1769 responses) 26
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DRAFT Secondary Young People (922 responses) 27
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DRAFT Appendix 4 - Advice on risk assessments of physical intervention Individual children and young people Assessing risk must take account of both the specific risks posed by individual young people as well as the risk towards any individual young person if physical intervention has to take place. In either case, you should carry out an individual assessment. You should include the steps to be taken to deal with the risks in the young person’s day-to-day care arrangements. The risk factors to be considered prior to intervention include: ● previous incidents or situations; ● a history of being a victim of violence or violent situations; ● stressful/difficult home situations; ● under the influence of alcohol or other substances; ● communication difficulties; ● previous experiences of intense rejection; abuse; separation; loss; distress and/or fear; some forms of mental health issues; ● physical pain due to illness or some forms of disability; ● difficulties in adapting to new situations or people; 29
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DRAFT ● extreme sensitivity to aspects of an environment e.g. noise; physical contact; light etc.; ● exposure/re-trigger of previous trauma; ● risks associated with physical intervention (CPI Safety Interventions workbook pg. 39-45): ● psychological injury; ● soft-tissue injury; ● articular or bone injury; ● respiratory restriction; ● cardiovascular compromise. There are situations where physically intervening present a significant risk and should be avoided if possible. For example, this could apply if there is a combination of the type of factors listed above. Risk assessments need to evolve as young people and their circumstances change. The aim is to allow each young person to grow so that they do not need other people to support their behaviour. 30
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DRAFT Appendix 5 - Child Plans - questions for managers and staff ● For each child, what behaviour do they display that might place that child or others at significant risk of harm, and how should you respond to keep people safe? ● Does the Child’s Plan consider how issues such as personality, gender, religion, cultural or ethnic background, developmental delays, and previous history affect behaviour and influence decisions on when to physically intervene? ● If there is a big risk of the young person behaving dangerously, is a behaviour management plan in place, including plans for physically intervening, where needed? ● Will adult involvement increase the risk of aggressive or threatening behaviours and lead to harm, even where the aim is to support the young person? ● Does the care plan consider the young person's use of alcohol and drugs? ● Does it consider their relationships and daily routines? ● Does it identify possible flashpoints, how they should be dealt with and by whom? ● Does the care plan outline the alternatives to physically restraining the young person which have proved effective in the past? ● Is the young person’s support plan updated to reflect learning from recent incidents 31
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DRAFT Appendix 6 - Reporting information for seemis and Figtree Step 1: Details of the incident to be emailed to HT for inclusion in Seemis latest pastoral notes and Figtree To be completed by the person/s undertaking the physical intervention (immediately or within 24 hours). This statement is completed in conjunction with the submission of an online HS1 form via FIGTREE. Name of establishment: Name of staff: Designation: 1. What was happening for the child before the incident? What seemed to trigger the behaviour? Who else was involved or present? 2. What behaviour alerted you that the child was struggling to cope? 3. Which techniques did you use to de-escalate the situation? 4. Before physically intervening what was the response from the pupil/child? 5. What was the specific risk to the welfare of the child or others? 6. What method or type of hold did you use and were there any complications that arose during the intervention? 7. How long did the physical intervention last? 32
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DRAFT 8. How did the physical intervention come to an end, and what help and support did you offer to the child? Signed: Date: Designation: Part 2 Figtree To be completed by the HT on FIGTREE. Level of detail required is as follows. Ensure responsible person is Headteacher and line manager is the link Senior Education Officer NAME OF ESTABLISHMENT: NAME OF MEMBER(S) OF STAFF: CHILDS NAME: CHILD’S DOB & STAGE: CONFIRM FIGTREE SUBMISSION: Injuries Was member of staff injured? YES/NO Was pupil injured? YES/NO Pupil Support Plan Does the pupil have a plan in place? YES / NO If no, is a support plan now required? YES / NO 33
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DRAFT If yes, was this action in line with the part of the support plan that details aggressive or threatening behaviour? YES / NO As a result of this incident does the support plan need to be reviewed? YES / NO Has a planning meeting/ TATC been convened? YES / NO Date: Has the parent been informed? YES / NO Date: Please explain the ways in which the plan will reflect a response to this incident: Incident logged in LPN as Latest Significant Event with brief description and response? YES/NO Centrally Recorded LPN information to be captured (still needed?) Was physical intervention required? YES / NO If yes, has report been completed and submitted via FIGTREE? YES / NO Revised RA now in place? YES / NO Has the Child’s Plan been reviewed? YES / NO 34
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DRAFT Appendix 7 - De-escalation Practical de-escalation is the primary focus of our Crisis Prevention Safety Intervention training of which their trademarked Integrated Experience model is the overarching protocol Supportive - relationship based Directive Calm and consistent adult Provide space and time Think "what has happened?" Awareness of background, circumstance, triggers Distract Rational detachment Clear direction /simplified instruction Scale back language Positive phrasing Respectful 35
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DRAFT Down play challenge - stick to topic Behaviour influences behaviour Offer fail safe choice - "if…then…" / Scripted intervention (PIVOTAL) - agree as a team/department/TATC Use caring, supportive tones Keep volume appropriate to the situation Deliver message at a rate the young person can process Limit setting “when…then…” Non-restrictive intervention Restrictive intervention (Safety Interventions training) Remove items that could be dangerous Remove the person in distressed Remove bystanders Remove class/group to a different place of saftey Ask staff member for help Be mindful of posture, proximity, gestures Take any threats seriously Physical disengagements (Safety Interventions training) Lowest level of physical hold until risk is removed Lowest level of hold for least amount of time possible Demonstrated to young person/parents previously if part of plan/risk assessment 36
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DRAFT 37
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DRAFT 38
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DRAFT 1 1 39
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DRAFT Appendix 10 - An exemplar of a school behaviour policy 40
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DRAFT References ‘Violence reduction in schools – how to make a difference’, Council of Europe, 2006 41
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DRAFT Appendix 11 Consequences Consequences https://consult.education.gov.uk/school-absence-and-exclusions-team/revised-school -behaviour-and-exclusion-guidance/supporting_documents/Behaviour%20in%20sch ools%20%20advice%20for%20headteachers%20and%20school%20staff.pdf On the rare occasion where it has been determined that there has been an act of violence that is unrelated to ASN/ACEs, that it has been an act of maliciousness to deliberately hurt or intimidate another pupil / member of staff, staff should follow their establishment discipline policy. Priority should be to ensure the safety of the pupil, other pupils and staff and to restore a calm and orderly environment. It is important that staff across a school respond in a consistent manner so pupils know with certainty that misbehaviour will always be addressed, and that context will be taken into account. De-escalation techniques can be used to prevent further behaviour issues arising and recurring and schools may use pre-agreed scripts and phrases to help calmly restore order. Where necessary, consequences should quickly follow the incident. Schools should be clear that there are consequences for misbehaving and misbehaviour will not be ignored. The aims of any response to misbehaviour should be to: • restore a safe, orderly environment in which all pupils can learn and thrive; • attempt to prevent the recurrence of misbehaviour; and • maintain the culture of the school by reinforcing the need for safety, calm and dignity. All members of staff should respond predictably, promptly and assertively to incidents of misbehaviour. Inconsistency teaches pupils that boundaries are flexible which can encourage further misbehaviour. This reduces the deterrent effect of sanctions, which in turn dilutes their effectiveness. Where appropriate, staff should take account of any contributing factors that are identified after an incident of misbehaviour has occurred: for example, if the pupil has suffered bereavement, experienced abuse or neglect, has mental health problem, has been subject to bullying, has needs including ASN or a disability (including any 42
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DRAFT not previously identified), has been subject to criminal exploitation, or is experiencing significant challenges at home. Sanctions should be applied clearly and consistently to reinforce the routines, expectations and norms of the school’s behaviour culture. When appropriate, staff should make time for a pastoral discussion to ensure the pupil understands why they received the sanction and what they need to do in the future to improve their behaviour. Acceptable consequences for consideration The behaviour policy should include a range of possible consequences clearly communicated to and understood by pupils, staff and parents. Consequences should not be considered in opposition to rewards, but rather as two complementary strands of intervention that reinforce a school’s positive behaviour culture. Examples may include: Use of restrictive / non-restrictive safety intervention that manage immediate risk of harm to • a verbal reprimand; • the setting of written tasks such as writing an account of their poor behaviour; • loss of privileges – for instance the loss of a prized responsibility; • parental phone call / meeting; • detention; • school based community service, such as tidying a classroom • regular reporting including early morning reporting; scheduled uniform and other behaviour checks; or being placed “on report” for behaviour monitoring; • exclusion (discuss pupils with ASN/who are LAC with SEO prior to exclusion) • in the most serious of circumstances - permanent exclusion / call to Police Scotland. 43
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