11.10 Restrictive Physical Intervention

1. Objectives

The objectives of this policy are to:

• safeguard and protect children and young people through the safe, lawful and effective management of behaviour;
• promote positive relationships and interpersonal skills, with a strong focus on prevention, early support and de‑escalation to minimise the need for any restrictive intervention;
• limit the use of restrictive interventions (including reasonable force and seclusion) to circumstances where this is necessary to prevent injury, crime, serious damage to property, or serious disorder, and ensure any intervention is proportionate and for the shortest possible time;
• set clear expectations for agencies and staff, supporting a consistent and safe environment for young people and staff, and ensuring transparent recording, reporting and review.

2. Scope

This procedure applies to all agencies working with children and young people in Sussex, except Sussex Police, which operates under separate statutory frameworks and oversight. For out‑of‑county provision, contracts and service level agreements should require providers to work in accordance with this policy or equivalent standards.

Note for Education settings: From 1 April 2026, all schools in England must have regard to the Department for Education Guidance Restrictive Interventions, including the Use of Reasonable Force, in Schools. This policy aligns with that guidance; where there is any discrepancy for schools, the DfE guidance and relevant regulations take precedence.

The focus of this policy is the effective management of challenging or inappropriate behaviour and the appropriate use of restrictive physical intervention, when necessary.

3. Legislative and Guidance Framework

Key sources include:

• Department for Education: Restrictive Interventions, including the Use of Reasonable Force, in Schools (effective 1 April 2026);
• Education and Inspections Act 2006 (including section 93 and statutory guidance under section 93A for recording and reporting significant uses of force in schools).
• The Schools (Recording and Reporting of Seclusion and Restraint) (No. 2) (England) Regulations 2025 (commencement 1 April 2026).
• Children Act 1989 (including section 25 secure accommodation).
• Relevant safeguarding, equality and human rights legislation and local procedures (e.g., Allegations Management/LADO, complaints).

4. Definitions

Restrictive intervention: Any action that limits a child’s movement, liberty or independence; this can be physical or non‑physical (e.g., seclusion).

Reasonable force: Physical contact used only to the extent necessary and for the least amount of time required in the circumstances to achieve a lawful purpose.

Restraint: Direct physical contact to overpower or immobilise a child, used with the intention of controlling movement in order to prevent harm.

Seclusion: The supervised confinement and isolation of a child away from others in an area from which the child is prevented from leaving of their own free will. In schools this is a safety measure only and must never be used as punishment.

Secure accommodation: Accommodation for the purpose of restricting liberty (Children Act 1989, s.25). Prolonged or excessive use of restrictive interventions may amount to a deprivation of liberty and require a court order.

5. General Principles

Restrictive interventions are one element within a broader, child-centred approach focused on positive relationships, prevention and de-escalation. They must be used only as a last resort, be necessary and proportionate to the level of risk, and applied for the shortest duration possible. Corporal punishment, or any use of force as punishment or to gain compliance, is prohibited and unlawful. All incidents involving restrictive intervention must be recorded, reviewed and monitored.

Agencies will respect children and build positive, trusting relationships within a safe, calm and supportive environment, reinforced through positive behaviour support and recognition of good behaviour. While staff may at times be required to make immediate but measured decisions, opportunities to assess situations, reflect and consult with colleagues should be maximised to support safe and effective decision-making.

Children may experience actions by staff through the lens of adult power, authority and control, and this must be carefully considered. All use of restrictive physical intervention must therefore be anti-discriminatory, respectful and sensitive to cultural expectations and attitudes towards physical contact, and must take full account of special educational needs, disabilities and individual vulnerabilities.

Any concerns about inappropriate or unsafe use of restrictive intervention must be escalated without delay to a manager and to the Local Authority Designated Officer (LADO) (see Local Contacts for LADO contact details).  Agencies must maintain safe systems of work, undertake robust risk assessments, and ensure staff receive appropriate training, supervision and support.

All agencies and schools within Sussex must have clear, detailed and explicit policies and procedures on restrictive physical intervention and behaviour management, including a strategy to reduce and prevent the use of restrictive interventions, appropriate to their setting. These policies must be regularly reviewed and evaluated, be consistent with this policy, and be clearly communicated to children and their parents or carers.

Agencies are responsible for the health, safety and wellbeing of employees, visitors and children in their care. This includes assessing and managing risks associated with restrictive physical intervention, maintaining safe systems of work, and ensuring staff have access to relevant information, training and guidance about the children they support.

6. Levels of Interaction to Manage Children’s Behaviour

6.1 De-escalation

On a basic level, de-escalation means ‘to bring down’. The objective of de-escalation is to prevent aggressive and dangerous situations from occurring and so in some situations, reduce the need for restrictive interventions.

De-escalation can take many forms, but to provide safe, effective and fast de-escalation it is important to get to know the child, what makes them sad, what makes them happy, who are the important people in their lives and much more.

5.2 De-escalation techniques – communication

 Voice:

• introduce yourself;
• use a gentle and calm tone of voice;
• use familiar words;
• use their name regularly;
• acknowledge their feelings;
• never interrupt;
• break down tasks into smaller steps;
• ask or answer one question at a time;
• ensure understanding;
• avoid invalidation;
• be positive.

5.1.2 Body language

• face the person;
• have a calm demeanour;
• make eye contact;
• smile;
• go slow;
• give the person plenty of space.

There are three levels of interaction which can be used as an attempt to manage children’s behaviour:

1. management by simple physical presence, involving no contact: e.g. standing in doorway to prevent exit, or being assertive in emphasising verbal instructions;
2. guiding or touching a child to persuade them to comply. This should be seen as persuasion rather than attempting to enforce control and it is therefore distinct from restrictive physical intervention. e.g. this could be taking a child by the arm to lead them away, or laying the hands on shoulders to gain attention;
3. Restrictive Physical Intervention, the purposeful physical intervention used to control a child or positively apply force with the intention of overpowering the child.

7. Preventative Strategies

Establish a positive, calm environment that reduces triggers and supports emotional regulation. Maintain high‑quality information‑sharing, dynamic risk assessments and individual Behaviour Support/Care Plans co‑produced with the child and parents/carers. Use diversion, space, and negotiation to avoid escalation. Review plans regularly and after incidents.

8. Use of Restrictive Physical Interventions (including Reasonable Force)

The proper use of restrictive physical intervention requires judgement, skill, and knowledge of non-harmful methods of control. Professionals should have relevant and up to date training in the techniques.

Each agency’s own written policy must reflect the legislation and guidance regarding the criteria under which restrictive physical intervention can be used (applicable to the agency) and should consider the risks and welfare issues for children, staff and others who may be affected. Restrictive physical intervention must only be used, when necessary, to:

• prevent risk, injury or danger to the child;
• prevent risk, injury or danger to others;
• prevent serious damage to property;
• maintain good order and discipline (schools only – used only as a last resort and in accordance with the school’s policy).

The decision to use restrictive physical intervention lies with the professionals present at the time and can only be made on the assessment of risk at the time, following failed de-escalation attempts. This must include the risk to professionals from the use of, or failure to use, restrictive physical intervention.

Management of behaviour may take many forms and may vary in degree according to the presenting issues. The purpose is to take immediate control of a dangerous situation and to reduce significantly the threat the child poses to themselves or others or threat or damage to property.

9. Doctrine of Minimum Force and Propertionality

Only the minimum force necessary to achieve the lawful aim may be used, proportionate to the risk and for the shortest possible time. Unlawful use of force may constitute assault or an unlawful restriction of liberty.

10. Permissible Restrictive Physical Intervention

Where restrictive physical intervention is necessary, staff should, where possible, give a clear verbal warning; ensure a second adult is present; remove other children; use only approved techniques; and reassure the child that intervention will cease once safe/self‑control is regained. Concerns must be raised promptly via management and whistleblowing routes.

11. Seclusion

Seclusion may be used only as a safety measure to protect others (or the child) from harm when the child is experiencing acute dysregulation. It must never be used as punishment or through threat of punishment. Seclusion must be time‑limited, continuously supervised, and occur in a safe, non‑threatening environment.

Schools: Each use of seclusion must be recorded and reported to parents/carers as soon as practicable and no later than the same day, subject to the safeguarding exceptions set out in law. Settings must have clear local procedures and safe spaces that meet these requirements.

12. Following use of Restrictive Physical Intervention

As soon as a child is in control of their behaviour or is safe they must be released from restrictive physical intervention. The situation may not have been resolved for the child and a further period of close supervision may be necessary.

As soon as is practicable staff must ask whether the child has any injuries. If a medical professional is not available this must be carried out by a qualified First Aider, or by the Head/Responsible person and recorded on the child’s records. Completion of a body map is encouraged.

In exceptional circumstances a medical  review may be required, although a child of sufficient age and understanding may refuse permission for this to occur. All circumstances, detail of injuries, actions and decisions must be recorded on the child’s file. Wherever available, a child must be offered to be seen by a qualified medical practitioner or First Aider as soon as possible following the use of restrictive physical intervention. Where not available, the child must be closely monitored by staff.

If professionals have concerns that significant harm or injury may have been sustained they must attend A&E or call 999 for an ambulance.  The Front Door/SPoA must also be contacted.

The child’s parent / carer must be informed at the earliest opportunity and in accordance with the agency’s own procedures.

Staff may need to be medically examined or seek medical advice.

If a child is assaulted or alleges that they have been, the employer/professional must report this to the Police and to the LADO  (details of the LADO can be found in Local Contacts).  A referral to the Front Door/SPoA must be made.

If a staff member is assaulted they also have the right to report this to the Police.

Professional judgement will need to be made as to when to return the child to the group. It must not be done to humiliate or confer status on the child.

Following an incident all parties will need to talk about / debrief the restrictive physical intervention. The purpose of this is to:

• reflect upon and analyse the incident and understand why the restrictive physical intervention took place;
• discuss what action could prevent this in the future;
• consider whether the child’s individual needs, including diversity, have been considered and addressed;
• review the child’s Behaviour Management / Care Plan or similar;
• identify any further post-incident support which may be required.

The child must be given the opportunity to debrief in a manner suited to his/her individual needs. The debrief must be undertaken with the child at a time when the child is able to listen, wherever possible within 48 hours of the incident. The debrief should be done wherever possible with a member of staff not involved in the restrictive physical intervention. The purpose of this is to provide opportunity for the child to express their own views of the incident and raise any concerns. The debrief must be recorded.

If a serious incident has occurred, a person with overall responsibility / manager may need to have a formal recorded meeting with the child to outline the unacceptable nature of the behaviour and future action that may be taken should this behaviour be repeated.

The child may wish to make a complaint following an incident or discuss the incident further with a member of staff, parent/carer or independent person. Please ensure the child knows how to make a complaint. If a complaint is made the agency must follow their internal complaints procedure. Where concerns arise regarding the conduct or practice of a member of staff, agencies must follow the procedure in the Allegations Against People who Work with, Care for or Volunteer with Children chapter.  The latter service will determine the appropriate management of the allegation including whether an Allegations Management meeting is required.

In such a situation all relevant evidence must be preserved and safeguarded, for example CCTV footage, incident reports and body maps.

13. Recording and Reporting

All agencies must record incidents promptly using agreed formats, ensuring other staff are aware. Records must include what happened, why intervention was necessary, steps taken to de‑escalate, type/duration of intervention and any injuries/support provided.

Schools (statutory): Record every significant incident involving the use of force and report to parents/carers as soon as practicable and no later than the same day. Record and report each seclusion and non‑force restraint incident in line with regulations, including specified minimum details. Apply safeguarding exceptions only where permitted by law.

14. Monitoring, Governance and Disproportionality Review

Managers must review each incident and meet with the child to capture their views. Governing bodies/boards must routinely review aggregate data on restrictive interventions, including patterns, frequency, locations, staff, and disproportionality (e.g., SEND, protected characteristics). Findings must inform training, planning and risk reduction. Preserve relevant evidence (e.g., CCTV, reports, body maps).