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It outlines the need for a Behaviour Policy and provides structured direction on Positive Behaviour Plans, risk assessment, restrictive physical intervention, incident recording, and related safeguarding considerations.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/paper-templates/","Paper Templates",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/positive-behaviour-management-guidance-for-schools-and-settings-including-plans-the-use-of-physical-intervention/164565/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/positive-behaviour-management-guidance-for-schools-and-settings-including-plans-the-use-of-physical-intervention/164565.png","ImageObject",442,249,{"name":42,"@type":43},"Evangeline","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-23","2026-08-31",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"Why do schools and settings need guidance for behaviour management?","Question",{"text":62,"@type":63},"Most children respond well to a positive environment with shared expectations and rules. When negative behaviour arises, it must be actively managed to protect safety and enable learning opportunities.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How should staff interpret and respond to behaviour concerns?",{"text":67,"@type":63},"Behaviour is treated as a form of communication. Staff are encouraged to consider what the behaviour may be signaling, such as panic, confusion, or unmet needs, and to act early with supportive strategies that reduce distress.",{"name":69,"@type":60,"acceptedAnswer":70},"What is included in a Positive Behaviour Plan and why is risk assessment important?",{"text":71,"@type":63},"The guidance requires schools to develop a Positive Behaviour Plan that incorporates risk assessment. It covers assessing and monitoring behaviour risks, choosing strategies, and communicating and reviewing approaches over 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EMBED Word.Picture.8 \u0014\n\u0015\nPositive Behaviour Management\nGuidance for Schools and Settings\n(including Plans & the use of Physical Intervention)\n\u0003Contents\n\u0013 TOC \\o \"1-3\" \\h \\z \\u \u0014\u0013 HYPERLINK \\l \"_Toc529883466\" \u00141.\tIntroduction\t\u0013 PAGEREF _Toc529883466 \\h \u00144\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883467\" \u00142\tGuiding Principles\t\u0013 PAGEREF _Toc529883467 \\h \u00147\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883468\" \u00143\tScope of Guidance\t\u0013 PAGEREF _Toc529883468 \\h \u00147\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883469\" \u00143.1 \tLegal Framework\t\u0013 PAGEREF _Toc529883469 \\h \u00147\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883470\" \u00144.\tThe Positive Behaviour Plan (incorporating Risk Assessment)\t\u0013 PAGEREF _Toc529883470 \\h \u00147\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883471\" \u00144.1 \tAssessing Behaviour Risks\t\u0013 PAGEREF _Toc529883471 \\h \u00148\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883472\" \u00144.2 \tDynamic Risk Assessment\t\u0013 PAGEREF _Toc529883472 \\h \u00149\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883473\" \u00144.3 \tReducing the Risks\t\u0013 PAGEREF _Toc529883473 \\h \u00149\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883474\" \u00144.4 \tSelecting Strategies\t\u0013 PAGEREF _Toc529883474 \\h \u001411\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883475\" \u00144.5 \tTimeout, Withdrawal and Seclusion,\t\u0013 PAGEREF _Toc529883475 \\h \u001412\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883476\" \u00144.6 \tCommunicating Strategies\t\u0013 PAGEREF _Toc529883476 \\h \u001412\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883477\" \u00144.8 \tMonitoring and Review of PBPs\t\u0013 PAGEREF _Toc529883477 \\h \u001414\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883478\" \u00145.\tRestrictive Physical Intervention\t\u0013 PAGEREF _Toc529883478 \\h \u001414\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883479\" \u00145.1 \tCommon Law and Statutory Law Power\t\u0013 PAGEREF _Toc529883479 \\h \u001415\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883480\" \u00145.2 \tDuty of Care\t\u0013 PAGEREF _Toc529883480 \\h \u001415\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883481\" \u00145.3 \tWhat is Reasonable Force?\t\u0013 PAGEREF _Toc529883481 \\h \u001416\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883482\" \u00145.4 \tWho Can use Reasonable Force?\t\u0013 PAGEREF _Toc529883482 \\h \u001416\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883483\" \u00145.5 \tWhen Can Reasonable Force be used?\t\u0013 PAGEREF _Toc529883483 \\h \u001416\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883484\" \u00145.6 \tInappropriate Restrictive Physical Intervention Techniques\t\u0013 PAGEREF _Toc529883484 \\h \u001417\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883485\" \u00145.7 \tPower to Search Pupils without Consent\t\u0013 PAGEREF _Toc529883485 \\h \u001417\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883486\" \u00145.8 \tCommunicating the School’s Approach to the Use of Reasonable Force\t\u0013 PAGEREF _Toc529883486 \\h \u001418\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883487\" \u00146. \t Incident Recording and Reporting Requirements\t\u0013 PAGEREF _Toc529883487 \\h \u001418\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883488\" \u00147.\tWhen to Involve the Police\t\u0013 PAGEREF _Toc529883488 \\h \u001419\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883489\" \u00148.\tAbsconding\t\u0013 PAGEREF _Toc529883489 \\h \u001419\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883490\" \u00149.\tDealing with Concerns and Complaints\t\u0013 PAGEREF _Toc529883490 \\h \u001421\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883491\" \u001410. \tMedication\t\u0013 PAGEREF _Toc529883491 \\h \u001421\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883492\" \u001411. \tHome-to-School Transport\t\u0013 PAGEREF _Toc529883492 \\h \u001421\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883493\" \u001412. \tVulnerable Pupils\t\u0013 PAGEREF _Toc529883493 \\h \u001421\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883494\" \u001413. \tPupils displaying Sexual or Sexually Abusive Behaviours\t\u0013 PAGEREF _Toc529883494 \\h \u001424\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883495\" \u0014References and Useful Links\t\u0013 PAGEREF _Toc529883495 \\h \u001425\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883496\" \u0014Appendix 1 – Guidance on completing Positive Behaviour Plan and a template for the plan\t\u0013 PAGEREF _Toc529883496 \\h \u001426\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883497\" \u0014How to complete a Positive Behaviour Plan (PBP)\t\u0013 PAGEREF _Toc529883497 \\h \u001426\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883498\" \u0014Appendix 2 – County Council Accident Incident Form (template example)\t\u0013 PAGEREF _Toc529883498 \\h \u001436\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883499\" \u0014Appendix 3 – Guidance and Checklists for Evaluating Sexual Behaviour (Primary/Nursery)\t\u0013 PAGEREF _Toc529883499 \\h \u001437\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883500\" \u0014Appendix 4 – Risk Matrix\t\u0013 PAGEREF _Toc529883500 \\h \u001453\u0015\u0015\n\u0013 HYPERLINK \\l \"_Toc529883501\" \u0014Appendix 5 – Record Physical Intervention (Restrictive)\t\u0013 PAGEREF _Toc529883501 \\h \u001454\u0015\u0015\n\u0015\u0004\n\u000f\nIntroduction\u000b\u000bSchools and settings try to teach children to develop appropriate ","cbCaic88d75RmNwN","https://ap.wps.com/l/cbCaic88d75RmNwN","docx",748415,56,"English","# Introduction\n# Guiding Principles\n# Scope of Guidance\n## Legal Framework\n# The Positive Behaviour Plan (incorporating Risk Assessment)\n## Assessing Behaviour Risks\n## Dynamic Risk Assessment\n## Reducing the Risks\n## Selecting Strategies\n## Timeout, Withdrawal and Seclusion\n## Communicating Strategies\n## Monitoring and Review of PBPs\n# Restrictive Physical Intervention\n## Common Law and Statutory Law Power\n## Duty of Care\n## What is Reasonable Force?\n## Who Can use Reasonable Force?\n## When Can Reasonable Force be used?\n## Inappropriate Restrictive Physical Intervention Techniques\n## Power to Search Pupils without Consent\n## Communicating the School’s Approach to the Use of Reasonable Force\n# Incident Recording and Reporting Requirements\n# When to Involve the Police\n# Absconding\n# Dealing with Concerns and Complaints\n# Medication\n# Home-to-School Transport\n# Vulnerable Pupils\n# Pupils displaying Sexual or Sexually Abusive Behaviours\n# References and Useful Links\n# Appendix 1 – Guidance on completing Positive Behaviour Plan and a template for the plan\n# Appendix 2 – County Council Accident Incident Form (template example)\n# Appendix 3 – Guidance and Checklists for Evaluating Sexual Behaviour\n# Appendix 4 – Risk Matrix\n# Appendix 5 – Record Physical Intervention (Restrictive)","[{\"question\":\"Why do schools and settings need guidance for behaviour management?\",\"answer\":\"Most children respond well to a positive environment with shared expectations and rules. When negative behaviour arises, it must be actively managed to protect safety and enable learning opportunities.\"},{\"question\":\"How should staff interpret and respond to behaviour concerns?\",\"answer\":\"Behaviour is treated as a form of communication. Staff are encouraged to consider what the behaviour may be signaling, such as panic, confusion, or unmet needs, and to act early with supportive strategies that reduce distress.\"},{\"question\":\"What is included in a Positive Behaviour Plan and why is risk assessment important?\",\"answer\":\"The guidance requires schools to develop a Positive Behaviour Plan that incorporates risk assessment. It covers assessing and monitoring behaviour risks, choosing strategies, and communicating and reviewing approaches over time.\"}]","Positive Behaviour Management - Guidance for Schools and Settings (including Plans & the use of Physical Intervention) | DOCX",1788156095,20]