Physical intervention in schools: guidance

Annex E: Dataset for recording restraint and seclusion

The key information that should be recorded following the use of any type of restraint, including seclusion, is outlined below. This is not a recording form. However, this dataset can be used to update existing recording forms and systems to improve local data collection. Education authorities may wish to consider updating their Privacy Notices to ensure they reflect the processing of any additional special category personal data.

Decisions on which member of staff completes the record would be agreed locally with the recognised trade unions.

Information that should be recorded following the use of restraint and seclusion

1. Reporter’s name, position, school

2. Date restraint recorded

3. Type of restraint. This includes physical restraint, mechanical restraint and seclusion

4. Date, time and duration (minutes) restraint or seclusion was used

5. Time to report (days) (parents/carer and education authority/school managers/proprietor)

6. Exact location incident and restraint occurred (if different)

7. Child or young person involved, including: name, age, protected characteristics, additional support needs, health conditions

8. Name and position of staff involved

9. Detailed account of restraint or seclusion, including:

• events leading up to restraint or seclusion
• how did staff/child or young person respond?
• what happened afterwards?
• Was the distressed behaviour related to an identified additional support need? If so, how?

10. Did anyone else observe the restraint or seclusion? Please provide details.

11. Does the child or young person have a support plan?

12. Was the plan followed?

13. If the plan was not followed, why? If followed, are there any changes required to the plan?

14. Were de-escalation or co-regulation strategies used?

15. Were the members of staff involved trained in the use of restraint?

16. Why was restraint or seclusion used?

17. Was the child or young person physically moved to another place? If so, who took the decision, how were they moved and where to?

18. Was the child or young person prevented from leaving the space they were moved to? If so, how and for what reason?

19. Was the child or young person supervised during the use of seclusion? By whom? Were they in the same room as the child or young person?

20. How long did the child or young person spend in this situation (in minutes)?

21. Comment on how the child or young person responded while in this situation and when they returned to class.

22. Were there any visible or apparent physical injuries to the child or young person and/or others as a result of the restraint or seclusion?

23. If so, how were these attended to? Was this recorded?

24. Were child protection procedures initiated? If so, which agencies were informed?

25. Was post incident support provided to the child or young person and all others involved?

26. Confirm that the record has been authorised by senior manager

27. What monitoring and ongoing assessment is in place?

28. Further action to be taken following analysis by senior manager

29. Date restraint / seclusion record closed

Post incident review

The key information that should be recorded during any post-incident learning review discussion is listed below.

Post incident learning review (restraint and seclusion)

1. Summarise the child or young person and staff learning review discussion, including child's view, where gathered, agreed follow up support and actions

2. When did the discussions take place?

3. Who conducted the discussions?

4. Describe agreed actions?

5. Was the child or young person’s support plan updated?

6. Parent/carer comments

7. Has the child or young person’s support plan been reviewed to take account of changes required'?

8. If the child or young person had no support plan, has one been opened and agreed now?