Document History:
First Published 09/2016

Policy Review Date:
June 2017

Live on website ver-1d

Force and Restraint Policy
This document explains why and how staff can use reasonable force to de-escalate situations and when it is appropiate to do so. It applies to all staff and volunteers.

Any queries about this policy should be sent to the document editor identified in 1.1 via contactus@edlumino.org

1.1              This document should be interpreted in line with the standard policy context and definitions. The editor of this document is the CEO. It comes into effect from the 1st June 2016
2     Use of reasonable force

All staff have the right to use reasonable force where it is appropriate to do so. The duty of care may occasionally require the use of reasonable force. Any use of force should always be a minimal use. The amount of force considered reasonable in specific circumstances will generally be directly proportionate to the seriousness of the situation and the amount of harm likely to follow if force is not used.

Occasions where reasonable force might be appropriate include interventions such as:
to prevent pushing, shoving or violence against a third party
to prevent damage or destruction to property
to remove a pupil from a situation which they refuse to leave
to prevent an upset pupil entering a room or situation, where doing so might lead to further upset and difficulties.
to carry out a search for ‘prohibited items’ (as defined in the behaviour policy)

Where possible staff of the same gender as the student should be involved in physical contact. However, where there is an urgent need to act, this may not be possible.

When the need to use force can be anticipated, and delay is possible, then additional staff should be summoned before doing so and consideration should be given as to whether the police should be called. Consideration should especially be given as to whether the situation is likely to escalate into a need to involve restraint, in which case appropriately trained staff should be summoned.
3     Use of restraint


Restraint should only be used where there is a justifiable reason to believe that a student is going to resort to violence, or further violence, if the student is not restrained.


Except in an emergency where failure to attempt to restrain a student could result in serious harm, only staff who have been appropriately trained in restraint techniques should be involved in restraining a student.
4     Follow up

As soon as possible after the use of force or restraint, the matter should be reported by the staff concerned to the Designated Safeguarding Lead , who should investigate the matter and establish a contemporaneous report of the facts and circumstances of the matter.


Incidents in which there has been a use of force or restraint should always be communicated to the parents or carers. If there is a designated local government safeguarding lead, that individual should also be informed so that there is no scope for misinformation or miscommunication of the matter.

Incidents involving the use of force and restraint must be included on the Safeguarding register so that there can be appropriate monitoring and oversight.
5     Conclusion

5.1              This Policy has been Environment Impact Assessed and Equality Impact Assessed. Policy review follows the Review cycle.

Impact Assessment  : Edlumino Force and Restraint Policy
Equality Impact Assessment : Race & Ethnicity, Gender, Age, Religion, Disability, Sexuality, Maternity, Gender Reassignment, Marriage & Civil Partnership, Deprivation

Concerns arising after control measures added : NONE

Further Action : NONE
Environmental Impact Assessment : Waste & Recycling, Pollution of water, land, air, noise, light or odour. Flooding, Energy or materials use.

Concerns arising after control measures added : NONE

Further Action : NONE

See Also :  General assessments and general control measures within the Meta Policy

Assessment carried out by : RF March 2016

Appendix  : Definitions of words used in Policies and Procedures
In general, English words are assumed to have the meaning and reference contained within the Oxford English Dictionary. Specialist terminology relating to Education is taken as having the meaning given to it in the appropriate English parliamentary legislation or English Government documents (especially those from the Department for Education).

Within the organisation we give our own additional definitions as follows:

‘associate volunteers’: are individuals who volunteer and work alongside organisational staff, but are not formally enrolled within the organisation. These individuals may belong to other charities (such as Save the Children, etc), in which case they are ‘corporate associate volunteers,’ or they may be self sponsoring and working on their own behalf, in which case they are ‘sole associate volunteers.”’
‘directors’: are the trustees.

‘Editor’: the member of staff who is deemed to ‘own’ a document and is responsible for ensuring that it is published, reviewed, amended and kept accurate and up to date

‘member’:  the individuals in charity law responsible for appointing the trustees. In Edlumino Education Aid the trustees are the members, and they are a self-regulating body.

‘Organisation’:    The organisation is Edlumino Educational Aid

‘school’: refers to any place where learning is delivered by a member of staff to pupils, as a corporate act of the organisation. This could be a school, an academy or some other formal or informal setting.

‘staff’:  refers principally to employed members of the organisation. However the word ‘staff’ is used in organisational documents as a simple way of referring to all who work on behalf of the organisation, so it includes ‘trustees’, ‘members’, ‘volunteers,’ ‘visitors,’ etc.

‘student’: there is a customary distinction between ‘pupils’ who are learners up to the age of 16 and ‘students’ who are post 16 learners. We use the word ‘student’ to refer to all learners, regardless of age.

‘Studium’: is an Edlumino centre where education, or emergency education is provided. This term is used for centres where words such as ‘school’ or
‘education’ could be misconstrued or mistakenly viewed as having political connotations.

‘Supporter’: this is a person who undertakes to fund raise or carry out other activities which support the organisation. Supporters are not formally part of the organisation and have no formal rights or responsibilities within the organisation.

‘teacher’: a member of staff responsible for ensuring that students learn. This could include those who are formally qualified as teachers, those who are experienced as teachers, or it could include individuals who are delivering aspects of a role which could otherwise be done by teachers.

‘trustees’: those appointed by trustee vote to the body of trustees responsible for the organisation

‘volunteer’:  an individual who donates time to work for the organisation. Individuals only become ‘volunteers’ from the point that they complete their induction and are enrolled as a volunteer. Volunteers have no contractual rights as there is no contract between the organisation and a volunteer.

‘visitor’: an individual who is visiting an organisational site or activity, potentially doing so in order to make a decision about whether to ask to become a volunteer.