restrictive physical interventions: an audit of practice
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Restrictive Physical Interventions: An Audit of Practice. Current practice in the use, recording and reporting of Restrictive Physical Interventions affecting children and young people with a learning disability or autism in Salford Martin Hanbury . On Research …. Judge a man by his - PowerPoint PPT PresentationTRANSCRIPT
Restrictive Physical Interventions: An Audit of
PracticeCurrent practice in the use, recording and
reporting of Restrictive Physical Interventions affecting children and young
people with a learning disability or autism in Salford
Martin Hanbury
On Research …
Judge a man by his
questions rather
than
by his answers
Voltaire
On Research …
There is a fine line
between fishing and
just standing on the
shore like an idiot
Steven Wright
A Brief History• January 2012: Positive Behaviour Support Policy
is launched• March 2012: Challenging behaviour Strategy
Group convened• Summer Term 2012: Sub-group forms to evaluate
training needs across the Local Authority• Autumn Term 2012: Sub-group concludes ‘we
don’t know what we’re doing’
Inertia
• Period of inertia as
Strategy Group struggle to
find mechanisms to
support implementation of
the policy
• Recognition of need to re-
ignite activity and create
concrete plans
"An object at rest stays at rest
and an object in motion stays in
motion with the same speed and
in the same direction unless
acted upon by an unbalanced
force."
Newton’s First Law of Motion
We needed to know …..• What we needed to know
• How to know it
• What to do with what we learn
Black Holes• No real knowledge of
practice around Restrictive Physical Interventions (RPIs)
• No mechanism or system for finding out
• No way of identifying effective strategies for supporting professionals and practitioners in the field
The Research Project• Summer 2013: Strategy Group commissions research
into practice around RPIs
• Autumn 2013: Research project commences
• February 2014: Interim update
• May 2014: Part One Report completed
Focus Areas
1. An exploration of factors affecting the likelihood of RPIs being used in any given setting
2. The structures in place within organisations serving the children and young people of Salford which might minimise the use of RPIs
3. Current practice related to the recording of RPIs
4. Current practice related to the reporting of RPIs
Methods• Semi-structured interviews with organisational
leads• Briefing paper presented to participants before
the interviews • Selected group of participants• Interviews so far conducted with 18
organisations including primary, secondary and special schools
Limitations• Group has been selected• Engagement is voluntary• Demographic is narrow• Only education sector has contributed so far• Subjectivity in what is recorded
LikelihoodAn exploration of factors affecting the likelihood of RPIs being used in any given setting
• In the majority of settings RPI use is very rare
• This likelihood increases in special schools
• There is a growing perception of more issues emerging
around pupils within EYFS
Likelihood: Reponses‘ … very low likelihood – never done any.’‘ … very, very rare. No more than three per year.’‘Rare, one in three years … one specific pupil.’
‘Likelihood is around two or three a week.’‘Likelihood is … high risk.’
‘More difficulties at the young end … issues with EYFS.’ ‘Likely … four possible pupils [within EYFS].’
Behaviour Support StructuresThe structures in place within organisations serving the children and young people of Salford which might minimise the use of RPIs
• There are well thought through, coherent and effective approaches
• A member of the Senior Leadership is invariably responsible for
behaviour support
• There are no discernible differences between the quality of behaviour
support in special schools and EYFS settings and mainstream schools
Behaviour Support Structures: Responses
‘The Deputy Headteacher is the behaviour lead. Year Leaders and Pastoral
Leads provided the day to day management of behaviour.’
‘Each year group is under a member of the Senior Leadership Team … the
Deputy Headteacher is responsible for Behaviour and Safety.’
‘We’ve increased the pastoral structures in school to meet the needs of our
community.’
RecordingCurrent practice related to the recording of RPIs
• Wide variation in practice
• Rationale for recording is inconsistent across the Local
Authority
• Methods for the storage of records are numerous
Recording: Responses‘Behaviour log paper trail. Don’t use SIMS.’ ‘Incident book. An individual log for some pupils.’ ‘Record is made on SIMS – records all RPIs used. This is link to a more detailed record kept as a hard copy.’ ‘Incidents recorded via SIMS and via a paper-based document developed by school.’
ReportingCurrent practice related to the reporting of RPIs
• Inconsistency characterised this area of research with
significant differences in practice
• Some made reports to Governors, others to parents others
to no-one
• There was no universal method for reporting RPIs to the
Local Authority
Reporting: Responses‘No current systems for reporting to Governors or Local Authority.’ ‘Report to parents. Not necessarily reported to Governors.’ ‘If there is a CPP in place, social worker informed. YOS if related to potential offence.’ ‘No current reporting system.’
Conclusions• There are many examples of high quality practice in
this complex area• There are areas of practice which need to be
developed in the recording and reporting of the use of RPIs
• This development should be made a priority