Physical intervention in schools guidance consultation

It is far too long with too much jargon. The time commitment required to read and understand this document is huge, particularly for already overworked and stretched classroom teachers. As a result, this seems like a tokenistic way to ask for the opinions of those in education. Time needs to be allocated to allow all school staff to take part in this conversation and to share the views of those staff working directly with pupils (if that is what this questionnaire is designed to do). Unfortunately, class teachers are rarely given the opportunity to influence policy despite being in the best possible position to share their expertise and experience.

Again far too long. If this is designed to be read and understood by all practitioners, where is the time coming from to read, understand and question this?

"The child or young person should be communicated with before and throughout the
period of withdrawal to ensure that their views can be taken account of and to help
them to regulate their emotions or behaviour. Non-verbal communication is
recommended as an initial means of communication. "

If the behaviour of 1 pupil is disrupting a whole class and, as a last resort, the pupil is withdrawn to work elsewhere, what should be happening with the other 32 pupils I am potentially teaching while I take the views of the pupil being removed into account?

What about the safeguards for the quality of education for the pupils that do not have to be withdrawn from class?

I have only picked out one quote above, however, the same point applies throughout the document, what about the majority of pupils in a class, aren't they entitled to a high quality of education without disruption? The document repeatedly focuses on how to manage individuals (or small numbers of pupils). The majority of the class are being overlooked.

Physically restraining pupils is not something I have ever done, and so I don't have anything to add.

Again, the policy is very lengthy. When are staff being given the time to digest and challenge this?

In terms of reporting, will time be allocated for staff to complete this? Are there suggestions of what teachers should stop doing in order to find time for this additional reporting?

Again, very cumbersome and overly wordy.

I fundamentally disagree with a large parts of this document.

There is little to no mention of the rights of those pupils who do not display any challenging behaviour. It is all centred on the rights of those pupils who (due to a range of reasons) may be presenting challenging behaviours. Realistically, class teachers do not have the time, resources and training to implement this policy without huge investment. There needs to more thought for how will this policy effect everyone else in a school setting (including staff).

Furthermore, our education needs to be properly funded with class sizes dramatically reduced if policies like this are ever going to work. Expecting teachers to find time to implement this while working with classes of up to 33 is completely unrealistic. I get the very strong impression that this document has not been written by a class room teacher, or indeed by anyone who has set foot in a classroom in the past decade.

See above.