Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment she has made of the potential implications for her policies of trends in the level of the use of (i) physical restraint and (ii) isolation practices in schools; what steps her Department is taking to reduce the use of these practices; and when updated guidance for schools and parents will be published on this matter.

The government recognises that the use of restrictive interventions, such as physical restraint and seclusion, can have a significant and long-lasting effect on the pupils, staff members and parents involved, as well as other class members.

For this reason, we have recently updated the restrictive interventions, and the use of reasonable force in schools guidance. This aims to support schools to proactively minimise the need to use such interventions through early support, prevention and de-escalation strategies.

​The ‘Behaviour in schools’ guidance outlines expectations around the use of removal from the classroom which some schools refer to as isolation. Schools should ensure that removal for any pupil is for the minimum amount of time necessary, and that removal is used consistently, proportionately, and in a way that supports the pupil’s reintegration into the classroom.

The guidance makes clear to schools that they should collect, review and analyse data internally to assess the use of restrictive interventions and removal, so that improvements to these practices can be identified.

As outlined in the Schools White Paper, we will spread best practice through refreshed resources to support schools to deliver calm, caring and inclusive environments.