Safeguarding and the Use of Reasonable Force
During our recent safeguarding arrangements reviews it has become apparent that some DSLs and senior leaders haven’t picked up on the statutory element of the DfE’s revised Use of Reasonable Force and Other Restrictive Interventions guidance.
The ‘guidance’ document introduces statutory duties that every school must now follow. For DSLs and senior leaders, the sections on pages 14–15 are particularly significant because they shift the recording and reporting of force into the realm of ‘legal obligation’, and not simply ‘good practice’. Which means these duties need to be understood not just as administrative tasks, but as integral to safeguarding, accountability, and building a culture of transparency.
The guidance makes it clear that every significant incident in which force is used must be formally recorded, and that this record should be made as soon as practicable. The detail expected is considerable. Leaders must ensure that each entry captures who was involved, whether the pupil had any identified special educational needs, the time and location of the incident, what happened beforehand, what de-escalation strategies were attempted, what type of force was used, and for how long. Just as importantly, the record must include why the intervention was judged necessary, as well as any resulting injuries and the support offered afterwards. In practice, this means schools cannot rely on vague or minimal notes: a robust and consistent recording system is now a statutory requirement.
Equally important is the duty to notify parents. Schools must report to parents every significant incident as soon as practicable, giving them clear information about when and where the intervention took place, how long it lasted, the type and degree of force used, and whether there were any injuries. The rationale for the intervention must also be shared. There are only very limited exceptions to this duty which would be where notification to a parent would likely place the child at risk of significant harm, balancing the duty to communicate with parents against the duty to protect children. Leaders will need to exercise sound judgement when exceptions are applied.
Beyond recording and reporting, the guidance stresses the role of governors, trustees, and proprietors in ensuring compliance and oversight. Senior leaders must provide governing bodies with data on incidents, enabling them to scrutinise patterns, question disproportionality, and assure themselves that practice is improving. This links directly to safeguarding governance: it is not enough to say incidents are managed; there must be evidence that data is being analysed, lessons are being learned, and policies and training are being adapted. For DSLs, this means being ready to provide insights into the use of force to wider issues such as unmet needs, early help thresholds, or SEND provision.
In addition, policies must be reviewed and aligned to the statutory wording – this became effective early this month (September 2025), ensuring that behaviour and safeguarding frameworks reflect these new duties. Child protection recording systems would need to be configured to ensure incidents can be recorded, and staff must be trained not only in safe physical intervention but also in the importance of documenting incidents correctly and reporting them promptly. Parents should be aware about what they can expect, and pupils should be offered post-incident support that acknowledges the emotional impact as well as any physical consequences.
Ultimately, this statutory guidance strengthens safeguarding practice by requiring schools to be transparent, consistent, and accountable whenever force is used. For DSLs and senior leaders, the message is clear: restrictive interventions must remain rare, proportionate, and subject to rigorous oversight. Now is the time to review your practices, policies, and training programmes to ensure they fully reflect these statutory duties. Recording systems should be checked for compliance, policies must align with the new requirements, and all staff must understand their responsibilities. Taking proactive steps now will not only safeguard pupils and support staff but will also provide clear evidence to governors, parents, and inspectors that your school is meeting its statutory obligations and placing safeguarding at the heart of its culture.
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