LEARNING HIVE Restrictive Physical Intervention (RPI) Awareness and De-escalation Induction Video transcript · Version 1.1 · 7 October 2026 · Aligned to RPI Policy v1.2 This transcript accompanies the captioned recording. Watching or reading it does not complete training: the knowledge assessment, manager-assessed scenarios, declaration and sign-off are separate. ======================================================================== MODULE 1: WHAT THIS TRAINING EQUIPS YOU TO DO [starts 0:00 in the full video · length 3:50] ======================================================================== This recording is one enhanced training programme for all relevant Learning Hive tutors and staff. You will hear eleven modules. Have the current policy available. When invited to reflect, pause the recording, consider your response, and then resume. Complete the separate knowledge assessment and manager-assessed scenarios after the learning. Listening alone does not complete your training. Welcome to Learning Hive’s restrictive physical intervention awareness and de-escalation induction. This is for every tutor and relevant member of staff, including online tutors. Our aim is to keep learners and adults safe through thoughtful planning, appropriate support and clear escalation. We want you to be able to recognise when the current arrangement is no longer safe and act early, rather than struggle through a session to meet its scheduled finish time. The abbreviation R P I stands for restrictive physical intervention. You also need to recognise restrictions without touch. If you prevent someone moving, the action may be restraint even if your hands never touch them. A familiar example is standing in a doorway so a learner cannot leave. A voluntary break is different: the learner chooses the space and remains free to leave it. Learning Hive is a non school alternative provision provider. Do not assume that a tutor has all the powers that legislation gives to school staff. A qualification, a school commission, a completed course or parental agreement does not settle that question. Any use of force must have a lawful basis and be necessary and proportionate to the immediate circumstances. This package does not grant an additional power. Our single internal programme combines awareness, de-escalation, enhanced risk management and individual planning for every relevant tutor and staff member. Level three, where an assessed role requires it, is external practical training. Passing this package does not make you practically qualified to restrain a child. Your role is to know the plan, use its preventative strategies, recognise danger and call for help. You must not improvise a restraint technique. Before you work unsupervised, you must read the policy, complete the induction, pass the assessment, demonstrate a safe scenario response and sign the declaration. A manager then signs off your completion. Ask about unclear instructions before starting; a training completion tick cannot replace that conversation. Before your first session, locate the verified Learning Hive contact information provided with your induction. Save the live safeguarding contact, management contact and backup route where you can reach them. Do not rely on an untested office number to provide emergency cover. Take a moment to apply this module. A parent tells you, “I give you permission to hold my child if you need to.” Does this permission make the placement safe or give you legal authority? Pause the recording now and think through your answer. When you are ready, resume for the suggested response. [10-second reflection pause with on-screen countdown; pause the video for longer] Here is the suggested response. No. Parental permission does not create legal authority to use force. Learning Hive still needs to assess the risk, staffing and placement. Any protective action must have a lawful basis and be necessary and proportionate to the immediate circumstances. Completing this programme does not qualify you to use restraint holds. This completes module one. Continue to the next module when you are ready. ======================================================================== MODULE 2: KNOW THE PUPIL AND PLAN FOR PREVENTION [starts 3:50 in the full video · length 3:29] ======================================================================== Prevention starts before the first lesson. Read the referral, relevant assessment information, risk assessment and support plan. Ask what has happened before, what the learner was experiencing, what helped and what made matters worse. A broad label such as “challenging behaviour” tells you very little. You need clear information about the actual risk and the particular environment. A learner who has experienced trauma may interpret a raised voice, sudden movement or an adult standing over them as danger. A learner with communication differences may need extra processing time or a non-verbal way to ask for a break. Noise, light, pain, hunger, fatigue, unfamiliar adults and unexpected transitions may all affect engagement. These are reasons to understand and adjust the session, not reasons to assume the learner needs restraint. Special educational needs and disabilities alone do not determine the Red, Amber and Green category. The Red, Amber and Green check informs allocation. Green requires sufficient current information and workable routine controls. Amber means a known increased risk is assessed as manageable through prevention, de-escalation and safe withdrawal without planned restraint. Amber needs a pupil-specific plan and senior sign-off; the combined programme already covers the enhanced awareness learning. Red flags include restraint history, serious assault, weapons, dangerous absconding or a foreseeable need for physical intervention. Red stops normal allocation and goes to the Director and designated safeguarding lead. It does not automatically mean a tutor simply takes a course and starts alone. Missing information is not Green. If the referral mentions an incident but omits the details, ask for them and hold the allocation decision. If the risk assessment relies on a parent being nearby, verify what nearby means, what they can do and whether they will actually be available. If a control changes, tell Learning Hive before delivery. Start with an achievable, predictable session. Explain what will happen, offer appropriate choice, agree how breaks work and notice early signs of distress. The pupil-specific briefing is for every placement, including online provision; the amount of detail reflects the actual needs and risks. Take a moment to apply this module. You receive a referral that says only, “Autism and anxiety.” Another referral describes a learner running into a busy road twice last month. What information do you need before allocation? Pause the recording now and think through your answer. When you are ready, resume for the suggested response. [10-second reflection pause with on-screen countdown; pause the video for longer] Here is the suggested response. A diagnosis does not tell you the actual behaviour, the warning signs or which support works. Consult the referral, planning notes, relevant education and health plans, incident history and family or professional information. Ask about the circumstances, frequency, severity and recency of incidents. Dangerous departures require Red review. Missing incident detail means you need more information, not that the case is Green. This completes module two. Continue to the next module when you are ready. ======================================================================== MODULE 3: RECOGNISE ESCALATION AND RESPOND EARLY [starts 7:20 in the full video · length 3:07] ======================================================================== Escalation does not follow one fixed pattern. Some learners raise their voice or pace; others stop talking, freeze, pull away or repeatedly ask to leave. Silence is not always calm. Learn this pupil’s signs rather than waiting for behaviour that looks dramatic. Ask yourself what has changed and whether the learning task, environment or adult response is increasing distress. When early signs appear, reduce pressure. Stop adding questions. Use a quieter, steady voice and a short statement such as, “We can pause. You can sit here or use the agreed quiet space.” Allow time for the learner to respond. Do not keep repeating the same demand more loudly. Remove unnecessary audience or stimulation where safe, and use the pupil’s familiar regulation strategies without insisting that they must work immediately. A relational approach means preserving trust while maintaining safety. You can acknowledge feelings without approving harm: “I can see this is hard. I’m moving back so we both have space.” Avoid arguing about blame, telling the learner to calm down, threatening punishment or requiring an apology during crisis. Keep your words predictable. The aim at that point is safety and regulation, not proving that an adult instruction will be obeyed. Watch what your response does. If it increases distress, change it. A favourite distraction may help one learner but feel dismissive to another. An offered break may help, but it stops being a voluntary break if you then prevent departure. Choices should be real and safe; do not offer a choice that the pupil’s plan or the venue cannot support. If risk continues to rise, switch from teaching to the crisis plan. Stop the task, create safe space and summon the agreed support. You do not have to use every de-escalation strategy before calling for emergency help when danger is immediate. Make that decision from the actual situation. Record new warning signs and what worked so the next plan can be more effective. Take a moment to apply this module. A learner pushes their worksheet away and stops answering. An adult says, “Sit down and finish this now or I will call your mum.” How could you reduce pressure? Pause the recording now and think through your answer. When you are ready, resume for the suggested response. [10-second reflection pause with on-screen countdown; pause the video for longer] Here is the suggested response. One possible response is, “We can pause. Would you like a break here or in the agreed quiet space?” Put the work aside, use a calm voice and allow processing time. Use only choices the plan and venue can support. Watch whether the response helps. Do not keep repeating demands or insist that a regulation strategy must work immediately. This completes module three. Continue to the next module when you are ready. ======================================================================== MODULE 4: BODY LANGUAGE, SPACE AND EXITS [starts 10:27 in the full video · length 3:11] ======================================================================== Your position in the room matters as much as your words. Before the session, look at exits, furniture, visibility, public access and any hazard. Avoid arrangements where you must squeeze past the learner to leave or where the learner has to squeeze past you. Keep a phone accessible and test the agreed contact arrangement. A paper risk assessment cannot make a blocked doorway safe. During escalation, avoid looming over the learner, pointing, sudden movements or stepping closer to demand an answer. Give space appropriate to the room and the risk. You may stand where you have a route to withdraw, but positioning near an exit does not mean occupying it so the learner cannot leave. The tutor and pupil both need safe movement routes. Do not use furniture, a door, your body or a threat to contain the learner. Imagine a small hired library room. The pupil is distressed, and the tutor stands in the doorway saying the session is not finished. Even with no touch, that may restrict movement. Moving aside and asking the agreed venue contact for help is a different action. Explain the arrangement before a crisis: which member of venue staff can summon assistance, what number works, and what they are expected to do. Do not assume a librarian is a trained responder or has agreed to supervise the pupil after you leave. A home session requires the same care. A parent upstairs is not automatically available immediately and is not automatically competent to assist with restraint. Confirm a way to summon them, who takes responsibility if the session stops, and what happens if they do not respond. If the plan cannot be delivered, contact Learning Hive; do not simply adapt it by using force. Safe withdrawal means getting to a safer position and obtaining help while considering the learner’s welfare. It does not mean abandoning a child. Maintain safe oversight where feasible, alert the responsible adult or emergency services, and arrange handover. If there is immediate danger, your first action may be moving to safety and calling nine nine nine. Do not delay an emergency call while seeking permission from Learning Hive. Take a moment to apply this module. Picture a small library room with a table between you and the learner. There is one door. What would a safer layout and response need to allow? Pause the recording now and think through your answer. When you are ready, resume for the suggested response. [10-second reflection pause with on-screen countdown; pause the video for longer] Here is the suggested response. Both people need a clear movement route. Keep furniture away from the exit and avoid a position that corners the learner or requires either person to squeeze past the other. During distress, create space and move away from the doorway. Know how to summon the named venue contact. Being near an exit for your own safety must not become blocking the learner’s route. This completes module four. Continue to the next module when you are ready. ======================================================================== MODULE 5: WHEN TO STOP A SESSION AND SUMMON HELP [starts 13:39 in the full video · length 3:15] ======================================================================== A session can become unsafe even without a physical incident. Stop criteria may include escalating threats, unsafe movement, a weapon, a failed communication route, an absent adult required by the plan, or a change that makes the room unsuitable. Agree those criteria before the session. You should not improvise a new arrangement to keep delivery hours going when an essential control has failed. If you can safely do so, stop the activity and explain simply: “We are pausing now so we can keep everyone safe.” Use the agreed help route and make a safe handover to the responsible adult. At a community venue, alert the named contact rather than assuming any member of the public will help. Do not leave the child without a responsible arrangement. If risk is immediate, move to safety and call emergency services without waiting for that planned handover. Call nine nine nine when there is an immediate threat to life or serious injury, a weapon posing immediate danger, or an urgent medical emergency. Give the precise location, what is happening, the person at risk, injuries and any access information. Follow the call handler’s directions. Do not try to disarm someone. For non-immediate concerns, use the agreed Learning Hive and safeguarding routes; if you are unsure about a developing emergency, explain the facts rather than trying to diagnose it yourself. Contact Learning Hive as soon as it is safe. A call to a manager is not a substitute for a nine nine nine call in an emergency, and a form submission is not a way to summon immediate help. Know the live designated safeguarding lead or deputy and management cover contacts before delivery. If your first internal contact does not answer, use the agreed backup; do not allow an unanswered call to halt urgent safeguarding action. A tutor’s safety stop and a disciplinary suspension are different decisions. Record the reason for an early stop, the child’s handover and actual attendance. Senior leadership decides any ongoing pause, support changes or suspension through the appropriate policy. If the incident shows that force may be foreseeable, the next session needs senior review before it proceeds. Take a moment to apply this module. The learner takes out a weapon and presents an immediate serious threat. What do you do first, and what information should you give when calling for help? Pause the recording now and think through your answer. When you are ready, resume for the suggested response. [10-second reflection pause with on-screen countdown; pause the video for longer] Here is the suggested response. Move to safety, create distance and alert others where safe. Do not attempt to disarm the learner. Call nine nine nine without waiting for internal permission. Give the exact location, the nature of the threat, who is at risk, any injuries and access information. Follow the call handler’s instructions. Contact Learning Hive when safe and record the sequence of events. This completes module five. Continue to the next module when you are ready. ======================================================================== MODULE 6: RESPONDING WHEN A LEARNER LEAVES [starts 16:54 in the full video · length 3:15] ======================================================================== “Absconding” describes a learner leaving unexpectedly, but the response depends on the context. A pupil asking for an agreed break is different from a young child running toward a road. Know the specific leaving risk, safe boundaries, adult roles and emergency thresholds in the plan. Do not make a routine decision to restrict movement simply because the pupil should be in a lesson. Try calm, brief prompts and an agreed safe alternative when there is time. For example, “Let’s use the agreed break space,” may be appropriate for a pupil who understands that arrangement. Do not stand across the doorway or threaten punishment for leaving. If the learner leaves, maintain sight where safe and feasible, alert the responsible adult or venue contact and Learning Hive, and give the last known location, direction and time. Do not create a further risk through chasing into traffic, physical confrontation or leaving other children unsupervised. You must consider your own safety and the welfare of everyone for whom you have responsibility. If the learner is in immediate danger, call nine nine nine and describe that danger. If their whereabouts are unknown, follow the missing-child procedure and escalate promptly according to the risk; do not wait until the next session. Record the sequence of events, calls and outcomes. An imminent injury may require an immediate lawful and proportionate protective response when there is no effective safer alternative. That is a judgement about the actual emergency, not permission to improvise a restraint hold. Once the danger ends, there is no justification to continue a restriction just to return the pupil to the table or finish the task. A serious departure or a near miss is valuable information about placement suitability. The lesson should not simply restart next time unchanged. Learning Hive reviews the venue, triggers, adult availability, training and support with the commissioner as needed. Repeated dangerous absconding is a Red review indicator. A promise that the tutor will “watch more closely” is not enough if the same arrangement remains unsafe. Take a moment to apply this module. A pupil walks towards an agreed quiet space. In another situation, a pupil disappears towards a busy road. Why might the responses be different? Pause the recording now and think through your answer. When you are ready, resume for the suggested response. [10-second reflection pause with on-screen countdown; pause the video for longer] Here is the suggested response. The first may be an agreed break and should follow the support plan. Do not turn it into confinement. The second may present immediate danger. Maintain sight where safe, alert the responsible adult, give the last known location and direction, and call nine nine nine if there is immediate danger. Do not create further risk by chasing into traffic. Follow the missing-child procedure if whereabouts are unknown and escalate according to the risk. This completes module six. Continue to the next module when you are ready. ======================================================================== MODULE 7: MANAGING ESCALATION IN AN ONLINE SESSION [starts 20:10 in the full video · length 3:21] ======================================================================== Online tutors also need this training. You cannot physically intervene through Zoom, but you may see or hear a serious welfare concern. A pupil can become distressed, disclose harm, threaten self-harm, leave the room or disconnect during an unsafe situation. The absence of face-to-face contact does not make the case automatically Green. Before delivery, know the learner’s current address or physical location, the agreed emergency contact, the responsible adult where relevant, and the Learning Hive safeguarding cover. If the location can change between sessions, confirm the arrangement rather than relying on an old address. Ensure the plan says what happens if the connection ends or an adult cannot be reached. Respect privacy and use approved platforms and communication routes. During distress, reduce demands and speak in calm, brief sentences. Ask for the agreed adult’s help where appropriate and keep contact if it is safe and useful. Do not argue, threaten or demand that the camera remain on as a condition of receiving help. Do not promise secrecy when a safeguarding concern is disclosed. Record the pupil’s words accurately and use the designated safeguarding lead route. If an immediate threat to life or serious injury is apparent, call nine nine nine with the learner’s physical location even though you are elsewhere. State that you are the remote tutor and describe what you saw or heard. If you have incomplete location information, give what you know and act to resolve it; uncertainty is not a reason to ignore an emergency. If the connection ends after a serious concern, act on the concern. Attempt the agreed contact routes, notify the designated safeguarding lead promptly and involve emergency services where immediate danger is suspected. Do not treat it as an ordinary attendance absence, send one message and wait for tomorrow. Equally, a routine technical interruption without a welfare concern follows the ordinary reconnection plan. The reason for your escalation should be recorded, with calls, times and outcomes. Senior staff review whether the plan and emergency contact arrangements remain adequate. Take a moment to apply this module. During an online lesson, a learner says something indicating an immediate risk of serious self-harm. The call then disconnects. Is one message followed by waiting for tomorrow enough? Pause the recording now and think through your answer. When you are ready, resume for the suggested response. [10-second reflection pause with on-screen countdown; pause the video for longer] Here is the suggested response. No. Act on the safety concern. Call nine nine nine where immediate danger is suspected, using the learner’s physical location and explaining that you are the remote tutor. Attempt the agreed adult contact route and inform the designated safeguarding lead promptly. Record what you heard, the time of disconnection, your attempts to reconnect and the action taken. Missing location information must be resolved urgently; it is not a reason to ignore the emergency. This completes module seven. Continue to the next module when you are ready. ======================================================================== MODULE 8: RESTRICTIONS, EMERGENCY JUDGEMENT AND PROHIBITED PRACTICES [starts 23:31 in the full video · length 3:14] ======================================================================== Recognise the action by its effect, not its friendly name. A “supportive hold” that prevents movement is still a restriction. A “calm room” becomes seclusion if the learner cannot leave. Taking away a walking aid to control movement is a restriction without touch. Report these actions even if no injury is visible and even if someone says the plan allowed them. Learning Hive does not plan seclusion as part of its provision. Do not lock a learner in, barricade a room, threaten confinement or use your body to stop an ordinary departure. A voluntary break remains voluntary. You can set safe expectations and call for help without using confinement. Ordinary appropriate first aid or an accepted guiding hand is a different kind of contact, but consider the learner’s wishes, needs and safeguarding plan. Force must never be punishment. Do not use it to make someone complete work, enforce a timetable, obtain an apology or protect property alone without an immediate proportionate safety justification. If there is imminent injury and no effective safer option, any protective action must have a lawful basis and be necessary and proportionate to the actual danger. Stop a restriction as soon as the danger ends. A plan, a training certificate and parental consent do not remove those conditions. Learning Hive prohibits practices that affect airway, breathing or circulation; pressure to the neck, chest or abdomen; covering the mouth or nose; and prone, face-down or ground holds. It also prohibits mechanical or chemical restraint and forced searching under this policy. We do not demonstrate holds here or suggest an alternative hold you should try. If practical competence is needed for an approved role, that is assessed and delivered externally through suitable practical training. Remember the instruction: “If the situation goes beyond this plan, prioritise safety, call for help and contact Learning Hive. Do not improvise a restraint technique.” If the risk has become foreseeable, Learning Hive must review the staffing and delivery model. A trained lone tutor is not a safe default where planned restraint remains foreseeable. Take a moment to apply this module. A colleague says that a learner was only kept in the room for a short time, with no physical contact and no visible injury. Does that mean no restrictive incident occurred? Pause the recording now and think through your answer. When you are ready, resume for the suggested response. [10-second reflection pause with on-screen countdown; pause the video for longer] Here is the suggested response. No. Preventing departure can restrict movement even without touch. A short duration or absence of a visible mark does not remove the need to report. Record the actual action, the immediate circumstances, how long it lasted and the learner’s response. Do not use a friendly name for an action to conceal its effect. This completes module eight. Continue to the next module when you are ready. ======================================================================== MODULE 9: AFTER AN INCIDENT AND THE FORMAL RECORD [starts 26:46 in the full video · length 3:44] ======================================================================== After an incident, make sure the immediate danger has passed and check everyone’s welfare. Look for injury, breathing difficulty, distress and the need for first aid or medical assessment. Lack of a visible mark is not proof that no harm occurred. Give the learner calm support and time to recover. A debrief should not become an interrogation or a demand to agree with the adult’s account. Tell the designated safeguarding lead or deputy and the case lead as soon as safely possible. Use the live contact route for an urgent concern, then submit the formal safeguarding or incident form. The designated safeguarding lead ensures the appropriate My Concern record, safeguarding log and commissioner record. A WhatsApp attendance group is not the formal record and is not a suitable place for detailed sensitive incident accounts. Record every actual or attempted force, restraint, seclusion, restriction of exit, injury and relevant near miss. Write as soon as practicable and aim to complete the account the same day. State who was there, time, place, approximate duration, relevant needs and what happened before the event. Describe the early signs, strategies attempted, immediate risk, exact adult actions, contact or force, learner response and when it stopped. Include injuries, medical support, witness accounts, notifications and departures from the plan. Use observations and attributed words. “The pupil pushed the chair toward the doorway” is clearer than “The pupil was out of control.” Distinguish what you saw from what you inferred. Include the learner’s account in an accessible way and record disagreement without trying to resolve it yourself. The designated safeguarding lead coordinates family and commissioning-school or local authority notification, normally the same day, and written follow-up. If telling a particular parent might cause serious harm, escalate that question to the designated safeguarding lead rather than withholding the whole report. Senior staff review what happened and whether the next session is safe. They consider a structured reflection on the situation, triggers, actions and results, adjustments, staffing, training and placement suitability. If an adult may have used inappropriate force or concealed an incident, use the safeguarding allegation route. Staff and witnesses need support as well. Learning is complete only when necessary changes are recorded, owned and briefed to the next tutor. Take a moment to apply this module. Which is a more useful incident description: “The pupil was out of control,” or “The pupil pushed a chair towards the doorway”? What else would the record need? Pause the recording now and think through your answer. When you are ready, resume for the suggested response. [10-second reflection pause with on-screen countdown; pause the video for longer] Here is the suggested response. The second describes an observed action. Record what happened before it, the warning signs, the immediate danger, your response, any restriction or force, the duration and when it stopped. Add injuries, welfare checks, medical help, witnesses, the learner’s account and notifications. Separate observation from inference. Record disagreements accurately. Report restrictions and relevant near misses even when nobody appears injured. This completes module nine. Continue to the next module when you are ready. ======================================================================== MODULE 10: VERIFY THE RISK PLAN AND PLACEMENT CONTROLS [starts 30:31 in the full video · length 7:42] ======================================================================== A category should describe the proposed provision, not the child’s identity. Start with what is known: the behaviour, severity, frequency, recency, context, triggers, medical needs and successful controls. Then identify what remains unknown. A historical restraint report needs detail about what happened and the circumstances now; it does not prove that restraint is inevitable. However, it does require Red review before normal allocation. Missing detail cannot be used to downgrade the case. Separate the presenting risk from the risk after controls. State whether the control is in place or merely proposed. If the assessment depends on a trained on site responder, verify that person’s role and availability. A score produced by a numerical formula cannot cancel an unresolved Red indicator. The Director and designated safeguarding lead must record the review, any recategorisation and the allocation decision. Learning Hive may request further information or a different provision model. A referral accepted commercially is not proof that the named tutor is suitable. Explain evidence gaps and revised arrangements to the commissioner through Learning Hive management. A usable plan connects each warning sign with a preventative or responsive action. “Use de-escalation” is too broad. State the learner’s preferred language, communication aid, manageable choices, break arrangement, sensory adjustments and processing time. Add what must stop: tasks, unsafe demands or a venue arrangement that worsens distress. A crisis plan also identifies who calls for help, where the adult is, the safe movement routes, the circumstances for nine nine nine, how the session ends and who takes responsibility for the learner. It includes relevant health needs, contact preferences and actions to avoid. Discuss it with the learner and parent as appropriate; involve relevant professionals and the commissioner. A plan cannot preauthorise any use of force simply because it lists it. For Amber, show why the risk can be managed without planned restraint. If the plan depends on a hold, or withdrawal leaves an immediate serious danger that nobody can address, refer back for Red review. A practical training course is not a substitute for a suitable environment and staffing model. Walk through the arrangement before delivery. Identify where the tutor sits, the pupil’s safe route, possible hazards, public exposure, signal strength and the phone/help route. Do not place yourself by an exit in a way that traps the pupil. Confirm the named venue contact and their agreed role; do not rely on a receptionist or security worker to perform an unagreed intervention. In a home, “parent upstairs” does not describe a response time or competence. Agree how help is called, whether the adult can respond, and how they take responsibility if tuition stops. If that support is a critical control and it is absent, delivery cannot proceed unchanged. A fresh dynamic assessment should be communicated and signed off as required. Where planned restraint remains foreseeable, ordinary lone one to one tuition must not proceed even with a practically trained tutor. Director and designated safeguarding lead review considers prevention, an appropriate additional adult, specialist provision, venue and competence. The learning relationship can remain one to one, but any additional safety staffing is a separately approved arrangement, not an assumption that a family member fills the role. A leaving plan and an online emergency plan both depend on accurate location and reachable support. For leaving, establish safe boundaries, adult responsibilities and what the tutor can do without creating additional danger. A dangerous road, exploitation concern or unknown whereabouts may increase the urgency. Do not replace planning with a routine rule to block the door. For online delivery, establish the learner’s physical location, agreed emergency adult and what to do if the connection ends. A known immediate threat needs emergency action even if the tutor cannot see the learner any longer. Give emergency services the facts and location, then inform the designated safeguarding lead as safely possible. A non-emergency technical interruption follows the agreed reconnection plan. After an incident or near miss, record the actions, times and outcome. Review whether the plan’s assumptions held. Do not resume the same delivery arrangement before necessary risk changes and briefings are complete. The pupil briefing is a check that the tutor understands and can apply the plan, not simply a signature. Ask the tutor to explain the triggers, safe response, stop criteria, live contacts, responsible handover and what to do if the main control fails. Record the current plan version and date and any unanswered question. Resolve the gap before allocation. Use scenarios to examine judgement under pressure. A tutor must be able to describe safe actions in sequence, distinguish imminent danger from disruptive behaviour, and avoid restriction as punishment. An unsafe answer requires feedback and reassessment even when the quiz score is high. Scenario assessment contains no practice of physical holds. The manager checks the single programme’s learning evidence and required sign-off. A completion record must not be used as a Level three certificate. Where a role genuinely requires practical competence, verify the external course and approved arrangements separately. Record the refresher date and update briefings when the tutor, venue or learner’s needs change. Use incident learning to improve the next plan, not merely to collect more certificates. Here is a worked example. A library plan names a venue contact but does not say whether that person will be present during tuition. It also says the tutor should withdraw if behaviour escalates, without explaining who then supervises the learner. These are gaps, not effective controls. Before delivery, ask Learning Hive to confirm the contact’s agreed role and availability, the safe withdrawal route and the responsible handover. If those arrangements cannot be made workable, the delivery model needs review. Do not fill the gap by blocking the doorway or assuming that a member of the public will take over. Record whether each control is verified, outstanding or unavailable, and obtain the required allocation decision. Take a moment to apply this module. A referral includes recent restraint. The proposed support plan is unverified, but the numerical risk score looks moderate. Can allocation proceed because the score is lower? Pause the recording now and think through your answer. When you are ready, resume for the suggested response. [10-second reflection pause with on-screen countdown; pause the video for longer] Here is the suggested response. No. An unresolved Red indicator cannot be cancelled by a numerical score. Hold normal allocation and obtain Director and designated safeguarding lead review. Seek detail about the incident and current circumstances, verify each proposed control and consider the staffing and venue. Record the decision and any authorised recategorisation. A training certificate cannot make an unsuitable lone-working arrangement safe. This completes module ten. Continue to the next module when you are ready. ======================================================================== MODULE 11: APPLY THE PLAN AND COMPLETE SIGN-OFF [starts 38:13 in the full video · length 4:18] ======================================================================== Before your first unsupervised session, check your own readiness. Have you read the current policy? Is your training complete and signed off? Have you received this pupil’s briefing, the current plan and emergency contacts? Are the controls actually in place in this venue or online arrangement? If any answer is no, resolve it with Learning Hive before starting. Your knowledge assessment contains fifteen questions. You need at least twelve correct, which is eighty per cent. You also complete three assessed scenarios from the shared case bank relevant to your role, sign the declaration and receive manager sign-off. A high quiz score does not compensate for an unsafe scenario response. If you are unsuccessful, repeat the relevant learning, receive feedback and complete a fresh assessment attempt. We record both the attempts and the final outcome. Everyone completes the same enhanced programme. Amber placements also require detailed pupil-specific planning and senior sign-off before allocation. A Red review holds normal allocation while the Director and designated safeguarding lead examine the risk and proposed arrangements. Level three is not a course to buy automatically for every Red case. It is considered only where an approved role requires practical competence. None of these levels provides legal authority in itself. Your internal refresher is due within twelve months of completion, with earlier updates when policy, risk or learning needs change. A new pupil, changed venue, replacement tutor or significant incident may require a new briefing before the next lesson, even if the annual refresher is not due. Tell Learning Hive when a control fails or when the plan no longer describes the actual situation. Keep the core instruction available: if the situation goes beyond this plan, prioritise safety, call for help and contact Learning Hive. Do not improvise a restraint technique. Our evidence of safe practice is the combination of appropriate training, workable plans, honest reporting, supervision and decisions that match the risk. Take a moment to apply this module. You have passed the knowledge quiz, but you cannot explain what to do if the responsible adult does not respond during a home session. Are you ready to begin unsupervised delivery? Pause the recording now and think through your answer. When you are ready, resume for the suggested response. [10-second reflection pause with on-screen countdown; pause the video for longer] Here is the suggested response. No. Quiz success does not replace a safe scenario response or a usable pupil-specific plan. Resolve the failed-control response with Learning Hive before starting. Your manager must check the learning evidence, scenario outcomes, declaration and placement briefing. The plan must explain how help is summoned, when the session stops and who takes responsibility for the learner. For the scenario assessment, your manager will select three cases relevant to your role. Each needs at least eight out of ten, with no critical safety failure. An unsafe answer cannot be offset by a high quiz score. If you do not meet a requirement, repeat the relevant learning and assessment, with feedback. Keep the original and repeat attempt records. Your completion record must show the completion date, policy version, modules or videos completed, quiz score, scenario assessment, signed staff declaration, manager sign-off, refresher due date and pupil-specific briefing where relevant. The internal refresher is due within twelve months, with earlier updates when needed. Thank you for completing the learning modules. Now complete the separate knowledge assessment and arrange your manager-assessed scenarios and sign-off. Before delivery, confirm the pupil-specific briefing and that the placement controls are in place. Remember: if the situation goes beyond this plan, prioritise safety, call for help and contact Learning Hive. Do not improvise a restraint technique. ======================================================================== CLOSING SCREEN ======================================================================== If the situation goes beyond this plan, prioritise safety, call for help and contact Learning Hive. Do not improvise a restraint technique. Emergency: for an immediate threat to life, serious injury, a weapon posing immediate danger or an urgent medical emergency, call 999 and give the precise location. Learning Hive contacts: use the verified contact sheet provided with your induction (live DSL or deputy, management cover and backup route). To complete your training: knowledge assessment (12 out of 15 minimum), manager-assessed scenarios, declaration and sign-off.