Oral Comprehension with picture books.
Content provided by our partner - Chiltern Teaching School.
Oral Comprehension with picture books.
Content provided by our partner - Chiltern Teaching School.
Oral Comprehension with picture books.
Content provided by our partner - Chiltern Teaching School.
Oral Comprehension with picture books.
Content provided by our partner - Chiltern Teaching School.
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Forge CPD Cloud
EYFS
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Retrival
Practice
Behaviour Management & Engagement
Summary
The use of restrictive interventions, including reasonable force and seclusion, can have a significant impact on the pupils, staff members and parents involved, as well as the wider classroom. However, there are times when the use of restrictive interventions will be lawful and necessary; for example, to keep individuals and the wider school community safe. This document aims to help schools proactively minimise the need to use restrictive interventions through early support, prevention and de-escalation strategies, and when necessary, to help school staff feel more confident in knowing how to use these interventions safely, appropriately and lawfully.
Why Behaviour Training in Schools Makes Things Worse (and What Actually Reduces Incidents)
27 Jan 2026
Many schools invest in behaviour training - yet still see escalation, increased incidents, staff burnout, and rising reliance on restrictive practice. This CPD video takes a calm, system-focused look at why that happens and what safer practice actually requires.
You’ll explore:
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Why some behaviour management training increases risk (confidence without capability)
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The “false safety” trap: policies and procedures that look good on paper but fail in real life
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Restrictive practice in schools - what’s legal, what the law actually examines, and where schools are most exposed (foreseeability)
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The red flags in positive handling / de-escalation training providers
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Why prevention strategies are the strongest safeguarding tool schools have
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Why proactive strategies (plans, rewards, interventions) often fail when they’re compliance-led
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What responsive strategies should do when crisis becomes the norm - and why restraint is feedback on the system, not the child
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Why condition-led behaviour support (autism, ADHD, trauma) can miss the point when it replaces curiosity about context and capability
The one question every school should ask before booking behaviour training: Will it reduce reliance on crisis responses over time?
Engaging pupils
Engaging pupils
Introduction
March 2021
Engaging pupils
Instructions
March 2021
Engaging pupils
Low level disruption
March 2021
Engaging pupils
Positive environment
March 2021
Engaging pupils
Challenge
March 2021
Engaging pupils
Pairs & groups
March 2021
Engaging pupils
Creating a Culture - Sam Strickland
June 2020
Engaging pupils
Routines
March 2021
Engaging pupils
Pupil
motivation
March 2021
Engaging pupils
Consistency
March 2021
Engaging pupils
Structured support
March 2021
Engaging pupils
Independent practice
March 2021
Engaging pupils
High expectations
March 2021
Tom Bennett + Tom Sherrington
March 2021
Join Tom Sherrington talking to Tom Bennett about his new book Running the Room: The Teacher's Guide to Behaviour, published by John Catt Educational. Go to www.johncattbookshop.com to pre-order your copy.
Tom Bennett Q&A 1
March 2021
School behaviour expert and independent adviser to the Department for Education, Tom Bennett, answers questions from participants on our online behaviour management course. Session chaired by Paul Thornton, STEM Learning. Find out more at https://www.stem.org.uk/ne700.
Tom Bennett Q&A 2
March 2021
Exclusive to the Managing Behaviour online course provided by STEM Learning, our Q&A sessions allow participants to ask leading experts about a range of issues in the teaching of STEM subjects. Becca Knowles (STEM Learning) and Tom Bennett.
Linked Research
Education Endowment Fund
Improving Behaviour in Schools Research
