This flowchart summarizes the key steps frontline staff should consider when restraining a child. It guides staff through questions on their training, the child's care plan, safety risks, de-escalation techniques, least restrictive restraint methods, monitoring the child during restraint, and ensuring the restraint is ended appropriately. The flowchart is not a substitute for the full guidance document but provides a visual aid to the steps staff must take under the policy.

1. Holding Safely: Key considerations
Preparing Immediate lead up
C h i l d r e n ’s s a f e t y , w e l f a r e n e e d s , a n d r i g h t s c e n t r a l This flowchart summarises the steps that you as front line staff need to think through You have been trained, You
C h i l d r e n ’s s a f e t y , w e l f a r e n e e d s , a n d r i g h t s c e n t r a l
when you consider restraining a child. It should also help you find the relevant have the skills, and You know the child and reasonably
know yourself and care plan. believe that:
sections of the Holding Safely document easily. This flowchart does not cover all the See Section
policy and procedure. See Section 4
issues, only the key ones. To make sense of it assume that the answer is “yes” unless See Section 3 5b
otherwise indicated. At most boxes leading up to restraining a child there is an implied
choice which would lead you to not to restrain them. Of course proceeding towards
restraining a child must never be seen as an inevitable progression. At each box you
must be clear that your answer supports the next step you take.
this child will run this child will cause
this child will cause
This flow chart must not be seen as a substitute for the guidance. See it as an To navigate: Click inside physical harm to
away and will put significant damage which
aid to memory but read, re-read and know the guidance. Reading about, thinking boxes to go to the themselves or another
themselves or others is likely to have a serious
through and discussing these things in advance should help you in the split seconds at serious risk of emotional effect or create
approriate Section. person;
harm; a physical danger.
you have in deciding how to respond and whether to restrain a child. See Section 5b
See Section 5b See Section 5c
Restraining the child
Have Physically restraining
Know “what you must you
Thinking right? the child is the only
Consider “ending a never do” and never Restrain, using taught Appoint someone to understood “when
Acting right? ... and there practical means You have exhausted
restraint before it’s do it. techniques, in the • lead not to restrain a child”?
Doing right? are exceptional of securing their all practical means to
done” See Section 5e4 least restrictive way • monitor for distress Is it safe enough?
See Section 5e and circumstances. or another child’s defuse the situation.
See Section 5f2 And re-read chapter required. See Section 5e3 See Section
following welfare.
10. 5d See Section 1d4
Letting go
Are Tell child how to let
you able, you know they are Tell the child what will Release them limb by Speak appropriately. A
Continue appropriately child
ready for you to start happen when they limb. Identify and avoid See guidance
restraining the Yes and effectively, to see Yes restrained for a Yes
the process of letting have been let go. See practice powerplays. Section 6b5
child? through restraining long time?
them go. See Section 6b2 example 6b6 See Section 6b4
the child? See Chapter 6
No No No After letting go
Medical See, ask and check
Get medical assistance
assistance whether the child is
Re-read “ending a See “Hard choices” Yes required for child?
immediately hurt. Child completely
restraint early” decision tree See Section See Section 6c1 released
See Section 5f2 See Section 5g See Section 6c1 6c1
No
Consider the child Consider staff Time for child to reflect? Time for staff to
• simple care acts • staff ok? Begin recording and • events leading to reflect?
• emotional needs of the child Stay attentive to the restraint • pressures
trauma/distress? monitoring - if child
• protect from/reintegrate with other children? See Section needs and mood of • repairing • lessons
• injuries dealt with? and staff are “consid-
• decide who best to talk with child 6c1 the group. relationships • facts
• senior staff told? ered” to be OK.
• help child know they are cared for See Section 6c2 See Section 7b for See Section 7c for
• Follow local procedures See Section 6c3
• assess and respond to signs of trauma/distress See Section 6c3 more more
Recording, monitoring, & reflecting Things gone badly Monitoring-identify Records
Record Letting others know
on practice wrong? patterns of: Reviewed • accurate
• thorough • family
Children’s safety, welfare, • staff • in supervision • typed
• transparent • social worker
needs and rights central. • children • by managment • filed
• all views • managers
Take appropriate action. • situations See Section 8c • signed
See Section 8c See Section 8b
See Section 7d See Section 9d4 and 9d See Section 8e
Only when required
8c 9d