Near Misses in Schools: Why Recording What Almost Happened Matters
From 1 April 2026, schools in England have been working under updated Department for Education guidance on restrictive interventions. The change gives schools a clearer framework for recording significant uses of force and for recording and reporting incidents involving seclusion and restraint.
Whitfield and Aspen School
Our main problems prior to using IRIS Adapt were ineffective tracking of pupil behaviours and the difficulty in assessing the impact of interventions. Incidents were recorded on paper, but this made it difficult to analyse the data. Consequently, tracking was not as effective as it could be. There was too much paperwork involved and this made it difficult to do any analysis and look at whole picture.
Ignite Federation (The Revel & Wolvey Primary Schools)
Previously we recorded behaviour and accidents centrally on paper records and in books. This inevitably meant a delay in staff recording things. The delay in recording information sometimes led to incomplete or inaccurate accounts. There was also the difficulty in sharing and accessing the information quickly. For example when a parent phoned, I had to go off looking for the information I needed.
Piper Hill Specialist Support School
Previously staff at Piper Hill spent a lot of time crunching numbers and analysing incident reports manually to try and spot patterns and identify trends. Bound and numbered books were used to record serious incidents. The behaviour support team would then meet with each class team at the end of the week and read through the incident reports to try and identify trends within individual pupil’s behaviour.
Manchester Federation of EBSD Schools
We already had an electronic behaviour management system in place, but the analysis tool was very weak and the whole system was not very intuitive. Also, it was almost impossible to monitor activity across all the separate sites.
Bridglea Primary Case Study
Previously, a lot of time was being spent on writing up incidents of physical intervention with pupils. Because this information was on paper, it meant that accurate data for analysis was not readily available.
Understanding the New School Rules on Restrictive Intervention
From 1 April 2026, schools in England have been working under updated Department for Education guidance on restrictive interventions. The change gives schools a clearer framework for recording significant uses of force and for recording and reporting incidents involving seclusion and restraint.
How IRIS Adapt Supports Restorative Practices and Crisis Interventions in PRUs
In Pupil Referral Units (PRUs), where students often face complex emotional and behavioural challenges, creating a supportive and responsive environment is essential. Restorative practices — focused on building, maintaining, and repairing relationships — are a vital part of this. They help foster trust, accountability, and empathy, while also providing a structured approach to resolving conflict.
The Challenge for SEN schools moving to on-line behaviour tracking systems
Working with SEND pupils can be very rewarding; however, it is not without its challenges and chief amongst these is managing challenging or dysregulated behaviour. Many specialist provision schools work hard to develop and refine systems and routines over time that work for them. These systems will often include language or actions which are highly specific to that particular setting and which are shaped by the nature and needs of the pupils. This can represent a barrier to SEN schools moving to an on-line behaviour tracking system, many of which are designed mainly for larger, mainstream settings.
Password Security: Is your password secure?
In today’s digital age, where everything from banking to socialising happens online, password security is more important than ever. With cyber threats evolving rapidly, staying ahead of the curve in protecting sensitive information is important. So, what is the latest thinking in password security?