About Team-Teach
Accreditation and Support
Founder and Director Information
Frequently Asked Questions
NVQs, LDAF, CIS, NOS (Social Work) and GSCC Codes of Practice.
Team-Teach Aims and Course Objectives
Steering Group Members List
About Training
Benefits and Results
Book a Course
Course Costs
Keypoints About Training
Training Options
Team-Teach Extra
Current News
Case Studies and Research
Government and National Guidance Documents
Let's Share Area (Course Members Area and Registration)
Team-Teach Chat Room
Useful Links


Frequently Asked Questions

1. What is Team-Teach and how do l book a 6 or 12 hour course?
2. What is the background and development of Team-Teach?
3. What are the learning objectives?
4. How will course participant performance be affected and measured?
5. What do you expect trainees to learn during the training ?

5A What information and understanding should be shared with parents about how the team teach approach is being used to support their children?
6. What are the learning activities  the approach and methods?
7. Why did you choose these activities?
8. Why is this an example of exceptionally effective learning?
9. What success can be expected?
10. How can we be re-assured that Team-Teach will reduce the risks related to behaviours presented in our particular service setting?

11. How are the physical techniques approved and decided upon? Where are and use of the visual records / photographs of the techniques? Use of the Team Teach logo.
12. Will the Team-Teach physical techniques provide risk reduction for the most difficult and dangerous of presenting behaviours regardless of age and size?
13. How do settings access the advanced Team-teach Modules?
14. Who supports & accredits Team-Teach?
15. How widely and in what service settings is the training framework being used?
16. Who could l contact to get an independent view on the value and impact of Team-teach in their service settings?
17. Is there any published evidence about the implementation and/ or relative effectiveness of Team-Teach?
18. Is there access to a network of other practitioners currently using this model (support networks) If so, how this work?
19. What are the financial costs involved of training our own employees to be tutors?
20. Are Employer / Local Authority trainers allowed to lead training outside of their own service or employers settings?

21. Can a In House tutor assist another tutor in a different employers service setting?
22. How often do intermediate and advance tutors need to recertify?
23. How often should a course member who has passed a 6 hour course be recertified?
24. How often should a course member who has passed a 12 hour course be recertified? How often should advanced modules be refreshed?
25. How can l receive a copy of my certificate? What happens if my training certificate is out of date and l continue using the techniques?
26. Are there any expectations that would be made of any employer / service setting wishing to undertake training in this model e.g. previous training, protocols, commitment of leadership and management?
27. I have completed a Team-teach 12 hour basic course and wish to become a tutor. How do l go about this?
28. I am a trainer with another system, can l bypass the 12 hour course requirement?
29. What are the benefits of Team-Teach training?
30. How do l go about becoming a Team-Teach tutor plus which locations / venues do you use and what accommodations do you recommend.?

1. A What is Team-Teach and how do l book a 6 or 12 hour course?
Team-Teach provides training to staff groups in children's and adult services and Health Care Trusts in behaviour supports and interventions. The training combines both theory and practice, emphasising the need for staff to show restraint rather than apply it! Providing a risk assessment structure to the selection of physical interventions that best allow the employer to provide a risk reduced workplace for service users and staff. Proving examples of best practice paperwork that underpins practice in this area.

Over 5,000 employers tutors deliver training to employees of their employer. They are able to deliver 6 and 12 hour courses, accounting between them for approximately one million people in the U.K receiving training since 1997.

1: B Our 6 & 12 hour courses are all "in house" closed and designed specifically to address the risks that are present in particular service settings. We do not have a "one shoe size, fits all approach" to training. Therefore, it is not desirable for an individual to join somebody else's course.

We do NOT encourage open 12 hour courses where individuals can join in. However, our courses are based on minimum costs. therefore, it is possible for a small group of staff to be trained, but the costs would be the equivalent of up to 12 participants. Courses are booked via our on line web site booking form. This will, once received, trigger an acknowledgement email informing you of the trainer allocated, their contact numbers and more information about training, including the need for the lead trainer, to carry out an initial pre training meeting with Senior leadership and management to discuss training needs and risk assess the training venue.

2. What is the background and development of Team-Teach?
Following The Children Act (1989) growing staff anxiety caused by allegations against and suspensions of staff, plus an increase in more challenging behaviour threatened the security and effectiveness of service settings managing children and young people displaying challenging behaviours.

As a Deputy Headteacher (1992 -1996) in a special school, it was the responsibility of George Matthews (Director Team-Teach 1997- 2006) to establish a consistent behaviour handling policy and procedures by which staff actions could be judged. This local situation was also being experienced through out the U.K by services educating and caring for individuals who displayed challenging behaviours .

Before the training staff admitted that they:

" did not know how they would like to respond to challenging behaviour;
" wished they could respond to challenging behaviour more calmly;
" felt, after being faced with extremely challenging behaviour, that if they had behaved differently the outcome might have been better;
" physically intervened on a daily or weekly basis despite not being trained in the use of positive handling strategies.

Before 2000, there was no U.K accredited training framework designed specifically for staff groups responding to young people's challenging behaviours. Staff required an accredited training framework that took into account U.K child protection issues and provided a whole setting holistic response to behaviour supports and interventions, with a focus on protecting and promotoing positive relationships and proactively reducing risk and restraint reduction.

Following research (Churchill Fellowship 1996) into best practice across the U.K and U.S.A. by George Matthews, advice and support from Aidan Healey OBE (Hon President of GSA and the staff, in particular Mike Donovan the Head teacher and the young people of of Warnham Court Special School, led to establishment of a training system which involved teams of people working together to safeguard their service and to teach individuals more socially acceptable ways of expressing their behaviours, whilst protecting and promoting positive relationships..

3. What are the learning objectives?
Following training improved performance would be demonstrated by course participants in:
" recognising the importance of and using de-escalation techniques and working as a team when managing challenging behaviours.
" applying an understanding of the legal implications of positively handling
" using a gradual and graded response to managing challenging behaviours and the use of positive handling as a last resort option.by applying an increased awareness of the need for documentation for the recording and reporting of incidents.
" using active listening skills and participating in a process of debriefing, repair and reflection.

4. How will course participant performance be affected and measured?
Course participants receive a set workbook and text book. Certificates are issued to all participants who pass the quiz, achieve full attendance and demonstrate appropriate attitudes, knowledge and understanding. Course members are supported by Team-Teach only in relation to the physical skills in which they demonstrated competence during training. Competence with regard to the physical techniques is defined as the "ability, within the training context, to perform a skill without being prompted." Follow up support for individual participants as required are discussed and agreed with the commissioning manager. Timings regarding refresher training are discussed and agreed with the commissioning manager. Team work is assessed through the application of communication help scripts provided and physical activities through out the course.

Individually numbered certificates are issued to those successfully completing the course. All elements of trainees participation are individually recorded by the tutors and records made available to staff and management.

A trainee individual evaluation and a trainer summary evaluation are completed following training and sent to the service manager. Team-Teach receives a copy of the summary form. A post course questionnaire can be distributed to staff groups 1-3 months following the training. Feedback from the questionnaire informs future training needs.

5. What and how do you expect trainees to learn during the training? How may techniques should be taught? How can staff remember the techniques? 5A What information and understanding should be shared with parents about how the team teach approach is being used to support their children?
The aim is to achieve knowledge, skill and understanding related to the following areas:

" To understand and work within the key ethical and legal principles and values that underpin practice.
" To develop a range of responses: non verbal, para-verbal and verbal de-escalating and calming strategies, including a Help Script & Help Protocol when faced with challenging behaviour.
" To develop an understanding of causes and signs of aggression and conflict.
" To improve staff self awareness and self control whilst managing difficult behaviour
" To understand the typical stages of crisis behaviours and appropriate staff responses.
" To appreciate the importance of recording and reporting including risk assessment and behaviour management plans and the value of a process for monitoring and evaluating.
" To develop a gradual and graded range of personal safety and positive handling techniques. The physical techniques selected should be specifically aimed at reducing the risks in the working environments of the participants attending the course. The lead trainer, following a meeting with leadership and management should agree on a limited number of personal safety and where relevant holding responses. Better to "teach less and practice more". Staff attending tt training courses will also receive access to the web site video files, so they can regularly refresh their memories of the techniques that they were taught. Any organised formal work based refresher courses should be led by a qualified trainer. On refresher courses, as staff become more confident and competent, the level of resistance can be gradually increased by the lead trainer running the event. Like learning to drive, the amount of stress introduced should be proportionate to the skill levels of the participants attending the course. As they become more confident so the resistance stress level can increase.
" To understand their involvement and entitlement to a post Incident support and de-briefing framework for all involved in serious incidents.

5A What information and understanding should be shared with parents about how the team teach approach is being used to support their children? Best practice and most effective results, happens when parents are active partners with the service in understanding and supporting the use of the team teach approach. This can be achieved through the sharing with and involvement of the parents regarding their child's Positive Handling Plan. All aspects of this plan should be explained, especially the preferred de-escalation skills, as well, as any identified physical interventions and the agreed reporting process concerning "restraint" incidents involving their children. All incidents of restraint should be recorded, reported and reviewed. If required, the selected physical interventions can be demonstrated to the parents , via a video file or in person through trainers, but it must be made clear to parents that they are not being trained through such a process.

The DfE produced the following guidance in August 2012: "It is good practice for schools to speak to parents about serious incidents involving the use of force and to consider how best to record such serious incidents. It is up to schools to decide whether it is appropriate to report the use of force to parents. In deciding what is a serious incident, teachers should use their professional judgement and also consider the following: the pupil's behaviour and level of risk presented at the time of the incident the degree of force used the effect on the pupil or member of staff the child's age "(DFE Use of Force August 2012)

6. What are the learning activities the approach and methods?
The theory core modules above are delivered on all 6 and 12 hour courses. The initial meeting between the service manager and lead trainer decides the optional risk reduction physical elements to be delivered and advises the organisation on paperwork that underpins practice in this area.

The training approach is largely visual and involves a high level of interaction and involvement by trainees. The methods vary including: set PowerPoint delivery of information, interspersed with media clips and relevant working examples. Conducted role play, table top discussions around set activities, a low level physical team-building warm up, leading to core and optional physical activities. Trainees undertake a quiz to measure their gain in knowledge and theoretical understanding.

7. Why did you choose these activities?
We selected the activities to be informative, enjoyable, relevant to the specific working environments of the trainees, promoting teamwork and allowing for accelerated teaching and learning.

Resources required to ensure effectiveness and improved performance include: a standardised course work and text book, a unique trainees certificate. A web site www.team-teach.co.uk allowing registration for courses and acts as a resource area for updating and informing all levels of participants and tutors.

Finding and developing the right people to deliver the training is essential to the success of the programme. Effective trainers display the following characteristics:

" a commitment, balanced passion, enthusiasm and belief for the training and associated benefits for the individual, workplace and community.

" a credibility factor within the service setting receiving the training i.e the tutor should know what it feels like and where possible have direct experience of working in that type of service setting.

" a confidence and competence consistently evidenced over a 2-3 year period, centred around their knowledge, skill and understanding of the subject matter and a willingness to learn.

8. Why is this an example of exceptionally effective learning?
The cascade model of delivery has promoted rapid growth within a short time span. The summary evaluation reporting and recording quality and assurance procedures and systems have worked well.

The web site www.team-teach.co.uk has provided a total resource and information area. It has been well used by tutors and visitors.

The ability for tutors to use the web site and gain access to their password protected area to download the latest resources, contribute to the discussion forum, chat on line, view their work contact details via the tutor database, register for future courses as well as visiting current news issues has proved to be an effective conduit for teaching and learning.

Authorities have established posts of responsibility for the delivery and co-ordination of Team-Teach training.

In built into the training framework is a requirement for all tutors and course participants to attend refresher courses at which updates are provided as well as basic skill, knowledge and understanding refreshed and re-assessed. This allows the knowledge, skill and understanding gained by course participants and tutors on courses to be sustained and built upon over time.

9. What success can be expected?
Success can be measured by the extent to which staff groups and services have undertaken such accredited training and reported feeling better prepared to cope with difficult behaviour and more knowledgeable about the policies and procedures under which they were operating.

Success would be defined by the extent to which children, young people and staff would feel safe and secure within their working and living environments. (See research conducted by Portsmouth University April 2004)

10. How can we be re-assured that Team-Teach will reduce the risks related to behaviours presented in our particular service setting?
Following a closed course request for a 6 or 12 hour course a Senior or Principal tutor will make contact and arrange for an initial visit to meet and discuss the core and optional modules that are to be delivered within your setting. Our courses are shaped to meet your needs Apart from one core neck and one arm personal safety responses all other physical responses are decided in discussion with management at the initial visit.

The selected modules should be informed by risk behaviours that have been displayed, evidenced via incident reports, statements, etc in the setting concerned.

The preference of Team-Teach is for whole staff training and for specialist services and settings to be able to resource themselves by developing their own "in house" tutor support. This would allow service settings to refresh staff on a more regular basis and to train new staff as needs dictate.

11. How are the physical techniques approved and decided upon ?Where are the visual records / photographs of techniques?
Team-Teach provides a wide range of risk reduction positive handling techniques. They have been all been medically risk assessed in 2006, 2009 and 2012 by three independent experts..However, no single technique is foolproof or can be guaranteed to be 100% effective. The physical techniques of Team-Teach will reduce risk, their effectiveness being linked to the confidence and competence of the individuals concerned.


A panel of experts (Physical Control in Care Medical Panel – 2008) identified that certain restraint techniques presented an unacceptable risk when used on children and young people. The techniques in question are:

• the ‘seated double embrace’ which involves two members of staff forcing a person into a sitting position and leaning them forward, while a third monitors breathing;

• the ‘double basket-hold’ which involves holding a person’s arms across their chest; and

• the ‘nose distraction technique’ which involves a sharp upward jab under the nose.

These particular techniques were part of The Youth Justice Board's preferred approach Positive Care & Control (PCC) http://www.guardian.co.uk/society/2011/jan/10/adam-rickwood-new-inquest-youth-custody The full guidance can be found via http://www.education.gov.uk/schools/pupilsupport/behaviour

Position statement for Team-Teach services / tutors: "We have no such techniques within the Team-Teach framework. Our techniques are designed to promote and protect positive relationships, which you cannot do if you use pain compliance to control and manage behaviour.

The following information is provided to every participant who attends our courses: "In an effort to safeguard everyone involved in a violent incident where physical interventions are necessary, the skills and techniques taught are subject to ongoing risk assessment and review. Whilst some physical injury potential can be reduced, there always remains some risk when two or more people engage and force is used to protect, release or restrain. It is also recognised that staff may choose to respond with a technique from outside the Team-­-Teach framework. This does not necessarily render the use of any such skill or technique improper, unacceptable or unlawful. Its use must be judged on whether or not it was reasonable, proportionate and necessary in those particular circumstances." (Page1 TT Workbook)

Deliberately hurting children in order to bring them under control, has no part within our curriculum. Other training providers, may have a different view and may well serve a different population where for example, custody may be the central purpose of the service.

TT training in seats allows only a single elbow to be part of a sustained hold and that the person's ability to breathe (since they are being held in a fairly upright position) should not be compromised. This is clearly evidenced within the Standing Graded holds to seats video clips." Photographs of techniques can be misleading and misrepresented which is why TT provides video files of all holds, allowing for a dynamic interpretation related to context and circumstance.

The Wrap hold is a single person hold designed for smaller children where the arms are held down, crossing below the belly button and the hands held against the child’s hips. The arms are NOT held across the chest. The second member of staff is able to monitor the airways breathing and circulation of the child.

Our techniques have been in use for nearly 20 years, all serious incidents involving any injury to staff and individuals is reported to us and we look to see if there are ways to improve what we do and to reduce risk for all involved. No techniques are risk free, but the evidence, and l welcome those that differ to visit our offices and go through the summary returns we have received during the last decade, indicates that injury levels are extremely low and minor in nature when they occur.

As Director of Team Teach, having sat through the 6 weeks of the Gareth Myatt Inquiry, l am fully aware of the need for all restraint techniques to be risk assessed and continually monitored and evaluated. As a company we receive and monitor 6-8 weekly reports from services using our ground restraints.

All participants on courses receive very explicit information and advice concerning the dangers that can occur regarding restraint and positional asphyxia. (See appendix 1 in the course participants workbook.) All TT techniques have undergone (2006, 2009, 2012 and 2015) a thorough legal and medical review carried out by independent medical and legal experts as required by the BILD / ICM accreditation systems.

Photographs and diagrams of techniques provide a static one dimensional representation and can be unhelpful, placing an undue emphasis on the reliance on restraint, rather than the need to de-escalate and use restraint where and when possible as a last resort. In order to help staff remember the techniques, all certified individuals receive a serial number that allows access to resources via the "Let's Share" area on the web site, including the video files demonstrating the techniques. Team Teach does not permit organisations to use our logo, photographs or diagrams of any techniques in any promotion or publicity material ( including web sites) without our written permission.

12. Will the Team-Teach physical techniques provide risk reduction for the most difficult and dangerous of presenting behaviours regardless of age and size?
For specialist service settings working with the highest risk behaviours it may be necessary to provide staff with additional advance modular training. Beyond the initial 12 hour course.

For early years settings, trainers should emphasise the smaller person responses including cradle hold, wrap and small child escort, as well as the personal safety responses that would normally be relevant to this age group. The Wrap dolls will help with the delivery of this training, as will the delivery style itself that needs to be mainly aimed at responses that can be taught in a ground sitting position.

13. How do settings access the advanced Team-teach Modules?
Intermediate tutors can apply for a 4 Day advanced tutor course which will certify them to deliver advanced modules within their employer's service setting.

Advance modules can only be provided to staff groups who have already completed a 12 hour course and have a evidenced need for such knowledge, skill and understanding

Principal and Senior Tutors can also be contracted to deliver advance modules within service settings. For more details contact Team-Teach on 01825 740778 or email admin@team-teach.co.uk.

14. Who Supports & accredits Team-Teach?
Team-Teach is accredited by the Institute of Conflict Management (2015) and has been accreditted by British Institute of Learning Disabilities ( 2006, 2009 and 2012) and received letters of support from the teacher unions: National Union of Teachers, National Association of Schoolmasters & Union of Women Teachers.

Team-Teach courses have received in 2006, the highest level of a National Training Award from the UK Skills Council., funded originally by the DFE/DOH. Although all Inspection and Regulatory Bodies cannot endorse or approve commercial courses or products, the Team Teach training structure and impact has received favourable comments in various reports, including: Ofsted, Health & Safety Executive, Care Standards, etc..

15.How widely and in what service settings is the training framework being used?
Team-Teach training is used across a wide range of service settings, age ranges, local authorities & Health Care Trusts. As a training package with a core and modular training approach, it provides service settings with the flexibility to identify the relevant skills & strategies that reduce the particular risk within the service settings concerned.

Presently, the training is being used in playgroups / nurseries, primary & secondary mainstream, children's homes & special schools of all types of described special need, including secure & psychiatric units, health care trusts & adult respite care settings.

Team-Teach Ltd was established in 1997, since this time it has become the largest provider within the U.K. Having trained over 7, 000 tutors in over 85 Local Authorities in the U.K.

16. Is there any published evidence about the implementation and/ or relative effectiveness of Team-Teach?
Portsmouth University have published research (April 2004) into the value and impact of Team-Teach training in mainstream education services. For the Executive summary and full report see Case Studies & Research area on the Home Page

Over half of the 32 trainees who attended the courses observed by the researcher had used both the de-escalation and positive handling techniques at the three-month follow up. They reported increased levels of confidence.

Seventeen LEA officers indicated their belief that Team Teach could make a positive contribution to:

" the feelings of safety experienced by students and staff in schools;
" staff confidence in their ability to manage challenging behaviour

After the training the staff reported feeling better prepared to cope with difficult behaviour and more knowledgeable about the guidelines under which they were operating.

The seventeen LEA officers indicated their belief that Team-Teach could make a positive contribution to the number of staff suspensions, assaults on staff and exclusions from school (Portsmouth University, April 2004)

There is evidence to show a 38% reduction in violent incidents over the last 3 years in the Social Services Department and workers are feeling more confident in the workplace. Redcar & Cleveland Social Services February 2003)

It would appear that Team Teach training has reduced the frequency, severity and number of incidents experienced prior to training in the primary schools and that schools are planning their responses to challenging behaviour with risk assessments and behaviour plans as suggested. In the majority of schools, the required paperwork and systems to record, monitor and evaluate incidents are now in place. Staff feel more confident and able to de-escalate confrontational situations more effectively. (Kent LEA March 2004)

There has also grown greater communications with parents and outside agencies who are more aware of our school policies, strategies and training concerning behaviour management strategies Teacher EBD Residential School

Our Lady of Good Counsel Special School is located in Cork, Ireland and caters for pupils with moderate learning disability. It has 68 students on roll from age 4 to 18 and a number of the students present with high risk behaviours which have the potential to cause harm or injury to themselves or others.

A number of years ago the school found itself at an impasse - unable to manage the behaviours of some of the pupils - despite trying our best with various support plans, individual plans, sourcing additional staff and facilities and arranging and re-arranging classes to try to minimise the risks involved. Staff were increasingly using physical interventions in order to keep pupils and staff safe. Several suspensions of pupils took place. This was worrying for management. We tried two other training systems, CPI and Studio 3 but though they helped somewhat they did not succeed in changing the culture and mindset of the staff in the school. Neither did they assist me, (the principal) to develop appropriate policies and protocols.

Then we heard of Team Teach and were delighted when funding became available to bring this new system to our school. We liked it because it was initially developed by school personnel for schools and so we really found that the trainers understood the context and unique cultures that prevail in school settings. We also found the course was designed with the needs of our particular school in mind and so no time was wasted learning techniques that were irrelevant to our setting. But most of all it was the emphasis on NOT using physical interventions that was most helpful. The course provided the framework for the school to change the way all stakeholders in the school viewed using physical interventions and to try harder to use de-escalation, diffusion and distraction strategies instead. We especially liked the emphasis on using 'biomechanics' when RPIs were necessary and the need for a respectful, gentle approach towards the children themselves at all times taking account of their age and ability. The feedback from staff was so positive we undertook to train two staff as tutors and this in turn helped the school to implement a whole school approach based on respect towards children and staff and on reduction and prevention of the use of RPIs . We now had the confidence to be able to develop our own policies and procedures. Staff now report high levels of confidence when working with pupils that engage in high risk behaviours and as a result we can show evidence of significant reductions in the use of RPIs in the school. In some cases the reduction is 75% and 80%.

Lastly, the back up support and advice that is available from Team Teach is excellent. We have never been let down when we have looked for a little extra help. All of the tutors in Team Teach are very professional and knowledgeable and never fail to inspire us to do better next time!

Siobhan Allen, Principal Teacher: B.Ed; Diploma Sp. Ed; Masters in Ed'al Management; Advanced Cert in ASD (Children)

Team-Teach has provided a superb model for delivery in schools. Evaluations received from, the mainly, mainstream schools has been excellent, 12 tutors have delivered to 32 schools and over 3,000 staff. All school staff participate, including administration staff and site-controllers. Team-Teach has become a key strategy of the Borough Council and it is anticipated that funding for the initiative will become part of the core funding of the LEA. Newly- qualified staff always ask why such training in de-escalation techniques and approved handling is not taught in initial training courses. Pat Beilby Smith - Principal Educational Psychologist and BIT Manager Slough LEA

Dr Sarah Evans of the University of Wales conducted a project ( November 2014) evidencing the benefits of Team Teach training: " When assessing students there was a clear improvement in behaviour management techniques...All participants were awareded certification which enhances their CV and can enable them to work in more challenging / vulnerable settings with an increased awareness of the legal framework and apply apporpriate de-escalation...when observed both formatively and summatively students have increased skills in behaviour managment in professional settings, most notably in the mental health field.."

Evaluation of Team teach Intermediate Tutor Course. Testimonial by Stockton upon Tees L.E.A Team:"Everyone who attended the course found aspects of it pertinent to their present situation and could see the relevance of others in other circumstances / situations. All found the course very demanding not only physically but also emotional and mentally. The demands on course members with regard to preparation and reading each evening should not be ignored. Each day we were assessed upon techniques and principles of Team Teach and each presentation was to be delivered without notes of any description.

Following the course all members of decided to meet together to feedback to the authority their perceptions of Team-Teach. What follows is an attempt to make sense of the brainstorm sessions we had which looked at the positive and negative aspects of Team-Teach and our thoughts about implementation.

We would recommend Team-Teach for the following reasons:

" it is child centred
" it is based on defined procedures and therefore offers a common language
" it is not a power over techniques
" it emphasises the need for documentation's: behaviour policy
" handling policy
" handling / care plans
" use of IEP's
" incident reports
" emphasises the need for monitoring and evaluation
" accessible to ALL staff
" emphasis on protecting and promoting positive relationships
" sets use of physical techniques within legal context
" stresses need for follow up / learning to take place after physical intervention takes place
" explains conflict spiral and the strong emphasis on de-escalation
" compliments existing non physical behaviour interventions
" states that physical intervention should not be used in 95% of conflict situations
" protects staff by showing safe practises for both themselves and students
" uses non pain techniques " emphasis on risk assessment
" philosophy applicable to all establishments concerned with the care of young people
" uses a holistic approach to behavioural management - physical only one of many tools available to us
" emphasises need for staff to stay in control of their feelings
" course good team builder and generates feeling of unity and awareness of each others strengths and limitations

Written By: Alan Richardson ,Tony Knowles, Anne Hughff, Pauline Holbrook, Helena Cameron ( November 1999): Team Teach training has provided 'Our School' with greater team work. Staff morale has become improved due to staff feeling that they are able to cope with situations that may arise in a positive, gradual and graded approach and they are able to safely de-escalate situations. They have a greater understanding of using non verbal, verbal communications and other strategies concerning effective communication and a whole school approach has helped to make pupils and staff feel safer and supported.
There has also grown greater communications with parents and outside agencies who are more aware of our school policies, strategies and training concerning behaviour management strategies. I would recommend all schools to become more aware of the need for positive behavioural management strategies and Team Teach provides an outstanding training programme which is vital. Team Teach provides a way of management which continues throughout a schools life. It is not just a course that a member of staff takes; Team Teach provides continuous up to-date techniques covering all aspects of managing strategies and these benefit all staff to provide a safe, supportive environment for pupils and increased confidence and competence in management of challenging behaviour.
I have recommended Team Teach to many colleagues working in other schools and children's homes and I hope that other establishments take up the opportunities of Instructors courses and In-house training. In 10 years of teaching this is the first course that has provided me with a confidence for my safety, my pupils safety and away forward for staff and pupils together to build more productive and positive relationships.
The courses are clear, precise, practical and due to George Matthews extensive working experience with special needs pupils, relevant to situations in a variety of special schools and mainstream schools. The training complies with the good practice guide lines produced by the DfEE / DOH and this has enabled all the staff at our school to become more aware of the protection of children and staff.
Written By: Marie Collins
Senior Teacher EBD Residential School

17. What do the Unions think about Team-Teach?
THE NASUWT (Mary Howard (Legal & Benevolence Officer) Recognises that teachers need access to training which can provide them with appropriate strategies in managing challenging behaviour in schools. The Association recognises that the Team-Teach Approach is one of a range of options available to schools. The NASUWT is therefore prepared to recommend your programme as one of the courses available, when we respond to our members request for information on this subject.

THE N.A.H.T (Gareth James Senior Assistant Secretary Professional Advice:
I can certainly support the approach you have taken on the issue of Restraint as witnessed by the two conferences held by NAHT during which you have made a significant contribution. The feedback from members who attended the course, was certainly appreciative of the way in which you approached the topic and the down to earth practical advice that was provided on example situations.

I would have no hesitation in including you. In any other further training we provide for our members and would certainly recommend your approach as being one which would benefit schools seeking to develop their own strategies under the umbrella of their employers advice. The NAHT therefore, could recommend your.programme as one method of approach to this difficult subject when members make enquiries of us regarding who can provide training in this field

THE N.U.T. (JOHN BANGS Assistant Secretary Education & Equal Opportunities: The NUT believes that schools need a range of approaches to choose from in developing strategies to deal with pupils with behavioural difficulties. We could, accordingly, recommend your programme as one possible approach, when responding to members enquiries on this subject.

D.f.E.S / D.O.H / Ofsted & Health & Safety Executive: I was pleased also with the way you were able to strike a balance between the rights of staff to protect themselves and maintain order and keeping ones eye firmly on the need to maintain constructive relationships with children . John Rowlands Department of Health Social Services Inspectorate)

Ofsted: "Team Teach and work in this area has also been crucial to school improvement. All staff are trained in positive and protective strategies for handling pupils". (Ref number 115814 March 2001)

"Staff are calm, positive and purposeful in their approach and have high expectations of participation and behaviour by pupils. Teachers use the school s Team teach approach to the management and control of challenging and difficult behaviours very effectively to support pupils learning" . (Ref 121257 June 2000)

"The Team teach strategy used for challenging behaviour is also having a positive effect and all the pupils including those with autism and more complex needs, react positively to the appropriate assistance and direction from adults". (Ref: 109739 March 2000)

"Her appointment as the Authority Team teach co-coordinator greatly strengthens management control of the risk reduction systems" & Monmouthshire Local Authority Health & Safety Executive November 2002.

Advanced Courses receives the following comments : (Deputy EBD Headteacher) "Clarity, purpose, inclusive: delivery style, knowledge with experience; relevant; challenging; vivid illustrations; realism; intelligent & constructive discussions; shared experience; acknowledgement & sense of achievement; quality of participants and presentation. Oh Yes, humour!"

(Chief Executive, Independent EBD School) "Maintained TT philosophy whilst dealing with high level /risk techniques. The range of skills / background/ Knowledge and understanding of group members and tutors made the course"

(Maintained EBD Headteacher) "New topic of weapons responses given in extremely user friendly, easy to learn steps. Mini-bus and transport issues used collective knowledge and experience to problem solve, very useful"

(TT Lead tutor) "Quality of course participants, emphasis on audited need driven training, additional expertise of external tutors, regarding weapons & transport, the distilled simplicity of dealing with difficult situations and the emotional security"

18. Is there access to a network of other practitioners currently using this model (support networks) If so, how this work?
Yes. Team-Teach provides support networks at a variety of levels.

" Within the web site, www.team-teach.co.uk , when qualified Intermediate tutors receive a password and username that allows them complete access to a database of all registered tutors within the U.K. There is a commitment from all tutors and employers to share good practice including welcoming exchange visits.

" Team-Teach will distribute on its tutor courses examples of good practice documentation with regard to policy, behaviour support and intervention plans, incident reports, risk assessment, complaints, rights and responsibilities documents, de-briefing procedures, examples e.g. 6 & 12 hour training programmes, PowerPoint presentations to match

" A U.K. Steering Group has been established that provides a focus for sharing good practice at a strategic level. The Group also advises on future developments (See Steering Group area on Home Page)

" Principal & Senior tutors are also available to provide peer supervision and on going support. (A consultancy day is available - for further details contact admin@team-teach.co.uk.

19. What are the costs (time and money) involved of training our own employees to be tutors?
Team-Teach has a quality control and assurance requirement that tutors must not train NEW staff alone and must operate within permitted tutor: course participant ratios. Therefore to deliver training to staff who have not received team teach training before, it will take a minimum of 2 tutors for any number of participants between 1 to 24. For refresher courses, staff can train up to 12 participants on their own.

First, a tutor has to successfully pass a 6 or 12 hour course. (See Costs section on web site)

The course member can then apply to be an Intermediate trainer. (See Costs section on web site) The intermediate certificate will allow the trainer to deliver the 6 and 12 hour course in house to direct employees of their employer. Team-Teach has a quality control and assurance requirement that tutors must not train NEW staff alone and must operate within permitted tutor: course participant ratios. Therefore to deliver training to staff who have not received team teach training before, it will take a minimum of 2 tutors for any number of participants between 1 to 24. For refresher courses, staff can train up to 12 participants on their own.

The Intermediate tutor can then apply for the 4 Day Advanced tutor course which meets aims to meet the highest levels of risk presented by individuals, including responses to objects that can be used as weapons, intentionally or otherwise. Also includes modules on ground recovery positions, issues around transport and challenging behaviour.

The 4 Day Advance course (See Costs section on web site) Again same conditions apply. The Advanced certification will allow the tutor to deliver in house  Advance modules to direct employees of their employer.The advance trainer certificate will allow the trainer (in addition to 6 / 12 hour course) advance modules in house to direct employees of their employer. Team-Teach has a quality control and assurance requirement that requires advance employer trainers NOT to deliver advance training alone, even for advance refresher training. Therefore, to deliver advance training or advance refresher training, it will take a minimum of 2 advanced trainers for any number of participants between 1 to 16 and a maximum of 3 trainers for yup to 24 participants.

20. Are Employer / local authority trainers allowed to lead training outside of their own service or employers settings?
No. Only Principal, Senior and Senior Employer tutors contracted to and licensed by Team-Teach Ltd can provide training outside of their employers service settings. Employers / local authority Trainers are permitted to train only direct employees of their employer - the "test" is that they usually directly contracted by the same employer i.e a Council or local authority, etc..Academy Schools / Colleges are therefore outside of this authority pay structure. Local Authority trainers cannot lead training in Academy Schools, Colleges or to supply or agency staff without prior extended "Senior" licence arrangements being agreed.

21. Can a In House tutor assist another tutor in a different employers service setting?
Yes. Providing the external tutor is only assisting and that the liability insurance arrangements are clearly the responsibility of the leading in house tutor it is possible for tutors to act as assistants across local authorities/Trusts/services.

22. How often do intermediate and advance tutors need to recertify?
From May 01 2012 Intermediate and advanced tutors first need to come back to be refreshed preferably no later than 15 months. There is a 4 month grace period during which tutors can still assist, but not lead training. Tutors will also be required to refresh their knowledge via the news area of the TT web site and their skills by viewing the video files, (within their password protected area or their tutor's CD Rom) that are most relevant to their course delivery. These monthly e-learning "mini- refreshers" will be recorded within their log page in their tutor manual, which will be validated by a Principal trainer when they attend their refresher,

23. How often should a course member who has passed a 6 hour course be recertified?
From January 2003 the UK Steering Group decided as a minimum standard that a 6 hour course participant was required to recertify within a 3 year period.

24. How often should a course member who has passed a 12 hour course be recertified?
From January 2003 the UK Steering Group decided that as a minimum standard a 12 hour course participant was required to be recertified within a 24 month period.

Advanced "high risk" modules such as Ground Holds, Risk Reduction Responses to sharp and blunt objects, pool cues, chairs, etc need to be refreshed within a 12 month period of being taught.

Advanced "medium risk" modules such as: transport, responding to ground assaults, ground fights, dead weight to feet, all can be refreshed within 12 hour certificate time frame

25a. How can l receive a copy of my certificate? 25b:What happens if my training certificate is out of date and l continue using the techniques?

25a: Participants who want a copy of their last TT Certificate should contact the lead trainer that led the event they attended. Ask the employer that commssioned the course, that sent you for their contact details. The lead trainer's name should be on the bottom of the certificates that were issued, others that attended the same event may be able to look this up for you.

25b: Team-Teach will actively support employers and individuals who are acting in good faith and are working within published Team-Teach certification time scales.Employers and employees who knowingly act outside of these time scales, Code of Practice & Protocols expose themselves to the potential of higher litigation and liability costs.

26. Are there any expectations that would be made of any employer / service setting wishing to undertake training in this model e.g. previous training, protocols, commitment of leadership and management ?
It is essential that leadership and management are committed to the implementation of this training for it to be a success. This commitment is displayed through participation in the actual courses and documented support within policy. Also in supporting in house tutors (time & resources) to deliver the training.

There would be an expectation within Team teach training that both the individuals, service settings & authorities were performing the training within the TT published Code of Practice and Protocols. (See web site links)

27. I have completed a minimum of a Team-Teach 6 hour Foundation course and wish to become a tutor. How do l go about this?
(Applicants may have instead completed a 12 hour course within the previous 24 months)
Individuals, who have a 6 hour certificate that is valid, i.e within a period of 36 months or a 12 hour certificate within the previous 24 months- the latter being our preferred standard for those wishing to take their training into staff groups working in special sercices ( Children's homes, Special Schools, hospitals, etc..) can apply on behalf of their employer to become trainers. We do not issue tutor certificates that allow them to go into private practice.

Open Registration can be completed via the link on line course registration web site registration process.

28. I am a trainer with another system, can l bypass the 6 hour course requirement?
No. Best practice suggests that individuals are significantly disadvantaged by not having experienced a 6 hour course.

29. What are the benefits of Team-Teach training?
" Team-Teach provides organisations with and stresses the importance of documentation that underpins and supports the process and people involved including: Policy (Local & Corporate), preferred de-escalation strategies, behaviour plans involving positive handling, incident reports, risk assessment forms, expressing concerns and complaints, recording, monitoring, evaluating templates, allowing authorities/service settings to develop them specifically for their own needs.

" A supportive framework for tutors & Local Authorities including rigorous quality control and assurance procedures (summary evaluation form, course members record of completion and random sampling form, post practice questionnaire)

" Access to a 24-hour telephone help line.

" Web site with updated News, courses (Tutor and re-accreditation) available and access to good practice materials, written guidelines / policies available on the Web site (Within tutors restricted page password / username required)

" Access to a UK Network of over 5, 000 registered tutors (committed to sharing good practice , including reciprocal visits) listed on the Website

" Tutors mpg files , Tutor Manual,, presentation pens, Key training expressions and activities for the staff room designed to raise and maintain the profile of the training

" Theory coursework booklet, text and certificates including standardised health questionnaire, course joining instructions and course evaluation form Foundation and Basic PowerPoint presentations programmes to go with 6 and 12 hour course outlines.

" Availability of tutor peer supervision providing support for training and related issues. Awarding of gold standard certification for service settings achieving gold standard criteria.

30. How do l go about becoming a Team-Teach tutor?
The first step is to have the support of your employer. As the employer tutor certificate will allow the individual to provide training to employees of their employer..

Second step is to pass a minimum of a 6 hour Foundation Team-Teach course. The 12 hour course is preferred and more appropriate for individuals who wish to take their training qualification into special services ( Children's Homes, Specials schools and units, Hospitals, etc..) Individuals can then apply for a 5 day intermediate tutor course.

Best practice suggests that the initial 6 hour course should be a closed event for that service setting and that the aspiring tutors should be part of the closed staff group receiving the training.

Protocols do not allow employers tutors to deliver training to new staff groups on their own. Therefore it is always a good idea to have at least two, preferably three tutors trained from one employers setting.

Individuals, who have a minimum of a 6 hour Certificate that is valid within the previous 36 months or a 12 hour certificate (the preferred qualification for those wishing to train in specials services or units, Children's Homes, Special schools, Hospitals, etc..) that is valid, i.e within a period of 24 months, can apply on behalf of their employer to become trainers. We do not issue tutor certificates that allow them to go into private practice

Training Venue: & Recommended Accommodation :(For map / location , directions: Please enter postcode on www.multimap.co.uk)

Bedfordshire: Training Venue MAIN CAMPUS - Cranfield University, Cranfield, Bedfordshire MK43 OAL Tele: 01234 754343 Day 1: Meet in Sports Hall. Recommended on site Accommodation: Management Conference Centre Tele: 01234 751122 cmdcreservations@cranfield.ac.uk ask for Team Teach agreed preferential rates. If fully booked, try on site accommodation at Mitchell Hall 01234 754343 http://www.mitchellhall.info/ http://www.cranfield.ac.uk/business/otherfacilities/conferenceaccom/page1762.jsp for further information.

Bracknell, Berkshire: Easthampstead Park Conference Centre Off Peacock Lane Wokingham Berkshire RG40 3DF Tel (0118) 978 0686 For more details re location and training / residential venue visit: http://www.bracknell-forest.gov.uk/leisure/leis-leisure-sports-centres/leis-easthampstead-park.htm Accommodation on site.

Bristol:T.A. Centre, Horfield Common, Bristol. BS7 0XL Tele: 01985

Recommended Accommodation http://www2.travelodge.co.uk/ Tele: 0871 984 6222 Bristol Cribs Causeway 2.7 miles from training venue.Bristol Central BS70XL 3.0 miles away from training venue. http://www.premierinn.com/en/ Tele: 0871 527 8000 223787

London: The BALHAM TAC Regiment, Fusilier House, 213 Balham High Road, London SW17 7BQ Tele: 020 8672 1168. A 10 minute walk from BALHAM BR Railway and Northern Line Underground station. PLEASE NOTE, THAT DUE TO SECURITY RESTRICTIONS, THERE IS NO CAR PARKING AVAILABLE TO PARTICIPANTS AT THE CENTRE, CAR PARKING IS AVAILABLE AT A PAY & STAY FACILITY NEXT DOOR TO THE CENTRE.

(1) Balham Lodge Guest House ( Bed and Breakfast) 204 Bedford Hill, London SW12 9HJ Tele: 0208 675 4888 http://www.balhamlodge.co.uk/

(2) Travel Lodge 177 Balham High Road, Balham, London Tele: 0871 984 8484 http://www.travelodge.co.uk/hotels/555/London-Balham-hotel

Central London:Swiss Cottage School DRC Central London NW8 6HX. Please use the postcode for www.laterooms.com and also travel inn and travel lodge options.

Manchester:Training Venue: Dukinfield Town Hall, King Street, Dukinfield, Cheshire SK16 4LA Tele: 0161 342 3391 www.tameside.gov.uk/townhalls/dukithall.htm Recommended Accommodation: The Village Urban Resort Hotel. Captain Clarke Road, Hyde, Cheshire SK14 4QG Tele: 0871 222 4586

Middlesborough:Training Venue: Middlesbrough Football Club, Riverside Stadium, Middlesbrough TS3 6RS Tele: 01642 242075

Best Western Middlesbrough, Marton Road, Middlesbrough, Teesside TS4 2PA Tele: 01642 817638 or http://www.bw-highfieldhotel.co.uk/

Premier Travel Inn Middlesbrough South Marton Way, Middlesbrough, Teeside TS4 3BS Tele: 0870 111 2928 http://www.premierinn.com/pti/home.do Both are about a 10 mins drive to the training venue.

WIRRAL: Leasowe Castle Hotel Leasowe Road, Moreton, Wirral, Merseyside, CH46 3RF Tele: 0151 606 9191 www.leasowecastle.com


Updated January 2015

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