3.7. · Web viewAny equipment not passing this test should be removed from general use until the necessary repairs have taken place and it has been retested. The use of adapters is

Trust Health and Safety Policy

Document Audit Name DateAuthor Stephen Mann 25th Feb 2016Consultation Trust BoardConsultation Safety CommitteeReview AnnualIssue Number 1

1 1.0 Health and Safety Policy Statement of Intent

2 2.0 Responsibilities of Designated People

3 3.0 Arrangements for implementing the policy

4 3.1 Emergency procedure

5 3.2 Security

6 3.3 First aid

7 3.4 Accident reporting

8 3.5 Employees

9 3.6 Workplace

10 3.7 Provision and use of work equipment

11 3.8 Risk management

12 3.9 COSHH

13 3.10 Manual handling

14 3.11 Personal protective equipment

15 3.12 Display screen equipment

16 3.13 Contractors

St Clere’s Trust Health and Safety Policy

1. Health and Safety Policy Statement of Intent

St Clere’s Co-Operative Academy Trust recognises the fact that Health and Safety has positive benefits to the organisation and commitment to a high level of safety makes good business sense. It recognises the Health and Safety at Work Etc Act 1974 and that Health and Safety is a business function and must, therefore, continually progress and adapt to changes. The approach to Health and Safety will be based on the identification and control of risks. As there are distinct benefits to be gained from providing a safe and healthy working environment, appropriate levels of resources will be allocated to ensuring health and safety within the organisation. A positive culture will be encouraged within the organisation and senior management shall actively support this culture.Adequate planning, monitoring, and review of the implementation of the Health and Safety policy will be carried out. In order to ensure that this general statement is achieved, the following will form each school’s aims and objectives.

1. The school will ensure that there are arrangements put into place for the effective planning, development, and review of this policy statement.2. Management will ensure that appropriate systems are developed and maintained for the effective communication of health and safety matters throughout the school.3. The school will provide the necessary information, instruction and training to employees and others, including temporary staff, to ensure their competence with respect to health and safety.4. Management consider that health and safety rates equal to all other business functions and will attach equal importance to achieving health and safety targets.5. The school will devote the necessary resources in the form of finance, equipment, personnel and time to ensure health and safety. The assistance of experts’ help will be sought where the necessary skills are not available within the school.6. The school will liaise and work with all necessary persons to ensure health and safety. The school will also ensure that adequate arrangements are also in place for ensuring the health and safety of visitors.7. The school believes in constantly improving health and safety standards and performance. It will to this end endeavour to ensure that all relevant statutes, Regulations and Codes of Practice are complied with. The minimum standards that will be adopted by the school are those required by law, although the school will always seek to exceed these where there is a demonstrable benefit.8. The school recognises that safety is the responsibility of everyone within the organisation and is not just a function of management. Managers will have specific duties and responsibilities to comply with the letter and spirit of school policy. Employees will have specific responsibilities to take reasonable care of themselves and others who could be affected by their activities and to co-operate with management in achieving the standards required. The school will ensure that health and safety management is an integral part of the manager’s function and will monitor their performance along with their other duties.9. The school will ensure that health and safety is fully integrated into the management and decision-making processes within the organisation.10. The school will set up a system to ensure that accidents and ‘near-misses’ are fully investigated and appropriate action taken to reduce the likelihood of their occurrence.11. The school will ensure that procedures are established to ensure that safe equipment and plant are provided for employees and non-employees.

Signed ......................................................................... CEO

Date......................................................

1 1.0 Health and Safety Policy Statement of Intent

2 2.0 Responsibilities of Designated People

3 3.0 Arrangements for implementing the policy

4 3.1 Emergency procedure

5 3.2 Security

6 3.3 First aid

7 3.4 Accident reporting

8 3.5 Employees

9 3.6 Workplace

10 3.7 Provision and use of work equipment

11 3.8 Risk management

12 3.9 COSHH

13 3.10 Manual handling

14 3.11 Personal protective equipment

15 3.12 Display screen equipment

16 3.13 Contractors

2. ORGANISATION - KEY RESPONSIBILITIES

2.1. SUMMARYThe following people have specific duties and responsibilities in the management of Health and Safety.

St Clere’s Co-Operative Academy TrustCEO P GriffithsDirectors

Head of Education St Clere’s Ashley Hughes East Tilbury Louise CoatesThameside Jonathon FishStanford Le Hope Joanna BrayArthur Bugler John BryantNew Campus Basildon Jon Purkiss

Manager of SafetyPlease see list in each School

First AidersPlease see list in each premises

Fire MarshallPlease see list in each premises

Safety RepresentativesEach school group will report to trust group

External Contacts

Essential Safety Stephen Mann 0795 003 5651 Calum Cunningham 0742 701 5132

Health & Safety ExecutiveTelephone 0845-300-9923Fax 0845-300-9924For out of hours contact Essential Safety who will if required then contact the HSE

-2.2.2 RESPONSIBILITIES OF DESIGNATED PEOPLE

The Trust

The Trust accepts its corporate responsibility as an employer for providing a safe and healthy working environment for teaching and non-teaching staff in its employment, for the children attending the schools and for other people who are users of the schools

The Trust has a statutory duty to ensure health and safety on the premises and to comply, insofar as it has the power to do so, with the directions of the CEO and Headteachers.

The Trust will ensure that health and safety is part of an agenda item on meetings and will monitor health and safety planning, implementation and compliance, via open communication and at least 2 audit visits per year by one member of the trust to each school.

The Trust will take all reasonable steps to fulfil this responsibility, with particular attention to the provision and maintenance of safe facilities and equipment; safety arrangements especially in areas of high risk; to providing information and advice conducive to safety; to the provision of a healthy working environment and of adequate welfare facilities.

The Headteacher for each school

The headteacher has primary responsibility for Health and Safety matters within the establishment. In the Head's absence the Deputy, or whomever the Head nominates, will assume this responsibility.

A Manager of Safety will be appointed in each school, reporting to the Head will be designated to be responsible for administrative arrangements to support health and safety matters and for liaising with Essential Safety or any other bodies the Trust may appoint from time to time

The ultimate responsibility for compliance to ALL relevant H&S legislation is passed down from the trust and lies with the Head of the Establishment.

The Headteacher is responsible for the authorisation and implementation of Trust Health and Safety Policy and procedures, and for the provision of sufficient resources to maintain H&S standards - including where appropriate, the authorisation of priority attention to H&S issues.

The Headteacher makes the commitment to adopt the Trust management systems to ensure the continuous development of health and safety performance, and will carry out at least 2 site safety visits each year.

The Headteacher is responsible for the provision of sufficient financial resources to maintain compliance to all H&S legislation.

The Headteacher shall ensure that the H&S implications are considered prior to the purchase or design of new work equipment.

The Headteacher will designate members of the school team to support and apply the day to day requirements of the health and safety policy and functions.

Keeping a record of guidance, including those issued by DfE, etc Maintaining a list of Safety Representatives appointed to represent staff

Implementing systems that enable the consultation of safety representatives and co-operating with them as far as is reasonable in their efforts to carry out their duties

Receive written reports from Safety Representatives and responding to them within a reasonable time

Establish a school Safety Committee

Ensure that all areas of the site are inspected termly

Ensure that all visitors, including contractors, are made aware of any hazards on site

Ensure the use of any personal protective equipment as may be necessary and to maintain and renew it as necessary;

Ensure that effective arrangements are in place to evacuate the buildings in case of fire or other emergencies, that evacuation drills are undertaken regularly and that firefighting equipment is available and maintained;

Ensure that arrangements are made for every new employee to be given every assistance to perform her/his duties in a safe manner. In particular to ensure that they are given a copy of this statement, guidance notes, etc and given the opportunity to read it, before starting work; and

Ensure that arrangements are made for proper training of staff so that activities, use of equipment, machinery, etc associated with their work can be undertaken safely

2.2.3 RESPONSIBILITIES OF DESIGNATED PEOPLE

Manager of Safety

The Manager of Safety is responsible for the day-to-day management of health and safety, involving appropriate liaison with external assistance (Essential Safety).

The Manager of Safety is the designated representative within St Clere’s Co-Operative Academy Trust for liaison with the Health and Safety Executive and other enforcing bodies, in particular with regard to reporting of accidents, diseases and dangerous occurrences. Essential Safety will support this liaison.

The Manager of Safety is responsible for the approval of contractors and holding records required for the demonstration of competency.

The Manager of Safety will carry out site safety visits and spot checks to confirm the continued compliance and adoption of School Policy and specific local risk assessments and control measures.

Additionally, responsible for communications with employees to ensure, as far as is reasonable, the availability of the necessary resource to ensure effective compliance to School Policy.

Responsible for the identification and coordination of staff training needs. The Manager of Safety will hold copies of training records, which will be used to demonstrate individual competency in the various school activities.

The ultimate responsibility for compliance to ALL relevant H&S legislation lies with the Head of Establishment (Headteacher) and the CEO.

Line Managers Heads of Departments

The safety of their staff and pupils within their work area by ensuring staff receive necessary training and supervision

The safety of equipment, materials and systems of work by setting up arrangements for regular inspection

Making arrangements for cover of staff with key safety responsibilities

Ensure ALL staff are aware of, and comply with, the current H&S Policy.

Identify staff training needs with respect to H&S.

Investigate all accidents, near miss and abuse incidents, to ensure full reports are available for the records.

Maintain full documented records of all assessments carried out for the school

Allow Safety Representatives sufficient time and resources to carry out their duties. These duties must be carried out within the normal contractual terms of employment and at the expense of the Company.

Undergo, at the expense of the School, any H&S training as may be required.


First Aiders

To provide on the spot first aid attention in case of any accident, until the Emergency Services arrive (if required).

To maintain the stocks of First Aid equipment

To ensure accident report forms are generated for all accidents regardless of severity of outcome.

To follow the procedures as set out within St Clere’s Co-Operative Academy Trust First Aid at work policy Ref: - FA1

To undergo, at the expense of the School, further Health, Safety and First Aid training as may be required and approved by the manager of safety.


Fire Marshalls

Responsible for the weekly checking of smoke alarms, fire exits, fire alarms, and fire extinguishers, or to ensure this is carried out by the designated persons

Responsible for ensuring the building is cleared in the event of an evacuation.

Gather information in the event of an evacuation for the Fire Service

To act as the communication between the School and the Fire Service

To undergo, at the expense of the School, further Health, Safety training as may be required and approved by the manager of safety.


Health & Safety Representatives

Play a key role in the School safety management system.

Responsible for communicating actions back to the Management team and staff alike, reporting on progress, and raising any issues brought up by the staff they represent.

To assist in the accident reporting and investigation process, ensuring that a no-blame culture is actively promoted.

To undergo, at the expense of the School, any H&S training as may be required and approved by the manager of safety.

To attend the School Health and Safety Committee or send a deputy if you cannot attend.

To attend as required the Trust Health and Safety Committee


Essential Safety

Essential Safety will be responsible for the provision of:

Relevant knowledge, and experience of applicable H&S legislation

Help and advice in procedures and management systems to ensure legal compliance

Advice and guidance to ensure effective implementation of safety policy

Information, training, instruction, and coaching to all staff when required by St Clere’s Co-Operative Academy Trust within the capabilities of Essential Safety.

Help and guidance on safety literature and notice boards, as required to positively promote Health and Safety within St Clere’s Co-Operative Academy Trust.

The role of Essential Safety is to assist with the specification, design, and implementation of the school Health & Safety Policy, and to specifically assist each designated responsible person within the policy to achieve their safety management objectives.


All employees of St Clere’s Co-Operative Academy Trust

Work in accordance with the Trust and school’s procedures and policies

Report defective equipment and dangerous situations

Use safety equipment provided

Comply with management requests and instructions

Not to use defective equipment

Not to misuse equipment

Not to use damaged equipment

Exercise reasonable care towards themselves and others

Not to undertake tasks that they are not sufficiently trained for

Report equipment that becomes out of date or redundant

Classroom teachers are responsible for:

The safety of all children under their charge by effectively supervising their activities

Being able to carry out emergency procedures in respect of fire, emergency evacuation, security, first aid

Observing all safety procedures and instructionsTechnicians are responsible for:

The safety of the preparation rooms, workshops and all other areas in which they work

The Premises Manager (caretaker) is responsible for: The safety and physical condition of the following common use areas

o Basements, o Corridors, o Reception areas, o Stairs and toilets, o Meeting rooms, o Staff rooms, o Unoccupied rooms o Store rooms, o Offices, o Boiler rooms, o Roof access, o Boundary walls and fences and all areas surrounding the buildings

Health and Safety is no one person’s function. It is a team effort. We all should help and encourage pupils and adults to act in a safe manner, so that we do not endanger ourselves or others who we work with or teach

The costs of accidents to the British economy are estimated by the Health & Safety Executive (HSE) to be between £11 billion and £14 billion per year (at 2014 prices). Furthermore, the uninsured costs incurred by a school following an accident usually exceed the insured costs.

3. ARRANGEMENTS FOR IMPLEMENTING THE POLICY

The various arrangements detailed within this policy folder are, in general, comprehensive. Where a subject requires further consideration, the reader will be referred to a specific document or procedure, and only a summary will be given in this Policy.

Each policy page will be dated and have an issue number, the Manager of Safety will keep up to date copies of the policy.

A copy of the Policy will be available on a shared drive and also a hard copy with the Manager of Safety.

It is the responsibility of every one to make these arrangements work. By achieving this collective responsibility there is much greater likelihood of achieving an accident free environment and progressively improving the management of safety and so the staff’s, pupils' and the school's general well-being.

3. ST CLERE’S CO-OPERATIVE ACADEMY TRUSTARRANGEMENTS

FOR IMPLEMENTING THE POLICY

INDEX

3.1…EMERGENCY PROCEDURE3.1.1…FIRE

3.2…SECURITY3.2.1… GENERAL

3.3…FIRST AID3.4…ACCIDENT REPORTING3.5…EMPLOYEES

3.5.1…INDUCTION TRAINING3.5.2…TRAINING RECORDS3.5.3…H&S COMMITTEE3.5.4…YOUNG PERSONS3.5.5…PREGNANT WOMEN & NURSING MOTHERS3.5.6…WELFARE3.5.7…DRUGS3.5.8…MOBILES

3.6…WORKPLACE3.6.1…GENERAL3.6.2…LONE WORKERS3.6.3…MAINTENANCE3.6.4…HOUSEKEEPING3.6.5…ELECTRICAL/TELEMETRY INSTALLATION CONTRACTS

3.7…PROVISION AND USE OF WORK EQUIPMENT REGULATIONS (PUWER)3.7.1…ELECTRICAL3.7.2…MAINTENANCE3.7.3…PROCUREMENT OF NEW EQUIPMENT3.7.4…LIFTING OPERATIONS & LIFTING EQUIPMENT3.7.5…HAND TOOLS

3.8…RISK MANAGEMENT3.9…CONTROL OF SUBSTANCES HAZARDOUS TO HEALTH

3.9.1 …GENERAL COSHH3.9.2 … LEGIONELLA

3.9.3 …ASBESTOS3.10…MANUAL HANDLING3.11…PERSONAL PROTECTIVE EQUIPMENT3.12…DISPLAY SCREEN EQUIPMENT3.13…CONTRACTORS

3.13.1…CONTRACTORS TO ST CLERE’S CO-OPERATIVE ACADEMY TRUST3.13.2… ST CLERE’S CO-OPERATIVE ACADEMY TRUST AS THE CONTRACTOR

3.14…VISITORS / GENERAL PUBLIC3.15…ENVIRONMENTAL AND WASTE MANAGEMENT3.16…SAFETY INSPECTIONS & AUDITING

3.16.1 …TRUST3.16.2 …SCHOOLS

3.17…REVIEW OF SAFETY POLICY & PROCEDURES3.18…STRESS MANAGEMENT3.19…PERSONAL HEALTH

3.19.2… MEDICAL REFERRAL3.20…EDUCATIONAL HEALTH AND SAFETY

3.20.1 … YOUNG PERSONS WITH ASTHMA3.20.2 …TEACHING ACTIVITIES IN PRIMARY SCHOOLS3.20.3 …ART DESIGN TECHNOLOGIES3.20.4 … OUT OF SCHOOL VISITS

3.1. EMERGENCY PROCEDURES3.1.1. FIRE

On discovery of a fire1. Raise the alarm 2. Telephone the Fire Brigade by dialling 999 offering as much information as possible:

Location of the fire? If anybody is injured, trapped or unaccounted for? Are there any dangerous substances involved or in the immediate vicinity of the

incident (e.g. large volumes of solvents, compressed gas bottles) 3. Leave the building by the nearest Emergency Exit and report to the Assembly Point

The Assembly Point for St Clere’s Co-Operative Academy Trust sites are displayed within the Fire Policy and on notices within each school. Please make sure you are aware of the assembly points for each site you visit.

Use of fire fighting equipment: ALWAYS alert other staff before attempting to tackle the fire ALWAYS ensure that you have a safe exit – never let the fire get between you

and the exit

On hearing the fire alarmLeave the building by the nearest Emergency Exit and report to the Assembly Point. Close classroom doors as you leave.DO NOT return to the building in any circumstances until informed that it is safe to do so by the Fire Marshalls or Fire Service.

Other Documents

St Clere’s Co-Operative Academy Trust Fire Policy will be implemented at each of the sites.

3.2. SECURITY

3.2.1. GENERAL

St Clere’s Co-Operative Academy Trust Schools accepts the responsibility for ensuring, so far as is reasonably practical, that unauthorised access to its premises is prevented at all times.

From time to time access to specific areas within St Clere’s Co-Operative Academy Trust Schools may be restricted to nominated staff as identified by assessments of particular hazards. Such restrictions will be clearly marked.

There is a fence around the grounds of all the schools and an entry system with CCTV so that the general public cannot enter the school grounds.

St Clere’s Co-Operative Academy Trust, operate a visitor’s booking in system therefore all visitors will have to sign in. Each visitor host will have the responsibility in the case of fire or emergency to escort the visitors to the assembly area. Visitors should not be left alone unless this has been agreed via the Manager of Safety first and instruction given in the case of emergency.

3.3. FIRST AID

The requirements for first aid are covered by the Health and Safety (First Aid) Regulations. However, these only apply to employees. Nevertheless, it is necessary to make suitable provision for pupils. The following indicates the requirements in a primary school in terms of first aiders, appointed persons and first aid boxes. First Aid Boxes should be marked with a white cross on a green background. First aid does not cover administration of medicine.

On School Site

ALL injuries and illnesses of employees, students and visitors should be reported to a First Aider as soon as possible, so an appropriate assessment can be made as to whether treatment is required. This is vital as even the most trivial of injuries could lead to complications later.

First Aid boxes are available but under NO circumstances should items be removed without the consent of the First Aider. The First Aiders have a responsibility to maintain an inventory checklist and sufficient in date stock for each first aid box. The inventory checklists will be held with the First Aid boxes.

LOCATIONS OF FIRST AID BOXES

Please see notice board on each site for details of the location of First Aiders and First Aid Boxes

Off School Site (Trips)

A risk assessment will be done prior to any trip or visit, this will include the provision of first aid and a first aid box will be taken.

The first aid box should contain the following and nothing else:

ITEM WORKSITECONTAINERS

TRAVELLINGCONTAINERS

Leaflet giving general guidance on First aid (e.g. HSE leaflet)

1 1

Individually wrapped sterile adhesive dressings (assorted sizes)

20 6

Sterile eye pads 2Individually wrapped triangular bandages (preferably sterile_

4 2

Medium sized individually wrapped sterile non-medicated wound dressings (approx. 18cm x 18cm)

2 1

Individually wrapped moist cleansing wipes Not necessary YesDisposable gloves (latex or vinyl) 1 pair 1 pair

OTHER DOCUMENTSAccident and Incident PolicyFirst Aid Policy

3.4. ACCIDENT REPORTING

The Accident Reporting Procedure gives details about how to make the report and what actions are taken following the report. The procedure is NOT designed to allocate blame to those involved in the accidents, but to identify recurring trends within accidents to allow effective control and accident prevention measures to be taken.

Additionally, there is a legal duty to report accidents and to maintain accident statistics. This is a useful method of demonstrating continuous improvement in safety performance, BUT it can only work if ALL accidents are reported including pupils, staff and visitors.

Property damage accidents are rarely reported in general, and yet they are thought to cost approximately twenty times as much as personal injury accidents. Naturally the personal injury accidents are considered the priority accidents to prevent, but it is likely that several similar accidents will have occurred before the accident resulting in the injury – these are more often the ‘property damage’ accidents.

More serious accidents require reporting to the Health and Safety Executive and are specified under the Reportable Injuries, Diseases, and Dangerous Occurrences Regulations (RIDDOR). The Manager of Safety and Essential Safety should file these reports.

It is the policy of St Clere’s Co-Operative Academy Trust that all personal injury accidents are reported. This will be done at the first aid point where appropriate treatment can be

arranged. If you receive treatment elsewhere ensure that you notify one of the first aiders or Manager of Safety

For your own protection in cases of personal injury, ensure an entry is made in the Accident and Incident Policy

Further information can be found within the:-Accident and Incident Policy

3.5. EMPLOYEES

3.5.1. INDUCTION TRAINING

All new employees of St Clere’s Co-Operative Academy Trust will receive Induction training. This will constitute familiarisation of the building lay out, including the location of all relevant H&S items (e.g. fire exits). A copy of the St Clere’s Co-Operative Academy Trust Health and Safety Policy and relevant supporting procedures for each school will be available to the employee who will sign and state that they have read and understood the contents.

3.5.2. TRAINING RECORDS

St Cleres Co-Operative Academy Trust makes the commitment to provide sufficient training in the awareness and implementation of Health and Safety initiatives, to ensure compliance with School Policy.

All training relating to H&S issues will be recorded and signed by both the trainer and the individual as a record that such training was given. The Manager of Safety will hold training records. These will be subject to inspection and are auditable in line with the Trusts and School’s safety inspections and audits.

3.5.3. HEALTH & SAFETY COMMITTEE

The H&S Committee will meet every school term, chaired by the Manager of Safety, after the committee meeting is held representatives from each school will attend a Trust Committee to ensure that communication is a two-way process.

The role of the Committee is to bring together representatives from across all functions of the business to discuss all health and safety issues pertinent to St Clere’s Co-Operative Academy Trust and each school. It is a vehicle to ensure School Policy and Procedures are clearly defined, communicated to all staff, and complied with on a consistent basis. School Governors will also be invited to attend the school Health and Safety Committee meeting as an ex-officio.

It is through the Safety Committee that St Clere’s Co-Operative Academy Trust will meet its obligations under the Health and Safety (Consultation) Regulations.

3.5.4. YOUNG PERSONS

St Clere’s Co-Operative Academy Trust recognises that there is greater risk of accidents when employing young people due to the general lack of experience and unfamiliar working environment. It therefore will provide appropriate supervision and training as appropriate to control the risks where young people are employed.

3.5.5. PREGNANT WOMEN & NURSING MOTHERS

Under these special circumstances an appropriate risk assessment will be carried out for the tasks undertaken by the pregnant women or nursing mothers. Where necessary extra control measures will be implemented, and if required appropriate alternative employment will be found in order to eliminate the risks to the employee. St Clere’s Co-Operative Academy Trust will provide suitable facilities for private use as required by pregnant and nursing mothers.

3.5.6 WELFARE

Welfare Facilities

Kitchens, cooking areas, toilets and washing facilities are provided for your use. Your assistance in keeping these facilities in a tidy condition and in reporting defects will help us all.

General Access

Any workplace or class room can easily resemble a battlefield if attention is not paid to tidiness and access requirements. We all have a part to play and attention is necessary to the following: -

1. Do not obstruct roadways, pathways and access areas with vehicles or materials. Roads may be required for the emergency services.

2. Observe direction and speed signs when moving around site. With the number of children on the school site we should always be very careful when driving on the school grounds. The work programme may alter these routes – be alert to changes.

3. There must be safe means of access to all work and welfare areas’ do not take short cuts, report any problems of access to the Manager of Safety.

4. Clear all surplus material and rubbish to agreed points and leave work/class areas’ clear for next staff/teacher. Do not leave materials, rubbish or equipment where they may block access or fire routes.

3.5.7. DRUGS AND ALCOHOL

The use of illegal dugs or substances is forbidden to all employees and sub-contractors of the school. Please see the Drug and Alcohol policy for further information

Employees, Parents, Carers or Visitors may not consume alcohol on the premises.

Personnel who have been prescribed drugs or have any medical condition that may affect their ability to work safely must inform the HR Manager immediately. Parents must contact the main office if their child is required to have prescribed drugs or medical items on the school grounds so that arrangements can be made.

Any person found to be under the influence of illegal substances or alcohol during working/school hours shall be removed from the premises and disciplinary action may be taken under the disciplinary (misconduct) policy and or the Drug and Alcohol Policy.

Smoking is not allowed within any school building, on school grounds or within 100metres of the school premises.

3.5.8. MOBILE PHONES

Employees are strictly forbidden from using hand-held mobile phones or similar devices whilst driving a vehicle on school business. Vehicles must be stationary prior to the use of any hand-held mobile phone device and the engine must be switched off.

The definition of “holding a phone” will not include pushing buttons on a phone that is held in a cradle or pressing buttons on a steering wheel or motorcycle handlebars.

Although there are no proven adverse health and safety effects from the use of mobile phones, employees are encouraged to keep the use of mobile phones to a minimum.

Note: You can still be personally prosecuted for failing to drive without due care and attention, or for dangerous driving.

If you are unsure about any information contained within this policy, please contact Stephen Mann in the first instance.

3.6. WORKPLACE

3.6.1. GENERAL

St Clere’s Co-Operative Academy Trust will ensure that the detailed requirements of the Workplace Regs 1992 are complied with at all times. Including, but not limited to, the supply of safe access and egress; the provision of suitable ventilation and lighting; a supply of fresh drinking water; and suitable welfare facilities.

3.6.2. LONE WORKERS

Under no circumstances should anybody perform any potentially hazardous work whilst working alone (e.g. out of normal hours) without a Lone Worker assessment accounting for the environment and the task to be carried out, authorised by the Manager of Safety.

The Lone Worker Policy and the assessment forms are detailed in the Risk Management Procedure

3.6.3. MAINTENANCE (Non Vehicle)

Required buildings and general maintenance is identified through the various inspections, housekeeping checks, and maintenance schedules. The maintenance shall be sufficient to maintain a healthy and safe working and teaching environment.

3.6.4 HOUSEKEEPING

It is recognised that housekeeping is often a contributory cause to accidents, for example slips, trips, and falls are often caused by a cluttered workplace or classrooms.

It is everybody’s responsibility to maintain a clean, tidyand safe working environment at all times.

A programme of housekeeping checks will operate to monitor the tidiness of the workplace, and to identify problem areas. This will be supported by the Safety Inspection Procedure and will allow issues to be corrected quickly.

OTHER DOCUMENTSLone Working PolicyMaintenance PolicySlip Trips and Falls Guidance policy

3.7. PROVISION AND USE OF WORK EQUIPMENT REGULATIONS (PUWER)

St Clere’s Co-Operative Academy Trust will provide all equipment necessary to allow employees to carry out their tasks. The equipment will be suitable for purpose and maintained in a safe and orderly state of repair. Appropriate training in the use of the equipment shall be provided before staff are allowed to use it. This training will be documented and form part of the training records referred to in 3.5.2.

3.7.1. ELECTRICAL

All portable electrical equipment shall be tested at regular intervals to ensure it is suitable for use. The Managers of Safety will hold records of the testing and the results for each School Site

Working safely with Electricity

There is a very tragic way to learn about the dangers of misusing electrical tools and equipment – it’s called ELECTROCUTION! Obey the Rules and Prevent the Pain.

Electrical supply will be a maximum of 220 volts unless permission and procedures have been agreed for higher voltages.

Electricians must be used to install and maintain electrical supplies on site. Do not tamper with or adapt any electrical equipment or cable.

Check all equipment before use for: - defective plugs, sockets, cables or switches. Tool adjustments or changes must not be carried out unless isolated (pull out the

plug). Report all electrical defects to the Site Manager. Observe and report defects in access and safety lighting. Cables must be long enough for use without strain on connections. Use correct plugs and sockets for extensions – DO NOT MAKE TAPED

CONNECTIONS. Task lighting at your place of work is your responsibility; ensure it is adequate. Isolate the supply before any work is carried out on the electrical system. Overloading of plugs and sockets can lead to fires – 1 plug per socket.

3.7.2. MAINTENANCE

All work equipment will be inspected and maintained to ensure its suitability for use. The period of inspection will be identified from risk assessments, but shall be construed as annually unless otherwise stated.

Maintenance will be carried out by a competent person, as deemed by the School, and is likely to be the supplier of the equipment. The Manager of Safety will hold records of inspection and maintenance. A maintenance schedule will operate to keep the programme manageable.

3.7.3. PROCUREMENT OF NEW EQUIPMENT

In conjunction with the Trust procedures for purchase of new equipment, the suitability for purpose of any new equipment should be demonstrated before purchase. Once purchased, the designated responsible person will carry out a risk assessment and detail any further control measures necessary before the equipment is used.

Staff will be trained in the use of the new equipment before being allowed to operate it.

3.7.4 LIFTING OPERATIONS AND LIFTING EQUIPMENT REGULATIONS (LOLER)

In general terms St Clere’s Co-Operative Academy Trust as limited lifting equipment that is covered by the LOLER Regs. The detailed extension to the PUWER Regulations, these Regs specifically cover all lifting equipment. If the school sites do have such equipment it would follow the steps detailed below: -

All equipment shall be inspected before use by the operator and routinely maintained and inspected by external competent personnel on an annual basis

All operators shall receive appropriate training with records being held by the Managers of Safety.

3.7.5 HANDTOOLS

Many accidents occur due to hand tools being poorly maintained or misused. Good workmen require safe tools.

Follow these rules: -

Use the right size spanner for the nut. NOTE: adjustable spanners slip more easily. Fit files with handles to prevent hand injuries. Don’t use as punches or for levering –

they break easily. Chisels and punches with mushroomed heads must be ground down to prevent

splinters of metal flying off. Keep hammer heads tightly wedged on their shafts and replace split or damaged

wooden handles, don’t wire up. Keep edges of cutting tools sharp and keep hands behind the cutting edge when

working. Don’t use screwdrivers on work held in the hand or as chisels. Keep tools in racks or boxes when not in use. Protect sharp edges of tools are to be stored or covered. Stanley knives, screwdrivers and sharp edge tools kept in pockets can lead to serious

injuries. Scrap tools when they become worn or damaged beyond repair. Always use the correct tools for the job. Don’t improvise.

GOOD TOOLS MEAN FASTER AND SAFER WORKING

3.8. RISK MANAGEMENT

Every task undertaken, which presents any significant risk, requires a “suitable and sufficient” risk assessment demonstrating that the hazards and risks have been identified and that control measures have been implemented.

The risk assessments, or Job Safety Analyses, will be complimented with COSHH, Display Screen Equipment (DSE), and Manual Handling assessments as appropriate. The assessments will undergo adequate review as and when significant changes are identified, and in any case not less than every 12 months.

Full details for risk assessment techniques are given in the St Clere’s Co-Operative Academy Trust Risk Management Procedure.

3.9. COSHH

All materials representing a potential hazard due to their storage, handling, use or disposal will be assessed to identify the level of risk. The materials and the corresponding process in which they are used shall have a written assessment carried out detailing the control measures to be used, and any residual risks. All operators must sign the relevant assessment indicating their acknowledgement of the controls and residual risks.

COSHH Assessments can be found within the Health and Safety File on each site

OTHER DOCUMENTSRisk Management PolicyLegionella PolicyAsbestos Policy

3.10. MANUAL HANDLING

All tasks requiring any lifting, twisting, pulling or other movement of materials or objects from one place to another will be assessed. The vast majority of such manual handling tasks will be assessed within the overall risk assessment for that task. Where specific hazards are observed e.g. where the weight to be lifted exceeds 25kg, or where the distance of relocation is significant, or where the number of repetitive tasks is high, the tasks will be assessed formally in accordance to the Manual Handling Assessment forms.

OTHER DOCUMENTSManual Handling Policy

3.11. PERSONAL PROTECTIVE EQUIPMENT (PPE)

All PPE required to carry out any task will be identified from appropriate assessments (COSHH, Risk, DSE, and Manual Handling). Only when all other forms of controlling the risks have been considered should PPE be used. Such PPE will then:

Be identified as being suitable for the task Be supplied by St Clere’s Co-Operative Academy Trust/School free of charge Be used by the Operator as intended by the manufacturer Be stored in a suitable and safe condition when not in use Be maintained and inspected to ensure its continued suitability for use Be replaced if deemed unsuitable for use

St Clere’s Co-Operative Academy Trust will ensure suitable training is given for the use of PPE as required ensuring the correct use of the designated equipment.

The employee accepts that he/she will NOT use the PPE unless properly trained.

3.12. DISPLAY SCREEN EQUIPMENT (DSE)

The identification of DSE “users” will be supported with full DSE assessments. A list of identified users will be kept with the assessments. The assessment of DSE workstations extends to include those that may be “off-site” for management working from home. The Manager of Safety will hold the assessments.

Identified users of DSE are entitled to regular eye tests carried out by a qualified optician. St Clere’s Co-Operative Academy Trust will reimburse the individuals for these expenses in accordance with current procedures within the School.

For further information, please see the: -Display Screen Equipment Policy

3.13. CONTRACTORS

3.13.1Contractors to St Clere’s Co-Operative Academy Trust

The contractors will be selected on their ability to carry out the tasks to a suitable standard at an acceptable cost without compromising health, safety and environmental standards in any way. Before offering the contract, tenders are required to submit evidence of their safety policies, method statements, risk assessments, and training records to demonstrate their ability to do the job.

The Manager of Safety will hold a list of approved contractors on the basis of the above information to allow the appointment of contractors to be a less onerous procedure for subsequent contracts. The decision to approve a contractor will be made by the Manager of Safety or designated deputy.

During the work Contractors will be obliged to operate to St Clere’s Co-Operative Academy Trust Permit to Work System. This will ensure communication between St Clere’s Co-Operative Academy Trust and Contractors’ staff is maintained and that all relatively high-risk tasks are assessed before permission is given for the task to commence. Such tasks will include hot-work and electrical isolation.

All contractors will supply their own equipment, materials, and PPE required for the task. St Clere’s Co-Operative Academy Trust will not supply any PPE unless it is very specific to the hazard present within St Cleres Co-Operative Academy Trust and would not be expected to be carried by the Contractor.

NB: In these regulations, the term Works Contractor, includes all sub-contractors and their employees.

The following standards have been prepared to ensure the safety of all people on St Clere’s Co-Operative Academy Trust projects. It is the responsibility of a works contractor to see that his employees are conversant with the regulations and that they comply with them.

1. All works contractors and their employees must at all times comply with the Health and Safety at Work Act and all subordinate legislation, in addition to complying with the safety requirements set out in this Health & Safety Policy, or such other safety

requirements as may be deemed necessary by the Safety Manager and/or Head Teacher and shall take all the necessary precautions to ensure the safety of their employees, students and the general public and all people not in their employment.

2. Works contractors shall ensure that their supervisors are competent and have received sufficient training in site safety to enable them to carry out their work safely.

Works contractors shall ensure that their employees shall be instructed as to any hazards, which exist at their place of work and shall receive such training and supervision as may be deemed necessary to carry out their jobs safely and satisfactorily in accordance with the Health and Safety at Work Act 1974 and any applicable regulations and Codes of Practice there under and shall comply with the St Clere’s Co-Operative Academy Trust Policy.

Works contractors’ employees must be released to attend Project Site Safety training sessions (where required). This does not relieve works contractors of their duty to ensure that their employees are adequately trained in matters of Safety and Health and relevant legislation.

3. All works contractors shall, at the end of each operation, ensure that the work area is cleared up of their material and not left in a hazardous condition.

4. It is forbidden to use other contractors’ tools or equipment without authorisation.

5. Work contractors’ plant and equipment must be kept in a good and safe condition.

Site Rules for contractors

Adherence to the following rules is a condition of your employment on site of any Trust property: -

It is prohibited to bring on site, firearms or unauthorised explosives. It is prohibited to possess or consume alcohol, drugs or other intoxicants on site or be

under their influence. Permits to work, safety procedures and safe system method statements must be

followed. All plant and equipment is to be operated and repaired only by trained competent

personnel. CITB certificates (or equivalent approved training body) of training achievement must be held by operators of all plant currently within that scheme.

Incorrect or faulty tools must not be used. Transistor radios and iPods, iphones, smart phones etc. may not be used. Safety helmets are to be worn at all times where applicable. Protective footwear must be worn where applicable. Personal protective equipment such as eye, hand, fall and respiratory protection must

be used at all times where dictated by statutory or site requirement. Drivers of all vehicles must obey site road signs and traffic rules – drivers of dumpers

must not remain on the vehicle during loading. It is prohibited to indulge in horseplay, fighting or malicious damage.

Appropriate language will be used at all times whilst on school grounds

3.13.2 St Clere’s Co-Operative Academy Trust as the Contractor

Under these conditions St Clere’s Co-Operative Academy Trust shall ensure that the Client if required, receives copies of The St Clere’s Co-Operative Academy Trust H & S Policy, specific risk assessments and method statements for the activities to be undertaken so far as is reasonable to ensure the safe completion of the tasks, and the demonstration of operator competency.

3.14. VISITORS / GENERAL PUBLIC

All visitors must report to each of the sites School Reception and must read a copy of the safety policy statement of intent displayed in reception. Visitors will have to sign in. Staff should question any person on the school who is not an employee of St Clere’s Co-Operative Academy Trust.

They must abide by any general or specific terms of control measures detailed in the area that they may visit. Any PPE that may be required for particular areas to be visited will be supplied free of charge by St Clere’s Co-Operative Academy Trust, and will be returned at the end of the visit.

All visitors must be supervised by a member of staff at all times whilst on the premises unless agreed by the Manager of Safety and the visitor, has had full instruction on all the emergency policies.

All visitors must wear the School Visitors Badge; this must be returned to the School Reception on leaving the premises.

3.15. ENVIRONMENTAL AND WASTE MANAGEMENT

In line with the Environmental Protection Act of 1990, St Clere’s Co-Operative Academy Trust will act as required to minimise the effect on the environment of any of its acts or omissions.

OTHER DOCUMENTSEnvironmental Policy

3.16. SAFETY INSPECTION & AUDITING

There are many varied ways of measuring safety performance and procedural compliance. The best results are achieved from using a variety of inspection and auditing techniques, as this ensures assessment of different areas, issues, and involves more staff in safety management.

TECHNIQUE PERSONNEL

Safety Tour – Spot Checks Trust and Head Teacher (Once per term)Housekeeping Checks Manager of Safety (Twice per term)Safety Inspection Safety Reps (Twice per term)Safety Audit Competent Person/Essential Safety

There is a range of audit forms that can be used, please see Stephen Mann from Essential Safety for more help or advise in undertaking an Audit. The Health and Safety Manager of each site can also help and has copies of Forms required.

3.17 REVIEW OF SAFETY PROCEDURES

The effectiveness of all H&S procedures will be monitored in line with regular inspections and audits. From time to time changes will be required to reflect improvements and changes in working practices. The safety policy will be an agenda item on all health and safety meetings.

Required alterations to H&S procedures must be approved by the Trust and then passed down through the school Managers of Safety and discussed at the H&S Committee before implementation.

3.18 STRESS MANAGEMENT

St Clere’s Co-Operative Academy Trust understands that at times people could be and could feel under stress either from the effects of their home life or from duties at work and therefore will follow some key points to manage the levels of stress within its employees. The following points will be the basis of a stress management policy adopted by St Clere’s Co-Operative Academy Trust

Promote employee health, safety and welfare including health surveillance Health promotion and good welfare facilities An effective management style that recognises the value of its people An open communication network that encourages feedback and communication

across all levels Introduce management tools and techniques that ease the obvious stress caused by

fear of change

Action Plans for Managing Stress

As a school we plan to manage stress levels within our employees by: -

Recognition of Causes and Symptoms of Stress Decision on How to Handle the Stress Evaluation of Key Personnel to Manage Stress Review of Specific Stressors Selection of Strategy

Conclusion

Stress is not always given the recognition it deserves and often is seen as being a weakness. However, research has shown that stress can affect the stability of an organisation and that human factors are an important part of stress management St Clere’s Co-Operative Academy Trust has a commitment to manage stress effectively and therefore will: -

Identify the true causes of stress Measure and evaluate the effects Develop strategies to handle stress

3.19 PERSONAL HEALTH

It is our policy of St Clere’s Co-Operative Academy Trust to provide, so far as is reasonably practicable, a healthy working environment for all of our employees. This means that we will take steps to monitor and prevent the occurrence of any work-related disease. We will also take steps to provide working conditions which are not only healthy and comfortable, but which will encourage optimum performance from staff.

Whilst working on site you are liable to come into contact with materials or substances, which could cause health problems if sensible precautions are not taken.

Always follow the manufacturers’ instructions printed on containers or packages and wear any protective equipment advised. Consult your supervisor where doubt exists.

Special precautions will be notified where contaminated materials or substances are known to be present but to ensure good health the following simple steps are necessary:

1. Always wash hands before eating.

2. Barrier creams can help minimise infection, use where available, subject to allergies.

3. Seek medical treatment immediately for cuts and abrasions and report all cases of suspected work-related illness.

4. Do not leave unwanted food lying around to encourage vermin (rats mice, pigeons etc) and report any evidence of them.

3.19.2 MEDICAL REFERRAL

Should a problem arise which needs further clarification, we also retain the right to make a referral to an independent medical advisor of our choice. Where this becomes necessary, the right of an employee to access any medical report is protected under the Access to Medical Reports Act 1988. This and any related information will also be kept in accordance with the requirements of the Data Protection Act 1998 at all times.

Trust Asthma Policy

St Clere’s Co-Operative Academy Asthma Policy

No Item Page

1 What is Asthma

2 Asthma Triggers in School Environments

3 Types of Asthma Medication

4 Managing Asthma in Schools

5 Useful Addresses and Publications

6 School Asthma Form Template

1. WHAT IS ASTHMA?

It is estimated that 10% – 15% of children will have suffered an asthma attack over the last year. Although most of these attacks will not have been severe, some have proved fatal so the importance of having clearly defined and effective ways of dealing with asthma cannot be underestimated.

Asthma is a condition which affects the airways. When a person with asthma comes into contact with a trigger (see below), the airways (tubes to the lungs) will swell, secrete mucus and the surrounding muscles will tighten. This will narrow the airways and make breathing difficult. The main symptoms of an attack are:

Wheezing A feeling of tightness across the chest Shortness of breath Coughing.

2. ASTHMA TRIGGERS IN SCHOOL ENVIRONMENTS

Both the number of children who suffer from asthma and the severity of all asthma attacks appears to be increasing in recent years. Although there is speculation that this may be linked to environmental pollution, the known common triggers of asthma in schools are:

Colds Viral infections Pollen Cigarette smoke Animals and birds (e.g. gerbils, guinea pigs etc) Exercise Stress Cold air House dust mites (in carpets and upholstery) Laughter Allergic reactions to substances (e.g. food).

Less common asthma triggers in schools are:

Flour Wood dust Other substances (e.g. in adhesives, paints, plastics) Colophony fumes from soldering.

3. TYPES OF ASTHMA MEDICATION

Reliever medicines are used when a person with asthma is having an attack. These work by relaxing the muscles surrounding the airways and so helping the person breathe easily again. Reliever inhalers are usually blue in colour.

Asthma Reliever Medication

Brand Name Generic Name Method of AdministrationVentolin Salbutamol Diskhaler/Rotahaler/Metered Dose Inhaler

(sometimes Metered Dose Inhaler with Volumatic Spacer)

AerolinSalamol

Salbutamol Autohaler, Metered Dose Inhaler

Salbutamol Salbutamol Metered Dose Inhaler

Bricanyl Terbutaline Turbohaler, Metered Dose Inhaler with Nebuhaler Spacer

Preventer Medicines, when taken regularly over a period of time, help stop asthma symptoms occurring. These are normally taken twice a day and therefore are not often needed to be used during school hours. However, these are required to be taken on residential trips. Preventative treatment usually comes in the form of inhaled low dose steroids or sodium cromoglycate. Although they come in several colours, they are never blue.

Asthma Preventer Medicines

Brand Name

Generic Name Method of Administration

Intal Sodium Cromoglycate (non steroid)

Spinhaler (grey/white), Syncroner (red/white), Metered Dose Inhaler (red/white), Metered Dose Inhaler with Nebuhaler, spacer and adapter, Metered Dose Inhaler with Fisonair spacer

Cromogen Sodium Cromoglycate (non steroid)

Metered Dose Inhaler (red/white)

Becotide Beclomethasone Dipropionate (steroid)

Diskhaler/Rotahaler/ Metered Dose Inhaler (all brown or brown and cream) Metered Dose Inhaler with Volumatic spacer

Becloforte Beclomethasone Dipropionate (steroid)

Diskhaler/ Metered Dose Inhaler (maroon), Metered Dose Inhaler with Volumatic spacer

Pulmicort Budesonide (steroid)

Turbohaler (white/brown), Metered Dose Inhaler (brown, Metered Dose Inhaler with Nebuhaler spacer

Flixotide Fluticasone Proionate (steroid)

Metered Dose Inhaler (orange), Diskhaler (orange), Accuhaler (orange), Metered Dose Inhaler (orange) with Volumatic spacer

Aerobec Beclomethasone Dipropionate (steroid)

Autohaler (cream, brown, maroon)

Filair Beclomethasone Dipropionate (steroid)

Metered Dose Inhaler (cream, brown, maroon)

Beclazone Beclomethasone Dipropionate (steroid)

Metered Dose Inhaler (cream, brown, maroon)

Steriod tablets (e.g. prednisolone or prednesol) are given in emergency situations when asthma is severe. These high dose steroids are not usually given in schools.Spacers are plastic cylinders designed to help children co-ordinate their intake of air with an inhaler. These are often found in schools.

Nebulisers are usually electric devises, used at home, comprising of a facemask or mouthpiece from which a fine mist of the drug solution is inhaled.

4. MANAGING ASTHMA IN SCHOOLS

The severity of asthma will vary from person to person. Also, an individual’s asthma condition may vary from day to day, hour to hour. It is because of this that medication should not only be confined to school out of hours times. Moreover, it is up to the individual with asthma to judge how they feel and adjust their own treatment accordingly.

Children with asthma should therefore have easy access to their reliever medicine. Ideally, they should be allowed to look after their own medicine as soon as the parent or guardian, the GP and the teacher all agree they are old enough. Obviously, in the case of very young children this is not appropriate and so the medicine should be kept in the classroom, clearly labelled with the child’s name.

The school must ensure that the parents or guardians of all children who join are given, either a National Asthma Campaign School Asthma Card, or the St Clere’s Academy Trust own form (see end of section for an example which may be adapted for use) to take to their GP to complete. Parents or guardians should also be told they must notify the school in the event of any change in medication. A new School Asthma Card or form should be sent to the parents or guardians each year.

Unlike other medicines, asthma relief medicine should never be kept in a locked cupboard, as delays in administering asthma medication could prove fatal. There is very little danger if the child overdoses with asthma relief medicine and the side effects, if any, are usually minimal. Should other children try to use the reliever medicine, there will be little effect. Only extremely large doses cause increase an increase in heart rate and this is short term.

Teaching staff are not legally or contractually required to administer asthma medication or any type of medication to children. This is purely voluntary and, as such, staff should be supported by the Trust for undertaking these tasks. On the other hand, all staff are required to help and take action in all cases of emergency such as when a child suffers a severe asthma attack.

4.1 What to do in an Asthma Attack

1. Let the child to take the reliever medication immediately

2. Keep calm and reassure the child

3. Ensure the child is sitting upright or bent slightly forward and not lying down. Loosen any tight clothing

4. If necessary, let the child take the reliever medicine every few minutes. This is not dangerous and cannot harm the child. The child’s head should be tipped backwards, allowing the airways to open, allowing more of the medication to get to where it is required.

5. If, within 10 minutes, the child recovers from the attack, allow them to return to work

6. Inform the child’s parents

7. If the child’s symptoms do not improve, treat as an emergency (see below)

4.2 What to do in an Emergency Situation

Any or some of the following symptoms constitute an emergency situation:

The medication does not give relief The child is distressed and/or unable to speak The child has become pale The child feels tired or drowsy You have any doubts about the child’s wellbeing.

In the event of an emergency:

1. Call a doctor or an ambulance or take the child yourself to hospital immediately. Do not underestimate the seriousness of the situation. In Britain, approximately 2,000 people die

each year through asthma attacks, usually because treatment has been delayed. A child having a severe asthma attack may deteriorate very quickly.

2. Give the child any steroid tablets they may have been prescribed for an emergency.

3. Continue to allow them to use the relief inhaler.

4. Inform the child’s parents.

4.3 Asthma and PE

Vigorous exercise triggers asthma and for this reason PE teachers in particular should know which children in their class have asthma and be able to offer them all the help and encouragement they may need.

PE teachers can support children with asthma by:

1. Knowing who exactly in their class has asthma

2. Encourage the child to take the reliever medicine before the lesson

3. Remind the child to take the reliever medicine where the exercise will take place

4. Allow the child to rest after taking the reliever medicine until they feel better

5. Know that an abrupt change from warm to cold air mat trigger an asthma attack so help ensure this change may be gradual

6. Liaise with parents if they suspect a child may be suffering from undiagnosed asthma.

7. Ensure medication goes home at the end of term.

8. Monitor expiration dates of medication and replace as necessary for maximum effect.

5. Useful addresses and Publications

DfE/DoH circular 14/96 Supporting Pupils with Medical Needs in Schools

Asthma UK18, Mansell StreetLondonE1 8AA

Tel: 0300 222 5800Helpline: 0300 222 5800

Publications and training aids for parents, children and teachers including a free School Pack and School Asthma Cards.

National Asthma Training CentreThe Athenaeum10, Church StreetStratford-Upon-AvonWarwickshireCV34 4AB

Tel: 01926 493313

Publications, training aids and courses for teaching staff and health care workers.

British Lung Foundation73-75, Goswell RoadLondon EC1V 7ER

0207 688 5555

Information on asthma and other respiratory conditions.

6.0 School Asthma Form

Surname of Pupil First Name of Pupil

Address Telephone number

Gender Age Class or Form

Name of Regular Preventative Medication and how taken

Name of Regular Reliever Medication and how taken

Any other medication and instructions for use:

Signature of GP Practise Stamp

Name of parent or guardian Relationship to pupil

Address

Telephone number (daytime) Telephone number (evening)

Signature Date

Trust Teaching Activities in Primary Schools Policy


St Clere’s Co-Operative Academy Trust Teaching Activities in Primary Schools

CONTENTS

SUBJECT PAGE

About this Code 4Risk Assessment 4Part One: Science and Technology 4Electricity 4

Mains Electricity 4Batteries or Low Voltage Power Supplies 5

Use of Tools 5Glassware 6Use of Glues and Adhesives 7

Solvent Based Glues 7Super Glues 8Hot Glue Guns 8

Use of Chemicals 9Acceptable Chemicals 9Unacceptable Chemicals 9Growing Crystals 9Chemicals used as Solvents 10Chemicals used in Photography 10Iron filings 10Pupils Handling Chemicals 11Staff Handling Chemicals 11Storage of Chemicals 11

Heating Things 11Animals in Primary Schools 13

General Precautions: Animals 14Plants in Primary Schools 15

Suitable Plants 15Unsuitable Plants 16General Precautions: Plants 16

Micro-Organisms 16Suitable Materials for use in Primary Schools 16Unsuitable Work in Primary Schools 16General Precautions: Micro-Organisms 17

Light and Sound 17

SUBJECT PAGE

Food Preparation by Pupils 18Staff Competence 18Hygiene 18Use of Cookers 19General Precautions: Food Preparation 19

Part Two: Use of Computers by Pupils 19Part Three: Art Work 20Spray Paints 20Guillotines and Rotary Trimmers 20Kilns 21

General Precautions 21Inspection 21Door Interlocks 21Temperature Control 22

Clay Dusts and Glazes 22Batik Boilers 22Part Four: Physical Education 24Inspection of Equipment 24Clothing and Footwear 24Personal Effects (Jewellery etc.) 24Use of Equipment 25Ball Games 25Storage 26Mats 26Free-Standing Goal Posts 26Pupils with Asthma 26First Aid 26Swimming 27

Emergency Procedures 27Supervision and Competence 27Hygiene 27

Farm Visits 28

Teaching Activities in Primary Schools

General

There are some hazards associated with this work but the risk of injury can be minimised by following simple precautions. Hazards which exist can be used as a valuable learning experience for children so they understand the hazards and learn how to deal with them in a safe way. The Association for Science Education's booklet "Be Safe" should be held in each school.

The following sections below provide safety guidance for activities carried out in primary school science and technology.

RISK ASSESSMENT

This Code has been created on the basis of an assessment of the risks inherent in Primary school curricular activities. It indicates the main hazards and the protective and preventive measures necessary to control the risks.

PART ONE SCIENCE AND TECHNOLOGY

This part of the Code covers the basic work carried out in science and technology in most Primary schools.

ELECTRICITY

Hazards: - The main hazards associated with electricity are electric shock, burns and fire.

Mains Electricity

Teach pupils the dangers and emphasise that they must never experiment with mains electricity

Teachers will have to decide whether they consider pupils competent to plug in and/or to switch on mains electricity. Pupils may well be doing this at home, but they need to be aware of the dangers and how to do it safely and correctly.

All mains plugs must be of the type with an insulated sleeve on the live and neutral pins. Any plugs not of this type should be changed by a competent person.

Ensure that the socket is switched off before unplugging or plugging in electrical appliances

Before use, all equipment should be inspected visually for damage to the casing or the plug, frayed leads, naked wires or exposed inner insulation i.e. blue, brown, green/yellow showing, usually at the plug grip. The cable should also be firmly attached to the equipment. Any equipment not passing this test should be removed from general use until the necessary repairs have taken place and it has been retested.

The use of adapters is not recommended. There should be sufficient sockets to supply the portable appliances used. Where, exceptionally, more outlets are required, a purpose made 3 or 4 way trail type adapter may be used as a temporary measure.

Always use the correct fuse rating when wiring plugs Keep trailing leads tidy and away from water. Avoid walkways or use the proper

protectors to prevent people tripping over them. Extension leads should be used fully extended to avoid overheating Do not accept donated equipment without checking as to its suitability. If you bring in

your own electrical equipment to use this should be tested and used only with the approval of the head teacher.

Residual Current Devices (RCDs) should be considered when children are using hand held equipment powered by mains electricity (e.g. glue guns).

Batteries or Low Voltage Power Supplies

The normal dry cell type of battery is suitable for most electrical work with pupils

Dispose of batteries when they become old as they may leak Rechargeable batteries can also be used, but if they are short circuited they can

become very hot. Use only the recommended charger; the charging should only be carried out by a member of staff. High capacity, rechargeable batteries are not recommended.

Do not mix rechargeable and non-rechargeable cells as this could lead to the wrong type being recharged causing a possible explosion

Car batteries are not appropriate for use in Primary school teaching activities Do not allow pupils to cut open batteries as the contents can be corrosive and

poisonous Tiny batteries, such as those used in watches, are not suitable for use in Primary

school teaching activities Low voltage power supplies (up to 12 volts) are a suitable alternative to batteries.

Although initially more expensive, they last for many years and can prove to be cheaper and more convenient.

USE OF TOOLS

Hazards: - The main hazards associated with the use of tools are cuts, bruises, dusts, fumes and electrocution.

The Design and Technology Association (DATA) has created national standards and an accreditation scheme for health and safety training in Design and Technology aimed at D&T coordinators in Primary schools. This also includes guidance for non-specialist Primary teachers. It is recommended that D&T coordinators gain the Primary Health and Safety accreditation.

Details of the standards and the accreditation scheme can be found on the website www.data.org.uk

USE OF TOOLS/cont

Other Controls:

Storage: Keep sharp and dangerous tools in a safe place so that they can only be issued at the teacher's discretion and used under supervision.

Pupils must be taught how to use tools safely Pupils should be encouraged to keep their work area tidy and to return tools to their

storage point Cutting tools present fewer hazards when they are kept sharp, but pupils should be

warned that they are very sharp When sawing ensure that the blades are firmly attached to the saw. The material being

cut should be firmly attached to the bench using a vice, G-cramp or bench hooks. Avoid the use of wood chisels and tin snips with young pupils Craft knives should be used only by responsible pupils and even then only when

under supervision. A metal safety rule should be used as a guide. Keep hands behind the cutting edge. Use retractable blades if possible.

Check periodically that the heads of hammers are secure in their shafts Pupils should not use powerful, electric hand tools which work from the mains

voltage or rechargeable cells If cutting expanded polystyrene with a hot wire cutter the area should be well

ventilated to avoid the build-up of styrene. Machine sanding or cutting should not be carried out. Hand cutting with hacksaw and manual sanding must be carried out in a ventilated area.

Although dusts can be dangerous, manual sanding of softwood or Balsa by pupils is unlikely to produce a serious problem. Dust should be removed with a damp cloth or HEPA vacuum cleaner

If sufficient dust is produced to be considered a problem then a face mask should be worn, or an extraction system should be available

Protect eyes from sawdust and splinters Sharp pointed scissors are not recommended for use in nursery and reception classes

GLASSWARE

Hazards: - The main and obvious hazard is cuts from contact with broken or sharp edged equipment.

Where possible use plastic containers rather than fragile glassware Teach pupils to handle glassware safely When collecting material outside use plastic containers and never glass bottles or jars Chipped or broken glassware should be disposed of via the facilities team (it should

not be disposed of in the waste paper bin). Plastic mirrors are safer than glass ones. Sometimes glass mirrors are more suitable, if

possible select mirrors in a plastic frame. If not in a frame bind the edges and cover the backs with strong adhesive tape.

Do not use ordinary glass containers for heating substances or for transporting hot liquids. Use ovenware glass, ceramic or metal containers instead.

USE OF GLUES AND ADHESIVES

Hazards: - The hazards associated with the use of glues and adhesives are inhalation of toxic vapours, irritation of the skin, burns to the skin and fire due to the flammable nature of some solvent based adhesives.

Solvent Based Glues

These glues can be both toxic and flammable. Most are hazardous substances and therefore must comply with COSHH Regulations

Understand the hazard warning symbols on containers and follow the instructions

They should be used only where there is not a safer alternative

If used they must be well ventilated and quantities should be kept to a minimum

They must be stored in flammable cupboards when not in use (see Storage of Chemicals later in this section)

Water Based Glues

Water based glues can be divided into the following categories:

Natural glues e.g. gloy paste, safe for use by young children.

Starch/cellulose pastes: generally safe for use by young children except some commercially available pastes contain fungicide e.g. Polycell which should only be used by teachers.

PVA Resins:

Washable e.g. Bostik Paper Glue – safe for use by young children

General purpose e.g. Unibond, safe for use by young children but additional care needs to be taken to prevent getting adhesive into the eyes.

Wood glue e.g. Evostik Wood Adhesive, particular care must be taken to prevent contact with the eyes.

Latex Adhesive

Flexible types e.g. Copydex, safe for use by young children but additional care needs to be taken to prevent getting adhesive into the eyes

Contact adhesives e.g. Evostik Impact 2. This type is “non-sniffable” and non-flammable, but additional care needs to be taken to avoid contact with the eyes.

Synthetic Resins

Cyanoacrylate types (“super glues”) should only be used by teachers. First aid advice should be readily available and understood by all whom may be required to deal with incidents involving these glues.

Acrylic resins (two part adhesives), anaerobic adhesives (e.g. Locktite), screwlocking adhesives (e.g. Locktite lock and seal) and silicone adhesives/fillers should only be used with care to avoid eye contamination.

Synthetic resins of the above types can be irritant to the skin and should be handled/used with care particularly by those who are prone to dermatitis.

Hot Glue Guns

Select a suitable glue gun. A number of glue guns on the market fail checks for electrical safety. Failures include double “insulated” glue guns without the appropriate double insulation symbol; earthed glue guns failing the earth bond test; and glue guns with inappropriate cable. The cable should preferably be made of suitable heat resistant material.

Consider whether low temperature glue guns would be appropriate. They operate at just over 100C rather than just over 200 C for normal glue guns. However, the glue is apparently less effective and not suitable for all applications.

Read the manufacturer’s instructions before use and ensure all staff are aware of the instructions

Hot glue guns should be used over a piece of hardboard or other similar place mat. Stands are available to support them.

Before each use visually check the glue gun for any defects: check the cable for damage; make sure the plug is properly connected and in good condition.

Ensure pupils are properly instructed before they are allowed to use glue guns. The level of supervision will be a matter for the teacher’s judgement and will take account of the age and maturity of individual pupils.

Burns from hot glue can be more serious because the glue remains in contact with the skin and pupils could make matters worse by trying to remove it and burn their hands.

In the event of a burn immerse the area in cold water for several minutes.

It is recommended that a container of water be kept in the vicinity of the glue gun so that any burns can immediately be immersed in water. In placing the container of water account will of course have to be taken of the dangers of operating electrical equipment in the vicinity of water. The container must be placed so that when the glue gun is plugged into the socket it cannot reach the container.

USE OF CHEMICALS

Hazards: - The hazards associated with the use of chemicals are inhalation, ingestion, skin irritation and entry into the eyes by toxic substances. Flammable chemicals also pose a fire and explosion hazard.

Acceptable Chemicals

The following chemicals can be used by pupils but care must still be taken because any substance can be harmful in sufficient quantity:

Alum Epsom Salts Steel WoolBath Salts Food Colouring SugarBicarbonate of Soda Glycerine Tea (contains tannic acid)Borax Health Salts VaselineCarbonated Drinks Lemon Juice Vegetable OilChalk Milk VinegarCharcoal Salt Vitamin CCitric Acid Crystals Slaked Lime Washing SodaCream of Tartar Soap Water Glass

(Sodium Silicate)Detergents Sour Milk

There are other chemicals which may be used but particular care must be taken because they are either poisonous, flammable or corrosive. Some of them are covered by the Control of Substances Hazardous to Health Regulations (COSHH). The following may be used provided the procedures for handling and storing them safely are adhered to.

Unacceptable Chemicals

The following chemicals should not be used by pupils in Primary school science:

Bleach Hydrogen Peroxide PesticidesCaustic Soda Insecticides Scale RemoversDe-rusting Solutions Lavatory Cleaners Weed KillersDishwasher Detergent Oven Cleaners Washing Machine PowdersDry Cleaning Fluids Paint Strippers

In addition to the above the following may be used for the specific purpose:

Growing Crystals

Chrome Alum (chromium potassium sulfate, 12-hydrate)Potash Alum (aluminium potassium sulfate, 12-hydrate)Salt (Sodium Chloride)

These will provide a reasonable range for most Primary schools. They can be used safely by pupils provided the handling procedures outlined below are followed. Other substances can be used but an assessment must be made to ensure they are suitable for use by pupils.

Copper Sulphate (copper (II) sulfate) and Manganese Sulphate (manganous sulfate monohydrate), for example, can be used but they are harmful and should only be handled by teaching staff. Suitable steps must be taken to ensure pupils cannot ingest them.

Chemicals used as SolventsMethylated Spirits (highly flammable)Surgical Spirits (highly flammable)White Spirit (irritant and flammable)

These chemicals must be kept away from naked flames or other sources of ignition. Only very small quantities should be available and it should be used under the direct supervision of the teacher.

Chemicals used in Photography

When undertaking photography pupils should not use the concentrated chemicals. The teacher should dilute them. Ensure there is adequate general and local exhaust ventilation and that appropriate protective equipment is worn.

Developer (Harmful if swallowed, there is limited evidence of a carcinogenic effect, a risk of damage to eyes and it may cause sensitisation by skin contact)

Stop Bath (Irritating to eyes and skin)

Iron Filings

Iron filings are used to demonstrate magnetic fields. There have been a number of incidents when iron filings have entered pupils’ eyes. This can be quite serious because the iron filings oxidise.

It is strongly recommended that for demonstrations of magnetic fields the iron filings are kept in clear plastic containers. Proprietary containers specifically for this purpose are available. Alternatively, other suitable containers can be used.

The making of explosives

Although very unlikely to arise in primary science, schools are reminded that the making of explosive mixtures is covered by the Explosives Act 1875 which makes it unlawful to make explosives without permission under license from the Home Secretary. Pupils must not be shown how to make fireworks or rocket fuels. The making of Nitrogen Tri-Iodide Ammonia is forbidden.

Experiments involving mixtures of chlorates, manganite’s (or nitrates with combustible substances) are for teacher demonstration only where conditions are such that explosions could occur. Such conditions include the use of very small quantities e.g. less than 0.1g oxidising agent and absence of any confinement of the mixture.

Pupils Handling Chemicals

Consider the need for eye protection; during pouring of chemicals, chemicals spitting from a test tube and chemical contaminated fingers rubbed into eyes. If eye protection is required it should comply with BS EN 166:2002

Consider the risk of chemicals irritating the skin; use spoons for transferring solid chemicals; use droppers for transferring liquids; consider using protective gloves

Consider the possibility of ingestion; inform pupils of the dangers of putting fingers near mouths; ensure hands are washed at the end of the activity

Wipe up any spillages at once Only tip out small quantities so it is never necessary to return excess chemicals to

their containers

Staff Handling Chemicals

It is important to remember that it is not just children who are sensitive to chemicals. The greatest risk to staff is when they are preparing experiments e.g. pouring out concentrated chemicals. Staff should always follow manufactures instructions and wear any necessary protective clothing/equipment.

Storage of Chemicals

Keep chemicals in properly labelled containers Never use old food or drink containers to store chemicals Only keep small quantities sufficient for needs Keep a record of all hazardous chemicals stored Lock hazardous chemicals safely away If more than 1/2 litre of flammable liquid is kept it must be stored in a fire resistant

cupboard No more than 50 litres of flammable liquids are permitted in any fire resistant

cupboard in a workroom

HEATING THINGS

Hazards: - The hazards associated with heating things are burns to pupils and staff from contact with hot surfaces, fire and possibly the production of toxic vapours and fumes.

Acceptable Heat Sources

A number of practical activities require the use of heat. The following are suitable and acceptable sources but must be closely supervised by an adult:

Naked flame from a correctly fixed Bunsen Burner Hot water (from a tap or kettle) Electric cookers and boiling rings Candles/night lights

HairdryersUnacceptable Heat Sources

The following heat sources are unacceptable for use in Primary school science activities:

Picnic stoves Portable liquid gas burners Spirit burners Hot air paint strippers Heating Liquids in Test Tubes Whenever possible, heat the liquid by placing the test tube in a container of hot water

rather than over an open flame. However if an open flame is used: Always use a test tube holder to hold the hot test tube Never fill to more than a fifth of the test tube Slope the tube and point the open end away Gently shake the tube to ensure even heating Do not use bungs in test tubes when heating Remove the tube from the flame whenever vibrations are felt and return when they die

down

General Precautions: Heat Sources

Naked flames, when considered essential, should only be used by the teacher Warm or hot water prepared by the teacher is suitable for most purposes If transporting hot water use a kettle rather than a saucepan. Wear eye protection if there is a risk of spitting Correctly installed gas points with Bunsen Burners may be used by older pupils with

adequate training and supervision. Teachers should know where the mains gas cut-off tap is.

Always turn off the gas at the mains tap when an activity is finished and at the end of the day

Use spirit thermometers in preference to mercury filled ones. The 150 mm stirring type are stronger and more stable than the 300 mm type.

Beware of hot containers falling over and spilling the contents When using candles stand them in sand in a metal baking tray or foil container Make sure long hair is tied back and loose clothing is not worn Never leave a naked flame unattended If fumes are given off when heating, ventilate the room by opening the doors and

windows. Never burn materials which give off harmful fumes. When heating things it is safer for young pupils to stand in order that they can move

away quickly in case of an emergency Do not use electrical items near water unless they are designed for that purpose Do not heat glass unless it has been made for that purpose Ensure all heating activities take place under close adult supervision

ANIMALS IN PRIMARY SCHOOLS

Hazards: - The hazards associated with the keeping of animals are the transmission of disease, poisonous bites or stings. There is also the hygiene aspect to consider from animal waste products.

The CLEAPSS document ‘Bringing Pets and Other Animals into Schools’ provides more detailed guidance on the kinds of animals that are and are not acceptable in schools. This document can be found in the Position Statements section of the CLEAPSS website.

A list of the type of animals suitable for primary schools is contained in The Association for Science Education's booklet "Be Safe"

The following list is not exhaustive and, indeed, some may not be suitable for all circumstances. For example, small mammals are less suitable for use in infant classrooms, since the children may have difficulty in handling them with sufficient care. It is important that staff assess the needs of the animals and their suitability for the particular class.

Invertebrates:EarthwormsGiant African Land Snails (only if bred in UK)Slugs and snailsWoodliceLand crabsBrine shrimpsIndian stick insectsPink Winged Stick InsectsAustralian Spiny Stick InsectsMeal Worm BeetleChafer BeetleSome butterfly and moth larva where their food plant is available (but not those which are hairy).A variety of common pond creatures

Mammals:Mongolian GerbilsSyrian Hamsters (these are nocturnal)Laboratory RatsGuinea PigsRabbits

Reptiles:Garter Snakes

Amphibians:Clawed ToadsAxolotlsBullfrog TadpolesTiger Salamanders

Fish:Cold Water FishTropical Fish

Animal which should not be kept in Primary Schools

Animals which can transmit diseases to Humans:Mammals and birds caught in the wild must never be keptRecently imported foreign birdsTerrapins and tortoisesGiant African Land Snails (unless bred in the UK)

Animals which are becoming scarce:Adult British Amphibian and Reptiles (when bred in schools, these should be returned to the wild)

Animals which are Venomous:Some snakesMany tropical spidersStriped stick insects

Animals which are difficult to keep in Captivity:Grass snakes (which feed on frogs)Exotic MammalsLizards

Animals which can produce Allergic Reactions:Locusts (except if kept for a short time)Garden Tiger Moth Caterpillars (larva)Brown Tailed Moth Caterpillars (larva)

Animals that can infest:Cockroaches

Cats and dogs should not be allowed in school (except guide dogs)

Many birds can produce allergic reactions. (These should not normally be kept in school, but in any event, particular care should be taken where a child has known allergies).

For details of which animals are protected, go to the Joint Nature Conservation Committee website at www.jn c c.gov.uk

Some animals may not be suitable for all circumstances. For example, small mammals are less suitable for use in infant classrooms since the pupils may have difficulty in handling them with sufficient care. It is important that staff assess the needs of the animals and their suitability for the particular class.

Children known to have allergic reactions to animals must have restricted access to animals that may trigger a response.

General Precautions: Animals

Proper planning regarding the care and maintenance of animals is essential before deciding to keep animals in a school environment. Consult a reliable reference book before keeping any animal.

Always use reputable suppliers Whole, or parts of, dead animals should not be brought into school Dead animals are likely to be infected and should be removed from the school as

quickly as possible. They should be placed in a plastic bag and then in newspaper and put in the dustbin for disposal.

If animals run free on the floor or on tables, ensure that the surfaces are cleaned afterwards

Pupils must wash their hands before and after handling animals Keep animal housing clean and disinfect at regular intervals Ensure animals are correctly fed Make suitable arrangements for holiday periods Injured animals should be removed from school as soon as possible. Consult the local

Vet, RSPCA, etc. for advice.

USE OF PLANTS IN PRIMARY SCHOOLS

Hazards: - Many plants are used in primary schools. Whilst many wild plants are safe for children to handle and investigate, there are some which are poisonous or have poisonous parts. It is safer to regard all plants as poisonous, unless you have certain knowledge to the contrary.

The main hazards associated with the use of plants are that many plants are poisonous or irritants. Some pupils may be particularly vulnerable, for example those with allergies or asthma.

The following plants are suitable for use in Primary schools, the list is not exhaustive but gives a broad general cross section.

General Use Plants to illustrate growth from seeds

Plants with interesting growth forms

Begonia Broadbean BromeliadsBusy Lizzy Cress Cacti Cissus Antarctica Dwarf bean SucculentsColeus Maize Exacum Affine MongbeanFuchsia Mustard Geranium Oats Grevillea Robusta PeaMother of Thousands Runner beanPhilodendron WheatRhoicissus Edible fruit pipsRubber Plant AvocadoSwiss Cheese Plant Date Tradescantia Lemon Umbrella or Nilegrass Orange

Peanut

Unsuitable Plants

The following plants are either poisonous or irritant and therefore should not be used for Primary school science activities.

Black Bryony Henbane Red Kidney Beans

Black Nightshade Holly Rhubarb (except leaf stalks when ripe)

Caster Oil Seeds Laburnum Spindle Tree Cuckoo Pint Monkshood (Aconitum) Tomato (except fruits)Deadly Nightshade Potato (except tubers when

not green)White Bryony

Giant Hogweed Privet Woody NightshadeHemlock Ragwort Yew

General Precautions: Plants

Teach pupils to avoid touching their eyes while handling plants Teach pupils never to taste a plant unless they are absolutely sure that it is safe Attractive fruits and seeds are often poisonous; ensure pupils are aware of this Pupils should always wash their hands after handling plants Avoid using seeds dressed with pesticides

MICRO-ORGANISMS

Hazards: - The main hazard associated with work with micro-organisms is that of infection through inhalation, ingestion or entry through the eyes or cuts to the skin.

Suitable Materials for use in Primary Schools

Micro-organisms studied in Primary schools are limited to mould of one sort or another and yeast. It is important that only microbes which are known not to be a hazard to humans are used. The following materials are suitable:

Mildews and rust on weeds and garden plantsSoil, Baker’s Yeast, Pond MaterialMouldy Cheese, bread or fruit yoghurtHay or Grass infusion in rain water Milk

Unsuitable Work in Primary Schools

Growth of Cultures on Special Growth Media - the culture of micro-organisms requires special skills and hygienic techniques to prevent contamination and the risk of infection. Therefore this should not be attempted in Primary schools unless the person has been trained in these skills and has the necessary knowledge to be able to do so safely.

General Precautions: Micro-Organisms

All material used for growing microbes should be in enclosed containers. Pupils should NOT have direct contact with these microbes and should only observe through the sealed container. The spores produced by many microbes e.g. moulds, may cause allergic reactions

When growing yeasts, the container should NOT be completely sealed. Carbon dioxide is produced and therefore the container should only have a cotton wool plug fitted. This will allow the carbon dioxide to escape but prevent spores from entering or escaping.

Wipe up spills immediately. Use a disinfectant and rubber gloves. Date all cultures left for long term study Do NOT leave cultures any longer than necessary and dispose of if they start to smell Never use material from dustbins or contaminated water for investigations Cover all cuts and abrasions before starting work with microbes. Check that pupils are

also protected Teach pupils to wash hands thoroughly before and after working with micro-

organisms Teach pupils never to put anything into their mouths during this work Disposal of cultures should only be undertaken by teachers using the following

procedures: Wear disposable gloves Carefully open the container so as not to disperse the spores and add 1% freshly

prepared Milton solution Soak overnight Seal the culture in a plastic bag and place in the dustbin Glassware can be washed up after overnight soaking and re-used Keep the Milton in a secure and safe place as it is also a hazard

LIGHT AND SOUND

Hazards: - The main hazards associated with light and sound are the sun's rays causing damage to the eye or fire if shone through convex lenses and hearing damage caused by exposure to loud noise.

Teach pupils never to look directly at the sun Be aware that the focusing of the sun’s rays with a convex lens can cause a fire.

Lenses, especially large ones, should be stored out of direct sunlight. Teach pupils that when using binoculars and telescopes to take care not to look

directly at the sun, even accidentally Special care should be taken when viewing an eclipse of the sun. The sun’s image

should be projected on to a screen and NOT viewed through sunglasses, smoked glass or plastic.

Care should be taken when pupils hold things close to their eyes Warn pupils that very loud noises can permanently damage their hearing; e.g. i-Pods, Walkmans, disco music, shotguns, machinery, etc.

FOOD PREPARATION BY PUPILS

Hazards: - The hazards associated with pupils preparing food are contaminated equipment and worktops; potentially the food itself; and dirty or contaminated hands and clothing, all of which may lead to infectious disease and food poisoning.

Kitchen areas also present serious burn, scald, fire and explosion hazards due to the number of hot surfaces and the use of gas cookers. The use of knives and power mixing equipment provides further hazards such as cuts, punctures and trapping of fingers and hands.

Staff Competence

It is strongly recommended that all schools have a member of staff who holds the Basic Food Hygiene Certificate issued after attending a course accredited by the Chartered Institute of Environmental Health Officers.

This course is a minimum of 6 hours duration with a multiple choice test at the end. It is designed to provide staff with an appreciation of the basic application of hygienic food practice and will need to be applied to a school context.

Hygiene Warm water, soap and towels (preferably disposable) must be available, staff and

pupils must wash hands before and after handling food If a member of staff or a pupil has a skin, nose, throat or bowel infection they must

NOT handle food Pupils should not wear jewellery or nail varnish when handling food Blue waterproof dressings should be used on cuts or abrasions All dry foods must be stored in suitable airtight containers in clean cupboards suitably

protected against vermin, flies etc. Regular checks should be carried out on ‘best before’ dates A refrigerator operating at temperatures below 5C is essential for storing perishable

and cooked foods; a thermometer should be available Keep meat, fish, or dairy products either below 5C or, if they are cooked and waiting

to be eaten hot, above 63C Do not store uncooked meat, poultry or fish above or near cooked foods Cracked or chipped china should be disposed of Storage areas should be cleaned regularly with appropriate cleaning materials (at least

every half-term) Food waste should be allocated a separate bin with polythene liner and bins must be

emptied immediately after cookery sessions Food preparation surfaces must be cleaned before use. If possible, specific tables

should be kept solely for food use. Wooden chopping boards or other wooden equipment should not be used. Only

polypropylene or polyethylene chopping boards are suitable. Pupils should wear clean aprons and tie back long hair Fridges and freezers used for the storage of food should not be used for any other

purpose

Use of Cookers Only teachers should light a gas cooker. Use an automatic igniter if fitted, or a spark

generator. Always turn off the gas at the mains tap when an activity is finished and at the end of

the day The cooker should be located in an area on its own away from other equipment,

doors, passageways, etc. The area around it should be uncluttered and the floor should be kept clean.

The area around the cooker must be free from combustible materials; there should be no wall displays, pinboards, etc. nearby

Pupils should be discouraged from wearing loose clothing. A fire blanket should be kept in the area and staff should know how to use it. Portable cooker trolleys should

have a fire blanket. Staff should know the means of exit from the cooking area and how to raise the alarm if necessary.

Handles should not stick out over the edge of cookers A Microwave oven is safe as long as the door and the seal are working properly.

However, items being taken out can be deceptively hot - use oven gloves. Pupils should be closely supervised at all times. Frying should not be carried out in

Primary Schools. Cookers used for food should not be used for other purposes

General Precautions: Food Preparation

Pupils must be made aware of the hazards associated with cooking and that special care is needed

Pupils must not carry bowls or other containers of hot water Personal possessions other than those necessary for the activity should be kept clear

of food preparation areas With very young pupils avoid activities involving boiling sugars or oils Dry oven gloves must be used when moving hot tins, dishes, etc. Oven gloves in need

of repair should not be used. When lifting lids from boiling pans, kettles, etc., care should be taken to avoid contact

with the steam Teach pupils to test if something is hot by placing a hand over the top rather than

touching it Saucepan handles should be positioned safely Know how to isolate gas and electric supplies

PART TWO: USE OF COMPUTERS BY PUPILS

Hazards: - The Display Screen Equipment Regulations do not apply to pupil’s workstations. Nevertheless, there is a clear duty to take reasonable care for the health and safety of pupils.

The main hazards associated with work with display screens include, musculoskeletal disorders (e.g. upper limb aches and pains caused by poor posture), eyestrain and fatigue and stress. There are also tripping hazards from cables and manual handling hazards from transporting equipment around the school.

Use a specially designed trolley to house and transport portable computer systems wherever possible

Ensure equipment is secure on the trolley, particularly when it is being moved Keep leads and cables tidy Lay out the bench/trolley to ensure there is sufficient working space in front of the

keyboard When computer equipment is left unattended it must be switched off unless it is being

used for a specifically designed task; in which case it should be in a safe location. Provide adequate space around workstations for unhindered staff and pupil movement Position the screen to avoid reflections Encourage pupils to adopt postures which do not impose a strain or require awkward

movements

In most tasks natural breaks occur as part of the inherent organisation of the work. Where natural breaks do not occur, rest pauses should be introduced to prevent fatigue. In the classroom projects using computers will not generally involve intensive keyboard work. However, some tasks may be visually demanding and teachers should ensure that such work is alternated with less visually demanding tasks.

PART THREE: ART WORK

INTRODUCTION

Several of the hazards associated with Art have already been dealt with in Part One of this Code or Practice, i.e use of tools, glues and adhesives and photographic chemicals. You should refer to that part of the guidance when making your assessment of art work.

Hazards: - The hazards associated with art work are many and include toxic vapours from paints, solvents and fumes from kilns. The risk of fire is significant when using kilns, batik boilers etc. and also from flammable liquids such as paints and solvents. Hazards are also present from sharp objects such as craft knives, guillotines etc.Toxic dusts can be produced by certain clays and glazes.

Spray Paints

Most ordinary paints used in school art lessons are of low toxicity and do not present a risk in use. Some schools use spray paints. These contain solvents which can be highly flammable and they also present health risks.They should be used only in well ventilated areas and for short duration. There should be no sources of ignition.

Guillotines And Rotary Trimmers Guillotines may only be used by staff They must be guarded and should be stored away from pupils with the blade left

down Rotary trimmers may be used by pupils provided they have been shown how

Kilns

Under no circumstances should flammable material be stored or used in or adjacent to the kiln

Fire fighting equipment must be available, i.e. a dry powder extinguisher, and must not be obstructed

General Precautions:

It is recommended that a device to control the temperature of operation is fitted

Where kilns are located in open areas they should have protective cages which prevent access except through a gate which can be locked. It must be borne in mind that the exterior of a kiln can become very hot.

An indicator to show that the kiln is in operation should be fitted. This indicator would normally be a light, sited where it can be readily seen from the normal working area.

The operating instructions should be clearly displayed in the kiln room and must include start-up, operating, shut down and emergency procedures

It should be noted that severe burns can be inflicted and considerable damage to a kiln can result if a kiln is suddenly opened at a high temperature. Kilns should not be opened at temperatures above 250°C or unloaded until the fired items have cooled completely.

Great care should be exercised when viewing through spy or bung holes. The procedure for dealing with burns should be known by all appropriate staff.

Inspection:

In order to ensure they are maintained in a safe condition, regular formal inspections are required. Before use and termly visual checks should be carried out by a member of staff and a formal inspection will be required by a specialist maintenance contractor on the following schedule: -

Use at least once a week: - yearly inspection Use at least once a fortnight: - two yearly inspection Use less frequently (e.g. monthly, termly yearly): - three yearly inspection

Door Interlocks:

Kilns must have an interlock to prevent the door being opened when the power supply is switched on. There are a number of methods of interlocking including:

Captive Key: the key is fixed to the door. It enters the lock when the door is closed; when it is turned the power is switched on.

Trapped Key: e.g. Castel Key - the same key fits the door lock and the power supply switch; it is trapped in the door unless it is locked shut. Only then can it be used to switch on the power.

Limit Switch: a switch is operated by the door and the power is switched off when the door is opened.

Temperature Control:

Although some potters use traditional methods(e.g. cones) to measure the temperature, school kilns should, as a minimum, have a pyrometer

A more sophisticated method is a ‘programmable controller’ which controls the temperature of the kiln through the full firing cycle, raising and lowering the temperature as required. The controller also minimises the risk of over-firing the kiln and will switch off if any fault develops. The fitting of ‘programmable controllers’ is strongly recommended. Much,

however, will depend on the experience of the teacher. The controller would be particularly beneficial if the teacher is not a specialist potter.

Clay Dusts and Glazes

Clay dusts and clay glazes contain silica which can be harmful to health. The Control of Substances Hazardous to Health Regulations (COSHH) therefore apply. The risk is controlled by the following methods:

Floors should be swept by a wet method or using an industrial vacuum cleaner

All working surfaces should be cleaned by a wet method

Clay dropped on the floor should be removed at once

Hands should be washed after using clay

Only glazes approved for use in schools should be used

Batik Boilers

Batik boilers are used in art to melt wax for use in batik work. The most significant hazard is hot wax. In addition the equipment is electrically operated. To minimise the risk of burns and prevent electric shock the following precautions must be taken:

Ensure the plug is wired correctly and fitted with the correct fuse. The boiler should be visually inspected by a member of staff before use and termly and be included in the annual combined inspection and test of portable electrical equipment. Avoid the use of extension leads where possible. Position equipment so that trailing leads cannot cause equipment to be pulled over. If possible secure the boiler to the work surface

Place equipment on a fire proof surface Do not operate the boiler near highly flammable liquids or in damp rooms Ensure the boiler is used in accordance with the manufacturer’s instructions Use the type of wax recommended by the manufacturer Ensure there is sufficient wax in the boiler before switching it on. Generally this is

between half and three quarters full, but check manufacturer’s instructions. Wear safety spectacles or goggles Do not move the boiler while the wax is in liquid form Do not leave the boiler switched on or unattended Remove wax from lid and side of the boiler with a cloth immediately after use. Do

not wash or immerse in water. Ensure pupils work under the supervision of an adult

Double Saucepans Never use a single saucepan for melting wax. Frequently check the water level and top up with boiling water. Wear safety spectacles/goggles. Ensure any fabric, wax and other flammable materials are kept clear of the heating

surfaces.

Ensure the pan is stable, can be reached safely and the handles are positioned safely. Do not move the saucepan whilst the wax is in liquid form. Do not leave the saucepan on the heating ring unattended. Very close supervision is essential.

Use of Electric Irons

Electric irons are used for fixing and finishing textile work, this is either conducted on a flat work surface or a proprietary Ironing board. The hazards associated with this activity are hot surfaces, electricity and the collapse of Ironing boards.

In order to prevent electric shock and reduce the risk of burns and trapped fingers, the following measures should be followed:

Ensure the plug is wired correctly and fitted with the correct fuse. The Iron should be inspected/tested for electrical safety.

Avoid the use of extension leads where possible. If unavoidable, position trailing leads in a position that cannot cause the Iron to be pulled from the work surface.

When working on a proprietary board ensure that the board is stable and securely fixed to prevent collapse during use. If ironing onto a flat work surface, ensure the surface material is suitable for work involving heat, particularly when the Iron is at rest.

Allow adequate space to conduct the activity. Inform pupils that irons can burn even though they do not appear hot. Ensure children work under the supervision of an adult.

PART FOUR: PHYSICAL EDUCATION

INTRODUCTION

This part of the Code covers basic PE work carried out in most Primary schools.

Schools should also refer to ‘Safe Practice in Physical Education and School Sport’, 2004 edition, published by baalpe (British Association of Advisers & Lecturers in Physical Education).

Hazards:- Hazards in PE can be reduced through careful management, i.e. by balancing appropriate challenge and acceptable risk. Schools should plan under the three broad headings of People, Context and Organisation, as detailed in the baalpe risk assessment guidance.

The main hazards associated with PE work are slips, trips and falls, equipment collapsing, insufficient space, hard surfaces and manual handling of equipment. Further hazards are drowning and infection in swimming pools.

Schools must create and maintain a risk assessment for each PE work area.

Inspection of Equipment

All indoor physical education facilities (gymnasium, halls, sports halls etc.) and outdoor play equipment must be inspected regularly by a registered body.

Clothing and Footwear

This must be appropriate to the activity. It is not acceptable to work in stockinged feet because they do not grip the floor. Bare foot work is acceptable when floor conditions are suitable, i.e. smooth, clean and without splinters. Bare feet should always be used for work in gymnastics and dance.

Wherever possible clothing allowing freedom of movement should be worn, appropriate to the activity.

Personal Effects (Jewellery etc)

Schools are recommended to include a section in their prospectus which explains the rationale for the removal of personal effects

The following principles should be applied:

all personal effects should be removed if they cannot be removed, the adult in charge should take action to make the situation

safe (e.g. adjust the activity for the individual pupil or group)

Some pupils may need to wear personal effects such as glasses or hearing aids. In these circumstances, the adult in charge should determine whether it is more hazardous for them to actively participate wearing such items, both in terms of their own safety and that of the other pupils.

Earrings: Bearing in mind the overriding criterion of likely possible danger to the wearer or to others, the wearing of sleepers or studs in the case of newly pierced ears may, exceptionally, be authorised by the Headteacher (who will undoubtedly be advised by the member of staff supervising the activity). However the school, insist that sleepers or studs should be as small as possible to minimise risks; and must also require that the sleepers or studs be taped over an elasto-plast is recommended.

If it has been decided that all jewellery, including sleepers and studs in newly pierced ears, must be removed for safety reasons then children who do not comply will not be permitted to participate in the activity. Schools have a duty to deliver the National Curriculum to all pupils but also have a duty to safeguard pupils in their care. Parents or children refusing to comply with these safety requirements are themselves preventing the School from delivering the National Curriculum. It is the responsibility of staff supervising the activity to ensure that children remove all forms of jewellery.

Teachers must not remove or replace earrings. Parents cannot transfer this responsibility to teachers.

Children are not permitted to swim for 6 weeks following a new piercing.

Use of Equipment

Trampolines and trampettes which give high rebound must not be used in Primary schools

Before use all apparatus should be checked by the teacher to ensure it is securely fixed and stable

Apparatus should be placed taking account of all the activities in the room and any obstacles, for example, pianos, doors and radiators

Broken and dangerous items must be removed from use, marked as defective and reported immediately

Basic rules on the use of apparatus should be established, e.g. numbers who may use it, height or weight restrictions etc.

Ball Games

The appropriate ball must be used for each activity. This should, wherever practical, be the appropriate size and weight for the maturation of the pupils taught.

The correct rules for the game must be observed. However, to play some games safely indoors or in small areas, the numbers of players will need to be reduced and extra modified versions/rules applied. The teacher must assess the activity and take account of these factors. This is the Organisation and Context part of the risk management model.

If necessary, restrictions should be introduced to prevent damage to lights, doors and windows, etc.

Storage

Items should be stored so as to minimise risk of injury to those using the store room or area

Mats

Mats with cellular (polyurethane) foam give off toxic fumes in a fire. PE mats should be stored away from possible sources of flame.Where there are suitable storage areas, mats should be stored in them and where the stores have doors these should be kept closed

Where the covering of mats is torn the mats should be recovered or repaired

Mats should always be regarded as a piece of apparatus. In gymnastics they are primarily used to provide a cushioned area for floor work; and to identify areas where pupils will plan to land feet first when jumping from apparatus. Typical 25 millimetre thick mats are adequate for most landing needs in school gymnastics

Mats should never be placed under wall bars to ‘protect’ children from falling. Mats are inadequate for this purpose and can lead to pupils forming an incorrect view of their own safety which may lead to risk taking and dangerous actions.

Free-Standing Goal Posts

Free-standing goal posts should:be obtained from recognised sports equipment manufacturersbe assembled in accordance with manufacturer’s instructionsbe regularly inspected and maintainednot have any sharp edgesbe properly stabilised when in use so that they do not fall over when struck

Pupils with Asthma

For pupils with asthma a thorough warm up is essential

Pupils with asthma may participate in all physical activities, but care should be taken to avoid prolonged strenuous exercise

Where lessons take place away from the building, all asthma medication should be taken in case of need.

First Aid

Provision for those working off site should also be made. A travelling first aid kit and clear, effective procedures for contacting the emergency services is considered to be the minimum requirement.

Swimming

Emergency Procedures:The following points must be noted when operating a pool:

There must be a clearly defined emergency procedure known to all pool users An emergency alarm or telephone should be available at the poolside A long pole and life-saving apparatus must be readily available to assist a swimmer in

difficulty The pool depth must be clearly indicated

Supervision and Competence:

No form of school swimming can occur unless at least one member of supervisory staff holds a valid swimming pool lifesaving award. This applies regardless of the pool depth.

For swimming lessons or recreational swimming the ratio of pupils in the water to teachers or instructors should normally be limited to 20:1. However, in varying the pupil/teacher ratio the size and design of the pool, depth, pool visibility (e.g. glare) and temperature of water as well as age and competence of the class must all be taken into account by the head of the establishment or delegated representative. For pupils with special needs the ratio should be reduced according to the severity of their disability.

The teacher or swimming instructor in charge of a group in the water must instruct and supervise from the pool side from positions where everyone in the group can be watched. However, where an additional adult is available, it is permissible for this person to enter the water to assist in teaching.

Teachers accompanying pupils to and from public pools for teaching by a swimming instructor are responsible to the head of the establishment for the welfare of pupils. Where these groups exceed 20, the accompanying teacher should be capable of teaching or supervising the remainder. If they are unable to life save they must inform the swimming instructor so that the lesson can be organised accordingly.

Hygiene: Changing room floors should be cleaned regularly and kept as dry as possible Pupils should not be allowed to share towels or exchange footwear Pupils should be encouraged to use the lavatory before swimming and this should be

part of the training for pupils. When available, showers should be used before and after swimming.

Food and drink must not be allowed in the pool area The wearing of outdoor shoes at the poolside where swimmers stand and move about

should be discouraged Pupils should be trained to dry themselves thoroughly, paying particular attention to

hair, ears and feet

Farm Visits

Several Schools include visits to farms as part of their curricular activities. Visiting farms is usually highly beneficial to pupils, helping them to appreciate the origin of much of their food and learn about rural life. In particular participating in rural activities can help pupils develop a sense of responsibility. As with any other school trip a risk assessment should be carried out before a farm visit. There should be a pre-visit by teaching staff to discuss health and safety issues and ensure that it is suitable. The risk assessment should take account of the following:

Identification of areas which are out of bounds to pupils: Is there any dangerous machinery, chemical storage areas, pits, lagoons, grain silos etc. which should be avoided. Stores of hazardous materials should be locked and access to hazardous areas physically barred. Restrict access to dung, compost heaps and other waste disposal areas.

Identification of suitable supervision levels: This will need to take account of the activities being undertaken and the behaviour, age and special needs of the pupils.

Can animals be viewed/handled safely: Are animals well penned or fenced in. In some cases pupils may be encouraged to handle animals (e.g. feeding lambs). Consider what precautions are necessary. It is important that good hygiene standards are observed and that pupils are instructed on how to behave near animals. Discourage pupils from putting their fingers in their mouths. (See hygiene precaution below).

Can pupils see farm machinery in operation safely: How will pupils be segregated from moving machinery? Is it adequately guarded?

Will pupils need to be transported around the farm: How will this be carried out? Pupils should not ride on tractors or other farm vehicles, except high-sided trailers.

What welfare facilities will be available: As a minimum there should be a supply of hot running water, soap and paper towels. Staff and pupils should wash their hands after handling animals and before leaving the site. Eating should only be allowed if there is a separate clean area available. Also consider the need for toilet facilities.

Ensure pupils are aware of the dangers and given appropriate instruction: Warn them about the dangers from farm equipment, substances and animals. Make it clear what they can or cannot do. Do not allow them to sample animal feed or raw milk, or drink from taps, unless it is known to be drinking water. The HSE booklet "On the Farm" can be a useful training aid for pupils

Are there any other areas around the farm which may be hazardous: Loose gates, tractor tyres, bales, boxes and pallets should be secured. Uneven floors, farm equipment or substances left lying around, electrical hazards, poisonous plants, access equipment etc, should all be considered. Also consider health hazards (e.g. animal hairs, or grain dust may trigger asthma attacks or other allergic reactions in some individuals) and the risks from zoonoses infections (e.g. leptospirosis or Weils Disease) (see below). Hazards should also be considered in relation to pupils with mobility or visual problems.

Zoonose Infections

There are diseases carried by animals which can also affect humans. The following is a list of the more common zoonoses:

Leptospirosis (Weils Disease):

Host Animal: rats.Transmitted by: contact with infected rat’s urine or contaminated watercourses. Hazard to Humans: fever, headache, vomiting, muscle pain. Can lead to jaundice, meningitis, and kidney failure. Can be fatal. Early diagnosis and treatment with antibiotics is vital. Prevention and control: cover cuts and abrasions with dressings. Anyone exhibiting 'flu like symptoms after possible contamination by rats urine should seek medical advice and inform the Doctor of the possibility of Weils disease.

Leptospirosis - Cattle Form (Hardjo).

Host Animal: cattle.Transmitted by. contact with infected cattle urine or contaminated watercourses. Hazard to Humans: flu like symptoms, headache (which may last several weeks). Can lead to jaundice, meningitis, and kidney failure. Early diagnosis and treatment with antibiotics is vital. Prevention: Avoid being splashed by urine. Practice good personal hygiene and cover cuts and abrasions with dressings.

Cryptospoildiosis:

Host Animal: calves and lambsTransmitted by: contact with animal faeces and drinking water contaminated with animal faeces. Hazard to Humans: Diarrhoea and abdominal pain with flu like symptoms for up to six weeks. Young and old at greater risk. No specific treatment. Prevention: Good personal hygiene. Use of clean water for washing and drinking.

E. Coli

Host Animal: farm animalsTransmitted by contact with animal faeces and drinking water contaminated with animal faeces Hazard to Humans: Watery diarrhoea, bloody diarrhoea. Occasionally kidney failure. Can be fatal. Prevention: Good personal hygiene. Use of clean water for washing and drinking.

Tetanus

This is a serious, sometimes fatal disease caused by a bacteria which lives in the soil. It is endemic in Essex soils. It can be contracted through contamination of wounds, particularly deep puncture wounds. The first signs are stiffness in the muscles near the wound several days after infection. This is followed by stiffness around the jaw (lockjaw) which eventually leads to muscular spasms and rigidity throughout the body. Due to an effective immunisation programme the condition is rare.

Those carrying out work which may bring them into contact with soil should be advised to ensure they are immunised (NB booster vaccinations are required every 10 years). Cuts and abrasions should be covered and those who receive an injury (particularly a deep wound) should seek medical advice if they are in any doubt about their immune status.

Blue-Green Algae

Blue-green algae are natural inhabitants of many inland waters, estuaries and the sea. In still fresh water such as lakes, ponds, canals and reservoirs these algae may multiply sufficiently to discolour the water so that it appears green, blue-green or greenish brown.

Blue-green algae may produce toxins and there is a health hazard to anyone who becomes immersed in concentrations of toxic algae. Not all growths of blue-green algae are toxic, however, conditions can change on a day to day basis. Therefore, it is considered necessary to regard all such growths as hazardous. While in general the risk to health is minimal, the adherence of simple precautions set out below will further reduce any risk involved.

No activities which have a high risk of total immersion attached to them should be undertaken. All periods of immersion must be minimised wherever possible.

Any novices should be restricted to activities where there is no normal risk of total immersion.

Schools under-taking water activities should ask for information on the extent of any problem and the possible hazards from blue- green algae.

Parents of children using the facilities should be advised by the school, of the possible hazards from blue-green algae and asked to indicate in writing whether they wish their child to continue. They should also be advised of the means taken to control exposure.

Users should wear clothing which is close fitting at the wrist and neck to minimise skin contact.

Clothing should be hosed down with fresh running water following any immersion.

If more than hands and feet are immersed a full shower should be taken

If just hands and feet are affected they must be washed thoroughly after activities cease.

The main risk from blue-green algae is if it is swallowed. Staff and pupils should be made aware of the risk and special care taken to avoid activities which could lead to ingestion.Medical advice should be sought promptly if ill effects are felt, the attending physician should be made aware of the possible risk of contamination from blue-green algae.Higher levels of supervision may be necessary where children are undertaking water activities which may lead to total immersion or contact with water by "splashing each other.

St Clere’s Co-Operative Academy Trust Art, Design and Technology

CONTENTS

Trust Art, Design and Technologies Policy


SUBJECT PAGE

1. Introduction 42. Headteachers’ & Teachers’ Legal Responsibilities 43. Risk Assessments 44. Special Educational Needs 55. School Management 56. Organisation 67. Untidiness 68. Maintenance 69. Group Sizes 610. Fire Precautions 711. First Aid in the Classroom 712. Chemicals 7 13. Electricity and Gas 714. Protective Clothing 815. Cleaning 816. Design and Layout of Art, Design & Technology Rooms 917. Services 918. Lighting 919. Heating 920. Ventilation 921. Water Supply and Drainage 1022. Electrical Equipment 1023. Gas Supplies and Gas Burning Appliances 1124. Storage 1125. Machines, Equipment, Tools and Processes 1226. Pottery Wheels 1227. Lathes 1228. Compressors 12 29. Spray Booths 1230. Grinders 1331. Kilns 1332. Cutting Tools 1333. Guillotines 1334. Printing & Printmaking: Mechanical & Power Driven Machines 1335. Screen Printing 1436. Etching 1437. Textiles and Working with Dyes 1438. Acetic Acid and Solvents 1439. Hot Wax 1540. Mercury Vapour Lamps 1541. Photography and Darkrooms 15 42. Materials used in Art, Design and Technology Areas 1543. Working in Metals 1644. Metal Casting 1645. Oxy-Fuel Welding 1646. Working with Wood 1647. Working with Plastics 16 48. Glass Fibre 17

49. Hot Glass 1750. Cutting, Grinding and Polishing 1751. Lead 1752. Working with Building and Insulation Blocks 1753. Glazes Subject to Acid Attack 1754. Dust from Dry Clay 1855. Toxic Materials 1856. Glazes in General 1857. Firing 1858. Paints 1859. Solvents 1960. Turpentine 1961. Aerosols 1962. Dyes 1963. Working with Scrap Materials 1964. Further Information 2065. Risk Assessment for Art and Technology 20

Art, Design and Technologies

1.0 Introduction

The purpose of this guide is to draw together the range of health and safety issues affecting art, technology and design activities and, more specifically, to highlight the legal duties arising from health and safety legislation introduced over the last few years. This places various responsibilities on the Trust, schools and teachers designed generally to ensure the safety and well-being of employees and pupils. This guide draws attention to particular areas where accidents commonly occur and provides examples of good practice to help avoid such incidents.

2.0 Headteachers' & teachers’ Legal Responsibilities

Headteachers and other employees must take reasonable care for ensuring their own health and safety and that of their colleagues and pupils. They must also co-operate with the Trust to enable them to comply with their duties under the HSWA (1974). It is important that health and safety requirements are met and that advice and instructions from the Trust are always followed. Given their general management responsibilities, headteachers and heads of departments will take greater responsibility than other staff for health and safety matters.

3.0 Risk Assessments

Headteachers are required under the Management of Health and Safety at Work Regulations to undertake an assessment of risks in the work place. In schools, this function may be delegated to heads of department.

In practice, a risk assessment is nothing more than a careful examination of what could cause harm to pupils or staff. In the art, technology and design department heads of department will need to decide whether sufficient precautions to avoid accidents are in place or whether further preventative measures will need to be introduced.

Pupils should be made aware that controlling health and safety risks is an essential part of everyday life. Although the primary responsibility for the school’s health and safety policy rests with the head teacher, it is just as important that all employees clearly recognise their roles and legal responsibilities.

Heads of departments will often have certain safety functions delegated. They and their staff should demonstrate a continuous commitment to health and safety requirements and set a good example for pupils to follow. Safe working practices are dependent upon:

Clear & precise delegation of health & safety tasks & responsibilities Regular safety meetings; Commitment and a sound health and safety policy Periodic checks and inspections; A system of risk assessments; A system of reporting accidents and near-accidents; Budgeting and spending for safety equipment and training;

A system for circulating safety instructions and storing them for reference General awareness of requirements and shared responsibility Properly planned and maintained accommodation Appropriate use of tools and materials The use of adequate safety devices A knowledge and awareness of potential hazards.

4.0 Special Educational Needs

Account should be taken of:

The pupil's ability to understand instructions, follow them and understand any dangers involved

The pupil's ability to communicate any difficulty or discomfort

Any physical disability which might affect the pupil's ability to perform a task safely

Any medical condition which may be adversely affected by exposure to equipment or materials.

It follows that particular care must be taken to ensure safe practice when tasks are undertaken by pupils with special educational needs. Attaining the right level of supervision is an important consideration. Children should be encouraged to achieve as much independence as is compatible with their disability.

5.0 School Management

In practical activities safety management forms the basis for safe working practices, but additional codes and constraints may be needed for particular activities. Well organised systematic procedures that contribute to both efficiency and safety should be established. Pupils should have a clear understanding of what they are expected to do and how to do it. Teachers should prepare materials and equipment thoroughly and know what constraints need to be exercised in their use.

Class management and the efficient use of available space are both important. There must be sufficient room for pupils to work without potentially dangerous physical contact, and to perform required tasks satisfactorily. It is also important to ensure that safe and easy access to materials and equipment is part of normal established procedures.

6.0 Organisation

Organisation of both general classrooms and specialised areas will vary according to the range of art, design & technology activities, which can be undertaken. In primary classrooms where a variety of activities can take place simultaneously, much of the equipment and materials will probably be portable and little fixed equipment will be used. Good organisation, arrangement of working areas, access to materials and equipment, and careful supervision are the main ways of ensuring safe working conditions.

Safe working practice depends upon the extent to which the art, design & technology room is organised and the pupil’s confidence and competency to work in the variety of materials available. Most secondary schools have some rooms dedicated to specialised activities such as ceramics and printmaking, and these require appropriate specific safety measures. Other sections of this guidance note will deal with specialised activities in detail but the same principles of efficient organisation apply. In all cases adequate space is a prerequisite of safe practice.

7.0 Untidiness

Poor organisation of storage and access systems for equipment and materials and work in progress may also create hazards. Clutter in circulation spaces and untidy, inaccessible and over full storerooms present obstacles to safe movement and create a potential fire risk. All these factors need to be taken into account in the planning and conduct of practical sessions. A regular monitoring system can help to ensure that account has been taken of any new hazards.

8.0 Maintenance

A regular, systematic maintenance programme for fabric, furniture, fittings, machinery, tools and other equipment can form an important part of the health and safety monitoring system. Items that require regular maintenance should if necessary be identified and listed in a schedule, which is planned and checked each year, or more often if necessary. Some art design & technology departments in secondary schools may have technical assistance available, in which case the respective management responsibilities of the teacher and technician should be clearly understood. In the absence of a technician it is the responsibility of the head of department or subject teacher initially to ensure that adequate maintenance is provided and that equipment which requires regular maintenance is drawn to the attention of senior management for appropriate action.

Regular inspection and checks on items such as electrical apparatus, plugs, wires, sinks and drains are precautions which should be part of the management and organisation systems of any school or department.

9.0 Group Sizes

The Education (School Premises) Regulations do not specify maximum pupil numbers in relation to individual teaching spaces. However, there is an obvious relationship between the degree of hazard and the size of the teaching group in certain activities. For example, in specialised art design & technology areas, such as ceramics, the space may have been planned with maximum numbers of around 20 pupils in mind.

10.0 Fire Precautions

Day to day maintenance of the building and equipment to ensure fire safety is the ultimate responsibility of the school’s management. But all staff must be familiar with the fire drill and understand the use of fire extinguishers. Rags, cotton waste, polyurethane foam, aerosols and similar materials are a potential danger and should not be allowed to accumulate or be

stored near naked flames or very hot objects.

11.0 First aid in the classroom

The DfEE has recommended that headteachers base their assessment of the appropriate number of qualified first aiders on the potential risks to pupils. Amongst the factors which should be considered are the age range and activities of the children, the nature of potential hazards and the layout of the building. It can be useful for all art, design & technology staff to have at least a basic knowledge of first aid so they can offer assistance in the case of accidents.

The names of the nearest first aiders should be displayed on all school notice boards. They should also be listed on each first aid box, together with instructions for dealing with burns, electrical shock and asphyxiation. The location of telephones, and the numbers to ring in case of emergency, should also be displayed.

The first aid box should be clearly labelled and made of suitable material designed to protect the contents from damp and dust. The contents should be simple, usable by any member of staff, and appropriate to the needs of the school and always in date.

12.0 Chemicals

All corrosive and toxic chemicals, including many cleaning fluids, adhesives, dyes and inks, must be kept in secure stores under lock and key; quantities in use should be restricted to the minimum necessary. Teachers should be aware of the dangers, including those arising from accidental or intentional inhaling. Procedures for disposal and action in the event of an accident must be clearly set out in areas where chemicals are stored or used.

Staff should bear in mind the requirements of the COSHH Regulations and ensure that the appropriate precautions are put into practice. Care should be taken in selecting appropriate warning notices and safety signs to achieve maximum impact.

13.0 Electricity and Gas

Portable power tools and a wide range of gas, electrical and mechanical appliances are increasingly used in schools. The potential dangers, the special safety requirements and the importance of proper electrical and gas connections must be known and understood. Any faulty equipment should be withdrawn from use until it is repaired. Electrical apparatus should be switched off after use and plugs removed from sockets. Main switches and valves should be turned off every night as a safety precaution and to maintain their efficient working order.

Any gas appliances which have not been properly installed or serviced may produce dangerous carbon monoxide fumes. Gas appliances should be serviced regularly by a competent person who is trained in accordance with HSE standards and is familiar with the requirements.

14.0 Protective Clothing

Risk assessments should be carried out to identify the need for personal protective equipment. Apart from overalls, the need for face shields, goggles, gloves and other special items must be carefully considered. Sound organisation and appropriate care and storage of PPE should be taken into consideration and at the very least equipment, shared by pupils must be cleaned before and after use to prevent the spread of infection. Approved goggles or industrial spectacles must be worn whenever there may be a risk of dust, sparks, chemical splashes or other flying particles affecting the eyes. British Standard 2092 (1987) on eye protectors gives further comprehensive guidance. Masks or respirators must be worn in certain conditions, for instance, whenever non-soluble or toxic dusts and fumes are present, when pupils are abrading or machining plastic materials including expanded polystyrene, working continuously on a polishing machine, or spraying paint or chemicals. Masks or respirators should only be used when other methods of extraction are impracticable.

15.0 Cleaning

In contrast to the organisation of cleaning services, which are part of whole school management, the daily routines, which should apply to art design & technology classrooms, are largely the responsibility of the teacher in charge. Common sense is again the best guide. Clean working conditions are part of the general environment needed for good teaching and learning.

Clay and materials such as plaster create particular problems. Unless the cleaning is done thoroughly, residues will accumulate and clay dust will eventually become a health hazard. Dry sweeping of floors in ceramics areas should be avoided. In rooms where clay has been used, it is recommended that floors should be washed or damp cleaned and vacuumed using an approved industrial wet/dry vacuum cleaner.

The preceding sections have covered many significant safety factors in the management and organisation of accommodation, whether specialised or not. The following sections cover physical requirements, such as design and layout of art rooms, storage areas, fixed equipment, fixtures and fittings, services, emergency apparatus, floors and furnishing, and deal with spaces dedicated to specialised use.

16.0 Design and Layout of art, design & technology Rooms

The positioning of fixed machinery and furniture will have to take account of the required circulation space. The organisation of work spaces for disabled people has implications for access, furniture and equipment.

Maintenance of equipment and devices including floors requires careful management of classrooms, studios, workshops and storage areas to ensure adequate and safe access free from obstruction.

17.0 Services

The statutory requirements and associated advice on the provision of heating, lighting and ventilation is contained in Building Bulletin 76, Maintenance of Electrical Services (HMSO, 1992). Building Bulletin 70, Maintenance of Mechanical Services, (HMSO, 1990) and DFE Design Note 17, Guidelines for Environmental Design and Fuel Consumption in Educational Buildings. All which should be held within the school.

18.0 Lighting

Appropriate lighting to the required standards should be provided; a good spread of light, both natural and artificial, is of prime importance. Practical activities, particularly those requiring sharp tools, will often need supplementary lighting, adjustable spotlights can be helpful, but avoid glare or excessive contrasts of light and shade. Whilst good natural lighting is desirable for machine operations, care should be taken to ensure that direct sunlight does not make flames and cutting surfaces invisible. Where electric lighting is used it is important to choose lamps with excellent colour rendering. Subdued lighting should be provided for forging, welding and brazing (British Standard BS4163)

19.0 Heating

The heating system should take into account the nature of the activity and ensure that there is an even, controlled temperature throughout the work space. Fan assisted heating systems in ceramics studios, or rooms where clay/dust is used frequently, create a potential hazard, particularly from ceramic micro dust circulated by blown air.

20.0 Ventilation

Normal ventilation requirements should apply in general art, design & technology rooms, but ceramics studios, photography darkrooms and areas where there is an increased risk from spraying, fixing or cleaning with solvents have specific requirements above normal levels. Expert advice should always be sought about ventilation to kiln rooms, darkrooms and areas for spraying. A sound general principle is to reduce the need for ventilation by substituting, if possible, processes which do not require it.

In kiln rooms, extract ventilation applied by means of a suitable hood and fan system should be installed to provide a sufficient number of air changes each hour for the size of the room. Expert advice should be sought on this. In schools where kilns are installed in classrooms or studios, teachers should ensure that there is adequate fresh air circulation. Should this prove

to be difficult to achieve, or the kiln is likely to be used frequently when classes are in progress, mechanical ventilation may be necessary and expert advice should be obtained.

A suitable extract ventilation system must be installed in all darkrooms. It should be light proof and provide an adequate number of air changes per hour for the size of room. Expert advice should again be sought.

All spray booths must have an air extraction system connected to the outside. If this is not possible, spray booths should not be installed. Solvents of various kinds, fixatives and other aerosols, glues and adhesives should be used by an open window or in mechanically ventilated conditions if the activity is regular or prolonged.

21.0 Water supply and drainage

Taps and sinks should be sited conveniently to allow easy access and prevent crowding at a single point in an art room. They should be distanced from electrical supplies and apparatus.

22.0 Electrical Equipment

Detailed advice on electrical safety can be obtained from DFE Building Bulletin 76, Maintenance of Electrical Services, the Electricity at Work Regulations make periodic maintenance of electrical equipment a statutory requirement. However, when planning new or modifying existing electrical services some important general principles must be observed.

All power outlets must be placed in accessible positions away from water supplies and drainage. They should not be placed where leads will have to cross circulation routes, and should be at a reasonable height above the floor. There should be sufficient outlets to support the range of equipment normally used without resorting to unnecessary multi- socket adapters.

Isolators for all circuits should be placed in readily accessible positions with local isolators of the non-self-resetting type fitted to each fixed machine.

In the case of portable electric power tools, a sensitive residual current device (often referred to as an earth leakage current breaker unit) of the current balance type should be used as back up protection when any appliance is used at mains voltage. Whenever possible, a low voltage electricity supply should be installed.

All exposed, non-current carrying metal parts of both fixed and portable equipment must be effectively earthed unless the equipment is double insulated. Two concentric squares marked on the rating plate of the equipment indicate that it is double insulated.

Ratings of fuses should be related to the type of equipment. Switches or fuses should always break the live lead, which must be coloured red or brown. New standard PVC-sheathed flexible cable should be used and the terminal wiring and polarity checked.

Pilot lights should be installed wherever possible and checked regularly

23.0 Gas Supplies and Gas Burning Appliances

Gas supply points should be positioned so that they are easily accessible and free from obstruction. Care should be taken to position the appliances so that pupils cannot accidentally lean over them when working.

All mains gas supplies to equipment such as brazing torches should be controlled in each work area by a well-positioned emergency master valve. This should be turned off every night to prevent hazards and accidents, and to ensure that it is kept in effective working order. Main control taps or valves should be clearly labelled. The British Gas publication IM/25, Guidance Note on Gas Safety in Educational Establishments, provides further useful information.

24.0 Storage

Storerooms should be sufficiently large to meet the needs of the areas they serve and take account of the range and type of activities. Racks and storage units should be positioned for ease of access and should not reduce or obstruct circulation space. High level storage units should not be used for heavy equipment or materials, and safe means of access should be provided. Storage spaces should be equipped with appropriate systems for keeping stock and work in progress in a tidy, accessible manner. Untidy, cluttered or overfull storerooms constitute fire hazards and other dangers. Adequate lighting and ventilation should be installed. Appropriate storage for personal protective equipment and pupils' outdoor clothing should be provided.

In ceramics areas, separate storage is required for work awaiting firing, damp storage for clay and work in progress, and for bulk materials, slips and glazes. Combustible materials should not be stored in the kiln room. Compressed gases such as propane, acetylene and LPG (liquefied petroleum gases) are subject to stringent storage regulations which must be observed. It is unlikely that an art design & technology department will have a need for separate bulk storage facilities and it is recommended that all such gases are kept in a properly designed school store.

Flammable liquids and highly flammable liquids (subject to the Highly Flammable Liquids and Liquefied Petroleum Gases Regulations, 1972) require special, suitably marked, lockable metal storage bins or cupboards which are designed and approved for the purpose. Up to 50 litres may be kept in a workroom if properly stored, but it is advisable to reduce the stored quantity to the lowest operational levels.

Main stocks of acids and other corrosive substances should be kept in a main school store provided with a low sited, ventilated and lockable cupboard, lined with acid resistant material such as ceramic tiles, lead, stainless steel or stone. Only limited supplies of concentrated acid should be kept in the art design & technology areas, in a cupboard which is strong, stable and properly locked.

25.0 Machines, Equipment, Tools and Processes

This section covers siting, safety guards and devices, safe working practices.The location of all fixed machinery and equipment must meet the requirements of all safety regulations and expert advice should be sought before fixing positions. British Standard BS 4163 (1984), Code of Practice for Health and Safety in Workshops of Schools and Similar Establishments, is a key document and should be held within the school. It states that where

electrical equipment is installed, it should be possible to isolate all electrical circuits that supply fixed equipment and socket outlets by means of a single switch.

All machinery must be to a standard to meet statutory regulations, and be subject to regular, systematic maintenance. Most equipment used in art design & technology departments all have significant potential to cause serious injury. Therefore must be designed to be intrinsically safe when used properly. Equipment meeting this standard will have a CE mark, if any equipment does not carry this mark immediate advice must be sought. It is recommended that a working area of at least one metre around the machine should be kept clear for operational purposes.

26.0 Pottery Wheels

Electric and kick wheels should be guarded where moving parts create hazards. Manufacturers' guards should always be securely in place. There should be adequate space to operate in safety and electric wheels must be properly earthed and sealed waterproof switches should be fitted.

27.0 Lathes

Belt driven lathes should be well guarded. On no account should the ratios be changed without the lathe being isolated from the power source. Goggles should be worn, hair tied back if necessary and appropriate protective clothing worn. Loose material should not be brushed away from the lathe until it is turned off. All teachers and technicians using this type of equipment should be suitably trained and the equipment subject to a maintenance regime at least equal to the manufacturers guidance.

28.0 Compressors

Oil levels should be checked regularly, together with air filters and blow off valves. Compressed air can penetrate the skin and cause serious damage if put in any of the body's orifices. Regular inspection of air receivers by a competent person is required for the purposes of insurance and under the Pressure Systems and Transportable Gas Containers Regulations, 1989.

29.0 Spray Booths

Booth’s exhaust tubes should be checked for leakage and filters regularly cleaned. On no account should booths that are not vented to the exterior be installed. There must be a check and maintenance regime for the booth and associated equipment, once every 14 months

30.0 Grinders

Grinders used for forming and sharpening tools and other equipment must be fitted with guards and appropriate goggles worn. Work rests should be adjusted to meet wheel wear. Nobody should use bench-mounted grinders unless they hold a certificate to prove that they are properly trained.

31.0 Kilns

Teachers or technicians should normally load kilns, but it may be part of a pupil's course to learn kiln operations. Such work must always be carefully supervised and correct procedures for loading and unloading strictly observed. Care should be taken to avoid back strain through lifting heavy articles. The siting of kilns needs careful attention and adequate space should be allowed around and above them. Kilns situated in working areas should be caged and there must be adequate ventilation in the room. Outdoor kilns should be adequately guarded and fuel stored away from heat sources. Care should be taken that smoke and fumes are not blown into surrounding buildings.

32.0 Cutting Tools

Sharp knives and tools are needed for a variety of art, design and technology work. For carving wood and other resistant materials it is important to use effective holding devices. For cutting or engraving wood, lino or hardboard for printmaking, the use of bench keys, or 'G' clamps for large blocks, will provide a more stable working surface. Tools that are properly sharp present less of a hazard than when blunt. Where tools are used by a number of teachers, one person should have the main responsibility for their maintenance and storage. It should be emphasised to pupils that the proper care and use of tools is an important part of their education.

33.0 Guillotines

Guillotines for cutting paper and card must be properly guarded at all times and only used by pupils under supervision. Bench shears for cutting metal should be locked when not in use.

34.0 Printing and Printmaking: Mechanical and Power Driven Machines

All such machinery and equipment used in printmaking and printing should meet the statutory standards and regulations governing their use. Regular maintenance is essential. Presses should be adequately guarded and guards regularly checked for efficiency. There must be sufficient surrounding space for their safe operation. Hand operated machines, such as etching presses, should have a means of preventing their use out of idle curiosity or deliberate tampering.

35.0 Screen Printing

Screen printing is reasonably risk free, except for the use of oil based inks and solvents, these products should be replaced with water based alternatives. There are important precautions to observe when using ultra violet light boxes for exposing treated screens. Manufacturer's instructions and other regulations must be strictly observed.

36.0 Etching

Etching and other acid based activities are subject to stringent regulations in the use of materials and conduct of operational processes. Acid etching and polishing with hydrofluoric acid is a particularly hazardous operation and should not be carried out in schools. Acid

solutions for etching must always be made up by the teacher or technician. The use of concentrated acid or a mixture of sulphuric and nitric acid for etching increases the potential dangers. Acid must always be added to water when mixing solutions. Adding the water to the acid is extremely dangerous. Protective clothing should be worn.

The acid bath should be located in a ventilated cupboard or have a lid. Any spillage of acids should be carefully and quickly dealt with by neutralising with sodium carbonate powder before wiping up with a cloth or paper, which should be disposed of in such a way as not to cause further damage. Provision of facilities for immediate eye irrigation or washing affected parts of the body with water is essential to minimise the danger of acid burns. Clean water from a plastic bottle, delivered as an upward Jet, gives effective eye irrigation but acid burns to the eyes should be referred to the local eye clinic for further treatment immediately.

37.0 Textiles & Working with Dyes

General safety precautions are normally sufficient for work with textiles, but there are potential hazards in the use of some dyes, and other chemicals. Some dyes are water or oil emulsions and have to be fixed by placing the fabric in a warm oven. Unless the fabric is thoroughly dry, vapour from these dyes can ignite. Care should be taken to ensure that dyes are stored in a cool place. When mixing dye powder, it is sensible to mix a whole packet at a time. Preventing inhalation of dye powder by wearing masks, opening the packet under water or using a glove box is also sensible. Protective gloves should be worn.

The storage, preparation and handling of dyes, acids and solvents should always be in strict accordance with manufacturers' instructions and legal requirements.

38.0 Acetic Acid and Solvents

The use of concentrated acetic acid can be avoided by using vinegar instead. Solvents such as methylated spirits carry a fire risk and can be dangerous, especially to the eyes and if swallowed. Dyes requiring boiling water can be hazardous because of the risk of scalding - these should be used only in suitable working conditions.

39.0 Hot Wax

The use of hot wax for various processes can be a serious fire hazard. It should always be heated slowly in a specially designed pan suspended over a larger one partially filled with water. Care should be taken to prevent water getting into the hot wax container. The working surface should be firm and free from obstructions and the pan must be accessible without the user having to lean across other heating devices.

40.0 Mercury Vapour Lamps

Care should be taken to ensure that all proper precautions are taken when using ultra violet and mercury vapour lamps for exposing screens. It is essential that appropriate eye protection is worn.

41.0 Photography & Darkrooms

In a properly organised and well-designed darkroom there should be few hazards. The greatest dangers arise from the proximity of electricity to water, lack of adequate ventilation and handling chemicals. Developers employed in the processing of colour photographs and to a lesser extent those used in processing black and white emulsions may cause allergic reactions when brought into contact with the skin. Warnings to this effect, and recommendations for the avoidance of dermatitis, are contained in the manufacturers' instructions for the use of chemicals. Suitable rubber gloves should be made available.

The processing room should be provided with a 'wet' area for all dish and tank processes, and a separate 'dry' bench for printing, enlarging and handling dry photo sensitive materials.

The 'wet' processing area should be constructed of chemical proof material and be provided with a means of washing down all chemically contaminated surfaces after use. Hand rinsing and drying facilities should be provided, and care should be taken to dry hands thoroughly before touching electrical equipment. Electrical fittings and sockets should be sited away from the 'wet' area and all electrical apparatus should be properly earthed. Pull-cord type switches are preferable to surface switches in darkrooms.

42.0 Materials used in art, design and technology areas

This section deals with materials, which are not usually associated with one specific activity for example, sculpture or experimental three-dimensional work may involve a considerable range of materials, which may be duplicated in different activities. The most obvious danger is in the unorthodox or creative' use of processes and materials which, in other circumstances, may be prescribed by 'named' activities such as modelling, welding, casting, and so on.

43.0 Working in Metals

When engaged in such processes as forge work, soldering, casting, welding and acid pickling, teachers should make detailed reference to British Standard BS 4163. In all these processes it is essential that the teacher is properly trained and qualified.

44.0 Metal Casting

When metal casting involves the use of polystyrene exhaust ventilation is essential. Polystyrene should never be cut with ordinary knives heated by application to a direct heat source. Cutting polystyrene with a hot wire generates phenylethene fumes. The cutter should be constructed to operate at an even heat, which is just sufficient to cut, it is safer to use a battery operated cutter. Cutting should be carried out only in well-ventilated conditions. In casting with other materials, which may have a residual water content it is essential that the material is completely dry before molten metal is introduced. If not the risk of serious explosion is high. Metal casting should not be attempted unless the teacher is properly trained and qualified and the conditions are appropriate.

45.0 Oxy-Fuel Welding

Oxy-fuel welding and flame cutting should be carried out only under the direction of a fully qualified teacher who has successfully completed an approved course of training. Electric

welding must not be undertaken in art, design and technology rooms.

46.0 Working with Wood

Some hardwoods produce dust, which may be a respiratory hazard, particularly when created by machines. There is a risk of dermatitis, other adverse reactions and injury from splinters. Dust extraction units should be provided for machines such as disc and belt sanders. Cutting, shaping and piercing wood by both hand and machine methods should be done only when the material is securely held by mechanical devices. The use of woodworking machines is strictly regulated and teachers must be properly qualified.

47.0 Working in plastics

The two main forms of plastics likely to be used in schools are thermoplastics and thermosetting plastics. Thermoplastics are formed in a reversible process and can therefore be restored to their original form by the application of heat. They have the flammable hazardous properties of liquids rather than solids, and can also give off toxic fumes at elevated temperatures. Thermosetting plastics do not have reversible properties and are made by mixing polyester and other polymer resins with appropriate catalysts. Most resins, accelerators and solvents come within the scope of the Highly Flammable Liquids and Liquefied Petroleum Gases Regulations (1972), which must be strictly observed. The preparation of polyurethane foam and other plastics should only be undertaken in a fume cupboard.

Uncured polyester resin releases phenylethene fumes. Provided that only small quantities are being used and the area is well ventilated the fumes may not be harmful, but the risk involved depends upon an individual's sensitivity and therefore needs to be individually assessed.

48.0 Glass Fibre

Some airborne fibre glass dust particles can cause lung damage and synthetic resins can be harmful to the skin PPE must be issued and worn when working with this product

49.0 Hot Glass

When working with hot glass, eye protection, protective clothing, safety spectacles and other appropriate personal protection precautions must be used. Kilns are subject to the same regulations and safety procedures as for ceramics kilns.

50.0 Cutting, Grinding and Polishing

Precautions should include the use of personal protective clothing, eye shields and glasses. Grinding wheels must be run at the appropriate settings and enough water used to ensure coolness and remove waste.

51.0 Lead

Handling lead can result in particles being trapped under finger nails or accidentally ingested. Hands should be thoroughly washed and finger nails scrubbed, and care taken to keep hands

away from the mouth when working.

The use of raw lead compounds is forbidden in schools (DfEE Administrative Memorandum 5 17). Glazes containing more than five per cent soluble lead should not be used at all in schools, and strict precautions should be taken with other glazes. However, the presence of heavy metal compounds such as lead or cadmium in glazes does not constitute a hazard providing they are correctly formulated, applied and fired.

52.0 Working with Building and Insulation Blocks

The health hazards of the compounds used in the manufacture of building and insulation blocks should be investigated before being carved or abraded. Some may have a high silica and irritant content. All heavy materials which could cause severe damage to feet and hands if insecure must be held firmly in a suitable vice or other mechanical device.

53.0 Glazes Subject to Acid Attack

Glazes applied to pottery such as plates, mugs and dishes which may be used for food and drink must be carefully chosen, since some are subject to acid attack resulting in the release of lead, cadmium or other toxins. Copper should not be added to any glaze intended for food contact surfaces. Blending glazes or components should be avoided, as this can result in products with unknown acid durability.

54.0 Dust from Dry Clay

Dust from dry clay and glazes constitutes the chief hazard in a ceramics studio. Good management and cleaning will reduce the hazards considerably. Dry materials should be stored in sealed containers, and both wet and dry spillage should be cleaned up immediately.

55.0 Toxic Materials

There are many ceramic materials other than lead which are toxic, and teachers should ensure that information is supplied when they are bought and the suppliers' instructions are strictly observed. It is essential that all materials are properly labelled and stored, and that appropriate warnings are included in the labelling. One of the main reasons for insisting upon the regular and thorough washing of hands is to avoid toxic hazards.

56.0 Glazes in General

Eyes and skin should be protected when using glazes, and good washing facilities are essential. Food and drink should not be allowed in areas where glazes are being used. Glazes containing chromium are severe skin irritants. During glaze preparation dry materials should be added to water, not water added to the dry material, to minimise dust.

57.0 Firing

The reason for insisting upon adequate ventilation is that during firing various glaze materials break down. For example, Cornish stone releases fluorine and wood ash produces sulphur dioxide if not thoroughly washed; enamel media and lustre produce acrid fumes during the

initial stages of firing; and noxious, sulphurous fumes are released by some fire clays during firing.

58.0 Paints

Most paints used in schools are perfectly safe, but some practices may create hazards. The use of dry pigments to make up paint can lead to inhaling dust. Personal protective equipment may be necessary. Some pigments may contain carcinogenic substances, such as arsenic and chrome.

The spraying of paint by airbrush, aerosol or on a larger scale with compressed air may produce a fine mist of pigment dust in the air, with solvent vapours which can then be inhaled. If large or regular amounts of spraying are done, a spray booth with exhaust or water-backed ventilation should be used. In any case, good ventilation is essential for all paint spraying.

59.0 Solvents

Solvents are generally highly volatile and toxic substances. They constitute the most common source of hazardous fumes in art and craft processes. Users of solvents or media containing solvents should find out exactly what they are and what they contain. This information is obtainable from the manufacturer or supplier. Some solvents are primary skin irritants. Others may produce dermatitis and, by dissolving the natural grease of the skin, make it more vulnerable to damage by other substances.

Inhalation is the most common way in which toxic materials can enter the body. It is therefore very important that inhalation of solvent vapours is kept to a minimum. If work with solvents is carried out regularly, or on a large scale, appropriate means of ventilation must be installed.

60.0 Turpentine

Turpentine is neither highly toxic nor highly flammable, but it can be a primary skin irritant and possibly produce allergic reactions.

61.0 Aerosols

Aerosols present a considerable hazard, due to the presence of probably toxic and flammable solvents and other substances. They should be avoided if possible, but otherwise only used in a well-ventilated specialist area. They should never be used when other people are near.

62.0 Dyes

Careful selection and use is essential. Care should be taken to avoid accidental inhalation, ingestion or skin absorption. Dye powders are very fine, and therefore dangerous if inhaled. They should be mixed when wholly immersed in water or, if this is not possible, a dust mask or respirator should be worn. Heavy-duty rubber gloves should be worn to avoid skin contamination. Personal protective clothing should be worn and there should be no eating, drinking or smoking in a dyeing area. Only soap and water should be used to remove splashes

from the skin, as chemical substances such as bleach might break down the dyes into hazardous substances.

63.0 Working with Scrap Materials

Scrap materials are often used in schools, particularly for three dimensional work. There are, however, obvious hazards related to storage, manipulation and processing.

Handling, Shaping and Cutting: These processes, along with joining and dismantling, are all potentially hazardous and care should be taken to ensure that materials and objects are held securely and handled with care in an appropriate working environment.

Treating surfaces: those already painted, dyed or covered with unknown materials should also be done carefully. Since little will be known about the composition of such surface materials, burning or the application of other chemicals can cause hazardous reactions.

Personal Hygiene: hands should be thoroughly washed after working. Appropriate personal protective clothing should be worn and care taken to avoid inhalation or ingestion of unknown substances.

Storage of scrap materials should be considered as part of normal 'housekeeping', and regular clear outs should be made.

Adhesives and FixativesSome forms of adhesives, such as epoxy resins, can be irritants. Sensible precautions must be taken to avoid skin contact. If it is considered necessary to use contact adhesives that give off heavy, toxic or flammable vapours, good ventilation is essential. Aerosol propelled fixatives and adhesives should only be used in controlled conditions with adequate ventilation

64.0 Further information

Safety in Practical Studies: DfE,

COSHH Risk Assessment for Technology in Secondary Schools: Consortium of LEA for the Provision of Science Services

BS 4163: Code of Practice for Health and Safety in Workshops of Schools and Similar Establishments

St Cleres Co-Operative Academy Trust

A Quick Guide to Managing Health & Safety On Out of School Visits

CONTENTS

SUBJECT PAGE

A Quick Guide to Managing Health & Safety on

Out of School VisitsIncluding those which include Adventure Activities

Document Audit Name DateAuthor Stephen Mann 16th May 2016Consultation Trust BoardConsultation Safety CommitteeReview AnnualIssue Number 1

1. Out of School Activities – A Quick Guide 3

2. Assessing the Risk 3

3. Responsibility 3

4. Organising the Out of School Activity 4

5. Out of School Activities Checklist 5

6. Communication 5

7. Use of External Travel Company or Organisation 6

8. Insurance 6

9. Outdoor Activity and Adventure Centres 7

10. Instructors 8

11. Equipment 8

12. Key Contracts 8

13. Accident Procedure 9

14. Other useful Addresses 10

15. Form 1: Steps to be Taken when Assessing Risk 16

16. Form 2: Risk Assessment Checklist 18

17. Out of School Activities Check list 19

18. Out of School Activity Parental Consent & Medical Form 24

19. Risk Assessment Form 26

A Quick Guide to Managing Health & Safety

On Out of School Visits

1. Out of School Activities – A quick guide

This quick guide should be used together with: The St Clere’s Co-Operative Academy Trust Health and Safety Policy and the Risk Assessment Policy

2. Assessing the Risk

Most out of school pursuits are, by their very nature, more hazardous than in school activities. However, with careful planning and management, risks can be minimised to create a safe, enjoyable and educational experience.

Risks management checks should be carried out by the organisers of the visits and contact should always be made with professional organisations (see list at end of section) for further advice if necessary.

The main factors to consider when assessing any out of school situation for risk are:

Where the activity will take place

What the activity is

Who will participate (e.g. the age range, skills of students)

How skilled and confident the trainers are

The student/ teacher ratio

The quality and suitability of any equipment

The weather

Any additional help which may be required for students with special needs.

The majority of accidents in out of school activities occur when any of the above eight points have either been not properly assessed or completely overlooked. More details and Risk Assessment forms are provided with the risk assessment policy.

3. Responsibility

School head teachers, delegated staff, organisers of out of school activities and activity centre staff, are all legally required to provide the safety and well-being of students, under the following legislation:

The Health and Safety at Work Act 1974 (HSW Act) – this includes the welfare of teachers and instructors as well as students.

Reporting of Injuries, Diseases and Dangerous Occurrences Regs 1985 – this states that major injuries or accidents which have occurred during outdoor activities should be reported to the enforcing authorities and that all incidents, however minor, should be recorded in an accident book.

The Management of Health and Safety at Work Regs 1992 – that organisers and employers ensure that adequate planning, management control, monitoring and review systems are in place to ensure the health and safety of all concerned.

Common law places a “in loco parentis” requirement to staff to care for students on out of school trips

The Activity Centre (Young Person’s Safety) Act 1995 – which provides a framework for inspection and licensing to activity providers.

Ideally, before any out of school activity or trip to an activity centre, a qualified and designated person from the school should visit the location to carry out extensive and in-depth risk assessments, as well as evaluate the suitability of the trip for the students concerned.

If a staff member is unable to visit the location, the head teacher should write to the centre or location.

All staff involved in the trip, whether organising or actually participating, should be suitably qualified to do so and a DRB should be in place wherever possible and those without should not be alone with students.. It is the Head Teacher’s responsibility to ensure this. If there are any doubts about this, the trip should not take place. Volunteers may also be used but they should be selected with care and their roles clearly defined. However, the professional teaching staff will always have the primary responsibility of care throughout the trip, requesting detailed information regarding suitability and risk analysis.

Planning the visit should not take place until full and acceptable information is received back which confirms the suitability and safety of the location and activities.

4. Organising the Out of School visit

At least one staff member on an out of school visit should be a trained and competent first aider. Staffing ratios must be adequate and appropriate to the activity, age group, resources and LEA guidelines.

A staff member who will not be attending the trip (usually the Head Teacher) should act as the school contact person. The school contact person should be available at all times, on a known telephone number, throughout the school visit.

The school contact person will have copies of:

Lists of all persons on the trip, along with contact details of parents, guardians etc. All parental consent and medical information forms Insurance documents The contract or written agreement with the activity centre concerned

All documents involved in the planning of the visit e.g. completed Out of School Activities Checklist.

5. Out of School Activities Checklist

The checklist may be used to ascertain the appropriateness of the visit and gauge any shortfalls in health and safety requirements. The person proposing and/or seeking to organise the trip should complete the checklist. The out of school activity may only go ahead once the Head Teacher’s signature of agreement is obtained and signed off by the governors.

6. Communication

School staff, students, parents or guardians and any activity centre staff should be fully briefed on the following:

The purpose of the visit The expected code of conduct Which staff member, at any given time, is in charge of an activity Contingency plans for cover Emergency and accident procedures Rendezvous points

Briefing meetings should be held to facilitate the spread of this information and parents or guardians should be sent relevant details in writing. Enclosed with this letter to parents or guardians should be a Parental Consent and Medical Information Form for them to complete. It should be explained that failure to return the fully completed form may result in their child not being able to participate in the out of school activity.

7. Use of External Travel Company or Organisation

Any external travel organisation used should fulfil the following:

Be part of the Association of British Travel Agents (ABTA). Meet the Package Travel, Package Holidays and Package Tours Regs 1992 (SI 1992 No. 3288) which implement the EC Package Travel, Package Holidays and Package Tours Directives (90/314/EEC)

Offer any two of the following:

Transport Accommodation Tourist services not as an extra charge from the overall price

It is advisable to obtain full information on any instructors or trainers who are to be supplied by the travel company. Ideally, a visit to the proposed location should take place but, if this is not possible, the school should obtain a full written statement from the company which fulfils the necessary health and safety requirements.

8. Insurance

Each school should make their own arrangements for full insurance cover for any out of school activities. The following is a list of main requirements, given by the DfE, which almost certainly should always be taken into account:

Public liability, covering claims and negligence Third party liability covering claims against the authority or school and its employees Personal accident cover for leaders, voluntary helpers and party members Medical treatment Transport and passenger liability High risk activities (often excluded from standard policies) Damage to or loss of personal or hired equipment Programmed and non-programmed activities Transport and accommodation expenses in case of emergency Compensation against cancellation or delay Compensation for loss of baggage and effects Legal assistance in the recovery of claims Failure or bankruptcy of the activity centre or travel company

9. Outdoor Activity and Adventure Centres

Centres offering activities which come within the scope of the Adventure Activities Licensing Regulations must by law be licensed (Address and Phone number for A.A.L.A. given on page 9). Ideally, centres should also be approved or recognised as teaching establishments by the National Governing body for the activities on offer e.g. the Royal

Yachting Association. These criteria would indicate that the centre might have a good level of safety systems in place. Leaders have an obligation to check licence details and approvals.

Key management systems for health and safety must always be in place at activity centres. These should include the following:

the existence of an up to date Rule Book which describes health and safety procedures the existence of clear emergency procedures and equipment such as mobile phones the existence of an accident log book showing follow up action to rectify problems evidence, such as log books to show that equipment is periodically and thoroughly

checked clear written line management structures and systems highlighting the responsibility

for safety evidence that the centre operates to national governing standards for each particular

activity e.g. approval from national bodies (see list at end of section) evidence that the centre employs only instructors who have qualifications from

national governing organisations a staff training system evidence, that the centre has daily briefing meetings to discuss the following salient

points: plan for the day main objectives ability and health of group and individuals staffing availability the weather any other business.

Buildings should be clean, well lit, ventilated and heated and be in good repair.

In residential centres, classrooms and separate areas for recreation should be available. Meals should be interesting and nutritious and special diets catered for. Boys and girls accommodation should be separate. Staff accommodation should be nearby and there should be one teacher of each sex on duty during the stay, day and night.

Suggested facility ratios are:

Boys toilets = 1:10 plus urinals Girls toilets = 1:7

Wash basins (all) = 1:5 Showers (all ) = 1:7

There should be clear fire safety procedures in operation, with adequate equipment and clear fire exits and signs.

It is therefore advisable that schools carry out their own risk assessment on centres, using a checklist such as the Activity Centre Checklist provided with these guidance notes.

10. Instructors

Instructors should hold the appropriate national qualification for the type and level of activity. More information on these qualifications can be obtained from contacting the relevant national governing body e.g. The British Canoe Union) see list at the end of this section. The school organiser should always check that instructors have reached the required standard prior to the trip.

In addition, school instructors will need to check that the instructor holds a valid first aid certificate and has appropriate emergency equipment such as flares, communications equipment.

11. Equipment

The school organiser should always check the quality and suitability of equipment. Again, details of specific requirements for equipment can be obtained for each national governing body prior to the visit. For instance, rock-climbing equipment should be approved with the Union Internationale des Association de Guide de Montagne (UIAGM) mark, although older equipment may have a British Standards Institution (BSI) kite-mark.

12. Key Contacts

The Adventure Activities Licensing Authority

17 Lambourne CrescentLlanishenCardiffCF4 5GGTel 01222 755715Fax 01222 755757

Website address www.aala.org

13. Accident Procedure

Leaders, Headteachers and School Governors have responsibility for the safety of everyone participating in an off-site visit. Unfortunately, accidents do occur and it is vital that an adequate accident procedure is put in place for each planned visit which takes place. A copy of the Accident and Incident policy should be taken on all trip/visits within the policy there is a copy of the forms required

Accident Procedures to be used during Visits:

Heads of Establishments should have well defined contingency plans in case of unplanned eventualities. In the case of a major incident the procedures, which follow, have been agreed with the authority’s Emergency Planning Officer and should be followed in all cases.

Responsibilities:

To the Group: - This must be the group leader’s primary responsibility, notwithstanding the need to inform the Establishment and L.E.A.

To the Unit:- The leader / teacher involved should contact their Head of Establishment (or nominated deputy) A.S.A.P. but not waste additional time talking to other agencies. He/she has a responsibility to the remaining members of the group.

To the L.E.A : - The Head of Establishment (or Deputy) should contact the local Borough’s Emergency Planning Officer (E.P.O.) A.S.A.P.

The E.P.O:- Will inform the Borough Press officer (who will be involved in any press contact.) Within the L.E.A. only 1st and 2nd Tier Officers are authorised to talk to the press in these circumstances

The E.P.O:- Will inform and brief other officers - e.g. Director of Education for the local council

To Parents:-In the case of a fatality, Police and or Social services will be alerted and will contact parents. Group Leaders MUST NOT contact the parents.

Immediate Action to be taken by Leaders/Teacher at the site of the incident:

Take immediate steps to safeguard members of the group.

At the first opportunity make ONE phone call to your Head of Establishment (or nominated Deputy). Once this is done concentrate on the needs of the group.

Leaders have a responsibility for protecting the scene of the incident until the police arrive.

The group leader should make themselves known to the police officer in charge A.S.A.P. after his/her arrival on the scene.

Leaders MUST NOT admit liability or apportion blame.

Leaders MUST NOT talk to the press or parties other than the Police and other emergency service personnel.

Members of the group may wish to speak to their parents/guardians to reassure them of their wellbeing. Leaders should facilitate this if it is possible.

Equipment needed to facilitate this Accident Procedure:

All party leaders (supervisors) should carry a mobile phone - this often allows immediate contact to be made with the Emergency Services and the Borough.

In making this policy, officers realise that some remote areas have very poor coverage at this time. If contact can’t be made using a mobile, leaders should contact their Head of Establishment as soon as possible using whatever means are available to them.

Activity centres should have their own emergency procedures and schools should request a copy of these in advance of the visit

14. Other useful addresses

Amateur Rowing Association Ltd British Canoe Union

The Priory Adbolton Lane

6 Lower Mall West Bridgford

Hammersmith Nottingham NG2 5AS

London W6 9DJ Tel: 0115 982 1100

Tel: 0181-748 3632 Fax: 0 115 982 1797

Fax: 0181-741 4658

Royal Yachting Association Royal Life Saving Society

RYA House River House

Romsey Road High Street

Eastleigh Broom

Hants S050 9YA Warwickshire B50 4HN

Tel: 01703 627400 Tel: 01789 773994

Amateur Swimming Association British Sub-Aqua Club

Harold Fern House Telford's Quay

Derby Square Ellesmere Port

Loughborough South Wirral

Leics LE11 5AL Cheshire L65 4FY

Tel: 01509 230431 Tel: 0151-357 1951

Fax: 01509 610720 Fax: 0151-357 1250

British Association of Paragliding and Hand-gliding Clubs

The Old School Room

Loughborough Road

Leicester LE4 5P,

Tel: 0116 261 1322

Fax: 0 116 261 1323

British Horse Society Mountain Leaders Training Board

British Equestrian Centre British Mountaineering Council

Stoneleigh Deer Park 177-179 Burton Road

Kenilworth West Didsbury

Warwicks CV8 2XZ Manchester M20 2BB

Tel: 01926 707700 Tel: 0161-445 4747

Fax: 0161-445 4500

British Orienteering Federation Ltd Association for Science Education

Riversdale College Lane

Dale Road North Hatfield

Darley Dale Herts AL10 9AA

Matlock Tel: 01707 267411

Derby DE4 21-1X Fax: 01707 266532

Tel: 01629 734042

Fax: 01629 733769

English Ski Council British Ski Federation

Area Library Building 258 Main Street

Queensway Mall East Calder

The Combow West Lothian EH53 OEE

Halesowen Tel: 01506 884343

West Midlands B63 4AJ

Tel: 0121-501 2314

Fax: 0121-585 6448

Grand National Archery Society Office for Standards in Education

7th Street Alexandra House

National Agricultural Centre 29-33 Kingsway

Stoneleigh London WC2D 6SE

Kenilworth Tel: 0171-421 6800

Warwicks CV8 2LG Fax: 0171-421 6707

Tel: 01203 696631

Fax: 01203 419662

Outward Bound Trust Sports Council

PO Box 1219 16 Upper Woburn Place

Windsor London

Berks SL4 1XF1 WC1 HOOP

Tel: 01753 731005 Tel: 0171 273 1500

Wales Tourist Board Youth Hostels Association

Brunel House (England and Wales)

2 Fitzalan Road Trevelyan House

Cardiff CF24 0UY 8 St. Stephen's Hill

Tel: 01222 499909 St. Albans, Herts AL1 2DY

Tel: 01727 855215

Fax: 01727 844216

British School Exploring Society Association of Heads of Outdoor Education

Royal Geographical Society c/o Mr Glyn Thomas

1 Kensington Gore Pendarren House, Llangenny

London SW7 2AR Crickhowell, Powys NP8 1 HE

Tel: 0171 591 3000 Tel: 01873 810694

Duke of Edinburgh's Award Scheme British Sports Association

For the Disabled

Gulliver House Solecast House

Madeira Walk,Windsor 13-27 Brunswick Place

Berks SIL4 1 EU London

Tel: 01753 810753 NI 6DX

Fax: 01753 810666 Tel: 0171 490 4919

Central Council of Physical Recreation Association of British Insurer

Francis House 51 Gresham Street

Francis Street London EC2V 7HQ

London SW1 P 1 DE Tel: 0171-600 3333

Tel: 0171-828 3163 Fax: 0171-696 8999

Fax: 0171-630 8820

Association of British Travel Agents (ABTA) St. John Ambulance

55-57 Newman Street 1 Grosvenor Crescent

London W 1 P 4AH London SW1X 7EF

Tel: 0171-637 2444 Tel: 0171-235 5231

Fax: 0171-637 0713 Fax: 0171-235 0796

British Red Cross Society British Approvals for Fire Equipment 48a Eden Street

9 Grosvenor Crescent Kingston upon Thames

London SW1X 7EJ Surrey KT1 1 EE

Tel: 0171 235 5454 Tel: 0181-541 1950

British Safety Council Royal Society for the Prevention of Accidents

National Safety Centre Cannon House, The Priory

70 Chancellor's Road Queensway

Hammersmith Tel: 0121-200 2461

London W6 9RS Fax: 0121-200 1254

Tel: 0181-741 1231

Fax: 0181-741 4555

15. Form 1: Steps to be Taken when Assessing Risk.

Places to be visited:

Potential Hazards:

e.g.: a. Walking in City Streets b. Travelling by Ferry

c. Loss of Passport d. Unsuitable Hotel

List groups of people who are especially at risk from the significant hazards which have been identified:

e.g.: a. Pupils b. Non-teaching staff

c. Students d. Teachers

e. Group Leader

List existing Controls or note where the information may be found:

e.g.: a. Ensure that there is sufficient supervision

Give clear guidance to pupils

Know details of consulate

Exploratory visit

How would you cope with the hazards which are not currently or fully controlled under 3 (above) ?

List the hazards and the measures taken to control them.

Continual monitoring of hazards throughout visits:

Adapt plans and then assess risks as necessary

16. Form 2: Risk Assessment Check List

Section 1

N/A Y N

Has the Head teacher/Senior Youth Worker approved the visit? [ ] [ ]

Has a Party Leader been nominated? [ ] [ ]

Are staffing levels adequate? [ ] [ ]

Is a preliminary visit necessary? [ ] [ ]

Has a preliminary visit been carried out? [ ] [ ] [ ]

Have the following personnel been fully briefed?

Staff [ ] [ ]

Parents [ ] [ ] [ ]

Children/Young people[ ] [ ]

Do any of the children/young people have special needs? [ ] [ ]

Have the implications of the special needs been identified? [ ] [ ] [ ]

Have arrangements been introduced to cater for the special needs? [ ] [ ] [ ]

Has a detailed programme been established? [ ] [ ]

Have adequate first aid/medical requirements been arranged? [ ] [ ]

Are all personnel aware of the appropriate clothing and equipment for the visit?[ ][ ]

Have procedures been set up for responding to emergency situations? [ ] [ ]

Do Party Leaders have a copy? [ ] [ ]

Have possible health hazards been identified? [ ] [ ]

Section 2

Are all staff aware of the supervision requirements for the visit? [ ] [ ]

Is there a system in place to ensure that safety matters are identified and

discussed on arrival? [ ] [ ]

Will a fire drill be necessary? [ ] [ ]

Are staff aware that a fire drill will need to be carried out on arrival?[ ] [ ] [ ]

Will the visit include unaccompanied or ancillary activities? [ ] [ ]

If so, have the requirements for activities been complied with? [ ] [ ] [ ]

Section 3

Has the visit been approved by the Outdoor Education Advisory Panel? [ ] [ ] [ ]

Will the visit include any adventurous, unconventional or unaccompanied [ ] [ ]

activities?

Have the requirements detailed in Part C been complied with? [ ] [ ] [ ]

Section 4

Will the visit be overseas? [ ] [ ]

Have the requirements detailed in Part D been complied with? [ ] [ ] [ ]

Will the visit include the operation of a minibus? [ ] [ ]

Section 5

Does the visit include adventurous activities provided by a commercial or

independent organisation? [ ] [ ]

Has the organisation been approved by the local Council/Borough.

Outdoor Advisory Panel [ ] [ ] [ ]

17. Out of School Activities Checklist

This form is to be filled in by the staff member proposing the out of school visit. The staff member and subsequently the Head Teacher and Governors can use the checklist as an aid to evaluate the suitability and safety of the proposed activities.

Location to be visited: Give full address(es) and any phone numbers where possible

Objective of Visit:

Departure Date: Departure Time:

Return Date: Return Time:

Name and Position of Organiser:

Name and Position of Participating Staff Member:



Names of Other Staff or Volunteers:

Name of Proposed School Contact Person: This is usually the Head Teacher

Address of Proposed School Contact Person:

Telephone Number (Day):

Telephone Number (Evening):

Name of Class, Form or Group:

Number of Male Students:

Number of Female Students:

Have all parental consent and medical forms been completed and returned?

If yes, attach to this form.

Yes No

Are any necessary medical arrangements in place to deal with student’s medical conditions?

If you have ticked “yes” give a brief description of the arrangement you have made.

If “no”, you will need to make provision!

Yes No

Will disabled students attend the trip? If yes, give names(s) and nature of disability

Yes No

Name(s): Disability:

If students with disabilities are to attend, does the proposed location have appropriate facilities?

If yes, briefly describe these facilities

Yes No

If students with disabilities are to attend, have any special arrangements have been made to help them?

Is transport needed? If yes, specify type.

Yes No

Will an overnight stay be necessary? If yes, give brief details

Yes No

Will the activity take place outside? If yes, give brief details

Yes No

Do you intend to use a holiday or travel company or similar outside agency?

Yes No

Will insurance be needed? If yes take a copy

Yes No

Name of Person

Completing this form

Signature of Person

Completing this form

Date:

Take a copy of this form and all attached documents for your own records. Pass the originals to the Head Teacher for approval.

I authorise the above visit to take place and am satisfied with the information I have been given on the suitability and safety of the activity

Name of Head Teacher

Signature of Head Teacher

Date:

Now give authorisation to the organiser of the visit. The designated school contact person, should, keep a copy of these documents for information purposes and in case of any emergency which may arise.

18. Private and Confidential

Out of School Activity Parental Consent and Medical Information Form

To be completed and signed by parents or guardians should they wish their child to attend an out of school visit.

Name of Pupil:

Form or Class:

Date of Birth:

Proposed School Trip/Activity

Departure and Return Dates of School Trip/Activity:

Does your child have any medical condition

Problems with eyesight? Yes No

If yes, give details:

Special Dietary Needs? Yes No

If yes, give details:

Is your child currently taking any medication?

Yes No

If yes, give details and dosage:

Can this be self-administered? Yes No

Give details below of any illness injury your child has had over the last 6 months:

Use the box below to give any additional medical information on your child you feel we need to be made aware of:

Name of GP:

Address of GP:

Phone number of GP:

When was the last time your child had a tetanus injection?

Can your child swim? Yes No

How would you describe his/her swimming ability?

What distance can the child swim confidently/ safely?-

I give my consent for my child to attend this out of school activity.

Name (Print):

Signature:

Relationship to child Date:

Please give a phone number we can reach you in the event of an emergency:

Daytime:

Evening:

19. Risk Assessment Control Sheet

Assessor Date Ref Number

Work Activity/Item Assessed

Persons at Risk Property at Risk

Hazards Identified Problems Identified ( That could effect the risk assessment)

Current Control Measures

Risk Rating ScoreSeverity LikelihoodVery Minor / Property = 1 Unlikely = 1Minor / First Aid = 2 Possible = 2Lost Time 3 Day Injury = 3 Probable = 3Hospitalities = 4 Likely = 4Death/ Irreparable Damage = 5 Certain = 5

0 to 6 = Low Risk 7 to 11 = Medium Risk 12 + = High RiskPlease note if total is more than 12 please contact Health and Safety Department

Summary of Risk or Notes Other Risk Assessments RequiredDSE, Manual Handling, COSHH, Young Persons, Expectant Mother, FirePlease Circle

Review Date

Severity Likelihood Total X X =