Health, safety and welfare in construction and the built ... safety and welfare in construction and the built environment Introduction Introduction to the BTEC National Certificate/Diploma

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Health, safety and welfare in construction and the built environment

Introduction Introduction to the BTEC National Certificate/Diploma in Construction

The revised specification for the Diploma has four core units of which health and safety is one. This is followed by two specialist core units and then twelve optional units selected by choice. The National Certificate requires six optional units to be chosen. The tutor needs to assess the group with regard to future career paths and the choice of these optional units. For example, students requiring entry into civil engineering courses will require level 3 applied mathematics. This resource file contains several activities, PowerPoint® slides and resources that the tutor can use to achieve the intended learning outcomes stated below. These can be further adapted and developed in line with each educational organisation. The scheme of work has been laid out on a 36 week module which can be used and altered to suit. This resource is intended to provide the tutor with a head start in teaching this module and will greatly aid the first time lecturer to this programme.

This unit forms a core unit of the qualification and is a vital component of any construction related teaching. Health and safety in construction does not have a good track record: statistically the industry has the worst fatal accident rate year on year. Recent legislation trying to curb this trend in construction include the Working at Heights Regulations 2005 and has been included in this module rewrite, due to the high fatality rate from falls. This unit is divided into five outcomes.

The first deals with the health and safety legislation, specifically the construction related legislation. The student must examine the roles and responsibilities of people within the Health and Safety at Work Act 1974. The Construction Design and Management (CDM) regulations are also detailed, though care should be taken here as these regulations are currently undergoing a draft revision. The Working at Heights Regulations 2005 requires a close look with regard to working at height and the responsibilities of the employer. The Management of Health and Safety at Work Regulations 1999 cover part of the second outcome with the risk assessment section. Again the Construction Health, Safety and Welfare Regulations 1996 are undergoing draft consultation along with the CDM regulations. The student can be directed to the government statute website where many of the construction safety legislation can be downloaded.

The second outcome asks the student to identify the hazards that cause so many accidents on construction sites, and how to assess the risk from these hazards using a typical risk assessment to focus the students on the severity of the hazards.

unit overview

Unit 1: Health, safety and welfare in construction and the built environment BTEC National Construction


How this unit will be assessed This unit is internally assessed using the matrix grid within the revised Edexcel specification which is available to download from their website. The matrix affords the opportunity to divide the assessment into three parts, which contain a theme within them that cuts across the Merit and Distinction criteria. Assessment is usually achieved through written assignments, or certain elements can be broken down into class exercises that carry a Pass, Merit or Distinction criteria. The student has to cover and provide sufficient evidence to complete all the Pass criteria in order to be awarded the unit. Identify, select and describe are the key verbs used to undertake this assessment. The first assignment can cover P1, P2 and M1, the second P3, P4, M2 and D1, and the final assessment P5, P6, M3 and D2. Therefore there are in total six Pass criteria, three Merits and two Distinctions. Students have to achieve all of the Pass criteria for a Pass, all of the Merit criteria for a Merit, and all of the Distinction criteria for a Distinction grade award. The first assignment contains less content as the students settle into the syllabus; it is therefore recommended that this module is undertaken in the first year. Assignment No1 could cover P1 and P2 in terms of the roles of members of the construction team on site, how they are responsible for health and safety. This can be linked to roles and responsibilities under the legislation with regard to employers and employee legal duties under the law, but care should be taken that the evidence for both these criteria is quite clear. M1 calls for the individual roles to be expanded into interaction between them in terms of safety and responsibilities. In Assignment No 2 the first couple of tasks are based around hazards. As a range of hazards have to be described a site visit would, apart from enrichment, provide an ideal opportunity to assist the student with direct observation of construction activities. Hazard spotting is the first item on a risk assessment. Ask the students to describe what else is required on this risk assessment which covers evidence for P4. Finally, the risk assessment is undertaken which covers M2. D1 is much harder here as students have to justify their answers, for example the control measures chosen to reduce the risks in light of available safety data and what is reasonably practicable. Evidence should be directed to construction site experience, a site visit to a local project is highly useful for visual referencing outside scenario based assessments. This will also provide an ample opportunity for hazard observation. Similarly, with the risk assessment outcome, reference to some examples provided from industry would provide a valuable work-based resource.

For the third outcome industry standard risk assessments may be used to provide actual examples of typical hazards and risks associated with construction. From the risk assessment the student develops the ability to correctly identify the control methods that reduce the high risk elements down to an acceptable level. The fourth learning outcome requires the student to review work place policies for their contribution as a control measure.

Finally the student looks how an accident is reported and the legal requirements associated with this procedure. A health and safety video detailing an accident scenario would prove useful in providing a focus for the final outcome accident reporting and investigation assessment.

BTEC National Construction Unit 1: Health, safety and welfare in construction and the built environment


Learning outcomes On completion of this unit students should: 1.1 understand the general and specific responsibilities of both employers and employees under current health,

safety and welfare legislation 1.2 be able to identify workplace hazards, persons who may be affected by such hazards, and the potential

consequences of accidents 1.3 know how to use risk assessments in appropriate formats 1.4 be able to use workplace health and safety policies to recommend control measures, reduce risk and meet

legal requirements 1.5 understand own role in accident recording and reporting procedures

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At-a-glance activity grid Unit 1 Health, safety and welfare in construction and the built environment Activity Title and description Delivery notes Extra resources Links to grading

criteriaLinks to textbook

Outcome 1.1 Understand the general and specific responsibilities of both employers and employees under current health, safety and welfare legislation

1.1 Introductory activity: What is health, safety and welfare?

This is an introduction activity and asks the students to focus on the three key words within the module title.

1.2 Match the responsibilities to the role

Print off and laminate the word boxes. Cut out to use as an activity to match the correct responsibilities, (employee and employer), to the role in teams.

Laminator and sheets PowerPoint® slide 2

P1,P2 See pages 000-000

1.3 Identify the four roles under CDM regulations

Upload the work sheet onto an interactive board. Prepare a lecture run through the CDM regulations then drag and drop the correct parties to the regulations to the CDM box.

Interactive board and software

P1,P2 See pages 000-000

1.4 Answer the height questions

After analysing the working at height regulations, there are some useful HSE downloads on this including PowerPoint®

presentations from their website. Print off and ask the students to complete the following questions as outlined in the activity sheet.

Some useful photographs of incorrect working at height PowerPoint® slide 3

P2 See pages 000-000

Outcome 1.2 Be able to identify workplace hazards, persons who may be affected by such hazards, and the potential consequences of accidents

1.5 Hazard spotting You will require a workshop or area of high activity. Ask your students to sketch out the area as the sample illustration shows. A high activity area will be required with sufficient hazards contained within it. At NO TIME put your students at RISK.

Workshop site visit PowerPoint® slides 5 and 6


1.6 Accident data This activity looks deeper than the initial surface of an accident and looks at the root causes. Put students into a small group. Set a scenario of the factory environment and ask them to complete the questions attached to the accident data.

PowerPoint® slides 7 and 8

P3, P5, M3 See pages 000-000

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Activity Title and description Delivery notes Extra resources Links to grading Links to criteria textbook

1.7 Environments This activity needs some preparation of the students using the technology module where they have some knowledge on drainage and manholes so they can establish how hazards can occur from this type of work. Do this before introducing this activity. For this type of environment the students analyse a series of hazards to rank which will require risk assessments and the reason why.

PowerPoint® slides 9 and 10


Outcome 1.3 Know how to use risk assessments in appropriate formats

1.8 Risk assessment under the MHSW Regulations 1999

The tutor needs to provide a summary of the regulations in some format so that the students have some prior knowledge of the regulations. A scenario needs to be set, such as that you have set up a company and are not aware what is required under risk assessment. Hand the students the work sheet and ask them to fill in the missing words.


1.9 Typical risk assessment Students have to select the correct terminology that is used to construct a typical risk assessment. Tutor needs to run through the ‘’Five steps to risk assessment’’ first.

The HSE leaflet ‘’Five steps to risk assessment’’ PowerPoint® slide 9


1.10 Undertake a risk assessment

You can provide a pre-formatted risk assessment for the students to use instead of the one they have designed/described previously. Students have to undertake a typical risk assessment using the form they have developed in ADR activity 1.9.

PowerPoint® slides 11 and12

M2 See pages 000-000

Outcome 1.4 Be able to use workplace health and safety policies to recommend control measures, reduce risk and meet legal requirements

1.11 Site induction This activity makes the student examine the site and formulate a checklist of items that need to be included within the site induction for all new operatives.

PowerPoint® slide 13 P5 See pages 000-000

1.12 Control Measures The students are given five scenarios. This can be done individually or within teams. They then have to identify and discuss the control measures that will be associated with this work.

Photographs to back up the scenario


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Activity Title and description Delivery notes Extra resources Links to grading Links to criteria textbook

1.13 No smoking policy This is an activity where a no smoking policy has to be formulated. The students have to produce a smoking policy at work in small groups that covers all the aspects of law and rights.


Outcome 1.5 Understand own role in accident recording and reporting procedures

1.14 Accident reporting The students read and absorb an accident report. Suggestions as to how this could have been prevented are required to be established and implemented on the site.

PowerPoint® slides 16,17 and 18

D2

1.15 The role of the individual Students are asked to identify the key roles within a post accident procedure and to describe what each role would do.

P6

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Scheme of work

BTEC National Construction Unit 1 Health, safety and welfare in construction and the built environment Broad aim: Successful completion of the unit Academic year: ....................................................................... Tutor(s): ....................................................................... Number of weeks: 36 SB = Student Book 1 Duration of session: ADR = Assessment and Delivery Resource Guided learning hours:

Week Outcome/topic Tutor preparation Student activity Resources Links to grading criteria

1 Unit introduction Commence outcome 1

Copies of unit outcomes and content along with grading criteria explanation to be available for students to read and understand

Students read and understand the requirements of a Pass, Merit and Distinction grade Fully understand the content of the unit

Introductory ADR Activity 1.1 Edexcel course specification handbook

2 To understand roles and responsibilities of client, employer, employee main contractor

Need to obtain the employers and employees sections of the HSWA 1974 Compile a chart and fill in sections

The students list the roles and responsibilities of the parties to a contract General discussion on your responsibilities

ADR Activity 1.2 PowerPoint® slide 2 HSWA employer and employee sections

P1, P2, M1 part

3 To describe roles and responsibilities sub contractors, HSE, L.A. and planning supervisor

Use of HSE website and interactive board to illustrate powers and responsibilities of HSE, L.A. and P.S.

Students divided into groups to discuss roles of planning supervisor Flash cards used to match up roles and responsibilities with authorities

Flash cards P1, P2, M1 part

4 To describe the legislation: HSWA 1974

Content chart of the HSWA 1974 Flash cards for putting the right regulation under the correct heading

Fill in exercise for the HSWA missing regulations under each heading Groups select a HSWA heading, then identify the correct regulation under each

HSWA chart from student book Flash cards

P2

5 To describe the legislation: CDM Regulations

Overview of CDM: what does it contain, roles and responsibilities of the parties

Students observe PowerPoint® presentation Question and answers from slides

ADR Activity 1.3 PowerPoint® slides 1-8

P2

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6 Assignment No 1 Tutorial

Prepare Assignment No 1 and issue to students

Read and understand what evidence is required to complete the criteria

Assignment No 1 Tutor selected

7 To describe the legislation: WAH Regulations 2005

Obtain some photographs of dangerous working at height, focus this as a discussion point Overview of WAH regulations, handout sheet with prevention measures

Students identify what are the dangerous practices and how they could be prevented Read and absorb handout

ADR Activity 1.4 PowerPoint® slide 3 WAH photographs

P2

8 To describe the legislation: MHSW Regulations 1999

Pick out several relevant regulations, handout sheet with missing sections

Students complete missing sections drawn out using question and answer session

MHSW handout P3

9 Legislation: CHSW Regulations 1996 Outcome 1 completed

Tutor to check HSE website for the new regulations, CDM 2007 Prepare handout on requirements under regulations say a construction site

Students compile what will be required under the regulations for the given construction site scenario

Construction site scenario P3

10 To identify primary hazards and risks Commence outcome 2

Hazard identification exercise Students identify hazards from a given scenario

ADR Activity 1.5 PowerPoint® slides 5 and 6

P3

11 To identify the environmental aspects of safety

Prepare three different environment scenarios for students to identify the risk associated with each

Students read and understand each scenario, which is group discussed and bullet points listed against each scenario

ADR Activity 1.7 Environment scenario

P3

12 To identify the persons who might be affected by the hazards

As previous week Students list the people who might be affected within the given scenarios What might you do to protect them in these environments

Environment scenario P3

13 To understand the method of hazard identification

Location required to undertake a hazard spotting exercise

Students identify at least ten hazards from a given situation

Site/suitable location/video P3/M2 part

14 To analyse accident data

List of accident statistics to be obtained and processed for distribution to students

Students analyse the data for trends Discuss possible prevention measures

ADR Activity 1.6 Accident statistics from HSE website

M3

15 Assignment No 2 Prepare Assignment No 2 and issue to students



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16 To understand the

consequences of accidents Outcome 2 completed

CITB video of accident investigation and consequences, legal, moral and social

Students watch video which is stopped at key points to discuss List and record legal, social and moral factors associated with accident

PowerPoint® slides 7 and 8 CITB video

D2 part

17 To understand the legal requirements of risk assessments under MHSW 1999 Outcome 3 commenced

Prepare section 3 of MHSW Regulations 1999, implications for employers

Students define by discussion what a risk assessment is and how would you undertake it? What work activities would require a risk assessment

ADR Activity 1.8 PowerPoint® slide 4 Series of work activities some with high risks involved

P4

18 To describe a safe system of work and to define what is reasonably practicable

A series of sites or work activities to be given to students to discuss what would be reasonably practicable in this case

Students visually appreciate task locations and devise a RP method of controlling the risk

Work location example sheets

19 Assignment No 2 Tutorial

Discuss grading criteria for tasks, evidence required

Work through and plan each task, research required


20 To describe the “Five steps to risk assessment”

Download HSE leaflet and prepare OHP’s

Work through the ‘’Five steps to risk assessment’’, fill in worksheets using a scenario to establish the five steps

PowerPoint® slide 9 Worksheet

P3, P4, M2

21 To describe the ‘’Five steps to risk assessment’’ – control measures

Establish a set of three scenarios with high risks

Student evaluation and application of control measures to the high risk scenarios

Risk scenarios P3, P4, P5, M2

22 To undertake a risk assessment

Establish a site visit Group 1 Students undertake a typical risk assessment

ADR Activity 1.10 PowerPoint® slides 10 to 12 Suitable location

P3, P4, P5, M2, D1

23 To undertake a risk assessment Outcome 3 completed

Establish a site visit Group 2 Students undertake a typical risk assessment

Suitable location P3, P4, P5, M2, D1

24 To be able to identify a workplace policy Outcome 4 commenced

An example policy Students have to write a rule, its procedure, and how to enforce it

ADR Activity 1.13 PowerPoint® slides 13 to 16

P5

25 To be able to identify the arrangements for implementation

Students questions Answer how are you going to make people obey? How will you patrol it? What will you do if people ignore it?

Sample policies, e.g. smoking

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26 Assignment No 3 issued Prepare Assignment No 3 and issue to students



27 Assignment No 3 tutorial

Discuss grading criteria for tasks, evidence required

Work through and plan each task, research required


28 To describe a workplace procedure

Traffic management example How will you control site traffic? Layout plan

29 To identify workplace control measures

Example control measures, right and wrong

Students discuss in groups then report on their control measure, does it work?

ADR Activity 1.12

30 To understand the legal issues with reporting accidents Outcome 4 completed

Riddor 95 HSE Guide download Answer what are the legal steps to reporting an accident

PowerPoint® slides 17 to 18 Work sheet, minor, major, fatal, accidents

P6

31 To understand the principles of accident recording Outcome 5 commenced

Example accident report Accident data Blank accident reports Roles sheets

Students in groups accept roles, accident investigation undertaken, report compiled

ADR Activity 1.14 Role play scenario

P6, M3,D2

32 To be able to understand the need for recording legislation

Legal issue Why we have to record accidents Relevant legislation P6, M3

33 To describe the procedure in reporting an accident Outcome 5 completed

Just happened sheet How you would record an accident at work?

Accident just occurred handout M3, D2

34 Assessment review Marked assessments Undertake any corrects required to meet Pass, Merit and Distinction

Students assignments All

35 Assessment review Marked assessments Undertake any corrections required to meet Pass, Merit and Distinction

Students assignments All

36 Unit overview Course module round up, what have we learnt, referenced to outcomes

Group discussion – review and feedback what would you have done differently

Course specification

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Unit 1 Lesson plan Roles and responsibilities Week 3 Aims • To be able to describe the roles and responsibilities of the parties to a contract

Objectives Students will be able to: • name the parties involved within a contract responsible for health and safety • to describe the role of the planning supervisor • describe the role of the HSE. This structure may be spread over a number of lessons as required. Timing is controlled by your lesson start and finish.

Timing Stage of Lesson Tutor activity Student activity

Introduction Tutor introduces the aims and objectives for this lesson, introduces and recaps from previous lesson

Question and answer on recap from previous lesson

Who are the people responsible for health and safety on and off a construction site? Tutor to make sure that all students are aware of the duty of care of everyone. Go on to explore individuals involved in this process of construction

Join in discussion; quick fire session to draw out a collective list of the people involved in health and safety

Development Who is the planning supervisor? Answer this by explaining the CDM regulations and ask the students to pick the 4 people involved in this legislation from the flash cards or drag and drop using interactive board

Question and answer Activity 1.3 flash cards

Show the students a set of the regulations; explain that they are under review at the moment Identify the government website where all legislation can be found Start to look at the Planning Supervisor’s role and responsibilities. Identify who they interact with. This will prompt further explanation of their role Fully explain what this person has to do. Check and draw out answers by prompts and by using spider diagrams

Listening Note taking Identify the role of the Planning Supervisor List the responsibilities of the Planning Supervisor

Development Formulate a complete list using a missing word diagram where the students have to read through the role of the Planning Supervisor and fill in the missing words This will act as a knowledge check for the previous discussions. Make them remove the previous work from their desks so no prompt is available

Student handout to complete



Timing Stage of Lesson Tutor activity Student activity

Peer mark against each other and identify any weak areas

Mark your partners and ask questions against corrections

Who are the HSE? Take a look at the HSE website with the Students and identify what they do? Look at the powers of the HSE Provide a list with some correct and incorrect answers and ask the Students to identify which are right against the information from the website Collective session to draw out the right answers

Find the website and identify what the HSE does, this can be done in group work searches Identify / sort right from wrong on list List and tick correct answers

Conclusion Knowledge Check Smart board knowledge check session using a question of sport with a number over a question, Students pick question and answer when you have answered one correctly remain silent

Pick a number and answer the question

Knowledge check by question and answer directed at each student The next session is introduced to the students with its aims and objectives Tutor completes the session by question and answer ensuring knowledge check of the whole class. Students then introduced to the following session its coverage and links to the specification

Answering verbal questions

Differentiation All students should be able to complete the main activities contained within the development part of this lesson plan. Differentiation can be achieved by stretching the more able students to identify within their research on the HSE the penalties for not complying with them. More able students can be given chairpersons roles within the group activities. Different levels of gapped handouts could be provided using different levels of vocational language to stretch the more or less able students. Visual and practical tasks have been built into this lesson plan to differentiate against learning styles. Differentiation is in built into the grading criteria for formal assessment with some students achieving a Pass, others a Merit and the more able a Distinction grading criteria.

Resources Computer, projector, Activity 1.3 flash cards, Planning Supervisors responsibilities gapped handout, computers for student research and with PowerPoint® facilities.



1.1 Introductory activity: What is health, safety and welfare?

Student Book 1 pp xx–xx

Health, safety and welfare are vital elements in the construction industry, which ranks high in published accident statistics in the UK and Europe. The cost and implications of an accident can be astronomical not just in financial terms, but also in human. So let us look at some basic definitions that will be used a lot within this module.

1 What is health, safety and welfare?

2 In groups of four identify what you think the three words indicate:

Health Safety Welfare

3 Identify at least five items for each that you would include in a discussion with a person in the construction industry.

Health Safety Welfare



1.2 Match the responsibilities to the role Student Book 1 pp xx–xx

Correctly separate the employee’s duties from the employer’s duties by ticking the boxes below. You can refer to the chart in the HSWA 1974 for the correct answers.

DUTY EMPLOYER EMPLOYEE SAFE TRANSPORT SAFETY OF EVERYONE TO OBSERVE THE LAW TO CO-OPERATE NOT TO MISUSE NOT TO INTERFERE SAFE ENVIRONMENT INFORMATION TRAINING INSTRUCTION SUPERVISION SAFE PLANT SAFE HANDLING



1.3 Identify the four roles under CDM regulations Student Book 1 pp xx–xx

Identify the four roles under the Construction Design and Management regulations from the list below.

The Construction Design and Management regulations, parties involved:

1

2

3

4

HEALTH AND SAFETY OFFICER

PLANNING SUPERVISOR

ARCHITECT

DESIGNER

BUILDING CONTROL OFFICER

STRUCTURAL ENGINEER

PRINCIPAL CONTRACTOR

CLIENT

BUILDING SURVEYOR

BRICKLAYER

SITE MANAGER

ESTIMATOR



1.4 Answer the height questions Student Book 1 pp xx–xx

Following the lesson delivered on the Working at Height regulations answer the questions below. Alternatively you can use this activity sheet to research on the internet to help you answer the questions.

The Working at Height Regulations 2005:

1 What is work at height?

2 Is a risk assessment required?

3 What is required to be assessed when working at height?


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4 How would you know if a person is competent to work at height?

5 Give an example of working at height from the ground level.

6 How can you prevent someone falling from height?

7 Name three collective measures.



1.5 Hazard spotting Student Book 1 pp xx–xx

1 Sketch the workplace area using a proportioned drawing. This needs to be similar to the sample supplied below.

<INSERT RISK MAPPING ARTWORK. SEE BRIEF>

2 You will require a workshop or a site visit in order to use the following activity which is an exercise on hazard spotting. Walk around the area, identify and record on the sketch the hazards. Complete the rest of the questions contained on the sheet. Remember a hazard is something that has the potential to cause harm, for example a cable on a floor.

3 Upon this drawing record the significant hazards that you can directly observe.

4 Identify who might be harmed as a result of the proximity of these hazards.

5 What might be the potential consequences of these hazards?



1.6 Accident data Student Book 1 pp xx–xx

The following is a set of accident statistics from one month taken from a large factory producing UPVC windows for the construction industry. This process involves the cutting of plastics, the handling of glass and the use of hot welding machinery to construct the frames.

Type of accident January statistics Cuts to hands 25 Slip, trip and fall 45 Lower spine injury 16 Foreign object entering eye 35 Severe burns to arms 5

Look through the accident data and answer the following questions:

1 What do you consider is causing the accidents?

2 How could you prevent future accidents?



3 What are the consequences for the employees as a result of the accident?

4 Explain how collecting this data can help contribute to future improvements in safety at the factory.



1.7 Environments Student Book 1 pp xx–xx

This is a manhole that has become damaged; the concrete benching at the base has broken away and requires to be repaired. This work involves entering a confined space which can be a very dangerous environment. In small groups identify which of the following hazards would you consider as the primary ones that will require a risk assessment with an explanation why.

• fire

• scratches to fingers when removing manhole

• explosion

• falling while climbing step irons

• lack of light

• gas

• answering a mobile phone

• eating lunch at ground level

• working on your own

<INSERT DRAWING OF MANHOLE >



1.8 Risk assessment under the MHSW regulations 1999 Student Book 1 pp xx–xx

Look through the employers responsibilities which have been handed to you below, several of the sections or words are missing. Complete the missing words so that a full description of your employer’s responsibilities for risk assessment can be explained.

Regulation 3 Risk Assessment

Every employer and person shall make a suitable and sufficient assessment of:

• the risks to the health and safety of his ___________ to which they are ___________ whilst they are at work; and

• the risks to the health and safety of persons not in his __________ arising out of, or in connection with, the conduct by him of his undertaking.

Any assessment shall be ___________ by the employer or self-employed person who made it if:

• there is reason to suspect that it is no longer ___________ ; or

• there has been a ____________ change in the matters to which it relates; and where as a result of any such review changes to an assessment are required, the employer or self-employed person concerned shall make them.

An employer shall not employ a _________ person unless he has, in relation to risks to the health and safety of young persons, made or reviewed an assessment.

In making or reviewing the assessment, an employer who employs or is to employ a young person shall take particular account of:

• the ___________ , lack of _________ of risks and ___________ of young persons

• the fitting-out and layout of the workplace and the workstation

• the nature, degree and duration of _____________ to physical, biological and chemical agents

• the form, range, and use of work and the way in which it is handled

• the __________ of processes and activities

• the extent of the health and safety ___________ provided or to be provided to young persons;

and Where the employer __________ employs or more employees, he shall ___________:

• the significant findings of the assessment

• any group of his employees identified by it as being especially at risk.


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1.9 Typical risk assessment Student Book 1 pp xx–xx

Look closely at the following list and select the main titles, features or descriptions that you would use to produce a standard format for a risk assessment. This could be for the construction company that you have been employed by to work as an assistant within the health and safety department.

999 DATE ACCEPTABLE LEVEL AGE COST

FEMALE/MALE CLASSIFICATION HIGH COMPANY LOGO

LOCATION EXISTING CONTROL MEASURE FORKTRUCK

LICENCE MHSW REGS 1999 LOW LIKELIHOOD

MEDIUM JOB DESCRIPTION PPE PHONE NO

HAZARD PERSONS AFFECTED SITE SUPERVISOR

SIGNATURE REASONABLY PRACTICABLE YOUNG PERSON

MENTOR RISK RATING WEATHER REASSESS RISK

PROFESSION SUITABLE SERVICES TRAINING

SUFFICIENT REVIEW DATE MAYBE SEVERITY

When you have selected your list assemble them into a typical risk assessment adding lines to complete a blank format that you could use to undertake a risk assessment. Then discuss your completed assessment in groups with your tutor.



1.10 Undertake a risk assessment Student Book 1 pp xx–xx

Using the risk assessment format that you designed in activity 1.9 undertake a risk assessment using the following information for the work item described.

• Part of the roadway outside the construction site has become damaged by the excavation lorries. It requires to be repaired in order to prevent the closure of that entrance onto the site by the local authority highways department.

• An emergency repair is proposed with quick setting concrete, but the roadway will require closure for 12 hours during this work.

• The work will be undertaken using a wheeled excavator, two ground-workers, a floor saw and three bags of quick setting concrete, along with a traffic lights control, cones and lights.

Undertake a risk assessment using your format for this work, ensure that you follow the “Five steps to risk assessment’’.



1.11 Site induction Student Book 1 pp xx–xx

Using the information listed below that you have been given by the contracts manager, formulate what items you would include within a site induction for the first time when an operative arrives on site to work on this project.

An induction gives the operative information about your site, its hazards and what methods are in place to deal with them.

Site description

The construction site is off a busy A road and has restricted access and an egress using a one way system, with not much storage space. The site was formerly an old paint works which used many chemicals, including asbestos lagging to some of the pipework. The site working hours are 8.30 to 4.30 for 8 months starting in June. There is a tower crane working on site, with many pieces of noisy construction plant. There is a full site set up including canteen.

Induction Checklist

Site .............................................................................

Operative .....................................................................

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

Item Description Control Measure



1.12 Control measures Student Book 1 pp xx–xx

From the following five scenarios select and identify a control measure, or measures, that must be put into place to reduce the risk from the hazard, and to meet legal requirements.

1 The light bulbs, within the new cinema, that has just been handed over by the contractor to the client’s maintenance team have blown along one row of bulbs, due to an electrical fault. These will require replacing after the wiring has been repaired. How will you reach the bulbs above the terraced seating?

2 The site entrance off the main dual carriageway road contains the foul sewer connection manhole that the new system you are installing needs to be connected to, but it is in the inside lane. What control measures must be in place to undertake this work safely?



3 A roof sheet fixing has corroded through and the sheet it is fastened to is flapping loose in the wind. There is a yellow triangle sign at the end of the building that says “danger fragile roof covering”. How will you repair the fixing?

4 You have been asked to drill a ventilation fan hole through an external solid brick wall 150mm diameter using a diamond cutting core drill. The hole is 2.4 metres above ground level. What equipment will you need and what precautions are necessary?

5 There is a leak within the floor duct running down a hospital service trench corridor. Access is via the floor duct covers and the leak is 10 metres along from this hatch. You have to prepare the work access for the mechanical engineer. What precautions are necessary in this confined space?



1.13 No smoking policy Student Book 1 pp xx–xx

You are becoming increasingly annoyed about other employees who are smoking within your working environment and have complained to your line manager. They have taken this right to the Managing Director of the company. Unfortunately the Managing Director has turned the tables on you and has asked you to write a no smoking policy that will be implemented into the whole company.

Identify what you would include within this new policy,

how would you implement it

and monitor its success.



1.14 Accident reporting Student Book 1 pp xx–xx

The following is an accident report. Read and understand its contents then suggest ways in which improvements could be made to the procedure to prevent a possible reoccurrence of the accident.

John Smith has just started on site. He is a qualified joiner by trade and has had 20 years experience in the construction industry. The site that he is working on is a housing project, involving the installation of timber roof trusses.

These are hauled up by hand onto the scaffold surrounding the building to the front and back. They are then nailed into position onto the wall plates and the bracing nailed across the roof trusses.

Whilst lifting the roof trusses from the ground floor to the scaffold one of the rafter members splits in half. This results in John losing his balance and he is dragged over the side of the scaffold and falls to the ground suffering spinal injuries.

After the accident the scaffold is checked by the site supervisor who finds out that someone has removed the top handrail to make it easier to lift the roof trusses over the rails.

What improvements need to be established on site to prevent this re-occurring?



1.15 The role of the individual Student Book 1 pp xx–xx

Following the accident that occurred to the joiner who was installing the roof trusses on the housing project, there has been a detailed accident investigation undertaken into this incident.

Part of this investigation has involved the establishment of roles and responsibilities in accident recording within the company.

You have been tasked with undertaking the following duties:

1 Identify the various roles on site who would be involved in an accident reporting procedure.

2 When you have listed the key roles involved, describe what they would do following this accident to John.

Unit 1: Health, Safety and Welfare in Construction and the Built Environment


Unit 1 Further resources Further reading Hughes, P., (2006) Introduction to Health and Safety in Construction, Butterworth- Heinemann, ISBN: 075068111 Clarke, A., (1999) Managing Health and Safety in Building and Construction, Butterworth-Heinemann, ISBN: 0750640154 Barber, John., (2002) Health and Safety in Construction, Thomas Telford, ISBN: 0727731181 HSE, A Guide to the Health and Safety at Work Act 1974 HSE, (1995) Guide to Managing Health and Safety in Construction, HSE Books, ISBN: 0717607550 HSE, (2003) Health and Safety in Construction, HSE Books, ISBN: 0717621065 The full Edexcel specification contains further library resources. The Construction Industry Training Board also publish many health and safety resources.

Websites The HSE website www.hse.gov.uk

Unit 1 Exemplar assignment These are provided exemplars of what you as a tutor should be asking the student to provide as evidence in order to satisfy the requirements of the grading criteria. The following illustrate a Pass, Merit and Distinction criteria exemplar.

P1 Identify and describe the roles and responsibilities of the following persons responsible for health, safety and welfare on a construction project:

• the employee

• the employer – that is the site supervisor and main contractor. A Pass answer would contain the following which is strongly linked to the HSWA 1974, any addition to this could be referenced through the other safety legislation for example risk assessment is a safe system of work.

The employee’s role on this construction site is to act within the instructions that they have been given or the task that they have to accomplish, be it a joiner, bricklayer or ground worker. Their responsibilities fall under the HSWA 1974. They must act in a safe manner for themselves and others around them, they must observe the act, co-operate with the employer and must not recklessly interfere with anything provided for safety.

The employer’s role is to conduct their business safely. In order to accomplish this, a supervisor generally runs the construction site, and they are often referred to as the site manager or agent. To accomplish this they must undertake the following responsibilities:

• they must ensure the health and safety at work of all employees

• they should provide a safe system of work, with safe plant and equipment

• provide safe handling storage and transport along with information, supervision and training

• there must be safe access and egress from the place of work along with a safe environment to work in.

The employer also has a responsibility to produce a policy to this effect, and must consult with and co-operate in developing safety measures.



M1 Explain how the members of the building team interact in terms of their health, safety and welfare roles and responsibilities.

This Merit criteria takes the Pass criteria which is based on individual roles and responsibilities, and asks the student to look at the interaction between each team member. The student must establish points of interaction by explanation in order to meet the merit criteria. They must answer how one interacts with another, for example the employer or client can interact during site meetings on the contractors’ health and safety record on site.

D1 The students can take their risk assessments that had to be provided to meet the M2 criteria and analyse these in line with this D1 criteria. This calls for the risk assessment to be justified, evaluated or reasons given for the items contained within it in terms of the available accident data and what is reasonably practicable. This can be looked upon from the two last items. The first is accident data and could be answered by: This Merit criteria takes the Pass criteria which is based on individual roles and responsibilities, and asks the student to look at the interaction between each team member. The second part of D1 is what is reasonably practicable? Taking the control measures now outlined as a result of available accident data, these controls can now be explained in terms of cost versus control and whether this is reasonably practicable for this situation. Help for the students could be on a web search for this terminology to provide examples of reasonably practicable control measures in the industry.

The site manager will often have a general foreman working under their instructions and direction. These general forepersons communicate directly with the employees on site. Any new employee will undertake a site induction taken by the site supervisor and this informs them of any site hazards that may be present. Employees and supervisors often discuss and interact on health and safety matters during tool box talks. These are where a particular hazard may be discussed directly on site and a best solution found by all.

The health and safety officer will advise and guide the site manager through inspection and will liaise with any Health and Safety Executive (HSE) inspector who calls to the site. An HSE inspector will talk to employees on site and will communicate any findings with the site supervisor through written notices. The client will interact at the site meetings that check progress, quality, finance and health and safety matters.

“I have undertaken some research on accident statistics on the HSE website that lists accidents, by type, trade, age and other categories and have found that accidents of this kind could be prevented by the use of ____________. This I have included as a control measure within my risk assessment for the following reasons________________.’’

Documents

Health, safety and welfare in construction and the built ... safety and welfare in construction and the built environment Introduction Introduction to the BTEC National Certificate/Diploma