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Children’s Services
Working with Parents
& Carers:
Gold SEAL Outdoors
Information for Headteachers, teachers and practitioners in primary schools, middle schools and special schools.
Acknowledgments
We would like to thank the pupils, parents and carers and staff at
Crab Lane Primary School, St. Clare’s Roman Catholic Primary School,
St. Dustan's Roman Catholic Primary School, Victoria Avenue Primary School
for their corporation and support of the project.
This pack was produced with the support of
Holly Preston, School Grounds Education and Development
Officer Groundwork Manchester Salford and
Trafford,
Sharon Edwards Behaviour and Attendance Consultant
Children’s Services Manchester City Council
Children’s Services
Contents
Introduction Pages
∗ Welcome 3-4
∗ Top Tips 5
∗ Letter to Parents and Carers 6
Session Plans Select the Black section plus any coloured section to create a full session plan
∗ How to Introduce the Gold Set Workshops 7
∗ Going for Goals! 8—8.2
∗ Good to be Me 9—9.2
∗ Relationships 10—10.2
∗ New Beginnings 11—11.1
∗ Getting On and Falling Out 12—12.11
∗ Say No to Bullying! 13—13.5
∗ Changes
14
Evaluation Process 15
∗ Quantitative Evaluation Process 15.1—15.2
∗ Qualitative Evaluation Process 15.3—15.9
Rainy Day Advice 16
Risk Assessments 17—17.1
Certificates 18—18.2
Appendix
∗ Baseline Questionnaire 19.1
∗ Skills Audit 19.2
2
Welcome to Gold SEAL Outdoors.
This pack is designed to give you an alternative way of engaging parents/carers and their children with the Gold Set SEAL materials. Included here are detailed plans and resources for seven, hour long ses-sions to be run in the school grounds by a member of school staff. Each session gives you innovative ways to utilise and enhance your school grounds whilst engaging parents/carers and their children in the SEAL materials. All the sessions have been designed for delivery outdoors, but can be run indoors if necessary. There is one session for each of the seven SEAL themes to provide you with a stimulating starting point for delivering SEAL materials outdoors.
How to Build your Sessions Each workshop is made of two parts; the introduction and the activity outline. Introduction + Activity Outline = Workshop (15 mins) (45 mins) (60 mins) Start your workshop with the introduction and then select one of the seven activity outlines. If you would like to evaluate your workshop using the processes outlined in the pack you will need to add an extra 10 minutes to your total run-ning time. Introduction + Activity Outline + Evaluation Process = Workshop (15 mins) (45 mins) (10 mins) (80 mins)
3
Suggestions for how to run Gold SEAL Outdoors
• Run one session with a whole class and their parents/carers as a means of introducing a SEAL topic.
• Run a series of sessions once a week with a smaller group of par-ents/ carers to give them the chance for some quality time with one of their children.
Preparing to run your Sessions.
Launch the idea at a whole school event.
Send out follow up letter containing dates and consent forms to those people who expressed interest.
Call or text parents due to attend sessions the day before.
Choose which sessions to run and collect the necessary resources for it.
Arrange for relevant children to attend the sessions.
Run the sessions.
Present certificates to participants.
Start planning your next round of sessions!
4
Top Tips
How to make your own mat
• The cheapest and simplest of these wa-terproof cushions is made of one section of the daily newspaper. Fold it in half, tightly wrap with a large plastic bag and tape it shut.
• You could also use a piece of soft cush-ion foam instead of newspaper.
• Alternatively ask your local carpet dealer for their old carpet samples.
When to run your session.
• Running regular sessions during school hours will avoid child care issues for those participants with more than one child.
• Running a session during the last hour of the school day enables par-ents to be on time to collect other children at the end of the day.
• Running the session for the first hour of the school day also limits the number of journeys adult par-ticipants have to make to the school in one day.
Consent Forms • To save time try and ensure that all consent
forms are completed before the start of the first session.
• Make sure you include a section on photo consent on the forms so that you can record the activities.
Encouraging Participation
• Calling or texting parents and carers on the day of the session will help them to remember what time to turn up and let them know you value their support of the activities.
How to get the sessions started
• Launch the idea of the sessions at a event eg parents evening, that par-ents and carers are invited to and are likely to attend in large numbers. Use a display and a sign up sheet to draw up a list of potential participants.
• Follow up this up with a letter (see the example in this pack) and then a phone call. You may want to target particular individuals at this point as well as those who signed up voluntarily.
• Remind parents and carers about the sessions by calling or texting them on the day of the first session.
Making long lasting Dream Bubbles
• Cut around the shape of the dream bubbles before laminating. Then punch holes for the string or zip ties in the clear plastic section dream bubble and your display will last for weeks even in the rain.
5
Letter to Parents and Carers
Dear Parents and Carers, Our school thinks that your child is of great importance and we believe that to be able to learn they need to be happy, confident, understand themselves, understand their feelings and know how to get on with each other and make friends. To help all our children with this we will be working in school on special activities that develop these skills. Each half-term we will be looking at a particular theme, both in assemblies and in class.
We would like to invite you to join a series of short sessions with your child to give you some time to explore these topics together. The sessions will also provide some ideas for you to try out at home.
The workshops will be run outside in the school grounds, weather permitting. Each workshop will include activities such as arts and crafts, willow weaving, creative play and orienteering. Please wear suitable shoes and bring a coat with you just in case.
The workshops will be running on the following dates and at the following times.
•
• (fill in as appropriate)
•
•
We are happy to talk this through with you , if you would like. We hope you will enjoy doing these activities with your child and look forward to seeing you at the first session. With best wishes, Class teacher or Headteacher
6
• Lay out the mats in a circle and complete any other preparation required for the activity you have chosen. • Gather just the parents/carers into a circle on the mats and
introduce yourself as group leader. Briefly explain your role within the school. Ask parents to put on a name sticker and introduce themselves to the group.
• Give the parents/carers a brief introduction to SEAL and the
work that the children are doing in class drawing on the information given in the boxes below. • Outline why parents have been invited to join the sessions
and calm any fears about why they may have been selected. • Briefly explain the format that the sessions will take and what
the activity they will be doing during the session. • You are now ready for the children to join the group. Ask the
children to sit next to their adult and continue according to the plan for the session you have chosen.
Use the following 15 minute section at the beginning of the first session you run with a group, regardless of whether it be a one off session or the first of a several.
Timing Details Session (minutes)
15
L
How to Introduce the Gold Set Workshops
Materials Needed ∗ Carpet Squares or mats ∗ Name stickers ∗ Spare copies of the consent
forms. ∗ Pens/Pencils ∗ Camera ∗ Session Plan and resources
for your chosen activity.
7
Timing Details Session (minutes)
5
40
Materials Needed
∗ Carpet Squares or mats ∗ Dream bubble templates ∗ Colouring pens/crayons ∗ Speaking Object ∗ A3 laminates ∗ Zip Ties / string ∗ Take Home Task Cards
Going for Goals!
Our Dreams
• Gather in a circle and think about the dreams we have as children about our how our life could be. Introduce the idea of aspirations. Use a dream catcher or other object to identify the speaker. Contributions to this discussion could be in-spired by pieces of work that children have completed about dreams during their SEAL work in school.
• Pair up adults with their child and write your dreams on your
dream bubble template and decorate your bubble. Children should focus on their dreams for how life / the world will be when they grow up. Parents to talk about what they thought the world would be like when they were children.
• Return to the circle for the plenary and share your partner’s dream with the rest of the group.
• Session lead to collect dream bubbles for laminating and
hand out Take Home Task cards.
Take Home Task
Session One
Speak to other members of your family about their dreams as a child.
8
Expa
nd t
his
tem
plat
e to
A3
for
optim
um
siz
e fo
r us
e as
a “
Dre
am B
ubbl
e”
8.1
Good to be me
Making a Worry Catcher
Timing Session Details • Gather in a circle and read the story of
how the first dream catcher was created.
• Introduce the concept of a worry catcher to the group and explain the difference between a worry catcher and a dream catcher . Worry catchers were designed to keep with us during the day. Your favourite or special things will help to catch the worrying thoughts and keep them in the web. • Draw a few special things onto the card circles.
• Bend the willow whip, working from the cut end of the whip to the tip by pulling small sections of the willow towards you as in the im-age below.
• Bend the willow whip to form a circle and twist together to lock in place and form a hoop.
• Weave a network of coloured wool across the hoop, threading on special things as you go.
• Attach a piece of wool to the willow frame to form a hoop from which you can hang the worry catcher to a fence or tree. Secure in place with zip ties or string if necessary.
• Return to the group and share one of your special things.
• Hand out the Take Home Task.
Take Home Task
10
30
Session Two
If you have a worry this week can you work together
to think of some special things to help.
5
Materials Needed
• Carpet squares / mats • Willow whips (can be purchased from Grumpy Play Resources) • Wool • Circles of tough card — pre cut with holes punched
through. • Colouring crayons • Zip ties / string • Take Home Task cards
9
The Origin of Dream Catchers
Long ago when the world was young, an old Lakota spiritual leader was on a high moun-tain and had a vision. In his vision, Iktomi, the great trickster and teacher of wisdom, ap-peared in the form of a spider. Iktomi spoke to him in a sacred language that only the spiritual leaders of the Lakota could understand. As he spoke Iktomi, the spider, took the elder's willow hoop which had feathers, horse hair, beads and offerings on it and began to spin a web. He spoke to the elder about the cycles of life ... and how we begin our lives as infants and we move on to childhood, and then to adulthood. Finally, we go to old age where we must be taken care of as infants, completing the cycle. "But," Iktomi said as he continued to spin his web, "in each time of life there are many forces -- some good and some bad. If you listen to the good forces, they will steer you in the right direction. But if you listen to the bad forces, they will hurt you and steer you in the wrong direction." He continued, "There are many forces and different directions that can help or interfere with the harmony of nature, and also with the Great Spirit and-all of his wonderful teach-ings." All the while the spider spoke, he continued to weave his web starting from the outside and working toward the centre. When Iktomi finished speaking, he gave the Lakota elder the web and said..."See, the web is a perfect circle but there is a hole in the centre of the circle." He said, "Use the web to help yourself and your people to reach your goals and make good use of your people's ideas, dreams and visions.”If you believe in the Great Spirit, the web will catch your good ideas -- and the bad ones will go through the hole." The Lakota elder passed on his vision to his people and now the Sioux Indians use the dream catcher as the web of their life. It is hung above their beds or in their home to sift their dreams and visions. The good in their dreams are captured in the web of life and carried with them...but the evil in their dreams escapes through the hole in the centre of the web and are no longer a part of them.
9.1
Template for card circles
Punch a single hole in each to allow easy attachment to the Worry Catchers
9.2
Timing Details Session (minutes)
5
40
Materials Needed
∗ Carpet Squares or mats ∗ 2 boxes of large chalks ∗ Bingo Cards ∗ Wall Paper—if wet ∗ A special item belonging
to the group leader. ∗ Take Home Task Cards.
Relationships
Chalk Drawings
• Gather in a circle. The group leader should introduce the topic
of special things and the idea of relationships being special by using their own special item as an example.
• Pair up adults with their children and ask the pairs to tell each other what their special thing is. Both adults and children should then use the chalk to draw giant pictures of their special thing for each other.
• Each pair should then complete a bingo card to find out about another group member’s special thing.
• Return to the circle for the plenary. Individuals should share their partner’s special thing with the group, explaining why it is important to them.
• Hand out Take Home Task cards.
Take Home Task
Session Three
Talk to your family about special places
they have travelled to.
10
Try and find out as much as you can about someone else’s special thing.
What is it?
Feel?
Smell?
Taste?
Look?
Sound?
Bingo Cards
Try and find out as much as you can about someone else’s special thing.
What is it?
Feel?
Smell?
Taste?
Look?
Sound?
10.1
Timing Details Session (minutes)
Materials Needed
∗ Carpet Squares or mats ∗ Chalks ∗ Hoops ∗ Skipping ropes ∗ Foam dice ∗ Tennis balls ∗ Bean bags ∗ String ∗ Take Home Task cards
N.B. You can use various resources from P.E. and Art.
New Beginnings
Going Out of This world!
• Gather in a circle and review the Take Home Task for Session 3 as way of introducing the topic of journeys and travel. Dis-cuss briefly the idea of travelling to new worlds.
• Split into groups of 4 to 6 people and work together to create a game taking you through different worlds. The groups can choose from any of the resources that you provide to help them form their game.
• Bring the small groups back together and ask the participants to share their game with the other participants. Encourage them to give a short demonstration.
• Return to the circle for the plenary and discuss how the different teams worked together
• Hand out Take Home Task cards.
Take Home Task
Session Four
It is important to work as a team. Think about how your family works together as a team.
5
40
11
Materials Needed
∗ Carpet Squares or mats ∗ Chalk ∗ Spinner template ∗ Pencil ∗ Rules of the game ∗ Game Statements ∗ Items to weigh down paper statements ∗ Objects to be used as counters
by each pair playing eg...shell, stick, rubber hoop etc….
∗ Take Home Task Cards.
Getting On and Falling Out
Snakes and Ladders
Timing Details Session (minutes)
N. B. You will need to draw out the area for the board game in chalk, incorporating the written statements on paper, BEFORE the parents arrive. • Gather in a circle and introduce the concept of friendships.
There are times when friendships can be good, but also times when they can be tough.
• Introduce the game and explain the rules to everyone. You
could get the parents/carers and children to position the snakes and ladders onto the grid.
• Pair up adults with their children. Give each pair an object to
use as a counter. • Take turns to play the game and encourage participants to be
honest. • Return to the circle for a plenary discussion about things
that make a friendship go well and things that might make it go badly.
• Hand out Take Home Task cards.
Take
Home Task
40
5
Session Five
Try and spend time this week doing
something together with your family.
12
Snake and Ladders Game Layout
Draw the outline of this layout onto the playground using chalk. Place the photocopied statements on the relevant squares.
12.2
Rules for Snakes and Ladders
• Take it in turns to spin the spinner or throw the die.
• Move the counter around the board.
• When you land on a “bad friend snake” it is like being
eaten—your counter will need to go right to the bottom
of the snake and end up on a square lower down.
• When you land on a “good friend ladder” you counter
can climb the ladder and get off at the square at the
top.
• Remember to take turns and be honest. It feels good
to win, but don’t forget how it feels to loose.
12.3
Spinner Template
Copy this template onto card and make the spinner with a pencil.
12.4
You and your friend
fall out.
12.5
Your friend hits you.
12.6
Your friend comes to
tea.
12.7
Your friend has found
new friends.
12.8
You share your new
toy.
12.9
You let a new person join in your
game.
12.10
You make a new friend.
12.11
Materials Needed
∗ Carpet Squares or mats ∗ Coloured Pencils ∗ Clipboards (one per pair) ∗ Blank maps of the school site. ∗ Take Home Task Cards.
Say No to Bullying!
Mapping Bullying in your School
Timing Details Session (minutes)
• Gather in a circle and establish what is understood by the term “bullying”. Introduce the map of the school and orientate the group around it. If there is a compass marked out on the playground use this to help.
• Pair up adults with their children. Give each pair a blank map and a
coloured pen/pencil. Each pair should take time to walk around the school site and familiarise themselves with the map and the school grounds.
• Each pair should return to the session location and mark on their map what
is available for children when they are feeling unsafe at school. Adults should be prompted to explore with the children how and why these provi-sions help children feel safe.
• Return to the circle for a plenary discussion on what else would make the
children feel even safer in the school. • Hand out Take Home Task cards.
Take
Home Task
40
5
Session Six
Talk together about places you feel most
safe and why?
N.B. - During this activity ensure that children are only accompanied by their relevant adult when leaving the group and that no
participant in the session should be allow to leave the school site without informing the session coordinator.
- Do not allow participants to enter the school building as this will disturb other classes.
13
Sample Schematic Map of a School Site.
If at all possible try to create a simple map of your school site as this will personalise the activity for participants. The map below has been included
to illustrate what such a map might look like.
13.1
Tips for Safeguarding Children through School Grounds Design and Development
∗ Ensure grounds are welcoming and attractive. ∗ Provide a variety of activities to keep all children occupied. ∗ Provide areas for children to socialise that don't conflict with more
active areas e.g. Benches for children to sit and chat. ∗ Allocate specific zones for different types of activity. ∗ Allocate a spot for children to go for support e.g. a Friendship
Bench. ∗ Have clear through routes across the grounds to avoid foot traffic
conflicting with active games. ∗ Avoid areas of congestion and dead ends within the grounds. ∗ Prioritise effective supervision of the grounds at playtime.
13.3
Advice Sheet for Parents and Carers What to do to help your child • When your child is feeling relaxed and open, make time to talk about friendships, social
life, and what they like to do at playtime or lunchtime. • Watch out for signs of changes in their attitude to school, frequent headaches or tummy
aches and unexpected and unusual anger or tears. • Keep the channels of communication open but don’t pressurise your child to tell you — let
them take their time and use their own words. • If your child tells you that they are unhappy because someone is unkind to them or bulling
them, do listen carefully and make sure they understand that you care how they feel and take it seriously.
• Make sure that your child understands that there is nothing wrong with them and that you
respect them for being brave enough to tell someone. • Try not to suggest that your child becomes different from how they are, for example being
more assertive, or fighting back. They may feel that they are not good enough “as they are” and this is not true. They need to know that it is the children doing the bullying who have to change their behaviour.
• Make an appointment to visit the school. We will take your concerns seriously, listen to
what you have to say, support and help your child and act within out anti-bullying policy. When we have found out about what has happened, we will tell you what we have found out and what we have done to help your child.
• If you would like further advice, the following organisations offer a range of support.
13.4
Advice Sheet for Parents and Carers continued…
Anti-bullying Network Information sheets for young people, parents / carers and school staff as well as information and links to relevant organisations.
www.antibullying.net Bullying at School Information for children and young people, advice for sistsers, brothers and friends and fami-lies, school resources, links and research section, from SCRE (Scottish Centre for Research in Education).
www.scre.ac.uk/bully Bullying Online Sections on advice for parents, pupils, teachers and youth workers, legal advice, school pro-jects, problem page for children and young people, mobile phone bullying, racist bullying, safety in cyberspace, help for bullies, tips, links, sample letters, anti-bullying policies, outside-school issues, advice from a governor, guidelines from National Association of Head Teachers and DfES.
Tel: 0207 378 1446 or www.bullying.co.uk Childline 24-hour helpline for children and young people in the UK. Also teachers’ packs, quizzes, sto-ries, information sheets, policy and campaign information.
Tel: 0800 1111 or www.childline.org.uk Don’t Suffer in Silence DCFS (Department for Children, Schools and Families) site on bullying with sections for pupils, teachers, parents and families; includes case studies, anti-bullying packs for schools, links to other sites.
www.dfes.gov.uk/bullying Kidscape Frequently asked questions on bullying for children and young people, information and training for parents and professionals, anti bullying policies and related guidelines, peer support schemes, publications and links.
Tel: 0845 120 5204 or www.kidscape.org.uk Parentlineplus Support for anyone parenting a child and for professionals, wide range of topics, training, in-formation for children (7-11) and for young people (11—16), quiz factsheets, leaflets, other publications, news.
www.parentlineplus.org.uk
13.5
• Gather in a circle and establish what “change” means to everyone. The facilitator could now share some of their own
ideas of games from their childhood. • Pair up adults with their children and ask the children to
teach their adults a game that they play in the playground with their friends.
• Adults should then teach their children a game that they used
to play when they were at school. (If the games being sug-gested involve more that two people you can join two groups together to make a four. Try to avoid groups larger than four as some people will get left out.)
• Return to the circle for a plenary discussion on the changes or
similarities that exist in playground games in the past or present.
• Hand out Take Home Task cards.
Materials Needed
∗ Carpet Squares or mats ∗ Chalk ∗ Hoops ∗ Skipping ropes ∗ Foam dice ∗ Tennis balls ∗ Bean bags ∗ String ∗ Take Home Task cards
N.B. You can use various resources from P.E. and Art.
Changes
“When I was young…”
Timing Details Session (minutes)
Take
Home Task
40
5
Session Seven
Learn about a game that other members of
your family used to play as a child.
14
Evaluation Process
∗ Qualitative Evaluation ∗ Quantitative Evaluation
15
Qualitative Evaluation Process
Please use the following question guide as a prompt for obtaining comments from parents and carers throughout the sessions. Store the comment sheets with the information obtained through the Quantitative Evaluation Process. The comments will provide qualitative evidence to support that statistical information.
15.1
What worked about the last session? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
What didn’t work? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
What could be better? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
School:__________________ Date:___________________ Session No.:______________
Informal Evaluation Questions
15.2
• Whilst you have everybody gathered into the circle explain
that you would like to have some feedback from them on how they have found the sessions.
• Hand out 6 coloured stickers to all participants. Give children
stickers of one colour and adults another colour. This will help you to distinguish their responses when you collate them.
• Hold up one of the printed evaluation questions and explain
that they need to stick one sticker on the scale underneath each question. Ensure that any tricky words in the questions are understood and that the concept of the scale is under-stood as well.
• Lay the evaluation questions out on the ground and ask the
adults and children to place their stickers. Try to give partici-pants some space to do this so that their answers remain anonymous and they feel they can be honest with their re-sponses.
• Collect in the sheets, thank the participants for their help and
present them with their certificates.
Use the following 10 minute section at the end of the last session you run with any particular group, regardless of whether it be a one off session or the last of a several.
Timing Details Session (minutes)
10
L
Quantitative Evaluation Process
Materials
∗ A3 photocopies of the evaluation questions.
∗ 6 coloured stickers per child.
∗ 6 coloured stickers per adult.
15.3
1 2 3 4 5 6 7 8 9 10
How did you feel about
being invited to Gold Set SEAL?
1 2 3 4 5 6 7 8 9 10
Did you enjoy the activities with
your child/adult?
1 2 3 4 5 6 7 8 9 10
Did you enjoy being outside for
the sessions?
1 2 3 4 5 6 7 8 9 10
Did you find the sessions useful?
1 2 3 4 5 6 7 8 9 10
Did the sessions help you to understand what your children are doing in school?
1 2 3 4 5 6 7 8 9 10
Did you enjoy the Take Home
Tasks?
Rainy Day Advice
1
2
3
2
4
5 Tape the game out with masking tape on a hall floor. Tape down printed numbers and use ropes for the snakes.
Deliver the session in a hall if weather is too wet to be out. Groups will need plenty of
space.
Use permanent markers to draw the special items on the circles of card to ensure they survive the rain.
Ensure you have plenty of space to avoid collisions as each pair works with a willow whip approx. 1.5m long.
Make the dream bubbles inside
but display them outside.
Use the chalk to draw pictures on strips of lining wall paper if the ground is too wet to draw on directly.
Send pairs on a tour of the school building. OR Ask pairs to mark on the map their ideas without leaving the base point.
6
Deliver the session in a hall if weather is too wet to be out. Pairs
may need plenty of space.
7
16
The following tips will help you to adapt your session if you are forced to relocate indoors because of the
Weather.
The numbers and colours of the raindrops matches the
numbers and colours of the session plans.
Sample Risk Assessment Adapt this risk assessment to suit your site’s needs.
Description of Activity Assessed: Activity Date & Location:
Description of group: Assessed by: Assessment date:
Signature: Next Assessment be-fore:
Position:
Checked by:
Hazard Potential for harm
Risk P x S =L
Precautions to remove hazard, reduce risk level
New Risk P x S = L
Inappropriate behaviour towards chil-dren from members of the public ac-cessing school grounds.
2 3 6
Children adequately supervised by staff who are police checked and will accom-pany children during all activities.
1 3
3
Inappropriate behaviour by children towards other children in the school.
2 3 6 Children will be adequately supervised by staff at all times during the activities. Children will be made aware of the school’s general disciplinary procedures apply for behaviour during the sessions.
1 3 3
Inappropriate behaviour towards chil-dren from other adult members of the group.
2 3 6
Participants adequately supervised by staff who are police checked and will accom-pany children during all activities.
1 3
3
Slips and trips on uneven ground.
3 3
9
All participants warned that the ground is uneven and to take care when travelling around the site. A First Aider will be onsite at all times with a fully stocked first aid kit.
2
3
6
Adverse weather conditions
3 3 9 Activities moved indoors if adverse weather conditions prevail. Ensure participants have adequate protec-tion from the sun during hot weather.
2 3 6
Lost children 2 3 6 Participants warned not to leave the school grounds. Participants are given a location within the school to return to if they loose the rest of the group during an activity.
1 3 3
Playing physical exercise games out-side. Risks of slips and trips during running in this activity.
3 3 9 Participants given boundary to activity area and warned of risk of slipping and tripping.
2 3 6
Use of tools and equipment 2 3 6 Participants to be instructed on the correct usage and storage of tools and on the sensible usage of games equipment.
1 3 3
Stinging Insects 2 5 10 Liaise with the school regarding partici-pants allergies to certain stings and ensure they have the appropriate medicine onsite. Avoid contact with bees and wasps and warn participants of the hazard they pose. Location of an activity could be changed if bees cause a problem.
1 5 5
Working near the car park 2 5 10 Participants warned to stay away from the car park area.
1 5 5
Working with Willow Whips 3 3 9 Participants advised to find enough space to work with their willow whip and warned to be wary of other participants eyes
2 3 6
17
Risk Level Matrix Severity of Harm (S)
Minor injury to one = 1
Major injury to one = 2
Major injury to several = 3
Death of one = 4
Death of several = 5
Probability of harm (P)
Improbable = 1
1 2 3 4 5
Possible = 2 2 4 6 8 10
Occasional = 3 3 6 9 12 15
Common = 4 4 8 12 16 20
Key:
P = probability from 1 to 4, S = severity 1 to 5, L = level from 1 to 20
LOW MED HIGH
1-3 : Relatively unimportant 4-9 : Take action fairly quickly 10-20 : Take action before work starts
Key to Sample Risk Assessment
17.1
Certificates
We suggest that you use the A4 certificate for those parents, carers and children who attend a series of sessions. If you are running one off sessions we suggest that you give out the stars to parents, carers and children.
18
Thank you for coming and taking part in the outdoor Gold SEAL
sessions with your child. Children’s
Services
18.1
Gold SEAL Outdoors
Well Done!
Children’s Services
Children’s Services
Children’s Services
Print these stars onto coloured paper and cut out for each participant to take away at the end of your session.
Gold SEAL Outdoors
Well Done!
Gold SEAL Outdoors
Well Done!
18.2
Appendix
Baseline Questionnaire Parents and carers are an important stakeholder group to engage with if you are considering school grounds development. This questionnaire has been designed to help your school to obtain a some initial feedback from parents and carers on how they feel about your school grounds. Skills Audit Parents and carers are an valuable source of skills and knowl-edge that can be drawn upon to help make school grounds de-velopment projects a success. The skills audit should help iden-tify any parents who are keen to provide practical support to the school grounds development plans.
19
Skills Audit
19.2
