Appletree Children’s Centre Health & Safety Policy
Appletree Childrens Centre April 2015
Health and Safety Policy
Incorporating the Local Health and Safety Arrangements for:
Appletree Children’s Centre (06/160)
Milking Stile Lane Lancaster LA1 5QB
Based on the requirements of the Health and Safety at Work etc Act 1974
and associated Health and Safety and other Legislation
As a Community and Voluntary Controlled School the LEA is technically the
employer although the Governing Body and Head Teacher control and
oversee the premises. The LEA, the Governing Body and the Head Teacher all
have responsibilities for health and safety and must work in partnership to
meet these. As the persons with overall responsibility for health and safety
compliance within the school, we will, as far as is reasonable practicable:
provide adequate control of
the health and safety risks
arising from our work activities;
consult with employees on
matters affecting their health
and safety;
provide and maintain safe
plant and equipment:
provide information,
instruction and supervision
for employees
ensure all employees are
competent to do their tasks
and ensure the provision of
adequate training:
prevent accidents and
cases of work-related ill
health:
ensure safe handling and
use of substances
maintain safe and healthy
working conditions; and
review and revise this policy
and arrangements as
necessary at regular intervals
Appletree Children’s Centre Health & Safety Policy
Appletree Childrens Centre April 2015
Responsibilities
* Health & Safety Objectives should be set each year for improvements in the
management of health & safety within the school. Examples would be - a
% reduction in accidents will be achieved; a revised procedure for dealing
with contractors on site will be devised and implemented; a new approach
to managing slips and trips will be developed. These will relate to the issues
within the school as identified by sources outlined above. The progress
towards meeting the objectives should be monitored and reviewed by the
Management Team throughout the year to ensure they are achieved.
The overall and final responsibility for health
and safety within the school is that of:
The Governing Body
The day-to-day responsibility for ensuring
this policy is put into practice is delegated
to (Health & Safety Co-ordinator):
Julie Morrow, Head of Centre
Lesley Matthews, Deputy
Stella Wood, SBM
To ensure health and safety standards are
maintained/improved, the following people
have responsibility in their specific areas
e.g. premises issues, fire safety and other
emergencies, out-of-hours arrangements,
educational visits:
Premises Issues – Lesley
Matthews
Fire Safety – Lesley Matthews
Emergency Planning – Julie
Morrow
Out of Hours – Group 4
Educational Visits – Angela Dixon
The Health & Safety Objectives* for
improvement for the school as identified by
accident/incident investigation,
consultation, review of risk assessments, H&S
management support and audit visits etc.
or other sources e.g. DfCS, Teachernet,
other schools. These will be tailored to meet
the needs of the school by:
Julie Morrow
All employees within the school have a responsibility to:
Co-operate with the head teacher and his/her nominated representatives
on all matters relating to health and safety;
Not interfere with anything provided to safeguard their health and safety;
Take reasonable care of their own health and safety, and not knowingly
place anyone who may be affected by their work activities at risk; and
Report all health and safety concerns to an appropriate person (as
detailed in this policy statement).
Appletree Children’s Centre Health & Safety Policy
Appletree Childrens Centre April 2015
Health and Safety Risks Arising from Work Activities
I/we will ensure that so far as is reasonably practicable, all areas of risk are
assessed and adequate control measures are put in place to ensure the
health and safety of all employees, pupils, contractors, non-employees and
anyone else affected by the school's activities.
Risk assessments will be undertaken by: Manager responsible for the area/
activity as appropriate
The significant findings of risk
assessments will be reported to:
Julie Morrow
Action required to remove/control risks
will be approved by:
Julie Morrow
The responsibility for ensuring the action
required to reduce risks is implemented
is that of:
Line Manager responsible for the
area/ activity as appropriate
Checking that implemented actions
have removed/reduced the risks is the
responsibility of:
Julie Morrow
Risk Assessments will be reviewed:
annually or when an element of the
work activity changes significantly,
whichever is soonest.
Line Manager responsible for the area
LINE MANAGER – area/activity responsibility Main Entrance & Centre Reception Areas – Lesley Matthews
Classrooms – Angela Dixon & Firdauwse Essa
Outdoor Area - Angela Dixon & Firdauwse Essa
Community Rooms – Lesley Matthews
Outdoor Area –Appleblossoms – Natalie Turner
Staff Room – Lesley Matthews
Educational Visits – Angela Dixon
Appletree Children’s Centre Health & Safety Policy
Appletree Childrens Centre April 2015
School's Commitment
To meet the requirements of this Policy Statement, the Head Teacher/Chair of
Governors and/or his/her nominated representative(s) will:
draw up and implement appropriate health & safety procedures for the
school;
share appropriate elements of these procedures with all employees,
visitors and anyone else who may be affected by them;
arrange for risk assessments to be completed for all areas of work and
review them on a regular basis;
as part of the risk assessment process, produce safe systems of work where
necessary and arrange for their implementation including any
appropriate training, resourcing, auditing and monitoring; and,
identify adequate resources for the implementation of the health and
safety policy and arrangements within the school.
The school will upon request make available for general inspection specific,
procedures and documentation and will regularly review its arrangements in
respect of the applicable topics and activities below. (The list below is not
comprehensive - some hazards may not apply to your premises and there
may be additional hazards that are not listed here.)
Occupational Health & Safety Topic/Activity
Information and Guidance is available on the health & safety (h&s) website,
which can be accessed through the school portal.
Accident Reporting, Recording and Investigation
LCC procedures in place – see h&s websitevia school portal
Bodily Fluids (urine; blood; faeces; vomit)
LCC guidance followed (see h&s website via school portal)
Risk assessments (see risk assessment folders)
Catering
LCC guidance (see h&s website via school portal)
Food Hygiene training completed by appropriate staff
Cleaning/caretaking
LCC guidance re COSHH & health surveillance (see h&s website via school
portal)
Control of contractors
LCC guidance re engagement & induction (see h&s website via school
portal)
Risk assessments (see risk assessment folders)
Disability access – H&S implications
LCC guidance (see h&s website)
Accessibility Plan (see policy file)
Display Screen Equipment and eye tests
LCC guidance (see h&s website via school portal)
Advice given re DSE guidance eg seating, lighting and taking breaks from
Appletree Children’s Centre Health & Safety Policy
Appletree Childrens Centre April 2015
working on pc – see h&s guidance notes
Electrical Safety
LCC guidance (see h&s website via school portal)
Risk assessments in place (see folders)
PAT testing completed annually
No second hand electrical goods to be used in centre – only new items
Emergency Procedures other than Fire e.g. flood, services failure
Appletree Emergency Plan (see policies file)
Extended school & community use/ shared use of building/ lettings to non
school groups
Risk assessments and inductions completed appropriately
Falling Objects/Safe storage
Guidance given to staff regarding safe storage (see health & safety guidance
notes)
Fire Safety
LCC Guidance (see h&s website via school portal)
Fire Safety Folder
Fire risk assessment (see fire safety folder)
First Aid
LCC Guidance (see h&s website via portal)
Risk assessment (see risk assessment folder in admin)
Trained adult & paedriatric 1st aiders onsite – training updated appropriately
and posters displayed around the building
Gas safety
Services completed appropriately
Guidance given to staff regarding
Hot surfaces, scalds and burns
LCC Guidance (see h&s website)
Risk assessment (see risk assessment folders)
Induction
Appletree Staff Induction Policy
Staff complete online h&s training as part of the induction process
Information communication
LCC Guidance (see h&s website). Information is communicated to staff via
monthly staff newsletters, h&s updates and training.
Management and other Health and Safety responsibilities
Detailed in h&s policy
Manual Handling
LCC Guidance (see h&s website)
Staff complete online manual handling training as part of induction and
additional training as required
Risk assessment
Missing Child
Appletree Policy
Minibuses
Not applicable as not used
Mobile phones – use of
LCC Guidance (see h&s website)
Monitoring
Appletree Children’s Centre Health & Safety Policy
Appletree Childrens Centre April 2015
Health & Safety sub committee of Governing Body undertake termly checks
of building & satellite sites (see minutes)
Needles and needle stick injuries see bodily fluids guidance
Personal safety including lone working and violence and aggression
Appletree Lone Worker & Personal Safety Policy
Appletree Adult Behaviour Policy
Appletree Managing Violence & Aggression Policy (adults & children)
Online training unit to be completed by staff
Play Equipment installations inspections/ playgrounds and external checks
Daily checks made of grounds and equipment by cleaning staff and
classroom staff (see records)
Termly checks completed by LCC Grounds Maintenance dept. (see
reports)
Risk assessments (see risk assessment folders)
Annual checks of equipment
Ponds and Water features
Not applicable – no ponds or water features
Premises Management
The Centre subscribes to the Pooled Resources Operational Plan (PROP),
which is a co-operative of member schools who pool funds to cover repair
and maintenance of the school buildings. As part of this subscription, the
Property Group arrange for all maintenance checks to be completed as
appropriate. The Centre works closely with the District Surveyor and Property
Surveyor to ensure that the Centre adheres to all aspects of premises
management. We are currently working with the Property Group to update
the annual statement of compliance.
Pupil moving and handling (Special needs)
Appletree Behaviour Policy
Teamteach training (see training records)
Risk assessments completed as appropriate (see file)
Pregnant employees and nursing mothers
LCC Guidance (see h&s website)
Reporting of H&S concerns/faults
Staff are advised to report concerns and faults to the Head or Bursar (monthly
newsletters/ h&s posters in staff areas)
Risk Assessment and hazard identification
See risk assessment folders in each work area
Safety Committee
Health & Safety sub committee of Governing Body
Safety Representatives
Julie Morrow and Stella Wood
Staff advised who to contact regarding h&s concerns through monthly
staff newsletters, h&s posters and training
Security of premises
Access to the building and classroom areas is secure. Children cannot
leave unsupervised areas alone
Risk assessments are in place if security is compromised (see risk assessment
folder)
A CCTV system is in place and is serviced regularly. Checklist reviewed
Appletree Children’s Centre Health & Safety Policy
Appletree Childrens Centre April 2015
annually.
Slips and trips
LCC Guidance (see h&s website). Information posters on staff
noticeboards
Risk assessments (see folders)
Stress
LCC Guidance (see h&s website)
Appletree Stress Guidance & Procedures
Stress Risk Assessment in place
Substances – COSHH
See Cleaning/caretaking
Swimming pools not applicable as no pool and no trips to pools
Temporary and supply staff
The Centre employs a number of staff who work casual hours. These staff have
all undergone the induction process and relevant training. When supply staff
are required and our casual staff are unavailable to work, the Centre employ
staffs through LTA. All temporary & supply staff undergo Enhanced CRB
checks.
Training
All staff are required to complete LCC online Health & Safety training
Additional health & safety training needs are identified through supervision
and professional development sessions
H&S training is refreshed on a 3 yearly basis
Transporting and storing chemicals
See cleaning & caretaking
Vehicle and pedestrian traffic
Vehicle access is only on the small parking area at the rear of the building,
where access is restricted to pedestrians
Staff who drive whilst working are required to complete the online driving
training module
LCC driving guidance
Visitor and volunteers safety
Visitors are required to sign in and out of the building. All visitors are
required to wear visitor badges whilst in the building. Visitors do not have
unsupervised access to areas of the building in use by children or vulnerable
adults
Volunteers undergo induction and training before beginning work in the
Centre. All policies and procedures that apply to staff apply to volunteers as
well. Volunteers underdo enhanced CRB checks.
Waste storage and disposal
The Centre subscribes to the hierarchy of waste concept – ‘reduce, reuse,
recover’. Disposal of items is used only where unavoidable. The Centre has
contracts with Canon Hygiene (feminine hygiene) and PHS (nappies) to
dispose of clinical waste. Electrical equipment is disposed of appropriately –
see h&s website for guidance.
Water hygiene (Legionella, lead etc.)
Monthly water monitoring is completed via Property Group contract.
Legionella risk assessment has been completed and is reviewed annually.
Recommended legionella work has been included on building plan in
Appletree Children’s Centre Health & Safety Policy
Appletree Childrens Centre April 2015
consultation with LCC Maintenance Engineer.
Work equipment and machinery
The Centre has a lift to aid with DDA compliance. This is regularly serviced by
approved contractors via a Property Group contract. There is a refuge point
at the back of the building for people with disabilities and an Evac-chair at
the top of both sets of stairs. These are both serviced regularly. Three staff are
trained in how to use the evac-chairs.
Working at height – ladders, access equipment etc.
The Centre has two elephant stools which staff have been instructed how to
use. Ladders are not used within the building by staff. Contractors who use
ladders are required to have completed training in the safe use of ladders.
Workplace Inspection
See monitoring
Curriculum and other non-occupational Health & Safety Topic/Activity
(Information and Guidance available in various parts of the Schools Portal)
Administration of medication
Appletree Administration of Medicines Policy
Educational Visits
LCC Educational Visits & Journeys Policy
Food safety and hygiene
Staff dealing with food are required to undertake appropriate training and
follow appropriate processed (see h&s website).
Outdoor activities
Staffing structure ensures appropriate supervision of children during
outdoor activities
Risk assessments completed as appropriate – see risk assessment folders
PE Equipment
Gymnastic equipment is checked annually by an approved contractor.
Pupil handling and restraint
Appletree Behaviour Policy
Grounds maintenance
The grounds are checked daily by cleaning staff and classroom staff.
Rubbish and items such as broken glass are disposed of appropriately.
Weeding is undertaken monthly through a Property Group contract,
Pupil movement and flow
Nursery school session start & finish times are flexible in that parents can
arrange for their children to be dropped off and collected over a 15 minute
period. Guidance re parking and driving around Appletree is issued to families
during induction & throughout the school year. This is to aid movement and
flow in the area at busy periods
Corridors are to be kept clear at all times. All deliveries must be unpacked
and stored appropriately immediately
School transport
Not applicable
Science (where not covered by curriculum safety procedures set down in
CLEAPS) not applicable
Smoking
Appletree Smoke Free Policy
Special needs of pupils Health & Safety issues
Appletree Children’s Centre Health & Safety Policy
Appletree Childrens Centre April 2015
Where children are identified as having particular needs in regard to
health & safety issues, advice is sought from the LCC H&S Team and SEN Team
as appropriate
Risk assessments are completed as appropriate
Stage and drama activities
Not applicable
Supervision of pupils
Staffing structure ensures appropriate supervision of children at all times
Technology rooms and equipment
Not applicable
Wearing of jewellery
Parents are encouraged not to send their children to nursery wearing jewellery
due to the safety issues, through the school prospectus, school inductions/
home visits, keyworker discussions and information in monthly parent
newsletters
Work experience
Work experience placements are not arranged for school pupils.
University students are offered placements at the Centre. Policies and
procedures that apply to employed staff apply to work experience staff
The school will also take into account the risks, and make health and safety
arrangements, for non-routine, out of hours, ‘one-off’, seasonal or sporadic
activities for example special school and community events such as school
fetes, etc.
Also attention will be given to the health and safety responsibilities arising from
the use of the school to provide Extended Services and the risks associated
with Educational visits will be carefully assessed and appropriate health &
safety arrangements put in place.
Note: Both these areas have separate intranet sites on the schools portal at
Extended Services and Educational visits.
Appletree Children’s Centre Health & Safety Policy
Appletree Childrens Centre April 2015
Consultation with employees
The school recognises and accepts its duty to consult with employees and will
do so via union-appointed safety representative and/or through elected
employee representatives where union appointed representatives are not
available.
Employee
representative(s) for the
school are:
Julie Morrow ( School)
Lesley Matthews( Childrens’ Centre)
Consultation with
employees is provided
via:
Individual performance management/ review
Monthly staff newsletters
Team meetings
Circulation of draft documents for consultation
Termly Health & Safety governor meetings
Safety representatives must be given the paid time necessary to carry out
their functions, and paid time as is necessary to undergo training in those
functions, as is reasonable in the circumstances.
Safety Representatives functions are to:-
Investigate potential hazards and dangerous occurrences at the
workplace, and complaints by employees relating to health, safety and
welfare at work, and examine the causes of workplace accidents.
Make representations to the employer on the above investigations, and on
general matters affecting the health and safety of the employees they
represent.
Inspect the workplace.
Represent employees in dealings with health and safety inspectors.
Attend health and safety committee meetings.
Appletree Children’s Centre Health & Safety Policy
Appletree Childrens Centre April 2015
Safe plant and equipment
The school will ensure that all plant and equipment that requires
maintenance is identified, that maintenance is carried out and that new or
second-hand plant and equipment meets any required health and safety
standards before it is purchased.
Julie Morrow
Is responsible for identifying all
equipment/plant needing
maintenance
Julie Morrow
Is responsible for ensuring effective
maintenance procedures are drawn
up
Julie Morrow
Is responsible for ensuring that all
identified maintenance is carried
out
Any problems found with equipment
should be reported to:
Glen Hodgsonto report to Becon
Julie Morrow
Will check that new equipment
meets any required health and
safety standards before it is
purchased
Information, instruction and supervision
The Health and Safety Law poster is
displayed at:
Staff Room (upstairs)
Main Entrance
Health and safety advice is available
from:
Julie Morrow
Induction, supervision of trainees/work
placements etc, will be arranged/
undertaken/monitored by:
Team Line Managers: Julie Morrow,
Lesley Matthews, Firdauwse Essa,
Natalie Sutcliffe.
Health & Safety in shared premises
(where applicable)
Lesley Matthews will ensure that any
employees working at locations under
the control of other employers are
provided with relevant information to
ensure their health and safety
Appletree Children’s Centre Health & Safety Policy
Appletree Childrens Centre April 2015
Competency for tasks and training
The school has arrangements in place to ensure that all new employees are
provided with appropriate health and safety induction training when they
start work, this will cover basics such as first aid and fire safety. Specific on the
job and job specific health and safety training will also be provided. Training
provision will include regular refresher training. Write down your arrangement
for training here including arrangements for record keeping.
Induction training will be
provided for all employees by:
Team Line Managers: Julie Morrow, Lesley
Matthews, Firdauwse Essa
Job specific training will be
provided by:
Team Line Managers: Julie Morrow, Lesley
Matthews, Firdauwse Essa
Specific jobs requiring special
training are:
Adult First Aid – training course
Paediatric First Aid – training course
Manual Handling – training course
Food Handling – training course
Training records are kept at/by:
Database in Main Office
Training will be identified,
arranged and monitored by:
Julie Morrow, Lesley Matthews, Firdauwse Essa
Accidents, first aid and work-related ill health
The school acknowledges the legal requirement to:
Ensure that there is a recognised system in place to deal with the
reporting, recording and investigation of incidents and accidents.
Ensure that there is a recognised system in place for reporting work related
injuries, diseases and dangerous occurrences under the RIDDOR
Regulations.
Provide appropriate first aid arrangements for employees and anyone
attending the premises that may be affected by the school's activities.
Provide health surveillance for any employees who may be at risk of ill-
health as a direct result of work activities, and has made appropriate
arrangements to deal with this issue.
Appletree Children’s Centre Health & Safety Policy
Appletree Childrens Centre April 2015
The first aid box(es) are available:
Galley Kitchen, classrooms, main
office, Pebbles areas, staff room,
outreach team room, all community
venues
The first aider(s) and appointed
person(s) is/are:
Della Green
Sammy Westworth
Sarah Cruickshank
All accidents and cases of work-
related ill health are to be reported
to:
Julie Morrow, Lesley Matthews,
Firdauwse Essa
Health surveillance* is required for
employees doing the following jobs
within the school:
All posts = Any pregnant employee will
require a specific Risk Assessment to be
completed and their duties may need
to be modified to take account of their
changing capabilities
Health surveillance will be arranged
by:
Julie Morrow or team manager
Health surveillance/records will be
kept by/at:
Head’s Office, Health & Safety File
* e.g. DSE user with a history of upper limb disorder, CDT technician
working with wood with history of chest problems
Appletree Children’s Centre Health & Safety Policy
Appletree Childrens Centre April 2015
Monitoring
The school acknowledges its requirement to monitor the health and safety of
employees and anyone who may be affected by its work activities and has
appropriate arrangements in place to fulfil this requirement.
To check our working conditions, and
ensure our safe working practices are being
followed, we will:
Conduct workplace inspections. These are
carried out by:
Review all risk assessments annually or in the
event of any significant changes. This
function is carried out by:
Health & Safety Committee –
termly
Line Manager responsible for
area (see page 3)
Julie Morrow, Lesley Matthews
Is responsible for investigating
accidents - e.g. road traffic
accidents, slips, trips and/or
falls accidents etc. before
requesting assistance from the
corporate Health, Safety and
Wellbeing Team if necessary
Julie Morrow, Lesley Matthews
Are responsible for
investigating work-related
causes of sickness absences
Julie Morrow and Lesley Matthews
Are responsible for acting on
investigation findings to
prevent recurrences
Appletree Children’s Centre Health & Safety Policy
Appletree Childrens Centre April 2015
Emergency procedures - fire and evacuation
The school acknowledges its responsibility for ensuring that appropriate
emergency procedures are in place and that these are communicated to all
concerned, including other users of the premises, and monitored on a regular
basis.
Responsibility for ensuring the fire risk
assessment is undertaken and
implemented rests with:
Stella Wood
Escape routes are checked by/every:
Classroom: Firdauwse Essa, Angela
Dixon
Corridors and Childrens Centre
Rooms: Lesley Matthews and Della
Green
Fire Escape: Site Supervisor/ Senior
Cleaner on a monthly basis
Fire extinguishers are maintained and
checked by/every:
Chubb annually
Alarms are tested by/every:
Site Supervisor
The emergency evacuation procedure
is tested every:
Termly Minimum
Responsibility for ensuring
arrangements are in place to deal with
other emergency situations e.g. bomb
threat, flood etc:
Julie Morrow
Appletree Children’s Centre Health & Safety Policy
Appletree Childrens Centre April 2015
Head Teacher's Responsibilities and Duties as
Premises Manager of their School
Introduction
All LCC occupied buildings must designate a person to be responsible
for ensuring that all necessary premises management duties are carried out
and records are kept for that building e.g. water hygiene management
regimes; asbestos survey reports, associated plans, etc. In the case of schools
within the County Council, the Director for Children and Young Persons has
determined that the Premises Manager is the Head Teacher. The Head
Teacher, as Premises Manager, may delegate duties to others but will still
retain overall responsibility.
Responsibilities and Duties
It is the responsibility of the premises manager to ensure that arrangements
are in place to manage all aspects of the school premises in compliance with
the County Council's Premises Management Guidance and Record
document and the Fire Safety Log Book including necessary inspection and
maintenance regimes in relation to:
Asbestos
Transport Safety
Management of Contractors including
Client duties required by the Construction,
Design and Management Regulations
Oil/Fuel Storage
Local Exhaust Ventilation (LEV)
Electrical Safety
Fire Safety
Waste Management
Gas Installations
Workplace Inspections
Winter Services Provisions (gritting)
Lifting Equipment
Pressure Systems
Automatic Doors
Other premises issues as appropriate to the
building
CDT Equipment
Water including the control of Legionella
bacteria and lead in water
Security
The Council’s Property Group has arrangements in place for the inspection
and maintenance in relation to many of the premises matters above.
However, some schools do not subscribe to all or part of these arrangements.
Where this is the case the Head Teacher, as the Premises Manager, is
responsible for making suitable arrangements with competent contractors
which must be to at least to the same standard as those operated by
Property Group.
Appletree Children’s Centre Health & Safety Policy
Appletree Childrens Centre April 2015
Other responsibilities include:
Ensuring that records are kept in relation to the above premises matters in
the Premises Management Guidance and Record and the Fire Safety Log
Book in compliance with County Council guidance and are made available
to interested parties for their use including those using the premises out of
school hours;
Ensuring that appropriate documents in the Premises Management
Guidance and Record are brought to the attention of any contractors etc
working on site e.g. the Asbestos Survey Report;
Ensuring that all staff are made aware of the arrangements for managing
the above premises matters and the related records as held in the Premises
Management Guidance and Record to the extent to which they may affect
their work or responsibilities;
Ensuring that communication and co-operation is established between all
occupants if the school is shared with other users, regardless of who owns the
building.
Competency of Premises Manager
In order to carry out their responsibilities and duties as Premises Manager,
Head Teachers or Senior Designated Officer are required to undertake Health
& Safety Competency training in the following areas:-
Mandatory H&S Competency 9 – Management of Contractors
Mandatory H&S Competency 10 – Premises Issues
Mandatory H&S Competency 10a - Fire Risk Assessment
Mandatory H&S Competency 10b – Emergency Preparedness & Response
Mandatory H&S Competency 10c – Control of Legionella and Water
Hygiene
Mandatory H&S Competency 10d – Management of Asbestos
Mandatory H&S Competency 10e – Electricity at work
Mandatory H&S Competency 10f – Lifting Equipment (where applicable)
Training is available in all the competencies via the Health, Safety and
Wellbeing Learning and Development Pages
Competencies 10a – 10f may be undertaken by another person nominated
to carry out the relevant duties by the Premises Manager but the responsibility
to ensure those duties are undertaken stays with the Premises Manager.
Audit of Premises Management
The Premises Management Guidance and Record for the school will be
subject to Internal Audit by the Health, Safety & Wellbeing (Systems & Audit)
Team.
1 Appendix A1
Appletree Children’s Centre Stress Management Guidance 2015
Management of Stress:
Guidance and Procedures
2 Appendix A1
Appletree Children’s Centre Stress Management Guidance 2015
I N D E X
PAGE
LEA Statement of intent 4
Policy implementation across the CSA 4
Scope of the Policy 4
Model Policy Statement for Schools 5
2.1 Policy location(s) 6
2.2 Responsibility for co-ordination of stress management in the School 6
2.3 Risk assessment 6
2.4 Monitoring and review 6
2.5 Statement of the individual's responsibilities 6 - 7
2.6 Statement of the Headteacher/Manager's responsibilities 7
2.7 Statement of the Governors'/Employers' responsibilities 7
3. Background to the Policy 8
3.1 What is stress? 9
3.2 What are the stressors? 10 - 11
3.3 Causes of harmful levels of stress 11 - 12
3.4 Causes of stress in the children’s services 12 - 14
Guidance on implementation 14
4.1 Strategies for dealing with stress at work 14
4.1.1 Planning 14
4.1.2 Communication 15
4.1.3 Roles and responsibilities 15
3 Appendix A1
Appletree Children’s Centre Stress Management Guidance 2015
4.1.4 Training 15
4.1.5 Supervision 15
4.1.6 Worklife balance 15
4.1.7 Centre Organisation 15
4.1.8 Support for staff suffering from stress 16
4.2 The legal position and risk assessment 16
4.2.1 Health and Safety law 16 - 17
4.2.2 Employment law 17 - 18
4.2.3 Risk assessment 18
4.3 How to undertake a risk assessment 19 - 20
4 Appendix A1
Appletree Children’s Centre Stress Management Guidance 2015
Children’s Services Authority Statement of Intent
The CSA recognises and accepts that there are increasing demands and
pressures placed upon staff and to some extent these could be considered
an integral and unavoidable part of working life. Every job has its own unique
pressures and demands, responsibilities and day-to-day problems, however
no two members of staff are alike – all people are individuals with unique
characteristics and capacities to deal with pressure in the workplace and
their everyday lives.
The CSA is fully aware of the need to manage stress in the workplace and
seeks to provide a working environment that safeguards the health, safety
and welfare of all persons at work.
Through this policy the CSA aims to have measures in place to monitor and
assess stress in the workplace and will develop information support and
training to reduce the possible effects on staff as far as reasonably
practicable.
This policy aims to set out the CSA’s position on stress and aims to provide
Headteachers, Governors and Managers within the Education Service with
an understanding of the problem, including a definition and a summary of
the more common causes. It also sets out responsibilities for both individual
members of staff and managers and clarifies the support, information and
training that is available to deal with the problem.
This document has been produced following consultation with the
recognised Teacher Associations/Trade Unions and the Dioceses.
Policy Implementation
An important aspect of any policy is the way in which it is implemented. The
following steps will be taken to ensure that the Stress Policy is implemented
across the Children's Services Authority.
The policy will be issued to Schools and Establishments across the CSA.
Governing Bodies will be requested to receive the policy and put in place
systems to ensure that the policy is both adopted and actioned.
Training on stress management will be organised for Headteachers and
Managers.
Schools will be asked to show evidence of both a stress policy and stress risk
assessments as part of the School Health and Safety Audit.
Scope of this Policy
This Policy applies to staff in Community and Voluntary Controlled Schools,
where the CSA remains the Employer. The governing body at Appletree also
manage the phase one Children’s Centre.
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This Policy should be read in conjunction with other related CSA policies on
Managing Sickness Absence, dealing with Violence and Aggression, dealing
with workplace and work related harassment and bullying and Grievance
procedures.
Model Policy Statement for Schools
The Governors of Appletree Children’s Centre recognise their Health and
Safety responsibilities and will take all reasonably practicable steps to address
stress related issues in the Centre.
In dealing with the issues of stress at work the Governors will, to the best of
their ability, ensure that the following systems are in place, understood and
acted upon in an attempt to deal with a problem which is giving increasing
cause for concern.
In summary order to achieve the policy aims the school will:
Ensure that the Stress Policy is brought to the attention of all staff.
Ensure that a Risk Assessment is undertaken to identify the scope and causes
of stress related to work and the findings shared with staff and the Governing
Body.
Implement control measures to minimise the risk of stress.
Monitor and audit the arrangements in an effort to continuously improve the
quality of the working environment and the implemented stress-minimisation
arrangements.
Encourage staff to report their views and to discuss stress-related issues with a
member of the Senior Management Team.
Ensure equality of treatment of staff.
Ensure that individuals who have, or have had, symptoms of stress-related
illness are treated responsibly and fairly at an early stage and that
confidentiality is ensured.
Consider job security, sick leave provision, retention of status etc in
accordance with the rights of the individual to employment protection and in
accordance with the sickness absence policy.
Establish a culture where stress is reviewed as a serious issue rather than
viewed as a personal weakness.
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Nominate a member of the school’s Senior Management Team to be
responsible for the co-ordination of stress management.
Communicate effectively and ‘manage change’ in a sensitive and
responsible manner.
Review arrangements for managing stress on a regular basis or following
changes in the Senior Management Team, organisation or structure.
Policy
A copy of this Policy and accompanying guidance can be found on the
public drive, accessed through staff login. Paper copies can be provided on
request.
Responsibility for Co-ordination of Stress Management in the School
The member of staff responsible for co-ordinating stress management is
Julie Morrow.
Risk Assessment
Risk Assessments will be undertaken following consultation with staff,
considering the examples given in the policy.
The Centre will continue to assess staff well being via the National Well Being
Programme.
The findings of the Risk Assessment will be communicated promptly to staff
and the Governing Body.
Monitoring & Review
Procedures for monitoring stress should be an integral management function
and be the subject of a regular review. Changes to the Senior Management
Team, organisation or structure should initiate a review of procedures.
A copy of the stress policy will be appended to the Health and Safety Policy.
Statement of Individual’s Responsibilities
Individuals have a duty to co-operate with their employer in minimising, so far
as is reasonably practicable, work-related stress. Individuals have a part to
play in making reasonable adjustments when working practices have to
change due to circumstances beyond the Centre’s control.
Anyone who feels he/she is suffering from stress should, wherever possible,
inform their line manager so that he/she will have an opportunity to resolve
the problem.
If anyone feels that they are unable to raise the matter with their line
manager they should then contact Human Resources or the Health and
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Safety Team or share their concern with a trusted colleague. The matter will
be dealt with in confidence, unless the individual concerned gives express
permission for information to be shared. Human Resources, with the consent
of the individual concerned, will then take the matter forward.
If an individual believes there is a factor in the workplace causing work-
related stress, then this should be brought to the attention of the line
manager.
Individuals should also seek advice promptly from their union/professional
association, particularly where they are considering resigning or taking any
legal action.
Statement of the Headteacher’s Responsibilities
Headteachers and Managers at all levels have a key role to play in
considering the work load and health implications of decisions involving staff.
It is recognised that the style of management adopted has an impact on
stress levels amongst staff. It is the responsibility of headteachers and
managers to:
Ensure that adequate risk assessments are carried out to evaluate stress.
Ensure that sickness absence and staff turnover are regularly reviewed and
monitored to identify any problem areas.
Be able to identify and respond to issues of work-related stress.
Be aware that stress is minimised in an organisation where there exists mutual
trust, promotion of self-esteem, shared objectives and common goals.
Act on information/reports received from Human Resources and the Well
Being Survey.
Statement of the Governors’/Employer’s Responsibilities
Governors/employers will:
Give staff comprehensive and relevant information about work-related stress.
Put measures in place to prevent, so far as is practicable, work-related stress.
Ensure that adequate resources are in place to support the policy.
Review and monitor sickness absence levels and staff turnover.
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Background to the Policy The Confederation of British Industry (CBI) has estimated that stress costs
employers around £5bn a year, and the Institute of Management claim that
every working day more than a quarter of a million people take time off
because of stress connected to work.
There is ever increasing evidence of employees pursuing claims against
employers for failing to recognise and deal with stress in the workplace.
There have been several high profile stress claims, settled in excess of
£200,000 in favour of the employee. These included the warden of a
travellers' campsite who successfully claimed against Hereford and
Worcestershire County Council for stress suffered in the course of his work.
Similarly a Council Officer from Test Valley in Hampshire secured a settlement
in the High Court for a nervous breakdown claimed to be the result of stress
at work.
More recently a teacher from Newport in South Wales was awarded £250,000
in compensation after suffering two breakdowns attributed to stress over a 2-
year period. Mrs Howell finally retired on ill-health grounds following a period
of sickness absence and she presented medical evidence to show her stress
levels were intolerable. This case has undoubtedly sent a message
throughout the teaching profession, CSAs and Governing Bodies throughout
the Country that stress is a very real problem in Education and steps need to
be taken to deal with the issue.
The potential effects on children’s Centres are significant:
Financial - the cost of recruiting replacement staff and the cost of supply
cover.
Organisational - obtaining supply staff, timetable implications, management
of temporary staff, increase in sickness absence amongst those covering the
workload of absent colleagues.
Educational - disruption to children’s education, quality of supply staff,
increase in parental complaints, detrimental effect on teaching and learning,
disruption to family plans.
Safeguarding - disruption to family support programmes.
Stress within children’s services is nothing new, however it is widely accepted
that recent developments have contributed to a marked increase in stress:
Uncertainty about the future of both children’s Centres and nursery
education, fall in roles, cuts in funding and the process of job evaluation are
some of the significant factors.
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A report by the University of Bristol published in 2000 undertaken from a
random sample of 17,000 in the Bristol area found that 20% felt “very or
extremely” stressed by their work.
The research also found that occupations with the highest levels of perceived
stress included:
Teaching - 41.5% of respondents reported high stress levels
Nursing – 31.8%
Managerial – 27.8%
Educational / Welfare including social workers – 22.7%
Security including police and prison officers - 19%
Critics will argue that the above symptoms are due to the ever-increasing
demands being placed upon schools in particular in the form of policy
decisions from the DfES. Examples include Performance Management,
League Tables for SATs and formal examinations, the Ofsted inspection
process and increased delegation of responsibilities to Schools.
Often it is the nature and frequency of change which is cited as being a
cause for concern and a tendency to “move the goalposts” being a source
of frustration and tension.
Whilst it is recognised that these factors are both relevant and significant,
they are largely outside local control, however the CSA will seek to provide
advice and support to assist organisations in managing a constantly
changing agenda.
What is Stress?
It’s not all just in the mind ….Stress sets off an alarm in the brain, which
responds by preparing the body for defensive action. The nervous system is
aroused and hormones are released to sharpen the senses, quicken the
pulse, deepen respiration and tense the muscles. This response (sometimes
called the fight or flight response) is important because it helps us defend
ourselves against threatening situations. The response is pre-programmed
biologically. Everyone responds in much the same way, regardless of
whether the stressful situation is at work or at home.
Short-lived or infrequent episodes of stress pose a low risk but when stressful
situations go unresolved, the body is kept in a constant state of activation,
which increases the rate of wear and tear to biological systems. Ultimately,
fatigue or damage results, and the ability of the body to repair and defend
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itself can become seriously compromised. As a result, the risk of injury or
disease escalates.
What are the Stressors?
There are three principal areas of life that may cause people to experience
stress are their personal life (Personal Stressors), their working environment,
which includes culture and style of management used (Work Related
Stressors) and the level of threat inherent in their job, given the difficult
situations they often face and the people with whom they have to deal
(Operational Stressors).
Situations/worries at work and/or at home can make people more vulnerable
to the effects of stress. Either can exacerbate the other and affect a person’s
ability to cope.
All work has its pressures but we all vary in our capacity to cope with different
types of pressure. Some pressure, even when high, can be motivating and a
challenge. Pressures that people can respond to effectively are more likely
to lead to job satisfaction.
However, pressures at a level we cannot cope with are likely to result in stress.
In some cases, too little challenge or pressure will have the same effect.
Stress can involve:
Emotional symptoms, such as increased anxiety and irritability, anger,
detachment, depression, fear and panic, guilt, sadness, mood swings,
withdrawal from social contact.
Physical symptoms, such as raised heart rate, increased sweating,
headache, dizziness, fatigue, chest pains, blurred vision, aching neck, skin
rashes, difficulty sleeping and a lowering of resistance to infection.
Behavioural symptoms, such as difficulty concentrating or remembering,
unable to switch off, loss of creativity, making more errors, double checking
everything, an inability to deal calmly with everyday tasks and situations, loss
of interest in sex, change/loss of appetite, apathy, absenteeism, indecision,
evading duties/responsibilities, unusually emotional or impulsive, increasing
use of tobacco, alcohol, coffee and drugs.
These effects are usually short-lived and cause no lasting harm. When the
pressures recede, there is a quick return to normal. Over a longer period a
variety of symptoms related to ill-health could occur and these could be
followed by serious stress related illness.
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A balance between work and family or personal life, a support network of
friends and co-workers together with a relaxed and positive outlook can all
reduce the effects of stress.
Attached as Appendices C and D are model processes for Headteachers
and for staff.
Work related stress can also lead to organisational problems:
An increase in sickness absence, which can have a domino effect – one
person goes sick which leads to their workload being shared among the
remaining staff. They are unable to cope, which affects their health, and this
leads to greater sickness absence; a reduction in staff morale; resistance to
change; poor staff performance; poor time keeping; poor decision making;
increased accident rates and staff seeking alternative employment. Schools
then have the expense of recruiting, inducting, and training new members of
staff; poor industrial relations; increased costs associated with the above;
poor community image; and possible criminal cases and civil claims with
associated costs.
Causes of Harmful Levels of Stress
There is no simple way of predicting what will cause a harmful level of stress to
an individual. People respond to different types of pressure in different ways.
An exciting challenge to one person may be a daunting task to another, a
repetitive job may be viewed by some as boring and monotonous, but others
like and feel comfortable with routine. Much depends on the individual’s
own personality, experience, motivation and coping style paired with the
support available from managers, colleagues, family and friends.
Much may also depend on the pressures which people are experiencing
outside work in their home and personal lives. People may come to work
against a background of bereavement, family illness or worry, marital or other
interpersonal problems. Although these factors are beyond the employer’s
responsibilities, managers should be aware of them since they could make
employees more vulnerable to stress at work as well as affecting their
performance and judgement.
In general harmful levels of stress are most likely to occur where:
Pressures pile on top of each other.
People feel trapped or unable to exert any control over the demands placed
upon them.
People are confused by conflicting demands made on them.
People feel vulnerable and ill equipped to deal with change.
Problems can be triggered or made worse where:
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People feel a high degree of uncertainty about their work, their objectives, or
their job and career prospects.
Work schedules are inflexible and over-demanding.
There is prolonged conflict between individuals, including possibly sexual or
racial harassment, or bullying, or where staff are treated with contempt or
indifference.
There is a lack of understanding and leadership from managers or supervisors.
This does not mean that they have to be easy-going and undemanding.
People usually welcome clear direction and will often feel less stress if they
can see that the manager at least understands the problems they are under
and will do what he or she can.
Physical conditions in the working environment can also be stressful. These
include lighting, badly maintained buildings, inadequate or poorly sited
equipment; excessive noise, heat, humidity and vibration; and the presence
of toxic or dangerous materials or other workplace hazards which might not
be adequately controlled. Certain kinds of job can, by their nature, place
heavy emotional demands on employees, which, if not properly addressed,
can result in harmful levels of stress. These jobs include those which involve
continuous contact with or responsibility for people.
Causes of Stress in Children’s Services
Causes of stress for any individual or groups of staff may vary, but there are a
number of common factors, any combination of which may result in feelings
of stress. These include the effects of rapid and far-reaching changes, time
pressures, low perceived status, poor working conditions. Other examples
are:
Relationships with children/families
Actual or potential violence from children/families
Challenging behaviour – dealing with child protection/stressful family
situations
Malicious allegations
Relationships with parents
Lack of parental support
Unrealistic parental expectations
Violence and aggression from parents sometimes under the influence of
substances
Malicious complaints
Relationships with colleagues
Lack of communication
Conflicts between members of staff
Inequitable distribution of work
Lack of contact with peers
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Pressure arising from supporting colleagues who aren’t coping
Work place/work related bullying and harassment
Management and Organisational issues
Total volume of work
Volume of paperwork / administration
Ofsted inspection process
New policies / initiatives
Continuous deadlines
Lack of support from external agencies
Low level of input in decision making process
Change in management style
Quality of supervisory support
Work overload
Covering for absent colleagues
Vacancies
Teaching unfamiliar subjects
Lack of support and understanding from Governors
Pressure to deliver on targets
Lack of funding
Being set unrealistic targets
Breaks/lunch time too short/not taken
Societal Issues
Poor perceived status
Dealing with anxious, aggrieved, or aggressive parents
Scrutiny of line management
Allegations against staff – increasing trend
Dealing with the media
Personal Perspective
Conflict between work and family demands
Unrealistic expectations
Sense of injustice / bitterness
Role ambiguity, no clear work objective, no clarity regarding scope of
responsibilities
Career development difficulties, over / under promotion
Long hours of working at home are seldom acknowledged and rewarded.
Alongside the stressors which can be experienced in any organisation (poor
communication, conflicts with colleagues, unnecessary form filling,
ineffective meetings etc) staff are having to adapt to major changes, both
organisational and societal, which for some may conflict with their own ideas
of the job they are employed to do.
Changes in management arrangements are seen by some staff as a chance
to learn and practise new skills. However, others may feel that their job
description has been radically changed. They may feel that adequate
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Appletree Children’s Centre Stress Management Guidance 2015
consultation has not taken place and that they are being asked to perform
tasks for which they have not been trained.
Increased parental involvement in governance is welcomed by some staff as
a valuable new resource, but is viewed by others as a threat to their
professional position and a potential vehicle for criticism.
Whatever the merits of such changes and their final outcomes, there is no
doubt that radical change in itself is a source of stress and its possible effects
and consequences need to be positively managed.
4. Guidance on implementation
4.1 Strategies for Dealing with Stress at Work
Staff react more positively when they understand the rationale behind
decisions and fully understand what is expected of them. A Headteacher
who takes time to explain is likely to have better motivated staff than one
who does not.
Support from headteachers and managers can help minimise work related
stress. Such support would typically include management issues such as
planning, supervision, training and development and a consideration of the
persons work / life balance.
4.1.1 Planning
The first stage in the planning process should be to ensure there are sufficient
resources in terms of money, people and time to do the work.
4.1.2 Communication
Talk to staff at an early stage to make sure they are involved in the planning
and decision making processes. Before setting tasks, discuss the work with
staff and encourage them to be realistic about how long things take.
4.1.3 Roles and Responsibilities
Allocate clear roles and responsibilities to team members when it has been
decided what the key objectives are going to be for the work required.
4.1.4 Training
If training needs have been identified, make sure that the person receives the
training and is comfortable applying the skills before delegating the task.
4.1.5 Supervision
Ensure that adequate supervision is in place to help individuals manage
workloads and targets. Actively discourage staff from unhealthy work habits
such as working too many hours. Talk to your staff to find out why they are
working late. Reassure them that any problems can be overcome through
discussion and provide advice where necessary and help the team prioritise
15 Appendix A1
Appletree Children’s Centre Stress Management Guidance 2015
their work. Remember that staff need to receive acknowledgement for a job
well done.
4.1.6 Work-life Balance
Managers should recognise that staff have to balance their work and home
life commitments. Inflexible working arrangements can sometimes contribute
to an individual’s stress levels and managers should be sensitive to the
individual’s home circumstances.
4.1.7 Centre Organisation
If stress is affecting several staff you will need to review whether
organisational factors may be a cause, eg excessive cover demands,
inappropriate time-tabling, unrealistic targets, inadequate breaks,
inadequate facilities, amount/quality of non-teaching support, total volume
of work and hours.
4.1.8 Support for Staff Suffering from Stress
It is always preferable to tackle issues before they develop but inevitably
there will be individuals who at some stage will suffer as a consequence of
stress. Strategies to assist in supporting the individual may include:
A re-examination of the individual’s workload with a view to making
beneficial changes
Offering access to training in Stress Management
Provision of access to the Employee Welfare & Counselling Service
Support from a Union
Informal meetings with colleagues / networking groups
Sharing concerns with other colleagues / friends
Encouraging staff to have a broader range of interests even inside the school
environment, perhaps becoming involved in extra curricular activity or
promoting a sports and social group for staff
Promoting health and exercise
Developing team spirit
Providing assistance in managing challenging children and families
Developing strategies and policies for dealing with aggression
Encouraging staff to be more flexible
Developing models of good practice in terms of stress
More and better consultation with staff, including target setting
Improved management training for managers
Head / Managers’ networking groups
Access to guidance via electronic websites.
In severe cases it may be necessary to recommend a period of paid
absence from school, suggest support from an appropriate counsellor, or
direct the individual to the Occupational Health Service.
4.2 The Legal Position / Risk Assessment
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4.2.1 Health & Safety Law
Under the Health & Safety at Work Act, 1974, employers have a general duty
to ensure, as far as is reasonably practicable, the health of their employees.
This includes taking steps to make sure they do not suffer stress-related ill
health as a result of their work. Ill health from stress caused at work has to be
treated in the same way as health due to physical causes in the workplace.
This means that employers do have a legal duty to take reasonable care to
ensure that employees' health is not put at risk through excessive or sustained
levels of stress arising from the way work is organised, or from the day to day
demands placed upon them in their work.
Also, employers must take account of the risk of stress-related ill health when
undertaking their legal duties under the Management of Health & Safety at
Work Regulations, 1999. These include the duty to assess risk; duty to apply
the principles of prevention; the duty to ensure employees' capability and to
provide training and specific duties towards young people.
4.2.2 Employment Law
Health & Safety Law is not the only legal reason why action needs to be
taken to tackle work-related stress. Examples include:
Section 4A Public Order Act 1986 makes it a criminal offence to use
threatening, abusive or insulting behaviour likely to cause harassment, harm
or distress. This can be relevant to cases of bullying.
The Protection from Harassment Act 1997 makes it an offence for a person to
pursue a course of conduct which amounts to the harassment of another
person. This harassment does not have to be motivated by a specific factor
such as race or sex. This Act again may be relevant in some bullying cases.
Employers have common law duties to take reasonable steps to ensure their
employees’ physical and mental health at work. An employer will be liable in
negligence for an employee’s stress related illness provided:
It was reasonably foreseeable that the employee would suffer mental or
physical illness
It failed to take reasonable steps to prevent the illness
The failure caused the ill-health
There have been several high profile cases recently where employees have
taken legal action against their employer on the basis that they have
suffered physical or mental harm at work arising from stress-related issues.
Within Contract of Employment (written or otherwise) there is an
understanding that employers and employees will behave reasonably
towards each other in a spirit of mutual trust and confidence. If an employer
breaks this bond of trust by acting unreasonably towards an employee (this
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Appletree Children’s Centre Stress Management Guidance 2015
may include failing to act to reduce work-related stress) the employee can
sue in the courts for compensation for breach of contract or resign and make
an application for constructive dismissal to an employment tribunal.
There are also considerations under the Working Time Regulations governing
the number of hours worked, periods of rest, and paid holidays and time off
for dependants.
The Health & Safety Executive are also clear that employers must take steps
to ensure the mental wellbeing of staff and consideration should be given to
mental illness / disability under the Disability Discrimination Act 1995 (DDA)
and unrecognised mental impairment caused or made worse by work
activity.
Under the Disability Discrimination Act 1995, employers have a duty not to
discriminate against employees on account of any disability as defined
under the Act. This involves making reasonable adjustment to the workplace
or to the way the work is done if the existing working arrangements or
physical features place the disabled person at a substantial disadvantage. Ill
health arising from, or exacerbated by, stress at work may constitute a
disability under the Act.
Under sex and race discrimination legislation, victims of workplace
discrimination or harassment have the right of access to employment
tribunals. Stress related illness may result from such discrimination or
harassment.
4.2.3 Risk Assessment
There is a legal requirement for employers to consider stress when they carry
out risk assessments. In Children’s Centres attached to schools this would be
the headteacher / governing body as the employer.
Stress can lead to ill health and employers must consider factors which are
likely to cause intense or sustained levels of work-related stress.
There are likely to be external factors which cannot be controlled by the
school or indeed the CSA. However Children’s Centres need to ensure that
basic systems are in place to control or reduce the level of risk in the
workplace.
Some of the common causes of stress in the workplace have been identified.
A key issue when looking at stress Risk Assessment is consultation with staff.
Systems need to be set up which give staff an opportunity to let managers
know how they feel. This could be done formally on an individual basis or
informally at a staff meeting, faculty or departmental meeting.
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Appletree Children’s Centre Stress Management Guidance 2015
Whatever route is taken managers need to ensure that their conceptions
about stress and the causes are matched against the actual issues raised by
staff. Immediate action may be appropriate where serious issues are
identified or where several members of staff raise a key area of concern.
4.3 How to Undertake a Risk Assessment
Stage 1
Identify what it is about work that has the potential to cause stress within the
establishment (see pages 13 to 15) and other issues relevant to your own
school. This could be done by using a stress survey, talking to staff, use of
questionnaires (examples attached, see Appendix A), analysis of sickness
absence rates etc.
Stage 2
Identify who is or is likely to be at risk from these issues. Look at staff affected,
how long are they exposed to the stressful situation.
Stage 3
Evaluate the risk by looking at the causes of stress you have identified and
assessing if there are any control measures – such as policies and procedures
to deal with the issues, eg behaviour management plans, review of
workloads, retraining of staff, individual or staff meetings. The most desirable
control measure is to remove the sources of stress if possible. The next most
effective measure is to find ways of reducing the amount of stress
experienced by staff. Staff should be consulted about how to achieve this.
Consider the residual level of risk and whether any further action needs to be
taken. When evaluating levels of risk the following model may be useful.
RISK RATING/LEVEL ESTIMATION GUIDANCE
Likelihood Severity
1. Improbable 1. No or trivial injury/illness
2. Unlikely 2. Minor Injury/illness
3. Even Chance 3. 3+ days lost time injury/illness
4. Likely 4. Major Injury/Severe Incapacity
5. Almost Certain 5.` Death(s)
Key
L
i
k
e
l
5 5 10 15 20 25 Insignificant
4 4 8 12 16 20 Low
3 3 6 9 12 15 Moderate
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i
h
o
o
d
2 2 4 6 8 10 High
1 1 2 3 4 5
Intolerable
1 2 3 4 5
Severity
Severity
Stage 4
Keep a record of the significant findings on the risk assessment sheet and put
into place new control measures. The findings provide an action plan with
timescale for action points, proof that the statutory duty of risk assessment has
been carried out and a basis for revision.
Stage 5
Prioritise the findings, try to deal with the significant risks first. Devise or adapt
procedures to deal with the notes identified.
RISK LEVEL ACTION AND TIMESCALE
Insignificant No action is required and no documentary records need to
be kept.
Low No additional controls are required. Consideration may be
given to a more cost-effective solution or improvement that
imposes no additional cost burden. Monitoring is required to
ensure that the controls are maintained.
Moderate Efforts should be made to reduce the risk, but the costs or
prevention should be carefully measured and limited. Risk
reduction measures should be implemented within a defined
time period.
Where the moderate risk is associated with extremely harmful
consequences, further assessment may be necessary to
establish more precisely the likelihood of harm as a basis for
determining the need for improved control measures.
High Work should not be started until the risk has been reduced.
Considerable resources may have to be allocated to reduce
the risk. Where the risk involves work in progress, urgent action
should be taken.
Intolerable Work should not be started or continued until the risk has
been reduced. If it is not possible to reduce risk even with
unlimited resources, work has to remain prohibited.
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Stage 6
Monitor the effectiveness of measures to control stress and address stress
related problems. This can be done by comparing sickness and absence
levels, comparing accidents and incidents, reviewing complaints and staff
turnover, using questionnaires and reviewing the risk assessments following
changes in staffing, management structure or organisation. Attached at
Appendix B are some examples of risk assessments.
Well-Person Questionnaire
The aim of this questionnaire is to find out if there is harmful stress in your area
of work and, if so, to identify the main causes so that any risks to your Health
and Safety can be eliminated or minimised. The information you give is
confidential.
INSTRUCTIONS
Please read the questions in each section very carefully;
Tick the box which applies;
Please be honest and constructive in your comments. For example, if you
are not satisfied with your physical working environment, briefly explain
what is wrong with it and how you would improve it. If you are very
satisfied with something, briefly say why.
Name of Children’s Centre
Are you:
Are you: Are you a
Manager?
Outreach
worker
Outreach
support worker
Male Female Y N
Extended
services
manager
Administrator
Section 1
Your Job
21 Appendix A1
Appletree Children’s Centre Stress Management Guidance 2015
Yes
No
Constructive comments
(eg if NO, why not)
Continue overleaf if necessary
1. Are you satisfied with your
job generally?
2. Do you think that your skills,
knowledge and
experiences match the
requirements of your job?
3. Do you think that your skills,
knowledge and experience
are being used as much as
you would like them to be?
4. Do you think that non
contact / preparation time
is adequate?
5. Do you think that you have
adequate resources to be
able to do your job?
6. Do you think that your
workload is just about right?
7. Do you think that the
deadlines/targets you are
given are reasonable and
achievable?
8. Do you think that the health,
safety and welfare of staff
are a priority within the
Centre ?
9. Are you satisfied with your
physical working
environment? (Heating,
lighting, space, equipment
etc).
10. Are you satisfied with the
facilities available for food
and drink?
11. Do you think that you have
opportunities within your
working day for rest and
22 Appendix A1
Appletree Children’s Centre Stress Management Guidance 2015
relaxation or exercise?
Section 2
Your Role
Yes
No
Constructive comments
(eg if NO, why not)
Continue overleaf if necessary
1. Are you satisfied with your
level of involvement in the
decision-making processes?
2. Do you think that your work
is appreciated and seen as
valuable?
3. Do you have a clearly
defined job description and
duties?
Section 3
Your Relationships at Work
Yes
No
Constructive comments
(eg if NO, why not)
Continue overleaf if necessary
1. Are you satisfied that you
and your colleagues assist
and support one another?
2. Are you satisfied with the
way staff at work relate to
each other?
3. Are you satisfied that you
are not being bullied or
harassed at work in any
way?
4. Are you satisfied with the
opportunities you have of
receiving and giving
feedback amongst your
colleagues?
23 Appendix A1
Appletree Children’s Centre Stress Management Guidance 2015
5. Are you satisfied with the
way you relate to children
and families
6. Are you satisfied with the
way children and families
relate to you?
Section 4
Your Career Development
Yes
No
Constructive comments
(eg if NO, why not)
Continue overleaf if necessary
1. Are you satisfied with the
amount of training available
to you at work?
2. Are you satisfied with the
quality of training that you
receive?
3. Do you think that the
opportunities to progress
and develop through
training are fair to
everyone?
4. Are you satisfied with the
staff induction programme?
5. Are you satisfied with the
performance management
system?
6. Do you feel there are
opportunities available in
the Centre to enable you to
progress in your career?
7. Do you feel you are
encouraged to progress in
your career?
Section 5
Your Organisational Structure and Climate
24 Appendix A1
Appletree Children’s Centre Stress Management Guidance 2015
Yes
No
Constructive comments
(eg if NO, why not)
Continue overleaf if necessary
1. Are you satisfied with the
communication methods
that exist in the Centre ?
2. Do you reckon that you are
treated as an individual?
3. Are you satisfied with the
overall management
structure of the Centre ?
Section 6
Home – Work Interface
Yes
No
Constructive comments
(eg if NO, why not)
Continue overleaf if necessary
1. Do you think that your home
or social life is affected
detrimentally by the events
that happen at work?
2. Do you think that your work
is affected detrimentally by
the events that happen at
home or in your social life?
3. During the last year, have
you had time off work
because of ill health which
you think was caused by
stress at work?
4. Do you feel your health is
being affected by your
work?
i Your physical health?
ii Your mental or
emotional health?
5. Do you find you are smoking
or drinking alcohol more, or
using drugs to help you
cope with problems at
work?
25 Appendix A1
Appletree Children’s Centre Stress Management Guidance 2015
Section 7
Good Things About Work
1. What are the best things
about your work?
If there is anything else related to your work which may be causing you
harmful stress, or if you have any further constructive comments to make,
please record below or on a separate piece of paper.
Please return the questionnaire to:
If you need any confidential help, support, information or advice, about this
or any health related subject please telephone:
Thank you for taking time to complete this questionnaire.
Appendix A2
Appletree Children’s Centre Stress Management Guidance 2010
1
________________________________________________________Children’s Centre
QUALITY OF WORKING LIFE QUESTIONNAIRE
This survey is private and confidential - Return in envelope provided
Please answer every question and fill in all boxes relevant for you
Put a cross in a box where a choice is required like this…..
Please print text clearly using a black/dark blue pen in boxes provided like this….. A B C D
Outreach worker
Outreach support worker
Strongly
disagree Disagree Neither Agree
Strongly
agree
I have to deal with challenging children
I am often in conflict with my managers
I am concerned about violence from aggressive parents
My working hours are excessive
Too many meetings are held preparing for our OFSTED Inspection
We are not allowed to participate in decision making in this Centre
I am fed up photocopying and typing my own work
Covering for absent colleagues often disrupts my work
I do not have enough support in dealing with bureaucratic paperwork
We are expected to rewrite all our policies for our OFSTED inspection
I have too many duties
I feel that I am discriminated against because of my race / sex /
disability
There are too many meetings after work
I feel isolated at work
I do not receive a proper break from work during the day
The Centre suffers from a lack of effective leadership
I feel isolated in the staff room
Appendix A2
Appletree Children’s Centre Stress Management Guidance 2010
5
Tick one of the six categories from Strongly disagree to Strongly agree for each statement as it applies to you
I am troubled that:-
Strongly
disagree Disagree
Slightly
disagree
Slightly
agree Agree
Strongly
agree
I work longer hours than I choose to or want to
I work unsociable hours, eg weekends, shift work, etc
I spend too much time travelling in my job
I have little control over many aspects of my job
My work interferes with my home and personal life
I may be doing the same job for the next 5 to 10 years
My physical working conditions are unpleasant (eg noisy, dirty,
poorly designed)
My job involves the risk of actual physical violence
My line manager/supervisor behaves in an intruding and bullying
way towards me
My performance at work is closely monitored
I do not receive the support from others (supervisor / colleagues)
that I would like
My job is insecure
My job is not permanent
My pay and benefits are not as good as other people doing the
same
or similar work
The technology in my job has overloaded me
My children’s Centre is constantly changing for change's sake
My work is dull and repetitive
I feel isolated at work, eg working on my own or lack of social
support
from others
I am not sure what is expected of my by my line
manager/supervisor
Other people at work are not pulling their weight
I am set unrealistic deadlines
I am given unmanageable workloads
My line manager/supervisor is forever finding fault with what I do
Others take the credit for what I have achieved
I have to deal with difficult people
My relationships with colleagues are poor
I do not feel I am informed about what is going on in the Centre
I am never told if I am doing a good job
I am not involved in decisions affecting my job
I am not adequately trained to do many aspects of my job
I do not have the proper equipment to do my job
I do not have enough time to do my job as well as I would like
My job is likely to change in the future
Appendix A2
Appletree Children’s Centre Stress Management Guidance 2010
6
My job skills may become redundant in the near future
My ideas or suggestions about my job are not taken into account
I have little or no influence over my performance targets
I do not enjoy my job
I am not able to perform my job to the standards of quality that
I would like
I take on too much personally in order to ease the workload of
others
Strongly
disagree Disagree
Slightly
disagree
Slightly
agree Agree
Strongly
agree
1. I feel valued and trusted by my employer
2. If necessary I am prepared to put myself out for my employer,
eg working long hours and/or unsociable hours
3. If asked, I am prepared to take on more responsibility or tasks
not in my job description
4. I enjoy working for my employer to the extent that I am not
actively seeking a job elsewhere
5. I am proud of this children’s Centre
6. Outside of my particular job, I take an interest in many aspects
of the running and success of this children’s Centre
7. I feel that it is worthwhile to work hard for my employer
8. I am committed to my employer
9. Over-all I am happy with my employer
Your Health
Over the last three months, have you experienced any of the following symptoms or changes in behaviour?
Never Rarely Some
times Often
Lack of appetite
Indigestion or heartburn
Insomnia - sleep loss
Headaches
Panic or anxiety attacks
Muscular tensions/aches and pains
Feeling nauseous or being sick
Tendency to drink more alcohol than usual
Tendency to smoke more than usual
Constant irritability
Difficulty in making decisions
Appendix A2
Appletree Children’s Centre Stress Management Guidance 2010
7
Loss of sense of humour
Feeling or becoming angry with others too easily
Constant tiredness
Feeling unable to cope
Avoiding contact with other people
Mood swings
Unable to listen to other people
Having difficulty concentrating
Have you had any significant illnesses in the last six months?
Yes No
Over the last three months, how would you rate your overall health?
Good All right Poor
Have you encountered any major stressful events over the last six months that have had an important effect
on you?
Yes No Work related? Non-work related?
Over the last three months, roughly how productive have you felt in your job?
100%+ 90-100% 80-89% 70-79% 60-69% Less than 60%
Over the last three months, how many working days have you been off work through illness or injury?
days
Over the last three months, how many times have you been to your doctor?
times
Do you take any planned exercise?
Always Usually When possible Occasionally Never
Do you manage an ideal exercise programme (ie 15-30 minutes vigorous exercise 3 times a week)?
Always Usually Sometimes Never
Do you smoke?
Yes No
If Yes, over the last three months have you been smoking?
More Same Less than usual
Do you drink alcohol?
Yes No
Appendix A2
Appletree Children’s Centre Stress Management Guidance 2010
8
If Yes, over the last three months have you been drinking?
More Same Less than usual
Do you find time to relax and wind down?
Always Usually When possible Not usually
In general do you mix socially with work colleagues?
Yes No
Have you participated in a performance management/review and development process in the last twelve
months? Yes No If Yes, was it useful? Yes No
Are you happy with the degree of flexibility with your current working arrangements? Yes No
Is your workspace suitable for the work that you do? Yes No
Are you satisfied with the support you receive from your line manager/supervisor during periods of change? Yes No
Have you been the subject of physical assault or unwanted physical contact in the workplace over the last twelve
months?
Yes No If Yes, was it by a pupil? Yes No
Was it by a colleague? Yes No
Was it by a parent? Yes No
Have you been the subject of verbal abuse in the workplace over the last twelve months?
Yes No If Yes, was it by a pupil? Yes No
Was it by a colleague? Yes No
Was it by a parent? Yes No
Are you aware of the Centre’s Harassment and Bullying Policy? Yes No
Do you feel you have equality of opportunity in access to promotion and training? Yes No
If you were aware of inappropriate practice within the Centre, would you feel comfortable reporting it? Yes No
Appendix A3
Appletree Children’s Centre Stress Management Guidance 2010
1
QUESTIONNAIRE
ORIGINS OF STRESS AT WORK
For the teacher, work stress can be divided into five areas and you should
identify the problems in your working life from each area:
A. General factors in children’s services
B. The role of management
C. School policy and ethos
D. Working conditions
E. The children and families
A. General Factors in children’s services
This section deals with what it feels like to be a member of the teaching
profession in general and considers factors pertaining to Government
legislation, local authority functions and the teacher's place in society. Tick
the right hand boxes for any factors that you experience as problematic and
stressful.
Working with the full core offer
Evaluations and CMis
Lack of support from advisers
In-service training facilities
Changing aspects of the role of children’s Centres
Appraisal/performance management
New contracts of employment
Loss of confidence in Government decisions
Fears of reduction in staffing and hence greater workload
Appendix A3
Appletree Children’s Centre Stress Management Guidance 2010
2
Reduced status in the community
Lack of effective union representation
Changing power structure/working for new managers
Unhappiness with changing ideology - private v. public sector
ethos
Changing Centre image/financial dictates
Poor resources
Too much change too quickly. No time to adjust
Uncertainty of what the job entails now and will entail in future
No power to influence major decisions
Lack of training for new functions
Selection procedures
Uncertainty of promotion
Threats of Centre closure
Fears of administrative overload
Dissatisfaction with salary
Lack of consultation/feeling helpless
Disruption and violence in the workplace
Keeping up with new technology
Role of children’s Centres not publicly agreed
Inability to reconcile differing roles: teacher, counsellor, social
worker, nurse, policeman, judge, etc.
Others, please specify
Appendix A3
Appletree Children’s Centre Stress Management Guidance 2010
3
B. The Role of Management
This section deals with how you perceive the management team in your
school and how they affect your morale and motivation to do a good job. It
considers the climate in which people interact.
Discipline problems not resolved to your satisfaction
Feelings of being manipulated or used
Feeling that decisions have been made prior to meetings or
interviews
No feedback from ideas or suggestions
Sexual discrimination
Not knowing if you are doing a good job
Being seen as the willing workhorse
Covering work for people who are in the Centre but in a meeting
Lack of trust in management
Reluctance of management to take caseloads
Reluctance of management to take challenging caseloads
Reluctance of management to cover for absent colleagues
No-one listening to your good ideas
Lack of humour from management
Lack of visibility of management
Lack of flexibility in times of need
Too much emphasis on paperwork
Feeling that management have lost touch with the real problems
of the job
Lack of support from management
Loss of confidence in management
Working in a 'them' and 'us' atmosphere
Appendix A3
Appletree Children’s Centre Stress Management Guidance 2010
4
Others, please specify
C. Centre Policy and Ethos
These items deal with the school policy toward certain issues and how this
affects your perception of yourself as a team member in your school and
hence how your attitude is affected by the role you play or are expected to
play.
Poor communication system
Lack of consultation
Lack of professional courtesy
Fear of speaking one's mind
No clear boundaries of responsibility
Feeling isolated at work
Adapting to change after change
Innovations brought in too quickly for effective implementation
Too much red tape and paperwork
No input into decision-making process
Inability to use skills and interests, as they are no longer needed
Working below level of competence
Fear of abuse from parents. No protection from outsiders
Too many meetings
Interruptions to lessons or non-teaching time
Too much paperwork for too little gain
Covering for absent colleagues
Not being informed about important events or occurrences
Suspicion and lack of trust
Appendix A3
Appletree Children’s Centre Stress Management Guidance 2010
5
Fear of losing your job
Belonging to too many areas, conflicts of role and time
allowances
Unpleasant atmosphere among staff
Others, please specify
D. Working Conditions
This section relates to the day-to-day aspects of working in your school; the
pleasant or unpleasant surroundings and atmosphere. It also considers the
safety aspects.
Too many group sessions
Too many family support cases
Poor heating
Poor ventilation
Noise levels from outside the Centre
Noise levels from inside the Centre
Smell of rooms
Crowded staff areas
Lack of facilities for working quietly
Poor floor coverings, dangerous tiles and carpets
Dangerous furniture
Poorly lit rooms
Badly designed car parks and too far away
Old buildings in need of repair
Dirty surroundings - chewing gum, spitting, etc
Working on Centre matters during holiday times
Too little time for essential tasks
Appendix A3
Appletree Children’s Centre Stress Management Guidance 2010
6
Sexual harassment
Others, please specify
E. The children and families
This section concerns your interaction with pupils and the impact they have
on your self-esteem, pride and morale.
Violence from children/families directed at you
Violence from children/ families directed at each other
Fear of violence from children/families
Lack of co-operation from children/families
Children/families using bad language
Racial problems
Children/families with personal hygiene problems
Verbal abuse from families towards staff
Others, please specify
Appendix B
Appletree Children’s Centre Stress Management Guidance 2010
7
Sample Risk Assessments GENERIC RISK ASSESSMENTS – STRESS
Hazard
Aggressive Behaviour from Parents
Risk Rating Low/Med/High
Medium
Risk Rating following additional action
Low/Med/High
Medium
Control Measures
Centre Policy in place, emergency procedures set up
Guidance produced by LEA on violence and aggression
Staff training made available to relevant staff
Centre support staff in following up instances of aggressive behaviour
– Centre not prepared to tolerate direct aggression towards employees
Links with Community Police
Additional Action required to comply with Control Measures
Check this has been communicated to staff
Carry out audit on staff training
Monitor number of incidents
Monitoring:
Senior Management Team
Review:
Annual
COMPLETED BY POSITION:
COMPLETION DATE:
REVIEW DATE:
Appendix B
Appletree Children’s Centre Stress Management Guidance 2010
8
GENERIC RISK ASSESSMENTS – STRESS
Hazard
Physical Environment
Risk Rating Low/Med/High
Medium
Risk Rating following additional action
Low/Med/High
Medium
Control Measures
Regular Health and Safety Inspections by Centre’s Health
and Safety Coordinators and/or Health and Safety
Committee
Centre systems in place to report and address building
related issues
Governors receive reports and areas of concern in
respect of Health and Safety issues
Planned programme set up to address long term Health
and Safety issues
Additional Action required to comply with Control Measures
Ensure system is in place to consider issues raised in the report
and appropriate action taken.
Check this is being used
Ensure Health and Safety is within the terms of reference of an
established Governing Body Committee
Monitoring:
School carries out their own Health and Safety Inspections
Review:
COMPLETED
BY:
POSITION:
COMPLETION DATE:
REVIEW DATE:
Appendix B
Appletree Children’s Centre Stress Management Guidance 2010
9
GENERIC RISK ASSESSMENTS – STRESS
Hazard
Bullying and Harassment of Staff
Risk Rating Low/Med/High
Medium
Risk Rating following additional action
Low/Med/High
Medium
Control Measures
Council policy on Bullying and Harassment of staff
System set up to deal with complaints/allegations
Issues discussed at staff meetings, senior management
meetings etc. Consultation with appointed Trade Union
Representatives.
Additional Action required to comply with Control Measures
Check policy is in place and is known by staff
Ensure staff are familiar with arrangements
Monitoring:
Ongoing monitoring of number of complaints/allegations.
Liaison with Trade Union Representatives
Review:
COMPLETED
BY:
POSITION:
COMPLETION DATE:
REVIEW DATE:
Appendix B
Appletree Children’s Centre Stress Management Guidance 2010
10
GENERIC RISK ASSESSMENTS – STRESS
Hazard
Families with Challenging Behaviour
Risk Rating Low/Med/High
High
Risk Rating following additional action
Low/Med/High
High
Control Measures
Centre has in place a comprehensive system for dealing
with challenging families
Staff are aware of procedures to be followed
Parents understand that aggressive and abusive
behaviour will not be tolerated
Training available for all relevant staff
Written guidance from LEA on violence and aggression
Additional Action required to comply with Control Measures
Check that staff are aware of the system
Monitor number of incidents
Carry out training audit
Monitoring:
SEN Co-ordinator to Monitor
Review:
Annual Review
COMPLETED
BY:
POSITION:
COMPLETION DATE:
REVIEW DATE:
Appendix B
Appletree Children’s Centre Stress Management Guidance 2010
11
GENERIC RISK ASSESSMENTS – STRESS
Hazard
Risk Rating Low/Med/High
Risk Rating following additional action
Low/Med/High
Control Measures
Additional Action required to comply with Control Measures
Monitoring:
COMPLETED
BY:
POSITION:
REVIEW DATE:
Appendix C
Appletree Children’s Centre Stress Management Guidance 2010
STRESS MANAGEMENT FOR SCHOOLS
Model Process for Headteachers
I don’t feel well!
Am I suffering from stress?
Home Related
Is the cause Work Related?
Talk to family and friends
or
Advice and Support Agencies
No
Can you talk to colleagues in other schools or the
LEA?
Can you talk to family or friends outside work?
Do you feel better? Can I cope at work? Yes No
Yes
Do you feel
better?
Do you want to formally involve your
employer?
Yes No Yes Yes No
Carry on with
professional support
Keep talking to
family and
friends or
Support
Agency
Seek help from your GP
and other professional
services, eg counsellor,
psychiatrist etc
Keep
talking to
colleagues
family,
friends etc.
Contact Chair of
Governors or
Personnel Team
to discuss
strategies, review
risk assessments
etc. Agree and
implement
strategies.
Review Strategies
Seek professional
help from your GP
or other
professional
service, eg
counsellor,
psychiatrist etc.
Appendix D
Appletree Children’s Centre Stress Management Guidance 2010
STRESS MANAGEMENT FOR SCHOOLS
Model Process for Staff I don’t feel well!
Am I suffering from stress?
Home Related
Is the cause Work Related?
Discuss problems with:
Family
Friends
Neighbours
Colleagues at work
Discuss problems with Manager, Trade Unions,
colleagues with a view to making changes to:
Work patterns
Additional support
Consider taking some time off
Talk to friends and family
Review Situation and Risk Assessment
Do I feel any better?
Yes
No
Continue to implement changes and review
progress/risk assessment and feelings with
manager / and colleagues etc.
Consider obtaining professional help and advice
Self Referral
GP
SALUS
Counselling
Psychiatric Services
Voluntary Groups
Religious Communities
Employer Referral
Appendix E
Appletree Children’s Centre Pandemic Flu Response
Introduction
Influenza pandemics are not new. Three flu pandemics caused public health emergencies
during the last century and experts are predicting that another is inevitable and will almost
certainly reach the UK. No one knows exactly when a pandemic will occur. Once a
pandemic arrives, it is likely to spread throughout the country in a matter of weeks.
Appletree Children’s Centre has produced this plan to provide a framework for how our
centre will respond to this event. The framework follows advice issued by the Government
http://www.teachernet.gov.uk/emergencies/planning/flupandemic/
and Lancashire County Council Guidance Document
https://schoolsportal.lancsngfl.ac.uk/education/atoz/e/emergency/LCCEmergGuid07.pdf
The purpose of this Response Plan is to define the school’s response to a human influenza
pandemic. This plan should be read in conjunction with the centre Health & Safety Policy and
Emergency Response Plan.
Aims and Objectives
The aims and objectives of this emergency plan are to ensure:
Rapid and appropriate action is taken to safeguard children, families and staff;
The school supports national efforts to contain or restrict the spread of the virus;
Accurate information is available when required;
Normal routines are maintained as far as possible, giving continuity to the education
of children and the provision of services for children and families
Immediate, sensitive and non-intrusive support is offered.
UK Alert Levels
UK Alert Level Description
1 Virus/cases only outside the UK
2 Virus isolated in the UK
3 Outbreak(s) in the UK
4 Widespread activity across the UK
Trigger points for children’s centre closure
It may be necessary for the children’s centre to decide to close to children and families prior
to receiving a recommendation to do so from Lancashire County Council. This may be due to
the absence of staff and/or unavailability of cover staff. The school has pre-defined the level
of absence at which this decision will be made. The monitoring of staff absences due to
Pandemic Influenza shall be done using Appendix I:
Function Normal Operating
Level
Minimum No.
Head Teacher 1 0
Management Team 3 1
Teaching Staff 2.8 1
Administration Staff 4 p/t 2 p/t
Classroom Support Assistants Ratio 1adult to 8
children
Ratio 1:10
Support assistants varies dependent on special
educational or medical
needs of individual children
Cleaning Staff 3 2 for no more than 2 weeks
Outreach team 9 ft/pt 2 fte
Appendix E
Appletree Children’s Centre Pandemic Flu Response
Response Plan
Response Level 1 – Cases only outside UK
Ref Action Owner
1.1
Begin an Incident Log and ensure all relevant incidents and actions
taken are recorded and collated in the Log at every stage. (See
Appendix E1)
Senior
Administrator
1.2 Inform Chair of Governors that the response plan has been
activated. Head
1.3 Inform staff that the response plan has been activated. Head
1.4 Determine who the Local Authority liaison officer is. Head
1.5 Check cleaning arrangements and/or contracts and whether
special provision could be provided during a pandemic.
Senior
Administrator
1.6 Review stocks of cleaning equipment and supplies including
infection control aids. (See Appendix E2)
Senior
Administrator
1.7 Inform staff to consider materials for remote learning. n/a
1.8
Compile a pool of parents/carers and/or volunteers who could be
used to supervise children in times of significant staff absence and
request CRB checks for those not already cleared. (See Appendix
E9)
Senior
Administrator
Response Level 2 – Virus isolated in the UK
Ref Action Owner
2.1 Compile a list of key contacts including your LCC liaison and your
local strategic coordinating group.
Senior
Administrator
2.2
Send communiqué to parents/carers with a situation report
informing them of a possible closure. Send DCSF information for
parents/carers document. (See Appendix E3)
Senior
Administrator
2.3 Review and update pupil parent/carer contact details. (See
Appendix E4)
Senior
Administrator
2.4 Review arrangements for covering teaching and non-teaching
duties. Head Teacher
2.5
Consider the allocation of responsibilities, duties and cover
arrangements during a pandemic, including who would take key
decisions in the event of leadership team absence.
Head and Chair
2.6 Increase cleaning regimes within school and reinforce infection
control procedures for pupils, staff and visitors to the school.
Senior
Administrator
2.7 Educate pupils/staff on correct hand washing procedures. Teaching staff
2.8 Display infection control posters in all washrooms and around the
school, particularly at key entrance points.
Senior
Administrator
Appendix E
Appletree Children’s Centre Pandemic Flu Response
Response Level 3 – Outbreaks in the UK
Ref Action Owner
3.1 Prepare for possible school closure. Head
3.2 Communicate to staff and Pupils. Head
3.3 Communicate with Parents/Carers (Appendix E5). Head
3.4 Continue increased cleaning regimes. Site Supervisor /
Cleaners
3.5 Decide on location within the school for the separation of children
that become sick whilst at school. Head
3.6 Issue staff in this area with Personal Protective Equipment. Senior
administrator
3.7 Decide, and inform staff, of the procedure for parents/carers
collecting children from school. Head
3.8 Communicate with parents/carers if a child becomes sick during
school hours. Deputy
3.9 Make contact with LCC liaison officer. Head
3.10 Begin monitoring pupil absence due to flu. Senior
administrator
3.11 Report absence figures to Lancashire County Council. Senior
administrator
3.12 Implement agreed arrangements to maintain as far as possible
education provision during a period of closure. Head
Response Level 4A – Widespread virus in UK and cases in Lancashire
Ref Action Owner
4.1 Monitor staff absence (AppendixE11J). Senior
administrator
4.2 Make decision to close/keep open the school. Head
4.3 Inform LCC of any unavoidable school closure using agreed
procedure. Head
4.4 Inform parents/carers and decide on monitoring arrangements
(Appendix F).
Senior
Administrator
4.5
Decide and inform parents/carers on the arrangements for
communicating to them regarding the arrangements for pupils'
continued education during a period of closure and for the re-
opening of the school (Appendix ?).
Senior
administrator
Appendix E
Appletree Children’s Centre Pandemic Flu Response
Response Level 4B – Widespread virus in Lancashire
Ref Action Owner
5.1 Advice received from Lancashire County Council to close school (to
pupils only). Head
5.2 Emergency Governors Meeting – Discuss advice from LCC and
decide on action to be taken. Head
If decision is to close the school:
Ref Action Owner
5.3 Inform Staff that the school is to close for pupils only. Head
5.4 Inform Staff that they are to continue to report to work as normal. Head
5.5 Inform Parents/carers that, following advice from LCC, the school is to
close. (Appendix E6). Head
5.6 Inform parents/carers of arrangements for them to keep in touch with
school. Head
If decision is to keep the school open:
Ref Action Owner
5.3 Inform Staff that the school is to remain open as normal. Head
5.4 Inform Parents/Carers that although advice from LCC is to close, the
school will remain open as normal. Head
5.5 Continue to monitor staff and pupil absence on a daily basis. Senior
administrator
Recovery
Ref Action Owner
5.1 Advice received from Lancashire County Council to re-open school. Head
5.2 Inform Staff and Governors that school is to re-open. Head
5.3 Inform Parents/Carers that the school is to re-open.
(Appendix E8). Head
5.4 Hold a staff meeting to discuss the impact of the closure on the pupils
and agree a strategy for recovering any lost teaching time. Head
5.5 Arrange joint staff/governors meeting to discuss the incident and any
lessons that could be learnt. Head
5.6 Arrange for plans to be reviewed and updated accordingly. Head
5.7 Close and retain log sheets on all relevant information for the incident. Head
Appendix E1
Appletree Children’s Centre Pandemic Flu Response
Incident log sheet
Incident Manager
Date and Time of Incident
Nature of Incident
Date Action Taken Comments
(Page 1 of __ )
(Add additional pages as necessary)
Appendix E1
Appletree Children’s Centre Pandemic Flu Response
Incident log sheet (continued)
Date Action Taken Comments
(Page __ of __ )
Appendix E2
Appletree Children’s Centre Pandemic Flu Response
Cleaning Equipment Stock List
Ref Item Description Suppliers Item
Code
Stock
Qty Checked
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Appendix E3
Appletree Children’s Centre Pandemic Flu Response
Template Letter to Parents/Carers (Sit-Rep 1)
Dear Parents/Carers,
As you may have seen in the press the World Health Organisation has declared that the world
is experiencing an Influenza Pandemic. The UK Government have been planning for this
occurrence and we are currently at UK Alert Level 2. This means that there are isolated cases
of Pandemic Flu within the UK. Within Lancashire we have been working closely with
Lancashire County Council in planning for the local impact of Pandemic Influenza in our
area.
When the Pandemic reaches Lancashire it may be necessary to close schools within the
County. This may be a county wide closure of all schools and children’s centres to try and
stop the virus spreading amongst children or individual schools and children’s centres if
staffing levels reach critical mass due to staff being off work ill with the virus themselves.
Appletree Children’s Centre has pre-planned for this event and this is the first in a series of
communications to keep you informed of the situation. Attached is a document from the
Department for Children, Schools and Families which details important information that you
should make yourself familiar with.
Within the School and children’s centre we will be increasing cleaning regimes and practising
infection control measures. We will be teaching and encouraging the children to:
Wash their hands using soap and water on a regular basis throughout the day
Cover their mouth when coughing or sneezing using tissues provided around the school
Throw away dirty tissues quickly into bins provided around the school
We would strongly recommend that you consider this advice and continue these practices
with the children when they are at home.
Using the form below can you please ensure that the school have up to date contact details
so that we can pass on advice when the pandemic arrives and can contact you if we have
to close the school.
We will communicate with you again in the near future should the situation within Lancashire
change.
If you have any concerns regarding pandemic influenza please see below for available
resources:
Department of Health:
http://www.dh.gov.uk/en/PandemicFlu/index.htm
Parents Centre:
http://www.parentscentre.gov.uk/worriedabout/flupandemic/
SureStart
http://www.surestart.gov.uk/surestartservices/healthrelated/
healthandfamilysupport/pandemicflu/
Appendix E4
Appletree Children’s Centre Pandemic Flu Response
CHILDS NAME______________________________CLASS_________
ADDRESS____________________________________
____________________________________
____________________________________
____________________________________
HOME TELEPHONE No _______________________________
1st CONTACT
NAME ____________________________________________________
EMERGENCY TELEPHONE No _______________________________
EMAIL ____________________________________________________
2nd CONTACT
NAME _____________________________________________________
EMERGENCY TELEPHONE No ________________________________
EMAIL _____________________________________________________
Appendix E5
Appletree Children’s Centre Pandemic Flu Response
Letter to Parents/Carers (Sit-Rep 2)
Dear Parents/Carers,
This is the second in a series of communications with you regarding the current situation with
Pandemic Influenza and how this affects our Children’s Centre. The potential for closure is still
very high and the children’s centre is working very closely with Lancashire County Council in
monitoring the situation throughout the UK and especially in Lancashire.
The centre is currently planning ways in which we will still be able to deliver nursery education,
childcare and services for children and families, albeit at a much reduced level.
Please be reassured we are doing everything that we can to ensure that the impact of
Pandemic Influenza is kept to the minimum level possible but it is important for us to stress that
the likelihood is that the children’s centre and services will close for a period of time.
We will communicate with you again in the near future should the situation within Lancashire
change.
Appendix E6
Appletree Children’s Centre Pandemic Flu Response
Letter to Parents/Carers (County Wide Recommended School and Children’s Centre Closure)
Dear Parents/Carers,
It is with regret that I write to inform you that, following advice received from Lancashire
County Council, the Governors have decided to close the nursery school and children’s
centre until further notice due to the continued spread of Pandemic Influenza within
Lancashire.
The closure is in response to Government advice issued nationally in order to reduce the
spread of infection among children. This advice has been issued locally to all schools and
childcare settings in Lancashire from the Strategic Coordinating Group through the Director
for Children and Young People in Lancashire County Council.
The children’s centre will be closed to pupils following normal finishing time on [enter date].
However, school staff will continue to report to work as normal.
The school will continue to keep you informed of this situation and hopefully the closure will
not be for too long.
Appendix E7
Appletree Children’s Centre Pandemic Flu Response
Letter to Parents/Carers (Unavoidable School and children’s centre closure)
Dear Parents/Carers,
It is with regret that I write to inform you that the Governors have decided to close the
Children’s Centre until further notice due to the continued spread of Pandemic Influenza and
the impact that this has had on staffing numbers.
The levels of staff are now at the point at which the Governors feel the children are not able
to be supervised appropriately in nursery sessions or children’s centre session activities.
The Governors apologise for any inconveniences caused during this disruption but hope that
you understand the reasons behind the closure. The children’s centre will continue to keep
you informed of the situation and hopefully the closure will not be for too long.
Appendix E8
Appletree Children’s Centre Pandemic Flu Response
Letter to Parents/Carers (School Reopen)
Dear Parents/Carers,
I write to inform you that Lancashire County Council has issued advice to all schools and
children’s centres within Lancashire that we are able to re-open following the recent
Influenza Pandemic. The Governors are respecting this advice and have declared that the
children’s centre will re-open as normal for children on [enter date].
The Governors would like to take this opportunity to thank all parents/carers for their co-
operation and empathy during the closure period. We hope that due to the planning that
took place for this event the impact on the children’s education and services for children and
families was kept to a minimum.
The children’s centre will now be working very hard with the children and families to ensure
that they receive any help and support that they need.
Appendix E9
Appletree Children’s Centre Pandemic Flu Response
Parent/Carer/Volunteer Pool
Name Address Contact Numbers
CRB Expiry Daytime Emergency
Appendix E10
Appletree Children’s Centre Pandemic Flu Response
List of Key Contacts
Name Position / Company Contact Numbers
Daytime Emergency
Appendix E11
Appletree Children’s Centre Pandemic Flu Response
Staff Absence Monitoring Form
Function Week 1 Week 2 Week 3 Week 4
Head Teacher
Management Team
Teaching Staff
Administration Staff
Classroom Support Assistants
Support assistants
Cleaning Staff
Outreach staff
Function Week 5 Week 6 Week 7 Week 8
Head Teacher
Management Team
Teaching Staff
Administration Staff
Classroom Support Assistants
Support assistants
Cleaning Staff
Outreach staff
Function Week 9 Week 10 Week 11 Week 12
Head Teacher
Management Team
Teaching Staff
Administration Staff
Classroom Support Assistants
Support assistants
Cleaning Staff
Outreach staff
Function Week 13 Week 14 Week 15 Week 16
Head Teacher
Management Team
Teaching Staff
Administration Staff
Classroom Support Assistants
Support assistants
Cleaning Staff
Outreach staff