H&S Manual West Sussex

7/30/2019 H&S Manual West Sussex

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Health and Safety Manual forDesign & Technology, Art &Design, Ceramics, Textiles andFood Technology at KS3 andhigher

West Sussex County Council

Issue March 2009

Please report any errors to the Health and Safety Team, 01243 752025

Crown copyright material is reproduced under Class Licence Number

CO1W0000189 with the permission of the Controller of HMSO and the Queen's

Printer for Scotland.

Material produced by the LA may be copied for use within West Sussex LAeducational establishments. For material that is neither Crown copyright nor

produced by the LA, please obtain the permission of the publisher before making

copies of the material.

Main changes are shown as dark blue text.

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Contents

..................................................................................................................... 7Introduction.......................................................... 9Part A. General guidance for all curriculum areas

.................................................................................................. 9Accidents and incidents.................................................................................... 9Investigating and monitoring accidents

..................................................................................................................... 10Adhesives................................................................................................................. 10Hot-melt glue guns

................................................................................................. 10Cyanoacrylates (superglues).................................................................................................................... 10Wall-paper paste

............................................................................... 10Buying safe goods and equipment............................................................................................................ 11Cleaning rooms

........................................................................ 12Educational visits and off-site activities................................................................................................................... 12Outdoor activities

.................................................................................................. 12Wildlife and Countryside Act..................................................................... 12Activities offered by people receiving your visit

...................................................................................................................... 13Electricity................................................................................................................. 13Electricity isolators

........................................................................................... 13Room electricity emergency stop........................................ 14The fixed installation (the building wiring up to the power socket)

......................................................................................................................... 14Socket outlets.............................................................................................. 14Checking and using equipment

.............................................................................................................. 15Approved equipment..................................................................................................... 15Maintenance of equipment

................................................................................................ 15Home-made mains apparatus............................................................................................................................ 15Low voltage

.......................................................................................................... 15Rechargeable batteries..................................................................................................................... 16Fire safety

............................................................................................................ 16Fumes and dust............................................................................................................. 17Cleaning dusty areas

.................................................................................................... 17Hazardous materials............................................................................. 18Risk assessments and control measures.

............................................................................................................ 18Prohibited substances.............................................................................................................. 18ICT equipment

................................................................................................ 19Safe use of laptop computers

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...................................................................................................... 20Visual display units (VDU).......................................................................................................... 20Interactive whiteboards

................................................................21 Ladders, steps and other access equipment.........................................................................21 Lifting operations and lifting equipment

.................................................................................................................22 Lone working.................................................................................23 Management of health and safety

.................................................................................................................. 23Risk assessments..................................................................................................................... 24Keeping records

...................................................................................................... 25Health and safety policies...................................................................................................................... 26Responsibilities

.............................................................................................................................27Class sizes................................................................................................................... 27Using workrooms................................................................................................................. 28Delivery of lessons.................................................................................................................. 28Cover supervisors

.................................................................................................................... 29Tutor/form rooms....................................................................29Maintenance of equipment and practical rooms

.........................................................................................29Safety signs, notices and displays..................................................................................................................... 29Making artefacts

............................................................................................................30 Manual handling.............................................................................................................................30 Noise

...........................................................................31 Pupils with special educational needs..........................................................................................................31 Pressure systems

......................................................................................................... 32Hired pressure systems........................................................................................................... 32Model stream engines.

.....................................................................32 Protective clothing and safety equipment..................................................................................................................................32Clothing

..................................................................................................... 32Eye protection and guardsEye-wash................................................................................................................................ 33

..................................................................................................................................33First-aid................................................................................................33 Services: water and gas

.......................................................................................................................... 33Gas supplies.................................................................................................................. 34Using gas burners

......................................................................................................................................34Water

.........................................................................................................................34 Storage............................................................................................................................34Flammables

..............................................................................................................................35Corrosives..................................................................................................................................35Shelving

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.................................................................. 35Tools: hand tools and portable power tools.............................................................................................................................. 35Hand tools

.............................................................................................................. 35Portable power tools............................................................................................................................... 36Glue guns

........................................................................................................................ 36Training........................................................................................................................... 36Waste

.................................................................................................................... 37Disposable items................................................................................................................. 37Combustible swarf

............................................................................................... 37Metal swarf, sharps and glass............................................................................................ 37Chemically hazardous materials................................................................................. 38Part B. Specific curriculum areas

.................................................................................................... 38Design &Technology............................................................................................................ 38Workshop supervision

............................................................................................... 38National standards for training................................................................................... 39D&T: Machinery and equipment

........................................................................................ 39Restrictions on machine operators................................................................................................. 40Specific portable power tools

.............................................................................................................. 40CAD/CAM machines.......................................................................................................................... 40Laser cutters

....................................................................................................................... 41Machine siting.................................................................................................................... 41Emergency stops

.......................................................................................................................... 42Start controls..................................................................................................................... 42Braking devices.

................................................................................................................ 42Planer/thicknessers................................................................................................................. 42Equipment stability

........................................................................................ 42D&T: High-temperature work.................................................................................................................................. 43Welding

..................................................................... 43Casting and other very high temperature work.............................................................................................................. 43Protective equipment

............................................................................................................................... 43Asbestos.............................................................................. 44D&T: Working with wood and metal

..................................................................................................................................... 44Metals....................................................................................... 44Oils, greases and cutting lubricants

...................................................................................................................................... 44Wood.................................................................................................................... 45Wood treatments

................................................................................................................ 45

Adhesives for wood........................................................................................... 45D&T: Working with plastics

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........................................................................................................................ 45Burning plastic..............................................................................................45Glass-reinforced plastic (GRP)

........................................................................................................... 45Expanded polystyrene.......................................................................................45 D&T: Working with electronics

................................................................................................................................46Soldering.......................................................................................................... 46Processing photo-resist

...................................................................................................................................46Etching........................................................................................................... 46Electronic components

...........................................................................................46Flux cleaners and other solvents...................................................................................46 D&T: Working on motor vehicles

......................................................................................................... 46Working on engines etc;................................................................................................................ 47Working under cars

........................................................................................................ 47Paint spraying (vehicles)..................................................................................................... 47Other hazardous materials

..........................................................................................................48 Food Technology.......................................................................................................................... 48Water quality

..................................................................................................... 48Avoiding burns and scalds.............................................................................................................................48Deep frying

.......................................................................................................................... 48Sugar-boiling....................................................................49

Thermometers and other measuring equipment

.....................................................................................................................................49Floors..........................................................................................49Cleaning materials, bleaches etc.

.................................................49Using sodium carbonate (washing soda) as a drain cleaner.....................................................49Food technology: cookers and domestic machinery

..................................................................................................................................49Cookers................................................................................................................ 50Microwave cookers

............................................................................................................. 50Restricted equipment.............................................................................................51 Food technology: hygiene

.................................................................................................... 51Microbiology, food tests etc................................................................................................................... 51Personal hygiene

...................................................................................................................................51StorageWaste bins.............................................................................................................................. 51

.................................................................................................................... 51Chopping boards.............................52Art & Design: working with solvents, paints and graphics materials

..................................................................................................................................53Solvents............................................................................................................ 53Spraying / air brushes

..................................................................53 Art & Design: working with stone and glass

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...................................................................................................................................... 53Glass............................................................................................................................. 54Enamelling

...................................................................................................................................... 54Stone........................................................................................... 54Art & Design: photography

.............................................................................................................................. 54Darkrooms.......................................................................................................................... 54Photo-resists

.............................................................................................................. 55Ultra-violet light (UV)......................................................................................... 55Cameras and optical instruments.

.................................................................... 56Ceramics: working with glazes and stains........................................................................................................................... 56Using glazes

.................................................................................................................... 56Preparing glazes............................................................................................................. 57Storage and labelling

Ceramics: kilns and machinery..................................................................................... 57..................................................................................................... 57Clay processing machines

................................................................................................................. 57Kilns and furnaces................................................................................................................................ 58Gas kilns

........................................................................................................................... 58Maintenance......................................................................................................................... 59Textiles

.................................................................................................................................. 59Flooring................................................................................................................... 59Sewing machines

............................................................................................................................ 59Fabric irons....................................................................................................................................... 59Batik

.................................................................................................................................... 59Dyeing................................................................................................................. 59Flameproof fabrics

......................................................................................... 60Appendix: Room Checklists............................................................................................................. 61Textiles Rooms

................................................................................................. 63Art & Ceramics Rooms...................................................................................................... 65Workshop Checklist

................................................................ 67Food Technology Rooms (food preparation)

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Introduction

This manual is for subject leaders and staff of Design & Technology, Art &

Design, and includes Graphics, Ceramics, Textiles and Food Technology. It sets

the standards required by the LA that schools must follow. The purpose of this

document is to ensure safe practice in technology at KS3 and higher. This

document must be made available to all teachers and technicians involved in

teaching these areas and they must use the information in planning practical

work. There are other essential documents to this one:

CLEAPSS CD-ROM for Design and Technology, 2003. Relevant to Design and

Technology, Art & Design, Ceramics, Textiles, and Food Technology

BS4163:2007. Health and Safety for Design and Technology in Schools and

Similar Establishments: British Standards. This is relevant to craft, electronics,

engineering, food, graphics, manufacturing, product design, systems and control,

textiles and ICT.

A Guide to Safe Practice in Art & Design . (www.nsead.org/hsg/index.aspx. This is

an updated version of the DfE A Guide to Safe Practice in Art and Design 1995.)

These documents, with this manual, form the basis of the LAs arrangements and

risk assessments for health and safety in Design &Technology, Art & Design,

Ceramics, Textiles, Food Technology, Graphics, etc. These documents havebeen issued to all secondary schools. If you have misplaced the first two, contact

the Health and Safety Team on 01243 752025. The last document has been

reproduced on the CD-ROM with permission from HMSO. Departments must

have copies of this information readily available for staff to use, and for inspection

by LA advisers, County Council Health and Safety Officers, OfSTED inspectors,

and the Health and Safety Executive.

There are two other guidance documents issued by the DCSF that are useful.

These are for Design and Technology areas, Building Bulletin 81 "Design and

Technology Accommodation in Secondary Schools: A Design Guide" (Revised

2004). (It is available for download from

www.archive2.official-documents.co.uk/document/deps/dfes/81/81.pdf), and for

Art and Design areas, Building Bulletin 89 Art Accommodation in Secondary

Schools 1998, available from The Stationery Office, ISBN 0112710298.

Please contact an appropriate member of Adults and Children - Learning or

Health and Safety Team if you wish to discuss any of the guidelines in this file, or

problems in implementing them. The School Standards and Framework Act and

the precursor, the Local Management of Schools, has given schools increased

delegated powers and duties in running schools, including health and safety

responsibilities to staff, children and visitors. The manual explains these health

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http://www.nsead.org/hsg/index.aspxhttp://www.archive2.official-documents.co.uk/document/deps/dfes/81/81.pdfhttp://www.archive2.official-documents.co.uk/document/deps/dfes/81/81.pdfhttp://www.nsead.org/hsg/index.aspx


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and safety responsibilities and the principles of successful health and safety

management.

This document is specifically for health and safety matters relating to the design

& technology curriculum areas, including art and design. For general health andsafety information relating to educational establishments, refer to the A-Z Health

and Safety section of WSGfL.

As a guide to what is reasonably practicable, the word should in this manual is

used to mean something that is recommended but not compulsory; these are

usually actions that are considered to be good working practices, but the

educational establishment is free to choose other actions if it has good reasons

for doing so. Conversely, the word must is used to mean something that is

compulsory, usually something statutory, and a failure to implement would be

breaching a law or LA policy, or breaching a duty of care.

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Part A. General guidance for all

curriculum areas

Accidents and incidents

In health and safety, an accident is an event that causes ill-health or injury, and

possibly damage to property or the environment. An incident is an event that

nearly causes ill-health, injury, damage to property or the environment (so it can

be called a near-miss). Never ignore a near-miss. It gives important information

on how to prevent a similar event happening again. If ignored, the consequencescould be much worse next time.

It is essential to report accidents and incidents, as it is an important way of

monitoring health and safety performance and identifying trends so that

resources can be targeted towards tackling specific areas of concern. The law

says that employers have to report serious accidents and incidents.

There are two levels of reporting and recording accidents and incidents: using

your local school accident and incident book, and reporting to West Sussex

County Council by filling in form HSW3. Full details are given for schools in the

Health and Safety A-Z on the WSGfL..

Investigating and monitoring accidents

Unless they are minor accidents where the cause is obvious, accidents and

incidents need to be investigated. The main reason for the investigation is to find

the cause of the accident to prevent it happening again. You should record any

findings and recommendations.

The investigator should be the person responsible for the area where the

accident happened, or the person in charge of the curriculum area if it happened

in a lesson. More serious accidents, where the injured person was taken tohospital, must be investigated by a senior manager in liaison with the Health and

Safety Team.

Accidents and incidents are usually caused by failures in control, and often have

several causes, both direct and indirect. Although the direct cause may be human

or technical failure, the indirect cause may be down to organisational failings or

oversights that managers are responsible for. When investigating an accident it is

important to look for both direct and indirect causes.

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Adhesives

Follow the guidance in the CLEAPSS CD-ROM for Design and Technology. Do

not use hazardous adhesives (for example, epoxy resins, cyanoacrylates andformaldehyde resins) when safer ones would do just as well. All glues must be

used in accordance with the manufacturers instructions. Be aware that some

solvent-based adhesives are used by glue-sniffers.

Hot-melt glue guns

Use the trigger-type only. Wear safety specs, and wear a protective glove on the

hand holding the work. A glue gun stand can be used to keep the gun clear of

glue drips. Before use, teach users the first-aid procedure should hot glue come

into contact with the skin; immerse the hand in clean cold water for at least five

minutes. Ensure that there is a source of cold water available, it should be atleast two metres away from the glue gun (preventing the risk of water being

spilled onto the glue gun).

Cyanoacrylates (superglues)

These may be used by teachers, technicians and pupils Y10 and above. Pupils

must be under direct supervision. Be very careful not to get this glue on anyones

skin. As with all dangerous materials, keep this glue locked away when not in

use..

Wall-paper pasteAvoid the use of paste which has fungicide in it - this is an irritant and can cause

an allergic skin reaction.

Buying safe goods and equipment

When you buy goods and equipment, you want to be sure that you get what you

pay for, and that they will not cause any harm to staff or children. The quality and

performance of equipment must be suitable for educational use

for example,items meant for DIY enthusiasts may not be suitable for children to use.

Buy from reputable suppliers, and avoid second-hand equipment unless you are

sure it is in good condition and suitable. If you need advice about buying

equipment, please contact the Supplies Advisory Service on 01243 777787 or

Adults and Children - Learning. Refer to BS 4163:2007 before to purchasing any

equipment to ensure its suitability, and to identify any training requirements.

The CE mark on equipment is not a guarantee of safety it says the

manufacturer is claiming the machinery complies with the law. Its up to you to

check the equipment is safe before it is used. There have been several cases inWest Sussex where schools bought CE-marked equipment from a high street

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DIY chain believing it to be a mark of quality, but the equipment had to be

condemned and scrapped because it was too dangerous to be used by children.

To help you choose safe and good value products:

research what it is you need contact other educational establishments for

recommendations

dont be misled by sales talk into buying unnecessary extras

ask for written confirmation that the goods or services will comply with relevant

safety standards

check for hidden costs or small print clauses

check to see if the goods or services are covered by a code of practice, or if the

company is a member of a trade association

if fitting or installation is involved, check to see that the person who will carry this

out is suitably qualified (eg an electrician or gas fitter)

if the equipment has replaceable parts, check that they are easily available at a

reasonable cost, and preferably that you can get them from a range of suppliers.

When ordering the goods, make sure your order identifies the exact goods,

specifications and standards required, cross-referencing to the suppliers

literature where necessary.

Cleaning rooms

Staff must keep the practical rooms clean and tidy. Walkways and work areas

should not be cluttered. Equipment and materials must be stored appropriately.

You need suitable equipment to clean dust. See the section on fumes and dust.

School staff must leave practical rooms, including preparation rooms, in a safe

state so the rooms can be cleaned safely. Cleaners must have induction training

before cleaning in hazardous areas such as machine workshops; the cleaning

staff must have been trained by their employer to use the appropriate cleaning

methods, particularly in ceramics areas and wood and metal machine workshops.

The employer has the principal responsibility for giving the training, but you

should check; dont assume it has been done.

You must explain to cleaners clearly if there area areas or equipment that should

not be cleaned. Do this in liaison with the premises manager or caretaker.

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Educational visits and off-site activit ies

Follow the advice and instruction in the Regulations and Notes of Guidance for

Educational Visits. Every school has been sent a copy of this. Each schoolshould also have an Educational Visits Co-ordinator. Off-site activities must be

organised within the guidelines of the LA (or school governors for Voluntary

Aided Schools) regarding parental permission, supervision, general safety,

transport, first aid and insurance.

A prior consultation or visit to the site by a teacher with appropriate experience is

essential.

The school must ensure that the site(s) being visited and the activities to be

carried out are suitable and safe for pupils (giving due consideration to the safety

measures and supervision that will be available). The same guidelines, whichapply to school technology generally, apply to off-site technological activities.

Give adequate information and warning to the pupils beforehand about

foreseeable hazards which would not normally encountered in school, such as

the dangers of eating fruits from wild plants, getting too close to machines which

are operational or wandering off without permission - particularly where there

may be dangers arising from industrial processes or, in the case of working

outside, dangerous waters or exposed heights.

Outdoor activities

Where relevant, make sure that the pupils, staff and helpers wear the appropriateclothing, headgear and footwear. Warn pupils not to handle dead animals which

they may come across outdoors. Be aware that old insect or animal nests may

have been treated with very harmful pesticides.

Wildlife and Countryside Act

You may not damage or uproot specially protected wild plants. You may take

other plants if they are on your own land or where you have permission from the

owner. It is permissible to pick flowers and fruits from unlisted plants growing

wild, but do not harvest them excessively. Do not remove or otherwise damage

nests or other animal habitats unless you are sure they are no longer used.

Activi ties offered by people receiv ing your visi t

If pupils take part in activities organised by agencies or other outside people, the

school must ensure that the activities are both suitable and safe. People may not

fully appreciate that activities which are suitable for adults can pose significant

risks to pupils. School organisers must satisfy themselves as far as reasonably

practicable that any work place being visited is following health and safety

regulations, including those for the control of substances hazardous to health.

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Electricity

Mains leads, plugs and sockets.

Plugs, leads and sockets must be checked regularly. Worn or damaged mainsflex must be replaced. All 230 volt mains plugs must be the standard 13 amp

square pin type with partly shrouded line and neutral pins, the older style plugs

with bare line and neutral pins should not be used. Staff may not wire up plugs

until they have received adequate training (this may be provided by a suitably

qualified and experienced member of the science department competent to do

this).

Electricity isolators

Each work area containing fixed electrical equipment (e.g. a resistant materials

room or a preparation area) must have a main lockable switch-disconnector thatswitches off all circuits to the fixed electrical equipment in the area. Ideally, it

should be located near the main entrance to the area and easily accessible to the

teacher. The main switch-disconnector must not isolate critical circuits specifically

installed to remove hazards.

All fixed equipment must be controlled by switch-disconnector (an isolating

switch) located either on the equipment or within two metres of the normal

operating position, and accessible to the operator. The cabling from the switch-

disconnector to the machine or equipment must be mechanically protected (eg.

armour-flex cable).BS4163:2007 recommends that electrical equipment for fixed machine tools

should be supplied by a fused switch-disconnector (conforming to BS EN 60947-

3, or a connection unit conforming to BS 1363-4, or a circuit breaker conforming

to BS EN 60898, or a residual current operated circuit-breaker (RCBO)

conforming to BS EN 61009-1). See BS4163:2007 subsection 5.2.6.

Room electrici ty emergency stop

Rooms with high power electrical machines should be fitted with adequate

emergency stops around the room that switch off all circuits supplied by the main

switch-disconnector. D&T machine shops must have them installed. See section

5 of BS 4163:2007. The stops must be tested regularly; if any malfunction, they

must be repaired by a qualified electrician without delay. Room emergency stops

are recommended in wood machine preparation rooms1; power to the

preparation room should not be affected if emergency stops in adjacent

workshops are activated.

1 There is conflicting advice regarding preparation rooms. BB81 recommends roomemergency stops in each work area containing fixed electrical equipment. However,BS4163:2007 states that emergency stops are not required in preparation rooms. Onbalance, WSCC recommends room emergency stops are fitted in preparation roomsunless there are overriding safety reasons for not doing so.

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The fixed installation (the building wiring up to the power socket)

No one is allowed to work on the fixed installation without agreement from

Property Services (maintained schools). If they have agreed the work, it can only

be done by a WSCC-approved contractor, or by a NICEIC contractor, or ECA or

J IB recognised electrician. The work must comply with the latest edition of the

IEE regulations for electrical installation (published by The Institution of

Engineering and Technology), and when it is finished, a completion certificate

must be sent to Property Services.

The mains wiring in workshops (single phase and three phase) must conform to

the requirements specified in section 3 of BS 4163:2007. The mains isolator and

emergency stops must be labelled clearly. No pupil or unauthorised person is

permitted to turn on the mains isolator.

Often you have to connect more than one device to a mains socket, particularlywith computer equipment - do not use socket adapters, use fused 13A rated

trailing distribution blocks. Extension leads may only be used as a temporary

method of powering portable equipment; they must not be used as permanent

fittings. Cable drum flex must be fully unwound before use. All flex must be

routed, guarded or protected so that it does not cause a danger of tripping

people.

Portable mains equipment used outdoors must be protected by an RCD (residual

current device).

Socket outlets

Socket outlets should be supplied via a non-time delayed residual current device

with a maximum tripping current of 30 mA. A maximum tripping current of 10 mA

should be used in areas where water might be present. See BS4163:007,

subsection 5.2.1 and 5.2.2. Where schools have no RCD fitted, this should be

planned through the school premises development plan.

Checking and using equipment

All users of portable mains equipment should carry out a simple and quick four-

point visual check before plugging a device into a socket and switching it on.

Are the plug and mains socket in good condition with no damage or

missing screws?

Is the flex in good condition - the flex outer sheath must go fully into the

plug and fully into the equipment?

Does the mains equipment appear in good order, free from dampness

and no obvious damage?

If the equipment has a switch, is it switched to off?

Remember, damp or wet mains conductors are dangerous. Do not attempt toremove damp plugs from sockets, isolate the supply first.

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Approved equipment

All mains electrical equipment used in schools must conform to relevant British

Standards specification or equivalent European standards. Do not use equipment

meant for domestic light use.

Maintenance of equipment

The electricity at work regulations requires that periodic tests are made to ensure

electrical equipment is in a safe condition. Portable electrical equipment should

be formally tested annually. The checks include examination for integrity of

connectors and flex, tests for earth bonding and for line-earth insulation. The

electricity regulations apply to the whole school, not just to the technology

department. Check with your school management for the arrangements for

electrical testing.

Home-made mains apparatus

Teachers/technicians are permitted to construct mains equipment for school use

provided that it is built to current British Standard specifications and is thoroughly

checked and tested by a competent and suitably qualified electrician before it is

used by others. The department must retain written evidence that the apparatus

passed electrical safety checks.

Low voltage

Pupils are not permitted to use power supplies with more than 33 volts on open

terminals; for younger pupils (under Y10) it is preferable to keep the supply below25 volts. Higher voltages are permitted if they are current limited to 5mA or less,

or if the terminals are suitably shrouded to prevent accidental contact with a live

conductor. Pupils must not be allowed to work on TV sets, open mains etc.

Rechargeable batteries

Rechargeable batteries (nicad, nickel metal hydride, lithium or lead-acid) may not

be used by young pupils in school (Y8 or lower) unless either the battery holder

and all electrical connections are completely inaccessible to pupils, or some

current limiting device is inserted between the batteries and the accessible

connections. This restriction is necessary because of the dangers of using thesebatteries. If they are short-circuited, the conducting wires can become red hot

and the plastic insulation will burn. If the short circuit is severe, high-capacity

batteries may explode. The risk of injury outweighs any cost-saving benefit. Nicad

or nickel metal hydride rechargeables may be used by pupils in Y9 or above

under suitable supervision when a low internal resistance power source is

necessary for a project to work. The pupils must be made aware of the hazards.

Owing to the risk of explosion, no attempt should be made to recharge primary

(non-rechargeable) batteries.

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Fire safety

Follow the school procedure for fire evacuation. Each room should have a notice

explaining the evacuation procedure and muster points. If there is more than oneexit, and one may lead people in the wrong direction to escape safely, a fire exit

sign with pictogram must be placed over the correct exit(s).

Each workroom should have the correct type and number of extinguishers and

other fire-fighting equipment as laid down by the local fire risk assessment.

Access to the equipment must not be hindered. Teachers and technicians are

advised to read the instructions on using the equipment. Refer to the health and

safety guidance on the WSGfL..

Fire hazards from highly combustible material require a specific risk assessment.

You need to look at how the fire could start, and put in specific safety measuresto reduce the likelihood of it happening and spreading. If you have concerns,

contact the Health and Safety Helpline on 01243 752025.

Fumes and dust

The COSHH regulations require that fumes and dust are kept below specified

limits specified. This can be done in several ways.

Change the process

Sometimes a simple change of technique can reduce dusts. Avoid keeping and

mixing fine powders if it is safe to keep them in paste or pellet form. Brush on

paints, glazes etc. rather than spray them. Consider hand-cutting plastics rather

than machining them.

Use natural ventilation

Activities which produce low levels of fumes, such as gluing with household

glues, soldering and painting with solvent based paints, can be done with no

special precautions other than ensuring good natural ventilation. This may meanworking near a window or working out of doors.

Use Local exhaust Ventilation (LEV) systems

Some processes produce high levels of fumes and dust and may only be done

with an adequate local exhaust ventilation system, also known as LEV, or fume

extraction or dust extraction. Where LEV has been installed, it must be tested to

check it meets the design criteria every 14 months. It is the establishments

responsibility to arrange for these tests; Education Supplies can advise you on

contractors. It is the responsibility of the subject leader to make sure the tests are

undertaken and that a record of these tests is kept.

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Use dust masks and respirators

These may only be used where it is impracticable to use methods 1-3, or when

methods 1-3 are not sufficient by themselves. It is not an alternative cheaper

method.

Refer to the CLEAPSS CD-ROM for Design and Technology for guidance on LEV

for dust and fume control for specific hazardous materials. Machines that produce

high levels of fine dust, such as disc sanders, belt-facers, circular saws, band

saws and powered fret saws must be fitted with suitable local exhaust ventilation.

Cleaning dusty areas

It is important that workspaces which are prone to the build up of dust - like wood

machining rooms and pottery rooms - are cleaned regularly, particularly in thenot-so-accessible places. Vacuum cleaners may only be used if they have

adequate dust filtering, eg a HEPA filter; ordinary vacuum cleaners will only

disperse very fine dust and cause a greater risk. Manual cleaning should be done

damp or wet, particularly silica dust in ceramics rooms. You may need to wear a

disposable dust mask (grade FFP2) if dust becomes airborne while cleaning. See

also the section on cleaning rooms.

Hazardous materials

The COSHH regulations (control of substances hazardous to health) require risk

assessments and control measures to be provided for employees and others

affected who have to work with hazardous substances, for example solvents,

acids, bleaches, dyes, etc which could be harmful if used wrongly. This includes

fumes and dusts. (COSHH is not concerned with dangers due to extremes of

temperature or pressure. Asbestos and lead are also excluded from the

regulations because there are separate regulations for these.)

COSHH is not designed to prevent teachers from using hazardous materials, it

should be regarded as a more systematic approach to sensible safe practicewhich has developed in schools and colleges over the years. Teachers and

technicians must refer to the COSHH risk assessments before using hazardous

materials, but there is no need for repeated referrals once they are familiar with

the hazards and safety procedures.Where reasonably practicable, you must use

less hazardous substances in preference to hazardous ones.

Be aware that the COSHH information is updated as new hazards are

recognised. You must not use a hazardous material if a safer substitute is

reasonably practicable.

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Risk assessments and control measures.

Many COSHH risk assessments for the materials used in practical subjects are in

the CLEAPSS CD-ROM for Design and Technology. If you are unable to obtain a

COSHH assessment, contact the Health and Safety Helpline on 01243 752025

with details of the product and the manufacturer and you will be supplied with

one. Do not use a hazardous material without an assessment. You must follow

the guidance given on the assessment.

To each risk assessment, you should add notes on any local conditions and

hazards. Every employee has a duty to make full and proper use of the safety

equipment and safety information provided by the school or the LA. The COSHH

information must be used in the planning and organising of technology activities.

People handling hazardous materials are also required to follow the

manufacturers or suppliers instructions for its use.

Local exhaust ventilation systems (LEV) have to be checked every 14 months.

Refer to the section fumes and dusts.

Prohibited substances

Some of the following materials may have been used in the curriculum in the

past, but they are no longer considered suitable. It is unlikely that these are in

schools now, but sometimes they turn up when clearing out old cupboards and

stores. Do not use them. This list is not exhaustive; no hazardous material may

be used unless it has been assessed carefully.

Prohibited Substance Likely use

Asbestos Heat insulation

Benzene Solvent

Barium powder pigments Paint/glaze colouring

Cadmium powder pigments Paint/glaze colouring

Chromium powder pigments Paint/glaze colouring

Fehlings solution Food test

Hydrofluoric acid Etching glass etc.

Methanal (formaldehyde, formalin) Fungicide, lithography

Millions reagent Food test

Phenol (solid) Anti-bacterial investigations

Raw lead glazes Glazing ceramics

Tetrachloromethane (carbon tetrachloride) Solvent, stain remover

ICT equipment

Although working with display screen equipment is not generally high risk, userscan get musculoskeletal and other physical problems, eye fatigue and mental

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stress if they do not follow the precautions laid down in the Display Screen

Equipment (DSE) regulations2. These regulations are relevant to staff,

particularly those in information technology areas. Children are not normally

classed as users because they do not use the DSE equipment for long enough.

Nonetheless, the general principles in setting up comfortable and low-risk

workstations for children should still be followed.

Safe use of laptop computers

Laptops and similar portable computers are not suitable as office workstations for

clerical and administrative support staff. These styles of computers have smaller

keyboards and screens than desktop computers and this makes them less

comfortable to use, especially over longer periods. The hazards are aches and

pains caused by poor posture, eyestrain and headaches from looking at a poor

contrast screen, and arm and finger strains caused by poor keyboard technique.There is also an electrical hazard if the laptop external power unit becomes

damaged.

Follow these points to reduce the health hazards:

Avoid using laptop computers for long periods; use a full-sized PC if one is

available or consider using a docking station with a plug-in full size mouse and

keyboard.

When you use mains power, only use the a.c. adaptor provided by the

manufacturer, not any others, to avoid incompatibility and damage to the laptop.

Look at the adaptor, power cables and plug, and check that they are in good

condition before plugging in. Keep the power cables free from twists.

If possible, choose software that allows you to adjust image size and colour.

Be careful that power cables do not cross walkways because it may cause

someone to trip.

When you use a laptop for more than a few minutes, make sure you are sitting

comfortably with good posture, and adjust the screen to give the best viewing

position without screen reflections. It is better to use the laptop on a table rather

than on your lap.

Take regular breaks from using the laptop if the work is prolonged. As a guide, do

something else for five minutes every thirty minutes of laptop use.

Practical rooms are far from ideal for ICT equipment, so extra care is needed.

Ensure that the equipment is placed in a dust-free area and well away from

water, solvents, hazardous liquids etc. Dust and dirt will damage CD drives. Do

not place the equipment close to radiators or other heat sources. Ensure that the

2 The Health and Safety (Display Screen Equipment) Regulations 1992.

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ventilation holes remain unobstructed. Arrange the equipment so that users are

able to sit down and operate it comfortably.

Refer to the section Electricity. Computer equipment is likely to have many

trailing leads used for connecting the peripheral equipment. Route these leads tominimise the risk of someone becoming entangled in them.

Some desktop PCs have a significant earth leakage to cause nuisance tripping of

sensitive RCDs. Double insulated equipment such as laptops will not cause this

problem.

Visual disp lay units (VDU)

The VDU should be used in a shaded area of the room, not in bright light, so that

it is comfortable to view. Keep the screen clean by wiping it with a dry clean cloth.

Interactive whiteboards

The height of the board from the floor should be set to give good visibility and

ensure users can reach all areas of the board without having to bend excessively;

the height should also give children access to a sufficient area of the board.

Avoid using platforms to give younger children access to the board.

The light from projectors is very bright and can cause eye damage. Follow these

guidelines to prevent this.

Never stare directly into the beam of the projector. Warn children of the dangers

too.

When entering the beam, you should not look towards the class for more than a

few seconds.

As much as practicable, keep your back to the projector beam when you move

into the beam.

Children should be supervised when the projector is in use.

Interactive whiteboards can be very difficult to see when direct sunlight shines on

the board. If the board is in direct sunlight, you will need to fit window blinds. Staff

adjusting or cleaning a high-mounted or suspended projector must use anappropriate step ladder or kick stool to access it safely. Projectors should be

allowed to cool down before cleaning.

All cabling must be safely secured safely for the whole of the cable length.

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Ladders, steps and other access

equipment

You must have suitable ladders and other portable access equipment (PAE) for

staff who need to work at heights, for instance to put up displays or reach upper

shelves. Chairs, tables and so on must not be used. Stepladders, ladders and

scaffold towers must be suitable for the tasks. Wooden ladders must meet

BS1129: 1990, metal ladders must meet BS 2037:1994, or the European

equivalents. Ladders should be Class 1, designed for industrial use. Avoid

ladders designed for light or domestic use.

The subject leader must ensure that:

The access equipment is in good condition and checked at least every year. The access equipment is stored safely and securely so unauthorised people

cannot use it.

Staff and other users know how to use it properly.

Follow the guidance in the HSE leaflet Safe use of ladders and stepladders: an

employers guide. Access equipment must be checked regularly. One way of

arranging this is to make sure each item of equipment has an owner responsible

for checking it regularly, and taking it out of service if it becomes defective.

Records of checking must be kept.

Staff must be given training so they can use access equipment safely. The type

of training must depend on the risks. Staff who are expected to use access

equipment regularly must attend a suitable formal training course; contact the

Health and Safety Helpline, 01243 752025, for details.

People who erect, use and dismantle mobile scaffolding units must be properly

trained and qualified to do it safely. The qualification should be to a PASMA

(Prefabricated Access Suppliers and Manufacturers Association) standard.

Lifting operations and l ifting equipment

These are regulated by the Lifting Operations and Lifting Equipment Regulations

(LOLER). These regulations apply to all hoists, jacks or other lifting equipment

that may be used in technology. If you have any such equipment, then you must

ensure that the lifting equipment is:

of adequate strength and stability for each load, particularly regarding the stress

at its mounting or fixing point;

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positioned or installed to reduce to as low as is reasonably practicable the risk of

the equipment or a load striking a person; or from a load drifting, falling freely, or

being released unintentionally;

either marked to indicate its safe working load, or has information kept with themachine that clearly indicates its safe working load for each configuration, or both

if it applies;

is thoroughly examined regularly.

For lifting equipment for lifting persons or an accessory for lifting, the regulations

specify the equipment must be examined at least every 6 months, and for other

lifting equipment, at least every 12 months; or in either case, in accordance with

an examination scheme, and each time that exceptional circumstances have

occurred that could have damaged the lifting equipment.

The examination must be done by a competent person, and will normally involve

a load test. Teachers or technicians could carry out the examination provided

they have been given the appropriate training and test equipment. Whoever

carries out the examinations, you must retain records of dates and results of the

examination.

See also the section on manual handling.

Lone workingLone working means working when there is nobody else around to help or to

raise the alarm if you need it. For example, a teacher might come into school on

their own at the weekend to prepare some work.

If staff need to work alone, you must consider what precautions you need to take

for their health and safety. This begins before they even arrive for work: it is

important that someone else knows that they will be working alone, and

approximately when he or she should be home. For practical purposes, this could

be a relative, friend or neighbour.

When they are at work, the normal standards apply so that potential harm is kept

to a minimum. But lone workers also have to remember that they are responsible

in law for their own health and safety they must not take risks or short cuts.

They must not try to do anything they are not adequately trained for, or which

needs more than one person to do it safely.

Anyone with supervisory responsibilities must do a risk assessment identifying

the hazards, assessing the risks involved and putting the measures in place to

avoid or control them. This means identifying situations where their staff work

alone, and considering a number of questions.

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Does anything about the environment present specific risks to staff eg the

location, weather conditions or time of year?

Is there safe access in and out?

Can the equipment be safely handled and used by one person?

Does the job involve handling loads?

Is there a risk of violence?

Do the staff concerned have any medical conditions?

What forms of communication are available?

The risk assessment may point out a need for more staff, equipment, information,

instruction and training, greater supervision, or new safer systems of work such

as a checking-in system.

The Health and Safety Team run personal safety courses regularly. Contact them

on 01243 752025 for details.

Management of health and safety

This manual is not meant to be alarmist and there is no intention of deterring

teachers from introducing new activities provided that any hazards can be

approached in a safe way. In a world full of dangers it is important for the pupils

to learn how to recognise the hazards and manage them safely. Generally,

schools are very safe places. However, risks must be made as low as reasonably

practicable. All staff have a duty to use the safety information to minimise risks to

themselves, to pupils and to others. Teachers are expected to use this

information to help them to plan lessons and decide if an activity can be carried

out safely, giving consideration to the age and responsibility of the pupils.

In the event of an accident, it is important that immediate interim measures are

taken (if needed) to prevent a recurrence. Accidents must be reported in

accordance with the instructions from the LA.

Risk assessments

See also the section on Pupils with special educational needs.

Risk assessment is a process for looking at what can cause harm, how likely and

severe the harm could be, and what can be done to prevent it. There is no such

thing as zero risk risk assessment is a way of reducing the risks to an

acceptable level, so the benefits of the activity far outweigh the risks. All activities

that involve foreseeable significant hazards must have a risk assessment before

it is undertaken. Do not carry out any such activity without a risk assessment.

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As the activities in technology and art are unlikely to vary greatly from one school

to another, generic risk assessments can be used. Generic risk assessments for

most activities are in this manual and in the associated supporting documents

explained in the introduction, particularly those produced by CLEAPSS,and

BS4163:2007. Your schemes of work must be marked to show the hazards, and

where staff or pupils can find the risk assessments. Similarly, lesson plans, pupil

worksheets, text books etc should be marked similarly. Where there are special

local conditions that create hazards not on the generic risk assessment, you

should adapt the risk assessment accordingly, adding steps to reduce the local

hazards.

When pupils are planning projects and coursework, staff should help them to

identify the hazards that are likely to be encountered and the steps they will take

to reduce the risks adequately.

Do not forget to involve Teaching Assistants and voluntary staff in your risk

assessments. They should be consulted when considering pupils with special

needs so that all pupils and staff have adequate levels of protection from the

hazards in the practical curriculum.

There is more information on risk assessments on the health and safety pages of

WSGfL. If you need further advice on risk assessments, for example if you are

undertaking or supervising a special project, contact the Health and Safety Team,

01243 752025, or the relevant Adviser from Adults and Children - Learning.

Keeping records

Subject Leaders must keep records to demonstrate that health and safety is

being managed correctly. The records include:

Machinery maintenance.

14 monthly LEV tests.

Gas appliance annual tests.

Room and equipment termly checks.

Staff training (and certificates such as those for food safety, circular saws,planer/thicknessers, welding).

When portable appliance electrical testing was undertaken.

When inspection of fixed electrical installation was undertaken.

Pressure vessel inspections & tests.

Lifting equipment annual inspections & tests.

Access equipment (eg stepladders) inspections.

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Some of these inspections and tests are likely to be organised centrally by the

school and records kept by the Premises Manager or Bursar. It is important the

Subject Leader receives copies of these records.

Health and safety pol icies

To achieve good management of health and safety, subject leaders and staff are

expected to co-operate with the senior management of the school or college on

health and safety matters. Each school has an overall Health and Safety Policy

that explains how adequate standards of health and safety will be achieved it is

the responsibility of the Head and Governors to prepare it. Subject leaders will

normally have delegated responsibility for ensuring adequate health and safety

standards in their departments. It is very useful if practical departments have a

subsidiary health and safety policy to detail the departmental health and safety

arrangements.It is a requirement of the LA that departments undertaking practical work (which

includes Design and Technology, Art and Design, Ceramics, Textiles and Food

Technology) have a written subsidiary health and safety policy that clearly and

concisely explains the departmental health and safety arrangements. This could

be a combined policy that covers a range of practical curriculum areas, or

individual policies in which each covers a specific practical curriculum area. In

larger departments, many health and safety functions will be delegated. It must

be clear from the departments safety policy what safety functions have been

delegated, and to whom. The policy should have four sections;

A general statement of commitment and intent.

This is a short paragraph that expresses the departments commitment to health

and safety and the intent to make teaching as safe as is reasonably practicable.

Department's organisation

This is a description of the departments organisation for achieving their

commitment. This should explain the structure of the department and the line

management from the overall head of the department to all other people who

work in the department. This section should explain the formal ways in which

health and safety information is communicated to and from staff. The LA

recommends that time be allocated formally at staff meetings to exchange

information on health and safety. Minutes of a meeting can form a record of

information passed to staff.

The particular arrangements for implementing the policy.

This should state the model risk assessments the department will adopt and how

staff will use the information. The risk assessments are the CLEAPSS CD-ROM

for Design and Technology, BS 4163:2007, and the NSEAD A Guide to Safe

Practice in Art and Design, as appropriate. This section should also explain all

health and safety duties delegated by the subject leader, such as the person

responsible for ensuring schemes of work have appropriate risk assessments,the person who oversees the induction for new staff including technicians, the

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people who check the machinery, tools and rooms, etc. The arrangements for

testing of particular items should also be explained, such as checking fume

extraction, gas appliances, pressure systems, gas cylinders and regulators, and

protective equipment such as goggles and face shields. There must be a

procedure for making sure the health and safety functions are undertaken; part of

the procedure must be a plan of what will be done to rectify faulty equipment and

machinery.

Monitoring and reviewing

This section should explain the arrangements for monitoring and reviewing the

health and safety of the department.

The document should be signed and dated by the subject leader and approved

by the head and governing body. The policy does not need to be long; the length

will depend on the departmental complexity, but try to keep it to a few sides ofA4. The document should not include particular risk assessments or other codes

of practice - it is not a document on the particular safety measures for each

practical work undertaken.

Practical activities must be assessed for risk, and safety measures used to keep

the risks low. If you are undertaking any new activities, it is essential that a risk

assessment is carried out beforehand. Consult experienced colleagues, Adults

and Children - Learning or the Health and Safety Team to help you determine the

significant hazards and the risk of them happening. From this, decide on suitable

control measures to minimise the risks.

Responsibilities

Health and safety is not the responsibility of just one person. The duty of care is

on all employees and pupils to look after their own welfare and the welfare of

others who may be affected by their actions; the responsibility for health and

safety is no less important than any other function. Your employer also has

responsibilities for health and safety, including a duty to protect you, provide

training and keep you informed about health and safety matters. As part of the

LAs obligations, this file provides guidelines on safety in technology practical

work. Problems regarding this information should be discussed and brought to

the attention of the School Support Service where relevant. Subject leaders have

a duty to organise the department so that staff have access to the health and

safety information and understand the system for reporting defects in safety

equipment. No activity may be carried out unless the requisite health and safety

apparatus is available and in good working order. Every technology department

must have procedures for:

Making sure risk assessments are undertaken and used;

giving information to the people who need it;

ensuring regular safety checks are undertaken;

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keeping rooms clean and tidy;

reporting defective equipment;

ensuring apparatus receives necessary maintenance; and

ensuring only suitably qualified staff use restricted machinery.

A safety policy is a good way of showing how these procedures are organised in

the department. See the section Safety Policies

Class sizes

There is no statutory limitation on class size in any subject in schools in England

and Wales. Teachers who are concerned that the class size presents an

unacceptable risk to health and safety should report their concerns to their

subject leader and if necessary, the head teacher. Use alternative methods ifpossible for particular practical activities to reduce the risks, but if they cannot be

lowered to an acceptable level, the activities must not be undertaken until the

health and safety matters have been resolved. Adults and Children - Learning

and the Health and Safety Team can give advice.

British Standard 4163:2007 recommends class sizes of no more than 20 per

competent, qualified teacher. For numbers higher than this, follow the British

Standards guidance (BS 4163:2007 Section 3) and carry out a risk assessment.

When deciding class size, it is the policy of the LA that there must be an

identifiable unshared suitable workspace per pupil in the practical room. This

means a suitable bench or table area (with a seat where relevant). In a machine

workshop, the workspace must have a vice.

Use the guidance in Building Bulletin 81, Design and Technology

Accommodation in Secondary Schools: A Design Guide, or DfEE Building

Bulletin 89, Art Accommodation in Secondary Schools, as appropriate for

planning class sizes and work space, and take into account:

room size and layout,

the equipment in the room,

the type of activities to be undertaken,

competence and experience of the teacher,

bench space, space between benches

class behaviour, and

pupils with special needs.

Using workrooms

Staff are expected to leave workrooms in a safe condition. When starting apractical lesson, staff should check that rooms are clear, all thoroughfares and

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room exits are free from obstruction, floors are dry and in a safe condition, and

the lighting is adequate for the work being undertaken. Fire doors must be

unlocked and clear. Only staff authorised by the subject leader are permitted to

switch on the electricity and gas mains isolators, pupils may not switch on these -

not even under supervision. The department must ensure that pupils do not use

utensils, tools, machines or other equipment until they have been taught how to

use them correctly. Only one person may operate a machine or piece of

equipment at a time (there are some exceptions - see part II), some machinery is

restricted to use by qualified staff (again, see part II). Pupils are required to clear

away at the end of each practical session. Where possible, keep practical rooms

locked when not in use.

Normally, workshops, food technology rooms and other specialist practical rooms

should be locked when not in use. A specialist room should only be used for the

purposes for which it was designed.

Delivery of lessons

The Local Authority recommends that all design & technology lessons, and art &

design lesson, are delivered under the direction of qualified teachers who have

the skills, expertise and experience required to teach the work safely. For other

arrangements, Heads are advised to obtain advice from Adults & Children

Learning because there are statutory restrictions that affect the choice of who

may deliver lessons to pupils.

For Learning Support staff working under the direction of the teacher, the teachermust liaise with them beforehand to ensure that the Learning Support staff

understand the risk assessment for the practical work to be undertaken. The risk

assessment must include the health and safety of the Learning Support staff,

including any provision of suitable personal protective equipment identified by the

risk assessment. See also the section on pupils with special educational needs.

For guidance on the role of Learning Support staff, refer to the WSGfL Support

Staff.

Cover supervisors

Cover supervisors (including teachers acting as cover supervisors) must be giveninformation on the practical room hazards; this could be a laminated A4 sheet for

the room explaining the location and operation of main services such as

electricity and gas isolators, any local hazards, and where help can be obtained.

Subject Leaders must make sure that pre-set learning activities for cover

supervision have no practical element (but simple practical work that a risk

assessment has shown to be negligible risk3 is acceptable). The room gas supply

and machine electricity supplies should be switched off (preferably locked off).

3 This is to allow routine work such as the use of paper glue and blunt-ended scissors.

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Tutor/form rooms

Machine workshops must not be used as tutor or form rooms. Other practical

rooms may be used as a last resort; a risk assessment must be undertaken

beforehand.

Maintenance of equipment and practical rooms

See also the section on electricity.

There is a statutory requirement to maintain machinery. The regulations are quite

extensive. Among other things they require machinery to be in efficient working

order and in good repair, with relevant safety devices functional. Keep machine

guards in clean and good condition, those that have safety interlocks must be

checked regularly to ensure that they work efficiently. Some equipment has

statutorily specified test and maintenance intervals (se the subsection Keeping

records). The law requires equipment to be checked regularly enough to preventdangerous conditions occurring. For most machines, the scheduled maintenance

should be done at least annually. Maintenance procedures should be carried

according to the manufacturers recommendations which relate to the equipment,

for example the periodic lubrication, replacement and adjustment of parts. You

must keep records of the maintenance.

You should identify three levels of equipment checks:

Level 1 a visual check whenever the equipment is used.

Level 2 termly room and equipment check must be recorded and actionstaken where needed.

Level 3 annual check and maintenance usually carried out by an external

contractor.

In this booklet there are checklists for workrooms (workshops, pottery rooms

etc.). There is no obligation to use them, but departments must have some

procedure for making safety checks. The checks need to be done at least once a

term, they must be carried out by a person who understands the nature of the

hazards associated with the activities carried out in the room. Part of the checklist

is blank so that you can make your own additions.

Safety signs, notices and displays

Each workroom must have a set of safety rules and the fire procedure displayed

clearly. Cautionary notices and signs must be displayed where appropriate,

these can be home-made provided they conform to current standards and

standard pictograms and are made of a durable material.

Making artefacts

Items made at school must be safe to use. In many cases, there are regulations

or guidelines such as The Toys (Safety) Regulations and The Magnetic Toys(Safety) Regulations. Items must not be dangerous on account of their

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flammability; they should be made inflammable or, if they can ignite, should burn

slowly with a small rate of flame spread.

Manual handling

Manual handling covers any form of lifting, pushing, pulling or carrying loads, by

hand or using bodily force. Handling loads using incorrect techniques can cause

strains particularly back strain fractures, cuts and other injuries.

These can mean lost working days, and in severe cases even permanent

disablement. Injuries caused by bad manual handling are a big cause of absence

in education. So subject leaders must:

tell staff to avoid manual handling where there is a significant risk of injury,wherever reasonably practicable

assess all manual handling operations where there is a significant risk of injury;

4 record all relevant assessments;

review the assessments regularly; and

provide adequate information, instruction and training for staff.

Noise

Noise levels at work are regulated by The Noise at Work Regulations. Some

machines can produce high levels of sound, for example circular saws, planers,

and percussion drills. The lower exposure action values is a daily or weekly

personal noise exposure of 80 dB(A) (and a peak sound pressure of 135 dB(C)).

To give an idea of this loudness, you would have to raise your voice to make

yourself understood over this level of noise to a person standing two metres

away. If you are experiencing noise at this level, you may need to implement

controls under these Regulations to reduce the noise level or protect yourhearing; contact the Health and Safety Helpline, 0243 752025, for advice.

If you notice regular ringing in your ears after being in a noisy environment,

obtain advice from the Health and Safety Helpline.

4 There are occasions when an assessment does not need to be recorded: if it couldeasily be repeated and explained at any time because it is simple and straightforward,or the manual handling operation is straightforward, the risk is low, or it is only going tolast a very short time so the time taken to record it would be out of proportion to thetask involved.

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Pupils with special educational needs

Pupils with SEN are entitled to education in design & technology, including

practical work. Pupils with special needs can present health and safetyimplications for teaching practical work that need to be resolved. The approach

must be through risk assessment; this ensures the pupil has access to the

curriculum without undue risk to their health and safety and to that of others.

Do not overlook the health and safety of support staff working with pupils with

SEN - it is important to discuss the risk assessment with support staff

beforehand, including safety measures for their own health and safety.

You can obtain help with risk assessments from Adults and Children Learning

and the Health and Safety Team. You must implement the health and safety

measures identified by the risk assessment.

Pressure systems

Large compressed air systems (in which the pressure multiplied by the internal

volume of the air receiver exceeds 250 bar litre) are regulated by the Pressure

Systems Safety Regulations. You must arrange for the regular examination of

such pressure equipment by a competent person.

All pressure systems must be maintained in good repair to prevent danger. Usersmust know what action is needed in the event of an emergency, in most cases

this will be to remove the source of energy (switch off the electrical supply, turn

off the heat etc.) and leave the area.

Users of any pressure system should carry out pre-start checks, they should

understand under what circumstances the system should be shut down and know

how to vent any residual pressure safely before removing lids, filler caps, hoses

etc.

If the pressure vessel shows any signs of significant pitting, corrosion, damage

from drops or knocks or bowing from over-pressure, it should be considered

sufficient grounds for replacing the apparatus.

Regardless of the size of the system, it would still be wise to make regular spot-

checks. Ensure that all hoses and pressure pipes are in good condition and

securely fitted. The compressed air vessel should be free from corrosion or other

visible signs of damage. Check that the pressure gauges are working and the

pressure cut-out switch operates. Filters should be serviced regularly and

water/oil trap bowls should be clear and free from cracks. Where appropriate, the

compressed air vessel should be marked clearly with the maximum safe working

pressure.

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Do not neglect the non-pressure hazards like power cables, drive belts and

guards. If portable air compressors are mounted above the floor surface, they

must be secured before they are used.

Under no circumstances should compressed air be used for blowing away dust.

Hired pressure systems

The owner has the responsibility for carrying out the formal examination and the

hirer has the duty to use the system in accordance with the manufacturers

instructions.

Model stream engines.

These are included in the Pressure Systems Safety Regulations. CLEAPSS has

produced a scheme of examination for pressure cookers, autoclaves and model

steam engines. The formal examination

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