This resource was produced for ISBL by SafetyMARK - www.safety-mark.co.uk Green Level: There is an effective site specific, proportionate safety management system that is reviewed and involves all staff. How to get to Green Safety is everyone’s responsibility. It is essential everyone within the school is involved in creating a health and safety management system that is relevant to the location and activities that they are engaged in. A useful starting point is to form a safety committee. From within the committee, safety circles can be created to develop and implement essential health and safety systems such as a hazard, near miss reporting or a maintenance defect reporting procedure. The committee can also be used to develop safety aspects in the schools emergency response and continuity plans. The policy should aim to create a safety culture where managers lead safety through encouraging staff to discuss health and safety matters and decide what to do about them together. For this to be effective, it is essential that workers are provided with relevant training and support to effectively participate. How to get to Amber It is essential for a school to have a bespoke, written health and safety policy that has been developed by someone deemed to be a ‘competent person’. The policy should, as a minimum, have a ‘statement of intent’, a section that informs staff as to ‘who is responsible’ for health and safety and an ‘arrangements’ section that explains how the school manages risk, consults with employees; provides training and information, the right facilities, first-aid arrangements and reports accidents. It is also important to ensure the safety law poster is correctly completed and prominently displayed and to check employer and public liability insurances are appropriate for your school. As an employer, you must appoint someone ‘competent’ to help you to meet your health and safety duties. A competent person is someone with the necessary skills, knowledge and experience to manage health and safety. This could be someone employed by the school or a consultant. Evidence to look for: • Statement of Intent with regard to safety, signed and dated by the Head of the school and countersigned by the Chair of Governors. • Clearly defined safety responsibilities for individuals. • Proportionate safety arrangements which may be separate policies or within the main H&S policy. • Current employers’ liability insurance certificate. • Safety law poster. • Safety committee minutes. • Emergency plans. • Defect reporting procedure. Useful information: • Getting competent advice • Consulting Employees on Health and Safety INDG232 Notes Amber Level: A general policy has been written, it is managed by one person. Staff are aware of the policy but have not taken ownership. Red Level: There is no policy or clearly defined management structure for health and safety Section 1: Management Subsection 1.1: Management of Health and Safety Safety Subject
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Green Level: There is an effective site specific, proportionate safety
management system that is reviewed and involves all staff.
Ho
w to
get to
Gre
en
Safety is everyone’s responsibility. It is essential everyone within the school is involved in creating a health and safety management system that is relevant to the location and activities that they are engaged in. A useful starting point is to form a safety committee. From within the committee, safety circles can be created to develop and implement essential health and safety systems such as a hazard, near miss reporting or a maintenance defect reporting procedure. The committee can also be used to develop safety aspects in the schools emergency response and continuity plans. The policy should aim to create a safety culture where managers lead safety through encouraging staff to discuss health and safety matters and decide what to do about them together. For this to be effective, it is essential that workers are provided with relevant training and support to effectively participate.
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It is essential for a school to have a bespoke, written health and safety policy that has been developed by someone deemed to be a ‘competent person’. The policy should, as a minimum, have a ‘statement of intent’, a section that informs staff as to ‘who is responsible’ for health and safety and an ‘arrangements’ section that explains how the school manages risk, consults with employees; provides training and information, the right facilities, first-aid arrangements and reports accidents. It is also important to ensure the safety law poster is correctly completed and prominently displayed and to check employer and public liability insurances are appropriate for your school. As an employer, you must appoint someone ‘competent’ to help you to meet your health and safety duties. A competent person is someone with the necessary skills, knowledge and experience to manage health and safety. This could be someone employed by the school or a consultant.
Evidence to look for:
• Statement of Intent with regard to safety, signed and dated by the Head of the school and countersigned by the Chair of Governors.
• Clearly defined safety responsibilities for individuals.
• Proportionate safety arrangements which may be separate policies or within the main H&S policy.
• Current employers’ liability insurance certificate.
• Safety law poster.
• Safety committee minutes.
• Emergency plans.
• Defect reporting procedure. Useful information:
• Getting competent advice
• Consulting Employees on Health and Safety INDG232
Notes
Amber Level: A general policy has been written, it is managed by one person.
Staff are aware of the policy but have not taken ownership.
Red Level: There is no policy or clearly defined management structure for
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Green Level: Incidents and accidents are thoroughly investigated to identify the
root cause. Corrective action is promptly implemented to prevent recurrence. Staff and pupils report incidents and unsafe acts.
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All accidents, whether major or minor, are investigated. Serious accidents have the same root causes as minor accidents, as do incidents with a potential for serious loss. It is these root causes that bring about the accident, the severity is often a matter of chance. It is essential that all incidents and accidents that have the potential to cause significant harm are thoroughly investigated, the root cause established and action to reduce the risk taken promptly. To achieve this: •Ensure staff and pupils understand the purpose and value in reporting observations and near misses using training, briefings and campaigns. •Develop targeted training to enhance staff understanding of what a near miss is. • Provide clear, timely feedback to staff and pupils to demonstrate the value of their observations and any resulting actions, and make changes where appropriate. • Take prompt, appropriate actions, i.e. raising standards through improvements to procedures and practices, to prevent accidents, reduce bullying and improve the working environment. .
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To comply with the law you must maintain an accident book and your insurance company will certainly expect to see this book if there is a work-related claim. Under RIDDOR you must also report and keep a record of certain injuries, incidents and cases of work-related disease. Keeping good accident records will help you to identify patterns of accidents and injuries, and will help when completing your risk assessment. It is also essential you have effective first-aid arrangements in your workplace. You are responsible for making sure your employees (and pupils) receive immediate attention if they are taken ill or are injured. It is essential that you conduct a First Aid Risk Assessment to identify the level of first aid cover that you need at your school. It is important to understand that staff will not report incidents and minor accidents if there is a fear of them or a colleague being blamed. Such a culture leads managers to falsely believe safety arrangements are effective and opportunities are lost to put something right before real harm is caused.
Evidence to look for:
• Accident and Near Miss Reports.
• Accident investigation reports.
• Accident reports and investigations are a permanent Safety Committee Agenda item.
• Up to date training certificates for first aiders.
Useful information:
• RIDDOR Reporting of Injury, Disease and Dangerous Occurrence Regulations
• First aid at work Guidance
• HSG245 Investigating accidents and incidents
• Incident reporting in Schools – HSE guidance Incident Reporting in Schools
Notes
Amber Level: Accident book maintained. Good first aid arrangements in place
and working, but lessons are not learned from investigations.
Red Level: The accident book is poorly maintained; first aiders are not always
on site; a strong blame culture is evident. Section 1: Management Subsection 1.2: Accidents and First Aid
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Green Level: The school has a comprehensive safety procurement scheme
applied proportionately to all contractors.
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The contractor will have set up an agreed method statement or, for high risk activities, you will have a permit to work system. Once the work has started, it is essential to make sure that you keep a check on how the work is going against what you have agreed. You can do this by conducting regular checks to confirm the control measures are working. Once the job has been completed, the school conducts a review. This is to evaluate the quality of the work and to learn what went well and what didn’t, so the lessons may be applied next time. Good records are maintained.
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If you engage a contractor to work for you, then both you and the contractor will have duties under
health and safety law. This also applies when a contractor engages subcontractors. Start by ensuring
the contractor has sufficient skills and knowledge to do the job safely and without risks to health and
safety. Both you and the contractor must assess the risks of the work and then both of you must get
together to consider any risks from each other’s work that could affect the health and safety of
anyone at your school. You will also need to set up liaison arrangements for co-operation and co-
ordination with all those responsible to ensure the health and safety of everyone in school. Finally,
you need to decide what you need to do to manage and supervise the work of contractors and agree
the nature of the controls before work starts.
Evidence to look for:
• An approved list of contractors
• Up to date copies of contractors’ insurance documentation, health and safety policy, risk assessments and method statements.
• Sign in and out arrangements.
Useful information:
• A brief guide to using contractors INDG368
• What Clients need to do; quick guide on the Construction (Design and Management) Regulations - CDM
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Green Level: The school collaborates with users to help manage the potential
health problems associated with DSE in a practical way.
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The school provides a clear statement to all staff that the risks of DSE health related problems is taken seriously. Control measures that have been put in place are closely monitored and reviewed to ensure on-going effectiveness. New activities involving DSE equipment are planned so that they include micro breaks or changes in activity. Employees are encouraged to report any signs or symptoms of harm from DSE operation promptly, the school provides comprehensive support following reporting of symptoms or diagnosis.
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The school needs to sets up a system to Identify all staff that regularly use DSE as a significant part of their normal work (daily, for continuous periods of an hour or more). These workers are known as DSE users under the regulations. You should then assess the risks associated with using DSE equipment and any special needs of individual staff. You may find the DSE workstation checklist (see ‘Useful information’) helpful.
Evidence to look for:
• Completed DSE risk Assessments.
• DSE training records.
• Schools eye test policy and special spectacles prescription service.
• Effective preventative and return to work support.
Useful information:
• Working with display screen equipment (DSE): A brief guide INDG36(rev4).
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Green Level: Both employees and students are encouraged to assess hazards
presented to them by the substances they use.
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Staff are kept up to date with changes in this dynamic field. Teachers and technicians are sent on recognised COSHH training courses. Microbial hazards are also risk assessed. Each activity involving the use of hazardous substances and materials has been properly risk assessed and effective controls put in place. Emergency procedures are in place to deal with spills, e.g. mercury, and formal monitoring undertaken to confirm the clean-up has been effective. When appropriate health surveillance has been introduced. Statutory testing of local extract ventilation systems is undertaken within prescribed timeline. When appropriate, both teachers and technicians have access to competent advice, for example CLEAPPS.
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Check for the presence of carcinogens and identify the nature and variety of chemicals used throughout the school (to include reference to their categorisation and degree of toxicity). Responsibly dispose of any substances no longer used or being kept “just in case”. Obtain and retain current safety data sheets from chemical suppliers for substances you currently use.
Evidence to look for:
• A clear statement to staff that exposure to hazardous substances is taken seriously by the school.
• Current MSDS sheets.
• Completed general and specific COSHH risk assessments.
• Provision of information and training.
• On-going monitoring and review.
Useful information:
• COSHH Essentials
• Working with substances hazardous to health: A brief guide to COSHH
• EH40/2005 Workplace Exposure Limits.
• Student Safety Sheets.
• Control of Substances Hazardous to Health (5th Ed)
Notes
Amber Level: COSHH risk assessments have been completed by a competent
person and effective controls introduced.
Red Level: There is no inventory of hazardous substances, no checks have
been undertaken to determine presence of carcinogens.
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Green Level: Controls are in place and are being effectively communicated.
Case management is effective, both keeping people in work and getting them back to work quickly.
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The school has developed a system for undertaking monitoring of manual handling safe systems of work. The school has effective communication among staff, to assist with manual handling documentation and problem-solving. Staff are consulted on manual handling issues. Staff are aware how to and are actively encouraged to report any early symptoms of musculoskeletal problems they may suffer. Cases of back injury are referred to a competent health practitioner for treatment, opinion as to fitness to work, work restrictions or adaption and rehabilitation.
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Identify manual handling risk assessors with suitable knowledge, experience and training to complete an inventory of manual handling tasks. Risk filters can be used to establish which activities present significant risk. Where possible reduce the need for manual handling either by eliminating an activity completely or by use of a mechanical aid, such as a trolley. For all remaining significant lifting and carrying, team lifts and for pushing and pulling identified undertake a manual handling risk assessment. Train employees in correct lifting techniques. For significant loads, training should be linked specifically to the task being undertaken.
Evidence to look for:
• Completed manual handling assessment forms
• Health and safety training records
• Records of personal protective clothing issue
• Health surveillance interventions and records.
Useful information:
• Back care website
• Manual handling assessment chart, the MAC tool
Notes
Amber Level: The school has detailed manual handling risk assessments
and effective controls.
Red Level: All manual handling tasks undertaken by staff for the school
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Green Level: Where practical risks to staff and pupils from noise and vibration
has been eliminated. For remaining sources, controls have been effectively communicated to all and are enforced.
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Noise and vibration factors are taken into account when hiring or purchasing new equipment Health surveillance is arranged where there is a risk to health The risk assessment is reviewed and updated on a regular basis Noise and vibration levels are considered when installing or relocating equipment or activities. Maintenance arrangements are in place to ensure that equipment continues to operate correctly and so far as possible does not become noisier or vibrate more over time Health surveillance is provided where there a risk to health has been identified.
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Hazardous noise levels in schools are not limited to boiler rooms, carpentry and metalwork shops. Music departments can also be a source of significant noise hazards. It is essential the school has a procedure in place to ensure that all noise risks are assessed by a competent person and that action is taken to reduce noise exposure. Vibration is likely to be limited to use of power hand tools. It is important to ensure that legal limits on noise exposure are not exceeded, this will include providing hearing protection if the noise limits cannot be reduced enough by using other methods. For management of noise and vibration hazards to be effective staff need to be provided with information and training on health risks and control measures in place. If hearing protection or anti-vibration gloves are provided, then they must be properly maintained. Where wearing of hearing protection/hand protection is mandatory, adequate supervision of these designated areas must be provided.
Evidence to look for:
• Competency of person undertaking the noise /vibration risk assessment.
• Noise / vibration risk assessments
• Use of noise /vibration controls other than PPE.
• Employee training records
• Policy and procedures to control noise / vibration.
Useful information:
• Sound advice – schools and colleges.
• HSE noise exposure calculators.
• HSE Hand-arm vibration exposure calculator
Notes
Amber Level: Noise risk assessments have been conducted and an action plan to
resolve noise issues has been introduced.
Red Level: There are areas where staff are exposed to a daily dose above
80dB(A) & no noise at work risk assessment has been conducted.
Section 1: Management Subsection 1.7: Noise and Vibration
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Green Level: Management of occupational health is not limited to staff. Other
initiatives such as the Government’s “Every Child Matters”, “National Health School Standard” and “School Improvement” are adopted if and when appropriate.
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The school has set up a system that enables them to support those experiencing stressful situations such as access to a confidential counselling service or helpline. In addition;
• The school also offers training and development opportunities for all staff
• Maintains good communications with staff
• Monitors and reviews workloads
• Manages poor performance and attendance to prevent a burden on others
• Ensures staff are not working excessive or unreasonable hours
• Ensures bullying and harassment are not tolerated
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Occupational health covers a wide range of work related health issues, including occupational asthma, dermatitis and hearing loss. However in schools the most significant hazards that lead to occupational ill health are stress, bullying and harassment. These are very difficult issues to deal with, because they are not always confined to the workplace and those affected may not wish to report early signs and symptoms or ask for help. It is therefore important before introducing controls to establish the level of risk. This is best achieved by conducting a stress assessment or survey. Guidance on how this can best be approached is given in HSE publication; ‘Managing the causes of work-related stress', HSG218.
Evidence to look for:
• Stress survey with detailed action plan.
• Risk assessments that have identified Occupational health hazards relevant to the school.
• Clear policies on Stress, Bullying and Harassment.
• Support system for those affected by these issues.
Useful information:
• ‘How to tackle work related stress’ INDG430.
• HSE web resource; “Work Related Stress – together we can tackle it”
• HSE advice to organisations on bullying and harassment
• Chartered Institute of Personal Development CIPD advice on bullying and harassment at work.
Notes
Amber Level: The school has adopted a recognised standard for managing stress
and other occupational health issues such as the HSE’s management standards or Worklife Support Ltd. “Well-being” standard.
Red Level: More than one member of staff has been off work for a significant
time with an occupational health condition such as stress within the last year.
Section 1: Management Subsection 1.8: Occupational Health
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Green Level: Risk assessment is embedded into every management function; it
is the normal part of any school activity or planning. Every member of staff is involved and contributes to the risk assessment process.
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Risk assessments are promptly up dated as a result of changes in work scope. Risk assessments are used in planning to help draw up the schools health and safety objectives and identify key performance indicators. Specific risk assessments such as manual handling, DSE, COSHH, new and expectant mothers etc. are being conducted and their findings implemented. The hazards associated with a high percentage of activities have been risk assessed; i.e. science to the standard offered by CLEPPS, Gymnasium, detailed Normal Operating Procedures (NOPs). All employees are able to undertake dynamic risk assessment, have situational awareness, and understand assessment of both immediate and long term consequences of an unsafe act. Risk assessment review is undertaken at appropriate times.
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Most work carries a risk of potential harm and injury and therefore schools must consider what should be actively done to control it. It is not possible to control all the risks completely - work would not be possible under these conditions. However, the risk of injury and damage should be controlled to ‘reasonable’ and ‘acceptable’ levels and it is the aim of risk assessment to achieve this through implementation of the following key actions:
• Prepare a task list and list of areas for which risk assessment is required.
• Identify competent risk assessors to implement HSE’s 5 steps to risk assessment or effective alternative.
• On an on-going basis risk assessments are updated and amended as needed
• Consultation with staff on the findings of risk assessment
• An action plan is maintained of outstanding actions arising from risk assessment.
Evidence to look for:
• Completed, location, activity and specific risk assessments.
• Detailed action plan
• Requirement to conduct risk assessments in job descriptions.
• KPI;s for achieving effect risk assessment
• Training records Useful information:
• HSE 5 Steps to Risk Assessment
• HSE Good practice and pitfalls in risk assessment
• Leading Health and Safety at Work IOD
• EN 80 Facts: Risk Assessment – roles and responsibilities
• EN 81 Facts: Risk Assessment – the key to healthy workplaces
Notes
Amber Level: The output from risk assessments are effectively communicated
and integrated into work procedures.
Red Level: There is no up to date policy or written procedure on identifying
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Green Level: The quality and effectiveness of training plays a significant part in
promoting a positive safety culture within the school.
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Managers and supervisors consider an individual’s capabilities before assigning them a task, e.g. levels of knowledge and academic qualifications will affect the ability to comprehend guidance rules and procedures, past experience will have an effect on the level of skill available. To develop the skills of managers and supervisors a frame work of health and safety functional competencies exist that improve the professional approach to safety by individuals and raise standards within the school.
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Effective health and safety training is a fundamental requirement of the law and good employment practice. It touches on questions of organisational efficiency and effectiveness, technical competency, safe working methods, productivity, and the over-arching objective of encouraging a safety culture in an organisation. It is essential to have up to date written procedures on training, awareness and competencies. Records need to be kept to show these procedures are being implement, at all level within the organisation for:
• Induction. • When taking up new responsibilities • When new work equipment, systems and technologies are introduced.
Training must be kept up to date, refreshed and repeated periodically to facilitate this it is a good idea to maintain a training matrix.
Evidence to look for:
• Training matrix
• Training records
• Induction syllabus Useful information:
• HSE Health and Safety Training – A brief guide
• HSE Involving your workforce in health and safety: Good practice for all workplaces
Notes
Amber Level: The skill and health and safety competence level of each job
including governors has been defined. Training records are up to date.
Red Level: No staff training is undertaken; staff are employed on previous
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Green Level: The school has adopted the HSE’s approach to driving at work and
successfully integrated all elements of the guidance; safe site, safe driver, safe vehicle into their policy.
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The school further reduces risk through:
• Planning work (including shifts, events, trips etc.) to control fatigue and pressure.
• Considered and if appropriate adopted screening including drugs, alcohol and eyesight testing.
• Developed employment contracts to reflect policy
• Ensure incident reporting and investigation processes are adequate for road traffic incidents.
• Delivered training and awareness solutions
• Provided breakdown and other emergency assistance programs
• Plan schools site to control speed, minimise reversing, separate pedestrians from vehicles and maximise visibility.
• Develop safe areas for dropping off, parking and loading/unloading.
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Although drivers have a clearly defined responsibility for their safe driving, the school also shares that responsibility. This responsibility extends not just to employees but also journeys undertaken by agency workers and sub-contractors. It is essential the school has a clear policy covering driving at work that considers hazards associated with occupational road risk. Risk assessments need to take into account the particular drivers, vehicles and journeys. The school also has a clear duty to ensure there is a robust vehicle maintenance and inspection program for their vehicles, company cars and driver’s licences. They must also ensure their drivers who operate passenger carrying vehicles (above 8 passenger capacity) have appropriate licences. Driving activities also need to be covered by suitable and sufficient insurance.
Evidence to look for:
• Occupational road risk policy
• Driver’s handbook
• Employment contracts
• Training records
• Processes used to monitor, car tax, licensing, weekly vehicle checks, MOT etc.
Useful information:
• HSE Workplace transport safety – An employer’s guide.
• Department of Transport – Driving at Work. Managing work-related road safety.
• ROSPA Driving for work: Safer journey planner
Notes
Amber Level: The school has a clear policy on occupational road risk, all drivers
have a handbook summarising the policy.
Red Level: There is no health and safety policy covering driving for work
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Green Level: Staff do not consider work at height in isolation, other hazards
likely to be encountered at height such as asbestos, manual handling, electrical and slips and trips are considered.
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The responsible person has the authority to stop any work at height activity if:
• there is not suitable a risk assessment and safe system of work covering the work activities • High risk work is attempted without a permit to work to formally authorise the work in place. • Workers undertaking the working at height are not aware of the safe system of work and/or are not
trained in correct use of the safety equipment provided • The equipment being used statutory inspection is overdue.
• The responsible person also ensures that all workers are safe and clear of the work area before closing the job
and putting premises and equipment back in service.
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The school should develop effective procedures to manage work at height. It is often useful to identify a person in the school responsible for ensuring:
• All work at height is properly planned.
• Those involved in work at height are trained.
• The area where work at height is to be undertaken is safe.
• Equipment for work at height is appropriately inspected.
• Risks from fragile surfaces and falling objects are properly controlled. This person should be competent to undertake a work at height risk assessment and apply the correct control from the hierarchy. Other useful abilities would include contract vetting to ensure compliance with method statements and when appropriate the knowledge and skills to inspect work equipment and inform, instruct, train staff required to work at height.
Evidence to look for:
• Working at height performance standard
• Working at height risk assessments
• Equipment registers and inspection reports.
• Training records. Useful information:
• The work at height regulations 2005 (as amended).
• Safe use of ladders and stepladders – a brief guide.
• HSE Inspecting fall arrest equipment.
Notes
Amber Level: Effective working at height policy implemented, competencies
assessed and training needs delivered.
Red Level: The working at height hierarchy of risk controls is not used when
planning work at height tasks.
Section 1: Management Subsection 1.12: Work at Height
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Green Level: As part of the asbestos management plan there is an effective
method for liaising with trained staff and third parties over location of asbestos.
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For the management plan to be effective, it is necessary to:
• Keep the asbestos register up to date.
• Delegate responsibilities for maintaining asbestos containing materials and for implementing the action plan.
• Arrange for asbestos awareness training for relevant persons who may undertake intrusive work on the premises.
• Set up an effective system that will ensure effective dissemination of information regarding asbestos materials to relevant persons, such as contractors, in a timely manner and ensure that asbestos will not be disturbed or damaged and ensure contractor’s staff have received asbestos awareness training.
• Control contractors working in the school to ensure that they are competent and have sufficient procedures in place to avoid disturbing Asbestos Containing Materials.
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The regulations regarding asbestos at work impose very strict duties on the school’s dutyholders to manage asbestos. They also require the duty holders to identify a person within the organisation who will be responsible for that management. Whilst it is permissible to develop an asbestos plan in-house, the HSE strongly recommends the use of accredited or certificated surveyors for asbestos surveys. It is crucial you are able to understand the survey report. Many early surveys (especially the now obsolete Type 1’s) gave insufficient information and were not presented to the standards required by the HSE’s “Asbestos: The Survey Guide” HSG264. To achieve compliance with current asbestos regulations, dutyholders should compile (or obtain specialist assistance in compiling) a written Asbestos Management Plan detailing; asbestos policy and aims and objectives; organisational structure and roles and responsibilities; assessment and inspection techniques and preferred register format; action plan, target dates, audit cycle and review process.
Evidence to look for:
• Management plan
• Asbestos register
• Training records
• Refurbishment, building maintenance/repair records.
Useful information:
• Asbestos Survey Guide; HSG 264
• Asbestos Learning Package.
• Hidden Killer Website
• Asbestos Essentials
• Asbestos image gallery
• Managing Asbestos in Schools - Frequently Asked Questions
• Asbestos management – checklist for schools
• Managing Asbestos in Schools outside local authority control.
Notes
Amber Level: The school has established clear lines of responsibility for asbestos
management and implementation of the plan.
Red Level: Your school was built pre 1999; you have no asbestos management
plan and have not appointed a person to manage asbestos.
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Green Level: In addition to formal testing of electrical equipment, users of
appliances and equipment conduct a visually examination. All equipment is CE marked.
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In addition to checking electrical equipment it is also important to ensure:
• There are effective permit to work systems in place for the isolation of electrical equipment on which work is being undertaken
• There are effective controls for avoiding live work or only undertaking it under stringent controls
• That employee information instruction and training is appropriate for the tasks involving electrical equipment or electrical maintenance
• That lightning risks are evaluated and lightning protection systems are installed and maintained as appropriate.
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The Dangers from electricity can be caused by a number of factors including; faulty electrical equipment; a defective or damaged electrical installations; overloading of electrical installations; equipment which is inappropriate to the location or circumstances in which it is used (for example equipment used in a wet or dusty location, or exposed to a flammable atmosphere or the weather, when it is not designed for such use); unsafe work practices particularly in respect of work on electrical installations and equipment; lack of training for those using, or working on, electrical equipment; environmental factors, such as dampness or flooding of equipment or work areas where there are live electrical conductors or electrical equipment.
It is critical schools control these factors by instigating the correct selection, maintenance and inspection of electrical equipment, the correct use of such equipment and the provision of appropriate insulation, physical protection, over current protection protective devices and earthing.
Effective safe systems of work with appropriate training of staff who use or work with electrical equipment is also essential.
• Hazardous area classification and laboratory operations.
Notes
Amber Level: Electrical insulation testing for fixed installations and equipment
has been conducted; high priority C1 & C2 recommendations have been promptly addresses. Suitable frequency for portable appliances testing established.
Red Level: Electrical systems are not inspected or tested to BS 7671.
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Green Level: Fire Emergency Evacuation Plans & Personal Emergency
Evacuation Plans are maintained. Staff trained to effectively implement these plans.
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Once fire risk assessments are in place, it is vital to ensure the plan is acted on. This is likely to include:
• Drawing up an effective fire emergency evacuation plan (FEEP)
• Ensuring persons at risk are identified and where appropriate agree a personal emergency evacuation plan (PEEP).
• Making sure other building users are aware and involved in the schools fire strategy. (cooperation/coordination)
• The fire risk assessment is reviewed periodically.
• Staff trained and drilled in FEEP and PEEPs.
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Introduce a clear fire strategy (a carefully devised plan of action) that will ensure the school has:
• A clear written allocation of management responsibility for fire safety matters and clear fire safety arrangements and has appointed a competent source of fire safety advice.
• A ‘Suitable and Sufficient’ Fire Risk Assessment is undertaken by a competent person
• Acted promptly on the findings of the fire risk assessment.
• All staff are trained in the schools’ fire strategy, commensurate with their role and position. BS 9999 outlines minimum frequencies and standards.
• Ensure all fire precautions and arrangements are tested to the frequency specified in the fire risk assessment, i.e. emergency lighting testing undertaken in accordance with BSEN50172:2004
• A fire log is maintained recording weekly, monthly tests and drills.
Evidence to look for:
• Fire risk assessment
• FEEPs & PEEPs
• Fire alarm testing report
• Fire fighting equipment inventory
• Fire extinguisher maintenance record
• Fire marshal record
• Emergency lighting tests
• Fire drill reports Useful information:
• Communities and Local Government (CLG) department – Fire Safety Risk Assessment; Guide 5 Education premises
• CLG – Means of Escape for Disabled Persons: Supplementary guide; Fire Safety Risk Assessment
Notes
Amber Level: Fire risk assessment up to date, persons with fire responsibilities
trained and appointed.
Red Level: There is no up to date fire risk assessment and the responsible
person at the school has not been identified.
Section 2: Premises Subsection 2.3: Fire Precautions and Emergency Lighting
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Green Level: In addition to an effective inspection and testing program CO
alarms have been fitted where appropriate. Ventilations systems have also passed their statutory testing.
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In addition to inspection and testing of gas appliances and associated ventilation systems it is essential the school has emergency procedures in place in the event of a gas leak. It is also important to monitor gas safety between statutory inspections. Visual inspections for wear or damage can be supported with continuous monitoring by CO alarms.
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Depending on the terms of occupancy for the school different bodies will be accountable for ensuring suitable arrangements are in place for the annual maintenance of all gas appliances / equipment and that an effective system exists for the reporting of breakdowns and or gas leak. It is essential the school determines who has these landlord responsibilities and that statutory checks are conducted by a gas safety registered engineer in a timely manner. It is good practice for the school to appoint a responsible person to manage gas safety at the school. The responsible person must ensure:
• Arrangements are in place to report gas escapes.
• Risk assessments have been completed prior any work with gas.
• Competency accreditations and performance standards of Gas Safety Registered Engineers prior to their appointment.
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Green Level: The school environment is not only safe, but contributes to the
happiness and well-being of all teachers and pupils
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To progress to green it is necessary to create a working environment that is not only safe but gives an impression of liveliness, with attractive spaces and a general feeling of pleasantness. This can best be achieved by taking a whole school approach that actively involves both pupils and staff.
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It is essential that the general school environment is safe so that students, teaching staff, visitors can circulate safely and work in a healthy environment. Key environment hazards to risk assess are housekeeping; slip, trip and fall hazards on pedestrian traffic routes and circulation areas; lighting levels both internally and externally, heating and ventilation, indoor air quality; glazing; storage of outdoor clothing and access to restricted areas.
Evidence to look for:
• Generic location risk assessments
• Building users involvement in managing the schools environment.
Useful information:
• The Workplace (Health, Safety and Welfare) Regulations 1992; http://www.hse.gov.uk/pubns/books/l24.htm
• Centre for Accessible Environments; http://www.cae.org.uk/
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Green Level: School grounds not only a safe place for all staff and school users
but enhance education, active play, rest and relaxation.
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The school has identified hazards associated with their grounds and the activities that take place in them so that they can be used the grounds safely for teaching, play and relaxation activities. Steps to achieving tis include but are not restricted to: a. Sports activities, normal operating procedures and emergency action plans have been developed. b. Ground maintenance personnel involved in high risk activities have received specialist knowledge and training. c. Open air classroom, science projects etc. are properly planned and supported by effective teaching plans that considers safety. d. Playground equipment is formally tested at appropriate intervals by qualified inspectors. Use of playground equipment is properly supervised.
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School grounds if not effectively managed can be hazardous. Day to day maintenance activities often include the use of power tools, ride on mowers, manual handling, handling chemicals, sun exposure, lone working, slips, trips and falls from height, overturning of vehicles, overhead and buried power lines. Other sources of potential harm include poorly maintained or managed playground equipment, science projects, ponds, statutes, large plant containers, works of art, sports activities and open-air classroom activities. All ground activities need to be effectively risk assessed by competent persons and effective controls introduced and maintained.
Evidence to look for:
• Risk assessments
• Training records
• NOPs and EAPs. Useful information:
• Using Work Equipment Safely; INDG229
• Manual handling -Musculoskeletal Disorders
• Working Alone in Safety – controlling the risks of the solitary worker; INDG73
• A brief guide to the Personal Protective Equipment; INDG174
• A brief guide Hand-Arm Vibration at Work; INDG175
Notes
Amber Level: The school has considered safety in their ground management and
maintenance plan.
Red Level: Hazards associated with activities undertaken in the school
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Green Level: Risk assessments, including fire risk assessments have been
conducted and safe systems of work introduced. Written food safety management systems are effective.
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Detailed risk assessments are undertaken of all kitchen and food technology activities. The HSE’s Catering Information Sheets, (CAIS) are used to help identify hazards and determine effective controls. Where pupils use the kitchen for food technology modules, safety rules must be taught as part of the initial training through which pupils are made aware of the risks involved in this type of environment. The food business operator has an effective food management system based on HACCP.
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Kitchens and food technology rooms in any environment can be a dangerous place in which to work, where staff (including pupils in schools) all face a range of health and safety risks while using the kitchen or food technology room. It is essential to know who is responsible for what aspects of safety. The school safety policy’s organisation and arrangements section should clearly detail the relationship between the school, caterer and/or meal provider/local authority. Note; this can be a complex area, when the main kitchen is used for both teaching and serving school meals.
Evidence to look for:
• Safety Policy
• Risk Assessments
• Ventilation servicing records
• Gas safety inspection reports
Useful information:
• “Health and Safety in Kitchens and Food Preparation Areas” (ISBN 0 7176 0492 6) available from HSE Books.
• Ventilation in catering kitchens http://www.hse.gov.uk/pubns/cais10.pdf
• Gas safety in catering and hospitality http://www.hse.gov.uk/pubns/cais23.pdf
Notes
Amber Level: Responsibilities and arrangements for teaching/working in the
school kitchen are clearly understood by all.
Red Level: It is unclear who is responsible for kitchen safety.
Section 2: Premises Subsection 2.7: Kitchens and catering
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Green Level: Risks from legionella are effectively managed.
Documented records detail how controls are monitored.
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Where the risk assessment identifies a reasonably foreseeable risk of exposure to legionella bacteria the person in control/employer must appoint a competent person either within the organisation or via an external party to take responsibility for the supervision and implementation of control measures. Documented records must be kept of the significant findings of the risk assessment. Records should include details of: • person(s) responsible for carrying out the risk assessment • significant findings of the risk assessment • written control scheme and details of its implementation • results of any inspection, test or check carried out, and dates • details of whether the system is operating or not. Records should be kept for the time for which they remain current and for at least two years thereafter. Inspection records should be kept for five years.
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Legionella pneumophila bacteria are responsible for the illness commonly known as Legionnaires’ Disease. Legionella bacteria are commonly found naturally in low concentrations, in rivers, lakes and reservoirs where they do not cause any harm. Legionella bacteria can also be found in purpose-built water systems including cooling towers, evaporative condensers, hot and cold water systems and whirlpool spas. In these types of water systems the water can be maintained at an optimum temperature for the legionella bacteria to grow. To comply with the law employer/person in control is responsible for the undertaking of a risk assessment to identify sources and risks of exposure to legionella. The risk assessment should be carried out by a competent person. The significant findings of the risk assessment should be documented. Employees should also be consulted, and the risk assessment should be reviewed at least every two years or after any significant changes.
Evidence to look for:
• Legionella risk assessment
• Legionella management plan
• Completed records Useful information:
• Legionnaires’ disease -A brief guide for dutyholders http://www.hse.gov.uk/pubns/indg458.pdf
• The Control of Legionella bacteria in water systems, Approved Code of practice (ACOP –L8) http://www.hse.gov.uk/pubns/priced/l8.pdf
Notes
Amber Level: All potential sources of legionella within the school have been
identified and assessed.
Red Level: School is not aware of its legal duties under HSE ACoP L8 to ensure
“suitable and sufficient” risk assessments are carried out for all water systems.
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Green Level: In addition to statutory testing all lifting activities are properly
planned, supervised and carried out in a safe manner by trained employees.
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It is essential to ensure that: • Records of examinations and supplementary inspection findings are kept. • Routine maintenance is conducted and user checks are undertaken before use. • Action to rectify any defects in equipment is taken promptly and/or to ensure defective equipment is taken out of use. • All lifting equipment and facilities are correctly and securely stored. • All lifting activities are properly planned, supervised and carried out in a safe manner and that employees have received the necessary information, instruction and training for the work and equipment used Where equipment is used for lifting people ensure it is marked accordingly, is safe for such a purpose; i.e. the equipment is specifically designed for lifting people. Never allow employees to stand under a suspended load.
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Lifting equipment includes any equipment used at work for lifting or lowering loads (whether that is goods or people) including attachments used for anchoring, fixing or supporting it. It is essential risk assessments are prepared for all lifting equipment and activities and that all lifting equipment is marked with its SWL. Appoint a competent person (normally an engineering insurance inspection company) to thoroughly examine and test lifting equipment before first use and on a periodic basis in accordance with a planned inspection frequency.
Evidence to look for: • Statutory Inspection reports
• Evidence of appointed person’s competence.
• SWL marking on LOLER equipment.
• Training records
Useful information:
• Approved Code of Practice (ACOP) and guidance on duties under the Lifting Operations and Lifting Equipment Regulations 1998.
http://www.hse.gov.uk/pubns/books/l113.htm
• (LOLER) 1998: Open learning guidance. http://www.hse.gov.uk/pubns/books/loler.htm
• Thorough Examination of Lifting Equipment – A Simple Guide for Employers. http://www.hse.gov.uk/pubns/indg422.pdf
Notes
Amber Level: The inspection frequency for lifting equipment has been
established and a competent person appointed to thoroughly examine and test the equipment.
Red Level: Statutory inspections of lifting equipment have not been
conducted. Safe Working Loads (SWL) are not known.
Section 2: Management Subsection 2.9: Lifts and lifting equipment
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Green Level: A planned preventative maintenance programme is being
operated. Only competent authorised person may have access to and use work equipment.
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Ensure the school has in place:
• Clear statements on competency included in job descriptions and Departmental Code of Conduct.
• The need to use dangerous machines is eliminated or reduced, (pre-cut wood is purchased to reduce the need for preparation), i.e. need for it to be cut using circular saw is removed.
• When equipment is to be purchased the specification is compliant with BS4163:2007. In particular in respect of emergency stops and guarding. NB although machinery may be indicated to be CE approved this does not mean it is fit for school use.
• The controls, e.g. stops, starters, isolators, emergency stops (whole classroom), as required by BS4163:2007 are in place, readily accessible and in working order.
• There are maintenance and inspection routines in place, including noise surveys and that the findings of such inspections/surveys are recorded.
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‘Work equipment’ can cover almost any equipment used by a worker at work, including all the equipment used in D&T departments, science laboratories and by all the schools support staff. Safe operation of plant and equipment requires competence; a combination of training and experience. Ensure that work equipment provided by the school meets the requirements of PUWER and is:
• Suitable for use, and for the purpose and conditions in which it is used.
• Maintained in a safe condition.
• Inspected regularly by a competent person.
• CE marked by the supplier. Ensure everyone who is going to use the work equipment is trained, instructed and informed on each piece of equipment. Accreditation certificates are kept up to date.
Evidence to look for:
• Certificates and accreditation of competence.
Useful information: • BS4163:2007 Code of practice:
Health and Safety for design and technology in schools and similar establishments www.bsigroup.co.uk
• Health and Safety Training Standards in Design & Technology produced by the Design and Technology Association (DATA) www.data.org.uk
• Model Risk Assessment for Design & Technology produced by CLEAPSS http://dt.cleapss.org.uk/
Notes
Amber Level: All work equipment is suitable for task. Persons using the
equipment received training and instructions on maintenance and safe use.
Red Level: Teachers and support staff are not trained and assessed as
competent in respect of the safe use of equipment and machinery
Section 2: Premises Subsection 2.10: Machinery and Equipment
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Green Level: The level of supervision is sufficient to ensure safe standards are
maintained. Sanctions are applied to parties who fail to keep to the site rules.
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It is important for all staff to work together in order that their and the children’s safety is not comprised by drivers breaking the site rules. To achieve this teachers and support staff need to:
• Set a good example, for instance by obeying vehicle/pedestrian segregation instructions, and by wearing high visibility garments where these are needed.
• Routinely challenge and investigate any unsafe behaviour they may come across. Where premises are shared it is important duty holders co-operate on matters of health and safety such as workplace transport.
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Vehicles at work are a major cause of fatal and major injuries. Since late 90’s there has been an average of 61 fatalities each year. For schools this is a hazard that will not go away, factors that exacerbate the risks include; wider catchment areas resulting in pupils needing to travel further by bus, taxi and car; narrow access roads unsuitable for buses; sites never designed for current traffic loading, a general increase in the numbers of cars; an increase in teachers and other staff travelling to work by car. To effectively control these risks it is necessary to undertake an access survey to the school together with comprehensive risk assessments of all workplace transport hazards. From the risk assessments appropriate site layout and design, site rules and documentation and management responsibilities can be produced to control the risks. It is essential the site rules and penalties for non-compliance are made known to parents.
Evidence to look for:
• Safe access to and from the school.
• Workplace transport risk assessments.
• Correct use of the hierarchy of controls.
• Workplace transport site rules for safe site, safe driver and safe vehicle.
Useful information:
• Workplace Transport Safety: Guidance for employers HSG 136 HSE Bookshttp://www.hse.gov.uk/pubns/books/hsg136.htm
• HSE’s Vehicles at Work Web Page. http://www.hse.gov.uk/workplacetransport/index.htm
Notes
Amber Level: The school has in place a traffic management plan on the HSE’s
safe driver, safe vehicles, safe site.
Red Level: There is no vehicle or pedestrian traffic management in place.
Section 2: Management Subsection 2.11: Roadways and Pedestrian Areas
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Green Level: The policies and procedures include external parties that hire the
school facilities.
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There are many different types of clubs with a variety of management structures that may wish to use your leisure facilities. It is important that these clubs and organisations understand they are subject to your health and safety rules and sanctions. It is therefore important that you develop clear rules and procedures for hirers that cover, the facility, emergency procedures, risk assessments etc. It is important to confirm that the hirers own rules and procedures require their coaches and officials to fully acquaint themselves with your procedures and arrangements.
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The school needs to develop policies and practices which will reduce risks of injury to an acceptable level. To achieve this, the school will need to create and maintain a risk assessment for each physical education work area. From the assessment process effective controls need to be introduced that balance appropriate challenge and acceptable risk. Where there are specific National Governing Body Certificates available for certain sports or activities, teachers planning or supervising these activities should be certificated as appropriate.
Effective arrangements with competent contractors to inspect PE equipment at least annually need to be put in place.
Evidence to look for:
• NOPs for all activities
• Trainer’s certification for activities like trampolining.
• User / hirer agreements. Useful information: ‘Safe Practice: in Physical Education, School Sport and Physical Activity’ published by the Association for Physical Education (formally BAALPE) http://www.1st4sport.com/p-1700-safe-practice-in-physical-education-school-sport-and-physical-activity.aspx
Notes
Amber Level: The school has in place effective procedure to protect participants
from real risk without wrongly restricting leisure activities.
Red Level: There are no Normal Operating Procedures for sports or leisure
activities.
Section 2: Management Subsection 2.12: Sports and Leisure
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Green Level: There is an effective Lone Working Policy and suitable and
sufficient Lone Working risk assessments in place.
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The contents of the policy should be explained to all staff that could possibly work alone. Staff need to understand the potential of risk they could be under while working alone and they need to follow the instructions set out in the policy and know what the ramifications of not observing the rules would be. Staff that work alone need to be trained or have instruction in how to complete risk assessments. All lone working activities, including off site activities e.g. home visits or grounds work on fields away from the school’s main site, need to be risk assessed. The risk assessments need to be written and understood by all concerned in the activities.
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It is essential for a school to have a written Lone Working policy. This can be included in the school’s health and safety policy or it can be developed as a stand-alone policy. The policy should, as a minimum state what the school defines as lone working and include the procedures that staff should observe in order to work safely. The HSE have produced guidelines in developing a lone working strategy for all businesses including schools. It is also important to ensure that staff working alone or in isolation understand the requirement to create risk assessments for specific working alone activities. As an employer, you must appoint someone ‘competent’ to manage lone working and ensure that they have the necessary skills and authority to administer the Lone Working policy.
Evidence to look for:
• Lone Working Policy
• Suitable and effective Lone Working risk assessments.
• Training records Useful information:
• Working Alone HSE advice INDG73
• Live Life Safe Lucy Lamplugh Trust
Notes
Amber Level: A lone working policy has been written and it is managed by one
person. Staff are aware of the policy but have not taken ownership.
Red Level: There is no policy or clearly defined management structure for
health and safety
Section 3: Personal Welfare Subsection 3.1: Lone Working
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Green Level: The school has procedures that encourages participation; are
proportionate to the level of risk, avoid bureaucracy and take into account emergency actions.
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The Schools need to develop precautions proportionate to the risks involved, and that the paperwork is easy to use. The school must also take account of the assessments and procedures of any other organisations involved, and ensure that communications with others are clear. The school’s arrangements for trips should ensure that:
• Risk assessment focuses attention on real risks – not risks that are trivial and fanciful;
• Proportionate systems are in place – so that trips presenting lower-risk activities are quick and easy to organise, and higher-risk activities (such as those involving climbing, caving or water-based activities) are properly planned and assessed;
• Those planning the trips are properly supported – so that staff can readily check if they have taken sufficient precautions or whether they should do more.
A robust emergency plan is in place should an accident happen.
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A health and safety policy is in place that clearly lays out the responsibilities of the governing body, governors, head teacher, teachers, educational visits coordinator, other school staff and volunteers. The policy must also detail safety arrangements for school visits. When writing the policy, reference should be made to the flowing guidance:
• DfE and HSE.
• The Outdoor Education Advisers’ Panel (OEAP)
• Adventure Activity Licensing Authority (AALA)
• The Council for Learning Outside the Classroom
• British Activity Providers Association. Risk assessments are required for all off site excursion. For low risk visits a generic risk assessment will be sufficient as long as it is reviewed for each visit, for high risk activities a specific risk assessment will be required.
Evidence to look for:
• Completed, location, activity and specific risk assessments.
• Detailed System for Off Site Visits
• Training records Useful information:
• Data Protection; toolkits for schools GDPR
• HSE Health and Safety Myths Concerned with school visits. http://www.hse.gov.uk/services/education/school-trips.pdf
• Incident reporting in schools (accidents, diseases and dangerous occurrences) -Guidance for employers. http://www.hse.gov.uk/pubns/edis1.pdf
Notes
Amber Level: Visits have clear aims and objectives; pupils are involved with risk
assessment/management as part of their preparation for the visit.
Red Level: The school fears the consequences of an injury to a child following
an accident which occurs on a school trip.
Section 3: Personal Welfare Subsection 3.2: Off Site Excursions
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Green Level: All relevant persons have been fully trained in the child protection
plan, child protection conferences are well established and serious case reviews undertaken in a timely manner.
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All governors, staff and volunteers, need to be trained so that they know:
• How to recognise the signs in a child that they may be experiencing harm through abuse or neglect.
• How to respond if concerned that a child may be being abused or neglected and the types of assessment made.
• What will happen if a child is referred to Children’s Social Care
• What will happen if Children’s Social Care is concerned that a child may be being abused or neglected?
Relevant persons within the school must fully:
• Understand the criteria and have the skills to convene and run a child protection conference.
• Understand the purpose of a serious case review.
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Prior to developing a policy, it is essential the school fully understands the Governments strategy and initiates which underpin Safeguarding procedures. Once this has been achieved, a written policy should be created, that contains the following key procedures:
• The school and staff roles and responsibilities to safeguard children. Also include volunteers and relevant professionals outside the school.
• Arrangements: 1. for working with the Local Safeguarding Children Board (LSCB); 2. For who and how to share information about a child; 3. About special considerations that should be made when concerned for children in specific circumstances; 4. For Safeguarding children when allegations have been made against a person who works with children; 5. For staff recruitment and selection of contractors; 6. E-safety issues.
Evidence to look for:
• Safeguarding policies, organisation and procedures
• CRB checks
• Anti-bullying policy
• Up to date training certificates
Useful information:
• DoE Children and Young People – information and resources.
Notes
Amber Level: A clear child protection policy is in place that includes e-safety
issues.
Red Level: The school has no policy or procedures in place system for creating
a child protection plan, or systems for protecting a child when allegations against staff or volunteers are made.
Section 3: Personal Welfare Subsection 3.3: Safeguarding
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Green Level: The school has an effective security policy, through which both
staff and pupils have a clear understanding of their roles and responsibilities.
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The school’s security policy should clearly detail the roles and responsibilities of governing bodies, the head teacher, school business manager, staff and pupils. The policy should clearly explain:
• Who the tort of trespass would apply to and when to challenge strangers.
• Visitor access control, including signage.
• Offences and incidences that are covered by the security policy.
• How the policy controls the entry of offensive weapons.
• Protection of personal property
• Detection of criminal activity such as theft, petty vandalism, minor criminal damage and burglary, to include use and protection of children’s biometric information.
• Reporting and recording of incidents
• Maintenance of environmental controls including lock down procedures.
• Rules for contractors.
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In order to teach and to learn, staff and pupils must feel safe and secure. Criminal and anti-social behaviour can cause disruption to the work of the school, physical and mental damage to people and damage to buildings. Worse, fear is created amongst pupils, staff and parents, which are out of all proportion to the actual crimes committed. Without giving the school the appearance of a fortress it is important to have in place effective environmental controls such as:
• Substantial secure boundary with limited access points for vehicles and pedestrians. It may be necessary to negotiate the removal of public rights of way.
• Limit and control the main access route for visitors to the school.
• Avoid easy climbing facilities to roofs.
• Provide dusk to dawn lighting, avoid high lighting levels that may create threatening dark shadows.
• Keep rubbish disposal well away from buildings.
Evidence to look for:
• Security risk assessments
• Security policy
• Sign in system
• Badges for visitors/contractors
• Challenging of non-badged persons.
Useful information:
• Controlling access to School Premises; GOV.UK
• Police accredited, Secure Environments – risk management award scheme.
• Zurich – School Holiday Security Guide.
Notes
Amber Level: In addition to effective environmental controls the school has an
effective school security policy
Red Level: Appropriate environmental security controls are not in place.
Section 3: Personal Welfare Subsection 3.4: Security
