1. Support children & young people’s health and safety Unit 11

2. ICE BREAKER Health and safety youtube

3. By the end of the session you will: Understand how to plan and provide environments and services that support children and young people’s health and safety Be able to recognise and manage risks to health, safety and security in a work setting or off-site visits

4. Outcome 1: Understand how to plan and provide environments and services that support children and young people’s health and safety

5. Factors when planning healthy and safe indoor and outdoor environments 11.1.1 What do you need to think about? 1.Light/noise 2.Specific risks to individuals 3.Organisation 4.Furniture 5.The individual needs, age and abilities of the children and young people 6.The duty of care 7.Outdoor spaces

6. In the space below, draw a simple outline of your class/setting, including some of the outside areas (this does not need to be to scale). Identify where you would use safety equipment, e.g. socket covers. Also indicate safety in respect of animals, sandpits and outdoor spaces. 11.1.1 Show examples of the safe layout and organisation of Rooms Equipment Materials Outdoor Spaces How would you adapt the environment to ensure safety for children according to: Age: Need and Abilities (taking into accout disabilities or special educational needs): What are the adult/child ratios for the children you work with?: 11.2.1

7. How health and safety is monitored and how people are made aware of risks and hazards 11.1.2 H & S Officer should carry out safety checks routinely or make sure they take place on a regular basis. Regular walk-rounds or other means of making sure hazards are not being left unreported Hazard discovered – eg items stored on top of cupboards (could fall down when cupboard opened) need to be recorded and reported immediately Electrical items have annual check by qualified electrician Fire extinguishers checked annually and the date of each inspection should be recorded on the extinguisher H&S needs to be a regular item on meeting agenda for discussion – staff should be regularly reminded of any issues. Specific hazard arisen – all staff need to be notified quickly – what procedure is in place for this?

8. Sources of current guidance and how legislation, policies and procedures are implemented 11.1.3 Can annotate on the polices, would need to add to the policies laws that have influenced these policies and their role within the policies p136/7

9. Understanding and applying your setting’s policies: 11.1.3 Main points of policies:Why these need to be followed, and your and other colleagues role in implementing these procedures: Health and Safety: What laws govern H&S in your country: 11.1.4 Child Protection (Safeguarding): 4.1.1 Legislation that reinforce these: Emergencies: Also 11.4.1; 11.2.1 Fire Security Incidents: Missing child or persons

10. Recognised standards of equipment: Safety factors to be considered: Why is it important to use equipment that is appropriate for the : Needs: Age: Abilities‘ of the children: Why is it important to follow manufacturer’s guidelines? When do you carry out routine safety checks of equipment? When is maintenance carried out? 11.1.2, 3, 4

11. Task: Write a short personal statement: 1.describing the factors to take into account when planning healthy and safe indoor and outdoor environments and services 11.1.1 2.Consider how health and safety is monitored in your own school. How are staff made aware of risks and hazards and encouraged to work safely? 11.1.2 3.identify sources of current guidance for planning healthy and safe environments and services 11.1.3 4.Explain how current health and safety legislation, policies and procedures are implemented in own work setting or service 11.1.4 Add your research to the appendix at the end of your portfolio.

12. Outcome 2: Be able to recognise and manage risks to health, safety and security in a work setting or off-site visits You will need to be able to identify a number of hazards in all situations, both in your setting and when managing children off site. This means that you should be vigilant both when working with others and when planning school trips or off-site visits. It is also a legal requirement that schools complete a specific assessment form before carrying out some activities or taking pupils off site

13. Identify potential hazards to the health, safety and security of others 11.2.1 Identifying on-site hazards Physical Security Fire Food safety Personal safety

14. Identifying on-site hazards 11.2.1 – identify 3 typical on-site hazards and give a brief description of how and why they are hazards Hazard:Why is this a hazard – short description Hazard:

15. Identify potential hazards to the health, safety and security of others 11.2.1 Identifying off-site hazards The adult-child ratio Where are you going How will you get there Your planned activities on arrival Seek and gain parental consent Ensure the responsible adults has completed a risk assessment Arrange for suitable, safe transport Make sure you have a first aid kit and a first aider with you Take appropriate clothing for the activity or weather Make lists of adults and the children for whom they will be responsible Give information sheets and hold briefings for all helpers, including timings and any additional safety information Make sure that any children about whom you have concerns are in your group rather than with a parent or volunteer

16. Identifying on-site hazards 11.2.1 – identify 3 typical off-site hazards and give a brief description of how and why they are hazards Hazard:Why is this a hazard – short description Hazard:

17. Deal with hazards in the work setting or in off-site visits 11.2.2 This is either an observation or a reflective account or W.T. Group discussion (make notes!)

18. Undertake health and safety risk assessments and explain how they are monitored/reviewed 11.2.3 In the normal course of your practice it is likely that you will be involved in risk assessment at some stage, whether this is because you have some responsibility for H&S or because you are going on a school trip or visit., There will usually be a member of staff responsible for ensure all risk assessments are carried out and the paperwork is completed in good time before the trip or activity is carried out. This will then be checked and signed by the representative and head teacher to show that it has been completed correctly. You may be involved in risk assessment activities in particular if you are taking children off school premises. Always encourage children to talk and think about any risks when they are working with you so that they develop their own consideration of danger.

19. Task: Write a reflective account showing how you have dealt with a hazard, either in your school environment or on a school trip. You will need to describe the steps you took in the order you took them and how to ensure that the needs of all individuals were taken in account. 11.2.2 Undertake a health and safety risk assessment in your own work setting showing how its implementation will reduce risk. This could be for an off-site visit or any activity taking place in the class. Then, explain how H&S risk assessments are monitored and reviewed in your school. 11.2.3 & 11.2.4 Add your research to the appendix at the end of your portfolio.

20. Outcome 3: Understand how to plan and provide environments and services that support children and young people’s health and safety

21. Case study: Taking a balanced approach You are considering taking Year 1 to the beach as a year group, as it ties in with their topic on water. Your school is about 90 minutes from the sea, but some of the children have never been. At the year group meeting some of the assistants voice their concerns about health and safety with such a large group in a wide open space. What do you think about this situation? Why is it important to discuss this as a group before planning to take the children?

22. Why is it important to take a balanced approach to risk management? 11.3.1 Discussion It is important for all children to have opportunities to take some risks and most activities will carry some element of danger. Many parents keep their children indoors and take them everywhere by car – this is detrimental and overprotective and does not allow the child to explore and discover the world for themselves or assess elements of risk. If they are not allowed to take risks due to adults’ anxieties they will find it difficult to assess an manage risk as they get older. If we allow a more balanced approach and the children are given more independence they are more likely to grow in confidence. We need to encourage them to think about risks which may arise and act accordingly. In school, it is important to be vigilant and not put children in danger. Help them to think about risks and how we can avoid these risks. Even though we make sure the learning and play environments are safe we need to get the children to think about why playing football or using ride-one toys close to others may not be sensible. As they grow older they should have more opportunities both in school an through extra curricular activities to consider how their decisions/actions will impact on themselves and others. They should also have the opportunity to discuss potential risks and problems with one another and adults.

23. Key term Balanced approach – taking into account a child’s age, needs and abilities, avoiding excessive risk taking, not being risk adverse and recognising the importance of risk and challenge to a child’s development

24. Supporting children or young people to assess and manage risk 11.3.3 Group discussion (make notes!) Give examples from your own practice of how you have supported children in assessing and managing risk to themselves. ( xref unit 6)

25. Case study: Supporting children to assess and manage risk There is a nursery attached to Amira’s Reception class and all the children in the Foundation Stage use the outside area together. Amira is outside with a group of children when there are some men clearing back trees and undergrowth on the other side of the wire fence, using chainsaws. One of them says hello to the group What could Amira do in this instance? Do you think that she should take the children indoors? Why?

26. Outcome 4: Understand appropriate responses to accidents, emergencies and illness in work settings and off site visits

27. Explain the policies and procedures of the setting or service in response to accidents, emergencies and illness 11.4.1 – annotate these policies

28. Observation or Reflective Account dealing with First Aid 11.4.2 Where is the First Aid Box located? What are the contents of the First Aid Box? How would you treat the following common injuries: Skin Abrasions Cuts Bumps How are accidents and emergencies recorded (you can attached a copy of the paperwork)

29. Basic First Aid continued 11.4.2 Basic First Aid in an emergency and how to apply it (ABC) EmergencyHow to recogniseResponse: Choking: Unconsciousness: Breathing Difficulties: Bleeding: Burns: Anaphylactic shock:Including how to recognise allergic reactions Why it is important to follow instructions regarding children's allergic reactions

30. Policies and procedures of setting to deal with How to recognise when children are ill, including when Children’s illness they cannot communicate The balance between safety and risk And challenge and protection for children: What does this mean for how you supervise children safely: How would you modify your approach according to age: Needs and abilities: 11.4.2

31. Websites www.barnardos.org.uk www.bbc.co.uk/health/treatments/first_aid - first aid guidewww.bbc.co.uk/health/treatments/first_aid www.hse.gov.uk – Health & Safety Executivewww.hse.gov.uk www.redcross.org.uk www.sja.org.uk www.teachernet.gov.uk – TeacherNet, which also gives a list of charities that work together with schoolswww.teachernet.gov.uk www.unicef.org - UNICEFwww.unicef.org

32. Check your knowledge: 1.Name three factors you might take into account when planning healthy and safe indoor and outdoor environments 2.Where would you find guidance and procedures for health and safety in your school? 3.What are your responsibilities regarding hazards? 4.What kinds of situations are potentially hazardous? 5.List the types of risk you might encounter when taking children off site. 6.Give an example of when you might need to undertake a risk assessment 7.Why do children need to learn to be able to manage risks themselves? 8.Should only first aiders record and report accidents?

33. Task: Write a short personal statement: 1.Why is it important to take a balanced approach to risk management? 11.3.1 2.Explain the dilemma between the rights and choices of children and young people and health and safety requirements. 11.3.2 3.Give an example from your own practice of supporting children or young people to assess and manage risk. 11.3.3

34. Important This unit requires a demonstration of competence in recognising hazards and undertaking risk assessments in the working setting Elements to be demonstrated: 11.2.1 and 11.2.2