Creating and maintaining a safe and healthy working environment is not easy. However, the toll of misery and suffering caused by accidents and occupational ill health, which will inevitably stem from not achieving it and the current legislative framework mean that unsafe and unhealthy workplaces can no longer be accepted.

The old and historical approach to accident prevention was to manage health and safety re-actively. There was a mistaken belief that all that was required was action after an incident and only action which would prevent a recurrence.

The modern day approach still requires reactive health and safety management, but more importantly also, proactive management. Nowadays we should be trying to identify the potential problem areas and putting things right before the accident or ill health occurs.

Wherever we work, be it school, office, youth and community centre etc., ensuring the health and safety of staff and visitors is an essential and integral part of any managers responsibility.

This however, cannot be achieved by one person alone, therefore an effective Health and Safety Management System has to be in place.

This guidance and procedures document describes the key elements of effective health and safety management. It reflects the principles as laid down in the Health and Safety Executive publication HS (G) 65 ‘Successful Health and Safety Management’ and British Standard BS8800:1996 guide to ‘Occupational Health and Safety Management Systems’.

This document also contains a checklist and guidance which should be used as a starting point by Senior Managers, Headteachers and other Managers in the creation of such a Health and Safety Management System which will ensure effective health and safety performance in their area of responsibility.

As well as the moral imperative about securing the health and safety of staff and visitors, it is also an explicit statutory requirement of the Management of Health and Safety at Work Regulations 1999.

A survey carried out by the Health and Safety Executive and published in the document HS (G) 96 ‘The Costs of Accidents at Work’, shows that failure to manage health and safety successfully results in the following:

• 27 million days lost each year from work related injuries and ill health
• A two-thirds increase in employers liability insurance costs over the past decade and a doubling of claims.

It is essential that in educational establishments:

• Parents know that good health and safety arrangements exist for their children
• Teachers and other staff are confident that they can rely on well planned health and safety systems when carrying out their responsibilities
• Resources are not wasted
• Staff absences due to injuries or occupational ill health are reduced
• Children are set an example of good health and safety practices which they can take with them through life.

Effective and successful management of health and safety has five key elements:

• Health and Safety Policy
• Organising for Health and Safety
• Planning and Implementation
• Monitoring
• Review and Audit.

The checklist contained in Annexe 1 is based on these five elements. It should be used by Headteachers and other Managers as a starting point to ensuring health and safety is being effectively managed in your workplace.

Considerable guidance on how to complete the checklist is contained in this section. You should not attempt to complete the checklist without reference to this guidance.

Turn now to Annexe 1 and follow the instructions contained therein.

Further general information on the subject of health and safety management can be found in the following documents:

• Successful Health and Safety Management HS (G) 65 HSE
• Managing Health and Safety in Schools ESAC
• The Responsibilities of School Governors for Health and Safety ESAC
• A Guide to Occupational Health and Safety Management Systems. BS8800:1996.

Where risk assessments have identified the need for personal protective equipment (PPE) to be issued to staff, you should ensure that this has taken place.

For further information you should consult Section 13 "Personal Protective Equipment" and any relevant Code of Practice.

Where staff have been issued with PPE you must ensure that this has been recorded.

Model forms for this purpose are contained in Section 13 "Personal Protective Equipment".

From time to time there will be occasions when educational establishments will wish to

undertake external excursions. You should have arrangements in place which will ensure that prior to the event a proper assessment has been made and approval given.

For further information you should consult the publication, "Educational Visits and Outdoor Education" guidance for safe practice, issued by IATS.

It is a legal requirement of the Provision and Use of Work Equipment Regulations, that all work equipment be adequately maintained in a safe condition. You should have arrangements in place which will cover the equipment listed on the checklist.

For further information you should consult Section 14 "The Provision and Use of Work Equipment".

Other sections such as Electrical Safety, Fire Safety, Outdoor Play Equipment also contain information on inspection, testing and maintenance of equipment, as do certain Codes of Practice.

It is essential for management purposes and to enable the LEA to mount a defence against any legal action, that adequate records be kept of any maintenance, inspection and testing of work equipment which has been carried out in the premises. For further information you should consult Section 14 "The Provision and Use of Work Equipment" and the relevant Code of Practice.

In order to ensure that the controls established during the risk assessment process are actually working it will be necessary to carry out general workplace monitoring checks. This will take the form of a checklist which, depending on the size of the premises, can be used for the entire establishment or the establishment can be split into smaller units and a checklist used for each unit.

The results of this monitoring will determine the effectiveness of your arrangements for health and safety. They can be discussed at Health and Safety Committee meetings and they can be used to create annual reports for Governing Bodies and Heads of Divisions. For further information you should consult Section 16 "Health and Safety Monitoring".

Reactive monitoring such as looking at accident records and sickness absence levels will also be required in order to identify trends and/or particular problem areas. It is also a useful tool to measure the effectiveness of the Health and Safety Management System. You should establish a system for carrying this out on an annual basis.

Management control systems tend to weaken with time, activities change, new practices are introduced, personnel changes are made, new equipment is brought into use, new legislation can also require a change in arrangements.

These will all have a bearing on your Health and Safety Management System. In order to be sure that the system continues to be effective it will require to be reviewed on an annual basis. A successful Health and Safety Management System will ensure that serious problems are addressed quickly and do not wait for a formal review. Where problems have been left until the review stage, the management team of the premises should find out why, and ensure that such matters are dealt with properly in the future.

After each annual review if you are happy that you can answer positively all the questions on the checklist, then you should sign to say so on page 3 of the form.

The aim of a successful Health and Safety Management System is to reduce the level of injury and ill health in all educational establishments, by making them safer and healthier to work in. When you have satisfactorily completed this checklist you will have an effective system in place which will ensure this. This may take some time in premises which previously had not considered health and safety as well as they may have, however once this system is in place keeping it that way by annual review will become less onerous.

In having an effective Health and Safety Management System in place you will be ensuring that the persons under your control remain as safe and healthy as is reasonably practicable, surely this is an aim to which we should all aspire.

Finally, health and safety issues are viewed by some staff as being "nothing to do with them". This is a seriously misconceived viewpoint. Health and safety concerns all of us, it should not be left to one or two individuals or thought of as an add on to normal day to day management.

Auditing of the premises Health and Safety Management System will be carried out by Norfolk Audit Services. The audit will look at the arrangements for health and safety throughout the premises, effectively checking whether or not the management system is in place and is working efficiently.

The audit will also require the inspection of records including: -

The premises health and safety policy

Risk assessments for premises and activities

Training records

Inspection and testing of equipment etc.

Accident records

Fire and emergency procedures/log

Asbestos Survey and Register sheet

Ofsted report

In order to comply with legislation and parts 1 and 2 of this Policy, there is a requirement to produce clear procedures and arrangements in the form of Guidance Documents and Codes of Practice.

INTRODUCTION

In an ideal world, management, supervision and safety specialists would achieve absolute safety at all times, no question of cost or risk would arise. As the world is not ideal, we must accept that whatever we do will fall short of absolute perfection. In health and safety this means that we must decide which risks are acceptable and which are not. It is necessary therefore, to carry out an assessment of the risks to ascertain what actions are required.

This guidance and procedures document is intended to explain to staff what risk assessment is, why it is required and how it can be done within the Education Department. It is intended to assist those persons responsible to meet the requirements of current legislation and also Council and Departmental Policy.

A risk assessment is nothing more than a careful examination of a workplace in order to identify what could cause harm to the people who work there or visit (i.e. pupils, young persons, contractors visitors etc.), estimating the likelihood of the harm occurring and checking to ensure whether or not sufficient precautions are being taken to prevent it.

The aim of the assessment is to ensure that no one gets hurt or becomes ill. Accident rates are still relatively high and costly in both human and financial terms. It makes perfect sense therefore, irrespective of the statutory duty, to carry out an activity such as risk assessment in order to reduce accident statistics.

You can see therefore, that assessment of risk is about identifying problems or potential problems and initiating arrangements to prevent them causing injury, in other words good management practice. A well managed premises is much more likely to be a safe premises.

Don’t be put off by the terminology of risk assessment, for example, words such as hazard, risk, control measure. They simply mean:

Hazard:- Something with the potential to harm you. For example, hot surfaces or working at a height.

Risk:- The chances or likelihood of the harm occurring. For example someone touching the hot surface or falling from a ladder.

Control measure:- What you do to prevent someone being harmed. For example guarding the hot surface, training the user on ladder safety.

A meaningful assessment can only be carried out by persons who have a thorough understanding of the work and how it is done in a particular workplace. This will normally mean that managers, head or principal teachers, supervisors etc., will be the best placed persons to carry out assessments. It is essential that such persons are familiar with the risk assessment techniques and the documentation used in the process.

Assessors will need to seek the opinion of others, therefore in some instances the assessment will involve a discussion with staff performing the activity in order that all aspects of the work are fully explored.

In certain more complex areas it may be that the assistance of a health and safety professional is required to advise on legislation or the technical aspects of control measures.

The Health and Safety at Work etc. Act 1974 places the following duty on an employer:

It is difficult to imagine how an employer can comply with this duty without assessing what risks his employees are exposed to in their work activities. Therefore the requirement for risk assessment is not new but has been implied in legislation since 1974.

Today however, the duty is made explicit in the Management of Health and Safety at Work Regulations 1999 which require in Regulation 3 that:

"Every employer shall make a suitable and sufficient assessment of;

The Management Regulations therefore require a general risk assessment of all risks in the workplace. They require employers to look at all hazards and assess them accordingly.

The following pieces of legislation also require risk assessment of specific hazards:

• The Manual Handling Operations Regulations 1992
• The Provision and Use of Work Equipment Regulations 1998
• The Health and Safety (Display Screen Equipment) Regulations 1992
• The Personal Protective Equipment Regulations 1992
• The Control of Substances Hazardous to Health Regulations 1999
• The Control of Asbestos at Work Regulations 1987
• The Noise at Work Regulations 1989

Where the general risk assessment required under the Management of Health and Safety at Work Regulations identifies a risk from a hazard which is legislated for specifically by one of the above sets of Regulations, then an assessment should be carried out in accordance with the specific Regulations. Refer to the guidance on the appropriate subject for further information on type specific assessments.

For example, if whilst carrying out a general risk assessment in a workplace, it becomes obvious that persons are being subjected to risks from manual handling activities. Such activities will require to be assessed in accordance with the Manual Handling Operations Regulations 1992. You should then consult Section 5 of the Health and Safety Manual for guidance.

It will be the responsibility of the Director of Education to ensure that risk assessments are carried out in all departmental premises.

Headteachers and other Managers will be responsible for ensuring that a system for the carrying out of risk assessments is in place in premises under their control.

There is no one particular way to carry out risk assessments. Workplaces vary in size, configuration, number of employees, level of risk, etc. In order to deal effectively with educational establishments and to simplify the process as much as possible, 2 distinct types of assessment will be used:

This should be used for all educational establishments such as; Offices, Youth and Community Centres, Schools, Advice Centres and Outdoor Education Bases (See Annexe 1).

These Codes refer to the more hazardous departments of high schools, all primary schools and other areas of activity with significant risk levels and will comprise a check against a Code of Practice for the activity. These Codes are very comprehensive and have been devised with reference to guidance documents produced for the activity by the relevant organisational body and national guidance.

It is a requirement of legislation that all significant risks be recorded. The documentation contained in Annexe 1 and in the individual Codes of Practice has been prepared for this purpose. Staff should use it to carry out assessments.

The Departmental Health and Safety Officer will send a reminder to the heads of all educational establishments in June every year. This will ensure that all assessments will be carried out in a timely fashion which will allow any remedial actions which have resource implications to be identified and adequately integrated into the development or management plan for the establishment.

Risk assessments should not be thought of as a one-off activity, as described above they will be required on an annual basis. In addition they must be reviewed whenever a new activity or piece of equipment is introduced which will significantly change work practice or introduce a risk. For example, if a primary school is given notice that they are to be without electricity for a couple of days in the middle of winter, a risk assessment would be required in order to decide whether or not it was practical to open the school for those days, and if so to what risks would staff and teachers be exposed. Controls would be required to make it possible for the school to open. The miscellaneous section of the General Checklist could be used for this particular example.

You can see there is nothing new in this as this process would surely have been carried out anyway. These new Regulations are just formalising such actions and requiring them to be documented.

Further advice and assistance is available from the Education Department Health and Safety Officer at County Hall tel. no. 01603 223989.

The following documents also contain useful information on risk assessment:

• Management of Health and Safety at Work: Approved Code of Practice (Health and Safety Executive)

• Five Steps to Risk Assessment (HSE IND(G) 163L)

See also the relevant guidance notes on specific hazards such as manual handling, display screens etc.

The "General Risk Assessment Checklist" and associated guidance notes have been created in order to simplify the process of risk assessment in all educational establishments. The checklist has already identified the significant hazards inherent in such establishments and merely requires Headteachers, other Managers or nominated representatives to consider whether or not they are effectively controlling the risk from such hazards.

It will be necessary to consult with staff, look at accident records, consider maintenance staff, night workers, cleaners, visitors etc. whilst completing the checklist.

Recent legislation requires an assessment to look specifically at, and take account of, any risk to new or expectant mothers. Guidance specific to this subject is included.

No attempt should be made to complete this checklist without referring to the attached guidance notes. The notes will highlight the hazards and risks associated with the subject/activities mentioned in the checklist and provoke thought as to how best to control them. Users should consider the situation in their own premises and answer the questions with reference to this guidance. Any questions which elicit a negative answer will require an action or comment, if in doubt answer No. This action/comment should be entered into the appropriate column.

Although this checklist is very comprehensive for educational establishments, due to its generic nature it can never be exhaustive. It will therefore be necessary for assessors to consider whether or not they have to make additions in order to adequately cover their premises. The miscellaneous section of the checklist can be used for this purpose.

In larger establishments it would be wise to split the premises up into units and issue a checklist for each unit. This also allows the level of work to be more evenly spread.

Complete all of the information boxes at the top of page one. It is essential to consult the guidance whilst answering the checklist questions.

It is anticipated that certain actions will be required on completion of the checklist(s). These will probably fall into differing categories such as:

• Those which can be addressed by the staff at the premises for example, procedural arrangements, re-location of equipment, information to staff etc.

• Those which will require external action for example, Norfolk Property Services or other contractor.

• Those which may require external resources for example, training requirements, purchase of capital equipment etc.

Once the checklist(s) is/are completed, they should be co-ordinated and the actions noted transferred to the Action Plan where target dates for actions can be entered (depending on your estimated degree of risk), who should complete the action (School, Norfolk Property Services or other contractor) and finally a date when the action has been completed.

In addition to the above process, Headteachers and other Managers will be required (as appropriate) to complete an assessment in accordance with the relevant Code of Practice for the following activities: -

• HS1: Primary School Curricular Activities
• HS2: Design and Technology
• HS3: Science
• HS4: Physical Education
• HS5: Art
• HS6: School Caretaking
• HS7: Swimming Pools, Use and Maintenance

It will be necessary to carry out the process on an annual basis between June and October. If however, there is a major change in circumstances in your school or premises which renders the previous assessment invalid then a review should be carried out at that time to take account of the new situation or conditions.

The checklist comprises of a number of subject headings with varying numbers of questions under each heading.

Whilst considering whether to answer Yes or No to a question the following notes will assist.

The main hazards are cold working/teaching conditions due to poor heating systems, burns from contact with hot surfaces and fire from portable heaters coming into contact with combustible materials.

The main hazards are collision, trips or falls caused by poor lighting not allowing persons to see potential hazards.

The lack of adequate ventilation can create varying hazards depending on the workplace, it may be required to extract toxic vapours or dispel heat sources, humid air etc. In low risk premises however we should be concerned with assuring that adequate air changes are available to ensure a healthy environment.

Information on ventilation required for the extraction of toxic vapours can be found in the relevant Code of Practice e.g. Design and Technology

The main hazards are slips, trips and falls.

3. Cables across floors should be avoided, school bags, lunch boxes etc., can also be a source of tripping, particularly close to the main exits.

The main hazards are persons falling from windows and persons coming into contact with glass or window frames.

The main hazards are items falling from shelving/racking, manual handling injuries and fire.

Hazardous substances are those which could cause health problems through, inhalation, ingestion or absorption through the skin. In the main we are talking about substances with markings attached such as, irritant, harmful, toxic, very toxic, corrosive, etc., for example bleaches, chemicals, solvents, gases, dusts, oven cleaners, etc. The container will be marked with one or more of the following symbols:

The above process is described in more detail in the guidance and procedures for the Control of Substances Hazardous to Health Regulations (COSHH) contained in Section 7 of the Health and Safety Manual.

The main hazards are slips, trips and falls from or on entrance steps or ramps, paths etc. Blocked exits can also be a hazard when the building requires to be evacuated in an emergency.

The main hazards are electrocution explosion and fire caused by bare conductors, overloading sockets, poorly maintained equipment, etc.

3. Are there sufficient sockets? If not request more. Multi-way box adapters should be discontinued from use in favour of trailing type individually fused adapters, for example, 3 or 4 outlet in line adapters. These should however, only be viewed as a temporary measure and where there is a permanent need for their use, additional fixed sockets should be fitted. The above is particularly important in respect of high integrity earthed equipment such as computers. Further information on this is given in Section 15 Annexe 3 of the Health and Safety Manual

The main hazards are falls from play equipment, slips or trips on playground surfaces, car parks, footpaths, dikes, rivers or railways adjacent to or adjoining premises

Further advice is available in the guidance document on "Outdoor Play Equipment" contained in Section 17 of the Health and Safety Manual.

The main hazard is contact between cars, lorries, buses and pupils, young persons or staff.

12. MAINTENANCE

There are a variety of hazards associated with maintenance.

13. CONTRACTORS/VISITORS

The work of contractors in a school environment can result in a number of hazards being present. Machinery, access equipment, temporary access, overhead work, noise, power tools, air generators, paints, solvents. All of these are potentially hazardous to staff young persons and pupils.

Recent events have highlighted the need to control visitors to schools and other premises, it is not desirable to have unidentified persons wandering around the premises.

Further information on the control of contractors on educational establishments can be found in Section 20 of the Health and Safety Manual.

14. WORKING AT HEIGHTS

The main hazards are falling from a height or dropping items from a height.

Further information on the use of ladders and other access equipment can be found in Section 25 of the Health and Safety Manual.

The main hazard is fire caused by stage lighting coming into contact with curtains or scenery, props etc. Overcrowding is another area of concern.

16. MEDICINES

The main hazards are pupils being given the wrong medication and the lack of security of medicines.

Further information can be found in Section 11 of the Health and Safety Manual.

17. EXTERNAL LETTINGS

The hazards include, vandalism, fire, overcrowding, theft of equipment.

18. EXTERNAL VISITS/TRIPS

The hazards associated with visits and trips are many and will depend on; the place visited, the number of persons involved, the method of travel, equipment being used, activities undertaken etc.

• "Educational Visits and Outdoor Education" guidance for safe practice document, published by Norfolk Education Advisory Service.
• "Policy for the Administration and Organisation of Courses and Events", issued by the Norfolk Youth and community Services.

19. DANGEROUS AREAS

A number of hazards exist including falls from heights, contact with machinery or substances, electricity, etc.

Manual handling is a hazard in itself. Injuries from manual handling activities make up around a third of all reported accidents. Recent regulations require that where practicable manual handling should be avoided or mechanised, for example by the use of trolleys, barrows, etc. If this cannot be achieved then an assessment is required.

Further information and procedures for carrying out manual handling assessments can be found in Section 5 of the Health and Safety Manual.

21. OFFICE WORK

The main hazard in offices which has not been covered by previous items involves work with VDUs and would apply to persons who do such work for a significant part of the day.

Further information and procedures for identifying users, carrying out display screen risk assessments and the provision of eye testing can be found in Section 6 of the Health and Safety Manual.

22. NEW OR EXPECTANT MOTHERS

The Management of Health and Safety at Work Regulations require an assessment to be made specifically to take account of the risks to "new or expectant mothers".

This term is defined as:

• An employee who is pregnant

• An employee who has given birth within the previous 6 months, or who is breast feeding.

A form for record purposes is available on the health and safety website ‘H&S Documents’ page at www.esinet.norfolk.gov.uk/h&s/documents

Hazards specific to this type of person are:

It is unlikely that persons in educational establishments will come into contact with chemical agents which could be a risk.

Such substances would however be marked with risk phrases such as

• R61 - may cause harm to the unborn child
• R63 - possible risk of harm to the unborn child.

School science departments should check to ensure that if they have such substances, that they are being adequately controlled.

Asbestos is a hazardous substance, if the fibres are inhaled they can cause asbestosis, lung cancer and mesothelioma. These diseases normally only result from long term exposure to asbestos fibres. It is however wise to take precautions to ensure exposure is as low as possible.

Reprographics activities involve the use of photocopiers, spirit duplicators and electrical equipment. These can create health risks from ozone and toners and fire risks from flammable liquids and electrical appliances.

• It should only be used in a well ventilated room
• There must be no smoking in the room
• Fluid must be kept away from heat and naked flames
• Operators should avoid contact with the skin, eyes and clothing, and be careful not to breath in the vapours
• As for all flammable liquids, up to 50 litres can be kept in a workroom provided it is in a flameproof cabinet or cupboard.

There are a number of hazards associated with the use and maintenance of swimming pools for example, drowning, slips, trips and falls around the poolside, diving, horseplay, exposure to chemicals.

Hot water from sinks, baths and showers can be a hazard to users, if too hot it can scald, especially young pupils or those with special needs.

1. Nursery Schools and Classes Max 43°c
2. SLD Special Schools Max 43°c
3. All other schools and establishments Max 63°c

3. In addition to these physical controls, staff should ensure adequate management and supervision is exercised at all times, in all establishments, with regard to hot water temperatures.

26. HYPODERMIC SYRINGES, NEEDLES AND LANCETS

The main hazard associated with discarded hypodermic syringes, needles and lancets which may be found on establishment premises is a needlestick injury, ie a skin puncture caused by a hypodermic needle. Needlestick injuries can transfer Hepatitis, HIV and Tetanus viruses.

1. Whether or not discarded syringes, needles or lancets have been found on a regular basis on establishment premises.

If needle finds are occurring regularly: -

• Refer to Annexe 2, Section 7 of the Health and Safety Manual for information on the creation of procedures for controlling risk of needlestick injuries.

Contact your local Community Policing Officer for advice on possible preventative action.

26. LONE WORKING

Lone working is not a hazardous activity in itself, but employees are at increased risk if something does go wrong.

1. Whether any employees ever work alone, eg at the beginning and end of the working day, at night or at weekends, in the office, laboratory/science prep room, boiler house etc. If they do: -

• Refer to the guidance document on "Lone Working" contained in Section 28 of the Health and Safety Manual.

26. DOORS

The main hazard is trapping fingers, particularly pupils’ fingers, in door opening mechanisms.

1. Whether some doors create a higher risk of entrapment than others, e.g. doors which pupils congregate next to; doors pupils queue beside; doors near entrances; doors susceptible to strong winds; doors which have created problems in the past (check records); heavy doors with no dampening mechanisms.

If the premises has such doors, consider the following measures: -

try to reduce or remove the need for pupils to congregate near doors, why are they there?; can pupils queue in a different area or can any doors nearby be locked?; instruct pupils not to congregate near entrances; fitting and maintenance of dampers to doors which are susceptible to wind or are particularly heavy.

Information on Fingagard and Fingastoppa finger protection devices which can be fitted to doors where the risks of finger trapping cannot be contained adequately by the above measures is contained in MI 101/99.

26. STRESS

Persons whose general well being is adversely affected by stress exhibit a wide range of symptoms which can have a significant impact on their abilities to carry out their work safely and effectively.

1. Whether any members of staff are likely to be suffering from work related stress.

If so, the school or establishment may wish to contact the Norfolk Well-Being Project. The Well-Being Project aims to promote well-being in the workplace through informed managerial practice at an organisational level. Further information on the Well-Being Project can be found in page 8-7-2 of the manual or via the Project Administrator on 01603 222326 or the website at: www.esinet.norfolk.gov.uk/wellbeing

Once you have completed the above checklist you may find it useful to transfer the details of the actions raised to the Risk Assessment Action Plan pro-forma, using the reference numbers as a guide.

You will have to decide on a realistic target date for the completion of the action and decide who will be responsible for completing the task, for example, the school or premises, Norfolk Property Services, other contractor, etc. The Date Completed column should be dated and initialled to indicate when the task has been completed satisfactorily.

Once an action has been identified it is the responsibility of the Headteacher or other Manager to ensure that the recommended action is taken.

GENERAL RISK ASSESSMENT CHECKLIST

Fire is the most destructive, disruptive and costly cause of damage to buildings and other property. A fire represents probably the single most catastrophic event that any establishment is likely to experience, and in addition, carries with it risks to the safety, well-being and potentially, the lives of its occupants. Fire is often caused by momentary acts of carelessness or failure to take account of fairly obvious hazards.

This guidance note sets down the standards for fire safety throughout the Department. It is intended to assist those persons responsible to devise, implement and/or co-ordinate the most appropriate arrangements in respect of fire safety.

Included is detailed information for use when planning fire precautions and procedures as well as guidance on risk assessment, tests and inspections, training requirements and records that should be maintained.

The basic principles set out in this guidance should be adapted locally to ensure the highest standard of fire precautions are in place, legal obligations met and that all staff understand the role they have to perform with regard to fire safety.

The Director of Education is responsible for ensuring the implementation of fire precautions in accordance with legal obligations and to the relevant standards of these guidelines in all departmental premises.

Headteachers and other Managers will ensure the highest standards of fire safety in their premises paying particular attention to the following:

• Suitable and sufficient risk assessments are carried out in departmental premises under their control in accordance with the guidance contained in this document.

• An emergency procedure to be followed in the event of a fire must be established and written down for each workplace, it should be based on the principles set out in this guidance

The main legislation associated with fire safety as it relates to the Department is as follows:

Most aspects of non-domestic fire safety in the UK are controlled by the Fire Precautions Act 1971. The basic requirement is that certain designated premises must have a "Fire Certificate". This is granted by the Fire Authority after they have satisfied themselves that certain conditions are met. In relation to the Education Department, the only categories of building which have been designated as requiring a fire certificate are offices and where:

• More than 20 persons are employed to work at any one time, or

• More than 10 people are employed to work at any one time elsewhere than on the ground floor, or

• The premises forms part of a larger building used for offices, shops and factories and the total number of people working in the building exceeds 20, or 10 elsewhere than on the ground floor.

The contents of a Fire Certificate will include the following subjects; use of premises, means of escape, means for securing the means of escape, means of fighting fire and fire warning systems. Additionally, there will be requirements relating to fire safety training, maximum number of occupants and miscellaneous fire precautions.

The majority of departmental premises such as schools, youth and community centres, etc., will not require a Fire Certificate, however, the DfEE have laid down in Building Bulletin No 7 appropriate standards for fire safety and such premises must still provide adequate means of escape and of fighting fire.

Fire Precautions (Workplace) Regulations 1997

These Regulations apply to all premises and requires them to have a means of escape from the premises, the means for fighting and detecting fire and to ensure such provision is maintained. The Regulations also amend the Management of Health and Safety at Work Regulations 1992 to specifically include fire risk assessments as part of the general assessment of risk for the premises.

These regulations require that every employer shall establish procedures to be followed in the event of a situation arising which presents serious and imminent danger to staff, e.g. fire. The

Having devised a fire emergency procedures plan it is essential that it is brought to the attention of staff and that they are aware of their responsibilities and any specific role they may have to undertake.

Information, instruction and training should be given to all staff on the emergency procedures and fire safety measures adopted throughout the premises. Such information, instruction and training should include the following:

On their first day at work new or temporary staff should be given basic training on the location of the escape routes and the evacuation procedures. They should then be required to read the Fire Emergency Procedures Plan and confirm that they have a basic understanding of the plan. (See also Section 9 "Health and Safety Training" for further information on induction training).

All staff should receive fire safety training at least once a year. The following subjects should be covered during training:

• How to raise the alarm
• Actions to be taken on discovering a fire
• Actions to be taken on hearing the fire alarm
• Calling the Fire Brigade.
• The procedures for dealing with the evacuation of pupils, young persons, visitors, etc.
• The procedures for the evacuation of special needs personnel
• Location and use (where appropriate) of fire extinguishers
• Staff organisation and individual responsibilities designated in the Fire Emergency Procedures Plan
• The location of escape routes and exits and how to open them
• The location of the ‘Assembly Point’
• The importance of keeping fire doors closed to prevent the spread of smoke and heat
• How to stop and isolate machines where required
• The reason for not using lifts
• The importance of good housekeeping.

Fire evacuation drills should be undertaken at least once each term in schools and once per year in other establishments.

Evacuation training should aim to validate the Fire Emergency Procedures Plan and confirm that all staff are aware of:

• The fire alarm signal
• The nearest escape routes and fire exits
• How to control pupils, young persons etc.
• How to assist special needs persons and understand their differing requirements
• The location of the ‘Assembly Point’
• The importance of the roll call and if necessary reporting any persons not accounted for or known to be still in the building
• The dangers of re-entering building before being authorised to do so.

It is a legal requirement that records be kept of all inspection, testing and maintenance of fire precautionary equipment.

The following records will have to be kept in all premises:

• Weekly tests of the fire alarm system

• Formal periodic inspections carried out by the competent contractor on fire extinguishers, fire alarms, emergency lighting

• All fire evacuations whether they are drills or the real thing.

A Fire Log Book is available to all premises this should be used to record all inspection, testing, training, drills, etc., carried out in the premises.

To access a copy of the Fire Log you should go to the Health and Safety website ‘Documentation’ page.

These records should be kept on the premise for a period of 3 years and should be available for a Fire Officer or any other official to view during any auditing process which may be required.

Although the principles of fire development and spread apply to all fire, fires are classified as types A, B, C or D, depending on the actual combustible materials involved. This classification is extremely important when deciding which extinguisher should be used in the event of a fire, all extinguishers are not suitable for all fires.

Class D These are fires involving metals such as magnesium, aluminium, sodium, potassium, calcium and zirconium, where special materials and techniques are necessary to secure extinction.

It should be noted that there is no classification in the standard for what are erroneously called 'electrical fires' as these are really fires in materials where electricity is present. Such fires will fall into one or more of the four classes defined. Therefore, after the electrical supply has been isolated, the choice of extinguisher will depend upon the materials involved in the fire. However, the most suitable types of extinguisher for use on live electrical equipment are Carbon Dioxide (CO²) or Halon.

The importance of this classification system will become obvious when the different types of extinguishers are discussed in portable fire fighting equipment below.

PORTABLE FIRE FIGHTING EQUIPMENT

Where a fire certificate has been issued the types, quantities and locations of equipment will be specified by the Fire Brigade.

Premises not the subject of a fire certificate, and this will include the majority of educational establishments, must still legally provide an adequate means of fighting fire. Norfolk Property Services on behalf of the LEA are responsible for ensuring portable fire fighting equipment is available in all educational establishments.

It is essential, if we are to be assured of the serviceability of an item of fire fighting equipment, that such items are the subject of periodic inspection and maintenance.

The requirements and extent of such inspection is laid down in BS5306: Pt 3: 1985. The following pages contain a brief synopsis of this standard and should afford persons in control of premises a better understanding of the level of work which an external contractor is likely to undertake during annual inspections.

The above standard recommends that all fire extinguishers be inspected and examined at least annually. In addition, all extinguishers should be discharged at the following intervals:

Water (stored pressure) Every 4 years

Foam (all types) Every 4 years

Water (gas cartridge) Every 5 years

Powder (gas cartridge) Every 5 years

Powder (pressure valve operated) Every 5 years

Carbon Dioxide (CO2) Every 10 years

Powder (pressure primary sealed) Every 10 years

Halon (all types) Every 10 years

The level of work required during the annual inspection and the periodic discharge, is outlined in the tables overleaf. It should be noted that fire extinguishers do not have a laid down ‘life period’ and can continue in service for many many years. Their serviceable life will be greatly enhanced if annual inspection and maintenance is carried out.

The British Standard requires that competent persons carry out such annual inspections. UK Fire International Ltd, have been vetted and approved for this purpose. Details of their service can be found in the the ESPO "Dealing Direct" catalogue contract no. 225.

Should there be any doubt or suspicion as to the efficiency or credibility of the above organisation you should inform Ian Webb of Education Site Services on 01603 222042 in order that the situation can be investigated.

Any extinguisher, or part thereof, which is damaged, corroded or otherwise defective to an extent which makes it hazardous if used and which cannot be rendered serviceable should be marked as, "UNSAFE FOR USE" or "CONDEMMED", dated and signature.

Any extinguisher which is temporarily defective either through corrosion, damage or lack of pressure or contents should be marked "UNFIT FOR SERVICE" dated and signature.

Competent persons should inform person in control of premises or representative of any such defects in the form of a written report.

The above test discharge process may provide an opportunity for personnel to be trained in the practical operation and discharge of an extinguisher. Consultation between the premises and the organisation carrying out the tests should take place in order to determine the possibility of such training.

Norfolk Fire Services provide training for staff in the practical use of fire extinguishers. Courses are of 2 hours duration, are held at Wymondham Fire Station and cost £26 + VAT per head or £260 + VAT for a block booking of 15 persons.

For further details and to book the above course you should call Norfolk Fire Services HQ at Hethersett on 01603 810351.

The general risk assessments carried out under the Management of Health and Safety at Work Regulations 1992 may have revealed certain activities in your workplace which involve a significant risk of injury from handling and lifting. If this is the case then these activities will require to be assessed in accordance with the procedures laid down in this document.

In most cases Headteachers, Departmental Heads or other Managers, who follow the guidance contained in this document should be able to carry out the assessment themselves or to delegate it to others in their organisation. Where there is a need to assess the handling and lifting of persons, then assessors should have received the relevant training.

A meaningful assessment can only be based on a thorough practical understanding of the type of manual handling tasks to be performed, the loads to be handled and the working environment in which the tasks will be carried out. Headteachers and other Managers will be better placed to know about manual handling taking place in their own workplace than someone from outside.

While one individual may be able to carry out a perfectly satisfactory assessment, at least in relatively straightforward cases, it can be helpful to draw on the knowledge and expertise of others.

It may be appropriate to seek outside assistance where manual handling risks are novel or particularly difficult to assess. Outside specialist advice may also help solve unusual handling problems or contribute to ergonomic design. But Headteachers and other Managers will still wish to oversee the assessment as they have the final responsibility for it.

The views of staff can be of particular value in identifying manual handling problems and practical solutions to them. Staff, their safety representatives and safety committees, should be encouraged to play a positive part in the assessment process. Staff can assist their Headteacher or other Manager by highlighting difficulties arising from such things as the size or shapes of loads, the frequency with which they are handled, or the circumstances in which the handling operations are carried out.

Well kept records of accidents and ill health will play a useful part in the assessment process. They will identify accidents associated with manual handling. Other possible indicators of manual handling problems include high levels of absenteeism or staff turnover, poor morale, general dissatisfaction among the staff concerned. Any regular occurrence of back disorders or other ailments possibly associated with unsatisfactory manual handling practices should be investigated.

In order to simplify manual handling risk assessment the process has been split into two appendices to this annexe, one for the assessment of handling and lifting inanimate objects, ie things and another for the assessment of moving and handling persons.

The following forms are used to make and record lifting and handling assessments: -

• Form MH1 – used for assessing the handling and lifting of inanimate objects

• Form MH2 – used for assessing the moving and handling of persons

• Form MH3 – used for summarising the findings of form MH2

Each assessment has been split into 7 steps which can be clearly seen on the flowchart on page 5-2-13. Narrative information then follows taking you through each step. Forms MH1, MH2 and MH3 are included at the end of this annexe. These are masters and should be photocopied as required.

This appendix refers to the assessment of handling and lifting inanimate objects, ie things. The flow chart on page 5-2-13 details the step by step process involved.

One form will be required per task. It is not however, necessary to assess every single lifting movement, it is possible to group tasks together, for example:

Task. Receipt and Storage of Bulk Deliveries.

This may involve a considerable amount of lifting tasks, but one form can be used for the entire operation, provided that all aspects of the task are looked at.

Once you have identified the tasks to be assessed choose the appropriate form and complete the general information boxes at the top, now proceed to step 1.

In order to answer this question you should consult Annexe 2 to this document. This annexe gives guidelines issued by the Health and Safety Executive on the range of weights that may be handled safely under normal circumstances.

Consider all aspects of the task and decide whether or not you feel they are within the guidelines, if they are you should tick Yes and complete the boxes at the bottom of the form. If not then go on to Step 2.

It may be possible to change the system of work in order to remove the need to carry out the task. Ask yourself if the handling activity is necessary or could the desired result be achieved in some other way. Some examples may be:

• Avoid the need to move televisions and videos around school premises, try keeping the equipment on one floor or room and adjust the timetable to ensure pupils move to the equipment rather than it being brought to them

• If supplies are being delivered to a central location then distributed elsewhere later, is it possible to have them delivered direct in order to cut out unnecessary movement?

• If cleaning/caretaking staff are lifting buckets to sinks in order to fill them, can they be left on a trolley and a hose attached from the tap to the bucket, thereby removing the need to lift bucket to and from the sink

• Reconsider the layout of the premises, where are the storage areas? Can they be moved nearer to the area where equipment is required

Quite often systems of work in premises are historical, i.e. they have been done this way for many years, maybe a reappraisal might identify alternative systems or methods which will remove the need for the manual handling.

If there are ways in which you can remove the need for manual handling then annotate on the form and sign and date the bottom. If it is not reasonable to remove the need for the handling and lifting task then go on to Step 3.

The question at this step involves whether or not the task can be mechanised or involve the use of handling aids which would remove the need for employees to lift loads or persons above the guidelines in Annexe 2.

These days an enormous range of handling aids exist to assist in this area. Examples include the following:

• Sack trolleys and other handling aids are available for transporting equipment and materials considerably reducing the amount of lifting and handling required

• Managers must ensure that where such equipment is introduced it must be readily available, having to travel long distances to find a trolley will seriously discourage its use
• Simple ramps either pre-formed or locally manufactured can reduce significantly the need to lift trolleys, wheelchairs, etc., over kerbs, pavements or uneven loading, unloading areas

• There is a great range of furniture which can be adjusted in height, this saves many handling operations.

If you feel it is reasonably practicable to introduce such equipment you should annotate this on the form and sign and date at the bottom. If you cannot introduce such equipment either immediately or for a significant time period then you must go on to Step 4.

This step in the process breaks the task down into 4 distinct components, the task, the load, the environment and the individual capability of the handler.

You should answer the questions on the form with reference to the guidance below. If you feel a particular example of a remedial action is required then note this in the appropriate ‘Comments’ column for reference at Step 5.

The Task

As the load is moved away from the trunk the general level of stress on the lower back rises. Regardless of the handling technique used, failure to keep the load close to the body will increase the stress. As a rough guide holding a load at arm's length imposes about five times the stress experienced when holding the same load very close to the trunk.

The closeness of the load to the body can also be influenced by foot placement. The elimination of obstacles which need to be reached over or into. For example, poorly placed boxes or excessively deep bins will not permit the handler's feet to be placed beneath or adjacent to the load.

Stress on the lower back is increased significantly if twisted trunk postures are adopted. Still worse is to twist while supporting a load.

Avoid twisting by changing body position to face direction of intended movement. Move the feet, do not twist.

Stooping or bending can also increase the stress on the lower back. This happens whether the handler stoops by bending the back or by leaning forward with the back straight in each case the trunk is thrown forward and its weight is added to the load being handled.

Utilise optimum storage positions with heavy loads around waist height, storage above and below this height should be restricted to lighter loads or those handled infrequently.

Use handling techniques which remove the need to bend at the waist in favour of those which use leg muscles.

Reaching upwards places additional stresses on the arms and back. Control of the load becomes more difficult and, because the arms are extended, they are more prone to injury.

Provide access equipment when positioning loads above head height. Persons should not be expected to climb racking to access shelving etc.

The distance through which a load is lifted or lowered can also be important, large distances are considerably more demanding physically than small ones. Moreover lifting or lowering through a large distance is likely to necessitate a change of grip part way, further increasing the risk of injury. Lifts commencing at floor level should be avoided where possible, where unavoidable they should preferably terminate no higher than waist height.

Alter task/workplace layout to provide a mid-point resting place.

In general, if a load can safely be lifted and lowered, it can also be carried without endangering the back. However, if a load is carried for an excessive distance, physical stresses are prolonged leading to fatigue and increased risk of injury. As a rough guide if a load is carried further than about 10 m then the physical demands of carrying the load will tend to predominate over those of lifting and lowering and individual capability will be reduced.

Alter the task or workplace layout to reduce carrying distances.

Like lifting, lowering and carrying, the pushing or pulling of a load can be injurious to the handler. The risk of injury is increased if pushing or pulling is carried out with the hands much below knuckle height or above shoulder height.

For both pulling and pushing, a secure footing should be ensured, and the hands applied to the load at a height between waist and shoulder wherever possible.

A further option, where other safety considerations allow, is to push with the handler's back against the load, using the strong leg muscles to exert the force

Does the task involve repetitive movements?

The frequency with which a load is handled can affect the risk of injury. A quite modest load, handled very frequently, can create as large a risk of injury as one-off handling of a more substantial load. (See table at Annexe 2 for guidance on repetitive movements).

Particular care is necessary where the rate of work cannot be varied by the handler. Mild fatigue, which might quickly be relieved by a momentary pause or a brief spell doing another operation using different muscles, can soon become more pronounced, leading to an increase risk of injury.

The numerical guidelines in Annexe 2 consider the weight of the load in relation to other important facts.

Remember these are guidelines and not legal limits, you should consider here whether or not there are conditions which could permit the guidelines to be exceeded.

Consider the provision of protective footwear.

The shape of a load will affect the way in which it can be held. For example, the risk of injury will be increased if a load to be lifted from the ground is not small enough to pass

between the knees, since its bulk will hinder a close approach. Similarly if the bottom front corners of a load are not within reach when carried at waist height a good grip will be harder to obtain. And if a load to be carried at the side of the body does not clear the ground without requiring the handler to lean away from the load in order to raise it high enough, the handler will be forced into an unfavourable posture.

In general if any dimension of the load exceeds about 75 cm its handling is likely to pose an increased risk of injury. This will be especially so if this size is exceeded in more than one dimension. The risk will be further increased if the load does not provide convenient handholds.

The bulk of the load can also interfere with vision. The risk of injury will also be increased if the load is unwieldy and difficult to control. Well balanced lifting may be difficult to achieve, the load may hit obstructions.

If possible when ordering materials, specify smaller and more manageable loads.

Where the size, surface texture or nature of a load makes it difficult to grasp, consideration should be given to the provision of handles, hand grips, indents or any other feature designed to improve the handler's grasp. Alternatively it may be possible to place the load securely in a container which is itself easier to grasp. Where a load is bulky rather than heavy it may be easier to carry it at the side of the body if it has suitable handholds or if slings or other carrying devices can be provided.

Handholds should be wide enough to clear the breadth of the palm, and deep enough to accommodate the knuckles and any gloves which may need to be worn.

Risk of injury may also arise from the external state of the load. It may have sharp edges or rough surfaces, or be hot or too cold to touch safely without protective clothing. In addition to the more obvious risk of direct injury, such characteristics may also impair grip, discourage good posture or otherwise interfere with safe handling.

Where possible, packaging should be such that objects will not shift unexpectedly while being handled. Where the load as a whole lacks rigidity it may be preferable to use slings or other aids to maintain effective control during handling.

If the working environment hinders the adoption of good posture the risk of injury from manual handling will be increased. Restricted head room will enforce a stooping posture,

furniture, fixtures or other obstructions may increase the need for twisting or leaning, constricted working areas and narrow gangways will hinder the movement of bulky loads.

Gangways and other working areas should where possible allow adequate room to manoeuvre during manual handling operations. The provision of sufficient clear floor space and head room is important, constrictions caused by narrow doorways and the positioning of fixtures, machines, etc., should be avoided as far as possible. In many cases much can be achieved simply by improving the standard of housekeeping.

Spillages of water, oil, soap, food scraps and other substances likely to make the floor slippery should be cleared away promptly. Where necessary, and especially where floors can become wet, attention should be given to the choice of slip-resistant surfacing.

Avoid extremes of temperature, excessive humidity or poor ventilation. Where conditions cannot be controlled, consider relocating the work or providing personal protective equipment.

Particular care should be taken when handling bulky or unwieldy loads in circumstances in which high winds could catch a load and destabilise the handler. Possible improvements include relocating the handling operations or taking a different route, provision of handling aids to give greater control of the load, or team handling.

There should be sufficient well-directed light to enable handlers to see clearly what they are doing and the layout of the workplace, and to make accurate judgements of distance and position.

In general the risks are increased for females, persons in their teens and those over fifty years old.

If handling aids are not available, team handling should be introduced for operations that would be difficult, unsafe or beyond an individuals capability. Be aware that visibility will be reduced by the presence of other team members, ensure there is adequate access to the person or object being moved and that there is enough room to manoeuvre as a group. One person should plan and take charge of the operation. As an approximate guide the lifting capability of a two person team is two thirds the sum of their individual capabilities, for a three person team the figure is one half the sum of their individual capabilities.

Allowance should also be made for any health problem, such as back trouble or hernia, which is known to exist with a member of staff. If there is a good reason to suspect that an individual's state of health might significantly increase the risk of injury from manual handling operations, medical advice should be sought.

Allowance should be made for pregnancy. This condition has significant implications for the risk of manual handling injury. Hormonal changes can affect the ligaments, increasing the susceptibility to injury, and postural problems may increase as the pregnancy progresses. Particular care should also be taken for women who may handle loads during the three months following a return to work after childbirth.

The risk of injury from a manual handling task will be increased where a member of staff does not have the information or training necessary for its safe performance. If the assessment shows that a person will be at risk from the handling activity then training will be required.

Provide staff with information on the range of tasks to be undertaken, the likely weight of the load or person, and the heaviest side of any load without a centrally positioned centre of gravity.

Provide training for staff on how to recognise harmful manual handling tasks, appropriate systems of work, the use of mechanical aids and good lifting techniques.

Ensure that clothing is well fitting and suitable for the task. Clothing should not prevent the handler from achieving the optimum handling position. Avoid tight fitting clothing when handling and lifting is required.

Pockets and features which may snag on the load or handling aid should be concealed.

Alternative methods of handling may need to be considered if the use of PPE leads to new risks from the contents of the load.

By this time you will have looked very closely at the handling activity and will have some recommendations which will reduce the risk of injury annotated in the ‘Comments’ column at Step 4.

These recommendations should now be listed on the form in the space provided in Step 5. Examples of the type of actions may be:

• Introduction of PPE
• Introduction of non-slip matting or footwear
• Rearrange storage to avoid the need to stoop or stretch
• Introduce equipment to access high storage areas
• Introduce team lifting, make certain tasks 2 or 3 person only tasks
• Improve lighting conditions
• Improve housekeeping or rearrange layout to improve space
• Reduce size of packages
• Provide training to staff on good handling and lifting techniques.

The above list is not exhaustive but is indicative of the many things which can be done to reduce the risk of injury to staff.

Remedial actions identified should now be prioritised and requested. These will range from straightforward management issues to action which will have considerable resource implications and may have to be requested of a higher authority. Every effort should be made to ensure that identified actions are achieved.

The assessment of manual handling activities as with other risk assessment is an annual process and Headteachers and other Managers must ensure it takes place.

As well as the annual review, remedial actions should be chased up frequently and whenever a new process is introduced involving manual handling it must be assessed immediately.

This appendix refers to the assessment of moving and handling persons, ie pupils.

Forms MH2 and MH3 should be used to document the assessment of moving and handling persons. Form MH2 records an assessment for moving and handling an individual person or pupil; form MH3 summarises the findings of this assessment.

These forms have been created by Carole Johnson, Moving and Handling Consultant, who has delivered ‘Key Mover’ training to Norfolk Special Schools and the course ‘How to Physically Assist and Support Pupils with Physical Disabilities’ to mainstream schools.

Form MH2 should be completed with reference to the following guidance notes: -

There is space for the name and of the person being assessed and also the place where they are being assessed.

Suggestions: Small /medium / or large frame? This is a subjective opinion but may help build a picture.

If this is not known for sure, write the height/weight followed by (estimate).

Write here whether the person can walk or stand - alone or with support. Put non-weightbearing if they cannot stand.

This should be completed last and should contain the main points of the assessment. In particular it may include an action to be taken, or a reminder to avoid bad practice, or to emphasise a particular need.

It is important to avoid using medical terms in this type of assessment, as the information may be confidential or personal. Medical terms can also be confusing to staff who do not know the term you are using. For example " Lizzie has a pronounced scoliosis " perhaps the assessor was actually trying to say "Lizzie has a twist in her spine which means that she finds it difficult to sit without support." Include all relevant information including any pain.

It is important that assessors do not use opinions in any of the sections on page 1. Facts or reported facts only should be listed. For example "Danny is really badly behaved when he is transferred from his buggy " implies that Danny is the problem. Perhaps it would be more helpful to say " Moving and handling is more difficult if Danny is cross." The onus is on the staff to find the best way of communicating with the person. If particular methods are used or there are valuable pointers, include these eg " Danny prefers to say 'good morning' to you before he starts the transfer from his buggy, this helps him know you are ready to start." It is also vital that the assessor records if the person is variable in their ability. This may occur for example, at the beginning of term, at the end of the day, after a chest infection.

This section should include hazards in each area the tasks are performed. Examples include stairs/ steps, uneven floors, lack of space, extremes of temperature, problems with lighting, difficulties caused by the equipment eg fixed height work surface.

Please ensure that you write in the person's name at the top again and complete "Page 2 of…". This box identifies the job that is carried out by staff. For example the task may be "Transfer from wheelchair to change table."

Write a list of the risks you have found. Ask yourself, does the person doing the task have to: stoop, twist, over-reach, carry the person (or object) over a distance, hold a particular posture, move or lift on/off the floor? Does clothing affect the task, are there any special factors you need to consider. Can you summarise the risk as HIGH, MEDIUM or LOW?

This box lists the action to be taken in order of priority. For example: " Lizzie must NOT be hoisted using the blue access sling made by 'Helpful Hoists', as she slips through. Use the universal sling (medium). Follow the information on her procedure sheet." A procedure sheet is a helpful way of writing down the PROCESS for a particular move. It may include pictures and information on HOW the task should now be done. Use a separate sheet for this.

Please ensure that you write in the person's name at the top again and complete "Page 3 of…" This box identifies the job that is carried out by staff. For example the task may be "Transfer from wheelchair to change table."

A moving and handling action plan may identify a series of things that need to be done to make the moving and handling safer, perhaps a new method has been tried, but was not suitable. For example, the action plan on page 2 may have said "Manager to contact Occupational Therapist (OT) for information on universal slings in preparation to buy new slings." The OUTCOME may be "OT sent information on slings. These have now been ordered, delivery 2 weeks."

Depending on the outcome, the revised action plan may need to be modified. For Example, "until new sling arrives staff must use the medium sling from the infant department."

The Assessor must PRINT and sign their name.

If the Assessor is not the manager, the manager should countersign.

It is important that this is not left blank. Please fill in the date.

Please note: This assessment does not specifically assess the needs of an individual member of staff. Please assess these needs as appropriate.

PURPOSE OF THE GUIDELINES

The Manual Handling Operations Regulations, set no specific requirements such as weight limits. Instead, assessments are based on a range of relevant factors such as the Task, the Load, the Working Environment and the Individual Capability. However a full assessment of every manual handling operation could be a major undertaking and might involve wasted effort.

The following numerical guidelines therefore provide an initial filter which can help to identify those manual handling operations deserving more detailed examination. They should be used to assist in completing the Forms MH1 & 2. The guidelines set out an approximate boundary within which operations are unlikely to create a risk of injury sufficient to warrant more detailed assessment. This should enable assessment work to be concentrated where it is most needed.

These guidelines have been drawn up by the Health and Safety Executive’s medical and ergonomics experts on the basis of a careful study of the published literature and their own extensive practical experience of assessing risks from manual handling operations.

Basic guideline figures for manual handling operations involving lifting and lowering are set out in the figure overleaf. They assume that the load is readily grasped with both hands and that the operation takes place in reasonable working conditions with the handler in a stable body position.

The guideline figures take into consideration the vertical and horizontal position of the hands as they move the load during the handling operation, as well as the height and reach of the individual handler. It will be apparent that the capability to lift or lower is reduced significantly if, for example, the load is held at arm's length or the hands pass shoulder height.

If the hands enter more than one of the zones during the operation the smallest weight figure should be used. If the transition from one zone to another is not abrupt, an intermediate figure may be chosen where the hands are close to a boundary.

The figure overleaf reflects the safe guidelines for employees.

Certain other conditions may affect the safe guidelines of the above figure, the following should be taken into consideration:

REMEMBER - the guideline figures should not be regarded as precise recommendations. They should be applied with caution. Where doubt remains, a more detailed assessment should be made.

The basic principles of good lifting and handling are as follows:

• Stop and think

• Position the feet

• Adopt a good posture

• Get a firm grip

• Keep close to the load

• Don’t jerk

• Move the feet

• Put down, then adjust.

Stop and Think

Plan the lift, think, where is it going to be placed? How am I going to get it there? Do I need a handling aid to help with the load? How heavy is the load? Do I need someone to help me?

Remove obstructions, clear a space. For a long lift such as floor to shoulder height consider resting the load midway on a bench or table in order to change grip.

Feet apart to provide a stable and balanced position,(tight skirts and unsuitable footwear make this difficult). Leading leg as far forward as is comfortable.

When lifting from a low level, bend the knees. Do not kneel or overflex the knees. Keep the back straight (tucking in the chin helps). Lean forward a little over the load if necessary to get a good grip. Keep the shoulders level and facing in the same direction as the hips.

Get a Firm Grip

Try to keep the arms within the boundary formed by the legs. The best position and type of grip depends on the circumstances and individual preference, but it must be secure. If you need to vary grip as the lift proceeds do it as smoothly as possible.

Keep the load as close to the trunk for as long as possible. Keep the heaviest side of the load next to the trunk. If a close approach to the load is not possible, slide it towards you before lifting.

Lift and carry with smooth rhythmical actions to avoid jerky movements that can jar your back.

Move your feet to avoid twisting at the waist when lifting, carrying or putting down.

If precise positioning of the load is necessary, put it down first then slide it into the desired position.

• Eye test vouchers £17.50

• Glasses for VDU use only £50.00 (cost of a basic pair of spectacles)

• Varifocals or Trifocals, up to £65.00

The above Form will be completed by the Optician and effectively will decide if spectacles are required or not. As the requirement for the employer to provide spectacles to the user is not particularly straightforward, this section is attempting to clarify the situation.

The Certificate will identify the user as being in one of 4 categories, the categories are explained as follows:

INTRODUCTION

This guidance and procedures document sets down the standards for the control of hazardous substances used throughout the department. It is intended to assist those persons responsible to meet the requirements of current legislation and act as a source of guidance on how to control the risk from the use of such substances to members of staff and others who may be exposed.

Over and above the general duty of care owed by the department to staff and others under the Health and Safety at Work etc. Act 1974, hazardous substances are specifically legislated for by the Control of Substances Hazardous to Health Regulations 1999 (COSHH).

The Regulations contain detailed statutory requirements with respect to the identification, use and control of such substances. Their main aim is to ensure that where a need for the use of a hazardous substance is required, that the situation is assessed and appropriate control measures are taken.

The Control of Substances Hazardous to Health Regulations 1999 require specifically the following:

• An assessment of all hazardous substances used in the workplace

• Control of the risk of personnel being exposed to hazardous substances

• Monitoring of the effectiveness of control measures

• Maintaining in an efficient condition any equipment provided to control the risk (e.g. local exhaust ventilation LEV, personal protective equipment PPE).

• Health Surveillance

• Informing, instructing and training of personnel on the level of risk and how it is to be controlled.

The Control of Substances Hazardous to Health Regulations 1999 define 5 categories of hazardous substances which are:

• Substances classified as harmful, irritant, toxic, very toxic and corrosive, such substances will carry the pictograms detailed below

• Substances which have a maximum exposure limit (MEL) or an occupational exposure standard (OES) assigned to them (examples would include chlorine, ammonia, wood dusts)

• Biological agents capable of causing ill health effect, i.e. any micro-organism, cell, culture, genetically modified organism that may cause infection, allergy, toxicity or any other human health hazard

• Substantial quantities of dust

• Any other substance not classified above that may create a comparable health risk.

The only exceptions are those things which are already being controlled by their own specific legislation, for example, asbestos, lead, radioactive substances.

In the Education Department these substances will generally be found in school laboratories, school practical workshops, print rooms. Caretakers and cleaners stores in all premises are also likely to contain such substances.

It will be the responsibility of the Director of Education to ensure that the Regulations are adhered to throughout the department.

Headteachers and other Managers will ensure that where the use of hazardous substances is required, that a risk assessment is made and appropriate controls are in place.

Headteachers and other Managers will ensure that any equipment used to control the risk from hazardous substances are adequately maintained in an efficient condition.

Headteachers and other Managers will ensure that at risk staff are informed of the risk and the control measures in place to reduce it.

The task of identifying all hazardous substances used throughout the department is enormous. In order to simplify matters somewhat, a number of generic risk assessments have been produced. The following generic assessment documents should be available in all premises to which they refer.

• ‘Hazcards’, produced by the Consortium of Local Education Authorities for the Provision of Science Services (CLEAPSS)

• ‘Topics in Safety’, produced by the Association of Science Education (ASE)

• Safety in Science Education, produced by the DfEE.

• Risk Assessments for Technology in Secondary Schools, produced by CLEAPSS

• Design and Technology
• Science
• Art
• Primary School Curricular Activities
• School Caretaking
• Swimming Pools

The above codes have been written on the basis of a risk assessment and have pre-identified the types of hazardous substances required for these work areas and outlined controls to reduce risk.

Persons in control of such work areas should ensure that these documents are available to all relevant staff and that the controls outlined are in place and operating effectively.

The above mentioned generic assessment documents will go a long way in ensuring that all substances are being adequately assessed. In the event however, that you may have a substance not covered by any of the above documents, an assessment will be required.

To cover such an eventuality the Health and Safety Section of Corporate Personnel operate an assessment service, this is a free service and details of how it operates can be found in Annexe 1 to this document. Headteachers and other Managers shall ensure that this service is used whenever they have substances not covered by the general assessment documents or CLEAPSS are unable to assist.

Exposure to hazardous substances must either be prevented or controlled. Where it is reasonably practicable to prevent exposure then this must be done. If not then certain controls must be initiated to reduce exposure.

Where the course of action is to control, it will not be deemed sufficient to just supply some form of protective clothing like gloves or masks, these should be thought of as a last resort and only when more, at source, controls are not practicable.

For example, fume cupboards in science labs, local exhaust ventilation systems on woodworking machinery should always take precedence over masks. However, if practical measures to control the substances are not reasonable or not adequate when used alone, then PPE will need to be provided for use by staff and pupils if affected.

All reasonable steps must be taken to ensure that the control measures put in place are complied with. This will require the development of supervisory inspection systems. Reporting procedures for defective equipment will also be required.

Monitoring the effectiveness of control systems may also require personal exposure monitoring for example, technicians in design and technology workshops may have their personal exposure to wood dust monitored in order to determine the efficiency or otherwise of the LEV systems in place.

Control measures must be maintained in an efficient working order and in good repair.

This will require visual and operational checks on equipment before use. In addition there will be a requirement for annual testing and certification of local exhaust ventilation systems such as, fume cupboards and extraction for woodworking machinery, welding bays, etc. Section 14 "Provision and Use of Work Equipment" of the Health and Safety Manual also gives details on the requirements to maintain such equipment.

Records of such maintenance must be kept on the premises to which they refer.

Health surveillance of employees must be carried out in certain circumstances. It is not expected that surveillance will normally be required in the department other than for school technical technicians and teachers exposed to wood dusts. You should turn to the relevant Code of Practice for further information.

Those undertaking work with hazardous substances must be provided with sufficient information, instruction and training to enable them to undertake their work safely, to know the risks involved in their work and the necessary precautions to be taken.

Additionally, it will be necessary to inform pupils or young persons who may be exposed to hazardous substances of the risks, and the measures put in pace to control the risk.

Further information can be found in the following publications:

• COSHH "Guidance for Managers and Supervisors" Issued by Norfolk County Council Personnel Section March 1996

• A Step by Step Guide to COSHH Assessment. HS (G) 97 HSE Books

• Topics in Safety. Association fort Science Education (ASE) ISBN 0 86357 104 2

• HAZCARDS from CLEAPSS

• COSHH. Guidance for schools ISBN 0 11 885511 5

• Approved Code of Practice. Control of Substances Hazardous to Health Regulations 1994. ISBN 0 7176 0819 0

• Safety in Science Education. DfEE ISBN 011270915x

• Managing Risk Assessment in Science. L196. July 97. CLEAPSS

• Risk Assessments for Technology in Secondary Schools. CLEAPSS

As mentioned in the main part of this guidance and procedures document the requirement to risk assess hazardous substances has, in the main, been carried out generically by virtue of published texts including, HAZCARDS from CLEAPSS, ‘Topics in Safety’ from the ASE and the various ‘Codes of Practice’ produced by the Education Department.

If however, you are required to use a substance which is not covered by the above documents then a full assessment will be required. This Annexe details the system which is in operation to assist you in this area.

The Health and Safety Section of Corporate Personnel operates a COSHH assessment service to all departments, the service is free to all users. It consists of the Sypol COSHH Management System, a database of information which is able to produce an assessment if given sufficient information on the substance, usage, personnel involved, location, etc.

The system operates using the following documentation:

• Department and Section or Premises
• Product Name and Supplier/Manufacturer
• Product label information i.e. toxic, corrosive, etc.
• Information on usage such as duration, location
• Description of the work method, i.e. hand painting, spraying etc.

Once you have identified a substance which requires an assessment you will need to take the following action:

• Obtain a Material Safety Data Sheet from the manufacturer or supplier

• Complete the CARQ Form giving as much information as is possible

• Send both documents or, if a number of substances are being assessed, documents for each substance, to the Health and Safety Section of Corporate Personnel, fourth floor, County Hall.

The Health and Safety Section of Corporate Personnel will then carry out the assessment on your behalf and return to you the following:

• Material Safety Data Sheet

• Your original CARQ form

• A Norfolk County Council COSHH Assessment Sheet

When you receive these documents you will then be required to put in place the measures indicated on the Control of Substances Hazardous to Health Regulations 1999 assessment sheet. You will also be required to maintain records of all Assessment Sheets received and ensure all relevant staff are made aware of the arrangements.

Master copies of the required documentation are included in Appendix 1 together with a worked example for the use of Methylated Spirit.

The number of discarded hypodermic syringes, needles and lancets (devices for taking very small samples of blood by puncturing the skin) found on Education Department premises in recent years has increased significantly.

If, as part of general risk assessment, managers of premises determine that syringes, needles or lancets are being found regularly on site, the procedures laid down in this document should be followed. This annexe identifies the risks involved and outlines the factors that need to be considered to ensure that such items are collected and disposed of safely.

Needlestick injuries are skin puncutures caused by hypodermic needles. This can lead to transmission of the pathogens which cause Hepatitis B and C, Human Immunodeficiency (HIV) and Tetanus viruses.

Needlestick injuries are a well known risk in medical and veterinary work. Although education premises are much less likely to encounter this risk, it is important that the following procedure is followed on the occasions that used syringes, needles and lancets are found.

Discarded needles could be found anywhere on the site. The following are the areas in which needles etc. are more likely to be found: -

• Toilets

• Litter bins

• Refuse sacks

• Playgrounds

• Site grounds or playing field

• Disused/vacated buildings

Some of the needles found in children’s playgrounds are known to have been deliberately placed, eg wedged in slides or buried in sandpits.

The following persons may be at risk from needlestick injuries: -

• Caretaker/Site Manager

• Other members of staff

• Contractors (eg. cleaners, refuse collection, grounds maintenance contractors)

• Pupils/Students

• Visitors

Where the general risk assessment suggests that needles are likely to be found regularly, the following action should be taken in advance of further needle finds: -

• Obtain Syringe/Needle Disposal Kit (item 31576, £2.20 each, ESPO General Catalogue 2000-2001, page 545).

• Identify staff who will collect discarded needles and brief them and other employees on what to do when needle/s found and risks involved.

Schools and other establishments are not required to obtain syringe/needle disposal kits. The decision to do so rests with the person in charge of the premises and will be based on the findings of the general risk assessment.

• Use rubber gloves from disposal kit

• Use tongs/tweezers from kit to pick up

• Deposit needles and used tweezers in sharps container from kit and seal

• Store Syringe/Needle Disposal Kit in a safe place

Most local Councils will collect and dispose of single or small numbers of needles free of charge and will respond promptly once notified. Services available in each area are as follows:

Breckland Council - Free collection/disposal service. Contact Public Services Department on 01362 695333.

Broadland District Council – No collection/disposal service is available from Broadland District Council. Schools and other establishments in this area should contact a clinical waste disposal contractor, eg PHS on 01379 651061.

Great Yarmouth Borough Council - Free collection/disposal service. Contact Refuse and Street Cleansing Department on 01493 846100.

King’s Lynn & West Norfolk Borough Council - Free collection/disposal service. Contact Environmental Health Department on 01553 616589.

North Norfolk District Council - A charge of £8.75 will be made for collection/disposal. Contact Contracts Division on 01263 516189.

Norwich City Council - Free collection/disposal service. Contact Environmental Health Department on 01603 212314.

South Norfolk District Council - Free collection/disposal service. Contact Environmental Health Department on 01508 533706.

In the event that premises find needles frequently, a formal arrangment with a clinical waste disposal contractor should be considered. Contact the appropriate District Council for advice in the first instance in this circumstance.

Persons in charge of premises should record needle finds in an incident book or equivalent kept on site. Information held here will assist with future risk assessments and help to identify possible improvements in e.g. site security or staff training.

Needlestick injuries are not reportable under the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR), but any resulting infection may be.

In the unlikely event of injury from a needlestick the following first aid treatment must be carried out: -

• Bleed it - bleeding from the wound should be encouraged. Do not suck it.

• Wash it – wash well under cold running water without soap.

• Cover it - cover with a dry dressing.

• See GP – seek medical advice as soon as possible.

Refer to section 10 of Departmental Health and Safety Manual for guidance on First Aid.

Whilst attempting as far as possible to reduce the risk to staff from incidents of violence, it is unfortunately inevitable that such incidents will occur. It is therefore essential, that whenever a member of staff has been the subject of a violent incident, they receive support from the Education Authority and their immediate Line Manager to help them through the situation.

All victims of violent incidents should receive sympathetic and understanding treatment from their management. A number of other forms of support will be made available to them including:

If you were absent from work as a consequence of a violent incident, such absences will not be counted against your normal sickness absence allowances. If full and half sick pay entitlements expire, sympathetic consideration will be given to extending such allowances.

If you were injured or suffered damage to your personal property the County council has undertaken that you should not be financially disadvantaged as a consequence of you attempting to do your job.

Compensation for injuries sustained may be claimed from a number of sources depending on the nature and severity of the injuries. National Conditions of Service prescribe various amounts to be paid in the event of serious injury. If less major injuries are sustained the Personnel Sub-Committee may consider awarding compensation. Finally if your injuries result from an assault, compensation may be available from the Criminal Injuries Compensation Board.

Whenever a violent incident occurs, the Police may well be involved. This involvement may in some cases lead to a prosecution. However, if you are the victim of an assault and your assailant was not prosecuted by the Crown Prosecution Service then you could consider taking a private legal action.

The County Council Solicitors will be able to advise you in this respect. Your Trade Union may also be able to assist you. If you require time off from work to pursue such an action, paid time off may be possible.

In addition to the above support measures some staff may find it helpful to discuss the incident with someone, either within or outside of the department in total confidence. At all times your Headteacher or other Manager will ensure that you receive the practical help and emotional support that you need.

The following services are available to employees: -

The County Council has established a counselling service (Norfolk Support Line) for staff. Further details are available on 0800 1697676 (24 hours).

In addition to telephone advice and guidance, the scheme offers a caller the opportunity to meet his/her counsellor on up to six occasions, if necessary. Appropriate time off from work will be allowed to for this to occur.

A national telephone counselling scheme, supported by the government and run on behalf of the TBF teacher support network. It is available to serving teachers and to students who are in initial training for the profession. The counsellors are all qualified teachers. Telephone: 08000 562 561 (24 hours).

The Well-Being Project is a free service to all Education Department staff . It is an active strategy to promote well-being for all in the workplace.

It aims to improve the well-being of employees through informed managerial practice at an organisational level and through helping staff to develop strategies which promote their own physical and psychological health. It does not ‘target’ individuals and is not a counselling service.

Central to the strategy is the involvement of site-based Well-Being Facilitators - one in every organisation which takes part in the Project.

For further details contact the Project Administrator, Hilary Clutten, on 01603 222326 or visit the Well-Being Project website at www.esinet.norfolk.gov.uk/wellbeing

In order to ensure personnel are competent to carry out their duties in a safe and healthy manner, and to enable them to meet any responsibilities assigned to them for health and safety by the Departmental or School Policy, they will require training.

Such training will take many forms, this document is intended to act as a source of guidance for Headteachers and other Managers to enable them to identify the types of training which their staff may be required to undertake.

Also included in this guidance note, is a model "Staff Member Training Record Form" which management may use to record health and safety training provided to staff.

The requirement to provide staff with information, instruction and training is clearly laid down in the Health and Safety at Work etc. Act 1974. In addition to this various pieces of specific legislation also require staff to be provided with training for the purposes of health and safety as follows:

• The Management of Health and Safety at Work Regulations
• The Provision and Use of Work Equipment Regulations
• The Personal Protective Equipment at Work Regulations
• The Health and Safety (Display Screen Equipment) Regulations
• The Control of Substances Hazardous to Health Regulations
• The Noise at Work Regulations
• The Health and Safety (First Aid) Regulations
• The Electricity at Work Regulations
• The Safety Representatives and Safety Committees Regulations
• The Woodworking Machinery Regulations
• The Abrasive Wheels Regulations
• The Control of Pesticides Regulations.

The process of risk assessment will identify where and what type of training will be required by staff. This document lays down some minimum standards which will be required by staff in educational establishments.

The Codes of Practice which relate to particular user groups such as, Caretakers, high school practical subjects, etc., also contain information on the types of training which will be required to ensure competence.

It will be the responsibility of the Director of Education to ensure that arrangements are in place in order that staff can receive training for the purposes of health and safety.

Headteachers and other Managers will be responsible for ensuring that all staff under their control have access to the appropriate health and safety training for their activities and any additional responsibilities given to them by the Departmental or School Health and Safety Policy.

Headteachers and other Managers will be responsible for ensuring that adequate records are kept of all health and safety training undertaken by staff under their control.

All new and temporary staff will require induction training, such training will include:

• The contents of the Departmental and School (if applicable) Health and Safety Policy and details of any specific responsibilities or duties

• The arrangements for dealing with fire or other emergencies (this will involve discussing the fire procedure, allocating certain responsibilities, if appropriate, walking them round the premises to show exits, routes, alarms, equipment and the location of assembly points, etc.)

• The arrangements for first aid i.e. where the kits are, who are the First Aiders, location of first aid room, if applicable

• The arrangements for reporting accidents, defects, hazardous situations

This process should be carried out using the Induction Checklist documentation issued by the Education Personnel Services division. Please note different checklists exist for school and non school staff.

It is a key objective of Norfolk County Council’s Chief Officers Group (COG), that all departmental senior management staff attend a two day Health and Safety Awareness Course.

All such staff are given certain responsibilities and duties for health and safety in Council, Departmental and School Health and Safety Policies. It is felt therefore, that this training is necessary to equip management with the necessary competencies to fulfill such responsibilities and duties.

The intention of the department is that all Headteachers and other Senior Managers of the department should undergo this training in the first instance. Courses are arranged and funded centrally, there is no cost to the delegate. Details of courses are usually distributed at the beginning of each financial year.

Other courses such as; Working Safely Course, Kinetic Handling, VDU Assessor, VDU User, Accident Investigation, Stress Management, Violence and Aggression are all available to staff through Martineau Management Consultancy and Training. Details of these courses are contained in their annual Training Programme document. It should be noted that these courses will have to be paid for by users.

Training courses on the above subject cover the safe use of machinery and equipment in D&T workshops and other areas where such equipment is used. All staff employed in such areas will be required to attend these training courses in order to gain a certificate of competency. These courses are available through the County Inset Centre.

Training is available to staff to enable them to carry out the function of portable electrical appliance inspection and testing which is required in all Norfolk County Council premises annually. These courses are available through the County Science and Technology Centre.

Union appointed Safety Representatives have the right to time off with pay to participate in relevant training courses usually provided by their respective Union.

All educational establishments are required to have a person trained in first aid techniques as a minimum. Details of training providers and levels of trained personnel can be found in Section 10 of the Health and Safety Manual.

In order to adequately monitor training provision and to assist the department’s defence against prosecution or civil litigation, it is essential that records are kept of all training provided to staff.

Annexe 1 to this document contains a model form which can be used by management to adequately record and monitor staff training. Management are free to use other methods of record keeping, such as computer databases.

The above training requirements are not exhaustive, further training may be identified during the risk assessment process. Details of courses and dates can be obtained from the Education Department Health and Safety Officer at County Hall tel. 01603 223989.

In order that first-aid equipment and personnel are available when required, it is essential that all staff and others, are aware of its existence and locations.

The location of first-aid kits should be marked by notices in prominent positions at each separate site. The identity of ‘First-Aiders’ should also be made known, this can also be done by displaying notices.

Information must be given to new and temporary employees as to the arrangements for first-aid at the earliest opportunity after they take up employment.

In any work that is carried out on behalf of the Council, in your own profession or as a ‘First-Aider’, you are covered by the Council's Insurance Scheme. This applies in the case of any injuries you may receive, including contracting a disease, or in the case of any mishap which may arise during or after treatment.

It is safe to say that in dealing with first-aid emergencies if you keep your head and follow the guidelines taught to you during your training you need not fear any legal consequences. In the UK to date there have been no successful claims for negligence against ‘First-Aiders’ who were working in the best interests of the casualty and within the scope of their training.

‘First-Aiders’ and other members of staff must be aware that if they are to transport casualties in their own vehicle they are covered under their own car insurance and not under the Council's scheme. They should therefore ensure that their existing motor policy covers them for business use.

Many blood-borne micro-organisms have the capacity to infect a ‘First-Aider’ should blood from an already infected casualty enter an open wound or sore on the person of the ‘First-Aider’, for example, Hepatitis.

The HIV virus is not readily transmitted in this way, and only a small number of cases of cross infection are documented in health care circles, usually involving heavily infected patients in the latter stages of their condition.

However, the emergence of HIV/AIDS in recent years has served to concentrate attention on sensible and routine protective measures which should always be employed during the treatment of bleeding wounds, regardless of the health or otherwise of the casualty.

Due to the fact that it is impossible to be sure of who is, or is not, infected with these viruses the following precautions should be taken by ‘First-Aiders’:

• Treat all casualties as if they are carriers of a virus

• Always cover open wounds on your own hands with a waterproof adhesive dressing

• Where practical a pair of disposable plastic gloves should be worn when dealing with bleeding or when cleaning up body fluids or excreta

• All used gloves, waste dressings and other contaminated waste should be placed in a plastic bag for disposal (see later)

• Any blood splashes on the skin should be washed off with soap and water.

• The HIV virus has only occasionally been found in saliva, and in very small quantities when compared with blood. No HIV infection is known to have occurred as a result of carrying out mouth-to-mouth resuscitation. Therefore, the risk to the ‘First-Aider’ is thought to be extremely small and should not discourage a prompt response in a life-saving emergency. A protective resuscitation aid can be used where available and this may be kept in first-aid kits.

• If a cut or puncture wound by a needle is sustained, let the wound bleed, squeeze it gently but do not suck it. Wash the area in cold running water and apply a sterile dressing. Report the incident and seek medical advice immediately

• Never re-use disposable equipment or use to treat more than one casualty.

Any spilt blood or other body fluids should be cleaned up with either of the products listed below:

• Sani-Dri, Sanitizer

• Sani-dri, accessory kit for use with above

• Clean Dri Spray Foam, carpet shampoo

Manufacturers instructions must be followed whilst using these products. Protective clothing must be worn.

It is apparent that some employees who have attended first-aid training courses have developed the mistaken impression that plasters are banned. This has led to the belief that first-aiders should not use plasters when providing treatment to e.g. a child with a cut knee. This is not the case. Plasters (individually wrapped sterile adhesive dressings) are safe provided that they are not used on persons who may suffer an allergic reaction to certain types of plaster.

Before plasters are used, first-aiders should establish whether the person requiring treatment has any such allergy. If the person has such an allergy an alternative dressing, ie a non-allergic plaster or dressing, should be used.

Persons who have no allergy to plasters can, of course, be treated with any kind of appropriate plaster (fabric or waterproof type) from the first-aid kit supply. Plaster on a continuous roll or strip should not be used because of the risk of cross infection.

Any waste created by the administration of First-Aid, for example, blood stained dressings, gauzes, plasters etc., is classified as ‘Clinical Waste’. As such its disposal is controlled by the Environmental Protection Act 1990.

A two tier system of waste disposal will operate as follows:

Due to the number of accidents to pupils in schools it is expected that sufficient quantities of ‘Clinical Waste’ will be created therefore all schools will be required to make use of a specialist disposal contractor. Details of services are contained in the ESPO Dealing Direct catalogue under ‘sanitary disposal service’. This system requires the use of yellow bags or containers which will be uplifted on a regular basis depending on the quantities generated.

Because the quantities of such waste being very small in other educational establishments, such as, offices or youth and community centres, there will not be a requirement to utilise specialist contractors. These small quantities of such waste can be disposed of through the normal waste disposal arrangements from the premises.

Further information and advice on all aspects of first-aid in the workplace can be found in the following publications:

• Health and Safety (First-Aid) Regulations 1981. Approved Code of Practice and Guidance L74 1997 ISBN 0 7176 1050 0

• First-Aid at Work: General guidance for the inclusion in first-aid boxes 1997 HSE IND(G)4

• First-Aid Needs in Your Workplace: Your Questions Answered. Revised 1994 IND(G) (L) (REV)

INTRODUCTION

The following organisations have been approved by the Health and Safety Executive for the purpose of providing first-aid at work training in the Norfolk area. Heads of Establishments using other training providers than those listed in this Annexe must be assured that they are approved by the HSE to provide such training.

First-Aid training courses up to ‘Appointed Person’ level are available through Norfolk Education Advisory Service. These courses are run from the Professional Development Centre, Norwich (01603 433276) and the West Norfolk Professional Development Centre, King’s Lynn (01553 766872). Further details are contained in the Inset Opportunities Catalogue (Secondary and Primary Personal, Social & Health Education and Citizenship). Further approved training providers are as follows:

British Red Cross Society

Norfolk Branch

Coronation Rd

Norwich NR6 5HD

01603 426361/2

Norfolk College of Arts and Technology

Tennyson Avenue

Kings Lynn PE30 2QW

01553 761144

East Anglian Ambulance NHS Trust

Ambulance HQ

Hospital Lane

Hellesdon

Norwich NR6 5NA

01603 424255

Lowestoft College of Further Education

St Peters Street

Lowestoft

Suffolk NR32 2NB

01502 583521

First-Aid Training Associates

21 Wells Close

Hainford

Norwich NR10 3NB

01603 897439

St John Ambulance Association

Norfolk Branch

59 King Street

Norwich NR1 1PH

01603 621649

The Fitzwilliam Hospital

Miton Way

South Bretton

Peterborough

PE3 9AQ

01733 261717 ext 2340

Great Yarmouth College

Southtown

Great Yarmouth

NR31 0ED

01493 655261 ext 253

BY Training Services

Smithfield Lodge

17 Bernard Close

Rackheath

Norwich NR13 6QS

01603 722214

Clayton Training Group

Chiddingstone Causeway

Tonbridge, Kent TN11 8JP

01892 871100

Norvic Training Associates

26 Seton Road

Taverham

Norwich NR8 6QE

01603 864960

mobile: 07949 922081

From time to time Headteachers will be asked by parents to arrange for their children to be given medication during the school day. While Headteachers will normally be willing to co-operate in any matter which will support the child's health and welfare it is necessary to ensure that where such requests are received appropriate arrangements are made to safeguard the interests of both staff and pupils.

This guidance and procedures document has been prepared to clarify for parents, staff and others concerned with the welfare of pupils, the standards which should be applied if a request for the administration of medication is received.

The administration of medication to children is the responsibility of parents. It should be noted that school staff are under no duty to administer medication to pupils in school. If it is agreed by the Headteacher or his/her nominated representative to take on this responsibility it is purely on a voluntary basis.

In the interests of clarity it is important at this stage to define the term medication. In order to do this it is necessary to make a distinction between prescribed and non-prescribed medication.