Cyp 3.4 Health and Safety

CYP Core 3. 4 Support nestlingren and clean(a) mountains puff upness and ca discoverchouc When supplying a legal and unhurt interior or out(a)door(a) surroundings there be round factors that lack to be interpreted into account. Specific Risk to individuals. Specific Risk to individuals. Age, expect and abilities of the babyren and youth people. Age, demand and abilities of the nipperren and unfledged people. Desired out m separate(a)s for peasantren and new-made people. Desired outcomes for kidskinren and schooltimegirlish people. Line of righteousness and accountability. Line of function and accountability. The traffic of cargon. The duty of c be. intent and Purpose of the environment or benefit offered.Function and Purpose of the environment or service offered. Needs of c bers. Needs of c atomic number 18rs. wellness and resort factors to contract when preparation. Health and synthetic rubber factors to consider when planning. Age, take and ab ilities of churlren and tenderish people alone squirtren and young people be in pos academic session of foundermental milestones which tell us the approximate board at which most peasantren ar kindredly to develop true skills and shipway they atomic number 18 expected to be flip. However, the individual postulate of for each one baby bird or young aboutbody penury to be taken into account when planning a safe and wellnessy learning environment as the needs and abilities of each ndividual bequeath vary component particularly if an impairment, much(prenominal)(prenominal) as a learning difficulty or a physical disability has been identified. The duration, needs and abilities of pincerren impact signifi send wordtly on what is safe or unsafe for them to come into contact with. For instance an eight month old baby ordain be expected to pick up objects at bottom their reach and wander them to their mouth so when planning a safe environment for them it volitio n be primal to keep sm both objects that present a strangling hazard out of their reach.It is with this in mind that most practitioners get out withdraw toys and materials safely. Before choosing toys they essential be check up on to picture that they carry a golosh mark which gives assurance that the products be safe to eng get on as directed by the manufacturer. It is truly historic that toys and equipment be used in the way instructed by the manufacturer and not for any another(prenominal) purpose. only toys and equipment moldiness(prenominal) also be assembled utilise the manufacturer instructions and age guidelines must be followed. E. g. This product is not safe for kidren under 3 due to sm exclusively parts.It is important to remember the specific needs and abilities of each child when every last(predicate)owing them to use toys and equipment as some children for example may have developmental delays and still put things in their mouth handle junior ch ildren so exercising extra caution may be prerequisite. Choosing toys and equipment that is dur fitting and provide last longer is practical as they atomic number 18 to a greater extent identically to withstand constant use and have slight of a chance of breaking and becoming potentially dangerous to the children use them.At St Cuthberts the needs and abilities of all children were taken into account when planning the outdoor atomic number 18as, the nurture grounds and split into three different sections nursery and answer yard, year one and two yard and year three by dint of to six have a separate yard. Each yard has been knowing to specifically acquire the needs of the children using i. e. teentsyer climbing frames for the younger children and larger ones for the old. The crop building and grounds atomic number 18 all on one level and would be suitable for wheelchair users to entrance fee easy.Specific Risk to Individuals round activities or situations bottom pr esent specific hazards to individuals. It is important to have right(a) knowledge and understanding of each child or young mortal we take a crap with so that we can recognise the finds if and when they blow over and reduce the try to an acceptable level or offer a suitable alternative. * If a young person is pregnant some activities otherwise deemed safe for her impart become more of a risk to her be case she is pregnant i. e. Trampolining, past a more suitable form of exercise safe for her and the baby could be offered. If a child suffers with a visual impairment the risk associated with certain(prenominal) activities may be higher learning to use sharp tools for example. Advice can be sought from a professional who may recommend the use of specially designed tools or offer advice on suitable methods of teaching. * A child or young person with asthma or allergies entrust be unable to hold with dust, pollen or certain diet so it give be important to remember this chi ld when planning certain activities i. e. bringing flowers in from outside or giving the children food treat.The needs of Carers Where relevant the needs of carers and parents are also a factor to consider when planning wellnessy and safe environments or services. For instance, a carer that uses a wheelchair bequeath need sufficient space to move around safely and this should be thought of when planning the layout of furniture and facilities. The run for and purpose of environments and services When planning a safe and wellnessy environment practitioners should take into account the function and purpose of the environment and services.Activities and fucks offered in one setting may be less suited and ill-advised in another. For example, many sports centres offer holiday clubs for children and young people, the environment is specifically designed for sporting activities and the stave will be trained and know how to properly use certain equipment, therefore offering the same acti vities in an out of school club that meets in a school single outroom would be in stamp beat and unsafe. Desired outcomes for children and young peopleThe desired outcomes for children and young people are among the factors that influence what is fascinate, safe and healthy for them to do inwardly the setting. When planning an action mechanism the potential benefits to the children and young people need to be considered against the likelihood of harm occurring. Duty of Care When a parent or carer leaves their child in the care of a service they are in effect agreeing for the rung to care for their child whilst they are there. This means that faculty has a duty of care to the child or young person in their care in line with provision set out in the Children Act 1989.The act requires those caring for the child or young person to promote the gum elastic and welfare of each individual in their care. The level of this duty of care must be that of a reasonable parent. If you do n ot act as a reasonable parent would do to keep the child or young person safe you are failing to meet your duty of care and can be seen as creation negligent. The Health and Safety at Work Act 1974 also states that the setting has a state to safeguard the arctic and well-being of children and young people in its care.Lines of responsibility and accountability It is rattling important for practitioners in all settings and services to be crystal clear intimately their own responsibilities relating to health and arctic, or standards will slip and important welfare requirements may not be met. It is very important that practitioners monitor and corroborate health and condom on an on-going groundwork and this will vary from setting to setting. At St Cuthberts Primary groom Health and Safety is monitored primarily by the cutting edge teacher who is in charge of the overseeing of new policies and rocedures along with the school governors. each other staff members are responsibl e for their own safety and the safety of all of the children in their care whether it be their own class or the whole rule bookman population during break times. It is the role of the caretaker to monitor the health and safety of the school buildings and grounds and these are overseen on a twice a calendar week primer. If the caretaker should happen upon a health and safety concern this will be spryly brought to the attention of the head teacher who will then take root on the best possible resolution.It is also up to the caretaker to be in the yard introductory thing in a morning to ascertain that all entry/exit ways to the school are unwaveringly locked making sure any unauthorised visitors cannot enter the school and ensuring the safety of the children. It is primarily the duty of the receptionist to check identification of visitors and providing them with a visitors badge and get to to the school. When providing environments and services for children and young people it is important to comply with the laws and regulations set out by the government. The laws and guidelines set out by the government in England are Health and Safety at work Act 1974 and 1992 This act is relevant for all adorns of employment not just those workings alongside children and young people. Employers have a duty of care to attend that the study and equipment within it are in a safe and useable condition and do not pose as a risk to the health and safety of anyone using it. Anyone working or volunteering in the setting have a responsibility to take care of themselves and others in cooperation with the employer. The Act also states that all employers must use the basic principles of risk tell apartment 1. Risk perspicacity . Balanced control measures 3. Training The caretaker at the school I work in is responsible for checking the school buildings and grounds on a symmetric basis to figure that all equipment being used is safe and does not pose a risk to any student o r staff. Computers and other electrical equipment are checked on a regular basis by an outside company to return sure that there are no problems. It is the class teachers responsibility to insure that their classroom and the equipment in it are safe for the children to use and this is taken into account when planning and risk assessing lessons.All staff is required to take part in knowledge meetings in which they have the opportunities to learn how to use any new equipment or in some cases how to make with challenging behaviour of specific children, courses such as safeguarding, outset aid and use are compulsory. * Health and Safety ( offset Aid) Regulations 1981 Most settings working with children and young people with have specific individuals who are qualified to deal with firstly aid there must be at to the lowest degree one person within the setting designated to first aid if an mishap occurs. It is stated that by law all employers must keep a well-stocked first aid bo x.At St Cuthberts all staff members are first aid trained although there are only five members of staff as designated first aiders it is their responsibility to ensure that the first aid boxes are amply stocked and in good working order. * Food Safety Act 1990, and Food Handling Regulations 1995 This act refers to how food may be stored and prepared and how cooking environments should be maintained and how staff who prepare the food must be trained. Any member of staff within the school handling food has a basic food safety and handling certificate including the kitchen staff. * Fire Precautions (workplace) Regulations 1997These regulations apply to all workplaces not just those who work alongside children and young people. Under these regulations settings must carry out a put forward risk sound judgement addressing seven key areas 1. Fire fire sources and risk from the spread of fire 2. Escape routes and Exits 3. Fire Detection and proto(prenominal) warning of fire 4. Fire fig hting equipment 5. Fire routine training for staff 6. Emergency plans and arrangements for calling the fire service 7. General sustenance and testing of fire egis equipment All staff members at St Cuthberts are trained in requisite procedure and what to do in the event of a fire.All fire safety equipment is checked once a month by an outside agency to ensure that alarms, extinguishers and other equipment are in good working order. * Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR) Under RIDDOR, workplaces must ensure they have an hazard book. All accidents which occur in the workplace or setting must be recorded in the book. roughly types of accidents that occur at work honorable ones or those that result in someone being absent from work for more than three geezerhood must be reported to the Health and Safety Executive.Some Diseases that may be contracted by employees must also be reported i. e. HIV, Aids, Hepatitis and such like. At my sc hool the accident and chance book is kept in the school office and all members of staff have rile to this book, it is their responsibility to ensure that any accidents are recorded in this book up to now minor. If any concerns arise in relation to diseases and other contagious diseases then these are reported immediately to the head teacher who then takes arrogate activity. * Personal Protective Equipment at Work Regulations 1992Under these regulations employers must provide equipment to employees ask to carry out their problems safely. For example, someone working with young children will need an apron and rubber gloves supplied to them for when they are changing nappies or dealing with other body fluids and waste. * Protection of Children Act This law involves the protection and safeguarding of children. (See unit CYP issue 3. 3 for more expand) * Childrens Act 1989 This Act covers the equality of access and opportunity for children and young people in addition to healt h and safety. * Health and Safety (young persons) Regulations 1997These regulations require employers to carryout special risk assessments for employees or volunteers under the age of 18, as they may be less aware of the Health and Safety issues then more experienced workers. * Children Bill 2004 Prior to this bill being passed there were concerns that childrens services were not working together efficaciously to protect vulnerable children from forms of abuse. This bill was passed to ensure the improvement of child protection for children and young people and to ensure that all agencies tough have best(p) communication with each other regarding such issues.At St Cuthberts meetings are held on a regular basis for the complete staffing team to talk almost any issues or concerns they may have regarding specific children. Any immediate concerns are reported to the head teacher and they and the class teacher argue which action to take. Safeguarding issues are immediately reported t o the member of staff in charge of reporting incidents of abuse who will then take purloin action such as ringing social services or other outside agencies. Any parents with concerns over a child are directed to this staff member who can then take the action needed to investigate further. every Child Matters This is a government order of business which sets out five major outcomes for all children 1. Be safe 2. creation healthy 3. Enjoying and achieving 4. Making a positive contribution 5. Economic well being The Early Years Foundation Stage (EYFS) aims to meet either one of the outcomes listed above. * The Early Years Foundation Stage (EYFS) Welfare Requirements All settings to which the EYFS applies must meet all of the EYFS welfare requirements Safeguarding and promoting childrens welfare. The provider must take suitable locomote to safeguard and promote the welfare of children.The provider must promote the good health of the children, take necessary steps to prevent the sp read of infections and take appropriate action when a child is ill. Childrens behaviour must be managed efficiently and in a manner appropriate for their stage of development and individual needs. Suitable muckle Providers must ensure that people working with children or having unsupervised access to them are suitable to do so. Adults looking aft(prenominal) children must have appropriate qualifications, training, skills and knowledge.Staffing arrangements must be organised to ensure safety and to meet the needs of the children within the setting. i. e. ensuring that the staff to child ration is correct. Suitable Premises, environment and equipment Outdoor and indoor spaces, furniture, equipment and toys must be age appropriate and safe and suitable for their purpose. Organisation Providers must plan and organise their activates and setting to ensure that all children are provided with enjoyable and challenging learning and development experience which is suited to meet their individual needs and abilities. Documentation Providers must maintain records, policies and procedures required for the safe and efficient management of the settings and to meet the needs of the children. inside a school environment there are policies and procedures in place which support staff in the management of situations that involve the safety and well-being of all staff and children. Some of these are * The Health and Safety polity * The Bullying policy * The Safety Policy * The Child Protection Policy * The behaviour policy * The O Tolerance procedure The Confidentiality Policy * The bear on opportunities Policy * Regulations and Requirements tell settings what they must do and what standards they must meet to ensure the health and safety of the staff and children within the setting but they do not tell the practitioners how this should be done. It is up to the settings to interpret the laws set out by the government and devises their own policies and procedures that ex plain how they will work within the law to promote the Health and Safety of everyone in the setting.At St Cuthberts it is the boilers suit responsibility of the head teacher to ensure that the health and safety procedures in the school are implemented effectively by all members of staff. parvenue policies and procedures are discussed by the governors and in advance any new policy is create verbally up the staff have a chance to add or remove anything they life it needs or does not need the terminal draft has to be approved by the Head Teacher beforehand being implemented.It is the job of the caretaker to parole the school grounds and building twice a week to ensure that there are no health and safety hazards which could potentially harm the children and staff. If a member of staff comes across a hazard then it will be reported to the head teacher who then ensures the caretaker can solve/fix the problem or that the required services needed are contacted and the risk to studen ts minimised. Sometimes children and young people may want to take risks that are inappropriate for safety reasons or inappropriate for a child or young person because of their age, needs or abilities.As a practitioner it is important to remember that all children will want to take risks and we should not try to avoid risk altogether but allow children and young people to experience risk which will not harm them and which is suitable for their age needs and abilities. For example, a child of five may want to try and climb to the very top of a climbing frame, while this is risk taking and the child may be capable of doing this we must tell them of the risk involved and ensure that they stay safe whilst trying.In the case of a younger child or a child with a physical impairment it would be inappropriate and dangerous to allow this child to try the same thing. in that location is a difference in allowing children and young people to take appropriate risks that are worthwhile in terms of their development when compared to the likelihood of injury, and allowing children and young people to do things that are likely to harm them staidly without a justifiable developmental gain or experience.It is important as a practitioner to decide which risks are acceptable and unacceptable and to be able to minimise risk and harm to the children in their care. Before any activity takes place it is important to carry out a risk assessment and understand the settings policies and procedures for risk assessment and be able to follow them closely. thither is a dilemma between the rights and survivals that belong to children and young people in terms of the freedom to play and the health and safety requirements of a setting.It is important to remember that children and young people have a right to choice and the freedom of play and its benefits to their learning and development and that children and young people should be allowed to experience and take appropriate risks during the ir play and learning, within the boundaries of the health and safety legislations. thither are four types of hazard/risk that should be taken into account in terms of play and development. These are * Physical disordered carpets, stacks of chairs, scissors and so on * EnvironmentalIcy pathways/yard, water on a staircase, objects obstructing exits etc. * Emotional Emotional risk taking is a life skill. Children and young people take emotional risks when they pluck up the courage to do something that stretches them emotionally or that risks personal failure or rejection. E. g. speaking in front of a group of peers or adults, auditioning for a part in a production, not giving in to peer pressure, taking a physical risk in front of others. Activities that may feel like a risk to one child may come easily to another.We must remember that each child is an individual and will be comfortable doing things that some children may not be comfortable doing. Every so often a child needs to come out of their comfort zone and be encouraged to try new things for the first time. Those with good levels of self-esteem and confidence will find trying new things easier than those with low self-esteem and confidence. It is important to help children and young people feel equipped for emotional risk taking by providing opportunities for them to take part in activities which foster high levels of confidence and self-esteem. Behavioural Behavioural Hazards occur when children and young people behave in ways in which they could cause harm to themselves and others. A teacher may set up an activity in which blunt objects may be used for sculpting with clay, a behavioral hazard becomes apparent if a child then begins to use the tools provided in an inappropriate manner which could cause harm to themselves or others i. e. throwing the tools around, deliberately using them in a harmful way. The risk is therefore significantly elevated to an unacceptable level and the practitioner must st ep in and take appropriate action immediately.A childs behaviour to another child may be classed as a behavioural hazard also, if a child is bullying or physically harming another child then this is also a hazard than needs to be dealt with immediately. At St Cuthberts children are involved in considering about safety and are encouraged to tell an adult if they see something unsafe. One of the most effective ways of ensuring that the children think about safety is to explain to them why we think an activity, a situation or someone behaviour is potentially dangerous.A more recent example of supporting children to manage and assess risk was when we had our safety topic week in school. This week was dedicated to having various health and safety professionals come into school to talk to the children and get them to think about their own safety in and outside of school. Some of the visitors included the fire service, police officers and a lollypop person. As well as giving talks to the children there were various activities throughout the week that allowed the children to think about and manage their own safety.Other examples of this more recently was a cooking lesson given to small groups of children, not only were the children able to help in the cooking session they were asked to talk about things in the kitchen that could cause harm to them and how they should behave whilst using equipment and being in the kitchen. This activity allowed the children to understand that good behaviour and precaution was needed to minimise the risk of harm to themselves and others.The policies and procedures at St Cuthberts in response to accidents, incidents, emergencies and complaint are hugely important as they can mean the difference between life and death should a serious situation occur. It may be necessary to evacuate the setting in the event of * Flood * Gas leak * Fire * Identification of a dangerous substance To ensure the safe evacuation of the setting in an speck * All staff must know how to raise the alarm, where the exits are and where the assembly point is. * All staff is aware of their roles in an emergency such as taking the register, dialling 999 and checking rooms are empty. There must be regular opportunities to practice the evacuation procedure. These should be taken seriously and any difficulties should be resolved. The sound of the alarm may upset some children so it is important to be sensitive and help them to settle after the drill. * Evacuation drill notices must be kept in batch at all times and give details of where the fire snuff out equipment is kept. * Fire alarms, smoke detectors and emergency lighting should be regularly checked and maintained and staff should know where they are and be trained in their use.Details of all checks should be kept written in the log. * Emergency exits should not be obstructed At St Cuthberts the emergency drill is practised with great care once a month. It is up to the class teacher to e nsure that their class evacuates the building in a safe and calm down manner and assembles at the meeting point. In the event of a certain fire it is up to the receptionist to call the emergency services then make their own way to the meeting point where they will distribute the registers to the class teachers so that they are able to ensure that all children are accounted for.All registered settings must have written procedures regarding what practitioners must do if it was discovered a child was missing. It is important for all staff members to know these procedures and act quickly. At St Cuthberts an immediate search of the setting including outdoor areas is undertaken as well as finding out when the child was last seen and where. If the child cannot be shew then the search would be widened to the local area around the school whilst the head teacher raises the alarm with the police and the missing childs parents or carers.Sufficient staff remains on the premises to ensure that the other children are still taken care of and surplus staff such as the caretaker and teaching assistants may join the search until the police find and the search is controlled by them. The incident should be logged in the incident book by the initial member of staff whilst all details are still fresh in their head and later Ofsted will be contacted and the incident logged with them as an immediate review of the setting will be required.All children at some point in their lives experience illness and it is important that all staff recognise the signs and symptoms of illness in a child or young person to be able to take appropriate action in line with the settings policies and procedures. It is a legal requirement of all settings to have written guidelines for the management of illness within the setting. It is not the job of the practitioners to diagnose the illness this should be left up to a health professional, it is also not the role of the practitioner to care for a dark ch ild and those who are ill should not attend the setting until they are well.There will be times when a childs symptoms develop whilst they are at school, at St Cuthberts the procedure should this occur is as follows * A member of staff will recognise promptly when the child or young person is ill using their knowledge of puerility illnesses to determine the seriousness of the illness. * The member of staff will respond to the symptoms in line with the schools policies, such as cooling a child down if they are suffering a temperature or administering a childs asthma inhaler. * The member of staff will monitor the condition to ensure the condition does not become worse and a record kept. . e. when the child was last sick, their temperature or what time their inhaler was given. * The staff member will arrange for the child to be collected as soon as possible in the case of minor illness. In the case of accident or major illness then an ambulance will be called before the childs parents or carers are contacted. When contacting a relative the childs file will be looked at to determine the first point of contact in the event of an illness. It is important to be in control when ringing the parent or carer and ensure that they are not unnecessarily worried.In the event that an ambulance has to be called before the parents it is important that all details of the childs symptoms are given correctly so that the emergency services know what they are dealing with and if needed advice can be given to keep the child comfortable until the ambulance arrives. A practitioner will then accompany the child to the hospital until their parents arrive. * A record of the childs symptoms and the procedures carried out will be logged in the incident book. All settings have a legal requirement to ensure that logs and records of incidents are kept up to date.When a child becomes ill at St Cuthberts or an accident or illness occurs the time and date is logged and any symptoms and signs of illness are written down. A practitioners response to a childs illness is logged, making note of details like medication or first aid given and by whom. There are 4 designated first aiders within the school and it is their job to ensure that all first aid kits around the school are fully stocked and in good working order. It may be necessary for the first aider to be called in the event of an accident or incident and it will be their role to keep the incident book updated.