People at Risk: Date: 1 June 2014 Date of Review: 1 June 2015

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1 London Borough of Bexley Generic Risk Assessment Physical Education and School Sport (PESS) FORM RA5 Topic: Generic PESS risk assessment People at Risk: Pupils, staff, volunteers, coaches and public Assessment carried out by: Health and Safety Service Date: 1 June 2014 Date of Review: 1 June 2015 This generic PESS risk assessment is provided by the London Borough of Bexley and applies to all PESS activities undertaken in Bexley schools. Each school should also complete: site and activity specific risk assessments to support this giving specific consideration of the people involved, the context and the organisation of the activity risk assessment of events e.g. school sports day risk assessment for pupils with special education needs (SEN) On going/dynamic risk assessments must also be carried out while an event is taking place, taking into account and responding to unforeseen issues, such as sudden illness, changes in climatic conditions or ineffective officiating (need not be in writing). The advice of the Association for Physical Education (afpe) Safe Practice in Physical Education and School Sport must be followed at all times. Hazards People How: Injuries/ill health due to oversized groups, lack of control/discipline, abilities not taken into account, inappropriate clothing worn, Lack of or defective safety equipment Medical conditions not being taken into account Lack of instruction or knowledge of Pupils: Group sizes are controlled and ratios of staff to pupils are adequate for the activity taking place. Additional supervision is always provided where required. The behaviour of the children is taken into account when determining the level of supervision to allow adequate control and discipline of pupil behaviour. Adequate supervision is provided at all times. Individual and group abilities are assessed and the demands of any activity matches the needs of the pupils. N.B. A child cannot be expected to be fully aware of the extent of their own abilities. Only activities within the reasonable ability of the pupils are allowed. Any equipment or skills are prohibited as necessary. Clear communication is ensured as to what pupils may or may not do. Appropriate clothing and footwear is worn dependant on the activity, adherence is strictly enforced. School policy/procedures on removal of jewellery and other personal effects is consistently adhered to and strictly enforced. Where jewellery cannot be removed the situation is made safe for example by adjusting the activity for the individual or group or protecting the item in accordance with afpe advice. Where the situation cannot be made safe then the individual does not participate. Pupils are asked at the beginning of a lesson whether they are wearing body jewellery, as this may be hidden. If the pupils do not disclose this, but the staff become aware of body jewellery, as soon as they do so, the above policy is followed. N.B. Parents cannot indemnify the school against the risks. Revised June

2 procedures Inadequate supervision, inability to observe or participate Lack of training/experience of staff Safeguarding issues Adequate safety equipment/personal protection, suitable for the pupil and fit for purpose is available and used when needed e.g. shin pads. Steps are taken to ensure that staff are made aware of any medical conditions that may affect pupil participation in PE activities. Individual risk assessments are carried out where appropriate to tailor activities to a child s own needs/medical condition to ensure safety. The school policy on physical contact (supporting)/substantial access (1:1) is known and applied effectively. Physical contact is not permitted by responsible adults participating in any activity where it is foreseeable that this could result in injury e.g. participating in a rugby tackle. N.B. adults may be faster, fitter, more experienced and often heavier the mismatch is obvious in any sport where physical contact at speed is a possibility, let alone part of the game. Wherever possible pupils are encouraged to participate in activities. Disability Act requirements re access and involvement in PE for those with cognitive, visual, hearing or motor impairment are taken into account. Pupils are instructed, know and safely apply routines and procedures to ensure safety. Pupils are taught how to use equipment/facilities safely. The risks involved to pupils of a particular activity are highlighted any warnings are clear, and specific to the dangers involved in the particular activity. Suitable working programmes and procedures are devised and implemented. Staff: All staff involved in PE activities are suitably qualified, experienced, confident and competent in the activities that they are operating to fulfil their teaching commitments safely. Schools ensure that any volunteers and coaches are well qualified, competent and experienced. Training needs are identified and adequate CPD maintained. Staff keep abreast of current guidelines and follow these and take account of guidelines when carrying out risk assessments. Qualifications are monitored to check that they are current. N.B. This is particularly important for higher risk environments/activities. Adequate supervision of pupils is provided at all times. Skills are taught specific to individuals needs, experience and confidence. Staff forewarn pupils of any potential hazards/hazardous use. The class is gathered around to discuss the correct technique where appropriate and demonstrate salient points to consolidate understanding of the requirements to ensure safe performance. Staff have sufficient knowledge of individuals and groups they teach to maintain a safe situation. Agency staff are advised of any particular issues they need to be aware of e.g. behavioural difficulties, medical needs etc. Observation and analysis skills are adequate. Control and discipline is adequate. Regular scan of the class is carried out and a judgment made as to whether individuals appear to be confident and competent in their movement remedial action is taken where appropriate. Initial organisation to provide a safe working environment is regularly monitored to ensure that it remains safe. New items of equipment are introduced and guidance given about how it may be used to pupils and responsible adults within the context of the work currently being undertaken. Clothing/personal effects is appropriate for teaching PESS. Protective equipment/clothing is provided as necessary. Teaching position in relation to pupils is suitable and appropriate for the activities taking place. Assistants are made aware of and know the limits of their role/responsibility. Effective communication is maintained between teacher and support staff. All adults teaching groups have appropriate insurance cover where needed. Revised June

3 Disclosure certificates are seen for all support staff. All staff, coaches and volunteer helpers etc. have been CRB checked. Parents are kept well informed and involved as necessary about PESS situations. School staff and coaches make parents aware of when the children are the responsibility of the parents and when the staff assume responsibility in an organised event. Children and parents are forewarned of hazards on the school site which may not form part of the specific activity and of hazards relating to the activity and awareness of their surroundings. Context How: Poor facilities Inadequate procedures Unsuitable/faulty equipment Unsafe transport Safeguarding issues Facility Changing rooms are safe. Work areas are hazard free no obstructions. The facility being used is clean, non-slip floors are provided. Water is clear. Sufficient space is available for the group size/activity. Lighting is adequate and free of glare/reflections. Any shared use issues have been identified and appropriate arrangements made. Access issues for those with disabilities have been addressed and reasonable adjustments made. Operating procedures are known and applied. Fire safety issues are addressed - fire risk assessment carried out in each school. Safety signs/notices/warning signs are in place as appropriate. Protective devices are available where risks exist. Facilities are secured when not in use Facilities are periodically inspected and checked before use. The area is avoided if there are any concerns about safety and a safer alternative sought. Pupils, volunteers, support staff etc. are taught how to use the facility safely. Procedures/routines Appropriate procedures are developed in the school as necessary. Movement to the work areas is safe and orderly. Access to each facility is safely managed. First-aid equipment, procedures and responsibilities is known by staff and (where appropriate) pupils. Notices providing safety information are available, clearly positioned and effective. Emergency evacuation procedures are known. Procedures are periodically monitored using the form available on the Safer Schools website. Equipment Equipment is only used for the purpose it was designed for. Use good-quality equipment which meets British and European safety standards, where available. Revised June

4 All equipment is suitable for the activity/ age group/ ability/stage of development. Pupils, volunteers, support staff etc. are taught how to use/manage the equipment safely. All equipment is in good condition and well maintained/serviced. Faulty equipment is taken out of use, labelled to say DO NOT USE and the defect reported to the Head Teacher. The equipment is repaired or replaced as necessary. Any handling/carrying/siting etc. issues are assessed and appropriate control measures put in place. All equipment can be easily accessed and safely stored. All required safety/rescue equipment is present. Annual/more frequent periodic inspection checks are carried out of all equipment as necessary, in particular gymnastic equipment. Equipment that may be subject to vandalism/effects of weather (e.g. rust) is checked more frequently, the frequency to be determined by the school as appropriate. N.B. In a case in 2000 it was stated that eight young people had been killed by unsafe or unsecured goalposts in the last ten years. Regular checks are made to check the stability, condition and security of goal posts, especially portable ones, throughout any period the posts are left erected. More frequent and particularly thorough checks are made where there is a potential for vandalism of the goal posts. All equipment is checked before use by pupils. No improvisation of equipment is permitted. Equipment beyond the capability of the pupils is not permitted to be used. Routines for collection/retrieval/changing equipment is known and applied by both staff and pupils. The implications of using differentiated equipment is considered within the overall organisation of a group in order to ensure a safe working environment e.g. use of plastic rackets versus strung rackets which are more powerful. Equipment is modified or steps taken to amend how the equipment is used to ensure safety. Compliance with established procedures is ensured. Transport (where used for PESS) Each school should carry out a separate risk assessment on transport. This is applied to all transport used for PESS in addition to afpe guidance on transport. Safe embarkation points are used. Seat belts are available and used. Child restraint/booster seats are available and used where appropriate. Driver requirements/responsibilities are known and applied. Passenger lists are carried on the vehicle and a copy left at the school in cases of emergency. Numbers are checked as pupils leave and return to the transport. Adequate supervision is provided and pupils are only dismissed from school after the return journey. Procedures are in place/contingency plan is available in the event of a transport problem arising. Appropriate Volunteer Driver s Declarations are obtained. Parental consent should be obtained specifically for the transporting of pupils in the private vehicle of a non-teacher adult or another pupil on the visit. Head teachers should consider whether consent should be obtained before pupils can be carried in a teacher's private vehicle. Emergency contact numbers of parents are obtained. Revised June

5 Organisation How: Poor organisation/control Inadequate supervision Progressing beyond individuals capabilities Rules not applied Poor planning Lack of knowledge of what to do in an emergency Class organisation Group numbers are always known and checked. Groups are split by ability or other factor to ensure safety. A register is taken for every lesson. Staff regularly scan or do head counts at the beginning, during or end of lessons. Safe group organisation/management procedures are available and are consistently applied. Adequate supervision of carrying or siting of equipment is always provided and managed. Games work areas are organised to ensure that run off areas and the outcomes of play e.g. fiercely driven strokes, do not create a likelihood of injury for others working on and focused on other play areas. Technical guidance on run off dimensions is followed. Where space does not allow for sufficient run off space, pupils are warned and the situation is closely monitored. Remedial action is taken where appropriate or the activity changed. Activity areas are not crossed when games are in progress, unless it is certain that the activity has ceased and it is safe for the players and person encroaching onto the play area. Warm up/preparation/safe exercise is ensured. Demonstrations are accurate and safely performed. Regular and approved practice is applied. Involvement of pupils with visual, hearing, motor or cognitive impairment is catered for appropriately to enable them to participate safely. Changes are made to the way the activity is carried out/stopped where necessary. Areas are avoided where necessary. Safer alternatives are put in place when appropriate. Staff, support workers, volunteers, pupils etc. work to comprehensive, progressive and well-differentiated schemes of work. Teaching style The demand/challenges in sessions are planned to match the pupils abilities, needs and confidence. Pupils are matched in terms of strength, experience, ability and confidence where physical contact and competition are involved. The play schedule allows appropriate activity/recovery periods. Appropriate teaching styles are used to ensure safety. Progression is based upon ability. All rules are consistently applied in games, staff emphasise playing within the rules. Regular and approved practice is used at all times. Support techniques are known and applied where appropriate. Staff know when and how to use physical support. Intervention appropriate to individual pupil s needs is applied. Tasks are differentiated to meet individual abilities and confidence. Staff know the limits of their own involvement in games, practices and demonstrations involving pupils. Preparation Revised June

6 Written schemes of work/other guidance set out safety issues to be followed. Any activities are carefully planned and risk assessments carried out. Contingency arrangements are also planned and assessed. Shortcuts are avoided. Only equipment of an appropriate size, type, quality and suitability for the age, build and strength of children is used. All staff and pupils have been taught to carry, move, place and retrieve equipment safely. Safe storage is provided. Safety policy is applied and known. Any inherent risks are explained. Staff emphasise playing within the rules. Clear instructions are given. Appropriate and effective warm up and cool down is provided for lessons. Progression Progressive practices are known and applied and taught thoroughly. Appropriate activities are planned to suit the group and individual s needs. Observational skills are used to determine pace, progress and challenge. Reversion to earlier learned practices is applied where necessary. Checks as to the pupil s understanding at each stage for the correct and safe mechanics of any skill or part skill is ensured. Pupils are not required to participate in any activity which is considered to carry an unacceptable risk of injury. Emergency action Adequate first aid and other emergency support can be summoned and provided promptly. Emergency procedures, accidents procedures and contingency plans to address potential incidents during lessons and visits are known and applied by all staff. With all control measures in the table above in place the risk should be low, but it should be remembered that all physical activity involves risk and staff should not seek to eliminate the risk by risk aversion. Revised June