AUCHINAIRN PRIMARY SCHOOL AND NURSERY

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Randall Richard
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1 AUCHINAIRN PRIMARY SCHOOL AND NURSERY RISK ASSESSMENT PROCEDURES 1. Who is responsible? It is the responsibility of the Headteacher, the Management Team AND classroom Teachers to ensure that appropriate Risk Assessments are carried out. For some pupils with special needs it may be necessary for staff for to seek specialist advice from the Health and Safety Team, Occupational Therapists or Physiotherapists, the Incontinence Nurse, the Fire Safety Officer or Property Services. 2. Why do you need to carry out Risk Assessment? Firstly, you have a duty of care for the health and safety of members of staff and those within your care. It will help the school to plan and make suitable arrangements to meet the pupil s needs safely. Secondly, you need to have one for legal reasons. The requirement to carry out assessments of risk presented in work activities was introduced as part of the Management of Health and Safety at Work Regulations

2 Finally, if there is any accident or incident involving staff or pupil, the school will need to show it has taken reasonable steps to prevent harm. A copy of the Risk Assessment must be retained on file as good evidence of this. 3. When should you carry out a Risk Assessment? For any pupil with significant physical or sensory needs, you should make a Risk Assessment as soon as you know they will be joining the school. You may even need to carry out a preliminary assessment to ensure that you can meet their needs at your school. The assessment will need to be reviewed and updated as necessary. Sometimes it will be necessary to carry out a Risk Assessment for a child already at the school. This may be because difficulties become apparent or because the pupil has a deteriorating condition. Alternatively, a pupil may have a temporary difficulty following an accident or surgery. 4. How do you carry out a Risk Assessment? A Risk Assessment involves: deciding if there is a risk evaluating the risks and deciding whether existing arrangements are adequate or more should be done recording significant findings For some schools, the process of initial identification may be for a small group of pupils rather than an individual. It is helpful to think through a typical school day including arrival and departure, walking round the school as you do so and looking out for potential hazards. If appropriate, e.g. if a child has a specific impairment, involve the pupil and the parent in your assessment. Think about: Arrival arrangements 2

3 The school entrance Mobility around the school e.g. recent school adaptations in light of child with cerebral palsy Delivery of the Curriculum (especially practical subjects and PE) Toileting The need for therapies, medication or medical procedures [Separate school policy for medication] Fire drill and emergency evacuation of the premises [See school Fire Drill Book] Departure arrangements Emergency protocol separate school policies and procedures in place and discussed at length with staff emergency pack available in reception area The outdoor curriculum and school trips separate policy and guidelines Other areas specific to the pupil Try to identify each possible area of difficulty and the steps that need to be taken to ensure the safety of the individual pupil and potential impact on other pupils and staff especially the possibility of violence and aggression occurring. 5. What next? You should draw up a plan showing the Risk Assessment and actions taken. There are three basic forms we use, one primarily for trips and equipment and the others pertaining to specific children needs. Some examples are included in this document. The Risk Assessment may identify training needs and potential hazards for staff and helpers. 3

4 Copies of these risk assessments are held in the school office. Amendments will be made as required, for example, if an issue is raised by a parent or during an IEP meeting. 6. Educational Visits Please see separate school Policy and Procedures. 7. Personnel issues Staff will always undergo a Disclosure check before starting work. The job description of the support assistant needs to reflect all aspects of the duties required. It is important that arrangements include a back-up plan in case the assistant is absent. It may be necessary to adjust job descriptions so that other support staff can provide cover in an emergency. If the support assistant becomes pregnant or develops a medical condition, we may need to make adjustments to their duties. We will not send a pupil home if the support assistant is absent. This could be a contravention of the Disability Discrimination Act, therefore contingency plans need to be in place. 4

5 Example Appendix 1 Risk Assessment for Mary Smith Auchinairn Primary School Mary has Cerebral Palsy with uncoordinated movements and poor balance PLAYGROUND CLASSROOM HALL 1. Mary falling from benches 2. Falling on the uneven playground with a hard surface 3. Loss of balance on the steps from school 4. Sliding 1. Mary cutting herself or others when using scissors and sharp tools 2. Tripping over toys or equipment on the floor 3. Falling when getting up/down from the floor 4. Overbalancing in toilet cubicle 1. Mary falling from large apparatus 2. Increased incidence of falling when running, jumping etc 3. Fatigue during physical activity Action taken Action taken Action Taken 1. Adult standing behind the bench while Mary sitting 2. Mary encouraged to walk not run and wear gloves, tights, trousers etc to minimise impact falls. Repairs to the playground to be included in the school Access Plan 3. Provide handrail 4. Modify surface as necessary 1. Mary only to use sharp items when supervised and at a safe distance from others 2. Ensure there is always a clear pathway around the classroom 3. Place a chair next to Mary to aid independent movement 4. Handrails in specified cubicle 1. Adult supervision for PE 2. SA support to help maintain balance 3. Time for resting built into lesson 5

6 * During emergency evacuation Mary will leave the area last with adult supervision Signed:. Role: Date Completed:... Signed:. Role: Review Date: 6

7 Appendix 2 Risk Assessment for Action taken Action taken Action Taken 7

8 Signed:. Role: Date Completed:... Signed:. Role: Review Date: 8

9 Appendix 3 Risk Assessment for HAZARD POSSIBLE MEANS OF OVERCOMING PROBLEM ASSOCIATED ISSUES ACTIONS DECIDED DATE OF ACTION 9

10 Signed:. Role: Date Completed:... Signed:. Role: Review Date: 10

Staniland Academy. Fire and Emergency Policy and Procedure

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