The Woodroffe School Work Experience Policy (Based on a model LA Policy) Ratified by the FGB

Transcription

1 The Woodroffe School Work Experience Policy (Based on a model LA Policy) Ratified by the FGB Introduction In 2011 the Coalition Government announced the withdrawal of funding to support work experience and other work related activity. Following consultation with schools/academies and learning centres, the Local Authority was unable to provide a viable and sustainable coordinated service in the future. The Woodroffe School has decided to continue to offer work experience to all Year 10 & Year 12 students through Devon EBP. Our provider will vet employer premises to ensure that they are appropriate for our students. Any Out of County placements will be arranged according to the providers procedures (Appendix 1). National legislation and guidance will be followed to ensure the health, safety and safeguarding of students when on a work placement. Work experience is defined as: Students placed with an employer to carry out a range of tasks defined in a job description, with an emphasis on the learning aspects of the work experience. (Health and Safety Executive) 2. Purpose This policy provides a framework to ensure that students are able to access work experience placements that are carefully managed, monitored and provide a safe environment. This includes the organisation as well as health, safety and safeguarding requirements of all work experience programmes for all age groups of students. 3. Priorities When preparing for work experience the Woodroffe School will: o Ensure students are provided with a positive experience with an emphasis on learning o Retain a duty of care at all times o Ensure that the potential risks to each student has been assessed o Ensure that the placement chosen by the student is suitable for them and any additional safeguarding issues are taken into account and actioned o Provide a named contact (senior member of staff), who is available during the times when students are on placements. This will include the period between the school closure and the start/end of the business day, weekend working and any holiday period o Obtain the consent of parent/carers/carers and service provider.

2 4. Legislation The school has a range of legal responsibilities in relation to the organisation and delivery of work experience. Education Act 1996 o Provide work experience in industrial and non-industrial settings but not on ships, for students who are in their final two years of compulsory schooling o Enables students in Year 10 and 11 to assume the temporary status of a Young Person in employment law Education Act 2002 o Safeguarding and promoting the welfare of young people within the school Apprenticeship, Skills, Children and Learning Act 2009 o Encourage post 16 students to undertake work experience. Other legislation that is adhered to includes: Health and Safety at Work Act 1974 including amendments Management of Health and Safety Regulations 1999 Working Time Regulations 1998 Sex Discrimination Act 1975 and Sex Discrimination (Gender Reassignment) Regulations 1999 Race Relations Act 1976 and Race Relations (Amendment) Act 2000 Disability Discrimination Act 2005 Gender Equality Duty under the Equality Act 2006 Human Right Acts 1998 Employment Equality (Sexual Orientation) Regulations 2003 Employment Equality (Religion or Belief) Regulations 2003 Employment Equality (Age) Regulations 2006 Equality Act 2006 Equality Act 2010 Protection of Freedoms Act Health and Safety The Woodroffe School retains a duty of care at all times, and we will ensure o Placements are vetted, in accordance with Health and Safety Procurement Standards 1 (HASPS) by a trained and competent person either in the School/Academy or service provider o We will ensure our students are matched carefully to the placement and support the student when they are on a placement 2

3 o Our students are prepared and briefed about health and safety and understand how to identify hazards and the sort of control measures that can be put in place to reduce the risk of injury or accident o Our students develop a set of safe behaviours, so that they play an active part in the process and acquire practical, transferable skills from their experience o Students must not work excessively long hours, no more than 8 hours per day, 40 hours per week, 5 days per week with no unsocial hours o Any contracted work experience organisation or internal team (as appropriate), organising work experience for our students will be competent in health and safety and able to decide on the suitability of any placement o Systems are in place to ensure the health, safety and welfare, so far as reasonably practicable, of placements, i.e. H&S Policy, Risk Assessments, communications and consents o Students are supervised by competent people whilst on work experience o Any contracted work experience organisation or internal team (as appropriate), organising placements will ensure specific activities that students undertake on a work placement take account of any restrictions and prohibited work aligned to age. We will remain aware of legislation and guidance documents relating to work experience published by the Department for Education and the Health and Safety Executive and update this policy as appropriate. 6. Safeguarding Our duty of care extends to all students, including those who undertake work experience. We will o Ensure any service provider who arranges, vets or monitors work placements for students on our behalf has training in child protection o TheWoodroffe School or service provider (as appropriate), will provide employers or training providers hosting students, a child protection policy/statement of principles. o Identify actions to be taken, when and by whom, if any child protection issues are raised prior to, during or after the placement o Provide students with clear advice and a point of contact at the Woodroffe School in case of problems. We will consider any potential risks to students to see if any additional safeguards are needed in the case of o Any young person who is vulnerable, eg special needs, immaturity, is known to have experienced abuse or neglect, substance misuse o A student who is likely to be alone with an adult as part of the work placement, eg sole trader, journey person, self-employed person working from home o The work placement having a residential component. 3

4 We will ensure the Disclosure and Barring Service (DBS) Enhanced Checks are in place in the work place to support students who are: o Vulnerable due to immaturity, educational, medical, behavioural or home circumstance and those who have special educational needs o On placements lasting more than 15 days over an extended timeframe, especially when these involve o Regular lone working with an employer over long periods o Placements located in particularly isolated environments with 1:1 working o Placements involving a high degree of travelling on a 1:1 basis o Placements which include a residential element. Where a DBS check is required we will ensure that this is completed with a successful outcome before any student enters the workplace. The Woodroffe School will arrange visits to the student and employer during the work placement. Any member of staff visiting a workplace will be provided with details of the job description, risk assessment and any specifics and restrictions. Reference will be made to the Pan Dorset Interagency Safeguarding Procedures 7. Quality Assurance In order to offer a quality work experience programme we will: o Ensure the employer and the workplace is suitable for a work experience placement o Carefully match students to placements and support them throughout the experience o Ensure parent/carer/carers receive employer risk assessments before giving consent to a work experience placement for their son/daughter o Pursue a policy of equal opportunities that considers the needs of the six equality groups Race/Ethnicity to include Gypsies/Travellers, Disability, Religion and/or belief, Sexual orientation, Age, Gender. o Counter gender stereotyping, take cultural issues into account, increase student confidence and challenge under achievement. We will implement and monitor the responsibilities for parent/carers/carers, employers, work experience provider, students and ourselves in line with the Quality Standard for Work Experience, DCSF 2008 as below. All the essential criteria (E) will be in place and the desirable criteria (D) as appropriate. 4

5 School/Academy/Learning Centre Responsibility Policy Element 1 E1A E1B E1C E1D E1E E1G E1H Work experience policy forms part of the Woodroffe Schools development plan, and is regularly reviewed and updated. The Woodroffe School has committed senior managers who understand their legal and moral duties in relation to work experience. The Woodroffe School governors are committed to work experience and understand their liabilities. The Woodroffe School ensures that there are adequate resources for work experience in terms of staff time and budget allocation. Service level agreements with any organisers external to the school (if appropriate), are in place and reviewed regularly to take account of any curriculum, legal or guidance changes. Equal opportunities are promoted and gender stereotyping challenged. All parties fulfil legal requirements and recognised guidance for work experience Roles and Responsibilities Element 2 E2A E2B E2C E2D E2E D2F The Woodroffe School staff have specific and clear responsibilities for work experience administration and organisation. A member of the teaching staff manages learning outcomes and curriculum support. Service level agreements between the work experience provider and schools stipulate clear lines of responsibility for all parties. Parent/carers and carers are involved in the choice of placement including giving their consent. Employers are given all relevant information about any special needs or medical conditions the student may have and which might impact on the health, safety and welfare of the learner in the placement, co-workers and the public. Employers understand they are responsible for the health, safety and welfare of the student during the placement and that the school retains a duty of care. The Work Experience Provider is used to providing expert support to schools and employers in developing and maintaining an effective partnership between them. Planning Element 3 E3B E3C E3D The school and employer work together to prepare for the placement including discussing the learning objectives, including any employability and enterprise skills needs, of the placement in advance of it starting. Students receive information, advice and guidance about suitability of placement choices. Students are effectively briefed before the placement, including health 5

6 D3H E3I E3J E3K E3M and safety as part of work experience preparation. Progression is built in for post 16 learners taking account of earlier experience of work, including part time and voluntary work. Special needs students are carefully matched to placements by experienced staff and effectively supported during their placement. Parent/carers are notified of the specific arrangements for their child s placement, including dates, work times, dress code, contact details, location and activities to be undertaken. Emergency contact arrangements are in place between the appropriate parties, including out of school hours provision. Students are provided with a means of completing a record of the tasks, achievements and challenges of their placement. Delivery Element 4 D4G The school supports and monitors all types of placement through visits and/or telephone contact with both the workplace supervisor and the student to discuss achievements, challenges, and to resolve issues. Review Element 5 E5A E5C E5E D5F D5G Feedback from employers, parent/carers and students is gathered and concerns and/or issues raised are followed up and resolved. Student debriefings take place to review the extent to which learning aims have been met, employability skills developed and to make links back to curriculum subjects. Evaluation outcomes from Schools, students and employers are used as part of review processes to inform the next cycle of business planning. Positive work experience achievements are celebrated within the School/Academy/Learning Centre, with employers, and with parent/carers and carers. Good practice is identified during the process of review and shared with others. Systems and Processes Element 6 D6A D6B E6C E6D E6E E6F Schools and the Work Experience Provider work together to forecast student demand and to plan placements throughout the year in order to make best use of placements available. Employers are provided with timetables and schedules for School/Academy/Learning Centre work experience programmes. Systems and procedures are in place to ensure effective communication between work experience co-ordinators and others involved in work experience within the school. Processes are in place to match students to placements that meet their learning needs, capabilities and the practicalities of getting to and from the placement. There is a robust system to manage the approval of placements in terms of health, safety and student welfare. Systems are in place to check and record that all students have 6

7 E6G E6H E6J D6L D6M received a briefing, including health and safety, prior to placements commencing. Safeguarding systems and procedures are in place and where appropriate Disclosure and Barring Checks are undertaken in line with national guidance. Systems and procedures are in place to investigate any accidents or incidents in accordance with health, safety and welfare assessment for work experience placements. Systems and procedures are in place to handle, record and process feedback and complaints from employers and others involved. Systems and processes are effective in providing students with a supply of work experience placements that meet their needs. Marketing and promotional materials are effective and well utilised. Students Planning Element 3 E3G D3H The placement job descriptions are comprehensive and include hands on meaningful tasks. A job description is issued to the student, parent/carer, employer and placement supervisor before the placement starts. Progression is built in for post 16 learners taking account of earlier experience of work, including part time and voluntary work. Delivery Element 4 E4B E4E E4F Students are given clear instructions about what they are being asked to do during the placement. Competent people check they understand, bearing in mind the learner s age, experience and maturity. Students, supported by employers, compile a record of tasks, achievements and challenges during their placement. Students behave in ways appropriate to the workplace and follow the instructions given to them by the employers. Review Element 5 D5B E5C E5D D5F Employers contribute to end of placement reviews in discussion with the student to record achievements and areas for development. Student debriefings take place to review the extent to which learning aims have been met, employability skills developed and to make links back to curriculum subjects. Employers are given feedback about the outcome of the placement including the extent to which learning aims were met, employability skills developed and any other results. Positive work experience achievements are celebrated within the school, with employers, and with parent/carers and carers. 7

8 Parent/carer/Carer Roles and Responsibilities Element 2 E2C E2D Parent/carers and carers are involved in the choice of placement including giving their consent. Employers are given all relevant information about any special needs or medical conditions the student may have and which might impact on the health, safety and welfare of the learner in the placement, coworkers and the public. Planning Element 3 E3G E3K E3L The placement job descriptions are comprehensive and include hands on meaningful tasks. A job description is issued to the student, parent/carer, employer and placement supervisor before the placement starts. Emergency contact arrangements are in place between the appropriate parties, including out of school hours provision. Schools and employers are aware of the requirements relating to the student being appraised of (a) the significant risks of the work (b) the control measures to reduce the risks (c) where students are below the minimum school leaving age the placement is also required to inform the parent/carers/carers before they start work. Work Experience Providers/Education Business Link Organisation (This is the organisation who vet the employers premises on your behalf or your School/Academy/Learning Centre if you are undertaking this role) Policy Element 1 E1F E1G E1H The Work Experience Provider has a policy for appraisal of members of staff which includes appropriate and specific training for teams and individuals. Equal opportunities are promoted and gender stereotyping challenged. All parties fulfil legal requirements and recognised guidance for work experience Roles and Responsibilities Element 2 E2B Service level agreements between Work Experience Provider/EBPO 8

9 and Schools stipulate clear lines of responsibility for all parties. Planning Element 3 E3C E3E E3G E3I E3L Students receive information, advice, and guidance about suitability of placement choices. The Work Experience Provider/EBPO operates checks in line with HASPS standards. The placement job descriptions are comprehensive and include hands on meaningful tasks. A job description is issued to the student, parent/carer, employer and placement supervisor before the placement starts. Special needs students are carefully matched to placements by experienced staff and effectively supported during their placement Schools and employers are aware of the requirements relating to the student being appraised of (a) the significant risks of the work (b) the control measures to reduce the risks (c) where students are below the minimum school leaving age the placement is also required to inform the parent/carers/carers before they start work Review Element 5 E5A E5E D5F D5G Feedback from employers, parent/carers and students is gathered and concerns and/or issues raised are followed up and resolved. Evaluation outcomes from Schools, students and employers are used as part of review processes to inform the next cycle of business planning. Positive work experience achievements are celebrated within the school, with employers, and with parent/carers and carers. Good practice is identified during the process of review and shared with others. Systems and Processes Element 6 D6A D6B E6D E6E E6G Schools and the Work Experience Provider/EBPO work together to forecast student demand and to plan placements throughout the year in order to make best use of the placements available. Employers are provided with timetables and schedules for School work experience programmes. Processes are in place to match students to placements that meet their learning needs, capabilities and the practicalities of getting to and from the placement. There is a robust system to manage the approval of placements in terms of health, safety and student welfare. Safeguarding systems and procedures are in place and where appropriate Disclosure and Barring Checks are undertaken in line with national guidance. 9

10 E6H E6I E6J D6L D6M Systems and procedures are in place to investigate any accidents or incidents in accordance with health, safety and welfare assessment for work experience placements. Processes are in place to ensure that employers understand the risk assessment requirements and where the student is under the minimum school leaving age these are communicated to the parent/carers. Systems and procedures are in place to handle, record and process feedback and complaints from employers and others involved. Systems and processes are effective in providing students with a supply of work experience placements that meet their needs. Marketing and promotional materials are effective and well utilised. Employer/Supervisor Policy Element 1 E1H All parties fulfil legal requirements and recognised guidance for work experience Roles and Responsibilities Element 2 E2E Employers understand they are responsible for the health, safety and welfare of the student during the placement and that the school retains a duty of care. Planning Element 3 E3F E3G E3K E3L The employer holds employer s liability compulsory insurance and public liability insurance and has advised their insurers they are involved in work experience schemes. The placement job descriptions are comprehensive and include hands on meaningful tasks. A job description is issued to the student, parent/carer, employer and placement supervisor before the placement starts. Emergency contact arrangements are in place between the appropriate parties, including out of school hours provision. Schools and employers are aware of the requirements relating to the student being appraised of (a) the significant risks of the work (b) the control measures to reduce the risks (c) where students are below the minimum school leaving age the placement is also required to inform the parent/carers/carers before they start work. Delivery Element 4 E4A E4B Competent people in the workplace support students at all times during their placement. Students are given clear instructions about what they are being asked 10

11 E4C E4D E4E to do during the placement. Competent people check they understand, bearing in mind the student s age, experience and maturity. The employer or representative will conduct an induction on the first day of the placement including health and safety matters. This will include the location of the welfare facilities and evacuation procedures. The employer supports the student in recognising and developing the skills and qualities regarded as important in the workplace. There should be a structured programme with variety and a number of hands on meaningful tasks. Students, supported by employers, compile a record of tasks, achievements and challenges during their placement. Review Element 5 D5B Employers contribute to end of placement reviews in discussion with the student to record achievements and areas for development. Systems and Processes Element 6 E6I Processes are in place to ensure that employers understand the risk assessment requirements and, where the student is under the minimum school leaving age these are communicated to the parent/carers. 8. Guidance Documents Working Together to Safeguard Children DCSF 2010 The Work Related Learning Guide Second Edition DCSF 2009 Quality Standard for Work Experience DCSF 2008 Safeguarding Children and Safer Recruitment in Education DfES 2007 Work Related Learning and the Law DfES 2004 Work Related Learning at KS4 Advice for practitioners on legal background and other areas DfES 2003 Work Experience: A Guide for Secondary Schools DfES 2002 Managing Health and Safety on Work Experience - A guide for organisers HSE 2000 Raising Standards: Health and Safety on Work Experience DfES 1999 Work Experience Legal Responsibility and Health and Safety DfES 1999 This policy will be monitored and evaluated annually and as new legislation and guidance becomes available. 11

12 Appendix 1 Work Experience Accident/Incident Reporting Procedure ACCIDENT/ INCIDENT Company/Employer notifies School Employer informs HSE where necessary under RIDDOR School notifies Appropriate DCC Social Care Office (Child Protection Incidents) DCC Health and Safety Team (Accident) Parent/Carer Dorset H&S Dorset County Council Health & Safety Team Lee Payne Senior Health & Safety Adviser (lee.payne@dorsetcc.gov.uk) Child Protection Incidents Notify Social Care Office appropriate to the young persons home address Bridport Social Care Christchurch Social Care Dorchester Social Care Ferndown Social Care North Dorset Social Care Purbeck Social Care Weymouth & Portland Social Care All areas Dorset out of hours

13 Appendix 2 Work Experience Accident/Incident checklist Brief details of the incident should be collated, recorded and passed on to Dorset Health and Safety Team. Name of Student Date of Birth Address Phone Number Parent/carer/Carer Name Name of Employer Address Phone Number Contact Name School School Contact Date reported to: LA Health and Safety Parent/carer/Carer Date of incident Time of incident Brief description of incident Place of incident Name of person reporting Nature of injury Witness(es): 1 Name Address Telephone details 2 Name Address Telephone details 3 Name Address Telephone details 13

14 Appendix 3 Work Experience Process Preparation for the placement 1 We will provide a protocol to deal with the following issues: Student absence from the work placement including days of religious observance; If the employer signifies that they wish to terminate the provision on offer; If a student appears to be receiving some form of payment; If the employer s and/or student s attitude to health & safety appears to have become slack; If the student appears to be treated as an adult; If the student is offered a full time job and wishes to leave The Woodroffe School If the student is attending the work placement but is playing truant from The Woodroffe School; If the employer offers to place the student on a training scheme; If an incident occurs at the work placement, eg theft, accident, misbehaviour etc. 2 We will identify the students for whom an extended placement is appropriate and will ensure that all interested parties are informed of the specific and often diverse needs of the student concerned. 3 Any placement should take place within the context of a curriculum programme in which the employer has a role in setting learning targets that have been arrived at in negotiation with The Woodroffe School. 4 An induction, which enables a student to understand the world of work and health & safety requirements, as well as develop skills and personal qualities, will be negotiated with the employer. The employer will need to understand: the aim and purpose of the placement; its anticipated duration; the means of monitoring the student s progress and attendance; the process of assessing the student s achievement during and at the end of the placement; Briefing before the placement 1 The student will be made aware of: Health & safety and their responsibility in the workplace What to do if unable to attend or if ill How to record achievements whilst on the placement Things to do in certain situations ( What if.? scenarios, particularly in relation to Safeguarding issues) 14

15 2 The employer will be made aware of the student s Medical conditions Learning difficulties Physical disability Behavioural needs Ethnic background, culture and language All the above have implications for the induction process, supervision arrangements, control measures and prohibition put on student activity, the sort of tasks given to the student and training for the use of machinery. During the placement 1 We will monitor the progress made by an individual student on a placement. 2 A suitably briefed member of school staff will visit the student during the first few days and thereafter at intervals of three to four weeks. Frequent visits will ensure contact with the employer and enable us to record student achievement and monitor progress toward learning targets. It will also assist in checking the suitability of the placement for both student and employer. Any member of staff visiting a work place will be provided with details of the job description, risk assessment and other details regarding the work placement before the visit to inform of specifics and restrictions. 3 We are responsible for the student s attendance on the placement although the employer will need to monitor it for us. 4 In the event of any accident we will contact Dorset LA Health and Safety team immediately. (Appendix 3 and 4) After the placement 1 There will be a formal review between us and the employer to: Consider the success of the placement Identify the student s achievements Suggest the next stage for the student within the programme Consider how the placement might be improved in the future. 2 We will ensure all evaluations are received and provide feedback to the student, which will assist in formulating new learning targets. SM