Health and Safety Project Essay Example

installations. It was thoughtfully built on one level for easy access by both able-bodied and disabled students. The building is self-sufficient, generating its own electricity through solar panels. It also has underfloor heating and lights that operate on sensors for energy efficiency. Each classroom is equipped with large touch screen boards, allowing teachers to easily access a wide range of learning resources from their laptops, enhancing students' learning experience and keeping them engaged. The school has approximately 420 students aged 4 to 11 years old. The school uniform consists of a violet jumper with the school emblem of an oak tree, white sweatshirts, gray pants or skirts, and black shoes. Each of the 14 classes in the school is named after an animal, adding individuality to each class and featuring a mascot. Additionally, there are four teams throughout the school.Each schoolroom utilizes the to encourage the kids to earn squad points and compete for the squad cup at the end of the school year. This fosters a sense of pride in their achievements and motivates them to work hard. The school offers various facilities within its premises and surrounding grounds, including the I.C.T suite where students learn computer skills such as word processing and safe internet usage. The school hall is used for weekly assemblies, indoor sports activities, and even Christmas plays. The music room is equipped with a variety of musical instruments to allow students to express themselves and learn about music. The fully equipped cooking room teaches students about healthy eating and different cuisines from around the world. It also serves as the venue for the breakfast club every morning. Forest school

takes place in a purpose-built log cabin surrounded by trees and a wildlife garden. Here, students engage in environmental studies and learn about insects, plants, animals, and the environment. Outdoor facilities include several outdoor learning areas that are utilized throughout the day depending on weather conditions. In addition, there are expansive fields, multiple play areas, and two activity play areas available for student use.Oakland’s Primary School offers a diverse range of activities and clubs after school, including performing arts, music, sports, computer clubs, and gardening clubs. They also have an affordable holiday care program for families. Within the school, there is a separate Autism Base called Peacocks Class, which is solely operated by the council and has its own staff. The base has two teaching areas, two sensory rooms, a kitchen, a bathroom, and an outdoor area.

In terms of non-statutory requirements in our workplace, the ratio of adults to children is 1 to 10 in Foundation and Key Stage One, and 1 to 15 in Key Stage Two. However, in the Autism Base, the ratio may be different.

Regarding statutory requirements, according to the Early Years Foundation Stage (EYFS), classes with children over the age of three should have an adult to child ratio of 1 to 13. The adult should be a qualified teacher or hold a relevant level 6 qualification. Additionally, there should be at least one other staff member in the classroom with a level 3 qualification.However, when the instructor is absent from the schoolroom, the ratio needs to be adjusted. It is recommended that there should be 1 Adult to 8 Children. Additionally, the other staff members within the schoolroom should

maintain a ratio of 2 staff members. On school trips, the ratios change depending on the type of trip and other factors such as the students' special educational or medical needs. These ratios also depend on the experience and competency of the staff attending the trip, including the number of first aiders present. It is recommended that the ratios for different age groups should be as follows: 1:6 for ages 1 to 3, 1:10 for ages 4 to 6, and 1:15/20 for ages 7 upwards. These ratios are necessary to ensure that children are being properly educated and taken care of under the supervision of qualified staff members. In terms of statutory requirements for space, schools must ensure that children aged between 5 and 7 are not taught in classes of more than 30 students. There is no legal limit for students aged 8 years and older. This is necessary to prevent overcrowded classes and ensure that students receive the necessary attention to learn. Every organization or business has its own management structure.and deliver effective lessons to their students. They are also responsible for assessing students' progress and providing feedback. Teaching Assistants support teachers in the classroom, helping with various tasks such as preparing materials and working with individual students. Administrative Staff handle the day-to-day operations of the school, including managing records, scheduling appointments, and handling communication with parents and external stakeholders. Support Staff provide assistance to teachers and students in various ways, such as maintaining cleanliness in the school, providing lunchtime supervision, and assisting with special events.Fixing and adapting lessons to meet the needs of all students is a priority at Oakland's. Each instructor

is responsible for a specific area of the curriculum, such as Numeracy, as a course coordinator. Teaching Assistants work alongside the classroom teacher to prepare resources and set up equipment for lessons. They also provide support in various day-to-day tasks, like organizing data files, cataloging resources, and managing inventory. Additionally, they engage in learning activities with small groups of children who require additional assistance. Lunchtime Supervisors ensure the safety and well-being of children during lunch breaks, whether that be escorting students with school dinners to the canteen or overseeing those who bring packed lunches. They are also trained in first aid and supervise children during outdoor playtime. In the Administration Staff department, there are a wide range of job roles, including being the first point of contact for the school through phone, email, or face-to-face interactions.Diary instructions for the Head instructor or departmental leaders:

- Issue visitor passes as needed and maintain sign-in and sign-out books
- Manage information databases and registration systems
- Prepare correspondence and collect fees

To contact parents or guardians for specific reasons when requested by staff and to gather ill children on behalf of the staff. Other tasks include:

- On-site staff: Maintain cleanliness and care for equipment and the school building
- Provide staff: Serve students and staff in the canteen with healthy food within budget
- Volunteers: Assist in the classroom, such as listening to students read, participating in school trips, and helping at school events

Additionally, list any prohibited activities agreed upon with the employer:

- Not allowed to enter the Autism base
- Administering first aid to a student (should be done by a qualified first aider)

Regarding breaks, when working a full day at school

(8.45am to 3pm), entitled to one hour for lunch. However, may also be assigned lunchtime supervisor responsibility, in which case one hour in the afternoon would be allocated instead. The same applies to break times - can take them personally or be asked to supervise.

If unhappy with a health & safetySafety concerns: What would you do? I would communicate this issue to the site service director or the deputy head instructor.

Hazard Appraisals: Does your organization have a hazard appraisal policy? Yes – every school and workplace must have a hazard appraisal policy.

Location: Where is it kept? It is kept within the Administration Office.

Access: Who has access to it? The HSE, the Governors, the Head Teacher, staff members, and parents.

Review frequency: How often are they reviewed and why? They are reviewed annually, unless any changes need to be implemented within the school. In such cases, the hazard appraisal is reviewed as part of the process. For example, if staff members are trained in manual lifting, the hazard appraisal needs to be updated accordingly.

Example: Provide an example of a hazard appraisal you have done and explain why. When reading with foundation kids one-to-one, they have a tendency to swing on their chair. This presents the risk of the chair tipping backwards and causing injury to the child. Therefore, I have had to ask them to sit properly and not swing on their chairs.

Identifying and listing 4 possible risks/hazards within your work arrangement, and stating how you would prevent each one whilst explaining how they will be monitored and reviewed:

1. Students trapping fingers in internal fire doors: The fire doors are heavy

and can be difficult to open when exiting classrooms or entering the bathroom. To prevent this, we can install door stoppers or safety mechanisms on these doors. It will be monitored by regularly checking if any incidents or near misses occur involving the fire doors, and it will be reviewed during regular safety inspections.

2. Trip hazards in walkways: Loose cables and objects left on walkways can pose a tripping hazard. To prevent this, we should ensure that all cables are properly secured and objects are stored in designated areas. Regular inspections of walkways will be conducted, and any potential hazards identified will be addressed and reviewed.

3. Chemical spills in science labs: Spills of hazardous chemicals can lead to accidents and exposure to harmful substances. Prevention measures include proper storage, handling, and labeling of chemicals, as well as training staff on proper procedures. The science labs will be regularly inspected for any signs of spills or improper storage, and any issues will be addressed and reviewed.

4. Playground equipment hazards: Defective or damaged playground equipment can lead to accidents and injuries. Regular inspections of all playground equipment should be conducted, and any issues found should be immediately reported for repair or replacement. Annual playground safety audits will be conducted to ensure compliance with safety standards.The doors in the foundation, especially for the less able-bodied and smaller children, have flexible joints that shut back on themselves when opened. These doors are designed to be heavy in order to protect against fire. However, there have been instances of kids fighting with these doors. When attempting to open them by themselves, children often use one hand on the door frame

while using the other hand to open the door. If they were to lose grip of the door, it could swing back and potentially trap their fingers, posing a high risk. The less able-bodied students struggle even more, often relying on a classmate to open these doors for them, which takes away their independence. They also fear getting stuck in the bathroom or a room because they are unable to open these doors by themselves. To address this issue, I propose installing an electronic button system where smaller children and those with disabilities can press a button to automatically open the door. If this is not possible, there should always be an adult present to assist a child when they need to leave a room, thereby preventing accidents or anxiety about being trapped.Stumbling over chair legs in the schoolroom can be a dangerous possibility for kids. Chairs that are not properly placed under tables or when other kids are singing on their chairs can result in falls and potentially hitting a table or landing badly on the ground. To prevent accidents, it is important to include rules in the classroom regarding no singing on chairs and ensuring chairs are stored properly when not in use. It is necessary to remind any children observed not following these rules to do so and check at the end of class that all chairs are safely tucked away. The same goes for kids singing on their chairs – they should be asked not to and reminded about classroom regulations.

Another concern is the amount of water spilled on the floor in the bathrooms during handwashing before break times and lunch

times. With a large number of children using the bathrooms at once, the accumulated water can become a slipping hazard. To mitigate this, only allow 10 children at a time to use the bathrooms for handwashing. This way, a teaching assistant can continuously maintain the floor by mopping up any puddles, and once they are finished, let the next 10 children enter.An alternative option could be for the instructor to remind the kids to wash their hands over the sink and dry them before leaving the category, in order to remove any excess water. However, the current process in the foundation classes is effective. Two rinsing up bowls are set up on tables within the classroom. The children wash their hands under adult supervision and then dry them on towels. This prevents multiple children from rushing to the lavatories just to wash their hands.

In the foundation classes, the children are allowed to play in the soft drama area during lessons, but only in groups of five. To maintain this limit, there are five play bibs provided that they must wear while outside. However, when a child wants to come back inside, they have to remove the play bib, leaving one spare bib for another child to go out. This system works effectively in keeping the group size limited to five children at a time.

However, an issue arises when the children do not put the bibs back in the box after they are done playing and instead throw them on the ground. This poses a tripping hazard as someone could get their feet caught up in a bib and fall, resulting in an injury. To address

this, I suggest placing a coat hook within the classroom rather than relying on an outdoor box for bib storage.The text describes safety procedures and hazard assessments for offsite activities at Oakland's Primary School. The drama bibs must be hung up when not in use to ensure safety during outdoor play. Students are reminded to hang up their bibs or risk not being able to participate in drama for the rest of the day. The school employs an external Hazard Assessment company to assess and report on hazards at offsite locations. The assessment includes recommendations, control measures, and contingencies for potential hazards. The school uses this report to establish criteria such as student behavior, special needs, adult-to-child ratios, transportation methods, clothing requirements, and emergency procedures. In the case of a less able-bodied student attending the trip, additional considerations will be made.The taking instructor will personally visit the site to measure the location and installations in order to ensure that all children are accounted for. Additionally, they visit the site to plan activities and speak with any staff who may be present. They create a schedule of activities for the visit. Are the adult-to-child ratios different? Yes, the ratios vary depending on the location. What are your roles and responsibilities? I have participated in several school trips, some of which were to support my own child. We traveled either by school mini coach or, in one case, by our own means of transportation. Upon arrival at school, we are provided with an agenda of activities and assigned groups with names of the children under our supervision. We ensure that all children have brought everything they need

for the trip. If not, the school tries to provide any necessary items such as Wellingtons or spare clothes. Before leaving the classroom, we review the itinerary. On the mini coach, I support my child and help the other two teaching assistants on board keep the rest of the children entertained. We typically distribute books and math tasks or start singing together.During our recent school trip to Kingcombe Hayfields, I was assigned a small group of 4 to 5 children, including my own son. I followed one of the instructors and assisted the kids in various activities. We had a fun time running through the hayfields in search of wild flowers, using a checklist. Additionally, we caught bugs in the nearby area and did some fishing in the river. Throughout the trip, I supported my group of 5 children, encouraging them to identify the bugs and flowers they found. I also participated in a separate outing organized by a foundation school. This involved taking the kids to the post office to mail their letters. Before we left for the post office, I distributed high-visibility waistcoats to each child and took responsibility for three of them as we walked in a line to and from the post box outside the school gate.