CHAPTER 9

Health, safety, first aid and safeguarding

This chapter will examine the importance of being aware of health and safety issues in your school. All staff have a responsibility to maintain the learning environment and know the expectations of their role in different situations to show that they assist with the safety and protection of children and young people. This extends to knowing about the Health and Safety at Work Act, risk assessments, following school policy and using safety equipment. You should know how to respond to sickness, accidents and emergencies and how to record this as well as first aid requirements.

Following the tragic case of Victoria Climbié, the Children Act of 2004 has meant that there has been wide-ranging reform in the area of children’s services and safeguarding. The Every Child Matters framework and increased safeguarding for children and young people highlights the need for all those working in schools to encourage pupils to keep themselves safe.

Health and safety in the learning environment

Schools need to ensure that they take measures to protect pupils and other adults at all times whilst they are on school premises, but also when accompanying pupils on school trips. This means that there will be health and safety procedures in place for a number of situations that may arise, including the following.

Accidents, emergencies and first aid

There should be enough first aiders in the school at any time or when on school trips to deal with accidents and you should be aware of who they are – schools will usually display their names close to first aid boxes. First aid boxes should be regularly checked and replenished.

School security and strangers

This includes making sure that all those who are in the school have been accounted for through being identified and signed in. Schools will have different ways of doing this; for example, visitors may be issued with badges. If you notice any unidentified people in the school, you should challenge them immediately – this can simply be by asking if you can help them in any way. If you notice anything suspicious, you should always send for help. Schools may also have secure entry and exit points, which may make it more difficult for individuals to enter the premises.

challenge unidentified people immediately

Fire and school evacuation procedures

Your school will have procedures in place so that everyone knows what to do in case the building needs to be evacuated. Fire drills should take place regularly (at least once a term) and at different times of day. This is to ensure that pupils and all staff are prepared, including midday supervisors and kitchen staff or those responsible for extended school provision.

Personal hygiene

Pupils will from an early age develop routines and good practice for general personal hygiene and understand its importance. You should be a good role model for pupils, for example, talking about the importance of washing your hands before carrying out cooking activities, or after handling animals.

General health and safety

This should be a regular topic at staff meetings, during assemblies and as part of the general school culture so that everyone’s attention is drawn to the fact that health and safety is a shared responsibility.

Controls on substances harmful to health (COSHH)

Anything which could be harmful should be stored out of pupils’ reach or locked away in a cupboard – for example, cleaning materials or medicines. COSHH legislation gives a step-by-step list of precautions that need to be taken in order to prevent any risk or injury.

Things to look out for

As a general rule, you should be vigilant to health and safety issues in all situations but your routines should help to ensure that you keep the environment free from hazards. Remember also that, the younger the child, the less aware of risks they may be in the environment so you will need to modify your level of supervision according to their needs.

Ensure rooms are organised and laid out safely

This is common sense but furniture should be the correct size for pupils and well spaced out, and there should always be clear access to fire exits and internal doors. As part of your role as a member of support staff you should assist in keeping equipment organised and in the correct place and encourage pupils to do the same. Outdoor areas should also be checked prior to use; for example, if you are working in the Foundation Stage you will routinely need to check for any litter, broken glass or animal mess before children go outside, and sandpits will need to be covered when not in use to ensure that they are clean. If you are working in a specified area of the school grounds, you should also check this before going outside with pupils.

Check furniture, equipment and materials as a matter of course

The person responsible for health and safety in your setting should routinely carry out walkrounds on a regular basis to check that no hazards are left unreported. However, you should also check equipment before using it and if you notice anything broken or damaged, make sure that you remove and label it if possible so that pupils are not able to use it. You should then inform the person responsible – your school may have a book for doing this or you may be able to speak to them directly. All electrical items in school as well as fire equipment should also have annual checks by a qualified person and these should be recorded.

Adapt the environment to ensure safety for any pupils with SEN

All pupils within the class should be given equal opportun­ities and this should be remembered when setting out the environment. If you are working with a pupil who has special educational needs, you will know what considerations or adap­tations need to be made for them, particularly if they have larger equipment such as wheelchairs.

Prepare thoroughly for any off-site visits

You will need to be thoroughly prepared when taking pupils out of school. If you are taking a large number of pupils on an outing or residential trip, the teacher responsible will need to check adult/pupil ratios, carry out risk assessments and also do a preliminary visit to look out for potential hazards.

Encouraging pupils to look out for risk themselves and being a good role model

Pupils should be aware that most activities carry some element of risk. Many children have little opportunity to be independent and to think and explore for themselves, which is an important part of growing up. When carrying out activities, talk to pupils about the kinds of risks which you are looking out for so that they start to look for themselves. You should also show that you act safely yourself – pupils will take their lead from you and you should make sure that you do not act in a way which could be dangerous to others. Make sure you show through your own actions that you take safety seriously.

pupils will take their lead from you

Health and Safety at Work Act 1974

This act was designed to protect everyone at work through procedures for preventing accidents. Everyone in the workplace is required to observe the procedures below.

Reporting any hazards

All members of the school community should be alert to any hazards in school which might cause injury to themselves or others. The school is required to carry out an annual risk assessment to determine which areas and activities are most likely to be hazardous, the likelihood of specific hazards occurring and those who are at risk. Pupils and staff need to be vigilant and immediately report any hazards that they notice to the appropriate person. This may be the school’s health and safety representative, the headteacher or another member of staff. You should be aware of the designated person to whom you should report health and safety matters.

Following the school’s health and safety policy

The school has an obligation to have a health and safety policy which should give information to all staff about the procedures that the school has in place to ensure that it is as safe as possible. All new staff joining the school should be given induction training in safety procedures and what to do in case of emergencies.

Making sure that their actions do not harm themselves or others

All staff should ensure that any actions they take are not likely to harm or cause a danger to others in the school. This includes tidying up and putting things away after use. You must also consider the effects of not taking action; for example, if you discover a potential hazard you should not ignore it and it is your responsibility to report it as appropriate.

Using any safety equipment provided

If you carry out any activities with pupils which require you or they to use safety equipment such as tools or googles, this should always be used. In addition, if you are working with very young children, you may also need to use items like cupboard locks, safety gates, socket covers and window catches. You should always use manufacturers’ guidelines when using equipment and it should be checked regularly. There should also be guidelines in the school’s policy for the safe use and storage of equipment.

ensure that pupils are cared for and safe at all times

All staff working in a school have a responsibility to ensure that pupils are cared for and safe at all times. The Children Act 1989 and Children (Scotland) Act 1995 also require that staff protect children from risks as far as possible when they are in their care.

Responding to sickness, accidents and emergencies

Support staff will often be asked to be first aiders in schools and as a result will be on duty at breaks and lunchtimes to tend playground accidents or any sickness. If you are asked to do this you will need to be sent on first aid training which should be renewed every three years. You should not attempt to carry out any first aid or treat a casualty unless you have had the correct training – if you are the only adult in the vicinity you must make sure that you follow the correct procedures until help arrives. This should be a qualified first aider and, if necessary, an ambulance. You will need to support and reassure not only the casualty but also other pupils who may be present. Others may be distressed depending on what they have witnessed, or may be in shock themselves. Make sure that you and any others on the scene are not put at any unnecessary risk.

Following the incident you will also be required to fill in the school’s documentation so that there is a record of any treatment which has been carried out. In some schools, particularly with younger pupils, you may need to phone parents or send home a brief note stating what treatment has been given. It is particularly important to tell parents if their child has had a bump on the head in case they suffer from any concussion. Accident forms will also need to be completed for any adults who are involved in accidents at work so that these are correctly documented.

Allergies and allergic reactions

In most schools there will be a number of pupils who have allergic reactions or intolerances to foods such as nuts, wheat or citrus fruits. All school staff should be aware of the identities of those pupils who have allergies, and clear instructions on how to deal with each case should be readily available. In particular, those on duty at lunchtimes or in extended school provision need to be kept informed, particularly if there are any changes or if new pupils arrive in school who have allergies. Staff should also be provided with training if they are asked to treat pupils who have allergies with epipens (used to treat anaphylactic shock and extreme allergic reactions). There may be a book or information folder for staff containing photos of relevant pupils, information about their allergies and contact telephone numbers. In some schools, photos and information may be displayed on staff room walls. However, care must always be taken to keep pupil information confidential.

be aware of the identities of those pupils who have allergies

Medicines and medical conditions

As well as allergies, there will be pupils in school who have medical conditions such as asthma, epilepsy or others which require medication to be administered. Any medication which is in school will usually be kept in the school office and, again, this should be documented so that it can be checked if necessary. Sometimes asthma pumps or epipens may also be kept in classrooms in case they are needed urgently.

Dealing with common illnesses

As you get to know the pupils with whom you work, it is likely that you will be able to identify times when they are not ‘themselves’ or are unwell. Remember that depending on their age or their needs, some pupils may not be able to communicate exactly what is wrong. General signs that children are ‘off colour’ could include:

• •pale skin;
• •flushed cheeks;
• •rashes;
• •different (quiet, clingy, irritable) behaviour;
• •rings around the eyes;
• •general fatigue.

Children will often develop symptoms more quickly than adults, as they may have less resistance to infection. Most schools will call parents or carers straight away if their child is showing signs or symptoms of illness. If children are on antibiotics, most schools will recommend that they stay off school until they have completed the course. The Department of Health has also issued a useful poster, ‘Guidance on infection control in schools and nurseries’, which could be displayed in the first aid area as a quick reference as it sets out some common illnesses and their characteristics.

Safeguarding

The term ‘child protection’ is increasingly being replaced by that of safeguarding. Safeguarding has been described as a broader definition of the range of ways in which adults and professionals who work with the child need to act when they are managing child protection issues. These are designed to prevent risk of harm to the welfare of children and young people rather than react to it. All adults have a responsibility to safeguard children and young people from harm – as professionals we have a duty to ensure that children and young people are protected whilst they are in our care. The kinds of issues to be considered in school policies should include:

• •Pupils’ physical health and safety and security whilst in school and on off-site visits.
• •Pupils’ safety when in the home environment.
• •E-safety and security when using the internet.
• •Partnership and involvement with other agencies.
• •Staff awareness and school monitoring.

It is also important that pupils are aware of the boundaries of acceptable and unacceptable behaviour, both within and outside school. This means that they should know how to treat others and also know how they should expect to be treated. Pupils who are known to be on the ‘at risk’ register or those who have been identified as being at greater risk should be supported by the school and outside agencies where appropriate. All agencies working with the pupil will need to be child-centred – for example, involving the pupil in meetings and asking for their opinion when discussing matters relating to them as much as possible.

they should know how they should expect to be treated

Your local authority will have a local safeguarding children board (LSCB) which has been set up to ensure the safeguarding and welfare of children in your area. If your school does have a concern, the local authority will also act alongside it to follow guidelines and ensure that all agencies work together. The kinds of issues which may arise in schools will vary – however, you should always be alert to any safeguarding concerns and ensure that you are acting appropriately and within the correct guidelines.

Other agencies your school may deal with are:

• •social services;
• •NSPCC;
• •health visitors;
• •GP;
• •probation service;
• •police;
• •psychology service.

When you are with pupils in school in any context, and particularly if you are on your own, you should also think about your own working so that both you and pupils are protected. The kinds of issues you should think about are shown in Figure 9.1.

Figure 9.1 Safe working

Physical contact

You may rightly have concerns about any physical contact with children or young people; however, in some situations it is appropriate to put an arm around a child if, for example, they are distressed or have hurt themselves. Young children can also often be demonstrative and will hug adults spontaneously. As a general rule you should always act sensibly and behave reactively rather than initiating any physical contact with pupils, and in particular ensure that you do not have any physical contact with pupils if there is nobody else around. There are some situations in which this is not possible; for example, if you are working with a pupil who has special educational needs and need to attend to their personal care. Make sure that you follow school policy at all times when doing this.

act sensibly and behave reactively

Sharing concerns

You must always report any concerns, whether this is based on what a pupil has said or because you have observed something, and record what has happened. In this way you will also be protected if any further incidents occur. You should also inform managers if you have any concerns about other members of staff due to poor practice.

Propriety and behaviour

In your capacity as a professional working in a school, you should ensure that you act in a professional manner at all times. When working with pupils we are required to behave in an appropriate way and with respect for others, and to make sure that children and young people also understand what is expected of them. As adults we are also role models and so should set an example through our own behaviour.

Types and possible signs of abuse

You should always be alert to any signs that a pupil is the victim of abuse – these might include both physical and behavioural changes. The four main types of abuse are described below.

Physical

This involves being physically hurt or injured. Children and young people may suffer physical abuse on a persistent or spasmodic basis. If you notice any frequent signs of injury, such as regular bruises, burns or cuts, it is important to take action or investigate further. Less obvious signs of physical abuse may include fear of physical contact with others, reluctance to get changed for PE or sports sessions, or wanting to stay covered even in hot weather.

Emotional

Emotional abuse which is carried out by adults can involve the pupil continuously being ‘put down’ and criticised, as well as name calling and humiliation. The signs are that a pupil may become withdrawn or lack confidence, show regression or be ‘clingy’ towards adults, and have low self-esteem. Pupils who suffer from emotional abuse are more likely to be anxious about new situations and may appear distracted and unable to concentrate.

Sexual

This involves an adult or young person using a child sexually – for example, by touching their bodies inappropriately or by forcing them to look at sexual images or have sex. Signs to look out for may include sexual behaviour which is inappropriate to the child’s age, genital irritation, clinginess or changes in the pupil’s behaviour, appearing withdrawn or lacking trust in adults. Sexual abuse can be very difficult to identify and its signs may also indicate other kinds of abuse.

Neglect

This type of abuse means that the child or young person is not having their basic needs met by parents or carers. These basic needs include shelter, food, general hygiene, love and medical care. The signs of neglect may be that pupils are dirty, hungry, attention-seeking or generally failing to thrive.

Bullying

Although neglect will be caused by the child or young person’s parent or carer, other other types of abuse may also be inflicted by their peers. One type of bullying which has become prevalent with the increased use of the internet and texting is cyber-
bullying. This can be very unpleasant and schools are increasingly speaking to children and young people and their parents about being vigilant when using phones and the internet.

As a teaching assistant you are well placed to notice changes in pupils’ behaviour or other possible signs of abuse. If you are at all concerned, make sure you speak to your school’s child protection or safeguarding officer straight away. They will follow school policy and if necessary report to the local authority. Always keep a note of what happened, what you reported and who you told.

you are well placed to notice changes in pupils’ behaviour

Further reading

• •www.bbc.co.uk/health/treatments/first_aid/index.shtml – Guide to First Aid.
• •www.hse.gov.uk – Health and Safety Executive.
• •www.kidscape.org.uk – A charity to prevent bullying and child abuse.
• •www.ceop.gov.uk – Child Exploitation and Online Protection Centre, an organisation which aims to provide information to parents, children and education professionals around safety online.
• •www.nspcc.org.uk – NSPCC’s website.
• •www.anti-bullyingalliancetoolkit.org.uk – Guidance and practical ideas to help tackle bullying.
• •www.cyberbullying.co.uk – Advice on what to do for anyone bullied by text, email, web, etc.