Seasonal Display within Reception class:-

Using a display board and table I directed several small groups of children in making a new ‘summer’ display within the reception area.

I encouraged the first group to use their imagination to draw a summer time picture using pens and chalk.  I asked the children to think about summer time and what it means to them and to think of objects they could draw to represent summer. I then mounted all finished work and attached it to the display board.

Working with the second group of children using coloured card and pens, the children made flowers and a sun which they labelled and cut out. Finished work was also mounted onto the display board.

Finishing off the display with the third and last group of children, the children drew different insects, ladybirds, butterflies, bees and caterpillars using coloured pens and crayons and carefully cutting out their finished work.   The children also labelled the different insects and helped me decide where to mount them on the display board.

The whole display was finished off by adding a bucket and spade, shells and pebbles, model snail, worm and bee, clay strawberries which the children had made previously and some factual books.

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K2D72

K2C2 – Why it is important to give all children the opportunity to be heard and how you do this in a group.

K2C4 – Why it is important to give children sufficient time to express themselves in their own words.

What activities could you provide for a group of children to enable them to speak out loud?

• Group time show and tell.
• Group lead activities.
• Group reading story time. Encourage younger children to spots letters they recognise or to perform jolly phonics actions (such as first letter of their name) or to retell the story.
• Individual reading, speaking about what or who they enjoyed in the book, predicting ending of the story.
• Home corner, encourage children to role play, share and socialise with peers.
• Singing and rhyming, recognition of song or rhyme repeated patterns and actions.
• Outside play.
• Use puppets to retell story or in a game.
• Cooking, ask them to name the ingredients, talk about the processes and ask them to predict the outcome.
• Craft, encourage children to talk about their drawing or model, how they made it, what is going on in the picture, what different materials did they use.

Why is it important to give children sufficient time to express themselves in their own words?

• Showing our understanding and respect.
• Giving children confidence and self esteem.
• Encouraging independence.
• Children can express their feelings and views.
• Encourages socialising skills.
• Gives children choice.
• Showing we understand their needs.

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K2D3 – An outline of how children’s communication skills develop within the age range 0-16 years.

Communication Development 0 – 16 years

What do we mean by the – Pre-linguistic Stage?

0 – 3 months

• Reacts positively and prefers main Carers voice.
• Makes cooing sounds and gurgles when happy or in response to speech.
• Cries when upset, wet, tired and hungry.

3 – 6 months

• Responds with obvious pleasure such as chuckles, laughs and squeals.
• Vocalizes delightedly and tunefully to self or when spoken to or pleased using babbling sounds or “da da, goo, der, adah” sounds.
• Cries when uncomfortable or annoyed, but can be comforted.

6 – 12 months

• Vocalizations contain most vowels and many consonants such as “dad dada”.
• Shows that they understand several words in usual context such as own name, family names and familiar objects.
• Comprehends simple instructions associated with gesticulation such as waving ‘bye bye’, ‘clap hands’ or ‘pointing’.

Linguistic Stage

12 – 18 months

• Communicates with between 2 to 10 recognisable words to the main Carer.
• Imitates speech heard and uses short phrases such as ‘mummy gone’.
• Attempts to sing and jabbers loudly, freely using wide range of different pitch.

18 months - 2 years

• Puts two or more words together to form simple sentences.
• Uses between 50 to 200 recognisable words.
• Constantly repeats words and learns at least 10 new words.

2 – 3 years

• Starts to ask many questions beginning with ‘what’, ‘where’ and ‘who’.
• Carries out simple conversations and has a larger intelligible vocabulary.
• Begins to recognise plurals correctly such as ‘dog(s)’, ‘cat(s)’ etc.

3 – 4 years

• Knows and understands several nursery rhymes and songs.
• Asks many questions such as ‘why’, ‘when’, ‘how’ and ‘who’.
• Speech grammatically correct and intelligible to strangers.

4 – 8 years

• By 5 years old their vocabulary is about 5000 words and their speech is fluent.
• Enjoys telling and repeating jokes.
• Begins to define their language and use more complex sentences.

8 – 16 years

• Fluent language, reading and writing skills.
• Language is fully developed and they are able to converse in larger groups.
• Able to use complex sentence structure.

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K2D46 – That children develop at widely different rates, but in broadly the same sequence.

K2D47 – A basic outline of the expected pattern of children’s development.  The pattern of development includes the order or sequence in which development takes place and the rate of development:

Pattern’s of children’s development

	What you might observe	What they need
Newborn	Rooting, sucking and swallowing reflex. Grasp reflex. Startle reflex.	All these reflexes are linked to ensure the survival of the baby. Finding nipple or teat, feeding and swallowing milk. Natural reflex touching and feeling also an instinct from our ape like ancestors. Normal reflex produced from loud sounds or unexpected movements, baby needs reassurance close contact.
Baby of 3 months	Watches movement of own hands and engages in finger play. Visually alert smiles sociably. Responds to familiar sounds.	Normal reflex may need stimulation from toys or mother. Enjoys interaction with others particularly Mother and familiar situations. Response to smiles and playful handling. Gets excited at feeding, bath times. Will quieten to Mother’s voice if distressed.
Baby of 9 months	Explores objects with lively interest, passing from hand to hand. Speech becomes more vocalized.  Shows signs of happiness and annoyance. Large movements on floor, rolling, squirming and crawling.	Age related toys and objects that provide stimulus and are safe. Responds to adults talking, rhyming and singing.  Will try to imitate adult. Requires close contact and stimulation. Provide a safe environment and supervision for them to become more mobile without any danger.
1 year old	Definition by use of everyday objects. Comprehends simple instructions associated with gestures. (waving, clapping, pointing and pat a cake) Pulls to standing holding onto furniture, walks around furniture and may stand alone for a few seconds.	Interaction from adults, response to requests of spoon, shoes, ball etc. imitate adults. Interaction from adults playing rhyming and finger games. Ensure you have a safe environment and toys to aid standing i.e. push and pull toys.
18 months old	Uses 6-50 recognisable words and understands many more. Shows independence in feeding themselves.  Able to hold spoon and cup. Starting to use fine motor skills such as scribbling, using preferred hand or both hands.	Interaction from adults joining in with rhymes and songs and following simple instructions. Ensure there are opportunities to feed themselves with appropriate finger foods. Opportunities to use different mediums i.e. pencils, crayons and paints.
2 year old	Spontaneously engages in simple role play or make believe activities. Defends own possessions with determination, no idea of sharing playthings or adult. Enjoys playing on ride along toys using feet to propel vehicle,	Opportunities to use toys that encourage role play. Adults who can support play alongside them. Opportunities for physical play.
4 year old	Shows increasing skill in ball games throwing, catching, bouncing and kicking. Draws recognisable objects and also can explain what is happening in their drawing. Needs companionship of other children along with the odd disagreement or co-operative play.	Opportunities for physical play outside using correct equipment. Encouragement to use different materials and equipment i.e. modelling, painting and computer programmes. Plenty of opportunities to play with other children with adult help and direction when deemed necessary.
5 – 6 year old	General behaviour more sensible, controlled and independent, understands rules and boundaries. Increased control of forming letters and handwriting. Chooses own friends.	Encouragement and praise to follow boundaries and rules that they can understand. Encouragement and praise from adults and opportunities to use different materials. Lots of opportunities to play with other children.
7 - 9 year old	Able to read independently. Plays co-operative with others and has special friend.  Enjoys making up their own games. Skills constantly improving more dexterity and precision in drawing, colouring and making models.	Encouragement and praise plenty of opportunities of support if needed. Opportunities to play with others and time to enjoy their own creative games. Equipment and materials to stimulate children’s development.
9 -  11 year old	Increased problem solving skills, forming own opinions and making suggestions and decisions. Shows imagination and creatively. Take on increased responsibility.	Encouragement and opportunities to develop problem solving and organisation skills. Try new activities, experiences and challenges to develop new ideas and understanding. Opportunities to help adults with specific duties in and out of school.
11 – 13 year old	Shift their school focus from play centred activities to more academics. Feel anxious about puberty. Feel concerns about outward appearance, wanting to fit in with peers.	Support, encouragement and praise. Adults who can listen and are sensitive to the changes they are going through. Praise and encouragement to support self esteem and adults who can listen carefully to them.
13 – 16 year old	High level of skills in certain subjects. May start questioning parental authority in the quest for more independence. Show signs of struggling to belong in society, spend more time with peers.  May face peer pressure with issues such as sex and experimentation with alcohol and drugs.	Opportunities and support from adults to discuss their further educational or career requirements. Adults who can listen and understand their needs and opportunities to become more independent and take control. Positive adult relationships, with an adult who can listen carefully and is sensitive to the child’s needs. Discuss important issues such as sex, drugs etc.

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K2H38 – Safety issues and concerns when taking children out of the setting.

Task:- Thinking of your Health and Safety, what precautions and procedures would you follow if you were taking children out of the setting.

1. The purpose of the outing/trip.

Enhance learning and provide stimulus to the curriculum, giving children real experiences and to practice skills and relationships in a different context/environment.

2. Planning a visit.

Is the trip suitable for the relevant age range, of the children?  How long, what time scales will be involved including the length of journey times.  What method of transport, if any, will be required?  How much will the outing cost and how much extra help will be required?

• No visit will be made unless a member of staff  has been prior.
• All new locations must be checked for safety and security before planned outing.
• The responsibility of organising suitable transport (with seatbelts) will be down to the trip leader.
• Insurance cover must be in place for the activity involved.
• All children’s medical/physical needs need to be considered.
• Approval of the visit from the Head Teacher needs to be agreed.
• All parents need to be informed regarding proposed trip at least two weeks in advance including any costs which may be incurred.  Given the parents the opportunity to pay in instalments if necessary.
• A letter containing relevant information must be sent to all parents.
  • Date and timings of the trip.
  • Estimated time of departure and arrival back at school.
  • Costs.
  • Sensible shoes must be worn.
  • Transport details.
  • Lunch arrangements.
  • Clothing requirements in line with the weather conditions.
  • Equipment required, pocket money or cameras.
  • Appeal for helpers.
  • Request for up to date emergency and medication details.
• A permission slip MUST be received for every child.  If any have not been received a few days before the trip the parent must be contacted personally.
• Have in place relevant supervision, i.e. parent helpers in line with adult to children ratio. (One adult to six children in Key stage one and one adult to four children in foundation stage).

The Day Before.

• The trip leader must ensure that they acquaint themselves with the correct methods of dealing with emergency situations.   All children must be allocated to their group leader and a record must be kept and a copy must be given to each group leader.  A record must also be left in the school with the secretary/office clerk.
• The trip leader must ensure that all mobile phone numbers of the helpers have been exchanged and that all group leaders have been issued with the trip leader’s mobile number. (All numbers must be kept confidential).
• The trip leader must ensure that there is adequate adult to children ratio so that he/she is available for organisational / emergencies duties.
• There should be clear outlined itinerary with exact timings and important information highlighted for all helpers which include a written list of all children with their group, detailed map of the location.
• The trip leader should also remind children of what is expected from them when they are outside the school.
• Designate a first aider.

Whilst on the outing / trip.

• All children must stay with their group leaders at all times.
• A pre-arranged signal must be in place for all children to stand by their group leaders.
• All group leaders must know the children they are responsible for and must constantly check and count their group.
• Whilst using transport (coach) all children must wear a seatbelt and remain seated at all times.
• The first aider will carry all medical and first aid kit with them, all helpers must be informed of designated first aider.  Also brown paper bags and tissues and a least one change of clothes for both sexes.
• If any medication is required all helpers must have a list of the children within their care.

5. In case of an emergency:-

• Any minor emergencies should be administered with first aid and parents informed in the normal incident record book.
• Transport breakdown the lead leader should contact the school secretary / office clerk so that all waiting parents/carers are informed.
• In any grave emergencies the trip leader will telephone the school and parents will be notified according to first priority.
• The trip leader must contact emergency services and then the head teacher.
• The Head must ascertain the following the nature, time and location of the incident and the names of those involved.  They must also ensure that a full register has been taken and which other adults are with the uninjured. Ensuring that they nominate a person to be in charge so that the trip leader can go with the emergency services. Have the caller’s telephone number in case they are cut off. 
• The Head will also be responsible for contacting the parents/carer.

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K2D36 – How to respond to children’s challenging behaviour, according to their age, need and abilities and in line with the policies and procedures of the setting.

Dealing with negative behaviour:-

• All negative behaviour will be ignored unless unsafe or offensive. Again in this situation all positive behaviour will be praised to refocus the child.
• All negative behaviour will be dealt with in a calm and courteous manner paying particular attention to your facial expressions, body language and tone of voice.
• Only the negative behaviour will be highlighted not the child in any arising situations.
• A protective interruption may be made to stop a potential behaviour problem by changing an activity.
• In some cases the withdrawal of the child from an activity, or the withdrawal of privileges i.e. working outside the classroom, delivering and distributing snacks and monitor duties may be implemented.
• In persistent cases an individual child will have a smiley face chart which will be broken down into timed segments to encourage positive behaviour throughout the school day. This will be completed in conjunction with the parents.
• In extreme cases the child may be excluded from school for specific periods i.e. over lunchtimes for a few days. If all other strategies have failed there will be a consultation between the Governors and the child’s parents.

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K2S31 – Types and possible signs and indicators of child abuse: Physical, emotional, sexual abuse, bullying and harassment, neglect and failure to thrive not based on illness.

Physical Abuse:-
An "abused child", under the law, means a child less than 18 years of age whose parent or other person legally responsible for the child's care inflicts or allows to be inflicted upon the child physical injury by other than accidental means which causes or creates substantial risk of death or serious disfigurement, or impairment of physical health, or loss or impairment of the function of any bodily organ.

Physical indicators:-
• Bite marks.
• Unusual bruises.
• Lacerations.
• Burns or scalding.
• High incidence of accidents or frequent injuries
• Fractures in unusual places
• Injuries, swellings to face and extremities
• Discoloration of skin
• Shaking, throwing.
• Poisoning.
• Drowning.
• Suffocating.
• Fabricate illness of child.

Behavioural indicators in child:-

• Avoids physical contact with others.
• Apprehensive when other children are upset or crying.
• Wears clothing which conceals injuries.
• Refuses to undress for gym or in front of their peers.
• Gives inconsistent versions of how the injuries occurred (age dependent).
• Seems frightened by parents.
• Often absent from school.
• Child has difficulty getting along with peers.
• Little respect for equipment or peers.
• Overly compliant.
• Shy or overly confidant (uncharacteristic).
• Withdrawn, gives in allows others to perform task.
• Aggressive often hurting others.
• Complains of pain when touched or moving.
• Reports abuse by parents.

Family or Parental indicators:-

• Cross Reference to K2S32 – Recognition that social factors, may increase a child’s vulnerability to abuse.

Emotional Abuse:-
Emotional abuse is a pattern of behaviour that attacks a child's emotional development and sense of self-worth. Emotional abuse includes excessive, aggressive or unreasonable demands that place expectations on a child beyond his or her capacity.

Emotional indicators:-

• Criticizing child.
• Belittling and insulting child.
• Undermining child.
• Rejecting and teasing child.
• Verbal attacks.
• Failure to provide love, care and nurturing.
• No support or guidance.
• Indifferent to child.

Behaviour indicators in child:-

• Child has low self esteem.
• Suffers from speech disorders or lack of adult communication.
• Lacks social skills may be inappropriately aggressive or highly aggressive.
• Verbally abusive or is cruel to others.
• Bed- wetter may lack physical or mental development or may have regressed.
• Extreme behaviour (Rocking, biting or bites self, compulsions, obsessions, phobias and hysterical outbursts.)
• Likes to be isolated or becomes isolated.
• Lack of sleep.
• Lack of concentration.
• Lack of emotion and confidence. (Shy, passive, compliant).
• Child makes negative statements about self.
• Overly demanding.

Family or Parental indicators:-

• Cross Reference to K2S32 – Recognition that social factors, may increase a child’s vulnerability to abuse.

Sexual abuse:-
Sexual abuse is any sexual contact with a child or the use of a child for the sexual pleasure of someone else. These can also involve non-contact activities which include children looking at, or in the production of, pornographic material or sexual acts.

Sexual indicators:-

• Asking a child to expose themselves.
• Fondling with child’s genital area.
• Child pornography.
• Oral sex or penetration.
• Rape or buggery.
• Prostitution of child.
• Child trafficking.

Behaviour indicators in the child:-

• Child finds it difficult to sit or walk. (Suffering from soreness).
• Child has discharge, stained or bloody underwear.
• Child has pain or itching in genital area.
• Child becomes suddenly reluctant to go somewhere with an adult or to go home.
• Child becomes suddenly reluctant to be with someone, not wanting any physical contact.
• Child has inappropriate displays of affection or role play.
• Child starts to use inappropriate sexual terms, new names for body parts and may even starts performing ‘sexual acting out’.
• Finds it uncomfortable or may reject typical family affection, may change in demeanour particularly towards adults and gender.
• May reject all physical contact.
• May start suffering from sleep problems and nightmares. Refusal to sleep alone or insist on a night light.
• Child can show signs of regression i.e. thumb-sucking, bed-wetting and other signs of dependency.
• Extreme clinginess.
• Child will become reluctant to change in front of others for PE.
• Uncharacteristic change in personality. (Poor self esteem).
• Child may become very secretive.
• Disruptive at school.
• Reports sexual abuse.

Family or Parental indicators:-

• Cross Reference to K2S32 – Recognition that social factors, may increase a child’s vulnerability to abuse.

Neglect Abuse:-
“Neglected Child” means a child less than 18 years of age whose physical, mental or emotional condition has been impaired or is in danger of becoming impaired as a result of the failure of the child's legal guardian to exercise a minimum degree of care in supplying the child with adequate food, clothing, shelter, or education or medical care.

Neglect indicators:-

• Not thriving (untreated illness, Poor health, Tiredness, frequent complaint worms, lice, itching skin eruptions.)
• Dressing in inappropriate clothing for weather conditions, tatty, dirty clothing that are under or oversized.
• Offensive body odour, dirty skin appearance and unwashed or uncombed hair.
• Poor attendance at school.
• Any physical complaints not responded by parents.
• Easily fatigued.
• Child very timid, shy, dependent, lack confidence, listlessness, lacks interest, lacks curiosity has poor responsive behaviour.
• Child does not often smile, cry, play or relate to others.
• Child will show poor self esteem and have low expectations of self.
• Shows signs of regressive physical development i.e. thumb-sucking, bed-wetting.
• Have developmental delay in talking, dressing, socialising and concentration.
• Unduly over or under stimulated for no purpose.
• Frequently hungry appears greedy.
• Left unsupervised or left alone for long periods.
• Not eating properly.

Behaviour indicators in child:-

• Child has poor health.
• Easily fatigued, fall asleep in class or shows signs of drowsiness.
• Frequently Hungry may steal or hoard food.
• Child very timid, shy, dependent, lack confidence, listlessness, lacks interest, lacks curiosity has poor responsive behaviour.
• Child does not often smile, cry, play or relate to others.
• Child will show poor self esteem and have low expectations of self, see self as a failure.
• Shows signs of regressive physical development i.e. thumb-sucking, bed-wetting,
• Have developmental delay in talking, dressing, socialising and concentration. (May appear in a dream world).
• Unduly over or under stimulated for no purpose.
• Child may rock, sucks hair or thumb signs of obsessive behaviour.
• Does not turn to parent for help or comfort.
• Regularly hospitalized for failure to thrive and will regress once back home.
• Cries easily when even slightly hurt.
• Comes to school hungry, may have long days and placed in various settings before and after school day.
• Child may be troublesome at school, cruel to others stealing, lying, and breaking other children’s processions.
• Break school’s property.
• Poor attendance at school.
• Child may be withdrawn, overactive or under active, depressed.

*Please note that some of the indicators of neglect can also be present for behaviour changes within a child.

Family or Parental indicators:-

• Cross Reference to K2S32 – Recognition that social factors, may increase a child’s vulnerability to abuse.

Bullying:-

Bullying can take on various forms of abuse, physical, emotional or verbal. It may involve one child bullying another or a group of children against a single child or groups against another group. Bullies are often children who have been bullied or abused themselves. They may be children who have poor social skills and do not meet family or school expectations. The abuse will normally involve the following:-

1. Imbalance of power.
2. Differing emotional tones, the victim will be upset but the bully will be seen as “cool”.
3. Blaming the victim for what has happened.
4. Lack of concern or compassion on part of the bully.

With the onset of new technology bullying can be now done remotely via the use of mobile phones or the internet.

For all abuse there are plenty of organizations which are in place to help children in these situations:-

www.safechild.org
www.childtrauma.org
www.keepkidshealthy.com
www.nspcc.org
www.barnardos.org.uk

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Indicators of Bullying

K2P18 – Regulations covering manual handling and the risks associated with lifting and carrying children.

The Manual Handling Operations Regulations 1992 require employers to make an assessment of the risks associated with any manual handling operations that are of concern to the school.

Any risk assessment must begin by analysing what is required for each type of lifting operation. Consideration must also be given to the frequency of the operation, the capability of the lifter and the working environment.

Manual handling includes any occasion where any item, person or object is lifted, lowered, pushed, pulled or physically moved in any way.

Manual handling takes place everyday in schools and will include:

• The lifting and handling of boxes, equipment, tools, paper, desks,tables etc.
• The lifting and handling of pupils.

Regular, manual lifting and handling of children, particularly those with physical disabilities, can present significant risk to both the child and the staff. Only those staff whose contract of employment requires them to lift children and where they have been suitably trained should regularly lift children. The use of suitable hoists to aid lifting and moving reduces these risks to a minimum.

When lifting children the same principles as for lifting any object should be applied, however the potential for the child to move whilst being lifted must be considered.

• Place your feet apart to give a balanced stable base for lifting.
• Your body should face in the direction in which you intend to move.
• Bend knees and keep back straight.
• When lifting child keep child close to you.
• Have a good grip.
• Are you wearing appropriate clothing, will your clothing snag on the child or restrict your movement?
• Are you wearing flat shoes?
• Do not bend, twist, stoop or lean back.
• Know your own capacity ask for help if required.

Always ensure there is a clear, unobstructed route between where the child is to be lifted and where they are to be put down? If not, clear away obstructions and arrange for doors to be held open if necessary.

Manual handling assessments should identify where staff require training in lifting techniques or in the use of specialist equipment. All training should be recorded in the Health & Safety procedures for the school.

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K2S15 – Setting’s safety, safeguarding and protection and emergency procedures, what these are and why they must be followed, including controls on substances harmful to health and other key aspects of health and safety.

Building Safety:

The Head teacher is responsible for securing the building and maintaining the security and safety of the children (Please reference K2H16).  The caretaker under the direction of the Head teacher is responsible for opening and securing the building.

During periods of severe weather conditions, arrangements for maintaining safe access to and from the premises are determined by the Head teacher.

Building complies with UK building legislation (Please reference K2H21) which includes disabled access.

The main entrance of the school has an inner entrance in which you must ‘buzz’ to speak to the receptionist.  The door cannot be opened from the outside; someone has to physically open it from inside.  All visitors must arrange visits via the telephone and make an appointment.  All visitors’ identification will be verified and they will be asked to sign in and out of the visitors’ book.

All gates and outside access is locked (Please reference K2H30).

Maintenance of the premises and housekeeping will be undertaken by the Caretaker.  The Caretaker will ensure daily that all corridors, passageways and gangways are kept clear of rubbish and obstructions.

All members of staff should report immediately to the Caretaker any defective furniture, damage, wear and tear of the premises.

The Head teacher is responsible for any maintenance work on the premises.  The Governors will also determine the programme of any structural maintenance.

The Head teacher will be responsible for submitting proposals of any adaptation and improvements to the premises to the Director of Education.

Health and safety inspections will be carried out once every term.  These will be initiated by the Head teacher and the Health and Safety representative.  Inspection and report forms will be completed and a copy forwarded to the local authorities Health and Safety Officer.

All provisions of Health and safety information are the responsibility of the Head teacher (Please reference K2H16).

Safety Equipment:

All equipment compliant with Safety regulations (Please reference K2H21, K2H16, K2H27 and  K2H30).

All electrical equipment is compliant and safety checked (Please reference K2H21).

All fire equipment compliant and safety checked (Please reference K2H30 and K2H27).

All medication checked and locked securely. (Please reference K2H27).

Within the Nursery area they have extra safety equipment installed for the younger age range these include:

• Electric plug covers.
• Cupboard door locks.
• All children’s paints and glue are kept out of reach or in child locked cupboards within the messy area.

(Please reference K2H21).

All relevant members of staff have access to up to date records which are kept on every child (Please reference K2H21) which include any dietary requirements and food allergies.

Control of Hazardous substances:

Using chemicals or other hazardous substances can put people’s health at risk, so the law requires all employers to control exposure to prevent ill health.

All employers must follow the eight steps laid down in the COSHH legislation:

1. Assess the risks.
2. Decide what precautions are needed.
3. Prevent or adequately control exposure.
4. Ensure that control measures are used and maintained.
5. Monitor the exposure.
6. Carry out appropriate health surveillance.
7. Prepare plans and procedures to deal with accidents, incidents and emergencies.
8. Ensure employees are properly informed, trained and supervised.

www.coshh-essentials.org.uk

For the vast majority of chemicals used within the school i.e. commercial cleaning products the presence of the warning label will indicate whether COSHH is relevant.

All hazardous substances used in the school are maintained by the Caretaker and an inventory of all these substances is kept.

• Very toxic or toxic
• Harmful or irritant
• Corrosive

An inventory list should include the names of all the substances used in the school with a risk assessment which includes exposure as per the school’s Health and Safety policy.

All members of staff are responsible for the correct disposal of hazardous substances following the relevant risk assessment sheet.

The caretaker is also responsible for ensuring that report forms are available for reference for the local exhaust ventilation council contractor.

All waste is collected daily by the Caretaker and Cleaners, who arrange its safe storage in secure containers.  Any items of waste that are not covered by the general waste agreement with the council must under the direction of the Head teacher and Caretaker have special arrangements made with the local authorities for their disposal.

The guidelines to the correct adult to children supervision (Please reference K2P25) are exercised to ensure children’s well being.  All teachers are responsible for effective supervision which includes emergency procedures, safe working practices within their teaching area, that adequate risk assessments have been made in practical lessons and that careful control of products are made during practical lessons.

It is the responsibility of the school’s Governors and the Head teacher to ensure all members of staff have been CRB (complete background screening LTD also Umbrella Company of the Criminal Records Bureau) checked. This check will eliminate and provide clarity on all applicants, providing an in depth criminal history.

Children’s overall well being set within the school (please reference K2S31 and K2S32). Children’s expected behaviour management (please reference K2D35, K2D36 and K2D37).

For effective infection control and hygiene (please reference K2H24).

All categories of Health and Safety are set down within the School Health and Safety policy in line with relevant laws and legislations.  This document and procedures are the responsibility of the School’s Governing body and Head teacher.

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K2H20 – Routine Safety checking and maintenance of equipment and outdoor spaces.

As per the guidelines set within the Health and safety policy the Caretaker is responsible for the maintenance of the school grounds and outside equipment.  The Caretaker must ensure that all safety equipment is checked.

The outside area must be free of broken glass, animal faeces and other hazards.

The Caretaker must also ensure that all toilet facilities are maintained and are in a clean and hygienic condition, are adequately ventilated and supplied with adequate washing facilities i.e. soap, paper towels etc.

All members of staff are responsible for checking that their classroom / work area is safe before use and to ensure handling and storage of equipment and substances are adhered to according to the Health and Safety policy. All members of staff must not neglect or misuse equipment.

The maintenance of the premises and housekeeping is the responsibility of the School’s Governing committee and the Head teacher.

Smoking is prohibited within the School’s premises including the outside area as per current laws and legislations.

All categories of Health and Safety are set down within the School Health and Safety policy in line with relevant laws and legislations.  This document and procedures are the responsibility of the School’s Governing body and Head teacher.

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Procedures for the regular maintenance and checking of fire equipment