Unit 5329-208 Support Young People's Health And Safety
STUDY PACK
FOR
Unit 5329 - 208
Support children and young people’s health and safety
Learning outcomes:
1 Know the legislative and policy framework for health and safety
2 Recognise and manage risks to children and young people’s health, safety and security
3 Support children and young people to assess and manage risk
4 Respond to emergency situations
Resources
Copy of the Health and Safety policy/procedure for your school
Outcome 1
Describe how current health and safety legislation, policies and procedures are implemented in the setting. O1.1
In our school we follow the Health and Safety at Work Act 1974 and through this our Health and Safety policy is produced. It is the employer’s duty to put policies and procedures into place to ensure that the setting is meeting the standards of the Health and Safety at Work Act, and the employer’s duty to make sure these are followed. The way in which our school follows this Act is by making sure that the building and environment is well …show more content…
maintained, clean and safe. Equipment is stored properly and is regularly checked to ensure it is safe. Hazardous materials and equipment are locked away and we follow the COSHH Act. We provide adequate facilities to suit the needs and abilities of all children and young people and all members of staff are qualified, CRB checked and given regular training opportunities and courses for example, Health and Safety, food hygiene, safeguarding and manual handling. We have a Health and Safety officer who oversees the running of the setting and ensures that risk assessments are carried out and updated regularly, they have to be signed by the head teacher, teacher and practitioner otherwise they are void as the practitioner can say they haven’t read them. When completing a risk assessment there are five main steps to follow;
· The potential risk
· Who is at risk
· Existing control measures
· Risk rating
· Who is responsible
These are put into place to protect staff, children and visitors. Risk assessments could be for example, climbing frame, water play, electrical equipment and slips, trips and falls, playground and kitchen.
We also have a Health and Safety at Work poster which is visible to all adults in the staff room.
Under this Act It is my responsibility to report any hazards and I follow our Health and Safety policy in which to do this. In my role as a teaching assistant it is also my responsibility to use safety equipment that is provided, for example, gloves, goggles and step ladders. By doing this I am encouraging children and young people to use equipment safely and also making sure that I do not harm myself or anyone else. An example of this could be using a chair to stand and balance on when taking a display down, I could easily fall off and hurt a child or young person, hurt myself, hurt another adult and also encourage the inappropriate use of the chair.
Equipment used in schools needs to be safe and appropriate for the individual’s age, ability and level of development. One of the most common safety signs is the Kite Mark, this shows that it has been tested by the British Standards Institution. A CE symbol indicates that equipment will meet European rules. The Lion Mark indicates a toy has been made to the highest standard of safety and quality. I have to be careful in case a child may be too old, young or have a special educational need (SEN) to use any equipment appropriately, if not they may incur injury or harm to them or others, for example, a young child could choke on small parts. Outlined in Louise Burnham’s level 2 textbook; all staff working within a school have responsibility to ensure that children are cared for and safe. The Children Act 1989 and 1995 also require that we protect children as far as we can when they are in our care. This includes preventing and risks which may occur.
As well as the Health and Safety at Work Act 1974, there is other legislation that helps implement Health and Safety;
Every Child Matters
The Children Act 2004 is the legislation that underpins this green paper. One of the five outcomes is Stay Safe; being protected from harm, neglect and growing up able to look after themselves. The Healthy Schools programme includes Personal, Health and Social Education (PHSE) as one of the four key areas that must be addressed. Our school implements this through lessons, assemblies and ‘silver seal’ groups.
The Management of Health and Safety at Work Regulations 1999
Employers must carry out risk assessments to eliminate or reduce risks. Employers also need to;
· Make arrangements for implementing the Health and Safety measures identified as necessary by risk assessments.
· Monitor and review those arrangements.
· Appoint people with sufficient knowledge, skills, experience and training to help them to implement these arrangements.
· Set up emergency procedures and provide information for employees and ensuring that suitably competent people are appointed who are capable of carrying out the tasks entrusted to them.
· Work together with any other employees operating from the same workplace, sharing information on the risks that other staff may be exposed to e.g. cleaning, catering or maintenance contractors.
· Take particular account of risks to new and expectant mothers.
www.atl.org.uk[->0]. www.education.gov.uk[->1] Describe how health and safety is monitored and maintained in the setting. O1.2
Health and safety is an important issue that is the responsibility of all staff in our school, we are encouraged to follow the health and safety policy and pass on any information that may improve the setting, as well as reporting any problems or defects we are aware of. I maintain health and safety whenever I volunteer in the school, this could be from asking a child to walk down the stairs (also I will stop and ask the child why it is dangerous to run down them), tucking a chair in as I pass in the classroom or encouraging a child to wash their hands after becoming dirty, or when it’s time to prepare for lunch.
The health and safety officer in our school is our Head Teacher; though I am aware in some schools it could be a designated member of staff that has this role. They will take regular walks in and around the setting in which they will be looking for any health and safety issues. Our officer can be seen most mornings taking a tour around the school building and outside areas, usually before the arrival of the children and young people. Any issues that arise and are not immediate will be discussed during staff meetings, staff are also made aware of any immediate issues verbally by the Head Teacher, who also shares the information with the children and young people if they need to be aware, for example, if there was a leak coming from the ceiling, a bucket would be placed underneath the area and a plastic hazard sign placed next to it, to warn children visually that there is a hazard, they would also be informed verbally, either in assembly or in their classrooms.
Outlined in our Health and Safety policy we have an annual fire safety risk assessment which is carried out by professional contractors, they will test and check all fire precautions and procedures, for example, fire extinguishers, escape routes, panic devices, emergency lighting systems, hose reels etc. They will also be involved in planning, policy and implementation, monitoring and review of any findings during the assessment. We carry out a fire drill at least once a term so children are aware of the procedure in the event of a fire.
Annual inspections are also carried out for fixed and portable electrical equipment in accordance with Cooperate Building Services Technical Briefing Note EM005 Portable Appliance Testing and Guidance Note EM006 Fixed Wiring Periodic Test and Inspection. Any equipment that I find that is broken or not working properly, I would unplug immediately if safe to do so and report it to the Teacher and The Health and Safety officer.
Describe how people (children, young people and adults) in the setting are made aware of risks and hazards. Explain how they are encouraged to work safely. 01.3
There are many different ways that children, young people and adults are made aware of risks and hazards, for example, recently our school has had an issue with parking around the school grounds when children and young people are arriving and departing school, these concerns were raised in a staff meeting so that staff on gate duty before and after school could monitor the situation, also a newsletter was placed in the children’s book bags or via e-mail to provide information on parking safely for the safety of the children and young people, especially at the busiest times of the school day. Children can be aware of such issues through their learning, verbal discussions and visual signs, also assemblies are a way of making children and young people aware of any risks or hazards, perhaps the playground is icy or the field is to wet due to weather conditions and therefore not safe to play on at break time.
All members of staff including volunteers are encouraged to follow the Health and Safety policy to ensure a safer working practice, I am constantly vigilant about any risks or hazards when I am working with children and young people, for example, do they have enough space to carry out activities, are they able to sit and work comfortably, if going outside to play is the area safe and clean from litter or animal mess, are the gates locked and secure, is the equipment safe to use, and reminding the children how to use any equipment safely (scissors, sand, water etc.). I always place equipment in the correct place after I’ve used it and would use the correct safety equipment when carrying out activities (paper trimmer, step ladders, goggles, and gloves). By looking after my own health and safety and following the Health and Safety policy, I am encouraging children and young people to work safely, become responsible for their own health and safety and that of others, which will give them confidence and independence as they grow.
Encouraging children and young people to work safely and involving them to help maintain their learning environment will help them develop a sense of responsibility, routines such as getting out and putting away materials can aid numeracy skills, for example, matching and sorting (puzzles, play sets, games and bricks).
Putting away in the correct place so they are able to find them easily is encouraging them to be organized. We have clearly labelled boxes, trays and areas where equipment can be found and stored; there are also visual signs around the classroom, particularly in KS1 for the younger children, to help them remember where equipment, books and toys belong. Making sure I store equipment away safely and well organized ensures I am not presenting any hazards or risks to anyone, for example, placing a puzzle at a height where a child may climb or stretch in order to reach it may cause injury or harm to the child or
another.
When using the ICT suite for learning we have an acceptable use poster which is displayed in the suite, all the children and young people can follow this as next to the writing are visual signs, the Teacher will also ask the children what they are allowed or not to do while using the computers, this also applies when using the computers in the classroom. There are acceptable use policies in place for all staff and volunteers as well as an ICT policy.
Risk assessments are a legal requirement under the Health and Safety at work regulations 1999, this is another way staff and adults are made aware of risks and hazards, some of which are then discussed with the children and young people and simplified to suit the age and needs of the pupils. Risk assessments are carried out for activities, equipment, areas of the building and security. Some of these assessments are reviewed annually, others more often and for an educational visit or school trip, a risk assessment will be carried out in advance before the visit or trip takes place. With these measures in place it helps eliminate or reduce risk. Parent helpers are often needed on outings to help with staffing levels, when doing so they will receive a copy of the risk assessment with ample time to read through thoroughly so they know what to expect and look out for when accompanying the children and young people.
Draw a diagram to show the lines of responsibility and reporting for health and safety in the setting. 01.4
This is the organisational chart for Health and Safety management within our setting, as outlined in our Health and Safety policy.
Outcome 2
These outcomes will be observed by your assessor who will watch you carrying out your usual work activities O2.1, O2.2, and O2.3
Outcome 3
Explain the importance of taking a balanced approach to risk management. O3.1
(Refer to the standards for a list of these to include)
It is important to allow children and young people to take risks and challenges as it promotes their physical development. Any activity a child or young person participates in will involve some risk, from running around in the playground to taking part in a cooking activity. I have to be aware during an activity to consider the age, needs and abilities of each individual. Any activity the children and young people participate in will be well planned and organized so that accidents or injuries should be minimal. Taking risks allows children and young people’s confidence to grow and builds their self-esteem. This will also help them learn about health and safety, how to assess risk and also gain responsibility.
In my role as a teaching assistant I have to be careful not to be to excessive or averse to risk when carrying out activities with the children and young people. Children have the right to explore, discover and can benefit hugely from experiencing opportunities that will enable them to reach their full potential.
An example of excessive risk taking could be allowing a year one class to climb the wall apparatus during a P.E lesson at a height that could cause injury or harm due to their age and ability, whereas a year six class under supervision would be able to climb to a higher level.
An example of being risk averse may be taking the class or a small group to the wildlife area, a child is watching their feet at the edge of a pond and is continually shuffling, perhaps kneels down and adjusts their position to avoid slipping in, these actions avoid the child becoming wet and comply with any boundaries set given by the teacher or assistant before the activity begins. This is a level of risk aversion that enables a child to be aware of the risk, assess the risk for themselves, enjoy taking part in the activity, be in control and maintain their own safety. If the child decided to avoid the edge of the pond all together or I was to encourage them to stay away from the edge for fear of slipping in or without assistance from others, this would prevent the child from participating in the activity and would become an unhealthy risk aversion. In my role I could encourage the child to participate by asking them to come and see what another child may have found, or suggesting they stand a little closer to see if they can spot something, for example a plant or toad.
Complete the table below 3.1
(Adapted from L. Burnham Supporting Teaching and Learning in Schools p. 132)
Grouping|Explain the potential risks|Explain the potential learning benefits|
Taking a group of secondary school pupils with learning difficulties to a nature reserve|Weather conditions (hot/cold)Slips, trips and fallsContact with plants (scratches, stings)Litter on site (sharp objects)Lost childrenTransporting to and from ( collision with vehicle/breakdown)Dogs (faeces/attacksInjury/accident due to behaviour|Gain confidence and independenceDevelop practical and social skillsStimulation of the senses and mindDevelop and understanding of the environment|
Working with Year 1 in the Forest School|Slips, trips and fallsTransporting to and from (collision with vehicle/breakdown~)Lost childrenInjury/accident (stings, bites from insects and scratches)Poisonous plantsWeather conditions (hot/cold)Camp fires (risk of burning/scalding)|Promotes independence and social interactionDevelops physical, mental and emotional healthStimulates their creativity and imaginationLearning different ways to build, move materials and risk takingPromotes motor skills|
Working with Year 6 on a themed art activity using glue guns and junior hacksaws|Injury/accident (risk of burns/scalds from hot temperatures)Injury/accident (cuts from sharp edges)Inappropriate useFaulty equipment|Develops respect for their own health and safety and of othersDevelops an understanding of the environmentProvides opportunities to discover, create and construct|
This outcome will be observed by your assessor who will watch you carrying out your usual work activities. O3.2
Outcome 4
Describe how you would recognise and respond to emergency situations 04.1, 04.2, 04.3, 04.4 and 04.5
Cross reference to Unit 202 – 02.2, 02.3, and 02.4a, O2.4b, O2.4c
Obtain a witness testimony to cover the following outcomes: O4.1, O4.2, O4.3, O4.4, and O4.5
Candidate copy
Award Name: Certificate in supporting teaching and learning in schools Level: …2… Unit No: …208…
I confirm that researching and completing this study pack has taken me:
Between 2 and 4 hours ....
Between 5 and 8 hours ....
Between 9 and 12 hours ....
More than 13 hours ..............
I can confirm that all of the answers given in this study pack are my own work.
Candidate Name ________Louise Solomon________________________
Signature ___________Louise Solomon___________________________
Date __________________________________________
Assessor Feedback
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Assessor Signature ______________________________
Date __________________________________________
Office copy
Award Name: Certificate in Supporting Teaching and Learning in Schools
Level: …2… Unit No: …208…
I confirm that researching and completing this study pack has taken me:
Between 2 and 4 hours ....
Between 5 and 8 hours ....
Between 9 and 12 hours ....
More than 13 hours ..............
I can confirm that all of the answers given in this study pack are my own work.
Candidate Name ____________Louise Solomon____________________
Signature ________Louise Solomon______________________________
Date __________________________________________
Assessor Signature ______________________________
Date __________________________________________
[->0] - http://www.atl.org.uk
[->1] - http://www.education.gov.uk
FOR
Unit 5329 - 208
Support children and young people’s health and safety
Learning outcomes:
1 Know the legislative and policy framework for health and safety
2 Recognise and manage risks to children and young people’s health, safety and security
3 Support children and young people to assess and manage risk
4 Respond to emergency situations
Resources
Copy of the Health and Safety policy/procedure for your school
Outcome 1
Describe how current health and safety legislation, policies and procedures are implemented in the setting. O1.1
In our school we follow the Health and Safety at Work Act 1974 and through this our Health and Safety policy is produced. It is the employer’s duty to put policies and procedures into place to ensure that the setting is meeting the standards of the Health and Safety at Work Act, and the employer’s duty to make sure these are followed. The way in which our school follows this Act is by making sure that the building and environment is well …show more content…
maintained, clean and safe. Equipment is stored properly and is regularly checked to ensure it is safe. Hazardous materials and equipment are locked away and we follow the COSHH Act. We provide adequate facilities to suit the needs and abilities of all children and young people and all members of staff are qualified, CRB checked and given regular training opportunities and courses for example, Health and Safety, food hygiene, safeguarding and manual handling. We have a Health and Safety officer who oversees the running of the setting and ensures that risk assessments are carried out and updated regularly, they have to be signed by the head teacher, teacher and practitioner otherwise they are void as the practitioner can say they haven’t read them. When completing a risk assessment there are five main steps to follow;
· The potential risk
· Who is at risk
· Existing control measures
· Risk rating
· Who is responsible
These are put into place to protect staff, children and visitors. Risk assessments could be for example, climbing frame, water play, electrical equipment and slips, trips and falls, playground and kitchen.
We also have a Health and Safety at Work poster which is visible to all adults in the staff room.
Under this Act It is my responsibility to report any hazards and I follow our Health and Safety policy in which to do this. In my role as a teaching assistant it is also my responsibility to use safety equipment that is provided, for example, gloves, goggles and step ladders. By doing this I am encouraging children and young people to use equipment safely and also making sure that I do not harm myself or anyone else. An example of this could be using a chair to stand and balance on when taking a display down, I could easily fall off and hurt a child or young person, hurt myself, hurt another adult and also encourage the inappropriate use of the chair.
Equipment used in schools needs to be safe and appropriate for the individual’s age, ability and level of development. One of the most common safety signs is the Kite Mark, this shows that it has been tested by the British Standards Institution. A CE symbol indicates that equipment will meet European rules. The Lion Mark indicates a toy has been made to the highest standard of safety and quality. I have to be careful in case a child may be too old, young or have a special educational need (SEN) to use any equipment appropriately, if not they may incur injury or harm to them or others, for example, a young child could choke on small parts. Outlined in Louise Burnham’s level 2 textbook; all staff working within a school have responsibility to ensure that children are cared for and safe. The Children Act 1989 and 1995 also require that we protect children as far as we can when they are in our care. This includes preventing and risks which may occur.
As well as the Health and Safety at Work Act 1974, there is other legislation that helps implement Health and Safety;
Every Child Matters
The Children Act 2004 is the legislation that underpins this green paper. One of the five outcomes is Stay Safe; being protected from harm, neglect and growing up able to look after themselves. The Healthy Schools programme includes Personal, Health and Social Education (PHSE) as one of the four key areas that must be addressed. Our school implements this through lessons, assemblies and ‘silver seal’ groups.
The Management of Health and Safety at Work Regulations 1999
Employers must carry out risk assessments to eliminate or reduce risks. Employers also need to;
· Make arrangements for implementing the Health and Safety measures identified as necessary by risk assessments.
· Monitor and review those arrangements.
· Appoint people with sufficient knowledge, skills, experience and training to help them to implement these arrangements.
· Set up emergency procedures and provide information for employees and ensuring that suitably competent people are appointed who are capable of carrying out the tasks entrusted to them.
· Work together with any other employees operating from the same workplace, sharing information on the risks that other staff may be exposed to e.g. cleaning, catering or maintenance contractors.
· Take particular account of risks to new and expectant mothers.
www.atl.org.uk[->0]. www.education.gov.uk[->1] Describe how health and safety is monitored and maintained in the setting. O1.2
Health and safety is an important issue that is the responsibility of all staff in our school, we are encouraged to follow the health and safety policy and pass on any information that may improve the setting, as well as reporting any problems or defects we are aware of. I maintain health and safety whenever I volunteer in the school, this could be from asking a child to walk down the stairs (also I will stop and ask the child why it is dangerous to run down them), tucking a chair in as I pass in the classroom or encouraging a child to wash their hands after becoming dirty, or when it’s time to prepare for lunch.
The health and safety officer in our school is our Head Teacher; though I am aware in some schools it could be a designated member of staff that has this role. They will take regular walks in and around the setting in which they will be looking for any health and safety issues. Our officer can be seen most mornings taking a tour around the school building and outside areas, usually before the arrival of the children and young people. Any issues that arise and are not immediate will be discussed during staff meetings, staff are also made aware of any immediate issues verbally by the Head Teacher, who also shares the information with the children and young people if they need to be aware, for example, if there was a leak coming from the ceiling, a bucket would be placed underneath the area and a plastic hazard sign placed next to it, to warn children visually that there is a hazard, they would also be informed verbally, either in assembly or in their classrooms.
Outlined in our Health and Safety policy we have an annual fire safety risk assessment which is carried out by professional contractors, they will test and check all fire precautions and procedures, for example, fire extinguishers, escape routes, panic devices, emergency lighting systems, hose reels etc. They will also be involved in planning, policy and implementation, monitoring and review of any findings during the assessment. We carry out a fire drill at least once a term so children are aware of the procedure in the event of a fire.
Annual inspections are also carried out for fixed and portable electrical equipment in accordance with Cooperate Building Services Technical Briefing Note EM005 Portable Appliance Testing and Guidance Note EM006 Fixed Wiring Periodic Test and Inspection. Any equipment that I find that is broken or not working properly, I would unplug immediately if safe to do so and report it to the Teacher and The Health and Safety officer.
Describe how people (children, young people and adults) in the setting are made aware of risks and hazards. Explain how they are encouraged to work safely. 01.3
There are many different ways that children, young people and adults are made aware of risks and hazards, for example, recently our school has had an issue with parking around the school grounds when children and young people are arriving and departing school, these concerns were raised in a staff meeting so that staff on gate duty before and after school could monitor the situation, also a newsletter was placed in the children’s book bags or via e-mail to provide information on parking safely for the safety of the children and young people, especially at the busiest times of the school day. Children can be aware of such issues through their learning, verbal discussions and visual signs, also assemblies are a way of making children and young people aware of any risks or hazards, perhaps the playground is icy or the field is to wet due to weather conditions and therefore not safe to play on at break time.
All members of staff including volunteers are encouraged to follow the Health and Safety policy to ensure a safer working practice, I am constantly vigilant about any risks or hazards when I am working with children and young people, for example, do they have enough space to carry out activities, are they able to sit and work comfortably, if going outside to play is the area safe and clean from litter or animal mess, are the gates locked and secure, is the equipment safe to use, and reminding the children how to use any equipment safely (scissors, sand, water etc.). I always place equipment in the correct place after I’ve used it and would use the correct safety equipment when carrying out activities (paper trimmer, step ladders, goggles, and gloves). By looking after my own health and safety and following the Health and Safety policy, I am encouraging children and young people to work safely, become responsible for their own health and safety and that of others, which will give them confidence and independence as they grow.
Encouraging children and young people to work safely and involving them to help maintain their learning environment will help them develop a sense of responsibility, routines such as getting out and putting away materials can aid numeracy skills, for example, matching and sorting (puzzles, play sets, games and bricks).
Putting away in the correct place so they are able to find them easily is encouraging them to be organized. We have clearly labelled boxes, trays and areas where equipment can be found and stored; there are also visual signs around the classroom, particularly in KS1 for the younger children, to help them remember where equipment, books and toys belong. Making sure I store equipment away safely and well organized ensures I am not presenting any hazards or risks to anyone, for example, placing a puzzle at a height where a child may climb or stretch in order to reach it may cause injury or harm to the child or
another.
When using the ICT suite for learning we have an acceptable use poster which is displayed in the suite, all the children and young people can follow this as next to the writing are visual signs, the Teacher will also ask the children what they are allowed or not to do while using the computers, this also applies when using the computers in the classroom. There are acceptable use policies in place for all staff and volunteers as well as an ICT policy.
Risk assessments are a legal requirement under the Health and Safety at work regulations 1999, this is another way staff and adults are made aware of risks and hazards, some of which are then discussed with the children and young people and simplified to suit the age and needs of the pupils. Risk assessments are carried out for activities, equipment, areas of the building and security. Some of these assessments are reviewed annually, others more often and for an educational visit or school trip, a risk assessment will be carried out in advance before the visit or trip takes place. With these measures in place it helps eliminate or reduce risk. Parent helpers are often needed on outings to help with staffing levels, when doing so they will receive a copy of the risk assessment with ample time to read through thoroughly so they know what to expect and look out for when accompanying the children and young people.
Draw a diagram to show the lines of responsibility and reporting for health and safety in the setting. 01.4
This is the organisational chart for Health and Safety management within our setting, as outlined in our Health and Safety policy.
Outcome 2
These outcomes will be observed by your assessor who will watch you carrying out your usual work activities O2.1, O2.2, and O2.3
Outcome 3
Explain the importance of taking a balanced approach to risk management. O3.1
(Refer to the standards for a list of these to include)
It is important to allow children and young people to take risks and challenges as it promotes their physical development. Any activity a child or young person participates in will involve some risk, from running around in the playground to taking part in a cooking activity. I have to be aware during an activity to consider the age, needs and abilities of each individual. Any activity the children and young people participate in will be well planned and organized so that accidents or injuries should be minimal. Taking risks allows children and young people’s confidence to grow and builds their self-esteem. This will also help them learn about health and safety, how to assess risk and also gain responsibility.
In my role as a teaching assistant I have to be careful not to be to excessive or averse to risk when carrying out activities with the children and young people. Children have the right to explore, discover and can benefit hugely from experiencing opportunities that will enable them to reach their full potential.
An example of excessive risk taking could be allowing a year one class to climb the wall apparatus during a P.E lesson at a height that could cause injury or harm due to their age and ability, whereas a year six class under supervision would be able to climb to a higher level.
An example of being risk averse may be taking the class or a small group to the wildlife area, a child is watching their feet at the edge of a pond and is continually shuffling, perhaps kneels down and adjusts their position to avoid slipping in, these actions avoid the child becoming wet and comply with any boundaries set given by the teacher or assistant before the activity begins. This is a level of risk aversion that enables a child to be aware of the risk, assess the risk for themselves, enjoy taking part in the activity, be in control and maintain their own safety. If the child decided to avoid the edge of the pond all together or I was to encourage them to stay away from the edge for fear of slipping in or without assistance from others, this would prevent the child from participating in the activity and would become an unhealthy risk aversion. In my role I could encourage the child to participate by asking them to come and see what another child may have found, or suggesting they stand a little closer to see if they can spot something, for example a plant or toad.
Complete the table below 3.1
(Adapted from L. Burnham Supporting Teaching and Learning in Schools p. 132)
Grouping|Explain the potential risks|Explain the potential learning benefits|
Taking a group of secondary school pupils with learning difficulties to a nature reserve|Weather conditions (hot/cold)Slips, trips and fallsContact with plants (scratches, stings)Litter on site (sharp objects)Lost childrenTransporting to and from ( collision with vehicle/breakdown)Dogs (faeces/attacksInjury/accident due to behaviour|Gain confidence and independenceDevelop practical and social skillsStimulation of the senses and mindDevelop and understanding of the environment|
Working with Year 1 in the Forest School|Slips, trips and fallsTransporting to and from (collision with vehicle/breakdown~)Lost childrenInjury/accident (stings, bites from insects and scratches)Poisonous plantsWeather conditions (hot/cold)Camp fires (risk of burning/scalding)|Promotes independence and social interactionDevelops physical, mental and emotional healthStimulates their creativity and imaginationLearning different ways to build, move materials and risk takingPromotes motor skills|
Working with Year 6 on a themed art activity using glue guns and junior hacksaws|Injury/accident (risk of burns/scalds from hot temperatures)Injury/accident (cuts from sharp edges)Inappropriate useFaulty equipment|Develops respect for their own health and safety and of othersDevelops an understanding of the environmentProvides opportunities to discover, create and construct|
This outcome will be observed by your assessor who will watch you carrying out your usual work activities. O3.2
Outcome 4
Describe how you would recognise and respond to emergency situations 04.1, 04.2, 04.3, 04.4 and 04.5
Cross reference to Unit 202 – 02.2, 02.3, and 02.4a, O2.4b, O2.4c
Obtain a witness testimony to cover the following outcomes: O4.1, O4.2, O4.3, O4.4, and O4.5
Candidate copy
Award Name: Certificate in supporting teaching and learning in schools Level: …2… Unit No: …208…
I confirm that researching and completing this study pack has taken me:
Between 2 and 4 hours ....
Between 5 and 8 hours ....
Between 9 and 12 hours ....
More than 13 hours ..............
I can confirm that all of the answers given in this study pack are my own work.
Candidate Name ________Louise Solomon________________________
Signature ___________Louise Solomon___________________________
Date __________________________________________
Assessor Feedback
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Assessor Signature ______________________________
Date __________________________________________
Office copy
Award Name: Certificate in Supporting Teaching and Learning in Schools
Level: …2… Unit No: …208…
I confirm that researching and completing this study pack has taken me:
Between 2 and 4 hours ....
Between 5 and 8 hours ....
Between 9 and 12 hours ....
More than 13 hours ..............
I can confirm that all of the answers given in this study pack are my own work.
Candidate Name ____________Louise Solomon____________________
Signature ________Louise Solomon______________________________
Date __________________________________________
Assessor Signature ______________________________
Date __________________________________________
[->0] - http://www.atl.org.uk
[->1] - http://www.education.gov.uk