© the Design and Technology Association
West London Graduate Teacher Programme
Welcome to your
Health and Safety (Core Session)
Accreditation
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Please switch off your mobile ‘phone
© the Design and Technology Association
D & T Health and Safety
CPD Course
•Exploring Issues related to Health and Safety in D&T..
•Obtaining DATA/NAAIDT &TDA recognised certification.
© the Design and Technology Association
I’m Les Porter
Come from a background as D&T teacher,
Then Head of Faculty.
Then Deputy Head.
Then the best job in the world
Then Lecturer at Brunel University.
Then Course Director at Brunel
Then my own company.
Consultancy work for agencies such as CfBT,
DATA, GTP, EiSS project,TDA. and Sheffield
Hallam University
© the Design and Technology Association
My role today is that of a RDTHSC
•
Registered
•
Design and
•
Technology
•
Health and
•
Safety
•
Consultant
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So why are we
here today ?
© the Design and Technology Association
HEALTH AND SAFETY
TRAINING STANDARDS
IN DESIGN AND
TECHNOLOGY
Preparing to meet the
Core Level Training Standards
© the Design and Technology Association
This afternoon:-
• Session 1 – Firstly, we’ll look at
the background to Health &
Safety with regard to your own
career.
• Session 2 – in the main we will
look at issues regarding Risk –
Assessments.
© the Design and Technology Association
STATUS
The H and S training ‘standards’ establish the
professional view of what should constitute the
minimum requirements ( 3 groups of people):
•To obtain Qualified Teacher Status (QTS) in
secondary D and T
•For all colleagues involved in teaching D and T
in schools and colleges
•For all technicians, HLTA and other support staff
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SUMMARY OF STANDARDS
For secondary schools, the health and safety
training standards have been set out as follows:
- Core Level
- Specialist Levels
- Specialist Extension Levels
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SUMMARY OF STANDARDS
Core Level –
All secondary teachers/technicians and
support staff working in D and T should
work towards achieving accreditation at
the Secondary Core Health and Safety
level (SCHS)
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SUMMARY OF STANDARDS
Specialist Levels –
In addition, all those staff should work
toward achieving accreditation within the
Secondary Specialist Levels appropriate to
their work. Currently these are in:
Food Technology (SFHS)
Textile Technology (STHS)
Resistant Materials (SMHS)
Systems and Control (SSHS)
© the Design and Technology Association
SUMMARY OF STANDARDS
• Specialist Extension Levels • At present, only staff working in resistant materials are required to achieve
accreditation at the Specialist Extension Levels.
•
•
•
•
•
•
•
•
•
Wood sawing machines (S1HS)
Centre lathe for metal cutting (S2HS)
Casting non-ferrous metals (S3HS)
Metal arc welding (S4HS)
Oxy-acetylene welding and cutting (S5HS)
Milling machines and machining centre (S6HS)
Wood turning lathe (S7HS)
Planer/thicknesser machine (S8HS)
Portable power tools (S9HS)
© the Design and Technology Association
To meet the Core Level Standards:
An
introductory
course to
meeting the
TDA/D&TA
H&S Core
Level Training
Standards
Compilation
of a portfolio
of evidence
Submission of
portfolio to
Registered
Health and
Safety
Consultant
© the Design and Technology Association
SUMMARY OF STANDARDS
Administration of the scheme
• The scheme is administered via the D&T Association who
hold a national database is held of accredited staff
• Cost of Accreditation:
• £25.00 for new Accreditation
• £10.00 for Additional Awards
• £25.00 for Re-accreditation (after 5 years)
• Training has to be done (or organised) by a Registered
D and T Health and Safety Consultant (RDTHSC), registered
and licensed by the D&T Association
© the Design and Technology Association
Health and Safety Re-accreditation procedure
4.5 years after accreditation, D&TA send re-accreditation audit form
and pro-forma invoice for £25.00 to accredited colleague
Re-accreditation audit form completed by applicant
Primary, Core and Specialist Level Standards
Based on evidence of a personal H&S Portfolio
Specialist Extension Level Standards
Based on evidence of attendance at appropriate ‘refresher’ training
Audit form countersigned by Subject Leader/Head of Department/Headteacher
as appropriate
School/applicant pays pro-forma invoice to D&TA
Applicant returns completed re-accreditation audit form to D&TA
On receipt of audit form and payment, D&TA send updated
Accreditation Certificate to applicant
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© the Design and Technology Association
Your portfolio of evidence
© the Design and Technology Association
Preparing a personal portfolio of
evidence for accreditation
1 H&S STANDARDS IN D&T – TDA/D&T Association
2 HEALTH AND SAFETY TRAINING
3 ESSENTIAL PUBLICATIONS
4 RISK ASSESSMENTS
5 TEACHING STRATEGIES
6 COSHH ASSESSMENTS
7 ENVIRONMENT
8 PORTABLE APLIANCE TESTING
9 LEV TESTING
10 MACHINE MAINTENANCE
© the Design and Technology Association
1 H&S STANDARDS IN D&T – TDA/D&T Association
Know and understand the current
TDA/D&TA ‘Health and Safety Training
Standards in Design and Technology’ Core and Specialist Level Standards
(as appropriate)
© the Design and Technology Association
2 HEALTH AND SAFETY TRAINING
Evidence of your Health and Safety
training records to indicate training
completed and training needs
identified
N.B. Applicants for SFHS should ensure
that their food hygiene accreditation
is up to date
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3 ESSENTIAL PUBLICATIONS
Know where to access essential H&S
publications within the department
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Legal
Publications
Risk Assessments
in Secondary
Design and
Technology
Teaching
Environments
Health and Safety
Standards in
Design and
Technology
British Standards
4163 :2007
© the Design and Technology Association
4 RISK ASSESSMENTS
Evidence of how risk assessments are
completed for activities or for specific
pieces of equipment within your
material area
This can include the adoption and
adaptation of model risk assessments
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5 TEACHING STRATEGIES
Evidence of:
How H&S issues are incorporated into
your schemes of work
How H&S training is provided for
learners and how this training is
recorded
© the Design and Technology Association
6 COSHH ASSESSMENTS
Evidence of how COSHH assessments
are undertaken within the department,
e.g. using hazard data sheets for
materials, substances or processes
within your work area and identifying
how you remove or minimise
associated risks
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7 ENVIRONMENT
Evidence in the form of photographs
or sketches of your work area (or one
that you regularly work in) annotated
to show key features of a safe working
environment or identifying any current
concerns
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8 PORTABLE APPLIANCE TESTING
Evidence that Portable Appliance
Testing has been carried out annually
on equipment in your own work area
(or one that you regularly work in)
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9 LEV TESTING
Evidence that LEV testing has been
carried out every 14 months on
equipment within your work area
(if applicable)
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10 MACHINE MAINTENANCE
Evidence of how machinery and
equipment is regularly maintained and
serviced within your work area
(if applicable)
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Structure of this Module
•
CORE SESSION :- Look at general Health
& Safety Issues regarding Design and
Technology.
•
Undertake a series of group-work
activities.
•
Sharpen your awareness
•
Accreditation/assessment by portfolio of
evidence
© the Design and Technology Association
Publications you will need
•
Health and Safety Training Standards in D&T ISBN 1 898788 47B
•
BS4163:(2007) ISBN 0 580 33167 9; Health and Safety for Design and
Technology.
•
Risk Assessments in Secondary Schools and Colleges Design and
Technology Teaching Environments. ISBN 1 898788 14 6
(All above available from DATA)
•
Building Bulletin 81 (BB81)
•
Obtain CLEAPSS model risk assessments in D & T or similar.
•
Any LEA codes of practice or policy documents.
© the Design and Technology Association
DATA Accreditation
• A trainee being awarded QTS must have the core level
and at least one, and preferably two, of the specialist
levels, from:•
Food Technology (including Home Economics) (SFHS)
•
Resistant Materials (SMHS)
•
Systems and Control (SSHS)
•
Textile Technology (STHS)
© the Design and Technology Association
Compulsory
CORE
Two from
RM SMHS
Food SFHS
S&C-SSHS
TextilesSTHS
Optional but advisable
Wood sawing
machines
Gas welding
Centre lathe
Arc CORE
Welding
Milling Machines
Wood turning
Casting
Planer
Thicknesser
© the Design and Technology Association
Two routes to accreditation
By Portfolio of
evidence
By Training
Courses e.g.
Photographs
1 day course
in wood
Mixture
Discussion
1 day course
in metal
Witness
statements
1/2 day course in
casting
Examples
etc
Written test
© the Design and Technology Association
Unlike other subjects in the school curriculum in D& T we…..
• work with substances that are hazardous (often quite toxic) and
design and make products using machines and mechanisms.
• we are by our Duty of Care bound by law to comply with the
Health and Safety at Work Act. (1974) & The Control of
Substances Hazardous to Health Regulations.[COSHH] (1999)
http://www.healthandsafety.co.uk/haswa.htm
http://www.hmso.gov.uk/si/si1994/Uksi_19943246_en_1.htm
© the Design and Technology Association
Module 1
• Whenever I use a box coloured like this it means “that in your
portfolio there should be evidence to support the statement”.
Usually we walk around the teaching rooms and
preparation areas and identify areas of good practice
and then things that you feel could be improved upon.
In your subject knowledge development – you will
need to become familiar with a document called
Building Bulletin 81
© the Design and Technology Association
Building Bulletin 81 (BB81)
© the Design and Technology Association
Building Bulletin 81
© the Design and Technology Association
Module 1
• Course delegates must demonstrate that they can develop
appropriate attitudes in their students with regard to health and
safety.
This statement underpins the need to develop an
appropriate culture of Health and Safety.
Wherever possible school students should be involved
in health and safety decisions and audits, it
dramatically improves the students’ awareness and will
help develop departmental culture.
© the Design and Technology Association
Some Case Studies (1)
• Two School Children died whilst on
a teacher lead outdoor activity
called river walking. Failure to
carry out a risk assessment for
river walking activities.
• Total Fine £30,000
© the Design and Technology Association
Some Case Studies (2)
• For failing to ensure H&S regarding
falls from height. Relates to
accident when an Arts Technician
fell from a ladder (approx 3.5
metres) whilst working on lighting
for a school play.
• Total fine £5,000
© the Design and Technology Association
Some Case Studies (3)
• Employee injured when using
unguarded circular saw. No
training to use woodworking
machinery, did not prevent
access to the machine's blade
in operation
• Total Fine £20,000
© the Design and Technology Association
Some Case Studies (4)
• Failure to provide instruction,
information, training and
supervision which resulted in
injury of 16yr old technician.
• Total Fine
£2,500
© the Design and Technology Association
Some Case Studies (5)
• Summary Prosecution
following the investigation of
an accident to a teacher who
was working on an unguarded
spindle moulding machine.
• Total fine £9,000
© the Design and Technology Association
Some Case Studies (6)
• Failing to maintain basketball
posts at school. School child
injured.
• Total Fine £10,000
© the Design and Technology Association
Some Case Studies (7)
• Five-a-side metal goalpost overturned
onto 7 year old boy causing head
injury. Prosecution proposed and
approved because (a) serious risk to
vulnerable people (b) risk well known
and publicised (c) appropriate
precautions e.g. securing goalpost in
the ground not taken..
• Total Fine £1,500
© the Design and Technology Association
Some Case Studies (8)
•
Pupil injured when her hand was
drawn into gap between work-rest
and rapidly rotating sanding disc
she was operating. Failure to have
in place sufficiently robust,
positive checking of machinery
prior to use by pupils in school
workshop.
• Total Fine
£4,000
© the Design and Technology Association
Some Case Studies (9)
• Pupil seriously injured at
pedestal drill. Work-pieces not
secured. No risk assessment.
• Total Fine £6,250
© the Design and Technology Association
Some Case Studies (10)
• Prosecution under the Gas Safety
Regulations and Management
Regulations following failure to
maintain gas appliances in school
resulting in unsafe condition of several
appliances and an accident, and failure
to remedy matters after the accident.
Lack of monitoring by LEA resulted in
poor level of compliance with statutory
maintenance at other schools.
• Total Fine £10,000
© the Design and Technology Association
Some Case Studies (11)
• Prosecution under the Portable
Appliance Act. PAT testing was
undertaken by a self-taught technician
and a “green sticker” applied to an
appliance.Examination after a resulting
electric shock to a pupil found that
there was no earth bonding on the
appliance.
• Total Fine £8,000
© the Design and Technology Association
Some Case Studies
HSE web site
http//.www.hse.
gov.uk
• Source:
© the Design and Technology Association
Lets look at some issues…….
• We’ll look at a slide show, work in
pairs just jot down some key
words as prompts to yourself as
we go through the slides. One of
you look at aspects of good
practice and the other at aspects
that could be improved upon.
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Lets take a look at some issues………
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H&S is about pride in the quality of
their own work
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Now what’s going on here?………
This class are year 9, but
it is their first year in the
secondary school, and for
some of them it is the
first time that they have
studied food technology,
as not all middle schools
offer food as a material
area in design and
technology.
© the Design and Technology Association
© the Design and Technology Association
© the Design and Technology Association
© the Design and Technology Association
© the Design and Technology Association
© the Design and Technology Association
© the Design and Technology Association
© the Design and Technology Association
© the Design and Technology Association
Module 1
• Course delegates must demonstrate that they
can develop appropriate attitudes in their
students with regard to health and safety.
This statement underpins the need to develop an
appropriate culture of Health and Safety.
Wherever possible students should be involved in
health and safety decisions and audits, it dramatically
improves the students’ awareness and will help develop
departmental culture.
© the Design and Technology Association
ACTIVITY 1a
• Brainstorm issues Affecting the Culture of Health and Safety.
•
2 groups
• There are two generic issues which impinge on the
development of a H&S culture
• Personal Issues, related to your own teaching and your
organisation of the teaching environment i.e issues over
which you have personal control.
• Institutional Issues relating to the management of the
school over which you have no control.
• One group will spend 10 minutes brainstorming Personal
issues and the other group will brainstorm Institutional
issues.
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• After 10 minutes rotate ideas and
delegates spend about 5 minutes
assessing and adding to the points.
• Each group will then prioritise two issues
from each generic issue.
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ACTIVITY 1b
• Consider the issues you raised in 1a and in our following
discussion.
•
Again the same 2 groups
• This time discuss three personal strategies and three
institutional strategy you could, or have, implemented in
school.
• Each strategy should be simple and achievable, e.g
• Personal Strategy, Improve organisation at the end of
lessons to ensure the D&T room is clean and tidy in
preparation for the next group..
• Institutional Strategy, Ask that issues about ventilation in the
D&T room is put on the agenda for the next Department
meeting.
© the Design and Technology Association
You and your career
• Today is about you having ownership of your
own development as a Design and Technology
Teacher.
• One of the most important documents that your
department owns (should own) is “The
Department Policy Document”.
• If an accident happens – it is this document that
is first examined.
• You being involved in the development of this
policy and having ownership of it is very
important
© the Design and Technology Association
•
Module 1b
Course delegates must demonstrate that they can develop appropriate
teaching strategies, understanding the common misconceptions,
mistakes, possible risks and pupil management issues associated with
design and technology activities.
In your portfolio you will need to demonstrate that you can assess when to:
•Teach the whole class
•Divide the class into small groups for collaborative work,
•Split the group into 2 to reduce practical activities to a minimum
•Request support staff.
Teachers need to take into account the variations in attitudes
to H&S between gender and age groups.
Year 7 pupils may think that all machines in the D&T room
are too dangerous for the whereas year 10 pupils feel they
are immortal and accidents won’t happen to them.
© the Design and Technology Association
Notes from this session:-
• The notes and discussions you
record today are an important part
of collecting the evidence to
support the statements in your
portfolio.
© the Design and Technology Association
Task – discuss with your neighbour for 5
minutes &…………
•prioritise two issues from
each generic issue.
© the Design and Technology Association
Now swop your priorities with another pair
• Consider their Issue and change that issue into part of a
development strategy. Each strategy should be simple and
achievable, e.g
• Personal Strategy, Improve organisation at the end of
lessons to ensure the D&T room is clean and tidy in
preparation for the next group..
• Institutional Strategy, Ask that issues about ventilation in the
D&T room is put on the agenda for the next Department
meeting.
© the Design and Technology Association
Module 1b
• Course delegates must demonstrate that they ensure
that they are trained to use, and teach others to use,
potentially dangerous machinery.
Teachers should not use any equipment with
which they don’t feel confident or are not qualified
to use. The Head of Department should create an
ethos of co-operation between staff so that they
can ask for help without feeling undermined.
School students must not be allowed to use any
equipment, including hand tools, until they have
received adequate training with appropriate
reinforcement.
© the Design and Technology Association
Teachers should be able to show records of absent pupils
and that they use them to enable pupils to catch up on
training missed.
•
Course delegates must demonstrate that they ensure that both pupils and
staff wear adequate protective clothing e.g that safety goggles are
provided and worn when machining.
Personal Protective Equipment (PPE) needs to be
worn on many occasions in D&T.
•It may be useful for departments to identify in
their H & S Policy the action to be taken
•If students do not follow instructions regarding
PPE;
•If staff do not comply with the safety signs.
© the Design and Technology Association
It is the teachers responsibility to ensure that the items needed
for PPE are readily to hand ,clean and in sufficient quantities. It is
the employer’s responsibility to provide PPE.
Course delegates must demonstrate that they can plan and conduct lessons
safely taking account of the size and nature of the class and their
activities e.g. interactions with individual pupils are organised so that they
are able to maintain an overview of the actions of the rest of the class.
•Just spend a minute discussing what you feel are
the most contentious issues regarding
departmental development!
•Space and the size of the group are probably the
most contentious of all the H&S issues in D&T..
•The overcrowding experienced by most D&T
teachers compromises the H&S and Welfare of
both staff and pupils.
© the Design and Technology Association
The following hazards can be associated with
overcrowding e.g
 Lack of ventilation
This can cause pupils to be drowsy and irritable
 Jostling around machines
Pupils may come into contact with moving parts – inadvertent starting of
machines.
 Insufficient tools and equipment
Pupils may become frustrated and behaviour may suffer.
 Poor working posture.
It is more difficult for teachers to effectively monitor large groups.
 Teacher ability stretched.
Pupils may not have room to adopt correct posture because of insufficient
spaces between work places.
© the Design and Technology Association
Module 1c – Class Supervision
Course delegates must demonstrate that they are capable of
using a range of teaching strategies that are appropriate
to the activities taking place, e.g. group work to reduce
the amount of equipment being used..
Teaching strategies should be employed to ensure
that the appropriate level of supervision is given
for particular situations.
General Class Supervision
This is suitable for low risk activities such as……….
© the Design and Technology Association
Close Class Supervision
This is suitable for medium risk activities such
as……….
One to One Supervision
This is suitable for high risk activities such as……….
© the Design and Technology Association
Module 1c
• Course delegates must demonstrate that they
know about H&S issues and are able to ensure
the safety of themselves, the pupils and other
adults in the room, especially with regard to
protective clothing and equipment.
 Course delegates must demonstrate that
they are aware of the potential risks
associated with the presence in the room
of non-specialist adults e.g. non specialist
teachers, visiting adults S.E.N support staff.
© the Design and Technology Association
Teachers should consider the following if other staff are
joining their groups or if supply/cover staff are using their
room.
•
Support staff take up one of the available workspaces.
•
If you have support staff in your class it is likely that the nature of the
group should demand a risk assessment (or amendment)
•
The support staff should be trained if they are using equipment.
•
They should know their role is the room has to be evacuated in an
emergency.
•
Supply/cover teachers should not have access to equipment they are
not trained to use.
•
They should be aware of departmental policies.
•
They should know what to do in case of an accident.
•
The activities of supply/cover and registration groups should be
monitored particularly in food rooms where there may be a risk of
contamination.
© the Design and Technology Association
No time for the detail……..
I’ve already talked about this
publication, but as part of your CPD
you need to read BS4163:(2007) to
inform you about your organisation
and the teaching environment.
© the Design and Technology Association
Module 1c
• Course delegates must demonstrate that they know that
they should ensure that the environment is not a health
and safety hazard and be able to organise working
spaces to minimise risks.
 The teaching environment plays a vital role in
developing a Health and Safety Culture.
 In general terms the teacher needs to ensure
that the environment is clean and well
organised. It should give the impression on first
sight that H&S is an important issue and
demonstrate that students are expected to take
Health and Safety seriously.
© the Design and Technology Association
ACTIVITY 1c
• This time the activity is as individuals (10 minutes)
•
Identify an aspect of your teaching environment that you
have already discussed/identified. E.g. Electrical installation,
lighting, temperature. Floor spaces around equipment (see
Building Bulletin 81 and or www. Teachernet.org.uk)
• There are 2 aspects we would like you to consider.
• State the current situation regarding this aspect of your
teaching environment,
• Before we next meet refer to BS4163:(2007) and state the
situation which should exist regarding this aspect of your
environment,
© the Design and Technology Association
ACTIVITY 1d
• Calculating the number of workspaces
• Sketch the layout of one of the rooms in your School
• (1)Calculate the overall floor area of the room.
• (2)Calculate the areas of fixed benching and machinery.
• Subtract step (2) from step (1) and divide the result by 4
• This gives you the number of workspaces in the room
which includes the teacher and any support staff.
© the Design and Technology Association
Respiratory Protective Equipment
• RPE shall (where possible) be of the disposable type.
• Must be discarded on expiry of it’s useful life.
• In any event 30 days after first use.
• Non-disposable RPE must be examined and tested at
specific intervals by an appointed member of
departmental staff.
© the Design and Technology Association
Equipment, Tools Materials and Components
• Course delegates must demonstrate that they
have secure knowledge of, understanding about
and have the capability to use equipment
processes and tools in a safe manner before
they use them and teach them to others.
…know and can apply appropriate regulations for
the use and application of materials and
components, taking account of factors such as
storage, fumes, dust, microbiological hazard, skin
contact and other allergic reactions
© the Design and Technology Association
Need awareness of………
• Space required for the equipment/activity
• Lighting and ventilation requirements
• COSHH requirements
• Guarding
• PPE requirements
• Proper systems for holding work
• Rate and speed and feed.
• Dust and swarf and other by-products.
• Electrical supply requirements and checks
• The amount of supervision required
• Hygiene
© the Design and Technology Association
Equipment, Tools Materials and Components
…understand procedures to ensure that accidents
and therefore liabilities are avoided.
…are aware that appropriate records must be
kept on machine servicing.
Spend 5 minutes with the person next to you and discuss
what you think should be in the records and how the
recordings should be made.
Health and Safety Officer. – Employers are legally required to
appoint one or more competent persons to assist in carrying
out measures to comply with Health & Safety legislation,
where possible they should be employees. In addition
teaching unions may appoint H&S representatives.
© the Design and Technology Association
The role of the HSE
• The HSE will investigate reportable accidents which occur
in schools.
• They will examine the actual circumstances of the
accident. It is here that classroom teacher liability will be
assessed.
• They will then examine the management systems which
are in place to prevent accidents happening, when they
were last reviewed and the procedures for ensuring that
they are effective.
• YOU along with The Head of Department are key people in
the development and implementation of preventative
planning.
© the Design and Technology Association
Recap to here -So we need to check:1.
Have the pupils been taught to use the equipment?
2.
Have you checked that the pupils have understood?
3.
Have you reminded the pupils about how to use the equipment?
4.
Have you done a risk assessment and implemented the control
measures? (lesson plan recorded).
5.
Are the pupils sufficiently mature to undertake the activity?
6.
If the risk assessment has been done by someone else, have you
read it and do you understand it?
7.
Do you insist that pupils wear aprons and PPE at all times?
8.
Do you do the same?
9.
Do you insist that technicians and other adults also wear such
equipment.
© the Design and Technology Association
We’ll take a short
break now
© the Design and Technology Association
Activities for your School Experience visits
• In the main it’s about Risk Assessment,
• but we need to revisit the questions you
formulated last week.
© the Design and Technology Association
Teaching spaces
• Calculation regarding the number of workspaces in an area
where you are likely to be teaching. – to do during your visit to
your School Experience School.
•
Sketch the layout of one of the rooms in your School Experience
School that you are/likely to use.
• (1)Calculate the overall floor area of the room.
• (2)Calculate the areas of fixed benching and machinery.
• Subtract step (2) from step (1) and divide the result by 4
• This gives you the number of workspaces in the room which
includes the teacher and any support staff.
© the Design and Technology Association
Consider:1.
Is the space sufficiently large for work benches
and equipment? (See Building Bulletin 81)
2.
Is the space sufficient for pupils with special
needs?
3.
Is the workspace clean and tidy?
4.
Are tools etc accessible without the teacher
leaving the room?
5.
Are the tools etc all sharp and in good working
order?
© the Design and Technology Association
Consider:6.
Are store rooms clean and tidy?
7.
Is lighting and heating appropriate?
8.
Is it possible to electrically isolate all machines?
9.
Are there knee or foot emergency stops?
10.
Are safety notices clearly displayed?
11.
Is fire fighting equipment available?
12.
Is the furniture/machines of the correct height?
13.
Have COSHH assessments been made?
© the Design and Technology Association
Module 2 – Risk Assessment
….every employer to carry out suitable and
sufficient risk assessment of: the risks to the health and safety of his
employees to which they are exposed whilst
they are at work; and
The risks to the Health and Safety of persons
not in his employment arising out of or in
conjunction with the conduct by him and his
undertakings
© the Design and Technology Association
In a Nutshell……
• What we do is all about
RISK ASSESSMENT.
• Because our subject is so creative
we have got to allow the students
to take risks, but those risks must
be well calculated.
© the Design and Technology Association
Review
Develop
Improve
© the Design and Technology Association
So what do we have to do?
• Identify & assess the risks, to students,
staff, contractors and the public.
• Evaluate the effectiveness of existing
controls.
• Identify risks which are inadequately
controlled.
• Identify and implement the new controls
required and review their effect.
© the Design and Technology Association
Risk Assessment
• The forms used will vary between institutions.
• Must contain at least the four main areas.
• Hazard identification.
• Control Measures
• Emergency action
• Other information.
© the Design and Technology Association
Whose responsibility….?
• Not the HoD’s but those who expose
people to the potential risks…….
• In law “you are libel….”
• (When I started teaching it was the
Headteacher’s responsibility but …..)
© the Design and Technology Association
Substances include….
• All solids,liquids,gases,vapours & biological
materials.
• May include:- chemicals, minerals, by-products
and wastes, gases, fumes, fuels, solvents,
adhesives, paints, cleaning materials, dusts
and:• Mechanical moving parts…. so we need to
cover all machinery in our workshops.
© the Design and Technology Association
Responsibility of Departments
Departments - must either :• Prevent exposure to hazardous substances
Or when prevention is not reasonably practical
must;
• Adequately control any exposure.
THE PREFERRED OPTION IS
• Substitute a no-risk or lower-risk
substance or method of work.
© the Design and Technology Association
Where Prevention is not Reasonably Practical
• Appropriate protection measures must be
applied consistent with your risk assessment.
Order of Priority.
• Identify appropriate processes, systems of
work, engineering controls, equipment and
materials.
• Control the exposure at source – containment
and ventilation and exclude unauthorised
personnel.
© the Design and Technology Association
• Where exposure cannot be
controlled by other means, the
provision and use of suitable
personal protective clothing in
addition to the measures we
already discussed is ESSENTIAL.
© the Design and Technology Association
Risk Assessments must:
• Be carried out by competent person (s);
• Be recorded in retrievable form;
• Be reviewed and modified at regular
intervals.
• The Management of Health and Safety at
Work Regulations (1999)
© the Design and Technology Association
• A Risk Assessment is not required for each
lesson.
• Sufficient to produce one for each project FPT or
activity carried out by a particular year group.
• Staff may wish to work together as a department
using a set of ‘generic’ or ‘model’ risk
assessments (eg. CLEAPSS) which can then be
modified for each of their teaching groups.
© the Design and Technology Association
CLEAPSS
• Consortium of
• Local
• Education
• Authorities for the
• Provision of
• Science
• Services
© the Design and Technology Association
For the future – you may wish to consider
© the Design and Technology Association
ACTIVITY 2
• In pairs; work through completing the risk
assessment form using a project or a FPT that one
of you has recently undertaken.
• Time 30 minutes.
• Look at the following chart first
© the Design and Technology Association
Evaluating Risk
Severity
4 Very severe
Likelihood
3 Severe
Severity
0
1
2
3
4
0
0
0
0
0
0
1
0
1
2
2
2
2
0
2
2
3
3
3
0
2
3
3
4
4
0
2
3
4
4
2 Moderate
1 Slight
0 Negligible
Likelihood
4 Inevitable
3 Highly Probable
2 Probable
1 Possible
0 Remote possibility
© the Design and Technology Association
© the Design and Technology Association
Risk Assessment – How?
Workspace & Resources
0
1
2
1a space and size
1b layout
1c complexity of equipment
1d sufficiency & quality of
equipment
Total
0
Each
area is
scored
out of 4
with 0
being no
risk and 4
being
high risk
3 LSR
© the Design and Technology Association
0 to 4
Little significant risk
5 to 8
Some risk but should be possible to
control
9 to 12
13+
Risk is significant & action should be
taken to control or eliminate the problem
report to be made
Immediate action should be taken, report
to senior managers. Work should cease
until………
LSR
SRC
RSA
IAR
© the Design and Technology Association
End of session 3
Before our next meeting and during your
visits to your School Experience School
you have 3 tasks:
(1) Undertake a risk assessment for a
teaching aspect that you will be working
on.
(2) Sketch a work area and calculate the
number of workspaces in that area.
(3) Go back and look at the “list of aspects”
that we identified at the start of this
session – read BB81 and BS4163 (2007) and write bullet points about what you
have found in your department.
© the Design and Technology Association
More Departmental Responsibilities
• HoD must ensure that all engineering controls
(Including fume cupboards) and local exhaust
ventilation and pressure systems are subject to
appropriate regimes of maintenance,
examination and testing.
• So it’s here that PAT testing comes in.
© the Design and Technology Association
PAT Testing
Who does it?
How is it
recorded?
© the Design and Technology Association
The Teaching Environment
• The Teaching Environment plays an
important role in developing a Health and
Safety Culture.
• Teachers need to ensure the environment
is clean and well organised.
• It should give the impression on first sight
that Health and Safety is an important
issue.
© the Design and Technology Association
When thinking about the environment you need to:
• Ensure the environment is not a H&S
hazard and be able to organise working
spaces to avoid risks.
• Be aware of BS 4163 (2007) Health and
Safety for D&T in schools and apply
current safety regulation.
• Be able to monitor and review school
policy and apply current safety working
practices.
© the Design and Technology Association
Teaching Strategies.
When thinking about teaching strategies you need to:1.
Adopt appropriate teaching strategies understanding
common misconceptions and mistakes that are
associated with D&T activities.
2.
Plan and teach lessons safely, Taking account the needs
of the class and the activities to be done.
3.
Be aware of the presence of other non-specialist adults
in the room.
4.
Be sure that you can develop appropriate attitudes with
regard to H & S.
© the Design and Technology Association
Check that:10.
Are you sure that other adults involved in the lesson are aware of
Health and Safety issues?
11.
Have you checked to see that all tools in your lesson plan are
available and properly maintained?
12.
Is pupils’ work properly stored?
13.
Do you have reminder notices about safety points displayed in the
room.
14.
Is your first-aid qualification up-to-date?
15.
If something goes wrong is appropriate help nearby?
© the Design and Technology Association
Records
• Department must retain records of risk assessments for at
least five years after the cessation of the activity
concerned.
• Copies of the risk assessment must be lodged with the
School’s SMT.
• All accidents and incidents concerning activities that have
an associated risk assessment must be reported to the
SMT.
© the Design and Technology Association
Module 3 –Equipment, Tools Materials and Components
• Course delegates must demonstrate that they are aware
of the regulations and guidance in using electrical,
electronic, mechanical, hydraulic, pneumatic
components and systems.
…are aware of the risks and potential dangers associated with the
dismantling of existing products in order to carry out investigative,
disassembly and evaluative activities as part of the National
Curriculum Programmes of Study.
© the Design and Technology Association
Module 3 –Equipment, Tools Materials and Components
…know what Health and Safety training is required and what
pupils need to be taught about H & S.
…understand their liabilities as teachers and the liabilities of
the school’s line management structure with regard to H&S.
…are aware of the need to have specific training in order to
use and teach others how to use certain tools and equipment.
© the Design and Technology Association
Module 3 –Equipment, Tools Materials and Components
• ….are aware of the regulations and guidance at
national, LEA (LEA is legally obliged to have a policy)
and school level related to the teaching of Design and
Technology.
…understand and apply current legal requirements with
regard to Health and Safety issues regarding the teaching
of Design and Technology in Schools
…understand their responsibilities as employees and their
employer’s responsibilities toward them.
© the Design and Technology Association
ACTIVITY 3
• Identify a piece of equipment used in a room in which
you teach in e.g hand tools, centre lathe, pillar drill etc.,
and use BS4163 (2207) to make brief notes against
each of the headings in the chart.
© the Design and Technology Association
LAST ACTIVITY
•
Identify a piece of equipment used in a room in which you teach in e.g hand
tools, centre lathe, pillar drill etc., and use BS4163 (2207) to make brief notes
against each of the headings in the table.
Positioning
Appropriate at which
Key stage
How are the students
trained
lighting
Enough equipment for
the activity.
How is it
maintained/records
© the Design and Technology Association
Health and Safety
It’s all a question of balance !!!!!
© the Design and Technology Association
….and finally……
Enjoy your subject and
above all else enjoy
your career as a D&T
teacher, it’s something
special
© the Design and Technology Association
My contact
les@ideasin2action.co.uk
www.ideasin2action.co.uk
01526 378111