G643e Primary Curriculum Code of Practice
Para
Page No.
1
Introduction
1
2
Responsibilities
1
3
Risk Assessment
1
4
Primary Curriculum Subjects
2
4.1
Science
2
4.2
Design and Technology
12
4.3
Art and Design
15
4.4
ICT
19
4.5
Physical Education
20
1.
Introduction
This Code of Practice outlines the safe working practices that are necessary to
ensure the risks associated with Primary school curricular activities in the following
subject areas across key stages 1 and 2 are controlled in line with best practice
standards: Science, Design and Technology, ICT, Art and Design and Physical
Education.
2.
Responsibilities
Governing Bodies must ensure that health and safety policies and procedures and
Codes of Practice are adopted and monitored.
The headteacher, where appropriate through subject leaders, teachers and other
support staff, must cooperate with the County Council in implementing this Code and
is responsible for ensuring that it is brought to the attention of all staff.
The headteacher is responsible for monitoring the implementation of the Code and
for completing the Record of Procedural Arrangements (Primary Curricular Activities)
F643g and the afPE PE risk assessment form for each PE work area (F643f).
3.
Risk Assessment
The process of risk assessment is required by health and safety legislation. This
Code has been created on the basis of an assessment of the risks inherent in
Primary school curricular activities. It indicates the main hazards and the protective
and preventive measures necessary to control the risks.
The law requires risk assessments to be recorded. Model risk assessments for
Primary school activities are recorded in this Code of Practice, but there must be
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G643e Primary Curriculum Code of Practice
evidence that these assessments have been consulted and that the protective and
preventive measures required have been taken into account.
Headteachers must, therefore, sign off F643g Record of Procedural Arrangements
(Primary Curricular Activities) to show that these model assessments have been
consulted or customised to reflect local circumstances as appropriate.
The form should be reviewed annually for performance monitoring purposes or
whenever significant changes occur.
4.
Primary Curriculum Subjects
This part of the Code covers the basic work carried out in science, design and
technology, art and design, ICT and PE in Primary schools.
However, Primary schools should also refer to the Codes of Practice for science,
design and technology, drama and PE for High schools as appropriate if they
undertake anything other than this basic work as part of Key Stage 2.
4.1
Science
In addition to the control measures described below schools should refer to Primary
resources available on the CLEAPSS website. Password details for the CLEAPSS
website can be found in the Primary Science and Technology newsletter that is
circulated to all schools.
It is recommended that Primary schools also refer to the current (4th) edition of ‘Be
Safe!: health and safety in school science and technology for teachers of 3 to 12
year olds’ published by the Association for Science Education (ASE).
4.1.1 Electricity
Hazards
The main hazards associated with electricity are electric shock, burns and fire.
Controls
Mains Electricity
Teach pupils the dangers and emphasise that they must never experiment with
mains electricity.
Teachers must decide whether they consider pupils competent to plug in and/or
switch on mains electricity. Pupils may well be doing this at home, but need to be
aware of the dangers and how to do so safely and correctly.
All mains plugs must have an insulated sleeve on the live and neutral pins. Any
plugs not of this type should be changed by a competent person.
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Ensure that the socket is switched off before unplugging or plugging in electrical
appliances.
All portable electrical equipment with a mains electrical plug must be tested, usually
annually. Any frequently used equipment not tested within the last twelve months
should not be used.
Before use equipment should be inspected visually for damage to the plug casing,
frayed leads, naked wires or exposed inner insulation. The cable should be securely
attached. Any equipment not passing this test should be removed until repairs have
taken place and it has been retested.
The use of adapters is not recommended. There should be sufficient sockets to
supply the portable appliances used. Where, exceptionally, more outlets are
required, a purpose made 3 or 4 way trail type adapter may be used as a temporary
measure.
Keep trailing leads tidy and away from water and walkways. Use cabling protectors
to prevent people tripping over them.
See also guidance on Portable Electrical Equipment on Schools’ PeopleNet.
Batteries or Low Voltage Power Supplies
Rechargeable batteries can be used, but if short circuited they can become very hot.
Use only the recommended charger; the charging should only be carried out by a
member of staff. High capacity, rechargeable batteries are not recommended.
Do not mix rechargeable and non-rechargeable cells.
Do not allow pupils to cut open batteries as the contents can be corrosive and
poisonous.
Tiny batteries, e.g. those used in watches, are not suitable for use in Primary
teaching activities.
Low voltage power supplies (up to 12 volts) are a suitable alternative to batteries.
4.1.2 Use of Chemicals
In work on materials, pupils may encounter small quantities of kitchen and other
chemicals. In general there are few risks to using chemicals in Primary science.
Hazards
The hazards associated with the use of chemicals are inhalation, ingestion, skin
irritation and entry into the eyes by toxic substances. Flammable chemicals also
pose a fire and explosion hazard.
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Controls
General controls when using chemicals are listed below. Controls for specific
chemicals/curriculum activities are contained in ‘Using Chemicals Safely’ (CLEAPSS
document G5p).
Use the smallest amount and most dilute chemical that will meet educational aims.
Reduce number of pupils involved if supervision might be an issue, or bring in extra
supervision.
Consider space and layout of work area.
Carry out activity as a demonstration rather than as a class practical.
Brief support staff on possible hazards and remind them of emergency procedures.
Prohibit eating and drinking in science lessons.
Ensure children wash their hands thoroughly and do not skip the process.
Check that no pupils have food allergies that may be triggered by contact with
chemicals (materials) used.
Keep chemicals in properly labelled containers. Never use old food or drink
containers to store chemicals.
Only keep small quantities sufficient for needs.
Keep a record of all hazardous chemicals stored.
Store chemicals with hazard symbols securely and keep safely away from children
while in use.
Label all chemicals and do not decant them into other, unlabelled containers.
Dry spills can usually be swept up, wrapped and placed in the normal refuse, but
check details for hazardous materials. Most wet spills can be mopped up quickly with
paper towels, cloths or a mop, then diluted in water and poured away, preferably
down a toilet whose outlet goes directly into the drainage system.
Have a supply of clean water available whenever work is carried out that may result
in burns or injuries to the eyes.
Eye protection - It is unusual for a Primary science activity to require eye protection.
Consider whether the activity is appropriate for Primary schools. If in doubt, call the
CLEAPSS Helpline on 01895 251496.
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Understand the hazard warning symbols on containers and follow the instructions.
The hazard warning symbols changed recently to international symbols and are
being introduced throughout Europe from 2010 to 2015. Some symbols are similar,
but there is no single word describing the hazard. Examples of the new symbols,
with descriptions provided by CLEAPSS from left to right, are provided below:
1. Oxidising
2. Health hazard (including carcinogens, sensitisers)
3. Corrosive
4. Acutely toxic
5. Gas under pressure
6. Moderate hazard (formerly Harmful or Irritant)
7. Flammable
8. Explosive
9. Hazardous to the aquatic environment
Hazardous substances should be used only where there is not a safer alternative.
See also guidance on Hazardous Substances and Chemicals on Schools’
PeopleNet.
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4.1.3 Heat Sources
Hazards
The hazards associated with heat sources are burns to pupils and staff from contact
with hot surfaces, fire and possibly the production of toxic vapours and fumes.
Controls
Several practical activities require the use of heat. The following are suitable and
acceptable sources but must be closely supervised by an adult:
Hot water/hot water bottles
Water from a kettle or water heater should be cooled before use to no more than 50
°C. Use a ‘spirit’ thermometer to test this. Mercury thermometers are not suitable for
use in Primary schools.
Tealights
Place securely in a metal tray, e.g. baking tray or tin lid filled with sand.
Mains electric rings
E.g. Baby Belling stoves - follow the same strict safety precautions as for cooking
activities.
Hairdryers
Do not bring hairdryers in from home because they may not have been constructed
to the same standards as those intended for use in schools. Hairdryers available
from school suppliers are thoroughly tested beyond the requirements for domestic
hairdryers.
Spirit burners, picnic stoves and other bottled gas devices, hot-air paint strippers and
Bunsen burners are not recommended for Primary school use.
Heat Sources: General Precautions
Warn pupils about hazards involved, e.g. hotplates may be hot without appearing so.
Ensure all heating activities take place under close adult supervision.
Warn pupils not to lean across the table in case they come into contact with the
flame/hot object.
Combustible materials should be removed.
Never leave a naked flame unattended. Dispose of matches carefully.
Long hair and loose clothing must be tied back.
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Do not allow lit candles to be carried around.
Pupils should stand for the activity, so that they can move away quickly in case of an
accident.
4.1.4 Animals in Primary Schools
Primary schools often keep their own animals, but animals are also brought into
school for short periods. Some schools also keep chickens.
Animals kept in schools pose minimal hazards provided that they are kept well in
appropriate housing, people in charge of them are aware of any particular
requirements the animals have and general precautions outlined below are followed.
Typically, Primary schools keep fish, various small mammals, giant African snails
and stick insects. Greater hazards are involved when animals are brought into
school for short periods, e.g. pets or garden ‘minibeasts’.
Hazards
The hazards associated with the keeping of animals are the transmission of disease
(particularly from farm animals) or parasites, bites, or stings; and infection or
contamination due to animal waste products.
Controls
Proper planning regarding the care of animals is essential before deciding to keep
animals in school. Consult a reference book before keeping any animal. Use
reputable suppliers
Keep animal housing clean and disinfect at regular intervals.
Make suitable arrangements for holiday periods.
Where animals are brought into school for a short period staff may not have
sufficient experience of handling and looking after the animals concerned. Refer to
reference texts (including CLEAPSS guidance documents listed below) if unsure.
Liaise with parents when pets are brought in to school to ensure the particular animal
is suitable for the particular class group.
Cover cuts and abrasions on exposed skin.
If animals run free on the floor or on tables, surfaces must be disinfected afterwards.
Pupils and staff must wash their hands before and after handling animals. Pupils
should wash hands in the classroom so that staff can be sure that hand washing
takes place. Very young pupils should be supervised when washing hands.
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Animal wastes must be disposed of hygienically and any contaminated surfaces
cleaned and disinfected.
Children known to have allergic reactions to animals must have restricted access to
animals that may trigger a response. Similar considerations apply to children who
may be phobic about certain animals.
The following CLEAPSS documents provide comprehensive guidance:
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‘Bringing Pets and Other Animals into Schools’ (PS 55)
‘Small Mammals’ (L52)
‘Housing and Keeping Animals’ (L56)
‘Incubating and Hatching Eggs’ (L71)
‘Aquaria in Primary Schools: Electrical Safety’ (L124)
‘Giant African Land Snails’ (L197)
‘Bees and Beekeeping in Schools’ (PS87)
See also guidance on Infection Control on Schools’ PeopleNet.
4.1.5 Use of Plants in Primary Schools
Hazards
The main hazard associated with the use of plants is that many are poisonous or
irritants. Some pupils may be particularly vulnerable, e.g. those with allergies or
asthma.
Controls
Teach children to avoid touching their eyes when handling plants.
Teach children never to taste any part of a plant unless they are certain that it is
safe.
Warn children not to eat attractive looking fruits and seeds and teach children to
always wash their hands after handling plants.
The plants listed below are poisonous. However, instances of more serious harm are
extremely rare and following the general controls above should be sufficient in most
circumstances.
Garden and hedgerow plants
Black bryony
Ivy berries
Black nightshade – especially unripe
Larkspur leaves and seeds
berries
Bluebell
Lily of the Valley
Bracken
Lupin
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Buttercup
Christmas rose
Cuckoo-pint
Daffodil – all, especially bulbs
Deadly nightshade
Foxglove
Giant hogweed
Hemlock
Henbane
Iris and ‘flags’, all but especially rhizomes
Mistletoe leaves and berries
Monkshood or aconite
Potato – except the tubers
Ragwort
Rhubarb – except leaf stalks
Snowdrop – all, especially bulbs
Tomato – except fruits
Tulip bulbs
White bryony
Woody nightshade – all, especially
berries
House plants
Castor oil plant seeds
Hyacinth bulbs
Dumb cane
Poinsettia leaves and flowers
Trees and shrubs
Broom seeds
Privet – all, especially berries
Cherry laurel leaves and fruits
Rhododendron leaves and flowers
Holly berries
Snowberry fruits
Horse chestnut leaves, flowers and
Spindle tree
‘conkers’
Laburnum – all, especially seeds
Yew – all, especially seeds
Vegetables and fruit
Beans – French and red kidney, raw or
Rhubarb – leaves
undercooked
Potato – all green parts, including tubers Tomato – leaves
See also ‘Plants for Classrooms’ (CLEAPSS document G42).
4.1.6 Micro-organisms
Hazards
The main hazard associated with work with micro-organisms is infection through
inhalation, ingestion or entry through the eyes or cuts to the skin.
Controls
Only the following microbes that are not known to be hazardous to humans should
be used:
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Yoghurt
Baker’s and brewer’s yeast
Mould gardens and compost
Cheese-making bacteria
Edible mushrooms
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Growing microbes on Petri dishes should not be carried out in Primary schools as
this requires special skills, materials and equipment that Primary schools do not
possess.
Do not use microbes from natural materials such as soil or pond water. Also avoid
obviously risky sources such as rubbish from dustbins, rotting meat or fish, human
body fluids or the remains of animals.
Staff and pupils must always wash their hands thoroughly with soap and water after
working with microbes.
Hands must also be washed before any work in which microbes are used to prepare
food that will be tasted. Hands should be dried hygienically using disposable paper
towels rather than a hand towel.
Cover all cuts and abrasions on staff or pupils before starting work with microbes.
All material used for growing microbes should be in covered containers (bottles, jars,
cartons with lids, open containers covered with Clingfilm).
When growing yeasts, the container should not be completely sealed to allow carbon
dioxide to escape.
Only grow microbes using the natural materials on which they normally grow.
Pupils must never put anything into their mouths during this work.
Mould cultures should be dated.
If spills from microbe cultures occur, wipe them up immediately. Use disinfectant,
wearing plastic or rubber gloves and guard against splashes into the eyes .
For disposal, treat used cultures with disinfectant (hypochlorite or Virkon) before the
remains are disposed of. Leave to soak overnight and preferably for 24 hours
ensuring pupils cannot come into contact with the disinfectant.
See also ‘Studying Micro-organisms in Primary Schools’ (CLEAPSS document L190)
and guidance on Infection Control on Schools’ PeopleNet.
4.1.7 Viewing the Sun
Hazards
The main hazard is the sun's rays causing eye damage or fire if shone through
convex lenses.
Controls
Teach pupils never to look directly at the sun.
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Be aware that the focusing of the sun’s rays with a convex lens can cause a fire.
Lenses, especially large ones, should be stored out of direct sunlight.
Teach pupils using binoculars and telescopes to take care not to look directly at the
sun, even accidentally.
Special care should be taken when viewing an eclipse of the sun.
See also ‘Viewing the Sun’ (CLEAPSS document PS17).
4.1.8 Ponds and Environmental Areas
Hazards
The main hazards are drowning; unsupervised access to the pond, particularly by
younger children; and water quality and associated health hazards such as
leptospirosis and the effects of blue-green algae.
Controls
Access should be controlled and the pond effectively closed when not in use. This
may be done with fencing, or vegetative barriers, or for smaller ponds, steel, rigid
mesh fixed over the top of the pond.
Children must be supervised.
Ensure that children with cuts on their hands cover them with waterproof plasters or
wear suitable gloves, avoid ingestion of water and ensure that all children wash their
hands after the activity especially before eating.
Children and adults should wear appropriate footwear.
School has in place a normal operating policy for the pond and an emergency action
plan.
The County Council has adopted guidance on child pond safety produced by RoSPA
(Royal Society for the Prevention of Accidents) as its standard for safe practice.
Search the RoSPA website under ‘pond dipping’ for guidance on risk assessment of
school wildlife ponds and pond dipping. See also RoSPA guidance on ‘Pond &
Garden Water Safety’ for details on mesh, grilles and fencing.
See also the following CLEAPSS documents:
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‘Developing and Using Environmental Areas in Schools Grounds’ (L221)
‘Supplementary Risk Assessment: Using School Ponds’ (SRA09)
‘Supplementary Risk Assessment: School Grounds’ (SRA08)
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4.2
Design and Technology
In addition to the control measures described below schools should also refer to
Primary technology resources available on the CLEAPSS website. The password
details for the CLEAPSS site can be found in the Primary Science and Technology
newsletter that is circulated to all schools.
4.2.1 Use of Tools
Hazards
The main hazards associated with the use of tools are cuts, bruises, dusts, fumes
and electrocution.
Controls
The Design and Technology Association (DATA) has created national standards and
an accreditation scheme for health and safety training in Design and Technology
aimed at Design and Technology coordinators in Primary schools. This also includes
guidance for non-specialist Primary teachers. It is recommended that D&T
coordinators gain the Primary Health and Safety accreditation. Details of the
standards and the accreditation scheme are on the DATA website.
Pupils must be taught how to use tools safely.
Pupils should be encouraged to keep their work area tidy and to return tools to their
storage point.
Cutting tools present fewer hazards when they are kept sharp, but pupils should be
warned that they are very sharp.
When sawing, ensure that the blades are firmly attached to the saw. The material
being cut should be firmly attached to the bench using a vice, G-cramp or bench
hook.
Do not use wood chisels and tin snips with young pupils.
Craft knives should be used only by responsible pupils and even then only under
supervision. A metal safety rule should be used as a guide. Keep hands behind the
cutting edge. Use retractable blades if possible.
Check periodically that the heads of hammers are secure in their shafts.
Pupils should not use electric hand tools powered by mains voltage or rechargeable
cells.
If cutting expanded polystyrene with a hot wire cutter the area should be well
ventilated. Machine sanding or cutting should not be carried out. Hand cutting with a
hacksaw and manual sanding must be carried out in a well ventilated area.
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Although dusts can be dangerous, manual sanding of softwood or balsa by pupils is
unlikely to cause a serious problem. Dust should be removed with a damp cloth or a
HEPA vacuum cleaner. Do not brush down work areas.
If sufficient dust is produced to be considered a problem then a face mask should be
worn, or an extraction system should be available.
Protect eyes from sawdust and splinters.
See also ‘Tools and Techniques in Primary D&T’ (CLEAPSS document DL111).
4.2.2 Food Preparation
Hazards
The hazards associated with pupils preparing food are contaminated equipment and
worktops; potentially the food itself; and dirty or contaminated hands and clothing, all
of which may lead to infection or food poisoning.
Kitchen areas also present burn, scald, fire and explosion hazards due to the
number of hot surfaces and the use of cookers. The use of knives and power mixing
equipment bring further hazards such as cuts, punctures and trapping of fingers and
hands.
Controls:
Staff involved in teaching any aspect of food handling must be suitably competent.
The Chartered Institute of Environmental Health (CIEH) Foundation Certificate in
Food Hygiene was superseded, with effect from 31 March 2007, by Level 2 Awards in
Food Safety. These awards are now the recommended qualifications for all food
handlers. Go to the CIEH website’s course finder database to find a local training
provider.
Hygiene
Warm water, soap and towels (preferably disposable) must be available.
Staff and pupils must wash their hands before and after handling food.
If a member of staff or a pupil has a skin, nose, throat or bowel infection they must
not handle food.
Pupils should not wear jewellery when handling food.
Waterproof dressings should be used on cuts or abrasions.
Dry foods must be stored in suitable airtight containers in clean cupboards.
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Regular checks should be carried out on ‘best before’ and ‘use by’ dates.
A refrigerator operating at temperatures below 5C is essential for storing perishable
and cooked foods; a thermometer should be available.
Keep meat, fish, or dairy products either below 5C or, if they are cooked and waiting
to be eaten hot, above 63C.
Do not store uncooked meat, poultry or fish above or near cooked foods.
Cracked or chipped china should be disposed of.
Storage areas should be cleaned regularly with appropriate cleaning materials.
Food waste should be put into a separate bin with polythene liner.
Food preparation surfaces must be cleaned before use. If possible, specific tables
should be kept solely for food use.
Wooden chopping boards or other wooden equipment should not be used. Only anti
bacterial plastic chopping boards are suitable.
Pupils should wear clean aprons and tie back long hair.
Fridges and freezers used for the storage of food should not be used for any other
purpose.
See also guidance on Infection Control on Schools’ PeopleNet.
Use of Cookers
Only teachers should light gas cookers. Use an automatic igniter if fitted, or a spark
generator.
Turn off gas at the mains tap when an activity is finished and at the end of the day.
The cooker should be located in an area on its own away from other equipment,
doors, passageways, etc. The area around it should be uncluttered and the floor kept
clean.
The area around the cooker must be free from combustible materials; there should
be no wall displays, pinboards etc nearby.
Pupils should be discouraged from wearing loose clothing. A fire blanket should be
kept in the area and staff should know how to use it. Portable cooker trolleys should
have a fire blanket. Staff should know the means of exit from the cooking area and
how to raise the alarm if necessary.
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A microwave is safe as long as the door and the seal are working properly. However,
items being taken out can be deceptively hot - use oven gloves.
Pupils should be closely supervised at all times. Frying should not be carried out in
Primary Schools.
Cookers used for food should not be used for other purposes.
Food Preparation: General Precautions
Pupils must not carry containers of hot water.
With very young pupils avoid activities involving boiling sugars or oils.
Teach pupils to test if something is hot by placing a hand over the top rather than
touching it.
Saucepan handles should be positioned safely.
Dry oven gloves must be used when moving hot tins, dishes, etc. Oven gloves in
need of repair should not be used.
Personal possessions other than those needed for the activity should be kept away
from food preparation areas.
Staff must know how to isolate gas and/or electric supplies.
Check equipment visually before use and on a regular basis - see maintenance
schedules in Selection and Maintenance of Work Equipment Guidance on Schools’
PeopleNet.
4.3
Art and Design
4.3.1 Hazards
The hazards associated with art and design include toxic vapours from paints,
solvents and fumes from kilns. The risk of fire is significant when using kilns, batik
boilers etc. and also from flammable liquids such as paints and solvents. Hazards
are also present from craft knives, guillotines etc. Toxic dusts can be produced by
certain clays and glazes.
There is a range of hazards associated with drama, particularly with performances or
productions. Refer to the Drama Code of Practice if planning productions involving
Primary age pupils.
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Controls
Spray Paints
Most paints used in Primary art and design are of low toxicity and are low risk.
However, some schools use spray paints that contain solvents which can be highly
flammable and that also present health risks. They should be used only in well
ventilated areas and for short duration. There should be no ignition sources.
Guillotines and Rotary Trimmers
Guillotines must only be used by staff.
They must be guarded and stored securely with the blade left down.
Rotary trimmers may be used by pupils provided they have been instructed in their
use.
Kilns
Flammable materials must not be stored near or used adjacent to the kiln.
Fire fighting equipment – a dry powder extinguisher - must be available and access
to it must be kept clear.
A device to control the temperature of operation is recommended if not already fitted.
Where kilns are located in open areas they should have protective cages that
prevent access, except through a lockable gate. The exterior of a kiln can become
very hot.
An indicator to show that the kiln is in operation should be fitted. This would normally
be a light, sited where it can be readily seen from the normal working area.
Operating instructions should be clearly displayed in the kiln room and must include
start up, operating, shut down and emergency procedures.
Severe burns can be inflicted and considerable damage to a kiln can result if it is
suddenly opened at a high temperature. Kilns should not be opened at temperatures
above 250°C or unloaded until the fired items have cooled completely.
Great care should be exercised when viewing through spy or bung holes.
Procedures for dealing with burns should be known by all appropriate staff.
To ensure kilns are maintained in a safe condition, regular formal inspections are
required. Before use and termly visual checks should be carried out by a member of
staff and a formal inspection will be required by a specialist maintenance contractor
on the following schedule:
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 Use at least once a week: annual inspection
 Use at least once a fortnight: two yearly inspection
 Use less frequently (monthly, termly or yearly): three yearly inspection
Formal inspections are carried out through NPS where schools are part of the BMP3
building maintenance scheme. Schools not in the BMP3 must ensure that suitable
arrangements have been made with a specialist contractor.
Kilns: Door Interlocks
Kilns must have an interlock to prevent the door being opened when the power
supply is switched on. There are a number of methods of interlocking including:
Captive Key: the key is fixed to the door. It enters the lock when the door is closed;
when it is turned the power is switched on.
Trapped Key: e.g. Castel Key - the same key fits the door lock and the power supply
switch; it is trapped in the door unless it is locked shut. Only then can it be used to
switch on the power.
Limit Switch: a switch is operated by the door and the power is switched off when the
door is opened.
Kilns: Temperature Control
Although some potters use traditional methods (e.g. cones) to measure the
temperature, school kilns should, as a minimum, have a pyrometer.
A more sophisticated method is a ‘programmable controller’ which controls the
temperature of the kiln through the full firing cycle. Fitting ‘programmable controllers’
is strongly recommended. Much, however, will depend on the experience of the
teacher. The controller would be particularly beneficial if the teacher is not a
specialist potter.
Kilns: Clay Dusts and Glazes
Clay dusts and glazes contain silica which can be harmful to health. The risk can be
controlled by:
Floors should be swept by a wet method or use a HEPA filter vacuum cleaner.
All working surfaces should be wet cleaned.
Clay dropped on the floor should be removed at once.
Hands should be washed after using clay.
Only glazes suitable for use in schools should be used.
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Batik Boilers
The most significant hazard with batik boilers is hot wax. The equipment is
electrically powered. To minimise the risk of burns and prevent electric shock the
following precautions must be taken:
Ensure the plug is wired correctly and fitted with the right fuse. The boiler should be
visually inspected before use and included in the combined inspection and test of
portable electrical equipment process.
Ensure the boiler is used in accordance with the manufacturer’s instructions.
Use the type of wax recommended by the manufacturer.
Ensure pupils are supervised at all times.
Avoid using extension leads where possible. Position equipment so that trailing leads
cannot cause equipment to be pulled over. If possible secure the boiler to the work
surface.
Place equipment on a fire proof surface.
Do not operate the boiler near highly flammable liquids or in damp rooms.
Ensure there is sufficient wax in the boiler before switching it on. Generally this is
between half and three quarters full.
Wear safety spectacles or goggles.
Do not move the boiler while the wax is in liquid form.
Do not leave the boiler switched on or unattended.
Remove wax from lid and side of the boiler with a cloth immediately after use. Do not
wash or immerse in water.
Plaster of Paris
Do not make a mould of a whole hand or encase any other part of the body as large
amounts of Plaster of Paris become very hot when setting and can cause serious
burns.
See ‘Using Plaster of Paris in Primary Schools’ (CLEAPSS document PS74) and
Management Information sheet 50/07.
Maintenance of Art Equipment
Maintenance requirements for art equipment are summarised in G646 Selection and
Maintenance of Work Equipment on Schools’ PeopleNet.
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4.3.2 Glues and Adhesives
Hazards
The hazards associated with the use of glues and adhesives are inhalation of toxic
vapours, irritation of the skin, burns to the skin and fire due to the flammable nature
of some solvent based adhesives.
Controls
Solvent Based Glues
These glues can be both toxic and flammable.
They must be stored in flammable cupboards when not in use.
Super Glues
Super glues are not considered suitable for use in Primary school curricular
activities.
Hot Glue Guns
Hot glue guns should be of the low temperature type (usually stated on the gun) and
only used under supervision.
Read the manufacturer’s instructions before use.
Hot glue guns should be used over a piece of hardboard or other similar place mat
with stands available to support them.
Burns from hot glue can be more serious because the glue remains in contact with
the skin and pupils could make matters worse by trying to remove it and burn their
hands.
In the event of a burn immerse the area in cold water for several minutes. It is
recommended that a container of water or access to water is available so that any
burns can be immediately immersed in water.
Detailed guidance is contained in ‘Glues and Adhesives’ (CLEAPSS document L18).
4.4
ICT
Hazards
The main hazards associated with work with display screens include musculoskeletal
disorders (e.g. upper limb aches and pains caused by poor posture), eyestrain and
fatigue and stress. There are also tripping hazards from cables and manual handling
hazards from transporting equipment.
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Controls
Use a specially designed trolley to house and transport portable computer systems
wherever possible
Ensure equipment is secure on the trolley, particularly when it is being moved
Keep leads and cables tidy.
Lay out the bench/trolley to ensure there is sufficient working space in front of the
keyboard.
When computer equipment is left unattended it must be switched off unless it is
being used for a specifically designed task; in which case it should be in a safe
location.
Provide adequate space around workstations for unhindered staff and pupil
movement.
Position the screen to avoid reflections.
Encourage pupils to adopt postures which do not impose a strain or require awkward
movements
In most tasks natural breaks occur as part of the inherent organisation of the work.
Where natural breaks do not occur, introduce rest pauses to prevent fatigue.
Classroom projects using computers will not generally involve intensive keyboard
work. However, some tasks may be visually demanding and teachers should ensure
that such work is alternated with less visually demanding tasks.
4.5
Physical Education
This part of the Code covers basic PE work carried out in Primary schools. Schools
should also refer to ‘Safe Practice in Physical Education and School Sport’, 2008
edition, published by the Association for Physical Education (afPE) which the County
Council has adopted as its standard for safe practice in PE. Schools should be
familiar with Part 1 of the afPE guidance and with Part 2 (activity specific) as
appropriate.
One copy of ‘Safe Practice in Physical Education and School Sport’ has been issued
to each school. Additional copies can be ordered via the publisher, Coachwise
1st4Sport.
Further support is available from the Lead Adviser PE and Sport on 01603 307701 or
the Health Safety and Well-being Team.
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Other sources of advice are the ‘Safe Practice in PE and School Sport’ section of the
Curriculum PE pages on the Norfolk Schools website, Schools’ PeopleNet and the
afPE website.
Hazards
Hazards in PE can be reduced through careful management, i.e. by balancing
appropriate challenge and acceptable risk. Schools should plan under the three
broad headings of People, Context and Organisation, as detailed in the afPE risk
assessment guidance adopted by the County Council.
The main hazards associated with PE work are slips, trips and falls, equipment
collapsing, insufficient space, hard surfaces and manual handling of equipment.
Further hazards are drowning and infection in swimming pools.
Controls
Primary schools must create and maintain a risk assessment for each PE work area.
F643h AfPE PE Work Area Risk Assessment can be found on Schools’ PeopleNet
for this purpose.
Inspection of Equipment
All indoor physical education facilities (gymnasium, halls, sports halls etc.) and
outdoor play equipment must be inspected regularly. All schools in the BMP3
building maintenance scheme have PE and gymnasium equipment inspected
annually through NPS. Schools that are not in BMP3 must make arrangements with
competent contractors to inspect this equipment at least annually, e.g. through
ESPO contract 107 - Gymnasium and Fitness Equipment Maintenance.
Footwear and Clothing
Bare feet will enhance the quality of floor work considerably, thereby making it safer.
If the condition of the floor does not allow this, soft soled plimsolls are the best
alternative. During activities such as ‘step aerobics’, where excessive and repeated
impact might be anticipated, suitable training shoes must be worn.
Wherever possible, clothing allowing freedom of movement should be worn that is
appropriate to the activity. See also pages 99-102 and 161-164 of afPE guidance.
Personal Effects (Jewellery etc)
Jewellery, i.e. watches, rings, earrings, bracelets, necklaces etc. (including jewellery
worn through the ears, nose, eyebrows, lips and other exposed areas of the body)
should not to be worn in PE lessons. Belts with metal buckles should not be worn
and long hair should be secured as appropriate to the activity. Pupils should be
consistently reminded of these requirements and a check carried out to ensure
compliance before activity begins.
It is important that parents are made aware of the policy of the school on the wearing
of jewellery or other personal adornments by pupils. Information should be given to
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parents via the school prospectus outlining the school policy on this issue and on the
requirements for PE. Regular reminders in School Newsletters etc. should help to
ensure the success of such a policy.
When ears, etc. are newly pierced studs and rings cannot be removed for around
four to six weeks while the piercing heals. In such cases afPE guidance (pages 99102) should be followed:
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All personal effects should be removed
If they cannot be removed, staff need to take action to try to make the
situation safe
If the situation cannot be made safe, the pupil(s) concerned should not
actively participate
Taping over ear studs is sometimes used to make the situation safe. However, the
adult in charge should be confident that this strategy will be effective.
Teachers must not remove or replace earrings. They cannot be responsible for the
consequences of removing or replacing earrings. Parents cannot transfer this
responsibility to teachers.
Use of Equipment
Trampolines and trampettes must not be used in Primary schools
Before use all apparatus should be checked by the teacher to ensure it is securely
fixed and stable
Apparatus should be placed taking account of all the activities in the room and any
obstacles, for example, pianos, doors and radiators
Broken and dangerous items must be removed from use, marked as defective and
reported immediately
Basic rules on the use of apparatus should be established, e.g. numbers who may
use it, height or weight restrictions etc.
Ball Games
The appropriate ball must be used for each activity. This should, wherever practical,
be the appropriate size and weight for the maturation of the pupils taught.
The correct rules for the game must be observed. However, to play some games
safely indoors or in small areas, the numbers of players will need to be reduced and
extra modified versions/rules applied. The teacher must assess the activity and take
account of these factors. This is the Organisation and Context part of the risk
management model.
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Many ball games have adapted rules to encourage the development of skills in
younger players, e.g. High Fives, Netball, Mini Soccer and Tag Rugby. Teachers
should make themselves aware of these or seek guidance from the PE Adviser.
If necessary, restrictions should be introduced to prevent damage to lights, doors
and windows, etc.
Storage
Items should be are stored so as to minimise risk of injury to those using the store
room or area
Mats
Mats with cellular (polyurethane) foam give off toxic fumes in a fire. PE mats should
be stored away from possible sources of flame.
Where there are suitable storage areas, mats should be stored in them and where
the stores have doors these should be kept closed.
Where the covering of mats is torn the mats should be recovered or repaired.
Mats should always be regarded as a piece of apparatus. In gymnastics they are
primarily used to provide a cushioned area for floor work; and to identify areas where
pupils will plan to land feet first when jumping from apparatus.
Typical 25 millimetre thick mats are adequate for most landing needs in school
gymnastics.
Mats should never be placed under wall bars to ‘protect’ children from falling. Mats
are inadequate for this purpose and can lead to pupils perceiving that they are ‘safe’
and to a false sense of security which may lead to them disregarding safety advice
and attempting activities beyond their capability. Pages 90-91 of afPE guidance
refer.
Mats should not be placed profusely and indiscriminately in an effort to ‘maximise’
safety in a PE work area as this can create tripping hazards
Backward and Forward Rolls
Forward and backward rolls should not be taught to pupils under national curriculum
year 2.
Care is needed where weight is projected either directly forwards (forward roll) or
backwards (backward roll) with the body in a tucked position. The risk is of hyperflexion of the neck due to body weight being exerted against the back of the head.
It is essential to assess young people for the required strength in the arms before the
forward roll is attempted, and to break the roll down into component parts in learning
the action. Until the ability to support body weight through the arms is evident, the
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forward roll should not be attempted unless compensatory safe physical support is
provided.
Progressive, developmental practices should be planned before attempting these
moves in standard curriculum settings.
Goal Posts
Fixed or free-standing goal posts must be obtained from recognised sports
equipment manufacturers and conform to relevant standards - BS EN 748:2004 (full
size); BS 8462:2005 or the now withdrawn standard PAS 36: 2000 (mini soccer
goals).
Wooden, home-made or user modified goalposts must be replaced.
Goal posts must be assembled, maintained and properly stabilised in accordance
with manufacturer’s instructions.
Check that the stabilisation method is not affected by poor ground conditions, e.g.
sandy or dry soil, or poor installation.
Stability of posts must be checked prior to use and regularly inspected.
Check for loose and missing nuts, bolts, pins and other fixings; firm attachment to
anchoring points or signs of movement in sockets; broken or missing net fixings; any
broken cord in the nets; bent sections.
Check that netting is well fitted and does not extend beyond the area covered by the
base of the posts.
Goals must not be modified or repaired by welding or substitution. No repairs are to
be made that alter structural integrity, design or shape.
Safe lifting and carrying techniques employed when carrying and positioning freestanding goal posts following manufacturer’s instructions. Full sized goals should
never be moved using fewer than 4 adults.
Dismantle free standing posts after use and remove to a place of secure storage. If
no method is available to store goals safely, it is safer to leave them in place,
properly stabilized as if in use.
Pupils are not allowed to climb or swing on or swing from goal posts.
Keep a log book to record when goals were assembled, how they were installed and
how they are maintained.
Page 87 of afPE guidance refers.
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Individual and Special Needs
Pages 73-80 of afPE guidance give detail on safe practice in PE for pupils with
speech and language, sensory, physical, behavioural and cognitive or a combination
of two or more of these special needs.
First Aid
Provision for those working off site should also be made. A travelling first aid kit and
clear, effective procedures for contacting the emergency services is considered to be
the minimum requirement. See First Aid guidance on Schools’ PeopleNet.
Swimming
Emergency Procedures:
All schools with a pool must comply with the requirements of the Code of Practice on
the Operation and Maintenance of Swimming Pools .The following points must be
noted when operating a pool:
 There must be a clearly defined emergency procedure known to all pool users
 An emergency alarm or telephone should be available at the poolside
 A long pole and life saving apparatus must be readily available to assist a
swimmer in difficulty
 The pool depth must be clearly indicated
Supervision and Competence:
Part One of the Swimming Pools Code of Practice gives details of the required
supervisory and competence levels of staff during school swimming. No school
swimming can occur unless at least one member of supervisory staff holds a valid
swimming pool lifesaving award. This applies regardless of the pool depth.
For swimming lessons or recreational swimming the ratio of pupils in the water to
teachers or instructors should normally be limited to 20:1. However, in varying the
pupil/teacher ratio the size and design of the pool, depth, pool visibility and
temperature of water as well as age and competence of the class must all be taken
into account. For pupils with special needs the ratio should be reduced according to
the severity of their disability.
The teacher or swimming instructor in charge of a group in the water must instruct
and supervise from the pool side from positions where everyone in the group can be
watched. However, where an additional adult is available, it is permissible for this
person to enter the water to assist in teaching.
Teachers accompanying pupils to and from public pools for teaching by a swimming
instructor are responsible to the headteacher for the welfare of pupils. Where these
groups exceed 20, the accompanying teacher should be capable of teaching or
supervising the remainder. If they are unable to life save they must inform the
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swimming instructor so that the lesson can be organised accordingly. Para 19.1 of
afPE guidance refers.
Hygiene:
Changing room floors should be cleaned regularly and kept as dry as possible.
Pupils should not be allowed to share towels or exchange footwear.
Pupils should be encouraged to use the lavatory before swimming and this should be
part of the training for pupils. When available, showers should be used.
Food and drink must not be allowed in the pool area.
The wearing of outdoor shoes at the poolside where swimmers stand and move
about should be discouraged
Pupils should be taught to dry themselves thoroughly, paying particular attention to
hair, ears and feet.
Training
Norfolk County Council provides health and safety in PE training on:
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Risk Management in PE - one day course aimed at PE subject leaders in
Primary and secondary
Safe Supervision of Swimming – one day course
Ensuring all pupils are Safe in PE – Primary – one day course aimed at
teachers, teaching assistants and coaches
Norfolk PE Teaching Competence Standards (NPETCS) – programme for
support staff in Primary schools and Cover Supervisors in High Schools
Training can be booked through Norfolk Integrated Education Advisory Service –
www.cpd.norfolk.gov.uk/sdms/ See also details in the PE and Sport CPD 2011-2012
brochure.
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