Guidance in completing the Risk Management Plan Proforma – Vehicles on Conservatorium grounds
Guidance in Completing the Risk Management Plan Proforma
Hazard Identification
The following may assist with identifying hazards relating to vehicles on Conservatorium grounds. Consider what
could go wrong, that is, the potential injuries or illnesses that could occur. Hazards are the sources of these
potential injuries or illnesses.
Layout – consider aspects of the Conservatorium’s layout which may allow students and vehicles to mix e.g.
shortcuts across car parks, lack of defined walkways, combined entrance points for vehicles and pedestrians,
proximity of play areas to driveways, loading zones,
Risk Assessment Matrix
reversing points, location of large waste bins. Consider
elements of the layout which would limit the visibility of
How serious
How likely is it to be that
pedestrians e.g. blind corners, overhanging plants.
could the injury
serious
Consider the safety of each entry point to the
be?
Very
Very
Conservatorium. Liaise with RTA and local council when
Likely Likely Unlikely Unlikely
moving or creating entry/exit points.
Death or
1
1
2
3
permanent injury
Environment – Consider aspects of the environment that
Long term illness
may present a hazard such as weather conditions and
1
2
3
4
or injury
road or car park surface. Visibility and traction are
Medical attention
reduced when the weather is wet or foggy; therefore
& several days
2
3
4
5
presenting a greater risk.
off
People – Consider human factors such as student’s
First aid
3
4
5
6
maturity, age, skill level, general behaviour, driving
needed
behaviour and the level of supervision required. Consider
Severity – is how
Likelihood – is an
student drivers use of Conservatorium car parks.
seriously a person
estimate of how probable
could be harmed
it is for the hazard to
Communication – Ensure there is clear communication
cause harm.
between parents, students and the community about
vehicle movements within the grounds. e.g. advise
Legend
parents of the best place to pick up and drop off students.
1 and 2 High risk; deal with the hazard
Information Booklets, websites and newsletters to parents
immediately
can be used for this purpose. Signage can be used to
3 and 4
Moderate risk; deal with the hazard as
assist in this communication.
soon possible
5
and
6
Low risk; deal with the hazard when able.
Other – Consider other hazards such as students on
bicycles or times of the day that are more hazardous e.g.
overflow of pedestrians into car parks, driveways and roads during busy times. Also consider pedestrian safety at
venues e.g. at a concert or excursion.
Risk Elimination or Control
Eliminate the risk: Change the activity or stop using it eg close a gate to vehicles which isn’t needed. If this is not
reasonably practicable, control the risk as far as practical using the hierarchy of controls below. Select the highest
possible control and/or use a combination of controls to reduce the risk.
Substitute the hazard: Replace the activity, material, or equipment with a less hazardous one e.g. consider if
there is a safer alternative entry point for cars or pedestrians.
Isolate the hazard: Isolate the hazard from the person at risk; fence areas to ensure separation of students and
vehicles, close gates to prevent unauthorised entry by cars.
Use engineering controls: Install bollards to prevent vehicles accessing playground areas, place stoppers in
car park to prevent accidental ‘overshoot’ when parking, use speed humps to minimise vehicle speed, install
mirrors to improve driver and pedestrian vision, maximise visibility by trimming plants, installing lights or removing
obstructions, as far as possible, limit entry of vehicles by gates.
Use administrative controls: Establish procedures and safe practices eg supervision of students, use
resources to educate students on pedestrian safety, set and enforce out-of-bounds areas, develop and
communicate drop-off procedures to parents and care givers, erect signs for speed limits, visibly mark areas not
to be used as a thoroughfare, designate safe play areas away from vehicles, communicate with staff re safe
driving and parking onsite, liaise with local council or RTA re improving safety in adjoining streets (see Safety
Around Schools resources).
Use personal protective equipment: Encourage students to wear bright wet weather gear, brightly coloured
hats and non-slip shoes in conjunction with other control measures identified.
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