Revised August 2007
Guidance Notes on Health & Safety Issues related to Music
for Music Teachers and Licensed Music Teachers in Kent Schools
CONTENTS
1.
2.
3.
4.
Introduction and Purpose
Sources of KCC CFE Health and Safety Information
Definitions of Hazard and Risk
Principal Legislation
SPECIFIC HAZARDS & RISKS
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Oral Contact and Hygiene Issues
Manual Handling – Moving and Carrying
Electrical Safety
Noise
Working at Height
Environmental Safety (space, temperature, comfort, etc)
Fire Safety Precautions and Escape Routes from the Auditorium
First Aid
Accident Reporting
Child Protection
Disability and Equal Opportunities
Offsite Educational Visits
Other Sources of Health and Safety Information
Acknowledgements
1
1: Introduction and Purpose [Back to Contents]
These Guide Notes are intended for teachers employed by Kent maintained schools involved in
the delivery of music education and for Licensed Music Teachers working in Kent maintained
schools. They may also be useful for Teachers employed by the Kent Music School.
They do not purport to be a fully in depth treatment of the subject but are pointers towards
managing the main risks to health and safety that are associated with teaching and performance
in the music field. The main management of health and safety duties will usually be carried out
by the school. In Community and Voluntary Controlled schools the ultimate employer will be
Kent County Council (KCC) as the Local Education Authority (LEA) and such schools are
expected to follow the policies, advice and guidance set by the LEA. Health and Safety should
always take priority and be first call on the budget before books or sheet music.
In Foundation and Voluntary Aided (VA) schools, the employer will be the Governing Body.
KCC has to be transparent and make available its policies and advice, etc., to Foundation and
VA schools, but such schools do not necessarily have to follow them if they already have
adequate guidance of their own.
A more in depth treatment of responsibilities can be found on the DfES website in their
document “HEALTH AND SAFETY: RESPONSIBILITIES AND POWERS”.
This seeks to clarify responsibilities under existing health and safety legislation. It explains who
is responsible for the health and safety of school staff, pupils and others on school premises or
when engaged on educational activities elsewhere including visits. It sets out related powers
under education legislation and the key elements that a health and safety policy should include.
The document was sent to all schools and LEAs in December 2001 and can be found at the
DfES Website address:
http://www.teachernet.gov.uk/wholeschool/healthandsafety/visits/responsibilities/
2: Sources of KCC Health & Safety (H&S) Information [Back to Contents]
For SCHOOLS and LEA Officers, many KCC Children, Families and Education (CFE)Health
and Safety Policies and Guidance Notes are available the ClusterWeb Health & Safety
Documentation Index at: http://www.ClusterWeb.org.uk/Policy/health_safety_index3.cfm
LEA OFFICERS can also access SafetyNet on KCC’s Intranet. This contains a whole range of
KCC Health and Safety topics and sections, many with supporting Frequently Asked Questions
(FAQs). [KNet>Staff Zone>Health & Safety>SafetyNet]
Schools should note that we intend to make the full range of SafetyNet material available to
schools through the ClusterWeb’s Health & Safety Documentation Index as soon as we can.
SafetyNet is gradually superseding the original “KCC Framework for Health and Safety”. All the
former H&S content is being revised and completely up-dated into a more readable and userfriendly format. Moreover, there are, and will be, many direct hyper-links to other useful health
and safety information sources.
2
3: Definitions of Hazard and Risk [Back to Contents]
A Hazard is anything that has the potential to cause harm.
A Risk is the chance, or likelihood, that someone will be harmed by the hazard.
It should be decided if a hazard is significant or not and if it is, whether satisfactory
precautions have already been taken or more needs to be done to minimise the
risk.
A Risk Assessment should cover the risks that are reasonably foreseeable. This
includes assessing and planning for contingencies arising from foreseeable
changes.
The following is the five-step approach to risk assessments:





Step 1: Look for the hazards
Step 2: Decide who might be harmed and how
Step 3: Evaluate the risks and decide whether the existing precautions or
procedures are adequate or whether more should be done
Step 4 : Record the findings
Step 5: Review the assessment and revise it if necessary.
Simple Risk Assessment pro-forma, and examples of risk assessments can be
found on ClusterWeb through the following link:
http://www.ClusterWeb.org.uk/Policy/hsi_risk_assess.cfm
The following Risk Calculator may be found useful:
SEVERITY 
vs.
LIKELIHOOD 
Highly unlikely
Unlikely
Likely
Slightly harmful
Harmful
Extremely harmful
LOW RISK
LOW RISK
MEDIUM RISK
LOW RISK
MEDIUM RISK
HIGH RISK
MEDIUM RISK
HIGH RISK
HIGH RISK
3
4: Principal Legislation [Back to Contents]
Health and Safety at Work Law
Health and safety responsibilities derive from the Health and Safety at Work etc. Act 1974
and associated regulations made under it. Health and safety legislation is enforced by the
Health and Safety Executive (HSE).
Employers
The Local Authority/LEA is the employer for statutory youth groups. (Note: those in charge
of non-statutory youth groups may also find this document useful). Education employers
have duties to ensure, as far as is reasonably practicable:



The health, safety and welfare of teachers and other education staff
The health and safety of pupils in-school and on off-site visits
The health and safety of visitors to schools, and volunteers involved in any school
activity.
Employees
Employees have responsibilities too. The Health and Safety at Work etc., Act 1974 and the
Management of Health and Safety at Work Regulations 1999 apply to them as well.
Employees must:





Take reasonable care of their own and others’ health and safety.
Co-operate with their employers;
Not to misuse or interfere with anything provided in the interests of health and
safety;
Carry out activities in accordance with training and instructions, and
Inform the employer of any serious risks or shortcomings in the employer’s health
and safety arrangements.
NB: Schools and Teachers act in ‘loco parentis’, i.e. act as the reasonable parent when in
charge of pupils and other children when they are placed under our care. This duty can extend
to any instrumental music teacher working in a school (either LMT or non-licensed).
Principal Legislation:
Statute Law


The Health and Safety at Work etc., Act 1974 and Regulations made under the Act, e.g.
The Management of Health and Safety at Work Regulations 1999 (which give rise to the
duty to undertake Risk Assessments).
Common Law

The Common Law Duty of Care
4
SPECIFIC HAZARDS & RISKS
5: Oral contact and Hygiene issues [Back to Contents]
Specific Legislation:


General duty under the Health and Safety at Work etc., Act 1974.
Common Law Duty of Care.
CFE H&S Policies or Guidance:


The Universal Hygiene Precautions guidance (formerly the KCC Framework for H&S
pages 6.01 – 6.10 “Universal Hygiene Precautions for the Control of Infection”) is available
through the following link: http://www.ClusterWeb.org.uk/Policy/hsi_framework.cfm
KCC E&L Guidance on Communicable Diseases is available through the following link:
http://www.ClusterWeb.org.uk/Policy/hsi_communicable.cfm
Areas of possible risk to health
In some schools, recorders and other wind instruments have to be shared. Thus, it is prudent to
have some form of sanitisation arrangements in place for the mouthpieces (and not forgetting to
wipe clean the finger holes). Some instruments may have removable mouth-pieces and/or
reeds.
Working without sanitisation arrangements could lead to the risk of possible spread of colds and
communicable diseases such as cold sores (herpes simplex) and impetigo. Hepatitis A might
be spread by individuals who have poor personal hygiene habits.
Pupils new to instrumental music may consider that some parts of instruments could be steeped
in Milton 2 solution after use overnight as this would cater for the cleaning of the inside surfaces
of the mouthpiece or reeds. However, soaking them in this way could lead to damage to the
wood or the de-naturing of the plastic, leading to possible damage to the instrument.
Advice from the Kent Music School on Hygiene precautions in bands and orchestras states
that:
“There is a risk of infection if a pupil plays on a mouthpiece borrowed from another.
Under no circumstances should instruments be passed between pupils without basic
hygiene precautions being observed.
Use only lukewarm (i.e. less than "hand-hot") soapy water mixed with disinfectant or
preferably a medi-swab (available from Boots the Chemist) to clean mouthpieces.
NB: Boiling water will severely damage clarinet and saxophone mouthpieces, while
soaking overnight in a Milton 2 solution causes damage to cork on tenon joints and
can discolour the silver plating on brass mouthpieces.
Plastic coated reeds can be successfully disinfected using a medi-swab. Ordinary
reeds are difficult to disinfect effectively as they soak up disinfectant leaving an
unpleasant taste”.
5
The table below may be found helpful:
Instrument part
Boiling
water
Cleaning and disinfecting medium
Lukewarm soapy
Milton 2
Medi-wipes
water & disinfectant
Solid plastic mouthpiece
Yes
Yes
Yes
Yes
Brass mouthpiece
Yes
No
Yes
Yes
Clarinet and saxophone
mouthpieces
No
No
Yes
Yes
Plastic coated reeds
No
No
No
Yes
Ordinary reeds
No
No
No
Yes
Cork on tenon joints
No
No
No
Yes
Cautionary Note:
Milton 2 solution is used for santitising requirements during particular situations instance, e.g. by
a caretaker clearing up after a pupil has been sick.
A designated person would have to be responsible for, and manage, the safe storage and use
of such sanitizing solutions. Pupils should not generally have access to these.
As part of good school maintenance management, all cleaning liquids and all corrosive liquids
should be stored under lock and key and under the control of a responsible person.
Milton 2 and sanitising fluids should definitely not be stored in drinks bottles – there are
incidents on record of pupils drinking from such unattended bottles thinking it was lemonade
and subsequently sustaining corrosive chemical burns to the mouth and throat.
Sanitising solutions should not be made up in bulk as, if they remain unused, they could exceed
their “shelf life” and become weak and ineffective. Just like the sanitisation of baby feeding
bottles, it is better to use fresh stock whenever possible.

The files on Communicable Diseases are available through the following link:
http://www.ClusterWeb.org.uk/Policy/hsi_communicable.cfm

Guidance on Universal Hygiene Precautions is available through the following link:
http://www.ClusterWeb.org.uk/Policy/hsi_framework.cfm
6
6: Manual Handling, Moving and Carrying [Back to Contents]
Many musical instruments are heavy. Examples are bass xylophones, upright pianos and grand
pianos which contain a heavy frame. Castor wheels can get caught up in carpets and uneven
floors and the legs of grand pianos can be wrenched off through poor handling. Mixing desks
and large amplifiers can also be heavy. On the other hand, some instruments can pose a
toppling hazard, e.g. electronic keyboards not on wheels, as these can be surprisingly light and
be easily knocked over.
For some performances, additional and perhaps heavy, staging may not have been safely
assembled. If staging is used to raise parts of the ensemble, it should be robust enough to
support both instruments and individuals of heavy stature. Additional risks may be incurred if
there is a requirement to bring or return such equipment to a store.
Specific Legislation:


Manual Handling Operations Regulations 1992: - Guidance on Regulations.
The Management of Health and Safety at Work Regulations 1999 (giving rise to the duty to
undertake Risk Assessments).
CFE H&S Policies or Guidance:

Guidance on Moving and Handling is available through the following link:
http://www.ClusterWeb.org.uk/Policy/hsi_moving.cfm

The E&L Manual Handling Policy and Procedures guidance (October 2002) includes a
useful pro forma on Generic Risk Assessments and Risk Assessments for Individual
Students.
7: Electrical Safety [Back to Contents]
There is legislation requiring regular testing of portable electrical appliances and equipment and
appliances with extension or wandering leads and the like (ie PAT testing). Instruments such as
electric keyboards, amplifier gear, electric guitars, audio systems, TVs, videos, camcorders, all
need visual checks before use. Their supply cords should be tested for safety on a regular
basis. Annually is usually the most convenient. A tell-tale label on the equipment or check-tag
on the cord with the date of last test will show whether or not this has been carried out.
Appliances without tags should not be used.
To avoid the extensive use of wandering leads and adaptors, schools should ensure that there
are sufficient socket outlets for the number of electrical instruments in use. The use of several
multiway adaptors plugged into each other to create more plug sockets must be avoided as this
may lead to overheating and perhaps a fire. Safer installations employ plastic trunking with
multiple double socket outlets. Such electrical circuits should contain an electrical circuit
breaker (or ELCB). This will provide protection to the players in the event of a fault on an
instrument.
If the teacher is unsure whether or not the electrical circuits in a room are protected by an
ELCB, then a Residual Current Device (RCD) or “Power-breaker” should be inserted into a 13
amp socket outlet and the equipment plugged into the RCD.
7
Using an RCD will protect users from electric shock in the event of a fault on the equipment.
The device compares the line input current with the return current in the neutral conductor. If a
difference of about 30 milliamps is detected, then it will “trip” and cut off the electrical supply to
that equipment.
Faulty equipment should be withdrawn from service and taken away for inspection and
repair by a competent electrician.
Music Teachers involved with directing stage lighting should ensure that stage lighting units and
spot lights (which can become very hot) are not placed too close to curtains or drapes as this
would otherwise pose a risk of fire.
Specific Legislation:

Electricity at Work Regulations 1989
CFE H&S Policies or Guidance:

Guidance on “Electricity” (11.62 – 11.67: “Guidance Note on Electricity at Work
Regulations 1989”) is available through the following link:
http://www.ClusterWeb.org.uk/Policy/hsi_framework.cfm

Colleagues should also refer to their current KCC Framework for H&S folder for the
document “Visual Inspections of premises and equipment”
The HSE Guidance Document HSG50 “Electrical Safety at Places of Entertainment” contains
all the appropriate steps for good practice.
HSE Guidance
Guidance on the maintenance and electrical testing of portable electrical equipment can be
found in the following HSE documents:

Electrical safety at places of entertainment, GS50, HSE Books (1997): ISBN 0 7176 1387 9


Maintaining portable electrical equipment in offices and other low-risk environments
INDG236 HSE Books (1996): ISBN 0 7176 1272 4). Single copies are FREE.
General electrical guidance:


Electricity at work - safe working practices HSG85 (1993): ISBN 0 7176 0442 X
Maintaining portable and transportable electrical equipment HSG107 (1994): ISBN 0 7176
0715 1
HSE Information Sheet ETIS6 gives information about working at heights in the broadcasting
and entertainment industries (see section 9 below). This is relevant for persons involved with
lighting stages, music and theatre productions.
8
The guidance above is available from:
HSE Books, PO Box 1999 Sudbury Suffolk, CO10 6FS
Tel: 01787 881165. Fax: 01787 313995.
Website: http://www.hsebooks.co.uk/Books/Default.asp?cookie%5Ftest=1
8: Noise [Back to Contents]
The impact of high noise levels on teachers and pupils should be carefully monitored. For
instance, loud amplification or percussion within confined spaces could have a detrimental
effect, causing temporary threshold shift and possible damage to hearing.
Prolonged exposure to higher noise levels can cause permanent, irreversible loss of
hearing and tinnitus. The effects of deafness are socially far reaching.
However, sensible health and safety is about managing risks, not eliminating them. The
people best placed to make workplaces safer from harm are the staff, teachers and
managers who work in them.
Specific Legislation:
The earlier Noise at Work Regulations 1989 were applied to noisy industrial settings, the first
action level being 85 dB(A) over an equivalent 8 hour day, where employers were required to
provide hearing protectors and the Second Action Level at 90 dB(A) at which employers have
not only to provide hearing protection, but ensure that it is worn.
However, on 10 May 2005, the Health & Safety Commission (HSC) agreed draft new
regulations.
These are the new “Control of Noise at Work Regulations 2005” which come into force
on 6 April 2006. HSE Guidance will be published in October 2005.
Transition for the music and entertainment industry will come into effect on 15 February 2008.
This could be problematic for the entertainment industry, but it is likely that Exemption
Clauses could come into play for the music industry.
The main differences from the former legislation are:





Risks from noise should be eliminated at source or reduced to a minimum;
Thresholds are reduced by 5 decibels e.g. information and training at 80 dB(A) and a
programme of control measures at 85 dB(A);
Appropriate health surveillance where a risk is indicated;
New limit on exposure at 87 dB(A) and 200 Pascals at the ear (which takes account of
hearing protection); and
Employers to take practical, low-cost measures to reduce exposure to noise.
9
For technical interest, sound is measured in decibels on a logarithmic scale, and thus a
change of 3 dB(A) up or down represents a doubling or a halving of the sound pressure
level, eg a sound pressure level of 88 dB(A) is double that of a SPL of 85 dB(A).
The changes introduced by the new Regulations are:
Regulation 4
Regulation 4(1):
The lower exposure action values are:
a) A daily or weekly personal noise exposure of 80 dB (A-weighted); and
b) A peak sound pressure of 135 dB (C-weighted).
The upper exposure action values are:
a) A daily or weekly personal noise exposure of 85 dB (A-weighted); and
b) A peak sound pressure of 137 dB (C-weighted).
The exposure limit values are:
a) A daily or weekly personal noise exposure of 87 dB (A-weighted); and
b) A peak sound pressure of 140 dB (C-weighted).
Regulation 5 – Assessment of Risk
Regulation 5(2):
In conducting the risk assessment, the employer shall assess the levels of noise to which
workers are exposed by means of:
a) Observation of specific working practices;
b) Reference to relevant information on the probable levels of noise corresponding to any
equipment used in the particular working conditions; and
c) If necessary, measurement of the level of noise to which his employees are likely to be
exposed.
A new Regulation 5(5) makes clear that the employees concerned or their representatives
shall be consulted on the assessment of risk under the provisions of this regulation.
Regulation 6 – elimination or control of exposure
This is qualified in line with existing health and safety law – reducing exposure to as low a
level as is reasonably practical rather than reducing to a minimum.
A new Regulation 6(7) says that the employees concerned or their representatives shall be
consulted on the measures to be taken to meet the requirements of this regulation.
10
CFE H&S Policies or Guidance:
NB: Guidance on Noise will be available on ClusterWeb as soon as we can make it available.
9: Working at Height [Back to Contents]
In April 2005, the HSE issued new Working at Height Regulations 2005, which also apply to
schools.
These regulations are available on ClusterWeb through the following link:
http://www.ClusterWeb.org.uk/Policy/hsi_working_height.cfm
The guide explains what needs to be done to comply with the new Regulations.
The Working at Height Regulations apply to all work at height where there is a risk of a fall
liable to cause a personal injury. For schools, this will include teaching staff putting up
displays, caretakers working from ladders, and using footstools and steps, among others.
The following topics are taken from the HSE Information Sheet ETIS6: Working at
Heights in the Broadcasting and Entertainment Industries, but is not intended to apply
to the safety of performers.
Hazards
Falls from heights are a regular cause of fatal and serious injuries. There are three main
hazards associated with work at heights:
1. Falls
2. Falling objects
3. Falls from collapsing structures.
Risk assessment
Teachers should carry out a risk assessment before working at height to find out what
health and safety measures need to be to be adopted to avoid or reduce risk. Work should
be done at a safe level to minimise risk, if this is not possible, consider the following:






The physical condition of the people involved, e.g. age, fitness, pregnancy, vertigo, etc;
the activity;
Equipment to be used;
Location, e.g. near or over water, roads, under power lines, over raked stage, etc;
The environment, e.g. weather, temperature, lighting;
Duration of the work;
Condition and stability of the work surfaces.
11
Precautionary measures
1: FaIls
Precautions must be taken where a person can fall any distance. (NB: The old ‘2 metre
height rule’ no longer applies). If there is an increased risk of injury when falling a distance
of less than 2 m, e.g. working near a pedestrian route, traffic route or above a dangerous
surface, then suitable precautions will also be required.
There are four ways of preventing falls of people:




Edge protection, e.g. toe boards, guard rails;
Safety harnesses;
Maintaining a safe distance from an edge;
Safety nets.
These need to be considered in the order listed above.
2: Falling objects
To prevent objects falling onto people you need a proper management system which:




Provides barriers, e.g. a toe board or mesh guards to prevent items from slipping or
being knocked off the edge of a structure;
Secures objects to the structure, e.g. lashing of scaffold boards;
Ensures that there are no loose objects and that any tools are properly secured;
Creates an exclusion zone, where necessary, beneath areas where work is taking
place.
In addition, when people are working at heights above other work areas, it is advisable to
provide safety helmets to protect the workers below against falling objects.
Danger areas can be clearly marked with suitable safety signs or plastic safety tape
indicating that access is restricted to essential personnel wearing hard hats while this work
is in progress.
3: Falls from collapsing structures
This section applies equally to temporary stage sets and to more permanent structures
used for video recording, television and/or longer-running theatre type productions.
Structures need to be designed to be safe and to be built by competent people.
(NB: Regulation 13 (safe design) of the Construction (Design and Management)
Regulations 1994 (CDM) applies whether or not the rest of the Regulations apply).
The skills, knowledge and experience of the designer will depend upon the nature of the
structure concerned and the use or uses to which it is put.
(See HSE's publications GS28/2 and GS28/3 on the safe erection of structures).
A competent person should inspect and attach a notice to a structure after completion and
before it is put into use. Further inspections on a regular basis at least weekly (and after
12
severe weather in the case of external structures), or if the structure is significantly altered,
will also be needed.
Competency means a person with the appropriate qualifications, knowledge and experience
to identify the risks arising from a situation and the measures needed to control these.
Temporary access equipment
Temporary access equipment would include scaffolding, tower scaffolds, ladders, stepladders and trestles. (See separate HSE information sheet on the use of mobile elevating
work equipment and access equipment, such as the tallescope).
Some general points concerning safe use of temporary access equipment are that:



Equipment should be properly maintained and regularly inspected particularly if used
outside;
Defective equipment needs to be clearly identified and not be used;
Those using access equipment should be properly trained and competent.
Scaffolding:
Erecting scaffolding is a specialist activity. More detailed information can be found in the
HSE publication Health and safety in construction HSG 150.
Tower scaffolds:
More information can be found in the HSE publication Tower scaffolds C1S49.
Ladders, step ladders and trestles:
More information can be found in the HSE publication General access scaffolds and
ladders CIS49.
No ladders should be used if there is the possibility of contact with overhead electric wires
or unprotected electrical equipment. More information on electrical safety is contained in
the HSE publication Electrical safety at places of entertainment GS50.
Theatre and studio lighting grids
An additional hazard associated with work in lighting grids is that of dropping objects such
as tools. All suspended equipment should have an independent safety bond in addition to
its primary means of suspension.
Remember: Make sure that no loose items are taken into the grid. Use pocket-less
overalls, tie lines on tools and equipment, etc, or create an exclusion zone below the
working area, e.g. by erecting a barrier.
In order to enforce this system there may be a need for some form of warning system when
the grid is occupied. Everybody working in the area should be clearly aware of the system
being used.
13
10: Environmental Safety (space requirments, temperature, comfort,
etc) [Back to Contents]
10.1: Space: People within a working environment, should be able to enjoy at least 11 cubic
metres per person disregarding the volume of any furniture in that work-room.
10.2: Temperature and comfort.
Specific Legislation:

The Education (School Premises) Regulations 1999

The Workplace, (Health, Safety and Welfare) Regulations 1992 - Guidance on Regulations.
In school-rooms, the Education (School Premises) Regulations 1999 state that the
temperature should be 18 degrees Celsius when the outside temperature is minus 1 degree
Celsius. This is usually measured one metre above the floor. Circulation spaces, corridors or
sports halls need only be 15 degrees (60 degrees Fahrenheit).
In offices, the temperature should be at least 16 degrees Celsius (61 degrees Fahrenheit) after
the first hour when the outside temperature is minus 1 degree Celsius. This is governed by the
Workplace (Health, Safety & Welfare Regulations 1992).
In general, the Workplace (HS&W) Regulations 1992 require employers to take all
reasonable steps to achieve a reasonably comfortable temperature. Thus, in times of hot
weather, this would be by providing:





Increased ventilation; cooling fans;
Providing cooling drinks (e.g. a cold mains water supply or refrigerated water);
Shading the windows or using venetian blinds (with slats that can be adjusted to prevent
the suns rays from directly entering the room);
Siting workstations away from places subject to radiant heat, and
Providing suitable facilities to rest.
There is, however, no stated maximum temperature in legislation that says staff and students
are unable to work in very hot weather conditions.
CFE H&S Policies or Guidance:


Please refer to pages 4.100 – 4.127 “Workplace, (Health, Safety and Welfare)
Regulations 1992” in your current KCC Framework for H&S folder
Also, please refer to pages 11.68 – 11.71 “Guidance Note on Temperatures at Work” in
your current KCC Framework for H&S folder.
14
11: Fire Safety Precautions and Escape Routes from the Auditorium
[Back to Contents]
Music Teachers should be aware that when considering school concerts, the layout of the
school hall or auditorium, needs to accord with current fire regulations. The numbers of persons
on seats that can be allowed in a hall is 0.5 square metre per person. Thus, if the area of the
hall in measured in square metres is multiplied by TWO, then this will give the approximate
maximum number of persons allowed.
For the purposes of compliance with Fire Authority requirements, the sides and end of the hall
should each have a fire escape ‘corridor’ of 1 metre width, with another 1 metre down the
centrelines of both the width and length, ideally matching up with any fire exit doors.
Specific Legislation:

The Fire Precautions (Workplace) Regulations 1987
CFE H&S Policies or Guidance:

Guidance on Fire is available on Clusterweb through the following link:
http://www.clusterweb.org.uk/Policy/hsi_fire.cfm
12: First Aid [Back to Contents]
Wherever there are persons at work, employers should ensure that as a minimum there is
present an Appointed Person who knows what to do in an emergency and how to call the
emergency services. They do not necessarily have to render first aid, but it would be good
practice if they had a half-day’s training in emergency resuscitation. In schools (which are
generally low risk) there should be one Appointed First Aider (who has passed the full four-day
HSE-approved training course) for every 50 – 100 bodies on site. (Note: The First Aid at Work
Regulations 1981 require employers only to cater for employees, however both the HSE and
DfES sensibly require the ratio to include for pupils and others on site).
Music Teachers should be aware of who the first aiders are in the school, where they can be
contacted, and where the first aid room is located. Names of first aiders are usually posted up
on notices around the site or school.
The document 10.23 – 10.26 First Aid at Work details of what should be contained in the first
aid box. It is available on ClusterWeb through the following link:
http://www.clusterweb.org.uk/Policy/hsi_framework.cfm
15
13: Accident Reporting [Back to Contents]
This is governed by RIDDOR 95, The Reporting of Injuries, Diseases and Dangerous
Occurrences Regulations 1995.
The school will also have an accident/incident reporting system and be required to report
internally accidents and incidents of non-consensual violence by using the normal
accident/incident reporting procedure.
For the more serious kind of injury where:
(i)
(ii)
an employee sustains a major injury such as a fracture or the injury keeps him/her away
from work for more than three days), or,
in the case of a non-employee (e.g. pupil) who has to go to hospital direct from the
school as the result of injury from a work-related accident (e.g. as a result of a defect in
the premises or poor teaching practice/supervision),
has to be reported to the HSE on HSE Form F2508 within ten days of the incident.
Full guidance on Accident Reporting is available on ClusterWeb through the following link:
http://www.clusterweb.org.uk/Policy/hsi_accident_book.cfm
14: Child Protection [Back to Contents]
Details of Kent Child Protection Policy “Safeguarding Children Policy Statement and
Child in Need/ Child Protection” (March 2004) and an exemplar “Child Protection
Policy Statement” for Schools to edit and adapt for themselves are available on
ClusterWeb through the following link:
http://www.clusterweb.org.uk/Children/safeguards.cfm
The Education (Prohibition from teaching or working with children) Regulations 2003
extends to all staff and volunteers, including staff empoyed by contractors and teacher supply
agencies. In essence, this means that persons other than teachers and who have not been
checked out by the Criminal Record Bureau (CRB), should not work with children or pupils in a
1:1 unsupervised setting.
Guidance for Kent Schools and LEA Services regarding Policy for the use of
Photographic Images of Children
The above Guidance Document was issued to all schools in December 2003 about such
issues as filming school event and using images of children in photographs, videos,
websites and webcams. Parents had also asked for guidance on these matters following
concerns raised by the media. It was drawn up very carefully across a range of services in
Kent to cover many eventualities. Fortunately, events of serious child abuse are relatively
rare, but if appropriate, music teachers should read the guidance carefully and draw on it as
necessary to protect the children and young people at your school. The guidance is
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available on ClusterWeb through the following link:
http://www.clusterweb.org.uk/Children/safeguards.cfm
Supervision
The minimum staffing ratios during school hours as set out in OfSTED Standards and confirmed
with the Children’s Information Service (Tel 08000 323230) are as follows:



1 adult to 3 children under 2 years of age;
1 adult to 4 children aged 2 years, and
1 adult to 8 children aged 3 – 7 years of age.
For after school hours, the ratio is 1 Adult to 8 children aged 3 – 7 years.
In addition there is specific guidance to Licensed Music Teachers relating to children’s
safeguards and music provision. This may also be useful for schools.
15: Disability and Equal Opportunities [Back to Contents]
Disability legislation sets out that a person has a disability if he or she has a physical or
mental impairment that has a substantial and long-term adverse effect on his or her ability
to carry out normal day to day activities. The legislation has been recently extended to
include anyone who has a diagnosis of HIV, Cancer or Multiple Sclerosis. Persons with
such impairment should not be subject to a less favourable treatment or be provided with a
lower standard of service. Service providers, and this includes schools, have a duty to
make reasonable adjustments so that the service is accessible to disabled people/pupils.
How can we offer best practice?
 Plan ahead: Disability legislation requires that the service provider plan ahead.
Sensitive planning will identify the issues. The earlier and the more comprehensive we
plan, the better-abled we shall be to recognise what needs to be done and find
appropriate ways to act.
 Be aware: Discrimination is often unintentional and stems from a lack of awareness.
Ask people with disabilities for their advice and experience. The more people we can
engage with, the better informed we will become.
 Think about attitudes: Service providers need to think about their attitudes and
establish positive attitudes to inclusion and the understanding of the issues involved.
For example the use of appropriate language has changed considerably during the past
3 years.
 Review regularly: Refer to new policies and changes in employment laws and codes of
practice to keep well informed. Reasonable adjustments will be needed, e.g. in the
means of access for the disabled.
Advice on access issues may be obtained from the KCC Access Officers Val Markley or
Keith Macey on 0845 8247247
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Refer also to the Building Regulations 2000 Approval Document M: “Access and Facilities
for disabled people”. This gives dimensions of slopes and path widths suitable for use by
persons in wheelchairs.
General guidance on Equality and Diversity issues is available on ClusterWeb through the
following link: http://www.clusterweb.org.uk/Policy/eq_home.cfm
16: Offsite Educational Visits (e.g. Tours) [Back to Contents]
Comprehensive information is available on ClusterWeb through the following link:
http://www.clusterweb.org.uk/Policy/hsi_offsite.cfm
Essentially, risk assessments need to be done before an activity is undertaken away from the
school. In Kent schools, one or more persons are expected to have been trained up as an
Offsite or Educational Visits Co-ordinator (EVC).
For more details, contact the KCC Educational Visits Manager, Richard Hayden at Swattenden,
telephone 01892 715854 or e-mail him at richard.hayden@kent.gov.uk.
Another very useful source is the DfES’ Good Practice Guide “Health and Safety of Pupils on
Educational Visits“ available through the following link:
http://www.teachernet.gov.uk/wholeschool/healthandsafety/visits/
17: Other Sources of Health and Safety Information [Back to Contents]
Health & Safety Executive
HSE Website: http://www.hse.gov.uk/
HSE INFOLINE: hseinformationservice@nabrit.com Tel: 08701 545500. Fax: 02920
859260]
HSE Information Centre: Tel: 0114 289 2345. Fax: 0114 289 2333.
HSE “Five Steps to Risk Assessment”: http://www.hse.gov.uk/pubns/indg163.pdf
HSE “A Guide to Risk Assessment Requirements”:
http://www.hse.gov.uk/pubns/indg218.pdf
Health and Safety Commission (HSC) “Managing health and safety in schools” £5.95;
HSC “Health and safety guidance for school governors and members of school boards”
£5.95.
HSE publications (priced and non-priced) are available from HSE Books: Tel: 01787
881165
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Department for Education & Skills
A Guide to the Law for School Governors (DfES 2001) - Community Version -Voluntary
Aided Version - Voluntary Controlled Version- Foundation Version:
http://www.dfes.gov.uk/governor/info.cfm
DfES School Security website: http://www.dfes.gov.uk/schoolsecurity
DfES “Health and Safety of Pupils on Educational Visits: A Good Practice Guide”:
http://www.dfes.gov.uk/h_s_ev/index.shtml or
http://www.teachernet.gov.uk/wholeschool/healthandsafety/visits/
DfES ”Managing medicines in schools and early years settings” (March 2005):
http://www.dfes.gov.uk/medical
DfES “Guidance on First Aid for School”: http://www.dfes.gov.uk/firstaid
DfES/Home Office “School Security: Dealing with Troublemakers”:
http://www.dfes.gov.uk/schoolsecurity/dwthome.shtml
DfES video "Can you see what they see?"
DfES “Code of Practice on LEA - School Relations”: http://www.dfes.gov.uk/lea/
DfES Guidance on Standards for School Premises (Ref: DfEE 0029/2000).
DfES/CEDC “Safe Keeping: A good practice guide for health and safety in study
support” (Ref DfEE 0197/2000).
DfES guides are free from DfES publications: Tel 0845 6022260, write to:
DfES Publications, PO Box 5050, Sherwood Park, Annesley, Nottinghamshire, NG15 0DJ.
Tel: 0846 6022260 Fax: 0845 6033360 E-mail: dfes@prolog.uk.com
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Legislation referred to in this document
Statutory Health and Safety legislation
 Health and Safety at Work etc., Act 1974
 First Aid at Work Regulations 1981
 Electricity at Work Regulations 1989
 Noise at Work Regulations 1989 (to be repealed by CNWR05 in 2006, see below)
 Manual Handling Operations Regulations 1992
 Workplace (Health Safety and Welfare) Regulations 1992
 Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995
(RIDDOR)
 Fire Precautions (Workplace) Regulations 1997
 Management of Health and Safety at Work Regulations 1999
Building Regulations 2000 (as amended) Approval Document M: “Access and Facilities
for disabled people
 The Disability Discrimination Act 1995 (as amended by Special Education Needs and
Disability Act 2001)
 Education (Prohibition from teaching or working with children) Regulations 2003
 Disability Discrimination Act 2005
 Control of Noise at Work Regulations 2005
 Working at Height Regulations 2005.
Education legislation
 Education (School Premises) Regulations 1999 (SI 1999 No.2)
 Education (prohibition from teaching or working with children) Regulations 2003
18: Acknowledgements [Back to Contents]
The Authority would like to acknowledge the work of the following in the production of this
document:
Doug Chenery: KCC E&L Policy, Procedure and Standards Manager
Derek Blease: Music Adviser to KCC LEA
Lynne Miller: KCC E&L Policy Development Officer
Robert Hoult: Kent Music School
More advice and guidance can be obtained for the KCC E&L Health and Safety Unit by
e-mailing: ELhealth&safetyunit@kent.gov.uk
Or by contacting:
SallyAnne Clark, CFE H&S Manager
01622 694138
David Nicholson, CFE Snr H&S Adviser 01622 696268
Tony Carty, CFE H&S Adviser
01622 694749
Paula Gwynne, Admin & Monitoring Asst. 01622 696125
sallyanne.clark@kent.gov.uk
david.nicholson@kent.gov.uk
anthony.carty@kent.gov.uk
paula.gwynne@kent.gov.uk.
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