Unit 3 Use legislation relating to the health and safety of children

Learning Outcomes LO5 Understand how to identify and record accidents, incidents and emergencies. AC 5.1 List accidents and incidents which may occur in a setting. AC 5.2 Describe actions to take in the event of: Accidents Incidents Emergencies. AC 5.3 Identify forms for completion in the event of:

5. Understand how to identify and record accidents, incidents and emergencies (5.1) Time: 15 mins Have you ever had to deal with an emergency situation, or have you ever witnessed one? How did you feel? Consider: Seeing a person collapsed in the street Helping with a fire drill in the setting A cut that caused a lot of bleeding Have you ever been injured yourself? If you have never been in any emergency situation, then how do you think you would react?

Accidents and incidents 5. Understand how to identify and record accidents, incidents and emergencies (5.1) Accidents and incidents Following the policies and procedures of the setting will help to keep children safe. There will be routine safety procedures including evacuation drills, procedures of registration and collecting children. There will be occasional minor accidents because children are very active. For example, children may bump into each other while running in the outdoor area, or they may graze an elbow after experiencing a trip or a minor fall.

5. Understand how to identify and record accidents, incidents and emergencies (5.1) Time: 15 mins List all the minor accidents children may have while in the setting. Consider: The outdoor area The indoor area Accidents when using specific equipment. These can be accidents the learners have witnessed, or accidents that may occur. Examples are on the next slide.

5. Understand how to identify and record accidents, incidents and emergencies (5.1) Trips Bumps Falls Grazes Cuts Trapped finger Collisions

Accidents and incidents 5. Understand how to identify and record accidents, incidents and emergencies (5.1, 5.2) Accidents and incidents Occasionally there may be an incident in the setting. This may include: A medical emergency or accident that requires an ambulance An evacuation due to a fire or flooding An incident that involves the police, such as a missing child or a stranger on the premises. Policies and procedures must always be followed when dealing with any incident.

5. Understand how to identify and record accidents, incidents and emergencies (5.1, 5.2) Time: 15 mins Discuss what you would do if there was an incident in the setting. Consider: If staff were dealing with a child who needed an ambulance, what would you do? What do you do during a fire drill? Have you ever seen an incident being dealt with within the setting? If so, what did you learn from the situation? Learners need to be able to show that they would look after the other children during an incident requiring an ambulance. If they have not experienced a fire drill, then learners should be able to clearly describe what they need to do if it did happen. Learners who have been in the setting during an incident should describe how other staff dealt with it in a calm, professional manner, and could describe what they would do in future. This activity will also give learners further opportunities to discuss any concerns they have about dealing with incidents and emergencies.

Actions to take and forms for completion 5. Understand how to identify and record accidents, incidents and emergencies (5.2, 5.3) Actions to take and forms for completion Any accident, incident or emergency must be dealt with in line with the polices and procedures of the setting. There will be forms that need to be completed after an accident, incident or emergency has occurred. Every setting must have an accident book and every accident, no matter how minor, must be recorded and reported to parents/carers at the end of the session.

Actions to take and forms for completion 5. Understand how to identify and record accidents, incidents and emergencies (5.2, 5.3) Actions to take and forms for completion If an accident, incident or emergency has occurred, then any staff that have been involved will have to accurately write up what happened. An accident or incident form will contain: The child’s name, date and time of the accident or incident Where the accident or incident happened, and a clear description of what occurred A description of the injury and treatment given (where relevant) Name and signature of practitioner who dealt with it Parents/carers signature when told. It may include: If witnessed by others, who saw it and any other children involved.

5. Understand how to identify and record accidents, incidents and emergencies (5.2, 5.3) Time: 15 mins Ask your setting for copies of their accident or incident forms. Look at the forms and consider: When and why they would be used How easy they are to use Where they are kept Find out what happens to the forms once they have been filled out. Learners should research the procedure within their own setting.

5. Understand how to identify and record accidents, incidents and emergencies (5.2, 5.3) Actions to take Every setting will have clear guidelines for the reporting of accidents, incidents and emergencies. All accidents, incidents and emergencies must be reported to the person in charge of the setting. Everyone has a responsibility during accidents, incidents and emergencies, and the setting’s policies and procedures will make these clear.

5. Understand how to identify and record accidents, incidents and emergencies (5.2, 5.3) Time: 15 mins How do you think you would be able to deal with an accident, incident or emergency? Consider: An accident involving lots of blood An accident involving a severely broken leg An incident that upsets lots of children An emergency that involves evacuating the children from the setting If you feel you would struggle to cope with any of these situations, then what will you do if they occur? Learners should realise that we cannot all deal with all types of emergencies. For example, if the sight of blood makes them feel faint, then they should know to remove themselves from the situation while making sure other staff are able to deal with it. Learners should show that they can remain calm in any situation, but know that they would need to talk about it afterwards with other staff members.

5. Understand how to identify and record accidents, incidents and emergencies (5.2, 5.3) Time: 15 mins Why would it be important to have a team meeting after the setting has had to deal with a major emergency, for example after a child has been rushed to hospital in an ambulance because of a serious accident? Consider: What happened How staff feel What to say to children and parents/carers. A team meeting will allow for: Reflection on the situation Staff to express their emotions, including being scared about what happened How to share any bad news with the children and parents/carers, while maintaining confidentiality.

Summary Everyone has a responsibility to know what to do in the case of an accident, incident or emergency. Practitioners need to keep accurate records of any accidents, incidents or emergencies. Parents/carers must be informed if their child is involved in an accident or incident, or if there has been an emergency situation within the setting.

Plenary Describe five minor accidents that may happen in the setting. When may practitioners need to evacuate the setting? Why might the setting have to call the police?