Welcome to the CSBM workshop: Managing risk in schools

Session 1: Welcome and introduction to the workshop The purpose of session 1 is to introduce participants to aspects of the Managing risk in schools module and the rationale for the workshop.

Introductions • Name • School • Position • One interesting thing about yourself

Purpose The purpose of this workshop is to: • outline the module contents and assessment requirements, and clarify any emerging issues • explore the significance of the Managing risk in schools module contents for the professional practice of SBMs • introduce key concepts and techniques in managing risk in schools • enable participants to relate these concepts and techniques to their own school setting

Rationale for the module The management of risk is an important area for all organisations and is largely controlled by extensive legislation. This workshop is designed to give you the opportunity to explore the extent of risk management in schools and understand the key role the SBM plays in ensuring the school complies with all relevant legislation.

Module aim The module aims to enable participants to apply risk management procedures to managing school resources to promote an efficient and effective learning environment.

Units making up the module Unit 1: Management of risk Unit 2: Health and safety Unit 3: Fire safety Unit 4: Emergency and contingency planning

Session 2: Hazards in schools The purpose of session 2 is to improve participants’ knowledge of the various hazards that exist in schools.

Principle of risk assessment Here is an SBM talking about their experiences and practice relating to the principle of assessing risk.

Activity 1: What hazards exist in schools? A hazard is something that can cause harm. • What hazards can you identify in your school?

Activity 2: Identifying specific hazards In trios, choose one aspects of school life and identify specific hazards associated with that aspect. Write the hazards on flip-chart sheet. Aspects of school life to consider: • Health and safety • Data collection and usage • Compliance with legislation • People • Security (covered in session 3) • Finance • Building and property • Educational trips • Reputation • Others?

Activity 3: Managing specific hazards Move to another trio’s table, read the hazards identified and then record on the same flip chart possible strategies for managing those hazards. Then return to your original trio and then gallery your original flip-chart list. View each of the flip-charts and note aspects of interest from each sheet.

Plenary The tutor will take feedback from each group and then invite some participants to explain to the rest of the group a particular hazard they will investigate when they return to school.

Session 3: Health and safety policies in schools Policy The purpose of session 3 is to improve participants’ knowledge of the legislative context surrounding health and safety in schools and their awareness of the contents of schools’ health and safety policies.  

Health and safety in schools: some statistics Over the five-year period 2005 – 2010: A total of 50,058 injuries in primary and secondary schools reported to HSE Non-fatal injuries are substantially under-reported (estimated 50% reported) Approximately 30% of the reported injuries involved employees 70% involved non-employees, such as pupils Slips, trips and falls account for around 40% of all injuries reported HSE carried out 18 prosecutions in the primary, secondary and vocational sectors Only two related to breaches during school trips

Activity 1: Reviewing the format of health and safety policies   Work with a partner to complete the following tasks: Compare the overall shape of your own schools’ health and safety policies. Does it conform to the pattern summarised in your Participant notes? Are there any significant differences in the format of your own policies? Refer to the two-page template produced by the Health and Safety Executive that any employer can use to create a health and safety policy (See Resource 1 in your notes). What is your view of the HSE template? How does it compare with your schools’ policies?

Formats for school health and safety policies Part 1 Statement of General Policy This part of the policy sets out the legislative context and summarises the general principles on which the school’s policy and procedures are based.    Part 2 Responsibilities and Organisation for managing Health and Safety This part of the policy outlines the responsibilities of all staff in relation to health and safety. It also details the specific roles of different post-holders. Part 3 Arrangements for managing Health and Safety This part of the policy covers key procedures and practical arrangements

Activity 2: Evaluating the content of health and safety policies   In pairs as before, use the checklist in Resource 2 to evaluate the content of your schools’ health and safety policy. What is your view about each of the key elements listed in the checklist: should they all be included in a school’s policy? Are there other key areas that should also be included? Are all of the key areas covered in your own schools’ policies?

Session 4: Identifying and evaluating risks in school security The purpose of session 4 is to help you to identify and evaluate risk through an investigation into your own school’s security and consider improvements that could be made.

Five steps to risk management • Identify the hazards. • Decide who might be harmed and how. • Evaluate the risks and decide on precautions. • Record your findings and implement them. • Review your assessment and update if necessary.

Control measures • Avoid the risk. • Spread the risk. • Prevent loss or reduce the risk. • Retain or accept the risk. • Transfer the risk.

Activity 1: Defining the level of risk to school security • Work in pairs and then as a whole group to brainstorm hazards and risks to school security. • Discuss what is meant by low, medium, high and very high in terms of potential risks in school. • What does the term ‘reasonable’ imply in relation to action that might be taken in response to risks?

Definitions High impact and low probability e.g. nuclear accident High impact and high probability e.g. arson attack in area where such attacks are endemic Low impact and low probability e.g. theft of data from school system Low impact and high probability e.g. minor accident in the playground  

Degrees of risk and responses Degree of risk Acceptable response Low risk Acceptable risk: Modify if reasonable. Use control measures. Monitor. Medium risk Tolerate risk: Review and modify if possible. Enforce control measures. Monitor. High risk Unacceptable risk: Review and modify urgently. Enforce control measures. Very high risk Intolerable risk: Stop work and review.

Activity 2: Identifying risks to your school’s security Using your school’s site plans: • identify the school’s current security hazards • rate these hazards as low, medium, high or very high risk for the school

Activity 3: Controlling the risks • Work with a partner, and focus on one of the high or very high risks in one (and ideally both) of your schools • Discuss the actions currently being taken to control this risk. • Assess how effective these actions are. • Referring to the control measures on slide 24, identify which are currently being used for the risk you have chosen.

Activity 3 (continued) • Discuss how you would amend your school’s current approach to improve this • Consider how you would monitor the effectiveness of this approach, i.e. how would you know your measures were successful? • Identify the main issues for SBMs in developing and maintaining a risk management policy.

Plenary Report to the group with a summary of the main issues you have identified for: • your school • yourself as an SBM

Session 5: Assessment requirements The purpose of session 5 is to ensure participants fully understand the module assessment requirements.

Module assessment tasks These tasks are designed to develop your ability to access information relating to different aspects of school business management and use this to evaluate current systems and processes in the workplace and identify areas for improvement. The tasks generally conform to the following pattern of learning and development: • research into a specific aspect of the operational area • application of that knowledge to a specific school setting • evaluation of current policy/practice to identify any areas for action • written communication of findings and recommendations The word-count for each module assessment task is 300 - 500 words.

Assessment: Module summary of learning For each of the operational modules, you are also required to complete a module summary of learning. This is focused on the professional learning gained through completion of the module. You should analyse and discuss your learning and its impact on the workplace. This task focuses on the ability to manage one’s own professional learning, reflect on experience, develop insights into self, and take action to enhance one’s knowledge and skills. It also concerns the ability and willingness to be accountable for outcomes in a professional role and to make decisions in a context of limited supervision.

Online module test On completion of each operational module, participants are required to complete the online test for that module. This is a knowledge-based, computer-marked multiple-choice exercise. Participants are able to access the test on any number of occasions until such time as they achieve a minimum score of 80 per cent or a score above this which they are satisfied with. Online tests are accessed via the learning schedule within the ‘My Programmes’ area.