1. Health and Safety (Core Session) Accreditation
West London Graduate Teacher Programme
Welcome to your
Health and Safety (Core Session)
Accreditation

2. Please switch off your mobile ‘phone

3. D & T Health and Safety CPD Course
Exploring Issues related to Health and Safety in D&T..
Obtaining DATA/NAAIDT &TDA recognised certification.

4. I’m Les Porter
Come from a background as D&T teacher,
Then Head of Faculty.
Then Deputy Head.
Then the best job in the world
Then Lecturer at Brunel University.
Then Course Director at Brunel
Then my own company.
Consultancy work for agencies such as CfBT, DATA, GTP, EiSS project,TDA. and Sheffield Hallam University

5. My role today is that of a RDTHSC
Registered
Design and
Technology
Health and
Safety
Consultant

6. So why are we here today ?

7. HEALTH AND SAFETY TRAINING STANDARDS IN DESIGN AND TECHNOLOGY
Preparing to meet the
Core Level Training Standards

8. This afternoon:-
Session 1 – Firstly, we’ll look at the background to Health & Safety with regard to your own career.
Session 2 – in the main we will look at issues regarding Risk – Assessments.

9. STATUS
The H and S training ‘standards’ establish the professional view of what should constitute the minimum requirements ( 3 groups of people):
To obtain Qualified Teacher Status (QTS) in secondary D and T
For all colleagues involved in teaching D and T in schools and colleges
For all technicians, HLTA and other support staff

10. SUMMARY OF STANDARDS - Core Level - Specialist Levels
For secondary schools, the health and safety training standards have been set out as follows:
- Core Level
- Specialist Levels
- Specialist Extension Levels

11. SUMMARY OF STANDARDS
Core Level –
All secondary teachers/technicians and support staff working in D and T should work towards achieving accreditation at the Secondary Core Health and Safety level (SCHS)

12. SUMMARY OF STANDARDS
Specialist Levels –
In addition, all those staff should work toward achieving accreditation within the Secondary Specialist Levels appropriate to their work. Currently these are in:
Food Technology (SFHS)
Textile Technology (STHS)
Resistant Materials (SMHS)
Systems and Control (SSHS)

13. SUMMARY OF STANDARDS Wood sawing machines (S1HS)
Specialist Extension Levels -
At present, only staff working in resistant materials are required to achieve accreditation at the Specialist Extension Levels.
Wood sawing machines (S1HS)
Centre lathe for metal cutting (S2HS)
Casting non-ferrous metals (S3HS)
Metal arc welding (S4HS)
Oxy-acetylene welding and cutting (S5HS)
Milling machines and machining centre (S6HS)
Wood turning lathe (S7HS)
Planer/thicknesser machine (S8HS)
Portable power tools (S9HS)

14. Submission of portfolio to Registered Health and Safety Consultant
To meet the Core Level Standards:
An introductory course to meeting the TDA/D&TA H&S Core Level Training Standards
of a portfolio
Compilation
of evidence
Submission of portfolio to Registered Health and Safety Consultant

15. SUMMARY OF STANDARDS Administration of the scheme
The scheme is administered via the D&T Association who hold a national database is held of accredited staff
Cost of Accreditation:
£25.00 for new Accreditation
£10.00 for Additional Awards
£25.00 for Re-accreditation (after 5 years)
Training has to be done (or organised) by a Registered D and T Health and Safety Consultant (RDTHSC), registered and licensed by the D&T Association

16. Health and Safety Accreditation procedure
RDTHSC advertises course or is contacted directly by
training establishment/school/colleagues requiring training
RDTHSC outlines cost of training: to cover tuition fees, venue costs, catering etc. and registration/accreditation fee (to be paid direct to D&TA)
RDTHSC produces course register
RDTHSC delivers training
At end of the training, RDTHSC registers on-line all colleagues who have completed the training satisfactorily, providing details of areas to be accredited and confirming whether the accreditation is new or additional accreditation
D&TA send pro-forma invoice to training establishment/school/applicant
On receipt of payment, D&TA send Accreditation Certificate to applicant

17. Health and Safety Re-accreditation procedure
4.5 years after accreditation, D&TA send re-accreditation audit form
and pro-forma invoice for £25.00 to accredited colleague
Re-accreditation audit form completed by applicant
Primary, Core and Specialist Level Standards
Based on evidence of a personal H&S Portfolio
Specialist Extension Level Standards
Based on evidence of attendance at appropriate ‘refresher’ training
Audit form countersigned by Subject Leader/Head of Department/Headteacher as appropriate
School/applicant pays pro-forma invoice to D&TA
Applicant returns completed re-accreditation audit form to D&TA
On receipt of audit form and payment, D&TA send updated
Accreditation Certificate to applicant

19. Your portfolio of evidence

20. Preparing a personal portfolio of evidence for accreditation
1 H&S STANDARDS IN D&T – TDA/D&T Association
HEALTH AND SAFETY TRAINING
ESSENTIAL PUBLICATIONS
RISK ASSESSMENTS
TEACHING STRATEGIES
COSHH ASSESSMENTS
ENVIRONMENT
PORTABLE APLIANCE TESTING
LEV TESTING
10 MACHINE MAINTENANCE

21. 1 H&S STANDARDS IN D&T – TDA/D&T Association
Know and understand the current TDA/D&TA ‘Health and Safety Training Standards in Design and Technology’ - Core and Specialist Level Standards (as appropriate)

22. 2 HEALTH AND SAFETY TRAINING
Evidence of your Health and Safety training records to indicate training completed and training needs identified
N.B. Applicants for SFHS should ensure that their food hygiene accreditation is up to date

23. Know where to access essential H&S publications within the department
3 ESSENTIAL PUBLICATIONS
Know where to access essential H&S publications within the department

24. Legal Publications
Risk Assessments in Secondary Design and Technology Teaching Environments
Health and Safety Standards in Design and Technology
British Standards 4163 :2007

25. This can include the adoption and adaptation of model risk assessments
Evidence of how risk assessments are completed for activities or for specific pieces of equipment within your material area
This can include the adoption and adaptation of model risk assessments

26. How H&S issues are incorporated into your schemes of work
5 TEACHING STRATEGIES
Evidence of:
How H&S issues are incorporated into your schemes of work
How H&S training is provided for learners and how this training is recorded

27. 6 COSHH ASSESSMENTS
Evidence of how COSHH assessments are undertaken within the department, e.g. using hazard data sheets for materials, substances or processes within your work area and identifying how you remove or minimise associated risks

28. 7 ENVIRONMENT
Evidence in the form of photographs or sketches of your work area (or one that you regularly work in) annotated to show key features of a safe working environment or identifying any current concerns

29. 8 PORTABLE APPLIANCE TESTING
Evidence that Portable Appliance Testing has been carried out annually on equipment in your own work area (or one that you regularly work in)

30. 9 LEV TESTING
Evidence that LEV testing has been carried out every 14 months on equipment within your work area
(if applicable)

31. 10 MACHINE MAINTENANCE
Evidence of how machinery and equipment is regularly maintained and serviced within your work area
(if applicable)

32. Structure of this Module
CORE SESSION :- Look at general Health & Safety Issues regarding Design and Technology.
Undertake a series of group-work activities.
Sharpen your awareness
Accreditation/assessment by portfolio of evidence

33. Publications you will need
Health and Safety Training Standards in D&T ISBN B
BS4163:(2007) ISBN ; Health and Safety for Design and Technology.
Risk Assessments in Secondary Schools and Colleges Design and Technology Teaching Environments. ISBN
(All above available from DATA)
Building Bulletin 81 (BB81)
Obtain CLEAPSS model risk assessments in D & T or similar.
Any LEA codes of practice or policy documents.

34. DATA Accreditation
A trainee being awarded QTS must have the core level and at least one, and preferably two, of the specialist levels, from:-
Food Technology (including Home Economics) (SFHS)
Resistant Materials (SMHS)
Systems and Control (SSHS)
Textile Technology (STHS)

35. CORE RM - SMHS Food - SFHS S&C-SSHS Textiles-STHS CORE
Compulsory
RM - SMHS
Food - SFHS
S&C-SSHS
Textiles-STHS
Two from
CORE
Wood sawing machines
Centre lathe
Arc Welding
Gas welding
Milling Machines
Planer Thicknesser
Wood turning
Casting
Optional but advisable

36. Two routes to accreditation
By Portfolio of evidence
By Training Courses e.g.
Photographs
1 day course in wood
Mixture
Discussion
1 day course in metal
Witness statements
1/2 day course in casting
Examples
etc
Written test

37. Unlike other subjects in the school curriculum in D& T we…..
work with substances that are hazardous (often quite toxic) and design and make products using machines and mechanisms.
we are by our Duty of Care bound by law to comply with the Health and Safety at Work Act. (1974) & The Control of Substances Hazardous to Health Regulations.[COSHH] (1999)

38. Module 1
Whenever I use a box coloured like this it means “that in your portfolio there should be evidence to support the statement”.
Usually we walk around the teaching rooms and preparation areas and identify areas of good practice and then things that you feel could be improved upon.
In your subject knowledge development – you will need to become familiar with a document called Building Bulletin 81

39. Building Bulletin 81 (BB81)

40. Building Bulletin 81

41. Module 1
Course delegates must demonstrate that they can develop appropriate attitudes in their students with regard to health and safety.
This statement underpins the need to develop an appropriate culture of Health and Safety.
Wherever possible school students should be involved in health and safety decisions and audits, it dramatically improves the students’ awareness and will help develop departmental culture.

42. Some Case Studies (1)
Two School Children died whilst on a teacher lead outdoor activity called river walking. Failure to carry out a risk assessment for river walking activities.
Total Fine £30,000

43. Some Case Studies (2)
For failing to ensure H&S regarding falls from height. Relates to accident when an Arts Technician fell from a ladder (approx 3.5 metres) whilst working on lighting for a school play.
Total fine  £5,000

44. Some Case Studies (3)
Employee injured when using unguarded circular saw. No training to use woodworking machinery, did not prevent access to the machine's blade in operation
Total Fine £20,000

45. Some Case Studies (4)
Failure to provide instruction, information, training and supervision which resulted in injury of 16yr old technician.
Total Fine   £2,500

46. Some Case Studies (5)
Summary Prosecution following the investigation of an accident to a teacher who was working on an unguarded spindle moulding machine.  
Total fine £9,000

47. Failing to maintain basketball posts at school. School child injured.
Some Case Studies (6)
Failing to maintain basketball posts at school. School child injured.
Total Fine £10,000

48. Some Case Studies (7)
 Five-a-side metal goalpost overturned onto 7 year old boy causing head injury. Prosecution proposed and approved because (a) serious risk to vulnerable people (b) risk well known and publicised (c) appropriate precautions e.g. securing goalpost in the ground not taken..
Total Fine  £1,500

49. Total Fine £4,000 Some Case Studies (8)
 Pupil injured when her hand was drawn into gap between work-rest and rapidly rotating sanding disc she was operating. Failure to have in place sufficiently robust, positive checking of machinery prior to use by pupils in school workshop.
Total Fine   £4,000

50. Some Case Studies (9)
Pupil seriously injured at pedestal drill. Work-pieces not secured. No risk assessment.
Total Fine £6,250

51. Some Case Studies (10)
Prosecution under the Gas Safety Regulations and Management Regulations following failure to maintain gas appliances in school resulting in unsafe condition of several appliances and an accident, and failure to remedy matters after the accident. Lack of monitoring by LEA resulted in poor level of compliance with statutory maintenance at other schools.
Total Fine  £10,000

52. Some Case Studies (11)
Prosecution under the Portable Appliance Act. PAT testing was undertaken by a self-taught technician and a “green sticker” applied to an appliance.Examination after a resulting electric shock to a pupil found that there was no earth bonding on the appliance.
Total Fine  £8,000

53. Source: HSE web site http//.www.hse.gov.uk
Some Case Studies
Source: HSE web site http//.

54. Lets look at some issues…….
We’ll look at a slide show, work in pairs just jot down some key words as prompts to yourself as we go through the slides. One of you look at aspects of good practice and the other at aspects that could be improved upon.

55. Lets take a look at some issues………

56. H&S is about pride in the quality of their own work

57. Now what’s going on here?………
This class are year 9, but it is their first year in the secondary school, and for some of them it is the first time that they have studied food technology, as not all middle schools offer food as a material area in design and technology.

66. Module 1
Course delegates must demonstrate that they can develop appropriate attitudes in their students with regard to health and safety.
This statement underpins the need to develop an appropriate culture of Health and Safety.
Wherever possible students should be involved in health and safety decisions and audits, it dramatically improves the students’ awareness and will help develop departmental culture.

67. ACTIVITY 1a
Brainstorm issues Affecting the Culture of Health and Safety.
2 groups
There are two generic issues which impinge on the development of a H&S culture
Personal Issues, related to your own teaching and your organisation of the teaching environment i.e issues over which you have personal control.
Institutional Issues relating to the management of the school over which you have no control.
One group will spend 10 minutes brainstorming Personal issues and the other group will brainstorm Institutional issues.

68. After 10 minutes rotate ideas and delegates spend about 5 minutes assessing and adding to the points.
Each group will then prioritise two issues from each generic issue.

69. ACTIVITY 1b
Consider the issues you raised in 1a and in our following discussion.
Again the same 2 groups
This time discuss three personal strategies and three institutional strategy you could, or have, implemented in school.
Each strategy should be simple and achievable, e.g
Personal Strategy, Improve organisation at the end of lessons to ensure the D&T room is clean and tidy in preparation for the next group..
Institutional Strategy, Ask that issues about ventilation in the D&T room is put on the agenda for the next Department meeting.

70. You and your career
Today is about you having ownership of your own development as a Design and Technology Teacher.
One of the most important documents that your department owns (should own) is “The Department Policy Document”.
If an accident happens – it is this document that is first examined.
You being involved in the development of this policy and having ownership of it is very important

71. Module 1b Divide the class into small groups for collaborative work,
Course delegates must demonstrate that they can develop appropriate teaching strategies, understanding the common misconceptions, mistakes, possible risks and pupil management issues associated with design and technology activities.
In your portfolio you will need to demonstrate that you can assess when to:
Teach the whole class
Divide the class into small groups for collaborative work,
Split the group into 2 to reduce practical activities to a minimum
Request support staff.
Teachers need to take into account the variations in attitudes to H&S between gender and age groups.
Year 7 pupils may think that all machines in the D&T room are too dangerous for the whereas year 10 pupils feel they are immortal and accidents won’t happen to them.

72. Notes from this session:-
The notes and discussions you record today are an important part of collecting the evidence to support the statements in your portfolio.

73. Task – discuss with your neighbour for 5 minutes &…………
prioritise two issues from each generic issue.

74. Now swop your priorities with another pair
Consider their Issue and change that issue into part of a development strategy. Each strategy should be simple and achievable, e.g
Personal Strategy, Improve organisation at the end of lessons to ensure the D&T room is clean and tidy in preparation for the next group..
Institutional Strategy, Ask that issues about ventilation in the D&T room is put on the agenda for the next Department meeting.

75. Module 1b
Course delegates must demonstrate that they ensure that they are trained to use, and teach others to use, potentially dangerous machinery.
Teachers should not use any equipment with which they don’t feel confident or are not qualified to use. The Head of Department should create an ethos of co-operation between staff so that they can ask for help without feeling undermined.
School students must not be allowed to use any equipment, including hand tools, until they have received adequate training with appropriate reinforcement.

76. If students do not follow instructions regarding PPE;
Teachers should be able to show records of absent pupils and that they use them to enable pupils to catch up on training missed.
Course delegates must demonstrate that they ensure that both pupils and staff wear adequate protective clothing e.g that safety goggles are provided and worn when machining.
Personal Protective Equipment (PPE) needs to be worn on many occasions in D&T.
It may be useful for departments to identify in their H & S Policy the action to be taken
If students do not follow instructions regarding PPE;
If staff do not comply with the safety signs.

77. It is the teachers responsibility to ensure that the items needed for PPE are readily to hand ,clean and in sufficient quantities. It is the employer’s responsibility to provide PPE.
Course delegates must demonstrate that they can plan and conduct lessons safely taking account of the size and nature of the class and their activities e.g. interactions with individual pupils are organised so that they are able to maintain an overview of the actions of the rest of the class.
Just spend a minute discussing what you feel are the most contentious issues regarding departmental development!
Space and the size of the group are probably the most contentious of all the H&S issues in D&T..
The overcrowding experienced by most D&T teachers compromises the H&S and Welfare of both staff and pupils.

78. The following hazards can be associated with overcrowding e.g
Lack of ventilation
This can cause pupils to be drowsy and irritable
Jostling around machines
Pupils may come into contact with moving parts – inadvertent starting of machines.
Insufficient tools and equipment
Pupils may become frustrated and behaviour may suffer.
Poor working posture.
It is more difficult for teachers to effectively monitor large groups.
Teacher ability stretched.
Pupils may not have room to adopt correct posture because of insufficient spaces between work places.

79. Module 1c – Class Supervision
Course delegates must demonstrate that they are capable of using a range of teaching strategies that are appropriate to the activities taking place, e.g. group work to reduce the amount of equipment being used..
Teaching strategies should be employed to ensure that the appropriate level of supervision is given for particular situations.
General Class Supervision
This is suitable for low risk activities such as……….

80. Close Class Supervision
This is suitable for medium risk activities such as……….
One to One Supervision
This is suitable for high risk activities such as……….

81. Module 1c
Course delegates must demonstrate that they know about H&S issues and are able to ensure the safety of themselves, the pupils and other adults in the room, especially with regard to protective clothing and equipment.
Course delegates must demonstrate that they are aware of the potential risks associated with the presence in the room of non-specialist adults e.g. non specialist teachers, visiting adults S.E.N support staff.

82. Teachers should consider the following if other staff are joining their groups or if supply/cover staff are using their room.
Support staff take up one of the available workspaces.
If you have support staff in your class it is likely that the nature of the group should demand a risk assessment (or amendment)
The support staff should be trained if they are using equipment.
They should know their role is the room has to be evacuated in an emergency.
Supply/cover teachers should not have access to equipment they are not trained to use.
They should be aware of departmental policies.
They should know what to do in case of an accident.
The activities of supply/cover and registration groups should be monitored particularly in food rooms where there may be a risk of contamination.

83. No time for the detail……..
I’ve already talked about this publication, but as part of your CPD you need to read BS4163:(2007) to inform you about your organisation and the teaching environment.

84. Module 1c
Course delegates must demonstrate that they know that they should ensure that the environment is not a health and safety hazard and be able to organise working spaces to minimise risks.
The teaching environment plays a vital role in developing a Health and Safety Culture.
In general terms the teacher needs to ensure that the environment is clean and well organised. It should give the impression on first sight that H&S is an important issue and demonstrate that students are expected to take Health and Safety seriously.

85. ACTIVITY 1c This time the activity is as individuals (10 minutes)
Identify an aspect of your teaching environment that you have already discussed/identified. E.g. Electrical installation, lighting, temperature. Floor spaces around equipment (see Building Bulletin 81 and or www. Teachernet.org.uk)
There are 2 aspects we would like you to consider.
State the current situation regarding this aspect of your teaching environment,
Before we next meet refer to BS4163:(2007) and state the situation which should exist regarding this aspect of your environment,

86. ACTIVITY 1d Calculating the number of workspaces
Sketch the layout of one of the rooms in your School
(1)Calculate the overall floor area of the room.
(2)Calculate the areas of fixed benching and machinery.
Subtract step (2) from step (1) and divide the result by 4
This gives you the number of workspaces in the room which includes the teacher and any support staff.

87. Respiratory Protective Equipment
RPE shall (where possible) be of the disposable type.
Must be discarded on expiry of it’s useful life.
In any event 30 days after first use.
Non-disposable RPE must be examined and tested at specific intervals by an appointed member of departmental staff.

88. Equipment, Tools Materials and Components
Course delegates must demonstrate that they have secure knowledge of, understanding about and have the capability to use equipment processes and tools in a safe manner before they use them and teach them to others.
…know and can apply appropriate regulations for the use and application of materials and components, taking account of factors such as storage, fumes, dust, microbiological hazard, skin contact and other allergic reactions

89. Need awareness of……… Space required for the equipment/activity
Lighting and ventilation requirements
COSHH requirements
Guarding
PPE requirements
Proper systems for holding work
Rate and speed and feed.
Dust and swarf and other by-products.
Electrical supply requirements and checks
The amount of supervision required
Hygiene

90. Equipment, Tools Materials and Components
…understand procedures to ensure that accidents and therefore liabilities are avoided.
…are aware that appropriate records must be kept on machine servicing.
Spend 5 minutes with the person next to you and discuss what you think should be in the records and how the recordings should be made.
Health and Safety Officer. – Employers are legally required to appoint one or more competent persons to assist in carrying out measures to comply with Health & Safety legislation, where possible they should be employees. In addition teaching unions may appoint H&S representatives.

91. The role of the HSE
The HSE will investigate reportable accidents which occur in schools.
They will examine the actual circumstances of the accident. It is here that classroom teacher liability will be assessed.
They will then examine the management systems which are in place to prevent accidents happening, when they were last reviewed and the procedures for ensuring that they are effective.
YOU along with The Head of Department are key people in the development and implementation of preventative planning.

92. Recap to here -So we need to check:-
Have the pupils been taught to use the equipment?
Have you checked that the pupils have understood?
Have you reminded the pupils about how to use the equipment?
Have you done a risk assessment and implemented the control measures? (lesson plan recorded).
Are the pupils sufficiently mature to undertake the activity?
If the risk assessment has been done by someone else, have you read it and do you understand it?
Do you insist that pupils wear aprons and PPE at all times?
Do you do the same?
Do you insist that technicians and other adults also wear such equipment.

93. We’ll take a short break now

94. Activities for your School Experience visits
In the main it’s about Risk Assessment,
but we need to revisit the questions you formulated last week.

95. Teaching spaces
Calculation regarding the number of workspaces in an area where you are likely to be teaching. – to do during your visit to your School Experience School.
Sketch the layout of one of the rooms in your School Experience School that you are/likely to use.
(1)Calculate the overall floor area of the room.
(2)Calculate the areas of fixed benching and machinery.
Subtract step (2) from step (1) and divide the result by 4
This gives you the number of workspaces in the room which includes the teacher and any support staff.

96. Consider:-
Is the space sufficiently large for work benches and equipment? (See Building Bulletin 81)
Is the space sufficient for pupils with special needs?
Is the workspace clean and tidy?
Are tools etc accessible without the teacher leaving the room?
Are the tools etc all sharp and in good working order?

97. Consider:- Are store rooms clean and tidy?
Is lighting and heating appropriate?
Is it possible to electrically isolate all machines?
Are there knee or foot emergency stops?
Are safety notices clearly displayed?
Is fire fighting equipment available?
Is the furniture/machines of the correct height?
Have COSHH assessments been made?

98. Module 2 – Risk Assessment
….every employer to carry out suitable and sufficient risk assessment of:-
the risks to the health and safety of his employees to which they are exposed whilst they are at work; and
The risks to the Health and Safety of persons not in his employment arising out of or in conjunction with the conduct by him and his undertakings

99. In a Nutshell……
What we do is all about
RISK ASSESSMENT.
Because our subject is so creative we have got to allow the students to take risks, but those risks must be well calculated.

100. Review
Develop
Improve

101. Evaluate the effectiveness of existing controls.
So what do we have to do?
Identify & assess the risks, to students, staff, contractors and the public.
Evaluate the effectiveness of existing controls.
Identify risks which are inadequately controlled.
Identify and implement the new controls required and review their effect.

102. Hazard identification. Control Measures Emergency action
Risk Assessment
The forms used will vary between institutions.
Must contain at least the four main areas.
Hazard identification.
Control Measures
Emergency action
Other information.

103. Whose responsibility….?
Not the HoD’s but those who expose people to the potential risks…….
In law “you are libel….”
(When I started teaching it was the Headteacher’s responsibility but …..)

104. Substances include….
All solids,liquids,gases,vapours & biological materials.
May include:- chemicals, minerals, by-products and wastes, gases, fumes, fuels, solvents, adhesives, paints, cleaning materials, dusts and:-
Mechanical moving parts…. so we need to cover all machinery in our workshops.

105. Responsibility of Departments
Departments - must either :-
Prevent exposure to hazardous substances
Or when prevention is not reasonably practical must;
Adequately control any exposure.
THE PREFERRED OPTION IS
Substitute a no-risk or lower-risk substance or method of work.

106. Where Prevention is not Reasonably Practical
Appropriate protection measures must be applied consistent with your risk assessment.
Order of Priority.
Identify appropriate processes, systems of work, engineering controls, equipment and materials.
Control the exposure at source – containment and ventilation and exclude unauthorised personnel.

107. Where exposure cannot be controlled by other means, the provision and use of suitable personal protective clothing in addition to the measures we already discussed is ESSENTIAL.

108. Risk Assessments must:
Be carried out by competent person (s);
Be recorded in retrievable form;
Be reviewed and modified at regular intervals.
The Management of Health and Safety at Work Regulations (1999)

109. A Risk Assessment is not required for each lesson.
Sufficient to produce one for each project FPT or activity carried out by a particular year group.
Staff may wish to work together as a department using a set of ‘generic’ or ‘model’ risk assessments (eg. CLEAPSS) which can then be modified for each of their teaching groups.

110. CLEAPSS Consortium of Local Education Authorities for the Provision of
Science
Services

111. For the future – you may wish to consider

112. ACTIVITY 2
In pairs; work through completing the risk assessment form using a project or a FPT that one of you has recently undertaken.
Time 30 minutes.
Look at the following chart first

113. Evaluating Risk Severity Likelihood Severity Likelihood 1 2 3 4
4 Very severe
3 Severe
2 Moderate
1 Slight
0 Negligible
Severity
Likelihood 1 2 3 4
Likelihood
4 Inevitable
3 Highly Probable
2 Probable
1 Possible
0 Remote possibility

115. 1 2 Total 3 LSR Risk Assessment – How?
Workspace & Resources
1a space and size
1b layout
1c complexity of equipment
1d sufficiency & quality of equipment
Each area is scored out of 4 with 0 being no risk and 4 being high risk 1 2
Total 3
LSR

116. LSR SRC RSA IAR 0 to 4 Little significant risk 5 to 8
Some risk but should be possible to control
9 to 12
Risk is significant & action should be taken to control or eliminate the problem report to be made
13+
Immediate action should be taken, report to senior managers. Work should cease until………
LSR
SRC
RSA
IAR

117. End of session 3
Before our next meeting and during your visits to your School Experience School you have 3 tasks:
Undertake a risk assessment for a teaching aspect that you will be working on.
Sketch a work area and calculate the number of workspaces in that area.
Go back and look at the “list of aspects” that we identified at the start of this session – read BB81 and BS4163 (2007) -and write bullet points about what you have found in your department.

118. More Departmental Responsibilities
HoD must ensure that all engineering controls (Including fume cupboards) and local exhaust ventilation and pressure systems are subject to appropriate regimes of maintenance, examination and testing.
So it’s here that PAT testing comes in.

119. PAT Testing
Who does it?
How is it recorded?

120. The Teaching Environment
The Teaching Environment plays an important role in developing a Health and Safety Culture.
Teachers need to ensure the environment is clean and well organised.
It should give the impression on first sight that Health and Safety is an important issue.

121. When thinking about the environment you need to:
Ensure the environment is not a H&S hazard and be able to organise working spaces to avoid risks.
Be aware of BS 4163 (2007) Health and Safety for D&T in schools and apply current safety regulation.
Be able to monitor and review school policy and apply current safety working practices.

122. Teaching Strategies.
When thinking about teaching strategies you need to:-
Adopt appropriate teaching strategies understanding common misconceptions and mistakes that are associated with D&T activities.
Plan and teach lessons safely, Taking account the needs of the class and the activities to be done.
Be aware of the presence of other non-specialist adults in the room.
Be sure that you can develop appropriate attitudes with regard to H & S.

123. Check that:-
Are you sure that other adults involved in the lesson are aware of Health and Safety issues?
Have you checked to see that all tools in your lesson plan are available and properly maintained?
Is pupils’ work properly stored?
Do you have reminder notices about safety points displayed in the room.
Is your first-aid qualification up-to-date?
If something goes wrong is appropriate help nearby?

124. Records
Department must retain records of risk assessments for at least five years after the cessation of the activity concerned.
Copies of the risk assessment must be lodged with the School’s SMT.
All accidents and incidents concerning activities that have an associated risk assessment must be reported to the SMT.

125. Module 3 –Equipment, Tools Materials and Components
Course delegates must demonstrate that they are aware of the regulations and guidance in using electrical, electronic, mechanical, hydraulic, pneumatic components and systems.
…are aware of the risks and potential dangers associated with the dismantling of existing products in order to carry out investigative, disassembly and evaluative activities as part of the National Curriculum Programmes of Study.

126. Module 3 –Equipment, Tools Materials and Components
…know what Health and Safety training is required and what pupils need to be taught about H & S.
…understand their liabilities as teachers and the liabilities of the school’s line management structure with regard to H&S.
…are aware of the need to have specific training in order to use and teach others how to use certain tools and equipment.

127. Module 3 –Equipment, Tools Materials and Components
….are aware of the regulations and guidance at national, LEA (LEA is legally obliged to have a policy) and school level related to the teaching of Design and Technology.
…understand and apply current legal requirements with regard to Health and Safety issues regarding the teaching of Design and Technology in Schools
…understand their responsibilities as employees and their employer’s responsibilities toward them.

128. ACTIVITY 3
Identify a piece of equipment used in a room in which you teach in e.g hand tools, centre lathe, pillar drill etc., and use BS4163 (2207) to make brief notes against each of the headings in the chart.

129. LAST ACTIVITY Positioning Appropriate at which Key stage
Identify a piece of equipment used in a room in which you teach in e.g hand tools, centre lathe, pillar drill etc., and use BS4163 (2207) to make brief notes against each of the headings in the table.
Positioning
Appropriate at which Key stage
How are the students trained
lighting
Enough equipment for the activity.
How is it maintained/records

130. It’s all a question of balance !!!!!
Health and Safety
It’s all a question of balance !!!!!

131. ….and finally……
Enjoy your subject and above all else enjoy your career as a D&T teacher, it’s something special

132. www.ideasin2action.co.uk 01526 378111 les@ideasin2action.co.uk
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