G643e Primarycurriculum Code of Practice

G643e PrimaryCurriculum Code of Practice

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Version Number: 9

Date: 01 July 2011

Approved By: Health, Safety and Wellbeing Manager

G643e PrimaryCurriculum Code of Practice

1. Introduction

This Code of Practice outlines the safe working practices that are necessary to ensure the risks associated with Primary school curricular activities in the following subject areas across key stages 1 and 2 are controlled in line with best practice standards:Science, Design and Technology, ICT, Art and Design and Physical Education.

2.Responsibilities

Governing Bodies must ensure that health and safety policies and procedures and Codes of Practice are adopted and monitored.

The headteacher, where appropriate through subject leaders, teachers and other support staff, must cooperate with the County Council in implementing this Code and is responsible for ensuring that it is brought to the attention of all staff.

The headteacheris responsible for monitoring the implementation of the Code and for completing the Record of Procedural Arrangements (Primary Curricular Activities)F643gand the afPE PE risk assessment form for each PE work area (F643f).

3.Risk Assessment

The process of risk assessment is required by health and safety legislation.This Code has been created on the basis of an assessment of the risks inherent in Primary school curricular activities. It indicates the main hazards and the protective and preventive measures necessary to control the risks.

The law requires risk assessments to be recorded. Model risk assessments for Primary school activities are recorded in this Code of Practice, but there must be evidence that these assessments have been consulted and that the protective and preventive measures required have been taken into account.

Headteachers must, therefore, sign offF643g Record of Procedural Arrangements (Primary Curricular Activities)to show that these model assessments have been consulted or customised to reflect local circumstances as appropriate.

The form should be reviewed annually for performance monitoring purposes or whenever significant changes occur.

4. Primary Curriculum Subjects

This part of the Code covers the basic work carried out in science, design and technology, art and design, ICT and PE in Primary schools.

However, Primaryschools should also refer to the Codes of Practice for science, design and technology, drama and PE for High schools as appropriate if they undertake anything other than this basic work as part of Key Stage 2.

4.1Science

In addition to the control measures described below schools should refer to Primary resources available on the CLEAPSS website. Password details for the CLEAPSS website can be found in the Primary Science and Technology newsletter that is circulated to all schools.

It is recommended that Primary schools also refer to the current (4th) edition of ‘Be Safe!: health and safety in school science and technology for teachers of 3 to 12 year olds’published by the Association for Science Education (ASE).

4.1.1Electricity

Hazards

The main hazards associated with electricity are electric shock, burns and fire.

Controls

Mains Electricity

Teach pupils the dangers and emphasise that they must never experiment with mains electricity.

Teachers must decide whether they consider pupils competent to plug in and/or switch on mains electricity. Pupils may well be doing this at home, but need to be aware of the dangers and how to do so safely and correctly.

All mains plugs must have an insulated sleeve on the live and neutral pins. Any plugs not of this type should be changed by a competent person.

Ensure that the socket is switched off before unplugging or plugging in electrical appliances.

All portable electrical equipment with a mains electrical plug must be tested, usually annually. Any frequently used equipment not tested within the last twelve months should not be used.

Before use equipment should be inspected visually for damage to the plug casing, frayed leads, naked wires or exposed inner insulation. The cable should be securely attached. Any equipment not passing this test should be removed until repairs have taken place and it has been retested.

The use of adapters is not recommended. There should be sufficient sockets to supply the portable appliances used. Where, exceptionally, more outlets are required, a purpose made 3 or 4 way trail type adapter may be used as a temporary measure.

Keep trailing leads tidy and away from water and walkways. Use cabling protectors to prevent people tripping over them.

See also guidance on Portable Electrical Equipment on Schools’ PeopleNet.

Batteries or Low Voltage Power Supplies

Rechargeable batteries can be used, but if short circuited they can become very hot. Use only the recommended charger; the charging should only be carried out by a member of staff. High capacity, rechargeable batteries are not recommended.

Do not mix rechargeable and non-rechargeable cells.

Do not allow pupils to cut open batteries as the contents can be corrosive and poisonous.

Tiny batteries, e.g. those used in watches, are not suitable for use in Primaryteaching activities.

Low voltage power supplies (up to 12 volts) are a suitable alternative to batteries.

4.1.2Use of Chemicals

In work on materials, pupils may encounter small quantities of kitchen and other chemicals.In general there are few risks to using chemicals in Primary science.

Hazards

The hazards associated with the use of chemicals are inhalation, ingestion, skin irritation and entry into the eyes by toxic substances. Flammable chemicals also pose a fire and explosion hazard.

Controls

General controls when using chemicals are listed below. Controls for specific chemicals/curriculum activities are contained in ‘Using Chemicals Safely’ (CLEAPSS document G5p).

Use the smallest amount and most dilute chemical that will meet educational aims.

Reduce number of pupils involved if supervision might be an issue, or bring in extra supervision.

Consider space and layout of work area.

Carry out activity as a demonstration rather than as a class practical.

Brief support staff on possible hazards and remind them of emergency procedures.

Prohibit eating and drinking in science lessons.

Ensure children wash their hands thoroughly and do not skip the process.

Check that no pupils have food allergies that may be triggered by contact with chemicals (materials) used.

Keep chemicals in properly labelled containers.Never use old food or drink containers to store chemicals.

Only keep small quantities sufficient for needs.

Keep a record of all hazardous chemicals stored.

Store chemicals with hazard symbolssecurely and keep safely away from children while in use.

Label all chemicals and do not decant them into other, unlabelled containers.

Dry spills can usually be swept up, wrapped and placed in the normal refuse, but check details for hazardous materials. Most wet spills can be mopped up quickly with paper towels, cloths or a mop, then diluted in water and poured away, preferably down a toilet whose outlet goes directly into the drainage system.

Have a supply of clean water available whenever work is carried out that may result in burns or injuries to the eyes.

Eye protection - It is unusual for a Primary science activity to require eye protection. Consider whether the activity is appropriate for Primary schools. If in doubt, call the CLEAPSS Helpline on 01895 251496.

Understand the hazard warning symbols on containers and follow the instructions.

The hazard warning symbols changed recently to international symbols and are being introduced throughout Europe from 2010 to 2015. Some symbols are similar, but there is no single word describing the hazard. Examples of the new symbols, with descriptions provided by CLEAPSS from left to right, are provided below:

1. Oxidising

2. Health hazard (including carcinogens, sensitisers)

3. Corrosive

4. Acutely toxic

5. Gas under pressure

6. Moderate hazard (formerly Harmful or Irritant)

7. Flammable

8. Explosive

9. Hazardous to the aquatic environment

Hazardous substances should be used only where there is not a safer alternative.

See also guidance on Hazardous Substances and Chemicals on Schools’ PeopleNet.

4.1.3Heat Sources

Hazards

The hazards associated with heat sources are burns to pupils and staff from contact with hot surfaces, fire and possibly the production of toxic vapours and fumes.

Controls

Several practical activities require the use of heat. The following are suitable and acceptable sources but must be closely supervised by an adult:

Hot water/hot water bottles

Water from a kettle or water heater should be cooled before use to no more than 50 °C. Use a ‘spirit’ thermometer to test this. Mercury thermometers are not suitable for use in Primary schools.

Tealights

Place securely in a metal tray, e.g. baking tray or tin lid filled with sand.

Mains electric rings

E.g. Baby Belling stoves - follow the same strict safety precautions as for cooking activities.

Hairdryers

Do not bring hairdryers in from home because they may not have been constructed to the same standards as those intended for use in schools. Hairdryers available from school suppliers are thoroughly tested beyond the requirements for domestic hairdryers.

Spirit burners, picnic stoves and other bottled gas devices, hot-air paint strippers and Bunsen burners are not recommended for Primary school use.

Heat Sources: General Precautions

Warn pupils about hazards involved, e.g. hotplates may be hot without appearing so.

Ensure all heating activities take place under close adult supervision.

Warn pupils not to lean across the table in case they come into contact with the flame/hot object.

Combustible materials should be removed.

Never leave a naked flame unattended. Dispose of matches carefully.

Long hair and loose clothing must be tied back.

Do not allow lit candles to be carried around.

Pupils should stand for the activity, so that they can move away quickly in case of an accident.

4.1.4Animals in Primary Schools

Primary schools often keep their own animals, but animals are also brought into school for short periods. Some schools also keep chickens.

Animals kept in schools pose minimal hazards provided that they are kept well in appropriate housing, people in charge of them are aware of any particular requirementsthe animals have and general precautions outlined below are followed. Typically, Primary schools keep fish, various small mammals, giant African snails and stick insects.Greater hazards are involved when animals are brought into school for short periods, e.g. pets or garden ‘minibeasts’.

Hazards

The hazards associated with the keeping of animals are the transmission of disease (particularly from farm animals) or parasites, bites, or stings; and infection or contamination due to animal waste products.

Controls

Proper planning regarding the care of animals is essential before deciding to keep animals in school. Consult a reference book before keeping any animal. Use reputable suppliers

Keep animal housing clean and disinfect at regular intervals.

Make suitable arrangements for holiday periods.

Where animals are brought into school for a short period staff may not have sufficient experience of handling and looking after the animals concerned. Refer to reference texts (including CLEAPSS guidance documents listed below) if unsure.

Liaise with parents when pets are brought in to school to ensure the particular animal is suitable for the particular class group.

Cover cuts and abrasions on exposed skin.

If animals run free on the floor or on tables, surfaces must be disinfected afterwards.

Pupils and staff must wash their hands before and after handling animals. Pupils should wash hands in the classroom so that staff can be sure that hand washing takes place.Very young pupils should be supervised when washing hands.

Animal wastes must be disposed of hygienically and any contaminated surfaces cleaned and disinfected.

Children known to have allergic reactions to animals must have restricted access to animals that may trigger a response. Similar considerations apply to children who may be phobic about certain animals.

The following CLEAPSS documents provide comprehensive guidance:

• ‘Bringing Pets and Other Animals into Schools’ (PS 55)
• ‘Small Mammals’ (L52)
• ‘Housing and Keeping Animals’ (L56)
• ‘Incubating and Hatching Eggs’ (L71)
• ‘Aquaria in Primary Schools: Electrical Safety’ (L124)
• ‘GiantAfricanLand Snails’ (L197)
• ‘Bees and Beekeeping in Schools’ (PS87)

See also guidance on Infection Control on Schools’ PeopleNet.

4.1.5Use of Plants in Primary Schools

Hazards

The main hazard associated with the use of plants is that many are poisonous or irritants. Some pupils may be particularly vulnerable, e.g. those with allergies or asthma.

Controls

Teach children to avoid touching their eyes when handling plants.

Teach children never to taste any part of a plant unless they are certain that it is

safe.

Warn children not to eat attractive looking fruits and seeds and teach children to always wash their hands after handling plants.

The plants listed below are poisonous. However, instances of more serious harm are extremely rare and following the general controls above should be sufficient in most circumstances.

See also ‘Plants for Classrooms’ (CLEAPSS document G42).

4.1.6Micro-organisms

Hazards

The main hazard associated with work with micro-organisms is infection through inhalation, ingestion or entry through the eyes or cuts to the skin.

Controls

Only the following microbes that are not known to be hazardous to humans should be used:

• Yoghurt
• Baker’s and brewer’s yeast
• Mould gardens and compost
• Cheese-making bacteria
• Edible mushrooms

Growing microbes on Petri dishes should not be carried out in Primary schools as this requires special skills, materials and equipment that Primary schools do not possess.

Do not use microbes from natural materials such as soil or pond water. Also avoid obviously risky sources such as rubbish from dustbins, rotting meat or fish, human body fluids or the remains of animals.

Staff and pupils must always wash their hands thoroughly with soap and water after working with microbes.

Hands must also be washed before any work in which microbes are used to prepare food that will be tasted. Hands should be dried hygienically using disposable paper towels rather than a hand towel.

Cover all cuts and abrasions on staff or pupils before starting work with microbes.

All material used for growing microbes should be in covered containers (bottles, jars, cartons with lids, open containers covered with Clingfilm).

When growing yeasts, the container should not be completely sealed to allow carbon dioxide to escape.

Only grow microbes using the natural materials on which they normally grow.

Pupils must never put anything into their mouths during this work.

Mould cultures should be dated.

If spills from microbe cultures occur, wipe them up immediately. Use disinfectant, wearing plastic or rubber gloves and guard against splashes into the eyes.

For disposal, treat used cultures with disinfectant (hypochlorite or Virkon) before the remains are disposed of. Leave to soak overnight and preferably for 24 hours ensuring pupils cannot come into contact with the disinfectant.

See also ‘Studying Micro-organisms in Primary Schools’ (CLEAPSS document L190) and guidance on Infection Control on Schools’ PeopleNet.

4.1.7Viewing the Sun

Hazards

The main hazardis the sun's rays causing eye damage or fire if shone through convex lenses.

Controls

Teach pupils never to look directly at the sun.

Be aware that the focusing of the sun’s rays with a convex lens can cause a fire. Lenses, especially large ones, should be stored out of direct sunlight.

Teach pupils using binoculars and telescopes to take care not to look directly at the sun, even accidentally.

Special care should be taken when viewing an eclipse of the sun.

See also ‘Viewing the Sun’ (CLEAPSS document PS17).

4.1.8Ponds and Environmental Areas

Hazards
The main hazards are drowning; unsupervised access to the pond, particularly by younger children; and water quality and associated health hazards such as leptospirosis and the effects of blue-green algae.

Controls

Access should be controlled and the pond effectively closed when not in use. This may be done with fencing, or vegetative barriers, or for smaller ponds, steel, rigid mesh fixed over the top of the pond.