RISK ASSESSMENT FOR PHYSICAL EDUCATION:
SCHOOL: SUBJECT LEADER: DATE OF ASSESSMENT:
Before completing this form be aware of and consider what safety issues are addressed in your PE handbook, relevant school policies, schemes of work and other relevant documentation whereby policies, procedures and organisation systems set out safety standards to be applied in all activities in your PE programme. This sets out your current safety levels for PE. Completing this risk assessment is about establishing whether what you already do is safe or whether you need to further develop your current practice to make some issues safer.
This form should be adapted to be specific to school by amending, deleting or adding specific questions in column 1. Tick in column 2 (safe) where health and safety concerns relating to that question are judged to be safe due to existing practices and standards. Tick column 3 (unsafe) if health and safety concerns exist (relating to the particular question in column 1) where further action is needed to make the issue safe. Where column 3 is ticked then list in column 4 who may be harmed by that significant risk – pupils (P), staff (S) and/or other visitors (V). In column 5 list what extra precautions, over and above what is already in place, need to be implemented to make this issue safe. Complete the questions below to fully assess the safety of the whole on-site PESS programme (pages 1-3) and regular away fixtures programme (page 4).
Separate risk assessments will be needed for any special event (e.g. sports day or sport related off-site visit such as a sports tour or visit to Wembley).
A. ON-SITE ISSUES / SAFE(injury unlikely or only minor) / UNSAFE (injury probable
if not resolved) / WHO AFFECTED (P.S.V.) / ADDITIONAL PRECAUTIONS/PROCEDURES NEEDED TO MAKE SAFE / CHECKED
Initials and date
A. PEOPLE: 1.Pupils:
i. Are group sizes or teacher/pupil ratios always safe?
ii. Is clothing and footwear appropriate for each activity?
iii. Is the policy for jewellery and other personal effects applied consistently?
iv. Is safety equipment/personal protection available and used where needed – e.g. shin pads?
v. Is behaviour appropriate for safe participation?
vi. Are the school policies on physical contact (supporting) and substantial access (1:1) known and applied effectively?
vii. Are there any concerns about Equality Act requirements for access and involvement in PE for those with cognitive, visual, hearing or motor impairment?
viii. Do the pupils know and safely apply physical education and sport (PES) routines and procedures appropriate to age/ability?
ix. Are any individual care issues met?
x. Are there any safety issues about pupil participation in any activity?
A. PEOPLE: 2. Staff:
i. Do staff feel confident/competent/have adequate qualifications, experience to fulfil their teaching commitments safely?
ii. Is the teaching and discipline capability of all staff checked?
iii. Does anyone require some form of professional development or support for reasons of safe teaching?
iv. Do staff supervise pupils appropriate to the behaviour, age, development stage and layout of the facility?
v. Are there any times when additional supervision is required but not provided?
vi. Are there any times when pupils are not supervised that give cause for concern?
vii. Do staff have sufficient knowledge of individuals and groups they teach to maintain a safe situation?
viii. Are there any control/discipline/behaviour problems by any pupil/group with any adult teaching them that causes safety concerns?
ix. Are pupil medical conditions known by any adult teaching an individual?
x. Is relevant medical information always passed on to visiting staff before they teach a group?
xi. Are staff observation and analysis skills adequate to ensure safe practice?
xii. Is staff clothing or personal effects appropriate for teaching PES?
xiii. Do all staff occupy appropriate teaching/observation positions in relation to participants?
xiv. Do all staff know their role and responsibilities?
xv. Is effective communication between teacher and support staff evident?
xvi. Do all adults teaching groups have appropriate insurance cover where needed?
xvii. Have disclosure certificates been seen for all support staff?
A. ON-SITE ISSUES continued / SAFE
(injury unlikely or only minor) / UNSAFE (injury probable
if not resolved) / WHO AFFECTED (P.S.V.) / ADDITIONAL PRECAUTIONS/PROCEDURES NEEDED TO MAKE SAFE / CHECKED
Initials and date
B. CONTEXT: 3. Procedures/routines:
i. Is the head teacher made aware of/approves all activities offered?
ii. Are off-site visit requirements met – lists, first aid etc?
iii. Are parents informed and any necessary permission obtained?
iv. Is movement to the work areas safe and orderly?
v. Is access to each facility safely managed?
vi. Are first-aid equipment, procedures and responsibilities known by staff and (where appropriate) pupils?
vii. Are safety information notices evident, clearly positioned, effective, shared applied?
viii. Are emergency evacuation procedures known?
ix. Are safeguarding procedures and training in place?
x. Are digital imagery policy and required permissions known and applied?
xi. Are all procedures monitored adequately?
B. CONTEXT: 4. Equipment:
i. Is equipment used for the purpose it was designed?
ii. Is all equipment in good condition and used safely, including electrical items?
iii. iii. Is equipment suitable in size, type, weight, quality for the age, build,
iv. strength of pupils?
v. Have pupils been taught to carry, move, place and retrieve equipment safely?
vi. Is supervision of carrying/ placing of equipment managed where appropriate?
vii. Do staff check equipment before use by participants?
viii. Do staff regularly check equipment before use and report any faults found?
ix. Is equipment easily accessed and safely stored?
x. Are routines for collection, retrieval, changing of equipment known and applied by staff and pupils?
xi. Are there any other equipment handling, carrying, siting concerns in any activity?
xii. Is there an annual gymnastic, play and fitness equipment inspection check by a specialist company?
xiii. Is any improvised use of equipment allowed?
xiv. Is all required safety and rescue equipment present?
B. CONTEXT: 5. Facilities:
· Changing:
i. Is the changing area safe? – space, pegs, floor surface,supervision
ii. Is the route from classroom/changing room to activity area safe, especially for young/infirm?
· Work area:
i. Is access to the facility safe – steps/doors/disability issues?
ii. Are fire exits clear with emergency egress possible?
iii. Are fire extinguishers/notices etc present?
iv. Are safety signs present, in correct locations and illuminated?
v. In case of emergency evacuation – are doors unlocked?
vi. Is the first aid provision/system suitable for facility/pupils etc?
vii. Does the playing/work surface provide secure footing?
viii. Is the work area an optimum size for the group/activity/ organisation?
ix. Are there any obstructions – heating/columns/piano etc?
x. Is the lighting protected where appropriate, safe and adequate for activities?
xi. Does the location of windows cause sunlight/glare onto work area?
xii. Are there any display and other furniture issues?
xiii. Are the storage space/system/routines safe?
xiv. Are there any obvious entrapments?
xv. Are goalposts/nets etc safe, secure and in good condition?
xvi. Are there plastic/ glass/ stone/ holes problems on pitches?
xvii. Are there any activity-specific safety concerns?
A. ON-SITE ISSUES continued / SAFE
(injury unlikely or only minor) / UNSAFE (injury probable
if not resolved) / WHO AFFECTED (P.S.V.) / ADDITIONAL PRECAUTIONS/PROCEDURES NEEDED TO MAKE SAFE / CHECKED
Initials and date
B. CONTEXT: 6. Transport (where used for PES):
i. Is a clear policy applied where any form of transport is used?
ii. Are school vehicles checked for roadworthiness before use?
iii. Is a reputable coach/taxi company used?
iv. Are there clear procedures about the use of staff or parents’ cars?
v. Are embarkation points safe?
vi. Are seat belts always used?
vii. Are booster seats available where required?
viii. Is there always a check on numbers leaving and returning onto the transport?
ix. Are driver requirements and responsibilities known and applied?
x. Is there an emergency contact system in place?
xi. Are there any concerns about supervision whilst driving?
xii. Is there a procedure for dismissing pupils after an event away from school that is understood, accepted and applied by all staff, students and parents/carers?
xiii. Are procedures in place in the event of a transport problem arising?
C. ORGANISATION: 7. Class organisation/management:
i. Are group numbers always known/checked?
ii. Is a register check taken for every session/lesson (secondary)?
iii. Do staff regularly scan or do head counts at the beginning/ during /end of lessons?
iv. Are group organisation/management procedures safe and consistently applied?
v. Are demonstrations accurate and safely performed?
vi. Are pupils with visual, hearing, motor or cognitive impairment catered for appropriately to enable them to participate safely?
vii. Are there any activity-specific safety concerns?
C. ORGANISATION: 8. Teaching:
i. Does the demand/challenge in sessions match pupils’ abilities, needs and confidence?
ii. Are appropriate teaching styles used to ensure safety?
iii. Are techniques taught effectively?
iv. Is regular and approved practice used at all times?
v. Are physical support and manual handling techniques known and applied where appropriate?
vi. Is intervention appropriate to individual pupil needs?
vii. Are tasks differentiated to meet individual abilities and confidence?
viii. Are rules consistently applied in games?
ix. Do staff know the limits of their practical involvement in games, practices and demonstrations involving students?
x. Does any play schedule allow appropriate activity/recovery periods?
xi. Are there any activity-specific safety concerns?
C. ORGANISATION: 9. Preparation and progression:
i. Do written schemes of work/other guidance set out safety issues to be followed?
ii. Do lessons provide appropriate and effective warm up/cool down?
iii. Is pupil led warm up monitored by staff?
xii. Is progression based on ability? Are progressive practices known and applied?
iv. Are rehydration/sun protection planned for?
v. Are overplay/overtraining implications checked/known?
C. ORGANISATION: 10. Emergency action:
i. Are risk assessments carried out and reviewed periodically?
ii. Are accident and emergency procedures to address potential incidents during lessons and visits set out, known and applied by all?
iii. Can first aid support be summoned and provided quickly?
iv. Are contingency plans to address potential incidents during lessons and visits set out, known and applied by all staff?
(end of on-site PESS risk assessment)
B. AWAY FIXTURES ISSUES(Issus to consider in addition to the on-site assessment made above. Complete this form once per year to cover whole fixture programme as procedures are the same whatever the activity). / SAFE
(injury unlikely or only minor) / UNSAFE (injury probable
if not resolved) / WHO AFFECTED (P.S.V.) / ADDITIONAL PRECAUTIONS/PROCEDURES NEEDED TO MAKE SAFE / CHECKED
Initials and date
Pre- event:
i. Has the head teacher approved the event?
ii. Are school policies/ procedures for taking groups off-site known/applied?
iii. Are consent forms required – and been obtained?
iv. Are parents/carers aware of the itinerary, programme, particular needs and conditions, insurance provision, emergency contact system, venue address?
v. Do staff know their roles and responsibilities?
vi. Do staff have adequate group management skills/knowledge of the group?
vii. Is a group register available and taken to the event?
viii. Are medical backgrounds known?
ix. Are any reciprocal arrangements with host school clarified/ known?
x. Has contingency planning been thought through?
xi. Are the school’s crisis management plan requirements built into the risk assessment and planning?
Assembly:
i. Is it a continuous duty of care or broken duty of care where parents take responsibility for the journey? Is there clarity where duty begins/ends?
ii. Are numbers in groups checked at departure and during journey?
iii. Has kit/footwear been checked?
iv. Have medication and other personal needs been checked?
v. Is emergency contact information to hand during journey?
vi. Do the pupils know and apply school’s code of conduct?
vii. Is a mobile phone to hand in case of emergency?
Journey:
i. Coach/minibus/taxi/cars – are LA/school/legal requirements met? – 1st aid kit/appointed person for first aid/who can drive/number of staff needed to supervise and drive/where staff sit in vehicle during journey/ basic vehicle check made if appropriate?
ii. Are embarkation/disembarkation points safe?
iii. Is contingency action planned in event of illness/accident on journey etc?
Venue/competition:
i. Has venue been risk assessed by home team/organiser?
ii. Are there any group or activity management issues? – e.g. 1 staff with 2 teams/ officiating and supervising etc?
iii. Is acceptable behaviour assured?
iv. Are periodic “head counts” carried out?
v. Is there equality in size/experience/confidence between teams?
vi. Is kit and footwear appropriate to weather/ playing surface?
vii. Are personal effects removed for the competition?
viii. Is relevant personal protection worn – pads/helmets/mouth guards etc?
ix. Are first aid cover/ reciprocal arrangements with host confirmed?
x. Are officials competent/ qualified?
xi. Has facility/equipment been checked before use as part of host school risk assessment?
xii. Is emergency action plan clear – hospital/rest of team/staff illness/communication?
xiii. Have weather conditions been considered– sun protection/re-hydration/storms/other seasonal considerations?
Return journey:
i. Is head count taken before leaving venue?
ii. Are embarkation disembarkation points safe?
iii. What dispersal point/s have been communicated and agreed? Are parents/carers aware?
iv. What arrangements if parents/carers delayed to collect children?
v. What arrangements if journey is delayed – breakdown/traffic etc?
vi. Has anticipated dispersal time been communicated?
Event evaluation:
i. Any near misses/ incidents to review?
ii. Are injuries recorded and outcome followed up?
iii. Any improvements for next event?
iv. Any feedback necessary to HT/Subject Leader/staff/pupils/parents?
v. Any adjustments to risk assessment? Record to inform future planning.
Signed: Subject leader: Head teacher: Date: Peter Whitlam July 2014.
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