Health & Safety

Course 04 – Health & Safety

Introduction

Children have the right to learn, play and develop in an environment that is safe, secure and well managed.

Parents also have the right to expect that every reasonable step has been taken to protect their children from avoidable harm.

Health and safety is therefore much more than complying with legislation.

It is about creating a culture where hazards are recognised early, risks are controlled effectively and everyone understands their responsibilities.

Good health and safety practice supports:

• safeguarding
• wellbeing
• learning
• inclusion
• confidence
• organisational resilience

Learning Outcomes

After completing this course you will be able to:

• explain your health and safety responsibilities;
• identify common workplace hazards;
• understand the principles of risk assessment;
• contribute to a positive safety culture;
• respond appropriately to accidents and incidents;
• understand reporting procedures;
• recognise your role in protecting children, colleagues and visitors.

Why Health & Safety Matters

Children are naturally curious.

They explore, climb, run, experiment and test boundaries.

These behaviours are an important part of childhood.

However, they also increase the likelihood of accidents unless environments are carefully managed.

Health and safety is not about removing all risk.

It is about removing unnecessary risk while allowing children to learn through safe challenge.

Legal Responsibilities

Health and safety legislation places duties upon:

• employers;
• managers;
• employees;
• volunteers; and
• anyone working on DASC premises.

Every member of staff has a personal responsibility to:

• work safely;
• follow procedures;
• report hazards;
• cooperate with managers;
• use equipment correctly;
• protect children from avoidable harm.

Health and safety is everyone's responsibility—not just the manager's.

Understanding Risk

Risk is a normal part of childhood.

Children learn by exploring, experimenting, climbing, running, building and solving problems.

Completely eliminating risk would also eliminate many valuable learning opportunities.

The purpose of health and safety is therefore not to remove all risk, but to identify hazards, assess the likelihood of harm and take proportionate steps to reduce unnecessary danger.

Children benefit from environments that are challenging, stimulating and well supervised.

Hazard vs Risk

Understanding the difference between a hazard and a risk is essential.

A hazard is anything with the potential to cause harm.

Examples include:

• wet floors
• damaged equipment
• trailing cables
• cleaning chemicals
• broken furniture
• hot drinks
• unsecured gates

A risk is the likelihood that the hazard will actually cause harm, together with the severity of that harm.

For example:

Risk Assessment

A risk assessment is a careful examination of what could cause harm and the actions needed to reduce that risk.

At DASC, risk assessments help ensure that activities remain enjoyable while protecting children, staff and visitors.

Risk assessments should be:

• proportionate
• practical
• regularly reviewed
• recorded where appropriate
• shared with relevant staff

Risk assessments are not paperwork exercises.

They are tools that support safer decision-making.

The Five Steps to Risk Assessment

Managers and staff should follow five simple steps.

Step 1 – Identify the Hazard

Look carefully at:

• premises
• equipment
• activities
• outdoor areas
• visitors
• weather conditions
• educational visits

Ask:

"What could cause harm?"

Step 2 – Decide Who Could Be Harmed

Consider:

• children
• babies and younger siblings
• staff
• volunteers
• parents
• contractors
• visitors
• children with SEND

Different people may face different levels of risk.

Step 3 – Evaluate the Risk

Ask:

• How likely is harm?
• How serious could it be?
• Are existing controls effective?

Where necessary, introduce additional controls.

Examples include:

• increased supervision
• barriers
• PPE
• changing the activity
• removing defective equipment

Step 4 – Record Findings

Where required, record:

• hazards identified
• existing controls
• further actions
• person responsible
• review date

Good records demonstrate that risks have been considered properly.

Step 5 – Review Regularly

Risk assessments should be reviewed:

• annually
• following accidents
• following significant changes
• when introducing new activities
• after refurbishment
• if concerns are raised

Health and safety is a continuous process rather than a one-off exercise.

Dynamic Risk Assessment

Not every situation can be predicted.

Staff should continually assess risk during the day.

This is known as a dynamic risk assessment.

Examples include:

• sudden rain making playground surfaces slippery
• broken equipment discovered during play
• overcrowding during collection
• aggressive behaviour
• unexpected visitors
• illness
• changing weather

Dynamic risk assessments require staff to:

• stop
• assess
• act
• review

Practice Scenario – Damaged Equipment

Practice Scenario – Wet Playground

Daily Health and Safety Checks

Health and safety begins before the first child arrives.

Every session should begin with a visual inspection of the premises to identify hazards that could place children, staff or visitors at risk.

These checks should become part of the daily routine rather than being treated as a separate administrative task.

Where hazards are identified, action should be taken immediately or the area should be made safe until the issue has been resolved.

Opening Safety Checks

Before children arrive, staff should check:

Building Security

• External doors secure
• Gates functioning correctly
• Fencing undamaged
• Access control systems operational
• Visitor entrance secure

Indoor Areas

• Floors clean and dry
• Walkways free from obstruction
• Furniture safe and stable
• Tables and chairs undamaged
• Emergency exits unobstructed

Toilets

• Clean and hygienic
• Hot and cold water available
• Soap dispensers filled
• Hand drying facilities working
• No slip hazards

Kitchen or Snack Area

• Surfaces clean
• Food stored correctly
• Fridge operating correctly
• Cleaning products secured
• Allergens managed appropriately

Outdoor Areas

• Playground free from litter
• Gates secure
• Equipment undamaged
• Surfaces safe
• No broken glass or hazardous objects

During the Session

Health and safety is continuous.

Staff should remain alert throughout the day.

Continue monitoring:

• changing weather
• damaged equipment
• children's behaviour
• overcrowding
• spillages
• illness
• visitors
• maintenance issues

Hazards can develop at any time.

Good supervision includes continuously reassessing risk.

End-of-Day Safety Checks

Before leaving, staff should ensure:

• children have been collected safely
• registers completed
• medication secured
• confidential documents locked away
• windows closed
• electrical equipment switched off where appropriate
• cleaning completed
• incidents recorded
• hazards reported
• premises secured

Good closing procedures reduce risks for the following day.

Housekeeping

Poor housekeeping is responsible for many avoidable accidents.

Good housekeeping includes:

• storing equipment correctly
• cleaning spillages immediately
• keeping walkways clear
• disposing of waste safely
• securing hazardous materials
• maintaining tidy activity areas

Children should also be encouraged to help maintain safe environments by tidying resources after activities.

Slips, Trips and Falls

Slips, trips and falls remain one of the most common causes of injury within childcare settings.

Common causes include:

• wet floors
• trailing cables
• loose mats
• toys left on floors
• unsuitable footwear
• uneven outdoor surfaces

Simple preventative measures significantly reduce the likelihood of injury.

Spillages

All spillages should be dealt with immediately.

The correct procedure is to:

1. Prevent access to the area.
2. Clean the spillage safely.
3. Display warning signage where required.
4. Ensure the floor is dry before reopening the area.

Never leave a spillage unattended.

Safe Storage

Equipment should always be stored safely.

Heavy items should be placed:

• below shoulder height
• securely
• away from fire exits

Hazardous substances should be:

• locked away
• clearly labelled
• inaccessible to children
• stored according to COSHH guidance

Practice Scenario – Water on the Floor

Practice Scenario – Trip Hazard

Manager Coaching Notes

Managers should routinely observe whether staff:

• identify hazards proactively
• complete opening checks consistently
• maintain good housekeeping
• respond promptly to spillages
• challenge unsafe practice
• encourage children to contribute to safe environments

Positive health and safety cultures develop through everyday habits rather than occasional inspections.

Manual Handling

Manual handling includes any activity involving:

• lifting
• lowering
• carrying
• pushing
• pulling
• moving
• supporting equipment or objects

Although DASC staff should never be expected to undertake heavy industrial lifting, manual handling takes place every day.

Examples include:

• moving tables and chairs
• carrying activity equipment
• lifting storage boxes
• setting up play equipment
• assisting younger children where appropriate

Poor lifting techniques can result in serious injuries to the back, shoulders, knees and muscles.

Your Responsibilities

Every member of staff should:

• assess the load before lifting;
• use correct lifting techniques;
• seek assistance where necessary;
• use handling equipment where available;
• report damaged equipment immediately.

Never attempt to lift something simply because "it's only for a second."

Taking a few moments to assess the task can prevent long-term injury.

The TILE Principle

Before moving any object, consider the TILE principles.

If any answer raises concern, stop and seek assistance.

Safe Lifting Technique

Whenever possible:

1. Stand close to the object.
2. Position your feet shoulder-width apart.
3. Bend your knees.
4. Keep your back in a neutral position.
5. Hold the load close to your body.
6. Lift using your legs.
7. Avoid twisting while carrying.
8. Lower carefully.

Never:

• twist while lifting;
• reach above shoulder height unnecessarily;
• carry loads you cannot see over;
• rush.

Moving Furniture

Furniture should only be moved when necessary.

Before moving furniture:

• remove children from the area;
• check the route is clear;
• use two people for heavy items;
• avoid dragging furniture across floors where possible;
• protect fingers from trapping hazards.

Tables and chairs should be stacked safely and never in a manner that creates instability.

Storage Areas

Storage areas should remain organised.

Heavy items should be stored:

• below shoulder height;
• on stable shelving;
• where they are easily accessible;
• without blocking escape routes.

Frequently used resources should be positioned to minimise repeated lifting.

Working at Height

Staff should avoid climbing on furniture.

If something cannot be reached safely:

• use approved step equipment;
• ensure another member of staff is nearby where appropriate;
• never stand on chairs or tables;
• never ask children to retrieve items stored at height.

Falls from relatively low heights can still result in serious injury.

Practice Scenario – Heavy Storage Box

Practice Scenario – Standing on a Chair

Display Screen Equipment (DSE)

Although much of DASC's work is active, staff may also spend time:

• completing registers;
• writing reports;
• recording safeguarding concerns;
• preparing activities;
• undertaking online training.

When using computers for prolonged periods:

• adjust the chair correctly;
• position the screen at eye level;
• keep wrists in a neutral position;
• take regular breaks;
• avoid prolonged static posture.

Good workstation setup reduces fatigue and musculoskeletal strain.

Manager Coaching Notes

Managers should observe whether staff:

• lift safely;
• request assistance appropriately;
• organise storage effectively;
• use appropriate equipment;
• avoid unnecessary manual handling risks.

Managers should intervene early where unsafe habits develop.

Safe manual handling protects both staff wellbeing and organisational resilience.

Control of Substances Hazardous to Health (COSHH)

Some everyday products used within DASC contain substances that may cause harm if they are used incorrectly.

Examples include:

• cleaning sprays
• disinfectants
• bleach
• washing-up liquids
• antibacterial products
• aerosols
• hand sanitiser
• paint
• glue
• printer toner

Although these products are common, they should always be treated with care.

What is COSHH?

The Control of Substances Hazardous to Health (COSHH) Regulations require employers to control exposure to hazardous substances.

Within DASC this means:

• identifying hazardous products;
• assessing the risks;
• storing substances safely;
• training staff;
• using products correctly;
• responding appropriately to spillages or exposure.

COSHH is about preventing harm before it occurs.

Common Hazardous Substances

Products commonly found within childcare settings include:

• toilet cleaner
• bleach
• descaler
• dishwasher tablets
• washing detergent
• antibacterial wipes
• sanitising spray
• paint and solvents
• glue
• permanent markers

Children should never have unrestricted access to these substances.

Safe Storage

Hazardous substances should always be:

• locked away;
• clearly labelled;
• stored in their original containers;
• inaccessible to children;
• kept away from food;
• checked regularly for leaks or damage.

Never transfer chemicals into unlabelled bottles or food containers.

Using Cleaning Products Safely

Before using any cleaning product:

• read the label;
• wear PPE where required;
• ensure adequate ventilation;
• never mix chemicals;
• follow dilution instructions;
• return products to secure storage immediately after use.

Mixing certain chemicals can release dangerous gases.

Personal Protective Equipment (PPE)

Some tasks require PPE.

Examples include:

• disposable gloves;
• disposable aprons;
• eye protection where appropriate;
• face coverings if risk assessment requires.

PPE should be:

• the correct type;
• used properly;
• disposed of safely;
• replaced if damaged.

PPE does not replace good hygiene or safe working practices.

It provides an additional layer of protection.

Spillages

Chemical spillages should be managed safely.

Staff should:

1. Keep children away.
2. Wear appropriate PPE.
3. Follow manufacturer guidance.
4. Clean the area safely.
5. Dispose of waste correctly.
6. Report significant spillages to the manager.

Never leave hazardous substances unattended.

Children's Activities

Some activities involve substances such as:

• paint;
• glue;
• modelling materials;
• sensory resources.

These should always be:

• age appropriate;
• supervised;
• stored safely;
• used according to manufacturer's instructions.

Children should never be allowed access to hazardous products intended only for adults.

Practice Scenario – Cleaning Spray

Practice Scenario – Mixing Chemicals

Manager Coaching Notes

Managers should regularly check:

• COSHH storage;
• product labels;
• PPE availability;
• expiry dates;
• staff awareness;
• COSHH assessments;
• cleaning procedures.

Unsafe storage should be corrected immediately.

Electrical Safety

Electricity is essential to the daily operation of Dagenham After School Club.

Lighting, computers, kitchen equipment, interactive displays, charging devices and office equipment all rely upon electricity.

Although electricity is used safely every day, damaged or poorly maintained equipment can present significant risks including:

• electric shock;
• burns;
• fire;
• equipment failure;
• injury to children and staff.

Electrical safety depends upon regular inspection, safe use and prompt reporting of faults.

Your Responsibilities

Every member of staff is responsible for using electrical equipment safely.

Staff should:

• carry out a visual inspection before use;
• report damaged equipment immediately;
• remove faulty equipment from service;
• follow manufacturer's instructions;
• switch equipment off when appropriate;
• avoid overloading sockets.

Electrical repairs should only be carried out by authorised persons.

Visual Safety Checks

Before using any electrical equipment, check for:

• damaged plugs;
• cracked casings;
• exposed wires;
• scorch marks;
• loose connections;
• damaged extension leads;
• signs of overheating.

If defects are identified:

• stop using the equipment immediately;
• remove it from use;
• report it to the manager.

Never attempt temporary repairs using tape or improvised methods.

Portable Appliance Testing (PAT)

Many electrical appliances require routine inspection and testing.

Examples include:

• kettles;
• microwaves;
• laptops;
• printers;
• laminators;
• extension leads;
• fans.

PAT testing supports electrical safety by identifying faults before accidents occur.

Staff should continue carrying out visual inspections even where equipment has been PAT tested.

A PAT label does not guarantee that equipment remains safe indefinitely.

Extension Leads

Extension leads should only be used where necessary.

Staff should:

• avoid daisy-chaining extension leads;
• fully unwind cable reels before use;
• keep leads away from walkways;
• protect cables from damage;
• avoid overloading sockets.

Trailing cables create both electrical and trip hazards.

Charging Equipment

Many devices require charging throughout the day.

Good practice includes:

• using approved chargers;
• avoiding charging overnight unless authorised;
• keeping chargers away from water;
• ensuring ventilation around charging equipment;
• removing damaged chargers from use.

Charging areas should remain tidy and supervised where appropriate.

Water and Electricity

Water significantly increases electrical risk.

Electrical equipment should never be used:

• with wet hands;
• near standing water;
• where cables are damaged by moisture;
• in unsuitable outdoor conditions.

If electrical equipment becomes wet:

• disconnect safely if possible;
• isolate the equipment;
• report the incident;
• do not reuse until declared safe.

Children and Electrical Safety

Children should be taught safe behaviour around electricity.

Staff should discourage:

• inserting objects into sockets;
• pulling cables;
• interfering with plugs;
• climbing near electrical equipment.

Socket covers should only be used where supported by current DASC policy and risk assessment.

Supervision remains the most effective safeguard.

Practice Scenario – Damaged Cable

Practice Scenario – Overloaded Socket

Manager Coaching Notes

Managers should regularly inspect:

• plugs and cables;
• extension leads;
• charging stations;
• PAT labels;
• electrical cupboards;
• portable equipment;
• staff reporting procedures.

Electrical defects should be addressed immediately rather than waiting for routine maintenance.

Educational Visits and Off-Site Activities

Educational visits provide valuable opportunities for children to develop confidence, independence and real-world learning experiences.

Every visit must be carefully planned to ensure risks are managed appropriately while allowing children to benefit from new experiences.

Health and safety arrangements should be proportionate to the activity being undertaken.

Planning an Educational Visit

Before any off-site activity takes place, staff should consider:

• the purpose of the visit;
• the age of the children;
• the number of children attending;
• staffing ratios;
• individual medical needs;
• SEND requirements;
• travel arrangements;
• weather conditions;
• emergency procedures;
• communication arrangements.

Planning should begin well before the visit takes place.

Risk Assessments for Visits

Each educational visit should be supported by a suitable risk assessment.

Risk assessments should identify:

• hazards;
• who may be harmed;
• existing control measures;
• additional precautions required;
• emergency arrangements.

Risk assessments should remain practical.

Their purpose is to support safe decision-making rather than generate unnecessary paperwork.

Staffing Ratios

Appropriate staffing is essential.

Managers should consider:

• children's ages;
• supervision requirements;
• behaviour needs;
• medical conditions;
• transport arrangements;
• environmental risks.

Additional adults may be required where children have complex needs or where activities present increased risks.

Head Counts

Head counts should take place:

• before leaving;
• on arrival;
• after transitions;
• before returning;
• whenever groups move location.

Registers should remain accurate throughout the visit.

Staff should know exactly how many children are in their care at all times.

Travel Safety

Whether travelling by:

• walking;
• coach;
• train;
• underground;
• minibus;

staff should ensure:

• children understand expectations;
• seat belts are used where available;
• road safety rules are followed;
• regular head counts are completed;
• emergency contact information is available.

Children should never be left unsupervised during travel.

Public Places

Busy public environments create additional safeguarding challenges.

Examples include:

• museums;
• parks;
• shopping centres;
• sports venues;
• libraries.

Staff should position themselves so they can supervise effectively while allowing children to enjoy the activity.

Regular communication between staff members is essential.

Lost Child Procedure

Despite careful supervision, every organisation must prepare for the possibility of a child becoming separated from the group.

If a child is missing:

1. Remain calm.
2. Alert other staff immediately.
3. Check the immediate area.
4. Follow the agreed lost child procedure.
5. Inform the visit leader.
6. Contact emergency services if required.
7. Inform parents in accordance with DASC procedures.

Prepared procedures help prevent panic.

Medication During Visits

Some children may require medication whilst away from the setting.

Before travelling:

• check medication is available;
• ensure medication accompanies the child;
• confirm authorised staff know administration procedures;
• carry emergency contact details;
• understand any healthcare plans.

Medication should remain accessible to authorised staff but secure from children.

Weather

Weather conditions should be monitored before and throughout the visit.

Consider:

• heat;
• cold;
• rain;
• wind;
• storms;
• ice.

Activities may need to be adapted, postponed or cancelled where weather conditions increase risk.

Children's safety always takes priority.

Practice Scenario – Museum Visit

Practice Scenario – Unexpected Weather

Manager Coaching Notes

Managers should ensure:

• visits are approved appropriately;
• risk assessments are completed;
• staffing ratios remain suitable;
• emergency arrangements are understood;
• first aid provision is available;
• communication systems are tested.

Educational visits should always balance learning opportunities with effective risk management.

Emergency Procedures

Emergencies are rare, but every member of staff must be prepared to respond quickly, calmly and professionally.

Good emergency management protects children, staff and visitors while reducing confusion and preventing situations from escalating.

Preparation is the key to an effective response.

Staff should know:

• emergency procedures;
• evacuation routes;
• assembly points;
• emergency contacts;
• their individual responsibilities.

Regular practice helps ensure these procedures become familiar.

Types of Emergency

Emergencies may include:

• fire;
• medical emergencies;
• missing child;
• severe weather;
• gas leak;
• power failure;
• flooding;
• security incidents;
• violent or aggressive behaviour;
• lockdown situations.

Although each emergency is different, the principles of remaining calm, protecting children and following DASC procedures remain the same.

Medical Emergencies

Where a child or adult becomes seriously unwell:

1. Stay calm.
2. Assess immediate danger.
3. Call for assistance.
4. Contact a qualified first aider.
5. Call emergency services where required.
6. Inform the manager.
7. Contact parents where appropriate.
8. Record the incident.

Never move an injured person unless remaining where they are presents greater danger.

Missing Child

A missing child is always treated as a safeguarding emergency.

If a child cannot be located:

• remain calm;
• alert all staff immediately;
• begin agreed search procedures;
• supervise remaining children;
• inform the manager;
• contact emergency services where appropriate;
• inform parents in accordance with DASC procedures.

Every second matters.

Prepared procedures reduce delay.

Severe Weather

Weather conditions may require changes to normal activities.

Examples include:

• thunderstorms;
• snow;
• flooding;
• high winds;
• extreme heat;
• ice.

Managers should continually assess conditions and determine whether activities should:

• continue;
• be modified;
• move indoors;
• be postponed.

Dynamic risk assessment remains essential.

Power Failure

A power failure may affect:

• lighting;
• heating;
• electronic registers;
• kitchen equipment;
• communication systems;
• security systems.

Staff should:

• reassure children;
• maintain supervision;
• follow business continuity procedures;
• avoid unnecessary movement in poorly lit areas;
• report the outage to the manager.

Gas Leak

If a gas leak is suspected:

• do not operate electrical switches;
• do not use naked flames;
• evacuate if required;
• contact the emergency gas service;
• inform the manager;
• prevent access until declared safe.

Staff should follow site-specific emergency procedures at all times.

Lockdown Procedures

Certain emergencies may require children to remain safely inside the building.

Examples include:

• intruders;
• police incidents nearby;
• dangerous animals;
• serious community incidents.

During lockdown:

• remain calm;
• secure rooms where instructed;
• keep children quiet and reassured;
• await further instructions;
• avoid leaving secure areas unless directed by emergency services.

Lockdown procedures should be practised sensitively and age appropriately.

Business Continuity

Major incidents may temporarily prevent DASC from operating normally.

Examples include:

• loss of utilities;
• severe building damage;
• widespread illness;
• ICT failure;
• flooding.

Managers should have plans that address:

• communication;
• alternative accommodation;
• staffing;
• safeguarding;
• continuity of care.

Planning ahead supports organisational resilience.

Practice Scenario – Medical Emergency

Practice Scenario – Power Cut

Manager Coaching Notes

Managers should regularly review:

• emergency plans;
• contact details;
• evacuation procedures;
• lockdown arrangements;
• first aid provision;
• business continuity plans;
• emergency equipment.

Emergency preparedness should be reviewed throughout the year rather than only during inspections.

Health and Safety Leadership

Health and safety is most effective when it is led from the top and supported by every member of staff.

Creating a safe environment is not solely the responsibility of managers.

Everyone contributes to the health and safety culture of Dagenham After School Club.

A positive safety culture exists where people:

• identify hazards;
• report concerns;
• follow procedures;
• challenge unsafe practice;
• support one another;
• continuously improve.

Safety should become part of everyday thinking rather than an occasional compliance exercise.

Individual Responsibilities

Every employee has legal and professional responsibilities.

Staff should:

• work safely;
• follow DASC policies;
• cooperate with managers;
• report hazards promptly;
• protect children and colleagues;
• attend mandatory training;
• use equipment correctly;
• wear PPE where required.

Ignoring unsafe practice places everyone at greater risk.

Manager Responsibilities

Managers have additional responsibilities for ensuring health and safety arrangements remain effective.

Managers should:

• complete risk assessments;
• monitor standards;
• investigate accidents;
• review near misses;
• arrange maintenance;
• ensure statutory inspections are completed;
• provide appropriate training;
• supervise staff effectively;
• encourage a positive reporting culture.

Managers should lead by example.

Children and staff quickly notice whether leaders follow the standards they expect from others.

Creating a Positive Safety Culture

Positive safety cultures are characterised by:

• openness;
• honesty;
• teamwork;
• accountability;
• continuous improvement.

Staff should feel comfortable:

• asking questions;
• admitting mistakes;
• reporting hazards;
• suggesting improvements;
• challenging unsafe practice respectfully.

Learning organisations are safer organisations.

Learning from Experience

Every incident provides an opportunity to improve.

Following accidents, incidents or near misses, managers should consider:

• What happened?
• Why did it happen?
• Could it happen again?
• What changes are required?
• Has the risk assessment been updated?
• Do staff require additional training?

Continuous improvement is one of the foundations of effective health and safety management.

Wellbeing and Safety

Staff wellbeing contributes directly to children's safety.

Fatigue, stress and poor wellbeing can affect:

• judgement;
• concentration;
• communication;
• decision-making;
• supervision.

Managers should promote healthy working practices by:

• encouraging breaks;
• providing supervision;
• supporting staff wellbeing;
• addressing excessive workload;
• promoting open communication.

Healthy staff are better able to keep children safe.

Health and Safety Audits

Regular audits help ensure standards remain high.

Audits may include reviewing:

• premises;
• documentation;
• equipment;
• accident records;
• risk assessments;
• fire safety;
• COSHH;
• first aid provision;
• training records.

Audit findings should lead to action rather than simply being filed.

Practice Scenario – Reporting a Hazard

Practice Scenario – Repeated Near Misses

Course Summary

Health and safety is an integral part of safeguarding.

Every inspection, every activity and every interaction relies upon staff recognising hazards, managing risks and making sound professional decisions.

Remember:

• identify hazards;
• assess risks;
• report concerns;
• follow procedures;
• protect children;
• protect colleagues;
• keep learning.

Safe environments are created through thousands of good decisions made every day.

End of Course Assessment

Instructions

Complete the assessment below.

A pass mark of 80% is required.

Competency Declaration

Related DASC Policies

References

Course Completion

Congratulations.

You have completed Course 04 – Health & Safety.

Health and safety is not simply about compliance with legislation—it is about creating an environment where children can learn, play and develop safely, and where staff work confidently, professionally and responsibly.

Every hazard identified, every near miss reported and every safe decision made contributes to the wellbeing of the entire DASC community.