Health & Safety Management

Course 29 – Health & Safety Management

Introduction

Children cannot learn effectively unless they feel safe.

Parents cannot have confidence in a setting unless they trust that risks are managed well.

Employees cannot perform at their best unless they work in a safe environment.

Health and safety is therefore everyone's responsibility.

Learning Outcomes

By the end of this course you will be able to:

• understand health and safety responsibilities;
• recognise common workplace hazards;
• carry out dynamic and formal risk assessments;
• maintain a safe learning environment;
• understand fire safety arrangements;
• report accidents, incidents and near misses;
• understand first aid responsibilities;
• promote a positive safety culture;
• contribute to continuous improvement.

Why Health & Safety Matters

Effective health and safety:

• protects life;
• reduces injuries;
• prevents illness;
• strengthens safeguarding;
• improves confidence;
• supports learning.

Good health and safety allows children to explore safely while reducing unnecessary risk.

The Health and Safety at Work Act 1974

The Health and Safety at Work etc. Act 1974 is the primary legislation governing workplace health and safety in Great Britain.

It places duties upon employers and employees to protect:

• employees;
• children;
• visitors;
• contractors;
• members of the public.

DASC must comply with these legal responsibilities.

Employer Responsibilities

DASC must, so far as is reasonably practicable:

• provide a safe workplace;
• maintain safe equipment;
• provide information and training;
• carry out risk assessments;
• consult employees;
• maintain safe systems of work;
• provide welfare facilities.

Health and safety should be managed proactively.

Employee Responsibilities

Every employee must:

• take reasonable care of themselves;
• protect others affected by their actions;
• follow policies and procedures;
• report hazards promptly;
• cooperate with managers;
• use equipment safely.

Safety is everyone's responsibility.

Individual Accountability

Every member of staff should ask themselves:

• Is this safe?
• Could someone get hurt?
• Have I reduced unnecessary risks?
• Do I need advice?

Professional judgement protects children.

Safety Culture

A positive safety culture exists where:

• hazards are reported;
• staff feel confident speaking up;
• learning follows incidents;
• managers lead by example;
• safety discussions are routine.

Safety becomes part of everyday thinking.

What is a Hazard?

A hazard is anything with the potential to cause harm.

Examples include:

• wet floors;
• damaged furniture;
• trailing cables;
• faulty equipment;
• unsafe storage;
• chemicals;
• hot drinks.

Recognising hazards is the first step towards preventing accidents.

What is Risk?

Risk is the likelihood that a hazard could cause harm, combined with the potential seriousness of that harm.

Managers should consider:

• who may be harmed;
• how harm could occur;
• how likely it is;
• what controls are already in place.

Risk should be managed—not ignored.

Safe Systems of Work

Safe systems include:

• following procedures;
• using equipment correctly;
• maintaining supervision;
• completing safety checks;
• reporting defects;
• following emergency procedures.

Consistency reduces accidents.

Dynamic Risk Assessment

Not every risk can be predicted.

A dynamic risk assessment is a quick mental assessment carried out during activities.

Ask yourself:

• What has changed?
• Is anyone at risk?
• What action should I take?

Dynamic assessments happen continuously throughout the day.

Formal Risk Assessments

Formal written risk assessments are completed for:

• premises;
• activities;
• educational visits;
• equipment;
• identified hazards.

These should be reviewed regularly and whenever significant changes occur.

Everyone Can Prevent Accidents

Many accidents are prevented simply because someone:

• noticed a hazard;
• reported it;
• acted quickly.

Speaking up protects everyone.

Practice Scenario – Spilled Water

Practice Scenario – Damaged Chair

Manager Coaching Notes

Managers should ensure:

• health and safety responsibilities are understood;
• hazards are reported promptly;
• dynamic risk assessments become routine;
• written risk assessments remain current;
• staff receive regular training;
• safety culture remains visible throughout DASC.

Outstanding organisations prevent accidents through planning, vigilance and continuous improvement.

Daily Safety Awareness Checklist

Throughout each day, ask yourself:

□ Is the environment safe?

□ Are children supervised appropriately?

□ Are exits clear?

□ Are walkways free from hazards?

□ Is equipment safe?

□ Have any defects been reported?

□ Are visitors safe?

□ Have risks changed?

□ Does anything require immediate action?

□ Would I feel confident if an inspector walked in now?

Health and safety is not one inspection.

It is every decision, every day.

Risk Assessments, Hazard Identification and Preventative Controls

Risk assessment is one of the most important health and safety responsibilities at DASC.

It allows us to identify hazards before harm occurs and to put sensible controls in place.

Outstanding settings do not wait for accidents.

They prevent them.

What is a Risk Assessment?

A risk assessment is a systematic process used to:

• identify hazards;
• evaluate risks;
• decide on control measures;
• record findings where appropriate;
• review effectiveness.

Risk assessments support safe decision-making.

The Five Steps of Risk Assessment

DASC follows five simple steps:

Step 1

Identify the hazards.

Step 2

Decide who could be harmed and how.

Step 3

Evaluate the risk and introduce suitable control measures.

Step 4

Record significant findings where appropriate.

Step 5

Review regularly and whenever circumstances change.

Risk assessment is a continuous process.

Step 1 – Identify Hazards

Look carefully for anything that could cause harm.

Examples include:

• uneven flooring;
• damaged furniture;
• unsecured shelving;
• electrical equipment;
• cleaning chemicals;
• blocked fire exits;
• hot drinks;
• loose rugs;
• broken toys;
• outdoor hazards.

Hazards should be identified before activities begin.

Step 2 – Who Might Be Harmed?

Consider everyone who may be affected, including:

• children;
• staff;
• visitors;
• contractors;
• volunteers;
• parents collecting children.

Some people may be more vulnerable than others.

Considering Individual Needs

Risk assessments should consider:

• younger children;
• children with SEND;
• children with medical conditions;
• pregnant employees;
• visitors unfamiliar with the building.

Different people may require different controls.

Step 3 – Evaluate the Risk

Ask:

• How likely is harm?
• How serious could the consequences be?
• What controls already exist?
• Are additional controls needed?

Not every hazard presents the same level of risk.

Resources should focus on the greatest risks.

The Hierarchy of Control

Whenever possible, managers should reduce risk by following this order:

1. Eliminate

Remove the hazard completely.

Example:

Dispose of broken equipment.

2. Substitute

Replace with something safer.

Example:

Use child-safe scissors instead of sharp craft knives.

3. Engineering Controls

Reduce exposure through physical measures.

Example:

Safety gates or cupboard locks.

4. Administrative Controls

Introduce safe procedures.

Example:

Staff supervision, training and rotas.

5. Personal Protective Equipment (PPE)

Use protective equipment where appropriate.

Example:

Disposable gloves during first aid or cleaning bodily fluids.

PPE should normally be the final control—not the only control.

Step 4 – Recording Findings

Formal risk assessments should clearly record:

• identified hazards;
• who may be harmed;
• existing controls;
• further actions;
• responsible person;
• review date.

Clear records improve consistency.

Step 5 – Review

Risk assessments should be reviewed:

• annually;
• after accidents;
• after near misses;
• following environmental changes;
• after new equipment arrives;
• after significant changes in activities.

Risk assessments should remain current.

Dynamic Risk Assessment

Dynamic risk assessment happens continuously.

For example:

During outdoor play a football rolls into the car park.

Staff should immediately assess:

• traffic;
• supervision;
• children's location;
• safest response.

No written form is needed.

Professional judgement is.

Indoor Risk Assessments

Managers should regularly assess:

• classrooms;
• homework areas;
• kitchens;
• toilets;
• corridors;
• entrances;
• storage rooms.

Daily inspections reduce risk.

Outdoor Risk Assessments

Outdoor areas should be checked for:

• damaged equipment;
• broken fencing;
• litter;
• animal waste;
• slippery surfaces;
• standing water;
• weather-related hazards.

Outdoor safety requires continual monitoring.

Educational Visits

Risk assessments should be completed before educational visits.

Consider:

• transport;
• supervision ratios;
• emergency contacts;
• first aid;
• medical needs;
• weather;
• toilets;
• communication.

Planning improves safety.

Weather Risks

Managers should assess risks relating to:

• heat;
• ice;
• snow;
• heavy rain;
• high winds.

Activities may need adapting.

Children's safety always comes first.

Reviewing After Near Misses

A near miss is an event that could have caused injury but did not.

Near misses should be reviewed because they provide valuable learning opportunities.

Today's near miss may become tomorrow's accident if ignored.

Employee Involvement

Employees should contribute to risk assessments because they:

• understand daily practice;
• identify emerging hazards;
• suggest practical improvements.

Safety improves when everyone contributes.

Balancing Risk and Opportunity

Children need opportunities to:

• climb;
• explore;
• investigate;
• solve problems;
• develop resilience.

Risk assessments should support healthy development rather than remove every challenge.

The goal is sensible risk management.

Practice Scenario – Wet Playground

Practice Scenario – New Furniture

Manager Coaching Notes

Managers should ensure:

• risk assessments remain current;
• staff understand dynamic risk assessment;
• hazards are identified proactively;
• controls are proportionate;
• reviews follow significant changes;
• staff contribute to safety discussions.

Outstanding organisations manage risk through planning, observation and continual improvement.

Risk Assessment Checklist

Before any activity, ask:

□ What are the hazards?

□ Who could be harmed?

□ How likely is harm?

□ What controls already exist?

□ Are further controls needed?

□ Have children's individual needs been considered?

□ Has the environment changed?

□ Is supervision appropriate?

□ Does the activity remain safe?

□ Should the assessment be reviewed afterwards?

Every well-planned activity demonstrates DASC's commitment to safeguarding through sensible risk management.

Fire Safety, Emergency Procedures and Evacuation

Fire safety is one of the most critical aspects of health and safety management.

A fire can develop rapidly.

Every employee must know exactly what to do without hesitation.

Outstanding organisations prepare before emergencies occur.

Fire Safety is Everyone's Responsibility

Every member of staff has a responsibility to:

• prevent fires where possible;
• recognise fire hazards;
• know evacuation procedures;
• protect children calmly and safely;
• report concerns immediately.

Preparation saves lives.

Common Fire Hazards

Fire hazards within childcare settings may include:

• overloaded electrical sockets;
• faulty electrical equipment;
• blocked fire exits;
• combustible materials near heat sources;
• unattended kitchen equipment;
• damaged extension leads;
• unsafe charging of electronic devices.

Many fire risks are preventable.

Fire Prevention

Fire prevention includes:

• good housekeeping;
• safe storage;
• regular maintenance;
• electrical inspections;
• safe charging practices;
• keeping escape routes clear.

Preventing fires is always preferable to responding to them.

Fire Detection Systems

DASC should maintain appropriate:

• smoke detectors;
• fire alarms;
• emergency lighting where required.

Faults should be reported immediately.

Never ignore alarm faults.

Fire Exits

Fire exits must always remain:

• unlocked when occupied;
• clearly signed;
• unobstructed;
• easily accessible.

Escape routes should never be used for storage.

Fire Doors

Fire doors help slow the spread of:

• smoke;
• flames;
• heat.

Staff should:

• never wedge fire doors open unless fitted with approved automatic release devices;
• report damaged doors;
• ensure doors close properly.

Fire doors save lives.

Fire Extinguishers

Fire extinguishers are provided to:

• assist safe evacuation where appropriate;
• tackle very small fires only if safe to do so and staff are trained.

Staff should never place themselves at risk attempting to fight fires.

Evacuation always comes first.

Discovering a Fire

If you discover a fire:

1. Raise the alarm immediately.
2. Inform others.
3. Begin evacuation.
4. Call the emergency services when safe to do so.
5. Proceed to the assembly point.

Never delay raising the alarm.

Hearing the Fire Alarm

When the alarm sounds:

• remain calm;
• stop activities immediately;
• supervise children closely;
• leave using the nearest safe exit;
• do not collect personal belongings.

Children will copy adult behaviour.

Calm leadership prevents panic.

Evacuating Children

During evacuation:

Staff should:

• supervise continuously;
• account for every child;
• avoid running;
• reassure children calmly;
• use agreed evacuation routes.

Children should never be left behind.

Children with Additional Needs

Evacuation planning should consider:

• mobility needs;
• sensory needs;
• communication difficulties;
• medical equipment;
• additional adult support.

Individual Emergency Evacuation Plans (where required) should be reviewed regularly.

Visitors

Visitors should:

• sign in;
• receive basic emergency information where appropriate;
• follow staff instructions during evacuation.

Visitor registers assist accountability.

Assembly Point

Once outside:

Managers should:

• move to the designated assembly point;
• complete a register;
• account for all children, staff and visitors;
• report missing persons immediately.

No one should re-enter the building until authorised.

Calling the Emergency Services

Provide:

• address;
• nature of emergency;
• whether everyone has evacuated;
• any additional risks.

Remain calm and answer questions clearly.

Re-entering the Building

No one should return inside until authorised by:

• the Fire and Rescue Service; or
• another competent person where appropriate.

Even if smoke is no longer visible, hidden dangers may remain.

Fire Drills

Fire drills should be:

• planned;
• recorded;
• evaluated;
• reviewed.

Staff and children should become familiar with evacuation procedures through regular practice.

Fire Drill Records

Records should include:

• date;
• time;
• evacuation duration;
• number evacuated;
• observations;
• actions for improvement.

Learning follows every drill.

Fire Risk Assessments

Fire risk assessments should review:

• ignition sources;
• combustible materials;
• escape routes;
• alarm systems;
• vulnerable persons;
• staff knowledge.

Regular review keeps arrangements effective.

Emergency Lockdown

Some emergencies require people to remain inside rather than evacuate.

Examples may include:

• an intruder;
• serious violence nearby;
• dangerous animals;
• external environmental hazards.

Managers should follow DASC's Lockdown Procedure.

Children should be reassured calmly.

Other Emergencies

Staff should also understand procedures for:

• gas leaks;
• electrical failures;
• flooding;
• structural damage;
• severe weather;
• bomb threats;
• loss of utilities.

Emergency planning should be proportionate.

Practice Scenario – Blocked Exit

Practice Scenario – Fire Alarm During Homework

Manager Coaching Notes

Managers should ensure:

• fire risk assessments remain current;
• evacuation procedures are understood;
• fire drills are completed and reviewed;
• exits remain unobstructed;
• vulnerable children are considered;
• emergency procedures are practised regularly.

Outstanding organisations prepare so thoroughly that emergencies become organised responses rather than chaotic events.

Fire Safety Checklist

Review daily:

□ Are exits clear?

□ Are fire doors functioning correctly?

□ Are alarms operational?

□ Are extinguishers unobstructed?

□ Are escape routes clearly signed?

□ Are visitor records available?

□ Are evacuation procedures understood?

□ Have new staff received fire safety induction?

□ Are fire drills up to date?

□ Would everyone know what to do if the alarm sounded now?

Fire safety is everyone's responsibility.

Preparation saves lives.

First Aid, Medical Emergencies, Accidents and Incident Reporting

Accidents can happen even in well-managed settings.

The difference between a good setting and an outstanding one is how effectively people respond.

Every member of staff should know:

• how to respond safely;
• when to seek help;
• how to protect children;
• how to record incidents accurately;
• how to learn from what happened.

Prompt, calm action can prevent a minor incident from becoming a major emergency.

First Aid at DASC

DASC must ensure that:

• appropriate first aid arrangements are in place;
• qualified first aiders are available when children are present;
• first aid equipment is accessible;
• first aid supplies are checked regularly.

Staff should know who the qualified first aiders are.

The Role of a First Aider

A qualified first aider should:

• assess the situation;
• protect themselves and others;
• provide appropriate first aid;
• request emergency assistance where necessary;
• reassure the injured person;
• complete appropriate records.

Only provide first aid within the limits of your training.

Primary Survey

When responding to an emergency, remember the priorities:

Danger

Ensure the area is safe.

Response

Check if the person responds.

Airway

Ensure the airway is open.

Breathing

Check for normal breathing.

Circulation

Look for signs of serious bleeding or other immediate concerns.

Staff should follow their first aid training.

Calling an Ambulance

Call 999 immediately if:

• someone is unconscious;
• breathing is absent or abnormal;
• there is a suspected serious head injury;
• severe bleeding cannot be controlled;
• a child is having a seizure for the first time or unusually long;
• there is suspected spinal injury;
• there is a serious allergic reaction (anaphylaxis);
• there are any life-threatening concerns.

Remain calm and follow the call handler's instructions.

Supervising Other Children

During any medical emergency:

Managers should ensure:

• the injured child receives appropriate care;
• other children remain supervised;
• unnecessary crowding is avoided;
• reassurance is provided.

Effective teamwork is essential.

Minor Injuries

Examples include:

• small cuts;
• grazes;
• minor bumps;
• superficial splinters.

These should still be:

• assessed;
• treated appropriately;
• monitored;
• recorded where required.

Minor injuries should never be dismissed.

Head Injuries

Every head injury should be taken seriously.

Managers should ensure:

• appropriate first aid is given;
• the child is observed;
• parents are informed;
• emergency advice is followed where necessary.

Changes in behaviour following a head injury require urgent attention.

Serious Bleeding

If significant bleeding occurs:

• apply direct pressure where appropriate;
• seek immediate assistance;
• call emergency services if required;
• reassure the injured person.

Personal protective equipment should be used where appropriate.

Seizures

During a seizure:

Staff should:

• protect the child from injury;
• avoid restraining them;
• avoid placing anything in their mouth;
• time the seizure;
• follow the child's healthcare plan if applicable;
• call emergency services where appropriate.

Staff should only administer medication if trained and authorised.

Asthma

If a child experiences breathing difficulties:

• remain calm;
• follow the child's healthcare plan;
• assist with prescribed medication if authorised;
• monitor closely;
• seek emergency assistance if symptoms do not improve.

Breathing difficulties should never be ignored.

Anaphylaxis

Anaphylaxis is a life-threatening allergic reaction.

Symptoms may include:

• difficulty breathing;
• swelling;
• collapse;
• severe rash;
• wheezing.

Follow the child's healthcare plan.

Call 999 immediately.

Where staff are trained and authorised, administer emergency medication without delay.

Diabetes and Other Medical Conditions

Some children may have individual healthcare plans.

Managers should ensure:

• plans are accessible;
• relevant staff understand them;
• medication arrangements are followed;
• parents are consulted.

Consistency protects children.

Infection Control During First Aid

Staff should:

• wear disposable gloves when appropriate;
• wash hands thoroughly;
• dispose of waste safely;
• clean contaminated areas correctly.

Good infection control protects everyone.

Accident Reporting

Accidents should be recorded promptly.

Records should include:

• date;
• time;
• location;
• people involved;
• factual description;
• injury sustained;
• treatment provided;
• witnesses;
• parent notification.

Accurate records support safeguarding.

Incident Reporting

Not every incident causes injury.

Examples include:

• challenging behaviour;
• property damage;
• safeguarding concerns;
• security incidents.

Incident reports help identify patterns.

Near Miss Reporting

A near miss is an event that could have resulted in injury but did not.

Examples include:

• a child almost falling;
• equipment almost collapsing;
• a gate left open before children accessed it.

Near misses should always be reported.

They provide opportunities for learning.

Informing Parents

Parents should be informed promptly about:

• significant injuries;
• head injuries;
• medical treatment provided;
• emergency services involvement.

Communication should be:

• reassuring;
• timely.

Parents value honesty.

Learning from Incidents

After every accident or incident, managers should ask:

• Why did this happen?
• Could it have been prevented?
• Do procedures need changing?
• Is further training required?

Continuous improvement reduces future risk.

Reviewing Trends

Managers should monitor:

• repeated accidents;
• recurring locations;
• common injury types;
• supervision issues;
• equipment concerns.

Trend analysis strengthens prevention.

Practice Scenario – Playground Fall

Practice Scenario – Near Miss

Manager Coaching Notes

Managers should ensure:

• first aid arrangements remain effective;
• healthcare plans are current;
• accidents are recorded accurately;
• near misses are reported;
• parents receive timely communication;
• incidents lead to organisational learning.

Outstanding managers create environments where calm preparation replaces panic.

First Aid & Incident Checklist

Review after every incident:

□ Is everyone safe?

□ Has a qualified first aider assessed the situation?

□ Has emergency assistance been requested where necessary?

□ Have other children remained supervised?

□ Has treatment been recorded?

□ Have parents been informed?

□ Has the accident or incident form been completed?

□ Have near misses been reported?

□ Have lessons been identified?

□ Does anything need to change to prevent recurrence?

Every accurate record contributes to safer practice.

Every lesson learned helps protect future children.

Safe Premises, Equipment, COSHH and Everyday Workplace Safety

Outstanding health and safety is built into the environment itself.

Children should be able to explore confidently because staff have already identified and managed hazards.

Every room, piece of equipment and working practice contributes to safeguarding.

Safe Premises

Managers should ensure the premises remain:

• clean;
• secure;
• well maintained;
• adequately lit;
• suitably ventilated;
• free from unnecessary hazards.

A safe environment promotes learning and wellbeing.

Daily Premises Checks

Before children arrive, staff should check:

• entrances and exits;
• classrooms;
• toilets;
• kitchens;
• corridors;
• outdoor areas;
• fire exits;
• security arrangements.

Hazards should be dealt with immediately.

Weekly and Monthly Inspections

Managers should complete more detailed inspections covering:

• furniture;
• flooring;
• lighting;
• heating;
• plumbing;
• storage;
• electrical equipment;
• outdoor play equipment.

Routine inspections identify issues before they become serious.

Housekeeping

Good housekeeping reduces accidents.

Staff should:

• keep walkways clear;
• return equipment after use;
• remove waste promptly;
• clean spills immediately;
• avoid clutter.

Tidiness supports safety.

Slips, Trips and Falls

These remain among the most common workplace accidents.

Common causes include:

• wet floors;
• trailing cables;
• uneven flooring;
• clutter;
• unsuitable footwear.

Simple preventative measures reduce injuries.

Electrical Safety

Electrical equipment should be:

• visually checked before use;
• used according to manufacturer instructions;
• reported if damaged;
• removed from use if unsafe.

Staff should never attempt unauthorised electrical repairs.

Portable Appliance Testing (PAT)

Where applicable, electrical equipment should be inspected and tested in accordance with DASC procedures.

Managers should ensure:

• testing schedules are maintained;
• faulty equipment is labelled and removed from service.

PAT testing complements—but does not replace—daily visual checks.

Extension Leads

Extension leads should:

• not be overloaded;
• not create trip hazards;
• be used only where appropriate;
• be stored safely after use.

Permanent reliance on extension leads should be avoided.

Safe Storage

Storage areas should remain:

• organised;
• secure;
• accessible to authorised staff only where appropriate.

Heavy items should be stored lower down.

Frequently used items should be easy to reach.

Safe storage prevents injuries.

COSHH

COSHH stands for:

Control of Substances Hazardous to Health.

Examples include:

• cleaning products;
• disinfectants;
• bleach;
• detergents;
• certain paints;
• adhesives.

These substances must be managed safely.

COSHH Responsibilities

Managers should ensure:

• hazardous substances are identified;
• COSHH assessments are completed where required;
• staff receive appropriate training;
• products remain securely stored.

Children should never access hazardous substances.

COSHH Storage

Hazardous products should be:

• clearly labelled;
• stored securely;
• kept in original containers;
• separated where appropriate.

Never transfer chemicals into unlabelled bottles.

Using Cleaning Products

Staff should:

• follow manufacturer's instructions;
• use appropriate PPE where required;
• avoid mixing chemicals;
• ventilate areas where appropriate.

Incorrect use can create additional hazards.

Personal Protective Equipment (PPE)

Examples include:

• disposable gloves;
• aprons;
• eye protection where appropriate.

PPE should:

• fit correctly;
• be used appropriately;
• be disposed of safely after use where disposable.

PPE supports safe working but should not replace other controls.

Safe Use of Equipment

Before using equipment, staff should check:

• it is undamaged;
• it functions correctly;
• safety features are present;
• children can use it safely.

Unsafe equipment should be removed immediately.

Furniture Safety

Furniture should be:

• stable;
• suitable for children's age and size;
• regularly inspected;
• repaired or replaced if damaged.

Well-maintained furniture reduces accidents.

Safe Kitchen Areas

Kitchen safety includes:

• secure storage of sharp utensils;
• temperature control;
• safe food preparation;
• restricted child access where appropriate;
• regular cleaning.

Food preparation areas require particularly high standards of hygiene and safety.

Temperature Hazards

Managers should monitor:

• hot drinks;
• kettles;
• radiators;
• cooking equipment.

Hot liquids should never be carried through areas occupied by children unless unavoidable and carried safely.

Waste Management

Waste should be:

• disposed of promptly;
• segregated appropriately;
• stored securely until collection.

Clinical or contaminated waste should follow appropriate disposal procedures.

Pest Control

Managers should remain alert to signs of:

• rodents;
• insects;
• infestations.

Concerns should be reported promptly and managed professionally.

Clean environments discourage pests.

Security of the Building

Managers should ensure:

• doors remain secure;
• visitor access is controlled;
• perimeter fencing is maintained;
• gates function correctly;
• entry systems are monitored.

Security supports safeguarding.

Contractors

When contractors attend site:

Managers should ensure:

• identification is confirmed;
• work areas are managed safely;
• children remain protected;
• contractors understand safeguarding expectations.

Contractor work should never create unnecessary risks.

Practice Scenario – Unlabelled Spray Bottle

Practice Scenario – Loose Shelf

Manager Coaching Notes

Managers should ensure:

• premises inspections remain routine;
• COSHH arrangements comply with legislation;
• staff understand electrical safety;
• equipment is inspected regularly;
• contractors are supervised appropriately;
• good housekeeping becomes everyday practice.

Outstanding environments do not become safe by chance.

They remain safe through continual observation, maintenance and professional care.

Safe Environment Checklist

Review daily:

□ Are walkways clear?

□ Is furniture stable?

□ Is equipment safe?

□ Are chemicals stored securely?

□ Are electrical items undamaged?

□ Are hot surfaces controlled?

□ Are storage areas organised?

□ Are contractor activities managed safely?

□ Is the building secure?

□ Would today's environment feel safe to every child and parent?

Health and safety begins with the environment children experience every day.

Manual Handling, Lone Working, Occupational Health and Staff Wellbeing

Health and safety is about protecting everyone.

That includes children, visitors and employees.

Many workplace injuries occur not because of dramatic accidents, but because of poor manual handling, fatigue, stress or unsafe working practices.

Outstanding organisations care for the wellbeing of their workforce because healthy staff provide better care for children.

Manual Handling

Manual handling means:

• lifting;
• lowering;
• pushing;
• pulling;
• carrying;
• moving loads by hand or bodily force.

Incorrect manual handling is one of the most common causes of workplace injury.

The Principles of Safe Lifting

Before lifting:

• assess the load;
• plan the route;
• remove obstacles;
• consider whether assistance is required.

Think before you lift.

The TILE Principle

DASC uses the TILE approach.

Task

What needs to be done?

Individual

Am I physically able to complete this safely?

Load

Is it heavy, awkward or unstable?

Environment

Is there enough space?

Is the floor safe?

Could anything create additional risk?

Safe Lifting Technique

When lifting:

• stand close to the load;
• keep feet shoulder-width apart;
• bend your knees;
• keep your back in a natural position;
• hold the load close to your body;
• avoid twisting while lifting;
• move your feet instead of twisting your spine.

Good technique protects your back.

Team Lifting

Some loads require two or more people.

Before lifting together:

• agree the plan;
• communicate clearly;
• lift simultaneously;
• move slowly.

Good communication prevents injury.

Moving Furniture

Furniture should only be moved when:

• necessary;
• the route is clear;
• sufficient people are available;
• children are safely away from the area.

Planning prevents accidents.

Children and Manual Handling

Staff should avoid unnecessary lifting of children.

Where lifting is necessary:

• follow individual care plans where applicable;
• use agreed techniques;
• seek assistance if required.

Children's dignity should always be respected.

Occupational Health

Occupational health focuses on maintaining employees' physical and mental wellbeing.

Healthy employees are better able to:

• safeguard children;
• supervise effectively;
• make sound decisions;
• respond calmly during emergencies.

Staff wellbeing contributes directly to quality of care.

Fatigue

Fatigue can affect:

• judgement;
• concentration;
• reaction times;
• decision-making.

Managers should monitor workloads and encourage appropriate breaks.

Stress

Some workplace stress is unavoidable.

Managers should reduce unnecessary stress by:

• providing clear expectations;
• supporting employees;
• encouraging supervision;
• maintaining open communication.

Early conversations prevent bigger problems.

Recognising Signs of Stress

Possible indicators include:

• increased absence;
• irritability;
• reduced concentration;
• changes in behaviour;
• declining performance.

Managers should respond supportively.

Lone Working

Occasionally employees may work alone.

Examples include:

• opening the setting;
• closing the building;
• administrative work outside operating hours.

Lone working requires additional planning.

Lone Working Controls

Managers should ensure:

• someone knows where the employee is;
• emergency contacts are available;
• communication methods are working;
• security arrangements are in place.

Staff should never place themselves at unnecessary risk.

Violence and Aggression

Although uncommon, staff should know how to respond safely if confronted with aggression.

Managers should encourage staff to:

• remain calm;
• avoid confrontation;
• prioritise personal safety;
• seek assistance;
• report incidents promptly.

Children's safety always remains the priority.

Personal Safety

Employees should:

• remain aware of their surroundings;
• challenge unknown visitors appropriately;
• report security concerns;
• follow visitor procedures.

Situational awareness reduces risk.

Working During Extreme Weather

Managers should assess risks during:

• extreme heat;
• heavy snow;
• storms;
• flooding.

Consider:

• travel safety;
• outdoor activities;
• ventilation;
• hydration.

Adapt working practices where necessary.

Infection Prevention

Employees should help prevent illness by:

• washing hands regularly;
• following exclusion procedures;
• cleaning shared equipment;
• covering coughs and sneezes;
• using PPE where appropriate.

Good hygiene protects everyone.

Display Screen Equipment (DSE)

Administrative staff who use computers regularly should:

• adjust chairs correctly;
• position screens appropriately;
• take regular breaks;
• avoid prolonged static posture.

Comfort supports productivity.

Wellbeing Culture

Outstanding organisations encourage:

• open conversations;
• mutual support;
• respectful leadership;
• work-life balance;
• professional development.

Healthy teams create safer environments for children.

Reporting Concerns

Employees should report concerns relating to:

• unsafe lifting;
• excessive workload;
• faulty equipment;
• health concerns affecting work;
• lone working risks.

Early reporting prevents harm.

Practice Scenario – Heavy Storage Boxes

Practice Scenario – Closing Alone

Manager Coaching Notes

Managers should ensure:

• staff understand manual handling principles;
• wellbeing is discussed during supervision;
• lone working arrangements are risk assessed;
• fatigue and stress are monitored;
• employees know how to report concerns;
• health and safety extends to staff as well as children.

Outstanding managers understand that caring for employees improves the care children receive.

Staff Wellbeing & Safety Checklist

Review regularly:

□ Are staff using safe lifting techniques?

□ Are heavy items stored safely?

□ Are lone working arrangements appropriate?

□ Are employees taking breaks?

□ Are wellbeing concerns discussed?

□ Is infection prevention effective?

□ Are workstation assessments completed where needed?

□ Are staff encouraged to report concerns?

□ Are workloads manageable?

□ Does DASC actively support employee wellbeing?

Protecting employees strengthens the entire organisation.

Monitoring, Auditing, RIDDOR, Continuous Improvement and Safety Leadership

Outstanding health and safety is not achieved through policies alone.

It requires continual monitoring, regular review and strong leadership.

Managers should constantly ask:

• Are our systems working?
• Are risks changing?
• Are staff confident?
• What can we improve?

Health and safety is a continuous cycle—not a one-off task.

Monitoring Health & Safety

Monitoring means checking whether safety arrangements are working effectively.

This includes reviewing:

• daily safety checks;
• accident records;
• near misses;
• risk assessments;
• staff feedback;
• premises inspections.

Monitoring identifies issues before they become serious.

Active Monitoring

Active monitoring involves checking safety before something goes wrong.

Examples include:

• workplace inspections;
• supervision observations;
• equipment checks;
• fire drills;
• policy reviews.

Prevention is always preferable to investigation.

Reactive Monitoring

Reactive monitoring happens after an event.

Examples include reviewing:

• accidents;
• incidents;
• complaints;
• near misses;
• safeguarding concerns.

Every event provides opportunities to improve.

Health & Safety Audits

Audits provide a structured review of compliance.

Managers should audit areas such as:

• risk assessments;
• fire safety;
• COSHH;
• first aid;
• training;
• visitor procedures;
• documentation.

Audits support continuous improvement.

Workplace Inspections

Routine inspections should assess:

• premises;
• equipment;
• storage;
• cleanliness;
• security;
• emergency arrangements.

Findings should lead to action.

Reviewing Accident Data

Managers should regularly analyse:

• number of accidents;
• locations;
• times;
• injury types;
• recurring hazards.

Patterns often reveal opportunities for prevention.

Learning from Near Misses

Near misses deserve the same attention as accidents.

Ask:

• Why did this almost happen?
• What prevented injury?
• How can recurrence be prevented?

Learning from near misses protects children before harm occurs.

RIDDOR

RIDDOR stands for:

Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 2013.

Certain workplace incidents must be reported to the relevant enforcing authority.

Managers should understand when reporting is required.

Examples of RIDDOR Reportable Incidents

Examples may include:

• specified serious injuries to employees;
• dangerous occurrences;
• certain occupational diseases;
• work-related fatalities;
• certain injuries resulting in hospital treatment to members of the public.

Managers should seek advice if uncertain.

Internal Reporting

Regardless of RIDDOR, all relevant incidents should be reported internally using DASC procedures.

Prompt reporting ensures:

• learning;
• investigation;
• appropriate support.

Documentation supports accountability.

Corrective Actions

When hazards are identified:

Managers should:

• remove immediate risks;
• investigate causes;
• update procedures;
• provide additional training if required;
• review effectiveness.

Safety improvements should be measurable.

Root Cause Analysis

Instead of asking:

"Who made the mistake?"

Ask:

• What allowed this to happen?
• Which systems failed?
• What improvements are needed?

Strong systems reduce future errors.

Staff Involvement

Employees should contribute by:

• reporting hazards;
• suggesting improvements;
• participating in inspections;
• discussing safety during supervision.

Safety improves when everyone participates.

Leadership Responsibilities

Managers should:

• lead by example;
• monitor compliance;
• provide training;
• investigate incidents;
• support staff;
• celebrate safe practice.

Leadership influences organisational culture.

Recognising Safe Behaviour

Managers should acknowledge employees who:

• identify hazards;
• report concerns promptly;
• complete excellent risk assessments;
• demonstrate safe practice.

Recognition reinforces positive behaviour.

Safety Meetings

Regular discussions should include:

• recent incidents;
• lessons learned;
• policy updates;
• seasonal risks;
• staff concerns.

Safety conversations should become routine.

Seasonal Risks

Managers should review additional hazards during:

• winter weather;
• heatwaves;
• infectious disease outbreaks;
• school holidays;
• educational visits.

Safety planning should reflect changing conditions.

Continuous Improvement Cycle

DASC follows a simple improvement cycle:

1. Plan
2. Implement
3. Monitor
4. Review
5. Improve

Then repeat.

Continuous improvement never stops.

Inspection Readiness

Outstanding settings remain inspection-ready every day.

Managers should ensure:

• documentation is current;
• staff understand procedures;
• records are organised;
• actions are completed.

Inspection preparation should not begin when inspectors arrive.

Practice Scenario – Repeat Playground Falls

Practice Scenario – Hazard Reporting

Manager Coaching Notes

Managers should ensure:

• audits are completed regularly;
• RIDDOR awareness is maintained;
• hazards are investigated thoroughly;
• staff contribute to improvements;
• safety remains a standing agenda item;
• leadership promotes a positive reporting culture.

Outstanding safety cultures are built through continual monitoring and learning.

Safety Leadership Checklist

Review regularly:

□ Are inspections completed?

□ Are audits current?

□ Are accident trends reviewed?

□ Are near misses investigated?

□ Are corrective actions completed?

□ Are staff encouraged to report concerns?

□ Are safety meetings held?

□ Are seasonal risks reviewed?

□ Are improvements monitored?

□ Is DASC becoming safer every year?

Outstanding leadership measures success by preventing harm before it occurs.

End of Course Assessment

Instructions

Complete the assessment below.

A pass mark of 80% is required before the course can be marked as complete.

Competency Declaration

Related DASC Courses

References

Course Summary

Throughout this course you have explored how effective health and safety management protects children, staff, visitors and the wider DASC community.

You have learned:

• the legal responsibilities of employers and employees;
• how to identify hazards and assess risks;
• how to complete dynamic and formal risk assessments;
• fire safety and emergency evacuation procedures;
• first aid principles and accident reporting;
• COSHH and hazardous substance management;
• premises, equipment and workplace safety;
• manual handling and staff wellbeing;
• RIDDOR awareness;
• how leadership creates a positive safety culture.

Outstanding health and safety is proactive, systematic and embedded within everyday practice.

The DASC Health & Safety Framework

Every employee should follow this framework:

This framework supports DASC's commitment to creating a safe, healthy and nurturing environment where children can learn with confidence.

Daily, Weekly and Monthly Responsibilities

Daily

Every member of staff should:

• complete visual safety checks;
• remove or report hazards;
• carry out dynamic risk assessments;
• supervise children actively;
• keep fire exits clear;
• maintain good housekeeping;
• report accidents and near misses promptly.

Weekly

Managers should:

• inspect indoor and outdoor environments;
• check first aid supplies;
• review accident records;
• inspect equipment;
• review outstanding maintenance issues.

Monthly

Senior leaders should:

• review health and safety audits;
• analyse accident and near miss trends;
• review risk assessments;
• inspect fire safety arrangements;
• monitor staff training compliance;
• identify improvements.

Regular review prevents complacency.

Key Messages to Remember

Always remember:

• Health and safety is part of safeguarding.
• Every employee has legal responsibilities.
• Risk should be managed—not ignored.
• Dynamic risk assessment is continuous.
• Fire safety begins before an emergency.
• Near misses are valuable learning opportunities.
• Good housekeeping prevents accidents.
• Staff wellbeing supports children's wellbeing.
• Accurate documentation protects everyone.
• Continuous improvement creates safer environments.

Safety is not a separate task.

It is part of everything we do.

Course Completion

Congratulations.

You have completed Course 29 – Health & Safety Management.

This course reinforces one of DASC's fundamental commitments:

Every child and every adult has the right to learn and work in a safe environment.

By applying the principles from this course, you will help ensure that:

• hazards are identified before they cause harm;
• risks are managed sensibly and proportionately;
• children are supervised in safe, stimulating environments;
• emergencies are handled calmly and effectively;
• accidents and near misses lead to organisational learning;
• premises remain safe, secure and well maintained;
• staff wellbeing is recognised as part of safeguarding;
• health and safety becomes part of everyday professional thinking;
• DASC continues to strengthen its culture of prevention, accountability and continuous improvement.

Remember the four guiding principles of health and safety at DASC:

• Think Safe
• Act Early
• Protect Everyone
• Improve Continuously

Health and safety is not simply about complying with legislation.

It is about protecting lives, promoting wellbeing and creating an environment where children can explore, learn and thrive with confidence.

Every safe decision you make today helps prevent tomorrow's accident.

Every action matters.