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Appletree Children’s Centre Health & Safety Policy

Appletree Childrens Centre April 2015

Health and Safety Policy

Incorporating the Local Health and Safety Arrangements for:

Appletree Children’s Centre (06/160)

Milking Stile Lane Lancaster LA1 5QB

Based on the requirements of the Health and Safety at Work etc Act 1974

and associated Health and Safety and other Legislation

As a Community and Voluntary Controlled School the LEA is technically the

employer although the Governing Body and Head Teacher control and

oversee the premises. The LEA, the Governing Body and the Head Teacher all

have responsibilities for health and safety and must work in partnership to

meet these. As the persons with overall responsibility for health and safety

compliance within the school, we will, as far as is reasonable practicable:

provide adequate control of

the health and safety risks

arising from our work activities;

consult with employees on

matters affecting their health

and safety;

provide and maintain safe

plant and equipment:

provide information,

instruction and supervision

for employees

ensure all employees are

competent to do their tasks

and ensure the provision of

adequate training:

prevent accidents and

cases of work-related ill

health:

ensure safe handling and

use of substances

maintain safe and healthy

working conditions; and

review and revise this policy

and arrangements as

necessary at regular intervals



Responsibilities

* Health & Safety Objectives should be set each year for improvements in the

management of health & safety within the school. Examples would be - a

% reduction in accidents will be achieved; a revised procedure for dealing

with contractors on site will be devised and implemented; a new approach

to managing slips and trips will be developed. These will relate to the issues

within the school as identified by sources outlined above. The progress

towards meeting the objectives should be monitored and reviewed by the

Management Team throughout the year to ensure they are achieved.

The overall and final responsibility for health

and safety within the school is that of:

The Governing Body

The day-to-day responsibility for ensuring

this policy is put into practice is delegated

to (Health & Safety Co-ordinator):

Julie Morrow, Head of Centre

Lesley Matthews, Deputy

Stella Wood, SBM

To ensure health and safety standards are

maintained/improved, the following people

have responsibility in their specific areas

e.g. premises issues, fire safety and other

emergencies, out-of-hours arrangements,

educational visits:

Premises Issues – Lesley

Matthews

Fire Safety – Lesley Matthews

Emergency Planning – Julie

Morrow

Out of Hours – Group 4

Educational Visits – Angela Dixon

The Health & Safety Objectives* for

improvement for the school as identified by

accident/incident investigation,

consultation, review of risk assessments, H&S

management support and audit visits etc.

or other sources e.g. DfCS, Teachernet,

other schools. These will be tailored to meet

the needs of the school by:

Julie Morrow

All employees within the school have a responsibility to:

Co-operate with the head teacher and his/her nominated representatives

on all matters relating to health and safety;

Not interfere with anything provided to safeguard their health and safety;

Take reasonable care of their own health and safety, and not knowingly

place anyone who may be affected by their work activities at risk; and

Report all health and safety concerns to an appropriate person (as

detailed in this policy statement).



Health and Safety Risks Arising from Work Activities

I/we will ensure that so far as is reasonably practicable, all areas of risk are

assessed and adequate control measures are put in place to ensure the

health and safety of all employees, pupils, contractors, non-employees and

anyone else affected by the school's activities.

Risk assessments will be undertaken by: Manager responsible for the area/

activity as appropriate

The significant findings of risk

assessments will be reported to:

Julie Morrow

Action required to remove/control risks

will be approved by:

Julie Morrow

The responsibility for ensuring the action

required to reduce risks is implemented

is that of:

Line Manager responsible for the

area/ activity as appropriate

Checking that implemented actions

have removed/reduced the risks is the

responsibility of:

Julie Morrow

Risk Assessments will be reviewed:

annually or when an element of the

work activity changes significantly,

whichever is soonest.

Line Manager responsible for the area

LINE MANAGER – area/activity responsibility Main Entrance & Centre Reception Areas – Lesley Matthews

Classrooms – Angela Dixon & Firdauwse Essa

Outdoor Area - Angela Dixon & Firdauwse Essa

Community Rooms – Lesley Matthews

Outdoor Area –Appleblossoms – Natalie Turner

Staff Room – Lesley Matthews

Educational Visits – Angela Dixon



School's Commitment

To meet the requirements of this Policy Statement, the Head Teacher/Chair of

Governors and/or his/her nominated representative(s) will:

draw up and implement appropriate health & safety procedures for the

school;

share appropriate elements of these procedures with all employees,

visitors and anyone else who may be affected by them;

arrange for risk assessments to be completed for all areas of work and

review them on a regular basis;

as part of the risk assessment process, produce safe systems of work where

necessary and arrange for their implementation including any

appropriate training, resourcing, auditing and monitoring; and,

identify adequate resources for the implementation of the health and

safety policy and arrangements within the school.

The school will upon request make available for general inspection specific,

procedures and documentation and will regularly review its arrangements in

respect of the applicable topics and activities below. (The list below is not

comprehensive - some hazards may not apply to your premises and there

may be additional hazards that are not listed here.)

Occupational Health & Safety Topic/Activity

Information and Guidance is available on the health & safety (h&s) website,

which can be accessed through the school portal.

Accident Reporting, Recording and Investigation

LCC procedures in place – see h&s websitevia school portal

Bodily Fluids (urine; blood; faeces; vomit)

LCC guidance followed (see h&s website via school portal)

Risk assessments (see risk assessment folders)

Catering

LCC guidance (see h&s website via school portal)

Food Hygiene training completed by appropriate staff

Cleaning/caretaking

LCC guidance re COSHH & health surveillance (see h&s website via school

portal)

Control of contractors

LCC guidance re engagement & induction (see h&s website via school

portal)


Disability access – H&S implications

LCC guidance (see h&s website)

Accessibility Plan (see policy file)

Display Screen Equipment and eye tests


Advice given re DSE guidance eg seating, lighting and taking breaks from



working on pc – see h&s guidance notes

Electrical Safety


Risk assessments in place (see folders)

PAT testing completed annually

No second hand electrical goods to be used in centre – only new items

Emergency Procedures other than Fire e.g. flood, services failure

Appletree Emergency Plan (see policies file)

Extended school & community use/ shared use of building/ lettings to non

school groups

Risk assessments and inductions completed appropriately

Falling Objects/Safe storage

Guidance given to staff regarding safe storage (see health & safety guidance

notes)

Fire Safety

LCC Guidance (see h&s website via school portal)

Fire Safety Folder

Fire risk assessment (see fire safety folder)

First Aid

LCC Guidance (see h&s website via portal)

Risk assessment (see risk assessment folder in admin)

Trained adult & paedriatric 1st aiders onsite – training updated appropriately

and posters displayed around the building

Gas safety

Services completed appropriately

Guidance given to staff regarding

Hot surfaces, scalds and burns

LCC Guidance (see h&s website)

Risk assessment (see risk assessment folders)

Induction

Appletree Staff Induction Policy

Staff complete online h&s training as part of the induction process

Information communication

LCC Guidance (see h&s website). Information is communicated to staff via

monthly staff newsletters, h&s updates and training.

Management and other Health and Safety responsibilities

Detailed in h&s policy

Manual Handling


Staff complete online manual handling training as part of induction and

additional training as required

Risk assessment

Missing Child

Appletree Policy

Minibuses

Not applicable as not used

Mobile phones – use of


Monitoring



Health & Safety sub committee of Governing Body undertake termly checks

of building & satellite sites (see minutes)

Needles and needle stick injuries see bodily fluids guidance

Personal safety including lone working and violence and aggression

Appletree Lone Worker & Personal Safety Policy

Appletree Adult Behaviour Policy

Appletree Managing Violence & Aggression Policy (adults & children)

Online training unit to be completed by staff

Play Equipment installations inspections/ playgrounds and external checks

Daily checks made of grounds and equipment by cleaning staff and

classroom staff (see records)

Termly checks completed by LCC Grounds Maintenance dept. (see

reports)


Annual checks of equipment

Ponds and Water features

Not applicable – no ponds or water features

Premises Management

The Centre subscribes to the Pooled Resources Operational Plan (PROP),

which is a co-operative of member schools who pool funds to cover repair

and maintenance of the school buildings. As part of this subscription, the

Property Group arrange for all maintenance checks to be completed as

appropriate. The Centre works closely with the District Surveyor and Property

Surveyor to ensure that the Centre adheres to all aspects of premises

management. We are currently working with the Property Group to update

the annual statement of compliance.

Pupil moving and handling (Special needs)

Appletree Behaviour Policy

Teamteach training (see training records)

Risk assessments completed as appropriate (see file)

Pregnant employees and nursing mothers


Reporting of H&S concerns/faults

Staff are advised to report concerns and faults to the Head or Bursar (monthly

newsletters/ h&s posters in staff areas)

Risk Assessment and hazard identification

See risk assessment folders in each work area

Safety Committee

Health & Safety sub committee of Governing Body

Safety Representatives

Julie Morrow and Stella Wood

Staff advised who to contact regarding h&s concerns through monthly

staff newsletters, h&s posters and training

Security of premises

Access to the building and classroom areas is secure. Children cannot

leave unsupervised areas alone

Risk assessments are in place if security is compromised (see risk assessment

folder)

A CCTV system is in place and is serviced regularly. Checklist reviewed



annually.

Slips and trips

LCC Guidance (see h&s website). Information posters on staff

noticeboards

Risk assessments (see folders)

Stress


Appletree Stress Guidance & Procedures

Stress Risk Assessment in place

Substances – COSHH

See Cleaning/caretaking

Swimming pools not applicable as no pool and no trips to pools

Temporary and supply staff

The Centre employs a number of staff who work casual hours. These staff have

all undergone the induction process and relevant training. When supply staff

are required and our casual staff are unavailable to work, the Centre employ

staffs through LTA. All temporary & supply staff undergo Enhanced CRB

checks.

Training

All staff are required to complete LCC online Health & Safety training

Additional health & safety training needs are identified through supervision

and professional development sessions

H&S training is refreshed on a 3 yearly basis

Transporting and storing chemicals

See cleaning & caretaking

Vehicle and pedestrian traffic

Vehicle access is only on the small parking area at the rear of the building,

where access is restricted to pedestrians

Staff who drive whilst working are required to complete the online driving

training module

LCC driving guidance

Visitor and volunteers safety

Visitors are required to sign in and out of the building. All visitors are

required to wear visitor badges whilst in the building. Visitors do not have

unsupervised access to areas of the building in use by children or vulnerable

adults

Volunteers undergo induction and training before beginning work in the

Centre. All policies and procedures that apply to staff apply to volunteers as

well. Volunteers underdo enhanced CRB checks.

Waste storage and disposal

The Centre subscribes to the hierarchy of waste concept – ‘reduce, reuse,

recover’. Disposal of items is used only where unavoidable. The Centre has

contracts with Canon Hygiene (feminine hygiene) and PHS (nappies) to

dispose of clinical waste. Electrical equipment is disposed of appropriately –

see h&s website for guidance.

Water hygiene (Legionella, lead etc.)

Monthly water monitoring is completed via Property Group contract.

Legionella risk assessment has been completed and is reviewed annually.

Recommended legionella work has been included on building plan in



consultation with LCC Maintenance Engineer.

Work equipment and machinery

The Centre has a lift to aid with DDA compliance. This is regularly serviced by

approved contractors via a Property Group contract. There is a refuge point

at the back of the building for people with disabilities and an Evac-chair at

the top of both sets of stairs. These are both serviced regularly. Three staff are

trained in how to use the evac-chairs.

Working at height – ladders, access equipment etc.

The Centre has two elephant stools which staff have been instructed how to

use. Ladders are not used within the building by staff. Contractors who use

ladders are required to have completed training in the safe use of ladders.

Workplace Inspection

See monitoring

Curriculum and other non-occupational Health & Safety Topic/Activity

(Information and Guidance available in various parts of the Schools Portal)

Administration of medication

Appletree Administration of Medicines Policy

Educational Visits

LCC Educational Visits & Journeys Policy

Food safety and hygiene

Staff dealing with food are required to undertake appropriate training and

follow appropriate processed (see h&s website).

Outdoor activities

Staffing structure ensures appropriate supervision of children during

outdoor activities

Risk assessments completed as appropriate – see risk assessment folders

PE Equipment

Gymnastic equipment is checked annually by an approved contractor.

Pupil handling and restraint

Appletree Behaviour Policy

Grounds maintenance

The grounds are checked daily by cleaning staff and classroom staff.

Rubbish and items such as broken glass are disposed of appropriately.

Weeding is undertaken monthly through a Property Group contract,

Pupil movement and flow

Nursery school session start & finish times are flexible in that parents can

arrange for their children to be dropped off and collected over a 15 minute

period. Guidance re parking and driving around Appletree is issued to families

during induction & throughout the school year. This is to aid movement and

flow in the area at busy periods

Corridors are to be kept clear at all times. All deliveries must be unpacked

and stored appropriately immediately

School transport

Not applicable

Science (where not covered by curriculum safety procedures set down in

CLEAPS) not applicable

Smoking

Appletree Smoke Free Policy

Special needs of pupils Health & Safety issues

https://schoolsportal.lancsngfl.ac.uk/index.asp



Where children are identified as having particular needs in regard to

health & safety issues, advice is sought from the LCC H&S Team and SEN Team

as appropriate

Risk assessments are completed as appropriate

Stage and drama activities

Not applicable

Supervision of pupils

Staffing structure ensures appropriate supervision of children at all times

Technology rooms and equipment

Not applicable

Wearing of jewellery

Parents are encouraged not to send their children to nursery wearing jewellery

due to the safety issues, through the school prospectus, school inductions/

home visits, keyworker discussions and information in monthly parent

newsletters

Work experience

Work experience placements are not arranged for school pupils.

University students are offered placements at the Centre. Policies and

procedures that apply to employed staff apply to work experience staff

The school will also take into account the risks, and make health and safety

arrangements, for non-routine, out of hours, ‘one-off’, seasonal or sporadic

activities for example special school and community events such as school

fetes, etc.

Also attention will be given to the health and safety responsibilities arising from

the use of the school to provide Extended Services and the risks associated

with Educational visits will be carefully assessed and appropriate health &

safety arrangements put in place.

Note: Both these areas have separate intranet sites on the schools portal at

Extended Services and Educational visits.

http://schoolsportal/sp_atoz/service.asp?u_id=2152&strSL=E

http://schoolsportal/sp_atoz/service.asp?u_id=2155&strSL=E



Consultation with employees

The school recognises and accepts its duty to consult with employees and will

do so via union-appointed safety representative and/or through elected

employee representatives where union appointed representatives are not

available.

Employee

representative(s) for the

school are:

Julie Morrow ( School)

Lesley Matthews( Childrens’ Centre)

Consultation with

employees is provided

via:

Individual performance management/ review

Monthly staff newsletters

Team meetings

Circulation of draft documents for consultation

Termly Health & Safety governor meetings

Safety representatives must be given the paid time necessary to carry out

their functions, and paid time as is necessary to undergo training in those

functions, as is reasonable in the circumstances.

Safety Representatives functions are to:-

Investigate potential hazards and dangerous occurrences at the

workplace, and complaints by employees relating to health, safety and

welfare at work, and examine the causes of workplace accidents.

Make representations to the employer on the above investigations, and on

general matters affecting the health and safety of the employees they

represent.

Inspect the workplace.

Represent employees in dealings with health and safety inspectors.

Attend health and safety committee meetings.



Safe plant and equipment

The school will ensure that all plant and equipment that requires

maintenance is identified, that maintenance is carried out and that new or

second-hand plant and equipment meets any required health and safety

standards before it is purchased.

Julie Morrow

Is responsible for identifying all

equipment/plant needing

maintenance

Julie Morrow

Is responsible for ensuring effective

maintenance procedures are drawn

up

Julie Morrow

Is responsible for ensuring that all

identified maintenance is carried

out

Any problems found with equipment

should be reported to:

Glen Hodgsonto report to Becon

Julie Morrow

Will check that new equipment

meets any required health and

safety standards before it is

purchased

Information, instruction and supervision

The Health and Safety Law poster is

displayed at:

Staff Room (upstairs)

Main Entrance

Health and safety advice is available

from:

Julie Morrow

Induction, supervision of trainees/work

placements etc, will be arranged/

undertaken/monitored by:

Team Line Managers: Julie Morrow,

Lesley Matthews, Firdauwse Essa,

Natalie Sutcliffe.

Health & Safety in shared premises

(where applicable)

Lesley Matthews will ensure that any

employees working at locations under

the control of other employers are

provided with relevant information to

ensure their health and safety



Competency for tasks and training

The school has arrangements in place to ensure that all new employees are

provided with appropriate health and safety induction training when they

start work, this will cover basics such as first aid and fire safety. Specific on the

job and job specific health and safety training will also be provided. Training

provision will include regular refresher training. Write down your arrangement

for training here including arrangements for record keeping.

Induction training will be

provided for all employees by:

Team Line Managers: Julie Morrow, Lesley

Matthews, Firdauwse Essa

Job specific training will be

provided by:

Team Line Managers: Julie Morrow, Lesley

Matthews, Firdauwse Essa

Specific jobs requiring special

training are:

Adult First Aid – training course

Paediatric First Aid – training course

Manual Handling – training course

Food Handling – training course

Training records are kept at/by:

Database in Main Office

Training will be identified,

arranged and monitored by:

Julie Morrow, Lesley Matthews, Firdauwse Essa

Accidents, first aid and work-related ill health

The school acknowledges the legal requirement to:

Ensure that there is a recognised system in place to deal with the

reporting, recording and investigation of incidents and accidents.

Ensure that there is a recognised system in place for reporting work related

injuries, diseases and dangerous occurrences under the RIDDOR

Regulations.

Provide appropriate first aid arrangements for employees and anyone

attending the premises that may be affected by the school's activities.

Provide health surveillance for any employees who may be at risk of ill-

health as a direct result of work activities, and has made appropriate

arrangements to deal with this issue.



The first aid box(es) are available:

Galley Kitchen, classrooms, main

office, Pebbles areas, staff room,

outreach team room, all community

venues

The first aider(s) and appointed

person(s) is/are:

Della Green

Sammy Westworth

Sarah Cruickshank

All accidents and cases of work-

related ill health are to be reported

to:

Julie Morrow, Lesley Matthews,

Firdauwse Essa

Health surveillance* is required for

employees doing the following jobs

within the school:

All posts = Any pregnant employee will

require a specific Risk Assessment to be

completed and their duties may need

to be modified to take account of their

changing capabilities

Health surveillance will be arranged

by:

Julie Morrow or team manager

Health surveillance/records will be

kept by/at:

Head’s Office, Health & Safety File

* e.g. DSE user with a history of upper limb disorder, CDT technician

working with wood with history of chest problems



Monitoring

The school acknowledges its requirement to monitor the health and safety of

employees and anyone who may be affected by its work activities and has

appropriate arrangements in place to fulfil this requirement.

To check our working conditions, and

ensure our safe working practices are being

followed, we will:

Conduct workplace inspections. These are

carried out by:

Review all risk assessments annually or in the

event of any significant changes. This

function is carried out by:

Health & Safety Committee –

termly

Line Manager responsible for

area (see page 3)

Julie Morrow, Lesley Matthews

Is responsible for investigating

accidents - e.g. road traffic

accidents, slips, trips and/or

falls accidents etc. before

requesting assistance from the

corporate Health, Safety and

Wellbeing Team if necessary

Julie Morrow, Lesley Matthews

Are responsible for

investigating work-related

causes of sickness absences

Julie Morrow and Lesley Matthews

Are responsible for acting on

investigation findings to

prevent recurrences



Emergency procedures - fire and evacuation

The school acknowledges its responsibility for ensuring that appropriate

emergency procedures are in place and that these are communicated to all

concerned, including other users of the premises, and monitored on a regular

basis.

Responsibility for ensuring the fire risk

assessment is undertaken and

implemented rests with:

Stella Wood

Escape routes are checked by/every:

Classroom: Firdauwse Essa, Angela

Dixon

Corridors and Childrens Centre

Rooms: Lesley Matthews and Della

Green

Fire Escape: Site Supervisor/ Senior

Cleaner on a monthly basis

Fire extinguishers are maintained and

checked by/every:

Chubb annually

Alarms are tested by/every:

Site Supervisor

The emergency evacuation procedure

is tested every:

Termly Minimum

Responsibility for ensuring

arrangements are in place to deal with

other emergency situations e.g. bomb

threat, flood etc:

Julie Morrow



Head Teacher's Responsibilities and Duties as

Premises Manager of their School

Introduction

All LCC occupied buildings must designate a person to be responsible

for ensuring that all necessary premises management duties are carried out

and records are kept for that building e.g. water hygiene management

regimes; asbestos survey reports, associated plans, etc. In the case of schools

within the County Council, the Director for Children and Young Persons has

determined that the Premises Manager is the Head Teacher. The Head

Teacher, as Premises Manager, may delegate duties to others but will still

retain overall responsibility.

Responsibilities and Duties

It is the responsibility of the premises manager to ensure that arrangements

are in place to manage all aspects of the school premises in compliance with

the County Council's Premises Management Guidance and Record

document and the Fire Safety Log Book including necessary inspection and

maintenance regimes in relation to:

Asbestos

Transport Safety

Management of Contractors including

Client duties required by the Construction,

Design and Management Regulations

Oil/Fuel Storage

Local Exhaust Ventilation (LEV)

Electrical Safety

Fire Safety

Waste Management

Gas Installations

Workplace Inspections

Winter Services Provisions (gritting)

Lifting Equipment

Pressure Systems

Automatic Doors

Other premises issues as appropriate to the

building

CDT Equipment

Water including the control of Legionella

bacteria and lead in water

Security

The Council’s Property Group has arrangements in place for the inspection

and maintenance in relation to many of the premises matters above.

However, some schools do not subscribe to all or part of these arrangements.

Where this is the case the Head Teacher, as the Premises Manager, is

responsible for making suitable arrangements with competent contractors

which must be to at least to the same standard as those operated by

Property Group.



Other responsibilities include:

Ensuring that records are kept in relation to the above premises matters in

the Premises Management Guidance and Record and the Fire Safety Log

Book in compliance with County Council guidance and are made available

to interested parties for their use including those using the premises out of

school hours;

Ensuring that appropriate documents in the Premises Management

Guidance and Record are brought to the attention of any contractors etc

working on site e.g. the Asbestos Survey Report;

Ensuring that all staff are made aware of the arrangements for managing

the above premises matters and the related records as held in the Premises

Management Guidance and Record to the extent to which they may affect

their work or responsibilities;

Ensuring that communication and co-operation is established between all

occupants if the school is shared with other users, regardless of who owns the

building.

Competency of Premises Manager

In order to carry out their responsibilities and duties as Premises Manager,

Head Teachers or Senior Designated Officer are required to undertake Health

& Safety Competency training in the following areas:-

Mandatory H&S Competency 9 – Management of Contractors

Mandatory H&S Competency 10 – Premises Issues

Mandatory H&S Competency 10a - Fire Risk Assessment

Mandatory H&S Competency 10b – Emergency Preparedness & Response

Mandatory H&S Competency 10c – Control of Legionella and Water

Hygiene

Mandatory H&S Competency 10d – Management of Asbestos

Mandatory H&S Competency 10e – Electricity at work

Mandatory H&S Competency 10f – Lifting Equipment (where applicable)

Training is available in all the competencies via the Health, Safety and

Wellbeing Learning and Development Pages

Competencies 10a – 10f may be undertaken by another person nominated

to carry out the relevant duties by the Premises Manager but the responsibility

to ensure those duties are undertaken stays with the Premises Manager.

Audit of Premises Management

The Premises Management Guidance and Record for the school will be

subject to Internal Audit by the Health, Safety & Wellbeing (Systems & Audit)

Team.

https://schoolsportal.lancsngfl.ac.uk/corporate/web/view_sp.asp?siteid=3726&pageid=19385&e=e

https://schoolsportal.lancsngfl.ac.uk/corporate/web/view_sp.asp?siteid=3726&pageid=19385&e=e

1 Appendix A1

Appletree Children’s Centre Stress Management Guidance 2015

Management of Stress:

Guidance and Procedures

2 Appendix A1


I N D E X

PAGE

LEA Statement of intent 4

Policy implementation across the CSA 4

Scope of the Policy 4

Model Policy Statement for Schools 5

2.1 Policy location(s) 6

2.2 Responsibility for co-ordination of stress management in the School 6

2.3 Risk assessment 6

2.4 Monitoring and review 6

2.5 Statement of the individual's responsibilities 6 - 7

2.6 Statement of the Headteacher/Manager's responsibilities 7

2.7 Statement of the Governors'/Employers' responsibilities 7

3. Background to the Policy 8

3.1 What is stress? 9

3.2 What are the stressors? 10 - 11

3.3 Causes of harmful levels of stress 11 - 12

3.4 Causes of stress in the children’s services 12 - 14

Guidance on implementation 14

4.1 Strategies for dealing with stress at work 14

4.1.1 Planning 14

4.1.2 Communication 15

4.1.3 Roles and responsibilities 15

3 Appendix A1


4.1.4 Training 15

4.1.5 Supervision 15

4.1.6 Worklife balance 15

4.1.7 Centre Organisation 15

4.1.8 Support for staff suffering from stress 16

4.2 The legal position and risk assessment 16

4.2.1 Health and Safety law 16 - 17

4.2.2 Employment law 17 - 18

4.2.3 Risk assessment 18

4.3 How to undertake a risk assessment 19 - 20

4 Appendix A1


Children’s Services Authority Statement of Intent

The CSA recognises and accepts that there are increasing demands and

pressures placed upon staff and to some extent these could be considered

an integral and unavoidable part of working life. Every job has its own unique

pressures and demands, responsibilities and day-to-day problems, however

no two members of staff are alike – all people are individuals with unique

characteristics and capacities to deal with pressure in the workplace and

their everyday lives.

The CSA is fully aware of the need to manage stress in the workplace and

seeks to provide a working environment that safeguards the health, safety

and welfare of all persons at work.

Through this policy the CSA aims to have measures in place to monitor and

assess stress in the workplace and will develop information support and

training to reduce the possible effects on staff as far as reasonably

practicable.

This policy aims to set out the CSA’s position on stress and aims to provide

Headteachers, Governors and Managers within the Education Service with

an understanding of the problem, including a definition and a summary of

the more common causes. It also sets out responsibilities for both individual

members of staff and managers and clarifies the support, information and

training that is available to deal with the problem.

This document has been produced following consultation with the

recognised Teacher Associations/Trade Unions and the Dioceses.

Policy Implementation

An important aspect of any policy is the way in which it is implemented. The

following steps will be taken to ensure that the Stress Policy is implemented

across the Children's Services Authority.

The policy will be issued to Schools and Establishments across the CSA.

Governing Bodies will be requested to receive the policy and put in place

systems to ensure that the policy is both adopted and actioned.

Training on stress management will be organised for Headteachers and

Managers.

Schools will be asked to show evidence of both a stress policy and stress risk

assessments as part of the School Health and Safety Audit.

Scope of this Policy

This Policy applies to staff in Community and Voluntary Controlled Schools,

where the CSA remains the Employer. The governing body at Appletree also

manage the phase one Children’s Centre.

5 Appendix A1


This Policy should be read in conjunction with other related CSA policies on

Managing Sickness Absence, dealing with Violence and Aggression, dealing

with workplace and work related harassment and bullying and Grievance

procedures.

Model Policy Statement for Schools

The Governors of Appletree Children’s Centre recognise their Health and

Safety responsibilities and will take all reasonably practicable steps to address

stress related issues in the Centre.

In dealing with the issues of stress at work the Governors will, to the best of

their ability, ensure that the following systems are in place, understood and

acted upon in an attempt to deal with a problem which is giving increasing

cause for concern.

In summary order to achieve the policy aims the school will:

Ensure that the Stress Policy is brought to the attention of all staff.

Ensure that a Risk Assessment is undertaken to identify the scope and causes

of stress related to work and the findings shared with staff and the Governing

Body.

Implement control measures to minimise the risk of stress.

Monitor and audit the arrangements in an effort to continuously improve the

quality of the working environment and the implemented stress-minimisation

arrangements.

Encourage staff to report their views and to discuss stress-related issues with a

member of the Senior Management Team.

Ensure equality of treatment of staff.

Ensure that individuals who have, or have had, symptoms of stress-related

illness are treated responsibly and fairly at an early stage and that

confidentiality is ensured.

Consider job security, sick leave provision, retention of status etc in

accordance with the rights of the individual to employment protection and in

accordance with the sickness absence policy.

Establish a culture where stress is reviewed as a serious issue rather than

viewed as a personal weakness.

6 Appendix A1


Nominate a member of the school’s Senior Management Team to be

responsible for the co-ordination of stress management.

Communicate effectively and ‘manage change’ in a sensitive and

responsible manner.

Review arrangements for managing stress on a regular basis or following

changes in the Senior Management Team, organisation or structure.

Policy

A copy of this Policy and accompanying guidance can be found on the

public drive, accessed through staff login. Paper copies can be provided on

request.

Responsibility for Co-ordination of Stress Management in the School

The member of staff responsible for co-ordinating stress management is

Julie Morrow.

Risk Assessment

Risk Assessments will be undertaken following consultation with staff,

considering the examples given in the policy.

The Centre will continue to assess staff well being via the National Well Being

Programme.

The findings of the Risk Assessment will be communicated promptly to staff

and the Governing Body.

Monitoring & Review

Procedures for monitoring stress should be an integral management function

and be the subject of a regular review. Changes to the Senior Management

Team, organisation or structure should initiate a review of procedures.

A copy of the stress policy will be appended to the Health and Safety Policy.

Statement of Individual’s Responsibilities

Individuals have a duty to co-operate with their employer in minimising, so far

as is reasonably practicable, work-related stress. Individuals have a part to

play in making reasonable adjustments when working practices have to

change due to circumstances beyond the Centre’s control.

Anyone who feels he/she is suffering from stress should, wherever possible,

inform their line manager so that he/she will have an opportunity to resolve

the problem.

If anyone feels that they are unable to raise the matter with their line

manager they should then contact Human Resources or the Health and

7 Appendix A1


Safety Team or share their concern with a trusted colleague. The matter will

be dealt with in confidence, unless the individual concerned gives express

permission for information to be shared. Human Resources, with the consent

of the individual concerned, will then take the matter forward.

If an individual believes there is a factor in the workplace causing work-

related stress, then this should be brought to the attention of the line

manager.

Individuals should also seek advice promptly from their union/professional

association, particularly where they are considering resigning or taking any

legal action.

Statement of the Headteacher’s Responsibilities

Headteachers and Managers at all levels have a key role to play in

considering the work load and health implications of decisions involving staff.

It is recognised that the style of management adopted has an impact on

stress levels amongst staff. It is the responsibility of headteachers and

managers to:

Ensure that adequate risk assessments are carried out to evaluate stress.

Ensure that sickness absence and staff turnover are regularly reviewed and

monitored to identify any problem areas.

Be able to identify and respond to issues of work-related stress.

Be aware that stress is minimised in an organisation where there exists mutual

trust, promotion of self-esteem, shared objectives and common goals.

Act on information/reports received from Human Resources and the Well

Being Survey.

Statement of the Governors’/Employer’s Responsibilities

Governors/employers will:

Give staff comprehensive and relevant information about work-related stress.

Put measures in place to prevent, so far as is practicable, work-related stress.

Ensure that adequate resources are in place to support the policy.

Review and monitor sickness absence levels and staff turnover.

8 Appendix A1


Background to the Policy The Confederation of British Industry (CBI) has estimated that stress costs

employers around £5bn a year, and the Institute of Management claim that

every working day more than a quarter of a million people take time off

because of stress connected to work.

There is ever increasing evidence of employees pursuing claims against

employers for failing to recognise and deal with stress in the workplace.

There have been several high profile stress claims, settled in excess of

£200,000 in favour of the employee. These included the warden of a

travellers' campsite who successfully claimed against Hereford and

Worcestershire County Council for stress suffered in the course of his work.

Similarly a Council Officer from Test Valley in Hampshire secured a settlement

in the High Court for a nervous breakdown claimed to be the result of stress

at work.

More recently a teacher from Newport in South Wales was awarded £250,000

in compensation after suffering two breakdowns attributed to stress over a 2-

year period. Mrs Howell finally retired on ill-health grounds following a period

of sickness absence and she presented medical evidence to show her stress

levels were intolerable. This case has undoubtedly sent a message

throughout the teaching profession, CSAs and Governing Bodies throughout

the Country that stress is a very real problem in Education and steps need to

be taken to deal with the issue.

The potential effects on children’s Centres are significant:

Financial - the cost of recruiting replacement staff and the cost of supply

cover.

Organisational - obtaining supply staff, timetable implications, management

of temporary staff, increase in sickness absence amongst those covering the

workload of absent colleagues.

Educational - disruption to children’s education, quality of supply staff,

increase in parental complaints, detrimental effect on teaching and learning,

disruption to family plans.

Safeguarding - disruption to family support programmes.

Stress within children’s services is nothing new, however it is widely accepted

that recent developments have contributed to a marked increase in stress:

Uncertainty about the future of both children’s Centres and nursery

education, fall in roles, cuts in funding and the process of job evaluation are

some of the significant factors.

9 Appendix A1


A report by the University of Bristol published in 2000 undertaken from a

random sample of 17,000 in the Bristol area found that 20% felt “very or

extremely” stressed by their work.

The research also found that occupations with the highest levels of perceived

stress included:

Teaching - 41.5% of respondents reported high stress levels

Nursing – 31.8%

Managerial – 27.8%

Educational / Welfare including social workers – 22.7%

Security including police and prison officers - 19%

Critics will argue that the above symptoms are due to the ever-increasing

demands being placed upon schools in particular in the form of policy

decisions from the DfES. Examples include Performance Management,

League Tables for SATs and formal examinations, the Ofsted inspection

process and increased delegation of responsibilities to Schools.

Often it is the nature and frequency of change which is cited as being a

cause for concern and a tendency to “move the goalposts” being a source

of frustration and tension.

Whilst it is recognised that these factors are both relevant and significant,

they are largely outside local control, however the CSA will seek to provide

advice and support to assist organisations in managing a constantly

changing agenda.

What is Stress?

It’s not all just in the mind ….Stress sets off an alarm in the brain, which

responds by preparing the body for defensive action. The nervous system is

aroused and hormones are released to sharpen the senses, quicken the

pulse, deepen respiration and tense the muscles. This response (sometimes

called the fight or flight response) is important because it helps us defend

ourselves against threatening situations. The response is pre-programmed

biologically. Everyone responds in much the same way, regardless of

whether the stressful situation is at work or at home.

Short-lived or infrequent episodes of stress pose a low risk but when stressful

situations go unresolved, the body is kept in a constant state of activation,

which increases the rate of wear and tear to biological systems. Ultimately,

fatigue or damage results, and the ability of the body to repair and defend

10 Appendix A1


itself can become seriously compromised. As a result, the risk of injury or

disease escalates.

What are the Stressors?

There are three principal areas of life that may cause people to experience

stress are their personal life (Personal Stressors), their working environment,

which includes culture and style of management used (Work Related

Stressors) and the level of threat inherent in their job, given the difficult

situations they often face and the people with whom they have to deal

(Operational Stressors).

Situations/worries at work and/or at home can make people more vulnerable

to the effects of stress. Either can exacerbate the other and affect a person’s

ability to cope.

All work has its pressures but we all vary in our capacity to cope with different

types of pressure. Some pressure, even when high, can be motivating and a

challenge. Pressures that people can respond to effectively are more likely

to lead to job satisfaction.

However, pressures at a level we cannot cope with are likely to result in stress.

In some cases, too little challenge or pressure will have the same effect.

Stress can involve:

Emotional symptoms, such as increased anxiety and irritability, anger,

detachment, depression, fear and panic, guilt, sadness, mood swings,

withdrawal from social contact.

Physical symptoms, such as raised heart rate, increased sweating,

headache, dizziness, fatigue, chest pains, blurred vision, aching neck, skin

rashes, difficulty sleeping and a lowering of resistance to infection.

Behavioural symptoms, such as difficulty concentrating or remembering,

unable to switch off, loss of creativity, making more errors, double checking

everything, an inability to deal calmly with everyday tasks and situations, loss

of interest in sex, change/loss of appetite, apathy, absenteeism, indecision,

evading duties/responsibilities, unusually emotional or impulsive, increasing

use of tobacco, alcohol, coffee and drugs.

These effects are usually short-lived and cause no lasting harm. When the

pressures recede, there is a quick return to normal. Over a longer period a

variety of symptoms related to ill-health could occur and these could be

followed by serious stress related illness.

11 Appendix A1


A balance between work and family or personal life, a support network of

friends and co-workers together with a relaxed and positive outlook can all

reduce the effects of stress.

Attached as Appendices C and D are model processes for Headteachers

and for staff.

Work related stress can also lead to organisational problems:

An increase in sickness absence, which can have a domino effect – one

person goes sick which leads to their workload being shared among the

remaining staff. They are unable to cope, which affects their health, and this

leads to greater sickness absence; a reduction in staff morale; resistance to

change; poor staff performance; poor time keeping; poor decision making;

increased accident rates and staff seeking alternative employment. Schools

then have the expense of recruiting, inducting, and training new members of

staff; poor industrial relations; increased costs associated with the above;

poor community image; and possible criminal cases and civil claims with

associated costs.

Causes of Harmful Levels of Stress

There is no simple way of predicting what will cause a harmful level of stress to

an individual. People respond to different types of pressure in different ways.

An exciting challenge to one person may be a daunting task to another, a

repetitive job may be viewed by some as boring and monotonous, but others

like and feel comfortable with routine. Much depends on the individual’s

own personality, experience, motivation and coping style paired with the

support available from managers, colleagues, family and friends.

Much may also depend on the pressures which people are experiencing

outside work in their home and personal lives. People may come to work

against a background of bereavement, family illness or worry, marital or other

interpersonal problems. Although these factors are beyond the employer’s

responsibilities, managers should be aware of them since they could make

employees more vulnerable to stress at work as well as affecting their

performance and judgement.

In general harmful levels of stress are most likely to occur where:

Pressures pile on top of each other.

People feel trapped or unable to exert any control over the demands placed

upon them.

People are confused by conflicting demands made on them.

People feel vulnerable and ill equipped to deal with change.

Problems can be triggered or made worse where:

12 Appendix A1


People feel a high degree of uncertainty about their work, their objectives, or

their job and career prospects.

Work schedules are inflexible and over-demanding.

There is prolonged conflict between individuals, including possibly sexual or

racial harassment, or bullying, or where staff are treated with contempt or

indifference.

There is a lack of understanding and leadership from managers or supervisors.

This does not mean that they have to be easy-going and undemanding.

People usually welcome clear direction and will often feel less stress if they

can see that the manager at least understands the problems they are under

and will do what he or she can.

Physical conditions in the working environment can also be stressful. These

include lighting, badly maintained buildings, inadequate or poorly sited

equipment; excessive noise, heat, humidity and vibration; and the presence

of toxic or dangerous materials or other workplace hazards which might not

be adequately controlled. Certain kinds of job can, by their nature, place

heavy emotional demands on employees, which, if not properly addressed,

can result in harmful levels of stress. These jobs include those which involve

continuous contact with or responsibility for people.

Causes of Stress in Children’s Services

Causes of stress for any individual or groups of staff may vary, but there are a

number of common factors, any combination of which may result in feelings

of stress. These include the effects of rapid and far-reaching changes, time

pressures, low perceived status, poor working conditions. Other examples

are:

Relationships with children/families

Actual or potential violence from children/families

Challenging behaviour – dealing with child protection/stressful family

situations

Malicious allegations

Relationships with parents

Lack of parental support

Unrealistic parental expectations

Violence and aggression from parents sometimes under the influence of

substances

Malicious complaints

Relationships with colleagues

Lack of communication

Conflicts between members of staff

Inequitable distribution of work

Lack of contact with peers

13 Appendix A1


Pressure arising from supporting colleagues who aren’t coping

Work place/work related bullying and harassment

Management and Organisational issues

Total volume of work

Volume of paperwork / administration

Ofsted inspection process

New policies / initiatives

Continuous deadlines

Lack of support from external agencies

Low level of input in decision making process

Change in management style

Quality of supervisory support

Work overload

Covering for absent colleagues

Vacancies

Teaching unfamiliar subjects

Lack of support and understanding from Governors

Pressure to deliver on targets

Lack of funding

Being set unrealistic targets

Breaks/lunch time too short/not taken

Societal Issues

Poor perceived status

Dealing with anxious, aggrieved, or aggressive parents

Scrutiny of line management

Allegations against staff – increasing trend

Dealing with the media

Personal Perspective

Conflict between work and family demands

Unrealistic expectations

Sense of injustice / bitterness

Role ambiguity, no clear work objective, no clarity regarding scope of

responsibilities

Career development difficulties, over / under promotion

Long hours of working at home are seldom acknowledged and rewarded.

Alongside the stressors which can be experienced in any organisation (poor

communication, conflicts with colleagues, unnecessary form filling,

ineffective meetings etc) staff are having to adapt to major changes, both

organisational and societal, which for some may conflict with their own ideas

of the job they are employed to do.

Changes in management arrangements are seen by some staff as a chance

to learn and practise new skills. However, others may feel that their job

description has been radically changed. They may feel that adequate

14 Appendix A1


consultation has not taken place and that they are being asked to perform

tasks for which they have not been trained.

Increased parental involvement in governance is welcomed by some staff as

a valuable new resource, but is viewed by others as a threat to their

professional position and a potential vehicle for criticism.

Whatever the merits of such changes and their final outcomes, there is no

doubt that radical change in itself is a source of stress and its possible effects

and consequences need to be positively managed.

4. Guidance on implementation

4.1 Strategies for Dealing with Stress at Work

Staff react more positively when they understand the rationale behind

decisions and fully understand what is expected of them. A Headteacher

who takes time to explain is likely to have better motivated staff than one

who does not.

Support from headteachers and managers can help minimise work related

stress. Such support would typically include management issues such as

planning, supervision, training and development and a consideration of the

persons work / life balance.

4.1.1 Planning

The first stage in the planning process should be to ensure there are sufficient

resources in terms of money, people and time to do the work.

4.1.2 Communication

Talk to staff at an early stage to make sure they are involved in the planning

and decision making processes. Before setting tasks, discuss the work with

staff and encourage them to be realistic about how long things take.

4.1.3 Roles and Responsibilities

Allocate clear roles and responsibilities to team members when it has been

decided what the key objectives are going to be for the work required.

4.1.4 Training

If training needs have been identified, make sure that the person receives the

training and is comfortable applying the skills before delegating the task.

4.1.5 Supervision

Ensure that adequate supervision is in place to help individuals manage

workloads and targets. Actively discourage staff from unhealthy work habits

such as working too many hours. Talk to your staff to find out why they are

working late. Reassure them that any problems can be overcome through

discussion and provide advice where necessary and help the team prioritise

15 Appendix A1


their work. Remember that staff need to receive acknowledgement for a job

well done.

4.1.6 Work-life Balance

Managers should recognise that staff have to balance their work and home

life commitments. Inflexible working arrangements can sometimes contribute

to an individual’s stress levels and managers should be sensitive to the

individual’s home circumstances.

4.1.7 Centre Organisation

If stress is affecting several staff you will need to review whether

organisational factors may be a cause, eg excessive cover demands,

inappropriate time-tabling, unrealistic targets, inadequate breaks,

inadequate facilities, amount/quality of non-teaching support, total volume

of work and hours.

4.1.8 Support for Staff Suffering from Stress

It is always preferable to tackle issues before they develop but inevitably

there will be individuals who at some stage will suffer as a consequence of

stress. Strategies to assist in supporting the individual may include:

A re-examination of the individual’s workload with a view to making

beneficial changes

Offering access to training in Stress Management

Provision of access to the Employee Welfare & Counselling Service

Support from a Union

Informal meetings with colleagues / networking groups

Sharing concerns with other colleagues / friends

Encouraging staff to have a broader range of interests even inside the school

environment, perhaps becoming involved in extra curricular activity or

promoting a sports and social group for staff

Promoting health and exercise

Developing team spirit

Providing assistance in managing challenging children and families

Developing strategies and policies for dealing with aggression

Encouraging staff to be more flexible

Developing models of good practice in terms of stress

More and better consultation with staff, including target setting

Improved management training for managers

Head / Managers’ networking groups

Access to guidance via electronic websites.

In severe cases it may be necessary to recommend a period of paid

absence from school, suggest support from an appropriate counsellor, or

direct the individual to the Occupational Health Service.

4.2 The Legal Position / Risk Assessment

16 Appendix A1


4.2.1 Health & Safety Law

Under the Health & Safety at Work Act, 1974, employers have a general duty

to ensure, as far as is reasonably practicable, the health of their employees.

This includes taking steps to make sure they do not suffer stress-related ill

health as a result of their work. Ill health from stress caused at work has to be

treated in the same way as health due to physical causes in the workplace.

This means that employers do have a legal duty to take reasonable care to

ensure that employees' health is not put at risk through excessive or sustained

levels of stress arising from the way work is organised, or from the day to day

demands placed upon them in their work.

Also, employers must take account of the risk of stress-related ill health when

undertaking their legal duties under the Management of Health & Safety at

Work Regulations, 1999. These include the duty to assess risk; duty to apply

the principles of prevention; the duty to ensure employees' capability and to

provide training and specific duties towards young people.

4.2.2 Employment Law

Health & Safety Law is not the only legal reason why action needs to be

taken to tackle work-related stress. Examples include:

Section 4A Public Order Act 1986 makes it a criminal offence to use

threatening, abusive or insulting behaviour likely to cause harassment, harm

or distress. This can be relevant to cases of bullying.

The Protection from Harassment Act 1997 makes it an offence for a person to

pursue a course of conduct which amounts to the harassment of another

person. This harassment does not have to be motivated by a specific factor

such as race or sex. This Act again may be relevant in some bullying cases.

Employers have common law duties to take reasonable steps to ensure their

employees’ physical and mental health at work. An employer will be liable in

negligence for an employee’s stress related illness provided:

It was reasonably foreseeable that the employee would suffer mental or

physical illness

It failed to take reasonable steps to prevent the illness

The failure caused the ill-health

There have been several high profile cases recently where employees have

taken legal action against their employer on the basis that they have

suffered physical or mental harm at work arising from stress-related issues.

Within Contract of Employment (written or otherwise) there is an

understanding that employers and employees will behave reasonably

towards each other in a spirit of mutual trust and confidence. If an employer

breaks this bond of trust by acting unreasonably towards an employee (this

17 Appendix A1


may include failing to act to reduce work-related stress) the employee can

sue in the courts for compensation for breach of contract or resign and make

an application for constructive dismissal to an employment tribunal.

There are also considerations under the Working Time Regulations governing

the number of hours worked, periods of rest, and paid holidays and time off

for dependants.

The Health & Safety Executive are also clear that employers must take steps

to ensure the mental wellbeing of staff and consideration should be given to

mental illness / disability under the Disability Discrimination Act 1995 (DDA)

and unrecognised mental impairment caused or made worse by work

activity.

Under the Disability Discrimination Act 1995, employers have a duty not to

discriminate against employees on account of any disability as defined

under the Act. This involves making reasonable adjustment to the workplace

or to the way the work is done if the existing working arrangements or

physical features place the disabled person at a substantial disadvantage. Ill

health arising from, or exacerbated by, stress at work may constitute a

disability under the Act.

Under sex and race discrimination legislation, victims of workplace

discrimination or harassment have the right of access to employment

tribunals. Stress related illness may result from such discrimination or

harassment.

4.2.3 Risk Assessment

There is a legal requirement for employers to consider stress when they carry

out risk assessments. In Children’s Centres attached to schools this would be

the headteacher / governing body as the employer.

Stress can lead to ill health and employers must consider factors which are

likely to cause intense or sustained levels of work-related stress.

There are likely to be external factors which cannot be controlled by the

school or indeed the CSA. However Children’s Centres need to ensure that

basic systems are in place to control or reduce the level of risk in the

workplace.

Some of the common causes of stress in the workplace have been identified.

A key issue when looking at stress Risk Assessment is consultation with staff.

Systems need to be set up which give staff an opportunity to let managers

know how they feel. This could be done formally on an individual basis or

informally at a staff meeting, faculty or departmental meeting.

18 Appendix A1


Whatever route is taken managers need to ensure that their conceptions

about stress and the causes are matched against the actual issues raised by

staff. Immediate action may be appropriate where serious issues are

identified or where several members of staff raise a key area of concern.

4.3 How to Undertake a Risk Assessment

Stage 1

Identify what it is about work that has the potential to cause stress within the

establishment (see pages 13 to 15) and other issues relevant to your own

school. This could be done by using a stress survey, talking to staff, use of

questionnaires (examples attached, see Appendix A), analysis of sickness

absence rates etc.

Stage 2

Identify who is or is likely to be at risk from these issues. Look at staff affected,

how long are they exposed to the stressful situation.

Stage 3

Evaluate the risk by looking at the causes of stress you have identified and

assessing if there are any control measures – such as policies and procedures

to deal with the issues, eg behaviour management plans, review of

workloads, retraining of staff, individual or staff meetings. The most desirable

control measure is to remove the sources of stress if possible. The next most

effective measure is to find ways of reducing the amount of stress

experienced by staff. Staff should be consulted about how to achieve this.

Consider the residual level of risk and whether any further action needs to be

taken. When evaluating levels of risk the following model may be useful.

RISK RATING/LEVEL ESTIMATION GUIDANCE

Likelihood Severity

1. Improbable 1. No or trivial injury/illness

2. Unlikely 2. Minor Injury/illness

3. Even Chance 3. 3+ days lost time injury/illness

4. Likely 4. Major Injury/Severe Incapacity

5. Almost Certain 5.` Death(s)

Key

L

i

k

e

l

5 5 10 15 20 25 Insignificant

4 4 8 12 16 20 Low

3 3 6 9 12 15 Moderate

19 Appendix A1


i

h

o

o

d

2 2 4 6 8 10 High

1 1 2 3 4 5

Intolerable

1 2 3 4 5

Severity

Severity

Stage 4

Keep a record of the significant findings on the risk assessment sheet and put

into place new control measures. The findings provide an action plan with

timescale for action points, proof that the statutory duty of risk assessment has

been carried out and a basis for revision.

Stage 5

Prioritise the findings, try to deal with the significant risks first. Devise or adapt

procedures to deal with the notes identified.

RISK LEVEL ACTION AND TIMESCALE

Insignificant No action is required and no documentary records need to

be kept.

Low No additional controls are required. Consideration may be

given to a more cost-effective solution or improvement that

imposes no additional cost burden. Monitoring is required to

ensure that the controls are maintained.

Moderate Efforts should be made to reduce the risk, but the costs or

prevention should be carefully measured and limited. Risk

reduction measures should be implemented within a defined

time period.

Where the moderate risk is associated with extremely harmful

consequences, further assessment may be necessary to

establish more precisely the likelihood of harm as a basis for

determining the need for improved control measures.

High Work should not be started until the risk has been reduced.

Considerable resources may have to be allocated to reduce

the risk. Where the risk involves work in progress, urgent action

should be taken.

Intolerable Work should not be started or continued until the risk has

been reduced. If it is not possible to reduce risk even with

unlimited resources, work has to remain prohibited.

20 Appendix A1


Stage 6

Monitor the effectiveness of measures to control stress and address stress

related problems. This can be done by comparing sickness and absence

levels, comparing accidents and incidents, reviewing complaints and staff

turnover, using questionnaires and reviewing the risk assessments following

changes in staffing, management structure or organisation. Attached at

Appendix B are some examples of risk assessments.

Well-Person Questionnaire

The aim of this questionnaire is to find out if there is harmful stress in your area

of work and, if so, to identify the main causes so that any risks to your Health

and Safety can be eliminated or minimised. The information you give is

confidential.

INSTRUCTIONS

Please read the questions in each section very carefully;

Tick the box which applies;

Please be honest and constructive in your comments. For example, if you

are not satisfied with your physical working environment, briefly explain

what is wrong with it and how you would improve it. If you are very

satisfied with something, briefly say why.

Name of Children’s Centre

Are you:

Are you: Are you a

Manager?

Outreach

worker

Outreach

support worker

Male Female Y N

Extended

services

manager

Administrator

Section 1

Your Job

21 Appendix A1


Yes

No

Constructive comments

(eg if NO, why not)

Continue overleaf if necessary

1. Are you satisfied with your

job generally?

2. Do you think that your skills,

knowledge and

experiences match the

requirements of your job?

3. Do you think that your skills,

knowledge and experience

are being used as much as

you would like them to be?

4. Do you think that non

contact / preparation time

is adequate?

5. Do you think that you have

adequate resources to be

able to do your job?

6. Do you think that your

workload is just about right?

7. Do you think that the

deadlines/targets you are

given are reasonable and

achievable?

8. Do you think that the health,

safety and welfare of staff

are a priority within the

Centre ?


physical working

environment? (Heating,

lighting, space, equipment

etc).

10. Are you satisfied with the

facilities available for food

and drink?

11. Do you think that you have

opportunities within your

working day for rest and

22 Appendix A1


relaxation or exercise?

Section 2

Your Role

Yes

No


(eg if NO, why not)



level of involvement in the

decision-making processes?

2. Do you think that your work

is appreciated and seen as

valuable?

3. Do you have a clearly

defined job description and

duties?

Section 3

Your Relationships at Work

Yes

No


(eg if NO, why not)


1. Are you satisfied that you

and your colleagues assist

and support one another?


way staff at work relate to

each other?

3. Are you satisfied that you

are not being bullied or

harassed at work in any

way?


opportunities you have of

receiving and giving

feedback amongst your

colleagues?

23 Appendix A1



way you relate to children

and families


way children and families

relate to you?

Section 4

Your Career Development

Yes

No


(eg if NO, why not)



amount of training available

to you at work?


quality of training that you

receive?

3. Do you think that the

opportunities to progress

and develop through

training are fair to

everyone?


staff induction programme?


performance management

system?

6. Do you feel there are

opportunities available in

the Centre to enable you to

progress in your career?

7. Do you feel you are

encouraged to progress in

your career?

Section 5

Your Organisational Structure and Climate

24 Appendix A1


Yes

No


(eg if NO, why not)



communication methods

that exist in the Centre ?

2. Do you reckon that you are

treated as an individual?


overall management

structure of the Centre ?

Section 6

Home – Work Interface

Yes

No


(eg if NO, why not)


1. Do you think that your home

or social life is affected

detrimentally by the events

that happen at work?

2. Do you think that your work

is affected detrimentally by

the events that happen at

home or in your social life?

3. During the last year, have

you had time off work

because of ill health which

you think was caused by

stress at work?

4. Do you feel your health is

being affected by your

work?

i Your physical health?

ii Your mental or

emotional health?

5. Do you find you are smoking

or drinking alcohol more, or

using drugs to help you

cope with problems at

work?

25 Appendix A1


Section 7

Good Things About Work

1. What are the best things

about your work?

If there is anything else related to your work which may be causing you

harmful stress, or if you have any further constructive comments to make,

please record below or on a separate piece of paper.

Please return the questionnaire to:

If you need any confidential help, support, information or advice, about this

or any health related subject please telephone:

Thank you for taking time to complete this questionnaire.

Appendix A2


1

________________________________________________________Children’s Centre

QUALITY OF WORKING LIFE QUESTIONNAIRE

This survey is private and confidential - Return in envelope provided

Please answer every question and fill in all boxes relevant for you

Put a cross in a box where a choice is required like this…..

Please print text clearly using a black/dark blue pen in boxes provided like this….. A B C D

Outreach worker

Outreach support worker

Strongly

disagree Disagree Neither Agree

Strongly

agree

I have to deal with challenging children

I am often in conflict with my managers

I am concerned about violence from aggressive parents

My working hours are excessive

Too many meetings are held preparing for our OFSTED Inspection

We are not allowed to participate in decision making in this Centre

I am fed up photocopying and typing my own work

Covering for absent colleagues often disrupts my work

I do not have enough support in dealing with bureaucratic paperwork

We are expected to rewrite all our policies for our OFSTED inspection

I have too many duties

I feel that I am discriminated against because of my race / sex /

disability

There are too many meetings after work

I feel isolated at work

I do not receive a proper break from work during the day

The Centre suffers from a lack of effective leadership

I feel isolated in the staff room

Appendix A2


5

Tick one of the six categories from Strongly disagree to Strongly agree for each statement as it applies to you

I am troubled that:-

Strongly

disagree Disagree

Slightly

disagree

Slightly

agree Agree

Strongly

agree

I work longer hours than I choose to or want to

I work unsociable hours, eg weekends, shift work, etc

I spend too much time travelling in my job

I have little control over many aspects of my job

My work interferes with my home and personal life

I may be doing the same job for the next 5 to 10 years

My physical working conditions are unpleasant (eg noisy, dirty,

poorly designed)

My job involves the risk of actual physical violence

My line manager/supervisor behaves in an intruding and bullying

way towards me

My performance at work is closely monitored

I do not receive the support from others (supervisor / colleagues)

that I would like

My job is insecure

My job is not permanent

My pay and benefits are not as good as other people doing the

same

or similar work

The technology in my job has overloaded me

My children’s Centre is constantly changing for change's sake

My work is dull and repetitive

I feel isolated at work, eg working on my own or lack of social

support

from others

I am not sure what is expected of my by my line

manager/supervisor

Other people at work are not pulling their weight

I am set unrealistic deadlines

I am given unmanageable workloads

My line manager/supervisor is forever finding fault with what I do

Others take the credit for what I have achieved

I have to deal with difficult people

My relationships with colleagues are poor

I do not feel I am informed about what is going on in the Centre

I am never told if I am doing a good job

I am not involved in decisions affecting my job

I am not adequately trained to do many aspects of my job

I do not have the proper equipment to do my job

I do not have enough time to do my job as well as I would like

My job is likely to change in the future

Appendix A2


6

My job skills may become redundant in the near future

My ideas or suggestions about my job are not taken into account

I have little or no influence over my performance targets

I do not enjoy my job

I am not able to perform my job to the standards of quality that

I would like

I take on too much personally in order to ease the workload of

others

Strongly

disagree Disagree

Slightly

disagree

Slightly

agree Agree

Strongly

agree

1. I feel valued and trusted by my employer

2. If necessary I am prepared to put myself out for my employer,

eg working long hours and/or unsociable hours

3. If asked, I am prepared to take on more responsibility or tasks

not in my job description

4. I enjoy working for my employer to the extent that I am not

actively seeking a job elsewhere

5. I am proud of this children’s Centre

6. Outside of my particular job, I take an interest in many aspects

of the running and success of this children’s Centre

7. I feel that it is worthwhile to work hard for my employer

8. I am committed to my employer

9. Over-all I am happy with my employer

Your Health

Over the last three months, have you experienced any of the following symptoms or changes in behaviour?

Never Rarely Some

times Often

Lack of appetite

Indigestion or heartburn

Insomnia - sleep loss

Headaches

Panic or anxiety attacks

Muscular tensions/aches and pains

Feeling nauseous or being sick

Tendency to drink more alcohol than usual

Tendency to smoke more than usual

Constant irritability

Difficulty in making decisions

Appendix A2


7

Loss of sense of humour

Feeling or becoming angry with others too easily

Constant tiredness

Feeling unable to cope

Avoiding contact with other people

Mood swings

Unable to listen to other people

Having difficulty concentrating

Have you had any significant illnesses in the last six months?

Yes No

Over the last three months, how would you rate your overall health?

Good All right Poor

Have you encountered any major stressful events over the last six months that have had an important effect

on you?

Yes No Work related? Non-work related?

Over the last three months, roughly how productive have you felt in your job?

100%+ 90-100% 80-89% 70-79% 60-69% Less than 60%

Over the last three months, how many working days have you been off work through illness or injury?

days

Over the last three months, how many times have you been to your doctor?

times

Do you take any planned exercise?

Always Usually When possible Occasionally Never

Do you manage an ideal exercise programme (ie 15-30 minutes vigorous exercise 3 times a week)?

Always Usually Sometimes Never

Do you smoke?

Yes No

If Yes, over the last three months have you been smoking?

More Same Less than usual

Do you drink alcohol?

Yes No

Appendix A2


8

If Yes, over the last three months have you been drinking?

More Same Less than usual

Do you find time to relax and wind down?

Always Usually When possible Not usually

In general do you mix socially with work colleagues?

Yes No

Have you participated in a performance management/review and development process in the last twelve

months? Yes No If Yes, was it useful? Yes No

Are you happy with the degree of flexibility with your current working arrangements? Yes No

Is your workspace suitable for the work that you do? Yes No

Are you satisfied with the support you receive from your line manager/supervisor during periods of change? Yes No

Have you been the subject of physical assault or unwanted physical contact in the workplace over the last twelve

months?

Yes No If Yes, was it by a pupil? Yes No

Was it by a colleague? Yes No

Was it by a parent? Yes No

Have you been the subject of verbal abuse in the workplace over the last twelve months?

Yes No If Yes, was it by a pupil? Yes No

Was it by a colleague? Yes No

Was it by a parent? Yes No

Are you aware of the Centre’s Harassment and Bullying Policy? Yes No

Do you feel you have equality of opportunity in access to promotion and training? Yes No

If you were aware of inappropriate practice within the Centre, would you feel comfortable reporting it? Yes No

Appendix A3


1

QUESTIONNAIRE

ORIGINS OF STRESS AT WORK

For the teacher, work stress can be divided into five areas and you should

identify the problems in your working life from each area:

A. General factors in children’s services

B. The role of management

C. School policy and ethos

D. Working conditions

E. The children and families

A. General Factors in children’s services

This section deals with what it feels like to be a member of the teaching

profession in general and considers factors pertaining to Government

legislation, local authority functions and the teacher's place in society. Tick

the right hand boxes for any factors that you experience as problematic and

stressful.

Working with the full core offer

Evaluations and CMis

Lack of support from advisers

In-service training facilities

Changing aspects of the role of children’s Centres

Appraisal/performance management

New contracts of employment

Loss of confidence in Government decisions

Fears of reduction in staffing and hence greater workload

Appendix A3


2

Reduced status in the community

Lack of effective union representation

Changing power structure/working for new managers

Unhappiness with changing ideology - private v. public sector

ethos

Changing Centre image/financial dictates

Poor resources

Too much change too quickly. No time to adjust

Uncertainty of what the job entails now and will entail in future

No power to influence major decisions

Lack of training for new functions

Selection procedures

Uncertainty of promotion

Threats of Centre closure

Fears of administrative overload

Dissatisfaction with salary

Lack of consultation/feeling helpless

Disruption and violence in the workplace

Keeping up with new technology

Role of children’s Centres not publicly agreed

Inability to reconcile differing roles: teacher, counsellor, social

worker, nurse, policeman, judge, etc.

Others, please specify

Appendix A3


3

B. The Role of Management

This section deals with how you perceive the management team in your

school and how they affect your morale and motivation to do a good job. It

considers the climate in which people interact.

Discipline problems not resolved to your satisfaction

Feelings of being manipulated or used

Feeling that decisions have been made prior to meetings or

interviews

No feedback from ideas or suggestions

Sexual discrimination

Not knowing if you are doing a good job

Being seen as the willing workhorse

Covering work for people who are in the Centre but in a meeting

Lack of trust in management

Reluctance of management to take caseloads

Reluctance of management to take challenging caseloads

Reluctance of management to cover for absent colleagues

No-one listening to your good ideas

Lack of humour from management

Lack of visibility of management

Lack of flexibility in times of need

Too much emphasis on paperwork

Feeling that management have lost touch with the real problems

of the job

Lack of support from management

Loss of confidence in management

Working in a 'them' and 'us' atmosphere

Appendix A3


4


C. Centre Policy and Ethos

These items deal with the school policy toward certain issues and how this

affects your perception of yourself as a team member in your school and

hence how your attitude is affected by the role you play or are expected to

play.

Poor communication system

Lack of consultation

Lack of professional courtesy

Fear of speaking one's mind

No clear boundaries of responsibility

Feeling isolated at work

Adapting to change after change

Innovations brought in too quickly for effective implementation

Too much red tape and paperwork

No input into decision-making process

Inability to use skills and interests, as they are no longer needed

Working below level of competence

Fear of abuse from parents. No protection from outsiders

Too many meetings

Interruptions to lessons or non-teaching time

Too much paperwork for too little gain

Covering for absent colleagues

Not being informed about important events or occurrences

Suspicion and lack of trust

Appendix A3


5

Fear of losing your job

Belonging to too many areas, conflicts of role and time

allowances

Unpleasant atmosphere among staff


D. Working Conditions

This section relates to the day-to-day aspects of working in your school; the

pleasant or unpleasant surroundings and atmosphere. It also considers the

safety aspects.

Too many group sessions

Too many family support cases

Poor heating

Poor ventilation

Noise levels from outside the Centre

Noise levels from inside the Centre

Smell of rooms

Crowded staff areas

Lack of facilities for working quietly

Poor floor coverings, dangerous tiles and carpets

Dangerous furniture

Poorly lit rooms

Badly designed car parks and too far away

Old buildings in need of repair

Dirty surroundings - chewing gum, spitting, etc

Working on Centre matters during holiday times

Too little time for essential tasks

Appendix A3


6

Sexual harassment


E. The children and families

This section concerns your interaction with pupils and the impact they have

on your self-esteem, pride and morale.

Violence from children/families directed at you

Violence from children/ families directed at each other

Fear of violence from children/families

Lack of co-operation from children/families

Children/families using bad language

Racial problems

Children/families with personal hygiene problems

Verbal abuse from families towards staff


Appendix B


7

Sample Risk Assessments GENERIC RISK ASSESSMENTS – STRESS

Hazard

Aggressive Behaviour from Parents

Risk Rating Low/Med/High

Medium

Risk Rating following additional action

Low/Med/High

Medium

Control Measures

Centre Policy in place, emergency procedures set up

Guidance produced by LEA on violence and aggression

Staff training made available to relevant staff

Centre support staff in following up instances of aggressive behaviour

– Centre not prepared to tolerate direct aggression towards employees

Links with Community Police

Additional Action required to comply with Control Measures

Check this has been communicated to staff

Carry out audit on staff training

Monitor number of incidents

Monitoring:

Senior Management Team

Review:

Annual

COMPLETED BY POSITION:

COMPLETION DATE:

REVIEW DATE:

Appendix B


8

GENERIC RISK ASSESSMENTS – STRESS

Hazard

Physical Environment


Medium


Low/Med/High

Medium

Control Measures

Regular Health and Safety Inspections by Centre’s Health

and Safety Coordinators and/or Health and Safety

Committee

Centre systems in place to report and address building

related issues

Governors receive reports and areas of concern in

respect of Health and Safety issues

Planned programme set up to address long term Health

and Safety issues


Ensure system is in place to consider issues raised in the report

and appropriate action taken.

Check this is being used

Ensure Health and Safety is within the terms of reference of an

established Governing Body Committee

Monitoring:

School carries out their own Health and Safety Inspections

Review:

COMPLETED

BY:

POSITION:

COMPLETION DATE:

REVIEW DATE:

Appendix B


9


Hazard

Bullying and Harassment of Staff


Medium


Low/Med/High

Medium

Control Measures

Council policy on Bullying and Harassment of staff

System set up to deal with complaints/allegations

Issues discussed at staff meetings, senior management

meetings etc. Consultation with appointed Trade Union

Representatives.


Check policy is in place and is known by staff

Ensure staff are familiar with arrangements

Monitoring:

Ongoing monitoring of number of complaints/allegations.

Liaison with Trade Union Representatives

Review:

COMPLETED

BY:

POSITION:

COMPLETION DATE:

REVIEW DATE:

Appendix B


10


Hazard

Families with Challenging Behaviour


High


Low/Med/High

High

Control Measures

Centre has in place a comprehensive system for dealing

with challenging families

Staff are aware of procedures to be followed

Parents understand that aggressive and abusive

behaviour will not be tolerated

Training available for all relevant staff

Written guidance from LEA on violence and aggression


Check that staff are aware of the system

Monitor number of incidents

Carry out training audit

Monitoring:

SEN Co-ordinator to Monitor

Review:

Annual Review

COMPLETED

BY:

POSITION:

COMPLETION DATE:

REVIEW DATE:

Appendix B


11


Hazard



Low/Med/High

Control Measures


Monitoring:

COMPLETED

BY:

POSITION:

REVIEW DATE:

Appendix C


STRESS MANAGEMENT FOR SCHOOLS

Model Process for Headteachers

I don’t feel well!

Am I suffering from stress?

Home Related

Is the cause Work Related?

Talk to family and friends

or

Advice and Support Agencies

No

Can you talk to colleagues in other schools or the

LEA?

Can you talk to family or friends outside work?

Do you feel better? Can I cope at work? Yes No

Yes

Do you feel

better?

Do you want to formally involve your

employer?

Yes No Yes Yes No

Carry on with

professional support

Keep talking to

family and

friends or

Support

Agency

Seek help from your GP

and other professional

services, eg counsellor,

psychiatrist etc

Keep

talking to

colleagues

family,

friends etc.

Contact Chair of

Governors or

Personnel Team

to discuss

strategies, review

risk assessments

etc. Agree and

implement

strategies.

Review Strategies

Seek professional

help from your GP

or other

professional

service, eg

counsellor,

psychiatrist etc.

Appendix D


STRESS MANAGEMENT FOR SCHOOLS

Model Process for Staff I don’t feel well!

Am I suffering from stress?

Home Related

Is the cause Work Related?

Discuss problems with:

Family

Friends

Neighbours

Colleagues at work

Discuss problems with Manager, Trade Unions,

colleagues with a view to making changes to:

Work patterns

Additional support

Consider taking some time off

Talk to friends and family

Review Situation and Risk Assessment

Do I feel any better?

Yes

No

Continue to implement changes and review

progress/risk assessment and feelings with

manager / and colleagues etc.

Consider obtaining professional help and advice

Self Referral

GP

SALUS

Counselling

Psychiatric Services

Voluntary Groups

Religious Communities

Employer Referral

Appendix E

Appletree Children’s Centre Pandemic Flu Response

PANDEMIC FLU RESPONSE PLAN

Appendix E


Introduction

Influenza pandemics are not new. Three flu pandemics caused public health emergencies

during the last century and experts are predicting that another is inevitable and will almost

certainly reach the UK. No one knows exactly when a pandemic will occur. Once a

pandemic arrives, it is likely to spread throughout the country in a matter of weeks.

Appletree Children’s Centre has produced this plan to provide a framework for how our

centre will respond to this event. The framework follows advice issued by the Government

http://www.teachernet.gov.uk/emergencies/planning/flupandemic/

and Lancashire County Council Guidance Document

https://schoolsportal.lancsngfl.ac.uk/education/atoz/e/emergency/LCCEmergGuid07.pdf

The purpose of this Response Plan is to define the school’s response to a human influenza

pandemic. This plan should be read in conjunction with the centre Health & Safety Policy and

Emergency Response Plan.

Aims and Objectives

The aims and objectives of this emergency plan are to ensure:

Rapid and appropriate action is taken to safeguard children, families and staff;

The school supports national efforts to contain or restrict the spread of the virus;

Accurate information is available when required;

Normal routines are maintained as far as possible, giving continuity to the education

of children and the provision of services for children and families

Immediate, sensitive and non-intrusive support is offered.

UK Alert Levels

UK Alert Level Description

1 Virus/cases only outside the UK

2 Virus isolated in the UK

3 Outbreak(s) in the UK

4 Widespread activity across the UK

Trigger points for children’s centre closure

It may be necessary for the children’s centre to decide to close to children and families prior

to receiving a recommendation to do so from Lancashire County Council. This may be due to

the absence of staff and/or unavailability of cover staff. The school has pre-defined the level

of absence at which this decision will be made. The monitoring of staff absences due to

Pandemic Influenza shall be done using Appendix I:

Function Normal Operating

Level

Minimum No.

Head Teacher 1 0

Management Team 3 1

Teaching Staff 2.8 1

Administration Staff 4 p/t 2 p/t

Classroom Support Assistants Ratio 1adult to 8

children

Ratio 1:10

Support assistants varies dependent on special

educational or medical

needs of individual children

Cleaning Staff 3 2 for no more than 2 weeks

Outreach team 9 ft/pt 2 fte

http://www.teachernet.gov.uk/emergencies/planning/flupandemic/

https://schoolsportal.lancsngfl.ac.uk/education/atoz/e/emergency/LCCEmergGuid07.pdf

Appendix E


Response Plan

Response Level 1 – Cases only outside UK

Ref Action Owner

1.1

Begin an Incident Log and ensure all relevant incidents and actions

taken are recorded and collated in the Log at every stage. (See

Appendix E1)

Senior

Administrator

1.2 Inform Chair of Governors that the response plan has been

activated. Head

1.3 Inform staff that the response plan has been activated. Head

1.4 Determine who the Local Authority liaison officer is. Head

1.5 Check cleaning arrangements and/or contracts and whether

special provision could be provided during a pandemic.

Senior

Administrator

1.6 Review stocks of cleaning equipment and supplies including

infection control aids. (See Appendix E2)

Senior

Administrator

1.7 Inform staff to consider materials for remote learning. n/a

1.8

Compile a pool of parents/carers and/or volunteers who could be

used to supervise children in times of significant staff absence and

request CRB checks for those not already cleared. (See Appendix

E9)

Senior

Administrator

Response Level 2 – Virus isolated in the UK

Ref Action Owner

2.1 Compile a list of key contacts including your LCC liaison and your

local strategic coordinating group.

Senior

Administrator

2.2

Send communiqué to parents/carers with a situation report

informing them of a possible closure. Send DCSF information for

parents/carers document. (See Appendix E3)

Senior

Administrator

2.3 Review and update pupil parent/carer contact details. (See

Appendix E4)

Senior

Administrator

2.4 Review arrangements for covering teaching and non-teaching

duties. Head Teacher

2.5

Consider the allocation of responsibilities, duties and cover

arrangements during a pandemic, including who would take key

decisions in the event of leadership team absence.

Head and Chair

2.6 Increase cleaning regimes within school and reinforce infection

control procedures for pupils, staff and visitors to the school.

Senior

Administrator

2.7 Educate pupils/staff on correct hand washing procedures. Teaching staff

2.8 Display infection control posters in all washrooms and around the

school, particularly at key entrance points.

Senior

Administrator

Appendix E


Response Level 3 – Outbreaks in the UK

Ref Action Owner

3.1 Prepare for possible school closure. Head

3.2 Communicate to staff and Pupils. Head

3.3 Communicate with Parents/Carers (Appendix E5). Head

3.4 Continue increased cleaning regimes. Site Supervisor /

Cleaners

3.5 Decide on location within the school for the separation of children

that become sick whilst at school. Head

3.6 Issue staff in this area with Personal Protective Equipment. Senior

administrator

3.7 Decide, and inform staff, of the procedure for parents/carers

collecting children from school. Head

3.8 Communicate with parents/carers if a child becomes sick during

school hours. Deputy

3.9 Make contact with LCC liaison officer. Head

3.10 Begin monitoring pupil absence due to flu. Senior

administrator

3.11 Report absence figures to Lancashire County Council. Senior

administrator

3.12 Implement agreed arrangements to maintain as far as possible

education provision during a period of closure. Head

Response Level 4A – Widespread virus in UK and cases in Lancashire

Ref Action Owner

4.1 Monitor staff absence (AppendixE11J). Senior

administrator

4.2 Make decision to close/keep open the school. Head

4.3 Inform LCC of any unavoidable school closure using agreed

procedure. Head

4.4 Inform parents/carers and decide on monitoring arrangements

(Appendix F).

Senior

Administrator

4.5

Decide and inform parents/carers on the arrangements for

communicating to them regarding the arrangements for pupils'

continued education during a period of closure and for the re-

opening of the school (Appendix ?).

Senior

administrator

Appendix E


Response Level 4B – Widespread virus in Lancashire

Ref Action Owner

5.1 Advice received from Lancashire County Council to close school (to

pupils only). Head

5.2 Emergency Governors Meeting – Discuss advice from LCC and

decide on action to be taken. Head

If decision is to close the school:

Ref Action Owner

5.3 Inform Staff that the school is to close for pupils only. Head

5.4 Inform Staff that they are to continue to report to work as normal. Head

5.5 Inform Parents/carers that, following advice from LCC, the school is to

close. (Appendix E6). Head

5.6 Inform parents/carers of arrangements for them to keep in touch with

school. Head

If decision is to keep the school open:

Ref Action Owner

5.3 Inform Staff that the school is to remain open as normal. Head

5.4 Inform Parents/Carers that although advice from LCC is to close, the

school will remain open as normal. Head

5.5 Continue to monitor staff and pupil absence on a daily basis. Senior

administrator

Recovery

Ref Action Owner

5.1 Advice received from Lancashire County Council to re-open school. Head

5.2 Inform Staff and Governors that school is to re-open. Head

5.3 Inform Parents/Carers that the school is to re-open.

(Appendix E8). Head

5.4 Hold a staff meeting to discuss the impact of the closure on the pupils

and agree a strategy for recovering any lost teaching time. Head

5.5 Arrange joint staff/governors meeting to discuss the incident and any

lessons that could be learnt. Head

5.6 Arrange for plans to be reviewed and updated accordingly. Head

5.7 Close and retain log sheets on all relevant information for the incident. Head

Appendix E1


Incident log sheet

Incident Manager

Date and Time of Incident

Nature of Incident

Date Action Taken Comments

(Page 1 of __ )

(Add additional pages as necessary)

Appendix E1


Incident log sheet (continued)

Date Action Taken Comments

(Page __ of __ )

Appendix E2


Cleaning Equipment Stock List

Ref Item Description Suppliers Item

Code

Stock

Qty Checked

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

Appendix E3


Template Letter to Parents/Carers (Sit-Rep 1)

Dear Parents/Carers,

As you may have seen in the press the World Health Organisation has declared that the world

is experiencing an Influenza Pandemic. The UK Government have been planning for this

occurrence and we are currently at UK Alert Level 2. This means that there are isolated cases

of Pandemic Flu within the UK. Within Lancashire we have been working closely with

Lancashire County Council in planning for the local impact of Pandemic Influenza in our

area.

When the Pandemic reaches Lancashire it may be necessary to close schools within the

County. This may be a county wide closure of all schools and children’s centres to try and

stop the virus spreading amongst children or individual schools and children’s centres if

staffing levels reach critical mass due to staff being off work ill with the virus themselves.

Appletree Children’s Centre has pre-planned for this event and this is the first in a series of

communications to keep you informed of the situation. Attached is a document from the

Department for Children, Schools and Families which details important information that you

should make yourself familiar with.

Within the School and children’s centre we will be increasing cleaning regimes and practising

infection control measures. We will be teaching and encouraging the children to:

Wash their hands using soap and water on a regular basis throughout the day

Cover their mouth when coughing or sneezing using tissues provided around the school

Throw away dirty tissues quickly into bins provided around the school

We would strongly recommend that you consider this advice and continue these practices

with the children when they are at home.

Using the form below can you please ensure that the school have up to date contact details

so that we can pass on advice when the pandemic arrives and can contact you if we have

to close the school.

We will communicate with you again in the near future should the situation within Lancashire

change.

If you have any concerns regarding pandemic influenza please see below for available

resources:

Department of Health:

http://www.dh.gov.uk/en/PandemicFlu/index.htm

Parents Centre:

http://www.parentscentre.gov.uk/worriedabout/flupandemic/

SureStart

http://www.surestart.gov.uk/surestartservices/healthrelated/

healthandfamilysupport/pandemicflu/

http://www.dh.gov.uk/en/PandemicFlu/index.htm

http://www.parentscentre.gov.uk/worriedabout/flupandemic/

http://www.surestart.gov.uk/surestartservices/healthrelated/%0bhealthandfamilysupport/pandemicflu/

http://www.surestart.gov.uk/surestartservices/healthrelated/%0bhealthandfamilysupport/pandemicflu/

Appendix E4


CHILDS NAME______________________________CLASS_________

ADDRESS____________________________________

____________________________________

____________________________________

____________________________________

HOME TELEPHONE No _______________________________

1st CONTACT

NAME ____________________________________________________

EMERGENCY TELEPHONE No _______________________________

EMAIL ____________________________________________________

2nd CONTACT

NAME _____________________________________________________

EMERGENCY TELEPHONE No ________________________________

EMAIL _____________________________________________________

Appendix E5


Letter to Parents/Carers (Sit-Rep 2)


This is the second in a series of communications with you regarding the current situation with

Pandemic Influenza and how this affects our Children’s Centre. The potential for closure is still

very high and the children’s centre is working very closely with Lancashire County Council in

monitoring the situation throughout the UK and especially in Lancashire.

The centre is currently planning ways in which we will still be able to deliver nursery education,

childcare and services for children and families, albeit at a much reduced level.

Please be reassured we are doing everything that we can to ensure that the impact of

Pandemic Influenza is kept to the minimum level possible but it is important for us to stress that

the likelihood is that the children’s centre and services will close for a period of time.

We will communicate with you again in the near future should the situation within Lancashire

change.

Appendix E6


Letter to Parents/Carers (County Wide Recommended School and Children’s Centre Closure)


It is with regret that I write to inform you that, following advice received from Lancashire

County Council, the Governors have decided to close the nursery school and children’s

centre until further notice due to the continued spread of Pandemic Influenza within

Lancashire.

The closure is in response to Government advice issued nationally in order to reduce the

spread of infection among children. This advice has been issued locally to all schools and

childcare settings in Lancashire from the Strategic Coordinating Group through the Director

for Children and Young People in Lancashire County Council.

The children’s centre will be closed to pupils following normal finishing time on [enter date].

However, school staff will continue to report to work as normal.

The school will continue to keep you informed of this situation and hopefully the closure will

not be for too long.

Appendix E7


Letter to Parents/Carers (Unavoidable School and children’s centre closure)


It is with regret that I write to inform you that the Governors have decided to close the

Children’s Centre until further notice due to the continued spread of Pandemic Influenza and

the impact that this has had on staffing numbers.

The levels of staff are now at the point at which the Governors feel the children are not able

to be supervised appropriately in nursery sessions or children’s centre session activities.

The Governors apologise for any inconveniences caused during this disruption but hope that

you understand the reasons behind the closure. The children’s centre will continue to keep

you informed of the situation and hopefully the closure will not be for too long.

Appendix E8


Letter to Parents/Carers (School Reopen)


I write to inform you that Lancashire County Council has issued advice to all schools and

children’s centres within Lancashire that we are able to re-open following the recent

Influenza Pandemic. The Governors are respecting this advice and have declared that the

children’s centre will re-open as normal for children on [enter date].

The Governors would like to take this opportunity to thank all parents/carers for their co-

operation and empathy during the closure period. We hope that due to the planning that

took place for this event the impact on the children’s education and services for children and

families was kept to a minimum.

The children’s centre will now be working very hard with the children and families to ensure

that they receive any help and support that they need.

Appendix E9


Parent/Carer/Volunteer Pool

Name Address Contact Numbers

CRB Expiry Daytime Emergency

Appendix E10


List of Key Contacts

Name Position / Company Contact Numbers

Daytime Emergency

Appendix E11


Staff Absence Monitoring Form

Function Week 1 Week 2 Week 3 Week 4

Head Teacher

Management Team

Teaching Staff

Administration Staff

Classroom Support Assistants

Support assistants

Cleaning Staff

Outreach staff


Head Teacher

Management Team

Teaching Staff



Support assistants

Cleaning Staff

Outreach staff


Head Teacher

Management Team

Teaching Staff



Support assistants

Cleaning Staff

Outreach staff


Head Teacher

Management Team

Teaching Staff



Support assistants

Cleaning Staff

Outreach staff

health and safety - appletree nursery...

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