Health and Safety

Topics: Risk assessment, Risk, Occupational safety and health Pages: 12 (4942 words) Published: November 6, 2012
Support Children and Young People’s Health

Understand how to plan and provide environments and services that support children and young people’s health and safety. 1.1 Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services. There is a number of principal to consider before planning a Safe and Healthy activity indoor or outdoor for both children and staff. Before starting to plan it is essential to remember that you have to be able to cater to everyone’s individual need. For example ask yourself the question what are the different needs of the class, taking into account the child’s age, ability or disability. The school is responsible for the Health and Safety of any student, parent, teachers/support staff and visitors once they are on the school premises. Teachers are responsible for the safety of a child once the parent/guardian has handed them over. It is very important that the teacher child ratio does not go over when planning indoor or outdoor activities, as this can cause a high health and safety risk to all those involved. As with anything in life there will be high and low risk factors through any activity. It is important that you can identify the difference between a high and low risk before following through with any activity. It is crucial that when arranging activities you do not only think about the children’s health and safety you must always think about your health and safety as well as your colleagues. If you had a pregnant teacher for example you may need to make sure that desks are spaced out a bit more as well as chairs being tucked in. You could help the teacher with lifting heavy folders and equipment or even suggest getting a trolley for her to move the equipment on. Factors to take into account when a child is playing inside are: Space: Making sure that there is enough space for all children and staff to work comfortably and safely, paying more details to those students who may have a disability. For example if there was a wheel chair user in your class it will be advisable to seat them closer to the front near the door as other children could get injured if the disabled student sat at the back. However when seated near the door is is important to make sure that you are not causing an obstruction. Ensure that all those present can access equipment comfortably for example, you would not put things like pens and scissors high up as the child trying to reach them would struggle and could cause an accident from dropping something on themselves as well as others. Floors and doors should be kept clear from any distractions such as, bags or boxes; these can cause a possible fall/trip. When planning seating arrangements it is crucial that you seat students with eye sight problems appropriately for example a child who is short sighted would be seated at the front of the class so that they are able to see the board comfortably. The same seating arrangement would apply students who had a hearing problem. It is essential to remember the child/ adult/space ratio before you arrange the activity inside that there is enough space in the class for everyone to work safely. If this space is small for you to do the activity you may want to consider doing it in another room such as the hall. Heating/Ventilation It is very important to make sure that all indoor classroom/facilities are ventilated adequately as rooms that are too warm can cause students to become tired and withdrawn. If the rooms has windows they should not be locked, however they must be fitted with window restrictors so they cannot be opened fully as this can cause a hazard. Rooms that have air conditioning should be used appropriately, so that the room is comfortable to study in. Alternatively open windows to allow fresh air in, for example the student’s would be more alert with some fresh air in the room compared to that of a hot and stuffy room. Lighting If the...
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