CHCEDS017Health & Safety

PLAYGROUND SAFETY

This is what I grew up with… Issues?

Have they been addressed? Anything else that could go wrong?

Why don’t we have swings in playgrounds?

Is this playground safe for kids

What could go wrong?

Fencing… Will this fence keep these kids safe?

Make up some playground rules for this school?

Analyse this playground map… add fences

RATINGS FOR HAZARDS

RA

TIN

GS

Level Descriptor Description

5 Almost Certain

4 Likely

3 Possible

2 Unlikely

1 Rare

CA

TAS

TR

OP

HE

S

CA

LESeverity

• Fatality• $1m or more in Damage• Potential for the above id extreme to highCatastrophic• Medical treatment - hospitalization• Loss of limb/bodily function• Between ½ - 1m dollars• Compensation• Potential above high

Major• Medical treatment – no hospitalisation• Between $10,000 -$50,ooo damage• Compensation required• Potential above high

Moderate

Minor

Insignificant

Risk Controls

•Dehydration•Equipment/Toys•Food Beverages• Infection•Play Equipment•Lack of supervision•Weather

Hierarchy of Control

•Elimination•Substitution•Engineering•Administration•Personal Protective Equipment

Safe Use and Care of Equipment and Resources

•Duty of care• Levels of supervision• Slippery surfaces/spills• Safe working equipment• Safely working with substances• Information and instructions on using equipment eg. lab

Classroom Displays and Safety• Students should ALWAYS be aware if what you are doing

and why• Classroom assistants and teachers are all at risk from

falls• use stepladders (rather than chairs) to stand on when

hanging high displays.• Always remember personal safety and all those around

you. • Remember that school furniture is not designed for you to

stand on.

Hanging Classroom Displays• work at the correct height, according to school policies

and health and safety guidelines • use lightly weighted strings to pull display items up over

beams or hooks• hang displays with secure fixtures, such as strong

magnets or adhesive• prepare displays (as far as possible) before putting them

up • use the correct equipment—a stepladder, so you do not

have to overstretch, if you cannot reach ask for help• be aware of obstructions or slippery surfaces at all times• wearing suitable footwear

Health and Safety Guidelines• Staff should receive appropriate health and safety training and

there must be policies and procedures in place.

Report any issues such as• carpets and floor coverings (which must be flat and in good

condition)• slippery surfaces• clear access to entrances and exits• toys and play equipment• electrical equipment—cords and switches (electrical equipment

must be tagged and tested regularly by a qualified electrician or tester)

• furniture—tables, cupboards, step stools or ladders• temperature controls and cleanliness of heating/ cooling

equipment

Student Protection Procedures • Criminal record checks are conducted on all permanent

and casual staff who seek employment with the education department.

• Mandatory reporting is applicable for teaching staff. Non teaching staff are bound by Duty of Care

• Safety programs should be taught in the classroom.

Protection Programs• Strangers

• Instil confidence rather than fear• Give children knowledge and strategies• Consider age and maturity when deciding content• Good strangers and bad strangers

• Safety House doesn’t run in Victoria

Protection Programs Encourage students to:• know your name, address, and phone number• avoid walking anywhere alone• trust your instincts—if you feel you are being followed or something is not right,

seek help immediately• if a stranger approaches you, you do not have to speak to them• if a stranger grabs you, do everything you can to stop them from pulling you

away or dragging you into their car, drop to the ground, kick, hit, bite, and scream—do whatever it takes to attract the attention of others who can help you

• never walk off with a stranger no matter what they tell you• if someone is following you, try to remember the licence plate of their vehicle

and immediately tell a trusted adult• if someone is dragging you away, scream something like ‘This is not my dad,’ or

‘This is not my mum’• never approach a stranger in a motor vehicle—just keep walking• do not accept lollies or any other items from a stranger

Protection Programs

Cyber Safety• Always supervise children while on the internet• Schools have filtered internet systems• Privacy lessons• Children’s activity online is monitored

Protection Programs

Circle Concepts

Protection ProgramsSome of the concepts taught to students by these circles are:• only one person can fit into your very own circle• you have the right to say: ‘Stop. You are in my circle.’• you have your own set of circles• different behaviour is appropriate in different circles• people can shift—in either direction• no one moves from an outer circle to an inner circle immediately• people in the stranger circle must be introduced by someone who is

at least in the handshake circle• no one can come into your inner circle unless you want them to be

there • you cannot enter someone else’s inner circles unless they wish you

to—respect for others• people do not always have someone in every circle

ReportingThere are a number of methods that can be used to prevent hazardous situations from

causing harm.

These include:

1. Elimination. Wherever it is possible to completely eliminate a hazard and its

associated risks, this should be done. This could mean that once a hazard is

identified and assessed, safe alternatives can be put in place so the hazard no

longer exists.

2. Minimisation. It is not always possible to completely eliminate risk. In such

cases plans should be developed and strategies put in place to ensure that the

risk of harm from a particular hazard is decreased. This might involve ensuring

that exposure to the hazard is minimised, or that certain aspects of the hazard are

removed or changed so that the risk component (likelihood of harm) decreases.

3. Management. Sometimes hazards require management. This means that

the risk needs to be accepted, but processes put in place to monitor and manage

the level of risk so that it does not escalate.

Reporting HazardsHazard reports can be verbal or written, such as:• face-to-face reporting• phone messages to the appropriate person or persons• documented notes to the appropriate person or persons• memos to the appropriate person or persons• specially designed report forms that you will be required to complete

Remember to include the usual reporting protocols, such as:• dating and signing each entry ensuring legibility• Immediacy• accuracy• objectivity• documenting any witnesses• action taken

Maintaining Personal Safety• Store resources and equipment safely• Provide appropriate furniture• Adequate light and ventilation• Awareness of health and safety issues• Health and safety legislation

Maintaining Clean ClassroomsClean up duties might include:• stacking chairs or placing them on top of desks at the end of the school

day• rearranging classroom desks/ tables as required• ensuring any litter, pens/ pencils etc are picked up at the end of the day• cleaning down whiteboards/ blackboards• returning audio-visual equipment• putting materials used in lessons away, eg books, paint, crayons• vacuuming• sweeping• cleaning amenities, eg mopping floor surfaces and wiping the surfaces of

sinks and basins• waste removal involving accessing rubbish bins placed around the school

and transporting their contents to a larger bin/ skip to be emptied by an external contractor

Infection Control• Vomit, blood and other bodily fluids• Furniture, toys and equipment

Hygiene• Personal hygiene• General hygiene• Toileting• Accidents• Nose blowing

CHILDHOOD ILLNESSES

Madeline Rees

INFECTIOUS DISEASES

Gastric diseases • Campylobacter

• Bacteria that causes loose bowel motions, usually transmitted by unsanitary preparations of food.

• Usually a travel illness• Highly contagious, clean appropriately after each loose bowl

motion• Isolate child until a loose bowel motion has not occurred for 24

hours

• Salmonella• Bacteria that exists naturally in cold-blooded and warm-blooded

animals, as well the environment• Can cause typhoid and food poisoning• Caused by contaminated food and water, chicken being the most

common

• Shigella• Bacteria that occurs naturally in human and primates

• During infection it cause dysentery• Inflammation of the intestine causing diarrhoea with

blood

• One of the leading bacterial causes of diarrhoea worldwide

• Diarrhoea• Intestinal worms

Gastroenteritis

• Infection and inflammation of the digestive system

• Abdominal cramps, diarrhoea and vomiting• Usually persists for 1 to 3 days and resolves itself on its own

• If temperature develops or blood is noticed in stools or vomit, hospitalization is required

• Child should be excluded from school for 24 hours after last loose bowel motion

Viral childhood infections

Rubella (German measles)

Mumps

• Low-grade fever

• Malaise

• Headache

• Muscle aches

• Loss of appetite

Meningococcal

• Sudden high fever

• Neck stiffness

• Joint pain

• Nausea

• Malaise

Measles

Measles vs Rubella

Chicken Pox• An infectious disease causing a mild fever and a rash of

itchy inflamed pimples which turn to blisters and then loose scabs

• Caused by the herpes zoster virus• Vaccination doesn't protect children from the virus, the

‘pox’ take longer to appear and are less widespread, itchy and obvious

Conjunctivitis

• Inflammation of the eye• Redness, discharge, swollen eyes • Can be causes by virus or bacteria

Slap Cheek• Viral infection• Causes bright red cheeks, fever, tiredness, aching

muscles, sore throat• No worse than a cold• Spread by coughing or sneezing of infected person

Hand, Foot and Mouth Disease• High temperature (fever)• Sore throat• Small, blister-like lesions that may occur on the inside of the

mouth, sides of the tongue, palms of the hands, fingers, soles of the feet and ‘nappy’ area.

• No treatment is generally needed• Spread by droplets

Herpes

cold sores:• Most people experience localised itching and tingling a day or two

before the cold sore appears.• A collection of small blisters forms.• These blisters can be accompanied by pain, tenderness and a

sensation of heat and burning.• The blisters burst after a few days.• The site develops a crust.• The crust dries up and eventually falls off after about 10 days.

Impetigo

(School sores):• The sores can be anywhere on the body, but are often on the face

near the mouth and nose, or on the arms and legs, usually itchy• Impetigo may start with a blister or a group of blisters.• The blister bursts leaving a patch of red, wet skin which weeps.• The spot usually becomes coated with a tan or yellowish crust• There can be small spots around the first spots, spreading

outwards.• Spread by scratching

MeningitisSymptoms in young children:

• Fever• Being difficult

to wake• Purple–red

skin rash or bruising

• High moaning cry

• Pale or blotchy skin

Symptoms in older children and adults

• Headache• Fever• Vomiting• Neck stiffness and joint

pains• Drowsiness and confusion• Purple–red skin rash or

bruising• Discomfort looking at

bright lights

Whooping cough (Pertussis)

Description

A serious, contagious, respiratory infection

Symptoms:

Severe cough – occurs in bouts

Characteristic 'whooping'

sound on inhalation

Vomiting at the end of a bout of coughing

Apnoea

Treatment

In its early stages, the symptoms of whooping cough can be reduced by taking antibiotics. If treatment is given in the first 21 days of the illness, the risk of passing the infection to others might be reduced

• Ringworm:• a contagious itching skin

disease occurring in small circular patches, caused by any of a number of fungi and affecting chiefly the scalp or the feet and can be itchy

• Transmitted from animals• Treated with antifungal

medication

• Scabies:• Scabies is caused by small

mites that burrow into the skin, causing red itching bumps or

blisters to form• Household members also need

treatment

• Pediculosis (head lice):• Head lice are small insects that

live on the scalp and lay eggs (nits) on the hair and make the scalp itchy

• They do not carry or transmit disease

Asthma• Asthma is a common disease of the airways• Is the most widespread chronic health problem in

Australia. About one in ten Australian adults and one in nine or ten children have asthma. Asthma is more common in boys than girls, but more boys ‘grow out’ of it, therefore, it is more common in adult women than men.

• Is often associated with other allergic conditions like hay fever and eczema.

• Typical asthma symptoms include:• A tight feeling in the chest• Wheezing – whistling noise when breathing• Shortness of breath• Coughing• Struggling to breathe.• These symptoms are often worse at night, in the early morning or

during exercise

• The triggers for asthma symptoms vary for different people. Some common triggers are:• Allergy triggers such as house dust mites, pollens, pets and

moulds• Cigarette smoke• Viral infections – for example, colds and flu• Cold air or changes in the weather• Work-related triggers – for example, wood dust, chemicals, metal

salts• Some medication.

• What to do in an asthma attack?• 4 puffs of Ventolin, 4 mins, 4 puffs of Ventolin, 4 mins, not relieved?

Call 000.

Anaphylaxis• An acute allergic reaction to an antigen to which the body

has become hypersensitive• Eg.:

• Insect stings• Food • Medicines – from some prescription drugs such as penicillin• Anaesthesia or latex

Symptoms: • Typical symptoms and signs

may include:• Facial swelling, including

swelling of the lips and eyelids• Swollen tongue• Swollen throat• Reddening of skin across the

body• Hives (red welts) appearing

across the skin• Abdominal discomfort or pain• Vomiting• Strained or noisy breathing• Inability to talk or hoarseness• Wheezing or coughing

• Drop in blood pressure• Unconsciousness• Young children may get floppy

and pale

Treatment options include:• Adrenaline injection – an intramuscular injection of adrenaline

(usually given into the muscle of the outer thigh) is used to treat the allergic reaction.

• First aid – dial triple zero (000) to call an ambulance in a medical emergency.

Type 1 Diabetes• Is an auto-immune condition in which the immune system

is activated to destroy the cells in the pancreas which produce insulin.

• Peak diagnosed age is 14

• Symptoms:• Being excessively thirsty• Passing more urine• Feeling tired and lethargic• Always feeling hungry• Having cuts that heal slowly• Itching, skin infections• Blurred vision• Unexplained weight loss• Mood swings• Headaches• Feeling dizzy• Leg cramps.

• These symptoms may occur suddenly.

Hypoglycaemia• A person with type 1 diabetes skips a meal, exercises

heavily or takes too much insulin, their blood sugar levels will fall. This can lead to a ‘hypo’ (hypoglycaemic reaction).

• The symptoms include dizziness, sweating, hunger, headache and change in mood, forgetfulness

• Treatment:• Quick boost of sugar (such as jellybeans or glucose tablets), then

something more substantial such as fruit. A person with type 1 diabetes should have lollies on hand at all times, just in case.

SUPERVISION

RatiosType of excursions One excursion staff member per

Day excursions •twenty students.(Principals may extend this ratio for senior secondary students only, if student safety will not be compromised.)

Adventure activities •specific guidelines for the activity.See: Safety Guidelines for Education Outdoors within Department resources

Overnight excursions:

Base camps in residential premises or under canvas

• ten students.

Study camps in residential premisesExample: Year 12 camp.

•fifteen students.

Local and interstate tours •fifteen students.

Overseas tours •ten students.

Safety in the Playground

Sport

Supervision before and after School

Emergencies• injuries• threats related to challenging or inappropriate behaviour• robbery• fire• actions that require mandatory notification• abduction of children• lost children or adult/ aged clients• machinery or equipment that is not operating or operating correctly• chemical or gas spillages• any crisis situation which could result in harm/ self-harm/ suicide• threats or unacceptable behaviour• hazardous releases and uncontrollable processes• smoke spread• bomb threats or civil disorder• environmental (severe storms, earthquakes, floods)• other natural or man-made disasters• specific emergencies occurring during participation in conduct of sport and recreation

activities

Main Emergencies• Fire

• Building• Bush

Emergency Signal1. The signal to stop work for an emergency evacuation is a

continuous ringing of the school bell or siren.

2. Classes exit rooms without bags and books, but wallets and valuables must be in pockets at all times.

3. Under class teacher supervision and control, students are taken to Main Oval for assembly.

4. Classes will assemble in the area allocated to their own year level.

5. Students in each class will sit in a single line, supervised by the teacher.

INCIDENT REPORT FORM

This form to be completed for all job-related injuries or illnesses – regardless of extent.

Must be completed by supervisor within 24 hours of incident SAIF Coordinator must receive notification within 24 hours of all incidents.

IF EMPLOYEE RECEIVES MEDICAL TREATMENT OR MISSES TIME FROM WORK, A WORKERS’ COMPENSATION CLAIM - FORM 801 MUST BE COMPLETED AND SENT TO THE SAIF COORDINATOR WITHIN 24 HOURS. Name ________________________________________________________________ Job Tile _________________________________ First Middle Last AM AM Date of Injury: Hour: PM Time Left Work: PM Date of Birth:

Department Name

Name of Supervisor Date Reported to Supervisor

Exact Location of Accident:

Name of Witness:

Describe Accident (What was injured worker doing; what objects, machines o materials were involved): ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________

Regular Days Off Working Shift AM AM PM to PM

Employee Signature: ________________________________________________________ Date: ___________________________ ACTION BODY PART INJURED NATURE OF INJURY FIRST AID CASE ONLY HEAD FACE EYE ABRASION LACERATION PUNCTURE REQUIRED DOCTOR’S CARE NECK BACK CHEST BRUISE FRACTURE BURN HOSPITALIZED ARM HAND FINGER SPRAIN/STRAIN FOREIGN BODY POISON OAK OSHA NOTIFIED LEG KNEE ANKLE COLD INJURY HEAT NJURY DEMATITIS TIME LOSS FOOT TOE LOSS OF OCCUPATIONAL NO INJURY/NEAR MISS OTHER _____________________________________ CONCIOUSNESS ILLNESS OTHER ________________________________________

ADDITIONAL NOTES

SUPERVISORS MUST COMPLETE OTHER SIDE