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Supporting Teaching & Learning in Schools Level 3

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Supporting Teaching & Learning in Schools

Level 3

QCF Qualification No: 501/0403/2


© Study House


© Study House

Supporting Teaching &

Learning in Schools Level 3

Published and distributed by:

Study House

Tel 01539 724622

Publication date

September 2011

Edition Number

2011 v2

Study House 2011

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without the permission of the publisher.

The authors believe the contents of this book to be accurate and correct, and all possible care has been taken in producing this work, no guarantee can be given. You should take professional advice prior to making any decisions. This workbook should, however, provide you with good background information.


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CONTENTS

1. INTRODUCTION 1.1 Introductory notes 1.2 Registration form 1.3 Course assessment requirements 1.4 Work Placement requirements

- Placement Supervision Agreement

- Work Placement Attendance Record and Diary

1.5 Building Your Portfolio of Evidence

- Types of Evidence - Range of Evidence - Sample Forms of Evidence

Annex 1. DFES Work Experience Guide for Employers


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2. COURSE STUDY UNITS

Unit 1: Understand Child and Young Person Development. This unit provides knowledge and understanding of how children and young people from birth to 19 years develop, including underpinning theoretical perspectives. It also includes actions taken when differences in development are identified and the potential effects of transitions on children and young peoples development.

Unit 2: Understand How to Safeguard the Wellbeing of Children and Young People.

This unit provides the knowledge and understanding required to support the safeguarding of children and young people. The unit contains material on e-safety.

Unit 3: Support Children and Young People's Health and Safety.

This unit provides the knowledge, understanding and skills required to support children and young people’s health and safety. It requires a demonstration of competence in recognising hazards and undertaking risk assessments in the work setting.

Unit 4: Engage in personal development in young people’s settings

This unit is aimed at those who work in health or social care settings or with children or young people in a wide range of settings. The unit considers personal development and reflective practice, which are both fundamental to such roles.

Unit 5: Support learning activities This unit provides the knowledge, understanding and skills to support learning activities. It requires competence in supporting the planning, delivery, assessment and review cycle.

Unit 6: Promote children and young people’s positive behaviour

This unit provides the knowledge, understanding and skills required to promote children and young people’s positive behaviour. It requires demonstration of competence in promoting positive behaviour, managing inappropriate behaviour, dealing with challenging behaviour and contributing to reviews of behaviour and behaviour policies.

Unit 7: Develop professional relationships with children, young people and adults

This unit covers the competence required to develop professional relationships with children, young people and adults.


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Unit 8: Promote equality, diversity and inclusion in work with children and young people

This unit provides the knowledge, understanding and skills needed to promote equality, diversity and inclusion in work with children and young people. It requires demonstration of competence in promoting equality and diversity and supporting Inclusion.

Unit 9: Support assessment for learning This unit provides the knowledge, understanding and skills to support assessment for learning. It requires demonstration of competence in using assessment strategies to promote learning, supporting learners to review their learning strategies and achievements, and working with the teacher to review assessment for learning processes and outcomes.

Unit 10: Communication and professional relationships with children, young people and adults

This unit provides the knowledge and understanding which underpins effective communication and professional relationships with children, young people and adults.

Unit 11: Schools as organisations This unit aims to prepare the learner for working in a school. It covers knowledge and understanding of the structure of education, how schools are organised, school ethos, mission, aims and values, legislative and policy frameworks and the wider context in which schools operate.


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Part One: Introduction

This section of notes contains important information about your course, the assessments and the compilation of your portfolio on which your certificate is based. You should read and familiarise yourself with these introductory notes before embarking upon study of the 11 course units which follow. This will help to make sure that your studies are directed toward meeting the awarding body requirements.


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Introductory Notes Welcome to your course and your study pack. This introduction contains some very important information about your course and the certification which the course is designed to provide. Please read these notes very carefully before starting your studies and ensure that you complete and return the registration form which follows, in order that we can ensure that we can register you with the Awarding Body. This form must be returned within four weeks of receiving your pack. The level 3 course Supporting Teaching and Learning in Schools is designed around the national standards so as to give students the skills and knowledge which are becoming a requirement for people seeking to work as a Teaching Assistant, Classroom Assistant or Learning Support Assistant. To meet the requirements of the national standards, students will need to compliment their studies with practical work experience, in order to demonstrate their skill in a teaching/classroom environment. NCFE Level 3 Supporting Teaching and Learning in Schools This accreditation is a fully listed qualification designed to meet the requirements for Teaching Assistants, Classroom Assistants and Learning Support Assistants. Students taking this option MUST have a work placement arranged and will need the support of a member of staff in school who will supervise a number of assessments. Assessments for the course are based upon building a portfolio of evidence which demonstrates knowledge, understanding and skill. These assessment requirements are described in detail later in the introductory sections of the course and you should familiarise yourself with these requirements before electing to be registered for this award to ensure that you will be able to meet the requirements during your study period. The course is based upon study of all 11 units of the enclosed course notes PLUS a work placement during the study period to enable you to gather evidence of practical skills as you work through each unit.. On successful completion of the assessments, and subject to moderation by the awarding body you will be eligible for the award of the qualification

NCFE Level 3 Supporting Teaching and Learning in Schools, QCA Qualification Accreditation Number 501/0403/2

The following page contains a student registration form. You should complete this registration form, returning it to Study House within four weeks of receiving this pack.


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PLEASE COMPLETE AND RETURN THIS FORM

WITHIN FOUR WEEKS OF RECEIVING YOUR PACK

TITLE FIRST NAME[S] DATE OF FAMILY NAME BIRTH STUDENT No CONTACT DETAILS Address

Postcode

Email Phone Course Title

NCFE Level 3 Supporting Teaching and Learning in Schools (Assessed through submission of portfolio of evidence)

The following information is requested for equal opportunities monitoring purposes: Ethnic Origin

Gender Male / Female Disabled Yes/No Data Protection: All data supplied will be held in accordance with the Data Protection Regulations. Where an email address is supplied by the applicant we assume permission to use this address to communicate information relevant to the chosen programme of study. SIGNED DATE DATE Please return this form when completed to:

Study House Ltd, Student Centre 8 Hillswood Avenue Kendal Cumbria LA9 5BT

COURSE REGISTRATION FORM


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NCFE Level 3 Supporting Teaching and Learning in

Schools

Course Assessment Requirements


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NCFE Level 3 Supporting Teaching & Learning in Schools

Student Assessment Notes

Students submitting for the NCFE level 3 qualification will be required to fulfil a number of assessment criteria, primarily based upon building a portfolio of evidence which is designed to demonstrate that a series of learning outcomes have been met. For each unit of the course you will find an assessment sheet which lists a number of tasks to be accomplished. Each task relates to a learning outcome in the qualification specification and for each task you should provide evidence of your learning appropriate to what is sought, in order to demonstrate the requisite level of knowledge, understanding and skill. The responses to the tasks form the portfolio of evidence for that study unit. Evidence contained within the portfolio can be based upon a number document types and these are described in detail later in this introduction. Many forms of evidence rely upon practical work undertaken whilst in school under the supervision of a qualified teacher. This is why students MUST undertake a placement in order to gather the evidence required. Where the evidence required takes the form of demonstrating a practical skill, the supervising teacher for that activity will need to witness and sign to confirm that the task has been accomplished successfully. Again this makes it essential that students have a work placement. The forms of evidence provided are otherwise not prescriptive in that students may decide how to demonstrate their knowledge and skill. However the portfolio must CLEARLY indicate where evidence of each learning outcome lies in their portfolio. The remainder of this section provides detailed guidance on the completion and submission of a portfolio but first, the process of assessment is described in more detail: Process of assessment: For each of the 11 study units

1. Student reads and familiarises them self with the reading materials which provides detailed notes on the information required to complete that unit

2. Student reads and familiarises themselves with the tasks and forms of

evidence required for that unit


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3. Student undertakes ALL tasks and composes evidence which demonstrates achievement of ALL tasks (learning outcomes) for that unit

4. Unit evidence in the form of a portfolio is submitted to the tutor for marking

and feedback

5. Where required, additional evidence is provided and re-marked

6. Once ALL units have been submitted and marked, student’s completed portfolio is Internally Moderated by Study House to ensure that standards have been met. Where required additional evidence or referencing may be requested.

7. Once Internally Moderated, Study House submit a sample of student’s work

to the Awarding Body (NCFE) for External Moderation

8. Once the completed portfolio has been checked internally and externally, and signed off, certificate is produced and awarded to the student.

To assist in this process, the reminder of this section provides additional detail on the assessment requirements and how they can be fulfilled. Specifically included are: • Guidance on the work placement requirements, and mentor confirmation form • Guidance on the building of a portfolio of evidence • Further guidance on the internal and external moderation process • Sample/example portfolio documentation


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Additional studyguide notes NCFE Level 3 Supporting Teaching & Learning Dear Student, The following information on submitting assessments and fulfilling the Tasks should be read in conjunction with the section on “Building Your Portfolio of Evidence” which can be found further on in this introduction, to ensure you complete each Task with the inclusion of the correct requirements of the portfolio of evidence.

When submitting assessments for marking, please ensure you number each Task exactly as the assessment / task list (i.e. Task 1 or Task 2) If using PC MS Works please ensure your page is set at A4 and not the standard Letter format. All assignments must have the Assessment Task Sheet with the listed tasks attached to the front of the assignments with the columns on types of evidence and page references clearly stated for each task. (Assessments will be returned unmarked if the assessment task list page is missing).

Sending Assignments in by Email for marking

Please note that we can only accept assessments for this course by email if you have the facility to scan the Assessment Task Sheet and include it in your document.

If you cannot do this, then all assignments must be submitted by post, as the Assessment Task Sheet is an important part of the moderation of your course work.

When sending by email, please ensure you complete the subject line of your email with your student number, name and course title. Emails received with subject headings like “Hi / Hello or RE:” or even blank will often be rejected by the server and cannot be received.


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Study House Diversity Policy Study House is committed to achieving equality of opportunity for all people who choose to study one of our programmes, and recognises the requirements of the current equality and diversity legislation. We will treat students with respect and dignity and promote a learning experience free from unlawful discrimination, harassment or victimisation. The recruitment, retention and achievement of students will be reviewed by the quality group to provide a means of monitoring performance and to enable positive action to be taken to achieve a balance which reflects the total student population. Such monitoring will cover gender, disability, race, and age, determined by data volunteered by students at the time of enrolment. To this end students will be asked to self-classify their gender, race, age and disability status at the time of enrolment. Such information will be contained within the registration form and be held confidentially. Study House complaints appeals process In the event of a student wishing to complain or appeal against an assessment of their work we will operate the following appeals process:

Stage 1 Candidate refers appeal to course tutor

Course tutor responds to appeal within 14 days

Stage 2 If stage one fail s to resolve the appeal, course tutor refers appeal to Study House Internal Verifier

Internal verifier responds to appeal within 14 days

Stage 3 If stage two fail s to resolve the appeal, the Internal Verifier refers appeal to NCFE External Moderator

External Moderator responds to appeal within 14 days

Please note that the External Moderator’s decision is final and completes the appeal process


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Schools

Work Placement Requirements


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Work Placement Requirement To fulfill the criteria for this qualification, learners must complete a work placement, which can be paid or voluntary. This allows you to gain real work experience and put into practice the knowledge, skills and theory being taught within the qualification. It’s a requirement of the qualification that, in addition to the assessment requirements, the learner completes the required amount of work placement hours to achieve certification. Work experience is defined by the Department for Children, Schools and Families (DCSF) as: ‘a placement on employer’s premises in which a student carries out a particular task or duty, or a range of tasks or duties, more or less as would an employee, but with the emphasis on the learning aspects of the experience’ (Work Experience – A Guide for Employers, DfES, 2002). CRB Check In order to work with children, candidates on work placement MUST undertake a CRB check and your school will usually request this. Schools offering paid employment or voluntary placements will be able to undertake this check and you should ensure that you arrange this before commencing your placement. Please note that Study House is unable to arrange this check and students must ensure that the proper arrangements are made. Use of Placement Material It’s important that issues of confidentiality are clear within the organisation. Learners need to make sure that they’re aware of any permission requirements for taking information out of the organisation for use in their portfolio work. You should clarify this in advance with the placement organisation. Where material from the work placement organisation is used, it must be used sensitively and appropriately and in full accordance with any organisational policies and procedures. Learners shouldn’t use the personal details of any individual service user in work placement records. The Tutor, Assessor or work placement Supervisor must make sure that learners are aware of these issues and don’t produce any materials that might identify an individual, child or family. Where required, confidentiality must be maintained at all times.


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The role of the work placement organisation and supervisor In order that students undertaking the NCFE Level 3 qualification Supporting Teaching & Learning in Schools can gain practical experience of assisting learning in schools, it is a requirement that an in-school placement is undertaken. The aim of the placement is to gain experience of a range of teaching and learning related activities which enable students to achieve the learning outcomes of the National Occupational Standards, and provide evidence of successfully completing a number of practical tasks. Consequently each student must arrange a placement in school which is supervised by one or more qualified teachers, and under the general guidance of a school appointer placement supervisor. The following form should be given to the work placement supervisor who should read these notes and then confirm that they will provide a placement which fulfils the following role. (Further guidance on work placement is provided in the DFES booklet Work Placements, A Guide for Employers, which is reproduced in Annex 1 of the this course introduction. Role of the placement supervisor The placement supervisor will take overall responsibility for the student will undertaking the placement and specifically should ensure the following:

• Agreeing a timetable for the placement and agree learning objectives

• Arranging induction and an introduction to the school

• Arranging any statutory checks (e.g.CRB) which may be required

• Compliance with school Health & Safety policies and procedures

• Issue of any personal protective equipment

• Identifying opportunities to take part in the range of activities covering the assessment criteria for the qualification’s learning objectives

• Monitoring overall student progress in school and provide opportunities to review progress

• Confirmation, by signing witness statements, the successful completion of practical tasks required by the National Occupational Standards.


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NCFE Level 3 Supporting Teaching & Learning in Schools Placement Supervision Agreement I have been made aware of the placement supervision requirements of this course and agree to provide supervision and work experience support for the student named below: STUDENT DETAILS

Name

Student Number

Date of commencement of placement

Name of placement organisation

Address of placement organisation

Supervisor name: Supervisor Signature: Date: When completed, this form should be returned to:

Study House Student Centre 8 Hillswood Avenue Kendal LA9 5BT


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NCFE Level 3 Supporting Teaching & Learning Work Placement Attendance Record & Diary

Name of Student …………………………………………………………… Placement location …………………………………………………………. Please keep a record of your placement attendance hours and practical activities in order to ensure that the qualification requirement is complied with. Once you have completed your course this record should be signed by the candidate and by the placement supervisor and then submitted with your final assignment.

Date Hours Attended Main Activities


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Student Signature …………………………………………………….. Supervisor Signature ………………………………………………..……

(This form can be copied if additional space is required)


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Schools

Building Your Portfolio of Evidence


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Student Assessment : Building Your Portfolio of Evidence This course is assessed through the building of a portfolio of evidence. This means that each Task (learning outcome) must be demonstrated by the student using documents (referred to as evidence) which shows what you have done. At the beginning of each unit you will find an assessment summary with a series of tasks listed, with space to record what you have done in order to demonstrate achievement of the learning outcome, and where in your portfolio your evidence of what you have done can be found. Consequently the unit assessment summary provides a very important method for students to understand what they need to do, and for tracking your progress. It will also prove invaluable to your assessor when reviewing what you have done and locating the sources of evidence which you have provided. For each completed unit of the course, you should submit the relevant assessment summary sheet, together with your evidence, to your tutor for assessment and feedback. On this sheet you should carefully complete the two columns to indicate:

Type of evidence This should indicate whether your evidence is a report, witness statement, diary etc Location or page number Please indicate here the page number(s) of where your evidence for this task can be found. It is permissible to use a source of evidence towards more than one task where it is appropriate to do so.

Types of evidence of learning Evidence of learning can take many forms and you should look carefully at each Task (learning outcome before embarking on providing evidence. Some tasks can be “answered” by way of a text based answer which shows you knowledge and understanding of the topic e.g. where you are asked to “explain” or “describe” something. Where the task requires evidence of a skill you will need to provide documents which describe how you have taken part in practical activities within the school setting. In these cases your evidence may take the form of one or more of the following types. 1. Candidate Report Many learning outcomes and assessment criteria require that students provide information and descriptions related to their understanding of the course materials for the unit in question. In these cases students may produce a report which contains the information required. The report should clearly indicate the student’s


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name, the unit title, the Learning Outcome(s) to which it refers and the Assessment Criteria covered by the report. The report can then be written freestyle and may include attachments with documents which provide supporting evidence to the report. The report may include what is called product evidence i.e. other documents you have produced as part of your placement such as lesson plans etc. 2. Observation/Witness Statement Many assessment criteria require students to undertake tasks related to teaching and learning activities. In these cases you should agree with your supervisor when and in what circumstances the task is to be undertaken and the evidence contained in your portfolio should be in the form of a witness statement of the observation. This will be a record of the task undertaken and the outcome, a note of any discussion which took place subsequently with your supervisor and importantly the supervisor will need to sign the statement to confirm that the task was undertaken as described in your report. 3. Professional Discussion Some assessment criteria will in part or in full be achieved through discussing policies, practice and methods with your supervisor. You should arrange these discussions with your supervisor and subsequently write notes which summarise your discussions, your conclusions, and any actions agreed as a result. Again, the evidence contained in your portfolio should clearly indicate which assessment criteria are being discussed, the date, who the discussion was with, and the outcomes. 4. Reflective Diary A good way to assemble evidence is through the use of a reflective diary. This should be your personal notes made on a regular basis of your experiences in school. You should compose a diary of your experiences and update it daily or weekly so that you have a record of what you have done, what you have learned and any actions you plan to take as a result of your experiences (for example you may wish to arrange to discuss a topic with a member of staff so that you understand better something which is not quite clear). These are just examples of the evidence you may wish to include in your portfolio. As you work your way through the course and through your placement you will find other ways of presenting evidence. Please remember though that all of your evidence must give a clear indication of what you have learned and should be in your own words. Your assessor will examine all of your evidence and will need to be sure that the portfolio provides proof of your learning against each learning outcome and assessment criteria.


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All evidence documents should include: • Your name and student number

• The date on which it was composed

• The learning outcome and assessment criteria to which it refers (please see NCFE student pack for these).

• Supervisor signature for activities which have been witnessed.

Range of Evidence One very important principle on which the qualification is founded is that students should be confident and competent in applying their knowledge and skill to the whole spectrum of learning situations. This means that students must be able to display knowledge and understanding of how the principles impact on learners throughout the age spectrum of learners. This is known as the RANGE of evidence i.e. that students can display knowledge and understanding across the age range of teaching and learning support. Increasingly, teaching support roles are applicable to learners in secondary education, in Sixth Form Colleges and in Colleges of Further Education whereas in the past these roles were perhaps predominant in primary education. Consequently when answering tasks in each of the course assignments you will be expected to display an understanding of the impact of the principles being discussed to different age groups within the student population, right up to age 18. If, for example, your experience relates to learning environments in the primary sector, naturally your evidence will be based upon that age group. You should however include notes on how this may vary and differ for other age groups, and this may involve additional research, talking to teaching staff in other sectors, or arranging a visit to a school or college in a different age group sector. To help in explaining how you should approach this some examples of the differences are provided below:

• Older age groups tend to be much more influenced by their peers and you should include in your answers (where appropriate) the effect of peer groups on learners’ behaviour and attitudes.

• As children get older they are also much more influenced by media, culture,

role models, fashion etc, and you should be able to demonstrate an understanding of these influences on learner’s behaviour and aspirations.

• Older pupils are more influenced by emotional needs and social networking

which can again be a significant influence on behaviour and the role of teaching support.


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• Many older students and pupils will be independent or semi-independent

and certainly for 17/18 year olds they will be in education by choice rather than by statute. In these cases, teaching support workers may well find that multi agency support must involve additional agencies such as a housing association, a probation officer, and where the learner is also a parent, support may need to tale account of their own child’s needs.

• Teaching assistants in learning environments for older learners will often

encounter and support people who are disaffected, who may be in residential care or in remand care. Obviously in these situations, security and supervision issues may vary widely from that of infant/junior environments. Conversely students over the school leaving age, in school or in college, attend voluntarily and so again issues related to uniform, attendance, absence during lunch breaks etc require a very different approach to younger learners.

• Anther factor students must bear in mind that there are increasingly learners

for whom English is a second language, who may be migrants and even victims of conflicts around the world. Again these scenarios have great implications for teaching support staff.

The above are just some examples of how the age and background of learners places different demands on teaching support staff and the qualification will expect that you can identify and discuss these issues as you answer the assignment tasks. Evidence of practical involvement must of course be based on the age group where your placement takes place but when attempting answer a task you should always ask yourself whether what you submit applies across the board. If not you should comment on and show that you understand how variations in approach may be required where you encounter different learner groups. To help with this you may want to research further how different approaches are taken and some suggestions for research could be: Talk to a teacher who has experience of other age groups Arrange a visit to a school or college with different aged learners than in your placement Read about different approaches form article in the education press (e.g. Times Educational Supplement - http://www.tes.co.uk/) Research different approaches from the major educational web sites such as: Department for Education http://www.education.gov.uk/schools Teacher Development Agency http://www.tda.gov.uk/support-staff.aspx BBC Schools Web pages http://www.bbc.co.uk/schools/teachers/

http://www.tes.co.uk/�

http://www.education.gov.uk/schools�

http://www.tda.gov.uk/support-staff.aspx�

http://www.bbc.co.uk/schools/teachers/�


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Important Note on Confidentiality

Please remember that evidence of your learning should be presented in a manner which preserves school policies on confidentiality. Photographs of children, and their personal details should not be included. If you are in any doubt about confidentiality of information you should discuss this with your supervisor.

-oOo-

The following pages provide example layouts for forms of evidence. You can copy and use these or devise your own layout as your prefer provided that the essential information is included.


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Example Candidate Report

Student Name

Student Number

Date

Learning Outcome

Assessment Criteria

Report Content Conclusions Further actions (if appropriate)


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Example Observation/Witness Statement

Student Name

Student Number

Date

Learning Outcome

Assessment Criteria

Description of Activity Undertaken and results/outcomes Discussion points with supervisor Further Action (if required) Supervisor signature confirming this to be an accurate record ________________________________________ Date _____________________


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Example Professional Discussion Record

Student Name

Student Number

Date

Learning Outcome

Assessment Criteria

Discussion Topic(s) Summary of discussion Actions agreed Supervisor signature confirming this to be an accurate record ________________________________________ Date _____________________


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Example Reflective Diary

Student Name

Student Number

Date

Learning Outcome

Assessment Criteria

Date Observations and Reflections Conclusions and further actions


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Schools

Annex 1 DFES Work Experience Guide

for Employers


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Work Experience: A guide for employers

Work Ex - A guide for employers 27/5/03 12:38 pm Page 102

3

FOREWORD 4

INTRODUCTION 5

1. WHAT EMPLOYERS CAN DO 6

– What is work experience?

– Benefits to employers

– What employers can offer

– How to start

2. HOW TO ENSURE QUALITY PLACEMENTS 8

– Aims and objectives

– Planning

– Educational framework

– Preparation and briefing

– Induction

– Debriefing and evaluation

– Teacher placements

3. ORGANISATIONAL CONSIDERATIONS 11

– Hours

– Payments

– Confidentiality

– Trades unions

– Extent of involvement

4. OTHER WORK-RELATED ACTIVITIES 12

– Further information and guidance

5. INSURANCE 14

– Notification of risk

– Checks on employer’s insurance

– Placements lasting longer than two weeks

6. HEALTH AND SAFETY 15

– Visits to premises

– School and employer responsibilities

– Further information and guidance

ANNEX A 17

School students in the workplace:

Notification of Risk (Standard Form)

ANNEX B 18

Checklist for schools of employer’s

risks covered

ANNEX C 19

Checklist for employer’s briefing

to students

ANNEX D 20

Useful addresses

Contents


4

Foreword

To improve competitiveness, it is vital for education and

business to work together to ensure that young people are

better prepared for the world of work, with the necessary

skills and motivation.

One important way in which employers can establish links

with their local schools is through the provision of work

experience placements. Work experience offers many

benefits and opportunities. For students, it can enhance

their knowledge and understanding and better prepare

them for the world of work. For employers, it can provide

the opportunity to help students develop an insight into

the skills and attitudes required by business and to raise

their awareness of career opportunities within the

organisation visited.

Happily, there has been a tremendous growth in work

experience placements. Currently, approximately 95 per

cent of students in their last two years of compulsory

schooling undertake such placements and about half of

sixth formers in schools have a further period of work

experience or work shadowing. This increase owes much

to the investment of time and effort of both teachers and

employers for which we are grateful. It is important to

maintain the momentum and to improve further the

quality of the experience gained through placements.

This booklet suggests specific measures which can be

taken to help achieve both these aims. We are most

grateful to all employers who have worked so hard to

develop these successful programmes.

Charles Clarke Digby Jones

Secretary of State Director General

Department for Confederation of

Education and Skills British industry


5

1. This booklet offers general guidance and practical

advice on the main issues relating to work experience

placements for students in their last two years of

compulsory schooling. It is intended to assist

employers in establishing structured programmes

which generate the maximum benefit for both

employers and students.

2. Those concerned with placements for students over

the school-leaving age and other education-business

activities should also find this booklet helpful.

Employers are advised to consult their local Education

Business Link Consortia, Careers Service, Local

Education Authority (LEA), Learning and Skills Council

(LSC) or other education-business links organisations

for more detailed and/or local guidance.

3. This booklet also explains the legal background. It

does not, however, constitute an authoritative legal

interpretation of the provisions of the relevant Acts of

Parliament or other enactments and regulations: that is

exclusively a matter for the courts. It supersedes Work

Experience: A Guide for Employers issued in 1999 by

the Department for Education and Employment

4. In addition to work experience placements, there

are many ways in which employers can link with local

schools and their students. These are discussed in

Chapter 4.

5. Further copies of this booklet can be obtained

from the DfES Publications Centre (see Annex D

for address).

Introduction


6

1. Work experience offers students of today the

opportunity to prepare for the challenges of tomorrow.

Students at school can become familiar with the skills

and attitudes needed by modern business and

recognise that the demands of working life are

undergoing rapid and constant change.

2. Competitive advantage for all will best be served if

students can acquire the right skills and attitudes.

Employers can help students develop these qualities

and influence their future career choices by providing

them with first-hand work experience.

WHAT IS WORK EXPERIENCE?

3. Work experience may be defined as: a placement on

employer’s premises in which a student carries out a

particular task or duty, or a range of tasks or duties,

more or less as would an employee, but with the

emphasis on the learning aspects of the experience.

4. Work experience is governed by the Education Act

1996, as amended by the School Standards &

Framework Act 1998. The main features of work

experience are:

• only students in their last two years of compulsory

schooling, or students taking post-16 courses, are

eligible;

• placements occur on employers’ premises; and

• the vast majority of pre-16 placements last for two

weeks, but post-16 placements can be more

varied in length depending on the course being

followed.

5. The ‘hands-on’ nature of work experience placements

is distinct from ‘work shadowing’, which involves

students in merely observing employees at their

particular tasks (see also Chapter 4).

6. Those under school leaving age may take part only in

schemes for which the arrangements have been

made, as part of a student’s education, by the Local

Education Authority (LEA), or the school’s governing

body on its behalf.

7. The success of a placement relies upon an effective

partnership between the employer, the work

experience organiser, the school and the student.

BENEFITS TO EMPLOYERS

8. Work experience placements provide many

opportunities and benefits to both employers and

students. Those most commonly cited by employers

are:

a. influencing the quality of future employees:

employers can help improve the quality and

preparedness of young people coming onto the

labour market;

b. development of recruitment channels: building

links with local schools can help to attract school

leavers into jobs and can reduce recruitment costs;

c. influencing career choices: many employers

have found that work experience placements are

the ideal way of raising the profile of career

opportunities within their organisation and, in some

cases, of dispelling unwarranted stereotyped views;

d. promotion of vocational qualifications: many

students are now studying towards a General

National Vocational Qualification (GNVQ) pre-16.

GNVQs are also widely available in several subjects

in schools post-16, and are set to become even

more widespread over the next few years. There is

clear evidence that well-organised work experience

placements enrich students’ general education and

help to improve the standard of their vocational

work;

e. raising the community profile: many employers

attach importance to raising their profile in the

community. Work experience placements provide a

valuable means of creating a positive image

amongst students, teachers, parents and

employees;

f. creation of management development

opportunities: the process of policy development,

planning, implementation, monitoring and

evaluation of work experience programmes gives

1 What Employers Can Do


7

scope for employees to develop their management

and coaching skills, and widen their experience;

g. increased motivation of employees: companies

participating in education-business link activities

have found that such activities increase the

motivation of their employees; and

h. understanding changes in the education

system: closer liaison with schools helps

employers to improve their understanding of

modern learning processes and current educational

qualifications, and enhances their relationship with

teachers.

i. monetary: students may provide fresh

perspectives, as well as providing an additional

resource.

WHAT EMPLOYERS CAN OFFER

9. What employers can offer will depend on the nature

and size of their organisation and the complexity of

the work they do. Both employers and schools will

also have to consider how the experience offered can

be related to students’ work at school.

10. Any programme offered needs to be efficient and

effective. Anything less will be counter-productive both

for the students and the employers. Employers

therefore need to consider:

• how much time and resources – both human and

financial – can be devoted to the programme;

• which departments, posts and tasks are suitable;

• the health, safety and welfare implications;

• how long it will take students to understand the

task or tasks involved; and

• when students’ placements will cause the least

disruption to the normal routine.

11. If a work experience placement is to be worthwhile it

must be well-planned. The better the activity is

planned – and followed up – with the teachers, the

more likely it is that students will benefit from the time

they spend in a placement. Initial time spent on

planning placements is an investment, as it reduces

the time which needs to be spent planning

subsequent placements.

HOW TO START

12. In the first instance, employers are advised to contact

the Education Manager of the local Learning and Skills

Council or their local Education Business Link

Consortia about the arrangements in place in their

area. Thereafter, the establishment of direct contact

with the school or local co-ordinating agency should

follow as quickly as possible.

13. In every area, there will be schools wanting to find

placements for their students. In many areas, the

Education Business Link Consortia, the Careers

Service, Trident organiser or other education-business

links organisations act as a broker between local

schools seeking placements and companies offering

them. These organisations can also help to ensure

that placements, which may be in short supply, are

distributed equitably amongst local schools and that

appropriate matches are made.


8

1. Business depends for its success upon quality. This

means investing in quality products, services and staff.

Similarly, for work experience placements, employers

and schools will need to invest time and effort in

planning their programmes in order to reach the

desired standard and gain the maximum benefits. If

the placement is to be a success, due account must

be taken of the following elements:

• aims and objectives;

• planning;

• preparation and briefing;

• induction; and

• debriefing and evaluation.

AIMS AND OBJECTIVES

2. A clear rationale is a pre-requisite for good quality

programmes. Companies are advised to develop an

overall policy for their links with local schools and to

consider the reasons why they want to become, or

remain, involved in work experience placements. These

should be stated clearly and developed into broad

aims and specific objectives for their programmes. This

will enable employers to assess their value properly.

3. A meeting with teachers is often helpful as it will clarify

mutual aims and objectives. Possible objectives might

include:

• to undertake a range of tasks as would an

employee;

• to develop and show good understanding of the

purpose of the post and how it relates to the work

of the company;

• to help prepare for working life by learning to meet

the appropriate standards of company behaviour,

for example, time keeping, dress sense, conduct;

and

• to appreciate the importance of good health, safety

and welfare policy and practice.

4. Wherever possible, objectives should be supported by

appropriate performance targets, as this will assist

assessment. Education Business Link Consortia, the

Careers Service, Trident organiser or other education-

business links organisations should be able to offer

useful advice on the formulation of specific objectives

and performance targets.

5. Staff at all levels in the organisation should be given

the opportunity to be involved in the development of

the programme and demonstrate their commitment to

it. Senior management will need to give it their positive

backing, and all those likely to be directly concerned

with the students must understand the purpose of the

exercise. Supervisors should be clear about their roles

and what is expected of them. Consultation with

trades unions will ensure that the programme has their

support and encouragement.

2 How to Ensure Quality Placements


9

6. Monitoring and evaluation of progress towards

objectives is a key requirement for successful

programmes. Feedback on outcomes should be given

to senior management and employees to indicate the

achievements of the programme. Employers are also

advised to compare their estimated use of resources,

particularly staff time, with actual use and outcomes.

This should help the planning process and evaluation

of programmes.

PLANNING

7. Thorough planning and preparation will ensure that

work experience programmes operate smoothly and

efficiently. Employers are encouraged to meet a

representative of the school to agree on policy,

organisational and managerial matters. Good planning

will normally mean that the details of placements are

confirmed in writing to the school or college. Such

details might include:

• dates and duration;

• location and hours of work;

• duties and responsibilities of the post;

• dress and conduct;

• arrangements for transport and meals;

• position regarding Employers’ Liability and Public

Liability policies;

• significant risks and control measures;

• confirmation of any mid-placement visit by a

representative of the school;

• name and telephone number of the student’s line

manager; and

• name and telephone number of the contact at the

workplace in case of difficulties.

EDUCATIONAL FRAMEWORK

8. When arranging work experience placements,

employers need to bear in mind that such placements

should focus directly on students’ education. Schools

and colleges will be concerned to show that a

placement contributes to students’ educational

attainment and development in, for example:

• specific National Curriculum and other subjects;

• vocational courses;

• personal and social development and general

maturity; and

• general learning about the world of work.

9. Employers should also be aware that, to derive full

value from work experience placements, schools are

encouraged to take account of the following basic

principles:

a. the contribution of the placement to the student’s

education should be clear;

b. the nature of the placement and its timing should

be determined with the needs of the individual

student in mind;

c. the individual student should play an active role in

the preparation, planning and evaluation of the

placement;

d. the experience should build on, and carry forward,

the student’s previous experience of business;

e. all placements should be open equally to young

men and young women, whatever their

background. Schools and colleges will welcome

help from employers in encouraging equal

opportunities and breaking down stereotypes; and

f. all students should be properly prepared and

briefed before the exercise and debriefed towards

the end of their placement.

PREPARATION AND BRIEFING

10. Before students begin their workplace activities they

need proper preparation and briefing. This is a vital

stage in the process and it is extremely useful if

employers can be involved in it. An opportunity might

be offered for students and teachers to visit the

organisation to discuss their programme beforehand.

It would also be helpful if students were able to meet

their immediate supervisor in the workplace, in

advance. This is especially desirable with the

introduction of the Management of Health and Safety

at Work Regulations 1999, which require employers to

identify the key hazards/risks to the young person and

how they will endeavour to reduce or eliminate these

risks, before they start work.

11 Work Experience: Learning Frameworks have been

made widely available through local work experience

organisers (Centre for Education and Industry 1997/99).

These frameworks help students, their teachers and

employers to identify general work-related skills and key

skills that can be developed on the work experience

placement. They can be used in preparation, during a

pre-interview, during the placement for recording

learning, and in debriefing sessions.


10

INDUCTION

12. The adult world of work will be unfamiliar to many

school students and it is important that they have an

introduction which helps them to make the most of

the work experience placement. In addition to more

general information on the organisation and its work,

the introduction should cover details of who in the

workplace will be responsible for the students’ health

and safety and any specific rules and regulations

which must be followed (see Checklist at Annex C).

The supervisor should be made aware of any visits

from representatives of the school and of the

telephone number of a contact at the school in case

of accident or emergency. Mid-placement visits can

be used to monitor and review the placement and to

check on students’ progress, to which process

employers can make a valuable contribution.

DEBRIEFING AND EVALUATION

13. Reviewing the results of the exercise with the students

emphasises its importance to their education. It also

provides the opportunity to recognise the strengths

and aptitudes they have shown. Employers can give

feedback to the school’s staff and help them make

use of students’ experience in the classroom.

14. Some schools ask for a brief report from the employer,

signed jointly with the student. Some schools ask for

an assessment on individual students for inclusion in,

for example, their Record of Achievement/Progress

File – a nationally recognised document which

individuals can use to record their achievements and

to plan their career. Some employers also ask to see a

written report from the students. This gives useful

feedback which can be used to measure the value of

the programme and to find out how best to make it

more effective.

15 The report by the host company on the performance

of the student during the placement provide an

excellent first step towards the building up of a

portfolio of evidence of work-readiness in the National

Record of Achievement/Progress file. This evidence is

extremely useful to future employers and should

include the name of the student, the dates of the

placement, a brief description of the type of work

undertaken, and comments on the key skills, personal

qualities and positive attitudes evidenced by the

student. Particular examples of such things as the use

of initiative are very useful, as are positive comments

on the student’s suitability for employment. The report

should be printed on company headed paper and

given to the student or sent to the school at the

conclusion of the placement.

16. When considering the overall value of the programme,

employers will wish to take into account the extent to

which aims and objectives were achieved, the actual

use of resources and the cost implications. Costs in

staff time will take up the majority of the resources,

especially in respect of liaison with the school and

supervision of students. These costs should, however,

be offset by benefits to the company (see Chapter 1).

PROFESSIONAL DEVELOPMENT PLACEMENTS

FOR TEACHERS

17. In order to ensure the most effective use of work

experience placements and clarify their expectations,

many employers have found it useful, in advance of

such placements, to place an appropriate teacher with

a company under the Professional Development

Placement programme (PDP). The teacher can focus

on the design and delivery of work experience, its

assessment and follow up. They are an excellent way

of establishing positive links between employers and

schools, and in turn help to develop good quality

placements. Further details about PDPs can be

obtained from the local LSC, Education Business Link

Consortia or the National EBP organisation, which has

an overall co-ordinating role (see Annex D for

addresses).

18 Further information, including many good practice

case studies from employers across the country, can

be found in Improving Work Experience: A good

practice guide for employers, published in 1997. This

is available free of charge from DfES Publications

Centre (see Annex D). Local case studies of good

practice will be available from your local Education

Business Link Consortia, Careers Service, Trident

organiser or other co-ordinating agency.


11

1. There are many organisational considerations which

employers will wish to bear in mind when planning work

experience placements. These are dealt with below.

HOURS

2. The number of hours worked is generally for

agreement by employer, school, parents and students.

Unless there are strong reasons to the contrary, it is

recommended that students should not be asked to

work more than a standard eight hour day. Good

employers will take steps to ensure that students on a

placement are not asked to work excessively long or

unnecessarily unsocial hours. The Working Time

Regulations 1998 also apply to work experience

students and they should not be asked to work for

more than five consecutive days out of seven.

PAYMENTS

3. Work experience is part of students’ education, and

employers should make no payment for work

performed, whether to the students, the school or

the LEA.

4. When they are attending school, students whose

parents are in receipt of Income Support must receive

a free meal. In addition, the LEA might be providing

free transport. The School or LEA will wish to consider

whether it needs to make arrangements for transport

or meals, or both, for the period of the placement. The

school has discretion to provide a subsidy where it

considers this to be appropriate. It is equally open to

employers to meet all or part of students’ out-of-

pocket expenses, if they so wish. It will simplify

matters if a clear statement is obtained from the

school about the arrangements it plans for each

student.

EQUAL OPPORTUNITIES

5. Employers and schools should adopt a policy of equal

opportunities in their work experience programmes.

This should be taken forward particularly in the areas

of gender, race and disability by encouraging students

to take up non-traditional placements. This may need

special preparation for the reactions they may

encounter and even more careful supervision during

the placement.

CONFIDENTIALITY

6. Employers sometimes raise questions about

confidentiality. In practice, few problems have been

found to arise. There may be some posts to which it

would be preferable not to assign students, or a few

aspects of work which it would be inadvisable for

them to see or hear about. It should, however, be

possible to plan around this. In most cases, it is

enough to underline directly to the students the trust

placed in them.

TRADE UNIONS

7. As a general principle, the Trades Union Congress

(TUC) strongly supports workplace activities for

students. It advises its members to seek opportunities

in such placements to present a factual account of the

place of unions in working life. Unions can also be

involved in the practical planning for placements,

including, for example, the induction process and

health and safety matters.

EXTENT OF INVOLVEMENT

8. The extent of employers’ involvement is clearly a

matter for them to decide. They may not want to do

more than offer a few occasional placements. They

may find, once they start, that they want to provide

more placements and become involved in wider

education-business activities (see also Chapter 4).

Those employers who have often been involved in

work experience report very favourably upon it and are

clear that their own staff enjoy it

3 Organisational Considerations


12

1. In addition to work experience placements, there is a

variety of ways in which students – from a young age

– can gain useful insights into working life. Such

activities may relate to specific programmes of study

within the National Curriculum and other subjects, be

designed to increase awareness of the business

environment, and also have significant personal and

social benefits for individual students.

2. Work-related activities need to have expressly

identified objectives, be properly planned and

determined with the needs of the individual student in

mind.

3. Activities in which students spend time on employers’

premises include:

a. work shadowing: in which an individual student is

assigned to ‘shadow’ an individual employee going

about his or her normal activities, allowing close

observation of jobs which for reasons of

complexity, safety or security cannot be actively

undertaken by the student;

b. work observation or visits: in which individuals

or groups of students are guided round the

workplace to watch a range of employee activities

or work processes;

c. work-based projects: in which individuals or

groups of students carry out projects on

employers’ premises, for example, work-related

problem solving exercises set by employers,

enterprise projects or GCSE course work

assignments;

d. company briefings: in which the company invites

students following particularly vocational courses

for a seminar. Various people in the company

speak about their roles and aspects of the

business relevant to the courses, for example,

marketing, career progression, Investors in People;

e. mock interviews: in which students are given

experience of job interviews; and

f. mentoring: in which individual students meet on a

regular basis with an employee to enhance their

motivation, knowledge and skills.

4. In contrast with work experience placements, there is

no statutory lower age limit for other work-related

activities, although employers, together with schools,

will need to consider their relevance in the light of the

ages and maturity of the students concerned. In

particular, such activities must not involve any

significant ‘hands-on’ activities for students before

their last two years of compulsory schooling. Younger

students must, by law, only watch.

5. Employers can also help school students over 16 and

college students by providing the with workplace

activities – sometimes with a more vocational slant.

6. The essence of a good programme is that it gives full

consideration to a range of activities, matching them

to local circumstances. It also provides an assessment

of what an employer can provide and what is

desirable for each student over a period of time.

4 Other Work-Related Activities


13

GCSEs in vocational subjects and increased

flexibility for 14 – 16 year olds.

7. The Secretary of State announced the GCSE in

vocational subjects initiative in June 2000. The

purpose is to radically improve the education and

training available to pupils. These particular initiatives

are part of the wider vision of creating an excellent

system of technical and vocational education as

outlined in the ‘Building on Success’ White Paper,

published September 2001. Quality Curriculum

Authority are charged with developing the

qualifications. Planning for the ‘Increased

Flexibility’ programme is underway.

8 The new GCSEs are general vocational courses of

study that introduce students to a broad sector of

industry or business. They encourage understanding

and knowledge of the sector and develop some

capability in the skills used within it. They will be

designed to provide a more hands-on approach to

learning. They will emphasise practical skills and the

application of knowledge and understanding. They will

have the same standards and rigour as academic

GCSEs. They will be the equivalent of two GCSEs.

They will be made available from September 2002.

9 Further information and guidance on GCSEs in

vocational subjects can be obtained from QCA. See

annex D.

FURTHER INFORMATION AND GUIDANCE

10. Further information and guidance on work-related

activities (including case studies) can be found in the

following publications, available free of charge from

the DfES Publications Centre (see Annex D):

• Building Effective School-Business Links – an

overview of school links with businesses from

primary schools to post-16 institutions;

• Making Education Our Business – an overview of

education links in 50 companies in 12 industrial

sectors.


14

1. The principal risks, which may arise as a result ofstudent visits to workplaces are:

a. injury to the students themselves;b. injury to others on the premises (employees,

visitors, customers, etc;c. injury to others who are not on the premises (including

customers and members of the general public);d. damage to, or loss of, employers’ property; ande. damage to, or loss of, other property (e.g. the

student’s, or a customer’s property).

2. Most employers will carry insurance policies that covermost risks arising from student visits, provided thatthe insurers know in advance the type of activityplanned. This is a matter of conforming to the basicprinciple of disclosing to insurers material facts thatmay affect the terms of the policy.

3. The Association of British Insurers (ABI), the BritishInsurance and Investment Brokers Association andLloyd’s of London have agreed that, as a matter ofconvention, students on work experience placementsshould be treated as employees for the purposes ofinsurance against personal injury (that is, they will becovered by the Employers’ Liability policy). Suchplacements must conform with the requirements ofthe Education Act 1996 and the insurer must alwaysbe notified.

4. Student injury arising from other forms of attachmentwould normally be covered – like all injuries to visitors– by the employer’s Public Liability policy. Any injuriescaused to employees by students should normally becovered by the Employers’ Liability policy.

5. Any injuries caused to employees or students,provided they arise out of activities undertaken in theemployer’s name, should normally be covered by theemployer’s Public Liability policy or Employers’ Liabilitypolicy.

6. Any damage to the organisation’s property shouldnormally be covered by the employer’s materialdamage policy. Damage to anyone else’s property onthe premises should normally be covered by theemployer’s Public Liability policy.

NOTIFICATION OF RISK

7. As a matter of basic principle, employers should notifytheir insurer(s) of the sorts of activities which studentswill undertake, and should make sure they obtainwritten confirmation that the risk has been accepted.

8. In the case of more, or less, frequent visits and alsoshort visits by groups of students to the workplace, itshould be enough to notify the insurer(s) once and inbroad terms. Cover should then become a formality,and will probably not involve any adjustment topremiums (or, at most, a minimal one). Employers mightfind it helpful to use the specimen form in Annex A.

PLACEMENTS LASTING LONGER THAN TWOWEEKS

9. There has been some concern that employers’insurance policies may not cover students on longerwork placements. The agreement referred to above(see para 3) was based on the assumption thatplacements will last for about two weeks. However, inthe light of new measures to motivate disaffectedyoung people through extended work experience, theDfES contacted the ABI to discuss the insuranceimplications of longer placements. The ABI haveconfirmed that there should be no problem withextended work experience placements, as long as theinsurer has been notified of the placement details,including the duration.

10. Longer attachments, including those associated withNational Vocational Qualifications (NVQ) or GeneralNational Vocational Qualifications (GNVQ), willinevitably call for more detailed information. In thosecases, employers are advised to submit all the detailsset out in the form shown at Annex A (althoughwhether or not the form itself it used is a matter forthe employer). Even if the activity is likely to berecurring, it should be enough to inform the insurer onone occasion. There may be some adjustment topremiums, but it is still likely to be very small in relationto the overall size of the premium.

CHECKS ON EMPLOYERS’ INSURANCE

11. Work experience organisers are not expected tocheck the fine print of employers’ insurance policies,but they should check, in broad terms, that relevantcover is in place. Organisers are recommended, inadvance of placements, to ask employers to completethe checklist reproduced at Annex B, or an equivalent.

5 Insurance


15

1. Health and safety are important considerations in the

arrangements for placements. It is essential that:

a. students are properly prepared and briefed on the

hazards of the workplace and the control measures

provided to reduce or eliminate risk or injury, before

they start work;

b. employers, workplace supervisors and other

employees know exactly what is expected of them

and are aware of their legal responsibilities; and

c. the school or college is clear about its

responsibilities in arranging placements for students

and introducing them to general health and safety

at work issues, prior to their placement.

VISITS TO PREMISES

2. Before agreement is reached on possible work

experience placements/visits, representatives of the

school/college or agency organising the activity are

advised to look round the premises from the point of

view of health and safety. They will probably ask:

• to see the employer’s written safety policy;

• for confirmation that the premises have been

notified to the relevant enforcing authority; and

• the employer to complete a form giving assurances

about a number of issues recommended by the

Health and Safety Executive (HSE).

As the school has a general duty of care towards its

students on placements, employers’ assurances on

these points will be very helpful. In addition, organisers

of work experience placements, including schools, have

particular responsibilities under health and safety law to

place students in a healthy and safe environment, and

to take reasonable care to ensure safety.

SCHOOL AND EMPLOYER RESPONSIBILITIES

3. Once there is agreement in principle, there needs to

be a more detailed discussion to ensure a clear

understanding between the employer and the school

on respective responsibilities, in particular on:

a the results of the employer’s health and safety risk

assessment (before the student takes up the

placement) and the measures taken to control to

eliminate the risks

b. the activities which students are to undertake;

whether there are any areas of work, or processes,

to which access should be denied to all, or to

particular, students; and what needs to be done to

ensure that students do not have access to them;

c. whether there are any students who need special

arrangements, for example, children with disabilities

and on medical grounds such as asthma, colour

blindness, epilepsy, hearing impairment, other

special needs or maturity/ behavioural

considerations;

d. arrangements to be made for briefing, health and

safety induction, training and supervision, including

supervision during meal-times, breaks etc. A

suggested checklist is given in Annex C; and

e. employers’ responsibilities under the Management

of Health and Safety at Work Regulations 1999.

4. In the case of longer, or several consecutive

placements, it will be necessary to draw up a formal

agreement with the school or college. This may be

simplified in the case of shorter or more occasional

placements. Clarity about respective tasks and

responsibilities of the partners must, however, be the

aim in all circumstances. The school/college will

probably ask for undertakings that:

a. students will not be permitted to do work which is

either prohibited by law, or, too hazardous for the

young and inexperienced; and

b. students will be given the full range of health and

safety protection that would be provided to young

employees including, for example:

• an introduction to the risks and hazards of the

work; and

• the control measures introduced to reduce or

eliminate risk, for example, the use of protective

clothing or equipment. (see also the Management

of Health and Safety at Work Regulations 1999).

5. If groups of students are to be taken on a visit,

employers will need to ensure that numbers are small

enough to be properly supervised. Particular care

should be taken in respect of hazards about which, in

the case of short visits, it may not have been possible

to prepare and brief students in depth.

6 Health and Safety


16

6. Employers are legally responsible for visitors etc on

their premises, including students and teachers.

Under the Health and Safety (Training for Employment)

Regulations 1990, students participating in work

experience are regarded as the placement providers’

employees for the purposes of health and safety.

Providers must ensure, so far is reasonably

practicable, the health, safety and welfare at work of

all their employees.

7. Any problems should be notified immediately to the

school, which will need to decide whether or not to

continue the placement. In particular, in the case of

any accident involving a student, a reporting giving full

details should be made, without delay, to a previously

agreed contact. The provisions of the Reporting of

Injuries, Diseases and Dangerous Occurrences

Regulations (RIDDOR) 1995 also apply to students on

work experience.

8 Section 36 of the Criminal Justice and Court Services

Act 2000 (CJCSA), bans disqualified persons from

working in regulated positions. As defined in the

CJCSA, disqualified persons are those individuals who

have a disqualification order against them as a

consequence of committing an offence against a

child; regulated positions in this context are ‘positions

whose normal duties either involve either caring for,

training, supervising, or being in sole charge of

children’ or ‘involve unsupervised contact with children

under arrangements made by a responsible person.

The CJCSA strongly recommends police checks for

individuals working in regulated positions.

9 There is also a new offence of Abuse of Trust, as

specified in the Sexual Offences (Amendment) Act

2000, which states that it is illegal for a child of 16 or

17 to have a relationship with someone who holds a

position of trust over them.

10 ‘Whistle-blowing’ procedures within the workplace

enable other employees who suspect an individual is

unsuitable to work with children to report their

concerns to the relevant authorities, as per the Public

Interest Disclosure Act 1998.

THE MANAGEMENT OF HEALTH AND SAFETY

AT WORK REGULATIONS 1999

11. These regulations apply to all young people under 18,

including students on work experience from schools.

Information on the requirements of these regulations

relating to young people is contained in the HSE

publication Young People at Work. A guide for

employers (HSE, 2000). Managing health and safety

on work experience. A guide for organisers (HSE

2000) also provides guidance on the application of the

regulations to work experience. The publications give

further information on what the employer has to do to

comply with the 1999 Regulations.

12. Where a provider employs young people or takes any

on work experience, they must be informed about the

risks to their health and safety, identified by the

employer’s risk assessments, and the measures put

into place to control them. When students are below

compulsory school leaving age the provider must

provide their parents/guardians with the key findings

of the risk assessment and the control measures

introduced to minimise, or ideally eliminate, any

significant risks. Whilst there is no requirement to

provide any of this information in writing, employers

are advised to convey this information in printed or

written form in order to protect themselves against

any subsequent dispute arising from an accident.

13. Although the law places duties on placement

providers, there is no reason why they cannot seek

the assistance of others to help them fulfil it.

Employers may face logistical difficulties in seeking to

contact the parents or guardians of any student

seeking a placement. In addition to being a legal duty

on the provider, it is important that the information

reaches the parents or guardians before work

experience starts, if it is to serve any useful purpose.

Schools and central organisers can undertake this

task to help employers. The information might usefully

accompany a job description or other information

about the placement.

14. HSE also advises employers of another method of

passing the key findings of their risk assessments on

to parents of those under the minimum school leaving

age (MSLA). Employers can consider asking the

student to pass on the information following a pre-

placement visit, interview or telephone call, as long as

they are confident this will be done.


17

School Students in the Workplace: Notification of Risk

Name and address of company/organisation insured.

To [name and address of insurer]

The above-named insured hereby notifies the insurer of planned activities involving students in the workplace. Details are

submitted on the sheet attached. The insurer is invited to confirm, within one month, that the risks indicated are covered

sine die, and to notify any adjustment to premium.

For the insured

Date

Details of proposed workplace activities involving school students

Planned frequency of such activities

One-off Once or twice a year Frequently each year

Work experience

Work shadowing

Work observation

Short visits

Other

Notice of particular hazards

Annex A

Policy Tick Policy number:

Employers’ Liability

Public Liability

Material Damage

Nature of activity Number of Students Duration of stay

Work experience

Work shadowing

Work observation

Short visits

Other (please specify)


18

CHECKLIST FOR SCHOOLS OF EMPLOYER’S RISKS COVERED

Information for Schools/Colleges about Employers’ Insurance Provision

In connection with proposed placements of students from [school/college] .........................................................................

to ...................................................................... [name of organisation], the school/college needs confirmation that the

organisation has the necessary insurance covers and that insurers have confirmed their acceptance of this risk.

Please confirm this by ticking the boxes below

1. Accidental injury etc

i. to students

a. on Work Experience (Employers’ Liability)

b. other (Public Liability)

ii. to employers (Employers’ Liability)

iii. to others1

2. Loss or damage to property

i. employers’ property (Material Damage)

ii. other property (including students’) (Public Liability)

This form should be returned to [name of contact and address of school/college]

Signed:

Date:

1 ie other visitors, customers, members of the public etc

Annex B


19

CHECKLIST FOR EMPLOYER’S BRIEFING TOSTUDENTS

This checklist contains some of the points which mostcommonly arise. It may need to be modified andexpanded for individual programmes and sorts of work, orto suite the age range of the students involved. Briefingcan often best be done while students are beingconducted around the areas which they are going to bevisited, or in which they will be working.

GENERAL

Line manager. Explain who will be in immediate charge ofthe student in the workplace and ensure that themanagers are aware of their responsibilities under healthand safety legislation.

Safety policy. Explain the policy and point out anyaspects that apply to students in particular. Emphasise thestudents’ personal responsibilities.

Safety literature. Distribute and explain any relevantsafety literature, taking into account the students’ ages,the length of their stay and their likely exposure to hazards.Further guidance can be found in the DfES booklet BeSafe, obtainable free of charge from the DfES PublicationsCentre (see Annex D for address).

Key safety people. Introduce them to students or givethem their names, locations and responsibilities.

Prohibited areas. Describe any areas which studentsmust not visit for safety reasons. Tell them why this is so.

WORKPLACE HAZARDS

Machinery. Explain to students that they must never operateany machine without the permission of the supervisor. Stressthat they must not attempt to repair any machine on theirown and that all faults must be reported to the supervisor.

Dangerous substances. Explain the importance ofcomplying with the rules on the handling of chemicals andthe advice given on container labels as detailed in theControl of Substances Hazardous to Health Regulations1999 (COSHH). Stress that students must ask thesupervisor if they are unsure of precautions to be taken.

Lifting heavy and awkward objectives. Such workshould have been assessed under the Manual HandlingOperations Regulations 1992. Where appropriate, arrangefor students to be shown the right way to life objects andexplain why it is important. Correct posture automationand lifting appliances are ways of avoiding injury.

Housekeeping. Explain the importance of, for example,keeping drawers and cupboard doors shut; safepositioning of loose telephone computer cables etc; safestorage of material; keeping the work area clean and tidy.

SAFETY PRECAUTIONS

Safe systems of work. Describe any hazards associatedwith the work the students are to do or watch and explainthe importance of safe working practices. Make surestudents get any necessary further briefing they needbefore they move on to something new.

Protective clothing. Where applicable, describe what isprovided, when and why it must be used and how tomake any necessary adjustments.

Safety equipment. Explain when and why it must beused, where it is kept and how to use it.

Hygiene. Tell students where the lavatories and washingfacilities are. Where applicable, explain the use of barriercreams etc and tell students where they can be found.

EMERGENCY PROCEDURES

First aid. Explain the first aid facilities.

Accident procedure. Explain that all accidents must bereported; that all injuries, no matter how small, must beentered in the accident book, where the accident book iskept and to whom students should report in the event ofany accident.

Fire alarm. Explain what students should do if theydiscover a fire. Describe how they will know if the alarmhas been raised.

Emergency evacuation. Explain the procedure foremergency evacuation, including the route to be taken, theuse of emergency exits, assembly points and reportingprocedures. Stress that there should be no running duringthe evacuation.

Finally: check that students understand the importance of

following the health and safety rules and the possible

consequences of disobeying them. Stress that students

who are unsure about any aspect should ask the

supervisor. Tell them who else should be contacted if the

supervisor is not readily available.

Annex C


20

USEFUL ADDRESSES

Schools Plus Division

Department for Education and Skills

Moorfoot

Sheffield S1 4PQ

Tel: 0114 259 4754

Fax: 0114 259 3847

School Business Links Team

Department for Education and Skills

2.41 Sanctuary Buildings

Great Smith Street

London SW1P 3BT

Tel: 0207 925 5725

Fax: 0207 925 5629

Qualifications & Curriculum Authority Publications

PO Box 99

Sudbury

Suffolk CO10 6SN

Tel: 01787 3129950

Fax: 01778 312950

Association of British Insurers (ABI)

51 Gresham Street

London EC2V 7HQ

Tel: 020 7600 3333

Fax: 020 7696 8999

DfES Publications

Prolog

Sherwood Park

Annesley

Nottingham NG15 0DJ

Tel: 0845 60 222 60

Fax: 0845 60 333 60

Email: [email protected]

Confederation of British Industry (CBI)

Centre Point

103 New Oxford Street

London WC1A 1DU

Tel: 020 7379 7400

Fax: 020 7240 0988

Email: [email protected]

Website: http://www.cbi.org.uk

Health & Safety Executive (HSE)

Rose Court

2 Southwark Bridge

London SE1 9HS

Tel: 0207 717 6000

Fax: 0207 717 6417

HSE Books

PO Box 1999

Sudbury

Suffolk

CO10 6FS

Tel: 01787 881165

Fax: 01787 313995

Trades Union Congress (TUC)

Trades Union Congress House

Great Russell Street

London WC1B 3LS

Tel: 020 7636 4030

Fax: 020 7636 0632

National EBP Network

c/o SmithKline Beecham

11 Stoke Poges Lane

Slough SL1 3NW

Tel: 01753 502370

Fax: 01753 502022

Royal Society for the Prevention of Accidents (ROSPA)

Edgbaston Park

353 Bristol Road

Edgbaston

Birmingham

B5 7ST

Website: WWW.ROSPA.co.uk

Website: WWW.youngworker.co.uk

Annex D


21

HEALTH & SAFETY EXECUTIVE REGIONAL AND

LOCAL OFFICES

London and South East region

St Dunstans House

201-211 Borough High Street

London SE1 1GZ

Tel: 0207 556 2100

3 East Grinstead House

London Road

East Grinstead

West Sussex

RH19 1RR

Tel: 01243 334200

International House

Dover Place

Ashford

Kent

TN23 1HU

Tel: 01233 624658

Brunel House

2 Fitzalan Road

Cardiff

CF2 1SH

Tel: 02920 263000

Home Counties Region

14 Cardiff Road

Luton

Bedfordshire

LU1 1PP

Tel: 01582 444200

Priestley House

Priestley Road

Basingstoke

Hampshire

RG24 9NW

39 Baddow Road

Chelmsford

Essex

CM2 0HL

Tel: 01245 706200

Kiln House

Portergate

Norwich

NR2 1DA

Tel: 01603 615711

14 New Fields

Stinsford Road

Nuffield Industrial Estate

Poole

Dorset

BH17 0NF

Tel: 01202 667219

Midlands Region

McLaren Building

35 Dale End

Birmingham

B4 7NP

Tel: 0121 607 6200

5th Floor

Belgrave House

1 Greyfriars

Northampton

NN1 2BS

Tel: 01604 738300

1st Floor

The Pearson Building

55 Upper Parliament Street

Nottingham

NG1 6AU

Tel: 0115 9172800

National Agricultural Centre

Stoneleigh

Kenilworth

Warwickshire

CV8 2LZ

Tel: 01203 696518

Mitchell Lane

Victoria Street

Bristol

BS1 6AN

Tel: 0117 988600


22

The Marches House

Midway

Newcastle Under Lyme

Staffordshire

ST5 1DT

Tel: 01782 602300

Yorkshire & North East Region

Woodside House

261 Low Lane

Horsforth

Leeds

LS18 5TW

Tel: 0113 283 4200

Marshall Street

Leeds

LS11 9YJ

Tel: 0113 283 4200

Sovereign House

110 Queen Street

Sheffield

S1 2ES

Tel: 0114 291 2300

Broad Lane

Sheffield

S3 7HQ

Tel: 0114 289 2000

Royal Exchange Buildings

Garden Street

Sheffield

S1 4BJ

Tel: 0114 289 2000

Arden House

Regent Centre

Gosforth

Newcastle

NE3 3NJ

Tel: 0191 202 6200

Festival House

Jameson Street

Hull

HU1 3JR

Tel: 01482 223487

North West Region

Grove House

Skerton Road

Manchester

M16 0RB

Tel: 0161 952 8200

The Triad

Stanley Road

Bootle

Merseyside

Tel: 0161 952 8000

Marshall House

Ringsway

Preston

PR1 2HS

Tel: 0161 952 8000

2 Victoria Place

Carlisle

CA1 1ER

Tel: 01228 539321

Scotland Region

Belford House

59 Belford Road

Edinburgh

EH4 3UE

Tel: 0131 247 2000

375 West George Street

Glasgow

G2 4LW

Tel: 0141 275 3000

Lord Cullen House

Fraser Place

Aberdeen

AB25 3UB

Tel: 01224 252500

28 Longman Road

Longman Industrial Estate

Inverness

IV1 1SF

Tel: 01463 718101


Copies of this publication can be obtained from:

DfES PublicationsPO BOX 5050Sherwood ParkAnnesleyNottinghamNG15 ODJ

Tel: 0845 6022260Fax: 0845 6033360E-mail: [email protected]

Please quote the ref: SPD/WES/01/1199(rev).

© Crown copyright 2002

Produced by the Department for Education and Skills

Extracts from this document may be reproduced for non-commercial education or training purposes on condition that the source is acknowledged.

ISBN 1 84185 717 3

PP??D10/?????/????/??

Work Experience:A guide for schools

DfES publication whichprovides practical advice and guidance to schools on theorganisation of workexperience. It includesinformation on their legal responsibilities,insurance and healthand safety issues of work experience.

For ordering quote reference:SPD/WES/01/1199(rev)

Improving WorkExperience:A good practice guide for employers

Written by DfEEEducation Adviser on work experience, thispublication providesgood ideas for school co-ordinators to usewhen discussingplacements withemployers.

For ordering quote reference:EG1

Health and Safety on Work Experience

This guide highlights good practice which all partners in the workexperience process can use to improve the health and safety aspects of work experience.

For ordering quote reference:GPS/RS/2

Managing health and safety on Work Experience:A guide for organisers

This guide covers pointsfor Work Experienceorganisers, employers andother parties that may beinvolved in the selectionprocess. It gives a basicunderstanding of theirresponsibilities and helpsthe work experienceplacement organisersselect placements withproper regard andknowledge to the healthand safety aspects ofarranging work places.

The guide will helporganisers to gain anunderstanding on thebasic welfare of studentsinvolved. The guide alsohas useful chapters onhow to raise a students'awareness regarding theimportance and reasonsfor health & safetyguidance in place.

For ordering quote reference:HSG199



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