Teaching Assistant Level 3 – Assignment 2 Question 1: List ten important safety points for establishing a healthy, safe and secure environment: 1) All equipment and materials must be appropriate to the ages/level of development of the pupils, for example, small items are potential choking hazards for young children. 2) Pupils must listen carefully and follow instructions on the use of equipment and materials during activities, e.g. handling fragile or breakable objects with care. 3) Pupils must be told never to put anything in their mouths during learning activities unless instructed to do so by the adult in charge, e.g. they may be allowed to sample food during a cooking or tasting activity.
Contribute to children and young people’s health and safety Outline of the healthy and safety policies and procedures of the work setting Health and safety policies are there to protect children, visitors and staff, all early years settings have to follow the Statutory Framework for the Early Years Foundation Stage. All settings are covered by the Health and Safety at Work Act 1974 for Great Britain. Food safety This policy is about keeping children away from hot food hazards and this include not walk with hot water or any hot drinks in a children’s area and not to place hot drinks within the reach of children. Kettles should be used with great care and supervised at all times. The person how handle the food should had a food hygiene and safety course.
Hazards- hazards in school can be anything from a water spillage to a broken chair we need to constantly check around us for hazards so the children are kept safe. In my setting lam always picking things up off floor or cleaning spillages up, to reduce accident in the classroom or the outside area. In my setting last week, I had the role of checking the outside area and noticed a hazard which was a glass bottle which had been thrown over the fencing, this was reported to teacher and removed immediately. We are constantly risk assessing all areas throughout the day. Register- Every morning and after lunch a register is taking of the children and sent to the office to report any
At my placement they have a number of special cupboards for example; for keeping all the cleaning fluids e.g. bleach as they could potentially be very dangerous to children and a cupboard where any medicine/tablets that is brought in by the children (if they have any medical needs) is locked up. a controlled way. The child care act 2006 has a big influence on working practice. It provides the EYFS learning framework which all settings must use, it also tells the practitioner what the child to adult ratio and tells us what level a qualification the practitioners must have.
Staff should be taught to only extinguish trashcan-sized or smaller fires and to never put oneself in danger. Staff and children will be directed to an evacuation site outside the immediate area. Before leaving the daycare administration staff needs to take attendance to ensure that no one is left behind. Put your plan into action and post emergency numbers by the telephone. It helps to teach the older children to phone 9-1-1 in case you cannot do so or for them so seek help from other teachers or staff.
Task 1 links to learning outcome 1, assessment criteria 1.1 and 1.2. Write an explanation of: * what it means to have a duty of care in own work role * Duty of care is a legal obligation for an individual to adhere a standard of care to foresee any harm that my harm others * In my setting, we do a daily risk assessment inside and out to ensure the environment is safe to work in and children to learn in. My setting trains me for health and safety in food and hygiene to safe guard children from food poisoning, first aid training and equipment so I can attend to any incidents that may occur. I have to complete 2 accident forms one goes in file, sign by parent/carer to acknowledge that they have been informed, the other one goes to parent/carer to be informed of incident /accident. * Another accident form is filled out if a child arrives with an injury by parent/carer, or Practitioner if injury is found during session.
Health and Safety at Work Act 1974 covers the regulations of workplace health and safety. As a teacher I should be aware of hazards and risks and try and prevent them for example bags should be under tables not placed all over the floor which can lead to learners tripping over. Fire exits should not be blocked and learners should know when to exit and how to in a proper manner in case of an emergency. Sex Discrimination Act 1975 ensures that as a teacher I should not treat the students differently in favour of what sex they are. Equality Act 2010 makes sure that I treat all my students fairly whether they are special educational needs, have difficulties with communication, language and literacy, physical impairment, English as an additional language (EAL), race and ethnicity, religious belief, gender issues, social background and ability.
Unit 8: Support Children and Young People’s Health and Safety 1 1.1 Task taken from my Level 2 Complete the two spider diagrams below to show examples of steps you should take to ensure safety both within your setting and during off-site visits. Safety in your setting Safety on an outing 1.2 Q) Give some examples of how you School/Setting meets the 5 key aims Aim 1: Safeguarding Take all reasonable steps to ensure the safety and wellbeing of pupils following the Safeguarding Policy. Aim 2: Protecting Children from accidents/injury Be aware of potential hazards, tidy equipment away, follow hygiene routines/procedures following Health & Safety Aim 3: Keeping Children Safe from Bullying Provide a safe and secure environment for all pupils. Encourage respect for individuals, celebrating the differences between us following the Anti-bullying Policy. Aim 4: Keeping children Safe from Crime Follow PSHE and Citizenship Policy which encourages independence, responsibility, confidence, positive self esteem, self awareness and respect.
All caregivers and parents should remain up to date on any possible toy hazard recalls and can find this information listed on the Consumer Product Safety Commission website. As all toddlers and even preschoolers put toys in their mouths, choosing toys requires a lot of testing for choking and suffocation hazards. The toy needs to be checked for small parts or pieces that may come loose and present a choking hazard. One way to test is to drop small parts through a paper towel tube, if it fits, the toys is too dangerous and should be removed from the play area. Typical wear and tear can also result in a toy that was once deemed sage to become a danger.
Unit 4 Assignment Keeping Children Safe E1 Legislation that relate to a healthy, safe and secure environment; * Health and Safety at Work Act 1974 * Health and Safety (First Aid) Regulations 1981 * Control Of Substances Hazardous to Health 2002 * Reporting Of Diseases and Dangerous Occurrences regulations 1995 * Food Handling Regulations 1995 * Fire Precautions (workplace) Regulations 1997 * Children Act 1989 * Children Act 2004 * Children Act 2006 * Early Years Foundation Stage Welfare Requirements D1 Child Act 2004 This act was put into place for the safety, health and well being of all children. Making sure all children are treated with respect and taken care of in the appropriate way. This act also allowed a legal framework for every child matters which influences our practice greatly. ‘The programme’s goal is that every child, whatever their background or circumstances, has the support they need to; * Be healthy (this includes growing and development as well as emotional and physical well-being) * Stay safe * Enjoy and achieve through learning (this includes emotional well-being) * Make a positive contribution to society * Achieve economic well-being (P.Tassoni, Pg16, 2007) Therefore in our practice we make sure we plan health foods for the child and plan active activities for the children. Control of Substances Hazardous to Health 2002 Hazardous substances are any chemicals which can affect your health if not controlled properly, for example, glues, paints, cleaning products and bodily fluids.