Four factors that need to be considered when planning a safe learning environment are: Cleanliness – whilst outdoors it is important to ensure that the learning environment is hygienic to use, ensuring the area is clean, free of litter, animal excretion, etc. We need to make sure any equipment being used outdoors is clean and safe to use, resources and materials must be used according to the manufacturer’s instructions and alongside guidelines in the school’s health and safety guidelines. Security – this is important both outdoors and indoors. In the outside environment pupils could wander off, so it is important to ensure that there are enough adults to supervise all the children. Lists should be made of adults and the pupils they are responsible for, so that everybody is accounted for.
❖ Use drama and music sessions to encourage children to express their feelings in a safe environment. ❖ Create interesting board games with a healthy theme, e.g how to avoid accidents when playing outside. ❖ Welcome visitors to talk about their work in health care, e.g invite a health visitor or dentist to explain the importance of good hygiene routines. ❖ Demonstrate safety and hygiene routines e.g. a road safety officer or police officer could visit the setting to teach children how to cross the road safety.” (Bruce, Meggitt, Pg 388) The UN Convention on the rights of the child (UNCRC) States that in regards to children’s health all children regardless of race, sex, colour, religion, wealth ect have the right to healthcare, nutritious food and clean drinking water / environment.
This doesn't happen very happen and each case varies on how critical and important the case was. If the case was that the children were coming to harm on a regular basis then social services would seek to remove the child/children, but they usually give help and advice to the parents to stop any harm coming to the child/children. Wider forms of safeguarding are as follows:- Risk assessments providing safe environments inside and outside the school setting. Procedures and legislation health and safety, fire drills, register, etc. keeping training up-to-date in safeguarding issues.
CYP Core 3.4: Support children and young people’s health and safety 1.UNDERSTAND HOW TO PLAN AND PROVIDE ENVIRONMENTS AND SERVICES THAT SUPPORT CHILDREN AND YOUNG PEOPLE’S HEALTH AND SAFETY 1.1 Describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services Most of the factors to consider when planning safe and healthy environments for children and young people come down to common sense. As everyone is an individual we need to take in to account each childs level of development and ability when planning a safe and healthy environment. When planning for a healthy and safe indoor environment firstly rooms should be organised to optimise safety, by ensuring there is adequate space in relation to the number of children who will be using it. This allows the children to move around easily and comfortable. Ratios of Staff to Children should also be met to meet current requirements.
MU2.4 – CONTRIBUTE TO CHILDREN AND YOUNG PEOPLE’S HEALTH AND SAFETY 2.2 Identify the differences between risk and hazard. A hazard is something that exists that is likely to cause harm, and a risk is something that doesn’t exist but could - and if it did exist it would become a hazard. 2.3 Identify potential hazards to the health, safety and security of children or young people in the work setting. Health- Make sure the setting is clean and tidy. And healthy snack options are available for the children.
Also safe and secure storage should be used, ensuring the draws/cupboards are sturdy, locked and in an appropriate place. 3.2 Explain how health and safety is monitored and maintained and how people in the work setting are made aware of risks and hazards and encouraged to work safely All settings that provide care for children or allow children to attend have the responsibility to check and prepare the environment to ensure it is safe. When planning to do an activity in a certain area, you have the responsibility to check it is safe, clean, comfortable and secure, this is for the safety of yourself as well as the children. If a child or children feel safe and secure in the environment it is more likely to help them learn and participate in activities provided. When planning or checking the environment as well as checking temperature, safety etc.
AT 5 CYP Core 3.4.1.1 Explore the factors to take into account when planning healthy and safe indoor and outdoor environment and services and produce a report of your findings. The factors to take into account when planning healthy and safe indoor and outdoor environment and services While it is necessary to provide activities and equipment for children within our setting to encourage and promote their development it is also important to ensure that health and safety in place. Ways in which we as practitioners can ensure safety for all is by remembering and carrying out certain procedures, and remember some important factors whilst doing this, such as: • When planning room layouts, it is important to remember that all children are individuals with different needs depending on their age and ability. If a certain activity requires a vast use of physical movement then we must take into consideration that perhaps some children may be limited in their movement or based on their age may be less able to perform this certain task then one of an older age. • We would have to also consider children who have sensory impairments, such as a child with limited hearing would struggle to comprehend what was being said when being educated on the explanations of safety.
CYP Core 3.4: Support children’s and young people’s health and safety 1.Understand how to plan and provide environments that support children and young people’s health and safety. 1.1 There are a number of factors to take into consideration when planning activities for children to ensure they have healthy and safe environments, in which to develop and thrive without being presented with unnecessary hazards. The Health and Safety at Work Act 1974 covers many health and safety legislations in England and Wales. These include, RIDDOR, COSHH, First Aid, Fire Regulations etc. All of these legislations need to be understood and adhered to when planning any activities.
It Explains what to say and do if someone touches your body when you do not want to be touched, especially when the action involves the touching of private parts. "Be careful and stay safe" explains how the world can seem so perilous, especially where our children are concerned. But even very young children can learn basic skills for staying safe in ordinary situations and preparing for emergencies. Without scaring kids, this book teaches little ones how to avoid potentially dangerous situations, ask for help, follow directions, use things carefully, and plan ahead. Includes questions, activities, and safety games that reinforce the ideas being taught.
This does not just mean safe in physical terms but also psychologically and emotionally. A health and safety risk assessment can be carried out on the classroom or area where the training will take place to ensure that it doesn’t pose any physical risk, such as trip or electrical hazards. The trainer/teacher should also consider the temperature of the area where the learners are expected to work ensuring it is comfortable for example opening a window after the lunch break could help everyone to wake up and pay attention – from experience afternoon sessions can be difficult to concentrate in!! Consideration should also be given to the layout of the classroom in terms of seating arrangements, for example traditional class room layouts may not allow collaborative working. The classroom should always be clean and well lit – it pays to check prior to the class starting and may mean you have to arrive a bit earlier if you have not used the room before however you may not always be able to control these