STAG LANE JUNIOR SCHOOL

Transcription

1 STAG LANE JUNIOR SCHOOL Physical Education Policy Status-Recommended Prepared by: Sarah McDonough Date written March 2015 Shared with staff March 2015 Date for review: 2018 United Nations Convention on the Rights of the Child Article 6 All children have the right to life. Governments should ensure that children survive and develop healthily.

2 Contents 1.0 Rationale and Aims 2.0 The School 3.0 Health & Safety Factors In Physical Education 4.0 Risk Assessment 5.0 First Aid 6.0 Planning The Physical Education Programme 7.0 Assessment in Physical Education 8.0 Guidelines Medium Term overview Appendix Harrow Physical Education Health and Safety Policy and code of safe working practice. (NEED REVISED) Harrow Accident Report From Harrow Accident Report Form Guidance for Managers (NEED REVISED) Harrow H& S Code of Practice- Staff using their own vehicle at work (NEED REVISED POLICY) Harrow H&S Guidance Notes- Driving Safe Journey Planning School Mini Bus policy and emergency procedures.

3 1.0 Rationale and Aims Physical Education is an essential part of the broad and balanced curriculum at Stag Lane Junior School. We, as a school, believe in educating our students in the use of the body and its movements as well as fitness and health education. We want our children to develop physically, spiritually, morally, socially and culturally through curriculum based physical education lessons and through the many extra-curricular opportunities offered to them. We want our students to feel physically competent and have an awareness of safety issues. Stag Lane Junior School provides every student with the opportunity to experience and enjoy a range of sports and arts in both curriculum-based lessons and through extra curricular activities. We believe that a child s physical well being holds as much significance as their mental well-being. As we are a Level 2 RRSA school we encourage the children to uphold Article 29 The right to be the best that they can be in physical education. Therefore physical education has a respected high profile with staff, pupils and parents. 1.1Aims of Physical Education Physical Education develops children s knowledge, skills and understanding, so that they can perform with increasing competence and confidence in a range of physical activities. These include dance, games, gymnastics, swimming and water safety, athletics and outdoor adventure activities. The Order for Physical education in the National Curriculum provides a basis for us to deliver a broad and balanced physical education programme and Physical Education promotes an understanding in children of their bodies in action. It involves thinking, selecting and applying skills and promotes positive attitudes towards a healthy lifestyle. Thus we enable them to make informed choices about physical activity throughout their lives. The aims of PE are: To promote an understanding of the importance of fitness and a healthy lifestyle.

4 to enable children to develop and explore physical skills with increasing control and co-ordination. to encourage children to work and play with others in a range of group situations (RRSA Article 15 Every child has the right to join groups ) to increase children s ability to use what they have learnt to improve the quality and control of their performance (RRSA Article 29 Every child has the right to be the best that they can be) to teach children to recognise and describe how their bodies feel during exercise to develop the children s enjoyment of physical activity through creativity and imagination to develop an understanding in children of how to succeed in a range of physical activities and how to evaluate their own success and appraise this To promote and develop safe practices in all physical activities (RRSA Article 19 Every child has the right to be safe ) To provide equal opportunities for all children regardless or race, gender, background or ability, and providing a fully inclusive programme To promote competition and good sportsmanship across all year groups. To teach children to become confident leaders. Furthermore, we aim to deliver a balanced programme, which provides children with opportunities to promote physical development and competence, and to develop artistic, aesthetic and linguistic understanding through movement. Finally, we aim to give all the children to extend their range of psychomotor skills and develop their proficiency as well as appreciating the benefits of participation. Through Physical Education we aim to develop inter-personal

5 and problem solving skills, develop personal qualities such as self-esteem, confidence, tolerance and empathy and help forge links between the school and its community, and other organisations across the borough. 2.0 The School 2.1 Staffing Stag Lane Junior School is a three-form entry Junior School, for children aged 7-11, Years 3-6. Each class teacher takes his or her own physical education lessons each week, with specialist PE instructors covering PPA slots to offer extra Physical education across the board. The 13 class teachers are also supported in these lessons by Learning Support Assistants where needed, or other specialist coaches when available. Miss McDonough is the PE Coordinator. It is her responsibility to review the PE Policy and inform the Headteacher of any changes needed. She is also responsible for the organisation, care and ordering of PE equipment. Within her role, she is to provide guidance on curriculum matters and planning, as well as take part in/deliver INSET training where necessary. She also meets regularly and consults with staff on planning and revises units of work as appropriate. The PE Coordinator oversees the organising and running of extra curricular activities, such as Change 4 Life. 2.2 Physical Resources The school has a number of areas available for PE, namely a large playground, playing fields and a school hall. It also uses Harrow Leisure Centre for swimming lessons. Playground The playground has a netball courts marked out and a number of other grids, we also have netball posts, basketball post and hoops and stumps marked on the walls. There are also 2 secure PE cupboards that hold all equipment for all curriculum and extra-curricular sports. Field The field is all grass, and can host 2 rounders pitches and in other seasons, a large football pitch with goals. Hall The hall has gymnastic equipment, including wall bars, ropes, tables, buck, and 2 boxes, a large quantity of mats, benches and planks. It is also fitted with a stereo system to play CDs and a boom box to use Ipods and Youtube for indoor PE. There is also a range of indoor PE equipment stored in the indoor cupboard.

6 Leisure Centre The indoor swimming pool is used on a weekly basis for KS2 (Year 5 Pupils) swimming. 2.3 Inclusion Children are informed of clothing expectations for PE and are strongly supported by parents. If a child has forgotten their kit, their name is recorded, and on the third occasion that they do this, a letter is sent to remind parents of the kit needed. If a child is injured and unable to partake in the lesson, they are expected to be involved in the theoretical side of the lesson by identifying key aspects of the lesson, purpose of warm ups and the skills that the other children are using etc. If weather conditions make it unsafe to do PE outdoors, the children will either do an adapted lesson in the school hall or reorganise the timetable to when the weather conditions improve or in some cases an indoor theory lesson. Refer to section 3.2 regarding jewellery. Head scarves worn for religious reasons, must be securely fastened. If, for health or religious reasons children s parents do not want them to learn to swim, a letter must be written by the parents and addressed to the Governors requesting permission not to take part. 3.0 Health & Safety Factors In Physical Education 3.1 Clothing Every family is provided with the PE Kit list on entry to the school and are reminded through the year. All boys and girls are required to wear the red jogging top and tracksuit bottoms with the school logo. Also a plain white t- shirt (long or short sleeve) and school logo (optional), and blue or black shorts, if indoor or in the Summer months. Indoor PE lessons are either barefoot or wearing trainers/plimsoles (no studded football boots are to be worn). For outdoor PE lessons the same kit is required, however tracksuit bottoms (when needed), sports socks and trainers are worn. Clothing should always be tucked in and well fitting. Trainers must be clearly tied with bows and not just tucked in. Staff are also expected to be attired in similar sportswear, as good role models for their students.

7 3.2 Jewellery/ Hair Long hair must be safely tied back, not hanging on shoulders or across the face. Hats should not be worn indoors. Religious headscarves should be securely tightened around the head. Watches will not be worn during the lesson. No jewellery is allowed during P.E. or Games in line with LEA advice. The following is guidance from Harrow Legal Services- The British Association of Advisers and Lecturers in Physical Education, has issued guidance that says that no earrings or other jewellery should be worn during P.E. and that if in exceptional circumstances small studs or necklaces are worn they should be taped over. This is supported by the DfES. Equal Opportunities We recognise that there are some children whose parents expect them to wear religious jewellery at all times and where possible, with a risk assessment, this will be supported. However, in relation to wearing these items for PE, it will be important to follow Harrow guidelines, which were drawn up with liaison with a number of religious leaders. The guidelines stipulate that NO JEWELLERY should be worn for PE. Newly pierced ears may have a tape covering for the first 6 weeks, however they must be removed after this. With regards to swimming, no jewellery should be worn. Newly pierced ears (within 2 weeks) would prevent the child from taking part in the practical part of the lesson. After this time (next 4 weeks), swimming is allowed however, parents/ carers must ensure a waterproof covering is provided. This is in line with the rules and regulations of Harrow Leisure Centre. Children are encouraged to place jewellery in a valuables box, and to be collected at the end of the lesson. Any jewellery brought into school is the child s responsibility and the school does not encourage any form of jewellery. 3.3 PE Environments It is the responsibility of the teacher to ensure that any unnecessary furniture and/ or equipment is removed safely from hall or other playing areas. Children are also encouraged to be aware of this. The Site Supervisor will clean the floor at the start of each school day, and staff using the hall for activities apart from PE are responsible for restoring it back to its original

8 condition. When doing a barefoot activity in the hall, pupils are asked to put their footwear along the edge of the stage with clothes folded neatly. Teachers are also asked to ensure no activities are organised close to walls, fences or other hazards. If at any time they are unsure about the safety of a playing environment, they are to report it to the PE Coordinator. 3.4 Warm Up & Cool Down Every PE Lesson and extra curricular activity will start with a 5-10 minute aerobic/ cardiovascular activity and thorough stretching of body parts. Teachers will model how to stretch and ensure that stretches are being performed in a safe way. Similarly, a cool down activity will be a standard ending of a lesson, allowing the children to ensure their body has recovered from the physical activity. The children are encouraged to explain how and why they warm up and cool down, and the role it plays in keeping us healthy and safe, both in school and out of school. 4.0 Risk Assessment To minimalise the risk of faulty apparatus and other equipment, assessments are carried out annually. Gymnastic equipment is inspected and maintained by an approved contractor appointed by the LEA (Olympic Gymnasiums), and the PE Coordinator on a termly basis, with a major check each September, monitors all other equipment. Any broken equipment should not be used, but be immediately reported to the PE Coordinator. 5.0 First Aid Qualified first aiders are identified on notices around the school and all staff are aware of who the first aider on duty is. Accidents are dealt with by the First Aider and the accident book must be completed for any serious accidents. First Aid boxes are located in key areas. Staff running extracurricular activities are encouraged to take the school mobile phone in case of emergency.

9 6.0 Planning The Physical Education Programme 6.1 Planning and Monitoring The teaching and learning objectives are discussed with all staff, and the long term planning of topics and areas of activity have been identified to show progression and development. Continuity is planned from one year group to the next and from one key stage to the next using PePlanning.com. 6.2 CONTRIBUTION OF PE TO TEACHING IN OTHER CURRICULUM AREAS English PE contributes to the teaching of English in our school through the development of speaking and listening skills. We encourage children to describe what they have done and to discuss how they might improve their performance. As we have high number of EAL students, staff plan resources with key words and pictures cards to aid understanding. Information and communication technology (ICT) We sometimes use ICT to support PE teaching when appropriate. In dance and gymnastics children make video recordings of their performance, and use them to develop their movements and actions. Older children can compare each other s performance from recordings and use these to improve the quality of their work. Through the use of digital cameras and Ipads we are able to build a portfolio of examples of good work and achievement. Personal, social and health education (PSHE) and citizenship PE contributes to the teaching of personal, social and health education and citizenship. Children learn about the benefits of exercise and healthy eating, and how to make informed choices about these things. They also improve their social skills and recognition of fairness and sportsmanship.

10 Spiritual, moral, social and cultural development The teaching of PE offers opportunities to support the social development of our children through the way we expect them to work with each other in lessons. Groupings allow children to work together and give them the chance to discuss their ideas and performance. Their work in general enables them to develop a respect for other children s levels of ability, and encourages them to co-operate across a range of activities and experiences. Children learn to respect and work with each other, and develop a better understanding of themselves and of each other. Science PE contributes to the teaching and learning of science and it has a large focus on fitness and health. Children learn about making healthy lifestyle choices as well as talking part in regular, daily exercise. Each year group has the autonomy to link their PE lessons in with other subjects in a creative way. 6.3 Differentiation and Special Needs Within physical education we aim to meet needs of both less able children requiring extra support to master some of the basic skills, but also the more able children who require extension opportunities to further their skills. This is achieved through setting suitable learning challenges, responding to children s diverse needs, and overcoming potential barriers to learning and assessment. Both the teacher and PE Coordinator must be aware of specific medical needs and be ready to adapt an activity accordingly. Teachers provide learning opportunities that are matched to the needs of children with learning difficulties, and work in PE takes into account the targets set for individual children in their Individual Education Plans (IEP s). We include a range of resources to assist staff with the inclusion of all pupils in lessons. Teacher s requiring further support for children s needs should speak to the PE Coordinator who has an overview of progression opportunities and revision areas within key stages and year groups. Achievement is a realistic possibility for all children in physical education. GIFTED AND TALENTED We identify our Gifted and Talented pupils and endeavour to provide a range of activities to extend and enhance their skills.

11 7.0 Assessment in Physical Education The main method of gathering and assessing achievement is by a continuous process of teacher observation. This is an informed assessment based on knowledge of the pupil and content of the lesson. Appropriate activities/skills have been identified for assessment and judgements are made of the children to plan, perform and evaluate in physical education. Assessment can also take the role of children observations, use of videos, video cameras and cameras, monitoring with the PE Coordinator, written evaluations, discussions etc. This evidence can be collected as a result of stimulating the children s natural instinct to learn through a variety of teaching and learning strategies. A form of written assessment is being developed with the introduction of the New National Curriculum (2014) by the PE co-ordinator and may be used in the future. An online assessment is being introduced as a Healthy Challenge which is an evaluation tool to assess children s healthy habits and choices regarding exercise over a length of time. 8.0 Guidelines 8.1 Organisation of Apparatus All apparatus is stored neatly and safely, with clear specific labelling for each cupboard. PE monitors in each class are trained to take and replace PE equipment from PE sheds. Presently Equipment organisers have the role of ensuring that the PE stores are maintained in an orderly fashion, and this is overseen by the PE Coordinator. Ultimately, it is the responsibility of the PE Coordinator to ensure this is happening. 8.2 PE Time Allocation Each year group is allocated an hour of indoor gymnastic/ dance lesson time and another hour outdoor games time, for Year 5, one of these hours is Swimming and is in line with government recommendations. However every class has the opportunity to participate in an extra hour and a half of PE, two times a term, when their class teacher has coordinator cover and they are taught by a coach. There are a further 5-10 hours of extra curricular sports available in lunch hours and after school for example Change 4 Life, girls football club and gymnastics.

12 8.3 OUT OF SCHOOL HOURS LEARNING The school provides a range of PE-related activities for children for out of school hours learning. These encourage children to further develop their skills in a range of activity areas. The school also plays regular sports fixtures against other local schools. This introduces a competitive element to team games and allows the children to put into practice the skills that they have developed in their lessons. These opportunities foster a sense of team spirit and co-operation amongst our children.

13 PHYSICAL EDUCATION AT STAG LANE JUNIOR SCHOOL YEAR 3 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 1 hour Indoor 1 hour Outdoor Dance Gymnastics 1 balances Dance Gymnastics OAA Indoor Athletics Athletics Running Invasion Games throwing, catching Net/Wall 1 Handball Invasion 2 Netball Net/Wall 2 Badminton Strike/Field 2 Rounders YEAR 4 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 1 hour Gymnastics Dance Gymnastics Dance Indoor Athletics OAA Indoor 1 hour Outdoor Invasion games Tag Rugby Net and Wall games Handball Invasion games Hockey Net and Wall games Tennis Strike/Field Rounders Athletics YEAR 5 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 1 hour Indoor 1 hour Outdoor Indoor athletics Gynmastics Dance Gynmastics Dance OAA 1 class swimming Swimming 1 class swimming Swimming 1 class Swimming Swimming Invasion games Tag Rugby Invasion games Football Athletics Running Net/Wall games Badminton Striking/fielding Cricket Net and Wall games Netball YEAR 6 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 1 hour Gymnastics Dance Gymnastics Dance Indoor Athletics OAA Indoor 1 hour Outdoor Invasion Games football Invasion games Hockey Net/ wall games Netball Athletics Net and Wall games Tennis Striking and fielding Cricket

14 Harrow Physical Education Health and Safety Policy and code of safe working practice. Introduction: Harrow Council regards Physical Education as important to the health and development of pupils in its school. It objective to do all it reasonably can to support and promote PE activities taking place in our schools. Our expectation is that Head teachers and governing bodies take the lead in supporting teachers of PE, support staff and others involved in this work in schools to provide a service that pupils, students, parents and the community value. Scope : This policy covers all Harrow Community Schools. The school and its staff are accountable for the safety of children and young people in their charge. The aim of this policy is to provide signposts for schools and staff towards current health and safety policies and safe working practices. Throughout, the document will refer to the afpe (Association for Physical Education) Safe Practice in Physical Education and School Sport (2008 edition). A copy of which was sent to every school shortly after it s publication. It is important that those involved in the planning and delivery of physical activities understand and apply the generic principles of safe practice to their particular circumstances, rather than rely on simplistic checklists. Where possible the relevant section in the afpe (Association for Physical Education) Safe Practice in Physical Education and School Sport (2008 edition) has been referenced in bold red type. There are also Case Law examples included in the various sub-headings. All pupils should be taught how to warm up and cool down safely and effectively. In addition to this they should know how to move and handle equipment and how to conduct themselves safely during activities. Staff training and competence. Chapter 4 School staff have a duty to work within a system that anticipates and manages risks. Head teachers must ensure that such a system is operable, even by recently appointed staff. Staff are also expected to work within guidelines and policies laid down by the employer, gain permission for particular activities, follow regular and approved practice and maintain an up-to-date awareness of the subject through continuing professional development (CPD). Staff should have a sound knowledge of any activity that they intend to teach or lead. Judgements about competence will often be informed by formal qualifications. Staff should also demonstrate and appropriate knowledge of the needs of individual pupils and pupil groups. Adults without QTS may be working as support staff. These staff must work under the direction and supervision of a nominated teacher when doing Physical Education. Subject to their competence and the school s policy, they may work alongside or remotely from the class teacher. Head teachers should, on behalf of their employer, ensure that support staff are appropriately managed at all times

15 A number of schools use external coaches to deliver Physical Education and School Sport. Staff should be aware that these coaches should only deliver activities in which they have a qualification (preferably a National Governing Body level 2 award as a minimum). Case Law examples. Bolam versus Friern Hospital Management Committee (1957) This established that a person who possesses specialist skills in a profession (such as teaching PE) is not judged by the same standard of the reasonable man, but by the standard of people within the same profession. Jones versus Manchester Corporation (1958) This case established that where someone is not qualified or competent to undertake the responsibility placed on him/her, but has been placed in that situation by the employer, or the employer s representative such as a head teacher, then the employer may be directly liable for negligence. Viasystems (Tyneside)Ltd versus Thermal Transfer (Northern)Ltd, Court of Appeal (2005) This case established that 2 employers can be vicariously liable for the negligence of an employee. The implication from this is that a school, LA or other education employer utilising an external agency to deliver part or all of a PE programme could be held liable, along with the agency involved, should any member of the agency staff be negligent in carrying out his/her delegated role. This has a significant management implication for head teachers. Risk assessments Chapter 3 Risk management is central to safe practice. It involves managing the risk (or possibility) of injury by: Assessing what could cause harm Judging whether the risk of harm is significant Controlling or reducing any significant risk of harm (injury) to an acceptable and reasonable level by some form of corrective action or control measure. When making a balanced decision whether to proceed with, modify or cancel an activity or event colleagues should consider the following: The people involved in the activity The context in which the activity takes place The organisation of the activity There are 3 main types of risk assessment: Generic risk assessment general principles that might apply to an activity wherever it might take place. Usually provided in written form. Site or activity specific risk assessment. Usually provided in written form. Ongoing risk assessment carried out while an activity is taking place. This is not in written form, but is the expertise that evolves over time and is used during the activity, in forward planning and also to inform future risk assessments. Staff have different roles and responsibilities with regards to risk assessments (full details are in the afpe Safe Practice book 3.2.9, , ) but staff should: follow school and local authority safety guidelines and policies

16 ensure that there is a safe working environment, participate in safety reviews and risk assessments take action to reduce risk to acceptable levels report any safety concerns as soon as possible to their supervisor/line manager. First aid and emergency care Chapter 8 All physical activity involves risk. Staff should use risk assessment to manage the risk of injury to staff and pupils. No one is expected to give first aid beyond the level of his/her qualification or experience, but all are expected to manage the initial situation. Staff must also ensure that following an injury or accident that the appropriate documentation is completed (See accident/incident reporting procedure-appendix ). It is also important for departments/subject leaders to record near misses to help adapt risk assessments or alter current practice. Qualifications in first aid should match the requirements of the situation. Resuscitation technique, procedures for treating neck and spinal injuries and the arrest of bleeding constitute baseline knowledge for those responsible for supervising physical activities, particularly in remote situations. The school s procedures for managing first aid and emergency situations and how to implement these procedures are essential knowledge for all staff. This would include ensuring the rest of the group is safe and free from possible injury while the injured person is being treated. Equipment procurement, maintenance, testing and repair. Chapter 12 Equipment and resources need to be compatible with the age, size, strength, ability and experience of the participating groups. All equipment should be subject to systematic and regular inspection with large equipment having a specialist, detailed and systematic inspection, usually on an annual basis. Faulty equipment should never be used. There should be a policy to outline: equipment storage and safe access for staff and pupils how and when staff monitor the condition of equipment and the procedures for dealing with defective items. how to use equipment correctly how pupils are involved in the safe handling and movement of equipment. Not all equipment comes with a standard (a document defining good practice, established by consensus and approved by a recognised body such as the British Standards Institute). In such situations staff need to seek alternative confirmation that the equipment used with pupils is safe and well made. Suppliers should be recognised as reputable and have an established record for reliability. Staff need to monitor the condition of apparatus/equipment on a day-to-day and lessonby-lesson basis. The member of staff in charge of the lesson should check equipment before any pupil uses it. Pupils should be encouraged to remain alert to, and report, any unintended equipment adjustment as work proceeds. Trampolining. If pupils are used to unfold and fold trampolines this should always take place under the direct supervision of staff and they should be properly trained. Before use, the member

17 of staff should check that the trampoline is correctly assembled. Once folded, trampolines should be locked to prevent unauthorised use. afpe strongly recommends the use of end decks, particularly where staff wish to develop rotational feet to feet 360 degree movement. Matting should be used down the sides of trampolines offering protection to a width of 2m and 20-25mm thickness. It is acceptable for trampolines to be placed side-to-side or end-to end provided the intervening metalwork and springs are suitably protected. With the provision of end decks and mat surrounds spotting is no longer seen as essential. Injuries to spotters in the past have contributed towards this thinking. However, providing spotters have been suitably trained and are physically capable they can operate as an additional line of defense. Using pupils in this way can add to their sense of responsibility and involvement. There should be no more than 2 spotters down each side of the trampoline. Tournaments, fixtures and trips. School policies and procedures for off site activities should be followed when attending fixtures, tournaments and trips. The member of staff in charge should take with them a first aid kit and a list of emergency contact numbers. Transport. It is important that all staff and others driving in the course of their work with the Council including schools, follow the highway code and other legal requirement governing UK drivers. In addition, the council draws their attention to procedure and guidance to ensure that it meets its duties to safeguard staff, pupils and others who could be effected by the way it manages transport activities. Where schools use buses or coaches staff should ensure that all passengers use seat belts where fitted. If using public transport the school should have a code of conduct for pupils in order to ensure that group interaction with the public is of an acceptable standard. Venue. If a new facility is being used/visited, where possible a pre-trip visit should be made to enable the member of staff to complete a risk assessment. If unable to visit staff should seek information from the owners/proprietors. See Education visits and journeys checklist. Good practice to include in your health and safely policy. A portfolio of records Regular and approved practice Using equipment only for the purpose it was designed for. Progression seen through lessons and key stages. Comparable size, ability, experience and confidence of pupils when working together. Effective officiating by staff, external coaches and pupils. The adult s role in playing a game to be limited to a role in a game periodically to set up situations that enables the pupils to learn from that participation.

18 Codes of practice Consent forms NB it should be remembered that consent forms signed by parents do not indemnify the teacher against any claim for negligence, no matter what they say. (2.2.23) Frequently Asked Questions. Can children wear jewellery in PE? 14.2 Strictly speaking, no. Harrow has a no jewellery in PE policy and has done for a number of years. The reasons behind this is that jewellery poses a threat to a safe working environment, particularly where physical contact with equipment and others is a distinct possibility in lessons. Practically, however it does pose a problem, particularly for young pupils, for those who have their ears pierced in the middle of the school year or wear jewellery for cultural reasons. If this is the case then the member of staff in charge of the lesson will need to take action to try to make the situation safe, this should be done in line with the school policy on jewellery to support the member of staff concerned. Taping over ear studs may offer a measure of protection in some physical activity situations where individuals are required to work within their own personal space. This would not be acceptable, however, in swimming lessons where exposure to water can easily dislodge the tape or for activities where physical contact is highly likely, such as rugby, gymnastics, trampolining, netball etc If the situation cannot be made safe the individual pupil cannot take an active part in the lesson. This does not mean sitting on the side reading a book or being left inside with another class. Taking on other roles (teacher or official) are all parts of the national curriculum and the pupil should be in their PE kit for the lesson. Modelling of good practice with regard to jewellery and clothing by staff is advisable and if adults are taking part in the lesson, i.e. acting as a feeder in netball, supporting a pupil in gymnastics then they should be appropriately dressed with jewellery removed. In schools where the removal of jewellery for PE does not present an issue there is good communication and links between the school and parents/carers. Head teachers are supportive of the policy and emphasise it where relevant in parent/carers meetings. Should we have mats under all pieces of apparatus in gymnastics in case a pupil falls off? No, mats should be placed where the member of staff wants gymnastic activity to take place. Care should be taken with placing mats under equipment, as there is a concern that when mats are used as a precautionary measure it may encourage some pupils to work beyond their capabilities. Pupils should understand the purpose of the mats and activities should be modified by the member of staff if they feel that mats are there in case a pupil falls off. Particular care needs to be taken with pupils who consistently display poor discipline. How high are the children allowed to climb on the gymnastic equipment? Pupil should be allowed as high as the member of staff deems to be safe, developmental and beneficial for their class. If using large apparatus the risk

19 assessment, planning and organisation should be well communicated and clearly understood by staff and, at their own level, by pupils. Staff should have clear aims about how the apparatus is to be used and for what purpose. Schools may wish to impose height restrictions for year groups and indicate this on the large equipment. It is advisable to have the height restrictions stated as being the highest that the pupils hands can be otherwise it is often interpreted as the height of the feet, which adds several feet to the pupil s height off the floor in some cases. It is not considered good practice for young children to participate in lessons where the apparatus has already been set out as this prevents them becoming proficient in handling apparatus from the earliest stage. Neither would a pre-set arrangement be likely to address effectively their particular needs and stage of development. Can children do gymnastics in their trainers and/or socks? Ideally pupils should participate in gymnastics in bare feet as this enhances aesthetic awareness and allows increased grip by the toes. Shoes with thick, inflexible soles are not suitable and pupils should never participate in socks on polished surfaces. What activities can our after school football coach deliver as he would like to run a rounders club in the summer term? If your external coach only has a football qualification then they can only deliver football, especially if they are running the club on their own. The same applies to external coaches who deliver PPA PE. Why can t my 26 year old member of my department drive the school minibus when in their last school in a different borough they could? Is it appropriate to have pupils wearing mixed footwear in games activities, e.g. some with boots and studs and others in trainers or plimsolls? When working inside or out, the footwear should be appropriate for the activity being undertaken and the condition and nature of the playing surface. If a grassed area is wet, staff should give careful consideration to the organisation of the activity, particularly if the pupils wear a range of footwear. Care should be taken to ensure any footwear is close fitting, fit for purpose and provide secure footing. Particularly in competitive situations, similar types of footwear should be worn. If a variety of footwear is worn by pupils the activity or groupings may need to be adjusted after assessing the risk. For example, where some pupils wear studded boots then it may be necessary to condition the game to eliminate tackling or preferably ensure that the groups wearing studs are separated from non-boot groups. Where studded boots are worn it is advisable that pupils wear shin pads. Are goggles appropriate for school swimming lessons? The afpe guidance on goggles is straight forward. Goggles are not normally recommended for normal swimming lessons, or where swimmers have poor control in the water. The adult s attention can be distracted by

20 constantly having to help children adjust goggles etc, and limbs that are not controlled can often knock faces and goggles in crowded swimming conditions. Equally, the pupil s attention can be compromised by the need to adjust and replace goggles. However assuming that water balance is correct, it is reasonable to expect that when delivering a lesson where children spend a considerable amount of time under the water, or with their face in the water, such as when training for competitive swimming, that they may wear goggles if approved by the adult in charge. The adult with the group is responsible for determining whether any pupil wearing goggles is using them safely and for a positive purpose. If they are not then the goggles should be removed Pupils with special eye conditions may also need to be allowed to wear goggles. There may be particular situations, such as in hydrotherapy pools where the higher temperature may affect chemical balance and cause more eye irritation but this should be managed through water treatment strategies rather than recourse to goggles. Any deviation from the guidelines should be noted in the risk assessment for the activity. Knowledge about individual children s needs remains critical in determining the wearing of goggles Risk management should include the teaching of pupils to put on and take off goggles safely.

21 Appendix List of useful documents, policies Safe Practice in Physical Education and School Sport association for Physical Education, 2008 edition. Harrow Council Safety Guidance Occupational Driving Safe Journey Planning Staff Using their own vehicle at work Mini bus driver requirements Educational visits and journeys First Aid Accident/incident reporting Contact for further advice and information afpe (association for Physical Education) Harrow Health and Safety Service Standard forms General Risk Assessment Educational visit forms e.g.

22 o EV2 (Permission of Council for adventurous, overseas, overnight type activities) o EV3 (Permission for staff to lead such activities) o EV5 (Event Specific Risk assessment especially relating to above activities) Accident /incident reporting forms.

23 I. ACCIDENT REPORT FORM Control Version Revised March 2010 PLEASE PRINT CLEARLY IN BLACK INK. ALL SECTIONS MUST BE COMPLETED 1. Personal Details (of injured/affected person) 2. Work Details (Place of work for employees or site of accident for non-employees) Surname First Name(s) Address Post Code Directorate Division Job Title Employee No. Gender Male/Female Date of Birth Ethnic Origin Status Employee Contracto Agency Visitor Client Traine Tenant Public Other Pupil Are you Registered Disabled? r e 3. ACCIDENT DETAILS: Date If appropriate Exact location of Time Weather Accident Conditions YES / NO 3.1 DETAILS OF INJURY/DAMAGE/LOSS (Give details of part of body injured or damage caused; if none please state NONE) 3.2 IMMEDIATE OR ONGOING TREATMENT Please tick all that apply NONE First Aid G.P. Hospital 3.3 Was a vehicle or machinery involved? YES / NO (If yes, give details of make, model, registration number etc.) 3.4 STATE EXACTLY WHAT HAPPENED (Include all relevant details leading up to the accident and a diagram if appropriate) 4. SIGNATURE of person completing this form: To the best of my knowledge and belief, the above is a true record of events. Signed Date 5. MANAGEMENT ACTIONS 5.1 Investigated by: 5.2 Has Risk Assessment been Reviewed? YES/ NO Name 5.3 Is Training or retraining required? YES/ NO Position 5.4 Is de-briefing required? YES/ NO

24 Date 6. WITNESSES Please provide full name and telephone number 5.5 Is Referral Required: i.e. O/H YES/ NO 5.6 Is F2508 Required? YES/ NO 5.8 Safety Representative Informed? YES/ NO 7. WAS THE EMPLOYEE ABSENT FROM WORK AS A RESULT YES / NO State number of Working Hours / Days lost. Hours 8. SUMMARY OF FINDINGS Please state recommendations, remedial action and/or preventative measures taken. Days 9. MANAGER DETAILS NAME DATE Job Title FOR OFFICIAL USE ONLY Date Received by H/S Services SIGNATURE Date entered onto Database ACCIDENT REPORT FORM GUIDANCE NOTES FOR MANAGERS This form must be used to record all accidents to a Council Employee, trainee, visitor, contractor or pupil/student. Please note that this form should also be used for an accident caused by another employee. This form should be completed by either the person involved in the accident or, where that is not practicable, the 1 st Aider/Supervisor/Manager responsible for the employee, trainee, pupil/student, client, contractor or visitor to Council premises. Where the form has been completed on behalf of someone else, that person must be given the opportunity to amend or supplement the information on the report form as soon as practicably possible; however, it is important that the processing of this form is not unduly delayed awaiting signature. Certain accidents defined by RIDDOR must be reported to the HSE. PLEASE NOTE - THE HEALTH AND SAFETY SERVICES will be responsible for submitting Form F2508 on your behalf. The method used will be via the electronic form version - this will be received by the HSE immediately and confirmation of receipt will be received here. Please do not complete this form locally. It is important that Managers investigate accidents thoroughly to ensure that preventative or remedial action is taken to avoid a future accident. It should not mean a disproportionate amount of time being spent by the Manager

25 completing the form; if no further action is needed it needs to be clear as to why no further action was needed. This includes a review of relevant risk assessments or carrying out an assessment of a previously unrecognised risk. This form must be completed as soon as possible after the accident. All entries must be in black ink, writing must be legible and descriptions clear, precise and accurate. All sections must be completed in order for the form to be processed. The Manager/Supervisor, Head Teacher is responsible for signing off the management actions and for distribution of the form: - ORIGINAL COPY - To Corporate Health and Safety Services Photocopy - To be kept on site as a permanent record Photocopy - To Departmental Personnel for employee s personal file If you need any assistance in completing any part of this form or need any further advice or guidance, please contact the Harrow s Corporate Health and Safety Services at the Civic Centre, Telephone

26 ACCIDENT REPORT FORM GUIDANCE NOTES FOR MANAGERS This form must be used to record all accidents, Incidents and Near Misses to a Council Employee, trainee, visitor, contractor or pupil/student etc. Please note that this form should also be used for an accident, Incident or a Near Miss caused by another employee. This form should be completed by either the person involved in the accident or, where that is not practicable, the 1 st Aider/Supervisor/Manager responsible for the employee, trainee, pupil/student, client, contractor or visitor to Council premises. Where the form has been completed on behalf of someone else, that person must be given the opportunity to amend or supplement the information on the report form as soon as practicably possible; however, it is important that the processing of this form is not unduly delayed awaiting signature. Certain accidents defined by RIDDOR must be reported to the HSE. PLEASE NOTE - THE HEALTH AND SAFETY SERVICES will be responsible for submitting Form F2508 on your behalf. The method used will be via the electronic form version - this will be received by the HSE immediately and confirmation of receipt will be received here. Please do not complete this form locally. It is important that Managers investigate accidents thoroughly to ensure that preventative or remedial action is taken to avoid a future accident. It should not mean a disproportionate amount of time being spent by the Manager completing the form; if no further action is needed it needs to be clear as to why no further action was needed. This includes a review of relevant risk assessments or carrying out an assessment of a previously unrecognised risk. This form must be completed as soon as possible after the accident. All entries must be in black ink, writing must be legible and descriptions clear, precise and accurate.

27 All sections must be completed in order for the form to be processed. The Manager/Supervisor, Head Teacher is responsible for signing off the management actions and for distribution of the form: - ORIGINAL COPY - To Corporate Health and Safety Services Photocopy - To be kept on site as a permanent record Photocopy - To Departmental Personnel for employee s personal file If you need any assistance in completing any part of this form or need any further advice or guidance, please contact the Harrow s Corporate Health and Safety Services at the Civic Centre, Telephone

28 Health and Safety Code of Practice HSCOP February 2008 Driving Staff using their own vehicle at work Ll Who is it for? This code of practice is for all managers and for staff who use their own vehicle for work purposes. What is this guidance about? Driving is the most dangerous work activity that most people do. Research indicates that about 20 people are killed and 220 seriously injured every week in crashes involving someone who was driving, riding or otherwise using the road for work. To comply with health and safety law, employers need to have procedures in place to ensure that all vehicles (irrespective of who owns them), that are used for work purposes, conform to road traffic law, are safe and properly maintained, and are fit for purpose. It is relatively simple do this for Council owned or leased vehicles, but it can be more complicated when staff use their own vehicles for work. This code of practice gives simple advice on how this risk can be managed. It also contains guidance for staff on maintaining their vehicle in suitable condition. What does the law require? HSE Guidelines, Driving at Work, state that health and safety law applies to on-the-road work activities as to all work activities and the risks should be effectively managed within a health and safety system. Employers must conduct suitable risk assessments and put in place all reasonably practicable measures to ensure that work related journeys are safe, staff are fit and are competent to drive safely and the vehicles used are fit for purpose and in a safe condition. Employers owe the same duty of care under health and safety law to staff who drive their own vehicles for work as they do to employees who drive company owned, leased or hired vehicles. It is also an offence under road traffic law to cause or permit a person to drive a vehicle that is in a dangerous condition or without a valid licence or at least third party insurance. What do staff have to do? Harrow Council expects all those who drive their own vehicle for work to: ensure their vehicle is properly taxed, has a valid MOT, valid insurance for business use and is serviced according to the manufacturer s recommendations show, on request documentary proof of the above agree to conduct regular vehicle safety checks (see guidance below) not carry loads for which the vehicle is unsuited (e.g. a car is not a van) not use the vehicle in conditions for which it is not designed (e.g. off-road). not carry hazardous materials only carry the number of passengers for whom there are seat belts

29 ensure they hold the relevant license to drive their vehicle report any convictions and/or endorsements immediately to their line manager. What documents are required to be available? II. Driving license Employees must hold a current license, relevant to the class of vehicle they drive. III. IV. MOT Certificate Once a vehicle is three years old it must pass an MOT annually, and the vehicle owner must possess a valid MOT certificate. Staff should be able to produce a valid MOT certificate for their vehicle (or evidence that it is less than three years old and is therefore exempt), on request. Certificate of Insurance cover for Business Use It is essential that any driver who uses his or her own vehicle for work journeys has appropriate motor insurance cover. This must include cover for business use. If the employee is not the registered keeper of the vehicle s/he intends to use for work journeys, s/he must still be insured to drive the vehicle for business purposes. Registration document If the driver is not the registered keeper of the vehicle s/he must be able to demonstrate that they are authorised to use the vehicle. Vehicle Excise Duty Vehicles must display a valid vehicle excise duty (tax) disc on their windscreen. V. Servicing Vehicle manufacturers specify recommended service schedules for their vehicles (e.g. annually or every 10,000 miles). Staff using their own vehicles should be required to ensure their vehicle is serviced according to the manufacturer s specifications, (although not necessarily by the manufacturer s agents) and to produce, on request, the service schedule or other documentation to demonstrate that servicing has been carried out on their vehicle. What safety checks should staff carry out on their vehicle? Staff using their own vehicle for work should carry out weekly checks on it which include: tyres are undamaged, have enough tread depth and are at the correct pressure oil, coolant and windscreen wash levels are correct brakes are working lights and indicators are clean and working windscreen and windows are not damaged there are no signs of vehicle damage washers and wipers are working mirrors are correctly positioned. In addition, they should conduct pre-drive checks to ensure that tyres are properly inflated and undamaged, lights and indicators are working, there is no visible damage to the vehicle body or windows, the washers and wipers are working and the mirrors are correctly positioned. They should check the