A handbook for workplaces OHS in schools A practical guide for school leaders

Transcription

1 A handbook for workplaces OHS in schools A practical guide for school leaders Edition 3 June 2017

2 Contents 1. Introduction 1 2. Developing a systematic approach 2 Why should we put effort into OHS? 2 What does the law require? 2 What are the roles of school leaders and HSRs? 5 Where to start 6 3. Addressing the key risks in schools 9 What are the main risks in schools and how should we deal with them? 9 Injuries associated with manual handling 9 Injuries and illnesses resulting from work-related stress, violence, harassment and bullying 12 Other common hazards and risks Getting more information 18 Sample record of hazard inspection and risk control 19 WorkSafe Victoria is a trading name of the Victorian WorkCover Authority. WorkSafe Victoria The information contained in this publication is protected by copyright. The Victorian WorkCover Authority hereby grants a non-exclusive licence in this publication to the recipient on the condition that it is not disseminated for profit.

3 1. Introduction Health and safety is an issue that affects everyone in Victoria s school communities not only staff and students, but also parents and visitors. This guide is intended to help people with management responsibility for occupational health and safety (OHS) in schools such as principals and assistant principals, and leadership team members responsible for budgets, facilities and purchasing to understand their roles and get started on the challenge to improve the health and safety performance of Victorian schools. The publication is designed to be a simple and practical guide that will help schools improve their OHS performance. It provides information and guidance relevant to all Victorian schools, whether they are government, independent or Catholic. The guide will also be useful for school-based health and safety representatives (HSRs) who represent staff working in schools. It explains the role of the HSR and complements resources HSRs can obtain from WorkSafe and other organisations such as unions, education authorities and approved training organisations. School council or board presidents and members are also encouraged to read this guide and use it in shaping the OHS policies and practices of their schools. Health and safety is not a complex matter that can only be understood by trained specialists or that needs significant financial or other resources to make headway. It can be easily integrated into existing school processes. Commitment from school leaders, consultation with staff, and identifying, prioritising and acting on key issues are the way to make real improvements in OHS in Victoria s schools. Glossary AC Act Accident Compensation Act 1985 CPTED CRT DET DWG HSR Hazard SDS OHS OHS Act OHS Regulations WIRC Act PIN Risk Crime Prevention through Environmental Design Casual relief teacher Department of Education and Training Designated work group Health and safety representative A potential source of harm or injury, the potential to cause injury, illness or disease. Safety data sheet Occupational health and safety Occupational Health and Safety Act 2004 Occupational Health and Safety Regulations 2017 Workplace Injury Rehabilitation and Compensation Act 2013 Provisional Improvement Notice The likelihood of a hazard causing harm to a person. WorkSafe Victoria A handbook for workplaces OHS in schools 1

4 2. Developing a systematic approach Why should we put effort into OHS? Schools are facing increasing expectations and pressures many of which need to be addressed immediately. However, there are good reasons to treat OHS as a core issue for schools. If it is an integral part of school planning, and addressed as part of other school processes, it contributes to the school s goal of providing excellent educational outcomes for students. Improving the school climate It is well known that students perform better in a school whose staff has high motivation and morale. Significant contributors to high motivation and morale among staff are freedom from the risk of physical or psychological pain and disease, such as pain resulting from injuries, joint or muscle pain, back pain, stress, anxiety or depression. Good OHS performance in schools is linked to improved morale, reduced sick leave and improved retention of teachers and other staff. Putting effort into OHS is an excellent way to demonstrate to staff that the leadership team cares about their wellbeing resulting in fewer injuries, greater job satisfaction, increased motivation and better industrial relations, as well as better student performance. Meeting community expectations School communities expect that school leaders will ensure that people who come into the school will go home at the end of the day as healthy as they arrived. Furthermore, schools have a unique opportunity to model healthy and safe workplaces for their students, who are the employers and employees of the future. Reducing costs Improving a school s OHS performance has a direct impact on its budget. Lower sick leave rates reduce the need to engage casual relief teachers (CRT), and better staff retention lowers recruitment and replacement costs. In addition, good OHS performance reduces the risk of public liability claims and has the potential to reduce WorkSafe premiums. Meeting legal obligations The legal requirements in relation to health and safety are set out in the Occupational Health and Safety Act 2004 (OHS Act), the Dangerous Goods Act 1985 (Dangerous Goods Act) various Dangerous Goods Regulations, the Occupational Health and Safety Regulations 2017 (OHS Regulations). All employers have a legal obligation to provide a healthy and safe workplace so far as it is reasonably practicable to do so. This is discussed in the next part of the guide. Schools also have a legal duty of care towards their students. In most cases, establishing a health and safety culture with effective OHS processes will assist in meeting this duty of care. All these factors enforce the need for school leaders to make OHS a part of core business in their school communities. What does the law require? The OHS Act, the Dangerous Goods Act and the OHS Regulations set out the key principles that underpin OHS in Victoria. Understanding these principles is the key to understanding the legal requirements that apply to OHS in Victorian schools. These principles are summarised below: all people employees, students and the general public must be given the highest level of protection against risks to health and safety that is reasonable practicable in the circumstances those who manage or control the workplace are responsible for eliminating or reducing the risks, so far as is reasonably practicable employers should be proactive in promoting health and safety in the workplace information and ideas about risks and how to control them should be shared between employers and employees employees are entitled and should be encouraged to be represented in relation to health and safety issues. WorkSafe Victoria A handbook for workplaces OHS in schools 2

5 2. Developing a systematic approach Duties of employers In line with these principles, the OHS Act imposes duties on the people who control risks in the workplace. In many cases, the actions required to meet these duties can be easily and effectively integrated into the normal processes that are used to run the school. The OHS Act requires employers to provide a healthy and safe working environment for their employees so far as is reasonably practicable. This means that any risks must be eliminated, and those risks which cannot be eliminated must be reduced so far as is reasonably practicable. Reasonably practicable: Regard must be given to the following matters when determining what is (or was at a particular time) reasonably practicable in relation to ensuring health and safety the likelihood of the hazard or risk concerned eventuating the degree of harm that would result if the hazard or risk eventuated what the person concerned knows, or ought reasonably to know, about the hazard or risk and any ways of eliminating or reducing the hazard or risk the availability and suitability of ways to eliminate or reduce the hazard or risk the cost of eliminating or reducing the hazard or risk. While the employer (eg DET, school council/board, parish priest) can assign responsibilities to others in the organisation (such as, in the school context, a principal), the employer cannot delegate its legal duties to its employees and must therefore ensure that it meets its duties under the law. Employees include independent contractors and their employees (such as cleaners and technicians who repair equipment) who enter the school, in relation to things over which the employer has control or would normally have control. The employer must ensure that people who are not employees (such as students, parents and visitors) are protected from risks arising from the employer s undertaking. This duty applies even if the risk arises away from the school, such as on excursions or camps. It ties in directly with the school s duty of care towards its students. The employer must provide information, training, instruction and supervision so that employees can do their work safely and without risks to health. The employer also has various duties under both the Accident Compensation Act 1985 (AC Act) and the Workplace Injury Rehabilitation and Compensation Act 2013 (WIRC Act). Such duties include keeping a register of injuries that occur in the workplace. Consultation with employees The principles outlined in the OHS Act recognise that employees have significant knowledge and expertise about the hazards and risks in the workplace, and can make a significant contribution to improving health and safety. For these reasons, employers must consult with HSRs and employees when dealing with hazards and risks in the workplace. Proactive and regular consultation with employees can help to identify issues in the workplace and build strong commitment to health and safety. Each workplace can agree on consultation arrangements that suit its own culture and existing processes. In addition to consultation via the HSRs and health and safety committees (where they exist), staff may be consulted through staff meetings, individual face-to-face discussions or meetings between the employer and the union representing the employees. In the school environment, consultation about OHS can be easily integrated into the normal process of consultation about other matters. If the employees are represented by HSRs, the consultation must involve those representatives if the matter relates to their designated work group (DWG). This requires: sharing information about the matter with HSRs a reasonable time before it is shared with employees inviting the HSRs to meet and consult about the matter or meeting with the HSRs at their request to consult about the matter giving the HSRs a reasonable opportunity to express their views, and taking those views into account. WorkSafe Victoria A handbook for workplaces OHS in schools 3

6 2. Developing a systematic approach Assisting injured staff members to return to work Employers also have responsibilities under the WIRC Act to return injured staff members to work as soon as possible and prevent a recurrence of their injury. This includes preparing an occupational rehabilitation program, an individual return to work plan for injured staff members and a risk management plan. Details about where further information can be found to assist with returning injured staff members to work is provided at the end of the guide. Incident Notification Under Part 5 of the Occupational Health and Safety Act 2004 employers and self-employed persons have a duty to notify WorkSafe of a notifiable incident which has occurred at a workplace under the employers or self-employed persons management or control. This duty extends to incidents involving students, teachers and members of the public. Notification is required where an incident at a workplace results in: death, or serious injury, or exposure of a person in the immediate vicinity to an immediate health or safety risk. Serious injuries include, but are not limited to, incidents that result in a person requiring: medical treatment within 48 hours of exposure to a substance immediate treatment as an in-patient in a hospital immediate medical treatment for: amputation serious head injury (for example scalping, a penetrating injury to the skull, a fractured skull, loss of consciousness caused by a severe blow to the head or a chemical or hot metal burn to the skull) serious eye injury (for example the loss of sight of an eye, a penetrating injury to an eye, or a chemical or hot metal burn to the eye) separation of skin from underlying tissue (for example de-gloving or scalping) electric shock spinal injury (for example a fracture of the spine with or without any limb weakness or paralysis Muscular injuries are not considered spinal injuries) loss of bodily function (for example a loss of consciousness, loss of movement of a limb or a loss of the sense of smell, taste, sight or hearing or loss of function of an internal organ) serious lacerations (for example one or more deep and/or extensive cuts, tears or wounds to the flesh or tissue). Immediate medical treatment is treatment required without delay. Medical treatment includes operations and the administration of drugs but does not include diagnostic procedures or palliative care. For example in the case of serious lacerations the immediate medical treatment required may include stitching to prevent loss of blood and/or other treatment to prevent loss of bodily function and/or infection. Over time many schools have reported incidents which are not necessary to report to WorkSafe. Before notifying WorkSafe of an incident, school representatives should ensure that the injury suffered meets the definition of a serious injury as outlined above. The following examples can be used as a guide: if a slip, trip or fall occurs that results in a bump to the head and a person seeks immediate medical treatment this would not need to be notified unless the head injury resulted in a serious injury, which includes a serious head injury or requires immediate treatment as an inpatient in a hospital if someone jams their fingers in a door/window or the like and immediate treatment is sought then the incident would only be notifiable if the finger resulted in a serious injury (ie amputation or severe laceration such as the finger becoming almost severed or a laceration is severe enough to require stiches) or the injury requires immediate treatment as an inpatient in a hospital. For more information about what to consider when determining the seriousness of a laceration refer to the Guide to incident notification at worksafe.vic.gov.au Notification is also required where incidents occur that expose a person in the immediate vicinity to an immediate health or safety risk through incidents including: the collapse, overturning, failure or malfunction of, or damage to, plant that is required to be licensed or registered the collapse or failure of an excavation or of any shoring supporting an excavation WorkSafe Victoria A handbook for workplaces OHS in schools 4

7 2. Developing a systematic approach the collapse or partial collapse of a building or structure an implosion, explosion or fire the escape, spillage or leakage of any substance including dangerous goods the fall or release from a height of any plant, substance or object. The immediate vicinity of an incident includes the area in the workplace where the incident occurred. It may also extend to an area beyond that workplace if the nature and extent of the incident exposes a person in that area to a health or safety risk as soon as the incident occurs. What is in the immediate vicinity of an incident will depend on the nature of the incident. For example, the immediate vicinity of a heavy solid object dropped from a height will have a closer immediate vicinity to a quantity of boiling liquid dropped from the same height because the boiling water is more likely to cover a wider area when it lands than the solid object. Risk is the likelihood of injury or illness arising from exposure to any hazard. Immediate risk is where that likelihood is present at the time of the incident occurring. It includes any situation which seriously endangers or threatens the health or safety of a person. Failure to comply with the incident notification and site preservation requirements in the OHS Act can lead to fines (for each offence) of up to: $ 9, for individuals*, or $46, for companies*. *Subject to variation depending on the value of one penalty unit. For information on incident notification, including an explanation of what incident notification provisions are and how to notify WorkSafe, refer to the Guide to incident notification at worksafe.vic.gov.au Duties of employees The OHS Act requires employees to take reasonable care for their own health and safety, as well as the health and safety of other people who may be affected by their work (such as students and other employees). Staff must co- operate with their employer s efforts to comply with its legal duties. This includes co-operating with the employer s system for reporting OHS incidents and hazards. Note: This is a statement of the key duties under the OHS Act. Other duties may also be relevant in particular circumstances. For further information, consult the OHS Act and OHS Regulations or visit the WorkSafe s website at worksafe.vic.gov.au What are the roles of school leaders and HSRs? Role of the members of the school leadership team responsible for OHS In the education sector, the employer may give responsibility for co-ordinating and monitoring OHS to a senior school leader, usually the school principal. This person is responsible for managing OHS in the school within the requirements and guidelines set by the employer. They may allocate responsibilities to other school-based leaders, such as assistant principals, business managers and facility managers. Key leadership responsibilities for OHS include: making decisions on OHS in consultation with the HSR and staff ensuring that risks in the school (eg manual handling, chemicals, equipment) are controlled purchasing safe equipment that does not involve hazards and risks keeping school buildings and grounds safe liaising with building designers to ensure that new buildings and renovations and alterations to existing buildings are designed to provide a safe environment (ie eliminating risks through good design) addressing issues raised by HSRs, and ensuring the welfare of staff members and students. If there are issues that cannot be dealt with at the school level, they should be referred for resolution to the appropriate level of management outside the school. In some cases, the advice of an OHS specialist may be sought. Role of school councils/boards Where they exist and it is part of their role, school councils/ boards, as representatives of school communities, should make policies that commit to ongoing and measurable improvement in the OHS performance of their schools. The school council/board should report to the school community on the school s OHS performance against its targets on at least an annual basis. It should regularly engage with the community in promoting awareness and change in relation to OHS. WorkSafe Victoria A handbook for workplaces OHS in schools 5

8 2. Developing a systematic approach Role of the HSRs The role of HSRs is quite different to the role of school leaders. HSRs are employees elected by staff members in a DWG (a grouping of employees agreed between the employer and employees) to represent them in relation to their health and safety. HSRs are not nominated by the leadership team. As such, an HSR does not have responsibility for managing OHS in the school. There may be more than one HSR in a school, depending on what is agreed between the leadership team and the staff in negotiations to set up DWGs. If there is more than one HSR, generally each HSR s powers are limited to the DWG they represent. Deputy HSRs may be elected to act as an HSR if the HSR is not able to carry out his or her role (eg because he or she has resigned, is sick, is on annual leave, in a meeting or in class). HSRs have powers under the OHS Act to: inspect any part of the school in which members of their DWG work (after giving reasonable notice or immediately if there is an incident or immediate risk) accompany a WorkSafe inspector during a workplace inspection involving their DWG attend interviews on OHS matters between a staff member and an inspector or a member of the leadership team, if the staff member agrees after consulting with the school leader responsible for OHS, issue a Provisional Improvement Notice (PIN) to require that an OHS contravention or suspected contravention be fixed be given the facilities and assistance they need to carry out their role (eg opportunities to consult with members of their DWG, appropriate time release, access to the internet) require the establishment of a health and safety committee, and seek the assistance of any person whenever necessary. In addition, HSRs and deputy HSRs are entitled to paid time off work to attend initial and annual refresher training courses approved by WorkSafe. HSRs are also entitled to paid time off work to attend other WorkSafe approved training courses. By agreement among all the parties, an HSR can represent staff in more than one school. In this case, they will need additional facilities and assistance (including time release) to carry out the expanded role. Displaying the names of people with key OHS roles The names of the members of the school leadership team responsible for OHS and the HSRs should be clearly displayed in a prominent place or be readily accessible to staff in some way. Where to start Getting started on OHS is not difficult. OHS can be easily integrated into existing school processes on matters such as consultation, and staff and student welfare. In this way it will become part of the school s daily routine without requiring significant additional resources. However, it requires a commitment to improve the school s OHS performance and a willingness to consult with staff to make sure the proposed actions deal with the real risks in the school and have the best chance of success. Collegiate groups of schools that are close to each other (for example, an existing network) may decide to work together to improve their OHS performance. The steps set out below can easily be adapted for a group of schools that is sharing its OHS skills and resources. There are five simple steps that school leaders with responsibility for OHS should take to get started. These are outlined below. 1. Demonstrate commitment Stating a commitment to the health and safety of staff members is a good way to start. However, like any other aspect of leading a complex school community, it needs to be followed through with actions. Ways to demonstrate commitment to OHS in your school include the following: Develop an OHS policy This can be a simple document that sets out the school s commitment to work with staff to improve the health and safety of the school environment. It should be integrated into the school s main policy statements that are available to staff and the public. Staff and the HSR should be given an opportunity to comment on the policy before it is finalised. To be most effective the policy should reflect the culture, leadership structure and risks at the school. It should be posted in a prominent place and reviewed regularly. Related procedures, such as how OHS issues that arise in the school will be resolved, should also be developed and documented. WorkSafe Victoria A handbook for workplaces OHS in schools 6

9 2. Developing a systematic approach Allocate management responsibility for OHS OHS responsibilities should be allocated to leaders as appropriate in the school structure and culture, eg to assistant principals, facility managers and others. However, the OHS legal duties of an employer cannot be delegated to a manager or other employee. A person who represents the employer in resolving OHS issues in the school must have an appropriate level of seniority and competency to act in this role. OHS training specifically designed for senior managers is a good way to gain the necessary competency. While one person (such as the principal) may be allocated overall responsibility for co-ordinating OHS in the school, OHS should not be seen as just one person s responsibility. Accountability for OHS should be allocated in the same way as other responsibilities in the school. They should be included in all nominated leaders position descriptions and assessed as part of their performance reviews. Establish a good relationship with the HSRs The HSRs represent staff on OHS, and must undertake WorkSafe approved OHS training. A co-operative relationship between the leadership team and the Relevant documents and records HSRs will ensure that risks in the school can be tackled comprehensively and constructively. It is a relationship worth investing time in. If there is no HSR in the school, staff should be encouraged to elect one or more (along with deputy HSRs) to represent them. Set up a process for regularly consulting with staff This can be achieved in a number of ways and is best integrated with staff consultation on other issues. Some schools establish a dedicated OHS committee, while others make OHS an agenda item in staff meetings. The HSRs must be consulted when determining the consultation arrangements for OHS and they must always be involved in consultation on OHS issues. Staff meetings provide a good forum for consultation on OHS, including alerting staff to hazards, seeking their ideas on options to control risks and reporting progress on risk control plans. Just as importantly, encouraging staff to raise OHS issues in meetings (and reporting back on how it is proposed to deal with each issue) demonstrates commitment and openness. Each school needs to consider which meetings are most appropriate for consultation on OHS and how frequently it should be put on the agenda of those meetings. A balance will need to be drawn between giving everyone an opportunity to raise issues and not overburdening staff who attend a number of meetings during the school week. Meetings where it may be appropriate to include OHS on the agenda (in addition to the health and safety committee) include leadership meetings, administrative committee meetings, curriculum-related meetings, year level coordinators meetings and staff welfare committee meetings. Agenda items should be set in consultation with the HSR and should always include feedback on issues raised at previous meetings. The needs of both teaching and non-teaching staff should be considered. OHS consultation should be considered each time the school reviews its general consultation arrangements. The consultation arrangements should be documented. 2. Gather information about hazards A hazard is a potential source of physical or psychological harm or injury. There are many simple ways of gathering information about the hazards that exist in the school environment. These include: carrying out hazard inspections or walk around audits reviewing easily accessible information, such as incident reports, a WorkSafe Injury Insurance Claim (WorkSafe claim), sick leave records, the first aid register, the injury register and records of employee assistance programs issuing a hazard survey to staff and students, and reviewing data from staff opinion surveys. A program of regular inspections or walk around audits is a good way to identify physical hazards in the school. These inspections should be carried out on a regular basis, at a minimum once a term. They should also be carried out after: an OHS incident changes in the way work is done changes in work procedures, and changes in the layout or design of a work area. Depending on the size and leadership structure of the school, the inspections could be carried out on the basis of a building complex, mini-school, campus or the entire school. The HSRs should be invited to participate in the inspections. Hazards affecting both teaching and non- teaching staff must be considered. The findings of the inspections should be recorded. The Getting more information part of this guide provides a simple template for recording the results. Some school sector employers already have more sophisticated ways of recording the identified hazards, including computer-based WorkSafe Victoria A handbook for workplaces OHS in schools 7

10 2. Developing a systematic approach databases. These are also an excellent way of recording the results of hazard inspections. 3. Develop and implement an action plan to deal with risks Once the physical and psychological hazards in the school are identified, the next step is to decide which of them pose risks to health and safety, and develop an action plan to address those. A risk is a likelihood that harm or injury will actually result from a hazard. Specific school leaders should be assigned responsibility for the actions that are required. The action plan should be set out in a simple document. The template in the Getting more information part of this guide can be used for recording the actions planned to deal with risks, the responsibilities for these actions and when they have been completed. School leaders must first consider risk controls that eliminate the risk altogether. Other types of controls must only be used if it is not reasonably practicable to eliminate the risk. Controls that make the school and the work intrinsically safe (rather than controls that rely on individuals doing the right thing) should always be implemented if reasonably practicable to do so. In some instance lower level controls may be used if high level controls cannot control the risk so far as is reasonably practicable. The OHS Act requires consultation with staff and HSRs about the implementation of measures to deal with risks. Staff can be consulted in staff meetings (refer to Demonstrate commitment on page 6) or any other way that is agreed in the school. In many cases, solutions will be simple and inexpensive to implement. In other situations, the solutions will need to be budgeted. It is a good idea to develop the plan before budgeting proposals are finalised so that any necessary expenditure can be included in the school budget. 4. Make sure staff have the information, training, instruction and supervision they need to work safely Staff need information and training so that they can work safely and without risks to health. The information and training should cover the hazards and risks in the school environment, the consultation and representation arrangements in the school, and the measures that are in place to control risks. New staff should be given OHS information and training before they start work in the school. It should also be provided when staff are allocated a new activity or task. Information and training can be easily integrated into the school s processes for inducting new staff and allocating work. School leaders must also make sure that staff are supervised appropriately so that they are able to work safely and follow the OHS procedures in place in the school. 5. Monitor and evaluate progress As with any other issue that has to be managed in the complex school environment, progress in implementing the action plan for addressing OHS risks should be regularly monitored and evaluated. A good time to do this would be immediately before the next round of hazard inspections, but it may need to be done more frequently to ensure that progress is being made to control risks. The following indicators may be useful to measure progress in improving the school s OHS performance over time: the number of injuries, illnesses, near misses, sick leave days and WorkSafe claims reported the number of issues raised by HSRs and staff, and addressed the number of hazard inspections conducted, and follow-up actions taken the number of staff trained in OHS the number of HSRs elected the number of HSRs who have attended initial and annual refresher training, and issues raised by WorkSafe inspectors, including any compliance notices issued. Results of the evaluations should be documented and reflected in the performance reviews of the leaders who have been allocated responsibility for implementing the agreed actions. The process for addressing school-based hazards and risks is set out in the diagram below. Consult with HSRs and staff Carry out hazard inspections Control risks (in consultation) Review and monitor progress (in consultation) WorkSafe Victoria A handbook for workplaces OHS in schools 8

11 3. Addressing the key risks in schools What are the main risks in schools and how should we deal with them? WorkSafe uses claim statistics to determine the most common injuries that occur to staff in the education sector. The most common types of injuries and illnesses in schools can be summarised as psychological injuries and illnesses, and injuries resulting from manual handling and slips, trips and falls. This section examines each of these injury types and suggests solutions that can be implemented. Many other types of injuries and illnesses can occur in the school environment. Risks arising in the school environment should be addressed in a systematic way. This guide will assist in doing this and will provide direction on the hierarchy of control methodology. Providing information and training to staff about the risks that are present in the school environment and the measures that are being implemented to control them is an essential part of the systematic approach Some types of injuries and outcomes that can result from hazardous manual handling are: muscle sprains and strains back injuries soft-tissue injuries to the wrists, arms, shoulders, neck or legs abdominal hernias, and chronic pain. Injuries associated with manual handling Manual handling means using the body to exert force to handle, support or restrain any object, including people. It includes lifting, pushing, pulling, holding, lowering, throwing, carrying, typing, cleaning and using tools. The term is not limited to handling heavy objects. Stacking photocopying paper on a shelf, carrying a laptop computer, moving sporting equipment, assisting or restraining a student with special needs, moving maintenance equipment in the school grounds and even using a keyboard are all examples of manual handling. In the school environment, manual handling may lead to injury (ie becomes hazardous manual handling) when it involves: repetitive or sustained application of force, awkward postures or movements tasks that people would find difficult due to the degree of force required manual handling of students, for example in special schools, and manual handling of unstable objects that are difficult to grasp or hold. WorkSafe Victoria A handbook for workplaces OHS in schools 9

12 3. Addressing the key risks in schools The table below sets out some common tasks in schools that involve hazardous manual handling and some effective ways of controlling the risk of injury. Staff must be consulted in determining the control measures to be used. Risk Likelihood of injury resulting from moving heavy/large/ awkward equipment, teaching tools or materials such as televisions, other audiovisual equipment, class sets, chairs, tables and building materials. Likelihood of injury resulting from handling heavy or awkward equipment such as sporting equipment and air conditioners, and hitching and unhitching trailers. Likelihood of injury resulting from hanging objects/displays/projects at a height in buildings and classrooms. Likelihood of injury resulting from computer-based or written tasks which are done continuously for more than 30 minutes or a total of two hours in the day (for example preparation or report-writing) Examples of risk controls equipment is permanently available in each room or area where it is needed equipment is stored permanently on suitable trolleys close to where it is required, and it is easy to move the trolleys to the classroom, maintenance workshop, etc (smooth flooring, no steps or steep ramps) equipment is suitably mounted and restrained on the trolleys smaller size and weight equipment and materials are purchased. the need to move equipment frequently is eliminated through planning and timetabling alternatives to heavy or awkward equipment are used there is adequate storage, with the heavy and more frequently handled items stored between knee and shoulder height equipment can be transported without applying high force (for example using trolleys and cages with castors selected for the terrain) trailers are fitted with suitable jockey wheels and suitable chocks are provided small trolleys are provided for transporting laptop computers and books to classrooms staff are trained to avoid risks (for example in loading laptops into car boots). pulley systems are in place to hang objects or displays display boards for lightweight objects are easily accessible, and work is displayed within the staff member s arm reach staff use a suitable stepladder to hang objects and displays. suitable adjustable chairs are provided for all workstations where computer or written work is done suitable desks are provided at each workstation screens are clear and free of glare the workplace design encourages staff to move by locating printers at a distance from the workstations where laptop computers are being used, a height adjuster for the keyboard, mouse and monitor is provided. WorkSafe Victoria A handbook for workplaces OHS in schools 10

13 3. Addressing the key risks in schools Risk Likelihood of injury resulting from sitting on damaged chairs. Likelihood of injury resulting from moving and storing boxes (for example in archives or general storage rooms). Likelihood of injury arising from hazardous ways of handling and accessing materials in classrooms, technology areas, staff rooms, storage areas, maintenance sheds, facilities sheds, etc. Examples of risk controls all damaged chairs are immediately removed, tagged and replaced or fixed. double handling is eliminated by ensuring safe access and direct delivery of items only boxes and cartons with lower weights are moved and stored trolleys are provided and readily available storage and shelving systems are installed. just in time purchasing procedures are used to minimise demands on storage areas trolleys are used where practical items that are heavy or commonly accessed are stored at waist height storage areas are designed to reduce turns and distances that need to be crossed regular storage audits are undertaken to ensure materials that are not needed are removed to free up space for safer access adequate storage is provided and used. WorkSafe Victoria A handbook for workplaces OHS in schools 11

14 3. Addressing the key risks in schools Injuries and illnesses resulting from workrelated stress, violence, harassment and bullying Risks to psychological and physical health can result from work-related stress, violence, harassment and bullying. Some of the risk factors in the school environment that may lead to harm include: lack of control over workload and work demands (such as pressure to work long hours and timetabling issues) challenging behaviour of students, parents or colleagues bullying and workplace violence poor leadership skills poor communication lack of clarity around roles, processes and procedures perceptions that processes, such as promotion processes, are not procedurally fair concerns about career development, social status and pay, and conflicting demands of home and school. The injuries, illnesses and other impacts that can result include: psychological distress emotional exhaustion physical health symptoms taking frequent sick leave a sense of low morale and a low level of engagement with work deteriorating work performance, and an intention to resign from work. It is important to focus attention on the risk factors that can actually be addressed at the school level. If there are issues that cannot be raised or dealt with at the school level, they should be referred for resolution to the appropriate level of management outside the school. A key to tackling work-related stress, violence, harassment and bullying and associated health outcomes is consultation and open communication. Suggested topics for consultation with staff are: circumstances when the risk factors listed above occur how often and over what period they occur (to determine whether risk builds over time) what actions or behaviours are linked to the risk factors, and possible solutions and controls. All hazards that are identified through consultation should be investigated further. There should be a record of the outcome of these discussions made available to all staff. Depending on the outcome of the first discussion, it may be appropriate to agree that a smaller group of staff will continue the discussion at a suitable time, then report back to the leadership team, colleagues and HSRs. Through consultation with staff and the HSRs, the most suitable means to address the identified risk factors can be agreed and acted upon. The below table below sets out some ways of controlling the risks of injury and illness arising from work-related stress, violence, harassment and bullying. The most suitable and reasonably practicable controls for the school environment and how and when they are applied should be the subject of consultation. The agreed measures and timeline should be recorded in the form of an action plan for dealing with these risks. As with any other OHS plan, it should show who is responsible for actions and be regularly reviewed and evaluated. WorkSafe Victoria A handbook for workplaces OHS in schools 12

15 3. Addressing the key risks in schools Risk of injury/illness arising from Organisational culture. Interpersonal relationships at work. Physical work environment. Examples of risk controls building a leadership structure that engages, supports and motivates staff building leadership and management skills improving consultation and communication between leaders and staff providing clear educational and other objectives for the school making sure that job roles and accountabilities are clearly defined so everyone knows what is expected of them role clarity and performance review developing clear school policies on issues such as mobile phone use by students, and making sure they are consistently applied providing support for staff to do their work (eg mentoring system, employee assistance program) providing career options and professional development opportunities and other training for staff where possible providing flexibility in timetabling where possible for staff with conflicting home and school requirements. developing and implementing policies to deal with bullying and occupational violence implementing issue resolution (grievance) processes for staff and parents specific training for managers and supervisors on how to manage workplace behaviours and when to directly intervene timely investigation into a bullying complaint in line with principles of natural justice. ensuring staff have a well-designed work environment providing the equipment, facilities and technology needed to help them achieve excellent educational outcomes ensuring that security arrangements at the school are appropriate (eg incorporating CPTED principles) ensuring that OHS is considered when designing new buildings and modifying or refurbishing existing ones WorkSafe Victoria A handbook for workplaces OHS in schools 13

16 3. Addressing the key risks in schools Risk of injury/illness arising from The way work is managed. Inadequate information, instruction or training. Examples of risk controls allocating duties to staff members on the basis of their skills and interests making sure there is a clear and effective process for replacing teachers on sick leave, professional development, etc (eg giving adequate notice of extras, engaging CRTs) ensuring that the school timetable gives teachers a spread of teaching periods, yard duty and non-student contact time across the working week involving staff in decisions about their work and giving them opportunities to have as much input and control ensuring there are adequate meetings at appropriate levels (all staff, year levels, mini-schools, etc) so that there is good communication within teams. having a formal induction process for all staff, including CRTs and school service officers, as well as volunteers giving staff members information about the school s OHS procedures (including processes for reporting hazards and incidents, who to go to about an OHS issue and who the HSRs are) and the roles of the leadership team members responsible for OHS, HSRs and staff giving staff members, parents and students clear information about the school s expectation, including enrolment, discipline and transfer procedures providing relevant OHS training, instructions, information and supervision. WorkSafe Victoria A handbook for workplaces OHS in schools 14

17 3. Addressing the key risks in schools Injuries resulting from slips, trips and falls Slips, trips and falls in the school environment can result in a wide range of injuries, including: fractures of the forearm and wrist from breaking a fall, falling on uneven ground, slipping on wet floors or being knocked over muscle stress from kneeling, slipping on wet floors, tripping on uneven ground or damaged flooring traumatic joint or muscle injury from falling during physical activity, slipping on wet or uneven surfaces, or tripping over objects. The main causes of slips, trips and falls are set out below. They form a useful guide when carrying out a health and safety inspection. In many cases, risks can be eliminated through good design when a school building is being constructed or refurbished. Elimination of risks is the most effective way to control them The next table sets out some ways in which the risk of slips, trips and falls in the school environment can be controlled. Flooring Stairs Roofs Housekeeping Human factors Environment Cleaning Unsuitable, slippery, dirty, not correctly fitted, not maintained, changes of level that are not highlighted. Low visibility, no suitable handrail, steps of uneven height, steps of varying width, poorly maintained covering or surfaces. Retrieving balls from roofs. No suitable walkway through work areas, such as staff rooms, maintenance sheds or storage areas, trailing wires, obstructions, untidy floors around work stations, inadequate storage space, not enough rubbish bins. Wearing inappropriate footwear, students and staff rushing about, carrying large objects, becoming distracted while walking (for example using a mobile phone). Light on a shiny floor causing glare, too little light, rainwater or condensation getting onto flooring, spills. Damp floors after cleaning, trailing wires from a vacuum cleaner or buffing machine. WorkSafe Victoria A handbook for workplaces OHS in schools 15

18 3. Addressing the key risks in schools The next table sets out some ways in which the risk of slips, trips and falls in the school environment can be controlled. Risk Likelihood of injury arising from slips, trips and falls on stairs and steps. Likelihood of injury arising from slips in the general environment. Likelihood of injury arising from trips in the general environment. Likelihood of injury arising from falls from roofs. Examples of risk controls stairs are not slippery (for example non-slip bull-nose finish) and the surfaces are well maintained the nosing and/or tread is well defined visually (eg good lighting, bright strips) there are no isolated low steps which could be a trip hazard sturdy handrails are provided on all steps and stairs. there is a slip-resistant floor surface in areas where water or grease can create a slip hazard there are slip-resistant strips on any other hazardous walking surfaces suitable mats are placed at entrances to buildings and sheds outdoor surfaces are free of leaves, mud, clippings, paper, gravel, moss and slime spills are managed immediately, for example hazard warning signs are posted in the area of the spill and spills are cleaned up immediately the location of power points avoids the need for electrical cables on the floor. floor and doormats and carpets remain firmly in place there are no low obstacles (eg there are adequate storage racks for bikes, aisles and passageways are always uncluttered, lockers, desks and shelves are provided for storage of personal items) footpaths and garden edging are properly maintained surfaces do not have trip hazards, such as potholes. the gradient of roofs allows balls to fall back to ground level without needing to be retrieved balls are only retrieved from roofs by designated staff members who have been trained, using suitable equipment, such as extended-handle ball retrievers skylights are guarded WorkSafe Victoria A handbook for workplaces OHS in schools 16

19 3. Addressing the key risks in schools Other common hazards and risks Apart from the hazards and risks covered in the previous sections, a number of others can cause injury and illness in schools. The ones listed below are examples only. Plant and equipment Plant and equipment in the technology rooms, science rooms, maintenance sheds, facility sheds and other parts of the school pose significant risks of injury (such as open wounds, amputations, lacerations and burns). Wherever it is reasonably practicable, plant and equipment that has a lower level of risk must be used. If there is still some risk associated with the plant and equipment, physical controls, such as machine guarding and personal protective equipment, must be used to reduce the risk. Hazardous substances and dangerous goods Hazardous substances are substances that have the potential harm human health. In the school environment they include chemicals used in science rooms, technology rooms, art rooms and swimming pools, as well as cleaning agents. Any risk associated with hazardous substances must so far as is reasonably practicable be eliminated. If it is not reasonably practicable to eliminate the risks associated with the substance, other control methods should be implemented, so far as is reasonably practicable: substituting the substance with a less hazardous substance or less hazardous form of the substance isolating people from the source of exposure to the hazardous substance using engineering controls. If it is not reasonable practicable to use the above risk controls then administrative risk controls such as systems of work should be implemented and if this is not reasonably practicable personal protective equipment, must be used. A register must be kept of all the hazardous substances in the school, and safety data sheets (SDS) must be obtained and be available for each hazardous substance. Dangerous goods are substances that can cause injury or death and can also seriously damage property and the environment. Petrol, LPG, pesticides and acids are common dangerous goods that may be found in the school environment. Risks associated with dangerous goods must be eliminated or reduced as far as practicable. School excursions and camps The obligation to protect the health and safety of staff and students extends to activities away from school, such as school excursions and camps. An assessment of the risks that may arise from any proposed excursion or camp should be prepared well in advance. The assessment should cover any foreseeable hazards and risks, and set out the ways in which the risks will be managed (including the supervision arrangements). The template in the Getting more information section of this guide can be used for this purpose. Health and safety of contractors The health and safety of independent contractors and their employees (such as cleaners, CRTs, tradespersons and grounds contractors) must be protected in the same way as that of any other staff to the extent that the hazards and risks are under the control of the school. Responsibilities for health and safety should be clarified with the contractor before any work commences. If the contractor is a self- employed person, the school will usually have the duty to protect his or her health and safety. Where the employees of an agency (such as a teacher/ staff supply agency) are engaged to work at a school, responsibility for the health and safety of those employees is shared between the agency and the school. OHS responsibilities should be established in the contractual arrangements between them. WorkSafe Victoria A handbook for workplaces OHS in schools 17