CRYSTAL GARDENS PRIMARY SCHOOL

CHILD PROTECTION POLICY

 

INDEX TO SECTIONS:
 
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What is child abuse?
Who is an abuser ?
Where does abuse happen?
Signs and symptons of child abuse: information for schools
Some behavioural and other signs (not ranked)
Supporting Pupils Who Have Been Abused/Witness Abuse:
Supporting Staff Who Have Become Involved in a Child Protection Matter:
Anti – bullying policy
Confidentiality Policy
Equal Opportunities Policy
Behaviour and Discipline Policy
Child Exclusion Policy
Complaints Procedure
Health Protection Policy
Health and Safety Policy
Visits and Outings
 
 Idea for index?

 

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The primary goal of this policy is to establish a safe environment in which all pupils can learn with confidence and thrive.

This policy is designed to enable teachers, current and new, voluntary staff and ancillary staff to identify child abuse and to follow a procedure in the event of suspected child abuse / a disclosure of child abuse.

This policy is designed to raise awareness of Child Protection issues in order that pupils of Crystal Gardens Primary School are suitably equipped with the skills to keep them safe and to support them, in the event of abuse, in line with an agreed child protection plan.

Responsibility:

The Head teacher will oversee CP arrangements and have overall responsibility for safeguarding children as the Named Child Protection lead in school

The Head teacher will ensure every member of staff, permanent and temporary, volunteers and regular visitors are aware of the contents of this policy.

The Head teacher will ensure this policy is part of the school’s induction programme and will ensure every member of staff undertakes relevant in-house ‘Safeguarding Children’ training from the BSCB at three yearly intervals.

The Head teacher will take the lead role in referring cases of suspected abuse.

WHAT IS CHILD ABUSE?

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  1. Physical abuse. This is where physical harm is caused (or is likely to be caused) to a child as a result of direct actions including hitting, shaking, throwing, burning, scalding, biting, suffocation etc.
    Signs
    Unexplained injuries or burns, particularly if they are recurrent
    Improbable excuses given to explain injuries.
    Untreated injuries.
    Bald patches.
    Withdrawal from physical contact.
    Flinching.
    Arms and legs kept covered in hot weather.
    Fear of returning home.
    Fear of medical help.
    Running away
    Self destruction tendencies.
    Aggression towards others.

     

  2. Sexual abuse. Forcing or enticing a young person to take part in sexual activity – whether or not the child is aware of what is happening. This can include inappropriate touching, exhibitionism, and any involvement in pornographic activity.
    Signs
    Few or no friends.
    Unable to stay awake at school.
    Inappropriate play with dolls and peer groups.
    Low self esteem.
    Having more money than normal.(bribes)

     

  3. Emotional abuse. The persistent emotional ill treatment of a child. This involves persistent criticism, bullying, harassment, ridiculing, belittling, frightening or over-protection.
    Signs
    Physical, mental and emotional development lags.
    Over reaction to mistakes.
    Continual self depreciation
    Running away
    Sudden speech disorders
    Fear of new situations.
    Fear of parents being contacted.

     

  4. Neglect. The persistent failure to meet a child’s basic needs.
    Signs:
    Constant hunger
    Poor personal hygiene
    Constant tiredness
    Poor state of clothing
    Low self esteem
    Untreated problems

     

WHO IS AN ABUSER ?

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WHERE DOES ABUSE HAPPEN?

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POLICY / PROCEDURE

IN THE EVENT OF A DISCLOSURE OF ABUSE

SIGNS AND SYMPTONS OF CHILD ABUSE:
INFORMATION FOR SCHOOLS

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It is important to remember that very few signs and symptoms are in themselves conclusive evidence that a child has been or is being abused. Most of the signs given could have acceptable explanations, i.e. there are lots of reasons why children have nightmares or why they suddenly start wetting themselves at school. Most teachers already have a range of possible explanations for concerns they have about individual children; explanations gathered through the experience of working with children and their families. What we ask is that abuse be included in the range of possibilities when concerns are raised about individual children. Be alert to explanations, which do not seem to fit the circumstances and behaviour that is usual for that particular child. Signs are more significant in clusters, i.e. a child may have repeated urinary tract infections, but may also produce sexualised drawings, use sexual language and be disruptive in the classroom.

It is equally important to remember that where one sign/ symptom is picked up at school in an individual child, a health visitor or other school may be concerned about a younger or older sibling. Education’s procedures start at ‘If in doubt, act, and we encourage teachers to share their information with Social Services by contacting the Child Protection Unit’.

The following list should not then be viewed as a checklist, but should help to act as a reminder that where we see these signs or symptoms in children, child abuse should be within our range of possible causes.

SOME BEHAVIOURAL AND OTHER SIGNS (NOT RANKED)

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As a final note, some children who are abused do not give out any recognisable signs and the risk for them, when they start talking about abuse, is that people will not be able to believe because they have no other indicators to backup what the child is saying. Children who talk about being abused must always be taken seriously and procedures must always be activated. Research repeatedly shows that children rarely lie about abuse.

Supporting Pupils Who Have Been Abused/Witness Abuse:

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Crystal Gardens Primary School will endeavour to support the pupil through:

1. The content of the curriculum;
2. The school ethos, which promotes a positive, secure and supportive environment, giving pupils a real sense of belonging and being valued;
3. The school’s behaviour policy;
4. Liaising with appropriate agencies involved in safeguarding children;
5. Notifying the BSCB/Social Services if there is a significant concern;
6. Providing continued support in the event that the pupil should leave Crystal Gardens Primary School and join a new school, by forwarding under confidential cover appropriate information to the DSMS/HT of the new school


Supporting Staff Who Have Become Involved in a Child Protection Matter:

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Crystal Gardens Primary School will endeavour to support the staff member through:

1. Providing an opportunity to talk through anxieties with the DSMS;
2. Seeking further support as appropriate.

Review: This policy will be reviewed annually and updated in accordance with current legislation by the Trusteeship Board.

CRYSTAL GARDENS PRIMARY SCHOOL


ANTI – BULLYING POLICY

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Bullying at school can have a profound effect on children’s lives and can have a lasting effect on them into adulthood. It can undermine their self-esteem and self-confidence and often result in them becoming bullies themselves. The policy on Anti-Bullying has been drawn up within the school’s ethos of promoting positive behaviour.

Aims

To create within our school community, an atmosphere/ethos of trust, which values, respects and protects the rights of each of its members to be within a safe and secure environment


To develop within the ethos and curriculum of our school, attitudes, skills and activities which will prevent all aspects of bullying.

To foster trust among members of the school community so that bullying incidents can be reported, discussed and dealt with appropriately.

To encourage and foster active parental support in achieving those aims.

To follow the guidance laid down in the DfES Anti-bullying policy.

Definition

Bullying is a deliberately hurtful act; can be isolated but is often repeated over a long period of time; difficult for victims to defend themselves against; and can take various forms as listed below:

Hitting, kicking, punching, damaging or stealing property, ‘ganging’ up on people, name calling, insulting, threatening, shouting/swearing, spreading nasty stories, exclusion from social groups, subject to malicious rumour, forcing someone to do something they do not wish to do, isolating someone, sending offensive/threatening texts or e-mails.

 

Prevention/Implementation

At Crystal Gardens Primary School as part of our strategy for promoting positive behaviour we look at attitudes, skills and activities which will prevent bullying.

Raising Pupil Awareness

Activities through which this can be developed:
Playing games, role play, stories, poems, poster campaigns, writing, circle times, whole school assemblies, and group tutorials.

The children share experiences, think of other peoples’ feelings, share opinions, explore difficult feelings, put themselves in other peoples shoes, develop self respect, assertiveness, co-operation and independence. Whole school assemblies are held to raise bullying awareness.

Practical Advice to share with pupils- A separate sheet for pupils is attached to this policy. (Appendix 1). This explains to the children what to do if they are bullied and contains a simpler version of bullying definitions.

Raising Teacher Awareness:

Signs which may indicate bullying:
The child may:
Be unwilling to come to school, begin to do poorly in school work, become withdrawn, start acting out of character, by for example hitting other children, develop stomach aches or headaches, have a cut or bruise after playtimes.

Practical Advice for Parents:

Encourage your child to talk about what has been going on in school, and talk through any minor incidents calmly to ascertain what has happened.
Inform the school immediately if you feel there may be a bullying problem.
Encourage your child to tell a teacher or the playground supervisors if they or any of their friends are experiencing difficulty in or out of school.
Watch out for signs of stress in your child – headaches, sore stomachs, reluctance to come to school – they can be indications that all is not well.
Investigate if toys/money starts to go missing.
Take an active interest in friendships and out-of-school activities.
Supervise situations where bullying may occur, e.g. walking to and from school.
Avoid unsupervised exposure to violence on television/video/computer games. Spend some time discussing the different forms of violence – reality versus fantasy.

How to deal with bullying:

The following procedures are followed when investigating an allegation of bullying in order to ensure consistency across the school.

The bully, the victim or target and any bystander will be interviewed individually. Support will be given to the victim or target and to the bully to identify the negative behaviour, a preferred behaviour and any triggers leading to repeated bullying.

Accurate records of incidents will be entered in on individual pupil’s Pupil Incident Reports file. It is essential to follow up after an incident to check the bully has not started again. This will be done within two weeks and again within the following term. Bullying can be very persistent and may recur. If pupils expect follow up, they are unlikely to start bullying again.

If the bullying incidents reveal a pattern of repeated behaviour parents will be invited to school to discuss the situation and find strategies to support their child. Tougher measures include: removal from class, withdrawal of privileges, detention, fixed period exclusion, permanent exclusion. See below:

Procedure to be followed as below:

Incident
Incident is recorded on all individual files as well as in the year incident file,
Second incident
Involving either victim or bully: parents informed and invited in to discuss the issues
Third incident
Formal warning given to bully (ies) and internal exclusion follows, etc.parents informed, appointment to see the school.
Subsequent incidents
Head’s Exclusion

 

Monitoring/Evaluation

Regular reminders that the policy is in place will be given by members of staff through informal discussion, assemblies, newsletters, and letters to parents and staff meetings.
Incidents of bullying will be monitored and the school’s anti-bullying strategies constantly reviewed to ensure effectiveness.
The policy will be reviewed regularly through consultation with pupils, parents and teaching staff.

 

CRYSTAL GARDENS PRIMARY SCHOOL

Confidentiality Policy

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Statement of intent

It is our intention to respect the privacy of children and their parents and carers, while ensuring that they access high quality school care and education

Aim

We aim to ensure that all parents and carers can share their information in the confidence that it will only be used to enhance the welfare of their children.

Methods

To ensure that all those using – and working in – the school can do so with confidence, we respect confidentiality in the following ways:

All the undertakings above are subject to the paramount commitment of the school, which is to the safety and well-being of the child. Please see also our policy on child protection.

CRYSTAL GARDENS PRIMARY SCHOOL

Equal Opportunities Policy

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At Crystal Gardens Primary School, we aim to provide equality of opportunity for all children whatever their age, ability, gender, race, religion or background.

Aims

Our school aims to be an inclusive school, where equality of opportunity is a reality for all our children and for our staff.

The Mission Statement and school ethos underpin our commitment to equality.
Implementation


Our school provides equality of opportunity to all groups:

 

Staff

Teachers ensure that children

The Principals role

Crystal Gardens Primary School is proud of its image within the community and works hard to create a multicultural and anti-racist environment. We actively promote equality for all and hope that this is reflected in the ethos of the school.

Parents, guardians and staff take responsibility for and ownership of the approved policy document and will ensure its implementation in school. The policy will be reviewed and monitored on a regular basis.

 

CRYSTAL GARDENS PRIMARY SCHOOL

Behaviour and Discipline Policy

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RATIONALE

All pupils have the right to learn without the concern of it being disrupted by others. All pupils have the right to travel to and from school, and to have their time at school, free of physical or emotional harm.
To achieve this, the school needs to have a clearly set out policy regarding discipline, which is understood by all those who are involved in and with the school. The purpose of this policy is to set out a clear, understandable discipline structure within which children and adults work in school. We base our policy on the principle of respect - for all adults and children in school, and on respect for property. We aim to encourage parents and carers to be involved in helping the school ensure good behaviour by all pupils.

AIMS

We wish to promote an atmosphere about school, which is conductive to effective teaching and learning. We would want everybody in school to be:

These three words will be the criteria by which we test the effectiveness of the policy.

GUIDELINES

Expectations


We recognise that most children, most of the time are well behaved and work hard. We believe that good discipline is the responsibility of all who are involved in the school. We aim to bring in positive changes through the rules that we use. In order to do this, we expect that pupils will need to be taught what these codes of conduct mean, and about the behaviour that is associated with them. Once taught, then it will need to be rehearsed, allowing the children to assimilate the good practice. This process will happen quicker and in a much more relaxed fashion if the children are repeatedly encouraged. All informal contact contributes to good behaviour. To control that behaviour we need to take the initiative at every opportunity. Staff can do this by:

To ensure that we can achieve these standards the school should adapt its practices and systems to ensure they dont stand in the way.

RULES

The whole ethos of the school is based on the "Golden Rules"


Classes should also have their own rules, negotiated between pupil and teacher, and these will compliment and reinforce the school*s aims for behaviour. They will be displayed in the classroom. However the following rights are not negotiable:

• the teacher*s right to teach.
• every child*s right to learn.
• every member of the school community*s right to safety.
• every member of the school community*s right to dignity and respect.

The following additional rules will apply to all areas of the school outside classrooms:

PROBLEMS

Problems will always occur however effective the behaviour policy proves to be. Problems are caused by children who forget rules, by children who deliberately flaunt the rules, or by those who are learning and testing the boundaries of acceptable behaviour. In order to be effective, we will have to tackle each of these deviations, but our reaction may depend on the reason the problem has occurred.

DEALING WITH PROBLEMS

REWARDS

In order to encourage good behaviour, and to promote self-esteem within pupils, we should have a good system of rewards and praise.

Verbal

Extrinsic

Merits are awarded for good behaviour Class teachers choose merit schemes that they feel are appropriate to their class.
Children may be awarded prizes and certificates in recognition of outstanding behaviour.


Examples of good behaviour is mentioned during weekly assembly.
Children are given jobs. (monitors)
Generally we should try to praise children twice as often as e censure them. Try to catch a sinner being good and praise them.

SANCTIONS

In order to maintain a high standard of good behaviour we will need a system of appropriate sanctions. These are used to register disapproval of unacceptable behaviour, and as a last resort, to protect the necessary authority of teachers and the stability and security of the school community. Always be surprised and disappointed when a child transgresses and refer them to the Golden Rule which has been broken.

MINOR INFRINGEMENTS

MORE SERIOUS/PERSISTENT

Every child will be issued with a behaviour card with room for 10 signatures. A child would receive a signature for serious breaches of behaviour such as:

The cards will be kept by the class teacher and other members of staff (teaching and non teaching) should request these when an incident occurs. If a child receives 3 signatures on their card a letter will be sent home with a copy of the card. If a child has 10 signatures on his sheet then the parents will be asked to come into school and an action plan will be drawn up with targets and rewards agreed. There will be a clean slate every term. This system will be available to ALL staff including auxiliaries and ancillary staff.

In extreme circumstances where a serious incident occurs, the Headteacher should be sent for immediately.

Notes will be taken at all meetings and of all incidents, and a copy placed on the child*s file in the office and in the school*s incident file. Parents will receive a copy of notes of all meetings they attend. In extreme circumstances, the Head teacher may take the decision to exclude a child from school. This action could be taken if:

“It is considered that by allowing the pupil to continue to attend school this would be seriously detrimental to order and discipline in the school or to the educational wellbeing of the pupils there.”

0r

“The parent of the pupil refuses or fails to comply, or to allow the pupil to comply, with the rules, regulations or disciplinary requirements of the school.”

LUNCHTIMES AND PLAYTIMES

Our lunchtime and auxiliary staff have the right to expect and receive the same level of good behaviour, including respect and obedience that other adults in school receive from pupils.

Good behaviour is:

Where difficulties occur, the matter will be reported to the supervisor who will take the necessary action. This may include *time out*, keeping the child with an adult, or loss of privileges. More serious or persistent transgressions will be reported to the class teacher at the end of lunchtime, for further action. The class teacher will keep lunchtime staff informed of the outcome of this.
The Head teacher is available at lunchtime to deal with any issue which is serious and cannot wait for the class teacher. If transgressions become persistent, parents will be asked to take their children out of school during lunchtime.

Behaviour which might warrant reporting to class teacher:

More serious behaviour would be dealt with in accordance with our behaviour policy. When dealing with problems we must stay calm, and follow the advice in ‘Dealing with problems* on page 3 of this policy.

If things go wrong:

If the system is followed fairly and consistently, then it should give the lunchtime staff more status, and will equate expected behaviour between lunchtimes and playtimes. Remember that praise is far more powerful than censure.

MONITORING

Monitoring will be by discussion at staff meetings, feedback from auxiliaries and supervisors with lunchtime staff, and level of reward at assemblies. The Headteacher will monitor behaviour cards termly.
By following this policy consistently, the standards of behaviour which we wish to see in and around school will be uniformly demonstrated to all pupils. Children will see this consistency as *fair* and will understand the consequences of their actions.

 

CRYSTAL GARDENS PRIMARY SCHOOL

Child Exclusion Policy

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When the behaviour policy has been exhausted and everything outlined within it has been followed the child maybe subjected to one of the following two procedures:

1) Fixed Term Exclusion (When a date is set for the return to school)
2) Permanent Exclusion (When the school is seeking to remove the student from the school roll)

Where there has been a serious breach of the school*s behaviour and discipline policy and:

One of the above two exclusions will be introduced at once without fail.

Only the head teacher or acting head teacher can exclude a child from the school

Your child can*t be given fixed period (non-permanent) exclusions which totals more than 45 school days in any one school year.

If your child is excluded for longer than one school day, the school will set work for them and mark it.

The school will call you on the day exclusion is given and follow up with a letter including information on the period of exclusion, the reasons for it and who to contact if you’d like to give your views.

CRYSTAL GARDENS PRIMARY SCHOOL

Complaints Procedure

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Purpose

  1. To ensure that a high quality of education is provided at all times
  2. Welcome suggestions and to encourage continuous improvements in the service we provide

General

  1. All complaints shall be taken seriously
  2. All complaints shall be regarded as constructive
  3. All complaints shall be handled in confidence

Responsibility

  1. Teacher/supervisor/Head teacher to listen to the concerns of parents. (Informal resolution of complaints.)
  2. Head teacher to arrange the procedure as listed under the formal complaints, if the complaints are still not resolved.

Complaints Procedure
Stage one-Informal resolution of complaints
Time Scale
There are no specific time scales for dealing with concerns at this stage. However, as at all stages, issues should be considered and dealt with as quickly and effectively as possible

 

  1. Any parent who wishes to discuss any aspect of the school should do so in the first instance with the teacher/supervisor
  2. The teacher/supervisor shall listen to the concerns of the parent and try to reach an amicable understanding
  3. If the parent is still concerned with any aspect or the situation arises again he/she shall be referred to the head teacher.

Stage 2-refferal to the Head teacher

Before proceeding with a formal investigation, the Head teacher will meet with the individual and discuss their concerns and wishes. It may still be appropriate and satisfactory to reach an informal resolution at this point.
By this stage it must be clear that the concern is a definite complaint which will be dealt with according to this policy and should be formally submitted in writing to the Head teacher.

Note: All complainants have the right to submit formal complaints, at this or any stage, which have been written by another individual on their behalf.

Submitting a formal complaint-acknowledgement and time scales

The Head teacher should formally acknowledge the complaint within 5 schools days of receiving it and begin an investigation.

The investigation

  1. A meeting shall be held with the parents and the head teacher. Both Parents and the Head teacher may have a third person present if required.
  2. A written record of the meeting shall be kept and actions agreed.
  3. The Head teacher will provide the complainant with a full written response within 10 school days of acknowledging it. This response will determine whether or not the complaint has been upheld, the reasons why and what action (if any) will be taken.
  4. If the complaint is still unresolved then stage 3 proceedings are to be referred to.

Stage 3
The Complaints Committee Panel Hearing

  1. The Head teacher will arrange for a hearing before a panel of at least 3 people who are not directly involved in previous consideration of the complaint.
  2. The complainant should receive an acknowledgement within 5 school days of stage 3 proceedings being referred to. The letter will inform them that their complaint will be heard by a complaints panel hearing within 25 school days of the date of the letter. All parties will receive prior notice within 10 school days of the hearing date.
  3. In the panel hearing, one person on the panel will be independent of the management and running of the school. The Head teacher will be responsible for the appointment of the panel. Note that parents can have somebody to accompany them to the hearing.
  4. The panel will make findings and recommendations, and ensure that the complainant, Head teacher and, where relevant, the person complained about, are given a copy of any findings and recommendations. This should be done within 21 school days after the hearing date.
  5. Written records will be kept of all complaints and their outcomes, whether they are resolved at the preliminary stage, or whether they proceed to a panel hearing.
  6. In respect of concerns relating to the welfare and abuse of a child the Child Protection policy shall be referred to and the appropriate action taken.

 

CRYSTAL GARDENS PRIMARY SCHOOL

Health Protection Policy

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Crystal Gardens Primary School will ensure that all pupils, staff and users of the school are safeguarded against infections from clinical waste and that the correct procedure for the disposal of such waste is observed.

The management Team and Head teacher will jointly ensure proper provision is in place to facilitate the correct disposal and handling of clinical waste.

What is Clinical Waste?

Clinical waste includes the following:

  1. Any waste which consists wholly or partly of human or animal tissue, blood or body fluids or excretions
  2. Drugs or other pharmaceutical products
  3. Swabs or dressings
  4. Syringes, needles or other sharp instruments

Guidelines when handling clinical waste:

  1. Wear disposable gloves when dealing with spillages of body fluids and beware of broken glass or other sharp objects.
  2. Use powdered forms of bleach when possible, as they are easier to store and use. This may be sprinkled on the spillage, absorbing and solidifying it. Once the spillage has solidified, the mixture can be cleaned up using a disposable cloth.
  3. Use a solution of ordinary household bleach, freshly diluted (one part to 10 of cold water) and gently pour it over the spillage.
  4. Wipe up the spillage with disposable paper towels.
  5. Dispose of towels/ cloths/swabs as clinical waste using the bins.
  6. Ensure that all equipment used, such as shovels, brush and pan etc. are thoroughly cleaned with diluted bleach, and then washed in detergent and rinsed before return to use.
  7. Disposable gloves should be discarded as clinical waste in bins.
  8. Wash hands after removing gloves.
  9. Do not use mops to clean up spillages of blood or body fluids.
  10. Staff and pupils must dispose of sanitary towels in bins provided.

 

CRYSTAL GARDENS PRIMARY SCHOOL

Health and Safety Policy

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Responsibility

1. Ensure ALL children, staff and visitors are safe at all times.
2. Head teacher will ensure the policy is implemented fully and communicated to ALL staff.
3. Liase with Health and Safety Advisor and other external agencies.
4. Involve All staffing Health and Safety consultation.

Procedure – Children

1. Ensure they are always supervised. 2. Ensure they are ALWAYS within sight of adults.
3. Ensure children do not have access to storage areas
4. Ensure age appropriate toys are given to the children.

Accident

1. Ensure ALL accidents are recorded in the Incident Book.

In case of Minor Accidents not needing hospitalisation.

1. Administer first aid
2. Allow child to continue at the school under observation.
3. Record event in Incident Book.
4. Inform parent or guardian at home time.

In case of Accident requiring hospitalisation.

1. Administer first aid to stabilise situation.
2. Take the child to hospital if h/she can be transported safely with another member of staff.
3. If the child cannot be moved call an ambulance. Ensure a member of staff goes with the ambulance to the hospital.
4. Other members of staff at school shall telephone the parent/guardian to meet up at the hospital.
5. Inform the following:
√ Head teacher
√ Proprietor

Arrival and Departure

1. Staff will be available in the reception area at arrival and departure times.
2. Only parents or guardians will be allowed to pick up children.
3. Children will not be allowed out by themselves.
4. If parents or guardians wish their child to be picked up by another person, they must inform the staff prior to this taking place.
5. Ensure all staff are aware, who is authorised to pick up which children.

Fire

1. Ensure ALL fire doors are kept closed and un obstructed.
2. Ensure heaters and other heat sources are adequately guarded.
3. Ensure that adults do not walk around with hot drinks.
4. Ensure fire drills are held once every half term and a record kept.
5. Ensure a list of ALL children, staff, and visitors is available in case of an emergency.
6. Ensure the NO SMOKING policy is adhered to.
7. Ensure fire extinguishers are serviced annually.

First Aid

1. Ensure a qualified first aider is available at ALL times.
2. The first aid box will have all contents checked and regularly replaced.
3. First aid equipment will be clearly identifiable and easily accessible.

Substances

1. Ensure ALL dangerous materials, medicines, cleaning products e.t.c are stored out of the reach of children.


Electrical Safety

1. Only competent personnel shall carry out electrical work.
2. ALL appliances shall be P.A.T. tested.

 

CRYSTAL GARDENS PRIMARY SCHOOL

Prevention of Blood Borne Infection in Schools

Blood and Body Fluid Spillages

Facts

Like needlestick injuries, it is important that spillages of blood, faeces, vomit or other body fluids are dealt with properly. These can pose a risk of transmission of several kinds of infection. Head teachers should ensure that proper arrangements are in place to deal with spillages of such fluids as they occur.

Dos & don’ts

 

CRYSTAL GARDENS PRIMARY SCHOOL

Visits and Outings

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Purpose

To ensure safety of the children and to add to their interest and enjoyment.

Responsibility

It will be the responsibility of the Teacher/Supervisor to ensure the safety of the children and to plan the programme.
Procedures:

Parental Permission

  1. No child will be taken out of Bradford without prior permission of parent/guardian.
  2. Educational Visit forms shall be completed by all parents.
  3. Trips within Bradford will be notified to parents.
  4. Parent(s) Guardian(s) shall have the right to withdraw their child if they wish to do so.

Supervision

  1. All children will be kept under close supervision at all times.
  2. The children will be put into definitive groups with supervisors.
  3. The Supervisor will be responsible for the groups undertaken.
  4. A list of children will be made and a duplicate copy will be taken on the trip.
  5. Children will be checked at regular intervals.

Safety

  1. There will be a qualified First Aider within the group.
  2. A First Aid Kit will be carried at all times.

Insurance

  1. Adequate Insurance shall be obtained
  2. Minibus drivers shall have to be over 21 years and have a proper passenger carrying licence.

Staffing

  1. For trips within Bradford the ratio shall be 1:10 (staff/adults to children)
  2. For trips outside Bradford the ratio will also be 1:10 (staff/adults to children)
  3. Whilst transported there shall be a minimum of one adult per vehicle excluding the driver.

Transport

  1. Vehicles will be properly licensed, inspected and maintained
  2. The vehicle shall have appropriate safety restraints

Reviewed February 2009

 


CRYSTAL GARDENS PRIMARY SCHOOL

Fire Risk Assessment

Main Fire Hazards.

Ground Floor – Boiler Room.
Ground Floor – Office and Photocopier.
Ground Floor – Computer Room.


The Building is fitted with a fire alarm system. There are relevant detectors in each room with audible warning devices and fire alarm call points throughout the building. The building is fitted with internal emergency lighting in every room and also external lighting at all fire exits. The fire alarm system and the emergency lighting system is tested and logged in accordance to the regulations.

There is no combustible material in the boiler room and a 2kg Co2 fire extinguisher and a 6-litre foam extinguisher is situated in close proximity to it. There is a 2 kg Co2 extinguisher and a 6-litre foam extinguisher situated outside the main office close to the fire escape. A Co2 fire extinguisher is situated inside the computer room downstairs.

All doors in the building are self-closing and all other rooms have ½ hour fire door protection.
The ceilings on the ground floor are all 1-hour fire protected. This gives staff and children relevant time to leave the building in the event of a fire.

All doors are fitted with flexible edge seals to provide smoke control. The building has relevant signs in case of a fire.


Employees and Pupils

Staff training

All staff have been trained in the usage of fire equipment and fire procedures.

On the first day of school all pupils are guided through the fire procedure in case of a fire and are shown all the fire exits and fire meeting point. A practice fire drill happens once every half term.

Written information is available to staff, giving guidelines on what to do in a fire.

Means available to warn employees.

Fire alarm checks and tests have taken place and has been cleared of any faults.

Means of Escape

Initial fire drill has taken place and an estimated time for withdrawal from the building has been recorded.

The fire drill takes place on the firs day of school and then once every half term. Term dates have been set and the fire drills have taken place.

Fire fighting equipment.

The building has fire extinguishers on both the ground floor and first floor. They are clearly labelled and are in appropriate positions as recommended by Chub fire service.
Both floors have Co2 and foam fire extinguishers.
The Co2 fire extinguishers are 2kg and the foam fire extinguishers are 6 litres. We have our fire extinguishers serviced regularly.

6 – 2kg Co2 fire extinguishers
5 – 6 litre foam fire extinguishers

All doors have ‘fire door keep shut’ signs on both sides.
Storerooms and cupboards have ‘fire door keep locked’ signs on both sides.

Maintenance and Provisions

The Head teacher is responsible for any issues that may arise from further re evaluation and recommendations made by the fire officer and/or safety representatives.

Staff instructed in the operation of fire alarm and emergency lighting.

Muhammad Abdur Raqeeb

Fire Exits

The building consist of three fire escapes and one exit.

Ground floor main entrance and fire exit.
Ground floor side fire exit.
Ground floor rear fire exit.
Ground floor rear entrance and exit.

Assembly Point

Playground Greaves Street

 

Reviewed February 2009