Cyp_Core_3.4

CYP Core 3.4 Support children and young people’s health and safety Introduction Providing a safe environment for children and young people requires knowledge of hazards and an ability to access and manage risk. 1.1 Factors to take into account when planning healthy and safe indoor and outdoor environments and services There are a number of factors that must be taken into account when planning for health and safety. The individual needs of the child   - These must be considered along with the age and ability so when planning for the children make sure the resources used are age and stage appropriate and they carry the safety marks. There must be specialist equipment for children with specific needs, so must be able to adapt to the needs of child. Specific risks - For a child who has a hearing impairment you would need to provide visual aids for them or sign language so they are aware of the health and safety for example if the child was running indoors you could show them a visual aid of a picture where it’s made clear that you walk not run. Placing pictures of hands being washed near the toilets also teaches them to wash their hands when they have been to the toilet. 1.2 How health and safety is monitored and maintained and how people in the work setting are made aware of risks and hazards These are ways in which health and safety is maintained; suitable premises, environment and equipment - secure (entry phones, safeguarding, children’s and adult’s registration, right person (with prior permission) collecting children, fences, etc.). Areas where children learn, play and develop must be in appropriate size (enough space - ratio, enough sinks, toilets,...), suitable for appropriate age group, condition (well maintained, warm, bright, clean, hygienic), safe (handles in a higher level, electric sockets higher and covered, not slippery floors, no sharp corners, supervision all day long and etc.), adequate spaces for the different needs (food, rest, activities, parents, meeting, personal belongings, etc). The setting must have appropriate fire detection and control equipment (fire alarms, smoke detectors, fire extinguishers and fire blankets) which are in working order. Play equipment and care equipment which is fit for purpose, appropriate for the needs (rest, eat, play, exercise, toilet and etc.) of individual children (appropriate age, disability, culture, etc.) and meets British and European standards. A hazard is a situation that poses a level of threat to life or health. A risk is the probability that a hazard will turn into a disaster. Vulnerability and hazards are not dangerous, taken Separately, but if they come together they become a risk. 1.3 Sources of current guidance for planning health and safe environments and services There are many different sources of current guidance that early years and educational settings can use in order to plan for a healthy and safe environment or service, including the following: Health and Safety Executive (HSE) – Covers all aspects of health and safety in all work environments and also provides guidance for those specifically working with children and young people, for instance, risk education guidance, general teaching requirement for health and safety guidance and incident reporting guidance, all of which are in place for staff to plan and provide healthy and safe environments and services for those in their care (Health and Safety Executive, 2011). HSE also provides health and safety guidance on workers roles and responsibilities and risk management in its ‘Your Health, Your Safety: A Guide for Workers’ guidance and ‘Health and Safety Law’ guidance. HSE’s guidance is in place so that workers and businesses can follow and plan for a healthy and safe environment (Health and Safety Executive, 2009). www.hse.gov.uk Department for Education In Northern Ireland – Provides guidance that is appropriate for pre-school settings and can be used by staff to review, develop and promote good practice. Their guidance outlines a range of health and safety aspects to consider when planning and providing an environment or service for children and young people (Department for Education, 2005). www.deni.gov.uk 1.4 Current health and safety legislation, policies and procedures are implemented in own work setting or service Cross reference to SHC 22 3.1 Why it is important to take a balanced approach to risk management It is important to take a balanced approach to risk management because when a child is about to do an activity, challenge or task there can be many pro’s and con’s to this, for example, if a child climbs a tree you would let them do this as it helps the child to understand their own judgement and risk assessment, to build on their confidence, you would not let the child climb the biggest tree but a tree so that if they fall they will not damage themselves badly. It is important to take a balanced approach so that you do not stop the child from challenging activities, but make sure they are safe while doing so. 3.2 The dilemma between the rights and choices of children and young people and health and safety requirements Children have many choices to make throughout the day in their play, getting to know their own limits and starting to understand what they can and cannot do, and also what they can achieve, but with this also comes dilemma’s which children go through as they grow up, for example, a child has climbed up on to a table and realises it is very high but the child is still tempted to jump to see what happens out of curiosity. This is the dilemma of weather to make the right or wrong choice, knowing they want to jump but that they might hurt themselves. This is why anyone caring for children needs to assess the risk around the child’s environment as children have no fear. 3.3 Practice’s of supporting children and young people to assess and manage risk In my setting we care for children aged between 6 months – 5 years, I am currently in the toddler room, on this particular day the babies and toddlers were in the same room, the toddlers activities were set out and one of the babies decided to pick up scissors, these scissors we not age appropriate for the baby, I could see the danger and show the baby how the scissors were dangerous, because of the sharp points and edges. I provided the baby with the correct equipment which was then used with supervision, so therefore the risk was managed. 4.1 Policies and procedures of the setting or service in response to accidents, incident and illness Assess the situation to see how bad it is. Reassure and comfort child. Treat injury if necessary in the medical room and or with the first aid kit and first aider. Record accident in ‘Accident record Book’ including the time, date, location of injury on the body, child’s name, how it happened and nature of injury / accident. Treatment that was given. Ensuring that member of staff signs record and a copy of it given to the parent or carer and that the parent is also verbally told of incident. Serious Accident / emergencies: - Asses the situation (how bad the accident is – is it life threatening). Put child into recovery position if necessary and administer general first aid. Reassure and comfort child. Staff must telephone the emergency services. Staff will contact the parents and arrange to meet them at the hospital. Staff or appointed first aider will escort the child along with the emergency services. Record accident in ‘Accident record Book’ including the time and date, location of injury on the body, child’s name, how it happened and nature of injury / accident. Treatment given. Ensuring that member of staff signs record and a copy it given to the parent or carer and that the parent is also verbally told of incident. Illness: - Assess the situation (has the child been recently off sick or is there a bug going around the nursery). Check temperature of the child, take clothing off if necessary. See how the child feels after 15 minutes or so. Contact parents or carers to collect child if necessary and record that child has left 4.2 Correct procedures for recording and reporting accidents, injuries, signs of illness and other emergencies In our setting the procedure for an accident, incident or emergency reporting is any member of staff who sees, or is made aware of any accident, incident or emergency to a child by a trainee, volunteer or visitor must fill out an accident report form, ant other relevant notes must be added if necessary for their own record, the form should then be reported to a senior member of staff present. The form must then be shown to the parent or whoever is collecting the child, this must then be signed and dated. The form will be then kept on record Cross references to MU 2.4 – 5.1 Bibliography www.unisdr.org