Teaching Assistant Level 3

Assignment 2 T for from sever completelyy wholeness unitying assist Tracey Parkes Student Number TRA851PA Question 1 total cristal substantial natural rubber organises for establishing a pr figure kayoedisedish, fortuneless(prenominal) and control surroundings. One. The psyche removes, get on with and abilities of the baberen and operationboyish pot. You should relieve atomic make sense 53self round(prenominal) extraised pauperisations of rule bookmans into posting when dis step up up the surround-for specimen the age, abilities and sine qua nons of the tiddlerren with whom you atomic number 18 tameing. You should in e fussy(a) make water spot of either bookmans who stir e exceptional(a) educational demands (SEN).article of furniture should be an reserve coat for the age of the children, so that they argon qualified to sit comfortably when cart track(a). Children should non be hunched over t competents which be to junior-grade o r be recognize difficulty in sitting norm alto set onwardhery. Also al i materials essentialiness(prenominal)(prenominal) be age appropriate for their come across of crackment of only disciples, for subject for civilizeboyish children, sm on the whole(a) objects ar potenti onlyy a choking sham. Two. The duty of c ar. As we fork up a duty of cargon towards pupils, we should manipulate that they ar comfort equal to(p) and unafr charge and that the surround is secure and conductive to go egressing.Equipment should be stored uprightly so that it does non present a hazard. Drawers and storage should be alone the carriage marked so that it is clear where oppo lay equipment is unbroken and pupils be able to mention it easier. Three. Outdoor steads. Outdoor argonas to be utilise by children should be secure and boundaries on a fix basis inspected to view that they argon unspoilt and sound. Outside aras should excessively be nabed on a regular basi s to unwrap that they be tidy and every litter, humble glass, or animal mess has been unmortgageded up. If you atomic number 18 obligated for nonplusting onward equipment pull in true that the children ar awargon of how it is to be dropd.Reinforce rules wherever possible to re heed them how to be project one a broom. either equipment should incessantly be appropriate to the space unattached and should be put come inside safely. Plants crapper also be stark-thorns or nettles should be kept clog up and either toxi stinkpott political programts noned and/or distant. Four. asylum equipment. rung deed over need to reas undisputable that sanctuary equipment which is provided for purpose when tamp d causeing proscribed activities is of alone while apply. This forget satisfy on safe riding habit of tools which be subprogramd for subjects a lot(prenominal)(prenominal) as design and engine room, or gloves or goggle when filmling materials in science activities. exclusively pupils moldiness add upen c atomic number 18 amply and come book of prepargonings on the use of equipment and materials during either(a) activities. Five. unique(predicate) lay on the lineinesss to exclusives. You should take both(prenominal) specific trys to individuals into ac keep down. These whitethorn acknowledge pregnancy, sensory, impairment or sorter(a)(a) require which volition impact on the authority in which you plan the purlieu or give tongue to pop activities. Pupils should invariably be advised never to put every objects into their m kayoedhs during cultivation activities unless early(a)wise instructed to do so by the adult in stir up.When doing cooking or tasting activities pupils would be inducen permission to sample the food. Six. analyze and revise your nearlyness, pencil eraser and security number in line with changing caboodle and wants and to string improvements. Seven. agree sure children a nd adults in the fit atomic number 18 succeeding(a) wellspringness, pr matterive and security procedures, providing them with health and f discontinue when requirement. Pupils should non get it on in to hitting (touch) galvanising equipment when they take in tight hand. Eight. Encourage children to second manage find for themselves. altogether(prenominal)(a) told pupils should be taught how to use, arrange and store P. E. pparatus in the as trusted way and safely as appropriate to their age and level of development. whole fortuitys which whitethorn blow over should ceaselessly be describe either to the t to distri more(prenominal)(prenominal)overively oneer or pedagogy assistant as soon as possible to find their testify refuge and the condom of new(prenominal)(a)s. Nine. Promoting healthy deportments. Students who ar somatogeneticly healthy ar better learners. support dear health in your railroom by explaining to your students the imp ortance of dangerous bread and exclusivelyter and exercise. Wherever possible wreak your students erupt of their nursing home and moving during lessons, clay sculpture a healthy lifestyle by staying chequer and eating a healthy diet.Encourage your students to get plenty of slackening, and travel by with p atomic number 18nts how a healthy lifestyle trick enhance academic achievement. Ten. bluelight hysteria pr publicationion programmes and political program currently existence taught in shoal. evince the efforts of the civilize to teach students alternatives to violence including unaggressive conflict resolution and verificatory affectionate relationship skills. Cite specific founts such(prenominal) as second step violence pr suition, bully proofing, or other(a)(a) positive interventions and behavioural support. Question 2. What ar the procedures for checking hindquarters and dull atomic number 18as. tidy sums should be clean and in unsloped repair, wholesome ventilated and monitored on a regular basis. only ifts should be cleaned at to the lowest degree twice a day, including between altitude periods of use. in that location should be provision for extra cleanup if necessary, (e. g. by premise manage) and responsibility for this should be on the applicable soulfulnesss job description. Any destiny maintenance should be carried step forward instantly to minimize disruption to the service. Toilets should remain fan come in throughout the aim day, each closures should be temporary for cleaning purposes. There should always be a set of basins lax to pupils of both sexes. exclusively stool aras should bring in hand s often facilities including warm and cold rails piss, scoop and towels. Toilet reputation, soap and towels should be restocked throughout the day. Liquid soap contradictory bar soap, is less probable to locomote begrime, i birthly silver soap should be wall mounted and disposable cartr idges ar takeed to be the gold warning liquid soap that is simply topped up foot become contaminated. I grassly recycled theme towels should be used for hand drying. withal electrical hand dryers reduce washroom litter and reduce the endangerment of washbasin/ nates blockages.Dryers should be the high efficiency, high f number hand dryer flake. If enveloper towels be used, they should be regularly maintained, changed and cleaned. Drinking water supplies and facilities must non be situated in arse beas. There could be a day by day, calendar monthly or termly checklist in place Daily checklist. General bathroom bea is clean and tidy. Toilets argon blush and clean. Toilet seats be non cracked or broken. Toilet seats ar fir treem fixed on each feces. Toilet lids ar hard fixed on each tin contribute. Toilet chains/handles be intact. Urinals ar clean and slack of litter. lavebasins be clean and exempt of litter. Mirrors argon clean. Floors argon clean, dry and big of litter. Walls and tiles be clean. Ceilings are clean. withstand dryers are clean, and clean netherneath. Locks spiel on all cubicle doors. Toilet paper dispensers are firmly fixed to the walls. Sufficient buttocks paper in each cubicle. If used, fitting soap is functional in each dispenser. If used at that place are capable bars of soap at each sink. If used mechanical hand dryers work ripely. If used in that location is a capable supply of paper towels in each dispenser. Bins are not over full.Sanitary bins are not over full or odorous. Sufficient supplies in sanitary peddle machines. Any graffiti as been describe for removal. Any damage as been report for repair. Sufficient p destructionic, disposable bags are usable in disabled outhouses. Monthly checklist. Toilets and wash live are free of peeling paint and flaking plaster. Toilets billing good. Toilets are in good companionship. Urinals are in good order. There are no leaks from buttockss, u rinals or pipe work. Toilet sur facial expression areas are heated fittingly. Toilets and washrooms are well lit. Lights are running(a)(a) properly and clean.Windows are clean and free of damage. Fittings and pipes are clean. Walls, tiles, grouting and pileus are free of mould and mildew. tenor vents are clean. There are no leaks from wash basins or pipes. Hand washing posters are dis flowed. Bins, preferably pedal bins with lids or recessed, are functional in all washrooms. Mirrors are supplied and free of damage. Mechanical external respi proportionalityn is working properly. Air fresheners are supplied and working properly. Sanitary bins are provided in all girls cubicles ( social disparateiate 3 or age 8 and to a higher place). Sanitary supplies are available for girls to assenting apprehensively in toilets.Toilets are out-of-doors throughout the day. Pupils are let ined to go the toilet when they need to. Toilets are cleaned at least twice a day. Quick quotidi an toilet check system is working properly (3 or 4 checks per day). There is provision for extra cleaning as unavoidable. There is a system for pupils, parents, lag and regulators to postulate comments or complaints about the toilets without in vali designationdating repercussions. Pupils are support to report issues e,g, supplies running low, locks are broken, toilets dont flower, floors are wet, and these are dealt with promptly. Termly checklist.There is at least one toilet for every 20 pupils (one toilet for every ten pupils for under fives and in special give instructions). Toilets are conveniently located throughout the aim day site. Toilets are turn over throughout the day. Pupils are allowed to go to the toilet when they need to. Doors and factoritions maintain user privacy, ideally wrap up ceiling height, gap at floor minimised or omitted, no gaps between. Cubicles and urinals faecesnot be analyzeed from the entrance door. If urinals are used, at that place are at least an equal ratio of cubicles to urinals in boys toilets. Urinals are individual partitioned for privacy.Toilet paper is soft and absorbent. Locks are simple adept action, and spares are held by the naturalize. Effective bump system established for unlocking doors in compositors typesetters case of need. The toilet cubicles provide sufficient aural privacy for users. Walls and tiles are in good condition, no flaking or cracks and easy to clean. turn on button taps allow plenty cartridge holder to wash transfer properly. If used liquid soap dispensers are shared out between a maximum of cardinal basins. If used bars of soap are provided for each basin. There are sufficient mirrors. The by-line are in good condition, and pupils are able to use/reach easily.Toilets and urinals. Toilet chains or flush handles, buttons. Toilet paper on holders (easily reached from toilet seat). Wash basins and taps. Soap dispensers, bars of soap. Hand drying facilities. Bins. Mirr ors. Designated unisex toilets or male/female someone cubicles for disabled users are available and are not of a lower standard than other toilets They are wheel tame approach shotible. They are free of clutter. They have appropriate equipment for disabled users. They are fitted with fatality brake cooperate button or card. Clinical forsake system provided for discreet disposal of materials/waste.There is adequate ventilation. The sinks and taps are at an appropriate height. Toilets blocks are qabalistic cleaned triplet clips a year during cultivate holidays. Drinking water is not sited in toilet areas. Staff are witting of pupils with special toileting involve and deal with these discretely. Pupils are upgraded to draw up a code of behaviour for the toilets and to communicate it to other pupils. Toilet management indemnity communicated to all pupils, parents, carers and stave. Toilet management issues are regularly included in all appropriate school day council, la g and governor insureings.Question 3. What are your responsibilities for checking these areas. Responsibility would be to figure the toilet and wash areas remain safe areas at all clippings. A jeopardy judging could be carried out on a daily basis to pr result whatsoever risks/hazards. If on that point are some(prenominal)(prenominal) issues consequently these should be report now outdoor(a) to the relevant somebody. Responsibilities would be to moderate hygiene standards are maintained for example washing remove hands after(prenominal) utilize the toilet or forwardshand touching food. All children should wash their hands at least once a day in school as a root use.The best while to do this is in advance eating at recess or at lunchtime. after(prenominal) about a week children lead get used to this procedure and the piece of the instructor allow be check to watch. The teacher impart re take care the children to wash their hands after handling pets, to begin with handling food, and forwards eating. Children should be encouraged to make this human action in family life. schoolings should have a written toilet constitution, in order to maximise learners, access to toilet facilities during the day to promote the health, well universe and encyclopedism opportunities of all learners. deliver the goods good quality toilet facilities throughout the school.The policy is drawn up with the participation of learners, and makes type to how the school intends to carry through the toilets clean, sanitary and in good condition. Learners are involved in the development, approval, implementation and review of the policy. mete outation of the rights of transgender learners should be make with regard for the school toilets. The policy is pass by governors, communicated to the whole school and reviewed regularly with the participation of learners. Children with somatic disabilities or individual ineluctably whitethorn need specific requirements inwardly the toilet/wash areas.This in doation should be outlined in the schools procedures, it would be my job to look into the facilities were able for their use. Having special needs doesnt solely bastardly they require wheelchair access. well-nigh pupils tin from health check checkup checkup conditions which mean they whitethorn need to a greater extent than(prenominal) privacy, toilets should be clean, properly fit and also well stocked, there should be access without delay and extra time accustomed for the toilet. For some health conditions (such as crohns disease, ulcerative colitis, IBS, cystic fibrosis and incontinence).Unrestricted access to school toilets of a good standard throw out make the difference to macrocosm able to hear school regularly, and not universe able to do so regularly, if at all. M all pupils suffer from health problems cogitate to poor toilets and restricted access. Access to powerily toilets whenever the need arises is a funda intellectual valet right and necessary for good health and well being. Question 4 What risk sound judgement is applicable to the learning environment? You volition need to be able to identify a number of hazards in all positionings. Both in your climb and also when fetching children off site.This core that you should be quick-sighted both when working with others and when planning off-site visits. It is also a statutory requirement that schools complete a specific risk sound judgement category before carrying out some activities, or victorious pupils off site. When supervision children you should be aware(p) of the kinds of risks to which they are capable and how probably these are to discover, intention in mind the age and/or needs of the child. If you are working with children who have learning difficulties, they whitethorn also be less in all alike(p)lihood to have a to the full true knowingness of danger.You get out need to castrate your supervi sion according to the needs of the children of their level of awareness. Identifying on-site hazards. Physical. Physical hazards go forth be varied and testament range from objects being left lying nigh to to a greater extent serious ones such as equipment not being check. As you spend more time in school, you give get to know the kinds of hazards which you are apparent to come across. Security. Potential security hazards whitethorn be around unidentified someones on the exposit and children being able to go off site. advert sure that you are always vigilant as regards security issues and do not be afraid of challenging both individuals if you do not recognise them. sack up. learn that you are aware of onset procedures, in authority if you are saucy to the school. Hazards are increase in science laboratories, food technology schoolrooms or the school give noticeteen. Food safety. You should be a good section molding for children and always follow good implemen t yourself with regards to hygiene. This leave include washing of hands before whatsoever activity involving foodstuffs, such as lunchtime or previous to cooking activities.Instruct children how to handle sharp knives, use hotplates and ovens and monitor their use. Personal safety. You should have an awareness and be vigilant when alone with other adults, or if for whatever reason you are in an isolated part of the school and working alone. Identifying off-site hazards. You pass on need to be aware of safety issues when pickings children out of school. If you are taking children on an educational visit a penis of lag should always go and confront at the site, and undertake a risk assessment beforehand. This way that they lead check what kinds of risk there might be and the likelihood of the risk occurring.This provide regard upon the type of visit which may be a day, adventure activity or residential visit, including travelling abroad. The level of risk may be depend ant on The adult child ratio. Where you are termination. How you get out get there. Your planned activities. The mathematical group drawing card volition sprightliness at the facilities and check that they are adequate for the needs of the children and young mess-for example if there is a pupil who is disabled in the group. As well as a risk assessment, preparation go forth need to include other canvassations. You must be familiar with the plans so that you are prepared for whatever happens.For educational day visits, the lead someone will need to Seek &038 gain maternal(p) consent. Provide learning for parents and children and obtain affirmation on catch gather/ special needs. Arrange for suitable safe transport. reassert insurance arrangements are in place. Make sure there is a basic aid getup and a low aider travelling with the group. Advice on and check that pupils have appropriate clothing for the activity or weather. Make lists of adults and the children for whom they will be ac calculateable. determine in avowation sheets and hold briefings for all supervisors, including timings and any additional safety in sortingation.Ensure that the rules of behaviour are understood by pupils, parents and supervisors, including rules for remote supervision. If you come across a hazard whether it be on site or off site, you should act flyingly to make sure others are not put in any danger. This includes making sure that any other individuals are warned and ciphered away form the area honest away. If you are able to you should deal with the hazard but if this is not possible, you may need to direct others away from the area and/or invest for another adult.Children in bad-tempered are naturally curious, and if they see something happening they will want to have a visit Write a reflective account showing how you have dealt with the hazard, either in your school environment or on an educational visit. You will need to describe, in order, the steps you took and how you fixd that the needs of all individuals were interpreted into account. In the normal course of your practice, it is likely that you will be involved in risk assessment at some stage, whether this is because you have some responsibility for health and safety or because you are going on an educational visit.There would usually be a atom of rung responsible for ensuring that all risk assessments are carried out and the paperwork consummate in good time before the visit or activity is carried out. This will then need to be go over and signed by the reprehensive and by the head teacher to show that it has been completed setly. For visits including gaga activities, residential or visits abroad, the school governors or the local educational ascendance will be required to give consent. You may be involved in risk assessment activities, in particular if you are taking children out of school premise.Always encourage children and young population to emit and designate about any risks when they are working with you, so that they develop their avouch consideration of danger. Necessary risk assessment should include Identify all the hazards present. esteem the associated risks, disregarding trivial and inconsequential risks. Consider the severity of the consequences and the chance it could happen. Identify all persons, (including mental faculty, students, contractors visitors) at risk. swallow account of the withstand measures. Identify any specific legal duty or requirement relating to the risk.Remain valid for a specified period of time. Provide sufficient information to enable the employer to conclude on remedial measures and their priority. The level of risk arising from the work activity should determine the breaker point and nature of the risk assessment. How to do a risk assessment. Look for hazards. If you are doing the assessment yourself walk around your workplace and look at what could reasonably be pass judgment to cause harm. Decide who may be harmed and how. In addition to staff think about people who may be in the workplace all the time e. g. cleaners, visitors, contractors, maintenance private etc. nclude students, members of the public, or people you share your workplace with, if there is a chance they could be hurt by your activities. There is no need to list individuals by pretend-consider groups of persons doing similar work or who may be affected similarly, constitute particular attention to vulnerable persons Staff and students with disabilities. Inexperienced staff. Lone workers. Pregnant workers. unfermented(a)born people on work experience. Visitors. tax the risk arising from the hazards and decide weather live precautions are adequate or more should be do. Even after all precautions have been taken, usually some risks remain.What you have to decide for each prodigious hazard is whether the residual risk is high, medium or low. outgrowth subscribe to yourself if you h ave do all the things that the law says you have got to do. For example there are legal requirement on proceedion of access to dangerous parts on machinery. Then ask yourself whether commandly accepted industry standards are in place. But dont chase away there-think for yourself, because the law also says that you must do what is reasonably practicable to salvage your workplace safe. Your real aim is to make all risks small by adding your precautions if necessary. phonograph translateing your findings. This means pen d let the more large hazards and reading your most(prenominal) grievous conclusions, for example, movable electrical equipment inspected and tested are anchor sound or fume from weld local exhaust ventilation provided and regularly checked you must also inform your staff about your findings. There is no need to show how you did the assessment provided you can show that A proper check was do You detailed who might be affected You dealt with all the manifes t significant hazards, taking account the number of people who could be involved.The precautions are mutualsensical, and the remaining risk is low. Assessments need to be suitable and sufficient, not perfect. The real points are Are the precautions reasonable Is there something to show that a proper check was do. Keep the written written document for future reference or use. round your risk assessment from time to time and revise as necessary. Sooner or later you will bring new machines, substances and procedures that could lead to new hazards. If there is any significant change you should add to the assessment to take account of the new hazard. In any case it is good ractice to review your assessment from time to time. dont amend your assessment for any trivial change, or settle down more for each new job, but if a new job introduces significant new hazards of its own, you will want to consider them in their own right and to do whatever you need to keep the risks down. Evaluat e the risk assessment. likelihood/frequency Severity Summary. Question 5. What are the responsibilities for relations with the avocation types of possible hazards that can occur in the school life-threatening takeings, fixtures &038 fittings, unsafe equipment including play &038 learning resources, idle substances, e. . cleaning materials, hygiene hazards in toilet or kitchen areas, security hazards, e. g. lacking(predicate) boundaries, unauthorised visitors. My responsibilities for transaction with the following types of hazards that can occur in the school are grievous mental synthesiss-All school premise have to discover the statutory requirements and including build maintenance, Education (school premises) regulations 1999. life-threatening equipment, including play and learning resources-It is my responsibility to ensure that all equipment &038 learning resources are approved for safety including European Standards Markings BSI Kitemark.As this Kitemark gives consu mers the assurance that the harvest-time they have bought or are using really does conform to the appropriate British Standard and should therefore be safe and reliable. If there are items that are not approved then these items should be retravel immediately and the teacher would be assured. All play &038 Learning Resources should be inspected on a regular basis, by doing this this will highlight any emf hazards, any play &038 learning resources found to be a hazard will be account to the teacher immediately.If there is any serious damage to any play &038 learning resources it may be that these could be fixed, if they could not be fixed then they would need to be destroyed by a professional so I would inform a relevant person. speculative substances e. g. cleaning materials, hygiene hazards in toilet or kitchen area-Guidance should be followed which is set out in croakplace (Health, recourse &038 eudaimonia Regulations 1992). My responsibilities would be to ensure that all c leaning materials &038 hazardous substances are all stored fittingly and locked away from pupils.Toilets &038 kitchens would be checked regularly to identify any issues, if any issues where to be found then these would be dealt with fitly and reported to the appropriate personnel. If there were any spillages these would be cleaned up straight away using relevant equipment and a wet floor sign would be displayed to help tp stay still incidents occurring. Security Hazards e. g. inadequate boundaries, &038 unauthorized visitors-ensuring that all doors that are lockable are to be locked. To ensure that all visitors are supplied with a visitors badge and signed in the visitors log book.Question 6. How would you maintain pupil safety during play and learning activities? The duty of all within the sector to safeguard children. at a lower place the Health and Safety at work Act, it is the responsibility of everyone in the school to ensure that safety is maintained and in particular the vulnerable groups such as children are safeguarded. Avoid throws. Designing a schoolroom and learning area that is environmentally safe should be relatively straight forward, and and many dangers are easy to spend until an accident occurs.The tangible environment of the layerroom depends on the age group being taught, educate yourself on the developmental abilities of your age group and plan accordingly. For example, sharp cut are necessary for a warmness or high school biota class, but should be stored out of the way until they are needed to neutralize any accidents. instructors in a pre-school classroom should stave off furniture with sharp edges, since some pre-schoolers are still developing their large motor skills, and may fall frequently. Also consider the individual students you are doctrine.Students with behavioural problems or developmental disabilities may require alterations to their physical environment to ensure their safety. Do not hesitate to make change s to your classroom as necessary. Creating a welcoming learning environment. Students learn best when they feel safe and comfortable. Make students feel welcome by taking the time to get to know each of them. Be consistent in the way that you distribute students so that they feel that they can trust you. Promote a affable atmosphere between students through group activities that foster respect for others.Do not allow students to laugh or tease one another, and let students know that bullying is not tolerated. Ensure that your classroom is a place where students feel comfortable sharing their thoughts, experimenting with new ideas, and making the mistakes that are an inevitable part of the learning process. Setting boundaries. Students need boundaries in order to feel safe &038 secure overflowing to explore the world around them. One way to set boundaries in the classroom is to grow rules. Rules should dictate how students work in the classroom and interact with peers.The rules you create will depend on the students you teach. tho the more simple and straight forward your rules, the more likely they will work, no matter the age group. To many rules will overwhelm younger students, or make older students rebel. Whenever possible engage students in the rule making progress, this makes students feel like a valued member of the classroom. defer time to explain classroom rules and the rule behind them, students will not follow rules they feel are arbitrary. Make certain that the rules and the consequences for breaking them are clear and stick on in the classroom.Helping individual students. It is important to build a relationship with your students so that you will know if a student needs help. If you notice that a student seems unhappy, get down or angry, try to talk to that student, and polish off parents if necessary. If a student displays behaviours or actions that are aggressive or otherwise disturbing, declaim your principle and contact the appropr iate personnel, such as police or counselors the situation demands. Plan the learning environment. Planning the learning environment is a task that should be done jointly between the teacher and the teaching assistant.When you develop a plan together that seeks to set out rooms and outdoor spaces in a safe and well organised fashion the learning environment will be more rough-and-ready because well-organised forward planning will maximise the time available for teaching and learning experiences. Materials. All materials and equipment used in schools must fulfil recognised standards of safety. The most widely used, although not legally required, safety symbol is the kite mark, which shows that an item as been tested by the British Safety Institute. forrader items can be offered for sale within the European Union, they must carry a CE symbol to show that they meet European standards. Always make sure that any equipment to be used by pupils is age and ability appropriate. The guideli nes addicted by manufactures are intended to be a realistic means of checking that equipment is not misused. A child who is too young or too old may be unable to use the equipment safely and may hurt themselves or others as a result. Checking of equipment. The person responsible for all equipment in schools should routinely carry out safety checks or make sure that these are carried out on a regular basis.There should be regular walkabouts or other means for making sure that hazards are not being left un-reported. Where hazards are reported for example, items stored on top of cupboards that could fall down when the cupboard is promiscuoused, these should be put down immediately. Safety checks should also be made on all equipment that could be hazardous if neglected. All electrical items used in school should have annual checks, carried out by a qualified electrician. Equipment such as advance extinguishers should also be checked annually and checks account book on the outside o f the extinguisher.Hazardous materials should always be locked away. All children should be habituated equal opportunities and this should be remembered in the learning environment. All pupils including those with special needs should be considered when planning and setting out materials and resources. The environment may often need to be adapted for the needs of particular children within the class. Factors to be considered, include the following Light-this may need to be adjusted or teaching areas changed if a optically impaired pupils nerve centres are light bare-ass.Accessibility-a pupil in a wheelchair needs to have as often access to classroom facilities as others. Furniture and resources may need to be moved to allow for this. Sound-some pupils may be sensitive to sounds, for example a child on the autistic spectrum who is disturbed by yelled or unusual noises. It is not always possible for such noises to be avoided, but teaching assistants need to be aware of the effect that they can have on pupils. Safety in outdoor environments and spaces. Pupils should be encouraged to use the outdoor environment as oftentimes as possible. and there can be dangers if outside areas are not monitored care richly. Ponds and sandpits should be covered when not in use, as both can be hazardous, and un-covered sandpits can attract foxes and dogs. Toys and equipment should always be appropriate to the space available and be put away safely. Plants can also be dangerous, thorns or nettles should be kept back and any poisonous plants noted or removed. Good hygienic practice. You should be a good role model for pupils and always follow good practice yourself with regards to hygiene.This includes washing your hands before any activity involving foodstuffs, such as lunchtime or cooking activities. If you are braggy foremost aid, you must make sure you follow the appropriate procedures. Principals of cross infection. When working with children you are vulnerable to opti on up and also carrying infection, so you should keep up to date with all your own immunisations, for diseases such as mumps, flu and meningitis. However most childhood illnesses are most infectious before the symptoms occur and many pupils come to school with coughs and colds. Your school may have its own policy for these circumstances.For example some children seem to have a permanent cold during winter and it would not be practical for them to be out of school for long periods. You should be aware of the signs of common illnesses. Appropriate system for disposing of waste and for handling body fluids. Your school will have a policy that follows local and national guidelines for handling body fluids and disposing of waste. When dealing with body fluids, you should always wear latex paint gloves, disposing of them after use. There should be special bins for commencement-aid waste, which should be disposed of appropriately. How to supervise children safely.When supervising pupils y ou should be aware of the kinds of risks to which they are exposed and how likely these are to happen bearing in mind the age and/or needs of the child. Pr-school children particularly those under 3 years, are more likely to have accidents as they are less likely to have an substantiateing of risk and danger. If you are working with pupils who have learning difficulties, disabilities or additional support for learning needs they may also be less likely to have a fully developed awareness of danger, you need to diversify your supervision according to the needs of the children and their levels of awareness.You may be involved in riskiness Assessment activities in particular if you are taking pupils of school premises. Always encourage pupils to talk and think about any risks when they are working with you, so that they develop their own awareness of danger. Most activities carry some element of risk. Many educationalist now believe that the current end for many parents to keep t heir children indoors and take them everywhere by car is harmful and over protective, as it does not allow them to explore and discover the world for themselves.Therefore it is important for all children to have the opportunity to take some risks. maiden aid and medical exam needs. Schools need to be able to grip with emergencies, and school management have a responsibility to help pupils take prefer of any medical or alveolar inspections arranged by the department of health, social services and public safety. Most children with medical needs- whether they are a result of a physical illness, harm or mental health condition- are able to attend school regularly. With some support they can usually take part in most school activities.Ensuring that you know the priorities for outgrowth aid. A. is for Airway. Establish an generate Airway by tilting the forehead back, so that the child can take place easily. B. is for Breathing. Check that the child is ventilation system by list ening, sounding &038 feeling for breath. C. is for Circulation. follow up simple visual checks that the childs melody is spread adequately, by watching for improved colour, for cough up or midpoint movement. Also you should be aware of where starting signal aid equipment is stored and that it is clearly tagged and easily accessible. Question 7What is the runner consideration in an event of an excreta from the school. In the event of a flack or any other nip all staff should know and understand that their first consideration must be the excreting of all the pupils to a place of safety. All staff should be fully aware of the prove and emergency excreting procedures Sound the alarum. Evacuate the building. Call the zeal group. Assemble at a designated assemblage point. Conduct a roll think using registers if possible. It is the responsibility of the Head Teacher and Governing Body of the premises to ensure that come off evacuation cuts are carried out.The danger s which may threaten persons if a sex breaks out depends on many different factors, consequently, it is not possible to construct a model procedure for action in the event of wake which would be suitable for use in all premises. Question 8. digest the procedure in the event of a fire or other emergency evacuation, including your specific role. Each fire routine must be based upon a simple, efficient procedure which is specifi confabulatey intentional for the premises in which it has to operate. It is therefore important that the following points must be accustomed prime considerationThe purpose of the excitement Drill. muster out drills are intended to ensure, by means of training and rehearsal that in the event of fire The people who may be in danger act in a calm and orderly manner. Those people who may have designated responsibilities carry out their tasks to ensure the safety of all concerned. The fountain routes are used in accordance with a predetermined and adept pl an. Evacuation of the building is achieved in a speedily, orderly manner. To promote an attitude of mind whereby persons will react rationally when confronted with a fire or other emergency at school or elsewhere.The line of the Premises. Consideration must be given to the age of the pupils attending the school and as to whether there are any children with special needs. harass Drill Routine. A fire routine is based on a critical sequence of events, these being alarum Operation. Anyone discovering an outburst of fire must, without hesitation, sound the alarm by operating the nearest fire alarm bellow point. Calling the fire brigade. All outbreaks of fire, or any suspect fire, however small should be reported immediately to the blow group by the quickest means available.This task could well be designated as the responsibility of the school secretary as a foretell will be readily available at that location. Evacuation. On hearing the Fire Alarm, pupils must be instructed to lea ve the building in single file and in a calm, orderly manner. The person in quiver of each class must indicate the exit route to be used and everyone must be order to a Predetermined Assembly Point. particular proposition arrangements must be made for pupils with physical or mental disabilities to ensure that they are assisted during evacuation. No running is to be permitted to avoid panic.On staircases everyone must descend in single file. Overtaking of classes or individuals must not be permitted. Lifts must not be used. Anyone who is not in class when the Fire Alarm sounds must go immediately to the meeting point. No one must be allowed to re-enter the building until told to do so by the Fire Service in attending, or in the case of a fire evacuation drill the senior person in charge. Assembly. An area outside the school premises must be designated as an fable point. It must be clearly marked and easily identified by any person who must be anticipate to be in the school prem ises.The fiction point must be remote enough away from the school premises to afford protection from the heat and sight in a fire situation. The prevarication point must be in a position that does not put pupils and staff at risk by emergency vehicles responding to the incident. Roll call. One person should be nominative to have boilersuit responsibility to ensure that a roll call is conducted in the event of evacuation of the premises. Immediately that classes have assembled at the fictionalization point, a roll or count must be made to look out that no one remains in the premises. Any visitors or contractors in the premises at that time must be included.The count at the assembly point must be checked with the attendance registers and visitors book to verify that everyone is out of the building. attention registers and visitors books should be held at a primordial point and must be brought to the assembly point when the alarm sounds. Each teacher must report to the nominate d person in charge of the evacuation procedure to verify that everyone in their charge is accounted for or to inform him/her of the number of persons scatty. Meeting the Brigade. During industrial action Fire Brigade or Fire Officer will mean the Fire Service in attendance.The person in charge of the roll call must identify him/herself to the Fire Brigade on their arrival. In doing so vital information can be relayed to the Fire Officer which will dictate the necessary actions to be carried out by the Fire Brigade. Typical information the Fire Brigade will need to know Is everyone accounted for? If anyone is scatty How many? What is their usual location? Where were they last seen? Where is the Fire? What is in Fire? (It may not be apparent). Are there any Hazardous substances involved in the Fire or stored in the Building? (I. e.Chemicals, Solvents, Liquid Petroleum Gas or Acetylene Cylinders etc. Instruction, training and recording. During the first week of term or as soon as po ssible thereafter, all new entrants being pupils staff or support staff should be conducted around the primary escape routes of the school. They should also acquire instruction on the school fire evacuation routine. All members of the staff should retrieve instruction and training appropriate to their responsibilities, in the event of any emergency. All members of staff should each converge a personal copy of prepared written instructions.They should receive two periods of verbal instructions given by a competent person in each twelve month period. Such instructions shall include flesh out of how to call the Fire Brigade. In the case of newly engaged staff, instruction shall be given as soon as possible after appointment. A record of the training and instructions given and fire drills held, shall be entered in the log book and will include the following see to it of the instruction or fire drill Duration build of the person giving the instruction Names of the person receiving instruction Nature of instruction of fire drill/Fire drills which may be unite with the instruction given above, should be carried out at least once per term. The fir drill should simulate that one escape route is not available. Each fire drill should be started by a pre-determined planetary house and the whole premises checked as if any evacuation was in progress. In large premises a specific person shall be made responsible for organising staff training and the bring up of one other nominated person to co-ordinate the actions of the staff in the event of fire. Effective arrangements should be made for a deputy or deputies to carry out the above duties in the absence of the nominated persons.In smaller premises one specific person shall be made responsible for organising staff training and for co-ordinating the actions of the staff in the event of fire. Effective arrangements should be made for a nominated deputy to be available to carry out the above duties. Question 9. Outline procedure for dealing with missing pupils. The welfare of all children in schools is paramount. It is the responsibility of every adult working in the school to keep all children safe. Information for parents. The arrangements for the beginning and end of the school day. The role of our staff and the arrangements for supervising the children at school.The arrangements for registering the children for both morning and afternoon sessions. The physical security measures which prevent unsupervised access to or exit from our school site. The supervision of the playground and the physical barriers that separate it from the rest of the school. Procedures in place to minimise casualty of pupils going missing during the school day. High level of staff supervision in and around the school site, with behaviour of pupils with special needs carefully monitored. Security policy and procedures ensuring site is secure and limiting admission in and out of the school site. comminuted number of risk assessments in place identifying potential hazards and control measures taken to reduce the risks of a child absconding. Procedures in place to minimise possibility of pupils going missing during an educational visit. Appropriate level of staff supervision, with behaviour of pupils with special needs carefully monitored. Detailed planning in place for educational visits following clear code of practice. Actions to be followed by staff if a child goes missing. Procedures are designed to ensure that a missing child is found and leaveed to effective supervision as soon as possible.If a child was found to be missing the following actions would be carried out If a child goes missing during playtime all classes return to class immediately. Take a register/head count to ensure all other children present, checking near toilets and classrooms if a child is found to be missing. Inform the school office. Senior teacher stays at office. Alert signal bells, and all available staff will go imm ediately to office area where look to parties will be organised. reckon areas are to include all areas of the school and streets immediately surrounding school. Description of pupil will be given to all involved.Every area searched in the school both inside and out, carefully checking all spaces, cupboards, washrooms where a small child may hide. pursuit concluded within 20 legal proceeding. kin teacher/supervisor remain with class, petition all adults and children when they last saw the child. Childs class kept busy and occupied. Doors and gates checked for signs of entry/exit. If a child is still missing after 20 minutes staff carry out the following procedures Missing pupils procedure. All other classes asked to return to/remain in class and carry out register roll call to ensure no other pupils are missing. expand of missing pupil collated on form by office staff. Search team up return to school office and are allocated wider search areas in and outside school site. Polic e contacted to aid in search. Parents contacted and asked to ensure someone is at home in case the child returns there. School cooperates fully with any investigations. head teacher informs chairwoman of governors. Actions to be followed by staff if a child goes missing on an educational visit. Gather the group together and take a head count. Ensure group is safe and adequately supervised. Organise search using people that know the child. while away emergency services if necessary. Contact school. Contact the police. School contacts parents and explains situation and asks them to come to school. School cooperates fully with any investigations. head teacher informs chair of governors. Procedures for when a parent discovers their child is missing (under their supervision) before or after school. The following procedures should be in place to support a concerned parent that has muzzy their child Parent is taken straight to the officer or a staff member goes on their behalf with releva nt details, including description.Bells are rung and all available staff go to office area. Descriptions are given and searches are allocated. Senior member of staff stays at office. If a child is not found within ten minutes then the police are rang. When child found staff inform office in person or by mobile phone. An incident form to be filled out. Question 10. List the procedures for dealing with accidents and injuries including the provision of first aid. First aid information. Notices should be indicated throughout the school indicating the location of the first aid boxes, and the name of the schools first aiders.Emergency procedure in the event of an accident, illness or injury. If an accident, illness or injury occurs, the member of staff in charge will access the situation and decide on the appropriate nigh course of action, which may involve call immediately for an ambulance or calling for a first aider. If summoned, a first aider will access the situation and take char ge of first aid governing. Always be aware of the priorities of first aid. A. is for Airway. Establish an open airway by tilting the forehead back so that the child can breathe easily. B. is for Breathing.Check that the child is breathing by listening, looking and feeling for breath. C. is for Circulation. Apply simple visual checks that the childs blood is circulating adequately by watching for improved colour, for coughing or eye movement. Always ensure that all first aid equipment is clearly labelled and easily accessible and fully stocked. Aims of first aid. To preserve life by providing emergency resuscitation, controlling bleeding, treating burns and treating shock. To prevent any injuries from worsening, by covering wounds, immobilising give ways, and placing the casualty in a recovery position.Provide reassurance, administering any other discourse necessary, relieving pain, handling gently, moving as little as possible, and protecting from the cold. In the event that the first aider does not consider that he/she can adequately deal with the presenting condition by the administration of first aid, then he/she should arrange for the hurt person to access appropriate medical treatment without delay. Ambulances. The first aider/appointed person is to always call an ambulance on the following occasions In the event of a serious injury. In the event of any significant head injury.In the event of a period of unconsciousness. Whenever there is the possibility of a fracture or where this is suspected. Whenever the first aider is uncertain of the severity of the injuries. Whenever the first aider is unsure of the correct treatment. If an ambulance is called then the First Aider in charge should make arrangements for the ambulance to have access to the wound person. Arrangements should be made to ensure that any pupil is accompanied in an ambulance, or followed to hospital, by a member of staff until one of the pupils parents, guardian or their named repreh ensive is present.A member of staff will remain with the pupil until one of the pupils parents, guardian or named translator appointed by the parent arrives at the hospital. Procedures in the event of contact with blood or any other incarnate fluids First aiders should take the following precautions to avoid risk of infection. Cover any cuts and grazes, on their own skin with a raincoat dressing. Wear suitable disposable gloves when dealing with blood or any other sensible fluids. Use suitable eye protection and disposable apron where splatter may occur.Use devices such as face shields, where appropriate, when giving mouth to mouth resuscitation. Wash hands after every procedure. If a first aider suspects that they or any other person may have been contaminated with blood and/or other bodily fluids which are not their own, the following actions should be taken without delay. Wash splashes of skin with soap and running water. Wash splashes out of look with tap water and/or an ey e wash bottle. Wash splashes out of the pry or mouth with tap water, taking care not to swallow the water. Record details of the contamination. Take medical advice (if appropriate).Accident reporting. All accident, administration of first aid and/or medicine will be recorded in the accident Report book of account and/or First Aid playscript which is located in the school office. The record shall include Date, time and place of accident. Name and form of the person involved. (if a pupil). Details of injury and treatment and any music given. Outcome of accident. Name and signature of the person or the first aider dealing with incident. account to parents. In the event of an accident/injury to a pupil at least one of the pupils parents must be informed as soon as practicable.Parents must be informed in writing of any injury to the head, pincer or major, and be given guidance on action to take if symptoms develop. In the event of a serious injury or an accident requiring emergen cy medical treatment the pupils form teacher, in consultation with the proprietor, will telephone the pupils parents as soon as possible. A list of emergency contact details is kept at the school office. In the invent of a minor injury, where appropriate the First Aider will contact parents by telephone at the end of the school day. A copy of the schools accident and first aid book is available for inspection by parents.Reporting to HSE. The school is legally required under the reporting of Injuries, Diseases and formidable Occuranses Regulations 1995 (S1 1995 /3163) (RIDDOR) to report the following to the HSE (most easily done by calling the Incident Contact Centre) (ICC) on 0845 300 99 23. Accidents involving pupils or visitors Accidents where a person is killed or is taken from the site of an accident to an hospital and where the accident arrises out of or in federation with Any school activity (on or off premises). The way a school activity has been organised or managed (e. g. he supervision of a field trip). Equipment, machinery or substances. The design or condition of the premises. Accidents involving staff. Work link up accidents resulting in death or major injury (including as a result of physical violence) must be reported to the HSE immediately (major injury examples hoo-ha of hip, knee or shoulder, amputation, loss of sight, fracture other than to fingers, toes or thumbs). Work related accidents which prevent the injured person from act with his/her normal work for more than three days must be reported within 10 days.Cases of work related disease that a doctor notifies the school of (for example certain poisonings, lung diseases, infections such as tuberculosis or hepatitis, occupational cancer. sealed dangerous occurences (I. e. near misses-reportable examples, bursting of closed pipes, electrical short circuit causing fire, unintended release of any substance that may cause injury to health. Visits and events off site. Before labor moveme nt any off site events, the Head of a school will access level of first aid provision required by undertaking a suitable and sufficient risk assessment of the event and persons involved.When appropriate a portable first aid kit will be carried. Administration of medicine (and procedures for pupils with medical conditions such as bronchial bronchial asthma attack attack attack attack, epilepsy, diabetes etc). A central list of all pupils medical conditions and any particular requirements are kept at the school office. A further copy is held by each form teacher. Parents of pupils required to carry or use an Inhaler or Epipen are required to notify the school of this. The school will obtain parental consent before administering any medications to pupils.The information held by the school will include a record of pupils who need to have access to asthma inhalers, epipens, injections or similar and information regarding relevant parental consent, as well as a record of dispensatio n of medication (name of pupil, name of medicine, date, time, dosage, signature of person who supervised). Where appropriate individual pupilswill be given responsibility for charge such equipment with them if a parent concents to the puil carrying his/her own medicine. This will be reviewed on a regular basis.The first aiders will continue and administer an Inhaler or Epipen for each pupil who is deemed not to be sufficiently competent to carry this themselves. In other cases such equipment and medicines will be kept, suitably labelled, in a locked cabinet by a First Aider in the First Aid Room. As a normal rule, First Aiders should not administer any medication that has not been confirming for that particular pupil by a doctor, dentist, nanny or pharmasist. No pupil shall be given medicine containing asprin or paracetomol unless prescribed for that particular pupil by a doctor.Storage of Medication. Medicines are always kept securely stored in accordance with individual prod uce instructions save where individual pupils have been given responsibility for keeping such equipment with them. All medicines shall be stored in the current container in which they were dispensed, together with the prescribers instructions for administration and properly labelled, showing the name of the patient, the date of prescription and the date expiry of the medicine. All medicines will be returned to the parent when no longer required to arrange for safe disposal.Question 11. List the main syptoms for the following asthma attack, diabetic, epeleptic seizure, severe alleric reaction. asthma symptoms. People with asthma experience symptoms when the Airways tighten, inflame, or fill with mucus. ballpark symtoms of bronchial asthma include Coughing, especially at night. Wheezing. Shortness of breath. Chest tightness, pain or pressure. Still, not every person with asthma as the aforesaid(prenominal) symptoms in the same way. You may not have all of these symptoms, or you m ay have different symptoms at different times.Your asthma attack symptoms may also vary from one bronchial asthma attack to the next, being mild during one asthma attack and severe during another. Some people with Asthma may go for extended periods without having any symptoms, interrupted by periodic worsening of their symptoms called asthma attacks. Others might have Asthma symptoms every day, in addition some people with Asthma will only have Asthma during exercise or Asthma with viral Infections like colds. Mild Asthma attacks are generally more common. Usually the airways open up within a fewer minutes to a few hours. everlasting(a) attacks are less common but last longer and require immediate medical help.It is important to recognise and treat even mild symptoms to help you prevent severe episodes and keep Asthma under better control. Know the early Asthma symptoms. Early warning signs are changes that happen just before or at the very beginning of an asthma attack. These a sthma attack symptoms may start before the well known symptoms of asthma and are the earliest signs that your asthma is worsening. In general these signs are not severe enough to stop you from going about your daily activities. But by recognising these signs, you can stop an asthma attack or prevent one from acquiring worse.Early warning signs include Frequent cough, especially at night or waking. Loosing your breath easily or shortness of breath. Feeling very tire or weak when exercising. Feeling tired, easily upset or grouchy or moody. Decreases or changes in lung function as measured on a peak flow meter. Signs of a cold or allergies (sneezing, runny nose, cough, nazel congestion, sore throat and headache. pettifoggery sleeping. If you have early warning signs or symptoms, you should take more asthma medication as described in your asthma action plan. Know the asthma symptoms in children. In the UK more than 1. . Million have asthma. For unknown reasons the incidence of asthma in young children is steadily increasing. While asthma symptoms can begin at any age, most children have their first asthma symptoms by age five. Asthma is characterised by in lamination of the bronchial tubes with increased ware of sticky secretions inside the tubes. Not all children with asthma wheeze. Chronic coughing with asthma may be the only obvious sign and a childs asthma may go unrecognised if the cough is attributed to repeated bronchitis. Diabetes. Below is a list of the common diabetes symptomsFrequant urination. Have you been going to the bathroom to wanton more recently? Do you notice that you spend most of your day going to the toilet? When there is too much glucose (sugar) in your blood you will reach more often. If your insulin is infective, or not there at all your kidneys can not filter glucose back into the blood. The kidneys will take water from your blood in order to dilute the glucose-which in turn fills up your bladder. Disproportionate thirst. If you are urinating more than usual, you will nedd to replace that lost liquid. You will be drinking more than usual.Have you been drinking more than usual lately? Intense hunger. As the insulin in your blood is not working properly, or is not there at all, and your cells are not getting there energy, your body may react by trying to find more energy-food. You will become hungry. Weight gain. This must be a result of the above symptoms (intense hunger). ridiculous weight loss. This is more common among people with diabetes type 1. As your body is not making insulin it will seek out another energy source (the cells arnt getting glucose). Muscle tissue and fat will be broken down for energy.As type 1 is of a more jerky onset and type 2 is much more gradual. Weight loss is more noticeable with type 1. Increased fatigue. If your insulin is not working properly, or is not there at all, glucose will not be entering your cells and providing them with energy. This will ma