STAG LANE JUNIOR SCHOOL

Physical Education

Policy

Status-Recommended

Prepared by: Sarah McDonough Date written March 2015 Shared with staff March 2015 Date for review: 2018

United Nations Convention on the Rights of the Child Article 6 All children have the right to life. Governments should ensure that

children survive and develop healthily.

Contents

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Appendix

• Medium Term overview

• Harrow Physical Education Health and Safety Policy and code of

safe working practice. (NEED REVISED)

• Harrow Accident Report From

• Harrow Accident Report Form Guidance for Managers (NEED

REVISED)

• Harrow H& S Code of Practice- Staff using their own vehicle at

work (NEED REVISED POLICY)

• Harrow H&S Guidance Notes- Driving Safe Journey Planning

• School Mini Bus policy and emergency procedures.

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Physical Education is an essential part of the broad and balanced curriculum

at Stag Lane Junior School. We, as a school, believe in educating our

students in the use of the body and its movements as well as fitness and

health education. We want our children to develop physically, spiritually,

morally, socially and culturally through curriculum based physical education

lessons and through the many extra-curricular opportunities offered to them.

We want our students to feel physically competent and have an awareness of

safety issues.

Stag Lane Junior School provides every student with the opportunity to

experience and enjoy a range of sports and arts in both curriculum-based

lessons and through extra curricular activities. We believe that a child’s

physical well being holds as much significance as their mental well-being.

As we are a Level 2 RRSA school we encourage the children to uphold

Article 29 ‘The right to be the best that they can be’ in physical education.

Therefore physical education has a respected high profile with staff, pupils

and parents.

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Physical Education develops children’s knowledge, skills and understanding,

so that they can perform with increasing competence and confidence in a

range of physical activities. These include dance, games, gymnastics,

swimming and water safety, athletics and outdoor adventure activities. The

Order for Physical education in the National Curriculum provides a basis for

us to deliver a broad and balanced physical education programme and

Physical Education promotes an understanding in children of their bodies in

action. It involves thinking, selecting and applying skills and promotes

positive attitudes towards a healthy lifestyle. Thus we enable them to make

informed choices about physical activity throughout their lives. The aims of

PE are:

• To promote an understanding of the importance of fitness and a

healthy lifestyle.

• to enable children to develop and explore physical skills with

increasing control and co-ordination.

• to encourage children to work and play with others in a range of group

situations (RRSA Article 15 ‘Every child has the right to join groups’)

• to increase children’s ability to use what they have learnt to improve

the quality and control of their performance (RRSA Article 29 ‘Every

child has the right to be the best that they can be)

• to teach children to recognise and describe how their bodies feel

during exercise

• to develop the children’s enjoyment of physical activity through

creativity and imagination

• to develop an understanding in children of how to succeed in a range

of physical activities and how to evaluate their own success and

appraise this

• To promote and develop safe practices in all physical activities

(RRSA Article 19 ‘Every child has the right to be safe’)

• To provide equal opportunities for all children regardless or race,

gender, background or ability, and providing a fully inclusive

programme

• To promote competition and good sportsmanship across all year

groups.

• To teach children to become confident leaders.

Furthermore, we aim to deliver a balanced programme, which provides

children with opportunities to promote physical development and

competence, and to develop artistic, aesthetic and linguistic understanding

through movement.

Finally, we aim to give all the children to extend their range of psychomotor

skills and develop their proficiency as well as appreciating the benefits of

participation. Through Physical Education we aim to develop inter-personal

and problem solving skills, develop personal qualities such as self-esteem,

confidence, tolerance and empathy and help forge links between the school

and its community, and other organisations across the borough.

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2.1 Staffing

Stag Lane Junior School is a three-form entry Junior School, for children

aged 7-11, Years 3-6. Each class teacher takes his or her own physical

education lessons each week, with specialist PE instructors covering PPA

slots to offer extra Physical education across the board. The 13 class

teachers are also supported in these lessons by Learning Support Assistants

where needed, or other specialist coaches when available.

Miss McDonough is the PE Coordinator. It is her responsibility to review

the PE Policy and inform the Headteacher of any changes needed. She is

also responsible for the organisation, care and ordering of PE equipment.

Within her role, she is to provide guidance on curriculum matters and

planning, as well as take part in/deliver INSET training where necessary.

She also meets regularly and consults with staff on planning and revises

units of work as appropriate. The PE Coordinator oversees the organising

and running of extra curricular activities, such as Change 4 Life.

2.2 Physical Resources

The school has a number of areas available for PE, namely a large

playground, playing fields and a school hall. It also uses Harrow Leisure

Centre for swimming lessons.

Playground – The playground has a netball courts marked out and a number

of other grids, we also have netball posts, basketball post and hoops and

stumps marked on the walls. There are also 2 secure PE cupboards that hold

all equipment for all curriculum and extra-curricular sports.

Field – The field is all grass, and can host 2 rounders pitches and in other

seasons, a large football pitch with goals.

Hall – The hall has gymnastic equipment, including wall bars, ropes, tables,

buck, and 2 boxes, a large quantity of mats, benches and planks. It is also

fitted with a stereo system to play CDs and a boom box to use Ipods and

Youtube for indoor PE. There is also a range of indoor PE equipment stored

in the indoor cupboard.

Leisure Centre – The indoor swimming pool is used on a weekly basis for

KS2 (Year 5 Pupils) swimming.

2.3 Inclusion Children are informed of clothing expectations for PE and are strongly

supported by parents. If a child has forgotten their kit, their name is

recorded, and on the third occasion that they do this, a letter is sent to remind

parents of the kit needed. If a child is injured and unable to partake in the

lesson, they are expected to be involved in the theoretical side of the lesson

by identifying key aspects of the lesson, purpose of warm ups and the skills

that the other children are using etc. If weather conditions make it unsafe to

do PE outdoors, the children will either do an adapted lesson in the school

hall or reorganise the timetable to when the weather conditions improve or

in some cases an indoor theory lesson. Refer to section 3.2 regarding

jewellery. Head scarves worn for religious reasons, must be securely

fastened.

If, for health or religious reasons children’s parents do not want

them to learn to swim, a letter must be written by the parents and

addressed to the Governors requesting permission not to take part.

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3.1 Clothing Every family is provided with the PE Kit list on entry to the school and are

reminded through the year. All boys and girls are required to wear the red

jogging top and tracksuit bottoms with the school logo. Also a plain white t-

shirt (long or short sleeve) and school logo (optional), and blue or black

shorts, if indoor or in the Summer months. Indoor PE lessons are either

barefoot or wearing trainers/plimsoles (no studded football boots are to be

worn). For outdoor PE lessons the same kit is required, however tracksuit

bottoms (when needed), sports socks and trainers are worn. Clothing should

always be tucked in and well fitting. Trainers must be clearly tied with bows

and not just ‘tucked in’. Staff are also expected to be attired in similar

sportswear, as good role models for their students.

3.2 Jewellery/ Hair

Long hair must be safely tied back, not hanging on shoulders or across the

face. Hats should not be worn indoors. Religious headscarves should be

securely tightened around the head. Watches will not be worn during the

lesson. No jewellery is allowed during P.E. or Games in line with LEA

advice. The following is guidance from Harrow Legal Services-

“The British Association of Advisers and Lecturers in Physical Education,

has issued guidance that says that no earrings or other jewellery should be

worn during P.E. and that if in exceptional circumstances small studs or

necklaces are worn they should be taped over. This is supported by the

DfES.”

Equal Opportunities

We recognise that there are some children whose parents expect them to

wear religious jewellery at all times and where possible, with a risk

assessment, this will be supported. However, in relation to wearing these

items for PE, it will be important to follow Harrow guidelines, which were

drawn up with liaison with a number of religious leaders. The guidelines

stipulate that NO JEWELLERY should be worn for PE.

Newly pierced ears may have a tape covering for the first 6 weeks, however

they must be removed after this. With regards to swimming, no jewellery

should be worn. Newly pierced ears (within 2 weeks) would prevent the

child from taking part in the practical part of the lesson. After this time

(next 4 weeks), swimming is allowed however, parents/ carers must ensure a

waterproof covering is provided. This is in line with the rules and

regulations of Harrow Leisure Centre. Children are encouraged to place

jewellery in a valuables box, and to be collected at the end of the lesson.

Any jewellery brought into school is the child’s responsibility and the school

does not encourage any form of jewellery.

3.3 PE Environments

It is the responsibility of the teacher to ensure that any unnecessary furniture

and/ or equipment is removed safely from hall or other playing areas.

Children are also encouraged to be aware of this. The Site Supervisor will

clean the floor at the start of each school day, and staff using the hall for

activities apart from PE are responsible for restoring it back to its original

condition. When doing a barefoot activity in the hall, pupils are asked to put

their footwear along the edge of the stage with clothes folded neatly.

Teachers are also asked to ensure no activities are organised close to walls,

fences or other hazards. If at any time they are unsure about the safety of a

playing environment, they are to report it to the PE Coordinator.

3.4 Warm Up & Cool Down

Every PE Lesson and extra curricular activity will start with a 5-10 minute

aerobic/ cardiovascular activity and thorough stretching of body parts.

Teachers will model how to stretch and ensure that stretches are being

performed in a safe way. Similarly, a cool down activity will be a standard

ending of a lesson, allowing the children to ensure their body has recovered

from the physical activity. The children are encouraged to explain how and

why they warm up and cool down, and the role it plays in keeping us healthy

and safe, both in school and out of school.

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To minimalise the risk of faulty apparatus and other equipment, assessments

are carried out annually. Gymnastic equipment is inspected and maintained

by an approved contractor appointed by the LEA (Olympic Gymnasiums),

and the PE Coordinator on a termly basis, with a major check each

September, monitors all other equipment. Any broken equipment should not

be used, but be immediately reported to the PE Coordinator.

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Qualified first aiders are identified on notices around the school and all staff

are aware of who the first aider on duty is. Accidents are dealt with by the

First Aider and the accident book must be completed for any serious

accidents. First Aid boxes are located in key areas. Staff running extra-

curricular activities are encouraged to take the school mobile phone in case

of emergency.

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6.1 Planning and Monitoring The teaching and learning objectives are discussed with all staff, and the

long term planning of topics and areas of activity have been identified to

show progression and development.

Continuity is planned from one year group to the next and from one key

stage to the next using PePlanning.com.

6.2 CONTRIBUTION OF PE TO TEACHING IN OTHER CURRICULUM

AREAS

English PE contributes to the teaching of English in our school through the

development of speaking and listening skills. We encourage children to

describe what they have done and to discuss how they might improve their

performance. As we have high number of EAL students, staff plan resources

with key words and pictures cards to aid understanding.

Information and communication technology (ICT) We sometimes use ICT to support PE teaching when appropriate. In dance

and gymnastics children make video recordings of their performance, and

use them to develop their movements and actions. Older children can

compare each other’s performance from recordings and use these to improve

the quality of their work. Through the use of digital cameras and Ipads we

are able to build a portfolio of examples of good work and achievement.

Personal, social and health education (PSHE) and citizenship

PE contributes to the teaching of personal, social and health education and

citizenship. Children learn about the benefits of exercise and healthy eating,

and how to make informed choices about these things. They also improve

their social skills and recognition of fairness and sportsmanship.

Spiritual, moral, social and cultural development The teaching of PE offers opportunities to support the social development of

our children through the way we expect them to work with each other in

lessons. Groupings allow children to work together and give them the

chance to discuss their ideas and performance. Their work in general enables

them to develop a respect for other children’s levels of ability, and

encourages them to co-operate across a range of activities and experiences.

Children learn to respect and work with each other, and develop a better

understanding of themselves and of each other.

Science PE contributes to the teaching and learning of science and it has a large

focus on fitness and health. Children learn about making healthy lifestyle

choices as well as talking part in regular, daily exercise.

Each year group has the autonomy to link their PE lessons in with other

subjects in a creative way.

6.3 Differentiation and Special Needs Within physical education we aim to meet needs of both less able children

requiring extra support to master some of the basic skills, but also the more

able children who require extension opportunities to further their skills. This

is achieved through setting suitable learning challenges, responding to

children’s diverse needs, and overcoming potential barriers to learning and

assessment. Both the teacher and PE Coordinator must be aware of specific

medical needs and be ready to adapt an activity accordingly. Teachers

provide learning opportunities that are matched to the needs of children with

learning difficulties, and work in PE takes into account the targets set for

individual children in their Individual Education Plans (IEP’s). We include a

range of resources to assist staff with the inclusion of all pupils in lessons.

Teacher’s requiring further support for children’s needs should speak to the

PE Coordinator who has an overview of progression opportunities and

revision areas within key stages and year groups.

Achievement is a realistic possibility for all children in physical education.

GIFTED AND TALENTED We identify our Gifted and Talented pupils and endeavour to provide a

range of activities to extend and enhance their skills.

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The main method of gathering and assessing achievement is by a continuous

process of teacher observation. This is an informed assessment based on

knowledge of the pupil and content of the lesson. Appropriate

activities/skills have been identified for assessment and judgements are

made of the children to plan, perform and evaluate in physical education.

Assessment can also take the role of children observations, use of videos,

video cameras and cameras, monitoring with the PE Coordinator, written

evaluations, discussions etc. This evidence can be collected as a result of

stimulating the children’s natural instinct to learn through a variety of

teaching and learning strategies. A form of written assessment is being

developed with the introduction of the New National Curriculum (2014) by

the PE co-ordinator and may be used in the future.

An online assessment is being introduced as a Healthy Challenge which is

an evaluation tool to assess children’s healthy habits and choices regarding

exercise over a length of time.

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8.1 Organisation of Apparatus

All apparatus is stored neatly and safely, with clear specific labelling for

each cupboard. PE monitors in each class are trained to take and replace PE

equipment from PE sheds. Presently Equipment organisers have the role of

ensuring that the PE stores are maintained in an orderly fashion, and this is

overseen by the PE Coordinator. Ultimately, it is the responsibility of the PE

Coordinator to ensure this is happening.

8.2 PE Time Allocation

Each year group is allocated an hour of indoor gymnastic/ dance lesson time

and another hour outdoor games time, for Year 5, one of these hours is

Swimming and is in line with government recommendations. However every

class has the opportunity to participate in an extra hour and a half of PE, two

times a term, when their class teacher has coordinator cover and they are

taught by a coach. There are a further 5 - 10 hours of extra curricular sports

available in lunch hours and after school for example Change 4 Life, girls

football club and gymnastics.

8.3 OUT OF SCHOOL HOURS LEARNING

The school provides a range of PE-related activities for children for out of

school hours learning. These encourage children to further develop their

skills in a range of activity areas. The school also plays regular sports

fixtures against other local schools. This introduces a competitive element to

team games and allows the children to put into practice the skills that they

have developed in their lessons. These opportunities foster a sense of team

spirit and co-operation amongst our children.

PHYSICAL EDUCATION AT STAG LANE JUNIOR SCHOOL 2014-2015 YEAR 3 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

1 hour

Indoor

Dance

Gymnastics 1 balances Dance

Gymnastics – OAA

Indoor Athletics

1 hour

Outdoor

Athletics

Running

Invasion Games

throwing, catching

Net/Wall 1

Handball

Invasion 2

Netball

Net/Wall 2

Badminton

Strike/Field 2

Rounders

YEAR 4 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

1 hour

Indoor

Gymnastics

Dance Gymnastics

Dance Indoor Athletics OAA

1 hour

Outdoor

Invasion games

Tag Rugby

Net and Wall games

Handball

Invasion games

Hockey

Net and Wall

games

Tennis

Strike/Field

Rounders

Athletics

YEAR 5 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

1 hour

Indoor

Indoor

athletics

Gynmastics Dance Gynmastics Dance OAA

1 hour

Outdoor

1 class swimming Swimming 1 class swimming Swimming 1 class Swimming Swimming

Invasion games

Tag Rugby

Invasion games

Football

Athletics

Running

Net/Wall games

Badminton

Striking/fielding

Cricket

Net and Wall games

Netball

YEAR 6 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

1 hour

Indoor

Gymnastics Dance

Gymnastics

Dance

Indoor Athletics OAA

1 hour

Outdoor

Invasion Games

football

Invasion games

Hockey

Net/ wall games

Netball

Athletics

Net and Wall

games

Tennis

Striking and

fielding

Cricket

Harrow Physical Education Health and Safety Policy

and code of safe working practice. Introduction: Harrow Council regards Physical Education as important to the health and development of pupils in its school. It objective to do all it reasonably can to support and promote PE activities taking place in our schools. Our expectation is that Head teachers and governing bodies take the lead in supporting teachers of PE, support staff and others involved in this work in schools to provide a service that pupils, students, parents and the community value. Scope : This policy covers all Harrow Community Schools. The school and its staff are accountable for the safety of children and young people in their charge. The aim of this policy is to provide signposts for schools and staff towards current health and safety policies and safe working practices. Throughout, the document will refer to the afPE (Association for Physical Education) Safe Practice in Physical Education and School Sport (2008 edition). A copy of which was sent to every school shortly after it’s publication. It is important that those involved in the planning and delivery of physical activities understand and apply the generic principles of safe practice to their particular circumstances, rather than rely on simplistic checklists. Where possible the relevant section in the afPE (Association for Physical Education) Safe Practice in Physical Education and School Sport (2008 edition) has been referenced in bold red type. There are also Case Law examples included in the various sub-headings. All pupils should be taught how to warm up and cool down safely and effectively. In addition to this they should know how to move and handle equipment and how to conduct themselves safely during activities. Staff training and competence. Chapter 4 School staff have a duty to work within a system that anticipates and manages risks. Head teachers must ensure that such a system is operable, even by recently appointed staff. Staff are also expected to work within guidelines and policies laid down by the employer, gain permission for particular activities, follow regular and approved practice and maintain an up-to-date awareness of the subject through continuing professional development (CPD). Staff should have a sound knowledge of any activity that they intend to teach or lead. Judgements about competence will often be informed by formal qualifications. Staff should also demonstrate and appropriate knowledge of the needs of individual pupils and pupil groups. Adults without QTS may be working as support staff. These staff must work under the direction and supervision of a nominated teacher when doing Physical Education. Subject to their competence and the school’s policy, they may work alongside or remotely from the class teacher. Head teachers should, on behalf of their employer, ensure that support staff are appropriately managed at all times. 4.2.9

A number of schools use external coaches to deliver Physical Education and School Sport. Staff should be aware that these coaches should only deliver activities in which they have a qualification (preferably a National Governing Body level 2 award as a minimum). Case Law examples.

• Bolam versus Friern Hospital Management Committee (1957) This established that a person who possesses specialist skills in a profession (such as teaching PE) is not judged by the same standard of the reasonable man, but by the standard of people within the same profession.

• Jones versus Manchester Corporation (1958) This case established that where someone is not qualified or competent to undertake the responsibility placed on him/her, but has been placed in that situation by the employer, or the employer’s representative such as a head teacher, then the employer may be directly liable for negligence.

• Viasystems (Tyneside)Ltd versus Thermal Transfer (Northern)Ltd, Court of Appeal (2005)

This case established that 2 employers can be vicariously liable for the negligence of an employee. The implication from this is that a school, LA or other education employer utilising an external agency to deliver part or all of a PE programme could be held liable, along with the agency involved, should any member of the agency staff be negligent in carrying out his/her delegated role. This has a significant management implication for head teachers. Risk assessments Chapter 3 Risk management is central to safe practice. It involves managing the risk (or possibility) of injury by:

• Assessing what could cause harm

• Judging whether the risk of harm is significant

• Controlling or reducing any significant risk of harm (injury) to an acceptable and reasonable level by some form of corrective action or control measure.

When making a balanced decision whether to proceed with, modify or cancel an activity or event colleagues should consider the following:

• The people involved in the activity

• The context in which the activity takes place

• The organisation of the activity There are 3 main types of risk assessment:

• Generic risk assessment – general principles that might apply to an activity wherever it might take place. Usually provided in written form.

• Site or activity specific risk assessment. Usually provided in written form.

• Ongoing risk assessment – carried out while an activity is taking place. This is not in written form, but is the expertise that evolves over time and is used during the activity, in forward planning and also to inform future risk assessments.

Staff have different roles and responsibilities with regards to risk assessments (full details are in the afPE Safe Practice book – 3.2.9, 3.2.10, 3.2.11) but staff should:

• follow school and local authority safety guidelines and policies

• ensure that there is a safe working environment,

• participate in safety reviews and risk assessments

• take action to reduce risk to acceptable levels

• report any safety concerns as soon as possible to their supervisor/line manager. First aid and emergency care Chapter 8 All physical activity involves risk. Staff should use risk assessment to manage the risk of injury to staff and pupils. No one is expected to give first aid beyond the level of his/her qualification or experience, but all are expected to manage the initial situation. Staff must also ensure that following an injury or accident that the appropriate documentation is completed (See accident/incident reporting procedure-appendix ). It is also important for departments/subject leaders to record ‘near misses’ to help adapt risk assessments or alter current practice. Qualifications in first aid should match the requirements of the situation. Resuscitation technique, procedures for treating neck and spinal injuries and the arrest of bleeding constitute baseline knowledge for those responsible for supervising physical activities, particularly in remote situations. The school’s procedures for managing first aid and emergency situations and how to implement these procedures are essential knowledge for all staff. This would include ensuring the rest of the group is safe and free from possible injury while the injured person is being treated. Equipment – procurement, maintenance, testing and repair. Chapter 12 Equipment and resources need to be compatible with the age, size, strength, ability and experience of the participating groups. All equipment should be subject to systematic and regular inspection with large equipment having a specialist, detailed and systematic inspection, usually on an annual basis. Faulty equipment should never be used. There should be a policy to outline:

• equipment storage and safe access for staff and pupils

• how and when staff monitor the condition of equipment and the procedures for dealing with defective items.

• how to use equipment correctly

• how pupils are involved in the safe handling and movement of equipment. Not all equipment comes with a ‘standard’ (a document defining good practice, established by consensus and approved by a recognised body such as the British Standards Institute). In such situations staff need to seek alternative confirmation that the equipment used with pupils is safe and well made. Suppliers should be recognised as reputable and have an established record for reliability. Staff need to monitor the condition of apparatus/equipment on a day-to-day and lesson-by-lesson basis. The member of staff in charge of the lesson should check equipment before any pupil uses it. Pupils should be encouraged to remain alert to, and report, any unintended equipment adjustment as work proceeds. Trampolining. If pupils are used to unfold and fold trampolines this should always take place under the direct supervision of staff and they should be properly trained. Before use, the member

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

• A portfolio of records

• Regular and approved practice

• Using equipment only for the purpose it was designed for.

• Progression seen through lessons and key stages.

• Comparable size, ability, experience and confidence of pupils when working together.

• Effective officiating by staff, external coaches and pupils.

• The adult’s role in playing a game to be limited to a role in a game periodically to set up situations that enables the pupils to learn from that participation.

• Codes of practice

• Consent forms – NB it should be remembered that consent forms signed by parents do not indemnify the teacher against any claim for negligence, no matter what they say. (2.2.23)

Frequently Asked Questions.

Can children wear jewellery in PE? 14.2

Strictly speaking, no. Harrow has a no jewellery in PE policy and has done for a number of years. The reasons behind this is that jewellery poses a threat to a safe working environment, particularly where physical contact with equipment and others is a distinct possibility in lessons. Practically, however it does pose a problem, particularly for young pupils, for those who have their ears pierced in the middle of the school year or wear jewellery for cultural reasons. If this is the case then the member of staff in charge of the lesson will need to take action to try to make the situation safe, this should be done in line with the school policy on jewellery to support the member of staff concerned. Taping over ear studs may offer a measure of protection in some physical activity situations where individuals are required to work within their own personal space. This would not be acceptable, however, in swimming lessons where exposure to water can easily dislodge the tape or for activities where physical contact is highly likely, such as rugby, gymnastics, trampolining, netball etc…If the situation cannot be made safe the individual pupil cannot take an active part in the lesson. This does not mean sitting on the side reading a book or being left inside with another class. Taking on other roles (teacher or official) are all parts of the national curriculum and the pupil should be in their PE kit for the lesson. Modelling of good practice with regard to jewellery and clothing by staff is advisable and if adults are taking part in the lesson, i.e. acting as a feeder in netball, supporting a pupil in gymnastics then they should be appropriately dressed with jewellery removed. In schools where the removal of jewellery for PE does not present an issue there is good communication and links between the school and parents/carers. Head teachers are supportive of the policy and emphasise it where relevant in parent/carers meetings. Should we have mats under all pieces of apparatus in gymnastics in case a pupil falls off? 12.2.16-12.2.24

No, mats should be placed where the member of staff wants gymnastic activity to take place. Care should be taken with placing mats under equipment, as there is a concern that when mats are used as a precautionary measure it may encourage some pupils to work beyond their capabilities. Pupils should understand the purpose of the mats and activities should be modified by the member of staff if they feel that mats are there in case a pupil falls off. Particular care needs to be taken with pupils who consistently display poor discipline. How high are the children allowed to climb on the gymnastic equipment? 12.3.1 Pupil should be allowed as high as the member of staff deems to be safe, developmental and beneficial for their class. If using large apparatus the risk

assessment, planning and organisation should be well communicated and clearly understood by staff and, at their own level, by pupils. Staff should have clear aims about how the apparatus is to be used and for what purpose. Schools may wish to impose height restrictions for year groups and indicate this on the large equipment. It is advisable to have the height restrictions stated as being the highest that the pupils’ hands can be otherwise it is often interpreted as the height of the feet, which adds several feet to the pupil’s height off the floor in some cases. It is not considered good practice for young children to participate in lessons where the apparatus has already been set out as this prevents them becoming proficient in handling apparatus from the earliest stage. Neither would a pre-set arrangement be likely to address effectively their particular needs and stage of development. Can children do gymnastics in their trainers and/or socks? 23.2.10-23.2.11

Ideally pupils should participate in gymnastics in bare feet as this enhances aesthetic awareness and allows increased grip by the toes. Shoes with thick, inflexible soles are not suitable and pupils should never participate in socks on polished surfaces. What activities can our after school football coach deliver as he would like to run a rounders club in the summer term? If your external coach only has a football qualification then they can only deliver football, especially if they are running the club on their own. The same applies to external coaches who deliver PPA PE. Why can’t my 26 year old member of my department drive the school minibus when in their last school in a different borough they could? Is it appropriate to have pupils wearing mixed footwear in games activities, e.g. some with boots and studs and others in trainers or plimsolls? 14.2.14

When working inside or out, the footwear should be appropriate for the activity being undertaken and the condition and nature of the playing surface. If a grassed area is wet, staff should give careful consideration to the organisation of the activity, particularly if the pupils wear a range of footwear. Care should be taken to ensure any footwear is close fitting, fit for purpose and provide secure footing. Particularly in competitive situations, similar types of footwear should be worn.

If a variety of footwear is worn by pupils the activity or groupings may need to be adjusted after assessing the risk. For example, where some pupils wear studded boots then it may be necessary to condition the game to eliminate tackling or preferably ensure that the groups wearing studs are separated from non-boot groups. Where studded boots are worn it is advisable that pupils wear shin pads.

Are goggles appropriate for school swimming lessons? 26.2.55 – 56

The afPE guidance on goggles is straight forward.

Goggles are not normally recommended for normal swimming lessons, or where swimmers have poor control in the water. The adult’s attention can be distracted by

constantly having to help children adjust goggles etc, and limbs that are not controlled can often knock faces and goggles in crowded swimming conditions. Equally, the pupil’s attention can be compromised by the need to adjust and replace goggles.

However assuming that water balance is correct, it is reasonable to expect that when delivering a lesson where children spend a considerable amount of time under the water, or with their face in the water, such as when training for competitive swimming, that they may wear goggles if approved by the adult in charge. The adult with the group is responsible for determining whether any pupil wearing goggles is using them safely and for a positive purpose. If they are not then the goggles should be removed

Pupils with special eye conditions may also need to be allowed to wear goggles. There may be particular situations, such as in hydrotherapy pools where the higher temperature may affect chemical balance and cause more eye irritation but this should be managed through water treatment strategies rather than recourse to goggles.

Any deviation from the guidelines should be noted in the risk assessment for the activity. Knowledge about individual children’s needs remains critical in determining the wearing of goggles

Risk management should include the teaching of pupils to put on and take off goggles safely.

Appendix

List of useful documents, policies

Safe Practice in Physical Education and School Sport – association for Physical Education, 2008 edition.

Harrow Council Safety Guidance

� Occupational Driving

� Safe Journey Planning

� Staff Using their own vehicle at work

� Mini bus driver requirements

� Educational visits and journeys

� First Aid

� Accident/incident reporting

Contact for further advice and information

afPE (association for Physical Education) www.afpe.org.uk

Harrow Health and Safety Service 020 8424 1512

Healthandsafety@healthandsafety.harrow.gov.uk

Standard forms

General Risk Assessment

Educational visit forms e.g.

o EV2 (Permission of Council for adventurous, overseas, overnight type activities)

o EV3 (Permission for staff to lead such activities)

o EV5 (Event Specific Risk assessment especially relating to above activities)

Accident /incident reporting forms

.

I. ACCIDENT REPORT FORM

Control Version – Revised March 2010

PLEASE PRINT CLEARLY IN BLACK INK. ALL SECTIONS MUST BE COMPLETED

1. Personal Details (of injured/affected person) 2. Work Details (Place of work for employees or site of

accident for non-employees)

Surname

First Name(s)

Address Directorate

Division

Job Title

Post Code Employee No.

Gender Male/Female Date of Birth Ethnic Origin

Status Employee Agency Client Tenant Other Are you Registered

Disabled?

YES / NO Contracto

r

Visitor Traine

e

Public Pupil

3. ACCIDENT DETAILS:

Date Time

Weather

Conditions

If appropriate Exact location of

Accident

3.1 DETAILS OF INJURY/DAMAGE/LOSS (Give details of part of body injured or damage caused; if none please state

NONE)

3.2 IMMEDIATE OR ONGOING TREATMENT Please tick all that apply

NONE First Aid G.P. Hospital

3.3 Was a vehicle or machinery involved? YES / NO (If yes, give details of make, model, registration number etc.)

3.4 STATE EXACTLY WHAT HAPPENED (Include all relevant details leading up to the accident and a diagram if

appropriate)

4. SIGNATURE of person completing this form: To

the best of my knowledge and belief, the above is a true

record of events.

Signed Date

5. MANAGEMENT ACTIONS

5.1 Investigated by: 5.2 Has Risk Assessment been Reviewed? YES/ NO

Name 5.3 Is Training or retraining required? YES/ NO

Position 5.4 Is de-briefing required? YES/ NO

Date 5.5 Is Referral Required: i.e. O/H YES/ NO

6. WITNESSES Please provide full name

and telephone number 5.6 Is F2508 Required?

YES/ NO

5.8 Safety Representative Informed? YES/ NO

7. WAS THE EMPLOYEE ABSENT

FROM WORK AS A RESULT

YES / NO State number of Working Hours /

Days lost. Hours

Days

8. SUMMARY OF FINDINGS Please state recommendations, remedial action and/or preventative measures taken.

9. MANAGER DETAILS NAME

DATE

Job Title SIGNATURE

FOR OFFICIAL USE

ONLY

Date Received by H/S Services Date entered onto Database

ACCIDENT REPORT FORM

GUIDANCE NOTES FOR MANAGERS

This form must be used to record all accidents to a Council Employee, trainee, visitor, contractor or pupil/student.

Please note that this form should also be used for an accident caused by another employee.

This form should be completed by either the person involved in the accident or, where that is not practicable, the 1st

Aider/Supervisor/Manager responsible for the employee, trainee, pupil/student, client, contractor or visitor to

Council premises. Where the form has been completed on behalf of someone else, that person must be given the

opportunity to amend or supplement the information on the report form as soon as practicably possible; however, it is

important that the processing of this form is not unduly delayed awaiting signature.

Certain accidents defined by RIDDOR must be reported to the HSE. PLEASE NOTE - THE HEALTH AND

SAFETY SERVICES will be responsible for submitting Form F2508 on your behalf. The method used will be

via the electronic form version - this will be received by the HSE immediately and confirmation of receipt will

be received here. Please do not complete this form locally.

It is important that Managers investigate accidents thoroughly to ensure that preventative or remedial action is taken

to avoid a future accident. It should not mean a disproportionate amount of time being spent by the Manager

completing the form; if no further action is needed it needs to be clear as to why no further action was needed. This

includes a review of relevant risk assessments or carrying out an assessment of a previously unrecognised risk.

This form must be completed as soon as possible after the accident. All entries must be in black ink, writing must be

legible and descriptions clear, precise and accurate.

All sections must be completed in order for the form to be processed.

The Manager/Supervisor, Head Teacher is responsible for signing off the management actions and for distribution of

the form: -

ORIGINAL COPY - To Corporate Health and Safety Services

Photocopy - To be kept on site as a permanent record

Photocopy - To Departmental Personnel for employee’s personal file

If you need any assistance in completing any part of this form or need any further advice or guidance, please contact

the Harrow’s Corporate Health and Safety Services at the Civic Centre, Telephone 0208 424 1512.

ACCIDENT REPORT FORM

GUIDANCE NOTES FOR MANAGERS

This form must be used to record all accidents, Incidents and Near Misses to a Council

Employee, trainee, visitor, contractor or pupil/student etc. Please note that this form should also

be used for an accident, Incident or a Near Miss caused by another employee.

This form should be completed by either the person involved in the accident or, where that is not

practicable, the 1st Aider/Supervisor/Manager responsible for the employee, trainee,

pupil/student, client, contractor or visitor to Council premises. Where the form has been

completed on behalf of someone else, that person must be given the opportunity to amend or

supplement the information on the report form as soon as practicably possible; however, it is

important that the processing of this form is not unduly delayed awaiting signature.

Certain accidents defined by RIDDOR must be reported to the HSE. PLEASE NOTE -

THE HEALTH AND SAFETY SERVICES will be responsible for submitting Form F2508

on your behalf. The method used will be via the electronic form version - this will be

received by the HSE immediately and confirmation of receipt will be received here. Please

do not complete this form locally.

It is important that Managers investigate accidents thoroughly to ensure that preventative or

remedial action is taken to avoid a future accident. It should not mean a disproportionate amount

of time being spent by the Manager completing the form; if no further action is needed it needs to

be clear as to why no further action was needed. This includes a review of relevant risk

assessments or carrying out an assessment of a previously unrecognised risk.

This form must be completed as soon as possible after the accident. All entries must be in black

ink, writing must be legible and descriptions clear, precise and accurate.

All sections must be completed in order for the form to be processed.

The Manager/Supervisor, Head Teacher is responsible for signing off the management actions

and for distribution of the form: -

ORIGINAL COPY - To Corporate Health and Safety Services

Photocopy - To be kept on site as a permanent record

Photocopy - To Departmental Personnel for employee’s personal file

If you need any assistance in completing any part of this form or need any further advice or

guidance, please contact the Harrow’s Corporate Health and Safety Services at the Civic Centre,

Telephone 0208 424 1512.

Health and Safety Code of Practice HSCOP 26-00

February 2008

Driving – Staff using their own vehicle at work

Ll Who is it for? This code of practice is for all managers and for staff who use their own vehicle for work purposes.

What is this guidance about? Driving is the most dangerous work activity that most people do. Research indicates that about 20 people are killed and 220 seriously injured every week in crashes involving someone who was driving, riding or otherwise using the road for work. To comply with health and safety law, employers need to have procedures in place to ensure that all

vehicles (irrespective of who owns them), that are used for work purposes, conform to road traffic law, are

safe and properly maintained, and are fit for purpose.

It is relatively simple do this for Council owned or leased vehicles, but it can be more complicated when staff use their own vehicles for work. This code of practice gives simple advice on how this risk can be managed. It also contains guidance for staff on maintaining their vehicle in suitable condition.

What does the law require? HSE Guidelines, “Driving at Work”, state that “health and safety law applies to on-the-road work

activities as to all work activities and the risks should be effectively managed within a health and safety

system”.

Employers must conduct suitable risk assessments and put in place all ‘reasonably practicable’ measures

to ensure that work related journeys are safe, staff are fit and are competent to drive safely and the

vehicles used are fit for purpose and in a safe condition.

Employers owe the same duty of care under health and safety law to staff who drive their own vehicles for

work as they do to employees who drive company owned, leased or hired vehicles. It is also an offence

under road traffic law to ‘cause or permit’ a person to drive a vehicle that is in a dangerous condition or

without a valid licence or at least third party insurance.

What do staff have to do? Harrow Council expects all those who drive their own vehicle for work to:

� ensure their vehicle is properly taxed, has a valid MOT, valid insurance for business use and is

serviced according to the manufacturer’s recommendations

� show, on request documentary proof of the above

� agree to conduct regular vehicle safety checks (see guidance below)

� not carry loads for which the vehicle is unsuited (e.g. a car is not a van)

� not use the vehicle in conditions for which it is not designed (e.g. off-road).

� not carry hazardous materials

� only carry the number of passengers for whom there are seat belts

� ensure they hold the relevant license to drive their vehicle

� report any convictions and/or endorsements immediately to their line manager.

What documents are required to be available?

II. Driving license Employees must hold a current license, relevant to the class of vehicle they drive.

III.

IV. MOT Certificate

Once a vehicle is three years old it must pass an MOT annually, and the vehicle owner must possess a

valid MOT certificate. Staff should be able to produce a valid MOT certificate for their vehicle (or

evidence that it is less than three years old and is therefore exempt), on request.

Certificate of Insurance cover for Business Use

It is essential that any driver who uses his or her own vehicle for work journeys has appropriate motor

insurance cover. This must include cover for business use. If the employee is not the registered keeper of

the vehicle s/he intends to use for work journeys, s/he must still be insured to drive the vehicle for

business purposes.

Registration document

If the driver is not the registered keeper of the vehicle s/he must be able to demonstrate that they are

authorised to use the vehicle.

Vehicle Excise Duty

Vehicles must display a valid vehicle excise duty (tax) disc on their windscreen.

V. Servicing

Vehicle manufacturers specify recommended service schedules for their vehicles (e.g. annually or every

10,000 miles). Staff using their own vehicles should be required to ensure their vehicle is serviced

according to the manufacturer’s specifications, (although not necessarily by the manufacturer’s agents)

and to produce, on request, the service schedule or other documentation to demonstrate that servicing has

been carried out on their vehicle.

What safety checks should staff carry out on their vehicle? Staff using their own vehicle for work should carry out weekly checks on it which include:

� tyres are undamaged, have enough tread depth and are at the correct pressure

� oil, coolant and windscreen wash levels are correct

� brakes are working

� lights and indicators are clean and working

� windscreen and windows are not damaged

� there are no signs of vehicle damage

� washers and wipers are working

� mirrors are correctly positioned.

In addition, they should conduct pre-drive checks to ensure that tyres are properly inflated and

undamaged, lights and indicators are working, there is no visible damage to the vehicle body or windows,

the washers and wipers are working and the mirrors are correctly positioned. They should check the

brakes are working and that all occupants are using their seat belts, have correctly adjusted their head-

restraints and that any loads are securely restrained before setting off.

NB. If an employee’s vehicle is known or suspected to be in an unsafe or illegal condition it should not be used for work purposes until all necessary repairs have been completed.

What do managers have to do? All managers should lead by personal example and follow Harrow Council’s policy concerning the use

and maintenance of their own vehicles.

The Council expects those who manage staff who drive their own vehicle for work purposes to:

� check that employees vehicles are properly taxed, have a valid MOT, valid insurance for business

use and is serviced according to the manufacturer’s recommendations by:

o asking employees to sign the declaration in Appendix A and

o requesting documentary proof at recruitment and at periodic intervals

� remind staff to conduct regular vehicle safety checks on their vehicle

� not require staff to:

o carry loads for which their vehicle is unsuited (a car is not a van)

o carry hazardous materials

o carry more passengers than there are seat belts

o use their vehicle in conditions for which it is not designed (e.g. off-road).

What should staff do if they are involved in an accident? If a staff member is involved in a collision whilst at work, regardless of blame, they should give their name, address and insurance details to the police or other parties if requested. If these details are not given at the time, they must be reported to the police within 24 hours. As soon as is practicable after the incident, they should contact their insurance company. It should also be reported to their line manager, even minor damage must be reported and the incident must be reviewed. Staff should not admit liability. They should always note the registration numbers of all vehicles involved, names and addresses of other drivers, name of parties’ insurance companies and their insurance certificate numbers. The name and address of all witnesses, both those seeing the incident and those witnessing the scene, should also be taken and a note made of vehicle positions, in the form of a basic sketch and any other relevant information. Unless trained to do so, staff should not attempt to move injured persons unless absolutely necessary.

Where can I get further help and advice? For health and safety information and guidance contact Harrow Health and Safety Services 0208424 1512

The following documents provide additional advice:

� Harrow Council Occupational Driving Policy HSP 12-00

� Guidance Note HSG10-00 Mobile Phones and Driving

� Guidance Note HSG13-00 Driving – Safe Journey Planning

Appendix A

Employee use of own vehicle for work purposes

Health and safety law applies to on-the-road work activities as to all work activities and the risks should be effectively managed within a health and safety system. Therefore,

employers need to have procedures in place to ensure that all vehicles (irrespective of who owns

them) that are used for work purposes conform to road traffic law, are safe and properly

maintained, and are fit for purpose.

Harrow Council expects all those who drive their own vehicle for work to:

� ensure they hold the relevant license to drive their vehicle and report any convictions

and/or endorsements immediately to their line manager.

� ensure their vehicle is properly taxed, has a valid MOT, valid insurance for business use

and is serviced according to the manufacturer’s recommendations

� show, on request documentary proof of the above

� not carry loads for which the vehicle is unsuited (a car is not a van)

� not use the vehicle in conditions for which it is not designed (e.g. off-road).

� not carry hazardous materials

� only carry the number of passengers for whom there are seat belts

� agree to conduct regular vehicle safety checks and pre-drive checks as detailed in Harrow

Council health and safety code of practice document HSCOP **-00.

If an employee’s vehicle is known or suspected to be in an unsafe or illegal condition it should not be used for work purposes until all necessary repairs have been completed.

_________________________________________________________________

Employee Declaration

I have read and understood my responsibilities in the Council’s Occupational Driving Policy

(HSP 0*00).

I certify that I hold a current driving license for the class of vehicle I drive for work and a motor

vehicle insurance policy which covers business use. The vehicle is in a roadworthy condition and,

where applicable, has a current MoT certificate and Road License fund tax disc. I will inform my

line manager immediately if there is any change to these circumstances.

Employee Signature:

Print name: Date:

Health and Safety Guidance Note HSG 13-00

February 2008

Driving – Safe Journey Planning

Vl Who is it for? This guidance is for all managers and staff who drive for work purposes. It also provides

guidance for those managing staff who drive for work.

What is this guidance about? Driving is the most dangerous work activity that most people do. Research indicates that about 20 people are killed and 220 seriously injured every week in crashes involving someone who was driving, riding or otherwise using the road for work. Vehicle defects are involved in only a small

proportion of crashes; human behaviour and journey design (schedules, driver’s hours, etc) are far bigger

causes of road collisions.

HSE Guidelines, “Driving at Work”, state that “health and safety law applies to on-the-road work

activities as to all work activities and the risks should be effectively managed within a health and safety

system”. Employers must conduct suitable risk assessments and put in place all ‘reasonably practicable’

measures to ensure that work related journeys are safe, staff are fit and are competent to drive safely and

the vehicles used are fit for purpose and in a safe condition.

This guidance note gives simple advice on how staff and managers can help to ensure that road journeys are properly planned and safely completed. This applies to all at-work drivers and not just professional LGV and PCV drivers.

What do managers need to do?

One of the most important things managers must do is ensure that their drivers are not at risk of falling

asleep at the wheel. Sleepiness reduces reaction time, alertness, concentration and decision making, all

crucial driving skills. Tired drivers are much more likely to have an accident, and the crash is likely to be

severe because a drowsy or sleeping driver does not usually brake or swerve before the impact. Crashes

caused by tired drivers are most likely to happen:

� on long journeys on monotonous roads, such as motorways

� between 2am and 6am

� between 2pm and 4pm (especially after eating, or taking even one alcoholic drink)

� after having less sleep than normal

� after drinking alcohol

� if taking medicines that cause drowsiness

� on journeys home after night shifts

Promote safer driving As part of recruitment, training and staff appraisal, managers should remind drivers about the:

� danger of falling asleep at the wheel

� need for safe journey planning

� need to get adequate sleep before starting to drive

� times of day when sleepiness is most common

� early signs of fatigue and what to do if they begin to feel tired during a journey

� risks of making a lengthy journey after a day’s work away from their normal base.

There is a ROSPA advice leaflet, “Safer Journey Planner”, which can be downloaded free from

www.rospa.com/pdfs/road/safejourney.pdf

Reduce distances

When requiring employees to drive to and from a location to carry out a work task, set reasonable

maximum mileages which drivers should not be expected to exceed in a single day. Support this with clear

policies that allow staff to take overnight stops, or ensure the driving can be shared.

Permit overnight stays

Where employees have to travel a long distance to a work location at the beginning of the day or the

journey is likely to take more than two hours, consider whether it would be appropriate to ask them to

travel the night before and stay overnight. Similarly, at the end of a work period at a remote location,

make provision for employees to stay overnight so that they do not have to drive a long distance home

when tired.

Drivers’ hours

Set limits for unbroken driving hours, as a working rule, no driver should be required to drive

continuously for more than 2 hours without at least a 15 minute break. The drivers’ hours rules for

professional drivers are the statutory maximum. Breaks and break locations should be planned for in

advance of starting journeys.

Ensure that journey planning allows sufficient time for drivers to take account of reasonably foreseeable

weather and traffic conditions and to comply with speed limits. Planning should seek to reduce night

driving and avoid those times of day mentioned above when falling asleep at the wheel is more likely.

Where “job and finish” regimes are in operation, these must not encourage drivers to disregard road traffic

law or the Council’s own driving rules, standards and policies.

Review shift arrangements

Night shifts and rotating shifts cause severe sleeping disruptions. Workers on 12-hour shifts (compared to

eight hours) are significantly sleepier at the end of their shift, especially at 7.00am. Review shift

arrangements to see that these do not lead employees to drive while fatigued.

Specify “safer” routes

Every journey should be a managed journey and should take account of road type (accident rates are

lowest for example on motorways and dual carriageways); hazards (road works, accident “black spots”);

traffic densities (time journeys to avoid peak traffic hours); and high-risk features such as schools or busy

shopping centres.

Monitor

Monitor sleepiness! Discuss the issue with your drivers during periodic performance appraisals. Drivers

should be encouraged and thanked for reporting instances when they have experienced sleepiness at the

wheel, to share such experiences with colleagues and to see what lessons can be learned.

Journey planning should be monitored, by sampling to see whether journeys are being planned for safety.

Also, accidents involving driving for work, particularly those with no other apparent cause, should be

investigated to establish whether fatigue may have been a factor.

Advice to employees: A planned journey reduces the risk of drowsiness and falling asleep at the wheel, and is more efficient, saving you time, stress and money. Consider some of the following factors when planning longer journeys at work: � Where possible, use remote communications such as telephone, e-mail or video-conferencing as a

substitute for road journeys.

� If possible, make long journeys by train, bus, coach or air, as these are safer (mile for mile)

than road travel. � Plan to allow enough time so you don’t need to rush - consider how long the journey will

take, including time for rest breaks and unexpected delays. � Plan your route - Write out a route plan that you can easily read, check for roadworks or

likely traffic jams, and if possible, plan an alternative route to avoid any major delays. Plan where to stop for regular rest breaks (every two hours, or sooner if feeling tired, for at least 15 to 20 minutes).

� Where applicable, consider breaking your journey with an overnight stop � If possible, share the driving with a second driver. � Avoid driving at night and in adverse weather conditions, particularly fog, very high winds, ice, snow

or flooding or where there is a danger of becoming stranded in remote locations.

� Try not to stay up late or reduce your normal sleep before a long journey. Avoid driving in the

early hours of the morning, when you have had less sleep than normal, or in mid afternoon after eating a large meal - these are peak times for sleep related accidents. Avoid starting a long journey after a full day’s (or shift’s) work.

� Alcohol stays in the body for several hours and will make you more sleepy, so avoid having

even one drink. If you are taking any medication, check whether it causes drowsiness. If it does, ask

your doctor or pharmacist for an alternative that does not cause drowsiness. Remember to tell your

manager if you think there is any reason why it would not be safe for you to drive.

� Report any instances of sleepiness whilst driving for work to your manager.

� If you start to feel sleepy while driving, this means that you are more likely to crash. Many drivers try

to stay awake by turning up the air conditioning, winding down the window, listening to the radio,

talking or singing. These will only work for a few minutes, to give you time to find somewhere safe to

stop. They will not stop you falling asleep. Current advice is as follows:

� Do not try to complete the journey (you might never arrive)

� Find somewhere safe to stop (not the hard shoulder)

� Drink one or two cups of strong coffee or other high caffeine drinks

� Take a nap of about 15 minutes

But remember, sleep is the only cure for tiredness. So, if necessary, find somewhere safe to stay

overnight.

Advice on Personal Safety whilst driving: There are hazards in travelling alone by car. Consider the following guidelines to help minimise the risks.

� Travel on main roads as much as possible.

� Make sure someone knows your route and approximate time of travel.

� Always try to have at least a quarter of a tank of fuel.

� While driving, be alert to the condition of your vehicle. If a fault is suspected, don’t wait until it breaks down. Stop somewhere appropriate, such as a garage, where there are a lot of people around, and seek assistance.

� Consider carrying sensible warm clothing in the vehicle, eg coat and flat shoes, to change into if necessary.

� When travelling to an unfamiliar location, call ahead and check the parking arrangements.

� Park in well-lit areas whenever possible and check around the vehicle and the interior, especially the back seats, before re-entering.

� If you see another driver in difficulty, do not stop - drive on and report it by phone as soon as possible.

� Always carry a mobile phone but never use it while driving. (See Guidance Note HSG10-00 Mobile Phones and Driving)

� Have the doors locked while driving, especially at night and in busy areas.

� In the event of a breakdown on a motorway in the UK, the advice is to put on a reflective jacket (if you have one), get out of the car by the nearside (passenger side) door, and wait a safe distance off the hard shoulder, after telephoning the emergency services. Consider leaving the passenger door open, so that in the event of a threatening situation, you can get into the car and lock the doors.

� Do not give lifts to strangers.

Where can I get further help and advice?

For health and safety information and guidance contact Harrow Health and Safety Services 0208424 1512.

The following documents provide additional advice: � Harrow Council Occupational Driving Policy HSP 12-00

� Code of Practice HSCOP 26-00 Driving – Staff using their own vehicle for work

� Guidance Note HSG10-00 Mobile Phones and Driving

HARROW COUNCIL

Occupational Driving

Policy and Procedure

For

Harrow Council.

ISSUE NO HSP 12-00

DATE February 2008

REVIEW DATE 30/01/09

Introduction

Driving is the most dangerous work activity that most people do. One third of driver fatalities on the roads involve people who are driving for work. Health and safety law places a duty of care on Harrow Council, as an employer, to identify and control the risks to which our staff who are driving in the course of their duties are exposed. Harrow Council has developed this policy and procedures for the purpose of ensuring that this duty of care is discharged.

Policy Statement Harrow Council recognises it’s duty of care to staff who drive as part of their duties at work. The Council acknowledges that those driving on the organisation’s business may be at increased occupational risks related to fatigue, stress, working alone or unforeseen events. The Council is committed to reducing the risks which our staff face and create when driving or riding for work. Harrow Council will:

• implement processes and procedures to assess, avoid, reduce and manage the risks involved in driving on Council business

• ensure as far as is reasonably practicable that all those driving on Council business are competent and fit to do so

• ensure as far as is reasonably practicable that Council vehicles are suitable for their purpose

• ensure as far as is reasonably practicable that employees own vehicles used on Council business are safe, roadworthy and comply with the law.

• observe requirements to monitor and regulate driver hours and performance

• provide sufficient information and guidance for management to enable them to understand the additional occupational risks involved in driving

• ensure all relevant staff are aware of their duties under health and safety and road traffic legislation and provide training in the additional issues and occupational risks of driving on Council business

• encourage a sensible and mature attitude towards motor vehicles and driving in all employees

Responsibilities Senior Managers must: o Follow this policy and lead by personal example, both in the way they drive

themselves and by not tolerating poor driving practice among colleagues including: � never making or receiving a call on a mobile phone while driving � ensuring that they never drive if affected by alcohol, drugs or medicines � ensuring that their own vehicle is always in a safe condition when used on

Council business o Ensure line managers and staff understand this policy and their responsibilities

under it

Line Managers and Supervisors must:

o Lead by example in following this policy o Ensure that staff who drive for work understand this policy and their

responsibilities under it by providing staff with information, guidance and training on: � the guidelines for mobile phone use � the need for daily / pre-use vehicle checks � safe journey planning

o Not expect staff to answer their mobile phone whilst driving o Carry out a risk assessment on the provision of hands free phone kits

to staff o Ensure work is planned and objectives set which do not create

pressure on staff to drive unsafely or break the speed limit o Periodically monitor and review the suitability and acceptability of staff

to drive on company business (eg. license checks) o Give consideration to the driving records of prospective employees as

part of the recruitment process (eg. license checks – see Appendix A) o Investigate vehicle incidents involving staff, whether there is injury or

not

Fleet Managers and Supervisors of Council vehicles must: o Make arrangements for annual drivers licence checks on all staff who drive

Council fleet vehicles o Carry out ad-hoc license checks if felt necessary o Ensure that an up to date risk assessment of the use of fleet vehicles has been

carried out o Inform drivers of any unusual risks relating to vehicles they are expected to drive

and how to minimise them o Ensure that daily / pre-use checks are carried out for Council fleet vehicles,

including pool vehicles

o Ensure that Council fleet vehicles are maintained according to legislative and manufacturers requirements

Staff who drive for work must:

o Ensure they hold the relevant license for the vehicle they will be driving o Not drive at any time while their judgment and/or physical ability are impaired by

illness, the use of alcohol, drugs, medicine, or tiredness. o Know the maximum speed limit for the vehicle they are driving o Drive in a safe and lawful manner keeping within the speed limit o Not use a hand-held mobile phone whilst driving o Avoid pro-longed hands-free calls o Carry out daily / pre-use checks prior to driving any vehicle for work purposes o Report any incidents (accidents, convictions, fixed penalty notices or

prosecutions) to their line manager o Present their license and other documents (vehicle registration, insurance, mot,

tax) for inspection when requested o Pay any fines incurred relating to speeding and parking offences whilst at work o Drive in a safe and appropriate manner on Council sites, observing any speed

limits, one-way systems and pedestrian crossings, etc. o Ensure that they and any passengers they are carrying wear seatbelts o Report all incidents by using an incident report form o Co-operate with monitoring and investigations o Ensure their eyesight is tested and eyes examined regularly. If glasses / contact

lenses are prescribed for driving, these must be worn If using their own vehicle for work staff must also: o Read and sign the declaration in HSCOP 26-00 Driving - Staff using their own

vehicles for work o Ensure their vehicle is in a safe and roadworthy condition with valid MoT, Tax,

and insurance for business use.

Monitoring of this Policy The Health and Safety Service will monitor the implementation of this policy as part of their arrangements for monitoring the health and safety compliance of the organisation. Related Harrow Council Documents HSCOP 26-00 Driving - Staff using their own vehicle at work HSG 13-00 Driving - Safe Journey Planning HSG 10-00 Mobile phones and Driving Signed by:

Chief Executive: Date: Leader of the Council: Date:

Appendix A - How to inspect a driving licence

If you have any doubt about any aspects of inspecting driving licences, please contact the Health and Safety Service.

Further information is available from the DVLA on 0870 240 0009 or http://www.dvla.gov.uk/drivers.aspx.

There is useful information in the Department of Transport / Energy Saving Trust publication Procedure for checking employees’ driving licences. This includes a pictorial guide to checking licences and explanations about what each endorsement code means.

� Only inspect the original licence, never accept a photocopy. Licences from EU countries should be in the same format as UK.

� Holders of photocards must produce both the photocard and the paper counterpart. The

details on the photocard and paper counterpart must match. � The style of print should be the same for all the driver’s details and entitlements. If the

licence has been tampered with, the font may be different. � Hold the (paper) licence up to the light. There should be a “DVLA” Watermark repeated in

rows throughout. � Signature If the licence is a paper one it should be signed in ink by the holder. On a

photocard licence and its counterpart the holder’s signature and photograph are copied on electronically.

� The holders name and address should be correct � The licence normally remains valid until the day before the holder’s 70th birthday. Photocards

must be renewed every 10 years. � The entitlement must be correct for the type of vehicle to be driven. For example, Category

D1 = Minibuses. Note the full entitlements shown on the back of the card licence. Changes from 1st January 1997 mean that drivers passing a car test are restricted to vehicles with up to 8 seats and a maximum weight of 3.5 tonnes, until they pass extra driving tests to get entitlement for larger vehicles.

� Check how many penalty points are on the licence and record this. Consider whether it is relevant to the driver's job. Check your local risk assessments and procedures.