This resource was produced for NASBM by SafetyMARK - www.safety-mark.co.uk

Green Level: As part of the asbestos management plan there is an effective

method for liaising with trained staff and third parties over location of asbestos.

Ho

w to

get to

Gre

en

For the management plan to be effective, it is necessary to:

• Keep the asbestos register up to date.

• Delegate responsibilities for maintaining asbestos containing materials and for implementing the action plan.

• Arrange for asbestos awareness training for relevant persons who may undertake intrusive work on the premises.

• Set up suitable arrangements to re-inspect the condition of asbestos at least annually, in line with the HSE Guidance

• Set up an effective system that will ensure effective dissemination of information regarding asbestos materials to relevant persons, such as contractors, in a timely manner and ensure that asbestos will not be disturbed or damaged and ensure contractor’s staff have received asbestos awareness training.

• Control contractors working in the school to ensure that they are competent and have sufficient procedures in place to avoid disturbing Asbestos Containing Materials.

Ho

w to

get to

Am

be

r

The regulations regarding asbestos at work impose very strict duties on the school’s dutyholders to manage asbestos. They also require the duty holders to identify a person within the organisation who will be responsible for that management. Whilst it is permissible to develop an asbestos plan in-house, the HSE strongly recommends the use of accredited or certificated surveyors for asbestos surveys. It is crucial you are able to understand the survey report. Many early surveys (especially the now obsolete Type 1’s) gave insufficient information and were not presented to the standards required by the HSE’s “Asbestos: The Survey Guide” HSG264. To achieve compliance with current asbestos regulations, dutyholders should compile (or obtain specialist assistance in compiling) a written Asbestos Management Plan detailing; asbestos policy and aims and objectives; organisational structure and roles and responsibilities; assessment and inspection techniques and preferred register format; action plan, target dates, audit cycle and review process.

Amber Level: The school has established clear lines of responsibility for asbestos

management and implementation of the plan.

Red Level: Your school was built pre 1999; you have no asbestos management

plan and have not appointed a person to manage asbestos.

Evidence to look for:

• Management plan

• Asbestos register

• Training records

• Refurbishment, building maintenance/repair records.

Useful information:

• Asbestos Survey Guide; HSG264

• Asbestos Learning Package.

• Hidden Killer Website

• Asbestos Essentials

• Asbestos image gallery

• Managing Asbestos in Schools - FAQs

• Asbestos management – checklist for schools

• Managing Asbestos in Schools outside local authority control.

Notes

Section 2: Premises Subsection 2.1: Asbestos

SafetyMARK Ref.

This resource was produced for NASBM by SafetyMARK - www.safety-mark.co.uk

Green Level: In addition to formal testing of electrical equipment, users of appliances and equipment conduct a visually examination. All equipment is CE marked.

How to get to G

reen

In addition to checking electrical equipment it is also important to ensure:

• There are effective permit to work systems in place for the isolation of electrical equipment on which work is being undertaken

• There are effective controls for avoiding live work or only undertaking it under stringent controls

• That employee information instruction and training is appropriate for the tasks involving electrical equipment or electrical maintenance

• That lightning risks are evaluated and lightning protection systems are installed and maintained as appropriate.

How to get to Am

ber

The dangers from electricity can be caused by a number of factors including; faulty electrical equipment; a defective or damaged electrical installations; overloading of electrical installations; equipment which is inappropriate to the location or circumstances in which it is used (for example equipment used in a wet or dusty location, or exposed to a flammable atmosphere or the weather, when it is not designed for such use); unsafe work practices particularly in respect of work on electrical installations and equipment; lack of training for those using, or working on, electrical equipment; environmental factors, such as dampness or flooding of equipment or work areas where there are live electrical conductors or electrical equipment.

It is critical schools control these factors by instigating the correct selection, maintenance and inspection of electrical equipment, the correct use of such equipment and the provision of appropriate insulation, physical protection, over current protection protective devices and earthing.

Effective safe systems of work with appropriate training of staff who use or work with electrical

Evidence to look for: • Electrical register • Fixed electrical systems

testing records • PAT testing records. • Training records • Maintenance records • Maintenance requests Useful information: • HSE Electrical Safety

Toolbox • HSE website; Maintaining

electrical equipment safety. • HSE Health and Safety

checklist for classrooms. • HSE guidance; Laptop

Computer Trolleys Safety Alert

• Hazardous area classification and laboratory operations.

• Electricity at Work Regulations HSR25

Notes

Amber Level: Electrical insulation testing for fixed installations and equipment has been conducted; high priority C1 & C2 recommendations have been promptly addresses. Suitable frequency for portable appliances testing established.

Red Level: Electrical systems are not inspected or tested to BS 7671.

Section 2: Premises Subsection 2.2: Electrical safety

SafetyMARK Ref.

This resource was produced for NASBM by SafetyMARK - www.safety-mark.co.uk

Green Level: Fire Emergency Evacuation Plans & Personal Emergency

Evacuation Plans are maintained. Staff trained to effectively implement these plans.

Ho

w to

get to

Gre

en

Once fire risk assessments are in place, it is vital to ensure the plan is acted on. This is likely to include:

• Drawing up an effective fire emergency evacuation plan (FEEP)

• Ensuring persons at risk are identified and where appropriate agree a personal emergency evacuation plan (PEEP).

• Making sure other building users are aware and involved in the schools fire strategy. (cooperation/coordination)

• The fire risk assessment is reviewed periodically.

• Staff trained and drilled in FEEP and PEEPs.

Evidence to look for:

• Fire risk assessment

• FEEPs & PEEPs

• Fire alarm testing report

• Firefighting equipment inventory

• Fire extinguisher maintenance record

• Fire marshal record

• Emergency lighting tests

• Fire drill reports Training: Fire Marshall Useful information:

• Department for Communities and Local Government (CLG) – Fire Safety Risk Assessment; Guide 5 Education premises

• CLG – Means of Escape for Disabled Persons: Supplementary guide; Fire Safety Risk Assessment

Ho

w to

get to

Am

be

r

Introduce a clear fire strategy (a carefully devised plan of action) that will ensure the school has:

• A clear written allocation of management responsibility for fire safety matters and clear fire safety arrangements and has appointed a competent source of fire safety advice.

• A ‘Suitable and Sufficient’ Fire Risk Assessment is undertaken by a competent person

• Acted promptly on the findings of the fire risk assessment.

• All staff are trained in the schools fire strategy, commensurate with their role and position. BS 9999 outlines minimum frequencies and standards.

• Ensure all fire precautions and arrangements are tested to the frequency specified in the fire risk assessment, i.e. emergency lighting testing undertaken in accordance with BSEN50172:2004

• A fire log is maintained recording weekly, monthly tests and drills.

Notes

Section 1: Premises Subsection 2.3: Fire Precautions and Emergency Lighting

Amber Level: Fire risk assessment up to date, persons with fire responsibilities

trained and appointed.

Red Level: There is no up to date fire risk assessment and the responsible

person at the school has not been identified.

SafetyMARK Ref.

This resource was produced for NASBM by SafetyMARK - www.safety-mark.co.uk

Green Level: In addition to an effective inspection and testing program CO alarms have been fitted where appropriate. Ventilations systems have also passed their statutory testing.

How to get to G

reen

In addition to inspection and testing of gas appliances and associated ventilation systems it is essential the school has emergency procedures in place in the event of a gas leak. It is important that gas appliances are regularly maintained. It is also important to monitor gas safety between statutory inspections. Visual inspections for wear or damage can be supported with continuous monitoring by CO alarms. Gas isolation valves are well maintained and free from obstruction.

How to get to Am

ber

Depending on the terms of occupancy for the school, different bodies will be accountable for ensuring suitable arrangements are in place for the annual maintenance of all gas appliances / equipment and that an effective system exists for the reporting of breakdowns and or gas leak. It is essential the school determines who has these landlord responsibilities and that statutory checks are conducted by a gas safety registered engineer in a timely manner. It is good practice for the school to appoint a responsible person to manage gas safety at the school. The responsible person must ensure:

• Arrangements are in place to report gas escapes. • Risk assessments have been completed prior any work with gas. • Competency accreditations and performance standards of Gas Safety Registered Engineers

prior to their appointment.

Evidence to look for: • Statutory Inspection Reports • Maintenance service sheets Useful information: • Gas appliances: Get them

checked, keep them safe. • Gas safety in Catering and

Hospitality. CAIS 23 • Ventilation in Catering

Kitchens

Notes

Amber Level: A gas appliance register is maintained. All appliances have been tested by a Gas Registered Engineer as directed by the manufacture or as advised by the engineer.

Red Level: Statutory testing and gas safety inspections are not being undertaken by a Gas Safety Registered Engineer annually.

Section 2: Premises Subsection 2.4: Gas Safety

SafetyMARK Ref.

This resource was produced for NASBM by SafetyMARK - www.safety-mark.co.uk

Green Level: The school environment is not only safe, but contributes to the happiness and well-being of all teachers and pupils

How to get to G

reen

To progress to green it is necessary to create a working environment that is not only safe but gives an impression of liveliness, with attractive spaces and a general feeling of pleasantness. This can best be achieved by taking a whole school approach that actively involves both pupils and staff.

How to get to Am

ber

It is essential that the general school environment is safe so that students, teaching staff and visitors can circulate safely and work in a healthy environment. Key environment hazards to risk assess are housekeeping; slip, trip and fall hazards on pedestrian traffic routes and circulation areas; lighting levels both internally and externally, heating and ventilation, indoor air quality; glazing; storage of outdoor clothing and access to restricted areas.

Evidence to look for: • Generic location risk

assessments • Building users involvement

in managing the schools environment.

Useful information: • The Workplace (Health,

Safety and Welfare) Regulations 1992 L24

• Centre for Accessible Environments; Everywhere for everyone

• Equality Act Guidance Definition of disability under the Equality Act 2010

Notes

Amber Level: The environment enables all building users to go about their tasks safely and comfortably.

Red Level: No risk assessments have been conducted relating to the school’s environment.

Section 2: Premises Subsection 2.5: General School Environment

SafetyMARK Ref.

This resource was produced for NASBM by SafetyMARK - www.safety-mark.co.uk

Green Level: School grounds not only a safe place for all staff and school users but enhance education, active play, rest and relaxation.

How to get to G

reen

The school has identified hazards associated with their grounds and the activities that take place in them so that they can be used the grounds safely for teaching, play and relaxation activities. Steps to achieving tis include but are not restricted to: a. Sports activities, normal operating procedures and emergency action plans have been developed. b. Ground maintenance personnel involved in high risk activities have received specialist knowledge and training. c. Open air classroom, science projects etc. are properly planned and supported by effective teaching plans that considers safety. d. Playground equipment is formally tested at appropriate intervals by qualified inspectors. Use of playground equipment is properly supervised.

How to get to Am

ber

School grounds if not effectively managed can be hazardous. Day to day maintenance activities often include the use of power tools, ride on mowers, manual handling, handling chemicals, sun exposure, lone working, slips, trips and falls from height, overturning of vehicles, overhead and buried power lines. Other sources of potential harm include poorly maintained or managed playground equipment, science projects, ponds, statutes, large plant containers, works of art, sports activities and open air classroom activities. All ground activities need to be effectively risk assessed by competent persons and effective controls introduced and maintained.

Evidence to look for: • Risk assessments • Training records • NOPs and EAPs. Useful information: • Using Work Equipment

Safely INDG229 • Manual handling -

Musculoskeletal disorders • Working Alone in Safety –

controlling the risks of the solitary worker INDG73

• A short guide to the Personal Protective Equipment INDG174

• Power Tools: how to reduce vibration health risks INDG175

Notes

Amber Level: The school has considered safety in their ground management and maintenance plan.

Red Level: Hazards associated with activities undertaken in the school grounds have not been considered.

Section 2: Premises Subsection 2.6: Grounds

SafetyMARK Ref.

This resource was produced for NASBM by SafetyMARK - www.safety-mark.co.uk

Green Level: Risk assessments, including fire risk assessments have been conducted and safe systems of work introduced. Written food safety management systems are effective.

How to get to G

reen

Detailed risk assessments are undertaken of all kitchen and food technology activities. The HSE’s Catering Information Sheets, (CAIS) are used to help identify hazards and determine effective controls. Where pupils use the kitchen for food technology modules, safety rules must be taught as part of the initial training through which pupils are made aware of the risks involved in this type of environment. The food business operator has an effective food management system based on HACCP.

How to get to Am

ber

Kitchens and food technology rooms in any environment can be a dangerous place in which to work, where staff (including pupils in schools) all face a range of health and safety risks while using the kitchen or food technology room. It is essential to know who is responsible for what aspects of safety. The school safety policy’s organisation and arrangements section should clearly detail the relationship between the school, caterer and/or meal provider/local authority. Note; this can be a complex area, when the main kitchen is used for both teaching and serving school meals.

Evidence to look for: • Safety Policy • Risk Assessments • Ventilation servicing records • Gas safety inspection

reports • Deep clean records • Local Authority Inspection

Training: Food Hygiene Useful information: • “Health and Safety in

Kitchens and Food Preparation Areas” (ISBN 0 7176 0492 6) available from HSE Books

• Food Agency Inspections • HSE Guidance on Catering

Establishments HSE Advise • Ventilation in catering

kitchens CAIS10

• Gas safety in catering and hospitality CAIS23

Notes

Amber Level: Responsibilities and arrangements for teaching/working in the school kitchen are clearly understood by all.

Red Level: It is unclear who is responsible for kitchen safety.

Section 2: Premises Subsection 2.7: Kitchens and catering

SafetyMARK Ref.

This resource was produced for NASBM by SafetyMARK - www.safety-mark.co.uk

Green Level: Risks form legionella are effectively managed.

Documented records detail how controls are monitored.

Ho

w to

get to

Gre

en

Where the risk assessment identifies a reasonably foreseeable risk of exposure to legionella bacteria the person in control/employer must appoint a competent person either within the organisation or via an external party to take responsibility for the supervision and implementation of control measures. Documented records must be kept of the significant findings of the risk assessment. Records should include details of: • person(s) responsible for carrying out the risk assessment • significant findings of the risk assessment • written control scheme and details of its implementation • results of any inspection, test or check carried out, and dates • details of whether the system is operating or not. Records should be kept for the time for which they remain current and for at least two years thereafter. Inspection records should be kept for five years.

Evidence to look for:

• Legionella risk assessment

• Legionella management plan

• Completed records

• Training Records Training: Legionella Awareness Useful information:

• Legionnaires’ disease -A brief guide for duty holders INDG458

• The Control of Legionella bacteria in water systems, Approved Code of practice (ACoP –L8) ACoP L8

Ho

w to

get to

Am

be

r

Legionella pneumophila bacteria are responsible for the illness commonly known as Legionnaires’ Disease. Legionella bacteria are commonly found naturally in low concentrations, in rivers, lakes and reservoirs where they do not cause any harm. Legionella bacteria can also be found in purpose-built water systems including cooling towers, evaporative condensers, hot and cold water systems and whirlpool spas. In these types of water systems the water can be maintained at an optimum temperature for the legionella bacteria to grow. To comply with the law employer/person in control is responsible for the undertaking of a risk assessment to identify sources and risks of exposure to legionella. The risk assessment should be carried out by a competent person. The significant findings of the risk assessment should be documented. Employees should also be consulted, and the risk assessment should be reviewed at least every two years or after any significant changes.

Notes

Amber Level: All potential sources of legionella within the school have been

identified and assessed.

Red Level: School is not aware of its legal duties under HSE ACoP L8 to ensure

“suitable and sufficient” risk assessments are carried out for all water systems.

Section 2: Premises Subsection 2.8: Legionella

SafetyMARK Ref.

This resource was produced for NASBM by SafetyMARK - www.safety-mark.co.uk

Green Level: In addition to statutory testing all lifting activities are properly

planned, supervised and carried out in a safe manner by trained employees.

Ho

w to

get to

Gre

en

It is essential to ensure that: • Records of examinations and supplementary inspection findings are kept. • Routine maintenance is conducted and user checks are undertaken before use. • Action to rectify any defects in equipment is taken promptly and/or to ensure defective equipment is taken out of use. • All lifting equipment and facilities are correctly and securely stored. • All lifting activities are properly planned, supervised and carried out in a safe manner and that employees have received the necessary information, instruction and training for the work and equipment used Where equipment is used for lifting people ensure it is marked accordingly and is safe for such a purpose; i.e. the equipment is specifically designed for lifting people. Never allow employees to stand under a suspended load.

Ho

w to

get to

Am

be

r

Lifting equipment includes any equipment used at work for lifting or lowering loads (whether that is goods or people) including attachments used for anchoring, fixing or supporting it. It is essential risk assessments are prepared for all lifting equipment and activities and that all lifting equipment is marked with its SWL. Appoint a competent person (normally an engineering insurance inspection company) to thoroughly examine and test lifting equipment before first use and on a periodic basis in accordance with a planned inspection frequency.

Evidence to look for: • Statutory Inspection reports

• Evidence of appointed person’s competence.

• Safe Working Load (SWL) marking on LOLER equipment.

• Training records

Training: Manual Handling

Useful information:

• Approved Code of Practice (ACOP) and guidance on duties under the Lifting Operations and Lifting Equipment Regulations

1998. HSE L113

• Lifting Operations and Lifting Equipment Regulations (LOLER) 1998: Open learning

guidance. LOLER • Thorough Examination of Lifting

Equipment – A Simple Guide for Employers. INDG422

Amber Level: The inspection frequency for lifting equipment has been

established and a competent person appointed to thoroughly examine and test the equipment.

Red Level: Statutory inspections of lifting equipment have not been

conducted. Safe Working Loads (SWL) are not known.

Section 2: Management Subsection 2.9: Lifts and lifting equipment

Notes

SafetyMARK Ref.

This resource was produced for NASBM by SafetyMARK - www.safety-mark.co.uk

Green Level: A planned preventative maintenance programme is being

operated. Only competent authorised person may have access to and use work equipment.

Ho

w to

get to

Am

be

r

‘Work equipment’ can cover almost any equipment used by a worker at work, including all the equipment used in D&T departments, science laboratories and by all the schools support staff. Safe operation of plant and equipment requires competence; a combination of training and experience. Ensure that work equipment provided by the school meets the requirements of PUWER and is:

• Suitable for use, and for the purpose and conditions in which it is used.

• Maintained in a safe condition.

• Inspected regularly by a competent person.

• CE marked by the supplier. Ensure everyone who is going to use the work equipment is trained, instructed and informed on each piece of equipment. Accreditation certificates are kept up to date.

Ho

w to

get to

Gre

en

Ensure the school has in place:

• Clear statements on competency included in job descriptions and Departmental Code of Conduct.

• The need to use dangerous machines is eliminated or reduced, (pre-cut wood is purchased to reduce the need for preparation), i.e. need for it to be cut using circular saw is removed.

• When equipment is to be purchased the specification is compliant with BS4163:2007. In particular in respect of emergency stops and guarding. NB although machinery may be indicated to be CE approved this does not mean it is fit for school use.

• The controls, e.g. stops, starters, isolators, emergency stops (whole classroom), as required by BS4163:2007 are in place, readily accessible and in working order.

• There are maintenance and inspection routines in place, including noise surveys and that the findings of such inspections/surveys are recorded.

Evidence to look for:

• Certificates and accreditation of competence.

• Maintenance records

• Risk assessments

• Training records

Useful information: • BS4163:2007 Code of practice:

Health and Safety for design and technology in schools and similar establishments www.bsigroup.co.uk

• Building Bulletin 81 Design and technology accommodation in secondary schools – A Design Guide produced by DCSF Building Bulletin 81

• Health and Safety Training Standards in Design & Technology produced by the Design and Technology Association (DATA) www.data.org.uk

• Model Risk Assessment for Design & Technology produced by CLEAPSS Part 4

Notes

Amber Level: All work equipment is suitable for task. Persons using the

equipment received training and instructions on maintenance and safe use.

Red Level: Teachers and support staff are not trained and assessed as

competent in respect of the safe use of equipment and machinery

Section 2: Premises Subsection 2.10: Machinery and Equipment

SafetyMARK Ref.

This resource was produced for NASBM by SafetyMARK - www.safety-mark.co.uk

Green Level: The level of supervision is sufficient to ensure safe standards are maintained. Sanctions are applied to parties who fail to keep to the site rules.

How to get to G

reen

It is important for all staff to work together in order that theirs and the children’s safety is not comprised by drivers breaking the site rules. To achieve this, teachers and support staff need to:

• Set a good example, for instance by obeying vehicle/pedestrian segregation instructions, and by wearing high visibility garments where these are needed.

• Routinely challenge and investigate any unsafe behaviour they may come across. Where premises are shared it is important duty holders co-operate on matters of health and safety such as workplace transport.

How to get to Am

ber

Vehicles at work are a major cause of fatal and major injuries. Britain’s child pedestrian safety record is worse than the average for Europe, in contrast to the better than average all ages figure. For schools this is a hazard that will not go away. Factors that exacerbate the risks include, wider catchment areas resulting in pupils needing to travel further by bus, taxi and car, narrow access roads unsuitable for buses, sites never designed for current traffic loading, a general increase in the numbers of cars; an increase in teachers and other staff travelling to work by car. To effectively control these risks it is necessary to undertake an access survey to the school together with comprehensive risk assessments of all workplace transport hazards. From the risk assessments appropriate site layout and design, site rules and documentation and management responsibilities can be produced to control the risks. It is essential the site rules and penalties for non-compliance are made known to parents.

Evidence to look for: • Safe access to and from the

school. • Workplace transport risk

assessments. • Correct use of the hierarchy

of controls. • Workplace transport site

rules for safe site, safe driver and safe vehicle.

Useful information: • Workplace Transport

Safety: Guidance for employers HSE Books HSG136

• HSE’s Vehicles at Work Web Page. HSE Workplace transport advise

Notes

Amber Level: The school has in place a traffic management plan on the HSE’s safe driver, safe vehicles, safe site.

Red Level: There is no vehicle or pedestrian traffic management in place.

Section 2: Management Subsection 2.11: Roadways and Pedestrian Areas

SafetyMARK Ref.

This resource was produced for NASBM by SafetyMARK - www.safety-mark.co.uk

Green Level: The policies and procedures include external parties that hire the school facilities.

How to get to G

reen

There are many different types of clubs with a variety of management structures that may wish to use your leisure facilities. It is important that these clubs and organisations understand they are subject to your health and safety rules and sanctions. It is therefore important that you develop clear rules and procedures for hirers that cover the facility, emergency procedures and risk assessments etc. It is important to confirm that the hirers own rules and procedures require their coaches and officials to fully acquaint themselves with your procedures and arrangements.

Evidence to look for: • Normal Operating

Procedures (NOPs) for all activities

• Emergency Operating Procedures (EOP) for swimming pools

• Trainer’s certification for activities like trampolining.

• User / hirer agreements. • Maintenance records Useful information: ‘Safe Practice in Physical Education and School Sport’ published by the Association of Physical Education (formally BAALPE) Association for Physical Education website

Notes

How to get to Am

ber

The school needs to develop policies and practices which will reduce risks of injury to an acceptable level. To achieve this, the school will need to create and maintain a risk assessment for each physical education work area. From the assessment process effective controls need to be introduced that balance appropriate challenge and acceptable risk. Where there are specific National Governing Body Certificates available for certain sports or activities, teachers planning or supervising these activities should be certificated as appropriate. Effective arrangements with competent contractors to inspect PE equipment at least annually need to be put in place.

Amber Level: The school has in place effective procedure to protect participants

from real risk without wrongly restricting leisure activities.

Red Level: There are no Normal Operating Procedures for sports or leisure activities.

Section 2: Management Subsection 2.12: Sports and Leisure

SafetyMARK Ref.