OHS Schools Guide

www.justice.qld.gov.au

Workplace health and safety in schools:A practical guide for school leaders

Department of Justice and Attorney-General

Workplace Health and Safety Queensland

11/4120

Workplace Health and Safety Queensland, Department of Justice and Attorney-General

Workplace health and safety in schools: A practical guide for school leaders PN10924 Version 3 Last updated June 2011

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Table of contents

Introduction......................................................................................................................................2 Developing a systematic approach to workplace health and safety.................................................4 Managing the main risks in schools...............................................................................................12 Manual tasks injuries .....................................................................................................................13 Psychological injuries and illnesses...............................................................................................15 Slips, trips and falls injuries...........................................................................................................18 Other common hazards and risks ...................................................................................................20 Getting more information...............................................................................................................23 Sample record of hazard inspection and risk control.....................................................................27

Acknowledgements: This guide is based on the WorkSafe Victoria publication, OHS in schools - A practical guide for school leaders (May 2008).

© The State of Queensland (Department of Justice and Attorney-General) 2011

Copyright protects this document. The State of Queensland has no objection to this material being reproduced, but asserts its right to be recognised as author of the original material and the right to have the material unaltered.

The material presented in this publication is distributed by the Queensland Government as an information source only. The State of Queensland makes no statements, representations, or warranties about the accuracy or completeness of the information contained in this publication, and the reader should not rely on it. The Queensland Government disclaims all responsibility and all liability (including, without limitation, liability in negligence) for all expenses, losses, damages and costs you might incur as a result of the information being inaccurate or incomplete in any way, and for any reason



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Introduction

Workplace health and safety affects everyone in Queensland’s school communities, including staff, students, parents and visitors. This simple and practical guide will help those with management responsibility for workplace health and safety in schools - such as principals, assistant principals, and leadership team members responsible for budgets, facilities and purchasing - to understand their roles and get started on the challenge to improve the health and safety performance of their schools. The guide can also be used by school councils or board presidents and members, and members of school parents and friends committees (P&Fs) or members of parents and citizens associations (P&Cs), where they exist and it is their role, to help shape the workplace health and safety policies and procedures of their schools. The information in this guide applies to all Queensland schools, including government, independent and Catholic institutions. Health and safety is not a complex matter that can only be understood by trained specialists or that needs a significant financial commitment to make improvements. It can be integrated into existing school processes. Commitment from school leaders, consulting with staff and identifying, prioritising and acting on key issues are the way to do to make real improvements in workplace health and safety in schools. Note: There will be some changes to workplace health and safety requirements as part of the national Occupational Health and Safety (OHS) harmonisation process and the implementation of the Work Health and Safety Act 2011 in January 2012. However, the broad principles of managing workplace health and safety in schools as outlined in this guide will continue. More information about current legislative requirements and specific workplace health and safety topics discussed in this guide is available on www.worksafe.qld.gov.au or by calling WHS Infoline 1300 369 915. More information about electrical safety is available on www.eso.qld.gov.au or by calling 1300 650 662.


Glossary


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Hazard is something with the potential to cause harm.

This can include substances (both hazardous and dangerous), plant, work processes or other aspects of the work environment.

Risk is the likelihood that a harmful consequence (death, injury or illness)

might result when exposed to the hazard.

Risk can be quantified as a function of the likelihood of occurrence of the potential harm arising from the hazard and the severity of consequences measured by the value of the damage the harm could cause. The amount of risk is affected by the likelihood of the occurrence (event) and the severity of the consequence that may occur.

Acronyms CRT Casual relief teacher CPTED Crime Prevention through Environmental Design DET Department of Education and Training MSDS Material Safety Data Sheet OHS Occupational Health and Safety WHS Act Workplace Health and Safety Act 1995 WHSO Workplace Health and Safety Officer WHS Regulation Workplace Health and Safety Regulation 2008 WHSR Workplace Health and Safety Representative



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Developing a systematic approach to workplace health and safety Why should we put effort into workplace health and safety?

Schools are facing increasing expectations and pressures, many of which need to be addressed immediately. However, there are good reasons to treat workplace health and safety as a core issue for schools. If it is an integral part of school planning, and addressed as part of other school processes, it contributes to the school’s goal of providing effective educational and safe outcomes for students and staff. Improving the school climate A student’s performance is likely to be influenced by the level of morale and motivation of staff members at their school. Putting effort into workplace health and safety demonstrates to staff that the leadership team cares about their wellbeing. Good OHS performance in schools generally results in fewer injuries, greater job satisfaction, increased motivation, better industrial relations, improved retention of staff and better student performance. Meeting community expectations School communities expect that school leaders will ensure that people who come into the school will go home at the end of the day as healthy as they arrived. Schools also have a responsibility to model healthy and safe workplaces for their students, who are the employers and workers of the future. Budgetary implications Improving a school’s workplace health and safety performance has a direct impact on the budget. Lower sick leave rates reduce the need to engage casual relief teachers (CRT), and better staff retention lowers recruitment and replacement costs. Also, good workplace health and safety performance: reduces the risk of public liability claims has the potential to reduce workers’ compensation premiums may influence student enrolment numbers, which could affect annual funding. Meeting legal obligations The legal requirements for health and safety are currently set out in the Workplace Health and Safety Act 1995 (WHS Act), the Dangerous Goods Safety Management Act 2001 (Dangerous Goods Act), the Electrical Safety Act 2002, (Electrical Safety Act), the Workplace Health and Safety Regulations 2008 and the Electrical Safety Regulation 2002. Schools also have a legal duty of care towards their students. In most cases establishing a health and safety culture with effective workplace health and safety processes will assist in meeting this duty of care. What does the law require?1

The WHS Act, the Dangerous Goods Act, the Electrical Safety Act and the associated Regulations set out the key principles that underpin workplace health and safety in Queensland. Understanding these principles is the key to understanding the legal requirements that apply to workplace health and safety in Queensland schools.

1 Note, there will be some changes to legal obligations when the Work Health and Safety Act 2011 comes into effect in January 2012.



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These principles are summarised below: All people (workers, students and the general public) should have the highest level of protection

against risks to health and safety. Those who are in control of workplaces are responsible for ensuring that risks of injury or

illness from a workplace are minimised. Employers should be proactive in promoting health and safety in the workplace. Information and ideas about risks and how to control them should be shared between employers

and workers. Workers are entitled to and should be encouraged to be represented about workplace health and

safety issues. Who has a duty?

Under the Workplace Health and Safety Act 1995 (WHS Act), the main duty holder is a person who conducts a business or undertaking (PCBU). In the school environment, the PCBU includes an employer (e.g. DET, school council/board, parish priest) or self-employed person (e.g. independent contractor). While the employer can assign responsibilities to others in the organisation (such as a principal), the employer cannot delegate legal duties to workers and must therefore, ensure that it meets its duties under the law. Employers must: provide and maintain a healthy and safe working environment by managing exposure to risks ensure that staff and people who are not workers (such as students, parents and visitors) are

protected from risks arising from the employer’s undertaking, including risks both on school grounds and away from the school (e.g. on excursions or camps)

provide information, training, instruction and supervision to enable workers to work safely and without risks to their health

provide for the workplace health and safety of workers, including independent contractors (such as cleaners and technicians who repair equipment) and their workers, when they enter the school to the extent that the hazards and risks are under the employer’s control. For example, the employer must provide contractors with safe and clear access to the area in which they are going to work and establish processes to isolate staff and students from these work areas where necessary.

Workers have a duty to follow their employer’s instructions and look after their own and others’ workplace health and safety. They must also follow the employer’s system for reporting workplace health and safety incidents and hazards. Teacher/staff supply agencies have a shared responsibility with the school for the workplace health and safety of their workers. Responsibilities should be clarified with the contractor before any work commences and be documented in the contractual arrangements between them.

Consultation

Employers must consult with workers when dealing with hazards and risks in the workplace. Workers have significant knowledge and expertise about these issues and can make a significant contribution to improving health and safety. Proactive and regular consultation with workers will help to identify hazards and risks in the workplace and build a strong commitment to health and safety.



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Consultation should also include the: Workplace Health and Safety Officer (WHSO) 2 (if there are 30 or more workers at the school) Workplace Health and Safety Representative (WHSR) (if workers request one be appointed) Health and Safety Committee (if the school has set one up). In the school environment, consultation about workplace health and safety can be easily integrated into the normal process of consultation about other matters. Workplace health and safety consultation can be included in: staff meetings individual face-to-face discussions, or meetings between the employer and the union representing the workers. WHSRs must be invited to attend these meetings if workers request it. Returning to work after injury

Employers also have responsibilities under the Workers Compensation and Rehabilitation Act 2003 to take all reasonable steps to assist with, or provide, rehabilitation for an injured worker for the period for which the worker is receiving compensation. Employers may also have further obligations to appoint a rehabilitation and return to work coordinator. Incident notification

Persons conducting a business or undertaking have a duty to report a notifiable workplace incident. Who should report a notifiable incident at a school will depend on the individual circumstances of each school or class of schools. The notifiable incident must be reported, in the approved form, to Workplace Health and Safety Queensland or the Electrical Safety Office. Workplaces must also keep records of particular incidents for a certain time. Electrical safety

An act, regulation and codes of practice set out the rules, obligations, practical systems and penalties that ensure electrical safety in Queensland. The legislation covers a broad range of topics including electrical industry standards, licensing and penalties and applies not only in workplaces, but throughout the community, including schools. The legislation also provides practical ways to meet electrical safety duties and reporting requirements for serious electrical incidents and dangerous electrical events. The Queensland Government’s Electrical Safety Office (ESO) is the governing agency for electrical safety in Queensland.

2 Note, that there are no provisions for WHSOs in the Work Health and Safety Act 2011 which comes into effect in January 2012. However maintaining a role for a trained safety advisor within a business or undertaking will: promote a positive work health and safety culture by sending a clear message that health and safety is valued by

the business support officers in meeting their due diligence requirements ensure safety information is updated be a cost-effective way of demonstrating due diligence.



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What are the roles of school leaders?

Member(s) of the school leadership team In the education sector, the employer may delegate responsibility for coordinating and monitoring workplace health and safety to a senior school leader, usually the school principal. This person: is responsible for managing workplace health and safety in the school within the requirements

and guidelines set by the employer may allocate responsibilities to other school-based leaders, such as assistant principals, business

managers, facility managers and/or the WHSO (where one is appointed). Key leadership responsibilities for workplace health and safety include: making decisions on workplace health and safety in consultation with the WHSR and staff ensuring that risks in the school (e.g. manual tasks, hazardous substances) are controlled purchasing safe equipment keeping school buildings and grounds safe liaising with building designers to ensure that new buildings and renovations and alterations to

existing buildings do not pose risks to staff and students (i.e. eliminating risks through good design)

addressing issues raised by WHSRs, and ensuring the welfare of staff members and students. If there are issues that cannot be dealt with at the school level, they should be referred to the appropriate level of management outside the school for resolution. In some cases the advice of a workplace health and safety specialist may be sought. School councils/boards/Parents and Friends committees (P&Fs)/Parents and Citizens Associations (P&Cs)

Where they exist and it is part of their role, school councils/boards/P&Fs/P&Cs, as representatives of school communities, should make policies that commit to ongoing and measurable improvement in the workplace health and safety performance of their schools. The school council/board/P&F/P&C should: report to the school community on the school’s performance against its targets at least annually regularly engage with the community in promoting awareness and change in relation to

workplace health and safety. Displaying the names of people with key workplace health and safety roles

The names of the member(s) of the school leadership team responsible for workplace health and safety (including the WHSO) and the WHSRs must be clearly displayed in a prominent place, or be readily accessible to staff, in accordance with legislative requirements. Getting started - five simple steps

Getting started on workplace health and safety is not difficult. By integrating workplace health and safety into existing school processes on matters such as consultation and staff and student welfare, it can become part of the school’s daily routine without requiring significant additional resources. This collaborative approach will help ensure that the real risks in the school are addressed, and have the best chance of success.



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It is a good idea to share workplace health and safety skills and resources with collegiate groups of schools close to each other (e.g. an existing network). The steps outlined below can be adapted for a group of schools, if required. There are five simple steps that school leaders with responsibility for workplace health and safety should take to get started, as follows. 1. Demonstrate commitment

Stating a commitment to the workplace health and safety of staff members is a good way to start. However, like any other aspect of leading a complex school community, this statement needs to be followed up with actions. Ways to demonstrate commitment to OHS in the school include: Developing workplace health and safety policy(s) and procedures that:

set out the school’s commitment to work with staff (including the WHSR) to improve health and safety in the school environment

are integrated into the school’s main policy statements are available to staff and the public (staff and the WHSR, should be invited to comment on

the policies before they are finalised) reflect the culture, leadership structure and risks at the school explain how the workplace health and safety risks will be managed are posted in a prominent place and reviewed regularly.

Allocating management responsibility for workplace health and safety to leaders with the appropriate level of seniority and competency to act in this role (e.g. assistant principals, facility managers, WHSOs). Undertaking workplace health and safety training specifically designed for WHSOs and senior managers is a good way to gain the necessary competency. Accountability for workplace health and safety should be: allocated in the same way as other responsibilities included in all nominated leaders’ position descriptions assessed as part of their performance reviews.

Establishing a good relationship with the WHSR and providing them with specific workplace health and safety training approved by Workplace Health and Safety Queensland. A cooperative relationship between the leadership team and the WHSR will ensure that risks in the school can be tackled comprehensively and constructively. If there is no WHSR in the school, staff should be encouraged to elect one or more to represent them.

Setting up a process for regularly consulting with staff about workplace health and safety and integrating it into staff consultation on other issues. The WHSRs must be consulted when determining the consultation arrangements for workplace health and safety and they must always be involved in consultation on workplace health and safety issues. Schools may choose to establish a dedicated Workplace Health and Safety Committee and/or include workplace health and safety as a regular agenda item in staff meetings. Encourage staff to raise workplace health and safety issues in meetings and report back on how it is proposed to deal with each issue. Staff meetings provide a good forum for consultation on workplace health and safety, including: alerting staff to hazards seeking their ideas on options to control risks reporting progress on risk control plans.



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Other meetings where it may be appropriate for each school to put workplace health and safety on the agenda include: leadership meetings administrative committee meetings curriculum-related meetings year level coordinators meetings staff welfare committee meetings workplace health and safety committee meetings (if one has been appointed). Agenda items should be set in consultation with the WHSR, and should always include feedback on issues raised at previous meetings. The needs of both teaching and non-teaching staff should be considered. Workplace health and safety consultation should be included in the school’s review of general consultation arrangements and documented.

2. Gather information about hazards

A hazard is something with the potential to cause harm. There are many simple ways to identify the hazards that exist in the school environment,

including: carrying out hazard inspections or ‘walk around’ audits regularly (at least once a term) reviewing easily accessible information such as:

o incident reports o workers’ compensation claims o sick leave records o the first aid register o the injury register o records of employee assistance programs

issuing a hazard survey to staff and students reviewing data from staff opinion surveys.

Carry out audits after: a workplace health and safety incident changes in the way work is done changes in work procedures changes in the layout or design of a work area.

Depending on the size and leadership structure of the school, inspections could be carried out on the basis of a building complex, mini-school, campus or the entire school. The WHSR should be invited to participate in the inspections. Hazards affecting both teaching and non-teaching staff must be considered.

Record the findings of the inspections. (A simple template for recording the results of inspections is provided at the end of this guide.) Some school sector employers already have more sophisticated ways of recording the identified hazards and the results of hazard inspections, including using computer-based databases.

3. Develop and implement an action plan

Once the hazards in the school have been identified, the next step is to decide which hazards pose risks to health and safety and develop an action plan to deal with the risks. Staff and WHSRs should be consulted about the implementation of measures to deal with risks.



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The best way to manage exposure to risks is to eliminate the hazard or prevent the risk. To properly manage exposure to risks: look for the hazards assess and prioritise risks decide on control measures put controls in place monitor and review the controls.

The action plan should be simple with specific school leaders allocated responsibility to ensure the actions are implemented. The template at the end of this guide can be used for recording the actions planned to deal with the risks, the person responsible for these actions, and when they have been completed.

Some solutions will be simple and inexpensive to implement while others will need to be budgeted for. It is a good idea to develop the plan before budgeting proposals are finalised, so that any necessary expenditure can be included in the school budget.

4. Make sure staff have the right information to work safely

School leaders must ensure staff are given the right information and training to do their work safely and without risk to their health. The information and training should cover the: hazards and risks in the school environment consultation and representation arrangements in the school measures that are in place to control risks.

New staff and staff allocated a new activity or task should be given workplace health and safety information and training before they start work. The information and training should be integrated into the school’s processes for inducting new staff and allocating work.

School leaders must also make sure that staff are supervised appropriately so that they are able to work safely and follow the workplace health and safety procedures in place in the school.

5. Monitor and evaluate progress

Actions taken to manage workplace health and safety risks should be regularly monitored and evaluated. This should be done before the next round of hazard inspections, but may need to be done more frequently to ensure progress is being made to control risks.

The following indicators can be used to measure progress in improving the school’s workplace health and safety performance over time. The number of: injuries, illnesses, ‘near misses’, sick leave days and workers’ compensation claims reported issues raised and addressed by WHSRs and staff hazard inspections conducted and follow-up actions taken staff trained in workplace health and safety WHSOs and WHSRs elected WHSOs and WHSRs who have attended initial and annual refresher training issues raised by inspectors, including any compliance notices issued.

Results of the evaluations should be documented, and reflected in the performance reviews of the leaders who have been allocated responsibility for implementing the agreed actions.

The diagram on the following page shows the five steps process for addressing school-based hazards and risks.


Step 1:

Identify hazards

Step 2:

Assess and prioritise risks

Step 3: Decide on control


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measures including hierarchy of control

Step 5:

Monitor and review Consultation

should be carried h step out at eac

of this process

Step 4: Implement control

measures


Managing the main risks in schools What are the main risks and how should we deal with them?

Workers’ compensation claim statistics provide an indication of the most common injuries that occur to staff in the education sector. These are summarised in the diagram below.

Psychological system

School Teachers % of total injuries

Body part Description of most prevalent injuries and causes

16% Back Muscle and tendon sprains and strains from handling, lifting carrying and bending down to pick up things

11% Neck Low impact repetitive movement, voice strain 10% Knee Muscle and tendon sprains and strains from kneeling, walking or from poor

or uneven ground surfaces 9% Ankle Muscle and tendon sprains and strains from falling or tripping on poor or

uneven ground surfaces 8% Psychological system Anxiety, depression, work-related stress from work pressures

8% Hand, fingers and

thumbs Muscle and tendon sprains and strains from repeatedly doing the same things or from falling or tripping on poor or uneven ground surfaces

5% Shoulder Muscle and tendon sprains and strains from handling, lifting carrying objects

5% Foot and toes Muscle and tendon sprains and strains from falling or tripping on poor or uneven ground surfaces

Source: Queensland Employee Injury Database. Data current as at July 2009 and is subject to change over time. Based on accepted workers’ compensation claims, excluding commuting claims, between 2000-01 and 2007-08.


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The most common types of injuries and illnesses in schools can be summarised as manual tasks injuries, psychosocial injuries and illnesses, and injuries resulting from slips, trips and falls. Many other types of injuries and illnesses can occur in the school environment, and risks should be managed in a systematic way. Providing information and training to staff about the risks that are present in the school environment, and the measures that are being implemented to control them, is an essential part of a systematic approach to managing the risks.

Manual tasks injuries What are manual tasks? Manual tasks include activities that require someone to exert force in order to grasp, manipulate, strike, throw, carry, move (lift, lower, push, pull) hold or restrain an object, load or body part. Common examples of manual tasks in schools include: moving sporting equipment assisting or restraining a student with special needs moving maintenance equipment in the school grounds mowing sporting fields cleaning classrooms stacking chairs sorting library books. What effect can these activities have on the health of staff?

Certain manual tasks can be hazardous and may lead to injury when they involve: repetitive or sustained application of force, awkward postures or movements tasks that people would find difficult due to the degree of force required people handling, such as toileting students in special schools, and handling objects that are large, bulky or difficult to grasp or hold. The types of injuries and outcomes that can result from hazardous manual tasks include: muscular sprains and strains injuries to the ligaments, intervertebral discs and other structures in the back and neck injuries to the soft tissue, such as nerves, ligaments and tendons injuries to the wrists, arms,

shoulders, or legs abdominal hernias. How to control the risks

The table below identifies risks from some common school tasks which involve hazardous manual tasks, and sets out effective ways of controlling the risk. Staff must be consulted in determining the control measures to be used. Risk Examples of risk controls

Likelihood of injury resulting from moving heavy/large/awkward equipment, teaching tools or materials such as

Ensure equipment is permanently available in each room or area where it is needed.

Permanently store equipment on suitable trolleys close to where it is needed, and ensure the trolleys are easy to manoeuvre (e.g. the trolley is well maintained, there is smooth flooring, there are



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televisions, other audiovisual equipment, class sets, chairs, tables and building materials

no steps or steep ramps). Ensure equipment is suitably mounted and restrained on the

trolley. Purchase smaller size and lighter equipment and materials.

Likelihood of injury resulting from handling heavy or awkward objects, such as computers, sporting equipment and air conditioners, and hitching and unhitching trailers

Eliminate or minimise the need to move equipment, through planning and timetabling.

Use alternatives to heavy or awkward equipment. Divide the equipment into smaller loads. Ensure there is adequate storage for heavy and more frequently

handled items between knee and shoulder height. Ensure equipment can be transported without applying high

force (e.g. using trolleys and cages with castors selected for the terrain).

Fit trailers with suitable jockey wheels and provide suitable chocks.

Provide small trolleys for transporting laptop computers and books to classrooms.

Likelihood of injury resulting from hanging objects/displays/ projects at height in buildings and classrooms

Put pulley systems in place to hang objects or displays. Ensure display boards for lightweight objects are easily

accessible, and work is displayed within the staff member’s arm reach.

Ensure staff use a suitable stepladder to hang objects and displays.

Likelihood of injury resulting from prolonged computer-based or written tasks without a break

Provide suitable adjustable chairs for all workstations where computer or written work is done.

Provide suitable desks at each workstation. Ensure screens are clear and free of glare. Locate printers to encourage staff to stand and walk to printers. Where laptop computers are being used, provide a height

adjuster for the monitor and a separate keyboard and mouse. Likelihood of injury resulting from moving and storing boxes (e.g. in archives or general storage rooms)

Eliminate double handling in work processes and provide safe access, (e.g. direct delivery of items).

Do not overfill boxes. Provide trolleys that are suitable, maintained in good working

order and readily available. Install appropriate storage and shelving systems.

Likelihood of injury arising from accessing and handling stored materials in classrooms, technology areas, staff rooms, storage areas, maintenance sheds, facilities sheds

Use ‘just in time’ purchasing procedures to minimise demands on storage areas.

Provide and use adequate storage. Provide trolleys that are suitable, maintained in good working

order and readily available. Store heavy and frequently used items between knee and

shoulder height. Conduct regular storage audits to ensure that unnecessary

materials are removed to free up space for safer access.



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Psychological injuries and illnesses What are the risk factors?

Risk to the psychological and physical health of staff arises from work-related stress, violence, harassment and bullying. Some of the risk factors in the school environment which may lead to psychological harm include: lack of control over workload and work demands (such as pressure to work long hours and

timetabling issues) challenging behaviour of students, parents or colleagues workplace violence and aggression bullying and harassment poor leadership skills poor communication lack of clarity around roles, processes and procedures perceptions that processes, such as promotion processes, are not procedurally fair concerns about career development, social status and pay



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conflicting demands of home and school working in isolation perceived lack of support from management and colleagues poorly managed conflict masking negative emotions in interactions with student and parents. The injuries, illnesses and other impacts that can result include: psychological distress emotional exhaustion physical health symptoms taking frequent sick leave a sense of low morale and a low level of engagement with work deteriorating work performance an intention to resign from work. It is important to focus attention on the risk factors which can actually be dealt with at the school level. If certain issues cannot be raised or dealt with at the school level, they should be referred for resolution to the appropriate level of management outside the school. How to control the risks

A key to tackling psychological injuries and illnesses is consultation and open communication. Suggested topics for consultation with staff are: circumstances when the risk factors occur how often they occur and over what period (to determine whether risk builds over time) what actions or behaviours are linked to the risk factors possible solutions and controls. All hazards, which are identified through consultation with staff and the WHSR, should be investigated further and the most suitable way to resolve the identified problems should be agreed to and implemented. The agreed measures and timeline for implementation should be recorded in an action plan. This plan should show who is responsible for the actions, and be regularly reviewed and evaluated. The table below sets out some ways of controlling the risk of psychological injuries and illnesses. Risk Examples of risk controls

Likelihood of psychological injury arising from the organisational culture

Build a leadership structure that engages, supports and motivates staff.

Treat everyone with respect, dignity and politeness. Build leadership and management skills. Improve consultation and communication between leaders and

staff. Provide clear educational and other objectives for the school. Make sure that job roles and accountabilities are clearly defined

so everyone knows what is expected of them. Develop clear school policies on issues such as mobile phone

use by students, and make sure they are consistently applied. Provide support for staff to do their work (e.g. mentoring

system, employee assistance program).



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Provide career options and professional development opportunities and other training for staff where possible.

Provide flexibility in timetabling where possible for staff with conflicting home and school requirements.

Likelihood of psychological injury arising from interpersonal relationships at work

Develop and implement policies to deal with bullying and occupational violence.

Implement issue resolution (grievance) processes for staff and parents.

Ensure systems are in place to manage conflict before it escalates.

Create a culture where colleagues trust and encourage each other to perform at their best.

Encourage good, honest, open communication at all levels in work teams.

Look for work and system design issues that may be negatively affecting communication (e.g. recognition and reward or role conflict).

Likelihood of psychological injury arising from the physical work environment

Ensure staff have a well designed work environment. Provide the equipment, facilities and technology needed to help

them achieve effective educational outcomes. Ensure that security arrangements at the school are appropriate,

(e.g. incorporating Crime Prevention through Environmental Design (CPTED) principles).

Ensure that workplace health and safety is considered when designing new buildings and modifying or refurbishing existing ones.

Likelihood of psychological injury arising from the way work is managed

Allocate duties to staff members on the basis of their skills and interests.

Make sure that there is a clear and effective process for replacing teachers on sick leave, professional development, (e.g. giving adequate notice of extras, engaging CRT teachers).

Where possible, make sure that the school timetable gives teachers a spread of teaching periods, yard duty and non-student contact time across the working week.

Avoid placing inconsistent demands on workers and, where possible, ensure that the different requirements placed on workers are compatible.

Involve staff in decisions about their work and give them opportunities to have input and control.

Ensure there are adequate meetings at appropriate levels (all staff, year levels, mini-schools) so that there is good communication within teams.

Likelihood of psychological injury resulting from inadequate information, instruction or training

Have a formal induction process for all staff including CRT, and volunteers.

Advise staff about the school’s workplace health and safety procedures including: processes for reporting hazards and incidents who to go to about a workplace health and safety issue who the WHSRs are the roles of the leadership team member(s) responsible for



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workplace health and safety, WHSRs and staff. Provide clear information to staff, parents and students about the

school’s expectations for enrolment, discipline and transfer procedures.

Provide relevant workplace health and safety training to all workers, including management level workers.

Ensure all workers receive suitable training to do their jobs. Train workers on how to diffuse difficult situations, (e.g. conflict

management, communication skills and confidence building). Train all workers how to identify bullying and how to respond if

bullying is witnessed or experienced in the workplace. Train relevant people how to design work to minimise bullying.

Slips, trips and falls injuries Types of injuries

Slips, trips and falls in the school environment can result in a wide range of injuries, including: fractures of the forearm and wrist from breaking a fall, falling on uneven ground, slipping on

wet floors muscle strain from slipping on dropped food or tripping on damaged flooring traumatic joint or muscle injury from falling during physical education activity, slipping on

floors still wet after cleaning or tripping over low obstacles cuts if a fall occurs near sharp objects. What are the causes of these injuries?

Common causes of slips, trips and falls are set out in the table below. This table may provide useful prompts when carrying out a health and safety inspection of both indoor and outdoor areas. Contaminants tracking rain water/ mud into the class room or other school room,

dropped food, spills of art materials, such as paint and glue, metal shavings

Flooring unsuitable for purpose, poor drainage, worn/slippery, not correctly fitted or maintained, uneven edges to flooring, changes of level that are not highlighted

Stairs poor lighting on stairs, no suitable handrail, steps of uneven height and varying width, poorly maintained coverings or surfaces

Cleaning

not attending to spills promptly and not removing contaminants effectively, build-up of cleaning product residue, allowing people to walk on damp floors after cleaning

Housekeeping

poor access along walkways and to work areas, cluttered access and walkways, trailing wires, obstructions, untidy floors around workstations, inadequate storage space, not enough rubbish bins

People and activity carrying large objects, becoming distracted while walking (e.g. using a mobile phone), students and staff rushing about, wearing inappropriate footwear

Environment

light on a shiny floor causing glare, low lighting and unable to see change in floor levels

Roofs Retrieving balls from roofs.



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The following table sets out ways to control the risk of slips, trips and falls in the school environment. Risk Examples of risk controls

Likelihood of injury arising from slips, trips and falls on stairs and steps

Ensure stairs are not slippery (e.g. non-slip bull-nose finish) and the surfaces are well maintained.

Ensure the nosing and/or tread of stairs are well defined visually (e.g. good lighting, bright strips).

Ensure there are no isolated low steps which could be a trip hazard.

Provide sturdy handrails at a suitable height on all steps and stairs.

Likelihood of injury arising from slips in the general environment

Ensure there is a slip-resistant floor surface in areas where water or grease or other contaminants can create a slip hazard.

Minimise the spread of contaminants, (e.g. effective drainage, fix leaks promptly).

Place suitable absorbent mats at entrances to buildings and sheds.

Ensure outdoor walkway surfaces are free of leaves, mud, clippings, paper, gravel, moss and slime.

Ensure spills are managed immediately. Use hazard warning barriers and signs around spills or until

areas that have just been cleaned are dry. Locate power points to avoid the need for electrical cables to

trail on the floor. Develop and follow a cleaning program that is appropriate for

the flooring and will prevent build up of cleaning product or residue on floors.

Likelihood of injury arising from trips in the general environment

Ensure floor, doormats and carpets remain firmly in place. Ensure there are no low obstacles, there are adequate storage

racks for bikes, aisles and passageways are kept clear, and lockers, desks and shelves are provided for storing personal items.

Ensure footpaths and garden edgings are properly maintained. Repair/maintain surfaces, such as potholes and tears in carpets. Highlight changes in floor surfaces. Highlight trip hazards that are unable to be removed, such as tree

roots, and single steps between two levels. Likelihood of injury arising from falls from roofs

Where possible, ensure the gradient of roofs allows balls to fall back to ground level without needing to be retrieved.

Ensure balls are only retrieved from roofs by designated trained staff using suitable equipment such as extended handle-ball retrievers.

Ensure skylights are guarded.


Other common hazards and risks Other hazards and risks, such as those named below, can cause injury and illness in schools. Biological hazards

Infectious diseases can spread readily in schools. Infection control practices should be adopted including: hand hygiene staff vaccination routine cleaning of the school environment cleaning blood and body substance spills safe handling and disposal of sharps and other waste hygienic handling and care of animals use of PPE. Contact the Queensland Health Public Health Unit for advice if a staff member or student is diagnosed with a contagious disease. Hazardous substances and dangerous goods

Hazardous substances can harm people’s health and their use must be eliminated or a less hazardous substance used. If there is still a risk from the substance, other control methods such as personal protective equipment must be used.

A register must be kept of all the hazardous substances in the school. A material safety data sheet (MSDS) that provides health and safety information about the hazardous substances (chemical), must be obtained for each hazardous substance in the school. In the school environment, hazardous substances include: chemicals used in science rooms, technology rooms and art rooms, and swimming pools cleaning agents.


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Dangerous goods are substances that can cause injury or death, and can also seriously damage property and the environment. Petrol, LPG, pesticides and acids are common dangerous goods that may be found in the school environment. Risks associated with dangerous goods must be eliminated, or reduced as far as reasonably practicable. Plant and equipment

Plant and equipment in the technology and science rooms, maintenance and facility sheds, and other parts of the school, pose significant risks of injury, such as open wounds, lacerations and burns. Injury can be caused by rotating shafts and pulleys, drive belts, blades or by sudden and rapid movement of a part of the plant. Wherever it is reasonably practicable, plant and equipment that eliminate the risk or have a lower level of risk are to be used. If any item of plant can cause crushing or amputation injuries, guard the hazardous part of the plant or provide another engineering control that prevents injury (e.g. a movement sensing light curtain that stops the plant before injury can occur). If a guard can be easily removed, (e.g. for plant maintenance), warning signs may also be required on the plant. Personal protective equipment should be used where it is impractical to control all risks, (e.g. eye protection when using a drill, eye and hearing protection when using a circular saw). Amusement devices

If amusement devices (e.g. jumping castles, roller coasters) are used at a school fete, the organising committee should: Only use amusement devices that have been audited with the National Audit Tool for

Amusement Devices. Make this a condition of the contract between the fete organising committee and the amusement device owners.

Consider working with amusement device owners who are members of relevant industry associations, (e.g. Showmens’ Guild of Australasia, Australian Amusement Leisure and Recreation Association (AALARA) and Australian Amusement Association (AAA)). Members of these associations are generally better informed about safety requirements. A more detailed guide for fete organisers and safety of amusement devices is available through Education Queensland.

Inform the regional Workplace Health and Safety Queensland office about the fete and invite an inspector to assist if the committee is still concerned about the safety of the amusement devices or people they are working with.

Provide enough space in the area where the rides are set up so that if it becomes necessary, emergency vehicles (e.g. fire truck, ambulance) can drive into the area and park adjacent to the amusement device to provide the necessary emergency assistance.

Electrical safety

The following are the five key messages promoted by Queensland’s Electrical Safety Office. When talking about or promoting electrical safety within your school community you may find it helpful to use these messages and other resources from the ESO website www.electricalsafety.qld.gov.au

1. Safety switches save lives If you don’t have safety switches installed on your switchboard, have them installed as

soon as possible by a licensed electrical contractor. Push the ‘test’ button on each of your safety switches every three months to make sure

they turn the power off. Then turn the power back on.

http://www.deir.qld.gov.au/workplace/resources/pdfs/nationalaudittool-amusement.pdf


http://www.electricalsafety.qld.gov.au/



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2. Beware of hidden dangers Don’t use damaged power points, switches, electrical equipment, appliances or cords

with frayed or broken wires. Get all damaged items repaired or replaced immediately by a licensed electrical

contractor. Keep all electrical items clear of water and splashes and always wear shoes when using

electrical items.

3. Don’t do your own electrical work Don’t fix broken electrical items, don’t do your own electrical wiring or do any other

electrical work. Get a licensed electrical contractor to do it.

4. Keep away from overhead power lines Don’t get too close to powerlines and don’t let anything touch powerlines. Powerlines are lethal – look up and live.

5. Keep children safe Don’t let young children near power points, electrical cords or appliances and keep them

away from all power tools and electrical equipment. If students are using power tools, ensure they are closely supervised.



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Getting more information Listed below are sources of information about the issues covered in this guide, and other common hazards and risks in schools. The Department of Education and Training (DET) has a wide variety of general resources as well as policies and procedures for schools available from the department’s website. These resources, policies and procedures have been developed for state schools and require other agencies to customise these documents to their own circumstances. The Workplace Health and Safety Act 1995 and the Workplace Health and Safety Regulation 2008 set out the obligations of employers, workers and other people in relation to OHS. (Note, there will be some changes to legal obligations when the Work Health and Safety Act 2011 comes into effect in January 2012.) The Workers Compensation and Rehabilitation Act 2003 sets out the obligations of employers and workers in relation to workers’ compensation and return to work. The Electrical Safety Act 2000 sets out the obligations for electrical safety that a range of people, including employers and persons in control of electrical equipment, must meet in order to comply with the requirements of the law. Download the relevant legislation and regulations from the Office of the Queensland Parliamentary Counsel. Amusement devices National Audit Tool Checklist for school fete/event organisers – mobile amusement devices (DET checklist) Biological hazards Vaccine-preventable diseases Cytomegalovirus (CMV) in child care Latex allergy Education Queensland's Infection Control Guidelines Queensland Health Infection control guidelines for Animal Contact Bullying, Stress and Occupational violence Bullying and harassment in workplaces Prevention of Workplace Harassment Code of Practice Workplace harassment information tool Occupational Stress Identifying Stress (DET Fact sheet)

http://education.qld.gov.au/

http://education.qld.gov.au/strategic/eppr/about.html

http://www.legislation.qld.gov.au/OQPChome.htm


http://pan.search.qld.gov.au/search/search.cgi?profile=education&query=amusement+rides&collection=qld-gov&form=simple

http://www.deir.qld.gov.au/workplace/resources/pdfs/vaccine-preventable-diseases.pdf

http://www.deir.qld.gov.au/workplace/resources/pdfs/childcare-cytomegalovirus.pdf

http://www.deir.qld.gov.au/workplace/resources/pdfs/latex-allergy.pdf

http://education.qld.gov.au/health/pdfs/healthsafety/infection_control_guideline.pdf

http://www.health.qld.gov.au/ph/documents/cdb/zoo_guidelines.pdf

http://www.deir.qld.gov.au/workplace/publications/safe/apr10/bullyinginworkplace/index.htm

http://www.deir.qld.gov.au/workplace/resources/pdfs/harassment_code2004.pdf

http://www.deir.qld.gov.au/workplace/subjects/harassment/tool/index.htm

http://www.deir.qld.gov.au/workplace/subjects/stress/index.htm

http://education.qld.gov.au/health/docs/identifying-stress.pdf



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Occupational Violence Prevention of Bullying and Violence at Work: Guidance Note (WorkSafe Victoria) Chemicals/hazardous substances Chemicals and hazardous substances (DET web page) Chemicals, substances and dangerous goods Computer use and office work Ergonomic workstations for keyboard operators Safe use of laptops (DET Fact sheet) Office Ergonomics (DET Fact sheet) Consultation Workplace consultation Committees and consultation (DET web page) Contractors Building Education Revolution Creating Healthier Workplaces Dangerous goods Chemicals, substances and dangerous goods Chemicals and dangerous goods (DET SO Folder) School Science Lessons Electrical safety Electrical safety in school Electrical safety at work Electrical safety for householders and consumers Employer duties General health and safety obligations People who conduct a business or undertaking Workplace health and safety (DET School to Work) Excursions Policy and procedures related to school excursions (DET procedure)

http://www.deir.qld.gov.au/workplace/subjects/violence/index.htm

http://www.worksafe.vic.gov.au/wps/wcm/resources/file/ebd87343a012d0f/preventbullying.pdf

http://education.qld.gov.au/health/safety/hazards/substances.html

http://www.deir.qld.gov.au/workplace/subjects/hazardousmaterials/law/index.htm

http://www.deir.qld.gov.au/workplace/subjects/manualhandling/workstations/index.htm

http://education.qld.gov.au/health/pdfs/healthsafety/laptopuse.pdf

http://education.qld.gov.au/health/pdfs/healthsafety/ohs-factsheet.pdf

http://www.deir.qld.gov.au/workplace/law/legislation/consultation/index.htm

http://education.qld.gov.au/health/safety/managing/committees.html

http://www.deir.qld.gov.au/workplace/business/construction/ber/index.html

http://education.qld.gov.au/health/

http://www.deir.qld.gov.au/workplace/workers/chemicals/index.htm

http://pan.search.qld.gov.au/search/click.cgi?rank=1&collection=qld-gov&component=0&docnum=11302&url=http%3A%2F%2Feducation.qld.gov.au%2Fhealth%2Fpdfs%2Fhealthsafety%2F3-chem-dg.pdf&index_url=http%3A%2F%2Feducation.qld.gov.au%2Fhealth%2Fpdfs%2Fhealthsafety

http://www.uq.edu.au/_School_Science_Lessons/topic03.html#Topic03H

http://www.deir.qld.gov.au/electricalsafety/livingaroundelectricity/living-safely/index.htm

http://www.justice.qld.gov.au/fair-and-safe-work/electrical-safety/business-and-industry/electrical-safety-at-work

http://www.justice.qld.gov.au/fair-and-safe-work/electrical-safety/for-householders-and-consumers

http://www.deir.qld.gov.au/workplace/rights/yourobligation/info/index.htm

http://www.deir.qld.gov.au/workplace/rights/yourobligation/who/conduct/index.htm

http://education.qld.gov.au/students/placement/work/safety.html

http://education.qld.gov.au/strategic/eppr/schools/scmpr002/



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Hazards Hazards in schools (DET web page) Incident notification and reporting Accidents, Incidents and Incident Investigations (DET web page) Reporting an incident Laws and prosecutions Laws and prosecutions Manual tasks Manual Handling and Ergonomics (DET web page) Manual Handling of Students Resource Package (DET resource package) Manual tasks Noise Noise Noise (DET web page) Plant and equipment Equipment and Machinery (DET web page) Plant, machinery and equipment Resolving OHS issues Workplace Health and Safety Consultative Framework (DET procedure) Workplace consultation Workplace consultation Returning injured staff members to work Rehabilitation (DET web page) Risk management Risk Management of Code of Practice 2007 Security and crime prevention School security (DET procedure) Slips, trips and falls Slips, trips and falls prevention guide Slips, trips and falls (DET checklist) Preventing slips, trips and falls (DET brochure) Work experience Work experience placements (DET procedure)

http://education.qld.gov.au/health/safety/hazards.html

http://education.qld.gov.au/health/safety/managing/accidents.html

http://www.deir.qld.gov.au/workplace/incidents/incidents/notify/index.htm

http://www.deir.qld.gov.au/workplace/law/index.htm

http://education.qld.gov.au/health/safety/hazards/manual.html

http://education.qld.gov.au/health/safety/hazards/manual-students.html

http://www.deir.qld.gov.au/workplace/subjects/manualhandling/index.htm

http://www.deir.qld.gov.au/workplace/subjects/noise/index.htm

http://education.qld.gov.au/health/safety/hazards/noise.html

http://education.qld.gov.au/health/safety/hazards/equip.html

http://www.deir.qld.gov.au/workplace/subjects/plant/index.htm

http://education.qld.gov.au/strategic/eppr/health/hlspr016/

http://www.deir.qld.gov.au/workplace/law/legislation/consultation/index.htm

http://education.qld.gov.au/health/injury/rehab.html

http://www.deir.qld.gov.au/workplace/resources/pdfs/riskman_code2007.pdf

http://education.qld.gov.au/strategic/eppr/schools/scmpr005/

http://www.deir.qld.gov.au/workplace/resources/pdfs/slips_trips_falls_guide2007.pdf

http://education.qld.gov.au/health/pdfs/healthsafety/slips-checklist.pdf

http://education.qld.gov.au/health/pdfs/healthsafety/slips-brochure.pdf

http://education.qld.gov.au/strategic/eppr/curriculum/crppr003/



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Workplace Health and Safety Officers (WHSOs) and Workplace Health and Safety Representatives (WHSRs) Workplace Health and Safety Officer (DET web page) Workplace Health and Safety Officers Workplace Health and Safety Representatives Young workers Young workers

http://education.qld.gov.au/health/safety/managing/whso.html

http://www.deir.qld.gov.au/workplace/workers/whso/index.htm

http://www.deir.qld.gov.au/workplace/law/legislation/consultation/index.htm#whsorep

http://www.deir.qld.gov.au/workplace/workers/youngworkers/index.htm



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Sample record of hazard inspection and risk control (add rows to customise the needs of each school) [INSERT NAME OF SCHOOL] Form for documenting hazards, risks and control measures This form is to be used to document regular hazard inspections, and the follow-up actions to control any risks identified during the hazard inspections. Area of school inspected: ______________________________ Inspection conducted by: ______________________________________ Date of hazard inspection: ______________________________ Workplace health and safety representative: ______________________ Follow-up actions authorised by: ________________________ Next inspection to be conducted by (date): _______________________

Is there any risk? (Is there any likelihood of injury or illness actually occurring?)

Hazards identified (Describe the situation which might cause injury or illness) Yes/No

Measures already implemented to address the hazard

Where there is a risk, describe the proposed risk control measures

Date for implementing new risk control measures

Person responsible for implementing risk control measures

Date of actual implementation of risk control measures (Fill in when the measure has been implemented)

Signature of person responsible for implementation (after completion)

1.

2.

3.

4.

Documents

OHS Schools Guide