Risk Assessment Policy

Legal Status

This policy is in line with:

• The Education (Independent School Standards) Regulations 2014, in force January 2015, Part 3, para 16 and has regard for those children in EYFS.
• Health and Safety Act 1974 and associated amendments
• Regulatory Reform (Fire and Safety) order 2005
• DfE advice- Health and Safety 2014
• Management of Health and Safety at Work, 1999
• RIDDOR

The Cedars is fully committed to promoting the safety and welfare of all in its community so that effective education takes place.
We understand it is vital that all areas of school life, including off site activities, are safe and comply fully with the law.
We understand that risks are inherent in everyday life and that it is vital for us to identify them and ensure that our systems and policies minimize them in order to keep our children, parents, visitors and contractors safe.
We will ensure that our policies and practices are up to date and that staff receive appropriate and timely training and that our children are educated to know how to manage risk.

Assessing risk is systematic and is done with a view to promoting the welfare of our school community.
Responsibility for ensuring the safety of the staff, pupils, parents, visitors and contractors lies with the Head Teacher.

What is a risk assessment?

• A risk assessment is a tool for conducting a formal examination of the risk of harm or hazard to The Cedars’ community that could result from a particular activity or situation.

• A risk is an evaluation of the probability/ likelihood of the hazard occurring e.g. children getting lost on a school outing

• Risk control measures are the measures and procedures that are put in place in order to minimize the risks and are designed to prevent accident and injury.

• These assessments are updated regularly.

When should a risk assessment be completed, by whom and who has responsibility for checking and au-thorizing them?

1. The school has a culture of assessing risks on a day to day basis. These risks may be of a more minor nature such as something slippery on the floor and this would be dealt with im-mediately. In other cases, a risk may need further action and a more formal approach to the risk will be taken e.g cars entering and exiting the school car park. Other examples are when children are taken offsite. Here the risks of travelling away from school would be noted and action to minimize the risks will be made. These risks will be shared with all members of the group going on the outing.
2. Risk assessments are undertaken by the Lead teacher for an outing, by the Head teacher or Deputy for risks within school.
3. Responsibility for checking and authorizing risk assessments for ‘outings’ and school events lies with the Deputy Head. Risk assessments for buildings, grounds etc are the responsibil-ity of the Head Teacher.

What level of risk?
Risks are rated as Low, Medium and High depending on the level of ‘danger’ to the staff, children, visitors, contractors involved.

The assessment will establish:

The hazards associated with the activity or area of the workplace
The potential for an accident and its severity
The control measures that need to be employed to minimize risk of an accident
Any further action to be taken to adequately control the hazard

Principle areas requiring a risk assessment

These are the prime areas for risk assessments:

• Educational trips and visits
• Site and premises, including fire and security
• Health and hygiene
• Play equipment
• Playground supervision
• E- safety
• Staff recruitment
• Medical and First Aid, including the Reporting to RIDDOR of Injuries, Diseases and Dangerous oc-currences.

Review of Risk Assessments

Risk assessments need reviewing and updating annually. Risk assessments will be reviewed:
• when there are changes to the activity
• after a near miss or accident
• when there are changes to the type of people involved in the activity
• when there are changes in good practice
• when there are legislative changes
• annually if for no other reason

Policy adopted by Jane O’Halloran

Updated Jan 2019
Reviewed Sept 20