HLTWHS001 - Assessment On Hazards and Risks
Posted: Sun May 17, 2015 11:13 pm
please help i have submitted this assessment 2 now and it keeps coming back as incomplete
CHC30113 Certificate III in Early Childhood Education and Care
HLTWHS001 Participate in workplace health and safety
Short answer questions
1. In your own words define the following:
a) Hazard
• Small objects left in reach of children-Small object left in a child reach can cause chocking.
• Frayed cords- frayed cords can electrocute a child.
• Chemicals- children can drink them get chemical burns from then.
• Object stacked precariously that could full- object falling on children head can course damage
• Medications- medication a dangerous to a child it can cause them to end up in hospital
• Noisy machinery- hearing loss due to the loud noises
• Broken toys- can cut or hurt a child and cause more damage
• Stoves- a child can get burnt by a stove if it has been turn on.
• Sliding door- fingers can get caught
• Knifes- a child can cut them self, a child can stab them self or another person
• Forks- a child can stab them self or another person or poke someone eyes out
• Any sharp or point objects- stab them self or another person or poke someone eyes out
• Height off play equipment- can full off and get cut bruises or brake bones.
• Metal objects that have been in the sun- burnt or scalded
• Hard surfaces- if a child falls over they can get bruises
• Thing that protrude or tangle- kids can get tangled up in them and chock them self or strangle another kid with it.
• Lack of shade- to much sun can cause sun burn dehydration heat stroke
• Not applying sun safe stuff -to much sun can cause sun burn dehydration
• Not wearing a hat- sun burn dehydration, heat stroke
• Heater- a child can get burnt by the heater a heater can also cause fires
• Electrical out lets- children can put thing in there that r not meant for it and get electrocuted
• Cot accessories
• Fire- a child can get Burt, inhale to much smoke.
• Water or liquid split on the ground- a child can slip over and crack there head open, bruising, other broken bones
• Carefully cover the cutting edge of the tin cans with tape and wrapping the cans with strong brown paper. This will avoid the children getting cut during the play and while handling the cans during the decoration (kids are to make their own tin can using coloured paper, stickers, markers).
• instead of just marking a line with masking tape, I would make a box where the person throwing has to remain inside and the others waiting have to remain outside. This will avoid the kids smacking one another or bumping into each other.
• Set the table in an isolated area where other kids cannot be hit by the ball and away from windows or things that could get damaged.
• Sunscreen and hats before the play.
• A quick time-out in the middle of the game to drink some water and have a rest.
b) Risk
• Chocking
• Electrocuted
• Medical problems
• Broken bones
• Hearing damaged
• Burnt
• Finger caught
• Cut or stabbed
• Injuries
• Sun burnt
• hygiene
• Slip and hurt your self
• Burning down the buildings
• Back problems
• Full and hit your head
2. Identify two (2) key activities or tasks that an educator can undertake to ensure that the building and environments, such as the indoor and outdoor play spaces of the service are in good repair and free of hazards.
• Undertaking regular risk assessments of the service’s environment to ensure that risk is minimised at all times.
• Check the House duty check list ever day to ensure that every is safe and at a stand for the children to safely use.
3. Identify two (2) safety measures or actions that educators can take when using and storing dangerous products, such as cleaning agents and chemicals, in an early childhood education and care service.
• stored in a container that is correctly labelled and designed for the storage of flammable liquids
• Stored out of reach of young children in a secure, child-resistant location.
4. Briefly describe the meaning of each safety sign in the table below.
• Safety sign Purpose
• a. • Where to come if u need any medical assistance
• b. • Always remember to duck when entering •
• c. • Walk in a sensible matter when sign is present •
• d. • Don’t drink water as it is not safe •
• e. • Always wear gloves
• f. • Use to prevent or to put fires out
• g. • Always check weight before lifting. Remember to bend knees before lifting.
Images from supremesafety.com.au/safety-signs.php
5. Decide what the hazards are, along with the risks to educators, children and their families in the scenarios listed below.
a) The cement path from the gate to the entrance of the service has cracked and part of it has subsided.
b) Two double adapters are being used in the same electrical power point.
c) The floor in the children’s bathroom becomes very slippery when wet.
d) Parents leave their strollers and prams in the foyer of the service during the day.
e) The fridge in the babies and toddlers room has a frayed electrical cord with wiring exposed.
Assess each scenario using the hazard grid in Table 5.2 of your textbook, ‘The early childhood educator for Certificate III’. Decide on the possible consequence of each hazard and its likelihood; the risk factor (Extreme, High, Medium or Low).
Identify the actions required to remedy the hazard – how it can be fixed.
Record your responses in the table that follows over the page.
Hazards Consequence Likelihood how can the hazard be fixed
a. The cement path from the gate to the entrance of the service has cracked and part of it has subsided. Broken noise
Cuts/bruise stitches medium Put a danger sign out. Get someone out to fix it asap. Remove item buy a new one or get someone out to fix it
b. Two double adapters are being used in the same electrical power point. electrocuted zapped burnt extreme Remove them dispose of the item
c. The floor in the children’s bathroom becomes very slippery when wet. Cracked heads broken bones high Put a wet floor sign out always supervise kids when they enter the area
d. Parents leave their strollers and prams in the foyer of the service during the day. run over climbed in fallout
Tipped out broken bones Medium Remove stroller put in a kid’s safe spot.
e. The fridge in the
babies and toddlers room has a frayed electrical cord with wiring exposed.
electrocuted zapped burnt Extreme Remove item buy a new one or get someone out to fix it
6. In your own words describe the correct model for lifting children and heavy or awkward objects.
• Place your feet in a stride position.
• Keep your breastbone as elevated as possible.
• Bend your knees.
• Brace your stomach muscles.
• Hold the object close to your centre of gravity, i.e. around your navel.
• Move your feet not your spine.
• Prepare to move in a forward-facing direction
• Ask for help when it is not possible to lift on your own
7. Demonstrate your understanding of the legal responsibilities that employers, employees and other parties have under Australian WHS legislation.
For each of the WHS duties listed below, write the person responsible (employer, employee and/or WHS representative). If more than one (1) person is responsible, list all people responsible for the duty.
Duties Person(s) responsible
a. Investigate accidents and dangerous occurrences Employer, whs
b. Wear protective clothing, accessories and groom yourself appropriately Employer, employee
c. Report hazards Employer, employee
d. Consult and cooperate with the employer Whs
e. Ensure a safe work environment and use substances safely Employer, employee, whs
f. Maintain equipment and ensure it operates correctly Employer, employee, whs
g. Report work-related injuries or harm to a person’s health Employer, employee, whs
h. Investigate risk of serious injury to, or harm to the health of, any person Employer, whs
i. Cooperate with employers so that they are able to carry out their duties under the WHS Act 2011 Whs
j. Have clear WHS policy and procedures that workers are required to follow Employer, whs
k. Take reasonable care of your own health and safety at work and avoid harming the health and safety of other people Employer, employee, whs
l. Provide and maintain a working environment where employees are not exposed to hazards Employer
8. Briefly outline how you can protect yourself from injury or harm when completing the following typical workplace procedures or activities in an early childhood education and care service:
a. Undertaking general cleaning tasks such as cleaning and disinfecting tables, benches and chairs used by children at the service.
• Make shore correct cleaning products are used all item have to been removed and cleaned and put away to their correct spot to avoid any accidents
b. Administering or rendering first aid to children.
• Follow correct guide lines make all items have been disposed of safely
c. Supervising outdoor play.
• Check to make shore no broken or damaged items are laying around always look where you’re going and make shore stuff is always put away safely to prevent injury
d. Completing a nappy change.
• Always wear gloves make shore 1 hand is on the child at all times dispose of all item correctly and appropriately wash hands once finished
b) Project (Housekeeping checklists)
Student instructions
Create two (2) checklists that could be used in an early childhood education and care service to ensure general housekeeping tasks are completed on a regular basis so that there is less likelihood of accidents, adverse events, injuries or near misses.
You may select any two (2) of the following areas, rooms or spaces to create the housekeeping checklists for:
• Play room, for example the babies and toddlers room or preschool room
• Garden
• Outdoor play space
• Children’s toilet
• Foyer
• Office area and/or staff room
• Kitchen
Each checklist must:
• Clearly identify the area, room or space that the checklist relates to.
• List what educators and staff are checking for.
• Allow for details such as the date the check has occurred, and who has completed the check to be recorded.
You may use a format similar to that shown in Activity 5.5 in your textbook, ‘The early childhood educator for Certificate III’. Alternatively you may create your own format.
HOUSEKEEPING INSPECTION FORM
DATE INSPECTED: INSPECTED BY WHOM:
AREA/ROOM/OUTSIDE CHECK FOR: CORRECTIVE ACTION REQUIRED?
OUTSIDE • Fence off securely and effectively all sides of outdoor play areas from roads, water hazards, and driveways. Maintain fence, have correct height, install childproof self-locking devices on gates.
• Finger entrapment – all holes or openings in playground equipment must be between 8-25 mm.
• First aid kit is approved, maintained, accessible, current first aid certificate.
• Garden debris removed, garden equipment stored and locked away, regularly trim branches and bushes. Hazardous Plants – identify and remove or make inaccessible to children.
• Machinery, tools and equipment – ensure all engine operated or other hazardous equipment, tools or machinery are stored securely and are inaccessible to children.
• Pet and animal droppings cleared or inaccessible to children in outdoor areas, exclude dogs from children’s play areas, finger proof pet enclosures, supervise pet interactions with children.
• Car driveways and parking areas – be aware that car driveways and areas where cars park or reverse are particularly hazardous areas for children. Ask families when alighting from their cars to hold their child’s hand, and take special care when entering or leaving a driveway or parking near the home.
• Check outdoor areas and play equipment regularly for health and safety hazards.
• Choking hazards outdoors, e.g. pebbles.
• Climbing and play equipment - stable, maintained, meets relevant Australian Standards. Teach children to use safely.
• Soft fall - appropriate ground cover under outdoor climbing and play equipment, meets standards.
• Sun protection clothing, hats, and sunscreen, for unshaded areas - minimise play at peak sun exposure times.
• Install a sunshade over sandpits and play areas.
• Supervision and visibility of children – ensure children are visible and supervised at all times. High risk areas are climbing and other outdoor play equipment.
• Make hazardous equipment , machinery, chemicals, and any other materials inaccessible to children. Water hazards cover and make inaccessible to children, e.g. ponds, dams, spas, creeks, nappy buckets.
• Pool safety, fencing and gate compliance, paddling pools emptied immediately after use, turn upside down, disinfected if soiled.
• Record details and notifying parents of any child accident.
• Safe play rules and adequate safe play areas - talk with children about how to play safely. Maintain safe layouts for outdoor play areas to avoid collisions between children.
• Sandpits - cover when not in use, regularly clean, rake, and remove sand soiled by faeces or blood. Hose sandpits at end of day after removing contaminated sand and material.
• Snakes, spiders, insects – keep the centre clean of infestations, teach children the dangers.
INDOOR SAFETY CHECK LIST
• Access for children and adults with disability - ensure safe access into, within and out of the centre, security, toilet and washing facilities, and check for hazards for wheelchairs and people with impaired sight, hearing or mobility.
• Barriers - age appropriate, child proof, self locking barriers to balconies, stairways, kitchen, bathroom, laundry, garage, other levels in the centre, front and back garden.
• Children at risk – maintain extra security and supervision for children at special risk. Choking hazards e.g. small toy parts, beads, nuts, blind and curtain cords, plastic bags, sandwich bags, balloons.
• Decorations and children’s artwork – do not place near ceiling fans, air conditioners or heaters. Avoid use of tacks, pins, and staples.
• Doors – use finger jam protectors.
• Emergency evacuation – develop an evacuation plan and emergency contact numbers display, inform families, and practice evacuation procedures. Fire – fire blanket, extinguisher, fire exits, smoke detectors, electrical safety switch
• . First aid kit with approved contents, maintained, accessible, first aid certificate current for relevant staff.
• Furniture and nursery equipment - stable, maintained, meets safety standards. Guard and make inaccessible to children heaters, coolers, fireplaces, stoves, microwaves, power points, and office equipment. Ensure heaters are away from children’s cots. Hazardous indoor and outdoor plants identify, remove or make inaccessible to children.
• Heaters – ensure that children cannot come in contact with hot surfaces. It is preferable to use heating where combustion products are ducted outside. If unflued gas heating is used ensure there is adequate ventilation while the heater is operating.
• Hot water - ensure the hot water supply is regulated so as to keep it below the temperature at which a child can be scalded (the current Kid safe recommendation is below 43.5°C).
c) Project (Interview)
Student instructions
In an early childhood education and care service of your choice, interview an experienced practitioner to find out about how the early childhood education and care service they work in manage an emergency evacuation.
Use the questions below when undertaking your interview:
a. What potential emergencies are relevant to the service, and how did they identify them?
• Aggressive person- if a parent or a friend off a family was to come in and start demanding to see the child and there not allowed
• Fire- if something happens and they needed to leave the building
• Chemical spills- if somehow a chemical that is harmful has been knocked over and fell over
b. What alarm system is there for an emergency evacuation and what does it sound like?
• Fire – whistle is blown to evacuate
• Lockdown- safety alarms if someone aggressive or a person isn’t ment to be there come in they press a button under the desk that locks the doors, then they tell the kids to play hide and seek and all the kids quietly hide in the store room until it is safe to come out. This has been done so the kids don’t get scared and they just think they r playing a game.
c. What would be your responsibility in the event of an emergency?
• Ensure all kids and staff are all ecounted for all emergency contact (eg polie fire ambulance) have been contacted if needed
• Inform all parents off what has taken place
• Check to make shore all kids and staff are ok
d. What are the various roles and responsibilities during an evacuation? For example, what actions are required of the Nominated Supervisor/Coordinator, delegated First Aid Officer, educators and other staff members at the service.
• That all staff for each room have there roles to check to make shore everyone is there and ok
• Evacuation kits (eg nappys wipes blanket)
• Make shore the kids are all ok if not comfort them
e. Where are the exit plans?
• On ever door way there is a map and the evacuation procedure
f. Where are the assembly points if there is an emergency evacuation?
• Far end off car park if fire is close to the front off the build they will go over the other side off the road.
g. How often does the service discuss and practise the evacuation procedure?
• Every month they practice the evacuation procedure
• Minimum requirement is every 3 months.
h. Is the evacuation procedure practised at the same time or at different times of the day?
• These take place at different times on different days,
i. How does everyone know when they can go back into the building?
• Once the building has been deemed safe by the authority.
j. What, if any, special precautions are taken during this procedure?
• Baby’s- have a fire cot that is made out of metal with wheels the put all the baby’s in the cot and take them to the fire safe spot.
• Asthma medications and Epipens are part of the evacuation bag.
k. How does the service communicate information to families about the service’s emergency evacuation procedures?
• All police are displayed for parent and guardians to see
• Police folder is on display for parent to read
• Policy reviews r in all newletters
• They also ok parents feedback if a parent has an idea off how to do it
l. How does the service ensure that educators, including relief educators and other staff members are informed about and understand the service’s emergency evacuation procedure?
• Practice there policy once a month to ensure that everyone no wat they are doing
• Online training
• Any changes to the procedure a memo will be made for all the staff members
The interview can be carried out face-to-face, by phone or Skype. To reduce the time demand on the interviewee, try to limit your interview to 30 minutes.
Submissions must include:
• A brief report clearly outlining:
- summarised responses to each question above
• the question above r to ensure that all kids are safe and there are special procedure in place to keep the child care centre safe.
- your understanding of an educator’s duty of care responsibilities in an emergency
• An educator’s duty of care includes the responsibility to plan for emergencies and to respond to any emergency in an appropriate manner.
- how the requirements of the Education and Care Services National Regulations and National Quality Standard guide an early childhood education and care service’s practice in relation to emergency procedures.
- The emergency and evacuation floor plan, and instructions should be displayed in a prominent position near each exit at the service premises, including a family day care residence or approved venue (Guide to the Education and Care Services National Law and the Education and Care Services National Regulations 2011, p.67).
- The National Quality Standard, encourages education and care services to effectively manage incidents and emergencies and to plan for these in consultation with relevant authorities. These plans should be practiced frequently and reviewed regularly
- Having a clear plan for the management of emergency situations assists educators to handle these calmly and effectively, reducing the risk of further harm or damage
- The National Regulations specifies the emergency and evacuation procedures are rehearsed every 3 months that the service is operating, by the nominated supervisor, staff members and volunteers and children being educated and cared for by the service; and the rehearsals of the emergency and evacuation procedures are documented
• A copy of the service’s policy and procedure for dealing with emergency evacuations.
• The practitioner’s contact details, including their full name, place of employment and telephone number. Please note that the assessor may contact the practitioner to verify the completion of the task as outlined above.
• Jade porter
Murray bridge world of learning
Contact 0885311431
CHC30113 Certificate III in Early Childhood Education and Care
HLTWHS001 Participate in workplace health and safety
Short answer questions
1. In your own words define the following:
a) Hazard
• Small objects left in reach of children-Small object left in a child reach can cause chocking.
• Frayed cords- frayed cords can electrocute a child.
• Chemicals- children can drink them get chemical burns from then.
• Object stacked precariously that could full- object falling on children head can course damage
• Medications- medication a dangerous to a child it can cause them to end up in hospital
• Noisy machinery- hearing loss due to the loud noises
• Broken toys- can cut or hurt a child and cause more damage
• Stoves- a child can get burnt by a stove if it has been turn on.
• Sliding door- fingers can get caught
• Knifes- a child can cut them self, a child can stab them self or another person
• Forks- a child can stab them self or another person or poke someone eyes out
• Any sharp or point objects- stab them self or another person or poke someone eyes out
• Height off play equipment- can full off and get cut bruises or brake bones.
• Metal objects that have been in the sun- burnt or scalded
• Hard surfaces- if a child falls over they can get bruises
• Thing that protrude or tangle- kids can get tangled up in them and chock them self or strangle another kid with it.
• Lack of shade- to much sun can cause sun burn dehydration heat stroke
• Not applying sun safe stuff -to much sun can cause sun burn dehydration
• Not wearing a hat- sun burn dehydration, heat stroke
• Heater- a child can get burnt by the heater a heater can also cause fires
• Electrical out lets- children can put thing in there that r not meant for it and get electrocuted
• Cot accessories
• Fire- a child can get Burt, inhale to much smoke.
• Water or liquid split on the ground- a child can slip over and crack there head open, bruising, other broken bones
• Carefully cover the cutting edge of the tin cans with tape and wrapping the cans with strong brown paper. This will avoid the children getting cut during the play and while handling the cans during the decoration (kids are to make their own tin can using coloured paper, stickers, markers).
• instead of just marking a line with masking tape, I would make a box where the person throwing has to remain inside and the others waiting have to remain outside. This will avoid the kids smacking one another or bumping into each other.
• Set the table in an isolated area where other kids cannot be hit by the ball and away from windows or things that could get damaged.
• Sunscreen and hats before the play.
• A quick time-out in the middle of the game to drink some water and have a rest.
b) Risk
• Chocking
• Electrocuted
• Medical problems
• Broken bones
• Hearing damaged
• Burnt
• Finger caught
• Cut or stabbed
• Injuries
• Sun burnt
• hygiene
• Slip and hurt your self
• Burning down the buildings
• Back problems
• Full and hit your head
2. Identify two (2) key activities or tasks that an educator can undertake to ensure that the building and environments, such as the indoor and outdoor play spaces of the service are in good repair and free of hazards.
• Undertaking regular risk assessments of the service’s environment to ensure that risk is minimised at all times.
• Check the House duty check list ever day to ensure that every is safe and at a stand for the children to safely use.
3. Identify two (2) safety measures or actions that educators can take when using and storing dangerous products, such as cleaning agents and chemicals, in an early childhood education and care service.
• stored in a container that is correctly labelled and designed for the storage of flammable liquids
• Stored out of reach of young children in a secure, child-resistant location.
4. Briefly describe the meaning of each safety sign in the table below.
• Safety sign Purpose
• a. • Where to come if u need any medical assistance
• b. • Always remember to duck when entering •
• c. • Walk in a sensible matter when sign is present •
• d. • Don’t drink water as it is not safe •
• e. • Always wear gloves
• f. • Use to prevent or to put fires out
• g. • Always check weight before lifting. Remember to bend knees before lifting.
Images from supremesafety.com.au/safety-signs.php
5. Decide what the hazards are, along with the risks to educators, children and their families in the scenarios listed below.
a) The cement path from the gate to the entrance of the service has cracked and part of it has subsided.
b) Two double adapters are being used in the same electrical power point.
c) The floor in the children’s bathroom becomes very slippery when wet.
d) Parents leave their strollers and prams in the foyer of the service during the day.
e) The fridge in the babies and toddlers room has a frayed electrical cord with wiring exposed.
Assess each scenario using the hazard grid in Table 5.2 of your textbook, ‘The early childhood educator for Certificate III’. Decide on the possible consequence of each hazard and its likelihood; the risk factor (Extreme, High, Medium or Low).
Identify the actions required to remedy the hazard – how it can be fixed.
Record your responses in the table that follows over the page.
Hazards Consequence Likelihood how can the hazard be fixed
a. The cement path from the gate to the entrance of the service has cracked and part of it has subsided. Broken noise
Cuts/bruise stitches medium Put a danger sign out. Get someone out to fix it asap. Remove item buy a new one or get someone out to fix it
b. Two double adapters are being used in the same electrical power point. electrocuted zapped burnt extreme Remove them dispose of the item
c. The floor in the children’s bathroom becomes very slippery when wet. Cracked heads broken bones high Put a wet floor sign out always supervise kids when they enter the area
d. Parents leave their strollers and prams in the foyer of the service during the day. run over climbed in fallout
Tipped out broken bones Medium Remove stroller put in a kid’s safe spot.
e. The fridge in the
babies and toddlers room has a frayed electrical cord with wiring exposed.
electrocuted zapped burnt Extreme Remove item buy a new one or get someone out to fix it
6. In your own words describe the correct model for lifting children and heavy or awkward objects.
• Place your feet in a stride position.
• Keep your breastbone as elevated as possible.
• Bend your knees.
• Brace your stomach muscles.
• Hold the object close to your centre of gravity, i.e. around your navel.
• Move your feet not your spine.
• Prepare to move in a forward-facing direction
• Ask for help when it is not possible to lift on your own
7. Demonstrate your understanding of the legal responsibilities that employers, employees and other parties have under Australian WHS legislation.
For each of the WHS duties listed below, write the person responsible (employer, employee and/or WHS representative). If more than one (1) person is responsible, list all people responsible for the duty.
Duties Person(s) responsible
a. Investigate accidents and dangerous occurrences Employer, whs
b. Wear protective clothing, accessories and groom yourself appropriately Employer, employee
c. Report hazards Employer, employee
d. Consult and cooperate with the employer Whs
e. Ensure a safe work environment and use substances safely Employer, employee, whs
f. Maintain equipment and ensure it operates correctly Employer, employee, whs
g. Report work-related injuries or harm to a person’s health Employer, employee, whs
h. Investigate risk of serious injury to, or harm to the health of, any person Employer, whs
i. Cooperate with employers so that they are able to carry out their duties under the WHS Act 2011 Whs
j. Have clear WHS policy and procedures that workers are required to follow Employer, whs
k. Take reasonable care of your own health and safety at work and avoid harming the health and safety of other people Employer, employee, whs
l. Provide and maintain a working environment where employees are not exposed to hazards Employer
8. Briefly outline how you can protect yourself from injury or harm when completing the following typical workplace procedures or activities in an early childhood education and care service:
a. Undertaking general cleaning tasks such as cleaning and disinfecting tables, benches and chairs used by children at the service.
• Make shore correct cleaning products are used all item have to been removed and cleaned and put away to their correct spot to avoid any accidents
b. Administering or rendering first aid to children.
• Follow correct guide lines make all items have been disposed of safely
c. Supervising outdoor play.
• Check to make shore no broken or damaged items are laying around always look where you’re going and make shore stuff is always put away safely to prevent injury
d. Completing a nappy change.
• Always wear gloves make shore 1 hand is on the child at all times dispose of all item correctly and appropriately wash hands once finished
b) Project (Housekeeping checklists)
Student instructions
Create two (2) checklists that could be used in an early childhood education and care service to ensure general housekeeping tasks are completed on a regular basis so that there is less likelihood of accidents, adverse events, injuries or near misses.
You may select any two (2) of the following areas, rooms or spaces to create the housekeeping checklists for:
• Play room, for example the babies and toddlers room or preschool room
• Garden
• Outdoor play space
• Children’s toilet
• Foyer
• Office area and/or staff room
• Kitchen
Each checklist must:
• Clearly identify the area, room or space that the checklist relates to.
• List what educators and staff are checking for.
• Allow for details such as the date the check has occurred, and who has completed the check to be recorded.
You may use a format similar to that shown in Activity 5.5 in your textbook, ‘The early childhood educator for Certificate III’. Alternatively you may create your own format.
HOUSEKEEPING INSPECTION FORM
DATE INSPECTED: INSPECTED BY WHOM:
AREA/ROOM/OUTSIDE CHECK FOR: CORRECTIVE ACTION REQUIRED?
OUTSIDE • Fence off securely and effectively all sides of outdoor play areas from roads, water hazards, and driveways. Maintain fence, have correct height, install childproof self-locking devices on gates.
• Finger entrapment – all holes or openings in playground equipment must be between 8-25 mm.
• First aid kit is approved, maintained, accessible, current first aid certificate.
• Garden debris removed, garden equipment stored and locked away, regularly trim branches and bushes. Hazardous Plants – identify and remove or make inaccessible to children.
• Machinery, tools and equipment – ensure all engine operated or other hazardous equipment, tools or machinery are stored securely and are inaccessible to children.
• Pet and animal droppings cleared or inaccessible to children in outdoor areas, exclude dogs from children’s play areas, finger proof pet enclosures, supervise pet interactions with children.
• Car driveways and parking areas – be aware that car driveways and areas where cars park or reverse are particularly hazardous areas for children. Ask families when alighting from their cars to hold their child’s hand, and take special care when entering or leaving a driveway or parking near the home.
• Check outdoor areas and play equipment regularly for health and safety hazards.
• Choking hazards outdoors, e.g. pebbles.
• Climbing and play equipment - stable, maintained, meets relevant Australian Standards. Teach children to use safely.
• Soft fall - appropriate ground cover under outdoor climbing and play equipment, meets standards.
• Sun protection clothing, hats, and sunscreen, for unshaded areas - minimise play at peak sun exposure times.
• Install a sunshade over sandpits and play areas.
• Supervision and visibility of children – ensure children are visible and supervised at all times. High risk areas are climbing and other outdoor play equipment.
• Make hazardous equipment , machinery, chemicals, and any other materials inaccessible to children. Water hazards cover and make inaccessible to children, e.g. ponds, dams, spas, creeks, nappy buckets.
• Pool safety, fencing and gate compliance, paddling pools emptied immediately after use, turn upside down, disinfected if soiled.
• Record details and notifying parents of any child accident.
• Safe play rules and adequate safe play areas - talk with children about how to play safely. Maintain safe layouts for outdoor play areas to avoid collisions between children.
• Sandpits - cover when not in use, regularly clean, rake, and remove sand soiled by faeces or blood. Hose sandpits at end of day after removing contaminated sand and material.
• Snakes, spiders, insects – keep the centre clean of infestations, teach children the dangers.
INDOOR SAFETY CHECK LIST
• Access for children and adults with disability - ensure safe access into, within and out of the centre, security, toilet and washing facilities, and check for hazards for wheelchairs and people with impaired sight, hearing or mobility.
• Barriers - age appropriate, child proof, self locking barriers to balconies, stairways, kitchen, bathroom, laundry, garage, other levels in the centre, front and back garden.
• Children at risk – maintain extra security and supervision for children at special risk. Choking hazards e.g. small toy parts, beads, nuts, blind and curtain cords, plastic bags, sandwich bags, balloons.
• Decorations and children’s artwork – do not place near ceiling fans, air conditioners or heaters. Avoid use of tacks, pins, and staples.
• Doors – use finger jam protectors.
• Emergency evacuation – develop an evacuation plan and emergency contact numbers display, inform families, and practice evacuation procedures. Fire – fire blanket, extinguisher, fire exits, smoke detectors, electrical safety switch
• . First aid kit with approved contents, maintained, accessible, first aid certificate current for relevant staff.
• Furniture and nursery equipment - stable, maintained, meets safety standards. Guard and make inaccessible to children heaters, coolers, fireplaces, stoves, microwaves, power points, and office equipment. Ensure heaters are away from children’s cots. Hazardous indoor and outdoor plants identify, remove or make inaccessible to children.
• Heaters – ensure that children cannot come in contact with hot surfaces. It is preferable to use heating where combustion products are ducted outside. If unflued gas heating is used ensure there is adequate ventilation while the heater is operating.
• Hot water - ensure the hot water supply is regulated so as to keep it below the temperature at which a child can be scalded (the current Kid safe recommendation is below 43.5°C).
c) Project (Interview)
Student instructions
In an early childhood education and care service of your choice, interview an experienced practitioner to find out about how the early childhood education and care service they work in manage an emergency evacuation.
Use the questions below when undertaking your interview:
a. What potential emergencies are relevant to the service, and how did they identify them?
• Aggressive person- if a parent or a friend off a family was to come in and start demanding to see the child and there not allowed
• Fire- if something happens and they needed to leave the building
• Chemical spills- if somehow a chemical that is harmful has been knocked over and fell over
b. What alarm system is there for an emergency evacuation and what does it sound like?
• Fire – whistle is blown to evacuate
• Lockdown- safety alarms if someone aggressive or a person isn’t ment to be there come in they press a button under the desk that locks the doors, then they tell the kids to play hide and seek and all the kids quietly hide in the store room until it is safe to come out. This has been done so the kids don’t get scared and they just think they r playing a game.
c. What would be your responsibility in the event of an emergency?
• Ensure all kids and staff are all ecounted for all emergency contact (eg polie fire ambulance) have been contacted if needed
• Inform all parents off what has taken place
• Check to make shore all kids and staff are ok
d. What are the various roles and responsibilities during an evacuation? For example, what actions are required of the Nominated Supervisor/Coordinator, delegated First Aid Officer, educators and other staff members at the service.
• That all staff for each room have there roles to check to make shore everyone is there and ok
• Evacuation kits (eg nappys wipes blanket)
• Make shore the kids are all ok if not comfort them
e. Where are the exit plans?
• On ever door way there is a map and the evacuation procedure
f. Where are the assembly points if there is an emergency evacuation?
• Far end off car park if fire is close to the front off the build they will go over the other side off the road.
g. How often does the service discuss and practise the evacuation procedure?
• Every month they practice the evacuation procedure
• Minimum requirement is every 3 months.
h. Is the evacuation procedure practised at the same time or at different times of the day?
• These take place at different times on different days,
i. How does everyone know when they can go back into the building?
• Once the building has been deemed safe by the authority.
j. What, if any, special precautions are taken during this procedure?
• Baby’s- have a fire cot that is made out of metal with wheels the put all the baby’s in the cot and take them to the fire safe spot.
• Asthma medications and Epipens are part of the evacuation bag.
k. How does the service communicate information to families about the service’s emergency evacuation procedures?
• All police are displayed for parent and guardians to see
• Police folder is on display for parent to read
• Policy reviews r in all newletters
• They also ok parents feedback if a parent has an idea off how to do it
l. How does the service ensure that educators, including relief educators and other staff members are informed about and understand the service’s emergency evacuation procedure?
• Practice there policy once a month to ensure that everyone no wat they are doing
• Online training
• Any changes to the procedure a memo will be made for all the staff members
The interview can be carried out face-to-face, by phone or Skype. To reduce the time demand on the interviewee, try to limit your interview to 30 minutes.
Submissions must include:
• A brief report clearly outlining:
- summarised responses to each question above
• the question above r to ensure that all kids are safe and there are special procedure in place to keep the child care centre safe.
- your understanding of an educator’s duty of care responsibilities in an emergency
• An educator’s duty of care includes the responsibility to plan for emergencies and to respond to any emergency in an appropriate manner.
- how the requirements of the Education and Care Services National Regulations and National Quality Standard guide an early childhood education and care service’s practice in relation to emergency procedures.
- The emergency and evacuation floor plan, and instructions should be displayed in a prominent position near each exit at the service premises, including a family day care residence or approved venue (Guide to the Education and Care Services National Law and the Education and Care Services National Regulations 2011, p.67).
- The National Quality Standard, encourages education and care services to effectively manage incidents and emergencies and to plan for these in consultation with relevant authorities. These plans should be practiced frequently and reviewed regularly
- Having a clear plan for the management of emergency situations assists educators to handle these calmly and effectively, reducing the risk of further harm or damage
- The National Regulations specifies the emergency and evacuation procedures are rehearsed every 3 months that the service is operating, by the nominated supervisor, staff members and volunteers and children being educated and cared for by the service; and the rehearsals of the emergency and evacuation procedures are documented
• A copy of the service’s policy and procedure for dealing with emergency evacuations.
• The practitioner’s contact details, including their full name, place of employment and telephone number. Please note that the assessor may contact the practitioner to verify the completion of the task as outlined above.
• Jade porter
Murray bridge world of learning
Contact 0885311431
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