linx.me
payza
ptcrs.com
Wednesday, 9 October 2013
Roles & Responsibility's
Quality Assurance Manager
The company Quality Assurance Manager is the representative of the project and has the responsibility for the implementation and maintenance of the quality management system.
Quality Assurance Quality Control Procurement Management
The quality control procurement manager has the responsibility for the coordination and inspection of all procured items for site. He is responsibility to the projects QA manager.
Quality Assurance Quality Control Manager (Site)
The company site Quality Control Manager reports to the company QA Manager. He ensures the quality of the site installations is consistent with the company's policy requirements together with national and international standards and the customers specifications.
Quality Control Turn Over Engineer
The QA/QC Turnover engineer reports to the site QA/QC manager. He is responsible for the following.
QC Senior Welding Inspector
The QC senior welding inspector reports to the site QC manager. He is responsible for the following.
Quality Control Discipline Site Inspectors
Welding, Mechanical, Piping, Painting, Electrical, Instrumentation; Civil & Structural)
The site QC inspectors reports to the site QC manager
Audit Leader
The Audit leader will ensure the implementation and effectiveness of quality processes and procedures that are required to assure integrity of the company assets throughout their Asset Lifecycle, FEED (Front End Engineering & Design) EPC (Engineering Procurement & Construction) Precommissioning, Commissioning and Project Handover.
The company Quality Assurance Manager is the representative of the project and has the responsibility for the implementation and maintenance of the quality management system.
Quality Assurance Quality Control Procurement Management
The quality control procurement manager has the responsibility for the coordination and inspection of all procured items for site. He is responsibility to the projects QA manager.
Quality Assurance Quality Control Manager (Site)
The company site Quality Control Manager reports to the company QA Manager. He ensures the quality of the site installations is consistent with the company's policy requirements together with national and international standards and the customers specifications.
Quality Control Turn Over Engineer
The QA/QC Turnover engineer reports to the site QA/QC manager. He is responsible for the following.
QC Senior Welding Inspector
The QC senior welding inspector reports to the site QC manager. He is responsible for the following.
Quality Control Discipline Site Inspectors
Welding, Mechanical, Piping, Painting, Electrical, Instrumentation; Civil & Structural)
The site QC inspectors reports to the site QC manager
Audit Leader
The Audit leader will ensure the implementation and effectiveness of quality processes and procedures that are required to assure integrity of the company assets throughout their Asset Lifecycle, FEED (Front End Engineering & Design) EPC (Engineering Procurement & Construction) Precommissioning, Commissioning and Project Handover.
QC Engineers for Saudi Arabia
QC Engineers for Saudi Arabia
We are looking for QC Engineers - 5 Nos. for 6 months extendable contract with our client in Saudi Arabia. Candidates currently available in India with minimum 6 months Passport Validity & ECNR may apply for these positions.
Candidates should be BE in Mechanical with 8+ years experience in Oil & Gas / Refinery / Petrochemical Construction Projects. Should have hands on experience in Piping QC, Preparing and Reviewing QC Test Packages as well as Punching & Pressure Testing. Gulf Experience will be an added advantage.
If you find the above job opportunity interesting and it matches your present job profile, kindly forward your updated CV in Word Format along with following details ASAP so that we can provide confirmation to our client and proceed with your selection process.
Total Experience:
Gulf Experience:
Current Salary:
Current Location:
Contact Nos:
Please share this Job Opening with your friends and colleagues also.
Please send CC to epcengg@gmail.com in case the mailbox is full.
Supriya Darekar
supriya@aarviencon.com
+91-40499928
Thursday, 3 October 2013
Resume Tips
Applicant Tacking Software (ATS)
Today, large employers use applicant tracking software (ATS) programs for initial applicant screenings. ATS allows employers and recruiters to screen, rank, and filter resumes and CVs. This information is useful for finding matches between openings and applicants. Employers use ATS programs to maintain a database of applicant and job information. The value of this information is enhanced if it can be stored and retrieved electronically comprehensive recruitment workflow, screening, ranking, filtering, scheduling and searching candidates along with custom reports and dashboards.
Make sure the keywords in the executive summary and bulleted qualifications and achievements replicate those in the job posting.
Keywords alone aren’t enough. State-of-the-art ATS technology relies on contextualization as well. Frame keywords with descriptive material that demonstrates experience and familiarity with the subject.
Do not use abbreviations such as “Mgr” instead of “Manager.” It is unlikely that the ATS has been programmed with a list of abbreviations to stand in for keywords.
Avoid misspellings. A misspelled keyword is a keyword that the ATS will miss, lowering your ranking.
If the ATS offers options, opt for uploading your resume instead of cutting and pasting. This feature often parses information and saves it in the optimal format, ensuring the cleanest presentation.
To avoid choking an ATS with a highly formatted resume, make sure your resume is in a clear, concise format, with your contact information located at the top instead of in the header or footer.
Do not include graphics or logos on a resume; they can garble the information the ATS processes.
If you’re being referred by an employee, make sure the ATS knows it, because it’s “smart” enough to recognize it and will rate your resume higher.
Tips for Effective Resumes/CVs
Include an executive summary at the top of the resume. In a few sentences describe what makes you a solid match for the particular position.
Provide employment summary details. Sort your previous positions by date; start with your most recent employer, and then continue in descending order.
Gaps in employment longer than 30 days should be covered. You'll be more likely to impress an employer if you can show that you used the time between jobs to acquire new skills or additional qualifications.
Make the most of your skills and strengths when building your own resume. With your resume before them, employers can visualize how you will operate within the framework of their organization, and how your skills and abilities will be utilized in the future development of the company.
If you have served in the military, include this experience. Military personnel offer a great deal of experience and dedication to prospective nondestructive testing employers.
Provide the record of your college, technical school and/or certificate history. Emphasize those skills, the education and training that specifically pertain to the position you're looking for. List the highlights of your education and training that clearly fit the type of skills employers are looking for.
Include all of your necessary skills and background information. This section provides employers with the general overview of your NDT experience, training and background that they request. Be as specific as possible. Provide full names when listing NDT methods, applications and equipment used.
Include key accomplishments that demonstrate your success as an employee. Wherever possible provide metrics used to illustrate having met goals and desired performance objectives.
If you’ve received honors and/or recognitions which are demonstrate skills or talents relevant to the position, include those in your resume.
Today, large employers use applicant tracking software (ATS) programs for initial applicant screenings. ATS allows employers and recruiters to screen, rank, and filter resumes and CVs. This information is useful for finding matches between openings and applicants. Employers use ATS programs to maintain a database of applicant and job information. The value of this information is enhanced if it can be stored and retrieved electronically comprehensive recruitment workflow, screening, ranking, filtering, scheduling and searching candidates along with custom reports and dashboards.
Make sure the keywords in the executive summary and bulleted qualifications and achievements replicate those in the job posting.
Keywords alone aren’t enough. State-of-the-art ATS technology relies on contextualization as well. Frame keywords with descriptive material that demonstrates experience and familiarity with the subject.
Do not use abbreviations such as “Mgr” instead of “Manager.” It is unlikely that the ATS has been programmed with a list of abbreviations to stand in for keywords.
Avoid misspellings. A misspelled keyword is a keyword that the ATS will miss, lowering your ranking.
If the ATS offers options, opt for uploading your resume instead of cutting and pasting. This feature often parses information and saves it in the optimal format, ensuring the cleanest presentation.
To avoid choking an ATS with a highly formatted resume, make sure your resume is in a clear, concise format, with your contact information located at the top instead of in the header or footer.
Do not include graphics or logos on a resume; they can garble the information the ATS processes.
If you’re being referred by an employee, make sure the ATS knows it, because it’s “smart” enough to recognize it and will rate your resume higher.
Tips for Effective Resumes/CVs
Include an executive summary at the top of the resume. In a few sentences describe what makes you a solid match for the particular position.
Provide employment summary details. Sort your previous positions by date; start with your most recent employer, and then continue in descending order.
Gaps in employment longer than 30 days should be covered. You'll be more likely to impress an employer if you can show that you used the time between jobs to acquire new skills or additional qualifications.
Make the most of your skills and strengths when building your own resume. With your resume before them, employers can visualize how you will operate within the framework of their organization, and how your skills and abilities will be utilized in the future development of the company.
If you have served in the military, include this experience. Military personnel offer a great deal of experience and dedication to prospective nondestructive testing employers.
Provide the record of your college, technical school and/or certificate history. Emphasize those skills, the education and training that specifically pertain to the position you're looking for. List the highlights of your education and training that clearly fit the type of skills employers are looking for.
Include all of your necessary skills and background information. This section provides employers with the general overview of your NDT experience, training and background that they request. Be as specific as possible. Provide full names when listing NDT methods, applications and equipment used.
Include key accomplishments that demonstrate your success as an employee. Wherever possible provide metrics used to illustrate having met goals and desired performance objectives.
If you’ve received honors and/or recognitions which are demonstrate skills or talents relevant to the position, include those in your resume.
URGENTLY REQUIRED FOR ALBAWANI CO. – SAUDI ARABIA
URGENTLY REQUIRED FOR ALBAWANI CO. – SAUDI ARABIA
For details log on to Company Website : http://www.albawani.net/
CLIENT INTERVIEW ON 6th OCT AT HYDERABAD.
Email CV: albawanisaudi@gmail.com.
CANDIDATE MUST HAVE VALID PASSPORT FOR JOB APPLYING.
NOTE: EMAIL WITHOUT MENTION POST IN SUBJECT WILL NOT BE ENTERTAIN
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Mandatory Note: Register your Name and Mobile Number before attending the interview in below given address.
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Category Required # SALARIES RANGE
CIVIL DIVISION
Q.S 5 4500-8000
Site Supervisor 6 2500-3000
Land Surveyors 6 2500-3000
MECHANICAL DIVISION
Mechanical Engineer, HVAC/Plumbing 5 4000-5000
QUANTITY SURVEYORS 5 4500-8000
Site Engineer 3 4000-5000
Mechanical Foreman (Plumbing) 3 4000-5000
HVAC Supervisor 3 2500-3000
QC Engineer (Mechanical) 3 5000-6000
ELECTRICAL DIVISION
Electrical Engineer 6 4500-6000
Electrical Supervisor 4 4500-5000
Electrical Foreman 3 3000-4000
QC Engineer (Electrical) 3 4500-5000
ARCHITECTURAL DIVISION
Architectural Engineer 4 5000-6000
Architectural Site Engineer /Supervisor 5 4000-8000
Draughtsman
Architecture 12 2500-4000
Electrical 6 2500-4000
Mechanical 12 2000-3500
Civil & Structure 6 2000-3000
SKILLED WORKERS
Plumber 8 900-1200
Electrician 15 1000-2000
A/C Technicians / Chiller / Package 4 1400-1600
Painters 4 900-1000
Ductman 4 900-1200
Pipe Fitter 4 900-1200
Stainless Steel Welder (Handrails) 4 900-1500
Safety Officer 5 2500-3000
-----------------------------------------------------------------------------------------------------------------------------------
FREE (FOOD OR FOOD ALLOWANCE + ACCOMODATION + TRANSPORATION + MEDICAL)
NOTE: PLEASE IGNORE THIS EMAIL IF IT IS NOT RELEVENT TO YOUR PROFILE.
Address:
HK.CONSULTANTS
FIRST FLOOR, SUNDER SADAN BUILDING,
OPP.LEGEND SIDHI, STREET NO; 5 HIMAYAT NAGAR,
HYDERABAD – 29 / TEL- 040-60123450 / MOB- 8978953934 / 9032001981
For Job Oriented NDT / QA-QC / HVAC Training Program goto this Site : www.allscanndt.com
Friday, 27 September 2013
safety in practical activities
QAQC / NDT training program for INDIANS
This briefing gives NUT guidance on the law’s requirements on assessing the safety of practical activities and on taking steps to ensure that these do not pose risks to the safety of staff or pupils.
What is a Practical Activity?
This guidance is aimed at promoting safety in practical activities. Today, nearly every subject has some form of practical dimension, no matter which Key Stage is being taught.
Teachers’ vigilance means that practical activities in schools are usually safe and accidents are thankfully rare. Nevertheless, teachers concerned about situations with which they are asked to cope when undertaking practical activities with pupils regularly approach the NUT.
In applying this guidance, it should be recognised that there is no easy single definition of what constitutes a practical activity. In the NUT’s view, what matters is the nature of the activity and the circumstances in which it is being undertaken. Although some activities are inherently more hazardous than others, all practical activities can become hazardous in some circumstances due to factors such as pupil misbehaviour, poorly designed work areas, inexperience of teachers, ability of pupils, etc.
We all recognise secondary school subjects such as design and technology, art and science as “practical subjects”. Other subjects regularly involving practical activities include ICT, drama, music and physical education lessons. Often, however, secondary school lessons in subjects such as languages and geography can include practical activities where safety considerations are as important as in those other subjects.
Practical activities also occur, however, throughout the primary curriculum involving a wide range of equipment from scissors to computers. Safety considerations are therefore also important in the primary sector in order to ensure the safety of pupils, particularly since primary teachers may be less familiar with some activities than secondary teachers who are subject specialists.
What The Law Says
The Health & Safety at Work etc Act 1974 requires employers to ensure, so far as is reasonably practicable, the health and safety of employees and other persons on their premises. In schools, this means that the employer - the local authority or, in foundation and voluntary aided schools, the governing body - is responsible for taking steps to ensure the health and safety both of teachers and of pupils.
These steps should be identified by means of “risk assessments”. The legal provisions on risk assessment set out in the Management of Health and Safety at Work Regulations 1999 state that hazards to health and safety facing teachers and pupils must be identified, the risks posed by these hazards evaluated, and the measures needed to remove or reduce those risks identified and put in place. Risk assessments must be properly recorded, brought to the attention of staff and made available to them on request.
Risk assessments for practical activities are needed because of the likelihood that these activities will involve a potential risk to health and safety that is greater than usual. The principles applying to risk assessments for practical activities will be similar to those that apply, for example, when assessing risks for outdoor activities on trips out of school.
Whatever the nature of the practical lesson, it is generally accepted that, as a minimum, some form of risk assessment should appear on the scheme of work and/or lesson notes. The more complex the risks, the more detailed the risk assessment will need to be. In many cases, however, all that is necessary is a brief note outlining the principal risks and the control measures needed to remove/reduce those risks. This would reflect the duty placed on all employees under the Health and Safety at Work Act etc. 1974 to take reasonable care for their own health and safety and the health and safety of other persons who may be affected by their actions or omissions.
MODEL RISK ASSESSMENTS
This briefing gives NUT guidance on the law’s requirements on assessing the safety of practical activities and on taking steps to ensure that these do not pose risks to the safety of staff or pupils.
What is a Practical Activity?
This guidance is aimed at promoting safety in practical activities. Today, nearly every subject has some form of practical dimension, no matter which Key Stage is being taught.
Teachers’ vigilance means that practical activities in schools are usually safe and accidents are thankfully rare. Nevertheless, teachers concerned about situations with which they are asked to cope when undertaking practical activities with pupils regularly approach the NUT.
In applying this guidance, it should be recognised that there is no easy single definition of what constitutes a practical activity. In the NUT’s view, what matters is the nature of the activity and the circumstances in which it is being undertaken. Although some activities are inherently more hazardous than others, all practical activities can become hazardous in some circumstances due to factors such as pupil misbehaviour, poorly designed work areas, inexperience of teachers, ability of pupils, etc.
We all recognise secondary school subjects such as design and technology, art and science as “practical subjects”. Other subjects regularly involving practical activities include ICT, drama, music and physical education lessons. Often, however, secondary school lessons in subjects such as languages and geography can include practical activities where safety considerations are as important as in those other subjects.
Practical activities also occur, however, throughout the primary curriculum involving a wide range of equipment from scissors to computers. Safety considerations are therefore also important in the primary sector in order to ensure the safety of pupils, particularly since primary teachers may be less familiar with some activities than secondary teachers who are subject specialists.
What The Law Says
The Health & Safety at Work etc Act 1974 requires employers to ensure, so far as is reasonably practicable, the health and safety of employees and other persons on their premises. In schools, this means that the employer - the local authority or, in foundation and voluntary aided schools, the governing body - is responsible for taking steps to ensure the health and safety both of teachers and of pupils.
These steps should be identified by means of “risk assessments”. The legal provisions on risk assessment set out in the Management of Health and Safety at Work Regulations 1999 state that hazards to health and safety facing teachers and pupils must be identified, the risks posed by these hazards evaluated, and the measures needed to remove or reduce those risks identified and put in place. Risk assessments must be properly recorded, brought to the attention of staff and made available to them on request.
Risk assessments for practical activities are needed because of the likelihood that these activities will involve a potential risk to health and safety that is greater than usual. The principles applying to risk assessments for practical activities will be similar to those that apply, for example, when assessing risks for outdoor activities on trips out of school.
Whatever the nature of the practical lesson, it is generally accepted that, as a minimum, some form of risk assessment should appear on the scheme of work and/or lesson notes. The more complex the risks, the more detailed the risk assessment will need to be. In many cases, however, all that is necessary is a brief note outlining the principal risks and the control measures needed to remove/reduce those risks. This would reflect the duty placed on all employees under the Health and Safety at Work Act etc. 1974 to take reasonable care for their own health and safety and the health and safety of other persons who may be affected by their actions or omissions.
MODEL RISK ASSESSMENTS
For some activities, there are “model” or “generic” risk assessments available for work patterns, processes and equipment that are common to all schools. This avoids unnecessary duplication of work and also provides a quality standard and ensures consistency between schools. These could prove useful for areas such as design and technology rooms, gymnasia and science laboratories. All of these should, however, not be simply adopted by the school without considering how they will be applied in practice and how they may need to be adapted or amended according to the school’s circumstances.
COMPETENT PERSON
COMPETENT PERSON
Employers are obliged by legislation on risk assessment to appoint one or more ‘competent persons’ to carry out risk assessments. This is a very important matter in determining the extent to which teachers, in particular heads and deputies, should be involved in carrying out risk assessments on behalf of the employer.
The Management of Health and Safety at Work Regulations 1999 clarify that employers should, wherever possible, use competent employees in preference to external sources of advice and assistance on health and safety.
For an individual to be deemed to be ‘competent’ under the Regulations, he or she must have ‘sufficient training and experience or knowledge and other qualities’ to be able to undertake the task. This does not mean that a risk assessment can be carried out only by qualified health and safety specialists. It does mean, however, that anyone who is asked to carry out a risk assessment, or who agrees to do so, is entitled to be given proper support.
RISK ASSESSMENTS AND CONTRACTUAL RESPONSIBILITIES
The contractual responsibilities of school staff relating to risk assessment can be summarised briefly as set out below. A fuller discussion of these issues appears in the NUT’s guidance on Risk Assessment, which can be found in the health and safety section of the NUT website at www.teachers.org.uk.
The professional duties of a head teacher include responsibility for managing health and safety in schools. This includes a duty to co-operate with the governing body and local authority so far as is necessary to ensure compliance with health and safety requirements. As a result of this, head teachers may be required by their local authorities or governing bodies to manage the process of risk assessment in their school. This does not necessarily demand personal involvement in the completion of risk assessments.
Deputy and assistant head teachers may be required to undertake any of the professional duties of head teachers which are reasonably delegated to them. They may, therefore, be required to manage the process of risk assessment. Heads of department or subject may, as a result of their managerial roles, be required to do so for their areas of responsibility. This does not necessarily mean, however, they must carry the risk assessments out themselves.
The Management of Health and Safety at Work Regulations 1999 clarify that employers should, wherever possible, use competent employees in preference to external sources of advice and assistance on health and safety.
For an individual to be deemed to be ‘competent’ under the Regulations, he or she must have ‘sufficient training and experience or knowledge and other qualities’ to be able to undertake the task. This does not mean that a risk assessment can be carried out only by qualified health and safety specialists. It does mean, however, that anyone who is asked to carry out a risk assessment, or who agrees to do so, is entitled to be given proper support.
RISK ASSESSMENTS AND CONTRACTUAL RESPONSIBILITIES
The contractual responsibilities of school staff relating to risk assessment can be summarised briefly as set out below. A fuller discussion of these issues appears in the NUT’s guidance on Risk Assessment, which can be found in the health and safety section of the NUT website at www.teachers.org.uk.
The professional duties of a head teacher include responsibility for managing health and safety in schools. This includes a duty to co-operate with the governing body and local authority so far as is necessary to ensure compliance with health and safety requirements. As a result of this, head teachers may be required by their local authorities or governing bodies to manage the process of risk assessment in their school. This does not necessarily demand personal involvement in the completion of risk assessments.
Deputy and assistant head teachers may be required to undertake any of the professional duties of head teachers which are reasonably delegated to them. They may, therefore, be required to manage the process of risk assessment. Heads of department or subject may, as a result of their managerial roles, be required to do so for their areas of responsibility. This does not necessarily mean, however, they must carry the risk assessments out themselves.
Classroom teachers who are not heads of department or subject have no obligation under their conditions of service and professional duties to become involved either in managing or undertaking risk assessments. Teachers, if they so wish, may agree however to participate in the risk assessment process.
Non-teaching staff may be required to undertake risk assessments if this is provided for under their contracts of employment.
What Matters Should Be Considered?
In the following sections, issues are considered that are of greatest relevance in deciding whether practical activities are safe:
Non-teaching staff may be required to undertake risk assessments if this is provided for under their contracts of employment.
What Matters Should Be Considered?
In the following sections, issues are considered that are of greatest relevance in deciding whether practical activities are safe:
· the nature of the activity;
· supervision issues; and
· the suitability of the teaching area.
This guidance is aimed at teachers assessing the safety of activities but will also be useful to those undertaking risk assessments for the employer.
THE ACTIVITY
The nature of the activity is possibly the most important matter to consider - some things are simply more inherently dangerous than others and the inherent risks need to be fully assessed before any further contributing factors are added into the equation.
Making sure that there are written risk assessments is particularly important for the most hazardous activities. Generic assessments are available for most design and technology and science activities, for example, from bodies such as the CLEAPSS Schools Science Service. As noted above, these set useful standards although they may need to be adapted to suit the circumstances.
Workbooks and activity sheets should be examined to ensure they are not out of date and do not recommend activities which have since fallen out of use or even been banned.
The type of equipment to be used should also be considered. The following questions should be asked.
· What is the age of the equipment?
· What is its quality and condition?
· Is the equipment being maintained correctly, including regular services and inspections?
· How suitable is it for use by the age group involved?
All equipment should, of course, meet the requirements of the relevant legislation and relevant British Standards.
Finally, safety precautions and protective equipment should be examined.
· Are protective guards or other protective measures built into the equipment in place and being used?
· Is protective equipment or protective clothing available and being used?
SUPERVISION ISSUES
Supervision issues will impact upon the potential risks of an activity. Some activities will be more dangerous in some circumstances than in others. You should consider first the abilities and the training of teachers in charge of a particular activity.
· How familiar are they with the activity?
· Do they have any relevant subject specialism? Have they been specifically trained in the particular activity? Is this training up-to-date – have they had recent subject-based INSET training?
· How confident do they feel about supervising?
Most secondary teachers in charge of practical subjects are trained specialists and, as noted earlier, accident levels are very low in such classes. The above considerations will, however, be very important in primary schools. They will further be relevant in all cases where teachers are providing internal cover or on supply and may not be specialists in the subject being taught. If there are any doubts about the ability and experience of teachers supervising a practical lesson in any subject, they should not be doing it at all.
Then there is the question of support for the teacher in supervising the activity.
· What is the extent of non-teaching staff support?
· Are they technicians or other adults?
· How do the above considerations of familiarity, training and confidence apply to them?
Next there are the pupils themselves.
· How familiar is the teacher with the pupils?
· How familiar are they with the activity?
· Have they been given training on the use of the equipment in question and in use of safety precautions?
· How old are they?
· How many of them have special educational needs, what are those needs and are they likely to cause a risk to themselves and/or others?
· Are any of them likely to be disruptive and thereby cause a risk to themselves and/or others?
· Finally, how many are there of them? The number of pupils will affect the teacher’s ability to supervise effectively. It may also be relevant in terms of the suitability of the teaching area and possible overcrowding, as indicated below.
SUITABILITY OF THE TEACHING AREA
· There are a number of important considerations to do with suitability. Whether the teaching area was actually designed for the activity being undertaken in the circumstances in which it is being undertaken will have a substantial influence upon the risk of accident or injury.
· Was the teaching area designed or adapted for the type of activity being undertaken?
· How many pupils was it designed for? Some spaces, particularly laboratories and workshops, were designed for particular group sizes - see Appendix 2. Putting larger groups into these spaces can create overcrowding and affect safety standards.
· Are the facilities provided in the teaching space adequate for the activity?
· Is there adequate space for circulation and access and egress?
· Are there any potential problems caused by layout, lines of sight, acoustics and noise?
· Have fire precautions been drawn up which specifically reflect the activities undertaken and the numbers involved?
· Does the area make necessary provision for people with disabilities?
A further potential problem can arise when non-practical lessons are timetabled into rooms designed for a particular practical activity. Where such arrangements are unavoidable, any attendant risks would need to be appropriately identified and managed.
NUT Class Size Policy
The NUT has longstanding policy which specifies class size figures which are considered the maximum acceptable numbers on both educational and safety grounds. These are called the NUT’s “action policy” figures. Members may approach the NUT for support in seeking the reduction of class sizes which are larger than these figures.
For practical classes, the relevant figure is a maximum of 20 pupils. The NUT will, however, take into account the full range of health and safety factors considered earlier as well as simply the number of pupils in the class in giving support to members who are concerned about classroom safety.
Appendix 2 contains a fuller discussion of class sizes in practical lessons.
What Steps Should Be Taken?
The legal rules governing risk assessment demand that the first step is to eliminate the hazard. This can be done by carrying out the activity in a different way or by stopping the activity altogether. The following extract from the then DfES’s guidance document, “Safety in Science Education” supports the need for such measures.
“It may be possible to adopt alternative methods for particular pieces of work. However, if the risks cannot be made acceptable, the activity must cease until it can be resumed safely.”
There are various ways in which safety can be improved by modifying the way the activity is carried out. These include not using the equipment in that particular way; undertaking teacher demonstrations instead of allowing pupils to do activities themselves; having only some of the class undertaking practical activities at one time; reducing the number of pupils - but not simply by excluding disabled pupils or those with special educational needs - or increasing teacher staffing or non-teaching support.
The rules governing risk assessment then provide that where hazards cannot be eliminated altogether, steps must be taken to reduce risks by provision and use of protective equipment. In industry, it may be necessary to continue activities that pose a substantial degree of risk. The safety first approach necessary in schools, however, dictates that hazardous practical activities should be discontinued where a substantial level of risk remains. Nevertheless, for every kind of practical activity teachers should give priority to ensuring the availability and use of protective equipment should be a priority for teachers supervising practical activities.
Practical steps in dealing with safety situations help illustrate how the above advice can be applied. For example, it is sensible to get rid of large, obsolete and unused equipment rather that keep it on the premises where it takes up space and obstructs circulation. If it is considered to be in too good a condition to throw out, it could be sold or given away.
What if the Teacher Believes Activities Are Unsafe?
· supervision issues; and
· the suitability of the teaching area.
This guidance is aimed at teachers assessing the safety of activities but will also be useful to those undertaking risk assessments for the employer.
THE ACTIVITY
The nature of the activity is possibly the most important matter to consider - some things are simply more inherently dangerous than others and the inherent risks need to be fully assessed before any further contributing factors are added into the equation.
Making sure that there are written risk assessments is particularly important for the most hazardous activities. Generic assessments are available for most design and technology and science activities, for example, from bodies such as the CLEAPSS Schools Science Service. As noted above, these set useful standards although they may need to be adapted to suit the circumstances.
Workbooks and activity sheets should be examined to ensure they are not out of date and do not recommend activities which have since fallen out of use or even been banned.
The type of equipment to be used should also be considered. The following questions should be asked.
· What is the age of the equipment?
· What is its quality and condition?
· Is the equipment being maintained correctly, including regular services and inspections?
· How suitable is it for use by the age group involved?
All equipment should, of course, meet the requirements of the relevant legislation and relevant British Standards.
Finally, safety precautions and protective equipment should be examined.
· Are protective guards or other protective measures built into the equipment in place and being used?
· Is protective equipment or protective clothing available and being used?
SUPERVISION ISSUES
Supervision issues will impact upon the potential risks of an activity. Some activities will be more dangerous in some circumstances than in others. You should consider first the abilities and the training of teachers in charge of a particular activity.
· How familiar are they with the activity?
· Do they have any relevant subject specialism? Have they been specifically trained in the particular activity? Is this training up-to-date – have they had recent subject-based INSET training?
· How confident do they feel about supervising?
Most secondary teachers in charge of practical subjects are trained specialists and, as noted earlier, accident levels are very low in such classes. The above considerations will, however, be very important in primary schools. They will further be relevant in all cases where teachers are providing internal cover or on supply and may not be specialists in the subject being taught. If there are any doubts about the ability and experience of teachers supervising a practical lesson in any subject, they should not be doing it at all.
Then there is the question of support for the teacher in supervising the activity.
· What is the extent of non-teaching staff support?
· Are they technicians or other adults?
· How do the above considerations of familiarity, training and confidence apply to them?
Next there are the pupils themselves.
· How familiar is the teacher with the pupils?
· How familiar are they with the activity?
· Have they been given training on the use of the equipment in question and in use of safety precautions?
· How old are they?
· How many of them have special educational needs, what are those needs and are they likely to cause a risk to themselves and/or others?
· Are any of them likely to be disruptive and thereby cause a risk to themselves and/or others?
· Finally, how many are there of them? The number of pupils will affect the teacher’s ability to supervise effectively. It may also be relevant in terms of the suitability of the teaching area and possible overcrowding, as indicated below.
SUITABILITY OF THE TEACHING AREA
· There are a number of important considerations to do with suitability. Whether the teaching area was actually designed for the activity being undertaken in the circumstances in which it is being undertaken will have a substantial influence upon the risk of accident or injury.
· Was the teaching area designed or adapted for the type of activity being undertaken?
· How many pupils was it designed for? Some spaces, particularly laboratories and workshops, were designed for particular group sizes - see Appendix 2. Putting larger groups into these spaces can create overcrowding and affect safety standards.
· Are the facilities provided in the teaching space adequate for the activity?
· Is there adequate space for circulation and access and egress?
· Are there any potential problems caused by layout, lines of sight, acoustics and noise?
· Have fire precautions been drawn up which specifically reflect the activities undertaken and the numbers involved?
· Does the area make necessary provision for people with disabilities?
A further potential problem can arise when non-practical lessons are timetabled into rooms designed for a particular practical activity. Where such arrangements are unavoidable, any attendant risks would need to be appropriately identified and managed.
NUT Class Size Policy
The NUT has longstanding policy which specifies class size figures which are considered the maximum acceptable numbers on both educational and safety grounds. These are called the NUT’s “action policy” figures. Members may approach the NUT for support in seeking the reduction of class sizes which are larger than these figures.
For practical classes, the relevant figure is a maximum of 20 pupils. The NUT will, however, take into account the full range of health and safety factors considered earlier as well as simply the number of pupils in the class in giving support to members who are concerned about classroom safety.
Appendix 2 contains a fuller discussion of class sizes in practical lessons.
What Steps Should Be Taken?
The legal rules governing risk assessment demand that the first step is to eliminate the hazard. This can be done by carrying out the activity in a different way or by stopping the activity altogether. The following extract from the then DfES’s guidance document, “Safety in Science Education” supports the need for such measures.
“It may be possible to adopt alternative methods for particular pieces of work. However, if the risks cannot be made acceptable, the activity must cease until it can be resumed safely.”
There are various ways in which safety can be improved by modifying the way the activity is carried out. These include not using the equipment in that particular way; undertaking teacher demonstrations instead of allowing pupils to do activities themselves; having only some of the class undertaking practical activities at one time; reducing the number of pupils - but not simply by excluding disabled pupils or those with special educational needs - or increasing teacher staffing or non-teaching support.
The rules governing risk assessment then provide that where hazards cannot be eliminated altogether, steps must be taken to reduce risks by provision and use of protective equipment. In industry, it may be necessary to continue activities that pose a substantial degree of risk. The safety first approach necessary in schools, however, dictates that hazardous practical activities should be discontinued where a substantial level of risk remains. Nevertheless, for every kind of practical activity teachers should give priority to ensuring the availability and use of protective equipment should be a priority for teachers supervising practical activities.
Practical steps in dealing with safety situations help illustrate how the above advice can be applied. For example, it is sensible to get rid of large, obsolete and unused equipment rather that keep it on the premises where it takes up space and obstructs circulation. If it is considered to be in too good a condition to throw out, it could be sold or given away.
What if the Teacher Believes Activities Are Unsafe?
First of all, the issue should be raised with the appropriate senior member of staff and advice should be sought from the local authority subject adviser. If the health and safety problem cannot be resolved in this way, the Health and Safety Adviser of the NUT division or association, the NUT regional office or, in Wales, the NUT Wales Office, NUT Cymru, should be contacted.
Under Section 7 of the Health and Safety at Work etc Act 1974, employees are required to take reasonable care for the health and safety of themselves and others who may be affected by their acts or omissions at work. This means that teachers can legitimately refuse to participate in activities which risk their own health and safety and/or that of their pupils. Advice should, however always be sought from the NUT before doing so.
Access to Specialist Advice and Guidance
Sources of guidance of a detailed and specialist kind relating to particular subjects are available to teachers from the DfE, HSE and various subject teacher associations. Some of these are listed in Appendix 1 to this briefing. Teachers should press for these to be made available or, where necessary, obtain them themselves.
Under Section 7 of the Health and Safety at Work etc Act 1974, employees are required to take reasonable care for the health and safety of themselves and others who may be affected by their acts or omissions at work. This means that teachers can legitimately refuse to participate in activities which risk their own health and safety and/or that of their pupils. Advice should, however always be sought from the NUT before doing so.
Access to Specialist Advice and Guidance
Sources of guidance of a detailed and specialist kind relating to particular subjects are available to teachers from the DfE, HSE and various subject teacher associations. Some of these are listed in Appendix 1 to this briefing. Teachers should press for these to be made available or, where necessary, obtain them themselves.
Action Points for NUT Safety Representatives
NUT safety representatives should:
· find out whether members have concerns about practical activities;
· find out whether risk assessments have been undertaken by a competent person or persons, and whether these reflect the guidance in this document on safety precautions and other matters; and
· check whether relevant guidance documents are available.
APPENDIX 1 : SOURCES OF GUIDANCE ON PRACTICAL SUBJECTS
> Department for Education (DfE)
For advice on area guidelines for different classroom settings, see
· Building Bulletin 98: 'Briefing framework for secondary school projects'.
· Building Bulletin 99: 'Briefing framework for primary school projects'.
Building Bulletin 98 can be found at
http://media.education.gov.uk/assets/files/pdf/b/building%20bulletin%2098%20-%20briefing%20framework%20for%20secondary%20school%20projects.pdf
Building Bulletin 99 is available at
http://media.education.gov.uk/assets/files/pdf/b/building%20bulletin%2099%20-%20briefing%20framework%20for%20primary%20school%20projects.pdf.
Science accommodation in secondary schools - this document has been archived and made available for reference use, but should not be considered to reflect current DfE policy or guidance.
https://www.education.gov.uk/publications/standard/publicationdetail/page1/0%201127%2010395
Music Accommodation in Secondary Schools – A Design Guide (DfE, published by RIBA)
http://www.ribabookshops.com/item/music-accommodation-in-secondary-schools-a-design-guide/72350/
See also “Designing Space for Sports and Arts” jointly published by the then DfEE, Sport England, and the Arts Council of England. This guidance, aimed at primary schools, can be downloaded from
http://www.theatrestrust.org.uk/store/assets/0000/1763/2000_DFEE-SportsEngland_ACE_Designing_space_for_sports_and_arts.pdf
> National Society for Education in Art and Design (NSEAD)
A Guide to Safe Practice in Art and Design – published by the National Society for Education in Art and Design (NSEAD). This is available online at http://www.nsead.org/hsg/hs001.aspx.
> Association for Physical Education (afPE)
The Association for Physical Education (afPE), formerly the British Association of Advisers and Lecturers in Physical Education (BAALPE), is an association for advisers, lecturers, inspectors, consultants, advisory teachers and other professionals with qualifications in physical education, sport and dance. It exists to promote and maintain high standards and safe practice on all aspects and at all levels of physical education.
More information is available on the afPE website, at http://www.afpe.org.uk/, from which the afPE’s excellent publication Safe Practice in Physical Education and School Sport - which is regularly updated - can be ordered.
> British Standards Institution (BSI)
Health and Safety for Design and Technology in Schools, British Standard 4163
Website: http://www.bsigroup.com/
CONTACT: BSI, 389 Chiswick High Road, London W4 4AL. Tel: 020 8996 9001.
> National Association of Advisers and Inspectors in Design and Technology
A wide range of booklets and publications on health and safety in design and technology in schools can be found on the NAAIDT website at http://www.naaidt.org.uk/naaidt
> Design and Technology Association
Website: www.data.org.uk
CONTACT: DATA, 16 Wellesbourne House, Walton Road, Wellesbourne, Warwickshire CV35 9JB. Tel: 01789-470007.
> CLEAPSS
CLEAPSS exists to support practical science and technology in schools and colleges. All local authorities in England and Wales are members of CLEAPSS, so any teacher working for a local authority can make full use of the many services this organisation provides, including resources, helpline, conferences and courses. Teachers working for other employers will need to check whether their employer is a member of CLEAPSS before accessing services.
Website: www.cleapss.org.uk
Helpline: 01895 251496
> Association for Science Education
The Association for Science Education is a community of teachers, technicians, and other professionals supporting science education and is the largest subject association in the UK.
Website: http://www.ase.org.uk/home/
Tel: 01707-283000
> Health and Safety Executive
HSE website at www.hse.gov.uk
Woodworking Information Sheets are available at http://www.hse.gov.uk/pubns/woodindx.htm
APPENDIX 2: CLASS SIZES, ROOM SIZES AND SAFETY IN PRACTICAL LESSONS
The longstanding convention – and NUT action policy – that class sizes in practical lessons should not exceed 20 has no basis in law in England and Wales, neither is it explicitly set out in DfE guidance.
The 1918 Education Act limited practical classes to 20 pupils. The Elementary Education Code 1922 - Statutory Rules and Orders 1922, No. 1432, made under Section 118 of the Education Act 1921, Chapter 2 Paragraph 14, expanded on an earlier regulation, and stated that: “The number of children on the registers of any class in Domestic Subjects, Handicraft, Gardening and other practical subjects must not exceed 20, except that this number may be increased to 40 in classes in Handicraft provided that the class has at least 2 teachers if more than 20 children are registered”.
Regrettably, this legislation is no longer in force. Regulations do exist in Scotland and Northern Ireland, where no practical class may exceed 20 pupils, with certain caveats and exceptions in the case of Northern Ireland. In England and Wales, however, it is necessary to determine class sizes on a risk assessment basis, taking account of the provisions of a number of relevant guidance documents as appropriate.
> General Health and Safety Legislation
The Health and Safety at Work etc. Act 1974 places a general duty on the employer (be it local authority, governing body, academy, free school or sixth form college corporation) to ensure, so far as is reasonably practicable, the health, safety and welfare of its staff and pupils. This means that it is the employer’s responsibility to put such arrangements in place with regard to class size in practical lessons that the risk of harm be properly controlled, a process which should be done by means of a suitable risk assessment – as required by the Management of Health and Safety Regulations 1999.
A thorough risk assessment on class size in practical subjects will determine the available space, equipment, furniture, activities and pupil characteristics and from thence the appropriate staffing levels and maximum pupil numbers. A risk assessment will entail a careful examination of hazards likely to exist, an assessment of whether the particular hazards are likely to harm anyone and what precautions need to be taken. Employers have specific legal duties to carry out risk assessments for all areas of workplace health and safety, and to appoint a ‘competent’ person or persons to carry them out.
If the rooms are so designed that, as the teacher circulates within the work area, a clear view cannot be obtained of all working situations, it will be necessary to reduce the size of classes. Supervision in work areas is complicated by the fact that the teacher will occasionally need to obtain materials or equipment from the store, where direct visual contact is very likely to be impossible.
Inexperienced teachers need time and support in order to develop the demanding skills required for the successful delivery of practical lessons. A suitable ‘cap’ should be placed on pupil numbers in practical classes taken by less experienced teachers.
Where pupils clearly possess good self-motivation, capacity for forethought, anticipation of hazards and a ready understanding of advice and instruction, it is often possible for them to be taught safely in groups of ‘official’ size (see specifications in guidance quoted below).
Decisions on class sizes might be influenced where appropriate support staff can be timetabled to assist during the course of practical sessions, for example with some aspects of equipment use and the collection of materials from stores and elsewhere.
> DfE guidance
In general, DfE advice has tended to focus on the relationship between pupil numbers and available teaching space. Over the years this guidance has envisaged, for example, a figure of 20 pupils in an average sized design and technology classroom (around 100m2).
> Primary schools
NUT safety representatives should:
· find out whether members have concerns about practical activities;
· find out whether risk assessments have been undertaken by a competent person or persons, and whether these reflect the guidance in this document on safety precautions and other matters; and
· check whether relevant guidance documents are available.
APPENDIX 1 : SOURCES OF GUIDANCE ON PRACTICAL SUBJECTS
> Department for Education (DfE)
For advice on area guidelines for different classroom settings, see
· Building Bulletin 98: 'Briefing framework for secondary school projects'.
· Building Bulletin 99: 'Briefing framework for primary school projects'.
Building Bulletin 98 can be found at
http://media.education.gov.uk/assets/files/pdf/b/building%20bulletin%2098%20-%20briefing%20framework%20for%20secondary%20school%20projects.pdf
Building Bulletin 99 is available at
http://media.education.gov.uk/assets/files/pdf/b/building%20bulletin%2099%20-%20briefing%20framework%20for%20primary%20school%20projects.pdf.
Science accommodation in secondary schools - this document has been archived and made available for reference use, but should not be considered to reflect current DfE policy or guidance.
https://www.education.gov.uk/publications/standard/publicationdetail/page1/0%201127%2010395
Music Accommodation in Secondary Schools – A Design Guide (DfE, published by RIBA)
http://www.ribabookshops.com/item/music-accommodation-in-secondary-schools-a-design-guide/72350/
See also “Designing Space for Sports and Arts” jointly published by the then DfEE, Sport England, and the Arts Council of England. This guidance, aimed at primary schools, can be downloaded from
http://www.theatrestrust.org.uk/store/assets/0000/1763/2000_DFEE-SportsEngland_ACE_Designing_space_for_sports_and_arts.pdf
> National Society for Education in Art and Design (NSEAD)
A Guide to Safe Practice in Art and Design – published by the National Society for Education in Art and Design (NSEAD). This is available online at http://www.nsead.org/hsg/hs001.aspx.
> Association for Physical Education (afPE)
The Association for Physical Education (afPE), formerly the British Association of Advisers and Lecturers in Physical Education (BAALPE), is an association for advisers, lecturers, inspectors, consultants, advisory teachers and other professionals with qualifications in physical education, sport and dance. It exists to promote and maintain high standards and safe practice on all aspects and at all levels of physical education.
More information is available on the afPE website, at http://www.afpe.org.uk/, from which the afPE’s excellent publication Safe Practice in Physical Education and School Sport - which is regularly updated - can be ordered.
> British Standards Institution (BSI)
Health and Safety for Design and Technology in Schools, British Standard 4163
Website: http://www.bsigroup.com/
CONTACT: BSI, 389 Chiswick High Road, London W4 4AL. Tel: 020 8996 9001.
> National Association of Advisers and Inspectors in Design and Technology
A wide range of booklets and publications on health and safety in design and technology in schools can be found on the NAAIDT website at http://www.naaidt.org.uk/naaidt
> Design and Technology Association
Website: www.data.org.uk
CONTACT: DATA, 16 Wellesbourne House, Walton Road, Wellesbourne, Warwickshire CV35 9JB. Tel: 01789-470007.
> CLEAPSS
CLEAPSS exists to support practical science and technology in schools and colleges. All local authorities in England and Wales are members of CLEAPSS, so any teacher working for a local authority can make full use of the many services this organisation provides, including resources, helpline, conferences and courses. Teachers working for other employers will need to check whether their employer is a member of CLEAPSS before accessing services.
Website: www.cleapss.org.uk
Helpline: 01895 251496
> Association for Science Education
The Association for Science Education is a community of teachers, technicians, and other professionals supporting science education and is the largest subject association in the UK.
Website: http://www.ase.org.uk/home/
Tel: 01707-283000
> Health and Safety Executive
HSE website at www.hse.gov.uk
Woodworking Information Sheets are available at http://www.hse.gov.uk/pubns/woodindx.htm
APPENDIX 2: CLASS SIZES, ROOM SIZES AND SAFETY IN PRACTICAL LESSONS
The longstanding convention – and NUT action policy – that class sizes in practical lessons should not exceed 20 has no basis in law in England and Wales, neither is it explicitly set out in DfE guidance.
The 1918 Education Act limited practical classes to 20 pupils. The Elementary Education Code 1922 - Statutory Rules and Orders 1922, No. 1432, made under Section 118 of the Education Act 1921, Chapter 2 Paragraph 14, expanded on an earlier regulation, and stated that: “The number of children on the registers of any class in Domestic Subjects, Handicraft, Gardening and other practical subjects must not exceed 20, except that this number may be increased to 40 in classes in Handicraft provided that the class has at least 2 teachers if more than 20 children are registered”.
Regrettably, this legislation is no longer in force. Regulations do exist in Scotland and Northern Ireland, where no practical class may exceed 20 pupils, with certain caveats and exceptions in the case of Northern Ireland. In England and Wales, however, it is necessary to determine class sizes on a risk assessment basis, taking account of the provisions of a number of relevant guidance documents as appropriate.
> General Health and Safety Legislation
The Health and Safety at Work etc. Act 1974 places a general duty on the employer (be it local authority, governing body, academy, free school or sixth form college corporation) to ensure, so far as is reasonably practicable, the health, safety and welfare of its staff and pupils. This means that it is the employer’s responsibility to put such arrangements in place with regard to class size in practical lessons that the risk of harm be properly controlled, a process which should be done by means of a suitable risk assessment – as required by the Management of Health and Safety Regulations 1999.
A thorough risk assessment on class size in practical subjects will determine the available space, equipment, furniture, activities and pupil characteristics and from thence the appropriate staffing levels and maximum pupil numbers. A risk assessment will entail a careful examination of hazards likely to exist, an assessment of whether the particular hazards are likely to harm anyone and what precautions need to be taken. Employers have specific legal duties to carry out risk assessments for all areas of workplace health and safety, and to appoint a ‘competent’ person or persons to carry them out.
If the rooms are so designed that, as the teacher circulates within the work area, a clear view cannot be obtained of all working situations, it will be necessary to reduce the size of classes. Supervision in work areas is complicated by the fact that the teacher will occasionally need to obtain materials or equipment from the store, where direct visual contact is very likely to be impossible.
Inexperienced teachers need time and support in order to develop the demanding skills required for the successful delivery of practical lessons. A suitable ‘cap’ should be placed on pupil numbers in practical classes taken by less experienced teachers.
Where pupils clearly possess good self-motivation, capacity for forethought, anticipation of hazards and a ready understanding of advice and instruction, it is often possible for them to be taught safely in groups of ‘official’ size (see specifications in guidance quoted below).
Decisions on class sizes might be influenced where appropriate support staff can be timetabled to assist during the course of practical sessions, for example with some aspects of equipment use and the collection of materials from stores and elsewhere.
> DfE guidance
In general, DfE advice has tended to focus on the relationship between pupil numbers and available teaching space. Over the years this guidance has envisaged, for example, a figure of 20 pupils in an average sized design and technology classroom (around 100m2).
> Primary schools
In primary and middle schools, the ‘standard’ classroom size for a class of 30 pupils is around 70m2 (see Building Bulletin 99: Briefing Framework for Primary School Projects). Such space limitations automatically place constraints on the amount of ‘free’ space available in the classroom, the types of work attempted and the ability of teachers and classroom assistants to engage and supervise effectively. For more complex design and technology, science or art projects many schools make use of shared specialist practical areas which can be accessed as required by all classes on a rota basis. It is less likely, however, that such space will be available in older school buildings.
Building Bulletin 99 is available at
http://media.education.gov.uk/assets/files/pdf/b/building%20bulletin%2099%20-%20briefing%20framework%20for%20primary%20school%20projects.pdf.
> Secondary Schools
For secondary schools, the most current guidance document relating to class sizes in practical lessons is Building Bulletin 98: Briefing Framework for Secondary School Projects (see http://media.education.gov.uk/assets/files/pdf/b/building%20bulletin%2098%20-%20briefing%20framework%20for%20secondary%20school%20projects.pdf.
This gives area guidelines for different subjects depending on the activities taking place in them. These are summarized in the table below.
Recommended area (m2) according to group size
Space type
For 20
For 25
For 30
Standard classroom
43
51
60
Science laboratory KS3/4
77
90
Sixth form science laboratory
90
105
General art room KS3/4
Building Bulletin 99 is available at
http://media.education.gov.uk/assets/files/pdf/b/building%20bulletin%2099%20-%20briefing%20framework%20for%20primary%20school%20projects.pdf.
> Secondary Schools
For secondary schools, the most current guidance document relating to class sizes in practical lessons is Building Bulletin 98: Briefing Framework for Secondary School Projects (see http://media.education.gov.uk/assets/files/pdf/b/building%20bulletin%2098%20-%20briefing%20framework%20for%20secondary%20school%20projects.pdf.
This gives area guidelines for different subjects depending on the activities taking place in them. These are summarized in the table below.
Recommended area (m2) according to group size
Space type
For 20
For 25
For 30
Standard classroom
43
51
60
Science laboratory KS3/4
77
90
Sixth form science laboratory
90
105
General art room KS3/4
77
90
Large art room (textiles or 3D)
90
105
Sixth form art room
77
90
90
Large art room (textiles or 3D)
90
105
Sixth form art room
77
90
Textiles room
85
Graphic products
85
Electronics and control systems
90
Resistant materials
112
Resistant materials/engineering
116
85
Graphic products
85
Electronics and control systems
90
Resistant materials
112
Resistant materials/engineering
116
Food room
101
Music classroom
57
67
Drama studio/music recital room
101
Music classroom
57
67
Drama studio/music recital room
77
90
90
It will be noted that for design and technology subjects, there is a clear expectation here that group sizes will not exceed 20 students.
Regrettably, the government’s funding model for schools announced in 2012 is to be based on the sizes at the bottom of the ranges set out in Building Bulletins 98 and 99. The plans involve reducing overall gross area by an average of 20 per cent in special schools, 15 per cent in secondary schools and 5 per cent in primary schools. However, these cuts only apply to new-build schools.
> The Design and Technology Association (DATA) and British Standard 4163
DATA (www.data.org.uk) advises that at KS3, class sizes of 20 should normally be manageable, reducing to 18 at KS4 and 16 for post-16 classes. It furthermore suggests that determination of class size will “require the exercising of professional judgement by the head teacher and the subject leader”.
Another authoritative source of guidance is British Standard 4163:2007 on safety in design and technology in schools. BS 4163:2007 states that ‘in England and Wales the recommended maximum number of students in any one work area is 20 students with one competent, qualified teacher.’ (para.3.1). The employer may choose to control the risk by another means but it must control the risk. For example, the employer may decide to employ two competent and qualified teachers for one group in an area if the number exceeds 20.
Moreover, BS 4163:2007 states that a risk assessment should be carried out to determine the appropriate number of students, and that this should be carried out in accordance with “Risk Assessment in Secondary School Design and Technology Teaching Environments” a publication which is available from the Design and Technology Association at https://www.data.org.uk/ or by telephoning (01789) 470007.
> Science laboratories
As far as science classrooms are concerned, the now out of print DfEE publication “Safety in Science Laboratories” 1996 states that “There is no statutory limitation on class size in any subject in schools in England and Wales. Teachers who are concerned that risks in practical work are increased to an unacceptable level because of the class size should report their concerns to the head of their science department and, if necessary, their head teacher. It may be possible to adopt alternative methods for particular pieces of work. However, if risks cannot be made acceptable, the activity must cease until it can be resumed safely.” - para. 7.6 page 25.
Building Bulletin 80, Science Accommodation in Secondary Schools, which is an archived publication and may not reflect current government policy or guidance, recommends a space range of 83 to 99m2 for a group of 30 KS3/4 pupils, adding that “the range of activities being undertaken, the level of storage kept in the laboratory, the number of pupils with special needs, and the type of furniture system used can all affect area requirements”.
It should also be borne in mind that some local authorities will have established their own rules about maximum class sizes for science lessons. Laboratories in Hertfordshire, for example, are designed to allow 2m² free floor space (excluding the area occupied by benches and cupboards etc.) for pupils aged 11-16 years. This is considered to be the amount of space required for safe working. The authority also specifies that in laboratories with fixed benches each pupil needs approximately 700mm of bench space.
> Physical education
Again, no statutory limit is placed on class sizes in PE lessons. In determining staff/pupil ratios, therefore, it is necessary to rely on health and safety legislation and in particular the risk assessment process (see below).
In particular, when determining the size of teaching groups in PE, account should be taken of:
- the nature of the activity;
- the location of the activity – e.g. indoor/outdoor; and
- the age, experience, maturity, competence and behavioural/emotional characteristics of the pupils.
The school or local authority has a responsibility to carry out ‘suitable and sufficient’ risk assessments in all curriculum areas, including PE. Where there is a gap in such provision, the school/local authority is failing to comply with the law.
If there is a risk assessment, but in the professional opinion of PE staff/Head of PE it is insufficient with regard to its provisions on class sizes, the matter should be raised urgently with senior management in order that it might be properly reviewed.
Should such a review be unsatisfactory in the professional opinion of PE staff/Head of PE, or should a request to undertake one be ignored, contact should be made with the NUT Regional Office in England, or, in Wales NUT Cymru.
> Other practical subjects
The above table gives useful indications of minimum standards across a range of other practical subjects including music, drama and art. In the view of the NUT, what matters is the nature of the activity and the circumstances in which it is being undertaken (see section on risk assessments above). Although some activities are inherently more hazardous than others, all practical activities can become hazardous in some circumstances due to factors such as age and ability of pupils, design of work areas, experience of teachers etc.
> Pupils with special educational needs – special schools and mainstream
Many pupils with SEN are at particular risk in practical activities and this is an important factor when considering group size. It is possible that those with statements of special needs will require additional support for practical activities depending on the nature of their learning difficulty. Where the range of abilities in a class is very mixed or a high proportion of pupils have special needs, class sizes should be reduced.
Building Bulletin 102: Designing for disabled children and children with special educational needs gives details of ‘typical’ pupil to staff ratios for practical work in primary and secondary special schools.
Building Bulletin 102 also offers guidelines for primary and secondary mainstream teaching spaces in practical subjects, based on those in Building Bulletin 98 and 99, adding that “in some cases the upper end of the area range may be needed or the space used differently to accommodate the particular needs of the children at the school” (although see note above about government changes to space requirements in different types of school where new school buildings are concerned).
Building Bulletin 102 can be found on the DfE website at
http://www.education.gov.uk/schools/adminandfinance/schoolscapital/buildingsanddesign/whole-schooldesign/a0058201/children-with-special-educational-needs-sen-and-disabilities
> Other points
In addition to maximising the safety and wellbeing of pupils, there is a need to recognise the effect of class size on teacher stress and to consider at what point this becomes a health and safety issue – for both teacher and pupils. A significant factor affecting the mental and physical health of a teacher might be the mutually reinforcing effects of excessive stress and pupils’ frustration caused by a lack of individual attention in over-large classes. Teachers generally are aware of the potential areas of danger in the classroom, and stress can be caused by continually trying to identify and anticipate problems.
It should also be recognised that some equipment in design areas can generate significant noise, thereby causing physical stress when teachers are obliged to talk above the noise. Checks should be undertaken to determine if the regulations governing noise at work are being complied with. If maximum exposure levels are exceeded, remedial action must be taken – the simplest and most effective being class size reduction. Teachers should also be vigilant for signs of vocal strain: NUT guidance on voice care and noise at work can be found on the NUT website at: https://www.teachers.org.uk/node/12570 and https://www.teachers.org.uk/node/12537.
Also, teachers should be aware that under Section 7 of the Health and Safety at Work etc Act 1974, employees are required to take reasonable care for the health and safety of themselves and others who may be affected by their acts or omissions at work. This means that teachers can legitimately refuse to participate in activities which risk their own health and safety and/or that of their pupils. Advice should, however always be sought from the NUT before doing so.
NUT Health and Safety Unit
Revised January 2013
Regrettably, the government’s funding model for schools announced in 2012 is to be based on the sizes at the bottom of the ranges set out in Building Bulletins 98 and 99. The plans involve reducing overall gross area by an average of 20 per cent in special schools, 15 per cent in secondary schools and 5 per cent in primary schools. However, these cuts only apply to new-build schools.
> The Design and Technology Association (DATA) and British Standard 4163
DATA (www.data.org.uk) advises that at KS3, class sizes of 20 should normally be manageable, reducing to 18 at KS4 and 16 for post-16 classes. It furthermore suggests that determination of class size will “require the exercising of professional judgement by the head teacher and the subject leader”.
Another authoritative source of guidance is British Standard 4163:2007 on safety in design and technology in schools. BS 4163:2007 states that ‘in England and Wales the recommended maximum number of students in any one work area is 20 students with one competent, qualified teacher.’ (para.3.1). The employer may choose to control the risk by another means but it must control the risk. For example, the employer may decide to employ two competent and qualified teachers for one group in an area if the number exceeds 20.
Moreover, BS 4163:2007 states that a risk assessment should be carried out to determine the appropriate number of students, and that this should be carried out in accordance with “Risk Assessment in Secondary School Design and Technology Teaching Environments” a publication which is available from the Design and Technology Association at https://www.data.org.uk/ or by telephoning (01789) 470007.
> Science laboratories
As far as science classrooms are concerned, the now out of print DfEE publication “Safety in Science Laboratories” 1996 states that “There is no statutory limitation on class size in any subject in schools in England and Wales. Teachers who are concerned that risks in practical work are increased to an unacceptable level because of the class size should report their concerns to the head of their science department and, if necessary, their head teacher. It may be possible to adopt alternative methods for particular pieces of work. However, if risks cannot be made acceptable, the activity must cease until it can be resumed safely.” - para. 7.6 page 25.
Building Bulletin 80, Science Accommodation in Secondary Schools, which is an archived publication and may not reflect current government policy or guidance, recommends a space range of 83 to 99m2 for a group of 30 KS3/4 pupils, adding that “the range of activities being undertaken, the level of storage kept in the laboratory, the number of pupils with special needs, and the type of furniture system used can all affect area requirements”.
It should also be borne in mind that some local authorities will have established their own rules about maximum class sizes for science lessons. Laboratories in Hertfordshire, for example, are designed to allow 2m² free floor space (excluding the area occupied by benches and cupboards etc.) for pupils aged 11-16 years. This is considered to be the amount of space required for safe working. The authority also specifies that in laboratories with fixed benches each pupil needs approximately 700mm of bench space.
> Physical education
Again, no statutory limit is placed on class sizes in PE lessons. In determining staff/pupil ratios, therefore, it is necessary to rely on health and safety legislation and in particular the risk assessment process (see below).
In particular, when determining the size of teaching groups in PE, account should be taken of:
- the nature of the activity;
- the location of the activity – e.g. indoor/outdoor; and
- the age, experience, maturity, competence and behavioural/emotional characteristics of the pupils.
The school or local authority has a responsibility to carry out ‘suitable and sufficient’ risk assessments in all curriculum areas, including PE. Where there is a gap in such provision, the school/local authority is failing to comply with the law.
If there is a risk assessment, but in the professional opinion of PE staff/Head of PE it is insufficient with regard to its provisions on class sizes, the matter should be raised urgently with senior management in order that it might be properly reviewed.
Should such a review be unsatisfactory in the professional opinion of PE staff/Head of PE, or should a request to undertake one be ignored, contact should be made with the NUT Regional Office in England, or, in Wales NUT Cymru.
> Other practical subjects
The above table gives useful indications of minimum standards across a range of other practical subjects including music, drama and art. In the view of the NUT, what matters is the nature of the activity and the circumstances in which it is being undertaken (see section on risk assessments above). Although some activities are inherently more hazardous than others, all practical activities can become hazardous in some circumstances due to factors such as age and ability of pupils, design of work areas, experience of teachers etc.
> Pupils with special educational needs – special schools and mainstream
Many pupils with SEN are at particular risk in practical activities and this is an important factor when considering group size. It is possible that those with statements of special needs will require additional support for practical activities depending on the nature of their learning difficulty. Where the range of abilities in a class is very mixed or a high proportion of pupils have special needs, class sizes should be reduced.
Building Bulletin 102: Designing for disabled children and children with special educational needs gives details of ‘typical’ pupil to staff ratios for practical work in primary and secondary special schools.
Building Bulletin 102 also offers guidelines for primary and secondary mainstream teaching spaces in practical subjects, based on those in Building Bulletin 98 and 99, adding that “in some cases the upper end of the area range may be needed or the space used differently to accommodate the particular needs of the children at the school” (although see note above about government changes to space requirements in different types of school where new school buildings are concerned).
Building Bulletin 102 can be found on the DfE website at
http://www.education.gov.uk/schools/adminandfinance/schoolscapital/buildingsanddesign/whole-schooldesign/a0058201/children-with-special-educational-needs-sen-and-disabilities
> Other points
In addition to maximising the safety and wellbeing of pupils, there is a need to recognise the effect of class size on teacher stress and to consider at what point this becomes a health and safety issue – for both teacher and pupils. A significant factor affecting the mental and physical health of a teacher might be the mutually reinforcing effects of excessive stress and pupils’ frustration caused by a lack of individual attention in over-large classes. Teachers generally are aware of the potential areas of danger in the classroom, and stress can be caused by continually trying to identify and anticipate problems.
It should also be recognised that some equipment in design areas can generate significant noise, thereby causing physical stress when teachers are obliged to talk above the noise. Checks should be undertaken to determine if the regulations governing noise at work are being complied with. If maximum exposure levels are exceeded, remedial action must be taken – the simplest and most effective being class size reduction. Teachers should also be vigilant for signs of vocal strain: NUT guidance on voice care and noise at work can be found on the NUT website at: https://www.teachers.org.uk/node/12570 and https://www.teachers.org.uk/node/12537.
Also, teachers should be aware that under Section 7 of the Health and Safety at Work etc Act 1974, employees are required to take reasonable care for the health and safety of themselves and others who may be affected by their acts or omissions at work. This means that teachers can legitimately refuse to participate in activities which risk their own health and safety and/or that of their pupils. Advice should, however always be sought from the NUT before doing so.
NUT Health and Safety Unit
Revised January 2013
Thursday, 26 September 2013
Mechanical Engineer
Mechanical Engineer Hands on experience in piping and tanks on Power projects 8+years experience. Leading company – Immediate interviews.
Construction manager – Electrical
Construction manager – Electrical. Must have 12+years experience, worked in Construction works for power projects Engineer degree. cv@lancasterfox.com
HSE jobs
HSE Officer Experienced as Safety officer for power projects. 7+years experience. Leading company – Immediate interviews cv@lancasterfox.com
Job offer to Safety Officer who is a UAE NATIONAL
(NEBOSH & IOSH CERTIFIED)
Urgently in need of: Safety Officer who is a UAE NATIONAL looking for a work... Salary: 35-40K aed With an annual bonus of 30K With free tuition fee for school (up to 5 kids max) Please send me the CV at engr.blanca@yahoo.com or, engr.blanca@gmail.com.. or Post ur CV here in my message box!!! (Note: not for our company). Thanks and Safety First!!!
Urgently in need of: Safety Officer who is a UAE NATIONAL looking for a work... Salary: 35-40K aed With an annual bonus of 30K With free tuition fee for school (up to 5 kids max) Please send me the CV at engr.blanca@yahoo.com or, engr.blanca@gmail.com.. or Post ur CV here in my message box!!! (Note: not for our company). Thanks and Safety First!!!
Monday, 23 September 2013
The Client interview is scheduled in Hyderabad on 28th Sept 2013
online job
AL-KHODARI-SAUDI ARABIA – INTERVIEW AT HYDERABD ON 28
1 Cleaning Foreman SR.800/- to SR.1,000/- 30 no
2 Cleaning Supervisor SR.1,500/- to SR.1,800/- 5 no
3 Mess Hall Leadsman SR.800/- to SR.1,000/- 5 no
4 Camp Supervisor SR.1,500/- to SR.1,800/- 3 no
5 Camp Foreman SR.800/- to SR.1,000/- 5 no
6 Transport Foreman SR.1,000/- to SR.1,200/- 10 no
7 Building Electrician SR.1,000/- 7 no
8 Plumber SR.1,000/- 7 no
9 A/C Technician SR.1,000/- 7no
10 Time Keeper SR.1,000/- 7 no
11 Cook SR.1,000/- 3 no
12 Office Boy SR.500/- 10 no
13 Workshop Manager / Supervisor SR.3000/- to SR.4500/- 5 no
14 Data Entry Operator SR.1,500/- to SR.1,800/- 10 no
15 Admin / Secretary SR.2,000/- to SR.2,200/- 10 no
16 Transport officer SR.1,800/- to SR. 2,000/- 3 no
HK CONSULTANTS,
3-6-462/6
1ST FLOOR, SUNDAR SADAN BUILDING,
STREET NUMBER: 5
HIMAYATH NAGAR
BESIDES PRASAD RENTALS.
Hyderabad - 500029
Landline Number: 040-60123450
Sunday, 22 September 2013
Scaffolding
Scaffolding
*It's a terrible thing to realize that hardly a work day goes by without a construction worker falling off a scaffold to his death. And those who survive scaffold falls are often crippled for the remainder of their lives.
*These tragedies are sometimes caused by faulty design or poor construction. But in most cases the basic cause is poor maintenance or improper use — something that you can do something about....See More
Ergonomics means
Ergonomics means “the laws of work.” It involves fitting the job to the person.
Most ergonomic injuries are caused by falls, repetitive movements, improper posture, bending over, lifting heavy objects, or using pressure or force, or working with vibrating tools.
The main risk factors for ergonomics are force, posture, and frequency. Force is the pressure exerted by the person to do a task. Posture is the position of the body. Frequency is how often the task is performed. Other risk factors can include lighting, temperature, and vibration, A task becomes more hazardous as more risk factors are introduced. Likewise, the task becomes safer if you reduce or eliminate risk factors.
Tuesday, 17 September 2013
Safety Means
Change Management is the process of using an approval process to determine any hazards and countermeasures before implementing a change to equipment, a process, or to an operating procedure. Anything other than a like-for-like change should be evaluated. New equipment may offer hazards, such as electrical, machine safety, fall hazards, radiation, lasers, etc. New chemicals could cause health risks or damage to equipment. Some processes may warrant the updating of environmental permits. A change management team should consist of the appropriate resources, such as an HSE resource, quality resource, maintenance/facilities, electrical resource, fire system owner, process safety owner, etc.
UTGENTLY REQUIRED DRIVER
UTGENTLY REQUIRED DRIVER
*********************
> Job location : Kuwait
> Gender : Any
> Experience : 00 to 01 Year
For Further Details And To Apply,Visit :http://goo.gl/3T1DLZ
*********************
> Job location : Kuwait
> Gender : Any
> Experience : 00 to 01 Year
For Further Details And To Apply,Visit :http://goo.gl/3T1DLZ
Sunday, 15 September 2013
Globally Harmonized System (GHS)
HSE INBOX CORNER :
HSE UPDATE: Globally Harmonized System (GHS) !!!
LEARN, REVIEW & REFRESH!!!
SAFETY FIRST!!! ♥♥♥
EHS Update!
Globally Harmonized System (GHS)
As part of the United States’ federal adoption of the internationally-recognized system of chemical labelling and communicating usage data related to chemicals, known as the Globally Harmonized System (GHS), the U.S. government has begun to phase in small steps to help ensure workers have the necessary training as the GHS transition rolls out.
Although the GHS will not be fully implemented until 2016, there is already a U.S. Occupational Safety and Health Administration (OSHA) 2013 deadline that employers must be aware of: by December 1, 2013 employers must have trained employees about the new GHS Safety data Sheet (SDS) format and label elements.
http://info.era-environmental.com/blog/bid/61211/MSDS-Authoring-Mastering-the-New-GHS-Safety-Data-Sheets-Labels
Diabetes Safety
A woman (65) was diabetic for the last 20+ years
and
was taking insulin
twice a day.
She used the enclosed homemade medicine for a fortnight and
now she is absolutely free of diabetes and taking all her food as normal
including sweets.
The doctors have advised her to stop insulin and any other blood sugar controlling drugs.
I request you all please circulate the email below to as many people as you
can and let them take maximum benefit from it.
AS RECEIVED :
DR. TONY ALMEIDA
( Bombay Kidney Speciality expert )
made the extensive experiments with perseverance and patience and discovered a
successful treatment for diabetes.
Now a days a lot of people, old men &
women in particular suffer a lot due to Diabetes.
Ingredients:
1 - Wheat 100 gm
2 - Gum(of tree) (gondh) 100 gm
3 - Barley 100 gm
4 - Black Seeds (kalunji) 100 gm
Method of Preparation :
Put all the above ingredients in 5 cups of water.
Boil it for 10 minutes and put off the fire.
Allow it to cool down by itself.
When it has become cold, filter out the
seeds and preserve water in a glass jug or bottle.
How to use it?
Take one small cup of this water every day early morning when your stomach is empty.
Continue this for 7 days.Next week repeat the same but on alternate days. With these 2 weeks of
treatment you will wonder to see that you have become normal and can eat
normal food without problem.
Saturday, 14 September 2013
Toolbox Talk
Why is this not a good Toolbox Talk ?
~~~~~~~~~~~~~~~~~~~~~~~
To me, few reasons ~
It is not conducive to Explain, Ask and Listen and Tell process
Too many people….
Are all these people involved in the same task
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