A Snapshot of Client Queries
We’ve picked a few of the most interesting questions we’ve dealt with since our last issue, which may be useful if you ever find yourself in a similar situation at your school.
QUESTION: “Are there any guidelines regarding the number of students we can have in a DT lesson?”
Unfortunately, there is no simple answer to this, however there is some extremely useful advice from the Design and Technology Association and CLEAPSS – please see below.
The Design and Technology Association states the following:
BS 4163:2021 Health and safety for design and technology in educational and similar establishments – Code of practice states that:
‘In England and Wales, there should be a maximum of 20 learners with one competent, qualified teacher in any one work area.’
‘In Scotland and Northern Ireland, there should be a maximum of 20 pupils for all classes in practical subjects.’
The number of learners in any one work area should be carefully considered to ensure safe working and effective supervision and the Design and Technology Association publication does not attempt to set a maximum group size for design and technology lessons. The Association believes that only through risk assessments by professional staff can a valid judgement be made about class sizes. For example, there are occasions when group sizes of 12 to 14 should be a maximum because of the behaviour patterns of the learners or the work being undertaken. Thus this publication sets out an approach for schools to use to make assessments based upon local conditions.
Clearly, some of the risks will not be known when senior managers are allocating learners to groups in design and technology. In such cases the Design and Technology Association’s advice for groups engaged in designing and making is that under normal circumstances at Key Stage 3, groups up to 20 should be manageable and enable good learning experiences to take place safely. At Key Stage 4, groups of approximately 18 should be manageable and enable good learning experiences to take place safely. At post-16 level, group sizes of 16 should be manageable, the major challenge here is the complex project work and personal use that learners may make of dangerous equipment.
Employees are required by law to work safely. Whenever teachers are given responsibility for learners and a workplace this also includes a duty to provide and maintain a safe and healthy work place. The most common complaint from design and technology teachers is the size of the working groups they are expected to teach. They often explain that senior management who sort out notional class groups are generally unaware of the needs and demands of practical design-based work planned to suit the special situations of each work area. What may be an acceptable class size for a classroom based subject can create a source of danger to learners operating in a design and technology work area and cause additional stress for the teacher. A safe teaching and learning environment can be achieved where teachers are able to closely supervise hazardous activities and respond quickly to emergencies that might occur. This can best be achieved where classes are of reasonable size.
Determining class sizes will therefore require a professional judgement on the part of the headteacher in consultation with the head of Design and Technology, based on risk assessment. It must be remembered that anyone who identifies or observes a hazard and does nothing about it may be contributing to the possibility of an accident. It is important to plan ahead so as to avoid risk. One must never assume that a group of any size can be taught safely in Design and Technology areas. Decisions have to be thought through carefully and thoroughly. For instance, precautions should be observed in the case of learners who lack knowledge, experience or maturity or who have disabilities or behavioural disorders, especially when determining the appropriate level and nature of the activity. For example, learners with special needs may have poor co-ordination, lack of spatial perception, slow reaction times, variable levels of concentration, all of which affect performance and require close teacher support and guidance. Some learners may have limited knowledge of English and may not understand instructions. In these situations it would be unreasonable to ask a teacher to take charge of groups which contained the maximum number of 20 learners.
The BS 4163:2021 Health and safety for design and technology in educational and similar establishments – Code of practice contains a helpful framework to use when assessing group sizes:
‘Risk assessments should be carried out to determine the appropriate number of learners in the work area. Any adaptations required should be clearly documented’
The risk assessment should take the following factors into account:
a. The size and layout of the work area.
b. The size and number of items of furniture and equipment in the work area.
c. The type of activities carried out in the work area.
d. The age and ability of the learners.
e. The competence and experience of the teacher.
f. The extent of technician or other appropriate support.
g. Whether learners with special needs are present.
h. Whether there are learners whose first language is not English.
i. The behaviour of the learners”.
CLEAPSS also discuss the matter in their guidance PS68 Design & Technology Class Sizes, Room Sizes and Possible Effects on Safety, which we highly recommend that you read if you are a member of CLEAPSS:
“The number of learners in any one work area should be carefully considered to ensure safe working and effective supervision and the D&T Association publication (Risk Assessment in Secondary Schools and Colleges Design & Technology Teaching Environments) does not attempt to set a maximum group size for design and technology lessons. The Association believes that only through risk assessments by professional staff can a valid judgement be made about class sizes. For example, there are occasions when group sizes of 12 to 14 should be a maximum because of the behaviour patterns of the learners or the work being undertaken. Thus this publication sets out an approach for schools to use to make assessments based upon local conditions.
Determining class sizes will therefore require a professional judgement on the part of the headteacher in consultation with the head of design & technology, based on risk assessment. It must be remembered that anybody who identifies or observes a hazard and does nothing about it may be contributing to the possibility of an accident. It is important to plan ahead so as to avoid risk”.
“There would seem to be a number of distinct ways in which large classes might affect the risk assessment and a D&T department will need to consider all aspects:
a. Overcrowding. The proximity of pupils working close to each other may introduce a hazard. This will be a function of the number of pupils, the size of the room, the amount of working space and the nature of the activity. The nature of the activity is particularly important. If pupils are engaged in drawing or design activities, the amount of space needed, and movement around the room, will be relatively small. The same will apply if pupils are doing work with electronics. If practical work with food is being carried out, with the hobs of cookers in use, more space will be required to handle saucepans of hot water and ingredients & food preparation equipment. In resistant materials, pupils will need sufficient space to move about the room and use equipment. Such hazards need to be documented in a risk assessment. CLEAPSS would advise schools to go through their schemes of work in some detail to identify where such problems might arise and then make an appropriate decision as to how the hazard can be controlled. Possible solutions, although not always ideal, include moving the class to a larger room, assuming that one is available, and restricting the number of pupils doing practical work at any one time.
b. Supervision. With large numbers of pupils in a class, the teacher may find it difficult, if not impossible, to supervise adequately what each pupil is doing. The risk here will depend on the age, ability, attitudes and behaviour of the pupils, as well as the skill and experience of the teacher. The nature of the activity, and the availability of additional adults such as teaching assistants and technicians, will all serve to influence the risk. Activities in which pupils are engaged in individual work, as is often the case with examination course work, are inherently more difficult to supervise.
c. Stress. This is inherent in all teaching. Requiring teachers to supervise large classes that are involved in hazardous activities is highly likely to increase levels of stress. Employers are required by law to manage health and safety in the workplace including the management of stress. Failure to do so could result in an employer being prosecuted by the HSE. In addition, there have been a number of civil cases in recent years in which compensation has been awarded to teachers who have suffered ill health as a result of stress. Individuals differ in their sensitivity to stress and in the symptoms that might be displayed, but heads of department and head teachers need to be alert to warning signs”.
In summary, class size will need to be determined through risk assessment, taking into account the room size and layout, furniture, equipment, the activities being carried out during the lesson, supervision and the learners themselves.
QUESTION: “Please can you confirm if school are allowed to give non-prescription medication to pupils if parents provide medication and permission?”
The current DfE Guidance Supporting pupils at school with medical conditions states:
No child under 16 should be given prescription or non-prescription medicines without their parent’s written consent – except in exceptional circumstances where the medicine has been prescribed to the child without the knowledge of the parents. In such cases, every effort should be made to encourage the child or young person to involve their parents while respecting their right to confidentiality. Schools should set out the circumstances in which non-prescription medicines may be administered.
There is additional guidance in the NHS document A Questions and Answers Guide to the Administration of medicines in schools & colleges (including over the counter (OTC) medicines, salbutamol and adrenaline auto injectors) This page is of particular relevance: 8. What should schools do before agreeing to administer or accept non-prescription (OTC) medicines?
QUESTION: “I'm looking to book first aid courses for staff. I understand that as a low-risk place of work with 12 employees we would legally need 1 member of staff on-site at all times who is first aid trained. Please can you advise.”
The HSE guidelines state:
Some small low-risk workplaces need to have only a first-aid box and a person appointed to take charge of first-aid arrangements such as calling the emergency services and stocking the first-aid box. The appointed person does not need specific first-aid training.
You must provide all your employees with details of the first-aid arrangements.
First-aid needs assessment
In order to establish what provision for first-aid is required you should make an assessment of the first-aid needs appropriate to the circumstances of your business.
This should include consideration of:
- the workplace,
- the workforce, and
- the hazards and risks present.
- You can find out more information on carrying out a first-aid needs assessment, including a suite of example case studies and an online assessment tool to help you decide what arrangements you need to put in place for first aid.
First-aid arrangements
Your arrangements will depend on the outcome of your first-aid needs assessment and the particular circumstances in your workplace at any given time.
The findings of the needs assessment should indicate the level of first-aid equipment, facilities and personnel required.
As a minimum, you must have:
- a suitably stocked first-aid kit
- an appointed person to take charge of first-aid arrangements;
- information for all employees giving details of first-aid arrangements.
Where your needs assessment identifies workplace or workforce issues, or more significant health and safety risks, you are likely to need a sufficient number of appropriately trained first aiders and may need to arrange additional equipment and facilities.
First-aiders
You might decide that you need a first-aider. This is someone who has been trained by a competent first aid training provider in first aid at work, emergency first aid at work, or some other appropriate level of training (identified by your needs assessment).
If you have identified that you need first-aiders HSE has produced guidance to help you select a competent first aid training provider.
While it is desirable to have at least one member of staff who has undergone first aid training, for a low-risk environment with fewer than 25 staff and following a risk assessment, taking in to account the medical needs of your current staff, you may feel this may not be necessary. However some basic first aid training from a trusted provider would be beneficial.