The aim of this policy is to ensure, so far as is reasonably practicable, the health, safety and welfare of students and employees in relation to manual handling activities in the context of a special school where manual handling is carried out on a daily basis to facilitate meeting student needs for assistance with participation in education, as well as the moving and handling of loads. It should be read in conjunction with the Academy Child Protection and Safeguarding Policy.

This policy will seek to:

Clearly state the requirements and strategies in relation to risk assessment and ergonomic Manual Handling at Co-op Academy Brierley, primarily with responsibility for staff employed by the Trust and pupils of our school.
Promote minimal, safe, effective and dignified Manual Handling for all.
Put into practice our duty of care to: oneself, colleagues, pupils, and visitors.
Comply with legislation.

This policy provides instruction and guidelines for the relevant staff to be used in conjunction with the following:

Health and Safety Executive’s guidelines ‘Manual Handling Operations Regulations, 1992 (as amended)’
The ‘Management of Health and Safety at Work Regulations, 1999’
The ‘Health and Safety at Work etc. Act, 1974
The ‘Lifting Operations and Lifting Equipment Regulations, 1998’
The ‘Provision and Use of Work Equipment Regulations, 1998’
The ‘Reporting of Injuries, Diseases and Dangerous Occurrences Regulations, 1995’.
European Directive 90/269 EEC on Manual Handling and Manual Handling Operations Regulations (January 1993)
Manual Handling Operations and Regulations 1992 HSE Guidance revised 1998
Human Rights Act 1998

A summary of these documents is available from www.hse.gov.uk.

The regulations establish a hierarchy of measures:

● Avoid hazardous Manual Handling operations as far as is reasonably practicable – this may

be done by redesigning the task in order to avoid Manual the load, by asking for help from another

person to limit the effect of the load or by mechanising the process;

● Make a suitable and sufficient assessment of any hazardous Manual Handling operations

which cannot be avoided.

● Reduce the risk of injury from those operations so far as is reasonably practicable ‐ particular consideration should be given to other improvements to the task which should be explored, for example, the pupils, students, other loads and the working environment.

These regulations require the school to:

● Assess the risks to staff and pupil

● Provide and maintain equipment to assist with Manual Handling

● Provide regular training in order to make use of appropriate techniques and equipment

● Give clear instructions

What is Risk Assessment?

Risk Assessment is a process which involves assessment of four key areas of the Manual Handling task and these are reflected in the Manual Handling Plans for both inanimate objects and for each student:

● Assess the load (an object or a student)

● Assess the individual handler

● Assess the task

● Assess the environment.

If a manual handling task involves small, regular-shaped, light weight items, and is considered simple and straightforward, the risk is deemed to be negligible, a manual handling risk assessment is not usually necessary.

The Manual Handling Plan shall:

Be carried out by a staff who have been trained and appropriately assessed in manual handling skills and have up to date knowledge and skills in handling techniques and available equipment.
Be carried out by a staff who are aware of, and preferably have working knowledge of, the child/young person’s handling needs.
Be sufficient in detail to have identified all reasonable hazards and their control measures - both short and long term, so that the hazards are reduced to the lowest level reasonably practicable.
Be recorded clearly, and made available for all those persons at either direct risk of harm or managing those who are at risk of harm.
Take into account any risks to those staff/others handling the child/young person in respect to any reduced ability, ill-health, injury or if they are a new, (within six months), expectant or a breast-feeding mother.
Take into account the child/young person’s personal wishes or that of a representative on mobility assistance wherever possible; and the person’s independence and autonomy is supported in order to empower them to gain control of as much of their own lives as possible.
Be reviewed by the competent person as described above in the event of any significant changes occurring to any part of the assessment or if the assessment is no longer valid, or otherwise shall be reviewed on an annual basis..

In order to write a Manual Handling Plan, the following aspects of ergonomics have to be considered:

Ergonomics is the science of work, the people who do it, the way it is done, the equipment they use and the environment in which they carry out that work.
In order to secure the safety of all users of the school, safe systems of work need to be designed and employed.
A hazard is anything with the potential to cause harm. Risk is the probability of harm occurring and the severity: high, medium or low, of the consequences.
There is always a risk of accidental injury. An accident is defined as an unplanned, unanticipated or uncontrolled event.

The risks associated with Manual Handling are:

● Pupil/Load

● The task or procedure

● The environment

● The individual member of staff and their capability/current health

● The system in its entirety

The aim of the Manual Handling Plan is to identify the likelihood of an accident occurring and to reduce the risk of that happening by planned and controlled intervention.

Our Manual Handling Key trainers at Co-op Academy Brierley will assess, record, control and thereby reduce hazards.

Manual Handling Plan (See Appendices)

Every pupil will be seen and a Manual Handling Plan will be completed for students that require it.

The Manual Handling key trainers will assist with these assessments working alongside the pupil and class team.

The Manual Handling Plans, and advice sheets will be kept in a central file, on the school computer shared drive. Paper copies will also be kept in each classroom in a white folder so staff can access at any time.

Responsibilities

All adults at Co-op Academy Brierley have RESPONSIBILITIES

Academy and Trust Responsibilities

Ensure safe systems of work to enable all staff to do their job without foreseeable risk of injury.
Ensure adequate staff levels for safe working practices.
Ensure risk assessments are carried out, documented and reviewed.
Provide and maintain appropriate Manual Handling equipment.
Provide appropriate training in Manual Handling.

Responsibilities of staff

Report any health and safety hazard in the environment
Be fit and well when carrying out Manual Handling tasks
Follow the School Dress Code
Report accidents and incidents to manager and complete an incident form
Ensure that all Manual Handling tasks are assessed for risk to oneself or others, every time a manual handling task is carried out.
Follow guidelines in the pupils’ Manual Handling Assessment Profiles
Encourage pupils to be as independent as possible
Teacher to update plans and distribute alterations to these plans
Report any concerns to Key Trainers
Report any safeguarding concerns to a DSL in accordance with school procedures

Responsibilities of the Manual Handling Key trainers

As above – staff responsibilities
Undertake training for self and others
Assist with the completion of Manual Handling Plans
Advice on equipment
Examine hoist slings on a regular basis (every 6 months)
Give ongoing advice on Manual Handling issues
Prioritise the needs of the school in consultation with the Headteacher and SLT

What do we expect from the pupils and students: (commensurate with abilities)

To communicate with staff about Manual Handling issues
To be as independent as possible
To be able to contribute to their Manual Handling plan.

The role of the Manual Handling Key trainers

Please refer to the agreed job description.
Key Trainers are identified on posters displayed around school.

Training

Co-op Academy Brierley currently provides the school staff with Manual Handling Training. This is carried out by experienced Manual Handling trainers.

Manual Handling training will be included in the Induction Package for Staff.

Training requirements

For staff new to the school	One day, full training – (Approx. six hours)
For those that have missed their Annual Refresher twice, consecutively	One day, full training – (Approx. six hours)
For staff who have missed one Annual Refresher	Annual Twilight session – (Approx. three hours) Plus competency assessment by a Key Trainer
For staff who are up to date with Annual Refreshers	Annual Twilight session – (Approx. three hours)
For staff supporting students with minimal/ no mobility needs (2 years)	Additional training given as CPD within school e.g. training meetings, morning briefing etc. – (Approx. one hour) e.g legal responsibility, inanimate object handling,
To address changes in circumstance/health of a child or adult in school	Bespoke training to deal with issues on an individual basis and delivered to a select group of adults e.g. all classroom staff

All newly appointed School staff will receive induction training, as stated above.

In the interim newly appointed staff/ supply staff/ temporary staff will only participate in Manual Handling practices in school alongside an experienced and highly competent member of staff who can guide them. A key trainer will carry out an induction checklist before they can participate in manual handling practices.

Induction training includes

Manual Handling legislation
The risk assessment process and looking at Manual Handling Plans
Postures that may affect muscolo-skeletal affect and what to avoid
General health and fitness related to Manual Handling
How to maintain a balanced Posture
The Principles of safer moving and handling

Practical components include

Normal human movement patterns
Pupil, student and load handling techniques
Hoist training (Tracking hoists and mobile hoists)
Safe use and storage of all moving and handling equipment

All staff will receive relevant updates on:

Legislation/risk assessment
Practical techniques
Hoist training

Equipment

The Manual Handling Key trainers will:

Advise on the suitability of equipment.
Arrange for demonstrations of equipment.
Liaise with staff, pupils, parents and carers on how to use the equipment.
When equipment/aids are selected for a particular child/young person, this should be recorded on the Manual Handling Plan in sufficient detail to allow correct selection of equipment to carry out the manoeuvre. For example, ‘hoist’ is insufficient information, but the type of hoist and the sling type and size required for the child/young person should be clearly indicated.
The equipment/aids will be appropriately maintained and kept in good working order to comply with Health & Safety Executive regulations and guidance notes (see Introduction to Policy). To further comply with these regulations, adequate operating instructions will be made available to all users of equipment/aids in the workplace.
Any equipment/aids found to be faulty or in any way inappropriate for use will be clearly labelled ‘unsafe do not use’ and reported to a Manual Handling Trainer and in the event of hoist equipment, Amey.
No member of staff should use, or supervise the use of, any manual handling equipment/aids unless they have been trained and assessed by the Manual Handling Trainer(s) as competent to do so or are supervised by an experienced and competent member of staff.

On‐going advice

The MH key trainers and Headteacher will prioritise requests following receipt of the referral forms which will be used when staff have highlighted that a particular work situation or activity has a hazard.

Recording and Reporting

The appropriate Manual Handling Plans will be completed in conjunction with a MH key trainer.
The reporting of Manual Handling Incidents and Accidents should be reported in line with Co-op Academy Brierley and Trust procedures.

Manual Handling Assessment

Pupils and students should be fully involved in the Manual Handling Assessment (where cognitive ability allows)
An important part of assessment is to reduce, as far as is reasonably practicable, the amount of Manual and handling of pupils and loads. If this does not involve people, this may be done by either reducing the load to an acceptable weight or by using appropriate equipment.
Staff involved in Manual Handling of pupils will be aware of their individual physical needs and abilities. These should be matched with the techniques employed and the use (if required) of hoisting equipment.
Pupils who require Manual Handling should be the subject of a Manual Handling assessment. Copies of the assessment will be kept in a central file, the pupil’s class file and also in the areas described above where Manual Handling takes place for that pupil.
The assessment is revised whenever the needs of the pupil change. This can be identified by the physiotherapist or through the day to day management of the child’s needs by care and education staff. Where children’s needs do not change sufficiently to warrant a re‐assessment, the Manual Handling techniques employed are nevertheless examined on an annual basis. Manual Handling plans should be included in the Annual Review information.

The Management of Life Threatening/Unusual Circumstances in relation to Manual Handling

Staff may find themselves in a situation where a child/young person’s life is in danger. Such situations may include cardiac/pulmonary arrest, drowning, choking, serious seizures etc. Alternatively, a child/young person may be in an area that is on fire or filling with smoke; in a building that is in danger of collapsing or in an area where they could be hit by a moving vehicle.

Staff must always be aware of the risk to themselves and others when handling children/young adults in an emergency situation.
Initial consideration should always be given to whether it is safe to wait for assistance in such circumstances or, alternatively, whether there is sufficient time to utilise a piece of equipment that will reduce the risk of injury. Staff should move the child/young adult (if required to do so) as they feel appropriate – this may mean using a ‘controversial technique’. However, they should be aware of their own safety and welfare at all times in addition to taking into consideration the gravity of the situation for the child/young adult.

The Falling Child/Young Person

Some children/young adults will have a particular tendency to fall. This has the potential to cause a severe injury to both the person and the member(s) of staff who attempt to ‘catch’ the child/young adult. Consequently, we advise all employees that if the child/young adult is falling and cannot be persuaded to stand, or be redirected to a seated/lying position, the member of staff will make an immediate decision which of their training they will use in this situation.

This could involve:

Controlled descent
Making the area safe for the child/young person to fall

The Fallen Child/Young Person

Should a child/young adult be found on the floor, advice should be sought from a first aider who will assess the child/young adult for any signs of injury.

Medical/paramedical assistance shall be sought for all children/young adults injured or suspected of injury as a result of their fall.
Only in life-threatening situations would the child/young adult be manually lifted from the floor.
In circumstances when the child/young adult has been assessed as likely uninjured they shall be given verbal guidance from staff, with if necessary, the absolute minimum physical assistance to raise themselves from the floor.
Should a child/young adult not have the ability to raise themselves then appropriate lifting equipment must be obtained and utilised for the task and recorded in a handling/hoisting plan.

The Monitoring of Employees Health

Staff across school have a responsibility to maintain a level of fitness commensurate to the work they are employed for.

When recruiting staff across the organisation manual handling requirements must be clearly identified by the interviewer, so that appropriate medical and occupational health advice can be taken as part of the pre-employment screening process.
Manual handling activities must be reappraised by occupational health services if there is good reason to suspect that an individual’s health might significantly increase their risk (or that of others) of injury.
Employees should report to the headteacher any personal conditions including pregnancy, injuries or ill-health which may affect their ability to undertake manual handling activities

The Monitoring of Employees Competency

Staff have a duty to report any concerns of bad practice or incompetence to a Key Trainer. When this occurs, the Key Trainers can instigate DAP agreed competency assessments to ensure that the staff members are fulfilling their roles safely and in line with legislation. In cases where performance is not improved, or staff are not adhering to policy capabilities and management instructions would be instigated.

Employees should not carry out tasks that place themselves or others at risk. In certain circumstances it might be necessary for an employee to refuse to carry out a moving and handling procedure. This should be communicated to all staff on Induction. Such situations might include:

where the staff member does not feel confident or competent to carry out the task
where there is a newly identified risk of injury to staff or to the children or young person, even after risks have been reduced to the lowest level reasonably practicable
where staff are physically unable to carry out the task, for whatever reason.

Reporting of accidents and incidents

All accidents or incidents involving moving and handling operations, including “near-misses” (where an accident could have occurred but was narrowly avoided) must be reported. Staff must complete an incident form following any accident or incident. This form is available from the care and wellbeing team or key trainers (refer to poster).

All incidents should be investigated and accident statistics and reports regularly reviewed by a member of the SLT to identify any trends or patterns.

For load handling tasks, employers are responsible for providing employees with information on the weight of each load. Where a specific risk of injury is identified and manual handling is unavoidable, then measures to reduce the risk must be introduced. Examples of these are the use of aids (such as trolleys), changing the task to minimise the risk, or altering the working environment to reduce the risk associated with the task to the lowest level reasonably practicable.

For large, heavy or unwieldy equipment, staff should not attempt to move it, but should refer to Amey for the main building and to the caretakers on the 6th form site for assistance.

Transition of students to new classes/new students

Moving and handling Plans for individual students should be shared with the new class team/sent to the new class team. Time will need to be allocated on the transition day to ensure that these are exchanged between classes. If the student is coming from another school, a request for this information should be made by the Key Trainer/Care Team.

It is vital that children access all equipment which has been allocated to them by the physiotherapy team. This ensures that we are meeting the provision they are entitled to within their EHCP.

If a child attends school on their first day without their hoist sling, seek support from a Key Trainer.

Any concerns or changes to a child’s moving and handling plan, should be discussed with a Key Trainer.

Appendix 1

Principles of practice

Individual needs will be contained in a Pupil’s Individual Risk Assessment and Manual Handling Plan but some general principles which will determine our practice include:

If a Manual Handling Plan states that a pupil should be hoisted at all times this must be adhered to except in the event of an emergency when staff will make decisions based on information available at the time.

At times of transfer great care and planning will take place so that independence and good working practices are not compromised.

A Manual Handling key trainer will be involved in all Pre‐admission meetings.

Once a Manual Handling Plan has been created, the school will endeavour to provide any relevant equipment needed. Until it has been provided staff must follow the appropriate guidance given by the Manual Handling Team. The school will attempt to minimise the risk whilst we await the provision of resources.

Manual Handling routines will be safer, more effective and dignified if we remain calm.

We should always set high standards in Manual Handling routines.

We should never talk about a child or student during Manual Handling routines, or when outside school.

We should never assume that a child or student would not understand what you are saying during Manual Handling routines.

We should always give the youngsters time to attempt things themselves and therefore not compromise their independence.

We should always tell the pupils what you are going to do before you complete a Manual Handling task.

We should always fully involve pupils and students in any changes in Manual Handling routines, discussing changes and the reasons for them with the student. The pupil or student should be reminded of this discussion immediately prior to the new arrangement being carried out.

If you see a youngster being treated in a way, which causes you anxiety, you have a duty to do something about it. If it is a Manual Handling issue you should contact the Director of Health & Wellbeing, or any member of the Manual Handling Team.

We must always treat everybody as we would wish them to treat us in Manual Handling situations.

We must always…

● approach from the front,

● explain the task each and every time,

● allow the pupil to maintain their independence by:

o Allowing the pupil to transfer independently if possible.

o Allowing the pupil to maintain what they have learnt from class to class.

o Everyone using the same handling techniques and approach throughout the school.

o Rolling the pupil from side to side / not lifting the legs.

o Using the appropriate equipment.

We must take account of the following when working with pupils using wheelchairs:

● Brakes on before you transfer a pupil, or the pupil transfers himself or herself

● Feet fastened if appropriate

● Chest straps fastened if appropriate

● Knee‐blocks in place if appropriate

● Head‐rest in place or removed when appropriate

● Footplates moved for easy access for the transfer

● Toilet slings must not be used to transfer pupils and students from chair to floor or vice‐versa unless they are ‘HUG’ slings.

● Velcro straps on all slings should be left closed whilst not in use.

● Staff must not put their arms under the armpits of a pupil to lean them forward. You should place your hands on the pupils’ shoulders and tell them that you want them to lean forward

● Legs piece configuration of slings should be detailed on the individual hoisting plan

● Two‐ people hoist at all times unless it is stated otherwise in the hoisting plan.

● No one should transfer a pupil whilst in a mobile hoist from room to room or along the corridors.

● Care should be taken with students who require Gastro-tubes for feeding or require oxygen. They should be disconnected from equipment if at all possible before being moved, or clear procedures should be put in place to ensure that staff manage this equipment safely for the student.

IF YOU ARE HAVING DIFFICULTY NEVER ALTER THE WAY YOU HANDLE THE PUPIL WITHOUT SEEKING ADVICE FIRST.

The following procedures must take place:

Slings

● Slings are to be inspected on a regular basis (every six months) by a competent trained member of staff [e.g. Manual Handling Coordinator – preferably from another DAP school]

● All slings must have a sling check form and must have a unique identification number.

● A log must be kept using our own cross‐referenced nomenclature.

● Slings must not be repaired, if they are damaged or faulty they should be disposed of to prevent further use or used for training purposes and kept out of general circulation (unless the manufacturer states that they can be safely repaired and guaranteed)

● The Manual Handling Co‐ordinator will note the date that a pupil receives a sling.

● The Manual Handling Coordinator will carry out a thorough examination our slings alongside a member of another DAP school.

Lifting devices

● Hoists have to be serviced (which may include a load tested) once a year. For all hoists Amey is responsible for organising testing with Prism Medical. They will Provide a written report and if approached will deal with them.

● Each appliance must have a logbook or reporting sheet. In this logbook or sheet should be recorded any defects and who is going to action the repair.

● It is essential when items of lifting equipment are ordered that staff check that test certificates or certificates of conformity/CE marks are obtained on delivery. If we do not get these items we should not pay for the goods.

● When ordering equipment, we should make sure that they are appropriate for the need. There may well be implications due to the differing conditions of our youngsters. It is therefore important that they are based on multi‐disciplinary assessments.

Appendix 2

Staff quick guide whilst carrying out Moving and Handling activity when supporting students

Read, understand and comply with the Manual handling policy.

Read, understand, sign and date the handling Plans for students in your class.

Never support a student if you have not read their Manual handling plan.

Only carry out Manual handling activity once you have received the relevant training and been signed off as being competent.

Newly appointed/ temporary/staff will only participate in Manual Handling practices in school alongside an experienced and highly competent member of staff who can guide them. A key trainer will carry out an induction checklist before they can participate in manual handling practices.

REFUSE to carry out any manual handling activity if you do not feel confident or competent to do so safely and request additional supervision/training.

Carry out on the spot risk assessment every time you move a student, and if unexpected circumstances arise during the activity (dynamic risk assessment).

Do not use any equipment for a Manual handling activity if you have not received the relevant training, feel confident or competent.

Be observant of the students changing needs and report them to the key trainers and request reassessment if their need for assistance changes.

Be aware of the student’s abilities and understand that their needs may fluctuate. Know when the student needs assistance and assess each student before you move them.

Be aware of your own limitations. If you are not sure, ask. If you feel unable to safely assist a student by yourself, get help.

Report your own health, fitness or medical problems to your manager, your Key trainer and the Director of Care and Wellbeing and HR.

Report accidents and incidents to a key trainer and complete an incident form

Report any safeguarding concerns to a DSL.

Appendix 3

The Manual Handling Operations Regulations – Regulation 4(1)(b)(i) Schedule 1

Factors to which the employer must have regard and questions he must consider when making an assessment of manual handling operations (for inanimate objects)

Factors	Questions
1. The tasks	Do they involve: Holding or manipulating loads at distance from the trunk? Unsatisfactory bodily movement or posture, especially: Twisting the trunk? Stooping? Reaching upwards? Excessive movement of loads, especially: Excessive lifting or lowering distances? Excessive carrying distances? Excessive pushing or pulling of loads? Risk of sudden movement of loads? Frequent or prolonged physical effort? Insufficient rest or recovery periods? A rate of work imposed by a process?
2. The loads	Are they: heavy? Bulky or unwieldy? Difficult to grasp? Unstable, or with contents likely to shift? Sharp, hot or otherwise potentially damaging?
3. The working environment	Are there: Space constraints preventing good posture? Uneven, slippery or unstable floors? Variations in level of floors or work surfaces? Extremes of temperature or humidity? Conditions causing ventilation problems or gusts of wind? Poor lighting conditions?
4. Individual capability	Does the job: Require unusual strength, height, etc? Create a hazard to those who might reasonably be considered to be pregnant or to have a health problem? Require special information or training for its safe performance?
5. Other factors	Is movement or posture hindered by personal protective equipment or clothing?

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