Health and Safety in the School Grounds

1. outlook • May 2007
groundnotes Schoolgrounds-UK
July 2010
already. However, in most cases, the
ultimate responsibility lies with the local
authority, even where they have delegated
some duties to the school. In addition,
every local authority publishes their own
health and safety policy, which schools
in their area will be expected to follow.
There is therefore no standard policy for
health and safety for all schools in the UK,
although schools as workplaces are subject
to the Health and Safety at Work Act 1974.
You can discuss your plans for physical
change with your local authority health
and safety advisor who will be able to
offer advice on legal and local regulations
and requirements.
If, during your school grounds project,
you work with a landscape architect or
other professional, they will assess risk during
the design process – but the school should
also carry out their own risk assessment of
the new design, and also look again at the
implications to their management practices.
This is an essential stage in the development
process, and need not be overwhelming.
Forms to help will be available from your
local authority.
Risk assessment and risk-benefit
Health and safety in analysis
Schools will be familiar with carrying
out risk assessments of their schools and
the school grounds
these principles should be applied to how
the grounds are designed, how they are
used and the way any changes are made.
Risk assessments should assess both the
Life is full of hazards and risks and it is difficult or impossible for children to hazards and risks – the potential danger
important that children learn what they assess for themselves, and that have no and the likelihood of this happening. A
are and how to deal with them. A hazard obvious benefits.’ While this guidance risk-benefit analysis provides you with an
can be defined as a potential source of specifically refers to play provision (both opportunity to look at features or activities
harm; a risk is the probability, likelihood or outside and in schools) its principles can that might have a raised level of risk but
chance of an adverse outcome. So when easily be transferred to other activities
you think about safety in your school within the school grounds.
grounds you need to combine the two It’s important to note, too, that
– what might happen and what is the well-designed and challenging school
likelihood of it happening? grounds, graduated to cater for
Why are risks and challenge appropriate levels of ability, can in fact
important? offer a safer environment than a boring,
Learning to manage risk and challenge flat, unstimulating site. In a challenging
is vital for a child’s development. A degree environment, with opportunities to try out
of risk can be very positive, and allowing new activities, children will be able to test
children to recognise and take acceptable themselves, learn from their mistakes, and
risks is an essential part of growing up. stretch themselves further to develop their
In Managing Risk in Play Provision; physical and mental skills.
implementation guide from Play England Who is responsible for health and
(see ‘Further resources’) the differences safety in school grounds?
between good risks and hazards is Each school has a member of staff – usually
described as ‘Those that engage and the headteacher or deputy head – with
challenge children, and support their responsibility for managing day-to-day
growth, learning and development’ while health and safety. It’s very likely that the
bad risks and hazards are ‘Those that are school has a health and safety policy
learning through landscapes

2. groundnotes • Common design issues
Here are the most common design issues.
Breaktime rules These are an essential
part of well-managed school grounds.
When new designs or equipment are
being installed, new rules will need to
be agreed.
Access to small games equipment
and play props A suitable shed or
cupboard should be provided within, or
close to, the play area. Store equipment
and materials in trolleys, bags, and baskets
that are an appropriate size and weight
for the age of children managing them.
Pupils should be taught correct carrying
and lifting techniques, and new small play
equipment should be good quality to
cope with regular use, and should be
regularly checked and replaced.
Dens and supervision Children love
hidey holes and will create them out of
that are of benefit in some way to your investigation. If this information is tabulated next to nothing. Visual permeability can
pupils. It enables the provider – in this it will be vital for comparison when the be achieved by careful design and the use
case the school – to give equal weight to changes have been implemented and are of scale. This will ensure the children feel
their duty to protect children from serious being evaluated. ‘enclosed’ but remain visible.
harm and their duty to provide them The pupils’ point of view is essential at
with stimulating play and learning all stages, including on walkabouts. Children Soft landscaping Take care to ensure
opportunities. can point out hazards for themselves, and that maintenance practices do not cause
It is vitally important that, should they often see issues that adults are unaware hazards, such as sharp, protruding stems
an unacceptable hazard and/or risk be of because they don’t use the site in the at eye height. Some plants may not be
identified, this is managed – so that no same way. Observe and record how children suitable for use in school grounds. Be
child is exposed to unnecessary danger. are using the site – they will always find vigilant for poisonous plants. Willow
However, generally speaking, school grounds different ways of using things! Community tunnels and shelters are very popular,
are very safe environments and most hazards safety issues, such as the area around the but be aware that the willow aphid can
can be easily managed while retaining school entrance, may also arise during the attract wasps towards the end of the
their educational and play value. consultation and the local authority can summer term. A soapy spray can be used
A risk-benefit analysis should be based be involved to take action. The following to remove the aphids, or cordon off the
on your school’s policies, including its play checklist is a good starting point to help structure just for this short period. See
policy. Further guidance on how to carry you assess your grounds at survey stage. also ‘Further resources’.
out a risk-benefit analysis is provided in Play
England’s Managing Risk in Play Provision;
implementation guide – which can be
downloaded free from their website
(see ‘Further resources’).
Developing your grounds
– site assessment
Health and safety issues will play an
important part in site surveying. During
a physical improvements project, the site
manager and governors will need to carry
out regular health and safety assessments,
and relevant problems should be plotted
on the site plan. It would be useful for the
school’s health and safety officer to do
a ‘walkabout’ with the local authority
health and safety officer in order to draw
attention to problem areas or issues that
could actually be dealt with by careful
design of the new scheme. Pupils should
also be involved in this walkabout.
Teaching and non-teaching staff should
be questioned about their thoughts on the
issues, and a look at the accident records
may identify patterns that merit further
health and saFetY in the school grounds

3. Management and groundnotes •
maintenance
Plan for long-term maintenance right
from the start of any project. Letting this
slip can lead to lack of interest, lack of
respect and vandalism, with associated
health and safety issues. The site
manager, taking any new features into
account, should draw up a regular
inspection and maintenance schedule.
Some play equipment may also need
technical inspections at regular intervals
– check with your health and safety
officer. Much of the simple maintenance
can be carried out by pupils; plan this
into the curriculum or start a Grounds
Club. Include training in using tools and
equipment, recording and monitoring
techniques and invite maintenance teams
from your grounds contractor to talk to
the group about their work.
Rubbish bins and compost areas Traffic management Cars should be summer. You can, however, reinforce grass
Well-designed, secure bin areas will reduce parked off site wherever possible. Where it to make it more resistant to wear.
the incidence of fox or pigeon problems, is unavoidable they should not be moved
Tanalised timber The use of tanalised
and well-managed compost areas will during the school day, and they should be
(CCA treated) timbers is still widespread
avoid rat infestation. Separating your located in a place that does not interfere
and standard in the industry and the
waste into different containers will help with play. Deliveries should take place
EU is currently assessing the risk. Take
cut contamination and allow children to before or after school hours, or be
current advice on this issue from your
safely take part in waste surveys. See also arranged beforehand so that children are
local authority health and safety officer
‘Further resources’. not using the grounds at the same time.
who may have information about
Pollution Check site history in case of alternatives available locally.
contaminated land. For growing areas
Accessibility Accessibility for all potential
it may be necessary to skim and replace
users is important so a range of features
topsoil. Check also emissions from nearby
to cater for all degrees of ability should be
traffic. Barrier planting may be needed.
designed into any physical improvement
Boundaries Check adjacent public scheme. Ensure all the grounds can be
footpaths for discarded needles, bottles/ accessed by emergency vehicles.
dog mess/litter. Climbing walls Anything above 600mm
– the ‘critical fall height’ – does need an
school ground features impact absorbing surface. However, with
New features in your school grounds will climbing walls, supervision and training in
need to be risk assessed. Here are the key basic techniques are more important and
health and safety issues to consider. For more effective than safety surfaces, which
more detailed information, see ‘Further can actually encourage falling off the wall.
resources’.
Loose logs and tyres When choosing
Play equipment and surfacing tyres take care to avoid any with exposed
Ideally, play equipment should be shared reinforcing mesh which can cause
out into more than one area to avoid scratches. Clean tyres thoroughly before
Surfacing Textured surfaces are a creating a ‘honeypot’ effect. It may be use. Logs can be slippery when wet but,
favourite feature in school grounds, often necessary to agree a rota with the children if well supervised, should not pose
made by artists and pupils (for example, for its use to avoid conflict and subsequent
pebble mosaics, multisensory pathways). risk. While British and European standards
Care must be taken to avoid trip hazards for equipment design and the need for
by ensuring adjacent surfaces are not at impact-absorbing surfaces, sometimes
different levels or angles. Think about called ‘safety surfaces’, are not legal
how the surface will be used, how often requirements, they are a key resource in
and by who. Some surfaces will impede the process of risk management. This will
wheelchair users, others may cause bottle- not eliminate accidents but will reduce
necks. Textured surfacing should highlight the severity of head injuries. Grass can be
areas of the grounds rather than be used considered a safety surface for equipment
in areas of high traffic. Day to day check with a critical fall height under 1.5m but
for trip hazards, icy patches, broken steps, a risk assessment should still be carried
uneven paving, drain covers etc. See out if it is to be used in this way. It can
also ‘Further resources’. get muddy in winter and very hard in
health and saFetY in the school grounds

4. groundnotes • Ponds Ideally ponds should be located All available to members to download
where children are not able to reach them from our website www.ltl.org.uk.
without supervision – fenced off or in a
Working with volunteers courtyard. If children are able to access a • Managing Risk and play; implementation
guide can be downloaded at
pond without supervision, a hinged steel
and pupils mesh cover is advised. The pond should
www.playengland.org.uk.
When volunteers and pupils are
involved, health and safety should be
be designed to be obvious (not blending • For health and safety information
in to the surroundings). Edges should be www.teachernet.gov.uk/manage-
as high a consideration as it would be gently sloping, and well defined, with ment/healthandsafety.
with professional contractors, perhaps suitable surfacing such as a deck, where
even more so. Generally anything you pond dipping can take place. Fencing • Standards www.bsi-global.com BS
wouldn’t do at home as a DIY job should needs to be robust and secure to reduce EN 1176 (on fixed play equipment and
not be done at school by amateurs. If an the risk of unauthorized access and the surfacing) BS EN 1177 (surfacing)
experienced project manager is available gate must be lockable. See also ‘Further
to oversee volunteers, so much the resources’.
• BTCV www.btcv.org.
better – even if you have to pay them • Royal Society for Prevention of
for their time. Organisations like BTCV Accidents (RoSPA) www.rospa.org.uk.
(see ‘Further resources’) can help provide
Contract management
people qualified to manage a volunteer Whenever a contractor works on a school • Health and Safety Executive (HSE)
site there are a number of factors to take www.hse.gov.uk.
workforce for larger schemes. Key
into consideration. Many will be addressed
points to consider include:
by the school’s existing health and safety
• More than Swings and Roundabouts:
planning for outdoor play by the
• taking a skills audit policy but the following in particular Children’s Play Council (£16.50) and
• ensuring volunteers wear appropriate should be agreed and written into the
contract documentation:
Too safe for their own good by Jennie
clothing and footwear Lindon (£12) from the National
• providing suitable equipment and • hours of work and type of tasks Children’s Bureau www.ncb.org.uk.
suitable while children are working.
demonstrating how to use it safely.
Tool safety talks are essential, and
good supervision will reduce the
• measures to secure the site during
and after school hours.
risk of accidents
• materials and equipment storage.
• providing refreshments and taking
regular breaks • longer term maintenance arrangements.
Check that your contractors have a
• planning a realistic timetable of tasks Health and Safety Certificate and current
• if necessary, police checking public liability insurance. Landscape
Architects should have professional
volunteers
indemnity cover (PII). Seating, enclosures
• checking your insurance covers and imaginative features are often designed
volunteers and work done out of in partnership with artists. The contract
school hours. with the artist needs to be very clear,
detailing in addition to the points above:
• health and safety arrangements during
workshop sessions.
• expected outcomes (learning and
products).
• evidence of how their work meets all
the relevant standards that are met by
similar manufacturers.
The CDM (Construction, Design
and Management) regulations govern a
number of important issues on construction
sites. All reputable contractors will follow
the CDM regulations, but they are not
applicable to all situations (for example
an unacceptable risk and can be seen as most small schemes are exempt). Ask your
a learning opportunity. See also ‘Further contractor if the regulations apply. RoSPA
resources’. and www.healthandsafety.co.uk have © This resource was originally
excellent information on contractors in created as part of the Schoolgrounds-UK
Climbing equipment Climbing schools (see ‘Further resources’). membership scheme from the
equipment is sometimes used out of national school grounds charity
school hours, in which case it should be Learning through Landscapes
clearly marked with disclaimer notices.
Further resources operating in Scotland as
Grounds for Learning
Obtain advice on the appropriate wording • Advice sheets Planting (including (registered charity no. in England and Wales
from your health and safety advisor, poisonous plants), Reducing waste, Shade 803270 and in Scotland SCO38890).
and check also that lettings agreements and shelter, Surfaces, Using tyres in your To find out more about
and insurance policies cover any outdoors; Groundnotes Ponds (March membership call 01962 845811
out-of-school use. 2008); Out and about Risky? (July 2007). or visit www.ltl.org.uk
health and saFetY in the school grounds