Effective Health and Safety for

Children with SEND and ASN

Background
Welcome to this course on ‘Effective Health and Safety for Children with SEND and ASN’.

It will benefit anyone working with children who have special educational needs and disabilities (SEND) and
additional support needs (ASN), as well as those with pastoral or health and safety responsibility.

The course will help you to understand your legal obligations regarding the health and safety of those with SEND and
ASN. It references the law and government guidance but does not provide legal advice.

The legislation and guidance can vary between the different nations of the UK. However, the principles are broadly
the same.

For further information and specific detail on the law, including nation-specific information, please refer to the links
which can be found in the ‘Resources’ section when you exit the course, and/or seek legal advice.

This course will cover the following topics.

• Legislation
• Managing risk
• Reasonable adjustments
• Moving and handling
• Wheelchair access
• Trips, slips and falls
• Transport
• Medication
• Emergency procedures

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Introduction
Do you agree with this statement?

It is important to find out more about each individual child or young person with special educational needs
and disabilities (SEND) or additional support needs (ASN) to safely accommodate them.

No. Effective health and safety will cover all children, so it is unnecessary to find out about individual
children’s needs for this purpose.

Yes. Effective health and safety will depend on each child’s needs, so it is necessary to find out more for this
purpose.

The statement is correct.

It is important to discover the requirements of each individual child with SEND or ASN you work with to
accommodate their needs.

Where schools are concerned, the Health and Safety Executive recommend “Wherever possible, identify the
needs of the individual student before they attend the educational establishment”*. Children themselves,
and their parents and carers, are best placed to describe the abilities and needs of each individual.

* Communication: Involving students and carers – HSE

All children and young people have a right to education, regardless of any special educational needs or disability.
Think about the children you work with and how they might be affected by their additional needs.

This course gives examples of health and safety considerations, but it is not an exhaustive list. You will need to work
with your own organisation to ensure effective health and safety for all.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Legislation and guidance
Do you agree with this statement?

Ideally those with SEND and ASN should not be exposed to any health and safety risks.

No. Organisations should aim to ensure that any risk is proportionate.

Yes. Organisations should always aim to eliminate all risk.

The statement is not correct,

It is not practical or beneficial for those with SEND or ASN to not be exposed to any health and safety risks.

The HSE recommends that ensuring the health and safety of those with SEND and ASN is balanced with
ensuring the rights of each individual. This does not mean eliminating all risks but reducing them as far as is
reasonably practicable.*

* Legal requirements – HSE

The key pieces of legislation and guidance that cover the health and safety of children with SEND and ASN are:

• The Health and Safety at Work Act 1974 covers the responsibility of employers with regards to the health
and safety of children and young people with SEND and ASN. All employers have a duty to ensure the health
and safety of their employees and non-employees. For schools this also means all pupils.

• The Manual Handling Regulations 1992 cover the responsibility of employers to minimise the risks involved
when lifting or moving those with SEND and ASN. They advise a three-step approach to moving and
handling.
1. Avoid moving and handling if possible
2. Complete a risk assessment where moving and handling is necessary
3. Reduce the risk of injury where practicable

• The Equality Act 2010 protects those with SEND and ASN from discrimination due to disability. It gives legal
protection to people in the workplace and in wider society. This means that organisations are prohibited
from discriminating, harassing or victimising people. They cannot use health and safety as a reason to
discriminate.

• The Children and Families Act 2014 helps children with SEND and ASN by giving them and their families
rights, support, assessment and information. It supports families and children with special educational needs
and disabilities. The Act ensures that children with medical problems are helped, and gives families more say
in their child’s education.

• The SEND Code of Practice explains the provision that organisations must make for children with SEND and
ASN. It ensures that organisations play their part in identifying and supporting children with SEND and ASN,
and make reasonable adjustments so they are not put at a substantial disadvantage.
Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Managing risk
Do you agree with this statement?

Children and young people with SEND and ASN always present an added health and safety risk which staff
should be aware of.

No. Special educational needs and disabilities or additional support needs do not automatically increase
health and safety risks.

Yes. It is good practice to assume a health and safety risk until you know otherwise.

The statement is not correct.

Individuals with SEND and ASN do not always present an added health and safety risk.

The HSE says of schools that “Most pupils with SEND will not need any additional health and safety
consideration.”* The overriding principle for health and safety should be enabling access for those with
SEND and ASN and meeting their needs.

* Supporting pupils with disabilities, special educational needs, and additional support needs – HSE

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
The first step towards effective health and safety is to undertake a 5-step risk assessment.

1. Identify the hazards

2. Establish who might be harmed and how
3. Find out what is already in place and what further action is needed
4. Record your findings and implement them
5. Review the risk assessment regularly and when anything changes

Look at these three classrooms and undertake a risk assessment on each.

Think particularly about children with SEND and ASN.

Classroom A Classroom B Classroom C

Step 1. Identify the hazards.

Classroom A
Medicine stored on a shelf.

Classroom B
Narrow space between the desks.

Classroom C
Many children trying to leave a room at the same time.

Step 2. Establish who might be harmed by these hazards and how.

Classroom A
Should the medicine be stored securely and centrally? Should it be easily accessible to the child that needs it?

Classroom B
Could a wheelchair user move around the classroom safely?

Classroom C
What effect could the noise and activity have on a child with autism?

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Step 3. What is already in place and what action could be taken to reduce the risk?
Classroom A
In place or action to be taken
Review the child’s Individual Healthcare Plan which will include details of how their supplies will be stored. Make
sure they are stored in a central place that is easily accessed by staff if needed in an emergency.

Classroom B
In place or action to be taken
Change the layout of the desks to ensure that a wheelchair user can move around the room safely.

Classroom C
In place or action to be taken
Allow a child with autism to leave the room ahead of others.

Step 4. Record your findings.

Keep the process of recording risk assessments simple and clear.

Step 5. Review regularly.

Review risk assessments regularly, and when things change.

For example;
• If a new child with SEND or ASN joins the organisation.
• If a child’s needs change; for example, if they become more or less mobile.
• If the room layout changes or the equipment in it.

Resource An outline of this risk assessment process can be found in the Resources section of this course.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Reasonable adjustments
Do you agree with this statement?

Making education accessible to all is as important as health and safety considerations.

No. Ensuring everyone’s health and safety should always take priority. It is a legal requirement.

Yes. Making education accessible should always take priority. It is a legal requirement.

The statement is correct.

Making education accessible to all pupils should be the aim when considering health and safety. The HSE
says that “the health and safety of …any students with disabilities and/or students with SEND… has to be
balanced with the Equality Act link in a way that ensures the rights of each group are maintained.”*

* Legal Requirements – HSE

All organisations have a duty to make ‘reasonable adjustments’ to make sure that those with additional needs are
not discriminated against.

There are three different types of ‘reasonable adjustments’ that organisations can make for those with SEND and
ASN. Many of them are low or no cost and easy to implement.

Look at these examples of reasonable adjustments and decide what type they are:

Changing the physical environment

Moving furniture to provide safe and easy wheelchair access.
Installing ‘easy open’ doors.
Reducing noise by keeping doors closed.

Providing extra aids or services

Supplying pen grips.
Offering assistance from staff (for example, when changing for sport or exercise).
Specifying adapted sport or exercise equipment.

Changing the way that things are done

Timetabling lessons or activities to accessible rooms and locations.
Meeting with children and their parents or carers to discuss requirements.
Accommodating medical treatment by providing facilities and time (for example, for a child or young person to
change a stoma bag with dignity).
Relaxing clothing rules. For example, if a child using a wheelchair finds wearing a blazer too restrictive.

By taking a sensible approach, effective health and safety can be balanced with enabling access for all.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Moving and handling
Do you agree with this statement?

An organisation should have fixed ‘blanket’ policies relating to health and safety risks for those with SEND
and ASN.

No. Health and safety risks should be assessed on a case-by-case basis. Everyone’s needs are different.

Yes. Fixed ‘blanket’ policies support everyone’s health and safety and ensure consistency.

The statement is not correct.

The HSE says that schools “should not introduce ‘blanket’ policies…as they can totally ignore the needs and
rights of students”*. Additional health and safety considerations should always meet the needs of
individuals.

* What do educational employers need to do? – HSE

Health and safety requirements for safe moving and handling protect children, young people and adults.

When assessing risk and implementing plans, there are three main areas to consider:

The environment
Think about the space, the layout and the lighting of the area where you are working. For example, is there enough
space to lift someone from a wheelchair and transfer them safely to a seat?

The child
Think about how well the child communicates, their weight and size and their behaviour, as well as their needs and
disabilities. For example, are they able to shift their body weight to help with the manoeuvre?

You
Think about your own physical capabilities and competence. Who might be available to help you and what training
do you need? For example, are you strong enough to lift the weight, or will it take two people? Is there a possibility
that when moving the child, you could slip resulting in injury to yourself or them?

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Other considerations

Wheelchair access

Effective health and safety reduces potential harm to the wheelchair user and others.

There are three main considerations for the risk assessment:

The environment
For example, steps, other changes in level, doorways, corridors.

The use of harnesses and belts

Providing support, stability and safety.

Moving and handling requirements

For example, toileting, changing, transferring to/from vehicles.

Also consider whether a wheelchair will need to be stored and/or charged.

Transport

Children and young people with SEND and ASN also have a right to access transport. For schools, this includes school
trips as well as transport to and from school. The same legal requirement for reasonable adjustments applies, and so
the same considerations need to be taken into account. All organisations should carry out a risk assessment for any
transport required for those with SEND and ASN.

Note for schools

If you would like to learn more about this subject, there is a separate EduCare course entitled ’Risk Assessment for
School Trips’.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Medication in schools

Do you agree with this statement about children in schools?

Children should have some responsibility for their own medicines and medical procedures in school.

No. Medicines and medical procedures are solely the school’s responsibility. This will ensure consistency of
care and reduce any health and safety risks.

Yes. The individual pupils know more about their own medicines and medical procedures and so should be
responsible for them.

The statement is correct.

The statutory guidance from the Department for Education says that “After discussion with parents, children
who are competent should be encouraged to take responsibility for managing their own medicines and
procedures.”

Pupils with medical conditions are entitled to access activities such as PE and school trips. Individual healthcare plans
(IHPs) are a way to document the medical needs of each individual child. IHPs do not have to be written for every
child, only those that have more complex needs. This decision should be made by the headteacher. They can be
as simple or detailed as necessary. Anyone involved with the pupil’s health can contribute (for example, the child
and their family, school staff and health care professionals). The IHP should be shared with anyone who will support
the child.

From a health and safety perspective, consider:

• How will medication be stored?
• Can the medication routine be timed to avoid the need to administer in school?
• Where can the pupil self-administer medicine if a private space is preferred; for example, to test for blood
sugar and self-administer insulin?
• Who is responsible for medication in school and what training do they need?
• Who will provide cover for the responsible person in case of absence, illness etc?
• What communication is needed between the pupil, their parents/carers, the school and any healthcare
professionals involved, such as the school nursing service?
• What is needed (if anything) for any activities outside the normal timetable?

Note for schools

If you would like to learn more about this subject, there is a separate EduCare course entitled ’Administration of
Medication in Schools’.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
Trips, slips and falls

Do you agree with this statement?

A child who has a plaster cast due to a broken leg is entitled to ‘reasonable adjustments’.

Yes. The child is entitled to ‘reasonable adjustments’, even though the disability is temporary.

No. The child isn’t entitled to ‘reasonable adjustments’ because the disability is temporary.

The statement is correct.

The child is entitled to ‘reasonable adjustments’. They might be more susceptible to trips, slips and falls.
Temporary measures could include using a different entrance to avoid crowds or having extra support during
activities.

There are many factors that contribute to trips, slips and falls.

Think about your own organisation and consider the implications of the following:
• Large numbers of people moving around at the same time.
• People rushing and not paying attention.
• Spillages in corridors or rooms.
• Freshly mopped floors which are still wet.
• People carrying heavy or large items which hinder their mobility and vision.
• Areas with poor lighting or sharp contrast between light and shade.
• Obstacles such as bags and cables.
• Natural hazards such as wet leaves, ice and snow.
• Those with reduced mobility, for example using crutches.

Slips, trips and falls are very common so all settings should already be taking action to minimise these risks.

Emergency procedures
Do you agree with this statement?

All children with SEND and ASN should have a Personal Emergency Evacuation Plan (PEEP).

Yes. All children and young people with SEND and ASN need a PEEP to make sure that they are safe in an
emergency.

No. Not all children with SEND and ASN need a PEEP, as they may be able to follow the usual evacuation
procedure.

The statement is not correct.

Settings should complete a PEEP only for those who need assistance of any kind in the event of a fire or
other emergency. It depends on the ability and needs of each individual.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.
All settings must have procedures for full evacuation of the building in case of fire or another emergency.

A personal emergency evacuation plan (PEEP) should be completed for anyone who requires assistance of any kind
in an emergency. It records their exact needs and abilities; for example, who will help them, how they will leave the
building and any additional equipment that will be required, such as an evacuation chair if lifts are out of use.
Complete a temporary PEEP where necessary for anyone with a temporary disability (eg a broken leg).

It is important to involve children with SEND and ASN (and/or parents/carers) when you write their PEEP. They know
the most about their own abilities and needs. Start by stating the situation and asking a question.

For example:

• Ivor has autism which means that he can become overwhelmed by his surroundings and become panicky.

There will be crowds of people trying to leave the building at the same time. How do we ensure that you are
able to leave safely too?

• Karl has just been diagnosed with Type I diabetes which means that he needs to test his blood sugars
throughout the day.

It may be some time before we are allowed back inside the building in an emergency. How do we ensure that
you have access to what you need?

• Betsy has a disability which means that she uses a wheelchair to get to and from the setting and to move
around during the day.

You will not be able to use the lift in an emergency. How do we ensure that you can safely leave the building?

Summary
This concludes your course on effective health and safety for children with SEND and ASN and we trust you have
found it useful.

You have learned about the relevant legislation and statutory guidance, managing risk and reasonable adjustments,
and other issues such as transport, medication and emergency procedures.

In summary, good practice means:

• Involving children and young people with SEND and ASN and their parents and carers in discussions and
planning.
• Avoiding blanket policies which can be overly restrictive.
• Aiming to enable rather than prohibit.

You are now ready to complete the questionnaire. Click Questionnaire to undertake the questions.

Whilst Tes Global Ltd have made every effort to ensure that the courses and their content have been devised and written by leading experts who have ensured that they reflect best practice in all
aspects, Tes Global Ltd exclude their liability of the consequences of any errors, omission or incorrect statements to the fullest extent permitted by law and Tes Global Ltd make no warranty or
representation as to the accuracy, completeness or fitness for purpose of any statements or other content in the course.

No part of this material may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system
without permission in writing by Tes Global Ltd.