This Health and Safety Awareness course will enable your business to comply with the legal requirement to carry our health and safety assessments of the risk related to activities.

The main aims of this course are to provide an understanding of principles of Health & Safety, and know how to apply the knowledge gained to reduce the risk of injury to themselves and others.

By the end of the session, delegates will have the following knowledge base:

• Health and Safety legislation
• responsibilities of employer and employee
• accidents, incidents and hazards in the workplace
• how to conduct a risk assessment
• moving and handling
• Health and Safety signs
• control of hazardous substances
• how to report unsafe acts to prevent an accident

Health and safety is a generic course and can be attended by any professional working either in clinical or nonclinical roles.

This course can be delivered as an induction course or for those who require a refresher.

Staff continue to feedback the benefits of clinical supervision support provided, this includes:

• Opportunity to share common concerns
• Opportunity to support others in similar roles
• Opportunity to tap into ideas, expertise and experience of others
• Opportunity to reflect positively and safely
• Providing personal & professional development

The sessions also model a framework for supervision that will support Learning Mentors and pastoral staff to work effectively with their students.



The sessions for current year will be facilitated by an experienced Specialised Clinical Social Worker/Psychologist from the Child and Adolescent Mental Health Service (CAMHS) Early Intervention Team, who is a member of the CAMHS Family Therapy clinic and has a specific responsibility for supporting the work of front line professionals in Children’s Services.

To ensure sessions are beneficial and effective, supervision will take place within small groups, with no more than 8 participants. Places must be confirmed.

Pupils:

• Will be safeguarded and supported by confident staff whose practice is safe and reflective

Practitioners:

• Will feel supported and have a safe space to discuss concerns, development needs and strategies

Settings:

• Will have staff who are equipped to carry out their roles in a safe and professional manner

Learning Mentors and other pastoral staff

This session will provide:

• Practical strategies for supporting pupils with an ASD in unstructured times at school

• Supporting the development of social interaction skills in the playground setting

Pupils will:

• be supported by staff with appropriate strategies and support to assist their inclusion, interaction and access to all areas of the curriculum

Practitioners will:

• have an understanding of autism and how it affects children and their families
• be equipped with a range of strategies to support children with autism in the playground and dinner hall
• be aware of the particular challenges (including sensory based issues) of the environment in the dinner hall and playground

Settings will:

• be able to set up consistent ASD friendly approaches to the management of students in unstructured times
• have staff who have a greater understanding of best practice in relation to children with autism as well as the sensory difficulties they experience which can affect their ability to be included in the playground and dinner hall

Mealtime Supervisors

This session provides an introduction to the thinking and learning styles of pupils with an ASD. Additionally it will provide all staff with an overview of practical strategies to support pupils with an ASD.

Pupils will:

• be provided with appropriate strategies and support to assist their inclusion, interaction and access to all areas of the curriculum

Practitioners will:

• have an understanding of autism and how it affects pupils and their families
• be equipped with a range of strategies to support pupils with autism in mainstream primary schools

Settings will:

• be able to set up ASD friendly approaches across the whole school and establish consistent approaches to the management of pupils in their schools, as a consequence of a shared knowledge and understanding amongst all staff
• have staff who have a greater understanding of best practice in relation to pupils with autism, as well as the sensory difficulties they experience which can affect their ability to be included

Whole school teams