Safety in Physical Education

Safe practice should be an integral feature of all physical education lessons in all key stages. The Education Department provides advice and guidance on a number of areas of physical education. This document is out to supplement the advice and guidance to be found in the safety documents listed in Appendix 1. In these cases it is important for schools to follow the Education Departments own guidelines and procedures. For other activities reference should be made to the publication Safe Practice in Physical Education. The following should also be read in conjunction with HS 1 Code of Practice Primary and HS 4 Code of Practice Secondary. The publication Safe Practice in Physical Education, published by The British Association of Advisers and Lecturers in Physical Education (BAALPE) covers a wide range of safety matters in physical education. This document is organised under the same headings as the BAALPE publication for ease of reference. These are as follows: Athletics Games Insurance Physical education and the law Qualifications and supervision The curriculum and extra-curricular activities Risk assessment Gymnastics and trampolining Environment and equipment Outdoor and adventurous activities Management and administration Clothing, personal effects and protection Swimming, diving and life saving Pupils with special educational needs Accidents, first aid and HIV/AIDs.

All schools will eventually receive a free copy of Safe Practice in Physical Education as part of the BAALPE Risk Management Course. Additional copies may be obtained from: Dudley LEA (BAALPE) Saltwells EDC Bowling Green Road Netherton Dudley West Midlands DY2 9LY Tel: (01384) 813707 Fax: (01384) 813801 This supplementary guidance will be reviewed every two years. Any interim guidance will be sent directly to schools and will be published on the Esinet Website.

Physical Education and the Law

Common law and statute law impose general duties on individuals and bodies. Any breach of these duties which causes injury or loss may give rise to a claim for damages (compensation), or sometimes even to criminal penalties. Although accidents will occur because they cannot always be foreseen, teachers have a legal duty to work within a system which demonstrates a realistic use of methods which successfully anticipate and eliminate foreseeable risks. The law now expects that all physical education teachers will work within a modus operandi which identifies all the foreseeable safety problems associated with the activities undertaken. The school must declare its own policies and practices which will eliminate foreseeable risks. The head teacher must ensure that such a system is operable, even by recently appointed staff. At least one teacher should be identified whose responsibility it is to see that safe practice is realistic and working day to day. In primary schools this will normally be the head teacher and in secondary schools the head of physical education. Part of this preventative system will include the educating of all the pupils. They must receive, appropriate to their needs, age and intelligence, clear guidance and experience in what they must do to develop their own safe practice and knowledge. Young people should not be caught out by their own ignorance. The law will reasonably expect that an individual schools code of safe practice in physical education will reflect its own particular needs according to its programmes and premises in addition to factors which it may have in common with other similar establishments. Teachers and others with (the) legal responsibility (of acting in loco parentis) must exercise the same duty of care as would a reasonable parent. In the case of pupils on outdoor and adventurous activities, or at recreational and sports centres, this

legal responsibility falls to the accompanying teachers and cannot be delegated to instructors and coaches. Schools should ensure that any instructors teaching children in such activities are appropriately qualified and competent to do so. In case of illness or injury it is the teacher who will decide what action is to be taken. Teachers must always be present whenever a coach, instructor or sports development officer is working with their children in school. Overall responsibility cannot be delegated to swimming instructors during school swimming lessons. Under The Health and Safety at Work Act 1974 employers, which in the context of education includes local authorities, governing bodies, managers of other premises including outdoor centres and the self employed, are legally required to do all that is reasonably practicable to ensure the health and safety of employees (teachers, instructors, coaches and all other staff) and non-employees (which includes pupils and others who enter the premises, such as parents) who are affected by their undertaking. In order to meet these requirements an annual cycle on in-service training events will be arranged for teachers which will cover: Safety in physical education Risk assessment Teaching swimming Teaching gymnastics Teaching trampolining Teaching outdoor and adventurous activities First aid Teaching children with special needs and physical education Apparatus work for primary NQTs.

Occasional in-service training events will be arranged to cover: Weight training Archery

It is the responsibility of schools to assess teachers training needs and to ensure that staff are competent and qualified to teach the activities they are engaged in.

Qualifications and Supervision

A qualification may be defined as having the skills, knowledge, understanding and competence necessary to effectively and safely plan, deliver and evaluate a programme of activities to a class or group of young people in methods approved through regular and accepted good practice. Qualified individuals should be experienced, training, assessed and accredited to a level at which those with responsibility may reasonably express confidence of successful outcomes in the planning and delivery of the activities being undertaken.

some aspects of physical education have a high level of risk and required awareness and a higher duty of care is now expected of physical education teachers The standard of care required of a teacher has been as that of a reasonably prudent parent, judged not in the context of the home but that of a school. The teacher (or the coach or parent) should be appropriately qualified to teach or instruct the activity involved and provide appropriate supervision. Teachers with a specialist physical education qualification are regarded as being suitably qualified to teach the majority of activities in schools. Exceptions are indicated elsewhere in this circular. Further guidance on Norfolks policy in respect of teach qualifications is included under each activity heading elsewhere in this document. In secondary schools, teachers of other subjects who have no specialist training in physical education are often time-tabled to teach in the physical education department. This may severely restrict the entitlement of pupils to an appropriately broad and balanced physical education curriculum. This arrangement should be exceptional and be implemented with the greatest care. Under no circumstances should these teaching staff take full responsibility for any aspect of physical activity where there are elements of hazard and attendant risk. This will include swimming, gymnastics, athletics throwing events, contact sports and aspects of outdoor and adventurous activities.

The Curriculum and Extra-Curricular Activities

Planning at department and teacher level should include specific details of when and how safety issues are to be taught.

Risk Assessment in Physical Education

Teachers in Norfolk schools should utilise the Risk Assessment format from the BAALPE Risk Management Course. Risk Management should inform practice and consider people, context and organisation.

Environment and Equipment

Safety checks on all fixed and portable gymnastics equipment should be carried out annually by external engineers approved through ESPO Contract. Schools should ensure that all relevant equipment is included in the inspection contract. For further details contact the Education Safety Section at County Hall (01603 222222). See also Guidance and Procedures Outdoor Play Equipment. The following items of equipment are not appropriate for use in primary schools:

Trampolines Mini trampolines Beating boards/spring boards crash mats shot* discus* javelins*. Soft indoor equivalents are acceptable.

Advice on playground climbing equipment and safety surfacing can be obtained from Martin Radmore, PE Adviser (01603 433276).

Management and Administration

Primary schools and PE departments should have a written safety policy for physical education.

Clothing, Personal Effects and Protection

Schools are advised to have a written policy on clothing for physical education, ensuring both pupils and their parents are informed on acceptable wear and to promote consistency across all classes in a school. A written policy will help in avoiding problems and in resolving those that may occur.

Pupils with Physical Education-related Special Educational Needs

For advice on teaching children with specific special educational needs in mainstream physical education lessons contact the Physical Education Adviser (01603 433276). In-service training opportunities will be arranged annually through the INSET Opps. Programme.

Accidents, First Aid and HIV/AIDs

The school should have clearly understood procedures in case of injury. This should include procedures for accidents etc occurring away from the school buildings. All accidents resulting in injury to pupils, teachers or others should be reported as soon as possible using the appropriate accident report form. Failure to do may create difficulties subsequently, especially where a claim for negligence may arise. Schools are recommended to keep a record of near misses and include these as part of their risk assessment review.

Insurance
For advice on insurance cover teachers should contact either their professional association or the insurance section at County Hall (01603 222222). General advice may be sought from the Physical Education Adviser at the Professional Development Centre (01603 433276). For detailed advice on most physical education activities please refer to Safe Practice in Physical Education (BAALPE). The guidance which follows supplements advice for these specific activities only. For further advice contact the Physical Education Adviser Martin Radmore (01603 433276).

Athletics
The following athletic activities are inappropriate in primary schools, except where soft indoor equipment is used: Javelin Discus Shot put.

In high jumping, the Fosbury Flop technique must not be taught or practised unless the specialist absorbent safety matting is provided and the supervising teacher is appropriately qualified or experienced.

Contact Games
Contact games are invasion games where participants may, accidentally, or within the rules of the game, make physical contact. These include rugby, football, hockey, netball and basketball. Teachers should take care to ensure that, where pupils are involved in direct competition with the curriculum, they are matched as closely as possible in relation t size and skill.

Staff v Pupils
Teachers and other adults must not compete against pupils in contact games or striking/fielding games where a hard ball is used.

Combat Games

Combat activities (boxing, judo, fencing, martial arts, self-defence and wrestling) are not appropriate activities within the physical education curriculum. With the exception of boxing, they may, however, be included within an extra-curricular programme of activities. In these cases pupils must be under the direct supervision of and be instructed by a person holding an appropriate instructor/coach certificate issued by the respective governing body. Parental permission should always be obtained before pupils participate in any combat-type activities.

Archery
Archery should only be taught by a competent and qualified instructor.

Gymnastics
There are two broad approaches to teaching gymnastics; direct and indirect or educational gymnastics. Direct teaching involves the formal development of recognised gymnastics skills where the provision of support in the initial stages is often essential. The second approach consists largely of informal activities in which tasks are set to which varied individual responses are made and for which support is not generally applicable. This is the approach most usually adopted by teachers, particularly in primary schools. Teachers who do not hold a specialist teaching or coaching qualification should not directly teach gymnastics skills either in the curriculum or in extra-curricular activities (e.g. gym club).

Trampolining
Trampolining is not an appropriate activity for primary schools. It may, however, provide some benefit as a simple rebound activity for children in special schools. Trampolining should only be taught by persons who hold the British Trampoline Federation (BTF) Grade 1 coach award. Mini-trampolines/trampettes should only be used where the activity is directly supervised by a specialist teacher of physical education or qualified gymnastics coach.

Outdoor and Adventurous Activities

The Education Department provides substantial up-to-date and appropriate advice, guidance and monitoring of outdoor activities through the Outdoor Education

Adviser. For detailed information on this specialist are of physical education it is important to refer to the Education Departments own written guidelines. For further advice on all aspects of outdoor and adventurous activities contact Martin Radmore PE Adviser or David Holden Outdoor Education Manager, Filby Centre, Filby.

Swimming and Diving

See LEA Swimming guidance reference HS 7 Code of Practice Health & Safety in Swimming Pools Part One.

Appendix 1: List of Safety Documents

Safe Practice in Physical Education (BAALPE 1996). Available from Dudley LEA (BAALPE), Saltwells EDC, Bowling Green Road, Netherton, Dudley, West Midlands, DY2 9LY. (Tel No 01384 813707/Fax No 01384 813801). It is strongly recommended that all schools obtain a copy of this publication. Safety in Outdoor Education (DFE 1989). Guidelines for schools in the use of Adults Other Than Teachers in PE and school sport programmes (BAALPE, 1997). Norfolk County Council Specific Guidance. HS 1 Code of Practice Health & Safety in Primary Schools Curricular Activities. HS 4 Code of Practice Health & Safety in Secondary Physical Education. HS 7 Safety in Swimming Pools Use and Maintenance Part One. Educational Visits and Journeys Policy, Procedure and Guidance. HAF 1 Approval form for Hazardous/Adventurous Visits. UKRYAF 1 UK Residential Visit Approval Form. NVAF 1 Notification of Visit Abroad Form LEA Approval. CF 1 (Appendix H) Contract from for providers.

Appendix 2: Guidelines for Clothing and Footwear

Rationale
To promote good and safe practice in the attire worn by young people for physical education.

Aims
To provide consistency in the clothing requirements for all young people in physical education. To base these requirements on sound principles of education, health and safety. To maintain scope for flexibility and compromise in meeting variable circumstances and maximising active participation. To assist schools in the development of their policies for physical education attire.

General
Young people should always change entirely into appropriate clothing for physical education, with the exception of very young children who may wear vests and pants. The same attire should be suitable for the activity. The same requirements should be expected of all young people. Routines for changing should be established and maintained for all year groups. Separate outfits will be needed for indoor and outdoor activities. Individual exceptions may be made on medical grounds on receipt by the school of written parental advice. Parents should be kept fully informed of the requirements from the time when their child first enters school.

Gymnastics and Dance

Work in bare feet is strongly recommended, provided the floor is clean and splinter free, since this will: Maximise the exercise value and promote the development of strong, healthy feet. Enable tactile sensation with the soles of the feet on working surfaces and thereby increase safety. Promote work of quality through extension of the ankles and toes.

Thin-soled gymnastics or dance slippers may be worn where floors are not suitable for activities in bare-feet. A leotard or vest/t-shirt and shorts should be worn. Children in Key Stage 1 may wear vest and pants if appropriate. Additional clothing and adornments (jewellery etc) should not be worn. Verrucae, athletes foot and other infections should be treated in accordance with medical advice, but should not normally prevent active participation.

Games, Athletics and Outdoor/Adventurous Activities

Training shoes and socks should generally be suitable as footwear. Games shirts and shorts should be appropriate clothing. Tracksuits may additionally be worn when warranted by lower outdoor temperatures or inclement weather and for preparatory warming up subject to school policy. Specialised activities may have particular clothing and/or protective requirements (e.g. helmets for rock climbing). Items should conform to recognised safety standards. Pupils wearing studded boots should not participate in contact games against pupils who are not wearing boots.

Swimming
Swimming costumes suited to the practical nature of swimming instruction should be worn. The use of goggles or earplugs should be restricted to pupils with medical requirements for this protection.

Pupils with Ethnic or Special Education Needs

Every effort should be made to accommodate the individual requirements of pupils based on ethnic criteria or special educational needs, to enable their active participation in physical education. Discussion with parents should be encouraged and may be imperative in some cases. Compromise may be necessary.

Jewellery
All jewellery should be removed for all physical education activities. If this rule conflicts with cultural or religious practice a compromise should be possible. In such cases, if it is not possible to cover jewellery in manner which makes it safe, or the child is unwilling to remove it, the individual concerned may not take part in the lesson.

In case of difficulty schools should seek further advice from the Physical Education Adviser.

Appendix 3: Guidelines for Adults Other Than Teachers Working in Sport With Schools
Rationale
To ensure good and safe practice in physical education. To protect children.

Aims
To provide opportunities to take part in sporting activities of the highest quality. To ensure that the opportunities offered to children are appropriate to their needs. To create effective working partnerships. To ensure that opportunities offered to children answer the requirements of the National Curriculum, in curriculum time.

Conditions to be Met
Minimum of NVQ level 2 or equivalent national governing body award. Schools should ensure that appropriate public liability insurance is in place. Head teachers must ensure that all coaches have police clearance as required by the Children Act 1989.

Planning
Meetings with the head teacher, head of department or curriculum leader and class teacher to discuss the extent of involvement; roles and responsibilities; and the aims and objectives of the partnership. Follow-up meeting with appropriate personnel to plan lessons. These must meet National Curriculum requirements for the key stage, in curriculum time, and opportunities for planning, performing and evaluating must be provided. Adults other than teachers should only work in the curriculum to achieve specific learning objectives. Session plans should be recorded formally to provide each party with a clear note of their intentions and provide evidence of progression to inform future planning and continuity.

Conduct of Sessions
The class teacher must be present at all times and is responsible for the safety of the children throughout the lesson. In law, the school has a duty of care, which operates for any activity in which the pupils are involved. The teacher must ensure that the facilities and equipment used are safe and in good repair. Sessions in primary schools should last for no more than 30 working minutes (that is, not including changing time) and 60 minutes in secondary schools. Ideally there should be one session per week for several weeks. Coaches must ensure that the work planned allows for meeting the needs of children of varying abilities within each class. Teachers are responsible for assessment of pupil progress. The coach may assist in discussion with the teacher. Teacher and coach should evaluate together to inform future planning. The teacher should evaluate the success of the programme with the provider.

Follow-Up Support
In order to ensure continuity the provider should offer follow-up support to the school. This should include advice on long, medium and short-term planning and delivery.

Further Developments
Teachers and coaches should work together to provide, wherever possible, information on after-school clubs, local community clubs and the nearest available sports clubs with junior sections. All schools should be in possession of the following publication: Guidelines for Local Education Authorities, Schools and Colleges in the use of ADULTS OTHER THAN TEACHERS in Physical Education and School Sport Programmes. (Pub: BAALPE 1997)

Appendix 4: BAALPE Statement on Refereeing of Contact Sports

Statement from the British Association of Advisers and Lecturers in Physical Education (BAALPE). A very recent Court judgement saw a young man, Ben Smolden, awarded substantial damages following his successful claim against the local county society referee for serious injuries sustained in an Under 19 club rugby match. It has resulted in a number of queries from teachers, lecturers, others in education and the media on the implications for rugby and other contact games in schools and colleges. The case has established precedent in law in the United Kingdom as the first occasion on which a player has been successful in bringing an action against a referee. As such, it is understandable that those involved with young people in the refereeing of contact games will wish to be clear on their positions. There are two principal aspects, both of which are well established as accepted good practice. First, teachers and lecturers in taking on the role of referee must exercise a duty of care for those in their charge. They should know and implement the rules in a way which will ensure the safety and well being of all the players as far as in reasonably practicable, bearing in mind that there are known risks associated with the playing of any contact game. In-service training courses provide a means by which teachers and lecturers may keep themselves appraised and qualified in the spheres of activity in which they take responsibility. Second, teachers and lecturers need to be appropriately covered by insurance for any negligent act during their employment which they might be accused. This will normally be the responsibility of their employers, either the local authority, the school or the college. Teachers and lecturers should be aware of the nature and level of insurance cover and who provided it. If necessary, advice should be sought from their professional associates.

(August 1996) Schools should review arrangements for the refereeing of contact games where the referee may be a non-specialist, parent or other volunteer.

Appendix 5: Safety Policy for Physical Education

Contents should include details of: Risk assessment for each teaching area. Procedures in case of accident/injury (on-site and off-site). Pupils who have a medical condition which may restrict their participation in physical activity. The management of specific illnesses/disability relating to these pupils (e.g. epilepsy, diabetes, Downs Syndrome). Safe and secure storage of equipment and apparatus. Movement of equipment and apparatus. Schools/departments response to parental notes. Supervision of children during physical education lessons and whilst changing. Dress standard. The use of mats. The use of jewellery (see appendix 2). The use of protective equipment in contact sports. Append all Education Committee or school safety documents (e.g. Safety in Swimming Pools HS 7).

Appendix 6: The use of Mats in Physical Education (Gymnastics)

In addition to the guidance given in Safe Practice in Physical Education (2000) paragraphs 5.11.1 to 5.11.5 (m) teachers should ensure that: Pupils are regularly reminded that mats will not prevent injury in the case of a fall or uncontrolled dismount from apparatus. Gymnastics mats are not safety mats. Mats are not placed under apparatus or at the base of climbing frames EXCEPT where they are to be used for balancing, rolling or landings as part of a controlled sequence on the apparatus. A mat or mats should be provided where it is anticipated that landings will occur and need to be cushioned, not where it is expected that a child will fall. (Safe Practice in Physical Education, page 112). When considering the purchase of new gymnastic mats schools should ensure that the product complies with the minimum British Fire Retardency Safety Standard (BS 1892:2.10:1990).

It is recommended that schools contact manufacturers and request a sample of their mat(s). These can then be used to assess risk of slipping on the particular floor surface of the gymnastics activity area (hall, gym, sports hall, etc).

Appendix 7: Guidelines for Risk Assessment in Physical Education

Risk assessment in physical education is the process of identifying the potential hazards in activities and the means to reduce or control them. In undertaking a risk assessment, schools will: IDENTIFY potential hazards in each teaching area IDENTIFY ways of responding and subsequently REDUCE or REMOVE the risk by: Changing or adapting current practice Introducing new rules for safe practice Raising awareness Stopping an activity Improving competence of teachers in an activity.

In the use of gymnastics apparatus, for example, there are five aspects where potential hazards may be seen. These are in the: Removal of apparatus from its place of storage to the place where it is to be used Setting up of the apparatus for use Use of the apparatus by children Dismantling the apparatus after use Return of apparatus to place of storage.

The hazards are associated with: The way apparatus is stored and its accessibility The way pupils are organised or trained to approach and remove individual apparatus from its point of storage The order in which that is done The way pupils have been trained to lift, carry and lower each piece of apparatus.

School policy relating the placing of apparatus (largest, heaviest items should be moved the least distance from point of storage): The way pupils have been trained to assemble either individual pieces or combinations of apparatus Any rules relating to what pupils should do once the apparatus is in place

The procedures for checking that apparatus is safely assembled before it is used.

Rules on the use of various pieces of apparatus, (for example, has the school an agreed policy which determines the maximum number of pupils that can safely use the A frame at any one time?): Any restrictions put on the use of certain apparatus by younger or physically less-able children (for example, has the school an agreed policy which determines the maximum height a child may climb to, on the climbing frame or ropes, or apparatus which should not be used because the tube/rope diameters are too large for hand size of pupils?) Rules pupils should follow when asked by the teacher to stop working, when a task is completed or when a teacher is talking to them Rules pupils should follow when working with others on a group task.

The way pupils are trained to dismantle and return each piece of apparatus to its point of storage: The order in which that is done Expectations of what pupils should do when they have returned their apparatus safely and whilst others are still doing so.

The questions schools should ask are: Are the existing measures/procedures/policies satisfactory? Are they followed effectively by all teachers and pupils? Does anything need to be done to reduce further or remove any hazards identified?

Risk assessment should be undertaken annually or more frequently when there is a change to the curriculum, new equipment or new storage arrangements, etc. The following pro formas may help schools to plan and record their risk assessment. These are not definitive lists and schools should ensure that any school specific issues are added. Risk assessment should only be carried out by a person who is competent and who has received NCC training. Schools should take steps to ensure that any new teachers are fully conversant with all safety and risk assessment procedures. For further advice on risk assessment contact the Health and Safety Section at County Hall on 01603 222222.

Key Questions
How to use these questions
These questions should be read in conjunction with the advice given elsewhere in this circular. They should be the basic minimum questions asked as part of an annual risk assessment in physical education. Schools should add their own school-specific questions where it is deemed necessary. Where the answer to any questions is NO the question should then be transferred to the Hazard Identified section of the Risk Assessment pro forma and the risk assessment process followed through to the Action Plan summary (see examples at the back of this section).

General Questions
Are there appropriate risk assessment procedures in place? Is there a written school/department physical education policy which sets down expectations of pupils, teachers and others in relation to safe practice for all activities taught in the curriculum and for extra curricular activities? Do all staff have a copy? Is there provision for ensuring that all supply teachers are informed of procedures and expectations? Are pupils properly supervised whilst changing both at the start and end of physical education lessons and whilst showering? Is all equipment and apparatus stored safely and easily accessible for collection and return by teachers and pupils? Are all teachers aware of the needs and limitations of all children they teach who have special educational needs in physical education (i.e. IEPs, statements of special educational need, medication, etc)? Are there clear procedures for the use of inhalers? Are tasks and equipment always appropriately matched to the abilities and needs of individual pupils (e.g. gymnastics, trampolining, athletics, throwing events, running over distance, physical contact games)? Are outdoor playing surfaces checked regularly and any debris removed (e.g. cans, glass, stones, animal excrement, and loose gravel on hard court surfaces)? Are teachers appropriately qualified and/or experienced to teach safely the skills involved in formal gymnastics, physical contact games, athletics, throwing events and high jumping, and some aspects of OAA? Are indoor surfaces checked regularly for splintering or other hazard (damp/wet/dusty surface which will increase the risk of slipping, lunchtime use of hall in primary schools etc)? Are there procedures in place for deciding whether a playing surface is safe or unsafe for use (i.e. because of weather conditions (wet/icy) or debris)?

Are appropriate procedures in place for extra-curricular activities to cover school team home and away fixtures, accident and injury, supervision? Are accident/first aid procedures known and understood by all teachers? What procedures are in place for ensuring the protection of teachers and pupils in excessively cold, hot or sunny conditions? Are measures in place to ensure that all pupils and staff receive adequate training/instruction prior to using any apparatus/equipment? Is safety glazing fitted where necessary? Is all equipment and apparatus suitable for the ages and abilities of the pupils? Are pupils encouraged to participate in recognising and reporting defects? Where indoor facilities are used for ball games are all protrusions (e.g. cleats, hooks, storage brackets) at least 2m from the floor? What procedures are in place to ensure that all adults who work with pupils, either in the curriculum or during extra-curricular activities are suitably qualified and experienced and are deemed to be safe persons to work with children?

Questions for all Activities

Is the playing surface in a safe condition and suitable for the planned activity and numbers, abilities of pupils involved? Are pupils wearing appropriate clothing/footwear for the planned activity and weather/temperature conditions? Is there safe access to the playing area (e.g. what steps are taken to reduce the risk where pupils have to cross a road, use a public area, walk across a hard surface wearing boots in order to reach the grass area)? Is appropriate provision made for those pupils who are excused from physical activity? Is the warm up activity progressive and appropriate? Is all jewellery always removed before every physical education lesson? Where showers are used, is the temperature always at a safe and comfortable level? Are lighting levels adequate and lights suitably guarded? Are sizes of groups suitable for adequate supervision? Where groups include pupils with a special education need in physical education, is appropriate additional adult support always available? Are guidelines for teacher/adult participation with pupils strictly adhered to?

Gymnastics: Apparatus
Is all apparatus inspected annually as part of the LEA equipment maintenance contract? Is all damaged apparatus withdrawn from use? Does the physical education policy set out clear procedures for the storage, movement, placing and use of apparatus? Is this followed by all teachers and pupils? Are all teachers familiar with the scope and limitations of the apparatus they use?

Where apparatus is left assembled during breaks and lunchtimes, are steps taken to ensure there is no unsupervised use by children? Are all pupils properly trained to lift, carry, place and secure the apparatus they use? Do teachers always check the safe erection of apparatus before it is used by children? Do pupils always use the apparatus safely, follow the rules and respond appropriately to the teachers instructions? Are LEA guidelines on the use of mats followed by all teachers? Where trampolines/trampettes are used (secondary schools only): Does the teacher hold the appropriate minimum qualification required by the LEA? Are spotters taught how to spot correctly and is this always enforced? Do teachers always directly supervise the unfolding and folding of trampolines?

Gymnastics/Dance: Floor
Is the working area clean and clear of obstructions? Is there a procedure for having clearly defined areas for pupils to work in? Where aerobics routines are taught: Is excessive jogging/running on hard floors avoided? Do pupils understand the principles of aerobics and safe exercise?

Games: General
Are pupils taught the correct skills? Are pupils taught the rules of the game? Are the rules of the game always strictly enforced, particularly where they relate to dangerous play or where hard balls are used in striking/fielding games? Are boundary lines unobstructed and a safe distance from walls, fencing etc?

Games: Invasion
Hockey, football, rugby, basketball, lacrosse, netball and related mini-games: Where studded boots are worn: Are pupils wearing protective shin pads? Are steps taken to ensure that pupils wearing studded boots do not come into direct contact with those who are not? Is the safe condition of studs checked?

Where wooden sticks and hard balls are used in hockey:

Are pupils instructed on and regularly reminded about safe play? Are pupils wearing protective shin pads? Are goalkeepers (where they are used) fully protected?

In netball is the base of the post safely positioned off-court? (Drop-in posts are now recommended) Where self-assembly/folding goals are used do teachers always supervise pupils as they are set up? Are they always properly secure when assembled? Are they safely stored when not in use? Are pupils encouraged to wear mouth guards for hockey and rugby?

Games: Striking/Fielding
Cricket, rounders, stoolball, softball and related mini-games: Where hard balls are used: Is appropriate protective equipment always worn by pupils? Are rules relating to close fielding in cricket always observed? Are pupils taught to catch safely? Are small group practices organised to ensure optimum safety?

In rounders are pupils taught never to drop/throw their stick/bat before running to first base? Are pupils always taught to be vigilant and alert when fielding during skills practices, mini-games or school team matches? Where cricket nets are used, are all pupils aware of, and do they adhere to, safe practices at all times?

Games: Net/Wall
Tennis, badminton, short tennis, squash, volleyball, rebound and other related games: Where space is restricted, are sponge balls used? Is eye protection worn by pupils when playing squash? In volleyball are only butterfly balls used in the early stages of learning?

Athletics: Running
Is the distance appropriate to the ages, abilities (and disabilities) of the pupils? Where running activities take place in restricted areas: Is there sufficient space at the end of the run to enable pupils to stop safely?

Are pupils regularly reminded that they should not put their hands against a wall to stop themselves?

Where running activities take place off the school site are there appropriate procedures in place to: Ensure that pupils are in sight of a supervising adult at all times? Register pupils at start and end of the run? Accommodate the slower runners and those who cannot complete the set course?

Where spikes are worn are pupils taught their safe use? Where running is to be sustained are the needs of the pupils with respiratory problems appropriately met (e.g. asthmatics)? Where hurdles are taught, are hurdle heights and spacings matched to pupils size and abilities?

Athletics: Jumping
Are areas which are used for run-up, take-off and landing in a safe condition? Are jumping activities always cancelled when grass is wet, if it is to be used for the run-up/take-off? Are correct techniques taught for high jumping and jumping for instance? Where mats are used for high jump landings are they: Appropriate for the activity? Assembled correctly?

Athletics: Throwing events

Are implements matched by weight to the size and ability of each individual pupil? Is there an appropriate emphasis on safety at all times: When equipment is being carried by pupils? When throwing is in progress? When implements are being retrieved after being thrown? Drying off wet implements (particularly discus) between each throw?

Are throwing areas clearly marked? Are left handed and right-handed throwers appropriately grouped and spaced? Do all pupils adhere to safety rules relating to javelin and rotational throws (discus and hammer)? Are throwing activities always cancelled when grass is wet, if it is to be used for the run up for the javelin or for the discus or hammer circle?

Swimming
Are the guidelines and regulations set out in Education Department circular HS 7 known and adhered to by all teachers and other adults in charge of or assisting with swimming groups? Are observers always fully conversant with the advice specifically provided for them? Where the services of a swimming instructor are provided: Does the instructor always comply with your school/department policy?

Are all adults and pupils familiar with the pools accident/emergency procedures? Do all adults always were appropriate and safe footwear on the poolside?

Outdoor and Adventurous Activities

Are the guidelines and regulations set out in activity-specific Education Department circulars know to and adhered to by all teachers and other adults in charge of or assisting with those activities? Where outdoor climbing frames are in use: Do working surfaces offer good grip for hands and feet? Are tube diameters appropriate to hand size of pupils? Are they appropriately sited? Are any school rules known to all adults and pupils and are they adhered to (e.g. maximum number that can safely use the frame at any one time)?

Appendix 8: List of Equipment Covered by Gymnastics Equipment Maintenance Contract

Fixed Equipment ESPO Contract 107
Counterbalanced beams Tubular equipment Hinged frames Climbing ropes and rope tracking Fixed and hinged wall bars Basketball backboards Indoor dividing/cricket netting and trackways

Primary indoor climbing frames of all types and construction

Portable equipment
Vaulting equipment (box, buck, pommel horse) Upholstered stools, benches, agility tables, etc Wooden balance benches Springboards and beating boards Trampettes Trampolines Landing mats and agility mattresses Nesting tables Infant/primary apparatus of all types and construction including soft play

Outdoor Equipment Separate ESPO Contract

Many primary and special schools are equipped with play equipment. These are to be inspected, minor structural repairs carried out and a full report provided.