It is the policy of the Hanover School Division to develop and maintain a system of Safe Work Practices for all jobs performed while ensuring that new types of jobs performed are fully examined to ensure the highest level of safety. This includes all planned school lessons and activities. The divisional safety consultant, in cooperation with the divisional administration and the divisional WSH Committee shall develop and review all Safe Work Practices and Safe Job Procedures.
Safe Work Practices
Safe work practices are ways of controlling hazards and performing jobs with a minimum risk to people and property. Safe work practices for jobs or lessons performed by any employee of the school division shall be in place and easily accessible. All employees must be familiar with these and supervisors must ensure that they are complied with. Teachers planning student activities that involve chemicals, mechanical devices such as saws, drills, planners, etc. must have a safe work procedure in place prior to the activity. Safe work procedures should be embed into all teacher lesson plans where there is a potential for injury.
Safety and loss control are prime factors in planning any job and/or lesson. Potential incidents may be identified and eliminated (reduced) during the planning process. A Job Hazard Analysis shall be conducted for each step of completing a job / lesson to assist with the identification and elimination of potential incidents.
A Job Hazard Analysis may result in identifying the need for additional employee / student training, the evaluation of existing safety procedures for adequacy and the identification of any new procedures or safety requirements. As job procedures are established and analyzed, written procedures will be incorporated into the divisional safety manual.
Hanover School Division is committed to maintaining a safe and healthy workplace, as well as, all areas where there is student / work activity. Staffs are responsible for identifying and putting controls in place to reduce / eliminate any potential hazard that may cause or contribute to a workplace incident, injuries, or illnesses. One of the most effective ways to help reduce the risk of injury is to have in place guidelines for effective instructor supervision.
Effective Instructor Supervision
Instructors are responsible for the health and safety of all of their students at all times which will require effective supervision on the part of the instructor.
Some of the duties and responsibilities of an instructor to achieve effective supervision of a class include:
- Conducting site inspections in order to be aware of any hazards that may exist and to correct these hazards as soon as possible. An example would be housekeeping concerns
- Ensuring that the proper PPE is available and that the students have been instructed in its use
- Ensuring that all machine guards are in place and that if any are missing that the equipment is “tagged out” of service
- Ensuring that noise controls are being properly addressed through the use of administrative or engineering controls or the use of proper PPE
- Ensuring that all MSDS are current and readily available
- Ensuring that any unsafe conditions or acts are corrected on a timely basis
- Ensuring that Safe Jo Procedures are available for the work being undertaken
- Enforcing all violations of the safety rules
Also, the instructor must properly supervise each student to ensure that they are carrying out the class activities as required. An Instructor is to be within close proximity to any students conducting low risk activities. Close proximity refers to within the instructional program area where students can still be monitored. This would preclude instructors from attempting to supervise from their office area as they would not be able to see all activities taking place in the instructional area.
In order to support the maintenance of a safe and healthy workplace, all departments, shops, and labs, will develop a Critical Job Inventory, which reviews all jobs and procedures conducted by workers and/or students, and then conduct a job hazard analysis which may require the development of Safe Work Procedures for those critical jobs/procedures.
In accordance with MR 217/2006 – specifically part 2 of the WSH Regulations, Hanover School Division will:
- Develop and implement safe work procedures for the work that is done at the workplace and in specialty classrooms (vocational labs, science labs, etc.).
- Train workers in the safe work procedures; and
- School principals / divisional supervisors will ensure that workers comply with those safe work procedures.
The Three Step Hazard Recognition and Control Process Used In Hanover School Division
Step 1: Recognition = Spot the Hazard
- What is the hazard? “A condition or situation that exists within the working environment capable of causing an unwanted release of energy resulting in physical harm, property damage, or both.”
- What are the different types of hazards?
- Safety Hazards – falls, pinch points, sharp points, and sharp edges, moving machinery, dropping items, pressure systems, fire and explosion.
- Health Hazards
- Chemical Hazards such as battery acid and solvents.
- Biological Hazards such as bacteria, viruses, dusts, and moulds. Biological hazards are often called ‘biohazards’.
- Physical Agents (energy) strong enough to cause harm, such as electrical currents, heat, noise, light, and radiation.
- Risks for Musculoskeletal Injuries such as vibration, repetitive movements, awkward or sustained postures due to workstation design, and forceful exertions such as pushing, pulling, and lifting.
- Psycho-Social Hazards such as harassment and violence situations, time constraints, and shift work.
- How do you find hazards?
- Proactive resources include: regulations, codes of practice, standards, guidelines, MSDS and consultation with workers.
- Reactive resources include: incident statistics and trend analysis, first aid records, education, experience, and consultation with workers.
Step 2: Evaluation = Assess the Risk (Risk = S x F x P)
- How do you prioritize which hazards you are going to deal with first?
- Severity – how seriously a worker may be harmed, or property may be damaged or lost if exposed to the hazard.
- Frequency – how often a worker is exposed to a hazard.
- Probability – how likely it is that an injury or illness will occur if exposed to the hazard.
- What is the risk of being exposed to this hazard?
The following Risk Assessment Model is used in HSD:
|Fatality or permanent total disability||
|Likely to occur immediately|
|Lost time injury||
|Probable in time|
|Reportable injury, no lost time||
|Possible in time|
|Minor medical treatment||
|A||B||C||D||Rating 1 is CRITICAL|
|I||Rating 2 is SERIOUS|
|II||Rating 3 is MODERATE|
|Iii||Rating 4 is MINOR|
|IV||Rating 5 is NEGLIGIBLE|
Step 3: Control = Find a safer way; Everyday
- How do you eliminate or control the hazard? When dealing with the control of hazards, research into the following areas will take place:
- Regulations – WSH Regulations
- Standards – CSA, ANSI, Best Practices
- Best Practices – Guidelines, Industry Associations
- Other Publications – Manufacturer Documentation, Internet Research, Safe Work Procedures
Recognizing Types of Hazard Control Choices
- At the source: elimination, substitution, redesign, isolation, automation
- Along the Path: relocation, barriers, absorption, dilution
- At the Worker’s Level: administrative controls, orientation, training and supervision, work procedures, emergency planning, housekeeping, hygiene practices, PPE