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RISK ASSESMENTS
27 Chetwode Drive
Epsom
Surrey
KT18 5TL
Tel:01737 350 865

Email : info@heritageceramics.org
www.heritageceramics.org

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                      (Textiles activities: TIE/ DYE & BATIK MAKING)

  1. Sessions to take place in classrooms with access to running water.
  2. Room layout maybe changed to allow pupils to dip dye or colour their work in a safe way.
  3. Adequate adult supervision is essential depending on group ages and sizes.
  4. Main resources are fabric, string or wax and dyes.
  5. Equipment may include aprons, covers for tables (eg: old news papers), gloves, containers for dyes, drying rack/s, scissors, power extension cables, wax burners, brushes, palettes, etc; depending on tie and dye or batik activity.
  6. Various stages to be demonstrated and introduced in a systematic way.
  7. When in use, wax burners and tools should be used in a separate area away from the dyes. Cables for extending power should be taped safely to avoid people from tripping over. Pupils to be warned and reminded regularly about how to move in room safely.
  8. Use of tools for applying hot, liquid wax onto fabric should be demonstrated to all participants. All to be reminded to work very carefully. NO splashing of wax. NO stretching over mates with whom one shares the use of a wax pot. This is to avoid burns from wax drops onto skin.
  9. When using dyes, pupils are to wear aprons and gloves. Dyes stain clothes and hands, etc; which should be avoided. Dipping and squeezing (draining) methods should be demonstrated regularly during sessions to ensure little or no stains onto pupils.
  10. The stretching over other pupils to get to a particular colour container is to be avoided. Pushing around the dye tables to be avoided so no accidents occur, spilling dyes on to hands, clothes, tables and floors.
  11. After session and the clearing up is done, all should remove gloves and wash hands with soap and water. Any stains on hands should be scrubbed with a hard sponge and soap.

      12. Dyes used are chemical dyes and should NOT be tasted or allowed onto          the skin and clothes.

                    

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RISK ASSESSMENT

Activities: African story telling

 

Activity may take place in a classroom or the school hall.

  1. Sessions in one or both classrooms.

*All pupils to be seated comfortably at usual places. A few changes might be                   

  necessary to allow children to sit facing the board and to view artist or activities         

  without having to turn in their seats.

      * Walkways to be cleared of all obstructions, unused chairs tucked in or stacked 

         away.

      *Teacher to remind pupils about moving around the classroom safely.

      *Workshop leader to also give clear instructions about moving around the room.

 

      2.   Sessions taking place in school hall.

       * Class teachers in charge of pupils moving safely and quietly to the hall.

       * Pupils to sit on chairs or on the floor in rows or in suitable formation (eg. Circle 

          arch), so they are comfortable and there is enough room for movement. Artist,

          with the help of teachers, to ensure this is done safely and quickly.

 

Session activities to be varied or interactive so pupils do not sit in one position for too long. There will be the use of simply props for role play. These include clothes and costumes made of fabric, drums, and other artefacts made of card board or light wood, all safe for children to handle.

 

(School or class staff are responsible for the supervision of the pupils during all sessions).

 

 

 

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RISK ASSESSMENT

Activities: African music & dance movements

 

Activity to take place in school hall, gym or an out door area suitable for some PE lessons. Pupils to attend session in everyday uniform or in PE kits. Class teachers to ensure safe and orderly movement to workshop location for all pupils.

 

Workshop in school hall, etc:

1. Equipment and furniture in hall to be stored SAFELY away from central space. 

2. Floor to be swept and mopped should the hall be used for break fast club, lunch, etc. (Hazards such as food or liquid spillages to be cleaned).

3. Workshop leader to ensure pupils stand, sit or move in well spaced out positions throughout sessions. (Some movements may require moving close, holding hands, etc). Pupils to be given clear instructions and demonstrations as workshop progresses.

4. All sessions to begin with a warm up. Artist to remind pupils and staff of the importance of this stage.

5. There will be rest breaks through out the sessions depending on the age and experience of pupils. This will allow pupils to relax. Also this gives time for further demonstration by artist, as well as questions and answer discussions with pupils.

6. Movements to be introduced gradually depending on children’s ability as a whole. Jumping, turning and twisting to the music should be demonstrated before children have a go. (Slips, trips and falls are reduced to a minimum as children build their confidence).

 

7. Sometimes, there is the use of drums and other percussion instruments. While some pupils play the instruments, the rest of the class do the dance movements. Players of instruments should be kept away from the dancers so no accidents occur.

 

(School or class staff are responsible for the supervision of the pupils during all sessions).

 

 

 

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RISK ASSESSMENT

 

(Cooking and eating habits)

 

  1. Adult supervision is important through out entire session.

a). In classroom: Room to be set out as normal allowing all pupils to sit comfortably, with a good view of the food display and the board. Use of tables will be made as they will make a few notes.

b). Activity outside classroom: Class teachers to organise pupils moving from classroom to the activity room safely. Artist and teachers ensure pupils are suitably seated in the activity room. Children to be comfortable and be able to see display and board without having to turn round in seated positions.

     

  1. Artist to ensure utensils provided by school are clean and suitable for activity.

Washing of food to be cooked as well as fresh fruits should be done, reminding all present. When possible, demonstrate, especially for younger groups.

 

  1. Equipment to be set out in separate area away from class. Use of knives to

peel a fruit or rinsing of sliced plantains for cooking, using a colander should be demonstrated to all. Pupils or students can take part in preparation and serving food depending on their age.

    

  1. In some situations it will be better for adults to help, doing any actual cooking

in the kitchen or staff room; away from the children.

 

  1. Hot food should be made to cool down before being touched.

 

      6.   When tasting fruit drinks, each pupil should have their own cup. Please ensure

cups are well washed between sessions so they can be used by another group.

 

  1. Pupils to be encouraged to taste food and drinks as a part of school lesson. Tasting is not mandatory.

 

8.   Pupils and students with known allergies should not be allowed to taste  

certain or no foods at all.

 

  1. Artist involved in planning the project, to enquire about food allergies, to know whether it affects any pupils and staff.  Removing a certain item/ s from shopping list will lead to a safe activity. (Some people are severely allergic to

certain foods, just touching or being in the same room sets off a reaction).  

 

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