Education and Young Persons

KENT COUNTY COUNCIL

Education and Young Persons

MANUAL HANDLING
RISK ASSESSMENT PACKAGE

May 2015
(original doc. January 2003)
 TABLE OF CONTENTS

1. INTRODUCTION......................................................................3

1.1 Quantifying risk................................................................3

1.2 Areas of formal assessment.............................................4
1.3 Frequency of risk assessment..........................................4

PRO FORMA DOCUMENTS

Register of staff members at risk of manual handling injury............5

Register of moving and handling equipment....................................7

Generic risk assessment.................................................................9

Risk assessment for individual students........................................17

Risk assessment for reduced handling capacity (staff)..................21

2
1. Introduction

The Manual Handling Operations Regulations (1992) states that any

organisation that requires its staff to carry out moving and handling tasks at
work must:

avoid manual handling operations involving a risk of injury, so far as is

reasonably practicable.
assess such tasks that cannot be avoided. The assessment must be
conducted by a competent person and use an ergonomic approach – taking
into account the task, the load, the working environment and the individual
capacities of those carrying out the tasks. The assessment should be
recorded and readily available.
reduce the risks identified in the assessment to the lowest level that is
reasonably practicable using appropriate control measures.

This package contains suggested formats for gathering information on

manual handling hazards, determining the likelihood and severity of any injury
or harm arising from these hazards and the formulation of an action plan to
minimise any resulting risks. These formats are suggestions only – any
“suitable and sufficient” format is acceptable under the legislation and schools
are able to modify the enclosed formats, use other existing formats or
develop their own customised forms if preferred.

1.1 Quantifying risk

Part of the assessment is to determine whether hazards in the workplace

constitute a high, medium or low risk of moving and handling injury. This will
depend on a combination of factors – the severity of any potential injury and
the likelihood of the injury occurring. The formula for quantifying the resulting
risk is as follows:

Likelihood Severity
1 = Improbable 1 = Low (minimal effect)
2 = Possible 2 = Medium (injuries may require 3 days absence)
3 = Probable 3 = High (longer periods of absence or
hospitalisation)
Risk score (Risk = likelihood x severity)
1 very low risk (no action required)
2 low risk (non-urgent action required)
3 medium risk (deal with as soon as possible)
4 fairly high risk (deal with urgently)
6 high risk (deal with immediately)
9 very high risk (stop practice until control measures in place)

3
So for example a possible risk (2) of a medium severity injury requiring 3 days
away from work (2) would be classified as 2x2 = 4 – a fairly high risk – deal
with urgently.

1.2 Areas of formal assessment

The three areas of risk assessment are:

1. Generic risk assessment covering the whole school or office together

with any locations visited by staff outside these sites as part of their
duties.

2. Pupil risk assessment to be completed for every pupil whose

management requires staff to participate in moving and handling tasks.

3. Individual risk assessment to be competed for any member of staff

whose capacity for moving and handling at work may be impaired.

N.B. There is also a legislative requirement to maintain a register of staff who

may be at risk from manual handling injury due to their required tasks at work.

1.3 Frequency of risk assessment

The frequency of risk assessment review and updating is not specified in

legislation, however an annual review would generally be regarded as
acceptable unless the circumstances were changing rapidly – requiring a
greater frequency of review. All assessments must be updated following any
major change in circumstances – e.g.: a new school building or significant
changes to a pupil or staff members’ mobility skills.

The following pages contain formats for the documents listed below. For
electronic copies please e-mail david.graeme@kent.gov.uk, or download from:
http://www.kelsi.org.uk/policies-and-guidance/health-and-safety-guidance/
moving-and-handling

 Register of staff at risk of Manual Handling Injury

 Register of Manual Handling Equipment

 Generic Risk Assessment

 Individual Pupil Risk Assessment

 Individual Staff Member Risk Assessment

4
 CONFIDENTIAL

REGISTER OF STAFF MEMBERS AT RISK OF MANUAL HANDLING INJURY

(include all staff who carry out load handling – animate or inanimate - as part of their work duties)

Name of School
Name of person responsible for maintaining
register

Staff member Job Title Requires individual Date of last Manual Date of planned Manual
risk assessment Handling Training Handling Training
yes/no

5
 Register of staff members at risk of Manual Handling Injury (continued)
Staff member Job Title Requires individual Date of last Manual Date of planned Manual
risk assessment Handling Training Handling Training
yes/no

6
 REGISTER OF MOVING AND HANDLING EQUIPMENT

Name of School
Name of person responsible for maintaining
register

Manufacturer
General use or individual Date of last
Type of equipment (model, serial no. if Issued by: Service contract
student (name) service
app) yes/no

7
 Register of Moving and Handling Equipment (continued)
Manufacturer General use or
Usual site of Date of last
Type of equipment (model, serial no. if Issued by: individual student
equipment service
app) (name)

8
9
 GENERIC RISK ASSESSMENT

Name of School

Address of school

Assessor(s) and Job Titles

Name…………………………………… Name…………………………………… Name……………………………………

Job Title ……………………………….. Job Title ……………………………….. Job Title ………………………………..

Date of assessment Date of review

The generic risk assessment for manual handling is designed to identify manual handling hazards in the workplace and quantify the
associated risks. Information is gathered in the first sections in order to select reasonably practicable and appropriate control
measures – which are then listed in the action plan. The questions posed are not an exhaustive list – each assessor should
include factors which may be particular to their own workplace. In cases where the required action may take some time to fund
and implement it may be necessary to also specify short-term control measures in order to reduce risks to acceptable levels. The
assessment follows the TILE(E) formula:
T(asks): All moving and handling tasks of animate or inanimate loads within the school or
office.
I(ndividual The levels of staff expertise and training (techniques and equipment) and the
capabilities): requirement for individual assessments. Cross-refer with the register of staff at
risk from manual handling at work.
L(oads): The particular needs of the student group and the level of object handling required.
E(nvironment): Constraints due to environmental features or available space.
E(quipment) The quantity and suitability of current moving and handling equipment. Cross
refer with the register of Manual Handling Equipment

Some information may be duplicated between the generic risk assessment and individual student or staff member assessments. In
such cases cross-reference should be made between the documents.

10 Generic risk assessment

 name of School:

Section one – tasks Give details of occasions and frequency

Do current handling tasks requireIndicate bearing thethe level
full of risk due to the current task factors
body weights of students or any load at the limit of for calculation of risk severity and likelihood)
(Refer to guidance notes
weight handling guidelines (using one or more staff)? high medium
Risk score and classification low
Are specific tasks required for planned emergency NB. High or medium levels of risk require completion of the
(circle as applicable for the factors above)
situations (e.g. fire evacuation or medication during a plan (identifying steps to reduce the level of risk)
action
seizure)?
Do tasks require holding or moving loads at a
distance away from the body, particularly from the
floor or reaching high? Teaching staff Teaching or Other staff
Section two – Individual Capabilities Welfare Assistants (specify)
Do any tasks require excessive pushing/pulling,
Number of staff registered as being at
particularly in confined spaces (e.g.: corridors)?risk of manual handling injury at
work
Do any tasks require a high frequency of repetition
Number of staff who are currently waiting for (i.e.: require) moving and
within a short period of time (e.g.or assisting
for annuala update
large
handling training – either initial
number of children)
Yes/no – give details
Do tasks carried out in community locations cause
Have all staff who carry out moving and handling tasks received on-site
particular difficulties e.g. when swimming, riding etc?
training/supervision on the safe use of equipment and techniques in
Review
their the accident
workplace logbookinfor
(as detailed moving
current careandplans)
handling
Do any members of staff require personalhazards
incidents – have all contributing risk assessments for health
been identified
reasons? and moderated?
Additional notes (use for particular issues within the school, or tasks that are commonly reported as difficult):
Do any tasks require unusual strength or capability – or might pose a
threat to those who may be pregnant or suffer from musculo-skeletal
injuries
Additional notes:

11 Generic risk assessment

 name of School:

Indicate the level of risk due to the current Individual factors

(Refer to guidance notes for calculation of risk severity and likelihood)
high medium
Risk score and classification low
(circle as applicable for the factors above) NB. High or medium levels of risk require completion of the
action plan (identifying steps to reduce the level of risk)

Section three – Loads Give numbers and details as appropriate

How many students require moving and handling support to facilitate
their mobility or primary care?

How many students have additional difficulties that may influence

safe manual handling such as communication difficulties, sensory
loss or challenging behaviours?
Do all students requiring assistance have accurate, up-to-date and
accessible care plans?

Give details, e.g.: significant, moderate, low

What level of lifting, carrying, pushing or pulling of objects is required
in school e.g. teaching materials, stores, pushing wheelchairs,
loading vehicles? (Include tasks that may be carried out by a
caretaker or kitchen/domestic staff and consider any wheeled trolleys
that may be provided)
Which tasks require handling loads that are inherently difficult to
move e.g. hot, heavy, unstable, sharp, unwieldy?

Additional notes:

12 Generic risk assessment

 name of School:

Indicate the level of risk due to the current Load factors

(Refer to guidance notes for calculation of risk severity and likelihood)
high medium
Risk score and classification low
(circle as applicable for the factors above) NB. High or medium levels of risk require completion of the
action plan (identifying steps to reduce the level of risk)

Give details of location (bathroom/teaching

Section four – Environment area/community location etc.)
Does lack of space constrain safe postures or suitable equipment?

Are any of the floor areas uneven or slippery?

Are areas of the school liable to be cluttered with obstacles that prevent
easy access?

Are there any areas where steps or stairs give rise to manual handling
risks?

Is the environment modified to enable students to be as self-managing

as possible – grab rails, handling aids etc?

Is the environmental lighting, ambient temperature and ventilation

suitable for handling tasks?

Are there currently any plans for alterations to the school building in yes already yes as part of the
order improve accessibility for all students to the whole school underway accessibility plan no
curriculum? (circle)
Give additional details, e.g. where there are several relevant bathroom/toilet areas

13 Generic risk assessment

 name of School:

Indicate the level of risk due to the current Environment factors

(Refer to guidance notes for calculation of risk severity and likelihood)
high medium
Risk score and classification low
(circle as applicable for the factors above) NB. High or medium levels of risk require completion of the
action plan (identifying steps to reduce the level of risk)

Section five – Equipment Give details

Is there sufficient handling equipment and mechanical lifting aids to meet
moving and handling tasks without long periods waiting for equipment?

Is the current equipment suitable for all required tasks?

Is equipment available in all situations – e.g. all areas of the school used by
students and on school trips or regular visits to community sites (e.g.
swimming pools)

Does all mechanical lifting equipment have six monthly servicing and
maintenance?

Is there a system in place to record faults in equipment and to maintain

cleanliness of equipment and attachments (slings etc.)?

Additional notes:

14 Generic risk assessment

 name of School:
Indicate the level of risk due to the current Equipment factors
(Refer to guidance notes for calculation of risk severity and likelihood)
high medium
Risk score and classification low
(circle as applicable for the factors above) NB. High or medium levels of risk require completion of the
action plan (identifying steps to reduce the level of risk)

GENERIC MANUAL HANDLING RISK ASSESSMENT

ACTION PLAN

The action plan should contain details of control measures to bring the risks identified in the previous pages down to acceptable
levels. There may be a range of potential measures – both short term and long term. To demonstrate that a control measure is the
most reasonably practicable it may be useful to give details of other strategies and the reasons why they have been rejected.

For example an identified risk may be assisting the transfer of a dependent student to the toilet in a small cubicle. Short-term
measures may be to use alternative facilities in another part of the school that can accommodate a mobile hoist, although the
distance travelled may cause difficulties with getting to classes on time. An appropriate long-term measure might be to restructure
and enlarge the existing area and put in an overhead hoist. The overhead hoist may be more expensive than sharing the mobile
hoist, but allows most efficient use of the available room and reduces pulling/pushing stress for the staff member.

Short term control Long term control

Target date and Target date and
Identified risk factors measures measures
date of completion date of completion
(person responsible) (person responsible)

Potential control
measures for
Consideration (in
no particular
order):

Equipment

Provision
15 Generic risk assessment
 name of School:
Maintenance
Cleaning

Short term control Long term control

Target date and Target date and
Identified risk factors measures measures
date of completion date of completion
(person responsible) (person responsible)
Potential control
measures for
Consideration:

Training

On-site/central
courses
Supervision
Measure of
competence

Guidelines

Student careplans
Individual staff
assessments
Guidelines for
inanimate load
handling

16 Generic risk assessment

 RISK ASSESSMENT FOR INDIVIDUAL STUDENTS

Name of Student Date of birth

School
Assessor(s)
Assessment date Review date
PERSONAL PROFILE
Height Weight
Body build (circle as relevant):
Tall / Average / Below average Obese / Average / Below average
Summary of medical condition (at time of assessment):
Diagnosis
Vision/Hearing
Communication
Yes/no Comments
Epilepsy
Fragility
Altered muscle
tone
Pain/stiffness
Delicate skin
fractures
Comprehension and compliance:
Tick as appropriate or give relevant information
Understanding as age Co-operative
Limited understanding Unco-operative
Unknown unpredictable
Mobility:
Wheelchair user Ambulant student
Self propelling in Assistance required
chair – may need all or most of the
assistance on time when walking
steps etc.
Assistance Mostly walks
required all or independently (with
most of the time or without aids)
Able to stand for Assistance with
transfer dressing
Requires hoist for Assistance in the
transfer bathroom
Head control History of falling
/sitting balance

CFE HSU Amended Aug 07 17 Student risk assessment

 Risk Evaluation and Action Plan
Section one – Tasks Specify tasks and frequency
Do current handling tasks require
bearing the full weight of the student
(one or two staff)?
Do tasks require assisting the student
away from the body or on the floor?
Do any tasks require prolonged or
repetitive handling particularly in poor
postures?
Indicate the level of risk due to the current task factors
Risk classification (severity x likelihood) High Medium Low
Circle one category

Section two – Individual capability

Are all members of staff who assist the student
fully trained in handling techniques and relevant
equipment?
Do any staff members require individual
assessments?
Do any tasks require unusual strength or
capability?
Indicate the level of risk due to the current individual factors
Risk classification (severity x likelihood) High Medium Low
Circle one category

Section three – Load (student)

Does the student have unpredictable
movement or behaviour patterns?
Is the student particularly vulnerable to
injury during handling procedures?
Is the students’ ability subject to
variability – if tired or unwell?
Indicate the level of risk due to the current load factors
Risk classification (severity x likelihood) High Medium Low
Circle one category

Section four – Environment and Equipment

Does lack of space constrain posture or
suitable equipment for any tasks?
Are any of the floors slippery, sloping,
stepped or uneven?
Is the current equipment provision
suitable and adequate?
Is the environment adapted for self-
management by the pupil (e.g. grab rails)
Indicate the level of risk due to the current environment and equipment factors
Risk classification (severity x likelihood) High Medium Low
Circle one category

CFE HSU Amended Aug 07 18 Student risk assessment

 ACTION PLAN

Identified risk factors Objective/Action Target date

(with person responsible) and
include short term measures and completion
long term planning date

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CFE HSU Amended Aug 07 19 Student risk assessment

 GUIDELINES AND CARE PLAN
List equipment and techniques used to assist the student
Task No. staff and Method to minimise risk Notes /
equipment (include role of student) changes
Moving from
sitting to
standing
Assisted
walking

Steps/stairs
(include fire
evacuation)

Transfers to
toilet or
shower chair
Use of comm.
facilities
swim, ride
Up and down
from the floor

Use of equip:
trikes
standing
frame etc.
Assisted
changing for
PE

Rolling onto
side or onto
tummy

Access to
vehicles plus
restraint
systems

CFE HSU Amended Aug 07 20 Student risk assessment

 RISK ASSESSMENT FOR REDUCED HANDLING CAPACITY (STAFF)

Name Job title

Name of Assessor Date of

and job title assessment
Number and date
of any related Date of
incident form review
Reason and predicted duration of reduced handling capability:

Handling tasks that entail significant manual handling risks at the present time
with alternative strategies (e.g. not to carry out these tasks, or use other method)

Acceptable handling tasks at the present time

Further action required/planned (e.g. additional resources, amendments to

guidelines):

Staff group to be Date staff group

Yes / no
informed: informed:
Referral to
Further medical
Yes / no Occupational Yes / no
opinion required:
Health

Signature of Staff Member: ………………………………. Date: ………………………..

Signature of Manager: ………………………………. Date: ………………………..

21 staff risk assessment