HLTWHS003 Maintain work health and safety - Work Sample

Element:1 Contribute to workplace procedure for identifying hazards and controlling risks
Element: 2 Implement polices and procedures into work team processes.
Element:3 Support consultation, cooperation and communication

As part of the assessment students must make reference to the following documents:
 The National Quality standard
 Current workplace polices and procedures for WHS
 Current Law & Regulation

For this assessment students are required to complete all the below questions and tasks.
1. Through general observation in the workplace and through consulting your Service’s WHS policies
and procedures, identify and comment on areas of safe work practice in your Service.
After my observations in the center I was able to conclude that the responsibility of filling up forms and paper
work resides only and exclusively for the room leaders. That means that the other educators poorly know
how to fill up mostly of the forms and records due this unusual procedure. However, checking the polices and
procedures, there is nothing that indicates that is the way that should be happening. For that reason, I
believe that this is a practical practice and not really a formal procedure. As you can see above, this is how
the procedure should happen:

Procedures for Handling Emergency Medical Situations

In the event of a child, Educator, or parent suffering illness or injury:
a) Ensure appropriate First Aid attendant is alerted
b) Do not leave patient unattended
c) Send an Educator to alert the Centre Coordinator and advise on action required:
I.e. Call Ambulance/Call Hatzolah
d) Remove any children from the area
e) Do not move patient unnecessarily except in case of danger
E.g. Fire or gas leak
f) If patient is conscious reassure them
g) Where an ambulance is called, if the parent has not arrive, an Educator will
accompany the child in the ambulance providing that there is extra Educators
available at the centre, alternatively a member of Educators from the Adass Israel
School or office personnel may accompany the child.
h) If required report incident to the Department of Education and Early Childhood
Development within 24hrs and document.
i) All costs associated with an ambulance service will be the parent’s/guardian’s
responsibility.
j) Educators must call the emergency contact numbers in cases where the
parent/guardian is unable to be notified or able to collect their child.

As you can see, there is no information of who should fill up the form and etc, however it is clear that the
coordinator should be contacted in case of injury. In my point of view, this is not effective for 2 reasons. The
first, the paper work accumulate and overwhelm the leader. Second, it is not given the opportunity of other
educator learn how the process should be done.
Besides this item that I really would like the centre should review, in general, they have a great and safe
environment for the children respecting all the aspects of them such as: food and safety, handling with food,
nappy changes, sleeping/rest time, outside and inside safe environment, hazards control and etc.

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 HLTWHS003 Maintain work health and safety - Work Sample

2. Fill in a workplace incident report using the appropriate form in your Service. Explain how you would
maintain this incident record in the work area according to workplace procedures and legislative
requirements. Attach a copy of the completed workplace incident/accident report for marking as a
part of this assessment.
Please find document attached
3. Based on your Service’s WHS procedures explain how you would report WHS issues and who to. Link
your answer to the relevant policy/procedure, National Quality Standards and current law and
regulations.
According with the environment the procedures and polices are attached. Yet, I would like to highlight the
item:

Educators are responsible for implementing this policy on a daily basis and for identifying and removing any
potentially dangerous hazards or risks in the preschool environment immediately.

However, in the police doesn’t exist the right way to follow when an educator finds a hazard, but trough my
observations I could noticed that depends of the hazard. If it is something manageable, the educator solve
the problem, for example: wet floor. If it is something that he/she doesn’t know how to fix it, or can’t, so the
person will consult the leader. If again, the leader can’t solve, she/he will escalate to coordinator that will
forward to director if need to.
Please find above the laws and NQS linked:

Link to NQS Quality Area 3: Physical environment

 Standard 3.1: The design and location of the premises is appropriate for the operation of the
service
 Element 3.1.2: Premises, furniture and equipment are safe, clean and well maintained

Legislative Requirements
 Education and Care Services National Regulations 2011
 Regulation 103 (1) 168 (2)(h)

4. How are team members are encouraged to contribute to WHS within the work place?
Some small attitudes are encouraged every day, such as using gloves, bend the knees when bending over or
picking up heavy objects, the right way for cleaning the room/toys/surfaces, correct way to change nappies
and policies and procedures. Posters are signalized in the door about chemicals and some procedures are
found in the walls. Informal conversation is exchanged all the time with small tips for important information
or anything that we need to know for the day. Special diets are disposable in the wall and remind all the time
for the leader when new staff/student in the room. However, as I said before, they are NOT encouraged to do
the paper work, that I believe that is important as the same way. Saying that, I would suggest a different
approach in regards of that. Besides this issue, the center is very safe environment for the children and the
staff are encourage to follow the procedures of safety.

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 HLTWHS003 Maintain work health and safety - Work Sample

5. Consider the following hazardous situations outlined in the table below

a. Categorize each situation as either High (H), Medium (M) or Low (L) risk
b. Comment on the actual risk factor and consequence
c. Outline strategies as to how you would control each risk

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 HLTWHS003 Maintain work health and safety - Work Sample

Hazardous situations a. Level of risk b. Risk Factor/ Consequence c. How yo

Again, de
When in the floor, children/adults could step in the pins if in baby/
There are notice board pins Medium or high,
and hurt themselves. In the baby/toddler room they the pine b
that have fallen on the floor. depends the location
can put in the mouth and choke it is in the
before clo
Direct an
Anyone could be hit by the toys and could cause injures
The children are throwing explaining
High from small for more serious depending the size,
the toys across the floor. that is no
velocity and weigh of the toy.
behavior r

Medium if there is someone in the room, low if there is As soon

There is wet paint spilt on
no one. The risks are: someone could slip, and children position t
the floor in the craft area (in Medium/low
could touch or put in the month. Because it is toxic spilt. Or a
the next room).
substance is highly not recommended to do so, i

The ed
The large, heavy bookcase is not properly It could cause serous damage in anyone that even soon a
High
screwed to the wall and if someone touch the bookcase. Even more for children should
pulled on it really hard it could fall the boo
forward.
Becaus
the ch
should
The dishwasher in the kitchen has a small
Low Someone could slip the we
leak that drips on the floor.
directo
dishwa
cause w

References List

 Australian Children’s Education; Care Quality Authority. (2014). Guide to the Education and Care
Services National Regulations 2011. Retrieved from http://www.acecqa.gov.au/national-regulation

 MEGT Institute. (2017). Duty of Care. What do we mean by “duty of care” [Class handout].
Melbourne, Australia: MEGT Institute

 MEGT Institute. (2017). A simplified version of the United Nations Convention on the rights of the
Child [Class handout]. Melbourne, Australia: MEGT Institute

 MEGT Institute. (2017). Commitments to action – Early Childhood Australia [Class handout].
Melbourne, Australia.

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 HLTWHS003 Maintain work health and safety - Work Sample

 MEGT Institute. (2017). Personal hand notes. Melbourne, Australia

 MEGT Institute. (2017). Duties of a Childcare Worker/Educator [Class handout]. Melbourne,

Australia.

 MEGT Institute. (2017). Belonging, Being & Becoming, The Early Years Learning Framework of
Australia [Class handout]. Melbourne, Australia.

 MEGT Institute. (2017). Setting up the environment – Cross Cultural, anti-bias centre
Environment Checklist [Class Handout]. Melbourne, Australia

 MEGT Institute. (2017). Section Three Resources [Class Handout]. Melbourne, Australia.

 MEGT Institute. (2017). Understanding cultural competence [Class Handout]. Melbourne,

Australia.

 MEGT Institute. (2017). Ten Things you should do to promote cultural competence [Class
Handout]. Melbourne, Australia.

 MEGT Institute. (2017). Reggio Emilia Approach [Class Handout]. Melbourne, Australia

 MEGT Institute. (2017). Self-Concept [class handout]. Melbourne, Australia.

 MEGT Institute. (2017). SP 6A Erikson [Class Handout]. Melbourne, Australia

 MEGT Institute. (2017). Learning stories [Class Handout]. Melbourne, Australia

 MEGT Institute (2017). Summary of the main methods of Observing and Recording. [Class
Handout]. Melbourne, Australia

 MEGT Institute (2017). The importance of observing, listening and talking to children [Class
Handout]. Melbourne, Australia

 Gillys Early Learning Child Centre. (2017). Policies and Procedures. Melbourne, Australia.

 Gillys Early Learning Child Centre. (2017). Personal Hand Notes. Melbourne, Australia.

 WHS Communication Guidelines. (2016). University of Wollongong, Australia.

http://staff.uow.edu.au/content/groups/public/@web/@ohs/documents/doc/uow057234.pdf

 Work safe Retrieved from http://www.worksafe.vic.gov.au/pages/safety-and-prevention/health-

and-safety-topics/material-safety-data-sheetsf)

 Saunios, retrieved from: http://www.saunions.org.au/ohs/hierachy

 Health Victoria, Victoria State Government, retrieved from: https://www2.health.vic.gov.au/

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 Epilepsy smart school retrieved from: http://www.epilepsysmartschools.org.au/smart-schools-

resources/

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management-plans/

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http://www.education.vic.gov.au/school/principals/spag/health/Pages/epilepsy.aspx

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