8SAFER MOVING AND HANDLING

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Chapter 8

Safer moving and handling

‘Moving and handling’ includes a wide range of activities that staff in school may need to undertake in order to support a young person’s direct or indirect needs. It includes tasks involved with looking after the young person directly and in moving inanimate objects. This includes lifting and putting down, carrying, pulling, pushing, throwing and catching. Not all actions are directly linked to helping a young person to move. It is also important for those working with a young person to recognise that, frequent

repetition of an activity, stabilising activities, holding positions for any length of time and poor or awkward posture can have a detrimental effect. So, it is important that all staff members are supported to learn the best way to carry out activities.

LegislationThere is no such thing as 'safe moving and handling', though there are safer techniques.

There is legislation to support this including:

Health and Safety at Work etc Act (1974) www.hse.gov.uk/legislation/hswa.htm

This is the employers’ and employees’ duty to ensure that there are reasonable and practicable solutions to problems, the workplace is safe, and the appropriate equipment and training are provided. Staff also need to be provided with suitable equipment for all tasks and be competent and supported in using the equipment.

Management of Health and Safety at Work Regulations (1999)

www.legislation.gov.uk/uksi/1999/3242/regulation/3/made

This involves risk assessment to ensure staff members, who have needs such as being young workers, pregnant and so on, are assessed and advised.

Workplace (Health and Safety Welfare) Regulations(1992)www.legislation.gov.uk/uksi/1992/3004/contents/made

This supports the workplace being well maintained, with temperature and humidity control, clean, light and ventilation.

Manual Handling Operations and Regulations (1992)www.legislation.gov.uk/uksi/1992/2793/made

This lists the moves that are included in moving and handling, and goes on to say that, when possible, lifting should be avoided and risks minimised.

RIDDOR (1998) (Updated 2013)www.hse.gov.uk/riddor/

This is the system for reporting if things go wrong, and how to learn from mistakes.

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Lifting Operations and Lifting Equipment Regulations LOLER(1998) and (2014)

This states that equipment for lifting should be inspected every 12 months, and equipment used for people, every six months. It also says that this equipment should be used by competent people.

Provision and Use of Work Equipment Regulations PUWER (1998)www.hse.gov.uk/work-equipment-machinery/puwer.htm

This refers to periodic, risk-based inspection and maintenance.

Human Rights Act (1998)

www.legislation.gov.uk/ukpga/1998/42/contents

This states that everyone has the right to be treated without degrading treatment, pain and anguish of body and mind.

Equality Act (2010) This Act ensures that everyone is treated without direct or indirect discrimination, and insists on the fair and equal provision of services.

Musculoskeletal disorders are injuries that can occur when a muscle, joint or group of muscles are pushed harder, faster, longer, differently or without rest. This can lead to short- or long-term discomfort, weakness, pain, changed sensation and changed range of movement. This usually has an impact on how a person carries out their normal day-to-day activity. It is important not only to try to minimise risk to workers, but NHS Back Care Advisors now recognise the need to encourage healthy lifestyle choices for those with a caring role. These choices can include maintaining a healthy weight, and exercising for strength and flexibility.

Many young people with muscle-wasting conditions will require assistance to move as their condition progresses. This could include support for walking, assistance with transfers between chairs, or even using a hoist. It could also include helping young people to access equipment such as standing frames, or helping with care tasks such as going to the toilet, or adjusting their position.

TrainingIt is the school’s or college’s responsibility to ensure staff members are trained and that

they maintain their competencies. Anyone who works in school with a young person with a muscle-wasting condition should have generic moving and handling training to introduce them to the principles. This is often available through the Local Education Safer Moving and Handling team, but it is important also to check locally. Usually, once this training has taken place, the therapists who know the young person will work with staff on specific tasks.

Assessment and planningIt is important to recognise that for all moving and handling, a risk assessment should take place. This may form the basis for a moving and handling plan, although there are many variables, such as how the young person feels, if the handler has any health problems, changes to the environment, and so on. Staff must therefore apply the principles of dynamic risk assessment to capture and respond to these variables.

Schools must have a robust safer moving and handling plan, based on assessment, which looks at the whole situation, the young person (or load) and the environment. This is often carried out with the therapists or the

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Local Education Moving and Handling Team and a plan written that captures the child’s needs. The plan needs to be specific and to list each move, the technique required, the equipment needed and the competent staff required. It should cover the daily school routine, although it will also be necessary to write separate plans for trips, Personal Egress and Evacuation Plans, and out-of-

school activities. It should be remembered that the right equipment and techniques can enhance independence. Plans should be reviewed annually, or when there is a significant change in function.

The acronym TILEEO (task, individual, load, equipment, environment, other) is often used to support the planning:

Task What is the aim/purpose of the task?

What moves are required?

Does this involve staying in a supporting position for periods of time?

Individual Is the handler competent to handle?

Is the handler fit to handle on that day and time?

Have risk assessments been undertaken if they are pregnant, injured, a young worker, etc.?

If there are two handlers, are they used to working together? Have they discussed how best to carry out the move?

Load(this relates to either the person or an object)

Does the person know what is going to happen?

Is the person calm and consented to be handled?

Could the person potentially move in an unpredictable way?

Does the person have behavioural problems, which could have an impact on handling?

What are the young person’s preferences, and can these be incorporated safely?

If it is an object, is it stable, unbalanced, symmetrical?

Equipment Is the equipment safe to use?

Has it been checked and is there a log of maintenance?

Is the equipment clean?

Is the equipment fit for purpose?

Is the equipment for the sole use of the young person?

Environment Is there space for care tasks?

Where is the move to? Is it clear and ready?

Is the floor clear? Are there any slip, trip or fall hazards? Are there any ramps or slopes to negotiate?

Is there enough light?

Is the temperature suitable to work in and to provide the care required?

Other This captures team work, satisfaction, management obligation, changes to report to SENCO, and so on.

TILEEO table

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The TILEEO review needs to take place regularly, as circumstances can change. This is particularly important when there is a change in personnel, or the young person experiences any changes in their condition or mobility.

As part of the plan, there must be discussion about whether one or two handlers are required. This needs to be guided by local policy, including that which relates to safeguarding. It is needs-led, although often – when the handler is competent and confident, has enough time and the correct equipment – it can be safe for one person to handle.

EquipmentThe health professionals that know the young person should advise when equipment is required to support moving and handling. It is the responsibility of the school to ensure it is correctly maintained in line with health and safety legislation. This may include liaising directly with companies who have installed the equipment or with the provider, if it has been financed by the LA.

Those working with the young person on a daily basis will notice changes as the young person grows and equipment needs altering or re-provision. This needs to be fed back to the SENCO, who can then arrange the appropriate reviews.

Risk assessment formsContact your LA for risk assessment forms. Examples of joint health/education risk assessment, and moving and handling forms are provided in Appendix 11. These can be adapted for use by your school, in conjunction with your local health trust. The Five Steps to Risk Assessment document published by the Health and Safety Executive is a useful resource to support the process. It can be found at www.hse.gov.uk/risk/controlling-risks.htm