zilongwang/ReadingBank huggingface dataset:
2. The Single Central Record will indicate whether or not the following have been completed: Identity checks Qualification checks Checks of right to work in the UK Evidence of enhanced DBS clearance with barred list check where appropriate Any Disqualification by Association declaration where appropriate Prohibition from teaching check A section 128 check (for management positions). Further overseas checks where appropriate Dates of all checks Person who completed the checks 3. In addition to each Academy SCR, there will also be a BFET central Single Record which will record: Directors Consultants within the Trust Centrally employed staff e.g. educational psychologists, central support staff Probation Periods All newly appointed staff, support staff and teaching staff, who are new appointments to the Trust will be subject to a probationary period during which their performance, conduct and suitability for employment will be monitored. This does not apply to internal transfers from one school to another. Induction 1. All staff and volunteers who are new to the school will receive information on the school’s safeguarding policy and procedures and guidance on safe working practices as part of their induction training. 2. All successful candidates will have the opportunity to attend any appropriate training Adults Working With Children Who Are Not Directly Employed by the School 1. Supply Staff – Academies must check with the relevant supply agency that the required checks have been carried out to the extent relevant to that person: identity, enhanced disclosure, right to work in the UK, barred list, prohibition, qualifications, overseas checks. Written confirmation from the supply agency that all relevant checks have been satisfactorily completed must be obtained. The single central register must show that all these checks have been carried out to the extent relevant and, in addition that the school has carried out its own identity check when the supply staff member arrived at the school. 2. Volunteers –Academies will carry out DBS and pre-start vetting checks appropriate to the particular post and require regular volunteers to provide details of two referees. References will be taken up as detailed in the policy above. Volunteers who help on an occasional basis (eg trips/PTA events) are supervised, in accordance with legislation.
POLICY Overview Policy Overview This policy seeks to ensure that Sefton Council for Voluntary Services (CVS) undertakes its responsibilities with regard to the protection of children and adults at risk and will respond to concerns appropriately. This is a priority for the organisation. All staff, trustees, volunteers and associates are expected to understand their obligations and duty to implement each aspect of this policy and the associated procedures when required. The policy should be read alongside all company policies and procedures and is in line with the procedures of both the Sefton Local Safeguarding Children Board (LSCB) and Safeguarding Adults Board (SAB) Safeguarding Overview Safeguarding is about embedding practices throughout the organisation to ensure the protection of children and adults at risk, wherever possible. In contrast, child and adult protection is about responding to circumstances that arise. Abuse is a selfish act of oppression and injustice, exploitation and manipulation of circumstances or situations by those in a position of power. This can be caused by those inflicting harm or those who fail to act to prevent harm. Abuse is not restricted to any socio-economic group, gender or culture. It can take a number of forms, including the following: Physical abuse Sexual Emotional abuse Neglect or acts of omission Discriminatory Financial (or material) abuse This can also include sexual exploitation, trafficking, forced marriage, bullying, and honour based violence. For further information on and indicators of abuse refer to the following links: Child Abuse: Adult Abuse: Definition of a child A child is under the age of 18 (as defined in the United Nations convention on the Rights of a Child).
Criminal damage and arson Hampshire Constabulary B/O 2554 2714 +6% (n160) Hampshire Fire & Rescue Service arson Hampshire Fire and Rescue Service 278 168 -40% (n110) Graffiti Internal Council Department 352 203 -42% (n149) Fly-tipping Internal Council Department 3364 4053 +20% (n689) Violent crime violent crime Hampshire Constabulary B/O 3653 5181 +42% (n1528) Violence against the person Hampshire Constabulary B/O 3236 4519 +40% (n1283) Sexual offences Hampshire Constabulary B/O 347 540 +56% (n193) Robbery Hampshire Constabulary B/O 70 122 +74% (n52) Domestic Abuse Domestic incidents Hampshire Constabulary B/O 4236 4673 +10% (n437) Domestic crimes Hampshire Constabulary B/O 1332 1893 +42% (n561) Night Time Economy (Town Centre 22:00 – 03:59) Violence against the person Hampshire Constabulary B/O 315 352 +12% (n37) Anti-social behaviour Hampshire Constabulary RMS 307 326 +6% (n19) Acquisitive crime Burglary in a dwelling Hampshire Constabulary B/O 578 607 +5% (n29) Burglary in a building other than a dwelling Hampshire Constabulary B/O 1164 1316 +13% (n152) Vehicle Offences Hampshire Constabulary B/O 1456 1282 -12% (n174) Theft from the Person Hampshire Constabulary B/O 187 136 -27% (n51) Bicycle Theft Hampshire Constabulary B/O 403 380 -6% (n23) Shoplifting Hampshire Constabulary B/O 1597 1688 +6% (n91) All Other Theft Offences Hampshire Constabulary B/O 2180 2158 -1% (n22) Other crime types Drug offences Hampshire Constabulary B/O 1211 972 -20% (n239) Alcohol related offences Hampshire Constabulary B/O 831 1309 +58% (n478) Public Order Hampshire Constabulary B/O 743 1280 +72% (n537) Hate crime Hampshire Constabulary B/O 162 240 +48% (n78) YOT First Time Entrants Youth Offending Team 113 92 -19% (n21) Total crime Hampshire Constabulary B/O 15997 18144 +13% (n2147)
Dates from: Dates to: Reason for gap Education If the post requires a particular qualification, you will be asked to produce original evidence at your interview if shortlisted. Secondary and Further Education (please list in chronological order) Level Subjects Grade/ Result Year Obtained Other training and development (including professional, vocational or job related training) Title and brief description of course Date Membership of Professional Associations or Statutory Body Organisation Name of Membership/Role/Registration No. (if applicable) Registration Date
Previous Employment: Starting with the most recent first, please list in chronological order, giving a brief description of each including responsibilities. Dates from and to MM/YYYY – MM/YYYY Name of employer and job Salary and benefits Main Duties Reason for leaving
DCSF Guidance, and makes clear roles and responsibilities of education professionals, establishments and organisations. Sep 2016 Policy updated to fully reflect ‘Keeping Children Safe in Education’, DfE (Statutory Guidance revised in May 2016) with effect from 5th September 2016 replaces ‘Keeping Children Safe in Education’ 2015 and Safeguarding Children & Safer Recruitment in Education DCSF (2006) and former DCSF Guidance, and makes clear roles and responsibilities of education professionals, establishments and organisations KF, GC, KS and LC Protection
Personal File Records From January 2008, the school will retain the following information which will make up part of the personal file, for the successful candidate : Application form References Disclosure of convictions form Proof of identification Proof of academic qualifications Proof of registration with General Teaching Council (for teaching staff) Certificate of Good Conduct (where applicable) Evidence of medical clearance from Occupational Health (where applicable) Evidence of the DBS clearance (i.e.: the notification form from EPM or the DBS certificate reference number, NOT the actual DBS form or certificate) Single Central Record of Recruitment Vetting Checks In line with DFE requirements, the school will keep and maintain a single central record of recruitment and vetting checks. The central list will record all who are employed at the school, including casual staff, supply agency staff whether employed directly or through an agency, volunteers, governors who also work as volunteers, and those who provide additional teaching or instruction for pupils but who are not staff members, eg: specialist sports coach or artist. The central record will indicate whether or not the following have been completed: Identity checks Qualification checks for any qualifications legally required for the job Additionally for those applying for teaching posts, registration check with the GTC where appropriate Checks of right to work in the United Kingdom List 99 checks DBS Enhanced Disclosure Further overseas records where appropriate It shall also indicate who undertook the check and the date on which the check was completed or the relevant certificate obtained. In order to record supply staff provided through an agency on the record, the school will require written confirmation from the supply agency that is has satisfactorily completed the checks described above. The school does not need to carry out checks itself except where there is information contained within the disclosure. However identity checks must be carried out by the school to check the person arriving is the person the agency intends to refer to them. Induction Periods Newly appointed teachers who are new to the employment of the governing body will be subject to the school’s probationary period. School staff will be given a copy of the DCSF guidance on Safe Working Practice and asked to sign a declaration that they have read and understood the document and will follow the guidelines required to maintain professional boundaries at all time.
PERSON SPECIFICATION CATEGORY CRITERIA Essential = E or Desirable = D HOW ASSESSED Qualifications [Describe / list qualifications only if they are essential or desirable for the effective performance of the job] E D Application / Interview Knowledge, Skills and Experience [Be specific and realistic about what experience is required to be able to undertake the role (essential) and what is desirable and can be learned in the job. If there is any specific requirement for previous experience, specify the length and / or type needed] E D Application / Interview Other Requirements Enhanced DBS Check. Knowledge of confidentiality. Knowledge of Safeguarding children, young people and adults with care and support needs. Travel to other locations. Computer skills. E E E D D Interview Interview Interview Interview Interview
Female Genital Mutilation (FGM) is suspected Forced marriage is suspected Extremism or radicalisation is suspected Staff also aware that, even in situations where the parent does not give consent, the best interests of the child are paramount and, therefore, they would share their concerns. In addition, the referral will not be delayed if it has not been possible to contact the parents/carers. A consultation will take with Cheshire East Consultation Service (ChECS) and/or the police immediately. Where a child lives in a different authority the Designated Lead follows the procedures for that authority. Where possible we ensure that contacts with outside agencies are through the Designated Safeguarding Lead or their Deputy; however staff are aware that anyone can make this contact. Where a member of staff makes contact they ensure that they make the Designated Safeguarding Lead aware as soon as possible. Teachers in our school are aware of their responsibilities under section 74 of the Serious Crime Act 2015 which says that “If a teacher, in the course of their work in the profession, discovers that an act of Female Genital Mutilation appears to have been carried out on a girl under the age of 18 the teacher must report this to the police”. All records provide a factual, accurate, evidence-based account. Records are signed, dated and where appropriate, witnessed. Support and advice is sought from Children’s Services or the Local Area Designated Officer (LADO), whenever necessary. Safeguarding Records are held electronically/hard copies of records or reports relating to Safeguarding and Child Protection concerns are kept in a separate, confidential file, securely stored away from the main pupil file. Authorisation to access these records is controlled by the Head teacher and Designated Safeguarding Lead. The school ensures that safeguarding information, including Child Protection information, is stored and handled in line with the principles of the Data Protection Act 1998 ensuring that information is: used fairly and lawfully for limited, specifically stated purposes used in a way that is adequate, relevant and not excessive accurate kept for no longer than necessary handled according to people’s data protection rights kept safe and secure.
Appendix 1 Staying Safe Designated Safeguarding Lead Pip Worswick Deputy Safeguarding Lead Matthew Stanlake Chair of Governors Kath Moore Our local contact numbers are: Safeguarding of children concerns (Children living in Cheshire East) 0300 123 5012 Cheshire East Consultation Service 8:30am–5:00pm Friday 8:30–4:30pm) 0300 123 5022 Emergency Duty Team Safeguarding of children concerns (Children living in other Authorities) 0800 131 3126 Staffordshire response service (Mon–Thurs 8:30am–5:00pm Friday 8:30–4:30pm) 0345 6042886 / 07815492613 Out of hours service Allegations against an adult working with children 685904/ 01606 288931 Local Authority Designated Officer (LADO) Police (Emergency) Police (Non Emergency) 999 101 Appendix 2 Universal Targeted
Appendix 7 Example Safeguarding Competencies & Interview Questions Safeguarding competency definition: The ability to protect and provide individual care for children and young people/or adults in a vulnerable situation. This may be demonstrated in the following Motivation for working with children, people and/or adults with care and support needs Emotional Maturity & Resilience Values & Ethics Safeguarding knowledge LEVEL 1 – Basic evidence LEVEL 2 – Good evidence Demonstrates a basic understanding of safeguarding principles Has a realistic expectation of working with children and young people or adults with care and support needs Is able to ask for assistance or support when required Demonstrates an ability to follow safeguarding policies and procedures Prepared to raise concerns with appropriate people. Demonstrates a good understanding of safeguarding issues Seeks appropriate advice and support on safeguarding issues Acts in a consistent manner under pressure Has control over own emotions Challenges and questions appropriately LEVEL 3 – Strong evidence LEVEL 4 – Leadership/outstanding evidence personal responsibility for improving safeguarding Prepared to tackle difficult issues of safeguarding developments and best practice Successfully employs coping mechanisms to overcome causes or symptoms of stress Is able to step back from stressful situations and take action to control /resolve causes of stress or emotions for others Takes responsibility for improving safeguarding in their service area or organisation Leads the way in setting best practice for other organisations Under performance - here are some examples of behaviours falling short of all the levels (this is not an exhaustive list); Treats all children & young people/adults with care and support needs as a group and shows no understanding of individual needs. Fails to seek advice when appropriate. Fails to protect children, young people / adults with care and support needs. Example of Suggested Competency Interview Questions (Can be adapted depending on vulnerable group)
Name Date Stage of Journey Hazard(s) Likelihood of happening Severity How could I be Safer List all stages of your journey to School/College. Include walking, waiting at stops/stations, public transport, cycling etc For each stage list all the possible hazards that you can think of 1 extremely unlikely 2 unlikely to happen 3 expected occasionally 4 can happen often 5 expected regularly 1 no serious consequences 2 inconvenience 4 minor injury 5 serious injury 6 death List the things you could do to reduce the likelihood or severity of the risk Continued/.... ..../Continued Stage of Journey Hazard(s) Likelihood of happening Severity How could I be Safer
List all stages of your journey to School/College. Include walking, waiting at public transport, cycling etc For each stage list all the possible hazards that you can think of 1 extremely unlikely 2 unlikely to happen 3 expected occasionally 4 can happen quite often 5 expected regularly 1 no serious consequences 2 inconvenience 4 minor injury 5 serious injury 6 death List the things you could do to reduce the likelihood or severity of the risk
PART 4: ACTION TAKEN BY DSL Time and date information received by DSL and from whom Time Date From Action (internal & external advice sought, referral to SENCO, Attendance Officer, Children’s Social Care, continued monitoring etc) Include time, dates, names, who information shared with and when etc Parents informed and reasons? Yes / No Pupil Child Protection File created? Yes / No
Appendix 6: Child Protection File – Chronology of Significant Events Child Protection File Chronology of Significant Events Pupil name Date of birth Date of Date info received/ recorded Significant event Source of information Actions taken and outcomes (include advice sought, dates, names, who information shared with and when etc) Parents informed Y/N and reasons Recorded by (full name and job title)
any girl who has a sister who has already undergone FGM must be considered to be at risk of FGM, as must other female children in the extended family; any girl withdrawn from Personal, Social and Health Education may be at risk as a result of her parents wishing to keep her uninformed about her body and rights. There can also be clearer signs when FGM is imminent: it may be possible that families will practice FGM in the UK when a female family elder is around, particularly when she is visiting from a country of origin; a professional may hear reference to FGM in conversation, for example a girl may tell other children about it; a girl may confide that she is to have a ‘special procedure’ or to attend a special occasion to ‘become a woman’; a girl may request help from a teacher or another adult if she is aware or suspects that she is at immediate risk; parents that they or a relative will take the child out of the country for a prolonged period; a girl may talk about a long holiday to her country of origin or another country where the practice is prevalent; parents seeking to withdraw their children from learning about FGM. Signs of FGM. There are a number of indications that a girl has already been subjected to FGM: she may have difficulty walking, sitting or standing; she may spend longer than normal in the bathroom or toilet due to difficulties urinating; she may long periods of time away from a classroom during the day with bladder or menstrual problems; she may have frequent urinary or menstrual problems; here may be prolonged or repeated absences from school; a prolonged absence from school with noticeable behaviour change (e.g. withdrawal or depression) on the girl’s return could be an indication that she has recently undergone FGM; she may be particularly reluctant to undergo normal medical examinations;
SAF€RA mid-term report template for projects Please send your mid-term report to the SAF€RA Call Secretariat, . Background information Date of reporting: dd/mm/yyyy Person reporting: (project coordinator) First name Last Name Organization/country (for example, FIOH/Finland) Project title: Project period dd/mm/yyyy – dd/mm/yyyy Project website URL: Project coordinator and country: Organization/country (for example, FIOH/Finland) Project partners and countries: Organization/country Organization/country Organization/country Organization/country Add more if needed SAF€RA funding: Project funding organization/s (national) and funding amount/s: Funding organization (for example, TNO) EUR: Percentage of total budget: Funding organization (for example, FonCSI) EUR: Percentage of total budget: Add more lines if needed Other outside funding (outside SAF€RA and project partners’ own organizations): Organization EUR: Percentage of budget: Add more lines if needed Project total budget (all outside funding and own input together; i.e. final realized spending): EUR: Project progress and results Summary of the project progress and current status at the moment of the mid-term report 1.1a What was intended to be achieved during the reporting period (list briefly with bullet points)? How well these milestones have been met? Any significant changes to the project work plan or objectives? Note if changes, why and do these have impact on the planned final objectives. (max 900 characters with space; i.e. ¼ A4 page)
Please ensure you return your completed application form (and all supplementary documents) by the closing date outlined in the advert to email: ridotpartners.co.uk Please put the job title in the subject line so that your application can be easily forwarded to the correct person Please also complete and return the attached Equal Opportunities Form with your Application Form. Where did you find out about this position?...................................................................................................
Document Status Version Date Authors Summary 1.0.0 2/19/2016 M. Paradiso, M. Morrison, J. Siu Document created 1.0.1 3/4/2016 M. Paradiso, M. Morrison, J. Siu Made suggested edits and restructuring to chapters 1-3 Implementation plan added 1.0.2 3/30/2016 M. Paradiso, M. Morrison, J. Siu Prototype report added 1.0.3 4/4/2016 M. Paradiso, M. Morrison, J. Siu Report restructured into summary, user manual, and developer’s manual. Section 2.5 updated with more detail about system requirements. Section 2.6 added with instructions for running program. Prototype and refinement integrated into developer’s manual, beginning with section 3.11 1.0.4 4/18/2016 M. Paradiso, M. Morrison, J. Siu Testing report added, sections 3.14, 3.15, and 3.16 1.1.0 4/26/2016 M. Paradiso, M. Morrison, J. Siu Final report 1.1.1 5/4/2016 M. Paradiso, M. Morrison, J. Siu Final report with all revisions made from initial submission 1.1.2 5/9/2016 M. Paradiso, M. Morrison, J. Siu Final report with further revisions made
Safe:Space Sussex Funding Network Application Form Please note this is for victims and witness support service funding only. Community safety funding has a separate application process. This application form is for joining the Safe:Space Sussex Funding Network. Before completing and returning this form please ensure you have read the relevant prospectus which outlines the terms and conditions you will be signing up to. Contact and Organisation Summary: Organisation/Provider: Contact Name: Contact Number: Contact Email: Business Address: Registered Charity Number (if applicable): Please select the maximum amount of funding you will be applying for during the 24 months. Level 1: Up to £10,000 Level 2:Between £10,001 & £25,000 Level 3: Between £25,001 & £50,000 Level 4: Above £50,001
Quality Assurance: As per the quality assurance matrix within the Safe:Space Sussex Funding Network Prospectus and the level of funding you have selected at the beginning of this application form, please complete the following checklist outlining the supporting evidence for each requirement (evidence should be attached as appendices to your application) (if the measure is not needed for your level, please just enter N/A in the third column). Quality Assurance Area Measure Description of evidence supplied Governance 1 2 3 4 5 Management 1 2 3 4 5 6 7 Financial Management 1 2 3 4 Safeguarding 1 2 3 4 5 6 Monitoring and Evaluating 1 2 3 4 5 6 7 8
Physical Contact Electronic Communications and Social Locker and Changing Areas Travel Strategy 5: Responding to Abuse, Misconduct and Policy Violations Reporting Disciplinary Rules and Procedure Investigation and Adjudication Strategy 6: Monitoring Your Strategy Part 2: Sample and Documents Application for Employment and Consent and Release Reference Form Reference Information Reporting Form Incident Report Form Appendix Additional Resources Prevention Applicant Screening Creating Policies and Procedures Risk Management Reporting Effects of Child Abuse and Neglect Counseling
Supervision of Athletes and Participants X X Physical Contact Development X X X Electronic Communications and Social Development X X X X Locker Rooms and Changing Areas Development X X X X Travel Development X X X X Reporting Policy Development X X X Disciplinary Rules and Procedure Development X X X X Investigation and Adjudication Development X X X Monitoring Development X X X PART 1: STRATEGIES
Your title: ___________________________________ Employer telephone ( ) ______________ Key Duties: _______________________________________________________________________ Time in Position Name and complete address of employer (street, city, state, zip) Name and Title Of Last Supervisor Salary or Wage Reason for Leaving Your title: ___________________________________ Employer telephone ( ) ______________ Key Duties: _______________________________________________________________________ Time in Position Name and complete address of employer (street, city, state, zip) Name and Title Of Last Supervisor Salary or Wage Reason for Leaving Your ___________________________________ Employer telephone ( ) ______________
SAFE SYSTEM OF WORK – THE MUNGO FOUNDATION BRIEFING RECORD SHEET Ref No: Only sign this pro-forma if you fully understand the information provided in the relevant safe system of work. Name Designation Date of Briefing Signature Briefed by Please ensure that this briefing record is fully completed and retained for future reference
Cereal, pasta, rice, noodles Stuffing mix, instant potatoes Meal-starters or side dishes Special dietary needs: low-salt sugar free Infant formula people to get basic necessities. Household paper products, toilet paper Dish & laundry detergent Household cleaning products Personal care items – soap, shampoo, deodorant, toothpaste, toothbrushes Feminine hygiene products Diapers – infant, toddler, adult Children’s school supplies
24 Hours Control Centre (Emergencies Only) (016) 340 – 4327 or 10177 General Enquiries (Electricity, Water a/h) (016) 341 – 3116 Traffic Section Street Address Cnr H F Verwoerd & Du Preez Streets Heidelberg, 1441 Tel: (016) 340 – 4388
Document: Health and Safety Consultation – Guidance for the establishment of local Health and Safety Committees for further information that should be included in an agenda. D √ Risk Assessments 20 Other 20 marks C I Do the times at which the meetings of the safety committee are held ensure the attendance of the majority of the membership? NO YES O 0 marks 100 marks D √ I Is the agenda circulated in advance of each meeting accompanied by supporting documentation, as appropriate? NO YES O 0 100 D √ D. Performance: National Health and Safety Function, Guideline Document: Health and Safety Consultation – Guidance for the establishment of local Health and Safety Committees D I Does the committee compile reports that are submitted to the Executive Quality and Safety Committee or equivalent? NO YES O 0 marks 100 marks D √ D I Does the Safety Committee have clearly identified quality indicators and outcomes that are measured to ensure that the committee is performing effectively? Examples: Number of meetings per year Percentage attendance of members Percentage of items closed out NO YES O 0 Marks 100 Marks D √ D I Does the Safety Committee have a process in place for recording risks identified by the committee on a local risk register? NO YES O 0 0 D √ D I NO YES
should be included in a terms of reference. C 4 The committee does not have a quorum. The quorum for a meeting of a safety committee be such number, being not less than 3, (Schedule 4 Safety, Health and Welfare at Work Act, 2005) A quorum is required for this committee. In accordance with Schedule 4, Safety, Health and Welfare at Work Act, 2005 the quorum should be not less than 3 members. Hospital/Service Manager Chairperson of Committee Immediate C 5 Committee meetings do not take place every three months. Committee meetings should be scheduled every three months. Hospital/Service Manager Chairperson of Committee Immediate C 6 Meetings are scheduled for in excess of one hour. Meetings should be scheduled for in one hour only. Hospital/Service Manager Chairperson of Committee Immediate C 7 The agenda for each meeting does not include: A review of Accidents/Incidents/Near Misses and Occupational illness Training Key Performance Indicators Representations Risk Assessments The agenda for each meeting should include: A review of Accidents/Incidents/Near Misses and Occupational illness Training Key Performance Indicators Representations Risk Assessments Hospital/Service Manager Chairperson of Committee Immediate
Process adaptable to division needs Includes feature for accessing off-site work Improved Communication Co-located hazards Access to SOP’s, Lessons Learned, video clips, and PUB-3000 Activity and division specific controls Worker-specific authorization Risk levels 1 (low), 2 (medium) and 3 (high) Project Leads, Activity Leads, Line Management, Workers WPC beta testing: January- March 2014 Soft launch: April- September 2014 Lab-wide implementation: October 2014- March 2015 Next Meeting: Thursday, April 3 @ 9:00am in 90-3075 Action Items Item Action Needed Assigned Status 01-3 Generate a spill cleanup procedure for use in addressing chemical spills in glove boxes. Generate specific spill cleanup training for EETD lab workers. Ensure that adequate cleanup supplies are available. Ron Open Small spill kits provided for glove boxes. Fire department of B62 and B70 labs completed New spill cart purchased for Building 70. 08-3 Look into possibility of electronic format lab area self-inspections with centralized database. Ron Open- App developed and is about to be deployed to lab leads. 12-2 Identify new EETD Safety Committee Chair. Ron/EETD Mgmt. Open 12-3 Identify new EETD representative to the LBNL Safety Advisory Committee (SAC) Ron/EETD Mgmt. Open- Candidate identified 01-1 Distribute ISM Plan for review and comment Ron Open
03-1 Follow-up on status of “lessons learned” and action items identified from Building 70 power outage. Ron/Tim Open- List established, but need to ensure plan to address is communicated. 03-2 Ensure findings from PPE are addressed. Ron Open- CATS submitted for each finding. 03-3 Identify new members of the EETD Safety Committee for the next tw-year term. Department Heads Open- Being brought up at department leadership meetings.
Additional EETD staffing of the Building 62 BET is being addressed. We have two new BET for Building 62 who just completed their training. Congratulations Yuyi Li and Hugues Duncan! Old Business (All) The new EETD Safety website is now available. The link to access is: It was suggested by the committee that a link to the LBNL “Safety Concerns” website is prominently displayed on the home page just the emergency contact information. Ron will follow-up with EETD Communications to see if this is possible. (AI- Ron) The EETD Integrated Safety Management Plan annual review has been completed and is now available on the EETD safety website. New Business (All) The emergency shower eyewash/shower push bar in lab area 70-103 is subject to being accidentally bumped when exiting through the door. This could create serious flooding if not noticed right away. It may need to be removed or modified. Dan will follow-up to see what options are available to address. (AI- Dan) EHSS is currently performing exposure assessments in some of the lab areas. EHSS is performing hood ventilation checks in Building 62. Next Meeting: Thursday, June 6 @ 9:00am Action Items Item Action Needed Assigned Status 01-3 Generate a spill cleanup procedure for use in addressing chemical spills in glove boxes. Generate specific spill cleanup training for EETD lab workers. Ensure that adequate cleanup supplies are available. Ron Scholtz Open Small spill kits provided for glove boxes. Fire department tours of B62 and B70 labs completed 08-3 Look into possibility of electronic format lab area self-inspections with centralized database. Ron Scholtz Open- App currently being developed by Communications. 12-4 Distribute a copy of the ISM Plan for annual review and comment. Ron Scholtz Completed 02-1 Review email notifications for “high risk” ergonomic Create regular report for high risk/high frequency users for follow-up by ergo-advocates. Ron Scholtz/ Richard DeBusk Completed 02-2 Hold a “Electrical Equipment Inspection Program” seminar for EETD personnel. Ron Scholtz/ Mark Scott Completed
Does/could the suspected harm meet the LSCB definitions of abuse? Are cultural, linguistic or disability issues? I am wrongly attributing something to impairment? Does the chronology indicate any possible patterns which could/do impact upon the level of risk? Are any injuries or incidents cumulative, and/or episodic? Did any injuries result from spontaneous action, neglect, or intent? Explanations consistent with injuries/behaviour? Severity and duration of any harm? Effects upon the child’s health/development? Immediate/longer term effects? Likelihood of recurrence? Child’s reaction? Child’s perception of the harm? Child’s needs, wishes and feelings? attitudes/response to concerns? How willing are they to cooperate? What does the child mean to the family? What role does the child play? Possible effects of intervention? Protective factors and strengths of/for (i.e. resilience/vulnerability) Familial strengths and weaknesses? Possibilities? Probabilities? When and how is the at risk? How imminent is any likely risk? How are the possible consequences? How safe is this child? What are the risk assessment options? What are the risk management options? What is the interim plan? APPENDIX 1: TAKING ACTION ON CHILD WELFARE/PROTECTION CONCERNS IN SCHOOL
12-1 Work with EETD administrative assistants to ensure accident information is provided to researchers on off-site travel. Ron Open- will discuss at next EETD operations staff meeting. 12-2 Identify new EETD Safety Committee Chair. Ron/EETD Mgmt. Open 12-3 Identify new EETD representative to the LBNL Safety Advisory Committee (SAC) Ron/EETD Mgmt. Open
SAFETY DAY 2014 (8th APRIL) THEME OF THE YEAR THE BASICS – “COMPLY” NAME OF SPEAKERS PDO Said Al Abri UIE 53 - PDO-CSR SultanUIE 535 A - HSE ADVISOR AL HASSAN Tamodaran - CM Sreenivinayak - HSE Advisor
should being able to support other professionals in an early help assessment and interventions Being supportive of children and young people, while helping them understand that they cannot guarantee absolute confidentiality Being alert to any signs of abuse or harm in the children and young people they have contact with Immediately reporting any nagging doubts both orally and in writing (see Appendix 1a, Nagging to the lead DSL Sarah Makin or in her absence the deputy DSL’s Jodie Hayes/Danielle Clayton Serious concerns should immediately be reported both orally and in writing to the lead DSL’s Makin or in her absence Deputy DSL’s Jodie Hayes/Danielle Clayton or direct to Stockport LSCB 0161 217 6028 (see Appendix 1b, Serious Concerns) Understanding that individual staff with concerns may refer to the local children’s services directly Taking part in safeguarding training provided by the school on child protection and specific safeguarding issues identified in Keeping Children Safe In Education Sept 2016 Understanding and practising the school’s safeguarding procedures Having an awareness of safeguarding issues- some of are listed below. Staff should be aware that behaviours linked to the likes of drug taking, alcohol abuse, truanting and sexting put children in danger aware that safeguarding issues can manifest themselves via peer on peer abuse. This is most likely to include, but not limited to: bullying (including cyber bullying), gender based violence/sexual assaults and sexting. Staff should be clear as to the school or college’s policy and procedures with regards to peer on peer abuse 3.7 Expert and professional organisations are best placed to provide up-to-date guidance and practical support on specific safeguarding issues. For example, information for schools can be found on the TES, MindEd and the NSPCC websites. School and care staff can access government guidance as required on the issues; these can be referred to on P12 and Annex A of Keeping Children Safe in Education Sept 2016. . Further safeguarding information and guidance for staff please refer to Part One in Keeping Children Safe in Education Sept 2016 Definitions and Signs of Abuse 4.1 What is child abuse?
Safeguarding & Prevent Support Guide This guide is to help aid provider staff in the implementation and support of safeguarding & Prevent. The includes the following information – Introduction to Prevent Board of Directors and Management Responsibilities Prevent & British Values Understanding & defining Safeguarding Categories of abuse Possible signs of abuse or radicalisation Codes of Conduct Referral Agencies & contacts – local and sub-regional Procedure flow charts – Channel / Safeguarding Incident & template form HM Government ‘7 golden rules to information sharing’ guide
WYLP Contacts - Safeguarding & Prevent designated person – Alex Miles – 07859 339949 – Board of directors Prevent designated person – Jay Luke – 0113 266 5016 - Prevent Contacts – Confidential Anti-terrorism hotline – 0800 789 321 West Yorkshire Counter terrorism unit advice – Channel Coordinator (Counter Terrorism Unit) – DC Fran Ruttledge – 07595 006 652 Bradford Prevent Coordinator – Michael Churley - – 01274 432816 Leeds Prevent Coordinator – Nadeem Siddique - Calderdale Prevent Coordinator – Brian Parker - Kirklees Prevent Coordinator – Lee Hamilton – Safeguarding Contacts – Leeds Safeguarding Coordinator – Neil O’Bryne - Calderdale Safeguarding Coordinator – Gemma Stead – 01422 363561 Kirklees Safeguarding Coordinator – Caroline Rhodes – 01484 225218 - Bradford Safeguarding Coordinator - 01274 437500 - (non-emergency) Wakefield Safeguarding Coordinator – Mark Barrett - Probation & Offending Teams – WY Probation Service – Leeds YOS – Andy Peaden - – 0113 3951798 Bradford YOS – Charlie Jones - – 01274 436060 Calderdale YOS – Jeff Rafter - – 368279 Kirklees YOS – Richard - – 01484 226263
What are the existing controls in place? (e.g. spill kits, bunding, clearing area pegged, PPE worn, machine guarding) Corrective Actions Action Description Responsible Person and Role Due Date Completion Date Control(s) put in place before and after the incident to Rectify, Contain or Remedy the situation Persons Involved Name: Job Title(s): Employee Type: (MRWA Employee OR Contractor OR Member of Public) (If applicable include Contractor name) 1. 2. 3. 4. 1. 2. 3. 4. 1. 2. 3. 4. What was the actual consequence? (Refer to Appendix A below) Insignificant Complete Incident Report Minor Complete Incident Report Moderate 5 Why (MTI), ICAM or equivalent investigation (LTI) Major ICAM or equivalent investigation Catastrophic ICAM or equivalent investigation What was the Potential Outcome? Low Complete Incident Report Medium 5 Why or equivalent investigation High ICAM or equivalent investigation Very High ICAM or equivalent investigation What is the Risk Rating after controls are put in place? (Residual Risk) Low Medium High Very High Yes No Report made by: Reference No: Date Report Made: / / INJURY DETAILS (only applicable if the incident resulted in personal injury): How was the injury sustained? (Mechanism of Injury) Fall from a height and Trips Vehicle incident Musculoskeletal (sudden movement, sharp pains) Repetitive movement with low muscle loading Exposure to Mental Health Factors Exposure to vibration Exposure to the Elements (UV, Cold) Exposure to (incl long term) Contact with chemical or substance Cuts, abrasions and lacerations Contact to heat and cold Contact with electricity Insect bites and stings Unspecified mechanisms of injury or other Treatment given & assessed by: Name: Job Title: Type of treatment given: None required First Aid Medical (Doctor/Hospital) Emergency Department Work Related Injury This is a work related injury This is a non-work related injury Bodily location of the injury: (Please select all that apply) Eye Face Ear Neck Head (other than the above) Shoulders and arms Hands and fingers Back Hips and legs Feet and toes Internal organs Trunk (other than back and excl internal) General and unspecified locations Comments:
Legal Name of Subconsultant/ Supplier (including “doing business as”, if applicable). Address of Office Location to Perform Project Work or Provide Supplies: Scope of Work and/or Supplies to be Performed/ Provided by Firm: Estimated Percentage of Participation on this Project: Certification Type & Certification Agency: 1 2 3 4 5 SECTION B. – SMWB COMMITMENTS The SMWB goal on this project is 19% 1. The undersigned proposer has satisfied the requirements of the BID specification in the following manner (please the appropriate space):
WRITING (journal) The students will draw a picture of someone they can be safe with. The teacher will then write the students' response to I AM SAFE WITH_______________. (journal) CCS:: W.K.2, W.K.3, SL.K.5 PL/VS 1.3.1, 1.3.2(DOK 2) THEME MATH (shapes) On a chart, the students will identify items that could be circles and then each student will trace the given circles. (chart, st sht) CCS: K.G.2, K.G.5 REVIEW (alphabet) The students will identify pictures that begin with “Aa”. Next, the students will write the beginning letter for each word/picture. (st sht) CCS: RF.K.1, RF.K.2d THEME (health/ss) The students will discuss stranger safety - Who is /is not a stranger. The teacher will read the story NEVER TALK TO STRANGERS. Students will then color a picture of Patch the Pony as a reminder to stay away from strangers. (story, st sht) CCS: PL/VS 1.1.1(DOK 1), 1.1.9(DOK 1), 1.3.1 SS 1.1.2(DOK 2) SAFETY - Traffic Lights 8-15-2013 MORNING MESSAGE PROJECT READ UNIT 1 Lesson 1(a) DAY 4 Letter of the Day: vowel "Aa" (TM p1-1--1-4) CONCEPT 1. To understand that every word must have a vowel 2. To understand that [a] is a vowel 3. To understanding that [a] represents the short sound /a/ like in the word [at] ANTICIPATORY SET (p1-1)
42 nm ICR mice Gavage: 28 d 0.25, 0.5, 1 - Serum indicators of inflammation significantly induced at mid- & high- dose; clinical chemistry suggestive of mild liver & kidney tox at high dose. Park et al. 2010a 14 ± 4 nm or Ag acetate Wistar rats Gavage: 28 d 2.25, 4.5, 9 (nano) or 9 NOAEL: 9 (nano) - No effects for Ag acetate: ↓ bw gain, ↑ ALP, ↓ plasma urea, ↓ thymus wt. Hadrup et al. 2012a NOEL: 2.25 (nano) - Ag-NPs: ↑ dopamine brain levels at 4.5 & 9 mg/kg/d. Ag acetate: ↑ dopamine & noradrenaline. Hadrup et al. Uncoated (17.7 ± 3.3 nm), or Coated with 75% PVP (12.1 ± 8 nm). rats Gavage: 28 d 90 NOAEL: 90 No effects: - Blood biochemical analysis. - Immunotoxicity markers. van der Zande et al. 2012 60 nm rats Gavage: 28 d 30, 300, 1000 NOAEL: 30 Haematology, clinical chemistry & histology observed at mid- and high- dose consistent with liver effects. Kim et al. 2008 70 nm Wistar rats Gavage: 30 d 0.25, 0.5, 1, 2 0.5 Atrophy of spleen cells, necrosis of glomerular cells, & inflammation of parenchymal cells in liver at 2 highest doses. Sardari et al. 2012 86 nm Male prepubertal Wistar rats Gavage: 35 d Prepubertal assay (PND23-58, sacrificed at PND102) 0.015, 0.03 - ↑ abnormalities, delay in onset of puberty. No effects on serum hormone levels, sexual behaviour or body weight. Mathias et al. 2014
mixed 7.9 ± 0.95nm rats Gavage: 42d (M) 52d (F) 62.5, 125, 250 250 No effects on standard parameters in a combined reproductive/ developmental tox study. Hong et al. 2014 20 nm Gavage: 81 d 500 - Reduction in food intake (18%) and body weight gain (20%), ↑ total & LDL-cholesterol, ↑ liver inflammatory markers. Ebabe Elle et al. 2013 56 ± 1.46nm F344 rats Gavage: 90 d 30, 125, 500 30 Clinical chemistry & liver histology indicative of liver effects at mid- and high- dose. Kim et al. 2010 19.0 ± 4.6 nm rats Gavage: 91 d 257.6, 515.3 and 1030.5 NOAEL: 515.3 ↑ serum ALP & Ca, lymphocyte infiltration into liver & kidney at high dose Yu et al. 2015 product (25-40 nm) Humans Diet oral syringe): 14d 0.007 NOEL: 0.007 (only dose tested) No effects: - Metabolic markers, haematology, urinalysis - Pulmonary reactive oxygen species or cytokines - Platelet aggregation - Sputum induction - Serum P450 enzyme activity - Complete physical examination, including chest & abdomen MRI Munger et al. 2013, Smock et al. 2014, Munger et al. 2015 Commercial colloidal product (60-100 nm) Weanling pigs Diet (feed): 35d ~ 0.6, 0.9 NOAEL: 0.9 Feed intake highest in 0.9 mg/kg/d No effects: - Growth - Dietary digestibility - Intestinal histology Fondevila et al. 2009 14, 36 nm Wistar rats Diet (drinking water): 55 d 157.4 - Mild changes to haematology & clinical chemistry. et al. 2013
E-mail: M.Gay@bury.gov.uk CAF Consultants The CAF Team & Early Help Team Redvales Children’s Centre 25 Dorset Redvales Bury BL9 9DN Tel – 0161 253 5200 Email: Childwellbeing@bury.gcsx.gov.uk Appendix 2 – Intra Agency Referral Form, Early Help Support Plan, TAF Forms The Inter Agency Referral Form forms can be found on the Bury Safeguarding Children Website at: http://www.safeguardingburychildren.org under the heading ‘Procedures and useful documents’ The Help Support Plan can be found on the Bury Safeguarding Children Website at: http://www.safeguardingburychildren.org under the heading ‘Procedures and useful documents’ The Team Bury TAF Review Record can be found on the Bury Council website, Children’s Services. Appendix 3 – Golden Rules of Information Sharing 1. Remember that the Data Protection Act is not a barrier to sharing information but provides a framework to ensure that personal information about living persons is shared appropriately 2. Be open and honest with the person (and/or their family where appropriate) from the outset about why, what, how and whom information will, or could be shared, and seek their agreement, unless it is unsafe or inappropriate to do so. 3. Seek advice if you are in any doubt, without disclosing the identity of the person where possible 4. Share with consent where appropriate and, where possible, respect the wishes of those who do not consent to share confidential information. You may still share information without consent if, in your judgement, that lack of consent can be overridden in the public interest. You will need to base your judgement on the facts of the case. 5. Consider safety and well-being: Base your information sharing decisions on considerations of the safety and well-being of the person and others who may be affected by their actions