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HTTOHS300A: Contribute to OHS processes

Participate in the control of emergency situations

Contents

Plan work in accordance with relevant provisions of OHS legislation, standards, codes and guidance material 3

Occupational health and safety and the law 3

Identify hazards as part of work planning and work process 9

Hazard identification 9

Methods of hazard identification 10

Reviewing OHS information 12

Address identified hazards prior to starting work 13

Report residual risk according to organisation procedures 14

Report incidents and injuries in line with organisation policies and procedures 15

Undertake OHS housekeeping in work area 20

OHS housekeeping 20

Maintain and update own knowledge of OHS issues as they apply to workplace systems, equipment and processes 21

Sources of information on work health and safety 21

Manage own levels of stress and fatigue to ensure ability to work safely 26

Positive ways of coping with stress 29

Workplace bullying 31

Summary 33

Certificate III in Children’s Services: HTTOHS300A: Reader LO 9654 © NSW DET 2010

Identify emergency signals and alarms and responded to them appropriately

Occupational health and safety generally focuses on the prevention of illness, injury and damage to people. However unplanned incidents can and do occur. Such emergencies should be planned for in advance. These plans also need to be periodically tested to ensure that an adequate response occurs during an actual emergency.

What is an emergency?An emergency may be defined as a dangerous situation that requires sudden and urgent action. Your work environment determines the types of emergencies that are most likely.

Examples of emergencies:

• power failure or electrical hazards • fire • armed hold-up • someone requiring urgent medical attention • bomb threat • earthquake • chemical spills / toxic fumes• flood.

Your understanding of emergency procedures can assist in the prevention of loss of human life and property.

How do you know it’s an emergency?Each service will use specific emergency signals or alarms to indicate an emergency response is required. Usually this will be an alarm that is part of the service building, but other times it could be a whistle, air horn, bell or megaphone. Some services have an alarm for a fire alert and a different sounding alarm for an evacuation.

Certificate III in Children’s Services: HTTOHS300A: Reader LO 9654© NSW DET 2010

In some services there may be visual devices (flashing lights) and/or audio devices that notify individuals of a fire event.

You will need to be able to recognise and respond quickly to the alarm once signalled as well as be aware of how to trigger the alarm should you identify the need for evacuation.

This information should be given to you at induction.

First aidFirst aid information should be included in the emergency plan. This could include:

• the location of first aid kits or posts and other medical facilities • the identification of first aid officers • the identification of all other staff trained in first aid • procedures for transporting injured employees to external medical

facilities • provision of first aid training • procedures for recording injuries and illnesses.

Activity 1

Whatever the nature of the emergency, your response will involve immediate and effective action and will be guided by service policies and procedures.


Take initial action to control/confine emergency according to organisation procedures, and taking account of the nature and scope of the emergency

To understand your roles and responsibilities in an emergency situation it is essential that you are familiar with your service emergency policies and procedures.

These documents will clearly outline what role you are to take in an emergency situation and what steps you must take.

Your response to an emergency situation may be different depending on the nature and severity of the emergency situation. Some situations you may be able to contain and manage others you will need emergency assistance from other professionals.

Activity 2

Your emergency response must always be within your capabilities and expected roles.

Child care staff in may be allocated additional roles such as Fire Warden, OHS Representative or First Aid Officer—these positions will require the person to attend special training that provides them with the skills they need to implement an appropriate emergency response.

If you are allocated one of these roles and do not understand what the role entails or feel anxious about carrying out the role you must talk with your supervisor who will be able to organise suitable training for you.

Being emergency ready is gives you increased confidence. So if are given the opportunity to do First Aid Training or Fire Safety training—accept!


Implement emergency response procedures within scope of training and competence

Evacuation proceduresThe implications of not following correct emergency procedures can be deadly serious. It is important that whatever procedure has been put in place by your organisation or workplace is followed.

Evacuation is usually required in the case of fire, widespread smoke, hazardous substances spillage or bomb threat.

Our emergency procedures in response to a fire situation will be based on standard fire orders developed by NSW Fire Brigades. These standard fire orders tell us to follow the RACE procedure:

Rescue—or assist any person in immediate danger

Alarm—Raise the alarm and follow your emergency procedure

Contain—Close doors and windows to contain the fire – only if safe to do so!

Evacuate—to assembly area. Remain at assembly area and ensure all children and staff are accounted for.

The NSW Fire Brigades produce and sell RACE—Standard fire orders (Kindergarten & Day Care Centres) A4-size workplace posters: http://www.comsafe.com.au/

In an evacuation the Evacuation Warden is in charge. Do everything they tell you to do!

Activity 3


http://www.comsafe.com.au/

Look at the following office floor plan and note that it shows an employee the quickest and safest way to exit the building.

Every service must display the written emergency plan in each playroom and at each exit of the building.

Fire emergenciesThe ability of fire to ignite and spread makes it one of the most feared emergency incidents a person may have to face. More people suffer from the effects of smoke inhalation than from the flames and heat of the fire itself.

Even with the best intentions of prevention, fires can still occur in the workplace.

Three factors are needed for a fire to occur:

• fuel: any solid, liquid or gas that can burn• oxygen: from the air and also from chemical reactions• heat: flames, sparks, cigarettes etc.

If you discover a fire, remember the six steps to safety:

• sound the alarm immediately• tell everyone to get clear• advise the fire brigade• fight the fire—if you have been trained to do so• evacuate the building• do not re-enter the building until the all clear has been given by the fire

brigade.

For electrical fires, remember to turn off the power.


What to do in case of a fire

Fire extinguishersExtinguishers are colour-coded so that you can easily identify them. Extinguishers that contain water, for example, are colour-coded red. This is important to know because you cannot use water to put out fires involving live electrical equipment. You could get electrocuted.

Remember that a fire extinguisher is only the first step in fire fighting. All small fires can quickly become big fires—and an extinguisher is no substitute for the fire brigade.

The table which follows lists the main types of extinguishers, their colour codes and their special uses.


Main type of fire extinguishers

Extinguisher Colour Electrical Paper Fuel & oil

Gas Toxic Purpose

Water red No Yes No No No cooling

Foam blue No Yes Yes Yes No smother

CO2 red with black band

Yes Yes Yes Yes No smother

Halon/BCF* yellow Yes Yes Yes No Yes smother

Dry chemical red with white band

Yes Yes Yes Yes Yes smother

*Were recalled in 1995 for disposal. They should be replaced with a CO2 or dry chemical extinguishers.

Remember: after a fire, don’t put the empty extinguisher back on its rack. This may cost someone his or her life at a later date. Arrange to have it refilled.

Fire Protection Association Australia: http://www.fpaa.com.au/

How to operate a fire extinguisherThere are four (4) basic steps for using modern portable fire extinguishers.

The PASS method is the accepted method. :

The acronym PASS is used to describe these four basic steps.

• Pull Pin: Pull pin at the top of the extinguisher, breaking the seal. When in place, the pin keeps the handle from being pressed and accidentally operating the extinguisher. Immediately test the extinguisher. (Aiming away from


the operator) This is to ensure the extinguisher works and also shows the operator how far the stream travels

• Aim: Approach the fire standing at a safe distance. Aim the nozzle or outlet towards the base of the fire.

• Squeeze: Squeeze the handles together to discharge the extinguishing agent inside. To stop discharge, release the handles.

• Sweep: Sweep the nozzle from side to side as you approach the fire, directing the extinguishing agent at the base of the flames. After an A Class fire is extinguished, probe for smouldering hot spots that could reignite the fuel.

See: NSW Fire Brigades Safe Operating of Fire Extinguishers : http://www.fire.nsw.gov.au/page.php?id=632

Note:

Always test the extinguisher before proceeding to the fire.

Remember that you only have seconds to extinguish the fire, not minutes, but only do so if it is safe and you are trained to.

The rule of thumb is if you not able to put a fire out with one extinguisher then the fire is too big to fight.

Medical emergenciesA medical emergency may occur for many reasons.

• anaphylaxis • asthma• injuries caused by slips, trips and falls.

Procedures for handling emergency medical situations or accidentsIn a medical emergency staff will be responsible for:

• administering first aid and providing care and comfort prior to the parents/guardians or ambulance arriving

• implementing the child’s current medical management plan if provided as part of the child’s enrolment

• calling an ambulance if necessary


• notifying parents/guardians, as soon as is practicable, of any serious medical emergency, accident or injury concerning their child, and requesting the parents/guardians make arrangements for the child to be collected from the centre as soon as possible or informing parents/guardians that an ambulance has been called

• if the parents/guardians are not contactable, notifying other person(s) as authorised on the child’s enrolment form

• ensuring ongoing supervision of all children• where an ambulance is required and the parents/guardians are not

present to accompany the child, the unqualified staff member and/or a nominated representative of the licensee may accompany the child in the ambulance providing the child to staff ratios and all other requirements of the children’s services regulations maintained at the centre for the remaining children

• recording a report in the accident, injury and illness book.

Centre lock down or invacuationOther emergency situations may require centres to have in place and practice an invacuation or ‘lock down’ plan. Invacuation, or ‘lockdown’ occurs when circumstances dictate that the safety of people is better ensured inside the building, behind locked doors.

In the event of invacuation, staff and children should remain out of sight, away from openings, windows and behind furniture or solid walls. An example of this sort of emergency is a chemical spill, bushfire or weapon crisis.

• The lock down plan should incorporate the principles of shelter-in-place and be capable of being sustained for an extended period;

• Maintain an up to date register of parent/caregiver contact details; • Have in place a plan for providing advice to parents/caregivers should an

extended lock down be required (be aware that mobile telephone network overload is a possibility); and

• Provide advice to parents/caregivers regarding the plans in place and likely actions during an emergency.

Whatever the emergency situation it is important that services understand the impact of emergencies on an individual’s emotional and psychological well being.

Children need to feel safe and secure during and after instances when they have witnessed an emergency, and staff should provide opportunities to discuss their feelings and thoughts about what has occurred. Support from professional counselling services may be needed after a traumatic event.


Summary• Emergency situations though not everyday occurrences in child care, are

real possibilities and must be planned for.• You may be alerted to an emergency situation by an alarm, flashing light,

message, bell or whistle. You need to be aware of what each signal means and what your emergency response must be.

• Your response to an emergency must be calm, immediate and in line with service policies and procedures.

• It is important to clearly understand your roles and be aware of your skills, knowledge and confidence to deal with an emergency situation so that you do not act in a way that could endanger yourselves or others.

Additional resourcesPlanning for Emergencies – NCAC Factsheet: http://www.ncac.gov.au/factsheets/qias_factsheet_19.pdf

Fire Protection Association Australia: www.fpaa.com.au

State Emergency Services: www.australia.gov.au/320


http://www.australia.gov.au/320

http://www.fpaa.com.au/

http://www.ncac.gov.au/factsheets/qias_factsheet_19.pdf

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