Policy Document on Education - Case Study Example

COVER PAGE MARKING KEY COVER SHEET Analysis of Policy Document Rationale for the policy document The policy document reviewed in this essay sets out guidelines for school principals and teachers in terms of their responsibilities towards ‘student safety and risk management’ (document title, p. 1). As stated in the opening line, ‘A teacher owes students a duty to take reasonable steps to protect them from any injury that the teacher should have reasonably foreseen’ (4.4.1; p. 1). One aim is to increase teachers’ awareness of potential dangers to students, and another is to help teachers to plan educational events, including excursions away from the school, safely and in compliance with legal requirements. The underlying aim is to enhance students’ safety whether at school or away from it, and to facilitate risk management in all settings where students are present. The document also guides staff in dealing with an accident (e.g. the event must be documented in detail) and informs parents and teachers about issues of legal liability. The document gives school staff a broad overview of their responsibilities towards students, parents and other professionals. It also gives specific details about what should or should not be done, in a way that limits the chance of misinterpretation or ambiguity in the text. Because of these precise descriptions, plus references to other policy documents or websites, the policy document provides a comprehensive manual for school staff. It would serve as a reference document for parents, lawyers and any other professionals who have to deal with the aftermath of an accident involving a student. In this way it is like a contract or legal agreement between parents, school staff and the national education authorities. It is always important to spell out, in writing, these types of agreements, so that people know where they stand and can check up on the exact terms of the agreement. Issues covered by the policy The responsibilities of teachers when taking students on an excursion is one of the main issues covered by the policy. Adventure activities are a particular concern because they ‘involve greater than normal risk’ (4.4.3; p. 17). However, events and activities taking place on the school grounds are also covered (4.4.6). Essentially, any possible situation or setting in which a student may be injured, while under the care of a teacher, is covered. Precautions must be taken by teachers to ensure that no accidents or injuries happen. If something does go wrong, teachers must be able to show that they did take precautions and carried out good risk management. The teacher also has to know how to deal with an emergency, the management of which is summarised as ‘preparedness, prevention, response and recovery’ (4.4.2.3; p. 5). The policy document therefore deals with a wide range of scenarios that may put the student at risk and it describes each one in turn. It discusses requirements such as the ratio of staff to pupils in various situations. This ratio differs according to the ages of the students and the type of activity. High-risk activities like caving or abseiling, which are ‘listed on the Safety Guidelines for Education Outdoors website’ (4.4.3; p. 17) require more teachers relative to the number of students than normal classroom activities do. The issue of staff/student ratio comes up repeatedly (4.4.2.6; 4.4.2.7; 4.4.2.8; 4.4.3.1; 4.4.4.5; 4.4.4.6; 4.4.5.5.1) and the reader is referred to other policy documents which discuss the matter further. Separate policy documents are also cited for issues such as science materials (4.4.5.1), technology risk (4.4.5.2), traffic safety (4.4.5.5), poisons (4.4.6.2), food safety and hygiene (4.4.6.11). Other issues which are discussed include the choice of venues for school excursions (4.4.2.2.4), the provision of first aid (4.4.2.3.5), and getting parents’ permission to let their child go on the excursion (4.4.2.4). Parental permission is necessary not only to authorise the school to take the child on the excursion but it also prompts the parent ‘to alert the school to any medical condition or allergies of the student’ (4.4.2.4; p 7). Parents must authorise the school to ‘consent to emergency medical treatment for the student’ (4.4.2.4; p 7; see also 4.4.2.5 and 4.4.4.7). Before the excursion starts, parents must know what the limits of liability are for the national education body and the school (4.4.2.4.1; 4.4.3). Teachers must know about ‘risk management and emergency and security management’ (4.4.3., p. 17). Further issues dealt with in the policy include fire hazards and drills, travel arrangements (overseas and local), staff qualifications and first aid training, swimming sessions, potential hazards of the arts (e.g. pottery kilns), sports, and animals on the school grounds. These examples illustrate the wide range of topics and scenarios covered by the policy. Importance of the policy The policy is an essential reference document for teachers, school principals and parents. It forms a written undertaking of the responsibilities of all adults towards the students and towards each other. For example the principal and teachers must ensure that venues for excursions are suitable and safe, and they must also organise school transport that is officially approved. Parents must supply the school with necessary medical information about their child and must sign consent forms for an excursion. Without a policy document, if an accident happened the adults would end up arguing over who was responsible and what everyone should have done differently. The document is also an important ‘database’ in the sense that it gives clear instructions for multiple scenarios, and cites additional policies or relevant sources that must be read. It leaves no excuse for any adult failing to educate him or herself about these issues. Subjects of the policy All adults who are involved in the lives of the students are subject to the terms of the policy. This includes school principals and teachers, the national educational body, and parents. It also includes staff of organisations like adventure or wildlife camps, school bus drivers or airline personnel, and medical personnel who may be called on to treat students. Students themselves are also covered by the policy but to a more limited extent; for example the policy states that ‘Students and their parents/guardians need to be made aware that acceptable standards of behaviour will be expected during excursions’ (4.4.2.9; p. 15; see also 4.4.2.4 and 4.4.5.1). Hypothetical scenarios In this section, three hypothetical situations which would be covered by the policy are sketched, and the relevance of the policy to each situation is briefly discussed. Bus crash In this scenario, a bus carrying a group of students plus three teachers is involved in an accident that was caused by another vehicle shooting a traffic light. The school group was on its way home from an excursion to a campsite. The bus company was hired by the school principal, and it is highly reputable and is used regularly by this school and others in the area. The bus driver is well-known to students and staff. Several students have to be treated for shock and two are taken by ambulance to hospital. In terms of the policy document, the school is in no way at fault with this accident. Section 4.4.2.10 (p. 15) states that ‘The use of private motor vehicles should be avoided whenever possible’ and that ‘The principal should verify that any vehicle used for the transport of students is currently registered and that the driver holds a valid driver’s licence’. Both of these requirements have been fulfilled via the bus company. The clause that ‘Accurate records should be kept of the names of students travelling in each vehicle’ (ibid.) has also been fulfilled, and these records have been lodged with the school secretary. Blood transfusion One of the students involved in the above accident required a blood transfusion when she arrived at hospital. The student was unconscious and no teacher had been able to accompany her as they had to stay with the other students. The teachers gave the paramedics this student’s name at the accident site, and the school secretary was contacted and asked to call the child’s parents immediately. The parents arrived at the hospital soon after their daughter had been admitted to casualty and she was already receiving a blood transfusion. Because all the medical conditions of the policy had been adhered to, as listed in 4.4.2.5, it was easy for the medical and paramedical staff to contact the school and parents. They were informed of the child’s blood type, and the hospital authorities were able to ensure that there was signed parental permission to give the patient a blood transfusion. The promptness of medical attention gave the student a good chance of full recovery. Fire in the school grounds Classes were in session when a fire was noticed at the bottom of the school grounds. It was a hot, dry day and the fire evidently resulted from a piece of glass acting as a sun magnifier in a pile of old leaves. The flames had spread into a long thin line along the bottom of the school property by the time the fire was noticed, which made fire-fighting difficult because there was only one groundsman on duty. The main concern was that the fire was fairly close to the science department, where the classrooms contained chemicals and other flammable material. In terms of the policy, ‘the science learning area should have a formal safety policy’ (4.4.5.1; p. 26) and this requirement had been complied with. ‘Details about the location… of available fire extinguishers’ (ibid.) had been circulated amongst the science teachers, and they now prepared for a possible emergency by readying the fire extinguishers for use. ‘Rules for student behaviour’ and ‘emergency evacuation procedures’ (ibid.) had been taught to the students via repeated fire drills. In keeping with the principles of risk management and as a precautionary measure, the students were evacuated from the science department even though the fire in the grounds appeared to be coming under control. Reference ‘Student Safety and Risk Management’ Policy document at http://www.education.vic.gov.au/management/governance/referenceguide/enviro/4_4.htm. Accessed October 2010 Read More