Safe Learner Concept
The health, safety and welfare of all our learners is important to EDLounge. The safe learner is at the heart of all we do.
The Safe Learner Concept is defined as the situation in which:
The learner through the quality of their learning experience:
- gains an understanding of the importance of health and safety
- understands how hazards are identified, risks are assessed and the principles of control measures
- is risk aware, not risk averse, developing a healthy attitude to risk
- develops a set of safe behaviours, so that they play an active part in the process and acquire practical, transferable skills from their experience.
Its success relies on the continual input by EDLounge, the Employer, and the Supervisor, to the management of the working/learning environment and the tasks and learning activities undertaken by the Learner; thus making Health and Safety an integral part of the Learner’s day to day working life, enabling the Learner to become hazard aware, have an understanding of risk and control measures, AND build confidence to work safely and challenge situations concerning them. They will be able to contribute ideas and develop a set of safe behaviours, taking a positive and practical perspective on health and safety.
COMMITMENT: To set and regularly measure health and safety performance
To provide training and resources Visible management involvement in health and safety.
CULTURE: Promoting a positive safety culture to ensure everyone values the importance of preventing injuries and maintaining continuous improvement in work performance.
COMPETENCE: Of all individuals to recognise responsibilities, risks and effective precautions in order to prevent injury to themselves and/or others.
COMMUNICATION: Clear unambiguous, written procedures where there are greater risks. Regular reinforcement through discussions.
CO-OPERATION: Within and across teams and between organisations sharing workplaces or staff. Involve the learner in the process.
CONTROL: Especially of higher risk activities and protection of those people who are most vulnerable, for example, young people. Use of training, written procedures and supervision.
A competent supervisor should also be able to:
Assess the learner’s abilities/competence to carry out tasks safely.
Identify hazards that could injure the learner at work. Young people are more vulnerable and may require closer supervision than other employees.
Put in place effective controls/precautions to prevent injury, e.g. guards, barriers, prohibitions, inspections, spot checks, information, training and supervision procedures.
Allocate tasks according to an individual’s capability and provide proactive supervision until they are competent.
Check their understanding of the correct procedure and necessary precautions.
Observe their performance and repeat the demonstration if necessary to reinforce understanding. Inform the learner of where they can get help/advice in their absence would be more in context if it read in the absence of the designated supervisor, and what to do if they are unsure. Ensure they are aware of emergency procedures.
Issue any written safe work procedures and protective equipment/clothing associated with the task. Supervisors need to be provided with adequate time, training, resources and support to enable them to supervise, with an awareness and understanding of the Learner’s age, maturity and experience (or lack of).