School COSHH information, controls and emergency training

A COSHH assessment considers the hazardous substances used or present in a task, the harm they could cause, how people might be exposed, and the measures needed to prevent or adequately control exposure. For school work, the relevant information may relate to activities such as cleaning, practical science, art, design and technology, maintenance, catering, or contractor work. The assessment outcome should tell you what substance or substance group is relevant to your task, the hazards and risks, any workplace exposure limit where applicable, and the protective measures you must follow. Workplace exposure limits are relevant only where they apply to the substance and task; do not assume that a limit makes uncontrolled exposure acceptable.

The assessment outcome is useful only when it is connected to the work you actually do. Before using a substance or carrying out a process, look for the school's applicable COSHH assessment and related product information or instructions. Check that it covers the substance, the task, the people who may be exposed, and the controls provided. If the information does not match the task, or you cannot find it, pause and ask the person responsible for the activity or the school's relevant safety contact. Do not fill gaps by guessing from the appearance, smell or familiar name of a product.

Hypothetical example: A science technician is asked to prepare a practical activity using a chemical identified in the school's COSHH information. The technician checks the assessment outcome and identifies the substance's hazards, the possible routes of exposure, any applicable exposure-limit information, and the required controls and PPE. The technician notices that the planned quantity and method differ from those described. The correct decision is to seek a review or confirmation before proceeding, rather than treating the existing assessment as automatically suitable.

A likely mistake is to treat a label, safety data sheet, or previous experience as a substitute for understanding the school's assessment outcome. These sources may contribute to the information available, but the worker still needs to know what the assessment means for the particular school task and what protective measures are required. Correct the mistake by checking the task-specific information and asking for clarification when the substance, quantity, method, location or people exposed are different from the assessed situation.

COSHH controls are the measures identified to prevent or adequately control exposure to hazardous substances. Depending on the assessment, they may include changing the way a task is done, using ventilation or other equipment, restricting access, keeping substances contained, following hygiene arrangements, or using PPE. Controls are intended to work together; PPE is not a reason to ignore other controls. You must be trained to use controls and PPE correctly and follow the arrangements that apply to your task.

Before starting work, identify the controls named in the applicable COSHH assessment and check that they are available and suitable for the task. Use equipment and PPE as instructed, keep controls in use for the required part of the task, and report defects, shortages or difficulties to the responsible person. Do not alter, bypass or remove a control simply because it is inconvenient. If you have not been shown how to use a control or PPE correctly, do not assume that familiarity with similar equipment is enough; obtain the relevant instruction.

Hypothetical example: A maintenance worker is required to use a substance in a room where the COSHH assessment identifies a specified ventilation control and PPE. The worker finds the ventilation equipment is not operating and considers continuing with PPE alone. The safer decision is to stop and report the failed control, then obtain direction under the applicable local arrangements. PPE does not automatically replace a separate control identified by the assessment.

Another likely mistake is to focus only on PPE and overlook information about exposure monitoring or health surveillance. Where monitoring of exposure has taken place, workers should be made aware of the results. Where health surveillance applies, workers should be informed of the collective results. These results help workers understand whether the arrangements are controlling exposure as intended; they do not replace following the controls or provide individual medical advice.

Workers need to know what to do if an accident or emergency involving a hazardous substance occurs, such as a spill, unintended exposure or loss of containment. This course does not prescribe the school's detailed response. Before working with a hazardous substance, look for the applicable school arrangements and identify how to raise the alarm, restrict access, obtain help, report the event, and follow the substance- and site-specific response. Check the local procedure because the correct action can depend on the substance, location, people affected and equipment available. If an event occurs, follow the applicable arrangements and do not improvise treatment or clean-up actions outside your training.

A likely mistake is to assume that a small spill is harmless or that a worker should deal with it immediately without checking the arrangements. The correction is to use the school's applicable accident and emergency procedure, protect people from further exposure as directed, and report the event through the required local route. Do not decide that an incident is unimportant solely because there is little visible liquid or because nobody appears injured.

Contractors may be exposed to hazardous substances already present at the school, and school workers may be affected by substances a contractor brings onto the premises. The school should communicate relevant site risks and controls to contractors. The school also needs to know whether contractors are bringing hazardous substances onto the premises and how harm to school workers will be prevented. In practice, before work begins, check the school's contractor-management process for the information, approvals, assessment review, storage, access, communication and emergency interfaces it requires. Do not assume that the contractor's normal arrangements automatically fit a school containing pupils, staff and other activities.

Hypothetical example: A contractor plans to bring a hazardous coating into a school during a holiday maintenance project. Before work starts, the school asks what substance will be brought on site and how the contractor will control exposure, storage, access and emergencies. The school then communicates relevant site risks and controls, checks the applicable local contractor process, and resolves any gaps before the work begins. The key decision is to exchange information and agree management arrangements rather than allowing the substance to arrive without prior coordination.

The same information-sharing principle applies when contractors work near pupils, staff or other contractors. Site-specific decisions remain conditional on the school's own assessments and procedures. If the planned substance, task, location or timing changes, the existing arrangements may no longer be suitable and should be checked with the responsible person before work continues.