Health & Safety Policy

⚠️ SAFETY-CRITICAL POLICY — REQUIRES HUMAN SIGN-OFF BEFORE USE This policy governs fire safety, emergency procedures and the physical safety of young children. Before it is published or relied upon, Al Fajer Private School leadership must: (1) fill every [NEEDS AFS INPUT] placeholder, (2) confirm the school's governance/health & safety oversight structure and its maintenance and service contracts, and (3) formally adopt it with real dates. Nothing in this document has been invented to fill those gaps.

(The source policy circulated under the registered name "Healthy and Safety Policy" [sic]; the title is corrected here. The file name healthy_and_safety_policy.md is kept so the pairing with the source PDF stays obvious.)

DOCUMENT CONTROL

Table of Contents

1. Introduction
2. Our Vision
3. Our Approach
4. Policy Framework
5. Plan
6. Do (Risk Profiling · Information & Communication · Roles & Responsibilities · Arrangements for Health & Safety)
7. Check
8. Act

• Appendix A — Fire Risk Assessment Template
• Appendix B — Fire Evacuation Drill Record

1.0 Introduction

1.1 The primary role of this document is to outline the day-to-day health & safety of students and staff at Al Fajer Private School (AFS), and it includes the key responsibilities and standards for staff.

1.2 In order to achieve this, we must take into consideration the legal requirements of the Kingdom of Bahrain and the specific character of our school: a KG1 – Grade 6 campus whose students are young children, aged approximately 3 to 12.

2.0 Our Vision

2.1 Our vision is to embed a positive culture of health & safety that is immediately tangible in the positive behaviors and attitudes of students and staff, as well as in the physical presentation of our school.

2.2 Once achieved, this vision will be evidenced by:

• 2.2.1 A feeling of equal responsibility for health & safety — "it's how we do things around here."
• 2.2.2 People who are well trained, think, make good decisions, and are held accountable for those decisions.
• 2.2.3 Recognizing that mistakes are part of being human, and aiming primarily to learn from them.
• 2.2.4 Everyone being able to stop one another and have a positive health & safety conversation, ask questions, and challenge practices and actions.
• 2.2.5 Health & safety problems being resolved by staff within the school and best practices shared.
• 2.2.6 Visible, objective evidence across the school of how we are doing:
  • high standards of behavior;
  • quality of facilities and assets;
  • improving key performance indicators, including baselining and then consistently improving health & safety audit scores; using quality near-miss and incident data to make risk-based improvement decisions; and consistently reducing serious injuries to students and staff, lost work days, staff sickness absence, and insurance claims.

3.0 Our Approach

3.1 Health & Safety

3.1.1 Not only is keeping everyone safe the right thing to do — it creates a compelling case for health & safety to be at the very heart of our school.

3.1.2 Our health & safety policy and procedures build on our general code of conduct and underpin the building of a strong, coherent community.

3.1.3 We recognize that health & safety impacts all functions and operations, and that it has its own distinct technical competencies and management approaches. For clarity of understanding:

• Health includes the physical and mental health and well-being of students and staff: management of medical conditions, exposure to harmful substances and agents (e.g., chemicals, noise), and the prevention and management of stress.
• Safety includes physical protection from accidental harm in the physical environment: management of building construction and maintenance, fire, food, transport, trips and excursions, manual handling, accident reporting, first-aid treatment, and the prevention of slips, trips and falls.

3.2 Empower Everyone

3.2.1 We recognize that good health & safety and good leadership and behaviors are indistinguishable from each other. We firmly believe that the safest schools are also the most effective in delivering outstanding teaching and learning. Importantly, any member of staff who is uncomfortable or unsure about their own or others' health & safety is empowered to stop, seek help, raise a concern, or escalate the issue.

3.3 Simplicity

3.3.1 We believe in the power of making things simple, avoiding bureaucracy, and not performing activity that adds no value or distracts us from real risks. This policy is supported by the specific roles, responsibilities, expectations and standards set out below.

3.3.2 Our health & safety principles are designed to encourage engagement and to underpin and guide everyone's thinking and action throughout the school.

3.4 Just / Fair Culture

3.4.1 Our health & safety culture is based on decisions and actions that are consistent. We hold each other to account for the things we can control, and we accept that we are all human and subject to momentary lapses and genuine mistakes, and that the work environment can drive certain practices and behaviors. We learn from these cases and use them as positive opportunities to improve.

Types of human error

• Slips or lapses — actions that were not as planned or were unintended. They occur during a familiar task (e.g., pressing the wrong button, or forgetting to carry out a step in a procedure).
• Mistakes or errors of judgment — where the intended actions are wrong (we do the wrong thing believing it to be right). These tend to occur where the person does not know the correct way because the situation is new or unexpected, or they have not been trained.
• Violations (shortcuts and workarounds) — intentional but usually well-meaning failures, with very few being malicious. They often occur where equipment or a task has been poorly designed or maintained and the user is trying to be efficient, or when colleagues prefer to continue operating as they always have rather than adopt a new way.

3.4.2 Openness is an important aspect of the way we work. We want to learn about things before they go wrong, as well as making sure they cannot happen again when they do. Reporting of accidents, incidents, near misses and improvement ideas is encouraged and celebrated. Reports are received in a blame-free way and acted upon.

3.4.3 Significant events, poor behaviors, and breaches of procedures or rules will all be investigated, and our just/fair culture investigation model applied.

4.0 Policy Framework

4.1 This framework provides a common approach for health & safety management within AFS.

4.2 Our management system is built around the internationally recognized Plan, Do, Check, Act cycle of health & safety management. (The source policy anchored this cycle to a UK regulator's guidance; that branding has not been carried over — the model is described generically here.)

4.3 The management system will be reviewed regularly and updated to reflect lessons learned, with the aim of driving continuous improvement in operational standards.

4.4 In general, updates to this framework will be made toward the end of the final term of the academic year, to allow for planning and implementation before the start of the new school year. Any update will be supported by communications explaining what has changed.

4.5 The Plan, Do, Check, Act approach is set out in Sections 5 – 8 below: Plan (policy and planning), Do (risk profiling, organization, and operational arrangements), Check (measuring performance), Act (reviewing performance and learning lessons).

5.0 Plan

5.1 Policy

5.1.1 The policy statement below provides a clear commitment from the school and an overview of expectations for all staff.

Health & Safety Policy Statement

5.1.2 Keeping everyone safe and well is the foundation on which Al Fajer Private School is built, and it is something the school's leadership is accountable for.

5.1.3 We recognize that good health & safety and good leadership are indistinguishable. Any member of staff who is uncomfortable or unsure about their own or others' health & safety is empowered to stop, seek help, raise a concern, or escalate the issue.

5.1.4 We believe in making things simple, avoiding bureaucracy, and focusing on real risks. This policy should be read in conjunction with the specific roles, responsibilities and standards set out in this document. By applying a few simple principles relentlessly, we can achieve extraordinary results.

5.1.5 Our health & safety principles are designed to encourage engagement and guide everyone's thinking and action throughout the school.

5.2 Planning

5.2.1 AFS will create and maintain an overall strategic health & safety plan, owned by the Principal and the school leadership team and approved by [NEEDS AFS INPUT: AFS governance/H&S oversight structure — the source school's corporate approval chain has not been carried over]. The plan will be reviewed annually and updated to consider:

• material changes to the school's risk profile;
• new legislative requirements or changes to recognized best practice;
• lessons learned from significant concerns, allegations, accidents, incidents, or near misses;
• progress against existing improvement plans;
• overall health & safety performance.

5.2.2 The strategic plan will be shared with the school leadership team in advance of the start of each academic year to allow for consideration, coordination, and planning.

5.2.3 The school will create an annual health & safety development plan, owned by the staff member responsible for site operations [NEEDS AFS INPUT: confirm AFS operations/facilities role — referred to below as the "operations lead"] and agreed with the Principal. The plan can be reviewed termly and updated to consider:

• material changes in the risk profile (e.g., significant building or capital works, increases in student numbers, new risks);
• lessons learned from concerns, accidents, incidents, or near misses;
• progress against the current plan;
• overall health & safety performance.

6.0 Do

6.1 Risk Profiling

The school will create and maintain an overall risk profile and use it to:

• 6.1.1 prioritize and target resources and support;
• 6.1.2 create and maintain appropriate standards and requirements to address significant risk;
• 6.1.3 ensure adequate oversight and governance.

The school will review its principal risks and the suitability of controls annually.

6.2 Organization — Information & Communication

6.2.1 AFS recognizes that active and effective two-way information flow, consultation, and communication are essential for building a strong and proactive health & safety culture.

6.2.2 Information, consultation, and communication are delivered through the following channels:

6.3 Roles & Responsibilities

Delegation of authority and leading roles relating to general risk management and health & safety have been identified as having key responsibilities for the implementation of this policy.

6.3.1 Governance & Oversight — [NEEDS AFS INPUT: AFS governance/H&S oversight structure]

(The source school's chain — school board, regional and group executives, and a proprietor-group board — has not been carried over. The duties below are retained as a skeleton for whichever body oversees AFS.) The oversight body will:

• encourage and assist the Principal and the school leadership team in achieving and maintaining leading levels of health & safety performance;
• provide appropriate independent challenge, and review performance, to ensure effective leadership, staff engagement, and the provision of appropriate resources, systems, processes, and tools, so that the school's staff, students, visitors, suppliers, and contractors enjoy a safe and healthy environment;
• review and support the Principal in the effective management of health & safety, following the Plan, Do, Check, Act approach;
• ensure a health & safety committee meets at least termly and reports on performance, planned improvements, and findings from any internal or external inspection, audit, or regulatory visit;
• ensure suitable and sufficient funds, people, materials, and equipment are provided to meet health & safety requirements.

6.3.2 The Principal

The Principal is responsible for all aspects of day-to-day operations in the school. The Principal may delegate some responsibilities (for example, to the operations lead) but will ultimately ensure that:

• local policy and procedures are created, developed, monitored, and updated, and incorporate any relevant health & safety requirements of Bahraini regulatory or enforcing authorities;
• this policy is communicated, implemented, monitored, reviewed, and updated as required;
• an annual health & safety improvement plan is developed to achieve progress against agreed objectives and targets;
• an annual report on the school's health & safety performance is presented to [NEEDS AFS INPUT: AFS governance/H&S oversight structure];
• a health & safety committee meets at least termly (see 6.4.1);
• suitable and sufficient funds, people, materials, and equipment are provided to meet health & safety requirements;
• all those designated with health & safety responsibilities are provided with adequate training and support to enable relevant objectives and targets to be met;
• risk assessments are carried out and regularly reviewed to identify proportionate and pragmatic solutions to reducing risk;
• staff are encouraged to identify and report hazards so that everyone can contribute to improving safety;
• emergency procedures are in place at all locations for dealing with health & safety issues;
• premises are maintained, and safe plant and equipment are provided and maintained;
• only contractors who are able to demonstrate due regard to health & safety matters are engaged, and employees receive information, instruction, and supervision;
• performance is regularly monitored and policies and procedures revised in pursuit of continuous improvement;
• a positive and proactive health & safety culture is promoted throughout the school, led by example.

6.3.3 Operations Lead

The operations lead [NEEDS AFS INPUT: confirm AFS operations/facilities role and post-holder] supports the Principal in the day-to-day delivery of the duties above, including site maintenance, contractor management, fire safety logistics, and the upkeep of health & safety records.

6.3.4 Subject / Grade-Level Coordinators [NEEDS AFS INPUT: confirm AFS leadership titles below the Principal]

Coordinators are responsible for the standards of health & safety in their area of responsibility, including that of the staff and students under their supervision. In addition to the general responsibilities of all teachers and employees, coordinators shall ensure that:

• visitors and contractors working in their area are informed of the appropriate hazards, controls, and emergency procedures;
• all concerns, accidents, incidents, and near misses are reported, investigated, and followed by appropriate preventive and corrective actions in accordance with the relevant procedures;
• they communicate and consult with staff on health & safety issues, and encourage staff to report hazards and raise concerns;
• equipment is maintained in a safe condition, including any required examinations;
• health & safety training requirements for staff are identified, undertaken, and recorded so staff are competent to carry out their work safely.

6.3.5 All Teachers

In addition to the general duties of all employees, teachers shall, in their specific area of responsibility, ensure that:

• risk assessments are completed, recorded, and regularly reviewed, and safe teaching practices are developed and implemented;
• they supervise their students (and any support staff) so that lessons and activities are carried out safely;
• they encourage staff and students to report hazards and raise health & safety concerns;
• concerns, accidents, and near-miss incidents are reported, investigated, and recorded, with relevant corrective and preventive actions taken;
• equipment is maintained in a safe condition;
• personal protective equipment, where required, is provided, and staff and students are instructed in its use;
• hazardous substances are stored, transported, handled, and used safely, according to manufacturers' instructions and established rules and procedures;
• agreed safety standards are maintained, particularly those relating to housekeeping;
• fire safety and emergency precautions are well known and practiced;
• all relevant health & safety documents are maintained and made available to others.

6.3.6 All Employees

These responsibilities apply to all staff, teaching and non-teaching, anywhere in the school, and are incorporated into the Staff Code of Conduct Policy [NEEDS AFS INPUT: a Staff Handbook is not in the current AFS policy set — confirm where employee rules are consolidated]. Serious breaches may constitute gross misconduct.

All colleagues, regardless of specific responsibilities, have a shared duty to take reasonable care of themselves and of other people who may be affected by their actions or omissions, and must:

• be familiar with this policy and use its principles to guide their thinking and action;
• follow all health & safety instructions, information, and training provided;
• familiarize themselves with the principal hazards and controls identified in any relevant risk assessment for their work activity, and use the correct tools, equipment, and protective clothing;
• wear their staff badge at all times;
• dress appropriately, sensibly, and safely for school premises and the task being undertaken;
• conduct themselves in an orderly manner in the workplace, refrain from horseplay, and not intentionally or recklessly interfere with anything provided in the interest of health, safety, or welfare;
• follow fire and emergency procedures and comply with all hazard/warning signs and notices displayed on the premises;
• not undertake any activity for which they do not have permission or have not been appropriately trained;
• report to their line manager all incidents, accidents, or near misses; any defective, faulty, or damaged equipment or material; and any improvement ideas to eliminate or reduce hazards or improve ways of working.

6.3.7 All Contractors

Contractors can introduce significant risk to the school, and all work must be managed in accordance with Section 6.4.5. As a minimum, all contractors must:

• sign in at reception, where they will be issued a pass and informed of the school's fire and emergency procedures and any relevant health & safety rules;
• wear their badge at all times, and hand the badge in and sign out on leaving the school;
• comply with the rules of the school and any relevant risk assessment or procedure created by the contracting company or imposed by the school;
• dress appropriately, sensibly, and safely for school premises and the task being undertaken;
• conduct themselves in an orderly manner and refrain from horseplay;
• use all safety equipment and protective clothing required by the school and indicated in the risk assessment;
• maintain all equipment in good condition, not use defective equipment, and ensure any relevant inspection or test certificate is available;
• take reasonable care of their own health & safety and report all incidents, accidents, or concerns to a member of school staff.

6.3.8 All Visitors

All visitors (including parents on school premises outside of normal drop-off and pick-up times) must:

• sign in at the main security gate, where they will be issued a visitor pass and information on the school's fire and emergency procedures and relevant health, safety & safeguarding rules;
• wear their visitor badge at all times, and hand the badge in and sign out on leaving the school;
• follow all relevant fire and emergency procedures and other health & safety rules;
• take reasonable care of their own health & safety and report all incidents, accidents, or concerns to a member of school staff.

6.3.9 All Students

All students have a role, appropriate to their age, in keeping themselves and others safe. Specific rules are incorporated into the Behavior, Rewards & Sanctions Policy, but as a minimum all students are taught and expected to:

• cooperate with teachers and school staff on health & safety matters;
• not interfere with anything provided to ensure their own health & safety or that of others;
• take reasonable care of themselves and tell a teacher or member of staff about any accident, incident, or concern.

6.4 Arrangements for Health & Safety

6.4.1 General Risk Management

General risk management covers the school's overarching approach: how it plans, delivers, monitors, and improves performance in this critical area.

Health & Safety Committee. Independent challenge and good governance are critical to successful health & safety management. The school is required to demonstrate:

• the existence of a formal Health & Safety Committee (or equivalent forum);
• committee representation from staff, the health & safety coordinator (see below), and leadership;
• documented formal terms of reference, including (but not limited to): approval of local health & safety policies and procedures; oversight of serious accidents and incidents; monitoring of performance using internal and external inspection and audit reports, damage or impairment reports, incident data and trend analysis, and reports following any drill or practice of emergency procedures; and consideration of health & safety in capital projects and building work;
• that the committee meets at least once per term;
• that formal minutes and associated actions are recorded, reviewed, and available to all staff on request.

National and local statutory and regulatory requirements. Compliance with the laws and regulatory requirements of the Kingdom of Bahrain — including Ministry of Education requirements and Bahrain Civil Defense fire-safety requirements — is the base standard, and the school is required to demonstrate:

• adequate knowledge and understanding of applicable health & safety legislation, standards, and guidance for all aspects of its operation;
• a periodic review of legislation and standards at least annually, including consideration of planned changes and their implementation;
• that contact details of relevant regulators and enforcement authorities are recorded and kept up to date;
• that any visit by a regulatory or enforcing body is recorded and shared with all relevant staff and with [NEEDS AFS INPUT: AFS governance/H&S oversight structure].

Health & safety responsibility. Clarity of roles and responsibilities, supported by appropriate knowledge, training, and skills, is critical to a culture of accountability. The school is required to demonstrate:

• all staff are aware of their specific health & safety roles and responsibilities;
• all staff have the necessary training to fulfill those roles, including induction training on joining the school, regular refresher training, and specialist training relevant to their specific job;
• a named individual with specific responsibility for coordinating health & safety activity [NEEDS AFS INPUT: AFS health & safety coordinator].

Information, instruction, training & supervision. Training in health & safety is essential to create competent employees at all levels. The school is required to demonstrate appropriate procedures for the provision of information, induction, initial, ongoing, and refresher training for all staff, suitable to their role and activities, along with appropriate supervision to assess the adequacy of training and individual performance. Specific technical training is required for various tasks detailed in this framework. As a minimum, all employees will receive:

• access to structured online or facilitated health & safety training [NEEDS AFS INPUT: AFS staff-training provider — the source school's named training platform has not been carried over];
• induction and ongoing refresher training covering the specific hazards and controls of the school;
• annual health & safety training, including fire safety.

Hazard identification & risk assessment. Hazard identification and risk assessment are fundamental to everything in health & safety. They are not a paperwork exercise to be undertaken in isolation, but a way to talk about risk, what is practical to achieve, and how to continuously improve. The school is required to demonstrate:

• a documented hazard identification and risk assessment process that identifies relevant hazards; considers who may be harmed (including students, staff, contractors, visitors, and the public); evaluates the risk and identifies necessary controls; documents significant findings; and is reviewed following significant change, as a result of an incident, or at least annually;
• that those leading the risk assessment process have been appropriately trained and follow the school's risk-assessment guidance [NEEDS AFS INPUT: AFS risk-assessment templates/guidance — the source school used a proprietor-group guide that has not been carried over];
• that risk assessments involve those who undertake the assessed activity (e.g., teachers, administrators, maintenance workers, catering staff);
• that assessments consider the special and unique needs of specific individuals (e.g., individuals with a disability or special needs, young children, lone workers, and new and expectant mothers);
• that control measures identified in assessments are communicated to all relevant parties and implemented in practice;
• that copies of assessments are available to view on request.

6.4.2 Fire Safety & Emergency Management

AFS aims to prevent fires from starting and — where the worst does happen — to ensure the safe evacuation of students, staff, and visitors, and to prevent fire from spreading, so as to minimize harm and damage.

Fire risk assessment. The school uses a robust risk assessment to ensure adequate controls are in place to prevent a fire from starting, control its spread, and mitigate any loss or damage. The school is required to demonstrate:

• a documented fire risk assessment for each building on the campus, covering: identification of potential sources of ignition (including arson), fuel, and oxygen; fire-prevention controls, including building fabric, construction, and operational controls; fire detection and raising the alarm, covering all those at risk; and evacuation and firefighting measures (see the template at Appendix A);
• that fire risk assessments are completed by the health & safety coordinator;
• that fire risk assessments are reviewed at least annually, or following significant change to building occupancy or use, or after any construction or building work;
• that controls or recommendations identified in the fire risk assessment are implemented and monitored.

Fire safety training & evacuation drills. Practical simulations and drills are an effective way to reinforce training and ensure everyone knows what to do in an emergency. The school is required to demonstrate:

• all staff complete fire-safety awareness training on a recurring cycle (at least every two years, with annual fire-safety content in general health & safety training);
• fire-safety information concerning reporting of fires, raising the alarm, and evacuation is communicated to all students, contractors, and visitors, in a form young children can understand;
• a fire evacuation drill is completed during the school day at least every term, and the details of the drill and any lessons are documented and acted upon (see the record sheet at Appendix B);
• specific evacuation plans exist for those who need additional help to evacuate (e.g., those with a physical disability or other special needs, and the school's youngest children);
• an annual visit and inspection takes place by Bahrain Civil Defense.

Note: unplanned evacuations caused by malicious or accidental triggering of alarms may be used to satisfy the drill requirement above, in addition to any planned drills.

Operational standards. Simple, practical steps to prevent or mitigate fire are implemented and checked as part of day-to-day operations. The school is required to demonstrate:

• a documented process for identifying all those on campus in the event of an evacuation;
• trained fire wardens to coordinate an evacuation, account for all those on campus, and contact the emergency services;
• that critical information is passed to the emergency services (e.g., location of shut-off valves, fuel storage, hydrants);
• all escape routes are clearly marked, signposted, and unobstructed;
• all emergency exit doors are easy to open without a secondary device (e.g., combination/key) and are well maintained so they open with ease;
• fire muster points are a sufficient distance from buildings and free from other hazards;
• potential sources of ignition are identified and controlled, including an effective smoking rule [NEEDS AFS INPUT: confirm AFS smoking rules — a Smoking Policy is not in the current AFS policy set];
• combustible waste is stored so that there is no build-up of material inside classrooms, offices, corridors, and stairwells, or externally in waste storage areas;
• all flammable and explosive substances are identified and stored according to the relevant standards documented on the material safety data sheet or packaging;
• any hot works (welding, soldering, sparks from cutting or grinding) performed by contractors are adequately controlled and carried out outside of school hours;
• any minor building or maintenance works that impact the fire integrity of the building (such as drilling through walls, removing ducting, or opening inspection hatches) are appropriately controlled.

Equipment maintenance & testing. Ongoing inspection and maintenance of equipment is critical to its effectiveness. The school is required to demonstrate the following service intervals [NEEDS AFS INPUT: confirm AFS maintenance contracts and that these intervals are contracted]:

• all fire detection, alarm, and control systems are competently installed and maintained in accordance with the manufacturer's requirements;
• fire alarms are tested and recorded weekly, with alarm/call points tested in rotation;
• all emergency lighting is tested quarterly, with a full battery test completed annually;
• fire extinguishers are checked monthly and serviced every six months, and are easily accessible for use in an emergency;
• isolation or impairment of any fire-safety equipment or system — for maintenance, fault, or damage — is formally recorded and notified to the Principal and operations lead, with additional short-term controls agreed to ensure continuity of fire safety until systems are repaired and recommissioned.

Other emergency management. The school is required to demonstrate a documented process for identifying other relevant potential emergency situations that may impact the school.

Internal guidance & templates: Appendix A (Fire Risk Assessment Template) and Appendix B (Fire Evacuation Drill Record).

6.4.3 Food & Catering Services

The school aims to provide high-quality food and catering services, offering a well-balanced diet to support the demands of the educational environment (see the Healthy Eating Policy). The school recognizes that poor food hygiene can pose significant risk to large numbers of students if not appropriately managed. The following requirements apply equally to in-house food and catering operations and to those outsourced to third-party suppliers and contractors [NEEDS AFS INPUT: AFS lunch arrangements/caterer].

Food-safety training & personal hygiene. The school is required to demonstrate:

• a documented process ensuring all staff who handle, prepare, or serve food are trained in accordance with relevant local requirements, covering all elements of this section;
• training completed at induction and prior to any contact with food, with refresher training at least every three years;
• training records kept and available for inspection on request;
• clear personal hygiene standards communicated to and implemented by all who handle, prepare, and serve food, including: specific hand-washing requirements; restrictions and controls associated with hair, facial hair, jewelry (including piercings), and make-up (including false nails, eyelashes, and perfume); restrictions and controls concerning ill health, cuts, open wounds, boils, and discharges from the nose, mouth, and ears; and restrictions and controls for visitors who temporarily access kitchens or food-preparation areas.

Building fabric & equipment. The school is required to demonstrate:

• walls, floors, and ceilings constructed for ease of cleaning and to prevent the ingress of pests;
• doors and windows that regularly open to the outside screened against pests and other contamination of food-preparation areas;
• all catering equipment inspected and maintained in accordance with relevant Bahraini ministry requirements;
• separate hand-washing facilities (hot and cold water, soap/antibacterial hand wash, and means of drying) in all food-preparation and serving areas;
• sufficient equipment to prevent cross-contamination between cooked and raw foods, and between meat, fish, and other high-risk ingredients, in preparation and storage;
• clear cleaning and disinfecting routines and schedules for all food storage, preparation, and serving areas and equipment;
• cleaning equipment and materials for food areas stored separately from general cleaning materials and equipment.

Food preparation & serving. The school is required to demonstrate a documented process for:

• monitoring and managing food deliveries, including product recalls;
• monitoring and recording temperature controls across the whole supply chain (delivery, bulk storage, local storage, preparation, cooking, and service), with specific temperature restrictions for cooking, cooling, re-heating, and hot/cold holding for service or display, and a restriction on the use of raw eggs in food preparation;
• assessing hazardous activities and critical control points for each dish or preparation;
• managing food allergens in food stored, prepared, and served [NEEDS AFS INPUT: confirm the allergen list AFS manages against — the source policy cited a UK list of "14 major allergens"; see also the nut-free campus provisions of the Healthy Eating Policy];
• the use of glass in food-preparation and serving areas, including breakages and the prevention of glass contamination;
• food labeling and stock rotation/control, with all food items labeled with use-by dates, and prepared food labeled with preparation and disposal dates.

Other food-safety requirements. The school is required to demonstrate a documented process for:

• pest control, including preventive and reactive measures;
• regular auditing of food-hygiene arrangements by an independent person at least every term, reviewing all the controls and documentation above;
• assessing temporary food preparation and service for specific events (e.g., school social events, fundraising) to ensure broad compliance with the requirements above.

Staff kitchenettes, shared facilities & vending. Where they exist [NEEDS AFS INPUT: AFS facilities — confirm which of these AFS operates], kitchenettes and shared facilities for staff to prepare drinks or their own food need not meet the full catering standards above, and vending or snack points are lower-risk and can be controlled pragmatically. In all instances the school needs to demonstrate:

• all equipment provided is installed, inspected, and maintained in accordance with local requirements and the manufacturer's requirements;
• food supplied for general consumption is identified and kept separate from food brought in for personal use;
• hand-washing facilities (hot and cold water, soap/antibacterial hand wash, and means of drying) are provided in or near these areas;
• food past its use-by date, or that appears abandoned, is disposed of;
• suitable waste bins are provided and regularly emptied;
• regular cleaning, disinfection, and pest control take place;
• use of these areas is monitored so that users behave considerately, clean up after themselves, and leave facilities usable.

6.4.4 Transport, Driving & Traffic Management

The school aims to ensure that any provider of school transport protects everyone by keeping vehicles properly maintained, and that traffic management on and around the campus is logical and efficient, protecting drivers, pedestrians, and other road users. See also the School Transportation Policy.

General vehicles & transport management. "Vehicles and transport" includes any car, minibus, or similar equipment, regardless of size or fuel type, and whether used on private land or the public highway. The school must demonstrate:

• all vehicles are serviced, inspected, and maintained in accordance with Bahraini regulatory requirements and manufacturers' recommendations;
• all drivers have the appropriate license, training, and other checks required for the vehicle they drive;
• all vehicles are in good condition, with daily inspection/defect checks completed for every day a vehicle is used (other days evidenced as "not in use");
• safe general operation, including: no vehicle left running or unattended with the key in it; brakes applied whenever the vehicle is stationary; drivers using three points of contact when getting in and out; vehicles never carrying passengers unless designed to do so; maximum load, height, and speed restrictions known and adhered to; and trailers used only where the vehicle is designed for them, with suitable towing attachments.

School transportation. Where school transportation (buses or minibuses) is provided for carrying students [NEEDS AFS INPUT: confirm whether AFS operates or contracts a bus service, and the operator], the following additional requirements apply, irrespective of whether the service is owned or contracted to a third party:

• relevant transport operators' licenses are in place from the responsible Bahraini authorities;
• in all circumstances, every student has a seat, and a seat belt is provided;
• the driver is accompanied by a bus monitor to ensure the correct behavior of students and to avoid driver distraction (bus monitors are adults, and must be given adequate information and training and comply with relevant safeguarding requirements);
• where students are dropped at locations other than the school for collection by parents/guardians, the bus must not depart until parents/guardians have arrived. No student is ever left unattended at a drop-off point. If students are dropped at home, they must be observed entering the property.

Traffic management, drop-off & pick-up. The school sets general principles for safe traffic management and recognizes these must be assessed regularly against specific needs — in particular the peak drop-off and pick-up periods of a KG1 – Grade 6 campus, when large numbers of young children and parents are on the move [NEEDS AFS INPUT: AFS drop-off/pick-up procedure]. The school demonstrates:

• unobstructed, one-way traffic flow where possible, avoiding reversing;
• segregation of pedestrians and vehicles;
• segregation of delivery trucks from other vehicles;
• speed control;
• clear, unambiguous directional signage and markings;
• a traffic-management assessment reviewed following any significant change, or at least annually;
• a visual traffic-management plan showing vehicle routes, parking, road markings, and hazardous areas such as pedestrian zones and blind spots;
• an effective system to prevent delivery-vehicle "drive-offs" during loading and unloading;
• that no bus or truck reverses on the campus during school hours;
• high-visibility vests worn by all staff and visitors working close to moving vehicles or directing traffic;
• speed restrictions adhered to, with any speeding driver respectfully challenged.

6.4.5 Construction, Contractors & Site Maintenance

The school recognizes that construction, maintenance, repair, and building works are high-risk activities. To manage risk practically, such work is generally categorized in one of three ways:

1. Small or low-risk projects — basic or routine maintenance, repair, and refurbishment (e.g., painting and decorating, minor plumbing or electrical work, refurbishment of classrooms or toilets), usually managed internally using maintenance staff or regular outsourced providers.
2. Medium-risk projects — more complex maintenance, repair, or refurbishment involving additional risk (e.g., minor structural works, complex electrical work, work on gas or pressure systems, or work requiring specialist skills), managed internally only where competency exists, and usually requiring external tradespeople or specialists.
3. Large, complex, or high-risk projects — significant structural alterations, new service supplies, new buildings, or complex management of multiple contractors and trades. These are usually outsourced and fully managed by third parties, with the relevant part of the campus isolated from the school and handed over for the duration of the works.

School records and construction file. The school creates and maintains accurate records of any building maintenance, repair, refurbishment, and construction, including: as-built drawings, service diagrams, or plans; details of construction methods and materials, and any recommendations for future dismantling and disposal; manufacturers' installation, maintenance, and disposal guidance; any architect or contractor risk assessments relating to design and build; and relevant inspection, test, and certification records.

Design & management roles. Regardless of project size, everyone must understand their role and responsibilities. (Roles may be combined — e.g., for an internally delivered classroom refurbishment, a competent maintenance manager may act as designer and main contractor.)

• The school ensures: the appointment of a competent designer/architect and main contractor; allocation of sufficient time and resources to complete the project safely; provision to the designer and contractor of all relevant information about the health & safety of the school; that designer and contractor carry out the responsibilities below; and design sign-off — for small/low-risk projects, by the operations lead and the Principal; for medium and large/complex projects, by the Principal and [NEEDS AFS INPUT: AFS governance approval route for major works].
• The designer/architect ensures they: plan, manage, and coordinate health & safety during planning and pre-construction; complete appropriate risk assessments covering installation, use, maintenance, and eventual demolition; apply all relevant Bahraini statutory requirements, building standards, notifications, and consents; coordinate with the school and main contractor; and supply relevant information for the school's construction file. They also sign in, wear a contractor badge at all times, and sign out on leaving (Section 6.3.7).
• The main contractor ensures they: plan, manage, and coordinate health & safety during construction; liaise with the school and designer; organize cooperation between contractors, including site inductions and information sharing; take reasonable steps to prevent unauthorized access to the construction area; and collate the relevant information for the school's construction file and hand it over at the end of the project. They also sign in, wear a contractor badge at all times, and sign out on leaving.
• All contractors plan and coordinate health & safety for the work under their control, coordinate through the main contractor, and supply relevant records — and comply with the site rules in Section 6.3.7.

Management of contractors. Where third parties are used, they must be properly vetted, introduced to the specific nature of our school, and required to meet all safety and safeguarding standards. The school is required to demonstrate:

• a documented process for the formal approval and vetting of third-party suppliers and contractors, assessing competency and addressing health, safety & safeguarding issues prior to appointment;
• all contractors are inducted and receive relevant health, safety, and safeguarding information, including emergency procedures;
• all contractor work is monitored and checked by a nominated member of school staff with appropriate knowledge and skills;
• specific controls where work involves: entry into a confined space (an enclosed space, tank, pit, or void with restricted access or ventilation); work on any energized system (gas, electrical, hydraulic, or other pressure system) — where practical, systems are isolated and de-energized before work; hot work involving flames or other heat sources; or work on or near hazardous areas (fragile or unprotected roofs, water, hidden or buried services).

Note: for large or complex projects, the main contractor will usually take on the management of other contractors on site under its own procedures; those procedures must cover the requirements above.

General repair & maintenance. The school is required to demonstrate that all building structures and fabric are fit for purpose, including:

• floors, walls, and ceilings that are structurally sound, constructed of suitable materials, and in good decorative order;
• walkways and corridors in good condition and slip-resistant, by design or by the addition of mats, paint, etc.;
• stairs fitted with a secure and substantial handrail on at least one side of every staircase (except where a handrail would obstruct entry or exit), well lit without shadows, and well maintained;
• all public areas adequately heated, cooled, or ventilated, and all areas adequately lit;
• all glass and glazing being safety glass or designed not to shatter;
• buildings monitored and maintained to avoid obvious property defects: damp, rot, mold, or fungal growth; plant growth penetrating buildings; damaged internal floor surfaces (holes, broken or chipped tiles); potholes and damage to external surfaces, pathways, and roads; damage or faults in the building structure; leaks (especially near electrical equipment); broken windows, doors, and glazing; damage or breaches in boundary walls and fences; and standing surface water or blocked guttering and drains;
• adequate housekeeping standards to prevent incidents and slips, trips & falls: regular cleaning of all internal areas; adequate waste bins with emptying regimes (no overflowing bins); external areas free from litter; leaks, spills, or flooding appropriately managed; appropriate spill kits where spills of hazardous material are possible (e.g., near fuel or bulk cleaning-chemical storage); and pedestrian walkways clear of hazards.

Water hygiene. Water containing biological agents or other contamination poses a significant risk to health. The school aims to ensure all water is free from contamination and meets recognized water-quality standards, and is required to demonstrate a process for the identification, inspection, and maintenance of water systems to prevent legionella and other water-borne hazards, including: proper cleaning and disinfection at least annually of higher-risk systems (e.g., cooling equipment and non-closed air-conditioning systems); a distribution system free from dead legs and redundant or unused pipework; water-temperature checks at least every two weeks; and all drinking-water points clearly marked. [NEEDS AFS INPUT: confirm AFS maintenance contracts]

Electrical installations. The school is required to demonstrate that all fixed electrical installations are designed, installed, inspected, serviced, and maintained by a competent electrician in accordance with Bahraini regulatory requirements and manufacturers' recommendations; that fixed installations are inspected every 5 years; and that any defect or damage is identified and repaired promptly, with appropriate isolation where continued use would pose a risk. [NEEDS AFS INPUT: confirm AFS maintenance contracts]

Gas safety. The school is required to demonstrate that all gas installations are designed, installed, inspected, serviced, and maintained by a competent technician in accordance with national requirements and manufacturers' recommendations; that gas installations are inspected annually; and that any defect or damage is identified and repaired promptly, with appropriate isolation where needed. Any other pressurized plant serving the buildings is inspected and maintained to the same standard, with records kept. [NEEDS AFS INPUT: confirm AFS maintenance contracts]

Trees and hazardous plants. All trees are assessed to ensure they do not pose a threat to the safety of students, staff, or the public from falling branches or being blown over. Assessments focus on higher-risk trees (large, diseased, or damaged trees, and those near buildings, play areas, roads, and parking); advice is sought from a competent arborist where appropriate; and any remedial work involving high-risk activity (chainsaws, work at height) is appropriately managed. Any invasive, hazardous, or property-damaging plant species is identified, recorded, and managed so it is maintained, removed, and disposed of before it spreads.

Work at height. Falls — from ladders and steps, from roofs, or into excavations and pits — pose a risk to both people and those below them. The school is required to demonstrate:

• all work activities involving work at height are identified and assessed, and where practical the need to work at height is eliminated;
• all areas with a risk of falling from height are protected to prevent falls, or access is restricted so no member of staff, student, contractor, or visitor can enter without additional controls;
• an inventory of all access and work-at-height equipment (step stools, stepladders, mobile steps, trestles, portable towers, work platforms) is created and maintained, with equipment secured when not in use, visually inspected before use, and formally inspected at least termly;
• those using such equipment are adequately trained in its use, in accordance with manufacturers' recommendations and local requirements;
• steps and ladders are used primarily for access; only minor work is performed from them, maintaining three points of contact and without over-reaching — in all other cases a proper working platform is required.

Environmental management. The school recognizes its operations may impact the local environment and aims to reduce that impact wherever possible. The school is required to demonstrate:

• energy use is effectively managed: no open burning is permitted on site for any purpose; electrical and gas appliances are properly maintained; processes exist to monitor and manage energy use; and the location and correct functioning of lighting, cooling/heating, and other energy controls are known;
• waste is effectively managed and disposed of in accordance with local requirements: documentary evidence of legal transfer/disposal of waste; hazardous waste kept separate and disposed of in line with local requirements; waste segregated on site into the correct bins, bags, or containers; and staff and students informed about waste processes and encouraged to segregate and reduce waste.

6.4.6 Tools & Work Equipment

From time to time, tools and equipment are used across the school by staff. The school aims to ensure all equipment is used for the purpose for which it was designed, is used correctly, and is properly inspected and maintained. (The source policy's provisions for fixed woodworking and metalworking machinery and industrial lifting operations have been deleted — there is no such machinery on a KG1 – Grade 6 campus.)

Tools & equipment — general. The school is required to demonstrate:

• all equipment is designed for the purpose for which it is used;
• all users receive familiarization training covering significant hazards and controls;
• equipment use is regularly supervised to ensure correct use;
• appropriate controls, including guards and personal protective equipment, are used in accordance with the activity risk assessment;
• all equipment is used, cleaned, stored, inspected, and maintained to prevent damage, in accordance with local regulatory requirements and manufacturers' recommendations;
• appropriate records are kept of training, inspections, tests, and maintenance.

Portable electrical equipment. Portable electrical appliances include any equipment plugged into the mains supply directly or via a charging point — from photocopiers, refrigerators, and freezers to small items such as phone chargers. The school is required to demonstrate:

• all portable electrical equipment is used for its designed purpose, within its operational capacity, and within local regulatory requirements and manufacturers' recommendations;
• an inventory of all portable electrical equipment is created and maintained;
• staff using equipment: follow manufacturers' recommendations for safe use, including any required personal protective equipment; visually check equipment for obvious damage before use; report any defects (especially for hand-held or older equipment, where the risk of electric shock is higher); and ensure cables and other damage-prone parts do not trail across areas exposing them to damage or across wet surfaces;
• electrical equipment brought into school by staff or students is not permitted for personal use.

Storage racking & shelving. Racking and shelving can support significant weight and poses a risk of collapse or falling if overloaded. The school is required to demonstrate: installation, inspection, and maintenance per manufacturers' recommendations; identified maximum loads for individual shelves and whole units; appropriately rated floors where significant storage occurs (particularly mezzanines, temporary floors, or older buildings); no climbing on racking or shelving (ladders or access platforms must be provided); monthly visual checks for damage and defects; and damaged units reported, unloaded, and marked out of use until repaired.

6.4.7 Security & Access Control

The school aims to ensure a safe and secure environment for learning, including appropriate systems to control access to internal and external areas and to prevent damage or loss through malicious acts.

Security risk assessment. As with general health & safety, a robust risk assessment is critical. The school is required to demonstrate a documented risk assessment of its security and access needs, completed by a trained and competent person with knowledge and experience of general security practices and modern security systems, local and national security requirements, local security threats, and consultation with the relevant authorities. The assessment covers:

• requirements for designated security staff, guarding, and training;
• higher-risk students, staff, assets, and buildings;
• requirements for the school day, evenings, nights, weekends, and holiday periods;
• securing of the school perimeter, and access control at perimeter and building access points;
• key and keyholder management (physical and electronic keys and passes);
• securing of windows and other routes of entry;
• security of electronic systems, data, and information;
• recording who is on the school site (students, staff, visitors, contractors), and management of visitors and contractors;
• lone working and night working;
• intruder detection and alarm systems, closed-circuit television (CCTV) and other surveillance, and monitoring and patrol services;
• vacant buildings and property;
• security-incident investigation, and liaison with the authorities and emergency services.

Security systems. All security systems (e.g., CCTV, surveillance, and detection systems) are designed, installed, inspected, and maintained by competent technicians in accordance with local regulatory requirements and manufacturers' recommendations, and any defect, damage, impairment, or failure is reported, documented, and repaired in a timely manner.

6.4.8 Educational Activities

Certain school activities carry specific hazards and risks in addition to the general requirements of this policy. The necessary controls for a KG1 – Grade 6 campus are detailed below.

Classroom science (age-appropriate). (The source policy's laboratory-safety regime — senior-school laboratories, fume cupboards, chemical stores, radiological sources, and examination-level practical rules — has been deleted as out of scope for KG1 – Grade 6.) Science at AFS is hands-on, classroom-based, and age-appropriate. For any practical science activity:

• the teacher completes a risk assessment beforehand, considering the activity, the age and abilities of the students, and the room to be used;
• only everyday, non-hazardous materials suitable for young children are used; students never handle hazardous chemicals, open flames, or sharp instruments;
• any materials that could be harmful if swallowed or misused are stored out of students' reach and controlled by the teacher;
• equipment is checked before use, activities are directly supervised at all times, and hand-washing follows any messy or food-based activity.

Playgrounds, sports areas & physical education. The school aims to ensure all playgrounds, play equipment, sports areas, halls, fields, courts, and associated equipment are safe to use, so students can benefit from play, exercise, and individual and team challenges in a controlled and safe manner. The school is required to demonstrate:

• a specific documented risk assessment for play, sports, and games activities;
• all facilities — playgrounds, halls, buildings, fields, and courts — are fit for purpose and covered by the general building and property requirements above, including the suitability of all playing and play surfaces;
• all playground, sports, and gym equipment is fit for purpose and installed, inspected, and maintained in accordance with manufacturers' recommendations;
• appropriate clothing and protective equipment relevant to the specific activity is provided, worn, in good condition, and free from defects or damage;
• any teacher or coach is trained by a recognized body, is competent in the relevant sport or activity, and understands its health & safety implications and necessary controls;
• outdoor play and lessons follow the Weather, Outdoor Lessons and Outdoor Play Policy.

Swimming. Swimming is a high-hazard activity, presenting not only the risk of drowning but also exposure to water-borne disease and treatment chemicals, thermal shock, contact with pool walls and floors, and obscured underwater objects. Where swimming is offered — on campus or at an external facility [NEEDS AFS INPUT: AFS facilities (pool?) and any external-pool arrangements] — the school is required to demonstrate:

• a specific documented risk assessment for swimming activities and water-based games;
• swimming and water-based games conducted only in a specifically designed and built swimming pool — never in open water such as the sea, lakes, or ponds;
• the pool has: appropriate water-treatment plant and regular water-quality checks; safe means of access (integrated steps/ladders); clearly marked water depths; supervision by trained and competent lifeguards; appropriate, private changing and shower facilities; and documented Normal Operating Procedures and Emergency Operating Procedures;
• all staff involved in teaching or coaching swimming are trained in lifesaving, and/or the pool is provided with adequate competent lifeguards.

Performing arts. The school aims to ensure performing arts are conducted safely so students benefit from developing skills and talents and building confidence through performance and personal expression. The school is required to demonstrate: a specific documented risk assessment for performing-arts activities; that all stages, practice, and performance areas are fit for purpose and covered by the general building requirements above; that performing-arts equipment is installed, inspected, and maintained per manufacturers' recommendations; and that any teacher or tutor is competent in the relevant discipline and understands its health & safety implications.

6.4.9 Medical, First Aid, Incident Management, Health & Welfare

The short- and long-term health and welfare of students and staff is paramount. The school aims to promote general health and well-being, and to ensure prompt and professional treatment when ill health occurs or in the event of an unplanned incident or injury. This section is implemented through the First Aid Policy.

Medical & first-aid provision. The school is required to demonstrate that an assessment has been made to ensure adequate provision of medically trained and first-aid-trained personnel, treatment facilities, and equipment. The assessment considers:

• the number of students and staff;
• any known specialist medical needs of students or staff;
• the presence of particular hazards on the school site (e.g., swimming where offered, kitchen operations, or hazardous fauna or flora);
• the availability of emergency services and other external help;
• the availability of trained personnel to provide cover out of hours and during annual leave and sickness absence;
• the ongoing maintenance and management of facilities and equipment, and the replenishment of consumable items.

Management of medication. Students and staff may need to take prescribed and non-prescribed medication for a range of medical conditions. The school ensures such medications are properly stored and administered (see the First Aid Policy, Section 16). The school is required to demonstrate:

• a specific process for the management, storage, and administration of medicines;
• parents notify the school in writing of medicines provided for their children;
• where over-the-counter medicines are administered by school staff, parents have pre-authorized this in advance, with the pre-authorization renewed each academic year;
• all medicines are stored in a secure/locked location and in accordance with storage conditions (e.g., refrigerated);
• every administration of medicine is recorded in full: who administered it, to whom, when, and the dose.

Management of accidents, injuries and ill health. If an accident, injury, or ill health occurs, the school ensures appropriate treatment of the individual as well as a proper investigation to understand what occurred, identify root causes, and prevent recurrence. The school is required to demonstrate:

• appropriate treatment is given as soon as an injury or ill health is identified, with additional support from the emergency services sought as quickly as possible where appropriate;
• details of all treatment for any injury or ill health are recorded;
• where a student is injured or suffers ill health on school premises or while under the school's supervision, parents are formally notified of the illness and of any medical treatment provided by the school or the emergency services;
• all staff and students are able — and encouraged — to report injuries, incidents, and near misses, and all are recorded on a central log;
• all reported incidents, injuries, and near misses are investigated, including: gathering evidence; analysis to build a factual, objective picture and timeline; review of findings and identification of root causes; and identification and implementation of preventive and corrective actions using the just/fair culture model;
• all injuries sustained on the school site that result in hospital treatment, or in absence from school or work for more than one day (including the day of the injury), are reported to the Principal and the operations lead.

Welfare provision. The school aims to provide a working environment that accommodates the day-to-day needs of its staff and students. The school is required to demonstrate:

• adequate staff welfare facilities — as a minimum (or a suitable alternative): a kettle, a microwave, toilets, soap, hand-drying facilities, drinking water, and a comfortable place with seats and a table for breaks;
• facilities that are clean, with an organized cleaning system;
• appropriate facilities for new and nursing mothers and for staff with disabilities;
• a school free from obvious pest infestation;
• washroom facilities adequate in number for the number of staff;
• evidence that seasonal health needs (e.g., sunscreen, drinking water, weather-appropriate clothing) are communicated to staff (see the Weather, Outdoor Lessons and Outdoor Play Policy);
• lighting sufficient for safe work in all internal and external areas (especially in winter months or for any night working), and ventilation supplying fresh air commensurate with each room and its contents;
• clothing designed to protect staff from the elements where their duties require it;
• similar welfare provision for all students, with consideration given to availability relative to student numbers — including toilets, hand-washing, and drinking water suitable for young children.

Ergonomics & manual handling. The school aims to eliminate or reduce manual handling and to consider ergonomics in the design of workstations and operational tasks. Where manual handling is required, staff have the equipment and knowledge to lift and move items safely. The school is required to demonstrate:

• activity risk assessments consider manual handling (where the risk exists — including lifting young children's furniture and equipment) and identify suitable controls;
• manual-handling equipment (e.g., hand trucks, trolleys) is available and in good order so staff can avoid or minimize physical effort when moving or lifting;
• where staff work primarily at a desk or workstation for the majority of the day, an ergonomic assessment is undertaken covering: sufficient space; a properly constructed desk of suitable size and height; chairs designed for computer use, on casters, with adjustable back support; accessible, fit-for-purpose computers and IT equipment with screens at the correct height and adjustable; ancillary equipment where necessary (footrest, wrist rest, document holder); and environmental factors such as lighting, noise, and glare;
• all colleagues are trained, and refreshed annually, in manual handling;
• staff notify the school of any existing injury or medical condition that may make them more susceptible to a workplace injury, and suitable controls are agreed and documented — which might include restrictions on certain activities for a defined period.

Hazardous substances & physical agents. Hazardous substances take many forms: products containing chemicals (including cleaning and maintenance products), fumes, dusts, vapors, mists, and gases, as well as biological agents (bacteria, viruses, molds and fungi, parasites). Physical agents include factors such as noise and vibration. The school is required to demonstrate:

• controls for the safe storage of chemicals and all hazardous substances, including restricting access and limiting the quantities stored — always out of students' reach;
• controls for the safe disposal of chemicals and hazardous substances;
• controls for safe use, communicated to all users, including ventilation and personal protective equipment (gloves, safety glasses/goggles, aprons, dust/face masks) as required;
• excessive noise identified and controlled (i.e., sources where normal conversation cannot be heard at a distance of 2 m);
• areas with exposure to chemicals, hazardous substances, or physical agents adequately signposted, showing the nature of the hazard and any protective measures required;
• all personal protective equipment provides the appropriate protection, is in good condition, is stored and cleaned correctly, and is used by trained users, with defects reported for repair or replacement.

Management of stress & mental health. Staff and students are subject to a fast-paced and changing world, with pressures from both the school environment and private and home life. We aim to create an environment where concerns about stress and mental health can be raised and addressed openly and with understanding. By staff leading by example in this important area, the school can better identify and manage mental-health and well-being issues in our young students. The school is required to demonstrate:

• implementation of appropriate mental-health and well-being provision for students, appropriate to their age;
• that school leaders and managers have adequate training and knowledge concerning work-related stress and mental health.

7.0 Check

7.1 Reactive Monitoring & Measurement of Performance

Reactive monitoring of events — accidents, incidents, cases of ill health, or property damage — provides an opportunity to check performance, learn from mistakes, and improve control measures. The detailed requirements for incident reporting and investigation are in Section 6.4.9. In addition, the school must demonstrate:

7.1.1 A review, at least termly, of recent incidents and accidents to:

• ensure appropriate application of the just/fair culture model;
• identify any underlying trends or common themes;
• ensure timely and effective closure of any corrective or preventive actions identified during an investigation.

7.1.2 A review of other reactive indicators, such as: property damage; recent insurance claims; staff sickness absence; staff turnover; student visits to the school nurse; and student general and sickness absence.

8.0 Act

8.1 Reviewing Performance & Oversight

8.1.1 Health & safety performance is reviewed through a formal reporting and review process that provides independent challenge and oversight.

8.1.2 The Principal reports critical issues or matters of immediate concern promptly to [NEEDS AFS INPUT: AFS governance/H&S oversight structure — the source school's weekly corporate reporting chain through regional and group executives has not been carried over].

8.1.3 At the end of each year, a comprehensive review of performance is undertaken, incorporating all proactive and reactive indicators, to prepare an annual health & safety report for review and challenge by [NEEDS AFS INPUT: AFS governance/H&S oversight structure] and to inform future improvement strategies and plans.

8.2 Operational Assurance

8.2.1 This policy details what the school must do to comply with the requirements of the relevant Bahraini ministries and other standards. Assurance provides objective evidence that we do what we say. Assurance operates in layers:

• Self-assessment: an annual self-assessment reminds school leaders of the requirements, prompts a validation response, and where appropriate generates corrective actions. The Principal may delegate checking to others but is responsible for the final submission.
• Independent review: periodic health & safety review from outside the school's own line management, and any internal or external audit, on a risk basis. [NEEDS AFS INPUT: AFS governance/H&S oversight structure — who provides independent review and audit for AFS; the source school's three-tier corporate assurance chain has not been carried over]

8.3 Learning Lessons

8.3.1 The school's arrangements for communication, investigation, monitoring, and review all provide opportunities to learn lessons and avoid the repetition of concerns, issues, or incidents. This approach is underpinned by the just/fair culture model.

8.3.2 An annual review of all information, data, and reports is completed toward the end of every year to assess overall performance and the effectiveness of the health & safety management system.

8.3.3 In turn, lessons from the previous year feed into and inform planning and risk-profiling activity for the following year, providing a continuous learning and improvement program.

Appendix A — Fire Risk Assessment Template

(One assessment per building. Complete, review at least annually, and re-assess after any change of use, occupancy, or building work.)

1. Fire hazards

2. People at risk

3. Controls in place

4. Findings and actions

Sign-off: Assessor ______________ Principal ______________ Date ______________

Appendix B — Fire Evacuation Drill Record

(At least one drill per term, during the school day. File the completed record with the Health & Safety Committee papers.)