Key aspects of legislation and regulatory requirements

1.1 Summarise the key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.The first aid trainer is governed by a number of legislative Acts designed to ensure the overall safety and welfare of the trainer and their students. Some of these Acts have lead to the creation of generic Codes of Practice. The parent company, in this case XXXX, is also obliged to conform to these Acts and Codes and, therefore, creates its own specific Codes of Practice. 2.The foremost over-arching legislation affecting the first aid trainer is the Health and Safety at Work Act 19741 which demands a safe workplace. The trainer must, for example, ensure that facility fire exits are not blocked, there are no trip hazards and there is sufficient room to carry out practical techniques. 3.The Equality Act 20102 encompasses and simplifies the previous Acts governing Race Relations, Sex Discrimination and Disability Discrimination, and the trainer must create an environment that complies with each of these components. For instance, ensuring that racist or sexist comments are not made in the classroom, or inappropriate images are not used in presentations.

Furthermore, they may have to think of alternative techniques that a disabled person might use in a first aid situation. 4.Where children under 19 or vulnerable adults under 25 are students, the trainer must be complaint with the Protection of Children Act 19993. He should have been DBS checked and be aware of and follow correct safeguarding practices. Where students with special educational needs are present, the trainer must abide by the Special Educational Needs and Disability Act 20014. This might mean, for example, allowing longer time for a student to complete the end of course exam, or using a viva exam technique rather than a written one. 5.As the trainer will have access to student personal information, including medical information, the Data Protection Act 19985, which governs the use and storage of such information, must be obeyed. For example, medical problems or personal details should not be discussed in front of the whole class. 6.Manual Handling Operations Regulations 1992 (amended 2002)6,7 demand that the risks of inappropriate lifting and handling are controlled.

It is important to demonstrate good safe manual handling technique and ensure this is carried out by students during first aid practical sessions. 7.Finally, Health & Safety (First Aid) Regulations 19818, which encompasses the Approved Code of Practice (ACOP) L74 (2009)9, govern the provision of adequate and appropriate first aid training and equipment. The former is the raison d’etre of the first aid trainer and the specific guidance about first aid equipment is included in the first aid course itself. 8.There are two levels of Codes of Practice (COP): generic and specific. While the ACOP described above is generic, XXXXX has used it, and the other legislation above, to create its own COPs. These are overseen by the Association of First Aiders’ COP and Standards, and include procedures for dealing with Special Needs requests, grievances, and appeals etc.

Trainer Terms of Reference and Confidentiality Agreements provide COPs for standards of practice and behaviour, insisting on high levels of professionalism and demanding that trainers abide by all the previously described legislation and COPs. 9.It can be seen that the first aid trainer operates under a myriad of legislation10 which could be quite daunting to understand. However, HSE and the parent company have distilled the regulations into usable guidance in the form of Codes of Practice. In essence, the aim of the legislation, and any COP, is to ensure the safety of student and trainer.

REFERENCES
1. Health and safety at Work Act 1974. http://www.hse.gov.uk/legislation/hswa.htm (accessed online 21 October 2014) 2. Equality Act 2010. https://www.gov.uk/equality-act-2010-guidance (accessed online 21 October 2014) 3. Child Protection: Tees Local Safeguarding Children Boards Procedures. (accessed online 21 October 2014) 4. DEBENHAM, L. (2012) Disability Discrimination Act 1995 and Employment. http://www.aboutlearningdisabilities.co.uk/disability-discrimination-act-1995-employment.html (accessed online 21 October 2014) 5. Data Protection Act 1998. https://www.gov.uk/data-protection (accessed online 21 October 2014) 6. Manual Handling: Regulations.
http://www.hse.gov.uk/msd/pushpull/regulations.htm (accessed online 21 October 2014) 7. Manual Handling: A Brief Guide. http://www.hse.gov.uk/pubns/INDG143.pdf (accessed online 21 October 2014) 8. First Aid at Work: Legislation. http://www.hse.gov.uk/firstaid/legislation.htm (accessed online 21 October 2014) 9. First Aid at Work: The Health and Safety (First Aid) Regulations 1981. http://hse.gov.uk/firstaid/review/firstaidl74.pdf (accessed online 21 October 2014) 10. ABC First Aid Limited. www.abcfirstaid.co.uk/frames.html (accessed online 21 October 2014)

INDIVIDUAL ASSESSMENT AND REFLECTIVE RECORDForm 2
Learner Steve Swift PTLLS Level 4 Teacher Nick Farmer Location Assessment Teacher Feedback: M/503/1232
Outcome 1.1 P/R Is the evidence
Valid Y/N Authentic Y/N Current Y/N Sufficient Y/N Reliable Y/N Learner’s reflection on completion of the assessment.
I’m not sure whether the level of detail required is correct, or whether examples are required. However, I have included examples to show application of the information. I don’t really like the footnotes style of referencing but it was easier to use it with this assignment because so many of the references were Regulations or Acts and therefore didn’t have an author. Learner’s identification of future development following completion of the assessment. Learner’s signature:S Swift Date:

Teacher’s signature: Date:
IV/IQA signature: Date:
(if sampled)