Our Legally Binding Terms and Conditions with Our Group of Business (1) and Invoice Name.

1. Our Group of Businesses

UK First aid and Safety Training Group on Business that we Invoice on their behalf are:

• UK First Aid and Safety Training
• Paul R Salmon and any of their businesses.

2. Rejecting / Disputing our invoice terms

If you do not agree with our terms and conditions they must be rejected in writing by email prs@paulrsalmon.co.uk  , no later than 3 working dates from invoice date, the invoice must contain exactly why you reject out terms as well as a resolution or revised terms. Outside this time, the invoice will remain legally binding. We have the right to reject any rejecting of invoice terms if not reasonable and invoice will still stand. If you can not meet our payment terms please follow this clause.

3. Methods of Payment

The following methods of payment are accepted:

• BACS Transfer to NatWest Business Account Number: 32415435 and Sort Code: 60 06 06
• PayPal payment – please contact us for account details
• Cheques (a charge of £20.00 to cover bank fees will be charged)
• CASH – not preferred method and please do not send through the post.

4. Non-Account Holders

Anyone that dose not have an official account with us must settle all invoices within 5 working days of the date of the invoice. Outstanding invoices – see out standing unpaid invoices.

5. Official Account Holders

Official account holders will be given 28 working days from the issue of the invoice to make cleared payment to UK First Aid and Safety Training. Official account holders will have in writing from us they hold an official account. Any terms breach will have account revoked. Outstanding invoices – see outstanding unpaid invoices.

6. Certification, services, and goods

Certification, services, and goods will remain the property of UK First Aid and Safety Training until full clearance of relevant invoice(s). No Certificates, goods or reports will be released until full payment is cleared by customers unless prior agreement is in place.

7. Late Payments Details – outstanding unpaid invoices

Please note this invoice is self-managed and no reminders will be sent during the initial payment terms.

If you cannot make payment for this invoice you must make a written request for an extension to prs@paulrsalmon.co.uk, with date you can pay and reasons it will be paid late, UK First Aid and Safety Training have the wright to reject terms. We reserve the right to add 5% fee of the invoice value for the extension privilege,

If invoices are outstanding or unpaid the following fees and and procedure will apply:

Stage 1 – Day after invoice due to first 7 days a 10% invoice fee will be added.

Stage 2 – 8 to 28 days an further fee will be added of 15% for the total invoice.

Stage 3 –After 28 days an overdue letter / email will be sent and a further charge of £40 to cover administration costs. Payment not made by a further 14 days due will initiate stage 4.

Stage4 – We will forward to a debt recovery team and add another 25% to the invoice due. In addition the invoice holder agrees to pay all  to cover the costs of all legal fees including solicitor, court fees and will be added to the outstanding invoice,

8. Contact Us – on request 

Learner Complaints Procedure

Version Revised June 24  

Should learners wish to complain about any services provided by Professional development Qualifications, they are advised to follow the procedure stated below. In the unlikely event that learners exhaust this procedure and remain dissatisfied with the decision made by Paul R Salmon, they may take their complaint to the Paul R Salmon Management Team (QMT).

It is ultimately the responsibility of the Head of Operations, Paul R Salmon  to ensure that this procedure is published and accessible to all personnel, learners and any relevant third parties. However, the quality coordinators (QC) specific to each qualification are responsible for ensuring this information is fully understood by their qualification team and by the learners who commence courses/programmes in their area.

Stage 1

An informal complaint can be made to the learner’s tutor/assessor. The tutor/assessor should discuss the complaint with the learner and attempt to agree a way forward or a solution that suits both parties. Learners should allow the tutor/assessor sufficient time to investigate or remedy the grievance. Learners should voice their complaint within 3 working days of the course/programme or any assessment with which they are dissatisfied. Learners must make the course tutor / course staff aware of the complaint on the course comments report.

Stage 2

If the complaint cannot be resolved informally to the satisfaction of learners, or if learners feel that they cannot make an informal complaint to their tutor/assessor, the complaint should be submitted in writing using the Professional development Qualifications Learner Complaints Form to Professional development Qualifications, Learners should use the complaint form to provide a detailed account of their grievance. The Complaints Officer will write to learners to acknowledge receipt of the complaint within 10 working days and outline the course of action to be taken. The Complaints Officer will carry out an investigation, which will involve the relevant QC (where required) and other members of personnel, and will write to the learner within 20 working days with [his/her] findings and a decision as to whether the complaint was justified.

Stage 3

If learners have followed Stage 1 and/or 2 of the complaints procedure and are still dissatisfied with the outcome, they have the right to take their complaint to the awarding body Professional development Qualifications) within 20 working days of the decision being communicated to them by recognised centre. The Professional development Qualifications complaints procedure can be accessed online via Professional development Qualifications. On the home page, learners should click on ‘information for learners’ and ‘customer service’.

Learner Appeals Procedure

Version Revised June 24

Learners wishing to appeal must do so within 3 days of receiving the disputed assessment decision and are advised to keep copies of all documents relating to the appeal.

Paul Salmon to ensure that this procedure is published and accessible to all personnel, learners and any relevant third parties. However, the quality coordinators (QC) specific to each qualification are responsible for ensuring this information is fully understood by their qualification team and by the learners who commence courses/programmes in their area.

Stage 1

The appeal should be made, in the first instance, to the assessor who made the original assessment decision. At this stage, a verbal appeal is acceptable; although the learner is recommended to put the appeal in writing using the Paul R Salmon  Learner Appeals Form 1 provided. The assessor should explain his/her rationale for the decision that is being disputed. The assessor is required to record an overview of the appeal and the outcome of the discussion and forward this to the Professional development Qualifications QC and the Appeals Officer to retain with the centre’s assessment and appeals records. Learners must forward the appropriate learner appeals fees, currently £100.00.

Stage 2

If learners remain dissatisfied with the assessment decision and wish to challenge the outcome of Stage 1, then they are required to appeal in writing to the Professional development Qualifications Appeals Officer within 14 working days of the Stage 1 process, using the Paul R Salmon Learner Appeals Form 2.

The Appeals Officer will write to the learner to acknowledge receipt of the appeal within 10 working days and outline the course of action to be taken. The Appeals Officer will carry out an investigation, ensuring that another appropriately qualified assessor and/or internal verifier is involved in the review, in addition to the relevant QC specific to the qualification, and will write to the learner within 20 working days with the findings and a decision as to whether the appeal was justified.

Learners are required to provide as much information as possible regarding the disputed assessment decision. When completing the Appeals Form 2, information should include:

• the date and type of the assessment (ie observation of practical work, assessment of a set task/assignment, result of an internally assessed question paper)
• the name of the assessor involved
• a brief outline of the reason for the appeal
• any associated documents (ie learner evidence, record of feedback from the assessor involved).

Upon receipt of the appeal the Appeals Officer will contact the relevant person required to conduct an appropriate review of the evidence and an independent assessor or internal verifier and/or relevant QC may review/reassess the learner’s work against the assessment criteria for the qualification, where required. One of the following decisions will be communicated to the learner by the Appeals Officer in writing within 10 working days of the decision having been made. This will be to either:

• uphold the original assessment decision
• offer the learner an opportunity for a resit/reassessment free of charge
• overturn the original decision.

These decisions will be recorded on the Learner Appeal Form 2.

The decision will also be communicated to the original assessor and also the assessor/internal verifier and QC who assisted in Stage 2 of the appeal. Copies of records of appeals are retained with the assessment and appeals records. Professional development Qualifications will retain records of appeals for a minimum period of five years.

Stage 3

If learners have followed Stage 1 and 2 of the appeals procedure and remain dissatisfied with the outcome, they have the right to take their appeal to the awarding body Professional development Qualifications within 20 working days of the decision being communicated to them by recognised centre. The Professional development Qualifications appeals procedure can be accessed online via Professional development Qualifications. On the home page, learners should click on ‘information for learners’ and ‘customer service’.

I the responsible individual as listed below authorise the use of the policy and have signed and dated it.

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Equal Opportunities Policy

Version Revised June 24

Paul R Salmon recognise that everyone has a contribution to make to our society and a right to equal opportunity. Paul R Salmon is therefore committed to promoting a best-practice environment, where all individuals and groups are treated with respect and dignity. All staff, learners and any related third party are required to adhere to this policy and to the requirements of the Equality Act 2010 (as amended from time to time).

All staff, learners and any related third party are required to contribute to the effective implementation of this policy treating others equally and ensuring access for all. No one should feel threatened or degraded on the grounds of the following nine protected characteristics identified within the Equality Act 2010: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex or sexual orientation. This policy aims to prevent and tackle all types of discrimination also identified through the Equality Act 2010

Objectives

Effective implementation of this policy ensures that we promote equal opportunities, eliminate discrimination, eradicate harassment and ensure access for all. This is achieved by:

• ensuring that all staff, learners and any related third parties are treated equally at all times
• ensuring all staff, learners and any related third parties are made aware of this policy and any related responsibilities
• ensuring that all staff are responsible for creating an open and friendly learning environment
• ensuring that staff selection for employment, volunteering, promotion, training or any other benefit will be on the basis of aptitude and ability
• ensuring that learner and participant selection for courses and related initial assessments are conducted in accordance with the qualification pre-requisites and specific selection and initial assessment criteria
• ensuring that all selection/rejection decisions are recorded for staff, learners and any relevant third parties.
• ensuring that an effective access arrangements procedure is in place and deployed through conduct of reasonable adjustments and special considerations
• opposing all forms of unlawful and unfair discrimination.
• taking any allegations or incidents of discrimination or any type of unfair treatment extremely seriously and responding to them swiftly
• ensuring zero tolerance on any acts of discrimination on the grounds of the nine protected characteristics outlined within the Equality Act 2010. Where such instances of malpractice are proven, action will be taken in accordance with the [Insert name of organisation] Malpractice Policy.

It is ultimately the responsibility of the Head of the Centre, [insert name], to ensure that this policy is published and accessible to all personnel, learners and any relevant third parties. However, to further support effective implementation, Qualification Coordinators (QCs) specific to each qualification are responsible for ensuring this information is fully understood by their qualification team and by the learners who commence courses/programmes in their area.

Data Protection Policy/Statement

Version Revised June 24  

Members of the Information Commissioners Office (ICO) – Membership Number ZB332353. Paul R Salmon is fully committed to protecting the rights and privacy of individualsin accordance with the Data Protection Act 1998. Information about our personnel, learners and other individuals will only be processed in line with established regulations. Personal data will be collected, recorded and used fairly, stored safely and securely and not disclosed to any third party unlawfully. As the lawful and correct treatment of personal information is critical to our successful operations and to maintaining confidence, Professional development Qualifications is committed to:

• protecting learners’ personal details, records and assessment outcomes
• keeping learners’ and other individuals’ personal data up to date and confidential
• maintaining personal data only for the time period required
• releasing personal data only to authorised individuals/parties and not unless permission is given to do so
• collecting accurate and relevant data only for specified lawful purposes
• adhering to regulations and related procedures to ensure that all employees who have access to any personal data held by or on behalf of Professional development Qualifications are fully aware of and abide by their duties under the Data Protection Act 1998.

Learners are required to report any allegation in relation to the unlawful treatment of personal data via the Professional development Qualifications learner complaint procedure. A complaint should be made in the event that learners feel that records of their personal data have been:

• lost
• obtained through unlawful disclosure or unauthorised access
• recorded inaccurately and/or in a misleading manner
• provided to a third party without permission.

Where required, Professional development Qualifications will take appropriate action/corrective measures against unauthorised/unlawful processing, loss, destruction or damage to personal data.

It is ultimately the responsibility of the Head of Operations, Paul R Salmon, to ensure that this policy is published and accessible to all personnel, learners and any relevant third parties. However, the quality coordinators (QCs) specific to each qualification are responsible for ensuring this information is fully understood by their qualification team and by the learners who commence courses/programmes in their area.

Access to Fair Assessment and Special Considerations Polices

Version Revised June 24  

Access to Fair Assessment Statement

Commitment

Paul R Salmon is committed to providing ongoing support to learners with particular requirements and aspires to eliminate discrimination. On this basis, we ensure accessible services, making reasonable adjustments and applying special considerations where these are required, to facilitate learners in completing each course/programme as independently as possible.

Access arrangements ensure that the conduct of reasonable adjustments and special considerations reduce substantial disadvantage caused due to a learner’s disability or difficulty. In accordance with the Equality Act 2010, we have a commitment to provide access for learners with particular needs to prevent discrimination in the delivery of qualifications and the assessment of learners.

Reasonable adjustments

Reasonable adjustments are any arrangements made prior to the delivery or assessment of a qualification to reduce the effect of a disability or difficulty that places a learner at a substantial disadvantage. These arrangements are required to be granted by the awarding organisation for the assessment of learners with a permanent, long-term or temporary disability, a learning difficulty, illness or indisposition.

Special Consideration

Special consideration is the implementation of arrangements at the time of an assessment to allow competence to be demonstrated by learners who have been disadvantaged or were unable to attend the assessment due to emotional/physical difficulties or adverse circumstances. These arrangements are required to be granted by the awarding organisation for the assessment of learners who have experience temporary difficulties.

Objectives

Our personnel are committed to contributing to this practice and the overall aims are to assist learners in managing their individual situation and create a more accessible learning and assessment environment for all. In order for this to be achieved, we aim to determine learners’ particular requirements and requests for the provision of access arrangements at an early stage. To ensure sure we give access to fair assessment and treating all learners equally we intent to:

• ensure the access to fair assessment statement and practice are understood and complied with by any personnel involved in assessment and also by learners
• promote equality within of each learning programme and in the conduct of all qualification assessments
• adhere to related procedures and regulations regarding reasonable adjustments and special consideration; requesting permission to grant these for each learner from the relevant awarding organisation
• ensure buildings and assessment sites used for delivery and assessment are accessible to all learners, as far as is practicable
• ensure appropriate equipment/personnel (including technological equipment or any assistant personnel, ie reader, scribe, practical assistant, etc) is available for selected adjustments to delivery and/or assessment
• use assistive equipment and personnel within the reasonable adjustment’s framework, as outlined by the awarding organisation, without disadvantaging others who are not affected by particular requirements.
• Access Arrangements Procedure – See appropriate awarding body for correct procedure.

Equality and Access Appeals

Where learners have requested reasonable adjustments or special considerations from but are unhappy with the outcomes they have a right to make an appeal via the Paul R Salmon  Procedure

Equality and Access Complaints

Learners have the right to raise any issues related to equal treatment and/or the implementation of access arrangements or make a formal complaint via the Paul R Salmon Learner Complaints Procedure.

Equal Opportunities Policy Summary

Paul R Salmon is committed to promoting a best-practice environment, where every learner is treated with respect and dignity. No personnel or learner or any related third party should feel threatened, degraded on the grounds of race, colour, nationality, ethnic or national origin, sex, marital status, sexual orientation, disability, physical characteristics, health, religious or political beliefs.

Paul R Salmon is responsible for ensuring that all individuals receive the same treatment, regardless of race, colour, nationality, ethnic or national origin, sex, marital status, sexual orientation, disability, physical characteristics, health, religious beliefs or political beliefs.

This policy aims to prevent/tackle any potential/current discrimination, whether indirect[1] or direct[2], which involves learners and any member of Professional development Qualifications personnel.

Paul R Salmon is responsible for:

• equal treatment of all individuals who have the right to participate and enjoy sport, recreation and allied occupations
• all personnel involved with Professional development Qualifications are, responsible for creating an open and friendly environment for all learners
• preventing discriminatory behaviour, which will not be tolerated in Professional developeperement Qualifications

• taking any allegations or incidents of discrimination or any type of unfair treatment extremely seriously and responding to them swiftly.

It is ultimately the responsibility of the Head of Operations, Paul R Salmon  to ensure that this policy is published and accessible to all personnel, learners and any relevant third parties. However, the quality coordinators (QCs) specific to each qualification are responsible for ensuring this information is fully understood by their qualification team and by the learners who commence courses/programmes in their area.

Should you wish to discuss any matter or voice a grievance in relation to the above in confidence, please contact or, alternatively, learners may follow the Paul R Salmon  Learner Complaints Procedure.

Access to Fair Assessment

Paul R Salmon  is committed to providing on-going support to learners with particular requirements and aspires to eliminate discrimination. On this basis, we ensure accessible services and make appropriate adjustments, where required, to facilitate learners in completing the course/programme as independently as possible. Our personnel are committed to contributing to this practice and the overall aims are to assist learners in managing their individual situation and create a more accessible learning and assessment environment for all. In order for this to be achieved, we aim to determine learners’ particular requirements and requests for the provision of access arrangements at an early stage. In making sure our access to fair assessment statement is implemented effectively and all learners are treated fairly, we aim to:

• ensure the access to fair assessment statement and practice are understood and complied with by any personnel involved in assessment and also by learners
• promote equality in relation to the provision of the learning programme and assessment of the qualification
• adhere to related procedures and regulations regarding reasonable adjustments to assessment and special consideration
• ensure buildings and assessment sites used for delivery and assessment are accessible to all learners, as far as is practicable
• request permission for the implementation of specific adjustments from the awarding body where required
• ensure appropriate equipment/personnel (technological equipment or any assistant personnel, ie reader, scribe, practical assistant, etc) is available for selected adjustments to delivery and/or assessment
• use assistive equipment and personnel within the reasonable adjustments framework, as outlined by Professional development Qualifications without disadvantaging others who are not affected by particular requirements.

It is ultimately the responsibility of the Head of Operations, Paul R Salmon  to ensure that this statement and related procedures are published and accessible to all personnel, learners and any relevant third parties. However, the quality coordinators (QCs) specific to each qualification are responsible for ensuring this information is fully understood by their qualification team and by the learners who commence courses/programmes in their area.

Learners have the right to raise any issues related to the implementation of access arrangements or make a formal complaint via the Paul R Salmon  learner complaints procedure or the Paul R Salmon  learner appeals procedure, if they are not satisfied with the outcome of the decision in relation to the access arrangements applied.

Reasonable Adjustments Policy

Version Revised June 24

Reasonable Adjustment Policy

Introduction

This policy is primarily aimed at learners who are delivering/registered on or have taken an Paul R Salmon qualification or unit.  It is also for use by our staff to ensure they deal with all reasonable adjustment and special consideration requests in a consistent manner and in accordance with the relevant awarding organisation requirements.

Each awarding organisation will have specific guidelines to follow when applying for reasonable adjustments for individual learners and what can be automatically approved by centres.

Centre Responsibility

To ensure the following:

• Every learner is given the opportunity to achieve the qualification/unit without changing the assessment criteria or achievements.
• Identification of learners who require reasonable adjustments prior to delivery of course.
• Where identification of a learner who requires, reasonable adjustments, Paul R Salmon will apply to the relevant awarding organisation for approval if required, see individual guidance provided by different awarding organisations.
• Where reasonable adjustment is approved, make necessary provision, however ensuring that assessment demand is not lowered.
• Inform Internal Quality Assurer of learners on a qualification that is completing the assessment using a particular reasonable adjustment method.
• Maintain accurate records of learners with reasonable adjustments as this will be monitored through the External Quality Assurance system.
• Supply information to the relevant awarding organisation on the use of reasonable adjustments with learners as requested.

Review Arrangements

We will review the policy annually as part of our self-evaluation arrangements and revise it as and when necessary in response to customer and learner feedback, changes in our practices, actions from the regulatory authorities or external agencies or changes in legislation. 

[1] Indirect – for example, in relation to sex discrimination, it is prohibited to have criteria or practices which, while not being directly discriminatory (such as refusing to recruit female employees or candidates because they might become pregnant), have the effect of disadvantaging one sex more than the other. A claim of indirect sex discrimination provides a potential remedy if flexible working is refused or inflexible working imposed on a worker, rather than a right to request flexible working.

[2] Direct – this is where you openly treat any sector of the community less favourably than others. For example, you may state in a job advertisement that men are only welcome to apply for a particular job vacancy. This is direct discrimination and is unacceptable.

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Internal Quality Assurance Policy

Version Revised June 24  

1        Introduction

It is essential that all deliverers of qualifications have quality assurance systems in place to ensure all assessment is fair, consistent and meets Professional development Qualifications and national requirements. This policy has been designed to promote quality, consistency and fairness throughout the assessment and internal verification activities. It aims to ensure that standards of assessment are maintained over time.

This document is applicable to everybody involved in assessment administration, management, verification and moderation of any Professional development Qualifications delivered within the breadth of this centres activities. Any activity related to Professional development Qualifications within a satellite, delivery and/or assessment site is also obliged to abide by this policy.

For qualifications where, because of the size or geographic spread of assessments, more than one internal verifier is required to ensure the quality, an Internal Verification Team (IVT) must be established. Where a IVT is required, one verifier must be identified/allocated to take on the role of Coordinating IV, ensuring that the internal verification strategy and sampling plans are effectively established, implemented and maintained by the IVT.

Where only one IV is needed to cover the centre’s activities for a specific qualification, the IV will be responsible for establishing the IV sampling strategy, sampling plan and subsequent implementation.

2        Verification Aim

The Internal Verification aim is to ensure effective management of assessment and verification processes, effective support for assessment and verification personnel, and to quality assure the outcomes of assessment in-line with Professional development Qualifications and national requirements.

3        Verification Objectives

Internal verification objectives propose to:

• operate from established verification policy and procedures that are reviewed where required in-line with the centres’ quality control arrangements
• ensure an effective induction is provided for all members of the assessment and verification teams, as required
• ensure effective appraisal and continued professional development for all members of the assessment and verification teams
• ensure that the assessment and verification teams understand and follow all the centre policies and procedures
• ensure the centre will embed equality and diversity throughout the internal verification and assessment activities
• ensure quality via accurate and effective assessment of all candidates
• monitor and ensure consistency of assessment outcomes via appropriate interpretation of Professional development Qualifications specific qualifications and/or national requirements
• review and evaluate the quality and consistency of assessment at different stages of the assessment process
• maintain accurate and current records of internal verification and moderation
• standardise all components of the assessment where appropriate
• carry out continuous improvement activities to ensure all corrective actions best practice guidelines requested by the external verifier/ Professional development Qualifications are complied with.

Internal Verification Strategy

Introduction

The purpose of this strategy is to provide realistic strategic objectives devised to ensure that we will effectively comply with Professional development Qualifications internal verification/moderation requirements and/or the national standards. In devising an IV strategy, we are also effectively complying with our own IV policy.

Strategic objectives

There are a number of strategic objectives whereby we propose to ensure:

• all personnel with internal verification/moderation responsibilities are suitably qualified to undertake this role
• that all assessment, internal verification and/or moderation personnel are aware of the internal verification policy and strategic objectives and can facilitate the implementation
• assessment/internal verification/moderation personnel development needs are taken into consideration
• that developing and newly qualified internal verifiers are given the necessary support to fulfil their duties effectively
• a selected sample across assessors of 25% (or one candidate if less than four are registered within a cohort) of candidate evidence and assessor feedback is internally verified from 100% of the courses/candidate cohorts authorised
• all assessors and all types of assessment (including direct observation of assessment practice) are internally verified across all active assessment sites, over a twelve month period
• one standardisation activity is conducted per eight courses/100 candidates within a cohort programme (or two standardisation activities annually where the take up of candidates is not great enough to achieve this objective)
• that records and documentation of assessment, internal verification and moderation decisions are maintained for external verification purposes
• that all assessment and internal verification records per candidate are maintained for a period of five years after certification has occurred.

Internal Verification Interventions

The following internal verification interventions aim to ensure the consistency of assessment across all assessors, at all sites.  IVs should aim to make an intervention to every course/candidate cohort, on at least one occasion.

Internal Verification interventions include:

• observation of assessments
• sampling of assessment evidence
• candidate interviews (face to face/via telephone)
• standardisation activities and/or meetings.

CPR Equipment Cleaning & Maintaining Policy/Statement

Version Revised AugJune 24

Cross Contamination by Viruses and Infections

To limit cross contamination, we advise all users of products from Laerdal, to study and follow the cleaning and decontamination procedures as specified in this document and the Direction for Use accompanying our products. Our barrier products, suctions units, resuscitators and training manikins are designed to limit and avoid cross contamination.  Below, you’ll find a short overview of the different cleaning and decontamination procedures that are described more thoroughly in the individual Directions for Use for each product. While the following decontamination procedures take every precaution to prevent infection via the product, due to the airborne nature of this virus it is impossible to eliminate the risk of contamination.  

Sanitisation of Laerdal Manikin Faces:

• We recommend that each student is provided with an individual Manikin Face. This eliminates the need for decontamination between students (see “After Class” procedures).
• All students can also use one face permanently installed on the manikin and sanitize the face between each student’s use by Virkon or Manikin Wipes.
• The transmission of infectious agents (aerosols) between students, during CPR training is minimised by following the decontamination procedures in the Direction of Use for Virkon or Manikin Wipes (described below).

Cross contamination during CPR training

The recent publicity surrounding the outbreak of H1N1 flu has generated questions and concerns about potential exposure during CPR training. The following procedures should be followed to minimise the risk of contamination:

  Follow public health advice concerning school closures and public gatherings.

  Participants and instructors should postpone CPR training if they are known to be in the active stages of an infectious disease, have reason to believe they were exposed to an infectious disease, or have dermatologic lesions on their hands, mouth, or surrounding area.

  Avoid contact with any saliva or body fluids

present on the manikins.

  Thoroughly clean each manikin with Routine Decontamination Procedures.

Confirmation of Annie’s Cleaned

Policy

Mask changed every single and disaffected, new lungs every course.

Health & Safety Policy

(include Risk Assessments)

Version Revised June 24  

Health and Safety Policy

Paul R Salmon is committed to providing a safe working, coaching, teaching and learning environments for all personnel, learners and any related third parties. Responsibility for health and safety ultimately lies with the head of Operations of Professional development Qualifications, Kirk Rogers However, all learners and personnel have a legal responsibility, as stated under Section 7 of the Health and Safety at Work Act 1974, to do everything practicable to prevent an accident or injury to themselves and to fellow learners and/or personnel. The quality coordinators (QCs) specific to each qualification are responsible for ensuring this information is fully understood by their qualification team and by the learners who commence courses/programmes in their area.

Professional development Qualifications aims to promote health and safety, so far as reasonably practicable, by ensuring:

• the provision and maintenance of safe equipment that poses no risk to health
• the provision of relevant information to learners, personnel and any related third parties, including instruction, training and supervision, as is necessary to ensure health and safety
• maintenance of safe environments, including a means of access in a condition that is safe and without risk to health
• progressive identification and assessment of all risk, taking measures to eliminate or control it
• compliance with statutory regulation on health and safety and welfare of learners, personnel and any related third parties
• the health and safety and welfare of vulnerable learners is addressed through positive action
• all required and appropriately qualified members of personnel are given training to identify and control potentially hazardous situations/environments
• effective measures, such as fire alarms, are in place to deal with emergencies.
• This list is not exhaustive and represents general principles followed.

First Aid

All confirmed nominees are appropriately qualified first-aiders, holding current first-aid certificates. Therefore, one of the first-aiders listed above must be contacted in the event of an incident occurring, to administer any first aid required. It is important that all issues where a first-aider has been involved are recorded in the necessary incident logbook(s) which accompany the first-aid box(es).

Whenever learners are present, to attend for a component of a course/programme, their tutor/assessor is responsible for making them aware of who their nominated     first-aiders are and where they can be found (they are required to be on site at the time of a course/programme taking place).

Risk Assessment Procedures

Version June 24

Tutors/assessors must ensure that suitable and sufficient control measures are in place to reduce identified risks when they are delivering any component of a course/programme. Any information a tutor/assessor has identified in relation to risk should be shared with/distributed to other members of personnel. All personnel required to conduct risk assessments will be given the appropriate training and/or will be made aware of what is expected of them in advance.

Prior to conducting a course/programme, the tutor/assessor will conduct a risk assessment and record relevant findings in line with the Professional development Qualifications health and safety policy. Where tutors/assessors complete a session where they would not normally complete a session, a risk assessment must be conducted, to ensure the health and safety of all present. Additionally, a risk assessment is required to be conducted prior to any practical activity. A risk assessment form has been created for these purposes.

Risk Assessment

Conflicts Of Interests Policy

Version Revised June 24  

Introduction

This document outlines conflict of interest policy of Paul R Salmon  covering:

• broad approach to identifying and monitoring all actual/potential conflicts of interest that may affect Paul R Salmon both now and in the foreseeable future; and
• the possible conflicts of interest that have been identified and arrangements put in place to prevent these from occurring.
• the declaring and managing conflicts of interest.
• Declaration of conformance.

This and supporting documents may be requested by AoFA Qualifications (AoFAQ) to satisfy them of our ability to comply with their requirements in relation to conflicts of interest and to prevent such conflicts becoming ‘Adverse Effects’ (as defined by AoFAQ).

Review Arrangements

We’ll review this document annually as part of our self-evaluation arrangements.  However, a review will be commissioned earlier should an issue arise in relation to an actual or potential conflict of interest and/or in response to customer, learner or regulatory feedback. 

Definition of a Conflict of Interest

For the purposes of this policy we have adopted the definition used by AoFAQ in relation to conflict of interest.  In essence a conflict of interest exists in relation to Hutleys where:

• its interest in any activity undertaken by it, on its behalf, or by a member of its staff have the potential to lead it to act contrary to its interest in the delivery of qualifications in accordance with the requirements of the regulator’s Conditions of Recognition,
• a person who is connected to the delivery of qualifications at Hutleys has interest in any other activity which have the potential to lead that person to act contrary to his or her interests in that delivery and impact on our compliance with the requirements of AoFAQ,
• an informed and reasonable observer would conclude that either of these situations was the case.

Interests in presenting and assessment

Paul R Salmon will take all reasonable steps to avoid any part of the assessment of a Learner (including by way of moderation) being undertaken by any person who has a personal interest in the result of the assessment. Trainers, Moderators and Markers should be considered if their actions could affect the validity of the qualification or assessment outcome.

If a person who does have a conflict of interest with the assessment of a learner, Paul R Salmon will take reasonable steps to ensure the relevant part of the assessment is subject to scrutiny by another person.

Examples of potential Conflict of Interest:

Where the Trainer, Assessor, Marker or Moderator:

• is employed by the Learner
• is a close family relationship / close friend with the Learner
• has a business relationship with the Learner
• where the Learner is a Manager / Supervisor of the said person
• Financial gain either direct or indirect is involved

Conflict of Interest Principles

In implementing our approach to identifying and managing actual/potential conflicts of interest staff are required to abide by the following principles:

• All managers and staff must buy into and commit to identifying and managing all actual/potential conflicts of interest that may affect Hutleys and in doing so raise possible conflicts of interest with the Head of Centre if in doubt.
• Staff must be proactive in the identification and management of conflicts of interest that may affect our effectiveness, level of regulatory compliance and/or reputation.
• Staff must be open about the nature of any potential/actual conflicts of interest and not try to hide or present them in a better light – managing conflicts of interest is about preventing issues from occurring that may impact on our operational effectiveness and/or regulatory compliance.
• Strive to identify and deal with conflicts of interest sooner rather than later.
• Our controls to managing any potential conflicts of interest must be proportionate to the risks associated with the identified conflict(s).

If the breach is also classified as an Adverse Effect, then the Head of Centre shall promptly inform AoFAQ stating the reasonable steps that we have taken or intend to take to prevent, correct or mitigate the Adverse Effect.  Including a detail of any reviews we are/will carry out.

1. .

Declaring a Conflict of Interest

• Paul R Salmon will take all reasonable steps to ensure that a Conflict of Interest does not occur, if this is not possible:
  • A declaration of actual or potential conflicts of interest must be notified to the Head of Centre as soon as possible.
  • Where an actual conflict of interest has occurred Hutleys will notify AoFAQ.

• Paul R Salmon will keep a log of all actual or potential conflicts of interest.

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