3.3 Assess risks in line with agreed ways of working

This guide will help you answer 3.3 Assess risks in line with agreed ways of working.

Assessing risk is part of supporting individuals in health and social care settings. Before planning any learning and development activities, you need to think about what could go wrong and how to prevent harm. These risks may threaten the safety or well-being of individuals, colleagues, or yourself. Assessing risk helps everyone stay safe and encourages participation in activities that support development.

What is a Risk Assessment?

A risk assessment is a careful look at what might cause harm and how much harm could happen. In health and social care, this means:

• Identifying hazards (possible sources of harm)
• Working out who might be harmed and how
• Deciding what action to take to remove or control the hazard
• Recording your findings
• Reviewing your assessment if things change

Completing a risk assessment should always follow your organisation’s agreed ways of working. This supports compliance with laws such as the Health and Safety at Work Act 1974 and the Management of Health and Safety at Work Regulations 1999.

Agreed Ways of Working

Agreed ways of working are the policies, procedures and guidelines set out by your employer and by law. These are the accepted standards for how you must carry out your job. Agreed ways of working affect every part of planning and delivering learning and development activities, including risk assessment.

You must follow:

• Your organisation’s policy on risk assessment
• Health and safety legislation
• Care Quality Commission (CQC) standards
• Data protection and confidentiality requirements
• Equality and diversity policies

Familiarise yourself with these documents. Ask your manager if you are unclear about any parts.

Assessing Risks Before Planning Activities

Risk assessment should happen before planning learning and development activities because:

• Individuals may have specific needs that affect their safety (disability, medical conditions, behaviours, or communication needs)
• The environment may not be suitable without changes
• Equipment might require checks or adaptations
• Activities may need modification so everyone can take part safely

A risk assessment helps balance promoting independence and learning while reducing the chance of harm.

Steps in Assessing Risk for Learning and Development Activities

1. Identify Hazards

A hazard is anything that could cause harm. During learning and development activities, hazards may include:

• Physical risks (tripping hazards, sharp edges, lifting heavy objects)
• Environmental risks (slippery floors, poor lighting)
• Emotional risks (activities that could cause distress or anxiety)
• Infection risks (sharing items, close contact)
• Equipment risks (faulty or unsuitable tools)
• Group dynamics (risk of bullying, exclusion)

Look at the activity from the individual’s point of view. Think about their medical history, communication needs, and past experiences.

2. Decide Who Might Be Harmed and How

Think about everyone involved. This includes:

• The individual receiving support
• Other participants
• Staff and volunteers
• Visitors

Write down who might be hurt and how. This will help you plan how to reduce the risk.

3. Evaluate the Risks

Review each hazard. Ask yourself:

• How likely is it that harm could happen?
• How serious would the harm be?

This helps you decide which risks to deal with first. You might use a scoring system to show which risks are high, medium or low.

4. Decide on Control Measures

A control measure is anything you do to reduce or remove a risk. When planning learning and development activities, this could involve:

• Changing the location of the activity (to a safer room or outside)
• Using different equipment (safer, lighter, easier to handle)
• Modifying the activity (smaller groups, quieter environment)
• Giving extra support (one-to-one assistance or a communication aid)
• Providing protective clothing or equipment (gloves, aprons)
• Ensuring good supervision
• Allowing more time for activities

Share control measures with the individual and any colleagues involved. Listen to their views; they may suggest reasonable adjustments that make the activity safer and more accessible.

5. Record Your Findings

Write down the hazards, who may be affected, the control measures and who will take action. Use your organisation’s risk assessment form or reporting process. Records protect you and your organisation if there is an incident, and they show that you have taken responsible steps to plan safely.

6. Review and Update

Risks can change if:

• The individual’s needs change (health, mobility, medication)
• The environment changes
• New people are involved
• Incidents happen

Review your risk assessment regularly, especially after any accidents or near misses.

Including Individuals in Assessing Risk

Involving each person in their own risk assessment supports their rights and preferences. It reflects the person-centred approach.

• Explain what you are doing and why
• Use plain language or accessible formats
• Ask the person what they feel safe or unsafe about
• Encourage them to make informed choices
• Respect their views on risk, as long as it does not place them or others at serious danger

Use agreed ways of working, such as the Mental Capacity Act 2005 and safeguarding policies, to support decision-making.

Supporting Positive Risk-Taking

Positive risk-taking means supporting people to make choices that involve some risk, recognising that this can help with learning, independence and well-being. Encourage people to take part in learning and development activities, even if there are some risks, as long as these are well managed.

For example, if someone wishes to cook as part of their development:

• Identify possible dangers (sharp utensils, hot surfaces)
• Teach safe use of equipment
• Remain nearby to help if needed
• Start with simple recipes before moving to more complex tasks

Balancing protection and independence helps people develop skills and confidence.

Documenting Risk Assessment Activity

Good record-keeping is necessary throughout risk assessment.

• Use forms or systems provided by your employer
• Keep assessment records up to date
• Share with relevant staff supporting the individual
• Document discussions, decisions and consent where appropriate
• Protect confidentiality at all stages

Documentation shows that risks have been considered and managed.

Legal and Regulatory Considerations

Health and social care workers must carry out risk assessments in line with laws and regulations. Some of the main frameworks include:

• The Health and Safety at Work Act 1974: Duties to keep people safe at work
• The Management of Health and Safety at Work Regulations 1999: Steps for risk assessment and control
• Care Quality Commission (CQC): Standards for social care providers
• The Mental Capacity Act 2005: Decision-making for people who may lack capacity
• Data Protection Act 2018 / UK GDPR: Protecting personal information
• Equality Act 2010: Preventing discrimination and supporting access

Failure to assess risk appropriately can cause harm and lead to legal consequences.

Risk Assessment in Practice: Example Scenarios

Scenario 1: Group Art Activity

Hazards:

• Spilled paint creating slippery floors
• Scissors and other tools
• Allergic reactions to materials

Controls:

• Supervise the use of scissors
• Use non-toxic, allergy-tested materials
• Clean up spills immediately
• Limit group size to prevent crowding

Document who is responsible for each control and gather feedback from participants after the session.

Scenario 2: Outdoor Learning Experience

Hazards:

• Uneven ground causing trips or falls
• Exposure to weather
• Insect bites

Controls:

• Check the environment before the session
• Advise walking aids or supported movement
• Recommend suitable clothing
• Carry first aid kit

Involve individuals and adapt plans if specific needs are identified, such as fear of insects or mobility issues.

Scenario 3: ICT (Information and Communication Technology) Activity

Hazards:

• Electrical cables as trip hazards
• Long periods seated causing discomfort
• Eye strain

Controls:

• Tidy and secure cords
• Provide ergonomic seating
• Plan regular breaks

Record any special requirements for the person, such as larger screens for visual impairments.

Person-Centred Approaches in Risk Assessment

Person-centred means focusing on the individual’s needs, rights, choices and preferences. When assessing or managing risk:

• Talk about what the person wants to do
• Discuss any worries or past experiences
• Make reasonable adjustments to activities or environments
• Respect cultural and religious needs
• Support informed decision-making

Always encourage people’s independence within safe boundaries.

Supporting Equality, Diversity and Inclusion

When planning learning and development activities, risk assessments should support access for everyone, regardless of background or ability.

• Remove or reduce barriers to participation
• Take language needs into account
• Address any access or mobility issues
• Make information available in suitable formats
• Promote respect and understanding within groups

A fair risk assessment considers the needs of all, not just the majority.

Dealing with Unplanned Risks

Risks may arise unexpectedly during activities. When this happens:

• Stop the activity if immediate danger is identified
• Follow your organisation’s procedures
• Report new hazards
• Review and update the risk assessment promptly

Learning from incidents helps improve future planning and increases safety.

Supervision and Support

Never work beyond your level of responsibility or training. If unsure about any part of a risk assessment, seek support from your supervisor or health and safety officer.

Supervision is part of agreed ways of working. Good supervision ensures risks are spotted and acted on quickly.

Using Technology in Risk Assessment

Your organisation may use electronic forms or digital systems to support risk assessment. Follow data protection procedures when entering or storing personal or risk-related information.

• Use secure log-ins and passwords
• Keep information confidential
• Back up records safely

Talk to your manager for guidance on digital tools in the risk assessment process.

Communicating About Risk

Clear communication helps everyone understand and manage risk. Use straightforward language. Avoid jargon. Involve family members or advocates if the individual gives consent.

Ways to share risk information include:

• Staff meetings
• Briefings or handover notes
• Individual support plans

Good communication promotes a shared understanding of everyone’s role in safety.

Learning from Experience

Each activity and risk assessment is a chance to learn. Reflect on what went well and what could be improved. Gather feedback from everyone involved.

This reflective practice helps you improve future risk assessment and keep the process meaningful.

Final Thoughts

Assessing risks in line with agreed ways of working is part of planning meaningful and safe learning and development activities. Follow organisational and legal requirements at each stage. Stay person-centred. Document your findings. Involve the individual and colleagues. Regularly review your practices.

You support development, safety and rights by understanding, managing and sharing responsibility for risks. Through careful planning and open communication, you help people take part in activities that help them learn, grow and thrive safely.