8.1 Explain principles of risk assessment and management, and how to balance risks and benefits of activities for children

This guide will help you answer 8.1 Explain principles of risk assessment and management, and how to balance risks and benefits of activities for children.

Risk assessment in early years settings involves identifying possible dangers that could cause harm to children, staff or visitors. It is a planned process that looks at activities, environments and resources to decide if they are safe and suitable.

In the early years sector, risk assessment should be an ongoing process rather than a one-off activity. Situations can change quickly in childcare settings, so constant awareness and observation helps keep everyone safe.

A risk assessment starts with considering four main points:

• What could go wrong
• Who could be harmed
• How serious the harm might be
• How likely the harm is

Through this process, practitioners can make informed decisions about whether an activity or environment is safe or needs changes.

The goal is not to remove all risk completely, as that can limit children’s development. The aim is to minimise unnecessary danger while still allowing new learning experiences.

Steps in Carrying Out a Risk Assessment

A typical risk assessment process in early years includes:

• Identify hazards – look for anything that could cause injury or illness. This might be uneven flooring, unhygienic surfaces, unsecured furniture, sharp edges or unsafe outdoor play equipment
• Decide who might be harmed and how – consider children of different ages and abilities, as well as staff and visitors. Young children may put small objects in their mouth, for example
• Evaluate risks and decide on precautions – think about whether the hazard can be removed or controlled. This might include using safety gates, cleaning routines or staff supervision
• Record findings – write down hazards, people at risk and actions taken. This creates evidence that checks were done and supports compliance with legislation
• Review regularly – risk assessments should be updated when there is a change, such as a new piece of equipment, different activity or new group of children

Recording findings is important for legal reasons and for accountability in case of incident investigations.

Managing Risk in Early Years Environments

Risk management means taking action based on the findings of the risk assessment. Management decisions can range from adjusting equipment layout to providing extra staff supervision during certain activities.

In practice, this could include:

• Setting up safe zones for active play
• Removing broken or damaged resources immediately
• Following cleaning schedules to control infection risks
• Training staff on safe lifting methods when moving furniture
• Using safety mats under climbing frames

It is important to adapt safety measures to the age and stage of children. For toddlers, lower climbing frames and closer supervision reduce chances of injury. For older preschoolers, higher equipment may be fine if staff are present to guide safe use.

Benefits of Activities for Children

Many activities come with some level of risk, but they can be valuable for a child’s growth. Children benefit from being challenged and having opportunities to make decisions.

Positive outcomes from engaging in activities that carry managed risks include:

• Developing physical skills such as balance, coordination and strength
• Building social skills through teamwork and cooperation
• Learning to assess situations and make safe choices
• Gaining confidence by trying new skills
• Understanding safe boundaries through experience

For example, outdoor climbing frames help children develop strength and judgement, while gardening activities help them learn about nature and responsibility.

Balancing Risks and Benefits

Balancing risks and benefits means looking at the value of an activity against the possibility of harm. An activity that builds important skills may be worth doing if safety measures keep the risk within acceptable levels.

This balancing process involves:

• Considering developmental gains from the activity
• Making adjustments to reduce the risk, such as using age-appropriate equipment
• Having staff closely supervise higher-risk play
• Ensuring any safety equipment required is available, such as helmets or gloves

An example could be using real tools in a supervised woodworking activity. While there is a risk of cuts, the benefit is that children learn about safe tool use and develop fine motor skills. The risk can be reduced by giving safety instructions, using protective gloves and having adults present at all times.

Legal and Regulatory Context

In the UK, early years settings must meet the requirements set by the Health and Safety Executive (HSE) along with early years regulatory organisations such as Ofsted.

Relevant legislation includes:

• The Health and Safety at Work Act 1974 – requires employers to protect staff and others from hazards
• The Management of Health and Safety at Work Regulations 1999 – sets out requirements for risk assessment
• The Early Years Foundation Stage (EYFS) statutory framework – includes specific rules for children’s safety and welfare

Failure to follow legal requirements can result in enforcement action, fines or closure of a setting.

Involving Children in Risk Awareness

Children can learn to recognise and avoid risks through guided experiences. Involving them in simple risk thinking helps build their awareness and responsibility.

Ways to involve children include:

• Talking about safety rules before starting activities
• Encouraging them to spot hazards during play
• Helping them think about how to use equipment correctly
• Letting them practise simple safety checks, such as making sure areas are clear of trip hazards

These interactions should be age-appropriate so children do not become anxious or fearful but instead learn confidence in managing risks.

Role of Staff in Managing Risk

Staff play a key role in keeping activities safe. This includes carrying out risk assessments, making sure environments are safe each day, and following agreed safety policies.

Key staff responsibilities are:

• Checking indoor and outdoor areas before use
• Supervising activities closely
• Leading by example in safe behaviour
• Reporting hazards or incidents to managers immediately
• Keeping training up to date

Team communication is important so all staff know any current safety concerns or risk management changes.

Changing Circumstances and Risk

Circumstances can change quickly in early years settings. An activity that was low risk in one situation could become higher risk if:

• Weather changes unexpectedly during outdoor play
• Equipment breaks during an activity
• Staffing levels drop due to illness
• New children join the group with different needs or abilities

Being alert to changes means staff can act quickly to adapt or stop an activity until the risk is under control.

Example: Balancing Risk in Outdoor Play

Outdoor play offers valuable learning, but it can carry risks such as falls, injury from equipment or exposure to extreme weather.

Balancing the risks and benefits in outdoor play may mean:

• Checking play areas daily to remove hazards
• Providing age-appropriate and well-maintained equipment
• Supervising climbing and running activities closely
• Ensuring children have suitable clothing and footwear
• Setting clear boundaries so children stay within safe areas

The benefits can include improved fitness, social interaction and learning about nature, which often outweigh the managed risks.

Documentation and Reporting

Accurate record-keeping supports strong risk management. This includes:

• Written risk assessments for activities and areas
• Incident reports for any injuries or near misses
• Records of safety checks and maintenance
• Action plans for addressing hazards

These documents provide evidence that safety checks happened and can help prevent repeat problems.

Continuous Improvement

Risk assessment and management should be treated as a process that develops over time. Feedback from incidents, near misses and staff ideas can improve safety measures.

Regular training and reflection on practices help keep standards high. Staff discussions about what worked well and what could be done better create a safer environment for children.

Final Thoughts

Risk assessment and management are central to safe and effective practice in early years settings. When done properly, they protect children while allowing them to explore, learn and take part in meaningful activities.

Balancing risks and benefits means respecting the natural need for children to engage in challenges and new experiences while keeping hazards under control. Good practice combines careful observation, effective planning and strong team communication to achieve this balance. Through these measures, children gain skills, confidence and valuable life lessons while staying safe.