3.3 Explain the actions a playworker should take if a hazard cannot be removed

This guide will help you answer 3.3 Explain the actions a playworker should take if a hazard cannot be removed.

Hazards are anything that can cause harm. In a play setting they may come from the environment, from equipment, from the actions of other children, or from the activities themselves. Most hazards can be removed or controlled. Sometimes a hazard cannot be removed without stopping the play altogether or making unrealistic changes to the environment.

When this happens a playworker has to take sensible actions to reduce the risk while still supporting the play. The aim is to allow children to explore and learn while keeping them safe enough to avoid serious harm. Risk is part of play but hazards must be managed.

Reasons a Hazard May Not Be Removed

There are various reasons why a hazard might stay in place:

• It is a permanent part of the environment such as a tree with low branches.
• Removing it would destroy the play value such as a loose material that is part of a creative play space.
• The hazard belongs to another organisation or public area so you cannot legally remove it.
• Temporary hazards where removal is not possible at that moment such as icy patches or wet grass after rain.
• The hazard is a natural feature which provides challenge such as uneven ground.

Recognising these situations helps a playworker judge the best course of action.

First Step: Assess the Hazard

Before acting, the playworker should assess how serious the hazard is. This includes looking at:

• Type of harm it could cause.
• Who might be affected such as age and maturity of children involved.
• Likelihood of the harm happening.
• Whether the hazard can change in nature depending on conditions.

This assessment should be quick but thorough. Many playworkers use a mental checklist based on training. This is not the same as a recorded risk assessment, but may still need to be written down later for records.

Controlling Access to Hazardous Areas

If the hazard cannot be removed, controlling access is often the next action. Examples include:

• Using temporary barriers or fencing around the hazard.
• Marking the hazard area with clear signs or coloured tape.
• Staying close to the hazard so the playworker is a visible deterrent to unsafe behaviour.
• Limiting the number of children allowed near the hazard at one time.

These actions do not stop play but reduce the chance of unsafe contact.

Supervision Adjustments

Supervision changes are another practical step. This might involve:

• Positioning yourself so you have a clear view of the hazard and children near it.
• Rotating staff so there is always a fresh set of eyes watching the hazard area.
• Increasing the ratio of adults to children when the hazard is in use.
• Using walkie-talkies or quick signals if you need help in managing the risk.

By being a physical presence, you can guide play without removing the hazard.

Informing Children

Children should be made aware of the hazard in a clear and age-appropriate way. This could be done through:

• Direct verbal warnings before play starts.
• Group discussions that explain why the hazard exists and what the rules are.
• Using games to teach safe use of space around hazards.

The approach should be calm and respectful. Children often respond better when they see that you trust them to understand and make safe choices.

Working with Parents and Carers

Informing parents and carers can be important for hazards that cannot be removed and that pose noticeable risks. Actions here include:

• Speaking directly with parents during drop-off or pick-up.
• Providing written notes or signs at the entrance describing the hazard.
• Reassuring them about the steps taken to keep children safe.

Involving parents builds trust and helps reinforce messages about safe behaviour.

Reporting to Management

A hazard that cannot be removed should be reported to supervisors or managers in line with organisational rules. This is needed so that:

• There is a record in case of incidents.
• Management can arrange further safety measures.
• Decisions can be reviewed later and changes made when possible.

This is often done through incident reports or hazard logs.

Using Personal Protective Measures

Some hazards may require protective equipment to reduce risk. For example:

• Providing gloves for children when handling sharp-edged craft materials.
• Offering helmets or knee pads for certain play activities with identified hazards.
• Using mats to soften ground near climbing structures that cannot be altered.

Personal protective equipment should fit well and be comfortable for children to use.

Educating through Risk Awareness

Playwork values the learning that comes from managed risk. A hazard that cannot be removed can be a teaching moment. You might:

• Guide children to spot and talk about hazards.
• Set challenges that encourage safe interaction with the hazard.
• Discuss how risk is part of life and ways to keep safe.

Involving children in safety planning helps them develop responsibility and awareness.

Making Environmental Adjustments

Even if a hazard cannot be removed, small changes can reduce its danger. For example:

• Placing soft materials under and around a fixed climbing tree.
• Clearing loose debris from an uneven pathway.
• Adding padding to hard edges of equipment that cannot be taken away.
• Adjusting layout so play flows away from hazardous areas.

These tweaks keep the play space usable without full removal.

Recording Actions Taken

Documenting steps taken shows due care and can be vital after an incident. Records may contain:

• Description of the hazard.
• Reasons why it was not removed.
• Actions taken to reduce risk.
• Who was informed.
• Any changes made over time.

This protects both the playworker and the organisation legally and professionally.

Seeking Expert Advice

For hazards with unclear risk or for specialist dangers such as electrical issues, calling in an expert is wise. This could be:

• Maintenance teams.
• Health and safety officers.
• Specialist contractors for electrical or structural concerns.

Expert input can offer solutions that may not be obvious at first.

Balancing Play Value and Safety

The playworker’s skill lies in balancing safety with the value of play. Some hazards, like climbing slopes, have high play value and challenge. Removing them may harm children’s experience. Actions to manage risk without removal include:

• Helping children develop skills to use the hazard safely.
• Allowing controlled access at times when support is available.
• Encouraging peer support where older children help younger ones manage the hazard.

In this way, hazards become part of learning rather than pure dangers.

Consistent Review of the Hazard

A hazard that cannot be removed should be reviewed regularly. Conditions change and what could not be removed today may be possible to remove later. For instance:

• Weather might make some hazards worse or less dangerous.
• Equipment could be repaired or replaced after budget approval.
• Natural growth in outdoor spaces can alter hazards over time.

Regular checks keep safety measures updated.

Responding to Incidents

If an incident happens involving a hazard, quick action matters. The playworker should:

• Provide immediate first aid if needed.
• Remove affected children from the hazard area.
• Report the incident through standard channels.
• Review how it happened and whether measures need changing.

This keeps practice responsive and effective.

Encouraging Safe Risk-Taking

Part of playwork is helping children learn through safe risk-taking. Hazards that cannot be removed can be framed as challenges where:

• Children learn limits and consequences.
• They practice problem solving.
• They gain physical skills such as balance, coordination and strength.

By supporting safe exploration, children gain benefits without facing uncontrolled danger.

Using Signs and Visual Warnings

Signs help remind children and visitors about a hazard. They should be:

• Clear and easy to read.
• Placed at eye level for the intended audience.
• Supported by verbal explanation where needed.

Visual cues could include colour coding or shapes that children associate with warning.

Working with the Playwork Team

Hazard management is easier in teamwork. Actions include:

• Holding regular briefings with staff about ongoing hazards.
• Agreeing consistent approaches to supervision and intervention.
• Sharing ideas for temporary solutions.
• Supporting each other in managing stressful situations caused by hazards.

A unified team approach helps maintain confidence and safety.

Adapting Games and Activities

Some games can be adapted so the hazard is avoided or used in a safer way. For example:

• Moving ball games away from hazard areas.
• Changing rules to keep children at safer distances.
• Planning quieter play in hazard zones to avoid frantic movement.

This flexibility keeps play active without unnecessary risk.

Final Thoughts

Hazards that cannot be removed are a part of every playworker’s world. Managing them well requires attention, awareness and practical steps that keep play safe yet challenging. The emphasis is on reducing risk without removing valuable experiences for children.

Your role is to protect children while supporting their right to play. This means clear communication, active supervision, sensible physical measures and ongoing review. When done well, the children benefit from stimulating play and develop important life skills, all while staying within an environment where safety is actively managed.