Risk Assessment Basics

Overview

Duration: 60 minutes
Class size: 6 students
Unit: Safe Learning Environments (Lesson 19 of 30)
Age group: Year 12 (16-17 years)
National Curriculum area: Health and Safety in Early Years Settings (linked to Early Years Foundation Stage and Health and Safety regulations)

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Learning Objectives

By the end of the lesson, students will be able to:

• Understand the fundamental purpose and importance of risk assessments in early years settings.
• Identify common hazards present in early years learning environments.
• Demonstrate how to conduct a simple, practical risk assessment using a basic template.
• Understand the role of risk management in providing a safe learning environment in accordance with statutory guidance (Health and Safety at Work Act 1974, Early Years Foundation Stage Framework 2021).
• Reflect critically on how risk assessment contributes to child safety and learning development.

Curriculum links:

• Statutory Framework for the Early Years Foundation Stage 2021: Principles of safeguarding and promoting children’s welfare (Section 3.4, 3.5)
• Health and Safety at Work Act 1974 compliance references in education settings
• PSHE curriculum (personal, social, health and economic education): Health and safety, recognising risk

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Resources

• Risk Assessment template handouts (simple table format: Hazard / Who is at risk / Risk level / Control measures)
• Images/photos of early years classroom/playground settings (prepared by teacher)
• Whiteboard/flipchart and markers
• Projector for slide presentation
• Real-life objects for contextual hazard spotting (e.g., toys with small parts, cleaning chemicals in containers)
• Pens and paper for individual work

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Lesson Structure

1. Starter: Connecting Safe Environments (10 minutes)

• Activity: Group discussion: "What do we need to consider to keep children safe in early years settings?"
• Use think-pair-share: Students brainstorm examples of risks/hazards in early years environments, then share with the class and teacher compiles list on the board.
• Teacher prompts with legal framework references (Early Years Foundation Stage — welfare requirements).

Learning focus: Activate prior knowledge about safety and risk from previous lessons on safeguarding.

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2. Introduction to Risk Assessment (10 minutes)

• Teacher presentation:

  • Define ‘risk’ and ‘risk assessment’ in the context of early years settings.
  • Explain WHY risk assessments matter: Preventing accidents, promoting safe play, legal responsibility.
  • Introduce key components of a risk assessment: Hazard identification, who might be harmed, how severe the risk is, and control measures.
  • Link to statutory requirements (Health and Safety at Work Act 1974, EYFS safeguarding duties).

• Use simple diagram/flowchart on screen to clarify the steps.

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3. Practical Group Activity: Conducting a Basic Risk Assessment (25 minutes)

• Set-up: Divide class into pairs or triads (2-3 students per group). Each group receives:

  • An image or short video clip showing a typical early years environment (could include indoor/playground).
  • A risk assessment template handout.

• Task: Students perform a basic risk assessment: identify 3 hazards, who is at risk, rate severity/likelihood, and suggest control measures.

• Teacher circulates to support, provoke deeper thinking, and ensure understanding of terms like ‘hazard’ and ‘control measure’.

• Each group selects one hazard and shares their findings verbally with the class (2 minutes per group). Classroom discussion to compare and contrast risk levels and controls.

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4. Reflection and Consolidation (10 minutes)

• Whole class discussion:

  • How did completing a risk assessment change your view of safety in early years settings?
  • What challenges might practitioners face when conducting risk assessments?
  • How does risk assessment promote not only safety but also children’s learning and independence (balancing risk and opportunity)?

• Teacher summarises key takeaways using a graphic organiser or mind map on the board.

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5. Exit Ticket (5 minutes)

• Each student writes on a post-it or index card:

  • One key thing they learned about risk assessments
  • One question they still have or something they found challenging

• Collect for quick assessment & planning for next lesson.

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Assessment

• Formative: Observation of group discussions and risk assessment activity: ability to identify hazards and propose appropriate controls.
• Summative: Quality of completed risk assessment template to check understanding of process and terminology.
• Exit ticket feedback for addressing misconceptions or extending learning next session.

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Differentiation

• Support: Provide sentence starters or vocabulary banks (hazard, risk, control measure) for students who need structured support.
• Challenge: Encourage higher achieving students to consider residual risk and how to balance risk-taking with developmental benefits in early years.

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Safeguarding & Inclusion Considerations

• Create a classroom environment respectful of varying experiences with risk and safety.
• Emphasise confidentiality when discussing real incidents or examples.

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Links to Future Lessons

• Further detailed risk assessments including vulnerable children’s needs
• Planning safe outings and off-site activities
• Legal responsibilities and reporting incidents

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This detailed, interactive, and curriculum-linked lesson blends theory, practice, and reflection to enable Year 12 students to confidently understand and conduct risk assessments in early years settings. It also scaffolds deeper critical thinking about balancing safety with development, preparing students for professional or further academic routes in childcare and education.