3. Learning Through Landscapes | www.ltl.org.uk
“Deficit Model” of risk
The goal is zero harm or risk.
More words, more rules, more
protection and more control = must
be safer.
You cannot argue with ‘safer’.
We squeeze out common sense
3
4. 4Learning Through Landscapes | www.ltl.org.uk 4
We must not lose sight of the important
developmental role of play for children in the
pursuit of the unachievable goal of absolute safety.
Health and Safety Executive, 2013
5. What risks (and therefore
incidents of harm) are
socially and legally
acceptable?
5Learning Through Landscapes | www.ltl.org.uk
9. Learning Through Landscapes | www.ltl.org.uk
Striking the right balance
A focus on the real risks
Those running trips understand their
roles, are supported, and are
competent to lead or take part in
them;
The real risks are managed during a
trip
Learning opportunities are
experienced to the full
9
10. Striking the right balance is NOT:
every aspect is set out in copious
paperwork that acts as a security
blanket for those organising the
trip;
detailed risk assessment and
recording procedures aimed at
higher-risk adventure activities are
used when planning lower-risk
school trips;
mistakes and accidents will not
happen; and
all risks must be eliminated.
10Learning Through Landscapes | www.ltl.org.uk
11. Becoming “Routine and expected”
Move to annualised permissions and
risk assessments
Have a process for annualised staff
updates
A focus on staff skills and judgement
Ratio’s driven by risk assessment
See OEAP National Guidance or
Going Out There
11Learning Through Landscapes | www.ltl.org.uk
12. Risk Benefit Assessments
12
Hazards &
Risk
Adventure /
Interest
Learning/play
outcomes
A move to narrative
Including precedents
Learning Through Landscapes | www.ltl.org.uk
13. Just words (educator version)?
“Trips, falls and collisions.”
“Trips, falls or collisions
leading to significant injury
or harm.”
13Learning Through Landscapes | www.ltl.org.uk
14. “…educators and parents
benefit from opportunities
to share risk perceptions
and discuss the costs and
benefits…to achieve their
common goals for
children: health, happiness
and resilience.”
Everyday uncertainties: reframing perceptions of risk in outdoor free play
Niehues et al 2013
15. Parent Training
Parents’ observed behaviours are in stark
contrast to their expressed wishes for their
children's play opportunities and
experiences.
Sandester, 2011
15Learning Through Landscapes | www.ltl.org.uk
16. Staff involvement
How do concerns or issues get
shared?
All staff have a time to re-read and
discuss risk assessments
Opportunity to look at data for real
risks and incidents
Is this Safeguarding?
16Learning Through Landscapes | www.ltl.org.uk
17. Staff training
“The results also show that men who work
in [early years] have a more positive
attitude towards thrilling and risky play
than women, and they also allow more of
this type of play among children”
Sandseter, 2011
Learning Through Landscapes | www.ltl.org.uk
18. What about when it goes wrong?
Will your staff share?
Do we look for learning?
What does the data tell us about the
REAL risks?
A concern or complaint is not a veto.
“A culture of reasonableness”
18Learning Through Landscapes | www.ltl.org.uk
19. Involving children
What opportunities for children to
develop:
Risk management skills?
Emotional and social response
to risk and challenge?
Learning Through Landscapes | www.ltl.org.uk
20. Just words (pupil version)
“Stop! Come down,
that is too high!”
or
“Take care!”
“What is your next
move?”
Or
“How do you feel
about being up
there?”
Or
“How are you taking
care up there?”
Learning Through Landscapes | www.ltl.org.uk
26. “Young people are curious, and they learn quickly. We
should not deny them the opportunity to learn by taking
risks.
Seeking to protect them from every conceivable hazard,
rather than sensibly managing the genuine risks they
face, ultimately leaves them in harm's way, not to
mention robbing them of memories that last a lifetime”
Judith Hackitt, Chair of HSE, (2012)
Learning Through Landscapes | www.ltl.org.uk
