When deciding how risks are going to be controlled, it’s useful to work through the following questions, in this order: Watch our video explaining 'Who might be harmed and how?'Ĭontrols are ways of removing or reducing risk. For example, walking along a wall a foot from the ground has little risk, but walking along a six foot wall with no railings is more likely to result in a fall and the person be hurt. Risk is the chance of someone being harmed by the hazard, or the chance of something going wrong. Knowing who may be harmed and how they may be harmed means you can now think about what the risk is. Someone falling from a wall would be injured differently depending on how high the wall is or what surface they land on – this is the how. Once you’ve identified who might be harmed, you need to think about how someone may be harmed. We also find that adults sometimes do things which they’re not used to, which can result in injury - we’re not always as flexible or strong as we think we are! You should think about how this could be kept open, such as using signs to make people aware or supervising the entrance.Īdults are often very good at identifying hazards which might hurt young people, but can sometimes forget to look after themselves. Step 4 has some tips on how you do this.įor example, if you have a heavy entry door, those who come through it every week may know how it closes, but new visitors won’t be aware. It's important to communicate your risk assessment to all present, this may need to be adjusted with new people. Some people might simply have got used to a hazard being present and adjusted how they behave around it, but visitors might not know that the hazard's present. Teenagers, such as Scouts and Explorers, are also more likely to take risks, so we need to be aware of how they perceive risk in order to help keep them safe. Younger sections, such as Squirrels and Beavers, will require more supervision. Young people might not recognise a hazard, especially younger members or those with additional needs. Who's involved in the activity - young people, adult volunteers, visitors? What could happen to cause them harm? Watch our video explaining 'Look for the hazards' For example, safeguarding, or the needs of individuals with additional needs, should be documented in the risk assessment as appropriate to the activity and circumstance. In addition, there could be hazards relating to people involved in the activity. You can add to them as you talk with other volunteers involved in the activity. There's a long list of some common hazards you might find. You can use the Safety Checklist for Leaders as a good starting point. Look for the hazards which are really significant, not every single little thing. Talk about it with others in the volunteer team and look at what actually happens rather than what should happen. Make sure you look at all your activities, including things that might not be done very often, non-routine tasks. Unsafe acts could be a hazard as well, that is, something that someone might do that could cause an accident. The leadership team are responsible for identifying and agreeing on the leader in charge for each activity.Ī hazard's anything that could cause harm, or cause something to go wrong It could be cables across the floor, a slippery or uneven surface, or the weather – these are all unsafe conditions. This is someone who makes sure that key tasks are completed. Adults are also responsible for ensuring that they identify their own learning needs and if they require more support or assistance to flag this with others who can help.Īll activities require a leader in charge. Line managers are responsible for ensuring that adults have the appropriate training for their role, whilst leaders are responsible for ensuring that young people have appropriate training or instruction to help with their understanding of risk. This is also reinforced in other more specialist and role specific training. The Scouts provide safety training for all adults which includes support in undertaking risk assessment. Make sure that everyone understands the role they play and also that young people understand how they can help keep Scouts safe for themselves and others. All adults have a role to play in keeping Scouts a safe place for our members and achieve this by working together and cooperating. The simple answer is everyone has a part to play in assessing and managing risk.
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