How to Create a School Risk Assessment

Whether you’re planning a science experiment, PE lesson, or school trip, understanding how to create a clear, effective risk assessment helps you protect you, your colleagues and your students.

Key Takeaways

• Risk assessments anticipate hazards and set control measures to keep students, staff and visitors safe.

• Teachers must complete risk assessments for activities beyond routine classroom work - e.g. trips, science practicals and PE.

• Follow five steps: identify hazards, identify who could be harmed, evaluate risks, record controls, review and update.

• Tailor assessments to context - avoid generic templates; include SEND, medical needs and changes in circumstances.

• Incomplete assessments risk harm, legal liability, disciplinary action and Ofsted criticism. Always ensure they are approved and shared with relevant stakeholders.

What Is a School Risk Assessment?

In short, a school risk assessment is a written document that identifies potential hazards in an activity, evaluates the risk they pose, and outlines the steps to be taken to help minimise that risk. 

According to the DfE: “Pupils should be safe in school and when undertaking out of school activities. The risk management to keep them safe should be proportionate to the nature of the activities.”

In schools, risk assessments are vital for protecting students, staff and visitors. They are also required to help meet legal duties under the Health and Safety at Work Act 1974 (opens in a new tab) and the Management of Health and Safety at Work Regulations 1999. 

For teachers, risk assessments are not optional. Whether you’re planning a science experiment, school trip, or overseeing sporting activities, you must ensure foreseeable risks are identified and managed before the activity begins.

When Do Teachers Need to Complete a Risk Assessment?

Teachers are expected to complete a risk assessment whenever an activity presents a potential hazard beyond normal classroom activities. 

Common examples include:

• Educational visits or school trips (transport, venues, outdoor environments).

• Science experiments or practical work (chemicals, heat sources, sharp tools).

• PE and sports lessons (equipment safety, injury risk, weather conditions).

• DT, art or food lessons (machinery, allergens, hygiene).

• Events (crowd control, fire safety, equipment setup).

Many schools provide generic risk assessments for recurring activities, but these still need to be adapted to reflect the specific context, location and students involved.

Remember that producing a risk assessment does not mean that you are “molly-coddling”. Exposing students to a degree of risk will help them grow, and life is all about taking calculated risks. 

But, a risk assessment will allow you to keep everyone safe in the process.

Step-by-Step Guide to Creating a School Risk Assessment

Each school will have its own risk assessment forms. The steps below will be included in these, but the exact wording will vary from school to school. But remember, a great risk assessment won’t compensate for a poorly planned - or poorly staffed - activity. 

Step 1 – Identify the Hazards

A hazard is anything with the potential to cause harm. In a day-to-day school setting, hazards might include:

• Slippery floors.

• Chemicals or hot equipment.

• Trips, falls or sharp objects.

• Allergens in food preparation.

Start by walking through the activity in your mind. Consider the environment, materials, equipment, and behaviour of participants. Ask: “What could go wrong?” 

Remember: preventing or minimising risk is the goal - and you can only do this if you have carefully considered possible hazards. You can’t possibly think of every eventuality, but do your best to consider any likely hazard. 

Step 2 – Decide Who Might Be Harmed and How

Identify the groups at risk and how they might be affected. This includes:

• Students (especially those with SEND, medical needs or limited mobility).

• Staff (teachers, support staff, volunteers).

• Visitors.

Try to be specific: If the hazard has been identified as clutter on the floor, instead of writing “students may trip,” write “students using apparatus may trip unless the floor is clutter free.” The more precise you are, the easier it is to prevent the hazard.

Step 3 – Evaluate the Risks and Decide on Control Measures

Decide how likely the risk is to happen and how severe the outcome would be. Schools often use a risk matrix (e.g. low, medium, high) to rate each hazard. Then list the control measures - these are the steps you will take to reduce the risk. For example:

• Supervise at a 1:10 ratio (staff:pupils) on trips.

• Use goggles and other protective equipment during science experiments.

• Remove trip hazards before PE lessons.

• Provide allergen-free ingredients for food tech.

If you find that you can’t minimise the risks to an acceptable level, that’s a red flag - do not go ahead. If you are unsure as to what’s an “acceptable level”, speak to your line manager. 

Step 4 – Record Your Findings

Your risk assessment must be written down and accessible to others. Include:

• The identified hazards.

• Who might be harmed.

• Your control measures.

• The risk rating before and after controls.

Keep it concise but thorough - inspectors or line managers should be able to follow your reasoning easily.

Step 5 – Review and Update if Needed

Risk assessments aren’t static. If circumstances change, you should revisit and update your assessment. It’s worth bearing in mind that some risk assessments cover the day-to-day running of the school - these need to be reviewed regularly. Even if nothing seems to have changed, that probably means annually. 

Included in these risk assessments are: common hazards, asbestos management in schools (for any school built before 2000), emergency planning and response, control of hazardous substances, selecting and managing contractors, and school building design and maintenance. 

This is not a definitive list - for full information, always research the latest DfE guidance. One-off risk assessments (e.g. school trips) may also need to be revisited should circumstances change (e.g. change of venue or attendees).

Each time a risk assessment changes, it will need to go through the same sign-off procedure as before. Schools will have designated members of staff (and sometimes governors) who will review and approve risk assessments. This can be a lengthy process, so start your planning early.

Practical Examples for Teachers

Example 1: Science Practical – Heating Chemicals

• Hazard: Burns from Bunsen burner or hot glassware.

• Who might be harmed: Students and staff.

• Controls: Supervise closely, use heatproof mats, enforce safety goggles are worn at all times, keep flammable materials locked away.

• Residual risk: Low if supervision and controls maintained.

Tip: If you teach Science, you should find that the Scheme of Work includes risk assessments for every key practical, so you won’t need to start from scratch.

Example 2: PE Lesson – Outdoor Football Match

• Hazard: Slips, collisions or dehydration.

• Who might be harmed: Students.

• Controls: Check pitch for hazards, warm-up properly, have a first aid kit on hand, ensure water breaks.

• Residual risk: Low with standard supervision.

In this example, the weather can play a big part. If it’s a scorching hot day, sunburn and heatstroke might be added. And, if it's pouring with rain, slip hazards will increase dramatically.

Example 3: School Trip – Local Museum Visit

• Hazard: Students getting lost, road crossings, emergency evacuation.

• Who might be harmed: Students and staff.

• Controls: Allocate groups, use high-visibility jackets, brief students, carry emergency contacts, identify meeting points.

• Residual risk: Medium–low, reviewed on the day.

Common Mistakes to Avoid

This most common mistake is copying generic templates without adapting them. Always tailor to your class and context. Other frequent mistakes include:

• Failing to review after changes. For example, if the venue, equipment or weather changes, so should the risk assessment.

• Ignoring SEND or medical needs. Always factor in students who may be more vulnerable. This is one of the reasons medical forms for trips should include questions that help identify these needs.

• Not sharing the assessment. It’s no use if only you have seen it. You should make sure all supervising adults are briefed accordingly. In many cases, students should see a version of the assessment too. 

What Happens If a Risk Assessment Is Incomplete or Missing?

An incomplete or missing risk assessment can have serious consequences:

• For students: Increased chance of injury or harm.

• For teachers: Possible disciplinary action or liability under negligence, if something goes wrong.

• For schools: Legal sanctions, insurance issues or negative Ofsted findings.

Ultimately, a well-prepared risk assessment protects everyone, and serves as your professional safeguard should an incident occur. If you ever find yourself on the cusp of an activity where no risk assessment has been undertaken, be brave and pull the plug. Do not put yourself in a position whereby you’re exposed.

Frequently Asked Questions

How detailed does a risk assessment need to be?

It should be proportionate to the activity. An outward-bound residential trip will require a more significant risk assessment compared to a standard PE lesson.

Can I use the same risk assessment for multiple lessons?

Yes. If the activity, environment and participants remain the same. But always reread regularly to ensure compliance.

Who signs off my risk assessment?

Usually your line manager, head of department, educational visits coordinator or the headteacher. Always check your school’s procedure for approval.

What if I forget to do a risk assessment?

Raise it immediately with your line manager. It’s better to admit the oversight and complete one retrospectively.

Final Thoughts

Many of the most enriching school activities (e.g. trips, science experiments, sports tournaments) require risk assessments. 

The risk assessment paperwork involved can be a barrier to staff arranging these events, which is a shame. However, risk assessments are not just about protecting participants, they also protect you, so they are worth their weight in gold.

 References

• Health and safety: responsibilities and duties for schools - GOV.UK (opens in a new tab): (opens in a new tab)https://dera.ioe.ac.uk/id/eprint/32581/1/Health%20and%20safety_%20responsibilities%20and%20duties%20for%20schools%20-%20GOV.UK.pdf (opens in a new tab)