risk assessment
Context and Approach
Waymakers Cambridge provides a flexible, child-led, project-based learning environment. As such, activities and resources will vary based on the interests and needs of participants. While we cannot foresee every material or method in advance, all activities are guided by a commitment to common sense, age-appropriate safety, and responsive, inclusive facilitation.
This general risk assessment below outlines common hazards, baseline precautions, and our approach to dynamic risk management. Specific activities with elevated or unusual risks will be assessed on a case-by-case basis.
Waymakers Cambridge provides a flexible, child-led, project-based learning environment. As such, activities and resources will vary based on the interests and needs of participants. While we cannot foresee every material or method in advance, all activities are guided by a commitment to common sense, age-appropriate safety, and responsive, inclusive facilitation.
This general risk assessment below outlines common hazards, baseline precautions, and our approach to dynamic risk management. Specific activities with elevated or unusual risks will be assessed on a case-by-case basis.
| Hazard | Who Might Be Harmed | Risk | General Control Measures | Residual Risk Level |
|---|---|---|---|---|
| Safeguarding (abuse, neglect, inappropriate behaviour) | Children and young people | Emotional or physical harm |
- Safeguarding policy in place - Designated Safeguarding Lead - DBS checks for all adults - Code of conduct - Clear reporting procedures |
Low |
| Injury from tools, materials, or equipment | Children | Cuts, burns, misuse |
- Facilitators assess tools on the day - Use only with supervision and instruction - Age- and ability-appropriate resources - Common sense and safe practices prioritised |
Medium |
| Trips, slips, or falls | All | Minor injury |
- Regular visual checks - Tidy-up routines included - Pathways kept clear - Calm movement encouraged indoors |
Low |
| Medical issues | Children with known conditions | Medical emergencies |
- Parents complete medical/needs forms - First aiders on site - Emergency contact info readily available |
Low |
| Emotional distress (sensory overload, conflict) | Neurodivergent or emotionally sensitive children | Overwhelm, withdrawal |
- Flexible participation model - Quiet areas available - Respect for individual needs - Neurodiversity-affirming facilitation |
Low |
| Illness transmission | All | Illness spread |
- Encourage hygiene (handwashing, tissues) - Stay-home-when-ill policy - Ventilation where feasible |
Low |
| Fire or emergency | All | Injury or confusion during evacuation |
- Fire exits marked - Evacuation procedure briefed - Register taken at arrival - Regular drills if termly |
Low |
| Collection by unauthorised adult | Children | Abduction or safeguarding breach |
- Designated collection list - Sign-in/out required - No child released without ID or prior agreement |
Low |
| Online activities (if applicable) | Children and families | Digital risk |
- Secure, child-safe platforms only - Facilitator present during all sessions - No 1:1 communication outside family knowledge |
Low |
Dynamic Risk Assessment and Professional Judgement
Facilitators at Waymakers Cambridge use dynamic risk assessment—evaluating the environment, materials, and group dynamics in real time and responding as needed. Where a project emerges that involves potentially higher-risk tools or actions, facilitators will:
Facilitators at Waymakers Cambridge use dynamic risk assessment—evaluating the environment, materials, and group dynamics in real time and responding as needed. Where a project emerges that involves potentially higher-risk tools or actions, facilitators will:
- Supervise all use directly.
- Ensure materials are used only by children who understand and can manage them safely.
- Modify or halt any activity if safety cannot be assured.
- The wellbeing of all participants is paramount and facilitators are empowered to use their judgment to adapt or pause activities in the moment.