Every UK school must carry out risk assessments under the Management of Health and Safety at Work Regulations 1999 (MHSWR 1999) and the Health and Safety at Work Act 1974 (HSWA). Schools are workplaces — employing teaching staff, support staff, and contractors — and they are also environments where children and young people spend significant time. Risk assessments in schools must cover routine activities (lessons, break times, site maintenance), one-off events (school trips, sports days, visiting speakers), and vulnerable groups (pupils with SEND, young children in early years settings, pregnant staff). This guide provides a template structure, examples for common school activities, and the legal framework that applies to all educational settings in England, Scotland, Wales and Northern Ireland.
Legal requirements for school risk assessments
Under Regulation 3(1) of MHSWR 1999, every employer must make a suitable and sufficient assessment of the risks to the health and safety of their employees and others affected by their work. In a school, "others" includes pupils, visitors, contractors, volunteers, and members of the public attending events. The duty applies to local authority maintained schools, academies, free schools, independent schools, and nursery settings.
The employer in a maintained school is the local authority or governing body (depending on the school's category). In an academy or free school, the employer is the academy trust. Regardless of structure, the headteacher or principal typically has day-to-day responsibility for ensuring risk assessments are carried out and implemented.
Under Regulation 3(6) of MHSWR 1999, if the school employs five or more people (which virtually all schools do), the significant findings of the risk assessment must be recorded in writing. The record must include the hazards identified, who is at risk, the control measures in place, and the review date.
Additional statutory requirements apply to specific activities. The Control of Substances Hazardous to Health Regulations 2002 (COSHH) require a separate COSHH assessment for science experiments, art materials, cleaning products, and any other hazardous substances used on site. The Manual Handling Operations Regulations 1992 apply to moving equipment, assisting pupils with physical disabilities, or handling heavy resources. The Personal Protective Equipment at Work Regulations 1992 require PPE to be assessed, provided free of charge, and maintained — relevant for science labs, design and technology workshops, and site maintenance staff.
The five-step process for school risk assessments
Step 1: Identify the hazards
Walk through the school site systematically or think through the activity step by step. Common hazards in schools include slips, trips and falls (wet floors, uneven surfaces, trailing cables, cluttered corridors), manual handling (moving PE equipment, helping pupils with mobility needs, lifting resources), working at height (putting up displays, changing light bulbs, clearing gutters), hazardous substances (science chemicals, cleaning products, art materials, asbestos in older buildings), fire (blocked fire exits, faulty electrical equipment, combustible materials stored incorrectly), violence and aggression (challenging behaviour, interactions with parents, lone working by site staff), vehicles on site (delivery lorries, staff cars, contractor vehicles), outdoor play equipment (wear and tear, impact surfaces, entrapment hazards), and safeguarding risks (unsupervised access by unauthorised persons, pupils leaving the site, online safety).
Consult your staff — teaching assistants, lunchtime supervisors, site managers, and cleaning staff often spot hazards that senior leaders miss. Review your accident book and near-miss reports to identify patterns.
Step 2: Decide who might be harmed and how
In a school, consider pupils (by age group and specific needs — early years children are at higher risk of certain hazards than secondary pupils; pupils with SEND may require tailored control measures), staff (teachers, teaching assistants, administrative staff, site maintenance staff, cleaning staff, catering staff), contractors (builders, electricians, IT technicians working on site), visitors (parents, supply teachers, visiting speakers, inspectors), and volunteers (parent helpers on trips, reading volunteers, governors). For each hazard, think about how each group might be harmed and what the severity could be.
Step 3: Evaluate the risks and decide on precautions
Rate the likelihood of harm occurring (low, medium, high) and the severity of potential harm (minor injury, significant injury requiring medical attention, major injury or fatality). Combine these to determine the risk rating. Then apply the hierarchy of controls: elimination (remove the hazard entirely — for example, replace a dangerous piece of playground equipment rather than repair it), substitution (use a less hazardous substance — water-based paint instead of solvent-based in art lessons), engineering controls (install window restrictors to prevent falls, fit guards on machinery in design technology, provide height-adjustable desks for staff), administrative controls (supervision ratios, training for staff, safe systems of work, rotating tasks to reduce repetitive strain), and personal protective equipment (lab coats and goggles in science, hi-vis vests on school trips, gloves for site staff handling waste).
Step 4: Record the findings and implement them
Document the hazard, who is at risk, the existing controls, the residual risk rating, any additional actions required, the person responsible, and the target date. Make sure staff know where to find the risk assessments (a shared drive, a health and safety noticeboard, the school's policy folder). Train staff on the control measures and check that they are being followed — a risk assessment that sits in a file and is never read is worthless.
Step 5: Review the assessment and update if necessary
Review risk assessments at least annually, and immediately after an accident, a significant change (new building work, new equipment, a change in pupil needs), or new information about a hazard (for example, updated COSHH data sheets, revised HSE guidance). Communicate changes to all staff and retrain where necessary.
School risk assessment template structure
A standard school risk assessment document should include the following sections: activity or area being assessed (e.g. "Science practical — use of Bunsen burners in Year 8", "Playground supervision at lunchtime", "School trip to local museum"), date of assessment and review date, assessor's name and role, hazards identified (listed individually — not grouped generically), persons at risk (pupils, staff, visitors — specify age groups and vulnerabilities where relevant), existing control measures (what is already in place to manage the risk), risk rating before controls (optional but useful for prioritisation), risk rating after controls (low, medium, high), further actions required (what additional measures are needed), person responsible for actions, and target completion date.
Many schools use a simple table format. Each row covers one hazard. Columns capture the information above. The assessment should be specific to the school — naming actual rooms, actual equipment, actual staff responsibilities. Generic statements like "appropriate supervision will be provided" are insufficient. Instead: "Two members of staff (one qualified first aider) will supervise 30 pupils. Ratio 1:15. Head of science present throughout practical work."
Worked example: science practical (Bunsen burner use)
Activity: Year 8 science lesson — heating copper carbonate using Bunsen burners. Location: Science Lab 2. Date of assessment: January 2025. Assessor: Mr J Thompson, Head of Science. Review date: January 2026.
Hazard 1: Burns from Bunsen burner flame or hot equipment. Persons at risk: Year 8 pupils (ages 12–13), science teacher, teaching assistant. Existing controls: (3) Engineering — lab benches equipped with gas shut-off valves, heat-resistant mats provided, Bunsen burners inspected termly by site manager; (4) Administrative — pupils briefed on safe Bunsen burner use at start of term, demonstration given by teacher before practical begins, maximum of two pupils per Bunsen burner, teaching assistant circulates to monitor; (5) PPE — safety goggles worn by all pupils and staff, lab coats available (encouraged but not mandatory for this activity). Risk rating after controls: Low. Further actions: None required. Responsible person: Mr J Thompson. Target date: N/A.
Hazard 2: Inhalation of fumes from heating copper carbonate. Persons at risk: Year 8 pupils, science teacher, teaching assistant. Existing controls: (3) Engineering — fume cupboard available in lab (not required for this specific substance at this scale, as per CLEAPSS guidance); windows opened for ventilation; (4) Administrative — pupils instructed to heat gently and avoid prolonged exposure to fumes, CLEAPSS Hazcards consulted (copper carbonate rated low hazard when heated in small quantities), science technician prepares measured amounts (5g per group) to limit exposure. Risk rating after controls: Low. Further actions: None required. Responsible person: Mr J Thompson. Target date: N/A.
This level of detail demonstrates that the assessment is specific, considers the actual equipment and procedures in use, and references sector-specific guidance (CLEAPSS — the science advisory service used by most UK schools). HSE inspectors or Ofsted inspectors reviewing this would recognise it as suitable and sufficient.
Worked example: school trip (local museum visit)
Activity: Year 5 trip to City Museum. Date: 15 March 2025. Transport: coach (contracted operator, seatbelts fitted). Duration: 09:00–15:00. Pupils: 60 (ages 9–10), including 3 pupils with SEND (one wheelchair user, one pupil with epilepsy, one pupil with severe nut allergy). Staff: 4 teachers, 2 teaching assistants, 4 parent volunteers. Ratio: 1:6 (complies with DfE guidance for this age group on day trips). Assessor: Miss L Rogers, Year 5 Lead. Review date: March 2026.
Hazard 1: Pupil becomes separated from group. Persons at risk: All pupils, particularly those with SEND. Existing controls: (4) Administrative — pupils divided into six groups, each with one adult, high-vis wristbands issued to all pupils with school mobile number, register taken at start, after lunch, and before departure, pupils briefed on what to do if separated (stay still, find museum staff), museum staff informed of visit and given contact numbers, two-way radios issued to lead teacher and deputy lead. Risk rating after controls: Low. Further actions: None. Responsible person: Miss L Rogers. Target date: N/A.
Hazard 2: Severe allergic reaction (pupil with nut allergy). Persons at risk: Pupil A (Year 5, severe nut allergy). Existing controls: (4) Administrative — Pupil A's individual healthcare plan reviewed before trip, two EpiPens carried by assigned teaching assistant (Mrs K Patel, trained in use), museum catering informed in advance (packed lunches brought from home, no food sharing allowed), all staff and parent volunteers briefed on allergy and symptoms of anaphylaxis, Pupil A wears medical alert bracelet; (5) PPE — N/A. Risk rating after controls: Low (with controls in place; would be high without). Further actions: Confirm museum has called 999 if EpiPen administered. Responsible person: Mrs K Patel. Target date: On the day.
Hazard 3: Wheelchair user unable to access parts of museum. Persons at risk: Pupil B (Year 5, wheelchair user). Existing controls: (3) Engineering — museum contacted in advance, accessibility confirmed (lift access to all floors, accessible toilets on each floor, step-free route confirmed by museum access officer); (4) Administrative — Pupil B's teaching assistant (Mr D Allen) assigned to accompany throughout, alternative activity prepared in case any area unexpectedly inaccessible. Risk rating after controls: Low. Further actions: None. Responsible person: Mr D Allen. Target date: N/A.
This example shows how a trip risk assessment must be specific to the individuals involved, the venue, and the transport arrangements. Generic "school trip risk assessment" templates downloaded from the internet will not meet the suitable and sufficient standard unless heavily tailored.
Worked example: playground supervision
Activity: Lunchtime playground supervision. Location: Main playground (KS2 pupils, ages 7–11). Duration: 12:00–13:00 daily. Pupils: approximately 240. Staff: 4 lunchtime supervisors, 1 senior lunchtime supervisor. Assessor: Mrs S Hunt, Senior Lunchtime Supervisor. Review date: September 2025.
Hazard 1: Slips, trips and falls on playground surface. Persons at risk: All pupils, staff. Existing controls: (3) Engineering — playground surface tarmac, inspected weekly by site manager for cracks or trip hazards, immediate repair protocol in place, wet weather protocol (pupils remain indoors if heavy rain); (4) Administrative — first aid trained supervisor on duty at all times, accident book completed for all injuries, parents informed same day of any head injury. Risk rating after controls: Low (but constant hazard). Further actions: None. Responsible person: Mr P Clarke, Site Manager (inspections). Target date: Ongoing.
Hazard 2: Rough play or physical aggression between pupils. Persons at risk: All pupils, particularly younger or vulnerable children. Existing controls: (4) Administrative — playground rules displayed and reinforced at start of term, lunchtime supervisors positioned to maintain sight of whole playground (zones assigned), behaviour system in place (warnings, time out, referral to senior leader), anti-bullying policy and procedures followed, high-vis vests worn by supervisors so pupils know who to approach; (5) PPE — N/A. Risk rating after controls: Medium (behaviour incidents occur regularly but are managed). Further actions: Refresher training for lunchtime supervisors on de-escalation techniques. Responsible person: Mrs T Daley, Deputy Head. Target date: End of term.
Hazard 3: Unauthorised person entering playground. Persons at risk: All pupils, staff. Existing controls: (3) Engineering — playground perimeter fence (2m height), single gate access (locked during lunch period, unlocked only by senior lunchtime supervisor if parent needs access); (4) Administrative — all visitors required to sign in at reception, lunchtime supervisors briefed to challenge any unknown adult, senior leader on call (SLT rota) if incident occurs. Risk rating after controls: Low. Further actions: None. Responsible person: Mrs S Hunt. Target date: N/A.
Risk assessments for pupils with SEND
The Equality Act 2010 requires schools to make reasonable adjustments for disabled pupils. In the context of risk assessment, this means considering the specific needs of pupils with physical disabilities, sensory impairments, learning disabilities, autism, ADHD, medical conditions, and mental health needs. A suitable and sufficient risk assessment for a school trip, PE lesson, or science practical must identify where a pupil with SEND may face greater risk than their peers and put in place proportionate control measures.
For example, a pupil with epilepsy attending a swimming lesson requires an individual risk assessment covering seizure management in water (staff trained in rescue procedures, swimming in a group, one-to-one support if seizure history is frequent, emergency medication poolside). A pupil with autism who finds fire alarms distressing requires an individual plan (social story explaining fire drill procedures, ear defenders available, designated safe space to wait with familiar adult, advance notice of planned drills where possible). A pupil with a visual impairment on a geography field trip requires adjustments (verbal descriptions of hazards, high-contrast clothing for supervising staff, buddy system, pre-visit to familiarise with terrain if severe impairment).
These are not separate categories of risk assessment — they are part of the same process required under MHSWR 1999. The key principle is that the duty to assess risks applies to all pupils, and the assessment must reflect the reality of who is present and what adjustments are necessary.
Fire risk assessment in schools
Under the Regulatory Reform (Fire Safety) Order 2005, the responsible person (usually the headteacher or governing body) must carry out a fire risk assessment for the school premises. This is a separate assessment from the general health and safety risk assessment, though it follows the same five-step structure. The fire risk assessment must identify potential sources of ignition (faulty electrics, naked flames in science or design technology, arson), combustible materials (paper stores, cleaning products, textiles in drama or art rooms), oxygen sources (mostly ambient air, but also gas cylinders in science), people at significant risk (pupils with mobility impairments, early years children, pupils with hearing impairments who may not hear alarms), and evacuation routes (are they clear, are fire exits unlocked during school hours, are assembly points far enough from the building).
Control measures include a fire detection and alarm system (tested weekly, serviced annually), emergency lighting (inspected monthly), fire extinguishers and blankets (serviced annually, staff trained in use), clear and practiced evacuation procedures (fire drills at least once per term, staff and pupils know their roles), and personal emergency evacuation plans (PEEPs) for anyone who cannot evacuate unaided. The fire risk assessment must be reviewed annually and whenever there is a significant change to the building or its use.
Common mistakes in school risk assessments
Generic language — "Pupils may be injured during PE" is not a risk assessment. It must specify which activities, which hazards (collision with equipment, falls, overexertion), and what controls are in place (warm-up routines, equipment checks, qualified PE teacher supervision, first aid available).
Copying templates without tailoring — many schools download a template and fill it in with minimal thought. A risk assessment for a science practical that does not name the actual chemicals, the actual lab, or the actual supervision arrangements is unlikely to be suitable and sufficient.
Not involving staff who do the work — risk assessments written by senior leaders in isolation often miss practical hazards that teaching assistants or site staff encounter daily. Consult widely.
Failing to review after an accident — if a pupil is injured on the playground and the risk assessment has not been reviewed in three years, an HSE inspector or Ofsted inspector will question whether the school takes health and safety seriously.
Treating risk assessments as a paperwork exercise — the point is not to produce a document, but to identify hazards and implement controls. If staff do not know the risk assessments exist, they are useless.
How Anyrisks helps schools produce compliant risk assessments quickly
Writing a detailed, specific risk assessment from scratch is time-consuming. Senior leaders and subject coordinators are often juggling multiple responsibilities and lack the time to produce the level of detail that a suitable and sufficient assessment requires. Anyrisks allows schools to describe the activity or trip in plain English — the location, the age of pupils, any SEND needs, the equipment involved — and receive a regulation-referenced risk assessment in under two minutes. The output is a Word document and PDF, ready to review, tailor if needed, and implement. For a one-off cost of £29, schools can generate assessments for trips, lessons, events, or site maintenance tasks without starting from a blank template.
This does not replace the legal duty to assess risks — a competent person (the headteacher, a senior leader, or a subject coordinator) must review the generated assessment to ensure it reflects the actual conditions in the school. But it dramatically reduces the time required to produce a well-written, specific document that meets the MHSWR 1999 standard.
Further reading and sector guidance
The Department for Education publishes Health and Safety: Advice on Legal Duties and Powers for Local Authorities, School Leaders, School Staff and Governing Bodies (last updated February 2014, still current). This is the definitive guidance on schools' health and safety responsibilities in England. CLEAPSS provides science-specific guidance, including Hazcards and model risk assessments for practical work. AFPE (Association for Physical Education) publishes Safe Practice in Physical Education, School Sport and Physical Activity, the standard reference for PE risk assessments. The Outdoor Education Advisers' Panel (OEAP) provides guidance on offsite visits and adventure activities. HSE's School trips and outdoor learning activities: Tackling the health and safety myths clarifies that schools should focus on real risks, not cancel trips out of fear.