Unit 4 3.3 Producing Relevant Risk Assessment and Risk-benefit Assessments.
The table below shows some Benefit Risk Assessments for:
• Use of Bowsaw, Loppers, Sheath Knife and Billhook.
• Fire lighting
• Extinguishing a fire.
• Cooking.
• Use of Ropes.
Examples of other Risk Assessments and Benefit Risk Assessments were included in
assignment 3.1 and 3.2.
Opportunity / Experience / Benefits How to make safer
Risk
Tools (Tool slipping during Building self-esteem and All tool use is carefully
use, falling over tools if not confidence, sense of monitored by the Forest
stored correctly, tool blade achievement, learning about School leader and policies
snapping) how to be safe. followed. Children are
shown how to use the tool
correctly and safely. Tools
are stored safely. Tools are
checked by Forest School
Leader before use. Tools are
only introduced to sessions
if the children are ready
Fire lighting (Burns from Building self-esteem and All fires are started and
fire. Burns from hot food) confidence, sense of monitored by Forest School
achievement, learning about leader. The group must
how to be safe. follow the safety procedures
in the Fire Policy.
Cooking and Fire Enjoyment, excitement, and Good group control and
extinguishing (Burns from spiritual reflection. In suitable activities (not
the sparks or items placed managing a fire, participants running around) are the
on the fire or recently will learn risk management, foundation of our fire safety.
removed from the fire (e.g. responsibility and Hair, long clothing, or hats
saucepans or sticks). Group organisation. In using fire as should be kept away from
member falling into fire. a (cooking) tool, children flames, especially when
Group member leaning on learn to respect it and use it tending a fire. Fires should
fire container for any reason, wisely. Participants will be in containers, restricting
causing it to tip. Scalds from learn simple science lessons sizes of fire, and allowing
boiling water and fats used (fire triangle) including the stable placing of pans and
in cooking, following a spill suitability of materials to cooking implements.
or steam escape. Some ignite and keep a fire going, Careful choice of container
stones are explosive in how to balance the right in size, stability and overall
nature when heated, and amount of oxygen and heat suitability. Areas around
flint or similar should not be loss. Individuals will also fires should be marked and
used as a fire base or learn about simple food restricted as an exclusion
exposed to heat. preparation, meals and food area, according to age and
Uncontrollable spread of types. They will also learn number in group. Seating
fire. Toxins or poisons food hygiene basics, in a should be the normal posture
contained in scavenged food challenging practical around a fire, unless
1
, Unit 4 3.3 Producing Relevant Risk Assessment and Risk-benefit Assessments.
or rubbed off onto consumed environment. Putting a fire working on or with it, in
food; illness from dirty out, clearing up and taking which case a ‘safe position’
water or unclean containers. items away will teach for working can be adopted,
Food poisoning or illness environmental responsibility again suitable to the groups.
from poorly prepared food. and personal respect. In Implements, such as sticks
Allergic reactions to foods / preparing, cooking and will be used where
ingredients. Cuts from knife eating simple foods on an appropriate to group to keep
use when preparing food. open fire. Groups will further back from fire when
Smoke inhalation could connect with food cooking or heating. Do not
trigger asthma or similar production and enjoy social allow individuals to stay
conditions or could contain time. For many, the simple constantly within the smoke
toxins from recycled or meals will also show variety direction – move as needed
poorly dried wood. of food types available, and due to wind or smoke
signpost healthy food direction. Only use
choices. untreaded wood, avoiding
excessive use of any
recycled wood. Fires should
always be put out before
leaving the site, and
sufficient water should be
carried or available in the
event of having to put a fire
out suddenly. Staff should be
confident that the fire has
not spread to ground, and
sand, rocks or logs may be
used to space containers off
the floor if needed on peaty
or rooted soils. Hot cooking
items should be kept within
the marked fire area.
Cooking fats should be used
with care. Hot water should
be poured carefully, with
hands kept away from cups
or other containers. Bungs
or whistles should not be
used with any
Kelly/Ghillie/Storm kettles,
or any other vessel used for
heating water. A set of
gloves (or similar) will be
carried with fire resources to
facilitate lifting hot items.
Great awareness of
atmospheric and
environmental conditions,
such as dry summer, high
winds or peat-based soils,
and choosing when not to
2
The table below shows some Benefit Risk Assessments for:
• Use of Bowsaw, Loppers, Sheath Knife and Billhook.
• Fire lighting
• Extinguishing a fire.
• Cooking.
• Use of Ropes.
Examples of other Risk Assessments and Benefit Risk Assessments were included in
assignment 3.1 and 3.2.
Opportunity / Experience / Benefits How to make safer
Risk
Tools (Tool slipping during Building self-esteem and All tool use is carefully
use, falling over tools if not confidence, sense of monitored by the Forest
stored correctly, tool blade achievement, learning about School leader and policies
snapping) how to be safe. followed. Children are
shown how to use the tool
correctly and safely. Tools
are stored safely. Tools are
checked by Forest School
Leader before use. Tools are
only introduced to sessions
if the children are ready
Fire lighting (Burns from Building self-esteem and All fires are started and
fire. Burns from hot food) confidence, sense of monitored by Forest School
achievement, learning about leader. The group must
how to be safe. follow the safety procedures
in the Fire Policy.
Cooking and Fire Enjoyment, excitement, and Good group control and
extinguishing (Burns from spiritual reflection. In suitable activities (not
the sparks or items placed managing a fire, participants running around) are the
on the fire or recently will learn risk management, foundation of our fire safety.
removed from the fire (e.g. responsibility and Hair, long clothing, or hats
saucepans or sticks). Group organisation. In using fire as should be kept away from
member falling into fire. a (cooking) tool, children flames, especially when
Group member leaning on learn to respect it and use it tending a fire. Fires should
fire container for any reason, wisely. Participants will be in containers, restricting
causing it to tip. Scalds from learn simple science lessons sizes of fire, and allowing
boiling water and fats used (fire triangle) including the stable placing of pans and
in cooking, following a spill suitability of materials to cooking implements.
or steam escape. Some ignite and keep a fire going, Careful choice of container
stones are explosive in how to balance the right in size, stability and overall
nature when heated, and amount of oxygen and heat suitability. Areas around
flint or similar should not be loss. Individuals will also fires should be marked and
used as a fire base or learn about simple food restricted as an exclusion
exposed to heat. preparation, meals and food area, according to age and
Uncontrollable spread of types. They will also learn number in group. Seating
fire. Toxins or poisons food hygiene basics, in a should be the normal posture
contained in scavenged food challenging practical around a fire, unless
1
, Unit 4 3.3 Producing Relevant Risk Assessment and Risk-benefit Assessments.
or rubbed off onto consumed environment. Putting a fire working on or with it, in
food; illness from dirty out, clearing up and taking which case a ‘safe position’
water or unclean containers. items away will teach for working can be adopted,
Food poisoning or illness environmental responsibility again suitable to the groups.
from poorly prepared food. and personal respect. In Implements, such as sticks
Allergic reactions to foods / preparing, cooking and will be used where
ingredients. Cuts from knife eating simple foods on an appropriate to group to keep
use when preparing food. open fire. Groups will further back from fire when
Smoke inhalation could connect with food cooking or heating. Do not
trigger asthma or similar production and enjoy social allow individuals to stay
conditions or could contain time. For many, the simple constantly within the smoke
toxins from recycled or meals will also show variety direction – move as needed
poorly dried wood. of food types available, and due to wind or smoke
signpost healthy food direction. Only use
choices. untreaded wood, avoiding
excessive use of any
recycled wood. Fires should
always be put out before
leaving the site, and
sufficient water should be
carried or available in the
event of having to put a fire
out suddenly. Staff should be
confident that the fire has
not spread to ground, and
sand, rocks or logs may be
used to space containers off
the floor if needed on peaty
or rooted soils. Hot cooking
items should be kept within
the marked fire area.
Cooking fats should be used
with care. Hot water should
be poured carefully, with
hands kept away from cups
or other containers. Bungs
or whistles should not be
used with any
Kelly/Ghillie/Storm kettles,
or any other vessel used for
heating water. A set of
gloves (or similar) will be
carried with fire resources to
facilitate lifting hot items.
Great awareness of
atmospheric and
environmental conditions,
such as dry summer, high
winds or peat-based soils,
and choosing when not to
2
