Enabling Environments: Risk - Rise to the challenge

We know from a range of studies that the provision of risk-taking will challenge children and enable them to move their learning forward. Risk-taking is integral to enhancing children's physical development, and children being brought up in a 'risk averse' environment are likely to be unable to cope with the unpredictable nature of the real world. It is clear that risk-taking is hugely important to young children's learning.

What follows are two accounts of risk-taking in our schools.

MARY PATERSON NURSERY SCHOOL

Many early years settings focus on 'safe' activities that they know will not draw possible criticism from Ofsted, management or parents. This is a misplaced understanding of what constitutes effective practice in the early years. At Westminster-based Mary Paterson, however, we ensure risk-taking is not confined to 'allowing' a range of activities. Through our shared ethos, staff understand why children need to undertake challenges that will involve an element of risk.

We believe children are strong, resilient, independent and intent on making sense of their world by being actively involved in meaningful and 'real' tasks. Cooking, using real tools, making fires and going out on trips are all real and meaningful and represent shared experiences that will enhance a child's learning.

However, at times, this is not easy.Take, for example, the parents who don't want their child to go outside in windy, cold or rainy weather. But explaining the learning and celebrating their child's achievements will convince most parents of the benefits of outdoor play and help change attitudes to risk.

So, at Mary Paterson, we take a huge number of photographs of children outdoors, chat daily to parents about what their children have been doing and display photographs on our large screen, all as part of our strategy to explain and to try to convince parents of the benefits of outdoor learning.

What kind of things do we do that qualify as 'taking risks'? We go on trips in the local area, we shop, walk, look at diggers digging - having done a risk assessment and with one adult for every two children. We take public transport to go to places of interest, such as galleries, train or bus stations, parks and open spaces.

Every year, children, staff, parents, siblings and relatives all share in a wonderful trip to Brighton. We take the train from Victoria station (which does not make us popular with commuters!), swim in the sea, eat fish and chips and go to the playground.

We also take the children on visits to woods, which led to our developing a forest school, an experience that combines many elements of risk. We take a minibus to Hampstead Heath, spend the day outside - whatever the weather - have lunch in the open, walk on uneven terrain, roll in mud and climb trees.

All of this builds in children a sense of achievement, confidence and pride in themselves, which is why we choose to work in this way and continue to assess and take risks.

We can see from our observations that the children:

• are calm, confident and reflective

• feel trusted

• develop high levels of involvement and learning

• have a strong sense of well-being.

The parents are supportive; they appreciate the range of activities offered to the children, while our ongoing dialogue with them has often helped change their understanding of their child as a learner.

We have a whole stack of risk assessments that cover the entire spectrum of 'risky' things that we do with our children. We recently spent an inset day reflecting on possible risks, such as when on a trip, using tools or making a fire. We tried to cover every eventuality. We use these assessments as a guide, amending them if necessary before each outing as we make a pre-visit assessment to ensure our risk assessment is up to date.

The only time we were caught out was in Kew Gardens, when flocks of ladybirds invaded our lunch area and we discovered that one child had a phobia of ladybirds!

RACHEL KEELING NURSERY SCHOOL

Rachel Keeling Nursery School is an inner-city setting within the London Borough of Tower Hamlets. The school has a clear pedagogical framework, principally that:

• Children learn by doing

• High expectations are imperative

• Risk-taking is key to enhancing young children's learning

• Real and meaningful learning experiences are essential

• There should be a focus on process-orientated, as opposed to product-orientated, learning.

One example of how we integrate risk into our children's learning was in growing pumpkins from seed. From spring to autumn, the children were involved in observing and tending the pumpkins - a process that developed in them a clear sense of ownership. Once the pumpkins were ready to harvest, the children explored ways of moving them, which involved working collaboratively and learning about weight and leverage.

Subsequently, the children cut the pumpkins using real knives, a skill that our children slowly acquire through regular practice and adult support. Next, the children were able to develop their knowledge and skills in building a fire. During this process, the children were told about safety issues, and the fact that an adult always had to be present when a fire was lit. The experience also presented an opportunity for the children to extend their vocabulary, with words such as 'kindling' and 'flickering'.

From this experience, staff observed that:

• A significant number of children wanted to hear Helen Cooper's story Pumpkin Soup (Doubleday Children's Books) over and over again

• Children were enthusiastic and excited about retelling Pumpkin Soup

• Children frequently asked for another fire.

After this initial experience, the children were involved in retelling Pumpkin Soup as well as creating their own stories and poems:

Our own Pumpkin Soup

'In the forest, there are some animals; a squirrel, a cat and a duck.

'The duck wanted to mix pumpkin soup. There was a fight, a squabble and an enormous mess. The duck went to the forest. The cat and the squirrel missed the duck. The duck went back home. The cat and the squirrel were happy and cuddled the duck.'

Authors: Aneeqa, Arshiya, Azizur, Courtney, Ilana, Isra, Naim, Niyaaz, Ruby, Sahil and Tasnia

Pumpkin poem

Pumpkin, lunkin dunkin

Shunkin, sunkin wonkin.

Pumpkins enormous.

Pumpkins soft

And pumpkin hard

Pumpkin squeezy

Pumpkins very big and

Very giant.

Poets: Aneeqa, Azizur, Illana, Nabiha

Aspects of learning

The experience of growing their own pumpkins:

• Fostered the children's curiosity

• Developed their skills in working collaboratively

• Enhanced their ability to listen and retell familiar stories

• Developed their understanding of concepts such as big and heavy

• Extended their vocabulary, for example, relating to fire, such as 'flicker', 'crackle' and 'kindling'

• Developed their skills in using real tools

• Developed their understanding of rhyme and alliteration.

Sylvie Gambell is headteacher of Mary Paterson Nursery School and Ben Hasan is headteacher of Rachel Keeling Nursery School. Both are committee members for the National Campaign for Real Nursery Education. For more information see www.ncne.co.uk

RISK TAKING

What happens to adults who take risks?

• They are motivated

• Their confidence grows

• They are excited as they achieve

• They are committed to their work

• They see their work as their own creation, which helps to make them professional and engaged in a positive way

What happens to children when they take risks?

• Experiences are exciting

• They are motivated

• They grow in confidence and self-esteem

• They believe in themselves as learners

• They are ready to embark on challenges

• They can face the unexpected as creative and positive people

What enables our setting to take risks?

• A strong shared ethos

• Knowledgeable and confident staff

• Staff who feel respected, trusted and supported

• A shared understanding and attitude - based on 'what if'

• Trust in staff, children and parents

• Lots of risk assessments

REFERENCES

• Ball, D (2004) 'Policy issues and risk-benefit trade-offs of "safer surfacing" for children's playgrounds', in Accident Analysis and Prevention vol 35, Nov4, p417-242

• Dweck, CS (2000) Self-Theories: Their Role in Motivation, Personality and Development. Philadelphia (USA): Psychology Press.

• Gill, T (2007) No Fear: Growing up in a risk averse society. London: Calouste Gulbenkian Foundation

• Gleave, J (2008) Risk and Play: A literature review

• Stephenson, A (2003) 'Physical risk taking: dangerous or endangered?', in Early Years, vol 23, no 1 (Mar) p35-43

• Tovey, H (2007) Playing Outdoors: Spaces and places, risk and challenge. Maidenhead: Open University Press