Outdoor learning gives children space to move, investigate, problem-solve and connect with the natural world. It can support physical development, wellbeing, confidence, communication and learning across the curriculum.
However, teachers and early years practitioners can sometimes feel nervous about taking learning outside. What if someone falls? What if the weather changes? What if a child puts something in their mouth?
Outdoor learning does involve risk—but risk is not automatically a bad thing. Children need appropriate opportunities to encounter manageable risks, make decisions and gradually develop their own understanding of safety.
The aim should not be to remove every possible risk. It should be to identify significant hazards, introduce proportionate safety measures and help children become increasingly capable and confident.
The Health and Safety Executive supports a balanced approach in which the benefits of play and outdoor learning are considered alongside the risks. Risk management should be sensible and proportionate, rather than preventing children from accessing worthwhile experiences.
Here are 50 practical outdoor learning safety tips for schools, nurseries, preschools, childminders and other educational settings.
Important: This article provides general educational guidance. Always follow your setting’s safeguarding, first-aid, medication, educational visits and health and safety policies. Complete an appropriate risk assessment for your setting, children, location and planned activity.
New to this area? Head to the Complete Guide to Outdoor Learning.
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Before Taking Children Outside
1. Complete an appropriate risk assessment
Identify the significant hazards connected to the space and activity. Consider who may be affected, what precautions are already in place and whether further action is needed.
A familiar playground lesson will usually require a different level of planning from a visit to woodland, open water or an unfamiliar public space.
2. Use a risk-benefit approach
Do not look only at what might go wrong. Consider what children gain from the experience too.
Balancing on a log, for example, may involve the possibility of a minor fall, but it can also develop coordination, confidence, judgement and physical strength.
The goal is not to create a completely risk-free environment. It is to make the experience as safe as necessary while preserving its educational value.
3. Check the outdoor space before every session
Even a regularly used space can change overnight. Walk around the area and look for:
- Broken glass or litter
- Animal faeces
- Damaged fencing
- Loose branches
- Unsafe plants or fungi
- Standing water
- Ice or slippery surfaces
- Damaged resources
- Evidence of unauthorised access
Remove the hazard, isolate the area or change the activity where necessary.
4. Check the weather forecast
Look at the likely temperature, rain, wind, thunderstorms and UV level. Think about how the conditions could affect the activity, ground and individual children.
Outdoor learning can happen in most kinds of weather, but the session may need to be adapted.
5. Know when to postpone or relocate an activity
Strong winds, lightning, extreme heat, flooding or dangerous ice may make an area unsuitable. Have a flexible alternative rather than feeling that an activity must continue exactly as planned.
6. Check staff deployment
Make sure adults understand:
- Where they should be positioned
- Which children they are responsible for
- The boundaries of the activity
- Any individual medical or SEND needs
- What to do in an emergency
Clear roles help adults supervise effectively without unnecessarily directing every part of the learning.
7. Follow your setting’s required ratios
Use the staffing ratios required for your children, setting and activity. Consider whether additional support is needed because of the location, age of the children, individual needs or nature of the activity.
8. Share important information with all adults
Supply staff, volunteers and accompanying adults must receive a clear safety briefing. Never assume that someone knows the rules simply because they have worked with children before.
9. Plan for individual needs
Consider allergies, asthma, mobility, sensory processing, communication, continence, medication, anxiety and emotional regulation.
Good safety planning should make outdoor learning more inclusive—not become a reason to exclude children with SEND.
10. Make reasonable adjustments
A child might need:
- A visual boundary
- Ear defenders
- A quieter space
- A shorter outdoor session
- An accessible route
- An adapted tool
- One-to-one support
- Extra processing time
- A visual sequence or now-and-next board
Talk to the child, family and relevant professionals where appropriate.
Clothing and Weather Safety
11. Ask children to wear suitable footwear
Well-fitting, closed footwear with an appropriate grip can reduce slips and protect feet. Consider the ground and activity when deciding whether children need shoes, boots or wellies.
12. Dress for the conditions
Children may need waterproof coats and trousers, warm layers, gloves or sun hats. Outdoor clothing should allow them to move comfortably.
13. Keep spare clothing available
Spare socks, trousers, gloves and waterproofs can prevent a small mishap from ending a child’s outdoor learning experience.
14. Use layers in cold weather
Several light layers can be more practical than one bulky layer. Check children regularly, particularly those who may not independently recognise or communicate that they are cold.
15. Protect children in hot weather
Provide shade, regular water breaks and opportunities to reduce activity levels. Encourage lightweight clothing and sun hats.
Current government hot-weather guidance recommends shade and a high-protection, broad-spectrum sunscreen of at least SPF 30 with a UVA rating of four stars or more. Follow your setting’s policy and parental arrangements for sunscreen.
16. Watch for changes in children’s wellbeing
Look for shivering, unusually quiet behaviour, flushed skin, tiredness, dizziness, headaches or changes in behaviour. Children do not always tell adults when they are becoming too hot, cold or uncomfortable.
17. Adapt the length of the session
A successful outdoor lesson does not have to last all afternoon. On very cold, hot or wet days, several shorter sessions may be more appropriate than one long session.
18. Consider wet and slippery surfaces
Rain can make decking, painted playground markings, mud, leaves and slopes slippery. Change the route, pace or activity if needed.
19. Use shade thoughtfully
Remember that shaded areas can change as the sun moves. Check that shade remains available throughout the session rather than only at the beginning.
20. Make hydration easy
Children should have simple access to drinking water. Build water breaks into longer, active or warm-weather sessions rather than waiting for children to ask.
Boundaries and Supervision
21. Establish clear physical boundaries
Show children exactly where they may go. Use recognisable features such as trees, fences, cones, colourful ropes or chalk lines.
Do not rely on vague instructions such as “Don’t go too far.”
22. Teach a reliable stop signal
Choose a whistle, call, clap or visual signal that means children must stop, look and listen. Practise it before it is needed.
Be mindful of children who are sensitive to sudden loud noises and introduce an accessible alternative where required.
23. Count children regularly
Complete headcounts:
- Before leaving the indoor space
- On arrival
- After moving between areas
- Before returning
- On arrival back inside
Use your setting’s established registration and headcount procedures.
24. Position adults strategically
Adults should be able to see the whole area, particularly exits, hidden corners, slopes, climbing areas and places where children may gather.
Avoid having every adult stand together.
25. Maintain active supervision
Active supervision means watching, listening, anticipating and moving where needed. It does not mean constantly interrupting children’s play.
26. Avoid unnecessary distractions
Adults responsible for supervision should not become absorbed in taking photographs, setting up resources or talking to other adults.
27. Agree what children should do if separated
Children should know to stop, remain in a safe place and use the agreed call or signal. The exact procedure should reflect their age, communication and the environment.
28. Use a buddy system where appropriate
Pairing children can help during walks and transitions, but it does not replace adult supervision or regular headcounts.
29. Make expectations visual
Photographs, symbols, gestures and demonstrations can make safety instructions more accessible than spoken rules alone.
30. Keep rules short and meaningful
Use a few memorable expectations, such as:
- Stay within the boundary.
- Stop when you hear the signal.
- Carry sticks pointing down.
- Ask before eating anything.
- Tell an adult if you see something unsafe.
Too many rules are difficult to remember and can restrict purposeful play.
Natural Resources and Loose Parts
31. Inspect natural resources before use
Check sticks, bamboo canes, stones, conkers, pine cones and other loose parts for sharp points, splinters, contamination or damage.
The suitability of a resource will depend on the age, needs and behaviour of the children using it.
32. Teach children how to carry sticks safely
A simple rule is to carry longer sticks low and pointing down, with enough space around the child. Set limits appropriate to the space and children.
33. Check bamboo canes carefully
Bamboo is wonderful for making multiplication grids, phoneme frames, timelines and large-scale shapes. Check it for splits and sharp ends before each use.
Use smooth, suitable pieces and consider adding protective caps where appropriate.
34. Place long resources on the ground when possible
For timelines, grids and letter frames, children can often arrange bamboo canes or ropes at ground level. This reduces the likelihood of resources being swung near other children.
35. Teach safe use of ropes
Colourful ropes can be used for character descriptions, mathematical shapes, science diagrams and large-scale artwork.
Avoid wrapping ropes around the neck or body. Do not use them for lifting, pulling people or climbing unless the equipment and activity have been specifically designed and risk-assessed for that purpose.
36. Choose appropriately sized loose parts
Be especially careful with babies, toddlers and children who mouth objects. Small stones, conkers and other natural items can present a choking hazard.
Complete an individual assessment where a child’s developmental stage or SEND profile increases the likelihood of mouthing or ingesting items.
37. Never assume a natural item is safe to eat
Teach children that they must not eat berries, leaves, seeds, fungi or other natural materials unless a knowledgeable adult has confirmed that they are safe and the activity has been properly planned.
38. Learn about plants in your space
Identify plants that are poisonous, irritating, thorny or likely to trigger allergies. Remove, restrict access or teach children how to interact safely, depending on the level of risk.
39. Treat fungi cautiously
Children can observe fungi without touching or eating them. If you are unsure what a fungus is, leave it in place and create an appropriate boundary around it.
40. Clean reusable resources appropriately
Mud is not automatically dangerous, but resources contaminated with animal faeces, stagnant water or other harmful substances should not be used. Follow appropriate cleaning and infection-control procedures.
Tools, Water and Higher-Risk Activities
41. Introduce tools gradually
Before children use peelers, hammers, hand drills, scissors or other tools, teach:
- The correct grip
- A safe working position
- The tool’s purpose
- How to carry it
- Where to place it when finished
Use tools suitable for the child’s age, ability and experience.
42. Create a safe working space around tools
Use a clearly defined tool area and limit the number of children using it at once. Other children should know how far away to stand.
43. Inspect tools before and after use
Check for damage, loose parts, rust or bluntness. A poorly maintained tool can be harder and less safe to use than one kept in good condition.
44. Supervise water according to its level of risk
A shallow tray, pond, stream and beach present very different hazards. Consider depth, temperature, water quality, access points, currents and how quickly conditions could change.
Open-water activities require specialist planning and must follow your setting’s educational visits procedures.
45. Empty water containers after use
Buckets, trays and tubs can collect rainwater. Empty and store them safely where standing water may create a hygiene, drowning or slip risk.
46. Keep drinking water separate from play water
Children should know which water is safe to drink. Never allow children to drink from puddles, streams, water trays or outdoor taps that have not been designated as drinking-water sources.
Hygiene, First Aid and Emergencies
47. Establish good handwashing routines
Children should wash their hands after outdoor learning and before eating. Hand gel is not always an adequate substitute when hands are visibly dirty.
Make handwashing part of the routine rather than presenting mud or natural play as something frightening or unclean.
48. Have first-aid provision readily available
Know who the trained first aider is and how help will be obtained. Carry an appropriate first-aid kit for activities away from the main building.
Government guidance states that schools and early years settings should assess their first-aid needs and ensure suitable provision is available.
49. Carry essential medical information and medication
Follow your setting’s procedures for inhalers, adrenaline auto-injectors and other medication. Check that required medication is accessible, in date and accompanied by the appropriate care information.
For visits beyond the setting, make sure emergency contact information and relevant medical details are available securely.
50. Review, reflect and improve
After the session, ask:
- Did the safety measures work?
- Was any part of the space difficult to supervise?
- Did a child need an additional adjustment?
- Did the weather create an unexpected issue?
- Were the rules clear?
- What should we change next time?
Risk assessment should be an active process—not a document that is completed once and forgotten.
Helping Children Learn to Manage Risk
Outdoor learning safety should not consist entirely of adults saying “Be careful!”
That phrase gives children very little useful information. Instead, try questions and prompts such as:
- “What have you noticed?”
- “Does that branch feel strong enough?”
- “Where could you place your foot next?”
- “How will you keep space around your stick?”
- “What might make this surface slippery?”
- “What could you change to make your structure steadier?”
- “Do you need some help, or would you like to try independently?”
This approach helps children identify hazards, consider consequences and make informed decisions.
When adults remove every challenge, children have fewer opportunities to develop judgement. When adults provide appropriate challenge with thoughtful supervision, children can develop the confidence and skills they need to keep themselves safer.
Outdoor Learning Safety for Children with SEND
Children with SEND should be able to benefit from outdoor learning alongside their peers. Safety planning should focus on access, communication and reasonable adjustments.
Some children may need additional support with:
- Understanding boundaries
- Processing spoken instructions
- Recognising temperature changes
- Managing transitions
- Assessing height or distance
- Avoiding mouthing natural resources
- Coping with noise, wind, rain or unpredictable sensations
- Communicating pain, discomfort or anxiety
- Emotional regulation
- Moving across uneven ground
A child’s diagnosis alone should never be treated as a complete risk assessment. Observe the individual child, listen to their family and involve relevant professionals where needed.
Outdoor Learning Safety Checklist
Before beginning an outdoor session, check:
- Has the area been inspected?
- Is the activity appropriate for the children?
- Have significant hazards been assessed?
- Are the weather conditions suitable?
- Are children dressed appropriately?
- Are staffing and supervision arrangements clear?
- Have individual medical and SEND needs been considered?
- Are boundaries and signals understood?
- Is first-aid provision available?
- Does everyone know what to do in an emergency?
Final Thoughts: Safe Does Not Mean Risk-Free
Outdoor learning does not need to be perfect, expensive or completely risk-free.
A sensible approach to safety allows children to climb, balance, build, investigate, collaborate and learn. It protects children from serious and avoidable harm while still giving them space to develop confidence and independence.
Start with familiar outdoor spaces. Introduce clear routines. Use simple resources such as chalk, colourful ropes, cones, bamboo sticks and natural loose parts. Observe how the children respond and gradually build the complexity of your provision.
The more familiar outdoor learning becomes, the more confident children and adults will feel.
Continue Your Outdoor Learning Journey
Would you like more practical ideas for taking learning outside across EYFS, KS1, KS2 and SEND?
Explore The Muddy Puddle Teacher® for outdoor lesson inspiration, sustainable resource ideas and training that helps practitioners teach outside with confidence.
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Useful UK Guidance
- HSE: Getting the balance right in schools
- HSE: Children’s play and leisure—promoting a balanced approach
- HSE: Supporting pupils with disabilities and SEND
- Department for Education: First aid in schools and early years settings
- Government guidance for children during hot weather
- UKHSA: Tick awareness and prevention
New to this area? Head to the Complete Guide to Outdoor Learning.
For more support, sign up for a weekly magazine, to download thousands of outdoor lesson ideas, plans and resources, sign up for a 60-day free trial.
