Nothing Ventured (William Warwick Novels, 1)

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Because adventurous activities makedemands on children and young people– physically and emotionally – theycannot be entirely risk-free. Indeed inmost cases, at the heart of the offer ismeaningful engagement with real risk –not perceived risk (as in the harnessedzip wire) but real risk, in whichparticipants take a degree ofresponsibility for what happens. When looking at what might go wrong, itis the risks to children and young peoplethat should be our primary focus. Yet inmany cases, agencies can becomefocused not on the risks to children, buton the risk to their own resources,reputation and good name. They fear aso-called ‘blame culture’ by which anyadverse outcome, even if it is relativelyminor, can become the focus foraccusations, recriminations andlitigation.

Some local authorities are alsodeveloping procedures that allowbenefits to come into the equation.Worcestershire County Councilemphasises the importance of anexplicit consideration of benefits whenmanaging risk. Its Learning Outside theClassroom (LOtC) Guidance states: His Clifton Chronicles ( This Was a Man, 2017, etc.) complete, the indefatigable Archer launches a new series that follows a well-born police officer from his first assignment to (spoiler alert) his appointment as commissioner of the Metropolitan Police some volumes down the road.

no pain, no gain

The method set out in Managing Risk inPlay Provision Implementation Guidedoes not involve any scoring orarithmetic, since such procedures canbe confusing and difficult to applyconsistently in play and learningcontexts, and moreover can struggle tocope with the subtleties and dilemmasthrown up by real-life situations. Instead,it puts forward a narrative approach thatsimply encourages those carrying outthe assessment to state the factors theyhave considered and the judgementsthey have reached. After graduating from university, William begins a career that will define his life: from his early months on the beat under the watchful eye of his first mentor, Constable Fred Yates, to his first high-stakes case as a fledgling detective in Scotland Yard’s Art and Antiques squad. Investigating the theft of a priceless Rembrandt painting from the Fitzmolean Museum, he meets Beth Rainsford, a research assistant at the gallery who he falls hopelessly in love with, even as Beth guards a secret of her own that she’s terrified will come to light. Nothing Ventured... is aimed ateducational and recreation practitionersand managers working with children andyoung people, including teachers, youthworkers, early years, play and out ofschool professionals and others workingin children’s services. It has a focus onadventurous activities, although much ofthe content is relevant to other learningcontexts. It is written with an Englishlegal and policy context in mind, but isalso relevant to those engaged inoutdoor activities in Wales, Scotland andNorthern Ireland, and – to a degree –beyond these shores. English Outdoor Council, in cooperationwith the Outdoor Education Advisers’Panel (2005) High Quality OutdoorEducation

Being clear and explicit about benefitsnot only helps with risk management, italso provides a sound basis forevaluating programmes and activities.This is an important point because oneof the criticisms of some outdoorlearning initiatives is that they are notalways well evaluated. It will take skill and tenacity for William to solve the crime, and along the way he will encounter many who will change his life, from Miles Faulkner, a crooked art collector, and his influential lawyer - who bends the law to the point of breaking - to research assistant Beth Rainsford, a woman with secrets who he falls hopelessly in love with . . . Some myths have emerged that act as areal barrier to a balanced approach torisk. These myths, summarised in thebox below, are explored in more detailthroughout this publication. Risk-benefit assessment brings together in a single procedurean assessment of both risks and benefits. To quote thepublication Managing Risk in Play Provision: ImplementationGuide, which outlines how risk-benefit assessment can beapplied in play services and facilities, it “focuses on makingjudgements and identifying measures that manage riskswhile securing benefits”. The approach is supported byGovernment, and crucially has been recognised by the HSEas forming part of the risk management process, asrequired by health and safety regulations.Professional awareness of risk-benefitassessment has grown considerablybecause of work on playground safety.However, it has long been implicit in theethos and goals of agencies such asthose providing adventurous andoutdoor activities, and has beenelaborated theoretically in the form of a‘triangle of risk’ (benefits, hazards andcontrol measures). The University ofCentral Lancashire, which providesdegree courses for outdoorprofessionals, recognises that studentshave to encounter risks if they areto become well-equipped to supportexperiential learning once they havequalified. Hence it plans to introducerisk-benefit assessment into its riskmanagement systems. The approach isalso being put into action elsewhere. Paul Airey, Diana Airey, Roberto Amoroso, BobBurson, Andy Carden, John Garrett, OwenHayward, Martin Hore, Andy Lavin, Karl Midlane,Ian Park, Dave Scourfield, Derek Stansfield, AndyStubbs, Bob Telfer, Mark Williams, RandallWilliams, Simon Willis, Adventure ActivityLicensing Service, Blue Peris Mountain Centre,Conway Centre, Nant Bwlch yr Haearn OutdoorEducation Centre, National Association ofHeadteachers, Low Bank Ground & HinningHouse team, Girlguiding UK, Association ofHeads of Outdoor Education Centres, OutdoorEducation Advisers Panel, Luke Lane PrimarySchool, New Greenhall School, Dee PointPrimary School, Trinity School, The Lakes Schooland Sports College, Thurston Outdoor EducationCentre, Ysgol Y Bont, Ynys Môn, West Cheshireand Chester Residential and Outdoor Service,Field Studies Council.