40–60 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.
Observe whether the child: shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Recognises some risks only when an adult points them out and can sometimes follow safety instructions, but applies them inconsistently. May start safely but abandon precautions when excited or rushed.
What you might see
Runs straight toward a climbing frame/steps and climbs without checking for space or other children.
Ignores repeated reminders (e.g., "hold the handrail") and continues unsafe behaviour.
Tries to carry or use equipment in a risky way (e.g., lifting something too heavy) without seeking help.
Stops only after an adult says "that's not safe" and needs the adult to tell them what to do instead.
Wears safety gear (helmet) only after repeated prompts and tries to remove it soon after.
Starts to climb carefully but then jumps from height despite earlier reminders.
Expected
On track
Can identify a few common risks in familiar situations and takes simple steps to manage them when reminded (e.g., slowing down, asking for help). Needs support to transfer safety thinking to new or more complex challenges.
What you might see
Says "it's too high" and asks for a hand when attempting a new climb, after a reminder.
Slows down on steps or slippery ground when prompted and holds the rail.
Looks for a safer way (e.g., chooses the lower step first) but still needs reassurance.
Exceeding
Going further
Regularly considers safety when tackling new challenges, explains simple reasoning, and manages some risks independently (e.g., choosing safer strategies, using equipment correctly). Knows when to ask for help and follows safety rules without direct supervision.
What you might see
Checks the space before jumping/climbing (e.g., looks down, waits for clear landing).
Says, "I need help with this" for a new challenge and waits for support rather than rushing.
Uses basic safety strategies independently (e.g., walking with tools, keeping distance from swinging equipment).
Explains a safety choice: "I'm going to hold on with two hands because it's wobbly."
Notices changed conditions (wet ground, crowded area) and adjusts plan (waits, chooses different route).
Suggests a safety rule to peers (e.g., "one at a time on the slide") and models it.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
At the playground, notice whether your child checks a new piece of equipment (height/space) before using it, and whether they change plan if it feels unsafe.
When your child tries a new physical challenge (bike/scooter/climb), ask: "What could be risky here and what will you do to keep safe?"
In the kitchen, let your child help with a simple task and observe whether they handle risks (hot/sharp/spills) by asking for help and following rules.
On walks, watch how your child manages risk near roads/driveways (stopping, holding hands, looking), especially in a new place.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (2012), Department for Education (DfE).
This construct is directly specified in DM2012 health and self-care guidance, emphasising real-world safety understanding observed during play and daily routines.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
Approaches new challenges impulsively without noticing hazards or responding to safety guidance. Frequently takes unsafe risks (for self or others) and needs constant adult intervention.
Runs straight toward a climbing frame/steps and climbs without checking for space or other children.
Ignores repeated reminders (e.g., "hold the handrail") and continues unsafe behaviour.
Tries to carry or use equipment in a risky way (e.g., lifting something too heavy) without seeking help.
Emerging
Recognises some risks only when an adult points them out and can sometimes follow safety instructions, but applies them inconsistently. May start safely but abandon precautions when excited or rushed.
Stops only after an adult says "that's not safe" and needs the adult to tell them what to do instead.
Wears safety gear (helmet) only after repeated prompts and tries to remove it soon after.
Starts to climb carefully but then jumps from height despite earlier reminders.
Developing
Can identify a few common risks in familiar situations and takes simple steps to manage them when reminded (e.g., slowing down, asking for help). Needs support to transfer safety thinking to new or more complex challenges.
Says "it's too high" and asks for a hand when attempting a new climb, after a reminder.
Slows down on steps or slippery ground when prompted and holds the rail.
Looks for a safer way (e.g., chooses the lower step first) but still needs reassurance.
Secure
Regularly considers safety when tackling new challenges, explains simple reasoning, and manages some risks independently (e.g., choosing safer strategies, using equipment correctly). Knows when to ask for help and follows safety rules without direct supervision.
Checks the space before jumping/climbing (e.g., looks down, waits for clear landing).
Says, "I need help with this" for a new challenge and waits for support rather than rushing.
Uses basic safety strategies independently (e.g., walking with tools, keeping distance from swinging equipment).
Reflexive
Proactively evaluates risk, adapts plans when conditions change, and balances challenge with safety. Can suggest safety measures to others and supports peers to take appropriate, safer risks.
Explains a safety choice: "I'm going to hold on with two hands because it's wobbly."
Notices changed conditions (wet ground, crowded area) and adjusts plan (waits, chooses different route).
Suggests a safety rule to peers (e.g., "one at a time on the slide") and models it.
