WHETHER your child dreams of competing at the Gallagher Dublin Horse Show, enjoys weekly riding lessons, or is attending equine-assisted therapy or learning sessions, parents should feel confident asking questions. A reputable equestrian centre will welcome them.

After all, you are placing your child around large animals, specialised equipment and adults responsible for both physical safety and emotional wellbeing. You are paying for a service and need to be assured of the quality and safety of what you are getting for your money.

Here are some of the most important questions to ask:

1. Is the centre properly insured?

Ask:

  • Do you have public liability insurance?
  • Are your instructors insured to teach?
  • Does your insurance cover the activities my child will be doing?

    • 2. Who are the instructors?

    Ask:

  • What qualifications do your instructors hold?
  • How much experience do they have teaching children?
  • Do they receive ongoing training?
  • Are they first aid trained?

    • For equine-assisted services, also ask about the professional qualifications of therapists, counsellors, psychologists or healthcare professionals if these services are being provided.

    3. What safeguarding measures are in place?

    Every parent should feel comfortable asking this.

    Ask:

  • Do you have a Child Safeguarding Statement?
  • Who is your Designated Liaison Person?
  • Are all staff and volunteers Garda Vetted or AccessNI checked?
  • What safeguarding training have staff completed?
  • How do children report concerns?

    • All organisations working with children should have clear safeguarding policies and procedures in place.

    4. How many children are in each lesson?

    Ask:

  • What is the instructor-to-rider ratio?
  • Are there assistants?
  • How are beginners supervised?
  • Is someone always present if a child needs help?

    • 5. What happens in an emergency?

    Ask:

  • Is there a written emergency plan?
  • Is there a first aid kit?
  • Is there someone trained in first aid on site?
  • What happens if my child falls?
  • How are parents contacted?

    • 6. How are horses selected?

    Good centres match horses carefully.

    Ask:

  • How are horses matched to riders?
  • Can my child change horses if they are uncomfortable?
  • How are horses assessed for suitability?

    • 7. How are the horses cared for?

    This tells you a great deal about the quality of the establishment.

    Look for:

  • Horses living in compatible social groups where possible
  • Daily turnout
  • Clean water
  • Good body condition
  • Healthy feet
  • Relaxed behaviour
  • Access to forage
  • Appropriate veterinary and farriery care
  • A happy horse is usually a safer horse.

    • 8. What happens if a horse seems unhappy or uncomfortable?

    Ask:

  • How do instructors recognise pain or stress?
  • Are horses removed from work if they appear uncomfortable?
  • How many hours does each horse work each day?
  • Centres should prioritise horse welfare over lesson schedules.

    • 9. What equipment is provided?

    Ask:

  • Are riding hats fitted correctly?
  • Are hats checked regularly?
  • Are body protectors available where appropriate?
  • Is tack inspected before lessons?

    • 10. How do you manage behaviour?

    Ask:

  • What happens if a child becomes upset?
  • How do instructors encourage confidence?
  • Are children shouted at?
  • How is bullying dealt with?
  • Good coaching develops confidence rather than fear.

    • 11. Can parents watch?

    Ask:

  • Are parents welcome to observe?
  • Can lessons be viewed openly?
  • Are there times when parents cannot be present?
  • Transparency usually reflects confidence in good practice.

    • 12. What qualifications do equine-assisted practitioners have?

    If attending equine-assisted learning, psychotherapy or wellbeing sessions, ask:

  • What professional qualifications do facilitators hold?
  • Are mental health practitioners professionally registered where appropriate?
  • What specific training have they completed in equine-assisted practice?
  • How is confidentiality managed?
  • How are risks assessed?

    • 13. How are risks managed?

    Ask:

  • Is there a written risk assessment?
  • What happens in bad weather?
  • Are helmets mandatory?
  • What footwear should children wear?
  • Is jewellery permitted?

    • 14. Is inclusion important?

    Ask:

  • Can you accommodate additional needs?
  • How do you support neurodivergent children?
  • How do you adapt lessons for different abilities?

    • 15. What are your values as a centre providing a service for children?

    Perhaps the most revealing question.

    Ask:

  • “What kind of experience do you want children to have here?”

    • Green Flags

  • Calm, relaxed horses
  • Happy children
  • Clean, organised facilities
  • Staff who answer questions openly
  • Clear safeguarding information
  • Appropriate protective equipment
  • Horses treated with patience and respect
  • No pressure to buy extra services
  • Parents welcomed

    • Red Flags

  • Staff reluctant to discuss safeguarding
  • No visible safeguarding information
  • Children left unsupervised
  • Horses showing obvious signs of distress or poor condition
  • Excessive shouting or humiliation
  • Unsafe equipment
  • Poor record keeping
  • Being discouraged from asking questions
  • One adult seeking unusually exclusive access to your child

    • Choosing an equestrian centre is about much more than learning to ride. Whether your child is attending a riding school, pony club, competition yard or equine-assisted programme, they deserve an environment where both children and horses are respected, protected and able to thrive.

    The best centres are proud to explain how they safeguard children, care for their horses and support every rider to enjoy a positive, safe experience. Asking thoughtful questions is not being difficult, it’s being an informed parent. Recent reviews and discussions across the equestrian sector have reinforced the importance of embedding safeguarding, particularly in settings that operate outside formal affiliation structures.