Purpose

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Session 1

• Purpose Value of Visits
• Role Functions Responsibilities
• Planning a Visit

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Why Do We Do Educational Visits?

• Aims and Objectives
• Educational value of visits
• Part of risk assessment process
• Task
• Discuss the educational benefits which result
  from young people taking part in educational
  visits.
• Write them in bullet point or mind map format on
  flipchart paper.

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Benefits of Educational Off-site Visits
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Objectives

• Educational visits have impact not easily
  achieved through other means
• Clear aims and objectives ensure safe practice
• EVCs must know the legal context in which they
  work
• EVCs need to know what is reasonably expected of
  them

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The Prime Minister, Tony Blair

• I am happy to place on record that the
  government supports the role of adventure as part
  of active education, especially in helping to
  learn about assessing and managing risk, in
  offering them new and exciting challenges, and in
  helping them to gain skills in leadership and
  team working that will be of huge value in their
  progression to adulthood.

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DfES Extending Opportunity A National Framework
for Study Support

• Outdoor Education offers attractive
  opportunities for achievement to pupils across
  the spectrum of ability. These can stimulate and
  reinforce a positive attitude towards education
  and are recognised as achievements by teachers
  and peers alike.
• The benefit most commonly cited by teachers
  involved in residential outdoor activities is the
  improvement they experience in their relationship
  with pupils and in pupils relationships with each
  other.

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• Ofsted inspectors found that pupils benefit
  from outdoor education in many ways. Such
  activities give pupils the opportunity to develop
  physical skills in challenging situations and to
  nurture important social skills, such as teamwork
  and leadership.
• David Bell
• Ofsted Chief Inspector
• Education Guardian
• Sept 28th 2004

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The Purpose and Value of Educational Visits

• Raise achievement by boosting self-esteem and
  motivation
• Develop key skills
• Develop social education and citizenship
• Promote education for sustainable development
• Promote health and fitness

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Panic Zone
Stretch Zone
Comfort Zone
P
A
F-A
P Play A Adventure F-A Frontier
Adventure M-A Mis- Adventure
M-A
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The school curriculum and the national
curriculum values, aims and purposes

• ...build on pupils strengths, interests and
  experiences and develop confidence to learn and
  work independently and collaboratively
• give pupils the opportunity to become creative,
  innovative, enterprising and capable of
  leadership.
• develop their physical skills and encourage
  pupils to recognise the importance of pursuing a
  healthy lifestyle and keeping themselves and
  others safe
• develop pupils integrity and autonomy

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The school curriculum and the national
curriculum values, aims and purposes

• ...develop pupils awareness and understanding of
  the environments in which they live
• ...help pupils form and maintain worthwhile and
  satisfying relationships
• enable pupils to respond positively to
  opportunities, challenges and responsibilities,
  to manage risk and cope with change and adversity

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Every Child Matters

• Be Healthy
• Stay Safe
• Enjoy and Achieve
• Make a Positive Contribution
• Achieve Economic Well Being

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• Every Child Matters
• Stay Safe
• Be Healthy
• Enjoy and Achieve
• Achieve Economic Well Being
• Make a Positive Contribution

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Safe Healthy Enjoy and Achieve Economic Well
Being Positive Contribution
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Extract from article in ATL Magazine 2006

• Why dont schools shout more about these
  achievements?
• Estelle Morris Sept 2006
• Title of article
• Outdoor centres are a vital ingredient in
  broadening childrens horizons.

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Ofsted inspection reports highlight the positive
contribution of the service to the education of
young people Queen Katherine High Jan 2004 The
school provides good opportunities for students
to develop good personal skills. It promotes
students very good social development through
their work, during breaks and through the very
good provision of extra-curricular activities.
For students in Year 7, the residential visit to
Conway promotes the development of meaningful and
lasting social bonds. This was confirmed by
inspectors during discussions with older
students, who have pleasant memories of this
enjoyable experience and the lasting friendships
forged.
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Saughall Thomas Wedge June 2003 The school
provides additional support and enrichment for
the pupils learning through visits to places of
interest such as art galleries, museums and the
City of Liverpool. Each year there is a
residential visit to The Conway Centre in
Anglesey. These visits and visitors have a very
positive impact on the pupils learning and this
is reflected in their enthusiasm for school, the
high standards of work produced in response to
them and the pupils obvious enjoyment of the
activities provided for them..
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Fieldwork and field studies, properly planned,
delivered and followed up, provide powerful
opportunities for cognitive and affective
learning. School grounds / community projects
can enrich curricular and cross curricular
learning, and build stronger links between
schools and communities. In short, learners of
all ages can benefit from effective outdoor
learning.
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Extract from Education Outside the Classroom
February 2005 During this inquiry, the
Committee has become convinced of the value of
education outside the classroom in its broadest
sense. Outdoor learning supports academic
achievement, for example through fieldwork
projects, as well as the development of 'soft'
skills and social skills, particularly in hard to
reach children.
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Extract from Education Outside the Classroom
February 2005 Risk is often cited as the main
factor deterring schools from organising school
trips. We have found no evidence to support the
perception that school trips are inherently
risky. Visits organised in accordance with health
and safety guidance should not lead to avoidable
accidents or unfounded legal claims against
teachers. Download the full report
from http//www.parliament.the-stationery-office.
co.uk/pa/cm/cmeduski.htm
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• Main recommendations
• There should be a Manifesto for Outdoor Learning
  which will include
• Additional funding
• Professional development for teachers
• Champions within LAs and establishments
• Proper Outdoor Education Advisers available in
  all Authorities
• An well-trained EVC in every establishment

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The Legal Framework
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Legal Responsibilities

• DfES Health and Safety Responsibilities and
  Powers, 2001 applies to all educational visits
• Employer retains overall responsibility for
  health, safety and welfare
• the LA/Childrens Services in Community and VC
  schools and re statutory youth groups
• the GB in Foundation, VA and independent schools
• LAs/Childrens Services may delegate tasks to
  schools
• Employees have significant responsibilities

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Common Law Duty of Care

• A teacher /youth worker has a duty of care for
  young people under his /her supervision
• Higher duty expected of teachers as a result of
  their specialised knowledge
• The age and ability of the student together with
  the nature and location of the activity help
  determine the degree of supervision required

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November 4th 2004
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Civil Claims of Negligence

• An injury or damage may not be reasonably
  foreseeable - an accident
• Negligence may arise from the lack of due care
• Was there a duty of care?
• Was there a breach of that duty?
• Did harm result directly from the failure to
  exercise reasonable care?
• e.g. Slip on stairs, Chittock v Woodbridge School
  (Suffolk) Skiing Kuhtai Austria 1996 2002

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Autumn 2003
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Spring 2005
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Childrens Services Health Safety
The Council has a strong track record in being
able to defend insurance claims when accidents
arise. Recently the Council has successfully
defended three insurance claims from incidents in
schools, which could have cost 81,000. The
claims were defended due to the quality of
documentation and procedures adhered to at the
schools, along with the high quality of witness
evidence from members of staff.
June 2006
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Key learning points

• Accidents do happen, but it is important that we
  do all we reasonably can to prevent them.
• Managing risks help us to achieve our objectives
  and help prevent things going wrong.
• If things do go wrong it is our processes and
  procedures that help us defend claims.

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Key learning points

• Documentation is our best defence in liability
  claims.
• Testimony of witnesses is also helpful but . . .
• The ability to demonstrate that we have written
  policies and procedures in place and that we have
  a documented inspection and maintenance routine
  has proven to achieve excellent results when
  defending claims.

Childrens Services Health Safety Newsletter
June 2006
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Dont believe everything you read Regardless of
perception, the truth behind the compensation
culture is somewhat different to how it is
portrayed by the media and commentators. Many of
the stories we read and hear are either simply
not true or only have a grain of truth about
them. 3.1 p12 Better Routes to Redress May 2004
http//www.brtf.gov.uk/reports/liticompensation.as
p
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Local authorities can see a positive impact on
their budgets by proactively handling CFA claims.
Maintenance of records, regular inspections of
assets and services and the implementation of
risk management policies is key to managing the
claims process. Zurich Municipal 3.1 p7 Better
Routes to Redress May 2004
http//www.brtf.gov.uk/reports/liticompensation.as
p
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Commons Sense from House of Lords . . . .
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Health and Safety Responsibilities Derive From

• Health and Safety at Work etc Act 1974
• Management of Health and Safety at Work
  Regulations 1999
• Associated legislation e.g.
• Children Act 1989
• RIDDOR 1995
• Activity Centres (Young Persons Safety) Act,
  1995
• Manual Handling Operations Regulations 1992
• PPE Regulations 1992
• The SEN and Disability Act 2001
• Inclusion

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What the Responsibilities Mean in Practice

• Health and safety policy and procedures, informed
  by risk assessment
• Recording the significant findings of risk
  assessment
• Organise and implement appropriate preventive and
  protective measures
• Provide appropriate training and information
• Appoint competent people to carry out specific
  tasks
• Record and report accidents
• Prepare emergency procedures
• Monitor and review arrangements to ensure
  required standards are achieved

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Roles of the LA and the School

• The LA
• The Outdoor Education Adviser
• The school
• The Governing Body
• The Headteacher
• The EVC
• The Group Leader
• Task -

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Functions of the EVC

• Ensure educational visits meet the employers and
  schools requirements
• Support the Head and Governors with approval and
  other decisions
• Assess competence of prospective leaders and
  staff
• Ensure risk assessments meet requirements
• Organise training and induction
• Ensure parents are informed and give consent
• Organise emergency arrangements
• Keep records of visits, accident or incident
  reports
• Review systems and monitor practice

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The Group Leader

• The group leader has overall responsibility for
  the supervision and conduct of the visit
  including direct responsibility for the pupils
  health, safety and welfare.
• The group leader must
• Be approved to carry out the visit, suitably
  competent and knowledgeable about the school and
  LAs policies and procedures
• Plan and prepare for the visit and assess the
  risks
• Define the roles and responsibilities of other
  staff and pupils and ensure effective supervision
  of what they do.

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National and Local Guidance

• Local Authority Guidance procedures
• HASPEV 1998 Supplements 2002

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Key Stages in Educational Visits

• Task Thought shower a residential to London
• Before
• During
• After
• (Qualities of a Party Leader)

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Before the Trip
Educational aims objectives ( just good
fun!) EVC / Head / Governors approval LA
notification or approval . . . Category of
visit Parental prior warning Fully
informed? Parental Consent forms / Medical /
Special needs? Allergies? Diets? Qualification
needed? First aid minimum? Kit list . . .
Behaviour expectations (Red card
offences). Itinerary /programme Money strategy .
. . Charging for educational visits . . .Funding
available? . . . Voluntary contributions . .
.Deposits collection details . . . Timing
important Checking out the provider
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• Ten Outcomes
• Enjoyment/Fulfilment
• Confidence
• Social Awareness
• Activity Awareness
• Activity Skills
• Personal Qualities
• Key Skills
• Health and Fitness
• Motivation for Learning
• Broadened Horizons

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Before the Trip
Preliminary visit required? Local Knowledge
other users? Check out the guidance . . HASPEV
Updates . . . LA . . .School Staff pupil ratio.
Mixed trip . . . Gender issues
addressed? Communications between group back to
base. Cascade system for pick ups What if(s)
rehearsed? Critical incident plan? Contingency
plan Insurance arrangements Risk Assessed . . .
Everything? Really? . . . Beware the
frolic Adult helpers CRB checked adults with
substantial access (unsupervised) Host families
. . . CRB checked? Transport available? Suitable?
Seat belts? Minibus? Spare driver?
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The Plan A plan is a position from which to
adjust... Neil MacLaine
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Why Plan? Planning is an unnatural process -
it is much more fun to do something else. And
the nicest thing about not planning is that
failure comes as a complete surprise Rather than
being preceded by a period of worry and
depression... Sir John Harvey - Jones
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• Phases of Planning
• Enthusiasm
• Disenchantment
• Confusion
• Search for the guilty
• Punishment of the innocent
• Decoration of the uninvolved

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During the Trip
Ongoing Risk Assessment . . .Weather Got the
medical forms, home contact? First Aid Base /
school contact 24 hr? . . . Weekends? Looking
after money . . . Tutor groups Staff duty rota
for residentials Downtime Rendezvous / meeting
points Buddy systems, head counts,
frequency? Group leaders, cards with names What
if I get lost Miss? Security of accommodation. .
. Fire safety?
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After the Trip
Educational aims objectives met?( was it good
fun?) EVC / Head / Governors / LA
feedback Evaluation / Review Accident forms Near
misses? Money strategy . . . Contingency fund . .
. Auditors Thanks to colleagues Ignore the staff
that ask Did you have a nice holiday? Go home
reacquaint with family Plan the next one
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Other Types of Visit

• Ski
• Exchange
• Expedition

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Inclusion Issues

• DDA, SENDA Human Rights Health and Safety
• You should make reasonable adjustments and
  provision to ensure that any child can be
  included on the trip, however these adjustments
  should not impinge unduly upon the other trip
  participants either in terms of cost or their
  enjoyment/educational benefit of the trip.
• You should not assume, without basis, that a
  childs behaviour will be the same on the trip as
  it is in the school.
• You should involve the child, parents,
  accompanying staff and any external providers in
  the decision making process
• Blackburn Darwen 2004

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Inclusion Issues

• You should document how you have reached your
  decision both in the form of a risk assessment
  and a record of the consultation you have
  undertaken
• Adjustments made should not impinge unduly on the
  purpose of the trip e.g. inviting a parent to
  accompany a child (to assist in the management of
  a childs behaviour, or illness/disability) may
  not be appropriate if the purpose of the trip is
  to engender independence or relationships.
• Expectations of staff or providers should be
  reasonable i.e. within their competence, job
  description and normal work practices
• Blackburn Darwen 2004

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Special Educational Needs and Disability Act
the Disability Discrimination Act

• SENDA 2001 amends the DDA 1995 to prevent
  discrimination against disabled people in their
  access to education. It sets out clearly the
  duty to ensure that education and associated
  activities (including school trips) in schools
  are accessible for all pupils. The DDA 1995
  states that it is unlawful
• a. to treat a disabled pupil or prospective pupil
  less favourably for a reason relating to his or
  her disability than someone to whom that reason
  does not apply without justification or
• b. to fail to take reasonable steps to ensure
  that disabled pupils or prospective pupils are
  not placed at a substantial disadvantage in
  comparison with non-disabled pupils without
  justification. This is known as the reasonable
  adjustments duty.
• From Birmingham Guidance 2006

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Inclusion and educational visit management

• The underlying principles
• entitlement the right to participate
• accessibility direct or by realistic adaptation
  or modification
• integration participation with peers

Hampshire 2006
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Inclusion and educational visit management

• Applying principles
• retain integrity adaptations/modifications must
  retain integrity of activity
• take every reasonable step to analyse/assess
  situation and options
• obtain information specialist not generalist
• risk assess are control measures practicable?
• A leader should never agree to a course of action
  or condition that in their opinion compromises
  safety or integrity ask for advice!
• Hampshire 2006

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Inclusion and educational visit management

• Strategies
• total inclusion
• modified activity
• parallel activity
• adapted for all, adapted for some
• change location (integrity?)
• change group dynamics
• change leader (experience, style)

Hampshire 2006
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