Title: Purpose
1Session 1
- Purpose Value of Visits
- Role Functions Responsibilities
- Planning a Visit
Top Tip for Trainers . . . But may not suit the
visually impaired etc! Go to view then Master
to change/delete image
Top Tip for Trainers Know your audience
Background images can give subliminal messages -
2Why 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.
Top Tip for Trainers Get each table group to talk
through their thoughts and pin sheets up on walls
Top Tip for Trainers Evaluation sheets will show
the benefit of breaking up the day with regular
practical tasks
3Benefits of Educational Off-site Visits
Top Tip for Trainers These are best printed on A3
and in colour
Top Tip for Trainers This is one of many mindmaps
available on the resource cd or downloadable from
the OEAP document library
4Objectives
- 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
5The 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.
6Top Tip for Trainers Some known allies may end up
shooting you in the foot!
Top Tip for Trainers Johnny 2 rafts (shafts?)
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8DfES 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.
9- 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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13The 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
14Panic Zone
Stretch Zone
Comfort Zone
P
A
F-A
P Play A Adventure F-A Frontier
Adventure M-A Mis- Adventure
M-A
Top Tip for Trainers High impact, long lasting
learning takes place when learners are stretched
. . .
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16The 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
17The 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
18Top Tip for Trainers All plans should take into
account some unforeseen circumstances . . .
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20Every Child Matters
- Be Healthy
- Stay Safe
- Enjoy and Achieve
- Make a Positive Contribution
- Achieve Economic Well Being
21- Every Child Matters
- Stay Safe
- Be Healthy
- Enjoy and Achieve
- Achieve Economic Well Being
- Make a Positive Contribution
22 Safe Healthy Enjoy and Achieve Economic Well
Being Positive Contribution
23Extract 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.
24Ofsted 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.
25Saughall 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..
26Fieldwork 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.
27Extract 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.
28Extract 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
29- 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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31The Legal Framework
32Legal 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
33Common 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
34November 4th 2004
35Civil 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
36Decline (not growth) in claims is the reality .
. .
Autumn 2003
37Spring 2005
38Childrens 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
Top Tip for Trainers Ideally use evidence from
your own LA
39Key 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.
40Key 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
41Dont 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
42Local 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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46Commons Sense from House of Lords . . . .
47Health 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
48What 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
49 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 -
- Points to draw out
- Overlap in roles
- Primary heads in particular may be the H/T, the
EVC and Group/Visit leader and be on the
Governing body! An opportunity to give them some
praise!
Top Tip for Trainers Who does what exercise
Needs 10-15 mins
50Functions 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
Top Tip for Trainers 3rd bullet point
Competence assessment probably needs to be in a
wider team context
51The 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.
52National and Local Guidance
- Local Authority Guidance procedures
- HASPEV 1998 Supplements 2002
53Key Stages in Educational Visits
- Task Thought shower a residential to London
- Before
- During
- After
- (Qualities of a Party Leader)
Top Tip for Trainers Good exercise for delegates
to share expertise Numbered tables in cabaret
style Flip Chart paper on each table Table 1
Before Table 2 During Table 3 After After 5
mins swop flip charts 1 to 2, 2 to 3, 3 to1
etc Afet 4 mins swop and again after 3mins and
after final swop should get original chart back
with additions from other tables Needs 10-15
mins
54Before 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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57- Ten Outcomes
- Enjoyment/Fulfilment
- Confidence
- Social Awareness
- Activity Awareness
- Activity Skills
- Personal Qualities
- Key Skills
- Health and Fitness
- Motivation for Learning
- Broadened Horizons
58Before 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?
59The Plan A plan is a position from which to
adjust... Neil MacLaine
Top Tip for Trainers A plan must not be a
straightjacket
60Why 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
61- Phases of Planning
- Enthusiasm
- Disenchantment
- Confusion
- Search for the guilty
- Punishment of the innocent
- Decoration of the uninvolved
62During 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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64Top Tip for Trainers Importance of meeting points
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67After 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
68Top Tip for Trainers These are best printed on A3
and in colour
Top Tip for Trainers Again, one of many mindmaps
available on the resource cd or downloadable from
the OEAP document library
69Other Types of Visit
70Top Tip for Trainers Refer to DVD Dont Forget
Me
71Inclusion 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
72Inclusion 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
73Special 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
74Inclusion 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
75Inclusion 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
76Inclusion 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)
Top Tip for Trainers Possible exercise here based
on Birmingham material
Hampshire 2006
77Inclusion and educational visit management
Top Tip for Trainers Possible exercise here based
on Birmingham material
Hampshire 2006
78Inclusion and educational visit management
Hampshire 2006
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