Educational Visits and. School Journeys Policy

Transcription

1 Educational Visits and School Journeys Policy Prepared by the co-ordinator: Mrs J. E. Pandazis November 2005 Last reviewed: July

2 C o n t e n t s Introduction Responsibilities Planning visits Risk Assessments Supervision Preparing the pupils Communication with parents Transport Insurance Emergency procedures Dissemination - 2 -

3 Introduction All teachers and supervisors, whether in full or part time employment, who are responsible for looking after others have a duty of care in law. If the persons in their care are under the age of 18 they are said to be in loco parentis - and are expected to exercise the same degree of care which a reasonable, prudent and careful parent would exercise. Because teachers are trained, professional people, courts have tended to expect them to exercise a higher standard of care than that which might be expected from an ordinary parent. The court may not always expect the same level of competence from a voluntary helper as from those who are professionally employed although the duty of care still applies. Once the responsibilities of being in loco parentis have been assumed they cannot be set aside until the children have been returned to the care of their parents or guardians. Responsibilities for visits Governing body (GB) The GB should: ensure that the visit has a specific and stated objective; ensure that the head teacher/group leader shows how their plans comply with regulations and guidelines, including the school's H&S Policy, and that the head teacher/group leader reports back after the visit. Head Teacher/EVC The head teacher should: ensure that visits comply with regulations and guidelines and the school's H&S Policy; ensure that the group leader is competent to monitor the risks throughout the visit be clear about their role if taking part in the visit as a group member/supervisor follow the instructions of the group leader who will have sole charge of the visit. In addition the head teacher should ensure that: adequate child protection procedures are in place; all necessary actions have been completed before the visit begins; the risk assessment has been completed and appropriate safety measures are in place; training needs have been assessed by a competent person and the needs of the staff and pupils have been considered; the group leader has experience in supervising the age groups going on the visit and will organise the group effectively; the group leader or another teacher is suitably competent to instruct the activity and is familiar with the location/centre where the activity will take place; group leaders are allowed sufficient time to organise visits properly; supervisors on the visit are appropriate people to supervise children; ratio of supervisors to pupils is appropriate, i.e. 1:6 in Y1 and Y2 but more adults in YR; the GB has approved the visit, if appropriate; arrangements have been made for the medical needs and SENs of the pupils; adequate first-aid provision will be available; the mode of travel is appropriate; travel times out and back are known including pick-up and drop-off points; there is adequate and relevant insurance cover; they have the address and telephone number of the visit's venue and have a contact name; a school contact has been nominated and the group leader has details; - 3 -

4 the group leader and nominated school contact have a copy of the agreed emergency procedures; the group leader and nominated school contact have the names of all the adults and pupils travelling in the group, and the contact details of parents and the teachers' and other supervisors' next of kin; there is a contingency plan for any delays including a late return home. Group leader The group leader should have overall responsibility for the supervision and conduct of the visit and should have regard to the health and safety of the group. The group leader should have been appointed or approved by the head teacher or the governing body. The group leader should: obtain the head teacher's prior agreement before any off-site visit takes place; follow GB regulations, guidelines and policies; appoint a deputy; clearly define each group supervisor's role and ensure all tasks have been assigned; be able to control and lead pupils of the relevant age range; be suitably competent to instruct pupils in an activity and be familiar with the location/centre where the activity will take place; be aware of child protection issues; ensure that adequate first-aid provision will be available; undertake and complete the planning and preparation of the visit including the briefing of group members and parents; undertake and complete a comprehensive risk assessment; review regularly undertaken visits/activities and advise head teacher where adjustments may be necessary; ensure that teaches and other supervisors are fully aware of what the proposed visit involves; have enough information on the pupils proposed for the visit to assess their suitability or be satisfied that their suitability has been assessed and confirmed; ensure the ratio of supervisors to pupils is appropriate for the needs of the group; consider stopping the visit if the risk to the health or safety of the pupils is unacceptable and have in place procedures for such an eventuality; ensure that the group's teachers and other supervisors have the details of pupils' special educational or medical needs which will be necessary for them to carry out their tasks effectively; observe the guidance set out for teachers and other adults below. Teachers Teachers must do their best to ensure the health and safety of everyone in the group and act as any reasonable parent would do in the same circumstances. They should: follow the instruction of the group leader and help with control and discipline; consider stopping the visit or the activity, notifying the group leader, if they think the risk to the health or safety of the pupils in their charge is unacceptable. Adult volunteers Adults on the visit should be clear about their roles and responsibilities during the visit. Adults acting as supervisors must: do their best to ensure the health and safety of everyone in the group; not be left in sole charge of pupils except where it has been previously agreed as part of the risk assessment; - 4 -

5 follow the instructions of the group leader and teacher supervisors and help with control and discipline; speak to the group leader or teacher supervisors if concerned about the health or safety of pupils at any time during the visit. Responsibilities of pupils The group leader should make it clear to pupils that they must: not take unnecessary risks; follow the instructions of the leader and other supervisors including those at the venue of the visit; dress and behave sensibly and responsibly; look out for anything that might hurt or threaten themselves or anyone in the group and tell the group leader or supervisor about it. Any pupils whose behaviour may be considered to be a danger to themselves or to the group may be stopped from going on the visit. The curricular aims of the visit for these pupils should be fulfilled in other ways wherever possible. Parents The group leader should ensure that parents are given sufficient information in writing. The group leader should also tell parents how they can help prepare their child for the visit by, for example, reinforcing the visit's code of conduct. Special arrangements may be necessary for parents for whom English is a second language. Parents will need to: provide the group leader with emergency contact number(s); give a voluntary contribution

6 This page charts the likely stages of planning a visit Outline proposal to head teacher/evc seeking approval in principle. Proposals might include: Visit's objectives Likely date, duration, venue Pupil group, staffing Resources, estimates of cost Planning: Contact venue - is it suitable for the group? What are the transport options? Who would lead the group and who would help to supervise it? Who would pay for the visit? Risk assessment - exploratory visit? Substantive proposal to head teacher Details of dates, risk assessment, emergency procedures, transport, insurance costs, group membership & staffing. Shorter Visits Obtain approval for visits involving years R - 2 for day visits Inform parents as necessary of shorter routine visits Brief pupils Evaluate - 6 -

7 Risk Assessments Risk assessments are usually carried out by the group leader. An assessment should be completed well before the visit, and should be approved by the Head Teacher. A risk assessment for a visit need not be complex but it should be comprehensive. It does not generally require technical formulae or professional health and safety expertise, but specialised information for some visits may be necessary, and head teachers should ensure that the person assessing the risks is competent to do so. A formal assessment of the risks that might be met on a visit should have the aim of preventing the risks or reducing them. Pupils must not be placed in situations which expose them to an unacceptable level of risk. Safety must always be the prime consideration. If the risks cannot be contained then the visit must not take place. The risk assessment should be based on following considerations: What are the hazards? Who might be affected by them? What safety measures need to be in place to reduce the risks to an acceptable level? Can the group leader put the safety measures in place? What steps will be taken in an emergency? The Group Leader should take the following factors into consideration when assessing the risks: The type of visit/activity and the level at which it is being undertaken. The location, routes and modes of transport. The competence, experience and qualifications of supervisory staff. The ratios of teachers and supervisory staff to pupils. The group members' age, competence, fitness and temperament and the suitability of the activity. The special educational or medical needs of pupils. The quality and suitability of available equipment. Seasonal conditions, weather and timing. Emergency procedures. How to cope when a pupil becomes unable or unwilling to continue. The need to monitor the risks throughout the visit. The person carrying out the risk assessment should record it and give copies to all teachers on the visit, with details of the measures they should take to avoid or reduce the risks. The Head Teacher and should also be given a copy so that approval, as necessary, can be given with a clear understanding that effective planning has taken place. Group leaders have responsibilities for carrying out dynamic and on-going risk assessments throughout the visit. They must recognise their responsibilities to intervene, raise concern or stop activities at any stage, if they have concerns over safety standards of colleagues or providers, or if circumstances change. Examples might be group tiredness, illness, change in weather, and potential threats to participants from other groups or public. NB It is good practice to involve pupils in the carrying out of risk assessments. Generic Risk Assessments Definitions Hazard: The potential to cause harm including ill health, injury or damage to the environment (e.g. slips, trips and falls, thermal conditions, impact with a solid object). Risk: The likelihood that the harm from a particular hazard will be realised. The extent of the risk is determined by the number of people affected and the consequences. Therefore, risk reflects both the likelihood and the severity of the harm

8 Assessment of Risk: An assessment of risk is simply carrying out a careful examination of what could cause harm to people of the environment. The assessment will help you to decide whether existing precautions are sufficient or if more needs to be done to prevent damage or harm. "Assessments need to be suitable and sufficient, not perfect". HSE The aim is to ensure that nobody gets hurt or becomes ill. Remember accidents can ruin lives. Stages of Risk Assessment Identify the hazards: Look at what could be expected to cause ham. Ignore the trivial, concentrate only on the significant hazards (i.e. which could result in harm or damage). Decide who might be at risk: This includes pupils, teachers/other adult helpers and members of the public. Remember that within any given group there may be specific needs to be addressed, including age and state of health (e.g. asthma and associated conditions). Identify the risk: Having identified the hazards and those at risk it is now necessary to determine the level of risks involved. Risk in this context may be defined as a measure of the likelihood that the harm from a particular hazard will occur, taking into account the potential severity. Calculate your risk rating: You will see from the risk matrix on the next page that this measure is designated numerically, by giving the potential outcome and the likelihood a rating of 1 to 5. The risk rating is calculated by multiplying the two numerical ratings. Potential Severity x Likelihood = Risk Rating Reviewing the risk assessment: Don't amend assessments for every trivial change to the activity to be undertaken. However if the change or changes to the activity introduce significant new hazards then a review needs to be carried out and any additional control measures needs to be implemented to ensure the risks are kept to a minimum. *Please see the Risk Factor Matrix and complete a Risk Assessment pro-forma which is on Private Teacher Share Supervision Day visits in the local area e.g. church or non-residential visits to places of interest, etc., 1 adult to 6 pupils in Y1 and Y2. Reception classes should have a higher ratio to be determined by the risk assessment. Preparing the pupils Pupils who are involved in a visit's planning and organisation, and who are well prepared, will make more informed decisions and will be less at risk. Providing information and guidance to pupils is an important part of preparing for a school visit. Pupils should clearly understand what is expected of them and what the visit will entail. They must know what standard of behaviour is expected and why rules must be followed. Lack of control and discipline can be a major cause of accidents. Pupils should also be told about any potential dangers and how they should act to ensure their own safety and that of others. The group leader should decide how information is provided, but must ensure that the pupils will understand key safety information

9 Pupils should understand: the aims and objectives of the visit/activity; the background information about the place to be visited; how to avoid specific dangers and why they should follow rules; why safety precautions are in place; why special safety precautions are in place for anyone with disabilities; what standard of behaviour is expected from pupils; who is responsible for the group; what to do if approached by anyone from outside the group; rendezvous procedures; what to do if separated from the group; emergency procedures. Communication with parents Information about the aims of the venture, dates, times, costs, clothing requirements, method of travel, staffing ratios and emergency contact arrangements. Parents should be informed of the schools expectations on matters of behaviour. Transport Only reputable companies should be used for coach hire. When public transport is used, close supervision of the pupils must be ensured. Extreme caution should be exercised over the use of private cars. Staff members, parents and other adults should ensure, in advance, that any vehicle driven on business indemnifies the authority against third-party claims (this may require the policy to be endorsed for business use - i.e. personal business use) and it must operate when an allowance is paid for travelling, if such an allowance is to be claimed. A staff member transporting pupils in his/her own car should ensure that: a valid and current licence is in operation together with a current road fund licence; the correct insurance cover is in operation; the vehicle is in a roadworthy condition and in strict compliance with legal requirements, and has a current MOT certificate; the vehicle is driven with proper caution; the parents of the participants involved have been informed of the journey; (in the case of an emergency prior parental permission is not required; if parents make their own arrangements to transport pupils, the Head Teacher bears no liability in the event of an accident caused by the negligence of a parent or non-staff driver. If pupils come into the care of the head teacher before they are placed with parents, or other adults for transporting, the head teacher has a responsibility to reasonably ensure that: 1) no young person is placed in the care of a parent who is generally known to be irresponsible; 2) no young person is placed in the care of a parent who drives an ill-cared for vehicle which, it is reasonable to believe, may not be roadworthy in strict compliance with legal requirements; 3) the vehicle is correctly insured (in some cases business use classification may be required by insurers; 4) adults transporting younger children are aware of the dangers of carrying such children in the front passenger seat; - 9 -

10 5) the parents of the participants to be transported have been informed that their children are to be carried in other adults' cars (parents who do not wish their children to be carried in other adults' cars should be asked to make their requirements clear). Insurance The school holds an Insurance Policy that automatically covers all persons participating in educational visits. Emergency procedures Responsibilities 1) Party Leaders The Party Leader is responsible and accountable for the entire conduct of the journey or activity, and for initiating all planning and management including flows of information. Party leaders assume the duty of care enshrined in the principle 'in loco parentis'. 2) The Head The Head has the responsibility for giving formal approval to the final programme, which should include reference to supervision and safety arrangements. Governors have delegated the decision-making to the Head Teacher. 3) The Young Participant and Parents/Guardians Parents and guardians of young people under the age of eighteen pass their duties to the leaders of the venture. They must formally agree to this and agree to the conditions asked by party leaders. Parents should be fully informed as to the purpose and content of the journey or visit. Parents should ensure that adequate arrangements have been made for them to be contacted in the event of emergency. Parents and young people have a duty to support the activity by ensuring reasonable behaviour and co-operation with leaders. Action in the School Nominate the party leaders. The head teacher (or a member of the LT) if not accompanying the visit or journey are contact persons at school. These people will have up-to-date information prior to the start of the event. This information will be left at the school immediately prior to the event in an agreed place where it can be easily obtained in the event of an emergency. The information will include: A risk assessment; a programme of the event; relevant contact numbers at the visit's intended destination; a list of the participants who actually attended the event; a list of the names, addresses, contact numbers for staff on the visit/journey

11 In the event of an emergency: 1. Ascertain the nature and extent of the emergency. 2. Render first aid and attend to the casualty (ies). 3. Make sure all other group members are accounted for, are safe from danger and are well looked after. 4. Call the emergency services as required. The police will take statements. An adult in the party should accompany any casualties to hospital. 5. Collect the remainder of the group and arrange for their return to base. 6. Arrange for one adult to remain at the accident site to assist or liaise with the emergency services. 7. Contact the head or deputy as the designated contact persons. Give them the following information: your name nature, date and time of the incident location of the accident details of the injuries names of all involved actions taken so far telephone numbers for future communication - for serious incident, try to identify alternative telephone numbers as lines could become jammed. 8. If the press are involved before you have time to contact base, make no comment and refer them to the head or to the local police. The head/lt should rapidly appraise the situation. Where the accident is clearly serious, he/she should: - contact the Chair of Governors & LA. Advice will be taken from a LA representative; - the insurance company will be informed; - the head will arrange to contact persons as soon as possible and establish all necessary links locally; - the party leader should record all relevant details in writing as soon as possible; - record names and addresses of witnesses and names of emergency service officers; - restrict telephone calls to the essential and keep emergency numbers clear; - legal liability should not be discussed or admitted. Dissemination A copy will be on our website