Health & Safety for. Off Site Activities. Guidelines for the planning and organisation of off site activities for Islington schools

Transcription

1 Health & Safety for Off Site Activities Guidelines for the planning and organisation of off site activities for Islington schools Revised Autumn

2 Contents Page Introduction 3 Procedures for organising an off site activity 4 Model policy for school 5 Chapter 1 Legal responsibilities 11 Chapter 2 Definition of an educational visit, school 12 trip, school journey, off-site activity Chapter 3 Responsibility for off site activities 13 Chapter 4 Agreement, approval and notification of off site 15 activities Chapter 5 Risk Assessment 17 Chapter 6 First Aid and Medicines 19 Chapter 7 Insurance 20 Chapter 8 Supervision 21 Chapter 9 Communication with parents/carers 26 Chapter 10 Ethnic Minority Pupils 27 Chapter 11 Finance 29 Chapter 12 Transport 31 Chapter 13 Commercial providers 33 Chapter 14 Activities abroad 34 Chapter 15 Farm visits 38 Chapter 16 Adventure Activities and Outdoor Environments 40 Chapter 17 Emergency procedures 43 Chapter 18 Glenridding Beck 47 Chapter 19 Appendices 51 Chapter 20 EV Forms 106 Chapter 21 Generic Risk Assessments

3 Introduction There has always been a need for common sense, anticipation, following advice and the protection of children from their own innate sense of adventure or obliviousness to dangers. These will go on being the hallmark of a professional approach to arranging and supervising visits. Life is not risk free, but if teachers plan carefully, manage realistically and are cautious with other people s children, we should be able to continue to take youngsters into the wild. (Michael Lloyd, NAHT Now magazine, October 2003) Educational activities that take place off site are of immense benefit to pupils offering them first hand experiences of different environments and cultures that are not available in the classroom and supplement their learning. These activities can help develop a pupil s investigative skills, independence and self-esteem. CEA@Islington actively supports the use of such activities in pupils learning throughout their education. This document is provided to assist primary, secondary and special schools and pupil referral units in the London Borough of Islington with the planning, preparation and delivery of off-site activities. However, all concerned in the organisation of these activities need to appreciate that no guidelines could cover every possible set of circumstances. The supervision by adults of such activities requires the implementation of a constant assessment of the level of risk involved at all times along with the application of common sense and sound judgement. References to headteacher apply to the Head of the Establishment while teacher applies to a member of with responsibility. Pupils can be taken to apply to any young person involved in an off-site activity. This guidance has made extensive use of the DfES document: Health and Safety of Pupils on Educational Visits (HASPE) - (DfES 1998) and the more recent supplementary advice from the DfES: Health and Safety Responsibilities and Powers (DfES 0803/2001) Standards for LEA s in Overseeing Educational Visits (DfES 0564/2002) Standards for Adventure (DfES 0565/2002) A Handbook for Group Leaders (DfES 0566/2002) These documents do not lay down any new mandatory requirements. They are intended to enable schools and CEA@Islington to access good practice drawing on the advice already received and what works well in practice. In addressing their existing legal responsibilities, schools within CEA@Islington are invited to consider this guidance but are free to modify it in the light of their own needs and circumstances

4 Procedures for organising an off site activity 1. Determine the aims of the activity l 2. Initial plans e.g. venue, costs, supervision, programme outline (Use of previous evaluation form, risk assessment file) l 3. Pre visit by group leader and others if possible l 4. Leader to consult EVC to discuss viability (EVC to assess the competency of adults leading the activity) l 5. EVC approval given - risk assess the activity and related issues (Record Risk Assessments and submit to GB/EVA if necessary at point 7) l 6. Seek approval of Headteacher (Submit papers to HT) l 7. Seek approval of Governing Body and CEA@ Islington, if necessary (Community and Voluntary Controlled Schools) for visits abroad, residential, adventure activities (Submit papers to GB/EVA e.g. risk assessments, forms EV 3,5 and 9) l 8. Communication with parents/carers, gathering parental consent form, arranging parent meeting if necessary October l 9. Finance collection if necessary - procedures l 10. Detailed planning supervision, parental consent, transport, insurance l 11. Pupil preparation outline programme, behaviour expectations l 12. Adult preparation responsibilities, programme schedule, resources/equipment, emergency plan l 13. Successful activity l 14. Evaluation of activity - 4 -

5 School Policy for the Planning and Organisation of Off-site Activities 1. Introduction Pupils can derive a great deal of educational benefit from taking part in off-site activities. In doing so, they have the opportunity to undergo experiences not available in the classroom or on the school premises. Such activities help to develop a pupil s investigative skills and longer activities/visits in particular encourage greater independence. (For Community Schools) Islington Council, as the employer of at.. School and all other Community and Voluntary Controlled Schools, has the responsibility for the health and safety of pupils and and the actions of all employees while in the course of their employment. CEA@Islington provides advice to the schools on behalf of Islington Council. (For Voluntary Aided Schools) The Governing Body of. Primary School, as the employer, has the responsibility for the health and safety of pupils and in.. Primary School and the actions of all employees while in the course of their employment. All school employees have a responsibility; to take reasonable care of their own and others health and safety to co-operate with their employers to carry out activities in accordance with training and instructions to inform the employer of any serious risk. This policy is designed to help to ensure that pupils stay safe and healthy on all off-site activities. It is that it is read in conjunction with the CEA@Islington document Health and Safety for Off Site Activities. This document has been produced to offer schools and governing bodies advice and support in the planning and organising of these activities. 2. Definition This policy refers to: An educational, cultural or sporting activity that requires the pupils to leave the school premises having been authorised to do so by the headteacher and/or the governing body. This includes occasions when pupils are involved in such activities as: Residential visits that require an overnight stay Adventurous activities Day visits to such establishments as museums, galleries, paces of historical interest Visits abroad - 5 -

6 3. Aims Sporting activities Swimming sessions Visits to the local library Visits to the local shops Musical activities Traffic counts outside the school. All off-site activities should have clear curricular or developmental relevance. A statement to this effect should be prepared to support the activity. 4. Equal opportunities All activities should be made available to all children irrespective of needs, ethnicity, gender or religion. 5. Approval of off-site activities All off-site activities should be approved by the headteacher using the appropriate form. Approval for visits involving residence, adventure activities, or visits abroad should be submitted to the Governing Body and CEA@Islington at least six weeks prior to the date of departure using the appropriate EV form. Approval for activities involving non-routine activities of less than a day should be submitted to the Educational Visits Co-ordinator (EVC) initially and then, subsequently, to the headteacher. The headteacher will request approval from the governing body for all visits abroad, those involving residency or those involving adventurous activities. Other off site activities will be reported to the governing body in the headteacher s report. 6. Responsibility for organisation of off-site activities. The school has appointed an Educational Visits Co-ordinator (EVC) whose role is to be involved in the planning and management of these activities. The school s EVC is. 7. Risk Assessment The school will develop a risk assessment file to include assessment of activities connected with off site activities. These generic risk assessments will be carried out using the CEA@Islington Generic Risk Assessment forms and the specific assessments will be completed by the group leader before each activity

7 8. Communications with parents/carers Parents/carers should be aware of every occasion that their child is taken off the school premises during the school day or on a school authorised activity out of school hours. Parents/carers are entitled to be as fully informed as possible about the aims and planning arrangements of the proposed off-site activity. A letter should be sent to families at least two weeks before the proposed non routine activity and a signed consent received at the school two days before the activity. The letter should be approved by the EVC before circulation. Form EV 7 from the CEA@ Islington guidance should be included within the letter. The above letter should be sent to families of all children in Year 3 and below no matter how short the off-site activity. A meeting for parents/carers should be held for all off-site activities involving residency. This meeting should be held well in advance of the departure date and should include all relevant details pertaining to the activity. Consent for non-routine activities such as class visits to places of interest, sports competitions, musical performances, should be gained by letter using form EV 7 (standard letter to parents/carers). In these cases, information regarding itinerary, schedules, expectations of the pupils on the activity should be sent to parents/carers at least two weeks prior to the activity. Consent for routine activities such as swimming, split site movement, sports lessons, should be gained at the beginning of each term/year using form EV7 (standard letter to parents/carers). Emergency telephone contacts should be obtained for all pupils participating in the above activities along with a parental consent form EV 7. Communications should be made in languages other than English for those who require this facility. 9. Finance The group leader should be aware of the school s Charging Policy for School Activities The financial implications of the activity should be discussed with the EVC and charges/voluntary contributions agreed. The collection of finances should be in line with the guidance from the LBI Finance Handbook using the School Journey Account. The EVC and group leader should discuss security arrangements for money, credit cards during the activity and agree procedures for their safekeeping

8 10. Insurance No activity should commence unless there is adequate insurance cover in place. The Group Leader should ensure that parents/carers are informed of all insurance arrangements. The Group Leader should inform the Risk and Insurance Team of the intention to leave the premises for an activity. Parents/carers should be informed of their ability to increase the level of cover should they so wish. 11. Code of conduct A code of conduct should be drawn up for pupils and adults. Pupils could be involved in setting up their own. Subjects for inclusion could include behaviour, dress, boundaries, sanctions, etc. 12. Managing the activity adults Teachers should be aware of the duty of care which is placed upon them. The overall responsibility rests with the headteacher as overall manager of the school. The school s Supervision Policy and Child Protection Policy will be implemented during all off site activities. The EVC will assess the competence of the adults accompanying the activity. He/she will maintain a record of adults training, experience and qualifications. The appointed Group Leader should manage the whole activity. The role of the Group Leader will be as follows: - complete preparations for activity using CEA@Islington - guidance. - complete all relevant paper work before and after the activity as required. - demonstrate a knowledge of the venue of the visit/activity by making a preliminary visit - clarify the roles of all adults involved in the activity, providing them with a list of pupils in their care along with their personal details in case of emergency. - ensure all adults accompanying the activity understand their duty of care. - ensure that all risk assessments have been completed - ensure that on going risk assessment are carried for the duration of the activity and amend organisation if necessary. - ensure that regular counts take place during the activity - ensure that all pupils are aware of the purpose of the activity - ensure that all pupils involved in the activity understand the expectations of their behaviour during the activity. - provide the EVC or appointed school contact with a list of pupils being off site. - be aware of the school s emergency procedures School Contingency Plan

9 13. Managing the activity supervision The minimum adult : pupil ratio should be 1:15 for all visits. However a higher ratio is necessary when: public transport is used 1 : 12 minimum visits involve children in Nursery classes 1 : 2 minimum visits involve children in Reception classes 1 : 4 minimum visits involve children in Years : 6 minimum pupils are involved in adventurous activities 1 : 10 minimum visits are residential 1 : 12 minimum visits abroad 1 : 10 minimum Each off-site activity should be risk assessed to ascertain the level of adult supervision required. It is desirable that an adult of each gender should accompany mixed groups of pupils if possible. Residential activities for mixed groups require that adults of each gender accompany the group. If the activity requires remote supervision, parents/carers must be informed. Newly Qualified teachers should be accompanied by an experienced member of the teaching on their first visits. Supervising adults should always include someone who has a knowledge of basic First Aid. Supervising adults should know of any special medical details relevant to a pupil. An adult who has not been CRB checked should never be left alone with less than four children during an activity. Adults should never travel alone with children in their own vehicle. Supervision is full time. There should be no reduction in levels of supervision on routine or non routine activities. Responsibility for pupils lies with the group leader and at all times. All free time should be planned for and supervised. 14. Emergency procedures The group leader should refer to the Emergency procedures as outlined in the CEA@Islington guidance document. Always have a Plan B in case of bad weather, accidents, etc. A list of all participants children and adults should be held at the school and by each adult taking part in the activity. The EVC will maintain a record of competencies in relation to experience, training and qualification for off suite activities. It should be ensured that the information held on record is current. Regular head counts should be taken. Safety briefings should be held regularly Lost child procedures should be established and understood by all adults involved in the activity. Always assume that the mobile phone will not connect! 15. Evaluation All non routine activities should be evaluated by the group leader using the appropriate EV form and a copy submitted to the EVC as soon as possible after return

10 Policy agreed: (date) Signed: Position: Reference: Health and Safety of Pupils on Educational Visits DfEE 1998 Supplement to Health and Safety of Pupils on Educational Visits DfES 2002 Health and Safety: Powers and Responsibilities Standards for LEAs in Overseeing Educational Visits Standards for Adventure A Handbook for Group Leaders Group Safety at Water Margins Role of support Staff beyond the Classroom DfES September Check The group leader should use Appendix 1 of the CEA@Islington document Health and Safety for Off Site Activities. This checklist will act as an aide memoir in the planning process

11 1. Legal responsibilities Islington Council, as the employer, has the responsibility for the health and safety (H&S) of pupils and in community, voluntary controlled schools and pupil referral units, and the actions of their employees while in the course of their employment. Islington provides advice to schools on behalf of Islington Council. The individual governing body, as the employer, has the same responsibilities for pupils and in foundation and voluntary aided schools. Employees have the following responsibilities: to take reasonable care of their own and others health and safety to co-operate with their employers to carry out activities in accordance with training and instructions to inform the employer of any serious risks

12 2. Definition of an educational visit, school trip or school journey An off site educational, cultural or sporting activity that requires the pupils to leave the school premises having been authorised to do so by the headteacher and/or the governing body. This can take place in or after school hours during term time or in the school holidays. The breadth of such activities is extensive and the following list covers some: - adventurous activities using licensed providers - adventurous activities not involving a licensed provider - residential activities during school time - residential activities in holiday or weekend periods - overseas residential visits - exchange visits - day visits to the continent - after school sporting activities - swimming pool visits - farm visits - field studies - other day or part day visits using transport - other day or part day visits on foot. There will be occasions when the terms off-site activity, educational visit, school journey will be used. In all cases, this guidance will be applicable

13 3. Responsibility for off site activities The approval of the organisation and planning of off site activities is delegated as follows: will: appoint an Educational Visits Adviser who will support, monitor and advise schools in their planning for off site activities provide written guidance to all schools concerning the conduct and organisation of off site activities provide appropriate training for Educational Visits Co-ordinators and school governors receive a copy of the school policies from Community and Voluntary Controlled (VC) schools and agree with the conditions laid down therein evaluate for approval all schools activities involving residence - Community & VC schools evaluate for approval all schools activities involving adventure activities (see Section 15 for definition) Community and VC schools evaluate for approval all schools activities abroad Community and VC schools evaluate for approval activities where there is a significant concern about the health, safety and welfare of the participants and leaders e.g. day visits to seaside, day visits out of borough. receive information about Foundation and Voluntary Aided (VA) schools activities abroad, involving residency or of an adventurous activity and advise as necessary ensure that the H&S of pupils, and volunteers is protected as for as is reasonably practicable The Governing Body of Community, Voluntary Controlled, Foundation and Voluntary Aided Schools will: adopt/amend the CEA@Islington guidance for use in school (Community and VC schools) Foundation and VA governing bodies may choose whether to adopt/amend or not challenge the nature of all off site activities to ensure that they have clear educational objectives and are safely planned approve the school s activities involving residence approve the school s activities involving adventure activities approve the school s activities abroad ensure that above activities are evaluated and approved as necessary by CEA@Islington before bookings are confirmed (Community and VC schools) ensure that school carry out early planning and pre-visits ensure that the school can function effectively during absence for these activities monitor the implementation of the school s policy assess whether a value for money is made

14 Headteachers will: ensure full compliance by all members of the school with any regulations and guidelines provided by the employer or Governing Body as appropriate) approve all occasions when pupils are taken off site on an educational activity during the school day approve all occasions when pupils are taken off site to an authorised activity after school hours inform the governing body of all activities abroad, involving residency or adventurous activities appoint an Educational Visits Co-ordinator with specific duties (see Draft Job Description for EVC - Appendix 3) if unable to appoint an EVC, the role will fall to the headteacher or may be shared with another member of. Notify EVA of name of coordinator draw up a policy for the planning and organisation of off-site activities by the school (see Appendix 7) and present to the governing body. Review this every two years. Check that risks have been assessed, significant risks recorded and any appropriate safety measures put in place. Maintain a record of the qualifications held by and volunteers involved in off site activities e.g. first aid, life saving, minibus driving

15 4. Agreement, approval and notification of off site activities Community and Voluntary Controlled schools must use the written system of risk assessment from for all off site activities. Islington provides risk assessment proformas (see Appendix 4) and visit approval forms (see forms EV 1 and EV 2). Routine local off site educational activities, such as swimming, library visits and sports activities, do not need individual approval from CEA@ Islington. For these activities, schools must: refer to the relevant generic risk assessments. Complete a specific risk assessment for each type of activity and review annually. ensure the headteacher approves each type of activity annually through approving the relevant risk assessment. ensure that parents/carers are made aware that these regular activities take place e.g. through the school brochure or newsletter. inform parents/carers when a pupil goes off site. gain parental consent for extra curricular activities beyond the school day. follow relevant advice from CEA@ Islington Off-site Swimming Pool Checklist (See form EV10) or from Aqua Terra, Off Site Physical Education Handbook Swimming (copy provided to schools September 2005). Travelling between split sites should also be the subject of the above. Non-routine off site activities include day visits, residential visits, adventure activities and visits abroad. For these visits and activities, schools must: complete the relevant risk assessment form - if the activityis one of a series of similar visits, one risk assessment may be made. provide specific information to parents/carers and obtain specific parental consent. Voluntary Aided schools - ensure that the completed form EV 3, Application for the Approval of Educational Visits by Head Teacher, Governing Body or CEA@ Islington, all risk assessments and details of the programme are submitted to the Governing Body for approval. Community schools - ensure a copy of the EV 3 form, all risk assessments and details of the programme are forwarded to the EVA. THIS SHOULD BE DONE WELL IN ADVANCE OF THE ACTIVITY AT LEAST SIX WEEKS. consider the cost factor of the activity and the time allocated to collect payments from families. Application for visits should be approved by the Governing Body or Headteacher, as appropriate, using the form to be found at form EV

16 At the end of the activity, the group leader should complete an evaluation form EV 6 and return it to the EVC as soon as possible after return to school

17 5. Risk Assessment Risk Assessment is a process not a document (DfES 2002). Safe practice is a state of mind. Safety cannot be guaranteed simply by setting out rules, regulations and procedures that must be adhered to Assessing risk is something everyone does on every day of everyone s life and the consequences of our actions are always being considered. The difference is that organising an activity or visit makes a teacher responsible for the welfare of the pupils in his/her care and it cannot be claimed that all reasonable steps have been taken without having produced, used, continually monitored and reviewed a comprehensive risk assessment. Risk assessment and risk management are legal requirements. They include nothing more than a careful examination of what, during off-site activities, could cause harm to people. A decision can then be made as to whether all that is reasonably practicable has been done to prevent harm. As with any other aspect of school activity, schools must give careful consideration to the hazards involved in an off-site activity and ensure that any areas of risk are contained within acceptable limits. All activities involve a level of risk and risk assessment includes the assessment of hazards and their management so as to reduce the risk to an acceptable level. For off site activities, there are three recognised levels of risk assessment: 1. A generic risk assessment of the generic risks of the activity. It is the employer s responsibility to prepare this risk assessment which schools must refer to in planning and conducting the visit (see Generic Risk Assessment folder). 2. A specific risk assessment of the activity. This includes the specific risks of the venue and programme, the medical and behavioural needs of the group and the expected conditions. A specific risk assessment can be completed for a group of similar visits. The specific risk assessment is the responsibility of the school and could be completed by the activity leader and EVC (see Appendix 4 and form EV1 and EV 2). 3. An ongoing risk assessment. This is a continuous process of judgement before and throughout the activity. It is the responsibility of the group leader and other on the visit and is very important. It is suggested that the checklist to be found at Appendix 1 be completed: i) advance of the activity, ii) immediately prior to the activity and iii) at the end of the activity to contribute to the process of risk assessment and evaluation

18 Particular reference should be made to Part 3 of the 3-Part Supplement to Health and Safety of Pupils on Educational Visits An Handbook for Group Leaders (DfES 2002). There are many occasions when a group of children are taken off site for a very short period e.g. to undertake a quick traffic count, carry out a bark rubbing. The same principles apply to this activity as, say, to a school visit to the centre of London. This should be risk assessed in the same way. Many schools participate in a swimming programme that involves pupils travelling to a swimming pool off site. Risk assessment of this activity and its associated travel arrangements are of greatest5 importance. Please refer to the Aquaterra Handbook Off Site Physical Education Handbook Swimming and to the generic risk assessment on swimming to be found in section 19. Some schools have difficulty managing a split site. This situation demands many of the risk assessment and planning procedures hat are all covered in this guidance as they relate to off site activities pupils moving off site with the authorisation of the headteacher

19 6. First Aid and Medicines The level of first aid provision for an activity should be based on risk assessment. At least one person, trained to an appropriate level based on the risk assessment, should accompany each group. (See First Aid - Guidance Note for Educational Establishments - CEA@ Islington 2003 Appendix 7). First aid provides immediate temporary care, and in any doubt, medical advice should be sought as soon as possible. Leaders must find out how to contact medical help in the location visited before this is required. However, risk assessments may indicate that a higher level qualification is appropriate in circumstances where it is likely that access by the emergency services may be delayed. It should be ensured that a first aid kit appropriate to the visit should always be carried by each group. (See Guidance on First Aid for Schools DfEE 1998). No drugs, other than those prescribed by a physician, should be administered to a pupil. Teachers cannot be expected to administer drugs but can volunteer to undertake the role. Pupils who are authorised by parents/carers to self administer could do so under supervision. During off site activities, arrangements should be made for the control and administration of prescribed drugs to pupils on the basis of signed information and consent forms from parents/carers. Similar arrangements may be made for non-prescription drugs such as painkillers

20 7. Insurance No school off site activity, however brief, should start off unless there is adequate insurance cover in place. There are many types of insurance that it might be necessary to acquire depending on the type of activity to be undertaken: - personal accident cover for all adults including teachers - personal accident cover for all pupils - employers liability - public liability - medical and related expenses particularly when abroad - loss or damage to hired equipment - special activities - emergency costs including accommodation and transport - compensation against cancellation or delay, loss of personal possessions, baggage and money - legal assistance in the recovery of claims - failure or bankruptcy of an agent or travel company - travel abroad When a tour operator is used the type and extent of the insurance provided must be ascertained. Schools that buy into the Service Level Agreement of the London Borough of Islington Insurance Service can access School Journey cover through this policy at no extra cost. The policy in place is held with Zurich Municipal Insurance and covers all adults accompanying a visit whether employees or volunteers. It also covers all pupils involved in the visit. However, schools must inform the Risk and Insurance Team of their intention to leave the premises for a visit. Details including name of school, number of pupils, number of adults, destination, details of the activity should be submitted to the Risk Assurance Team by fax on Routine visits can be reported as a block at the beginning of the school term/year. Details of the terms of the policy can be seen at Appendix 5. For further details, please contact the Risk and Insurance Team at 222 Upper Street, telephone Schools need to ensure that the cover provided is adequate for the activities or visit planned particularly adventurous activities - and that everyone included in the party has appropriate cover. The terms of the cover are attached in Appendix 5. It is important to ensure that all insurance arrangements, including the extent and limits of the cover, are made clear to parents/carers as they may wish to extend the cover themselves. CEA@Islington will not accept any responsibility for inadequate insurance

21 8. Supervision Teachers are not in loco parentis as the care they are expected to give is in a `professional not family context, and the number and type of specific interactions required are different in principle from those exercised by parents. There is a body of opinion across the (teaching) profession as to reasonable standards, not necessarily applicable to individual parents and families. (NAHT Professional Management Series PM037 Off-Site Educational Visits ). However, the duty of care as a contractual obligation for all, places a specific responsibility on the headteacher, as overall manager of the school, to ensure that full and appropriate supervision of all pupils occurs throughout the day. An agreed supervision policy must be enacted by all to ensure that duty of care to pupils, both on and off the school premises. The employer is responsible for any negligent acts of their employees committed in the course of their employment. However, if anything happened to a pupil, the cause of which could be attributed to some lapse in the standard of appropriate care, the headteacher or the school could incur some legal liability. Supervision ratios For every educational activity there should be a group leader who manages the whole visit. Staff selected by the head teacher or EVC to work on an educational activity should meet a number of criteria. The category of is unimportant for the selection process teacher, higher level teaching assistant, or another member of the support. However, it is important to assess whether the member of can fulfil the educational aims of the activity and whether they have the specific skills, experience and expertise to fulfil the supervisory tasks to be assigned. Schools should ensure that measures are taken on all activities to protect pupils, particularly those with special educational needs, from physical, racial or sexual abuse. Adequate control measures should be in place at all times. Best practice would suggest that there must never be less than two responsible adults accompanying a group. However, this level of supervision may be reduced with older pupils subject to a school s assessment of their maturity and their safety. It is for schools to consider the level of support offered to Newly Qualified Teachers on their first visits. However, in all cases of adult supervision, the head teacher must assess the level of competency of those involved and the outcome of any risk assessment of the activity. It is desirable that an adult of each gender should accompany mixed groups of pupils on an off-site activity although it may not always be practicable. For their own protection, adults need to consider the appropriateness of being alone with pupils in any situation this

22 includes travelling in a vehicle. On residential visits, separate male and female sleeping areas should be arranged. Additional help may be provided by other adults whom the headteacher has considered to be responsible adults. Special care should be taken when deciding whether to allow students on placement to share responsibility for the supervision of an activity. Should a school decide to ask non school to accompany an activity, it would be considered good practice for expectations to be set by the school with clear guidance as to their role. The ratio of adults to children depends on a number of factors: - the age, sex and ability of the pupils - the number of pupils involved - the degree of special educational needs presented by the group - the previous experience of being away from school/home and of the activities involved - the degree of responsibility and discipline shown by the group - the type of visit and the nature of the activities involved - the amount of risk - the location and travel arrangements - the time of year - the experience and quality of the supervisory available - first aid cover Supervision of children with special educational needs requires a higher to pupil ratio than otherwise proposed. Ratios in themselves do not guarantee safety ( Safety of School Trips - David Brierley, PAT). It remains the duty of a headteacher to ensure appropriate supervision for every off-site activity. A minimum adult:pupil ratio should be 1:15 for all visits. However, a higher ratio is necessary when: public transport is used 1:12minimum visits involving Nursery children 1:2minimum visits involving Reception children 1:4 minimum visits involving children in Years 1 3 1:6 minimum visits involving children in Years 4 1:10 minimum visits involving children in Years 5-6 1:15 minimum visits involving year 7 upwards 1:20 minimum visits are residential 1:12minimum visits abroad 1:10minimum visits when pupils are involved in adventurous activities Refer to Section 15 supervision in Aquaterra swimming pools Refer to Aquaterra handbook However, ing numbers should never be decided just by simple numerical calculation of the ratio of children to adults. It should always be based on risk assessment

23 Planning supervision Supervision is most effective when: the aims and objectives of the visit are clearly understood by all supervisors and pupils the visits and activities have been carefully risk assessed and will be managed safely clear guidelines for standards of behaviour have been laid down and are understood by all supervisors have reasonable knowledge of pupils including any special educational needs, medical needs or disabilities. Supervision is always 24 hours either close or remote close supervision occurs when the group remains within sight and contact of the supervisor remote supervision occurs when a group works away from the supervisor but is subject to stated controls. The supervisor is present though not necessarily near or in sight, but his/her whereabouts are known. The group leader should establish whether the pupils are competent in remote supervision. The pupils must be aware of ground rules and be adequately equipped to be on their own in a group. The group leader should also ensure that parents/carers have agreed this part of the visit/activity. recreational time may involve close or remote supervision, but should not be unsupervised the supervisors continue to be in charge. The closeness of supervision, the size of the party and the teacher and adult/pupil ratios should be governed by the age and experience of pupils, the competence of, the nature of the venture, and the location. It is important to ensure that there are sufficient experienced to deal with an emergency. All activities/visits should have an alternative plan B e.g. in case of bad weather, accident, etc. All should be in possession of a list of every child and adult taking part in the activity along with their personal details address, emergency contact number for next of kin, medical information, SEN information. The inclusion of additional children on the visit. It is known that, in some cases, arrangements are made for a member of or a volunteer to take with them their partner and/or child or children who would not otherwise be one of the groups taking part in the visit or activity. CEA@Islington does not promote this and all schools are

24 encouraged to arrange their visits and activities in such a way that this does not happen. It is acknowledged, however, that many visits would not take place without this particular arrangement. It must be clearly understood that, if an adult does bring along another partner or child in this way, there are certain consequences hat must be acknowledged. The most significant of these are: o The risk assessment for the visit/activity must reflect the inclusion of another child and must take into account the age of the child as well as the age difference between the group and the individual child o Adults who bring additional children will have potential conflicts of responsibility o CEA@Islington takes the view that the responsibility for the health and safety and welfare of such children lies entirely with the adult who has brought the child and not with the other, adults or with CEA@Islington. o If a partner and their child are included the partner should not be included in adult:pupil ratios. Volunteer helpers who are parents Class visits are often carried out in primary schools with the support of pupil parents/carers. In these situations, their inclusion might reduce their effectiveness as a supervising adult who is objective and competent to fulfil the role expected of them particularly in an emergency. Head teachers should assess this situation carefully during the risk assessment of the activity and decide on the appropriate adult:pupil ratio. Competence of leaders Schools need to be satisfied that the group leader and other involved in a visit are sufficiently competent to carry out their responsibilities. It is good practice for teachers to maintain a portfolio of their experience, training and qualifications in relation to educational visits. The EVC should maintain a school record of teachers training, experience and qualifications. A specific data base of leaders of Category C adventure activities and activities in outdoor environments is kept by the EVA. Schools should inform the EVA of teachers leading Category C activities using the form EV 4 (see chapter 15 for definition of Category C ). Criminal Records Bureau Disclosures Procedures should be followed for vetting contractors, volunteers and other people not on the school who wish to be supervisors or drivers for educational off-site activities - the

25 DfES has issued guidance: Circular 0278/2002, Child Protection: Preventing Unsuitable People from Working with Children and Young Persons in the Education Service. The Education (Teachers) (Amendment) Regulations 1998 made changes to the law with the aim of preventing people who are barred by the Secretary of State from being directly employed by an LEA, school or further education college from getting round the ban by either: working as a volunteer; or working in a business that is contracted to provide services to schools, further education institutions, or pupils attending them. Checks should therefore have been carried out on volunteers and employed by contractors who will have regular contact with pupils on the school premises or on school activities outside. The employer should ask them to apply to the Criminal Records Bureau for an Enhanced Disclosure to check for convictions or inclusion on List 99. Volunteers do not have to pay a fee for these Disclosures. Contact details for the CRB are and telephone This does not mean that every volunteer who helps to supervise an educational off-site activity will have to obtain a disclosure. Parents and others who from time to time help teachers to supervise local visits need not necessarily be CRB-checked (though they should be verified as competent in their allotted tasks and trained and briefed as necessary). Volunteers helping teachers to supervise an activity should be checked while anyone likely to be in sole charge of a pupil under 18 on a one-toone basis should also be checked. All contractor likely to have access to young people as part of their normal duties should be CRB-checked. The EVC should obtain assurances that this has happened. Particular reference should be made to Part 3 of a 3-Part Supplement to Health and Safety of Pupils on Educational Visits A Handbook for Schools (DfES 2002)

26 9. Communicating with parents/carers Parents/carers need to be aware of every occasion that their child is taken off site during the school day or on a school authorised activity out of school hours. Routine visits such as weekly ones to the swimming baths can be approved by parents/carers on a termly/annual basis as appropriate. Parental consent should be given using a form such as EV 7 for the following: routine visits involving pupils in Years 1 to 3, no matter how short the visit all non-routine visits no matter how short the visit adventure activities visits abroad other residential visits remote supervision Non-routine day visits should also require the permission of parents/carers. This can be gained by an information letter being sent home including the details of the visit along with a reply slip for return to school. Parents/carers should also provide an emergency telephone contact number for the period of the activity. This should be transferred to a summary list, a copy of which should be carried by at all times. Schools need to be aware that permission can only be given by adults who have parental responsibility. Not all fathers have parental responsibility fathers who are not married to mothers do not automatically have parental responsibility. A meeting should be arranged to inform parents/carers of the details of visits involving residency, adventurous activities or visits abroad. This meeting should be well in advance of the departure date at least six months. Communications should be made in languages other than English for those parents/carers who require this facility. For residential visits, an emergency contact telephone number should be provided for parents/carers. However, this number should not be a member of s personal home number. It could be the school s mobile number which will be held by the contact. Parents/carers have an important role in deciding whether any off site activity is suitable for their child. Subject to their agreement to the activity, parents/carers should: support the implementation of an agreed code of conduct inform the group leader of any medical. Psychological or physical condition relevant to the activity provide emergency contact numbers sign the consent form

27 10. Ethnic Minority Pupils Recommended guidelines for school off site activities stress that the safety of pupils is paramount. This should include being safe from emotional and physical abuse as a result of racist behaviour, language and attitudes. DfES guidelines do indeed refer to preparing students for different cultural attitudes and behaviour. However, these issues are only referred to in the context of visits abroad. The key points from the race equality guidelines', or the RRAA (2000), relevant to school off site activities, are supported and monitored by the CRE. The amended Race Relations Act gives public authorities a new statutory duty to promote race equality. Race Relations Amendment Act 2000 (RRAA) The Statutory code of practice on the duty to promote race equality for local authorities came into effect on 31 st May General Duty There should be due regard for the need to: Tackle racial discrimination Promote equality of opportunity Promote good relations Advice from the Ethnic Minority Achievement Service 1) A school s Race Equality Policy Guidelines apply to school off site activities - normal procedures should be followed during school off site activities. 2) Schools should ensure that a reporting system is in place to allow pupils to report racist incidents whilst taking part in off site activities 3) Teachers accompanying pupils on these activities should be aware of normal practice and should have clear ways of dealing with racist incidents etc. External service providers are not necessarily required to have a 'Race Equality Policy' nor is it statutory that their have undergone Race Equality training. Race equality training for external service providers is, however, clearly desirable

28 4) Schools should establish: i. whether external providers are public bodies - if they are, they should have race equality policies that schools could ask to see. ii. whether the service provider has race equality policies in place. iii. whether race equality training has been given to non LEA (both external e.g. site and coach drivers, and internal e.g. school volunteers). 5) External providers need to be briefed on: i. the ethnic composition of schools from which the pupils are coming. ii. school reporting systems that will apply during the trip. iii. the dietary requirements of all members of the group - and pupils. iv. the need for some students to pray at certain times of the day if necessary. v. what constitutes appropriate and inappropriate language. vi. special dress requirements where clothing is provided. 6) In preparation pupils should be told that: i. racist language or behaviour is unacceptable and illegal at any level. ii. diversity and tolerance are features of metropolitan life and not necessarily universal. iii. students should not accept language and behaviour that they would not accept in their normal daily lives. Pre-activity role-plays are advocated as a means of preparing pupils for potential hazards and emergency situations on school visits and trips. This type of activity can be adapted and used to prepare pupils for situations involving racist incidents to clarify and reinforce procedures. Involve pupils in the process. Ask them to think of situations to role-play. Possible role plays can be found on the EMAS section of

29 11. Finance Charging for School Visits The principles for charging for school visits are set out in the 1988 Education Reform Act and confirmed in the 1996 Education Act. Each governing body is required to approve a policy for the charging of school visits. (See Appendix 6 for draft Charging Policy for Schools) Check list on Charging When visit takes place Part of National Curriculum/ Public Exam Syllabus Residential/nonresidential Charges for parents on IS, IJSA, DWA or FC. Charges for other parents School hours Yes Non-residential None None School hours No Non-residential None None School hours Yes Residential None Board & lodging School hours No Residential None Board & lodging Out of school hours Out of school hours Out of school hours Out of school hours Yes Non-residential None None No Non-residential Full costs* Full costs* Yes Residential None Board & lodging No Residential Full costs* Full costs* * These costs may be subsidised by voluntary donation/fund raising. Costing and budgeting for school journeys Schools should calculate the full costs of a school visit transport, board and lodging, any entrance fees, charging for excursions, materials and equipment and the cost of the accompanying children. Depending on the type of visit, schools should then calculate the charges to be made. Board and lodging charges per pupil are calculated by dividing the total board and lodging charges for pupils by the number of pupils going on the visit. Schools should also decide whether the charges to parents should be subsidised in any way. Schools have an official LBI (name of school) School Journey Account for the banking of all the money collected from pupils and for the payment of invoices for the expenditure incurred for such visits. A cash book for the School Journey Account must be maintained for the recording of all banking and payments made. A record of the contribution paid by each pupil must be entered on the pupil s individual record of payment card as well as the collection record sheet