REGULATIONS AND GUIDELINES FOR EDUCATIONAL VISITS AND JOURNEYS

SEPTEMBER 2015

This document is essential for all those who have responsibility for the approval, planning and/or execution of any educational visit. All visits must be planned and organised in accordance with this document. The status of this document is, therefore, mandatory for all Shropshire LA community and voluntary controlled schools. Any foundation or voluntary aided schools choosing not to follow the Shropshire LA guidelines must (as employers) have other guidelines in place for educational visits and journeys, which the LA will expect to be at least as comprehensive as its own guidelines.

Red – MandatoryAmber – Pay particular attention to/raising awarenessGreen – Directing you to particular links/documents

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Regulations and Guidelines for Educational visits and journeys

CONTENTS

Section Title Page0.1 Procedure for approval of High Risk Visits

and notification of Educational Visits and Journeys abroad

3 - 4

0.2 EVC Training Requirements 5 - 61 Introduction and scope 7 - 82 Roles, responsibilities and legal framework 9 - 173 Planning and organisation 18 - 264 Supervision 27 - 355 Preparing pupils 36 - 406 Communicating with parents 41 - 437 Transport 41 - 488 Insurance 52 - 549 Adventurous activities 55 - 64

10 Open water 65 - 6911 Swimming 70 - 8012 Farms 81 - 8213 Forest Schools 83 - 8414 Visits Abroad 85 - 9715 Emergency Procedures 98 - 10216 Forms

16A Application for approval and notification of an Educational Visit

103 - 107

16B Planning checklist 10816C Risk assessment 109 - 11116D Staff qualification declaration 112 - 116

16E Parental consent form 117 - 11816F Emergency contact information 11916G Formal agreement for the provision of

pastoral support during Educational Visits

120

16H Evaluation of Visit 121 - 12217 Record Keeping 123

Appendix 1 Other guidance 124

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Procedure for approval of High Risk Visits and notification of Educational Visits and

Journeys abroad

1) All schools must have a trained Educational Visits Coordinator (EVC)

2) Schools proposing to organise a High Risk Visit or a visit outside of England and Wales should follow the guidance contained in the annually updated Regulations and Guidance for Educational Visits and Journeys.

3) If the visit involves a provider/company which is new to the school or the visit is complex, involving more than one provider or is an overseas expedition please consult with the Outdoor Education and DofE Adviser – Dave Thorley.

4) Party Leaders must complete and submit form ‘16a: Application for the approval and notification of an educational visit’, which involves off site forest schools activities or the use of an external provider, outdoor and adventure activities (OAA) – other than visits to Arthog Wales and Arthog Outreach, or field studies in ‘high risk’ environments must submit this to the Outdoor Education and DofE Adviser – educationalvisits@shropshire.gov.uk no later than six working weeks before departure date.

5) On receipt of form 16a from the Party Leader the EVC must check that this is completed fully, signed off and make sure that the Headteacher/Manager has also signed off, then submit to the Outdoor Education and DofE Adviser Dave Thorley at educationalvisits@shropshire.gov.uk

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Key Points to look for are;

- Staff must have enhanced DBS checks for residential visits

- Supervision ratios must not go below the minimum acceptable 1:8 pupils for Primary age and 1:10 for secondary age.

- Are the first aid provisions adequate

- If the school proposes to go swimming whilst abroad, enquire about lifeguarding arrangements and check with Outdoor Education Adviser about appropriate qualifications

- Visits to areas of political unrest or other significant danger – check whether party leader is aware of the danger, visit Foreign and Commonwealth website for guidance and check with Outdoor Education Adviser for confirmation.

- Look closely at risk assessment completed by party leader for management of children and young people, when not being led by other providers to check that controls are sufficient and appropriate. Make sure Party Leader and all supervisory adults on visit sign the risk assessment to confirm they have read the document.

- Retain a copy of form 16a, risk assessment and other associated documents, hard copy or electronically, where they can easily be found. After completion of the visit, complete evaluation form 16h and record whether there was an incident, accident or non that were notified to Party Leader. Keep a record of this. A year after the return of the trip, records of those trips, where there is no record of incidents can be removed, however make sure you keep a record of all visits, basic details and the final evaluation including accidents/incident or none reported. Visits where accidents/incidents recorded, paperwork must be kept until the young person reaches 25 years of age.

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EVC Training Requirements

All schools / settings are required to appoint an Educational Visits and Journeys Coordinator (EVC) who should attend the Initial EVC Training. All trained EVC’s should attend revalidation training every 3 years and this training is available via Shropshire Council. EVC network meetings are also available on a termly basis, to update EVC’s.

Contacts

1) Dave Thorley, Outdoor Education and DofE AdviserEmail: educationalvisits@shropshire.gov.ukTelephone: 01743 254485

2) Continuing Professional Development Team (CPD)Email: cpd@shropshire.gov.ukTelephone: 01743 254570Address: Shropshire Council The Shirehall Abbey Foregate Shrewsbury Shropshire, SY2 6ND

3) Training takes place at:The Shrewsbury Training and Development CentreRacecourse CrescentMonkmoorShrewsburySY2 5BPTelephone: 01743 232761Fax: 01743 356251

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4) Training and Network dates for 2015 – 2016 are as follows:

Autumn 2015

- Initial EVC training – Full Day 15/10/2015 9.30-16.00- Revalidation EVC training – Half Day 22/10/2015 13.30-16.00- EVC Network meeting – Half Day 19/11/2015 13.30-16.00

Spring 2015

- Initial EVC training – Full Day 15/01/2016 9.30-16.00- Revalidation EVC training – Half Day 02/02/2016 13.30-16.00- EVC Network meeting – Half Day 10/03/2016 13.30-16.00

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SECTION 1:

Guidelines for Educational Visits and Journeys

INTRODUCTION AND SCOPE

1.1 Introduction

1.1.1 Learning outside the classroom has become an integral part of the curriculum. A broad spectrum of activity is found in Primary, Secondary, and Youth work including environmental studies and outdoor pursuits, each of which may be residential and involve travel at home or abroad.

1.1.2 Pupils can derive a good deal of educational benefit from taking part in visits with their school and teachers are encouraged to provide these opportunities. Visits can help to develop a pupil’s investigative skills. Longer visits, in particular, can encourage greater independence.

1.1.3 The visit must be organised and managed to ensure the safety of pupils as far as is reasonably practicable. Assessing the risks for both day and residential visits before the visit takes place, is not only a legal requirement, but a useful tool in identifying the control measures needed for a safe and successful visit. All risk assessments must be recorded. These should be retained in accordance with the school’s document retention policy as they may be required as evidence to defend any subsequent claim or investigation following an incident. Retaining risk assessments for future reference may also speed up the risk assessment process for future visits.

1.1.4 The degree and type of risk and danger will vary dependant on the activity, the environment, the conditions and the competence of those providing the activity.

1.1.5 The guidance contained in this manual will help you identify suitable and sufficient control measures. Implementing these controls lessens the chance of an incident occurring or the severity of the outcome should an incident occur. Good planning and attention to safety measures is good practice, demonstrates compliance with the law and gives peace of mind.

1.1.6 Whilst the majority of references in this document are to school educational visits and journeys the Guidelines are equally applicable to all other Council led visits and journeys for children and young people.

1.1.7 For some elements of the Duke of Edinburgh’s Award activities, different requirements will apply for which separate guidance exists and should be sought through the local Duke of Edinburgh’s LA Adviser – Dave Thorley.

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1.2 The Scope of School Visits and Journeys

1.2.1 School visits and journeys include a wide range of activities.The range can extend from pupils walking to the local library, swimming pool, museum, or river through to pupils undertaking adventurous activities and/or extended visits abroad. This guidance does not however, cover work experience in the last year of compulsory schooling.

1.2.2 Between these two extremes come a whole variety of activities:-

Visits entirely contained in a timetabled school day to places of educational interest in the locality;

Visits to other schools for sporting events and fixtures and other activities; Visits extending beyond a timetabled day to, for example, the theatre,

concerts, sporting events, factories, and other venues further afield; Charity walks and other sponsored activities off the premises organised by

the school; Visits to residential centres, field study courses and other visits involving

absence for one night or more, often up to a week; A range of visits and journeys involving outdoor and adventurous activities.

1.2.3 The visit or journey must be educational and contribute to the curriculum in its broadest sense. It could be used to make the curriculum activity more

meaningful. Visits may help extend experiences outside those that are normally provided by, and in, the school itself.

1.2.4 Once it has been decided that a visit would be appropriate, it will be necessary to choose a suitable location that serves the curriculum need effectively and does not involve unnecessary travel. Sites chosen for day visits should not be so far away that the majority of time is spent on the journey. Look out for venues that have the Learning Outside the Classroom Quality Badge.

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SECTION 2:

ROLES, RESPONSIBILITIES AND LEGAL FRAMEWORK

2.1Health and Safety at Work etc. Act 1974

Under this Act employers are responsible for the health, safety and welfare at work of their employees. Employers are also under a duty to ensure, so far as is reasonably practicable, the health and safety of anyone else on the premises or anyone who may be affected by their work activities. This includes participants in off-site visits.

For Community, Voluntary Controlled and Community Special Schools: the Local Authority (LA) is the employer.

For Academies, Foundation, Voluntary Aided and Free Schools: the Governing Body is the employer.

2.2The Management of Health and Safety at Work Regulations 1999

These Regulations, made under the 1974 Act, require employers to:-

assess the risks of activities; introduce measures to control those risks; tell their employees about these measures.

Also under the Health and Safety legislation employees must:-

take reasonable care of their own and others’ health and safety; co-operate with their employers over safety matters; carry out activities in accordance with training and instructions; inform the employer of any serious risks.

These duties apply to all school visits. Teachers and other staff in charge of pupils also have a common law duty to act as any reasonably prudent parent would do in the same circumstances. Some staff have an even higher duty of care in certain areas because of their specialist expertise e.g. Head Teachers or geography or science teachers on field work.

2.3 Equality Act 2010

LAs and schools have a duty not to discriminate against pupils for reasons relating to their disabilities.

Party Leaders should make all reasonably practicable adjustments to enable pupils with disabilities to participate in educational visits.

This should involve discussion with the pupil, parents and other supervisors as to what adjustments may be required. Discussion may also be needed with any manager of venue(s) to be visited, tour operators etc as to how these needs can be met.

2.4 Scheme of Delegation

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Schools are responsible for determining their own range of educational visits.

All visits must be planned and organised in accordance with the guidance and requirements of the LA’s ‘Guidelines for Educational Visits and Journeys’.

Apart from trips abroad, and those involving high risk activities, all other visits will be approved in-school and there is no requirement to notify the LA of these.

2.5 Legal Responsibilities of Schools

The organisation of educational visits and journeys and learning outside the classroom gives rise to the same duty of care as any other school activity. Proper and reasonable arrangements for the care and safety of the pupils must be made. This responsibility rests with Educational Visits Co-ordinators (EVCs), party leaders and ultimately the Headteacher.

This responsibility includes the reporting and recording of any accidents, incidents and/or near misses and the meeting of any other relevant reporting requirements that may apply.

Only a Court of Law can decide whether arrangements in particular circumstances were reasonable or not. Advice given by the LA, either generally or specifically, must be followed at all times.

The status of these guidelines is, therefore, mandatory for all Shropshire Council maintained, community and voluntary controlled schools. The guidelines should be followed by all Council staff organising visits and journeys for children and young people including those working in the Youth Service. The guidelines include the requirement to notify the LA well in advance, giving at least six week’s notice, of visits abroad and/or involving high risk activities.

These guidelines are commended to academies, foundation and voluntary aided schools, as employers, to adopt in full for the planning and organisation of their educational visits and journeys. Any academy, foundation, voluntary aided or free school choosing not to follow these guidelines must have other guidelines in place for educational visits and journeys which should be at least as comprehensive as these.

2.6 Parents’ Consent

Schools are advised to obtain general consent from parents, on a pupil’s admission to the school, in relation to those educational visits and journeys that are considered to be an integral part of the daily / weekly routine of the school.

It is recommended that specific parental consent is obtained for non-routine visits and activities, as and when they arise, so that informed consent is given based on the risks posed and controls proposed and gives an opportunity for the parent to update the school on health or disability issues that need to be taken into account. A model form is provided in Section 16.

2.7 LA’s Responsibilities

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The LA has the following main roles:

provide written guidelines for governors, headteachers, teachers and youth workers, including advice on risk assessment;

assess proposals for certain types of visit; provide emergency telephone contact for the duration of the visit where

necessary; ensure training needs have been addressed; provide access to named staff for advice; maintain appropriate insurance cover; have in place procedures to monitor and review the safe management of

off- site visits and activities, this is carried out as part of the health and safety audit process.

In addition the LA provides support and guidance to Headteachers and Educational Visits Co-ordinators, through the Outdoor Education Adviser who:

provides initial and refresher training for EVCs; gives advice and guidance to the EVC; assists the EVC to provide specific training for staff leading or otherwise

supervising educational visits;

2.8 Governing Body Responsibilities

Where the Governing Body is the employer (Academies, Foundation, Voluntary Aided and Free Schools) the Governors’ role will be the same as that for a LA (See above). They should satisfy themselves that adequate and satisfactory risk assessment has been carried out, that appropriate safety measures are in place and that training needs have been addressed.

2.9 Governing Bodies of LA schools should:

ensure that LA Guidelines for Educational Visits and Journeys are followed and plans show compliance with these;

ensure that the Headteacher and the EVC are supported in matters relating to educational visits and that they have the appropriate time and expertise to fulfill their responsibilities;

ascertain what Governor training is available and relevant; be informed about all visits and be informed about less routine visits well in

advance; receive reports about completed visits and ensure that evaluation of these

informs future visits; ask questions about a visit’s educational objectives and how they will be

met. Are the objectives appropriate to the age and abilities of the pupil group? The Governors should challenge the nature of the venture when the educational objectives are not clear or where the means to meet them do not appear to be realistic;

It is not expected that Governors should become directly involved in risk assessment and related matters unless they have an appropriate competence. Governors offering professional advice to schools, should be aware that their professional indemnity insurance is unlikely to cover them for unpaid advice.

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2.10 Headteacher / Principal/ Head of Youth Service/ Managers ResponsibilitiesHeadteachers/ Principal/Head of Youth Service/ Manager should ensure that visits comply with regulations, guidelines provided by the LA and / or Governing Body and the school’s own health and safety policy. They should ensure that the party leader is competent to monitor and manage the risks throughout the visit.

2.11 Headteachers/ Head of Youth Service/Managers should be clear about their own role if taking part in the visit as a group member/leader/supervisor. They should follow the instructions of the party leader who will have sole charge of the visit.

2.12 Headteachers/ Head of Youth Service/Managers should ensure that:

Those involved in planning and running visits have sufficient competence and training;

appoint a competent Educational Visits Co-ordinator (EVC) or take on this responsibility themselves;

training needs have been assessed by a competent person and the needs of the staff and pupils have been considered. Sufficient resources must be allocated to meet essential training needs;

encourage the uptake of EVC refresher training every three years; encourage the uptake of the training offered to party leaders by the OEA; make a judgment on the proposed party leader’s competence and

suitability to lead a visit. Discipline on an educational visit may, at times, have to be stricter than in the classroom;

for school led outdoor and adventure activities the party leader or another leader is suitably competent and qualified in accordance with the LA’s requirements to instruct the activity and is familiar with the location/centre where the activity will take place.

That appropriate planning and risk assessment is undertaken;

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ensure that arrangements are in place for the educational objectives of a visit to be inclusive, to be stated in the pre-visit documentation, and to be made known to all relevant parties;

be aware of the need to obtain best value. Consideration must be given to financial management, choice of contractors, and contractual relationships;

party leaders are allowed sufficient time to organise visits properly. This may include making an exploratory visit and time to ensure that all necessary actions have been completed before the visit begins;

check that the party leader has completed all the actions required in the planning checklist;

approve all visits at school level and notify the LA as required for visits abroad and obtain approval for visits involving relatively high risk activities. Seeking this may be delegated to the EVC;

ensure that arrangements are in place for the Governing Body to be made aware of visits so that they can fulfill their responsibilities;

ensure that the accreditation or verification of providers has been checked; ensure that visits are evaluated to inform the operation of future visits and

identify training needs. ensure that there is appropriate insurance cover in place.

That the supervision arrangements are adequate;

adequate child protection procedures are in place; all adults on the visit are appropriate people to supervise children; the ratio of adult supervisors to pupils is appropriate and meets any

minimum stipulated requirements.

That emergencies and contingencies are planned for;

that all adults accompanying the party and school home base contact have a copy of the agreed emergency procedures in case of a major incident on an educational visit and understand these;

check that contractors have adequate emergency support procedures, and that these will link to school and LA emergency procedures;

the party leader, other key adults accompanying the party and the school home base contact have the names of all the adults and pupils travelling in the party, and the contact details of parents and the teachers’ and other supervisors’ next of kin;

ensure that there is a contingency plan covering, for example the implications of staff illness, delayed return and the need to change routes or activities during the visit;

arrange for the investigation and reporting of accidents as required. Accident and incident records (including near misses) should be reviewed regularly, and this information used to inform future visits;

ensure that the school home base contact has the authority to make significant decisions. They should be contactable and available for the full duration of the visit 24 hours a day. They should be able to respond immediately at the school base to the demands of an emergency and should have a back-up person or number;

establish a procedure to ensure that parents are informed quickly about incident details through the school home base contact, rather than through the media or pupils;

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recognise that support may be necessary from the LA’s corporate communications team when dealing with media enquiries.

That the LA is notified of visits abroad and approval is obtained from the Outdoor Education Advisor of visits involving high risk activities or areas, no later than six weeks before departure date.

2.13 Party Leader Responsibilities

The party leader, usually a teacher or youth worker, should have overall responsibility for the supervision and conduct of the visit and must have regard to the health and safety of the party. The party leader should have been appointed or approved by the Headteacher or EVC. The party leader should:

obtain the Headteacher’s or EVC’s prior agreement before any off-site visit takes place;

Work under the direction of the EVC in relation to the planning and organisation of the visit;

follow LA and/or Governing Body, guidelines and policies; appoint a deputy; clearly define all adult supervisors’ roles and ensure that all tasks have

been assigned; be able to control and lead pupils of the relevant age range; for school led outdoor and adventure activities, 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 party members and parents; undertake and record a comprehensive risk assessment; evaluate visits and / activities and advise the Headteacher and EVC

where adjustments may be necessary; have enough information about the intended participants to be able more

make reasonable adjustments to meet health, disability or educational needs;

ensure that the ratio of adult supervisors to pupils is appropriate for the needs of the group and accords with any LA or Governing Body guidelines;

consider stopping the visit or a particular activity if the risk to the health or safety of the pupils is unacceptable and have in place procedures for such an eventuality and an alternative activity already planned;

ensure that leaders and any other adult supervisors have details of the school home base contact;

ensure that leaders and other adult supervisors and the school home base contact have a copy of the emergency procedures;

ensure that the party’s teachers and other adult supervisors have the details of pupils’ special educational or medical needs which will be necessary for them to carry out their tasks effectively;

ensure that any accidents, incidents and/or near misses and any other relevant reporting requirements are met.

2.14 Teacher / Youth Workers Responsibilities

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Teachers/ Youth Workers must take all necessary measures to ensure the health and safety of everyone in the party and act as any reasonable parent would do in the same circumstances. They should:

follow the instructions of the party leader and help with control and discipline;

consider stopping the visit or the activity, notifying the party leader, if they think the risk to the health or safety of the pupils in their charge is unacceptable;

be conversant with, and follow, the LA (or, in the case of voluntary aided or foundation schools, Governing Body) guidelines;

be conversant with the emergency procedures for the visit.

2.15 Other Adults’ Responsibilities

Other adults on the visit should be clear about their roles and responsibilities during the visit. When acting as supervisors they 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; follow the instructions of the party leader and teacher supervisors and help

with control and discipline; speak to the party leader or teacher supervisors if concerned about the

health or safety of pupils at any time during the visit.

2.16 Pupil Responsibilities

The party leader should make it clear to pupils that they must:

not take unnecessary risks; follow the instructions of the party leader, leaders and other supervisors

including those at the venue of the visit; dress and behave sensibly and responsibly; if abroad be sensitive to local codes and customs; look out for anything that might hurt or threaten themselves or anyone in

the party and tell the party leader or supervisor about it.

Any pupils whose behaviour is likely to be a danger to themselves or to the party may be stopped from going on the visit if this cannot be controlled to an acceptable level. The curricular aims of the visit for these pupils should be fulfilled in other ways wherever possible.

2.17 Parents’ Responsibilities

Parents should be able to make an informed decision on whether their child should go on the visit. The party leader should ensure that parents are given sufficient information in writing and are invited to any briefing sessions.

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The party leader should also inform parents how they can help prepare their child for the visit, by for example, reinforcing the visit’s code of conduct. Parents should also be asked to agree the arrangements for sending a pupil home early, should this become necessary, and who will meet the cost.

Special arrangements may be necessary for parents for whom English is a second language.

Parents will need to:

provide the party leader with emergency contact numbers; sign the consent form; give the party leader information about any aspect of their child’s health,

wellbeing or disability which might be relevant to the visit.

2.19 Outdoor Education Adviser

The Outdoor Education Adviser plays a central role in ensuring schools have a statement of policy and guidelines for practice.

The Outdoor Education Adviser will act to support schools to undertake educational visits and journeys:

checking and approving the arrangements for visits involving complex or high risk activities;

training Educational Visits Co-ordinators (EVCs); training party leaders; being accessible to schools for the provision of any further advice on visits

generally and on adventure activities and expeditions specifically; providing, where necessary, a link with National Governing and other

bodies for other specialist advice and guidance in respect of particular activities or types of visit.

monitoring, on a sample basis educational visits carried out by LA schools.

2.20 Educational Visits Co-ordinator (EVC)

The Educational Visits Co-ordinator should: -

ensure that arrangements for educational visits meet the employer’s requirements including those of risk assessment;

support the Headteacher, Governors and youth workers with approval and other decisions;

ensure competent people lead and supervise a visit including ensuring that the LA’s qualification requirements for adventure activities are met;

assess the competence of leaders and other adults proposed for a visit. This will commonly be done with reference to accreditations from an awarding body. It may include practical observation or verification of experience;

organise the training of leaders and other adults going on a visit. This will commonly involve training such as first aid, hazard awareness etc;

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11.5

organise thorough induction of leaders and other adults taking pupils on a specific visit;

make sure that Criminal Records Bureau disclosures are in place as necessary;

work with the party leader to provide full details of the visit beforehand so that parents can consent or refuse consent on a fully informed basis;

ensure appropriate emergency arrangements and emergency contacts for each visit are in place;

keep records of individual visits including reports of accidents and ‘near misses’;

review systems and, on occasions, monitor practice.

The Educational Visits Co-ordinator will need to be specifically competent. The level of competence required will relate to the size of the school and the types of educational visits undertaken. Evidence of competence may be through qualification and/or the experience of practical leadership working with children over many years of outdoor education. Training for EVCs will be provided by the LA through the Outdoor Education Adviser.

2.21 DBS – Disclosure and Barring Service

Checks need to be carried out on volunteers and staff employed by contractors who have regular unsupervised or overnight contact with pupils on 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 the Independent Safeguarding Board’s children’s banned list. Volunteers do not have to pay a fee for these disclosures.

The EVC should obtain the necessary assurances that such checks have been properly undertaken.  The LA’s role is to monitor the process.

2.22 Safeguarding

Those responsible for educational visits and journeys should understand the Safeguarding Children Board Child Protection Policy and Procedures. Which can be viewed via the SLG or direct www.shropshire.gov.uk/childprotection.nsf

All school staff involved in visits and journeys should have undertaken an appropriate awareness course in Child Protection. Party leaders should be able to have 24 hour contact with the schools Designated Person for Child Protection.

Any allegation made by a child against a member of staff must be reported to the Local Authority Designated Officers (LADO) 03456 789021. Referrals should be made without delay and followed up in writing. A Senior Social Worker can also be contacted through the same telephone number for advice.

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SECTION 3:

PLANNING AND ORGANISATION

It is essential that formal planning takes place before any visit or journey. This involves considering the dangers and difficulties which may arise and making plans to reduce them. In practice, the Headteacher/Principal / Head of youth service/ Manager who is ultimately responsible for planning visits, will normally delegate the detailed planning to the organiser of the visit or the party leader. Headteachers / Principals/ Head of youth service/ Managers must, therefore, satisfy themselves that the person planning the visit is competent to do so and has the necessary relevant experience.

Steps in Planning an Educational Visit or Journey:

3.1. Read Shropshire ‘Guidelines for Educational Visits and Journeys’.

3.2. Prepare an outline plan

Liaise with the Educational Visits Co-ordinator (EVC) about the proposed visit and obtain the Headteacher’s approval, in principle, to proceed with planning. At this stage the Headteacher will require an outline plan covering type of activity, purpose, composition of party, venue, approximate cost, type of travel and staffing. If the plans are for a complex or unusual visit or journey then this should be discussed with the Outdoor Education Advisor before deposits are paid to any organisation or contracts entered into with them.

3.3. Make a preliminary visit

Where possible, an exploratory visit will give the party leader greater confidence in their ability to supervise the pupils. It will help the party leader to concentrate on the needs of the group rather than the unexpected demands of the environment. The aim of the exploratory visit is to:

ensure that the venue is suitable to meet the aims and objectives of the visit;

undertake a full appraisal of learning opportunities and experiences; identify what facilities which are available and what the leader will need

to provide; establish the level of care and supervision which will be required; identify any special problems or hazards and the organisation and

expertise required to cope with them; establish what information the provider will need and by when.

Consider what alternative activities are available if those planned could be adversely affected by weather or other changes.

If a visit is impractical the same information needs to be gathered by other means – from the venue or provider, previous visit leaders, other users and local information sources.

3.4. Complete a Risk Assessment.

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Carry out and document a risk assessment that identifies the foreseeable risks of all aspects of the visit and the measures to be taken to control these to an acceptable level. This process should be carried out by a competent person in collaboration with other adult supervisors for the party and, where, appropriate with the pupils too.

The risk assessment should be approved by the Headteacher/EVC. School Governors/ Head of youth service have a right to see copies of risk assessments so they can be assured that the school is complying with health and safety law.

Key risks and proposed controls should be communicated to parents so that their consent to the visit can be given on an informed basis. The completed risk assessment should be made available to parents should they request this.

A form for recording the risk assessment can be found in Section 16.

Risk assessment for educational visits can be considered as having three levels: -

generic activity risk assessments which are likely to apply to the activity wherever and whenever it takes place eg travel;

visit/site specific risk assessments which will differ from place to place and group to group; and

dynamic risk assessments that take account of changes that happen whilst the visit is underway, for example, illness of staff or pupils, changes of weather, availability of preferred activity. This type of risk assessment is not recorded but the lessons learnt should form part of the subsequent review of any recorded risk assessment.

The risk assessment should be based on the following considerations:

what are the hazards? who might be affected by them? how could they be harmed? what safety measures are already in place to reduce risks to an acceptable

level? what additional measures should the party leader put in place? what steps will be taken in an emergency?

The party 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 other adults to pupils; the group members’ age, competence, fitness and temperament and the

suitability of the activity; the known propensities of any and all members of the group;

the special educational or medical needs of pupils; the need for control measures in relation to the behaviour of pupils; the need for control measures in relation to crossing roads, rivers,

railways, etc;

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the need for control measures in relation to meeting and collecting points, rules and behaviour agreements, cultural considerations such as dress codes, holy days etc. and induction requirements for support staff;

the quality and suitability of available equipment; seasonal and other conditions, weather and timing; emergency procedures; how to cope and the arrangements to be made when a pupil becomes

unable or unwilling to continue or cannot be allowed to continue for behavioural reasons;

the need to monitor the risks throughout the visit; the need for contingency measures; the quality and suitability generally of accommodation; the quality and suitability of security arrangements generally to protect the

safety and welfare of residents and their belongings.

For accommodation consider:

If there is 24 hour reception or concierge arrangements at the hotel or hostel to be used by the group;

Whether the premises will be properly secured against possible intruders at times outside reception hours;

The provision of suitable secure storage for any valuables and other belongings;

Whether all bedrooms have working locks on doors, windows and shutters etc;

The presence of balconies; Will the group have adjoining rooms, with staff quarters adjacent?; Will staff be able to access student rooms at all times?; Is the number of rooms and number of beds in each room suitable for the

party? Are facilities such that the sexes in mixed parties be suitably separated?; The supervision requirements where leisure (e.g. swimming pool, bar,

gymnasium, water sports etc) and other facilities are to be allowed to be used, particularly if dispersed throughout the accommodation;

The presence of suitable fire alarm system and accompanying displayed information;

The provision of a fire evacuation practice for visiting parties on or shortly after arrival;

The presence of suitable fire fighting equipment;

Availability of floor plan of the accommodation for the party leader in advance of the visit;

Suitability and availability of any required transport links; Proximity to any undesirable or potentially ‘out of bounds’ areas;

If the visit is company organised - are the drivers and any company staff who will have contact with the group during the visit appropriately vetted and/ or DBS checked?

Before booking visits the party leader should obtain assurance that providers such as tour operators have themselves assessed the risks and have appropriate safety measures in place.

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3.5. Check credentials of providers

If a commercial company is involved, check that their credentials and standards match the LA’s requirements or are nationally licensed in accordance with the requirements of the Activity Centres (Young Persons Safety) Act 1995: AALA License, www.kse.gov.uk/aala/

3.6. Check insurance cover

For visits abroad arrange full medical and travel insurance in relation to the nature of the activities and the countries being visited. For visits to EU countries ensure that each participant has an EHIC (European Health Insurance Card).

3.7. Obtain approval and notify LA where needed

Formal approval for visits is given within school. The approval and notification form can be used for this purpose see Section 16 This approval is usually given by the Headteacher but may be delegated to the EVC.

For some visits, primarily those involving Outdoor and Adventurous Activities and Field Studies to ‘high risk’ areas (HRA), approval from the OEA must be obtained in advance. The approval and notification form can be used for this purpose (Section 16). Do this early in the planning stage and in any event not later than six working weeks before departure date so that any adjustments to plans which may be required can be arranged with the minimum of inconvenience.

The LA must also be notified of all visits abroad. The approval and notification form can be used for this purpose see Section 16. Again notification should be at the planning stage and in any event not later than six working weeks before departure date unless the visit is to an area of potential unrest when notification should be before detailed planning begins.

All notifications will be acknowledged.

3.8. Plan travel arrangements

The party leader must give careful thought to planning transport. The main factors to consider include:

type of transport to be used; passenger safety; the competence and training of the driver; number of driving hours required for the journey and length of the drivers day

(including non driving hours); capacity and experience of driver to maintain concentration – whether more

than one driver is needed to avoid driver fatigue; type of journey – will the visit take place locally or will it include long distance

driving i.e. motorways; traffic conditions; contingency funds and arrangements in case of breakdown or emergency; appropriate insurance cover;

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weather; journey time and distance; stopping points on long journeys for toilets and refreshments; supervision; for visits abroad obtain information on travel regulations which apply in the

countries to be visited, especially if a school minibus is to be used.

More detailed advice can be found in Section 7 which covers use of minibuses, child seats, private vehicles, hiring coaches and buses, supervision licences etc.

3.9. Financial Planning

3.9.1 The party leader should ensure that parents have early written information about the costs of the visit, how much will come from school funds and how much each parent will be charged or asked to contribute. Parents should be given enough time to prepare financially for the visit. It will be useful to break the costs down into subheads such as travel, hostel/accommodation, meals etc. This is essential for residential visits in term time to show clearly the elements for which a charge may be made against those for which a voluntary contribution only may be sought.

3.9.2 The Headteacher/Manager should ensure that banking arrangements are in place to separate the visit’s receipts from other school funds and from private accounts.

3.9.3 The Headteacher/Manager or party leader should reach a pre-agreement with parents on whether any funds left surplus after the visit will be returned to the parents concerned or retained by the school to be used for another visit(s).

3.9.4 Make arrangements for the collection of funds, banking and accounting.

3.10. Charging For Visits

3.10.1 In LA maintained schools the education provided wholly or mainly during school hours must be free. This means that the school cannot impose a charge on parents:

for any visit that occurs during school hours; where the visit takes place outside of school hours but it is a necessary

part of the National Curriculum; where the visit forms part of the syllabus for an examination that the

school is preparing the pupil to sit; where the visit is part of religious education.

Voluntary contributions may, however, be asked for.

3.10.2 Parents must be told that any voluntary contribution is not compulsory, and that the children of parents who do not contribute may not be discriminated against. It is permissible to ask parents to voluntarily contribute more than the minimum amount in order to subsidise those pupils whose parents have not contributed. In the last resort, the visit may have to be cancelled if there are not enough voluntary contributions and the short fall cannot be made up. Parents should be told of this

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possibility from the outset to minimise any difficulties should the visit subsequently have to be cancelled.

3.10.3 The Headteacher may, however, charge parents for board and lodging on residential visits as well as the full costs when a visit is deemed to be an ‘optional extra’. An optional extra:

Falls wholly or mainly outside school hours and:

- does not form part of the National Curriculum;- is not part of a syllabus towards a prescribed public examination;- is not in scope of the statutory requirements relating to religious

education.

For example, a skiing trip during the school holidays would be classed as an optional extra.

The Headteacher should obtain the parents’ agreement to meet the costs of an optional extra visit before the visit is planned in detail. Charging parents for an optional extra visit must not include an element of subsidy in respect of other pupils whose families do not meet the full charge.

3.10.4 For residential visits which are not optional extras, or which take place during school hours, some parents may be entitled to have the board and lodging costs remitted. These are parents in receipt of: -

Income Support (IS); Income Based Job Seekers Allowance (IBJSA); Support under Part IV of the Immigration and Asylum Act 1999; Child Tax Credit, provided they are not entitled to Working Tax Credit

http://www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/SchoolLife/DG_179512 ); Please check website for up to date information.

Guaranteed state pension credit.

Children who receive Income Support or Income Based Job Seekers Allowance in their own right are also entitled to receive remission.

3.10.5 It should be made clear to parents who have made any payments under what circumstances (if any) these are refundable.

3.11. Make detailed staffing arrangements.

Decide on the number of adults needed dependant on the supervision ratios. (see section 4) Ensure that the gender balance is appropriate on residential events if a mixed group of pupils is expected. Consider whether the staff have appropriate competencies, and where necessary, the appropriate qualifications eg in first aid. Brief staff about their roles and responsibilities. Decide whether any additional training for staff is required. Decide who is to be responsible for essential documentation including accident and incident reporting. For trips abroad check whether there are any different accident/incident reporting requirements in the countries to be visited that need to be followed should an incident occur.

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3.12. Make first aid arrangements

The party leader should assess what level of first aid might be needed and ensure that this is provided and first aid equipment is readily accessible *. Consideration should be given to:

the numbers in the group and the nature of the activity; the likely injuries and how effective first-aid would be; the distance of the nearest hospital; wherever practicable, a suitably qualified first aider (this is an essential

requirement for outdoor and adventurous activities, for which a first aider is likely to need additional training to be competent to administer first aid in remote conditions);

specialist items (e.g. Epipens, Inhalers) needed by any individual members of the group.

*This should part of your Risk Assessment*

On any kind of visit it is recommended that, as minimum, one of the accompanying adults is qualified to at least the Emergency First Aid at Work level. Alternatively, this requirement may be met by confirmation that access to such provision suitable to the needs of the party (both as a group and during activities) is available throughout the visit. All adults in the group should know how to contact the emergency services.

For trips from premises on the OFSTED childcare register at least one person caring for children must hold a first aid qualification (in paediatric first aid) which is appropriate to the ages of children for whom childcare is provided and to the nature of the provision. This applies where children have not yet reached puberty.

First aid equipment should be available and accessible at all times. The Health and Safety Executive recommends the following minimum contents for a travelling first-aid box where no special risk has been identified:

A leaflet giving general guidance on first aid, e.g. HSE leaflet - “Basic advice on first aid at work” http://www.hse.gov.uk/pubns/indg347.pdf

20 Individually wrapped sterile plasters (Assorted sizes) 2 Sterile eye pads 4 Individually wrapped triangular bandages (Preferably sterile) Safety pins Medium sized (approximately 12cm x 12cm) individually wrapped sterile

unmedicated wound dressings 2 large (approximately 18 cm x 18 cm) sterile individually wrapped

unmedicated wound dressings One pair of disposable gloves (vinyl) 1 Revive aid

It may also be useful to have 10 individually wrapped alcohol free wipes.

No tablets, ointments or medicines should be kept in the First Aid box.

All minibuses are required by law to carry a first-aid kit.

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3.13. Devise contingency measures and emergency procedures. Anticipate situations which may enforce a change of plan or late return and ensure contingency funding is available to cope with this if necessary. Consider what arrangements are needed for sending pupils home early in the event that they are unwell or unable to continue for any other reason. Set up the communication cascade route to ensure that key people including parents are kept informed of any emergency situation or delay.

3.14. Identify steps to be taken to include pupils with disabilities.

3.15. Pass detailed plans, including documented risk assessment(s), to EVC for any comments and approval.

3.16. Present detailed plans, including documented risk assessment(s), to the Headteacher and / or Governing Body where appropriate for final approval.

3.17. Communicate with parents

In the case of all residential visits, ‘High Risk’ activities, other visits to field and/or Adventure Centres, or visits of an unusual nature, parents should be invited to a meeting which provides detailed information about all aspects of the visit. All parents of potential participants need this information in writing so that they can decide whether or not the arrangements are acceptable. Consent forms can then be completed and signed by parents.

Ask parents to disclose any particular health or disability needs that their child has that need to be taken account of during the visit. For visits abroad check what vaccination or inoculation requirements apply to the countries to be visited and advise parents of these in good time.

3.18. Arrange group passports and visas

For visits abroad arrange collective passport and visas where required. Make pupil identification arrangements such as an information card in the host language that can be carried by each pupil setting out essential information and contacts for use in the case of difficulties.

3.19. Prepare Pupils

Organise in-school preparatory work for pupils and staff. This will include briefings on supervision arrangements and standards of behaviour expected.

3.20. Accident reporting

Ensure that any accident, incident and/or near miss and any other relevant reporting requirements have been met and that any incidents have been investigated thoroughly and lessons learnt for future visits. Copies of accident and investigation reports should be kept in an agreed location, in accordance with the school’s document retention policy where they can be accessed promptly in the event of follow up investigation or claim. Send a copy to the Outdoor Education Adviser.

3.21. Evaluate

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On return, evaluate the visit, organise follow-up-work, prepare a statement of accounts and attend to insurance claims where necessary.

SECTION 4:

SUPERVISION

4.1 Supervision

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Teachers are expected to act in’ loco parentis’ and must therefore act towards the pupils as a careful parent would towards his or her children in similar circumstances. Everyone working with children has a legal duty to work in such a way that safeguards their own and the children’s health and safety. Where anyone has specialist qualifications it is expected that they will demonstrate an even higher duty of care in those areas.

Adults remain in a position of trust and need to ensure that their behaviour remains professional at all time and stays within clearly defined professional boundaries.

4.2 The Party Leader

The party leader should normally be a qualified teacher, or Youth Worker employed by the LA. The party leader does not necessarily need to be the Headteacher or most senior professional in the party.

The party leader is responsible for ensuring that all arrangements for the visit or journey are properly completed.

4.3 Who should Supervise?

Anyone undertaking a supervisory role on an educational visit or journey must be assessed as competent to undertake the role. Normally a minimum of one teacher must accompany each visit or journey even though, on occasions, they may not be the party leader.

HLTAs and TAs who have received appropriate training as party leaders may well be deemed competent to lead visits e.g. local visits during the school day or accompanying pupils to sporting fixtures etc *.

*The judgement of competency is at the discretion of the Headteacher.

Supervisors who are not employed by the LA or school cannot hold the same responsibility as school staff and must work at all times under the direction and supervision of a qualified teacher. They should not normally be given sole charge of any pupils or children in the group, unless, perhaps for a short time in clearly defined circumstances where the teacher is readily at hand.

Where there is more than one teacher or supervisor a party leader should be appointed who has authority over the whole group. If more than one school is involved an overall party leader should be identified, usually the person with the most experience in leading such visits.

Where a high adult: pupil ratio is required, it is not always feasible to use school staff alone. Parents/volunteers may be used to supplement the supervision ratio. These adults should be chosen with care and ideally they should be well known to the school and the pupil group. Their capabilities, experience, aptitudes and qualifications should be given proper consideration. Headteachers and party leaders are, therefore, strongly advised to establish criteria for the selection of volunteers who wish to be supervisors or drivers, in particular for residential visits, on the occasion of each visit. These criteria should attempt to vet the volunteer’s suitability as well as to relate their qualities to the specific demands of individual visits and journeys. Where there is any doubt about suitability, further investigation should be

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made and, if any doubt remains, the adult should not be allowed to help supervise the visit. Similar judgments should be made for adults who have no supervisory role but who wish to take part in the visit.

All adult supervisors other than teachers/qualified youth workers accompanying children or young people regularly; ie on more than three occasions in 30 days, on visits, journeys or any residential visit, must have undergone an enhanced DBS check.

All adult supervisors accompanying children or young people on residential visits must have undergone an enhanced DBS check.

If the adult supervisor is not regularly accompanying children or young people; ie no more than 3 occasions in 30 days, for the protection of both pupils and adults, the Headteacher/Manager and EVC must ensure that the adult supervisor is not left on their own with children or young people but are under the direction of the party leader and supervised by a teacher/TA or youth worker, who must hold an enhanced DBS.

Regulated activity in relation to children and young people is where an enhanced DBS check must occur.

Regulated activity includes:

Teaching, training, instructing, caring or supervising children or young people, if the adult is unsupervised or providing advice, guidance on well-being, or driving a vehicle only for children.

Adults working for a limited range of establishments (known as ‘specified places, which include schools and colleges), with the opportunity for contact with children.

Some activities are always regulated activities, regardless of their frequency or whether they are supervised or not. This includes; personal care, including helping a child, for reasons of age, illness or disability, with eating or drinking, or in connection with toileting, washing, bathing and dressing.

The Safeguarding Vulnerable Groups Act 2006

The Headteacher and EVC should ensure that DBS checks are carried out on volunteers and staff employed by contractors, who will have regular unsupervised contact with children and young people attending school (or other educational establishments) either on or off the premises.

All adult supervisors involved in the party should be well briefed about the visit, their role and responsibilities, including the extent to which they would be expected to act on their own initiative. In particular, all adult supervisors should be aware of any pupils who may require closer supervision, such as those with special needs or behavioural difficulties. The party leader retains responsibility for the group at all times.

Refer to proforma 16G – it is recommended that Headteachers ask adults other than teachers and TA’s (AOTTS) to sign an agreement, regarding their roles and responsibilities on the visit, especially regarding residential visits.

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4.4 Responsibilities

In delegating supervisory roles to other adults the party leader should: Allocate supervisory responsibility to each adult for named pupils; Ensure each adult knows which children they are responsible for; Ensure that each pupil knows which adult is responsible for them; Ensure that all adults and pupils are aware of the expected standards of

behaviour.

4.4.1 Alcohol consumption Staff must behave in the manner expected of a reasonable parent. However if a member of staff drinks excessively, this would breach their duty of care, which they have 24/7, whilst on a visit. Head teachers/ Managers need to consider the position they would take regarding other adults who are acting as supportive voluntary staff on educational visits. In this case all adults have a duty of care but not as high as Teachers/Youth Workers.

DFE guidance is as follows – Schools are strongly advised to have a written drugs/ alcohol policy to which school staff can refer. The policy should also state the arrangements for ensuring that staff are aware of their responsibilities in relation to drinking in school hours and on school trips.

Consider in what circumstances, if any, that alcohol may be consumed on a visit. There must, at all times, be sufficient staff available unaffected by alcohol to safeguard the needs of the party, this may include for example the need to drive or deal with an emergency situation. Even very moderate consumption of alcohol by staff can be misconstrued, seen as setting a bad example and can easily be publicised via mobile phones/ Facebook etc and cause significant reputational damage. Best avoid it!

Each supervisor should: Have reasonable prior knowledge of the pupils including any special

educational, medical or disability need; Carry a list of all group members; Carry a copy of the Parental Consent for any medical interventions; Directly supervise pupils (except during remote supervision) especially when

they are mingling with the public and may not easily be seen; Regularly check that everyone is present; Have a clear plan of the activity and its educational objectives; Have the means to contact the group leader and other supervisors; Have prior knowledge of the venue; Anticipate risks, arrive at hazards before the group do and, take effective

action to keep them safe; Continuously monitor the appropriateness of the activity, the wellbeing of the

participants and the prevailing conditions; Be competent to exercise appropriate control of the group and ensure that

pupils abide by the agreed standards of behaviour; Understand the emergency procedures and be able to carry these out; Have access to suitable first aid.

Each pupil should:

Know who their supervisor is at all times and be able to contact them; Have been given clear appropriate instructions;

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Rarely, if ever, be on their own; Alert the supervisor if anyone is missing or in difficulties; Have an agreed place to return to or instruction to remain where they are if

separated from the rest of the group; Understand and abide by the expected standards of behaviour.

4.5 Competencies if Leading an Outdoor and Adventurous Activity (OAA)

If the school is leading Outdoor and Adventurous Activities (OAA) such as canoeing, the LA or Governing Body must ensure that the party leader and other adult supervisors are suitably competent and qualified to lead or instruct pupils in the activity, bearing in mind that some pupils may be novices. Competencies should be demonstrated by holding the relevant National Governing Body award where it exists (see Section 9).

The OEA (Outdoor Education Adviser) will need to be satisfied on this element of the trip from the information provided on the approval and notification form: Section 16.

4.6 Head Counts

Regular head-counting of pupils should take place particularly before leaving any venue and getting onto or off transport. Supervisors should carry a list of all pupils and adults involved in the visit at all times. Pupils should be easily identifiable especially if the visit is to a densely populated area. Brightly coloured caps, T-shirts or a school uniform can help identify group members more easily. Pupils should not wear name badges. Some schools may find it useful to provide pupils with badges displaying the name of the school and its emergency contact number. The party leader should establish rendezvous points and tell pupils what to do if they become separated from the group.

4.7 Close Supervision

Close supervision occurs when the group remain within sight and contact of the supervisor.

Close supervision normally means that all supervisors: -

have prior knowledge of the group; carry a list / register of all group members; regularly check that the entire group is present; have appropriate access to First Aid.

4.8 Remote Supervision

Remote supervision occurs when, as part of planned activities, a group works away from the supervisor but is subject to stated controls (e.g. during certain Duke of Edinburgh’s Award expeditions). The supervisor is present though not necessarily near or in sight, but his or her whereabouts are known.

The aim of visits for older pupils may be to encourage independence and investigative skills, and some of the time on visits such as trips abroad and field work may be unsupervised. The party leader should establish during the planning stage

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whether pupils are competent in remote supervision and should ensure parents have agreed this part of the visit. The party leader remains responsible for pupils even when not in direct contact with them, they need to be readily accessible and should monitor pupils progress at intervals.

Remote supervision will normally be the final stage of a phased development programme.Clear boundaries must be set for the group and rendezvous points and times agreed.Means of communication between the group, the supervisor and the school must exist. Pupils must be clear on what action to take if in difficulty.

Where there is a change of supervisor for any part of the programme this must be made clear to all participants e.g. between a teacher and activity instructor.

Parents should be told, before the visit, whether any form of remote supervision will take place.

4.9 Buddy system

The use of a buddy system can help ensure participants safety and well being. Each child is paired with a buddy and each regularly checks that the other is present and OK. A variation of this is the circle buddy system. The pupils form a circle at the start of the visit so that each pupil has a right side buddy and left side buddy. He or she will check on these when asked. This way two pupils cannot vanish together and not be missed as might happen with paired buddies.

4.10 Levels of Supervision

Taking into consideration the wide range of visits, activities related to them and the needs of participants it is inappropriate to attempt to prescribe detailed levels of supervision which would cover all circumstances. Levels of supervision laid down in any guidelines are therefore to be considered the minimum level required. This minimum level should not be considered to be the normal level of supervision. It is important to have a high enough ratio of adult supervisors to pupils for any visit. In order to decide the appropriate level of supervision the following factors should be taken into account:

the number of participants, gender, age experience, fitness, maturity, previous experience and ability of the group (both supervisory staff and pupils);

pupils with special educational or medical needs; the nature of the activities to be undertaken; the experience of the adults in off-site supervision; duration and nature of the journey; type of any accommodation; competencies (as assessed through qualifications, experience and

expertise) of staff (e.g newly qualified teachers) both general and on specific activities;

requirements of the organisation/location to be visited; needs and likely behaviour of pupils; environment and conditions in which the activity will take place; nature of the venue;

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time of year; weather; isolation; time away from base; physical hazards (e.g. road or other crossings); first aid.

Party leaders should assess the risks and consider an appropriate safe supervision level for their particular group.In addition to the party leader there should be enough supervisors to cope effectively with an emergency. This may include the need for an adult supervisor to leave the party to look after a pupil who can no longer continue with the visit. When visits are to remote areas or involve hazardous activities, the risks may be greater and supervision levels should be set accordingly. The same consideration should be given to visits abroad or residential visits.

4.11 Residential Visits

Overnight stays of any kind require additional levels of care and supervision.

For Primary or Secondary groups there should be a minimum of one teacher and another adult supervisor per group, with both genders represented in the case of mixed parties regardless of the number of pupils.

For primary aged pupils it may be acceptable for female teachers only to accompany mixed parties as long as the Headteacher, parents and staff involved are satisfied that it is an appropriate arrangement.

For single sex parties the majority of the accompanying teachers and adult supervisors should be of the corresponding gender.

Given the standards of care necessary for residential visits there should be a minimum ratio of teachers and adult supervisors to pupils of:

1:8 for Primary aged groups 1:10 for Secondary aged groups.

These minima should ensure sufficient adults are available to meet the demands of caring for the party on a 24 hour a day basis. Some centres may offer supplementary staff and Headteachers/Managers should endeavour to meet these minimum ratio’s, using school staff. If difficulties arise staffing the visit appropriately, the Headteacher/Manager may count suitably competant centre staff in the meeting of the ratio’s, provided the Headteacher/Manager and Centre Manager have completed the ‘Formal written agreement for the provision of pastoral support during Educational Visits’, Section 16 and sought approval from the Outdoor Education Adviser.

4.12 Exchange visits are different in that the host family will provide the necessary supervision whilst the pupil is “living” with them. The 1:8 or 1:10 ratios do not apply to this type of residential experience. An appropriate level of supervision will, however, need to be established for the journey, particularly if travelling time exceeds 24 hours.

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4.13 For visits abroad at least two of the adult supervisors should be teachers / youth workers. Mixed gender groups should have at least one male teacher and one female teacher. Mixed groups of thirty or more must have a minimum of two male and two female adult supervisors accompanying the party. Care must be taken to ensure there are enough adult supervisors in the group to cover an emergency. In exceptional circumstances where a particular school has no teaching staff of a particular gender this requirement may be met by the inclusion of other adult supervisors of the required gender. However, in these circumstances it is imperative that the number of teachers is such that in an emergency the other adult supervisors will have at least one teacher to refer to throughout the duration of the visit.

4.14 Principles of Party Control and Supervision

The leadership and supervisory skills required in Outdoor and Adventurous Activities (OAA) are set out in the training manuals for the various activities, though many of the leadership principles which apply to other forms of visit apply here also.

The skills, safe practices and levels of awareness which are required of teachers and supervisors on educational visits not involving Outdoor and Adventurous Activities (OAA) can sometimes be obscured by the very normality of the situations. Here concern is with the practical, common sense judgments of the prudent parent: watchfulness, anticipation of problems, knowledge of each child’s likely behaviour in different circumstances and extreme caution in the face of such dangers as are presented by traffic, by situations likely to result in falls, possibly into water, and a host of other everyday hazards. The prudent parent, of course, will very rarely have to cope with the complexity of the supervisory problems faced by a teacher with a group of children.

Leaders on these occasions must decide when very tight party control is necessary and when it is reasonable to relax it to allow pupils the freedom to make their own judgments and enjoy independence. Tight control requires compact group formation, close supervision, clear communication and often a teacher or supervisor at the front and rear of a party. The leader’s task is an onerous and difficult one which demands constant vigilance. Routines should be prepared which all adult supervisors understand and follow when, for example, managing groups of pupils in close proximity to traffic and other hazards.

Leadership behaviour which lacks vigilance and anticipation is negligent behaviour.

4.15 Free Time

Down time or recreational time, for example during the evenings on longer residential visits, may involve close or remote supervision, but should never be unsupervised. The supervisors continue to be in charge and need to establish the limits and framework that need to be applied to such “free time”. Arrangements for any such “free time” should be included in the planning and programme for the visit and also within the detailed information given to parents upon which their ‘consent’ is based. Planning needs to consider how to achieve “downtime” for staff. On overnight stays where a staff member has to be got up in

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the night and has significant sleep disruption they should be able to be taken off duty the next day.

4.16 16-18 and 18+ Year Olds

Although young people of this age (some of whom may be adults in their own right) may well expect greater freedom when participating in school or other educational establishment organised activities, the principles of safety, care and responsibility are the same as for any other groups.

4.17 Sports Fixtures

Sports fixtures during the normal school day/week away from the school site are likely to be frequent events in the school calendar to the extent that they might be considered part of the school’s normal day to day routine rather than an out of school visit or journey.

The fact that they take place regularly does not alter the responsibilities or duty of care to ensure that arrangements are planned/organised in a proper manner and in accordance with the principles set out in these guidelines.

Particular care needs to be taken where groups are walking outside the school site to get to the sports facility, e.g. to take account of road and other hazards.

Schools may allow older secondary aged pupils to make their own way to off site sports facilities or arrangements or fixtures provided that: -

they are satisfied that the pupil is capable of making the journey safely; clear instructions are given about do’s and don’ts en route; parents know of and have consented to the arrangements; if the pupil is using his/her own transport the guidance given in Section 7:

Transport is followed.

The school’s general arrangements for the organisation and supervision of pupils going to and from sports fixtures should either be set out in the school prospectus or be subject to a separate information sheet linked to the request for parents to sign the general consent form on entry to the school.

This information should include:

details of the sports activities that will require pupils going off the site; frequency (this may be very frequently if the school’s own facilities are away

from the main site); supervision arrangements; transport arrangements (including use of pupils’ own vehicles if and when

allowed); timings (particularly where return to the school may be after the end of the

normal school day).

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First Aid Provision

Schools will need to ensure parents are made aware of any changes in this general information for any reason, e.g. different supervision arrangements for older pupils.For Saturday or other non-school day fixtures it may be appropriate for pupils to make their own way to the venue. Where this is the case parents need to be told clearly of the arrangements and that it is their responsibility to ensure safe arrangements to and from the location. If the school undertakes to provide transport from the school to the fixture than the appropriate elements of these Guidelines must be followed in making those arrangements.

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SECTION 5:

PREPARING PUPILS

5.1 General

5.1.1 Pupils who are involved in a visit’s planning and organisation, including the assessment and control of risk 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.

5.1.2 The party leader should ensure that all of the pupils taking part are capable of undertaking the proposed activities, making reasonable adjustments for those with disabilities. Pupils should be encouraged to take on challenges during adventurous activities but should not be coerced into activities of which they have a genuine fear.

5.2 Behaviour

5.2.1 Pupils should clearly understand what is expected of them and what the visit will entail. Pupils must understand what standard of behaviour is expected of them 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.

5.2.2 Careful consideration should be given to pupils whose behaviour is likely to pose a serious risk to themselves of others on a visit and a balanced and reasoned decision reached as to whether resources are sufficient to manage this behaviour or whether the pupil cannot be allowed to take part. This should be based on the parameters set out in the school’s / youth project’s Behaviour Management Policy.

5.2.3 If during the visit pupils behaviour is such that the party leader is concerned for their safety, or for that of others, they should be withdrawn from the activity. On residential visits the party leader should consider whether such pupils should be sent home early, this contingency needs to form part of the planning process. Parents and pupils should be told in advance of the visit about the procedures for dealing with misbehaviour, how a pupil will be returned home safely and who will meet the cost.

5.3 Equalities Issues

5.3.1 Every effort should be made to ensure that school journeys and activities are available and accessible to all who wish to participate irrespective of disability, special educational or medical needs, ethnic origin, sex, religion etc.

5.3.2 All young people should be encouraged to participate in as wide a range of activities as possible. If a visit is to cater for pupils with particular needs, a suitable venue should be selected and in some cases additional supervision, resources or support may be needed or activities adapted.

5.3.3 Early discussion with all parties concerned including parents about what is needed will enable plans to be drawn up to meet these needs in most situations. These should enable the pupil to take part safely and benefit from the visit.

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5.4 Information to Pupils

5.4.1 The party leader should decide how information is provided, but must ensure that the pupils understand key safety information. For some pupils on overnight visits it will be their first experience away from home on their own and in the close proximity of other pupils. Pupils should understand:

the aims and objectives of the visit/activity; the background information about the place to be visited; for visits abroad, basic foreign words; relevant foreign culture and customs; 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; appropriate and inappropriate personal and social conduct including sexual

activity; who is responsible for the group; what not to take or bring back either within the UK or from abroad such as

drugs, knives etc; what to do if approached by anyone from outside the group; rendezvous procedures; what to do if separated from the group; emergency procedures.

5.4.2 A checklist to give to pupils is a way of providing this information.

5.4.3 For residential visits all group members should carry the address and telephone number of their accommodation in case an individual becomes separated from the party. This also applies to exchange visits when pupils will also need to know about any ground rules agreed between the party leader and the host family.

5.4.4 Where visits involve multiple activities with differing requirements each activity will need to be assessed and separate information provided. Pupils should be aware of who is responsible in any instances where the party leader has delegated responsibility to another member of staff or instructor.

5.4.5 If, at any time, there is a change in the planned schedule, new activities should be assessed and pupils provided with the appropriate information.

5.5 Preparing Pupils for Remote Supervision

5.5.1 The party leader must ensure that pupils are aware of and accept the ground rules for any periods of remote supervision. Pupils must understand that they are not to go off on their own and are given clear instructions about permitted route and activities. Pupils are likely to need:

Telephone numbers of emergency contacts in case they are lost or in difficulties;

Money; Maps and plans and any other information to enable them to act effectively;

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Knowledge of how to summon help; Mobile phone or information about local telephones; Understanding about what areas and activities are out of bounds; Identity cards; Agreed rendezvous point and time.

5.6 Transport and Pupils

5.6.1 Pupils using transport on a visit should be made aware of the basic safety rules including:

Arrive on time and wait in a specified safe place; Not to rush towards the transport when it arrives; Wear seat belts and remain seated; Not to tamper with any equipment on the transport; Avoid placing bags anywhere they could cause an obstruction or tripping

hazard; Never attempt to get on or off moving transport; Never lean out of windows or throw things out of windows; Never get off a vehicle that is stopped temporarily at traffic lights or in a traffic

queue etc; Never run about or push past people on stairs on transport; Never kneel or stand on seats; Never distract the driver or impeded their vision; After leaving a vehicle do not attempt to cross the road until it has moved off

or it is clearly safe to do so; Use the Green Cross Code when crossing roads; If feeling unwell tell an adult supervisor; What to do if the scheduled departure time is missed; Act in a considerate manner towards others.

5.7 Pupils with Medical Needs

5.7.1 Arrangements for taking medication, ensuring sufficient supplies and suitable secure storage for medication on visits may be required.

5.7.2 With the consent of the pupil and their parents key relevant information about medical needs should be shared with adult supervisors who need to know this. Where a pupil needs assistance to administer their medication then a volunteer adult should be trained to do this. Alternatively it may be appropriate for a parent or care assistant to accompany the child on the visit and be responsible for this.

5.7.3 Parents should be asked to supply:

Details of medical conditions and disabilities; Emergency contact numbers; Written details of any medication required including dosage and times; Parental permission for the pupil to administer their own medication or

agreement if this is to be done by a volunteer adult; Information on allergies and phobias; Information on dietary requirements; Information about any specific difficulties, special equipment, aids or

assistance that are needed.

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5.7.4 For wheel chair users, checks will need to be made that they are suitable for use on transport and that there are suitable means to secure them. Venues should be checked for accessibility for wheel chair users or those with mobility difficulties and ramps provided where necessary. If people handling skills are needed to enable a pupil to take part, then manual handling training must be provided both to protect the adult and the pupil.

5.7.5 The party leader should check that the insurance policy covers staff and pupils with pre-existing medical conditions.

5.8 Pupil involvement in risk assessment and control

5.8.1 Pupils should be involved in planning, implementing and evaluating their own curricular work and have opportunities to take different roles within an activity. This should include considering any health and safety issues.

5.8.2 Examples of ways pupils could develop their ability to control risks:

National Curriculum Statement

Examples of Good Practice

Teaching about hazards, risks and risk control

Pupils understand the hazards of getting lost in an unfamiliar town. They recognise why they have to stay in groups, look out for each other and meet teachers on time.

Pupils on a ski trip understand the risks and possible consequences to themselves and others in skiing out of control. As a result they comply with rules about staying together and with instructions given to them by instructors and teachers.

To recognise hazards, assess consequent risks and take steps to control the risks to themselves and others

Pupils are asked to draw up a set of rules that they can use on a school camp that will keep them safe when moving around tents, using cooking stoves and being hygienic.

Pupils plan a Duke of Edinburgh’s Award Silver Expedition that shows route planning that takes into account the ability of every member of the group, sensible escape routes and circumstances in which they would decide to use those escape routes.

To use information to assess the immediate and cumulative risk

On a field studies visit involving a beach survey pupils are asked to make a risk assessment of the area they will study taking into account the tidal range. They are then asked to say what differences they would have to allow if the tides are spring tides rather than neaps and how a strong onshore wind might affect the wave height and their subsequent area of safe operation.

To manage their environment to ensure the health and safety of themselves

A teacher is taking her class of 9 year olds on a walk along a canal bank, which is 100m from the nearest road. S/he asks them what they would do if they were here as one of a group of three friends and one of them fell into the water? S/he

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and others might ask them to apply what they had learnt in water safety during their swimming lessons.

A group of 16 year olds is on a residential ‘team building’ course. They are asked to devise a self- imposed ‘contract’ or ‘code of conduct’ they will all agree to abide by. It has to cover how they can be honest with each other’s performance without being damaging in the way they tell each other, how to support each other in emotional crises (e.g. when a personal ‘fear’ threshold is reached), how they will use the environment they are in and leave no trace of their passing.

To explain the steps they take to control risks

Pupils plan a residential visit. They make bookings for accommodation and transport themselves taking account of the responsibility they have and the criteria they will use for making safe decisions for themselves and their friends.

Pupils are able to review an activity, identify what was done well, where improvements could be made or when near accidents may have occurred. They are aware that they know how to ensure that everyone learns and improves from this experience.

SECTION 6:

COMMUNICATING WITH PARENTS

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6.1 Information to Parents

Information about the range of off-site activities provided as part of the school day should be outlined to parents in the school prospectus. This should cover venues and activities, transport and supervision arrangements and who to contact for further details on any of these.Before residential visits, or when pupils are to travel abroad, or engage in adventure activities or visits of an unusual nature, parents should be encouraged to attend a briefing meeting. Written details of the proposed visit should also be provided. There should be alternative arrangements for parents who cannot attend or who have difficulty with communication in English. This meeting should be held at an early stage following compilation of all the essential details of the visit and should provide an opportunity to enlarge upon the written information and to answer questions.

The meeting should precede the request for consent and any deposit being paid so that consent can be given on a properly informed basis.

Parents need to be aware that the teachers and other adult supervisors on the visit will be exercising the same care that a prudent parent would. The following information on matters that might affect pupil health and safety should be given to parents in writing:

dates of the visit; visit’s objectives; times of departure and return – parents must have agreed to meet their

child on return; the location where the pupils will be collected and returned; the itinerary for the visit; modes of travel including the name of any travel company; the size of the group and the level of supervision including any times when

remote supervision may take place; details of accommodation with security and supervisory arrangements on

site; details of provision for special educational or medical needs; procedures for pupils who become ill; names of the party leader, of other staff and of other accompanying adults; details of the activities planned and of how the assessed risks will be

managed; behaviour expected of participant; for residential visits the procedures for dealing with misbehaviour which

puts the pupil’s safety, or that of others at risk, including should the party leader consider that such a pupil should be sent home early how the pupil will be returned home safely and who will meet the cost;

what pupils should not take on the visit or bring back; details of insurance taken out for the group as a whole in respect of

luggage, accident, cancellation, medical cover, any exceptions in the policy and whether parents need to arrange any additional cover;

clothing and equipment to be taken; money to be taken; the information to be given by parents and what they will be asked to

consent to; on exchange visits, the details of the host families, including for example,

whether they have hosted any of the school’s pupils before;

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on post-16 work experience exchange visits the details of the work experience placement arrangements and how they have been vetted;

emergency procedure/arrangements and contacts; details of the cost of the visit including where appropriate charging and

remissions information; where appropriate (e.g. tour operators) details of any loss of deposit or

other monies or any other restrictions applying to any booking arrangements.

6.2 Parental Consent

Written consent from parents is not required for pupils to take part in off-site activities organised by a school (with the exception of nursery age children) where these activities take place during school hours and are a normal part of a child’s education at school. However, parents should be told where their child will be at all times and of any extra safety measures required.

Written consent is necessary for activities that need a higher level of risk management or those that take place outside school hours. These include:

adventure activities; off-site sporting fixtures outside the school day; residential visits; where appropriate, for the transporting of pupils in the private vehicle of a

teacher, a non teacher adult or another pupil on the visit; visits or journeys involving remote supervision; all off-site activities for nursery schools which take place at any time

(including during school holidays or at the weekend).

Parents must be told in advance of each activity and must be given the opportunity to withdraw their child from any particular school trip or activity.

NB: the Department of Education suggest that one consent form can be valid for the entirety of a child’s time in school. This is not regarded as good practice by this LA as medical details can change significantly and without detailed information about each visit this can hardly be regarded as informed consent.

If parents withhold consent the pupil should not be taken on the visit, but, wherever possible, the curricular aims of the visit should be delivered to the pupil in some other way. If the parents give a conditional consent the Headteacher will need to consider carefully whether the pupil may be taken on the visit or not in light of the nature of the conditions stated.

A parental consent form should be completed for each pupil in the group. Besides conveying the parents consent it could also form the basis for obtaining details required. A realistic date needs to be set for return of completed consent forms. An example of a suitable form is given in Section 16.

For youth service activities the child or young person will not be allowed to participate without this consent.

6.3 Medical Consent

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This should form part of the parental consent form. Parents should be asked to agree to the pupil’s receiving emergency treatment, including anaesthetic or as considered necessary by the medical authorities present if this should occur at a time when their consent to the particular treatment cannot otherwise reasonably be obtained.

If parental beliefs mean there are some medical treatments they will not consent to then they are asked to tell the party leader about these and provide details on the consent form.

Where the child or young person has a health condition or disability that may affect their ability to cope with the activity then there needs to be further discussion between the party leader and the parent about what reasonable adjustments need to be made. In some cases the party leader may recommend that the parents seek and act on medical advice about their child’s participation.

For visits abroad it is sensible to include a translation of the medical consent, as signed by the parent, in the relevant foreign language.

6.4 Contact with Parents During the Visit

Headteachers should ensure that parents can contact their child via the school home base contact and the party leader in the event of a home emergency, and that they have a number to ring for information in the event of an incident during the visit or a late arrival home. Parents should therefore:

know the destination details; be aware of the emergency contact arrangements at home (particularly

important during holiday periods when the school may be closed) and at all the venues the group will visit;

provide contact numbers for day and night use in an emergency.

6.5 Pupils’ Contact with Parents

Party leaders should arrange for parents to be told by the school of the group’s safe arrival. Pupils may wish to speak to their parents individually. Such arrangements should be agreed with parents and pupils before the visit takes place. Parents concerned after a pupil phone call should contact the school home base contact.

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SECTION 7:

TRANSPORT

7.1 Planning Transport

The party leader must give careful thought to planning transport.

7.1.1 The main factors to consider include:

The types of transport to be used and passenger safety in connection with each;

Supervision; Journey time and distance e.g. local or long distance, allowing time to

check your vehicle properly (this is a legal requirement). Plan your route to suit the needs and requirements of passenger types. Consider using one of the route-planning services available on the Internet. Check for possible hold-ups caused by roadwork’s, accidents before leaving at www.traffic-update.co.uk . Ensure roads are suitable for vehicle type. Remember to register and pre-book congestion charge if entering London at www.tfl.gov.uk;

The competence and training of the driver to drive the proposed vehicle and whether the driver holds the appropriate valid licence. All minibus drivers to have successfully completed the Shropshire Council Driving Assessment arranged through Road Safety, This requirement applies even if drivers already hold a current PCV Licence;

Number of driving hours required for the journey and length of the drivers day (including non-driving hours), whether a second driver is needed;

Capacity and experience of driver to maintain concentration – whether more than one driver is needed to avoid driver fatigue. Experts in driver fatigue now say that even full time drivers should take regular breaks every two hours;

Contingency funds and arrangements in case of breakdown /emergency; Alternative routes or means of travel available in the event of a delay or

cancellation; Appropriate insurance cover.

7.2 Legal responsibilities:

Driving a minibus puts extra demands on the driver, particularly if they normally only drive cars, or if driving is not their main occupation.

The safety of the passengers is of paramount importance. They (and their families) put their trust in to the driver deliver them to their destination in safety and comfort.

The employer should satisfy themselves that all travel arrangements, including the hire of private coaches or buses, are suitable for the nature of the visit. In practice Headteachers will normally carry out these checks.

No matter who owns the vehicle, the person legally responsible for it whilst it is in use is the driver. The driver must ensure that they have the correct licence and hold a current Shropshire Council Driver

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Assessment Permit. The vehicle must be roadworthy, with tax, MOT, and insurance to cover that the driver.

All minibuses and coaches which carry groups of three or more children aged between 3 and 15 years (inclusive) must be fitted with a seat belt for each child. The seats must face forward and seat restraints must comply with legal requirements.

Children travelling in vehicles must be provided with, and use, child restraints that are appropriate for their age and size. It is the driver’s responsibility for ensuring that all passengers are suitably secured.

7.3 Supervision on Transport

7.3.1 The level of supervision necessary should be considered as part of the risk assessment for the journey. The party leader is responsible for the group at all times including maintaining good discipline.

7.3.2 On long journeys and/or where the known propensities of the group may compromise safety the driver should not normally be responsible for pupil supervision. Driver supervision may be sufficient if a small number of children are being taken on a short journey (e.g. local school sporting fixtures, use of parent cars).

7.3.4 Factors that the party leader should consider when planning supervision on transport include:

The level of supervision that will be necessary on double decker buses/coaches – one supervisor on each deck should be appropriate in normal circumstances;

Safety when crossing roads as part of the journey – the party leader should ensure that pupils know how to observe the safety rules set out in the Highway Code and the Green Cross Code. Pedestrian crossings and traffic lights or footbridges should be used to cross roads, wherever possible;

Safety on buses, trains, ferries and boats - the party leader should make clear to pupils how much or little freedom they have to ‘roam’; Misbehavior is a main cause of accidents to children on such means of transport. Appropriate supervision and discipline should be maintained at all times;

Pupils should also be made aware of what to do in an emergency and where emergency procedures are displayed;

All group members should be made aware of the location of emergency equipment eg. The emergency door, first-aid kit and firefighting equipment on transport. Pupils must be reminded of the potential dangers interfering with emergency equipment and of touching emergency handles except in a genuine emergency. It may be necessary to seat adults rather than children adjacent to emergency exits;

Booking transport – the party leader should arrange for seats to be reserved well in advance to ensure that the party can travel together;

Safety of pupils whilst waiting at pick-up and drop-off points and when getting on or off transport which should always where practically possible be “kerbside”, never unload into the road, particularly when using UK

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vehicles abroad. Pupils should be made aware of safety rules and expected standards of behaviour;

Ensuring that vehicles do not exceed the carrying capacity of vehicle type which should be clearly displayed inside the vehicle;

Safety while on stops or rests during the journey – party leaders should plan with the driver sufficient stops at suitable areas to ensure the safety of all group members including the driver. Drivers of buses and coaches must comply with legislation covering maximum periods of driving and minimum rest periods;

Safety of the group in the event of an accident or breakdown – the group should remain under the direct supervision of the party leader or other teachers wherever possible;

Head counts, by the party leader or another responsible adult should always be carried out when the group is getting off or onto transport;

Responsibility for checking that seat belts are fastened and ensuring that the driver(s) are aware that they are responsible for ensuring belts are used by all passengers;

Consider whether a visible and easily recognisable article of clothing should be worn by all pupils;

Pupils should be made aware that they are not allowed access to the driving area at any time, nor must they interfere with or distract the drive in any way;

Group members should be made aware that travel sickness tablets should only be administered to a pupil with previous authorisation from the parents;

Vetting non-teacher drivers and ensuring that all drivers are CRB Checked.

7.4 Hiring Coaches and Buses

7.4.1 The party leader is responsible for ensuring that coaches and buses (including any self-drive mini-buses) are hired only from a reputable company. Schools using operators to transport pupils should ensure that the operators have the appropriate passenger carrying vehicle (PCV) operators’ licence. When booking transport, the party leader should ensure that seat belts are available for pupils. Whilst seat belts must be fitted on coaches which carry groups of children (with appropriate restraints for children aged 12 Years or 135cms), they are not legally required on buses. Buses where seat belts are not fitted are not appropriate for visits involving long journeys.

7.4.2 Contract hire confirmation dates, times, destination and cost should be obtained in writing.

7.4.3 If any of the group use a wheelchair, the party leader should ensure that transport used has appropriate access and securing facilities. It may be appropriate to use portable ramps. That all drivers are appropriately trained and competent in the use of equipment.

7.5 Licences and Permits for Minibuses and Buses

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7.5.1 Where mini-buses/buses, designed to carry nine or more passengers, which are not registered PCV vehicles are used and the cost or part-cost of the transport is covered by specific contributions made by the passengers, the school/educational establishment must have a Permit issued under Section 19 of the Transport Act 1985.

7.5.2 Holders of Permits are exempted from the requirement to hold an PCV operator’s licence providing certain conditions are met.

7.5.3 Permits and detailed advice can be obtained from Legal & Democratic Services, Shropshire Council (Telephone 01743 252722) (for 9-16 passenger seat vehicles) or the Traffic Commissioner (for both 9 -16 and 17+ passenger seat vehicles). Information is also available at www.direct.gov.uk. There is a fee payable for the issue of a Permit by the Traffic Commissioner. Shropshire Council are a recognised issuing body to qualifying groups for section 19 permits currently at no cost each (price correct in 2012), a permit has no pre-determined expiry date and should be renewed when faded but this frequency is the subject of a review at the time of drafting this policy.

7.5.4 Such a Permit covers any vehicle used by the school/educational establishment and places considerable responsibilities on the school/establishment and the driver. In particular, the driver and the person applying for the Permit must ensure that the use of the vehicle complies with conditions of fitness, equipment and use, the construction and the drivers’ hours regulations and any conditions imposed on the Permit itself. Section 19 Permits cannot be used outside the UK and separate rules exist for all those wishing to take minibuses abroad.

7.5.5 The Transport Act 1985

The Transport Act 1985 establishes two classes of vehicle:-

A small bus (mini-bus)– which is a vehicle adapted to carry nine or more passengers but not more than 16 passengers, and,

A large bus – a vehicle adapted to carry 17 or more passengers.

Such vehicles should not be used to carry passengers for hire or reward and that they:-

are operated by the organisation holding the Permit; are not being used to carry members of the public at large; are being used non-commercially (i.e. not for profit); are being used in accordance with any stated conditions.

The conditions are as follows:

7.5.6 Drivers

Car drivers who passed their test before 1 January 1997 and hold a full current driver’s licence may be permitted to drive mini-buses with up to 16 seats without a Passenger Carrying Vehicle (PCV) licence.

Car drivers who passed their test after 1 January 1997 are not permitted to drive mini-buses without a Passenger Carrying Vehicle (PCV) licence.

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Further guidance about obtaining such a licence is available in “Transporting Pupils” in the Driving for Work section on the intranet and the in the Education Health and Safety Manual on the Learning Platform.

7.5.6.1 In the interests of safety the Council’s current advice to schools using mini-buses is that they should only be driven by persons who have successfully completed a Driving Assessment arranged through Road Safety. Drivers must be aged 21 or over and have had at least 2 years driving experience to qualify for an assessment. For journeys outside the UK a PCV Licence is required.

7.5.6.2 Schools will need to check whether or not the operation they propose will be affected by the Drivers Hours Regulations and/or, the 1981 Public Passenger Vehicles Act which defines whether or not an operation is for “Hire and Reward”. An operation does not have to be profit making to constitute “Hire and Reward”.7.5.6.3 The minibus driver must:

Observe any guidance issued by the LA and/or Governing Body; Not drive when taking medication or undergoing treatment that might affect

their ability or judgment; Know what to do in an emergency; Know how to use firefighting and first-aid equipment; Avoid driving for long periods and ensure that rests are taken when

needed; Clarify and comply with transport regulations and the requirements of the

vehicle’s insurance cover; Know the maximum legal speed limits for the vehicle being driven, Mini -

Buses currently 50MPH – single carriageway, - 60 MPH dual carriageway, - *70 MPH Motorway, * Note all minibuses post 2001 are legally required to have speed limiters fitted set to a maximum of 62 MPH and as such are banned from using the outside lane of any UK Motorways;

Take into consideration the effects of teaching and the working day and avoid driving when tired. It is strongly recommended that if you have been carrying out other duties prior to driving your total working day should not exceed 10 hours of which a maximum of 4 hours should be driving;

Between one working day and the next, you should have a rest period of at least 10 hours, or 11 hours if using a Tachograph. during which you can get adequate sleep;

Have regular medical checks e.g. eyesight.

7.5.7 Permits

7.5.7.1 Each Permit must specify:

the issuing body date of issue the holder the Permit number if it relates to a ‘small’ or ‘large’ bus

7.5.7.2 A Permit must also detail any conditions of compliance and the passenger classes which may be carried. The class categories are:

Class A : members of the Permit holding body

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Class B: those who benefit from the existence of the Permit holder and anyone who assists

Class C: the physically or mentally handicapped or those who are seriously ill and anyone who assists

Class D: pupils or students belonging to any educational establishment and staff or others who accompany them

Class E: any others as specified in the Permit

7.5.7.3 Any vehicle under Permit must display a Permit Disc fitted to the inside of the vehicle to allow it to be easily read from the outside and such that it does not obscure the driver’s view.

7.5.7.4 Permits are not vehicle specific, more than one Permit may be held by an eligible body but only one vehicle may be used with any one Permit.

7.5.8 Conditions of Fitness of the vehicle

7.5.8.1 The vehicle must meet the requirements for initial fitness as defined by the Construction and Use Regulations.

7.5.8.2 Minibuses are subject to the same controls and road worthiness conditions as larger passenger carrying vehicles.7.5.8.3 Passenger vehicles must have valid MOT test certificates. The first examination must be carried out one year after registration of the vehicle and annually thereafter.

7.6 Maintenance

7.6.1 It is essential that proper arrangements be made for preventive maintenance inspections, reporting of defects and any necessary repair work. A designated member of staff should be responsible for ensuring that these requirements are met. They should have sufficient authority to be able to ensure that a vehicle is put in for regular inspections and is kept off the road until any defects are rectified.

7.6.2 The manufacturer’s recommendations may provide a useful guide in many cases as to how frequently a vehicle should be inspected and what items should be checked. The most important points are wheels, tyres, brakes, steering, suspension and lights. More frequent checks may be necessary as the vehicle ages. Drivers should also be told to report any defects and arrangements should be made so that any necessary repairs can be undertaken promptly.

7.6.3 As a condition of being Insured under the Shropshire Council Fleet Policy, Minibuses operated by Schools should be managed with regard to Maintenance through Shropshire Council , Transport Operations Group (Telephone 01743 254944). As part of their processes they will ensure that all of the items detailed below are properly administered. Where a School wished to operate independently they should ensure that the following processed are in place and monitored. The person responsible for maintaining the school minibus should:

Check the vehicle prior to use; Ensure proper servicing by a reputable garage and that the vehicle follows

a strict regular safety inspection regime. The frequency of the inspection

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regime is determined by mileage and type of use, however as a benchmark this is usually every 6 – 12 weeks;

Maintain the vehicle file with the service history, insurance and other relevant documents;

Check with the Headteacher or Governing Body before allowing anyone not currently authorised to drive the vehicle;

Ensure that anyone driving the minibus is competent and has undertaken suitable training;

Always be informed beforehand of who is to use the school minibus and when;

Ensure that drivers of the school minibus are aware that the vehicle should always be logged in and out;

Ensure that a Nil defect reporting procedure exists and is followed; Ensure that a suitable breakdown recovery service is available.

7.7 Insurance

7.7.1 Insurance against liability for personal injuries to third parties is compulsory under the Road Traffic Act. Full comprehensive cover is strongly recommended. If in doubt as to whether the existing policy covers use of the minibus in accordance with the Permit for which an application is to be made, a check should be made with the insurers.

7.7.2 A designated member of staff should be responsible for dealing with insurance, and checking that all the drivers are suitably qualified and experienced.

7.8 International Journeys

7.8.1 The regulations relating to the operation of both PCVs and non PCVs on international journeys are very complex. It cannot be assumed that what may be permissible under British law will apply elsewhere. Buses and minibuses being used abroad are required to be fitted with a tachograph.

7.8.2 If a vehicle and driver is contracted for the trip from a commercial operator, the operator will be responsible for ensuring all the regulations are met.

7.8.3 Party organisers planning to take school owned or self-drive vehicles abroad, must check their proposed arrangements as soon as possible by contacting Transport Operations Group (Telephone 01743 254978) setting out details of the itinerary for the trip and the vehicle(s) to be used as on the following form.

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SECTION 8:

INSURANCE

8.1 General

The party leader must ensure, well before the group departs, that adequate insurance arrangements are in place. Insurance may be arranged through, for example, the LA, a travel firm or the organisation to be visited as well as direct with an insurance company.

8.2 Insurance and Parents

The party leader should inform the parents of the scope of any insurance cover the school is to arrange. It is advisable to make copies of the insurance schedule available to parents as early as possible in the booking process.

8.3 Insurance cover for Visits

Insurance policies are legal documents. They will impose conditions, limit the cover, and exclude certain people or activities. The authority’s Insurance Team is available to provide advice on any aspect of a school trip relating to insurance, telephone (01743) 252092. They can offer assistance on types of insurance necessary as well as providing full details of the Schools' Travel Insurance Scheme run by the authority. The following are examples of cover which may be appropriate to many types of school visit: -

public liability; personal accident cover for teachers, other adults and pupils; costs of medical treatment; specialised risk activities (often excluded from standard policies) and the

costs of evacuation for medical reasons when abroad; damage to or loss of hired equipment (check the wording of the hire

agreement); programmed and non-programmed activities; transport and accommodation expenses in case of emergency; compensation against cancellation or delay; compensation for loss of baggage and personal effects including money; legal assistance in the recovery of claims; failure or bankruptcy of the centre or travel company.

8.4 Additional arrangements may be necessary to obtain insurance cover for activities abroad and activities of a potentially hazardous nature. The party leader should scrutinise carefully the list of exclusions in the policy. If there is any doubt about the cover the provider of the insurance should be asked for clarification.

8.5 The party leader should ascertain the details of the insurance held by the tour operator. Together with confirmation of their membership of ABTA/ATOL or the appropriate trade organisation.

8.6 Additional cover may be necessary for participants with certain known medical conditions. The party leader should check this with the insurance company before departure.

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8.7 Cancellation

Cancellation/curtailment of the trip is covered by travel insurance. The reason for cancellation will determine whether a refund is available under the insurance policy. Limits will apply within a policy.

8.8 Transport

When hiring coaches etc. the party leader should check that the company used has appropriate insurance.

8.9 Use of School/Private Vehicles

The party leader should check that the insurance policy for the school minibus is appropriate to the journey. Taking the school minibus abroad may require extra insurance.

8.10 The party leader should check that the drivers of the school minibus abroad are appropriately licensed for the countries to be visited or passed through en route.

8.11 Where the transport arrangements for a particular visit or journey are to involve the use of privately owned own motor vehicles the party leader must obtain confirmation from the vehicle owner that it is fully and appropriately insured, particularly in respect of passenger liability and for use on the school business which the vehicle is to be put on that occasion. (Note: Where a vehicle is insured in the name of a spouse or relation “business use” cover may not extend to the driver concerned – only the policy holder). If there is any doubt the owner concerned must check with his/her insurance company so that the required confirmation can be obtained.

See Planning Transport section 7

8.13 Shropshire Council Insurance Cover

i) Third Party Policy

The Council insures against its own legal liability for injury or damage that might arise as a result of negligence. The policy carried is known as a ‘third party liability policy’ or public liability insurance.

The policy covers the Council for claims from third party persons (including from pupils and students), it extends to indemnify governors, employees and voluntary helpers carrying out the business of the Council.

The policy does not cover liability arising from the use of mechanically propelled vehicles as this is more appropriately covered by motor vehicle insurance.

ii) Teachers on out of school activities are provided with some personal accident cover under Shropshire's Schools' Travel Insurance Scheme if your school has opted to purchase this cover.

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8.14 Insurance Cover NOT PROVIDED by Shropshire Council

Personal accident cover for pupils and staff is, provided as part of Shropshire's Schools' Travel Insurance Scheme which schools can opt into, by means of an annual fee, to cover all their off-site needs whether these be journeys or visits or other activities (including visits abroad). This insurance is a full travel insurance and details can be obtained from the Insurance Team on (01743) 252092.

The taking out of additional insurance cover for pupils is a matter for schools themselves to determine except for trips abroad where fully comprehensive travel insurance - combined medical, journey, personal accident and public liability etc insurance must be taken out.

8.15 Is there anything which may invalidate the council’s insurance?

In relation to Shropshire's third party policy the Insurers will expect proper and reasonable arrangements to have been made for the visit. All risk assessments and other supporting documentation must be kept and retained in case required for a claim.

Deliberately ignoring the LA’s advice given in these Guidelines or elsewhere may compromise the insurance cover arrangements.

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SECTION 9:

ADVENTUROUS ACTIVITIES

9.1. What are Outdoor and Adventurous Activities (OAA)?

Outdoor and Adventurous Activities are those activities which are characterised by a strong flavour of adventure and potential danger which can be related to the physical skills involved or environmental factors or both. They take place mainly in natural environments, often in remote open country areas and can be strongly influenced by the weather. Examples include mountain-walking, rock-climbing, canoeing, sailing, scuba-diving, hang-gliding, parachuting, skiing and caving.

Some Field Studies, owing to the type of area to be visited or the mode of travel used, fall into a similar category of activity. The degree of danger and risk involved can only be reduced to acceptable limits by the application of relevant leadership skills and judgement borne of substantial experience.

Field studies associated with a range of subjects take pupils to industrial sites and other urban areas as well as into the countryside and to the coast. The scope of field studies means that party leaders, who will usually be subject specialists, should also be competent to lead and instruct their pupils within these environments at minimal risk.

9.2 What are Acceptable Limits for Danger and Risk?

Activities which deliberately court real danger to life are not permissible. The adventure and challenge in Outdoor and Adventurous Activities must be derived from situations of apparent danger, skillfully controlled by an experienced leader. An introduction to these activities may encourage pupils to pursue them in their own time, therefore the teaching of basic safety techniques must be thorough and pupils should be discouraged from attempting to ‘run before they can walk’.

9.3 ‘Relatively High Risk’ Activities/Environments

The majority of Outdoor and Adventurous Activities and some Field Studies (depending on location) can be described as ‘Relatively High Risk’ because to take part and move through an environment in reasonable safety calls for specialised skills and knowledge without which there is likely to be undue risk. Where the leaders of such activities are employed in schools maintained by the LA it is necessary for the LA to assure, by the most effective means available, their competence to perform and teach these activities. National Governing Body schemes of training and assessment are adopted, since these have national credibility, and incorporate the best professional judgment available. In the case of activities not governed by a national body there should be a thorough assessment of risk and supervisors should be appropriately trained.

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9.4 Qualifications

To teach activities or make use of environments in the ‘Relatively High Risk’ category, leaders must have successfully completed specified courses of assessment. A list of qualifications for teaching Outdoor and Adventurous Activities (OAA) or leading groups in ‘High Risk’ environments is given in the table below:

Highlighted activities are those within the scope of AALA License.

QUALIFICATIONS FOR TEACHING OUTDOOR AND ADVENTUROUS ACTIVITIES (OAA) OR LEADING GROUPS IN “HIGH RISK” ENVIRONMENTS

Activity QualificationAbseiling in a natural environment

Mountain Leader Training Board climbing qualification suitable for the terrain.

Abseiling on a purpose built structure

Mountain Leader Training board climbing qualification or MLTUK Climbing Wall award (provided the holder has undertaken the abseiling “add on” component).

Archery The lead instructor/ supervisor must hold as a minimum the Grand National Archery Society Sports and Community leaders award or equivalent qualification.

Caving (Arthog run site specific training) including mine exploration and potholing

Cave Instructors Certificate approved & assessed by the National Caving Association or Local Cave and Mine Leader Assessment Scheme (level 1 or 2)

Canoeing on very sheltered water e.g. quiet canals, very small lakes, suitable sections of slow moving rivers (without weirs or rapids)

BCU Level 1 Coach under guidance of Level 2

Canoeing on sheltered water e.g. small lakes, slow moving rivers (without weirs or rapids), suitable sections of larger lakes

BCU Level 2 Coach

Canoeing on moderate water e.g., grade 2 rapids, larger lakes

BCU Level 3 Coach or BCU Level 2 with 4 star in canoe or kayak and discipline specific moderate water bolt on

Canoeing on advanced water e.g. conditions in excess of those described above, including on the sea

BCU Level 4 Coach

Coasteering International Coasteering Association ( ICA) coasteering group leader or British Coasteering federation (BCF) guide’s award PLUS suitable lifesaving qualification

Climbing: purpose built structures (climbing walls)

MLTUK climbing qualification or MLTUK Climbing Wall Award

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Climbing: Single-pitch Rock Climbs:

Single Pitch Supervisors Award approved and assessed by UK Mountain Training Board (MLTUK)

Climbing: Multi-pitch Rock Climbs Summer: the instruction of mountaineering including all aspects of rock climbing (excluding movement on snow and ice covered terrain)

Mountain Instructor Award (Summer) approved and assessed by UK Mountain Training Board (MLTUK)

Activity QualificationClimbing: Multi-pitch Rock Climbs: the instruction of mountaineering, both summer & winter including rock climbing, snow & ice climbing & winter mountaineering

Mountain Instructor Certificate approved and assessed by UK Mountain Training Board (MLTUK)

Dinghy sailing - inland RYA Instructor under the supervision of a Senior Instructor

Dinghy sailing - Sea As above, with a Tidal EndorsementGorge Walking MLTUK Mountain leader Award or

if rope work required: MLTUK Single Pitch Award orBritish Caving Association Local Cave and Mine Leader Award or British Caving Association Cave Instructor Certificate

Fencing BFA level 1 coach (or higher) or England Fencing level 1 coach award (or other home country equivalent)

Forest Schools OCN or BTEC Forest School Level 3 Leadership and Outdoor First Aid (16 hrs)

Horse riding Stables must be approved by the British Horse Society or the Association of British Riding Schools Approved or LA licensedEscorts for riding activities must hold the qualification appropriate for the activity undertaken as required by one of the above organisations.

Mountain Biking: leading beginners in non-technical terrain (forest tracks, canal towpaths etc)

MBLA 1 – level 1 mountain bike leader

Mountain Biking: leading beginners in non-technical terrain and intermediate riders technical (rocky/demanding) terrain.

MBLA 2 – level 2 mountain bike leader

Mountain Walking Summer: the leadership of hill walking parties under summer conditions (excluding roped climbing on technical terrain and travel on

Mountain Walking Leader Award (Summer) approved and assessed by UK Mountain Training Board

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snow)Mountain Walking Winter: the leadership of hill walking parties under winter conditions (excluding roped climbing on technical terrain)

Winter Mountain Leader Award approved and assessed by Scottish Mountain Training Board

Rifle shooting NSRA TPS instructor or Club Instructor award.

Activity QualificationSkiing/ snowboarding – Artificial Slopes

Artificial Ski Slope Instructor Award

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Skiing/ snowboarding – Snow 1. British Association of Ski Instructors Grade 3,2 or 1 or,

2. English ski Council Coach, or3. Scottish National Ski Council Ski leader,

or4. Alpine Ski Course Leaders Award, or5. An instructor employed by a ski school

which is recognised & approved by the appropriate governing body

Qualifications 2 & 3 are appropriate for teachers/leaders to teach members of their own party on prepared pistes which are well within the capability of the group.

Qualification 4 is appropriate only for teachers/leaders to supervise members of their own party on prepared pistes that are well within the capability of the group and when practising previously learned skills. The maximum tutor-pupil ratio for such groups is 1:9

Swimming in open water Instructor must hold minimum of RLSS Aquatic rescue test for outdoor activity supervisors. Lifeguards on beaches: RLSS National Beach Lifeguard Qualification or Surf Life Saving GB NARS Beach life guard.Lifeguards on inland water: RLSS Silver Cross

WalkingLowland Leader Walking Award

Hills and Moorland Skills Award

Terrain that is <600 metres in height, and not more than 30 minutes on foot from a public road or habitation where it would be reasonable to get help. Walking should be mainly on footpaths with clearly identifiable features and landmarks. Areas enclosed by well defined geographical or man made boundaries such as classified roads.

Terrain that includes open, uncultivated, non mountainous, high or remote country known variously as upland, moor, bog, fell, hill or down. Areas enclosed by well defined geographical or man made boundaries such as classified roads.

(Areas that merge with mountain regions and do not have well defined boundaries are excluded.) Areas of remoteness that are easily exited in a few hours, returning to a refuge of an accessible road. Areas where movement on steep or rocky terrain is not required (in either a planned or unplanned situation).

For advice on activities not listed here, please refer to the Outdoor Education and DofE Advisor Dave Thorley on 01743 254485.

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There are no exemptions to the assessment and qualifications requirements for Outdoor and Adventurous Activities. Whatever their experience, practitioners are required to present themselves for assessment in their chosen activities. In so doing they will set an example and demonstrate support for a system which is designed to encourage proper standards of care among teachers / leaders with disparate experience.

9.5 Distinction between ‘Relatively High’ and ‘Low Risk’?

The boundary between ‘High’ and ‘Low Risk’ categories is not always clear. The following examples may clarify the distinction:

A visit to the Ironbridge Gorge Museum or a Nature Trail, no special skills required for safe movement – therefore relatively low risk;

An ascent of the Berwyns, good navigation skills and a broad repertoire of experience required on which to base judgements, particularly in poor visibility or bad weather – therefore relatively high risk and requiring minimum walking qualifications of the ‘Hills and Moorland Skills Award’, see section 9, page 56;

A walk with Primary children on the Long Mynd or Stiperstones in winter conditions – may be relatively high or low risk dependant on the length of the walk and weather conditions, and requiring minimum walking qualification of the ‘Lowland Leader Walking Award’, see section 9, page 56).

9.6 To teach ‘Relatively Low Risk’ activities, teachers are not required to attend courses of assessment or obtain qualifications but must be familiar with all sections of these Guidelines. Safety when walking in the more outdoor environment, is governed by the challenge of environment, weather conditions and length of walk. Terrain <600 metres in height and increasing in remoteness from roads and habitation, requires more specialised skills and knowledge criteria when leading children and young people walking. Requirements for leading walking activities in the Shropshire Hills and other similar areas are illustrated in section 9, page 56. However, simple fieldwork activities in the valleys/lowland areas can be led through risk assessment eg geography fieldwork in Carding Mill Valley.

9.7 Approval for ‘High Risk’ Educational Visits

If the Headteacher or Party Leader finds it difficult to decide which activities are to be considered as ‘Relatively High Risk’, (and consequently for which teachers will require specific qualifications), the process of notification and vetting described below assist in reaching the right decision.

The Outdoor Education Advisor must be notified at the planning stage or in any event no later than six working weeks before the departure date of any Outdoor and Adventurous Activities (OAA) or Educational Visits or Field Studies to ‘Relatively High Risk’ environments. The form for approval and notification in section 16 can be used for this purpose, however if you are going to Arthog a 16a is not required.

Where there is a regular programme of similar activity, one form may be submitted for the year or term as appropriate, together with a list of dates and venues.

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Proposals will be vetted by the Outdoor Education Adviser who will discuss amendments which may be necessary with the party leader.

9.8 Final Approval Rests with the Headteacher

For some activities, courses of assessment or qualifications are a LA requirement which Headteachers/Youth Officers must use as a datum for assessing competence. Beyond this, final approval will of course rest with Headteachers / Youth Officers and take into account a leader’s personal qualities and experience.

9.9 Adventure activities using licensed providers

When planning to use adventure activity facilities offered by a commercialcompany or by a local authority the party leader should check:

whether the provider is legally required to hold a licence for any of the activities it offers and, if so,

that the provider actually holds a licence. This can be currently be checked on the Adventurous Activities Licensing Authority website www.aals.org.uk.

Some activities are not licensable under the Regulations. These other activities offered may be accredited under non-statutory schemes. The provider can give information on what activities are licensed.

The following activities - where undertaken by young people under 18 years unaccompanied by a parent - need a licence when commercial companies sell them, or when local authorities provide them with or without a charge:

caving: the exploration of underground passages, disused mines, or natural caves which requires the use of special equipment or expertise;

climbing: climbing, sea level traversing, abseiling or scrambling over natural terrain or certain man-made structures which requires the use of special rock-climbing or ice-climbing equipment or expertise;

trekking: going on foot, horse (pony), pedal cycle, skis, skates or sledges over moorland, or on ground over 600 metres above sea level when it would take 30 minutes or more to reach an accessible road or refuge. Off-piste skiing requires a licence;

watersports: this comprises sailing, canoeing, kayaking, rafting and windsurfing, on the sea, tidal waters, inland waters at a location where any part of those waters is more than 50 metres from the nearest land, and turbulent inland waters. Rowing is exempt.

Holding a licence means that a provider has been inspected and the Licensing Authority are satisfied that appropriate safety measures are in place for the provision of the specified licensed adventure activities. Other elements of the provision - such as catering and accommodation – are not covered by the licensing scheme. These should be checked separately by the party leader.

9.10 Adventurous activities using non-licensable providers

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Not all providers are required to hold a licence. Voluntary bodies and schools providing for their own members and pupils respectively are exempt. Commercial bodies and local authorities are also exempt if their activities fall outside the scope of the regulations. Not holding a licence does not necessarily imply a lack of safety. It might simply mean the provider or the activity is not licensable.

Many providers are accredited under non-statutory schemes. Party leaders are advised to enquire with the accrediting body as to what this accreditation covers in relation to the management of safety. Non-licensable providers should be able to supply details of any independent, inspection based external verification.

The party leader may wish to ask the provider for names of other schools who have recently used the facilities.

If proposing to use a non-licensable provider, the party leader should obtain assurances in writing from the provider that:

risks have been assessed and that the provider’s staff are competent to instruct and lead pupils of the group’s age range on the activity. Competence must be demonstrated by holding the relevant National Governing Body (NGB) award where it exists or through successful participation in an NGB approved in-house scheme. In any event such instructors must be qualified in accordance with the standards set out in the table above Section 9.4;

the equipment is appropriate and that its safe condition is checked before each use;

operating procedures conform to the guidelines of the National Governing Body for the activity where this is appropriate;

clear management of safety systems is in place; there is appropriate provision for first aid; there are emergency procedures (including arrangements for informing

next of kin and for alerting the party leader); that the provider’s staff are competent in the procedures and will hold emergency phone numbers and addresses of the group members; and that the group will have a fire drill as soon as possible on arrival at the provider’s base;

that they hold appropriate insurance *.

*Schools using a non-licensed provider must verify qualifications of staff, requesting the provider to complete form 16D. Any queries, please contact Outdoor Education Adviser Dave Thorley on 01743 254485

9.11 Other issues to consider with all adventure activity providers

The party leader should check and agree the provider’s arrangements for supervision and recreation during the evenings and between adventure activities. The party leader should also provide any relevant information to the provider such as the group’s age range, competence etc.

The party leader and teachers retain ultimate responsibility for pupils at all times during adventure activities, even when the group is under instruction by a member of the provider’s staff. The provider is responsible for the safe running of an activity.

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Clear hand over and hand back procedures should be in place. Everyone, including the pupils, must have an understanding of the roles and responsibilities of the school staff and the provider’s staff.

The party leader and teachers should have sufficient information on what the activity involves before it takes place. They should approach the instructor at an appropriate safe interval if they are concerned that the pupils may be at unnecessary risk. Assurances may be sought that the provider has:

checked the suitability of the staff, including temporary workers, to work with young people;

clearly defined the roles and responsibilities of its staff; the appropriate security arrangements; appropriate public liability insurance.

9.12 School led adventurous activities

The Headteacher and/or Governing Body should satisfy themselves that:

the party leader and other supervisors are competent to act as leaders and/or instructors of pupils in the activity –bearing in mind that some of the pupils may be novices. Competencies should be demonstrated by holding the relevant NGB award where it exists. Such leaders and/or instructors must be qualified in accordance with Shropshire Council requirements and registered under LA AALA License (see table in 9.4) where necessary for the activity to be undertaken;

the party leader is competent in safety procedures and the planning of adventurous visits;

the risk assessment has been completed and documented with appropriate control measures planned. The party leader is responsible for ensuring this is done with assistance from the EVC;

the supervision will be appropriate; there is adequate first-aid provision, expertise and equipment within the

group; the emergency procedures include activity - specific measures and that

supervisors are competent to carry them out; the equipment is appropriate, safe and in good condition; every pupil is suited to the activity and is properly prepared and equipped; that reasonable adjustments to the activities are planned so that

participants with disabilities are included. that the party leader should not have dependant family members with them

in the party; that appropriate insurance is in place.

9.13 Employment of providers

Schools choosing to employ, rather than contract with, an unlicensed freelance provider of adventure activities – who would otherwise need a licence to trade – take full responsibility for all aspects of the activity. Such leaders and/or instructors must be qualified in accordance with Shropshire Council requirements (see table in 9.4 above) where necessary for the activity to be undertaken.

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If the provider, in the employment of the school, provides licensable facilities to the pupils of another school, the employing school will currently need a licence from the Adventure Activities Licensing Authority.

9.14 Remote supervision during adventurous activities

Some adventurous activities – such as those under the Duke of Edinburgh Awards – require pupils to work in small groups without direct supervision.

The training given to pupils must be sound and thorough and should be assessed separately. The instructor should have the appropriate qualifications or experience to provide training in the activity. The party leader should be satisfied that the pupils have acquired the necessary skills, including in the use of equipment, and have the necessary experience, confidence, physical ability and judgment to be left without direct supervision.

The withdrawal of direct supervision should be a gradual four stage process:

accompanying the group; shadowing the group; checking regularly at agreed locations; checking occasionally at agreed locations.

The condition and suitability of any equipment, particularly safety equipment, taken or used during these activities should be assessed separately.

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SECTION 10:

OPEN WATER

10.1 The great variety of circumstances on, in, or near open water which may be potentially dangerous need to be taken into account by the party leader and plans drawn up to avoid or manage them by applying the principles and guidelines set out in this section.

10.2 Activity Close to Open WaterActivities at water margins must have a clear purpose and plan to maximise benefits and control risks.

Plan B: Whenever activities are planned to take place near open water a “plan B” must always be available and pre checked for feasibility. Plan B is an alternative, not at an emergency procedure. You may need to change your original plan for a number of reasons. Plan B might mean doing the same activity at a different location, or a different activity altogether. Be prepared to move to plan B before or even during the activity. Briefing the group about Plan B will help them understand why this is necessary, minimise disappointment and avoid undue pressure to continue with an activity where the risks are becoming unacceptable. If you visit a place regularly you might be able to identify cut-off criteria that will indicate that the change to plan B is needed. These may include, for example, that the river or tide has risen above a certain point, or the weather has deteriorated.

PLANNING AND PREPARATION

Key things for the party leader to consider are: Purpose. Competence of the leader. The group – including likely behaviour, physical ability, special educational,

medical or disability needs. Clothing, foot wear and equipment needed. In damp, cold weather several

layers of clothing worn underneath a waterproof layer will be needed. Wellingtons may be a good idea although if these fill with water they can make it difficult to move. Spare clothing and towels may be required. In hot weather sunscreen, hats and light weight, long sleeved clothing will be needed. Bare feet should be avoided.

Supervision required and briefing of supervisors. Parental consent. Telling the group, not only about the purpose but what to expect and how

to keep themselves and others safe. Agree safety rules. Exploratory visit – establish how likely it is that someone could fall in, and if

they do, how could you get them out quickly? Sudden and unexpected immersion in cold water has a rapid effect on the body’s systems and will impair people’s ability to reach safety. Check out what lies down stream or around the corner from your work area – is there a fallen tree, a weir, a waterfall or any other hazard? If you are not happy with your choice of location look for another one. Assess whether the water is likely to be polluted, by rats, sewage, chemicals or blue green algae.

Think about what could change, ask for local knowledge on this– crumbling cliffs or livestock nearby. Weather -particularly rain (even if

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falling elsewhere) making banks slippery and causing water levels to rise and flows to increase. Fast moving water above knee height is likely to knock people off their feet. If you are working near the sea or an estuary, check tidal conditions with the coast guard so you know when high tide is, how high it will reach and whether there are any strong currents. Consider whether you work area could be quickly cut-off or submerged. Be aware that the tide may advance more quickly than your group can retreat and that steeply shelving shingle beaches could take someone out of their depth within a single step.

Does the activity require the participants to enter the water? Is it suitable for this and free from hazards such as steep shelves, slippery surfaces deep mud, obstructions etc? Could they get out easily?

Will the group need to change clothing – where can this be done in accordance with child protection procedures? How can the group wash after contact with open water before eating? Where can they take a shower if they’ve been in the water?

First aider and first aid equipment – waterproof dressings should be applied to any broken skin before contact with open water to protect against the possibility of Weils disease. At least one adult with the party should be a qualified first aider.

Food and drink – ensure that sufficient is provided for the visit. Even if the group is bringing their own, additional drinking water is likely to be needed in hot weather.

Emergency procedures – ensure you know where the nearest hospital is and that you can get help if needed. Remember that mobile phones may not work in remote areas. If you have been trained, and are currently practiced in the use of throw lines, you may wish to take one with you. Taking a throw line however is not a reason to take a risk. Using plan B is preferable to being in a situation where you have to use a throw line

ON THE DAY

Check the weather and be prepared to amend plans if necessary. Tell people where you are. Make sure somebody at your usual base

knows where you are, what you will be doing and when you expect to return. Also leave details of any alternative plans.

Brief the group – make sure the group and the helpers all know what they will be doing what is expected of them and any foreseeable hazards and what to do about them. Supervisors in charge of small groups rather than the same number of supervisors with a large group is safer and makes the regular head counts easier to do.

Review the situation on arrival and throughout the activity, moving to plan B if necessary. Remember to notify base of change of plans.

Set physical boundaries indicated by clear features that the group are not to go beyond.

Check the water for obvious signs of pollution eg dead animals, discolouration, algae, foam – if in evidence avoid contact with the water.

Stick to safety rules and avoid unstructured activities where these may get forgotten.

After water contact, remind the group to wash their hands before eating and if appropriate take a shower.

IN THE LONG TERM

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The more often you visit a venue the more confident you become, but beware of complacency! It is still important to check the venue before each visit as things may have changed. Consider the lessons learnt from previous visits and adjust the assessment and control of risk accordingly. A generic risk assessment could be drawn up as the basis for future activities at that venue and provides a useful starting point for other party leaders.

Visiting a range of venues helps develop a range of alternatives. Plan for succession by maintaining and developing your own skills by undergoing training and assisting more experienced leaders. In turn you can help others by giving them the opportunity to assist you and develop their own skills.

10.3 Coastal visits

Party leaders and other adults should be aware that many of the incidents affecting pupils have occurred by or in the sea. There are dangers on the coast quite apart from those incurred in swimming. The party leader should bear the following points in mind when assessing the risks of a coastal activity:

tides, rip tides, rocks, cliffs and sandbanks are potential hazards; timings and exit routes should be checked;

ensure group members are aware of warning signs and flags; establish a base on the beach to which members of the group may return if

separated; look out for hazards such as glass, barbed wire and sewage out-flows etc; some of the group’s time on a beach may be recreational. Party leaders

should consider which areas of the terrain and sea are out of bounds; cliff tops can be highly dangerous for school groups even during daylight.

The group should keep to a safe distance from the cliff edge at all times – a “buffer zone” between the pupils and the hazard. Be aware that cliff falls can mean that cliff paths stop abruptly at the cliff edge;

group leaders should not normally allow pupils to ride mountain bikes on any route that is near a sheer drop e.g. coastal path or canal towpath. If the risk assessment indicates that the risk could be managed adequately, then there should be a small known group of skilled and experienced riders accompanied by appropriately qualified staff;

the local coastguard, harbour master, lifeguard or tourist information office can provide information and advice on the nature and location of hazards.

10.4 Swimming in the sea or other natural waters

Swimming and paddling or otherwise entering the waters of river, canal, sea or lake should never be allowed as an impromptu activity. The pleas of children to be allowed to bathe – because of hot weather, for example, or after a kayaking exercise - should be resisted where the bathing has not been prepared for. In-water activities should take place only when a proper risk assessment has been completed and proper measures put in to control the risks. The activities should be formal and supervised. Parental consent is required.

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It is good practice that, wherever possible, group leaders seek out recognised bathing areas that have official surveillance i.e. qualified lifeguard cover. But, even then, group leaders should be aware that pupils might mingle with members of the public and be lost from view. Pupils should always be in sight and reasonable reach of their supervisors.

The group leader should:

be aware that many children who drown are strong swimmers; ascertain for themselves the level of the pupils’ swimming ability; Bear in mind

that those who demonstrate competence and confidence in a swimming pool may react quite differently in open water where the surface may be disturbed and where the water temperature is likely to be lower;

check the weather; be aware of the local conditions – such as currents, weeds, rip tides, a

shelving, uneven or unstable bottom – using local information from the lifeguard, coastguard, harbour master, police or tourist information office;

beware of rocks, breakwaters and other potential hazards; look out for warning signs and flags: a red flag means it is unsafe to swim;

yellow flags mean that lifeguards are on patrol in the area between the flags; a black and white flag means it is an area used by surfers and not suitable for swimming;

designate a safe area of water for use by the group; brief the group about the limits of the swimming area; bathe only in the centre area of a beach or in an area marked by red and

yellow lifeguard flags; instruct the group to swim parallel to and near to the shoreline; establish safety rules, pushing, dragging or ducking are not allowed; avoid crowded beaches where it is harder to see pupils; be aware of the dangerous effects of sudden immersion in cold water; be aware of the dangers of paddling especially for young pupils; ensure that pupils have not eaten (at least half an hour) before swimming; ensure the activity is suitable for the pupils, especially any with special needs

or disabilities; adopt and explain the signals of distress and recall; ensure that buoyancy aids, lifejackets etc. are used where appropriate; carry out regular head counts; be aware that it is not always possible to tell when someone is in difficulties; have a preplanned alternative activity readily available in the event that

conditions are unsuitable for bathing.There must be a minimum of two adult supervisors and a ratio of supervisors to young people which ensures that an effective watch can be kept on individuals in the water. At least one supervisor must be competent to carry out open water rescue.

Supervisors should:

have clear roles – at least one supervisor should always stay out of the water for better surveillance, even where lifeguards are on duty;

take up a best position from which to exercise a constant vigilance; divide their careful watching between staff who stand in the sea and look

landward towards the group and staff who stay on land and watch the group from that vantage point;

give the children their full, undivided attention;

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always follow the advice or directions of a lifeguard; never swim themselves unless it is to help a child in distress; not join in any of the children’s games; ensure that no child is allowed to wade out or swim further than his or her

waist height; nevertheless, be aware that it is possible to drown in one’s own depth, and to

act immediately when a child appears to be in difficulties; ensure that children leave the water immediately if they get cold, especially if

toes and fingers look blue or feel numb – this could indicate the onset of hypothermia;

recognise that a child in difficulty is unlikely to wave or shout – all of their energies will be in trying to keep afloat.

It is mandatory for the group leader, or another designated adult in the group, to hold a relevant life saving award, where lifeguard cover may not be available. For further advice contact the: The Royal Lifesaving Society UK, http://www.lifesavers.org.uk/. The appropriate qualification for lifeguarding in open water is the Silver Cross of the RLSS UK. Such activities are considered High Risk and approval must be sought from the OEA through submission of a 16a).

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SECTION 11:

Swimming

11.1 It is advisable for the school to nominate a member of staff to undertake the role of swimming co-ordinator. This will role will include ensuring the proper operation of the school’s own swimming facility or use the of a third party pool. This will involve monitoring and recording for the pool and sessions, including the following:

Risk Assessments Pool safety operation procedures (normal operating procedure (NOP) and emergency action plan (EAP) Monitoring of staff training and maintaining records of qualifications All swimming related communications to staff Conditions of pool hire.

11.2 The delivery of a school swimming programme may involve a number of partners including school teachers, swimming teachers provided by the Local Education Authority (LEA) and private swimming teacher specifically bought in by the school. Whilst issues related to delivery are transferable, duty of care must remain the responsibility of the designated school representative.

11.3 Where the school swimming programme is delivered by an external partner, the school has a responsibility to ensure that the swimming teacher is appropriately qualified in the aspects being taught. They must ensure that the programme is appropriate to the needs of the pupils and the school. An ongoing dialogue between both parties will help to ensure that this requirement is met.

11.4 Supervision of Pupils

11.4.1 Party leaders should follow the recommended safe supervision levels at the pool for their pupils. Teachers should, however, monitor the risks of regular swimming activities and adjust supervision levels for their individual groups as necessary in the light of abilities, disabilities and behaviour.

11.4.2 At least two adults should accompany each school party. It is recommended that one of the adults should be a teacher.

11.4.3 Pupils attending swimming lessons must be accompanied by adults in the following ratios:

Pupils: Pupil:Adult ratioUnder 7’s 12:1

Beginners and Non Swimmers ie unable to swim 10m unaided on back and front.

12:1

Swimmers with disabilities Each situation must be considered individually as people with disabilities are not an homogeneous group. There must be sufficient helpers in the water to provide a 1:1 ratio for those needing constant support and a sufficient number of

1:1 or up to a maximum of 8:1 dependent upon disability/ learning difficulty

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other helpers to provide the degree of support required by the range of disabilities with the group.

Improving swimmers: Over 7 years old. Swimmers of a similar ability to each other who can swim at least 10 metres competently and unaided on their back and on their front. It is recommended that the lesson be confined to an area in which the children are not out of their depth.

20:1

Mixed ability groupsPupils with a range of ability (from improving to competent) where the least able and least confident are working well within their depth. Swimmers’ techniques, stamina and deepwater experience should be considered.

20:1

Competent swimmers Those swimmers who can swim at least 25 metres competently and unaided on front and back, and can tread water for 2 mins.

20:1

11.4.4 Pupil/teacher ratios must not exceed 20:1 and for the vast majority of cases in primary school swimming should be less than this. Irrespective of the ratio there must always be a supervisor present on the poolside alongside the swimming teacher, who must be competent in lifesaving including Cardio Pulmonary Resuscitation (CPR) and responsible for the effective carrying out of emergency procedures.

11.4.5 Each pool will have a designated maximum bather capacity appropriate to the size of the pool, which should be specified in the Normal Operating Procedure.

11.5 Pupils with Special Educational Needs (SEN)

11.5.1 Teachers working with children with physical impairments should seek medical advice on the implications of their condition for the swimming programme. The school’s SEN co-ordinator will have detailed information on their condition. Some children will also have individual education plans that specify learning targets and approaches.

11.5.2 Frequent repetition of activities will be beneficial and reassuring. Work at the pace of each individual. Pressurising swimmers to progress too quickly gains nothing.

11.5.3 Lack of comprehension and poor mobility can cause organisational and safety problems. It is essential to have an adequate staffing ratio both in the changing rooms and in the pool. Swimmers with poor balance and co-ordination are at greater risk of slipping on wet surfaces whilst moving between the changing rooms and the pool. Be on the look out for

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eplileptic seizures. Teachers should know how to recognize and cope with an epileptic fit in the water.

11.5.4 A risk assessment should be completed before any child with SEN attends school swimming, to ensure that the pool is suitable and specialised equipment such as a hoist, gradient steps, suitable changing facilities are available if needed.

11.5.5 Children with exceptional ability have entitlement to a lesson appropriate to this ability. If they are not challenged they may become bored. Exceptionally able children should work towards the key stage appropriate to their ability rather than their chronological age.

11.5.6 Particular religions or cultures may require special provision, most typically in the form of:

Certain types of clothing Segregated sessions

11.5.7 Such requirements should be respected and, wherever possible, accommodated within the physical education curriculum and school timetable. Schools should have a policy on multi-cultural issues of this kind, and there will be teachers who are able to give guidance.

11.6 Responsibilities

11.6.1 Teaching Staff

Teachers have a duty of care that operates for any activity in which children are involved; teachers cannot transfer that duty of care to anyone else. In relation to swimming this means:

Appropriate supervision of children when changing Control of pupils at all times Head counts are taken prior to and after every session Normal and emergency procedures are enforced Overall observation of the teaching of their children and the conduct of the

class

Because of the special knowledge and understanding they have of their pupils. Primary school teachers should accompany their own class to swimming whenever possible.

11.6.2 Adults other than teachers (adult supervisors)

Adult supervisors other than teachers can be extremely helpful to support the delivery of school swimming and in the extended curriculum, whether on or off site. They can:

Support and work beside teacher Supervise changing

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Administer first aid Look after any unwell children or children who are not swimming.

Whilst teachers cannot transfer duty of care, adult supervisors who have swimming teaching qualifications may be involved in the teaching of swimming. Higher Level Teaching Assistants who have the required specific competencies may replace a teacher, so long as there is always another teacher present on poolside teaching with the group.

Where an adult supervisor assists with swimming they should have a clear understanding of what is expected of them and they should have induction into the pool’s NOP and EAP. If expected to help with the teaching on poolside under the direction of the class teacher, they should be able to carry out a rescue at the depth of water in the pool area in which they are working and to have some knowledge of understanding of the principles of teaching swimming. As a minimum they will have attended a course with the previous two years, such as an ASA National Curriculum Training course.

11.6.3 Qualified swimming teachers

Swimming teachers will hold a relevant ASA/UKCC Level 2 teaching qualification and have enhanced DBS disclosure. They may be employed by a public pool or by a school to teach in their own pool. They have responsibility for ensuring the safe conduct of the class in the water and on poolside. In line with good practice and their training, which includes:

Planning, developing and monitoring the swimming programme in line with the National Curriculum elements. Preparing schemes of work appropriate to pupil’s ages, abilities and interests

in line with the National Curriculum learning outcomes. Co-operating with the class teacher to check numbers of pupils before, during

and after each session. Identifying specific groups for each swimming session. Being familiar with the Normal Operating Procedure (NOP) & Emergency

Action Plan (EAP) for the pool. Enforcing emergency drills every term. Working with the lifeguard on duty or, if there are no lifeguards, providing lifesaving and first aid skill on their own or with others. Affect a rescue if necessary.

Ideally a Level 2 swimming teacher should always be present when children are being taught to swim.

In small, shallow water school pools the class teacher, trained to teach swimming (i.e. has attended an ASA National Curriculum Training course) may be the only teacher present and will take on the responsibilities of the delivery of the lesson. They should not, however, work alone and should have appropriate lifeguard cover.

Ideally, the best-qualified swimming teacher should teach the least able pupils. However this will need to take into account the ability of all staff in the team to carry out a rescue at the depth of water at which they are working.

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Teachers, Teaching Assistant (TAs), Higher Level Teaching Assistant (HLTAs) and other adult supervisors who cannot swim should not teach swimming but can have a pastoral role on poolside.

11.6.4 Lifeguards

Pool operators have a responsibility for the safety of all who use their pools. Whenever children swim, there must be someone present with appropriate lifeguarding, rescue and first aid skills.

In a school pool this will be teacher, the swimming teacher or an adult supervisor

In a public pool this will be a qualified pool lifeguard. In a private pool this will be a qualified lifeguard, a teacher, the swimming

teacher or an adult supervisor.

The person responsible for lifeguarding, rescue and first aid will:

Have knowledge of the NOP & EAP Be observant of the pool and pool users at all times Initiate any rescues or other emergency action required Be able to affect a rescue from the bottom of the deepest part of the pool Administer first aid Prevent unsafe activities Assist in the running of emergency drills Secure the pool against unauthorised access when not in use Communicate clearly with all users/teachers in the pool

Lifeguards must work with class teachers and teachers of swimming. Lifeguard instructions for safe conduct in the pool should be followed at all times.

N.B. A teacher of swimming who is also responsible for lifeguarding should not work alone. Another person should assist with teaching a group of children or assist the teacher with a rescue and first aid, as well as looking after the rest of the children in the event of the teacher having to affect a rescue. Where a teacher of swimming is also lifeguarding this can only be for ‘programmed’ swimming which has the following features:

A formal structure Disciplined Supervised or controlled Continuously monitored from the poolside.

11.7 Qualifications

11.7.1 Qualifications for lifeguarding:

The minimum national qualification for the life guarding of a single group engaged in programmed activity is the National Rescue Award for Teachers and Coaches. Where the lifeguard function is being provided for a whole class the recommended national qualification is the National Pool Lifeguard Qualification. For unprogrammed sessions such as an end of term fun session or recreational swimming without a structured approach, with the consequent tendency for less predictable behaviour,

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then the minimum qualification held by the lifeguard would be National Pool Lifeguard Qualification (NPLQ). Further information on the qualifications is given below:

RLSS National Rescue Award for Teacher and Coaches Course (NRATC)This is a 12-hour RLSS/ASA training course which includes theory and practical work, and covers the competencies and skills that enable teachers/supervisors to deal with an emergency in a pool. A section is devoted to first aid and it has a validity of two years.

National Pool Lifeguard QualificationThis is a 38-hour RLSS/ISRM qualification designed to equip lifeguards to supervise public recreational swimming, to implement safe practice, to operate the EAP and perform first aid if required. To maintain their qualification the NPLQ qualified lifeguard must also undertake regular monthly ongoing training and skills practice.

For more details see www.lifesavers.org.uk

11.7.2 Qualifications for Swimming Teachers in school pools

Teachers of swimming should hold as a minimum qualification:

UKCC/ASA Level 2 Teacher Certificate or equivalent RLSS National Rescue Award For Teachers and Coaches obtained within the

past 2 years If supervising an un-programmed session the teacher must hold a current

NPLQ Where teaching a specialist group, additional qualifications may be required

appropriate to the group, for example: -ASA Teacher for Swimmers with Disabilities

Swimming teachers should keep their qualifications updated by attending a Continuing Professional Development (CPD) course every two years.

11.7.3 Class teacher/Teaching Assistant (TA) and Higher Level Teaching Assistant (HLTA) in school pools

Where a class teacher /TA or HLTA is conducting a swimming lesson without a Level 2 swimming teacher present, they should hold as a minimum:

RLSS National Rescue Award For Teachers and Coaches obtained within the previous two years (or have a qualified lifeguard present holding NPLQ)

ASA National Curriculum Training course

Class teachers/TAs and HLTAs should never teach swimming without at least one other person present to assist with first aid and rescues if necessary. The number and level of support will depend upon the circumstances.

Ideally the class teacher should be present during the delivery of school swimming when school swimming is being delivered by TAs and/or HLTAs.

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It is strongly recommended that all other adults involved in the teaching of swimming should also hold the RLSS National Rescue Award for Swimming Teachers and Coaches and the ASA Preliminary Teachers Certificate.

11.7.3 Qualifications for Swimming Teachers in public pools

It is expected that there would be a Level 2 swimming teacher at a public pool and that the role of the class teacher and other accompanying school staff will be to work under the direction of that person.

Teachers of swimming should hold as a minimum qualification:

UKCC/ASA Level 2 Teacher Certificate or equivalent RLSS National Rescue Award For Teachers and Coaches or equivalent

obtained within the previous 2 years ASA National Curriculum Training course

Where teaching specialist groups additional qualifications may be required appropriate to the group, for example:

ASA Teacher for Swimmers with Disabilities If supervising an un-programmed session the teacher must have an NPLQ

Class teachers/Teaching Assistant (TAs) and Higher Level Teaching Assistant (HLTAs)

Where a lifeguard is on duty or the teacher is working under the direction of a Level 2 swimming teacher the class teacher should have swimming teacher training. Class teachers will be expected to develop their skills with supplementary training leading to a formal basic swimming teaching qualification within two years of the initial training such as ASA National Curriculum Training course.

11.8 Risk assessment

Risks must be assessed for each pool and each session taking into the account the unique features of the participating children and staff that make particular demands on safety arrangements.

Follow the five step process:

Step1: Identify the hazards ie identify what could cause harm eg water, slippery surfaces;

Step 2: Decide who might be harmed and how eg non- swimmers getting out of their depth, pupils running on poolside.

Step 3: Evaluate the risks and decide on the precautions. The law requires you to do everything “reasonably practicable” to protect people from harm. Compare what is currently in place with good practice guidance to decide if anything more needs to be done.

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Step 4: Record and communicate the findings and implement the control measures. Putting the risk assessment into practice will make a real difference to the safe operation of swimming sessions.

Step5: Review the risk assessment and update as necessary. It is essential to review safety on an ongoing basis and more formally on at least an annual basis, to ensure that control measures are still effective.

11.9 Personal Preparation for Teachers of Swimming

Teach in garments which allow you to enter the water safely and effectively in an emergency.

Either teach barefoot or have a change of shoes exclusively for use on the poolside.

Your first priority is to teach non-swimmers to swim and to develop water confidence.

Pupils who can swim should be given progressive work with definite objectives to achieve.

11.10 Class Preparation

Make sure pupils and their swimwear are clean. Encourage pupils to clear their noses and make use of the toilets,

showers and / or footbath. Pupils should remove all watches and jewellery. Tell the pupils where to meet on the poolside.

11.11 Pool Preparation

Place lifesaving aids where they are easily accessible. Rope off diving and shallow areas and teaching areas as required. Identify a safe assembly point on the poolside.

11.12 Pool Rules

Do not run on the pool surround. Do not push others into the pool. Do not push others under the water. Do not jump or dive into the pool unless you are sure that it is clear. Do not dive into shallow water. Do not swim in a diving area. Do not swim when hungry or for at least one hour after eating a meal. Do not chew gum or suck sweets whilst swimming. Long hair should be tied back. Breakable, abrasive or sharp objects, including glass objects, must not be

taken into the water or onto the poolside.

11.13 Class Management and Discipline

Be in full control of your class at all times. Make sure all signals are obeyed promptly; especially those indicating

stopping or getting out.

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Do not allow pupils onto the poolside until you are ready for them. Do not allow any pupil to enter or leave the pool without your permission. Do not get into the water with your class. Know the number in your class at all times and count them at the end of

the lesson. Be aware of where each pupil is at any given time. Never leave your class unattended in the water. Do not allow yourself to be distracted from your class. Only accept the number of pupils into your class that you can safely

handle. Be aware of each child’s ability. Use the system of pairing pupils whenever possible. Make sure any instructions you give are clearly understood. Make sure each pupil is aware of the depths of the pool. Do not allow hyperventilation (deep breathing in preparation for

underwater swimming) and advise the class of its dangers. If water conditions make it difficult to see the bottom, avoid any activity

that might mean you lose sight of your pupils underwater.

11.14 Free Swimming

Any time given over to free swimming requires closer supervision than the lesson.

Do not be tempted to go for a swim until all your class has left. (There must still be a lifeguard on the side of the pool).

Do not allow any contact games or games likely to encourage the breaking of pool rules.

11.15 Awareness of Dangers

Know and learn to recognise the four main casualty types. (RLSS handbook).

Be aware that a swimmer’s ability can deteriorate through injury, panic or fear.

Watch carefully poor or non-swimmers with floats. Be particularly careful with children swimming in deep water for the first

time.

11.16 Emergencies and Rescues

Always wear suitable poolside dress in which you can carry out a rescue. Always carry a whistle. Know or set up the emergency signal and drill. Keep a basic rescue aid with you at all times. Know the whereabouts of other rescue aids and resuscitation equipment

and how to use it. Know where the nearest telephone is and how to phone out. Maintain personal lifesaving skills.

11.17 Things to check at the pool:

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If considering the use of a swimming pool not used before or monitoring the hazards of a regularly used pool it is advisable to observe and check the following:

Is there constant pool supervision by a sufficient number (one to up to 20 bathers) of qualified lifeguards (current national Pool Lifeguard Qualification holders)?

Where there is no lifeguard the party leader should stay at the poolside at a raised location. In such circumstances, the party leader, or a designated teacher, should have a relevant, current life saving award.

Is the water temperature appropriate? Is the water clear? Is there regular testing of water quality? Is there signs clearly indicating the depth – is there a shallow end and is

the water there shallow enough? Does the pool cater for pupils with disabilities? Does the pool cater for any particular religious or cultural factors? Does the deep end allow for safe diving? (no diving in depths of less than

1.5m) Is there a poolside telephone and alarm? Are there a resuscitator and other first aid equipment and is there

someone trained to use them? Is there poolside rescue equipment? Are there separate changing facilities for each sex? Are the changing and showering facilities safe and hygienic? Can clothes be stored securely? Have the pupils been instructed how to behave in and around the water? Is an emergency action plan displayed? Are normal operating procedures available? Is the pool hall/ enclosure locked when not supervised?

11.18 Swimming in open water

Guidance on swimming in open water is provided in Section 10: Open Water.

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SECTION 12:

FARMS

12.1 Farms can be dangerous even for the people who work on them. Taking children to a farm should be carefully planned. The risks to be assessed should include those arising from the misuse of farm machinery and the hazards associated with E Coli 0157 and other infections. E Coli 0157 can be particularly nasty as it has the potential to cause kidney failure and even death in severe cases.

12.2 Group Leaders should check the provision at the farm to ensure that:

eating areas are separate from those where there is any contact with animals;

there are adequate clean and well-maintained washing facilities with liquid soap and hot water;

there is clear information for visitors on the risks and the precautions to take.

12.3 Ensure that:

there is adequate trained adult supervision wherever children can come into contact with animals and need to wash their hands;

all children wash their hands thoroughly as soon as possible after touching animals, after touching gates or animal pen divisions, after removing footwear and before any eating or drinking;

children wear appropriate enclosed, non absorbent foot wear – not open sandals;

any broken skin such as cuts and grazes on the hands are covered with a waterproof dressing;

shoes are cleaned to remove any animal faeces and then hands are washed on leaving the farm;

children approach and handle animals quietly and gently.

12.4 Never let pupils:

place their faces against the animals; put their hands in their own mouths after touching or feeding the animals; eat, drink or chew while going round the farm; eat or drink until they have washed their hands; sample any animal foodstuffs; drink from farm taps (other than in designated public facilities); touch animal droppings - if they do then wash and dry hands; climb on manure heaps, walls or animal pens; climb on or ride on tractors or other machines; play in the farm area, or in other areas that are out of bounds such as

grain storage tanks, bale stacks, slurry pits etc; attempt to use tools unless under the supervision of farm staff; chase, frighten or torment animals.

12.5 Supervision on farm visits:

individual supervision by an adult for every child younger than 12 months;

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a supervision ratio of one adult for two children for children between ages one and two;

gradually increasing ratios up to one adult for eight children for children between ages five and eight;

if any adult supervisors are pregnant they should avoid any contact with animals.

12.6 If a member of the group shows signs of illness (eg sickness, diarrhoea or flu like symptoms) after a farm visit advise them or their parent that they should visit their GP and explain that they have had recent contact with animals.

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SECTION 13:

Forest Schools

It is necessary to complete a form 16A if you are either; Taking groups to a Forest School session off-site (run by a member of

your staff or an external provider). Asking an external Forest School leader to deliver session on your school

grounds.

13.1 The Forest School Leader must have a certificate confirming their qualification of either an OCN or BTEC Forest School Leadership (see 9.4 Qualifications). Please note: this is not the same as a certificate of attendance for accessing training. They must have a current outdoor First Aid certificate (16 hours) and a current DBS and child protection training.

13.2 Shropshire Council Forest School have introduced Forest School Re-validation training to update practitioners on policies and practice. Re-validation is a one day course and needs to take place once every three years.

13.3 Both the Forest School Leader and the site that they are delivering sessions on must be insured. In the case of Shropshire Council Forest School’s woodlands sites, these are insured through the Council. Forest School Leaders employed by Shropshire Council maintained schools, who are delivering Forest Schools on the school site are insured to do so by Shropshire Council.

13.4 The Forest School site must be suitable. There must be a lost child policy for that site and the procedure known to the Group Leader and all attending adults. The Forest School Leader must have a copy of the emergency information for the site they are accessing (details of site owner, grid reference, postcode and written directions for the site, contact number for the Forest School Development Officer, Alice Savery).

13.5 The school must know where the Forest School site is and have a copy of the directions should the group need help or emergency assistance. The contact details of the school and the Group Leader must be known by the Forest School Leader for offsite trips. The Forest School Leader must have the contact details of both the school and Group Leader should there be an issue on site prior to the session.

13.6 Risk Assessments: A current generic Site Risk Assessment must be in place and signed by the Forest School Leader delivering the sessions. An activity Risk Assessment must be in place for any activity that holds an additional risk while on site; use of tools (mallets through to knives), fire, climbing. These

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must be appropriate for the group attending. A pre-session risk assessment should be completed on-site, prior to the children accessing the wood (recording conditions of the wood that day, weather, faeces, litter, tree damages etc).

13.7 The Group Leader and attending adults must know the toileting procedures for the site, where the toilet is situated and where hand washing water is situated. The Group Leader should ensure that drinks (and snacks where appropriate) are brought to site for the children/young people during the session.

13.8 The Group Leader must share the information for the Forest School sessions with all the adults attending (session plan, their role in the session).

13.9 Any medical or behavioural details of the group must be shared with the Forest School Leader as this may impact on the session plan or risk assessment.

13.10 There must be a first aid kit on site appropriate for the group session, there must be a means of recording any accidents on site and clear procedures for how this is followed up.

13.11 Fires: A burns first aid kit and fire blanket and at least 10 litres of water to extinguish the fire with. Fires should only take place if safe to do so (not if too dry, too windy or behaviour in the group means a fire is too dangerous). The fire is to be completely out before the group depart (no glowing embers).

13.12 The Group Leader is responsible for ensuring the children and adults attending the session are dressed appropriately. Long sleeves and long trousers, even in hot weather.

13.13 Mobile phones should be used for emergencies only, and not used during the session or to take photographs on. Please see mobile phone policies relating to different age groups.

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SECTION 14

Visits Abroad

14.1 General

14.1.1 Travelling abroad can be hugely rewarding for pupils and adults alike, but as for every visit it is important that careful preparation takes place. There are some additional factors that need to be considered, not least because the legislation may be different from that of the UK. Party leaders should always comply with the school/LA policy on visits abroad.

14.1.2 The LA must be notified of all visits abroad. This should be done by using the approval and notification form (see section 16). The same form can be used to seek approval when the trip abroad involves ‘High Risk’ Outdoor and Adventurous Activities (OAA) (e.g. skiing). Plans for complex activities, ambitious journeys, visits to areas of potential unrest and ski trips should all be discussed with the Outdoor Education Advisor before making any financial commitments. Phone Dave Thorley on 01743 254485. Notification should be at the planning stage and in any event not later than six working weeks before departure date. Notifications will be acknowledged.

14.2 Organising your own transport

14.2.1 Party leaders should ensure that drivers taking groups abroad are familiar with driving the coach or minibus in the countries being visited and those en route. Detailed advice can be found in Section 7.8 of the Transport Section of this manual.

14.2.2 Factors to consider when travelling by road abroad include:

the need to be aware that different legislation and regulations may apply for drivers’ hours and record-keeping purposes, particularly in non-EU countries;

EU drivers’ hours and tachograph regulations normally apply to any vehicle with 9 or more passenger seats on journeys through EU countries and some countries outside the EU. In other countries, drivers must observe the domestic rules of the countries being visited. Advice on domestic rules may be obtained from the relevant embassies of the countries concerned;

special documentation is required for minibuses taken abroad; all group members should be aware of unfamiliar right-hand drive traffic.

The passenger doors on UK minibuses and coaches may not open on the kerb side in countries where travel is on the right hand side of the road. Extra care will be necessary when the group is entering and exiting the vehicle. Detours may be necessary to ensure safety;

carrying capacity and loading requirements; The Department for Transport can provide information on legal

requirements for travel abroad; Appropriate motor insurance needs to be in place when using a vehicle

outside the U.K. so check with your Insurers whether you have appropriate cover;

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The need for a contingency plan. An unexpected change of plan increases risk. For example if the English vehicle breaks down in France:

o is the group’s driver competent to drive a French coach or minibus?

o does the offered vehicle have seatbelts?o should the group carry on by train and does the language ability

to cope with this exist within the group?

14.3 Using a Tour Operator

14.3.1 Before using a tour operator EVCs / party leaders should ensure it is reputable.

A reputable tour operator is likely to be a member of one or other of the bonding schemes set out below:

Association of British Travel Agents (ABTA); Federation of Tour Operators (FTO); Association of Independent Tour Operators (AITO); Passenger Shipping Association (PSA); The Confederation of Passenger Transport (CPT); The Association of Bonded Travel Organisers Trust (ABTOT).

14.3.2 The EVC should check that the provider shows due diligence in checking, for example, the safety and suitability of the accommodation and transport – pupils should not be expected to share beds, the road transport must have seat belts.

14.3.3 Some providers act as agents and use service providers overseas. Where this is so the agent should be asked to explain how the health and safety of the group would be ensured. Details of insurance should also be obtained and checked.

14.3.4 Some providers may offer a pre-visit to overseas or other sites for party leaders free of charge. These may be arranged in conjunction with the local tourism authority. This can enable the party leader to gain direct experience of the venue and environment and assist their appraisal of the provider’s risk assessment and their own planning. However, the EVC will need to be mindful that ‘free’ family holidays might be offered as an inducement to use a particular provider. The costs of such ‘freebies’ would usually be loaded onto the package costs to be borne by the parents. This may not, therefore, represent best value for parents or good practice by the school. This may also be an infringement of the Shropshire Council’s code of conduct for ‘gifts and hospitality’.

14.4 Air travel

14.4.1 A travel agent does not need to be an ATOL (Air Travel Organisers Licence) holder if acting only as an agent of an ATOL holder. But if so the party leader must check whether or not the whole package being supplied is covered by the ATOL. If it is not, the organiser must show evidence of other forms of security to provide for the refund of advance payments and the costs of repatriation in the event of insolvency.

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14.4.2 If the group contains any members with disabilities who will need assistance when travelling by air then the airline must be informed in advance to ensure that the appropriate assistance is readily available and appropriate seats allocated.

14.4.3 The party leader should resist any attempt to split the group between different aircraft.

14.5 Planning and Preparation

14.5.1 It is good practice to undertake an exploratory visit to the location. If this is not possible, the party leader should gather as much information as possible on the area to be visited and the facilities available from:

the provider; the Foreign and Commonwealth Office’s (FCO) Travel Advice Unit. The

Unit’s purpose is to help intending travellers to avoid trouble abroad. It can provide information on threats to personal safety arising from political unrest, lawlessness, violence, etc;

other schools who have recently used the facilities/been to the area; the local authority/schools in the area to be visited; national travel offices in the UK; embassies and consulates; travel agents and tour operators.

14.5.2 The planning and preparation applicable for all visits set out in section 3 should be followed.

14.6 Staffing the Visit

14.6.1 Staffing ratios for visits abroad should be determined using the advice set out in Section 4. However, in addition for visits abroad at least two of the adults should be teachers with mixed gender groups having at least one male teacher and one female teacher. There should be enough adults in the group to cover an emergency. This may include the need to escort a student back to the UK.

14.7 Preparing Pupils for Visits Abroad

14.7.1 Factors to consider for visits abroad include:

language – particularly common phases; culture e.g. body language, rules and regulations of behaviour, dress

codes, local customs, attitudes to gender etc; drugs, alcohol usage; food and drink – group members should be warned of the dangers of

drinking tap water in certain countries. In some countries it is safer to drink bottled water, and care needs to be taken to avoid raw vegetables, salads and unpeeled fruit, raw shellfish, under-cooked meat or fish;

money – how to carry money and valuables discreetly e.g. money belts, zip armlets. If larger amounts of money will be needed, it is advisable to take travellers cheques or use an ATM card;

how to use phones abroad, including the UK dialing code for phoning home;

what to do in an emergency (see Section 15).

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14.8 Briefing Meeting for Parents

13.8.1 It is particularly important that parents are given the opportunity to meet the teachers and others who will be taking the pupils overseas and have the opportunity to have their questions answered.

14.9 Vaccinations

14.9.1 The party leader should find out whether vaccination or inoculation is necessary and ensure that all members of the group have received it and in good time. Check whether the country to be visited requires proof of vaccination.

14.10 Insurance

14.10.1 The party leader must ensure that the group has comprehensive travel insurance.

14.10.2 Insurance must be taken out and for all party members. Advice regarding the type of insurance required will be supplied by the travel agent. The school, however, may already have opted to purchase Shropshire Council's Schools' Travel Insurance. Party Leaders should check this prior to entering into any other agreement to avoid duplication of cover and unnecessary additional costs. Immediate confirmation is available by contacting the Council’s insurance office on (01743) 252092.

14.10.3 Insurance will need to include the following cover: personal accident; loss of or damage to personal luggage and loss of money; expenses incurred due to the unforeseen extension of the visit; additional travel and accommodation expenses due to death, injury or illness of a member of the party; medical expenses and any expenses arising from injury or illness, public liability etc. (see also Section 8).

14.10.4 Shropshire's Schools' Travel Insurance Scheme described in Section 8 offers full travel insurance suitable for the majority of trips including those abroad but contact the Council's Insurance Team on (01743) 252092 to ensure cover is available, especially if hazardous activities are planned.

14.11 Foreign Legislation

14.11.1 The party leader needs to enquire whether there are aspects of foreign legislation that differ from the UK that the group need to be aware of and plan for.

14.12 Language Abilities

14.12.1 One of the adults with the group should be able to speak and read the language of the visited country. If not, it is strongly recommended that the leader or another adult learns enough of the language to hold a basic conversation and knows what to say in an emergency. It is also advisable that pupils have a basic knowledge of the local language before the visit.

14.13 Visas and Passports

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14.13.1 The party leader should ensure that all members of the group have valid passports and visas (if appropriate) in the early stages of planning the trip. A group (collective) passport may suffice in certain circumstances for travel within Europe.

14.13.2 Collective (group) passports can be held for an approved group of usually five to fifty British nationals under 18 years of age travelling abroad in the charge of a responsible party leader. The party leader and deputy leader must be over 21 years old and hold a valid standard United Kingdom passport. Applications need to be submitted at least six weeks before the collective passport is needed. Pupils who are not British nationals cannot be included on the collective passport.

14.13.3 Photocopies of the group’s passports should be taken for emergency use. Otherwise there can be problems if someone other than the designated leader has to accompany a pupil back to the UK.

14.13.4 The Foreign and Commonwealth Office provide information about countries for which visas will be required.

14.13.5 The party leader (or EVC) will also need to take care to ensure that passports of supervisors and pupils have sufficient time left to run to meet the requirements of any countries or states whose policy is not to allow in travellers whose passports will expire within a few months of entry. Such checks are essential to ensure that no party member is at risk of being turned back from the borders of the country to be visited or any countries being crossed en route.

14.13.6 If information about such countries is required the UK embassy or consulate of the relevant country(ies) should be contacted for details.

14.14 Nationality

14.14.1 Pupils who are not British nationals or nationals of any EU member state will normally need a visa to travel to another EU member state unless visa exemption has been obtained for them. Details of visa exemption, which is available only for members of a school party taking part in an educational visit ,and not for any other youth groups, are available from the British Council.

14.14.2 Pupils other than EU nationals may require a separate passport and may need to use separate passport control channels from the rest of the group.

14.14.3 If the group includes pupils whose national or immigration status or entitlement to a British passport is in doubt, it is advisable to make early enquiries of the Home Office UK Border Agency concerning the requirements of the immigration rules and the right of re-entry.

14.15 Care Orders and Wards of Court

13.15.1 If a child is subject to a care order, foster parents will need to ensure that the Social Services Section consents to any proposed trip. If a pupil is a ward of court, the Headteacher should seek advice from the court in relation to school journeys and activities abroad well in advance.

14.16 Emergency Medical Facilities

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14.16.1 Some emergency medical facilities are available through reciprocal healthcare arrangements in European Community (EC) countries to EU Nationals. The European Health Insurance Card (EHIC) entitles holders to reduced cost (or sometimes free) healthcare where treatment becomes necessary during a temporary visit to other countries of the European Economic Area (EEA) or Switzerland. Application must be made by the child’s parent. Information is available from Post Offices or on the internet. The EHIC is not a substitute for travel insurance since it may not cover all health costs and never covers repatriation costs.

14.16.2 Where insurance is arranged through a travel agent confirmation will need to be obtained from the travel agent as to how medical expenses will be met. In most cases, where large sums of money are involved, the authorities abroad will deal directly with the insurance company to obtain a settlement but often, the payment of quite substantial sums will be required on the spot and contingency funds must be carried to meet this eventuality.

14.17 Documentation

14.17.1 The party leader should ensure that they obtain and take with them:

travel tickets, passports and visas. It is also advisable to carry a separate list of the numbers of any travel documents/passports and photocopies of all the group’s documents in a sealed waterproof bag;

a copy of the contract with the centre/hotel etc, if appropriate; medical papers e.g. EHIC card and significant medical histories; parental consent forms and permission for party leader to authorise

emergency treatment on parental behalf; the phone numbers and addresses, at home and in school, of the

Headteacher and of the school home base emergency contact; the names of parents and the addresses and telephone numbers at

which they can be contacted (home, mobile and workplace); copies of a list of group members and their details; details of insurance arrangements and the company’s telephone number

including any medical helpline that may be included with the cover; the name, address and telephone number of the group’s accommodation; location of local hospital/medical services.

14.17.2 The party leader may find it useful to have passport size photographs of the pupils and the adults in the group.

14.17.3 Full details of the visit should be retained at school while the visit is in progress. This should include:

the itinerary and contact telephone number/address of the group; a list of group members and their details; contact names, addresses, telephone numbers of the parents and next of

kin; copies of parental consent forms; copies of travel documents, insurance documents, medical papers; a copy of the contract with the centre/hotel etc. if appropriate; and LA emergency contact numbers.

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14.17.4 It is the Headteacher’s responsibility to ensure this information is available at all times. This is particularly important if the visit takes place when the school is closed.

14.18 Visits to areas of potential unrest

14.18.1 On occasions schools’ particular interests may lead to the consideration of visits to areas of known potential unrest. Visiting such areas is inadvisable and alternative places should be sought.

14.18.2 In circumstances where unanticipated unrest arises after bookings have been made the advice of the tour operator and/or the Foreign Office must be sought and taken. Parents of the pupils involved in the visit must also be kept fully informed.

14.19 During the Visit

14.19.1 It is advisable for pupils to carry a note in the relevant foreign language for use if they get lost, asking the reader to re-unite them with the group at the accommodation or meeting point, or to take them to the police station. They should also carry the party leader’s name and the duty contact’s phone number.

14.19.2 All group members should carry an appropriate amount of foreign currency at all times e.g. money for telephone (or a phone card) if mobile phones are not being used.

14.19.3 It may be important to be able to identify group members readily eg by all wearing uniform or the use of brightly coloured back packs, caps or item of clothing. For safeguarding reasons no pupil should display their name clearly on their clothing.

14.20 Emergencies

14.20.1 The party leader must ensure that all members of the group know what action to take if there is a problem.

14.20.2 The party leader and supervisor should know where the nearest British Embassy or Consulate is located and the telephone number. Depending on the age of the pupils it may be appropriate to ensure that they have this information to hand also.

14.20.3 Party leaders need to be aware that some diseases are more prevalent in some countries than in others and should know what action to take should a member of the group develop symptoms of one of these.

14.20.4 Many of the health problems of pupils on longer visits are caused by lack of food, liquid or of sleep. The party leader should take this into account at the planning stage and take measures to prevent these risks. If appropriate, parents should be asked to provide suitable factored sun protection creams and sun hats/glasses. Group members should be advised about the dangers of over exertion

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in the heat and of dehydration, which can cause headaches, dizziness and nausea. In warm climates it is important to keep fluid levels high and wear loose, lightweight clothing – preferably made of cotton or other natural fibres.

14.21 Contacts at Home

14.21.1 It is advisable to have a teacher/contact at home with a valid passport, who could go the area being visited to provide support to the group in the event of an emergency.

14.22 Exchange Visits

14.22.1 The success of an exchange visit largely depends on good relationships and communication with the partner school.

Individual school exchanges differ from other visits abroad in that pupils will spend most of their time with host families and are, therefore, not always under the direct supervision of school staff. Host families will not be subject to English law.

14.22.2 Pupils must be aware of the ground rules agreed between the party leader and the host family. In addition to the usual requirements for any educational visit, the following should be ensured by the party leader:

Satisfactory ‘pairing’ arrangements. The partner school should tell the host families of any special, medical or dietary needs of their guests, age and gender;

Matches should be appropriate; Parents, pupils and the host school should be clear about the

arrangements for collecting and distributing pupils to families and for transporting pupils throughout the visit;

The head teacher should retain a list of all the children involved and their host family names and addresses;

Pupils living with host families should have easy access to their teachers, usually by telephone;

Parents should be made aware that their children living with host families will not always be under direct teacher supervision;

Regardless of what other adult supervision has accompanied the group, there is always at least one teacher nearby and readily available to the group throughout the duration of the exchange visit.

14.23 Home-Stay Exchanges in Shropshire

14.23.1 Two aspects of home-stay exchanges will be of concern to schools:

The provision of appropriate advice to parents in the event of a visiting pupil causing difficulties;

The need to ensure, as far as possible, the safety, welfare and protection of visiting pupils when they are staying with the families of pupils in Shropshire.

14.23.2 All pupils involved in an exchange should agree with the school an appropriate code of conduct. Parents should also be involved in discussions about what should be included in the code of conduct. The code of conduct should also be

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agreed with visiting teachers and pupils in advance of their arrival as part of the exchange planning arrangements.

14.23.3 Where appropriate the code of conduct must adhere to the advice and guidance given elsewhere in these guidelines.

14.23.4 Parents who are hosting visiting pupils should be told that they have the right to establish reasonable ‘house rules’ that they expect their own children and the visiting children to adhere to. The school should let parents know of the procedures that they should follow if visiting pupils do not follow the agreed code of conduct or their own ‘house rules’.

14.23.5 These procedures should require parents to contact any of the teachers in charge of the exchange either immediately for serious breaches of the agreed code of conduct or, at a reasonable time as soon as possible afterwards for less serious breaches of agreed code.

14.23.6 Home and emergency contact telephone numbers of the teachers in charge of the exchange (both ‘home’ and ‘visiting’ teachers) should be part of the information given to parents.

14.23.7 An agreed code of conduct should include the following elements:

Participation in the programme. Rules while travelling. Responsibility of an individual member to the group (e.g. courtesy to and

respect for hosts, teachers and partcipants). Money and valuables. Rules on alcohol and drugs. Anything deemed ‘off limits’. What sanctions have been agreed and will apply To be effective the code should be drawn up with the group ie they

should be encouraged to set their own rules rather than having rules imposed upon them by the leadership. It is important to take discussion on the code seriously.

14.23.8 All group members should sign the agreed code of conduct and parents should also be given a copy as part of their information pack.

14.23.9 Examples of serious breaches of any agreed code of conduct would include:-

A pupil insisting on leaving the house on his/her own, particularly at inappropriate times e.g. late at night.

Visiting places identified as being ‘off limits’. Incidents of serious unacceptable behaviour e.g. fighting, acts of

vandalism or deliberate damage, other criminal or anti-social behaviour.

14.23.10 Less serious breaches of any agreed code of conduct would include:-

Lack of courtesy. Incidents of rudeness. Lateness, particularly in relation to deadlines.

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Incidents of unacceptable behaviour that are not ‘serious’ as exampled above but equally, not tolerable.

14.23.11 Teachers in charge of the exchange are responsible for deciding how best, and by whom, any problems will be dealt with. Except in cases of extreme urgency, teachers should be responsible for ensuring appropriate behaviour from their own pupils. The parent(s) concerned should be content with the intended approach and outcome.

14.23.12 Any teacher involved with the exchange group should have the right to issue minor reprimands – eg to request silence, give instructions etc. However, for more serious matters each side should be responsible for any major disciplinary matter involving its own pupils.

14.24 Sleeping Arrangements

14.24.1 It is likely to be only rarely that host families can offer a guest a single bedroom or other sleeping accommodation just for him/herself. More often a visiting pupil will be sharing a bedroom with another member of the family. Party leaders must satisfy themselves that standards are agreed. These standards should also apply in the partner country.

14.24.2 These standards should include as essential requirements:

The visiting pupil should only be sharing a room with a person of the same sex.

The visiting pupil should have his/her own bed (this may be fold-up or other temporary guest bed).

Access to night time bathroom facilities should not be via an adults bedroom.

Access to a bedroom or other room used by adults or people of the opposite sex should not be via the visiting pupils bedroom.

Privacy for dressing and undressing should be provided. The visiting pupil should know the exit route in case of emergencies. Ideally there should be no significant age difference between the visiting

pupil and the person sharing the same bedroom. As a guest, the visiting pupil should be sensitive to the privacy of property

of his/her host by being tidy and courteous when using the bedroom.

14.24.3 Host parents are advised to hold a household contents insurance policy that provides both public liability insurance cover should a claim be made against them/their household by a third party (e.g. exchange pupil) and appropriate loss/damage cover for household items.

14.25 Home-Stay Exchanges in the Other (Foreign) Country

13.25.1 Parents have the right to expect that a similar level of care will be provided for their children whilst on an exchange visit to the other country. This should be to the same level that they have been asked to provide for the visiting pupils whilst

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under their supervision. Schools should, therefore, seek the cooperation of their exchange partner establishments to provide this.

14.25.2 Exchange partner schools should be alerted to the need to observe Shropshire Council's requirements concerning safety in outdoor and adventurous activities. Details of any outdoor and adventurous activities to be included in the exchange visit programme should set out on the approval and notification form (see Section 16).

14.25.3 All matters and arrangements relative to the safety, welfare, care, behaviour etc. of Shropshire Council pupils on foreign exchanges should, as far as is practicably possible, be agreed in advance and form part of the overall exchange information given to the parents and pupils concerned.

14.26 Negotiations with the Partner Establishment

14.26.1 Whilst in some cases it may be necessary to agree the principles and procedures for an exchange visit by letter between partner schools, it is considered that wherever practicable a preliminary planning visit will allow both sides of the partnership to become aware of particular issues affecting health and safety and other areas of joint interest.

14.26.2 For exchange visits involving primary aged pupils or pupils with SEN it is considered that only in very exceptional circumstances should any such exchange visit be organised without a preliminary planning visit having been carried out.

14.27 Vetting Host Families

14.27.1 Schools proposing to use their own pupils’ families need to take every reasonable precaution to ensure the safety, well-being and protection of the visiting children when they are staying with the families of pupils in Shropshire. Some practical steps to assist this process are:

For home stay visits – to make use of information already held in school to establish whether any Shropshire children’s families offering to host a visiting pupil are themselves living in circumstances which would indicate that they there would be doubts as to whether a visiting pupil would be safe.

Under no circumstances should such families be permitted to host a visiting pupil. Dealing with any such situation would need to be handled with the utmost sensitivity.

Ask all parents to be involved in hosting visiting pupils to sign an ‘undertaking’ to reinforce the fundamental message of concern for the well-being and protection of all pupils involved.

Whilst the above steps will provide a suitable level of precaution for most pupils of secondary school age, further precautions will be necessary for children of primary school age or for children with special educational needs.

For primary school age school children it is advised that no child should be allocated a place in a family on his/her own. All such participating families should be asked to host two visitors.

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14.27.2 Party leaders making their own arrangements need to be clear about procedures in the relevant country for vetting the suitability of host families including criminal back ground checks insofar as these are available.

14.27.3 Wherever possible schools should seek the cooperation of their partner establishments to make similar arrangements to those applying to the Shropshire host families as described above.

14.28 Pupils with Special Educational Needs (SEN)

14.28.1 Pupils with SEN will need different judgments according to the particular circumstances of the special need and the exchange arrangements.

14.28.2 For example, in an integrated exchange involving pupils with and without SEN (particularly when the latter are pupils with learning difficulties), it may be desirable to ask hosting families abroad to accept two pupils, so that the pupil with special needs can be hosted alongside a pupil from mainstream education. In other circumstances involving pupils with severe physical disability, it may be unfair to expect a host family to take on the responsibility for the wellbeing of that pupil in a home stay situation.

14.28.3 When a Statement of Special Educational Need exists then it will need to be ensured that the identified needs can be appropriately met on the visit. These need to be well documented and clear records kept.

14.29 Primary School Visits Abroad

14.29.1 Primary schools to may make visits abroad in term-time subject to the following principles:

Where head teachers and their governing bodies consider, in curricular terms within key stage 2, that a visit abroad would be both justified and appropriate, this may be made in term time;

All planning, organisational, supervision and all other arrangements accord with the requirements set out in these Guidelines;

Schools consider very carefully the impact of the distance, length of journey and any cultural issues that may exist in relation to the age of the children concerned;

That comprehensive travel insurance cover is taken out - this can be discussed with Shropshire Council's Insurance Team on (01743) 252092.

14.29.2 Primary schools including such visits abroad within their range of visits should obtain their governing body’s approval to both the general extension to their pattern of visits and on the occasion of each proposed visit.

14.29.3 The LA must be notified of all visits abroad.

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SECTION 15:

EMERGENCY PROCEDURES

15.1 Routine Communications

To ensure that all aspects of a visit or journey are properly co-ordinated and to avoid unnecessary concern, effective communications should be maintained between the party leader and the home and/or the operational base.

Mobile phones can make this task straight forward but these should not be relied on to have reception in all areas, or to work at all in a major incident, when networks rapidly become over loaded.

Communications with base should include information about travel delays, confirmation of safe arrival at destination and regular contact when operating “in the field”.

15.2 Emergencies

For the purposes of these procedures, an emergency will normally be:

an accident leading to a fatality or other serious injury; circumstances in which a party member is/might be seriously at risk; serious illness; any situation in which the press or other media are, or might be involved; significant delays that need to be communicated to parents/others.

Party leaders, other adults supervisors, school home base contacts and LA contacts should have available at all times a copy of the detailed procedures to refer to should an incident happen.

The party leader must set up adequate communication channels to cater for emergencies. One person, usually a senior member of staff should be appointed as a home base contact for the exchange of emergency information.

Experience elsewhere has shown that in emergencies that generate media interest school telephone lines can become overloaded and unusable to deal with the emergency. It is advised that reserve facilities be identified for use in this event. Social media networks will pick up on an incident extremely rapidly.

15.3 Information needed in the event of an emergency

Party leaders and other supervisory adults with a party should carry a copy of these procedures together with any other appropriate information:

e.g.

the itinerary and contact telephone number/address of their own and other parties or groups they may need to contact in an emergency;

relevant contact telephone numbers (including mobiles) e.g. party base; police; ambulance; appropriate rescue organisation; other party or group

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adult supervisors (if party broken down into smaller groups); school home base contact; LA contact;

a list of party members and their details; contact names, addresses, telephone numbers of the parents and next of

kin; parental consent forms; travel documents, insurance documents, medical papers; contract with the centre/hotel etc if appropriate.

15.4 Priorities in the event of an accident:

assess the situation; safeguard the uninjured members of the group; attend to the casualty(ies); inform the emergency services and everyone who needs to know of the

incident.

15.5 Taking charge in an emergency

All those involved in the school trip, including supervisors, pupils and their parents, should be informed of who will take charge in an emergency, the named backup cover and what they are expected to do in an emergency. The party leader will normally be the person to take charge in the event of an emergency.The party leader should liaise with the representative of the tour operator if one is being used to establish clear roles and responsibilities.

15.6 School home base contact

The school home base contact’s main responsibility is to link the group with the school, the parents the governors and the LA (where appropriate), and to provide assistance as necessary. It is advisable to arrange a second school home base contact as a reserve. The named person should have all the necessary information about the visit, including names, home addresses and telephone numbers of all members of the party and should know the necessary contacts at the LA.

The main factors for the school home base contact to consider include:

ensuring that the party leader is in control of the emergency and establishing if any assistance is required from the school base;

contacting parents. Details of parents’ contact numbers need to be available at all times while the group is on the visit. The school home base contact should act as a link between the group and parents. Parents should be kept as well informed as possible at all stages of the emergency;

liaison with LA and/or Governing Body. The school home base contact should act as a link between the group and LA and/or Chair of Governors and arrange for the group to receive assistance, if necessary;

liaison with media contact. If a serious incident occurs, the school home base contact should liaise with the designated media contact as soon as possible;

formal reporting of the incident using appropriate forms, if necessary. Some incidents that occur in the UK are reportable under the ‘Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995’

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(RIDDOR). Formal reporting to other agencies may be required for incidents that happen outside the UK, the Police in that country should be able to advise.

In the event of a significant delay/late arrival (an hour or more) the home contact will need to establish:

the name of the caller and the location they are calling from; the caller’s telephone number if it is usable for any return calls (maybe a

public call box); the reason for and length of the delay/late arrival; the revised estimated arrival time; in the case of a Duke of Edinburgh’s Award group whether the D of E

Awards Advisor has also been informed. Dave Thorley can be contacted on: office hours – 01743 254485, out of hours – 07970 909252;

what notifications if any, have been made.

In the event of an accident or other incident the home contact will need to establish:

the name of the caller; the caller’s telephone number, or contact number; the location of the incident; the time of the incident; the nature of the incident; the names, condition and location of any injured; the names of others involved, so that their parents can be reassured; the details of any assistance required; what notifications, if any, have been made – e.g. parents, police, etc.

Party leaders or other person(s) making the emergency contact should, therefore, be prepared to give this level of detail.

For serious accident/incident as quickly as possible thereafter:

to make a decision to contact the Headteacher (if they are not the school home base contact), parents and LA;

to liaise with the LA’s Corporate Communications Manager so that preparations for any press release/dealing with the media can begin;

to agree with the headteacher (if not the school home base contact), the LA contact and the LA’s Corporate Communications Manager who is doing what in relation to dealing with the media and what involvement, if any, the party leader or other supervisory adults or other staff with the party are to have;

to ensure that the relevant staff submit the appropriate accident/incident report forms in accord with statutory or other requirements/deadlines;

to ensure that the parents of participants affected are informed as rapidly and as compassionately as possible;

to ensure all necessary support is given to parents, participants and staff. This might well involve obtaining authority and making arrangements for appropriate personnel to travel quickly to the site of the accident so that the groups are not needlessly pressured and at risk of compounding difficulties by, for example, speaking to the press or media;

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decide whether the skills and advice of colleagues from a variety of other Council services are needed.

15.7 Emergency procedures framework during the visit

If an emergency occurs on a school visit the main factors to consider include:

establish the nature and extent of the emergency as quickly as possible; ensure that all staff and participants are safe from further danger and

looked after; establish the names of any casualties; ensure that all necessary steps have been taken to provide rescue,

medical care and hospitalisation of anyone who is injured or missing. Where appropriate this includes notifying the police;

ensure that appropriate steps are taken with regard to the welfare of all concerned, including the administration of appropriate First Aid;

ensure that all group members who need to know are aware of the incident and that all group members are following the emergency procedures;

ensure that a teacher accompanies casualties to hospital and that the rest of the group are adequately supervised at all times and kept together;

notify the police if necessary; notify the British Embassy/Consulate if an emergency occurs abroad; inform the school home base contact. The school home base contact

number should be accessible at all times during the visit; details of the incident to pass on to the school should include: nature, date

and time of incident; location of incident; names of casualties and details of their injuries; location of any injured; names of others involved so that their parents can be reassured; action taken so far; action yet to be taken (and by whom); details of any assistance required; what notifications, if any, have been made e.g. parents, police, embassy/consulate etc;

notify insurers, especially if medical assistance is required (this may be done by the school home base contact);

notify the provider/tour operator (this may be done by the school home base contact);

For Duke of Edinburgh’s Award groups also inform the D of E Awards Advisor. Dave Thorley can be contacted on: office hours – 01743 254485, out of hours – 07970 909252;

ascertain telephone numbers for future calls. Mobile phones, though useful, are subject to technical difficulties, and should not be totally relied on.

write down accurately and as soon as possible all relevant facts and witness details and preserve any vital evidence;

keep a written account of all events, times and contacts after the incident; complete an accident report form as soon as possible. If the accident

happens in the UK and is notifiable to the Health and Safety Executive (HSE) under RIDDOR this can be done on line at www.hse.gov.uk/riddor/report.htm. Formal reporting to other agencies may be required for incidents that happen outside the UK, the Police in that country should be able to advise;

no-one in the group should speak to the media. Names of those involved in the incident should not be given to the media as this could cause

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distress to their families. Media enquiries should be referred to the designated media contact in the home area;

no one in the group should discuss legal liability with other parties.

15.8 Media contact

Depending on the nature and seriousness of the emergency, a response to media interest is almost certain to be required. Shropshire Council is ready to handle enquiries from the media, but direct contact between the media and school personnel is also very likely. Consideration needs to be given to who among the staff, and/or among the Governing Body is to act as spokesperson in dealing with the media; this will include the Headteacher, but may need to include others. Shropshire Council support is available in responding to media enquiries (with the involvement of Shropshire’s Corporate Communications Unit), if necessary.

The media contact should liaise with the school home base contact, the party leader, the LA (where appropriate) and, where appropriate the emergency services. In the event of an emergency all media enquiries should be referred to the media contact.

In the event of an emergency, follow some simple rules for contact with the media:-

brief staff and / or governors who will have contact with the media; keep to the facts and avoid speculating where facts are unclear / unknown; do not say ‘no comment’ but be ready to say ‘I don‘t know’ and to come

back later with an answer if this is possible; do not give the name of any casualty to the media; expression of regret that the incident has happened and sympathy for

those affected is acceptable but never admit liability of any sort.

15.9 After a Serious Incident

It is not always possible to assess whether group members not injured or directly involved in the incident have been traumatised or whether other pupils or staff in the school have been affected. In some cases reactions do not surface immediately. Schools in this situation have sometimes found it helpful to contact local community support services and to seek professional advice on how to help individuals and the school as a whole cope with the effects of a tragedy.

Counselling services for staff and pupils is available on request through the LA’s Educational Psychology Team and the Employee Counselling Service.

15.10 Shropshire Council LA Emergency Contacts

Dave Thorley – Outdoor Education and DofE AdvisorIn office hours: 01743 254485Out of office: 07970 909252

Chris Mathews – Commissioner for Education Improvement & EfficiencyIn office hours: 01743 254566Out of office: 07990 085641

Karen Bradshaw – Director of Children’s Services

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In office hours: 01743 254201Out of office: 07790 085215

The LA contact will ask for the information set out below.

For Duke of Edinburgh Awards groups please notify the Duke of Edinburgh Awards Advisor of the incident (Dave Thorley).

As a reminder information that the LA Advisor will require/ask for will beas follows:

the name of the caller; the caller’s telephone number, or contact number; the location of the incident; the time of the incident; the nature of the incident; the names, condition and location of any injured; the names of others involved, so that their parents can be reassured; the details of any assistance required; what notifications, if any, have been made – e.g. parents, police, etc.

Dependent upon the nature and seriousness of the emergency, a response to media interest is almost certain to be required. ThreeSixty Communications (through ip&e) provide support for media enquiries and can be contacted on 01743 252826.

15.11 Requirements for Reporting Accidents and Near Misses

All accidents and near misses occurring on educational visits will need to be recorded and reported in accordance with the procedures set out in the LA’s ‘Education Health and Safety Manual’. The detailed guidance together with all the relevant forms is available to schools via the Shropshire Learning Gateway.

15.12 Investigation of Serious Incidents

When a serious incident has taken place on an educational visit in the UK or abroad, the LA will usually undertake its own investigation. This will normally be done by the Outdoor Education Adviser in conjunction with other relevant senior LA officers and other Shropshire Council officers. This investigation would be carried out regardless of any other formal investigation that might be undertaken by, for example, the Police and/or Health & Safety Executive (HSE), Coroner or other appropriate Authority.

The purpose of the LA investigation will be to:

determine the causes of the incident; determine whether there are lessons to be learned and how widely these

need to be disseminated; provide information for affected parents; exchange information with statutory investigation bodies as required e.g.

Police, Coroner, Health & Safety Executive; manage media enquiries.

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An investigation should begin as soon as possible, while key witnesses have good recall of the facts. Where providers/companies/operators/contractors or other organisations are involved in the visit the LA will agree roles with them to avoid duplication of effort. Care will be taken not to disrupt any parallel investigations by the Police, HSE, Coroner etc. Where children witnessed the incident an early decision as to who should interview them must be taken and duplication must be avoided. Children should usually only be interviewed in the presence of a parent/carer. These interviews will often be conducted by the Police.

Usually there should be no reason to wait for parallel investigation to complete before starting the LA investigation although the requirements of the enforcing agencies investigating an incident may delay this. However, before publishing any report the LA will check with the Police, HSE, Coroner etc to ensure that publication will not jeopardise their investigation or any action they may decide to take.

When the investigation is complete lessons learned will be shared with all the LA’s schools, and, where appropriate with other agencies.

15.3 In the case of a fatality:

In the United Kingdom the police must be notified as soon as possible. They will take all necessary statements and notify the next of kin.

In foreign countries procedures will vary. The local police should be able to advise. If in doubt follow the United Kingdom procedures until told to do otherwise by an appropriate official of the country concerned.

Ensure that all equipment involved in the accident or incident is retained in an unaltered condition – unless it is required by the police.

Enquiries from the media should be directed to the designated media contact in the home area.

Party Leaders or other supervisory adults may speak to the press or other media only in circumstances where this course of action has been agreed by and with the advice of the appropriate LA contact (and/or Headteacher of the educational establishment concerned) and Corporate Communications Officer. No one else in the party should speak to the media.

Names of those involved in the incident should not be given to the press or media as this could cause distress to their families.

Never admit liability of any sort. No one in the party should discuss legal liability with other parties. An expression of regret that the incident has happened and sympathy for those affected is appropriate.

Do not allow anyone to see any party member whether staff or participant without an independent witness being present.

No-one, unless they are in a relevant official capacity, has any right to see anyone who does not wish to see them. Should anyone not in a relevant official capacity try to force a confrontation, do not say anything and call the police.

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In foreign countries the British Embassy / Consulate can be contacted for help and advice.

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16A: APPLICATION FOR THE APPROVAL OF OUTDOOR AND ADVENTURE ACTIVITIES AND NOTIFICATION OF AN EDUCATIONAL VISIT ABROAD

2015 - 2016

Name of School/Youth group: ____________________________________________________

Address of School/Youth group: ___________________________________________________

___________________________________________________

Name ofParty Leader: ______________________________ Role: ___________________________

Signature: ________________________________

Tel: ______________________________________……Email: ___________________________

......................................................................................................………………………………The party leader should complete all relevant sections of this form as soon as possible once the preparations are complete, unless you are going to Arthog where a 16a is not required to be sent to Dave Thorley. The party leader should have already received approval of the proposed visit in principle and should have regularly updated the EVC and Headteacher on the progress of the preparations. The party leader needs to pass on this application to the EVC for any comments and their signature prior to presenting it to the Headteacher.

When approval is given, a copy of this form should be retained by the Headteacher and another by the party leader. The Headteacher should be informed of any subsequent changes in the planning, organisation and staffing. Where required, the Headteacher should ensure that approval from the school governors is sought.

Shropshire schools visits which involve Forest Schools, outdoor and adventure activities (OAA) or field studies in ‘high risk’ environments and/or visits outside of England, Wales and Scotland, a copy of this form should be sent to Dave Thorley, Outdoor Education and DofE Advisor, The Shirehall, Abbey Foregate, Shrewsbury, SY2 6ND or to educationalvisits@shropshire.gov.uk, or fax (01743) 254538, at the planning stage of the visit, or in any event, no later than six working weeks before the departure date.

Telford & Wrekin schools visits, which involve outdoor and adventure activities (OAA) or field studies in ‘high risk’ environments must submit this form to Dave Thorley, Outdoor Education and DofE Advisor at the above address. For visits which involve travelling outside England, Wales and Scotland, a copy of this form should be sent to Internal Health & Safety, Telford & Wrekin Council, 7th Floor Darby House, Lawn Central, Telford, TF3 4JA or c/o karen.bailey@telford.gov.uk, and in any event, no later than six working weeks before the departure date.

Please complete this form in print

1. Purpose of visit and specific educational objectives: …………………………………………

2. …………………………………………………………………………………………1a. Type of Visit: Day Residential HRA VA (Visits Abroad)

……………………………………………………

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2. 2. Address of place(s) to be visited* 3. ………………………………………………………………………………………………

Telephone:

3. Dates and times of visit:

Date of Departure: ………………………………………. Time: ……………………………Date of Return: …………………………………………… Time: …………

…………………………………………………

4. Transport arrangements: to include the name of transport company (and vehicle registration number(s)

5. Organising / tour / package company (if any):

Name: Address: ………………………………………………………………………………………………………………………………………………Tel: Email: …

……………………………………Licence Number if registered with Adventure Activities Licensing Authority:

6. Estimated cost and sources of funding (eg parents, sponsorships, pupil premium etc)

7. Insurance arrangements for all members of the proposed party, including voluntary helpers:

Insurance Cover: ………………………………………….Policy number:

Insurance Company name and address:

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8. Accommodation to be used:

Name: …………………………………………………………………………………………………………………Address:

Telephone:

9. Details of the programme of activities:

Cultural Activities: ________________________________________________________ Outdoor Adventure Activities: ______________________________________________ Field Studies: ____________________________________________________________ Sports Activities: _________________________________________________________ Forest Schools: __________________________________________________________

Other: __________________________________________________________________

If you are using centre staff: I can confirm that a formal agreement has been made with the centre manager and that the staff from the centre and those from the school are fully aware of their roles and responsibilities.

YES NO

If you are using a non AALA licensed commercial centre: I confirm that the staffing declaration (16d) has been satisfactorily completed and returned.

………………………………………………………………

10. Names, relevant experience, qualifications and specific responsibilities of adults accompanying the party:

First Name

Surname Gender M/F

Relevant Qualification eg teacher/ TA/ HLTA/ Youth Service/ Governor or adult supervisors other than teachers

Role DBSNumber

DBS Issue Date

First Aider

Yes/No

OR it is confirmed that access to qualified first aid provision suitable to the needs of the party is available throughout the visit including activities.

YES NO

11. Name, address and telephone number of the school home base contact who holds all information about the visit of journey in case of an emergency:

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Name Address Tel Mobile Email

School

Out of Hours 1st Contact Out of Hours 2nd Contact

12. 12. Existing knowledge of places to be visited and whether an exploratory visit is complete/planned:

13.

13. Size and composition of the group:

Age range: ________________

Number of boys: ………..Number of girls: Total number of pupils:_____

……………… If your visit is residential: it is mandatory that the school staff:pupil ratio is a minimum of 1:10 (secondary) 1:8 (primary)

YES ____ NO ____

1. ……………………………………………………………………………….

14. Information of parental consent:

All parental consent forms duly completed and signed have been received/will be received by (date):

…

15. Numbers of pupils with special educational, disability or medical needs:

SEN: ____________……………………………….Disability: ____________…………………………Medical: ___________ ……Risk Assessments have been completed to meet the above specific needs and attached to the form:

YES NO

………………………………………………………………………………………………………

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16. Governing Body approval:

Does Governing Body approval need to be given for this visit? YES NO

(The need for Governing Body approval for particular visits will vary depending upon individual schools’ notification and approval arrangements so check your school policy);

If YES Approval given/sought (date of Governing Body meeting): _________________

….

BEFORE YOU SEND THIS FORM, PLEASE MAKE SURE THAT YOU ATTACH THE NECESSARY RISK ASSESSMENTS (PLEASE NOTE – MOST RA’S CAN BE OBTAINED FROM THE PROVIDER BUT PLEASE ENSURE THAT PARTY LEADER AND STAFF ARE FAMILIAR WITH THE DOCUMENTATION PRIOR TO THE VISIT17. Please attach Risk Assessments for:

Travel Risk Assessment

High Risk Activities

Fieldwork Activity

Management of pupils whennot in activities

Forest School

18. Staff Qualification Declaration

If you are not using an AALA licensed provider and/or the activities are not within ‘scope’ you must complete a ‘Staff Qualification Declaration’ form 16Dand send 16D to provider of activities. This must be submitted with 16A.

Check section 9 of the Regulations and Guidelines for Educational Visits and Journeys

19. Educational Visits Coordinator (EVC) approval:

I can confirm that the party leader has liaised with me over the planning and organisation of this visit. I can confirm that the arrangements have been made in accordance with the requirements of the LA’s ‘Guidelines for Educational Visits and Journeys’.

Full name of EVC: ______________________________________________………………………………………Signed (NOT TYPED): __________________________________________

Date: _______________

20. Headteacher / Line Manager approval:

I have studied this application form and am satisfied with all aspects planning, organisation and staffing of this educational visit. Approval is hereby given:

Full name of Headteacher / Line Manager: ____________________________________

Signed (NOT TYPED): __________________________________________

Date _______________……………………………………………………………………………………………

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16B: PLANNING CHECKLISTName of Visit: Dates:

Task Done1 Read Shropshire LA’s ‘Guidelines for Educational Visits and Journeys’.

2 For complex visits, ski trips, expeditions and visits to areas of potential unrest discuss ideas with OEA before making financial commitments.

3 Prepare an outline plan (liaise with School’s EVC about the proposed visit and obtain the Headteacher’s provisional approval).

4 Make a preliminary visit

5 Complete the risk assessment

6 Check credentials of providers

7 Check insurance cover

8 Obtain approval from OEA and notify LA where needed

9 Plan travel arrangements. (Check for additional requirements for visits abroad)

10 Financial planning (including charge for visit and contingency fund)

11 Make staffing arrangements

12 Make first aid arrangements

13 Make emergency arrangements and contingency plans

14 Identify steps taken to include pupils with disabilities

15 Pass detailed plans, including documented risk assessment(s) to EVC for any comments and approval.

16 Present detailed plans including documented risk assessment(s) to Headteacher and / or Governing Body where appropriate for final approval.

17 Approval received

18 Establish vaccination requirements (visits abroad)

19 Communicate with parents (a parents’ meeting is advised for residential visits and visits involving high risk areas or activities) and obtain consent.

20 Establish health and disability needs of participants

21 Arrange group passports and visas (visits abroad)

22 Prepare pupils (including identification arrangements)

23 Accident reporting

24 Evaluation sheet (if incident/near accident/ send to Diane Rogers or Dave Thorley

Completed by: Date

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16C: RISK ASSESSMENT School: Leader:

Date: Review date:

What are the hazards? Who might be harmed and how?

What are we already doing?

Risk rating*L,M or H

What further action is necessary?

By whom? By when? Done

Signature of staff who have been involved:1)2)3)4)Risk rating system*

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SEVERITY: PROBABILITY:outcome example outcomeMINOR Bruising, minor cuts, mild irritation to skin

or eyesUnlikely (eg no previous history)

SERIOUS Loss of consciousness , burns, broken bones, injury or condition resulting in 3 or more days absence

Possible (eg similar incidents have happened in the past)

MAJOR Permanent disability , major notifiable injury or disease

Probable (eg same situations have happened in the past)

FATAL DEATH Highly probable (eg has occurred recently here or in another organisation)

Use the matrix below to assess the level of risk:

SEVE

RIT

Y

FATAL Medium Medium HIGH HIGHMAJOR Low Medium Medium HIGHSERIOUS Low Low Medium MediumMINOR Low Low Low Medium

Unlikely Possible Probable Highly probable

PROBABILITY

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Specific risk assessment

Date(s): ________________________________ Leader: ________________________Activity/activities: _________________________ Venue: _______________________

Significant hazards/harm/risk

Safety measures: Measures that are in place and/or will be taken to reduce the risk to a tolerable levelWhat are the measures arranged to reduce the risk?

Member of Staff / Adult responsible

Signature of staff who have been involved:1.2.3.4. Leader Signature:________________________ Date:_________

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Please note that these below are the qualifications required by the LA to lead activities for young

people. In house training is not acceptable.

Name of Centre: ___________________________________________________

I give assurance that groups undertaking any of the activities listed below will be under the direct

supervision of a teacher or leader who holds a currently valid qualification as shown. In addition, any

such staff will have been chosen for their maturity and professional approach to pupils under their

instruction and leadership

Any activities provided that are not governed by a national body have been the subject of

thorough risk assessment.

Activity Qualification

Abseiling in a natural environment

Mountain Leader Training Board climbing qualification SPA suitable for the terrain.

Abseiling on a purpose built structure

Mountain Leader Training board climbing qualification or

MLTUK Climbing Wall award (provided the holder has undertaken the abseiling “add on” component).

Archery The lead instructor/ supervisor must hold as a minimum the Archery GB level 1 or 2 (GNAS still accepted).

Caving (Arthog run site specific training) including mine exploration and potholing

Cave Instructors Certificate approved & assessed by the National Caving Association or Local Cave and Mine Leader Assessment Scheme (level 1 or 2)

Canoeing on very sheltered water e.g. quiet canals, very small lakes, suitable sections of slow moving rivers (without weirs or rapids)

BCU Level 1 Coach under guidance of Level 2

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16D: STAFF QUALIFICATION DECLARATION

Canoeing on sheltered water e.g. small lakes, slow moving rivers (without weirs or rapids), suitable sections of larger lakes

BCU Level 2 Coach

Canoeing on moderate water e.g., grade 2 rapids, larger lakes BCU Level 3 Coach or BCU Level 2 with 4 star in canoe or

kayak and discipline specific moderate water bolt on

Canoeing on advanced water e.g. conditions in excess of those described above, including on the sea.

BCU Level 4 Coach

Activity Qualification

Coasteering International Coasteering Association ( ICA) coasteering group leader or

British Coasteering federation (BCF) guide’s award PLUS suitable lifesaving qualification

Climbing: purpose built structures (climbing walls)

MLTUK climbing qualification or

MLTUK Climbing Wall Award (and Abseil module)

Climbing: Single-pitch Rock Climbs:

Single Pitch Supervisors Award approved and assessed by UK Mountain Training Board (MLTUK)

Climbing: Multi-pitch Rock Climbs Summer: the instruction of mountaineering including all aspects of rock climbing (excluding movement on snow and ice covered terrain)

Mountain Instructor Award (Summer) approved and assessed by UK Mountain Training Board (MLTUK)

Climbing: Multi-pitch Rock Climbs: the instruction of mountaineering, both summer & winter including rock climbing, snow & ice climbing & winter mountaineering

Mountain Instructor Certificate approved and assessed by UK Mountain Training Board (MLTUK)

Dinghy sailing - inland RYA Instructor under the supervision of a Senior Instructor

Dinghy sailing - Sea As above, with a Tidal Endorsement

Gorge Walking MLTUK Mountain leader Award or

if rope work required: MLTUK Single Pitch Award

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or

British Caving Association Local Cave and Mine Leader Award or

British Caving Association Cave Instructor Certificate

Fencing BFA level 1 coach (or higher) or England Fencing level 1 coach award (or other home country equivalent)

Forest Schools & First Aid OCN Level 3 Forest Schools qualification or BTEC and First Aid outdoors.

Horse riding Stables must be approved by the British Horse Society or the Association of British Riding Schools Approved or LA licensed

Escorts for riding activities must hold the qualification appropriate for the activity undertaken as required by one of the above organisations.

Mountain Biking: Level 1 Mountain Bike Leadership award is a site specific award designed specifically for organisations such as outdoor education centres.

MBLA 1 – level 1 mountain bike leader

Mountain Biking: Level 2 enables experienced mountain bikers to safely guide others on off-road terrain. Ideal for anyone who is either working or looking to work in the outdoor sector.

MBLA 2 – level 2 mountain bike leader

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Mountain Biking: Level 3

Aimed at highly experienced mountain bike leaders, who wish to extend their remit to include remote terrain and trails of severe technical difficulty.

Mountain Walking Summer: the leadership of hill walking parties under summer conditions (excluding roped climbing on technical terrain and travel on snow)

MBLA 3 –level 3 mountain bike leader

Mountain Walking Leader Award (Summer) approved and assessed by UK Mountain Training Board

Mountain Walking Winter: the leadership of hill walking parties under winter conditions (excluding roped climbing on technical terrain)

Winter Mountain Leader Award approved and assessed by Scottish Mountain Training Board

Rifle shooting NSRA TPS instructor or Club Instructor award.

YPS Tutor

Skiing/ snowboarding – Artificial Slopes

Artificial Ski Slope Instructor Award

Activity Qualification

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Skiing/ snowboarding – Snow 1. British Association of Ski Instructors Grade 3,2 or 1 or,

2. English ski Council Coach, or3. Scottish National Ski Council Ski leader, or4. Alpine Ski Course Leaders Award, or5. An instructor employed by a ski school

which is recognised & approved by the appropriate governing body

Qualifications 2 & 3 are appropriate for teachers/leaders to teach members of their own party on prepared pistes which are well within the capability of the group.

Qualification 4 is appropriate only for teachers/leaders to supervise members of their own party on prepared pistes that are well within the capability of the group and when practising previously learned skills. The maximum tutor-pupil ratio for such groups is 1:9

Swimming in open waterInstructor must hold minimum of RLSS Aquatic rescue test for outdoor activity supervisors.

Lifeguards on beaches: RLSS National Beach Lifeguard Qualification or Surf Life Saving GB NARS Beach life guard.

Lifeguards on inland water: RLSS Silver Cross

Please complete the form below: List all activities not included above that will be undertaken by the group and identify staff qualifications.

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Activity Staff qualifications

Signed: ______________________________ Head of Centre / Provider Manager

Name: _______________________________

Date: ________________________________

Name of Organisation: ________________________

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Form to be included with the detailed information for individual visits sent to parents.

Name of School/Youth Group: _________________________________________________

1. Details of Visit to: ____________________________________________________

From: __________Date/Time: __________To: ___________Date/Time:__________

I agree to ________________________________ (name of child) taking part in this visit and have read the information sheet. I agree to their participation in the activities described. I acknowledge the need for them to behave responsibly.

2. Medical Information about your child:

a. Is your child affected by any illnesses or disabilities relevant to this visit? YES/NOIf YES details:_____________________________________________________________________________________________________________________________________________________________________________________________

b. Is your child currently taking any medication? YES/NOIf YES details:_____________________________________________________________________________________________________________________________________________________________________________________________

c. Is your child currently receiving medical treatment? YES/ NOIf YES details:_____________________________________________________________________________________________________________________________________________________________________________________________

d. What type of pain relief medication may your child be given if necessary?

______________________________________________________________

e. Is your child allergic to anything? YES/NOIf YES, details (severity, treatment etc):______________________________________________________________________________________________________________________________

f. Please outline any special dietary or other requirements of your child: _____________________________________________________________________________________________________________________________________________________________________________________________

g. Date of last anti-tetanus injection? _________________

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16E: PARENTAL CONSENT FORM FOR A SPECIFIC SCHOOL

VISIT

I will inform the Party Leader/Headteacher as soon as possible of any changes in my son/daughter’s medical or other circumstances between now and the commencement of the journey.

For activities that include swimming:

Is your child:

Able to swim 50m? YES/NO Water confident in a swimming pool? YES/NO Confident in the sea or open water? YES/NO Safety conscious in water? YES/NO

3. Declaration I agree to my son/daughter receiving medication as I have instructed. I authorise the leaders and first aiders on this visit to give permission for my child to receive any emergency dental, medical or surgical treatment, including the administration of anaesthetic as considered necessary by the medical authorities present if this should occur at a time when my consent to the particular treatment cannot otherwise reasonably be obtained.

Note: If there are some medical treatments you will not consent to please ensure that you tell the party leader about these and attach details to this form.

I understand the extent and limitations of the insurance cover provided.

Signed: ________________________________ Date: ___________________________

Full name (capitals): ________________________________________________________

Contact telephone numbers:

Mobile:_________________________________

Work: __________________________________ Home: ________________________

Home address: __________________________________________________________________

_________________________________________________________________________

Alternative emergency contact:

Name: __________________________________ Telephone number: _______________

Address: _________________________________________________________________

GP’s / Consultants name: ______________________ Telephone number: ______________

Address _________________________________________________________________

This form or a copy must be taken by the party leader on the visit. A copy should be retained by the school home base emergency contact.

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To be completed before the visit. Copies to be held by the party leader and school home base contact along with the emergency contact list for everyone in the party.

1. School/Youth Group: _____________________________________________________________

2. Name of party leader: ___________________________________________________________

3. Party leader Phone Nos:__________________________________________________________

4. Visit departure date: _____________________________________________________________

5. Return information: Date: _____________ Time: ______________ Location: ________________

6. Party: Total Number: _________Adults: ______________Party Members: __________________

7. Emergency contact information:

a. During school hours:

Headteacher: _________________________________Tel: _________________________

Deputy/other: _________________________________Tel: _________________________

b. Out of school hours:

Headteacher: _________________________________Tel: _________________________

Deputy/other: _________________________________Tel: _________________________

c. Travel Company:

Name/Address: ________________________Tel: ___________ email:________________

Company Travel Rep: Name: _____________Tel: __________email:__________________

Insurance / Emergency Assistance: ________Tel: ___________email: _________________

Hotel: ______________________________________________________________________

Address: ___________________________________________________________________

___________________________________________________________

Tel: ______________________e-mail:_________________________________________

Hotel contact (e.g. Rep/Manager): _______________________________________________

d. Other emergency numbers:(e.g. telephone tree) ____________________________________________________________________________________________________________________________

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16F: EMERGENCY CONTACT INFORMATION

The Party Leader will:

Allocate supervisory responsibility for named pupils Ensure pupils know which Supervisory adult is responsible for them Ensure that the Supervisory adults are aware of the expected standards of

behaviour Fully brief the Supervisory adults regarding all the specific special

educational, medical or disability needs of the pupils in the party, including any necessary information to ensure safety

Accompany any pupils who require medical treatment to hospital Contact parents/carers of children, when necessary Will retain overall responsibility for the welfare of the children at all times.

Supervisory Adults other than Teachers will:

Follow the instructions of the Party Leader and the school staff and help with control and discipline

Ensure the health, welfare and safety of the children Not be left in sole charge of the children Inform the Party Leader or School staff if concerned about the health, welfare

or safety of pupils at any time during the visit.

Signed: ______________________ Headteacher of ___________________ School

Date: _________________________

Signed: ___________________ Volunteer Adult Supervisor____________________

Date: _________________________

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16G: Formal agreement for the provision of pastoral support by Volunteer Supervisory Adults other than teachers during Educational Visits of

Shropshire LA Schools

To include also record of incidents / near misses and accidents.

To be completed by the Party Leader on return from the visit for future reference and a copy sent to the Outdoor Education Advisor, The Shirehall, Abbey Foregate,

Shrewsbury, SY2 6ND OR Internal Health & Safety Resilience, Telford & Wrekin Council, 7th Floor Darby House, Lawn Central, Telford, TF3 4JA

1.

School / Youth Group:

Party Leader:

Date of Visit:

Purpose of Visit and activities undertaken:

Venue / Location:

Commercial Provider:2.

Rating out of 10

Comment

a) Pre-Visit/information and support from provider

b) Travel arrangements

c) Content of programme provided

d) Quality of instruction

e) Equipment provided

f) Sustainability of environment

g) Accommodation

h) Food i) Courier /

Representative j) Value for money

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16H: EVALUATION OF VISIT

3.Record of Incident:

4.Other comments and evaluation including ‘close calls and near misses’ not involving injury or damage:

5. All accidents should be recorded on the appropriate report form and submitted as required to the appropriate Health & Safety department at Shropshire or Telford & Wrekin. Please attach a copy of this form and send to the Outdoor Education Adviser, within 5 working days of returning from the visit.

ECTION 17:

17.1. Risk assessments and plans

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Name of Headteacher / Line Manager: __________________ Signed:_________________ Date:___________

Name of EVC: __________________ Signed:_________________ Date:___________

Name of Party Leader: __________________ Signed:_________________ Date:___________

It can be enormously helpful for the next party leader to have access to the planning documents and risk assessments that were completed for a visit and journey when planning another trip to the same or similar venue. Many schools keep these electronically in a known location so that a bank of risk assessments can be built up over time and help speed up future preparation.

17.2 Record retention:

Records relating to a visit or journey should be kept in accordance with the school’s document retention policy which should follow the national guidance available at http://www.irms.org.uk/download/789.

17.3 In the event of an incident

If whilst on an educational visit there was an accident or incident then the relevant records should be retained in case of subsequent claim or investigation.

If there is a major incident on a school trip then the parental permission forms should be retained for 25 years from the date of birth for a child. The permission forms for all pupils on the trip need to be retained to show that the rules had been followed for all pupils.

Accident reports should be retained from the date of the accident for seven years for an adult and for 25 years from the date of birth for a child.

17.4 Personal information

Any records that contain personal information eg about pupil’s home and family details, health issues etc should not be kept for longer than necessary. Whilst these are being kept they should be stored securely to comply with Data Protection legislation and Safeguarding good practice. When disposed of this should be done as confidential waste (eg shredded).

There is unlikely to be a need to retain parental consent forms after the visit is complete unless there was any incident, accident, damage or loss during the visit that might make retention of these advisable. Dispose of these as confidential waste at the end of the academic year.

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APPENDIX 1

OTHER GUIDANCE

The following are useful sources of guidance:

1. The Outdoor Education Advisers’ Panel (OEAP) has published an excellent website containing comprehensive advice and guidance for school visits and Learning Outside the Classroom at http://oeapeg.info/.

2. HSE website

3. Learning Outside the Classroom ,including information about the Quality Badge Scheme, are available at www.lotc.org.uk

4. The DfE’s 1998 school trips advice is no longer available on the DfE website. Health and Safety of Pupils on Educational Visits (HASPEV) may still for a while, however, be found on the National Archives Website at http://tna.europarchive.org/20030731072630/http://www.dfes.gov.uk:80/h_s_ev/hspv.pdf.

The Government also published various supplements to HASPEV, namely

Supplementary Guidance Part 1: “Standards for local authorities in Overseeing Educational Visits” (guidance to local authorities on their role in overseeing arrangements for Health and Safety on school visits);

Supplementary Guidance Part 2: “Standards for Adventure” (guidance to schools on safety standards for school visits, and outdoor activities in particular); and

Supplementary Guidance Part 3: “Handbook for Group Leaders” (practical guidance to group leaders for use during visits).

Group Safety at Water Margins

Health and Safety: Responibilities and Powers

These documents are no longer endorsed by the DfE, but the advice contained within them is nonetheless helpful. They can be downloaded from the National Archives Website at

http://tna.europarchive.org/20060213215556/http://www.teachernet.gov.uk/wholeschool/healthandsafety/visits/.

5. Duke of Edinburgh’s Award site http://www.dofe.org/

6. DfE 2011 Advice on Educational Visits: Department of Education Advice on Legal Duties and Powers for Local Authorities, head Teachers, Staff and Governing Bodies

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