Educational Visits Policy

Co-op Academy Portland 

Academy Educational Visits Team:

Jac Jenkins - EVC

Tom Ogilvie - Senior Visit Lead

Chloe Munnerley - Senior Visit Lead

Louise Patrick - Senior Visit Lead

Overview

Intent

At Co-op Academy Portland we see the benefits to learning outside the classroom and educational visits to be crucial to the ‘Catch Up’ and recovery to learning post pandemic. We have seen real disruption to our routine, and the traumas faced by students, parents and staff has affected us all in very different ways. The opportunities to rebuild trust and relationships are often greater whilst out of the classroom. Being outside also encourages physical activity following a period where some of our school community have been housebound.

Implementation

Learning outside the classroom activities and educational visits and are used as teaching and learning tools for the delivery of elements of Co-op Academy Portland’s Statement of Intent.

Impact

Learning outside the classroom activities and educational visits have clear and measurable aims which link to Co-op Super School’s statement of intent/curriculum intent. The impact contributes to pupils’ attainment and progress. Co-op Academy Portland’s approach to the evaluation of activities and visits is set out in this policy.

Context

We believe that educational visits are an integral part of the entitlement of every pupil to an effective and balanced curriculum. Appropriately planned visits enhance learning and improve attainment, and so form a key part of what makes Co-op Academy Portland a supportive and effective learning environment. The benefits to pupils of taking part in visits and learning outside the classroom include, but are not limited to:

• Improvements in their ability to cope with change.
• Increased critical curiosity and resilience.
• Opportunities for meaning making, creativity, developing learning relationships and practicing strategic awareness.
• Increased levels of trust and opportunities to examine the concept of trust (us in them, them in us, them in themselves, them in each other).
• Improved achievement and attainment across a range of curricular subjects. Pupils are active participants not passive consumers, and a wide range of learning styles can flourish.
• Enhanced opportunities for ‘real world’ ‘learning in context’ and the development of the social and emotional aspects of intelligence.
• Increased risk management skills through opportunities for involvement in practical risk-benefit decisions in a range of contexts, i.e. encouraging pupils to become more risk aware as opposed to risk averse.
• Greater sense of personal responsibility.
• Possibilities for genuine team working including enhanced communication skills.
• Improved environmental appreciation, knowledge, awareness and understanding of a variety of environments.
• Improved awareness and knowledge of the importance and practices of sustainability.
• Physical skill acquisition and the development of a fit and healthy lifestyle.

Application

Any visit that leaves the school grounds is covered by this policy, whether as part of the curriculum, during school time, or outside the normal school day.

This Educational Visits Policy should be read in conjunction with:

1. The Co-op Academies Trust policy document ‘Educational visits statement’ (available to all staff via Evolve).
2. National Guidance www.oeapng.info

Co-op Academy Portland uses EVOLVE for off-site activities beyond the local learning area.

All staff are required to plan and execute visits in line with school policy (ie this document), the Co-op Academies Trust policies and National Guidelines. Staff are particularly directed to be familiar with the roles and responsibilities outlined within the guidance.

Types of Visit & Approval

There are three ‘types’ of visit:

1. Visits/activities within the ‘School Learning Area’ that are part of the normal curriculum and take place during the normal school day.

These follow the ‘School Learning Area’ Operating Procedure (Appendix 1).

2. Other non-residential visits within the UK that do not involve an adventurous activity.

These are entered on EVOLVE by the visit leader and submitted to the EVC for checking. The EVC then submits to the Head for approval.

3. Visits that are overseas, residential, or involve an adventurous activity.

As above, but the Head authorises and then submits to the Trust for approval.

Timescales

Co-op Academy Portland uses the Evolve system to plan, manage and record educational visits.

Visit Leaders should plan and prepare visits allowing time for internal and external vetting and approval as required. Normally this will mean that visit plans should be submitted to the EVC by the following deadlines:

• 3 to 6 months before departure for Overseas Visits
• 5 weeks before departure for Residentials
• 5 weeks before departure for Adventure Activities
• 2 weeks before departure for other types of visit

If for any reason these deadlines cannot be met, clarification and approval should be sought from the EVC.

Roles and responsibilities

Visit leaders are responsible for the planning of their visits, and for entering these on EVOLVE (where required). They should obtain outline permission for a visit from the Head Teacher or EVC prior to planning, and certainly before making any financial commitments. Visit leaders have responsibility for ensuring that their visits will comply with all relevant guidance and requirements.

The Educational Visits Coordinator (EVC), Jac Jenkins, will support and challenge colleagues over visits and learning outside the classroom (LOtC) activities. The EVC is the first point of contact for advice on visit related matters, and will check final visit plans on EVOLVE before submitting them to the Head. The EVC sets up and manages the staff accounts on EVOLVE, and uploads generic school documents, etc.

The Head Teacher, Corynne Peace, has responsibility for authorising all visits, and for submitting all overseas, residential or adventurous activity visits to the Trust for approval, via EVOLVE.

The Governing Body’s role is that of a ‘critical friend’ and it will:

1. Adopt and periodically review this policy, as required.
2. Ensure there is a competent Educational Visit Coordinator (EVC) in place who meets the requirements outlined in ‘National Guidance’ and has completed Co-op Academy Portland EVC Training Programme and any updates as required.
3. Review the range of visits provided by the school via a report submitted twice a year by the EVC.

Individual governors may request ‘read-only’ access to EVOLVE.

(Refer to www.oeapng.info document 3.4f)

The Co-op Academy Trust is responsible for the final approval (via EVOLVE) of all visits that are either overseas, residential, and/or involve an adventurous activity.

Evaluation

Visit leaders evaluate activities and visits in the 10 day period after the visit has been concluded. We use the Evolve Reporting Tool to make evaluations. These headline evaluations would include a comment detailing:

1. The impact on learning; in addition to usual assessment methods, we use

• Photographs / Video
• Of specific processes –measuring, data collection, data recording, use of creative language, sequencing etc
• Pupil Voice
• Develop questionnaires to capture physical activity levels & happiness
• Look at other measures (eg attendance, behaviour)

2. The effectiveness of arrangements: (eg risk assessments; staffing suitability; transport considerations; value for money and lessons learned)

Staff Competence

Co-op Academy Portland recognises that staff competence is the single most important factor in the safe management of visits, and so we support staff in developing their competence in the following ways:

• An apprenticeship system, where staff new to visits assist and work alongside experienced visit leaders before taking on a leadership role.
• Supervision by senior staff on some educational visits.
• Support for staff to attend training courses relevant to their role, where necessary.

In deciding whether a member of staff is competent to be a visit leader, the Head Teacher will take into account the following factors:

• Relevant experience.
• Previous relevant training.
• The prospective leader’s ability to make dynamic risk management judgements, and take charge in the event of an emergency.
• Knowledge of the pupils, the venue, and the activities to be undertaken.

Emergency procedures

A critical incident is any incident where events go beyond the normal coping mechanisms and experience of the visit leadership team.

The school has an emergency plan in place to deal with a critical incident during a visit (see Appendix 2). All staff on visits are familiar with this plan and it is tested at least bi-annually and following any major staffing changes.

When an incident overwhelms the establishment’s emergency response capability, or where it involves serious injury or fatality, or where it is likely to attract media attention then assistance will be sought from the Co-op Academy Trust.

Educational Visits Checklist

Co-op Academy Portland Educational Visits Checklist forms part of the risk management process for visits and off-site activities. This has been adapted from the National Guidance generic checklist. A visit should usually only go ahead if the answer to all relevant questions is ‘YES’. Co-op Academy Portland Educational Visits Checklist may be downloaded from EVOLVE Resources.  

Parental Consent 

Consent is not required for activities within the School Learning Area that are part of the normal curriculum during normal school time.

The school obtains blanket consent at the start of each year for certain other routine activities, eg. after school fixtures, etc.

Specific, (ie. one-off), parental consent must be obtained for all other visits. For these visits, sufficient information must be made available to parents (via letters, meetings, etc), so that consent is given on a ‘fully informed’ basis.

Inclusion

Co-op Academy Portland is committed to inclusion and will include all students in our offsite activities wherever this is reasonably practicable. 

Charging / funding for visits

Co-op Academy Portland funds all visits that we are legally required to. We make every effort to provide funding to pay for as many visits as possible. On rare occasions, we may ask for voluntary contributions from parents/carers towards transport and non-curriculum activities.

Transport

We follow Co-op Academies Trust guidance around transport including how we use staff cars to transport pupils.

Insurance

All visits are covered under the insurance policies arranged through the Co-op Academies Trust. We understand the extent and limitations of the policy and conditions of insurance.

Appendix 1 – School Learning Area

General

Visits/activities within the ‘School Learning Area’ that are part of the normal curriculum and take place during the normal school day follow the Operating Procedure below.

These visits/activities:

• do not require parental consent
• do not normally need additional risk assessments / notes (other than following the Operating Procedure below).
• do not need to be recorded on EVOLVE

Boundaries

The boundaries of the School Learning Area are shown on the attached map. This area includes, but is not limited to, the following frequently used venues: e.g.

• St James’ Centre
• Birkenhead North Library
• Quickenden Park
• Birkenhead Park
• Birkenhead Locality Walk

Operating Procedure for School Learning Area

The following are potentially significant issues/hazards within our School Learning Area:

• Road traffic.
• Other people / members of the public / animals.
• Losing a pupil.
• Uneven surfaces and slips, trips, and falls.
• Weather conditions.
• Activity specific issues when doing environmental fieldwork (nettles, brambles, rubbish, etc).

These are managed by a combination of the following:

• The Head or EVC must give verbal approval before a group leaves.
• Only staff judged competent to supervise groups in this environment are approved. A current list of approved staff is maintained by the EVC and office.
• The concept and Operating Procedure of the ‘School Learning Area’ is explained to all new parents when their child joins the school, and a synopsis is in the School Prospectus.

• There will normally be a minimum of two adults.
• Staff are familiar with the area, including any ‘no go areas’, and have practiced appropriate group management techniques.
• Pupils have been trained and have practised standard techniques for road crossings in a group.
• Where appropriate, pupils are fully briefed on what to do if they become separated from the group.
• All remotely supervised work in the School Learning Area is done in ‘buddy’ pairs as a minimum.
• Pupils’ clothing and footwear is checked for appropriateness prior to leaving school.
• Staff are aware of any relevant pupil medical information and ensure that any required medication is available.
• Staff will deposit in the office a list of all pupils and staff, a proposed route, and an estimated time of return.
• A school mobile is taken with each group and the office have a note of the number.
• Appropriate personal protective equipment is taken when needed (eg gloves, goggles).

Appendix 2 – Emergency Procedure

Our plan in an emergency is:

Emergency Plan

Visit Details

For all visits, details of the visit and a list of all staff (with their mobile phone numbers) and participants must be placed [state where].

During office hours, details of all staff and participants (including medical details, contact details of parents/next-of-kin records of parental consent (if applicable) are kept [state where].

Out of office hours, details of the visit and copies of the group list, staff mobile phone numbers and staff/participant details must also be held by the Emergency Contact(s) and by the visit leadership team (unless they are close to the school site and are able to access the records at any time, even when the site is closed).

Emergency Contact

Emergency Contact phone numbers:

[numbers] (office hours)

[numbers] (out of office hours - mobile phone(s) to be carried by the Emergency Contact(s).

During office hours, the Emergency Contact is [state role], deputised by [state role(s)].  The Emergency Contact must remain on site until the group returns.

Out of office hours, there must be a named Emergency Contact at all times that a visit is taking place.

Any staff who might by chance take a call from a group must use the First Contact form, which is kept by every office phone, to take details of an incident and then alert the Emergency Contact.

On Receiving a Call

In the event of being alerted to an emergency on an off-site visit:

·        STAY CALM;

·        ASK for details of the incident using the First Contact form;

·        THINK about the actions you need to take and the people you need to contact to help you (see Possible Actions below);

·        DECIDE what immediate help you need and contact those people;

·        TAKE CHARGE of the incident until you clearly hand over to someone else - it is essential that one person is clearly designated as controller of the emergency response at any one time, and that it is clear to all who this is;

·        CONTACT the group in difficulty to reassure them, get up to date information and keep them informed of your actions;

·        RECORD all information you receive and actions you take;

·        DELEGATE TASKS as and when possible and appropriate to allow you to manage the situation and allow for concurrent activity.

Possible Actions

Depending on the circumstances and the support required you may need to do some or all of the following (perhaps in liaison with [name of employer]):

·        Inform [names/roles of senior managers and EVC];

·        Establish an Emergency Response Team, which may need to include the following roles (combine if insufficient staff are available):

o   Incident Controller;

o   Coordinator/contact with group (consider keeping the same person to always speak to the visit leader);

o   Communications (a number of people dealing with different aspects?);

o   Logistics – arranging transport, accommodation etc. for group and any travelling team;

o   Resources – e.g., office space, reception for any visitors (parents, media etc), refreshments/food;

o   Expert advice – e.g., Educational Visits Co-ordinator (EVC) or an experienced visit leader;

o   Record/log keeper;

·        Inform [your employer] if you need their support, if the media might be involved, or if the incident is serious:

o   If necessary, [your employer] will implement their Critical Incident Plan – if so, agree whether the role of Incident Controller lies with you or them;

o   Agree the protocol for keeping communications open;

·        Inform the school governors;

·        Keep a log of all actions, communications and decisions, including people involved and times;

·        Arrange alternate and additional phone lines so that incoming calls do not swamp communications;

·        Consider other means of communication such as WhatsApp, email and text, but remember that some are more reliable and/or secure than others, and do not assume that a message has been received until it has ben acknowledged;

·        Liaise with emergency services, media, tour operators, insurance companies etc.;

·        Carry out any actions necessary to support the visit leadership team;

·        If necessary, organise a Travelling Team to provide support at the scene;

·        Ensure the security of the school site and ensure the access gates are staffed to control access (elements of the media/press sometimes seek to gain access wherever they can);

·        Make arrangements for relatives etc. to be catered for [state where] while they wait for news;

·        Arrange for the return or onwards travel of the party, and/or arrange transport for parents to the scene/hospital;

·        Control communications and the flow of information to the affected group, parents and other school pupils and staff (beware of pupils and staff inadvertently starting rumours circulating);

·        Control information to the media – direct all media enquiries to [state who, e.g., your employer’s media/communications officer];

·        Make arrangements for meeting the group back from the visit and reuniting children with parents;

·        Consider the possible need for immediate and/or future practical and emotional support for anyone involved (don’t forget other staff, young people and the Emergency Response Team as well as parents and those directly involved) – if necessary, arrange for a liaison person or counsellor to be allocated to specific people.

Practical Arrangements

[Insert here details such as:

·        which office/phones to use during an emergency

·        out-of-hours information (e.g., locks, alarms, heating)

·        location of equipment (e.g., mobile phones, laptop, printer, minibus keys)

·        how to access relevant information

·        how to use existing communication systems (e.g., send group messages to parents, update the school website)

·        how to access cash or credit card for emergency use

·        how to obtain refreshments/catering]