Educational Visits Policy

Ratified by Governors: November 2022

Review Date: November 2024

Overview

Intent

At Co-op Academy Bebington 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 Bebington’sCurriculum Intent.

Impact

Learning outside the classroom activities and educational visits have clear and measurable aims which link to Co-op Academy Bebington’sCurriculum intent. The impact contributes to pupils’ attainment and progress. Co-op Academy Bebington’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 therefore form a key part of what makes Co-op Academy Bebington 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 practising 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 Bebington uses EVOLVE for all educational visits.

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 MLD base curriculum and take place during the normal school day.

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

• 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.

• 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 Bebington 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:

• 12-24 months for Overseas Expeditions
• 3 to 6 months before departure for Overseas Visits
• 4 weeks before departure for Residentials
• 4 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 prior to planning through the submission of an events form, and certainly before making any financial commitments. Visit leaders have responsibility for ensuring that their visits will comply with all relevant guidance and requirements and that relevant contact, medical and dietary information is shared with all parties and a medical kit taken along.

The Educational Visits Coordinator (EVC) is the Operations manager who 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 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 the Co-op Academies Trust 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.

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

The school uses the following methods to evaluate and activities or visits, to ensure that students have valuable and meaningful encounters outside of school or are inspired by experiences:

1. The impact on learning; in addition to usual assessment methods, we use
2. Photographs / Video
3. Of specific processes –measuring, data collection, data recording, use of creative language, sequencing etc.
4. Pupil Voice
5. Develop questionnaires to capture physical activity levels & happiness
6. Look at other measures (e.g. attendance, behaviour)

• The arrangements (e.g. risk assessments, value for money, lessons learned)

Staff Competence

Co-op Academy Bebington 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.
• Co-op Supervision by senior staff on some educational visits.
• Support for staff to attend training courses relevant to their role, where necessary.
• The National College offer a Certificate in organising and managing Schools trips. Any member of staff who is new to the role is encouraged to complete this certificate.

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 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 Bebington’s 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 Bebington’s Educational Visits Checklist may be downloaded from EVOLVE Resources.

Parental Consent

Specific, (ie. one-off), parental consent must be obtained for all visits. For any visit, 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 Bebington is committed to inclusion and will include all students in our offsite activities wherever this is reasonably practicable. All activities must comply with the Equalities act 2010 and both the Visit Leader and EVC will check this in the planning stage.

Transport

Standard mini bus- Spie/Driver is responsible for undertaking checks on and the operation of minibuses in accordance with the Local Authority Guidance. It is a requirement for all minibus drivers to attend and pass the MIDAS training. They are not authorised to drive the vehicle without this certificate.

Guidance (Named Drivers)

• John Simpson
• Barry Baber
• Dave McMillan

The Visit leader will also travel in the minibus alongside the driver to deal with any behavioural or welfare issues.

Mini bus Lite – The driver is responsible for undertaking checks on and the operation of the minibus in accordance to Local Authority guidance. Most members of staff can drive the mini bus lite due to the specifications of the vehicle. Drivers who passed their car test (category B) before 1st January 1997 were automatically given additional entitlement to drive a minibus with 9 to 16 seats (17 seats to include the driver, category D1) NOT used for hire or financial reward. Drivers who passed their test after, 1st January 1997 were not granted D1 (not for hire or reward) entitlement. However, they may still drive a 9 to 16 seat minibus (17 seats including driver) under a Section 19 permit provided the following conditions are met:

a) they have held a category B licence for at least 2 years and are over 21 years old.

b) they receive no payment or consideration for driving the vehicle other than out-of-pocket expenses. c) the minibus has a gross weight not exceeding 3.5 tonnes (4.25 tonnes including any specialised equipment for carriage of disabled passengers).

The Visit leader will also travel in the minibus alongside the driver to deal with any behavioural or welfare issues. If the Visit leader is the driver another member of staff must be a passenger.

Insurance

Any trip or activity abroad will require insurance against cancellation etc. this will be provided by a third party, all other visits are covered under policies arranged by the Co-op Academies Trust. If a third party insurance is required parents will be made fully aware of the policy documents and any limitations.

Other topics

Sports Fixtures – Where sporting fixtures take place in the course of a school day event forms will not need to be submitted but students will be entered onto Evolve with any relevant risk assessments. The member of staff in charge of the team will assume the role of Visit Leader and ensure that contact, medical and dietary information is collated and part of the information pack taken and a copy given to the office for reference. The Visit leader must be a trained first aider unless the destination venue can confirm beforehand that an appropriately trained first aider will be present throughout.

If using the Standard minibus a driver must be booked and the team coach a passenger. If using Mini bus lite two staff members must be present one to drive and the other as a passenger.

Any delay in return must be replayed to the office staff so that parents can be kept informed, emergency procedures outlined in Appendix 2 should be followed where necessary.

If the Sporting fixture takes place outside of the school day neither an events form or EVOLVE will be filled in, instead a copy of the information pack with participants, emergency contacts, medical and dietary needs will be given to the office or EVA once the office is closed.

Ski Visits – Any ski trip abroad are planned in the same way as any other by initially filling in an event form for discussion with SLT, once agreed all information is recorded through EVOVLE. Visit leaders will use the following National guidance when planning www.oeapng.info document 7v and discuss the outcome with the EVC.

Parental meetings will be held in school and all parties are encouraged to watch https://www.youtube.com/watch?v=NeS3ZRhemP4 from Snow Sport England. A kits list will be provided so that participants are prepared for the conditions and safe.

All Ski visits or trips will require approval from the Trust at the planning stages.

DofE and similar expeditions – DofE is a very successful element of our extracurricular offer at Co-op Academy Bebington and any trips or activities are planned in the same way as any other by initially filling in an event form for discussion with SLT, once agreed all information is recorded through EVOVLE. As DofE is considered a risky trip approval from the Trust will be sought. Visit leaders will use the following National guidance when planning an expedition www.oeapng.info document 7k and discuss the outcome with the EVC. Members of the visit team will hold appropriate qualifications such as Lowland Leader Award, First aid certificates and any other DofE expected awards. Parental meetings will be held in school so that all parties are aware of expectations and kit required for a safe and enjoyable expedition.

Overseas Visits – The benefits and learning outcomes of overseas visits include:

• Knowledge, skills and understanding to live in, and contribute to, a global society;

• Understanding the world in which we live, including the values, cultures and everyday life of different societies;
• Enriching curriculum areas such as languages, history and geography;
• Personal and social development including self-confidence and independence;
• Meeting new people and developing new friendships and inter-cultural understanding;
• Broadening horizons

Any overseas visit is planned in the same way as any other trip by initially filling in an event form for discussion with SLT, once agreed all information is recorded through EVOVLE. Visit leaders will use the following National guidance when planning an expedition www.oeapng.info document 7r and discuss the outcome with the EVC. All Overseas trips will require approval from the Trust at the planning stages.

A key resource for planning and risk assessment is the UK government’s foreign travel advice, available at www.gov.uk/foreign-travel-advice

Parental meetings will be held in school so that all parties are aware of expectations and kit required for a safe and enjoyable trip overseas.

Overseas expeditions- an ‘Overseas Expedition’ involves travelling through or working in either:

• Countries or locations remote from the accepted standards of safety and health that prevail in the UK (e.g., developing countries or remote areas of some developed countries)

• Challenging environments (e.g., mountain, desert, sea, jungle, glacier)

These expeditions require between a 12-24 month panning, preparation and training period, whether they are arranged and delivered by and external expedition provider or led by Co-op Academy Bebington staff they follow the same initial permission protocols and uploading of information to EVOLVE. All Overseas expeditions will required approval from the Trust at the planning stages.

Expedition leaders will use the following National guidance when planning an expedition www.oeapng.info document 7q and discuss the outcome with the EVC

Appendix 1 – School Learning Area

Rationale

At Coop Academy Bebington, we have a Resourced Provision Base for students with a primary need of Moderate Learning Difficulties. All students have an Education Health and Care Plan. Students follow a curriculum with a primarily process-based-approach to learning, ensuring students encounter a variety of meaningful experiences in real life contexts. This approach results in varied, personalised learning of knowledge and life skills, giving opportunities to generalise and transfer skills. Barriers to learning are minimised through meaningful experiences, supporting students to become motivated and effective learners. Visits to the locality are regular and take place within the students’ curriculum time, usually World Studies, Independent Living or ASDAN lessons. These local visits include visiting the local community, for example, local shops and cafes, Post Office, library, leisure centre, banks and places of worship. 

General

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

These visits/activities:

• Only require parental consent at the start of the year via a letter sent home explaining the reasoning behind the decision and any curriculum benefits.
• 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 map below. This area includes, but is not limited to, the following frequently used venues:

·  Bebington Civic Centre and Library

·  The Oval Leisure Centre

·  Co-op Cross Lane and Co-op Teehey Lane 

·  Bebington Village shops, cafes and establishments

·  Christ Church CofE Church 

·  Jireh Church 

·  Mayer Park 

·  Port Sunlight and Bebington train stations 

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 gains a place in the MLD base.

·     There will always 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 practiced standard techniques for road crossings in a group.

·   Pupils are fully briefed on what to do if they become separated from the group. Pupil to stop and return to a designated meeting place (which would be identified at the start of the visit depending on the area visited) One member of staff to return to this area and wait for student. Also ensure students have the mobile number of the trip phone and the school office in case they become separated in an area unfamiliar to them. 

·  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

Prior to the activity or trip taking place all relevant phone number must be collected and given to all members of the Visit team. The list of phone numbers to gather below is a guide but may include others depending on the nature of the trip/ activity:

• Visit Leader
• Other members of the Visit team
• Co-op Academy Bebington main school number
• The Head teacher
• Other members of SLT as appropriate
• EVC
• Emergency services in the UK
• Emergency services in the countries to be visited
• Foreign Office Consular assistance (+44 20 7008 1500)
• Travel Insurance emergency assistance

All risky trips must include a first aider, if a third party provider is being used to deliver the activity then staff and students must be aware of who the first aider is. The medical details of all participants in the event (including staff and volunteers) must be collated beforehand and plans for any specific needs in place. The visit leader/s and the school knows to request support from the Co-op Academy Trust in the event thatan incident overwhelms the establishment’s emergency response capability, involves serious injury or fatality, or where it is likely to attract media attention. The visit leader will always carry an emergency response sheet and the emergency procedures are tested through both desk top exercises and periodic scenario calls from visit leaders

If during the trip or activity a student or member of the team fall ill, are injured or an incident occurs the procedures below should be followed.

The sequence of actions depends upon the nature of the emergency. In the event of the

Immediate Action

1. Ensure your own safety.
2. REMAIN CALM – Assess the situation.
3. If possible, delegate actions to other leaders and participants so you can keep an overview, and to allow concurrent activity.
4. Ensure the safety of the group. Make sure everyone is accounted for and adequately supervised.
5. Call relevant emergency services if necessary (see phone numbers below).
6. Carry out first aid to the best of your abilities. 

First Aid

The aims of first aid are to

• Preserve life:

• Casualties need to be able to breath – if they are unconscious put them into a safe airway position.
• Try to find and stop any serious external bleeding.

• Prevent the condition worsening:

• Protect the casualty from the environment – keep them warm and dry.
• Monitor their condition.

• Promote recovery:

• Talk to them, reassure them, hold their hand and provide emotional support.

Urgent Action

Take stock and plan, delegating where possible.

Call the Head teacher and EVC if any of the following apply (phone numbers will be provided once the activity or trip is approved):

• You need support;
• The emergency services are involved;
• The incident is serious;
• The press/media are involved.

They could need the following information:

• The number you can be called back on;
• The nature of the emergency and details of the incident;
• What help you need;
• Whether the emergency services are involved;
• How many casualties there are and their status;
• The number of people in your party;
• Your location, and whether you plan to move.

Liaise with, and take advice from, the emergency services if they are involved.

Address the urgent needs of the group:

• Ensure adequate supervision;
• Ensure they understand what to do to remain safe;
• Physical needs, e.g. shelter, food and drink, transport;
• Emotional needs, e.g. remove them from the scene, provide reassurance and emotional support (they can often do this for each other), give them useful things to do, protect them from intrusion.

Control communications – prevent group members from using phones or social media unsupervised or until approval is given.

Start a written log of actions taken and conversations held, with times.

Further Actions and Follow-Up

Take stock again and re-plan the next phase – what have you forgotten?

Deal with any casualties who are in the care of the emergency services:

• Accompany them to hospital;
• Keep track of who is where.

Consider the needs of yourself and fellow leaders – are you/they coping?

Liaise with your establishment or employer – hand over what you can to them, to reduce the stress on you.

Continue the written log with all details of the incident of the actions taken, including names and contact details of any witnesses.

Address the further needs of the group, for example:

• Toilets, washing facilities, clean/dry clothes;
• Transport;
• Accommodation;
• Contact with home.

Refer all media, parental or other enquiries to the Head Teacher.

Contact relevant agencies as necessary (via Co-op Academy Bebington if possible), for example:

• Tour operator/travel company/activity provider/accommodation provider;
• Travel insurance emergency assistance;
• Social services;
• Consular Assistance Team (if overseas).