Systems and Practicalities Making it all work

The EVC needs to know  Where to find the relevant guidance  Appropriate policies and procedures  Approval procedures  Monitoring procedures  Emergency procedures  Accident and incident reporting

Where to find the relevant guidance Be aware of the sources of guidance for educational visits 1.Employer guidance 2.National guidance – name? 3.Professional Associations guidance (Eg OEAP, NAHT)

Appropriate policies and procedures EVCs should be familiar with the Employer policy / procedures Each establishment/setting should have a Visits policy Establishment procedures should avoid excessive paper work – K.I.S.S.!

Forming an Establishment Policy Your own policy should tie in to your employer guidance and set out any site- specific procedures e.g. approval procedures at establishment level. To help you to minimise your own policy don’t re-write what is in your Employer’s policy - just direct employees to that! Your staff should be made aware of the policy and be able to access and use it. Your policy may be the focus of Establishment / setting inspection

Aspects to consider for your establishment Policy Roles & Responsibilities Risk Assessments Pre visits Leader competence Ratios Volunteers Records Communications Transport Supervision First Aid Insurance Emergency procedures National / LA Advice Discipline YP with Special Medical and Educational Needs Visits abroad HEALTH WARNING! This list is not exhaustive Don’t repeat or re-write if the aspect is well covered by your employer guidance Start your own policy with ‘This school/establishment follows the LA procedures for visits. This policy sets out local variations/additions to the LA policy.’…or similar!

Less Paperwork Fewer barriers More LOtC Robust & Comprehensive Policy covering Level One LOtC Activities Be confident! Avoid paranoia! Less paperwork Fewer barriers More visits visits Robust policy with standard operating procedures for ‘simpler’ visits

Visit notification / approval procedures

Why have notification / approval? Requirement under H&S Law To check leader competence LA can support during & after incidents

Approval procedures All off site activities should take place with the knowledge and approval of the head/manager and EVC (according to Establishment policy) Routine / simple visits may be approved on a ‘blanket’ basis with risk assessment covered by ‘Standard operating procedures’ Head/EVC approval should be based on their judgement of whether: the visit is appropriate for their establishment the visit is appropriate for the group the leader(s) is/are competent for the planned activity value for money appropriate planning…etc! The following types of visit require LA approval or notification…………. System for notifying the LA or seeking LA approval …………

Evolve – on line visit planning and approval system

Task: approval procedures Using the ‘post it notes’ visit details you prepared earlier for the ‘Radar’ task, work as a group to split them into the following categories: Visits that require LA approval Visits that require LA notification Visits that only require approval at Establishment level (by the Head or EVC)

Lead in time Establishments should have a lead in time proportionate to the complexity of the visit and level of approval required LA notification / approval is required at least …..days before the visit starts

Monitoring Responsibility for monitoring visits sits with the employer but it is largely delegated to establishments Establishments should have a system for sample monitoring quality, safety and good practice – set out in the Visits policy Monitoring should be evidenced to provide a clear audit trail – the visit approval system is an example of this!

Task Discuss in small groups…… What monitoring currently takes place in your setting? –What is monitored? –How often does monitoring take place? –Who carries out monitoring? –What is missing at the moment in your establishment? ….please be prepared to feed back to the group.

Who should monitor? Establishment level (internal) –EVC? –Head/ Manager or other members of the SLT? –Governors? –Visit Leader? –Other staff (peer monitoring)? –Young people? Local Authority/employer level (external) –OEA/EVA –Any others to add???

What to monitor? The planning and approval process – is it working in your establishment? Accidents/incidents – regularity/patterns? Reports, reviews, evaluations of visits Observation of visit leaders in action –Reports and feedback to the leader –Supportive/celebrating good practice/leading to targeted support if needed –Part of performance management/appraisal?

What visits to monitor?

On Site Distant Simple Higher level of planning and approval required Simpler visits/activities, covered by ‘blanket parental consent’ and generic risk management/standard operating procedures Activities that require detailed planning that reflects challenging environments, locations, higher perceived risk activities Activities that require detailed planning that reflects more complex student needs, leader competencies Off Site Activity Leader Competence Environmental Conditions Group Ability / Behaviour / Needs Complex

On Site Distant Simple Off Site Activity Leader Competence Environmental Conditions Group Ability / Behaviour / Needs Complex Focus only on more complex visits?

On Site Distant Simple Off Site Activity Leader Competence Environmental Conditions Group Ability / Behaviour / Needs Complex Equal monitoring across full range of visits?

On Site Distant Simple Off Site Activity Leader Competence Environmental Conditions Group Ability / Behaviour / Needs Complex Sample full range but focus on more complex/distant visits

On Site Distant Simple Off Site Activity Leader Competence Environmental Conditions Group Ability / Behaviour / Needs Complex Sample full range but focus on simplest/nearest visits OEA/EVA EVC OEA/EVC samples full range but focuses on more complex/distant visits

Task In small groups look at the four visit forms and identify any issues that you may feel are a cause for concern Spot the clangers!

Gordale Scar and Malham Cove near Malham

DofE training walk Lyn Idwal North Wales

Trafford Centre

Science and Industry Museum

Top Tip Requesting a detailed itinerary or programme is a good starting point if further clarification is needed regarding a visit

Monitoring – why bother? Helps to identify and focus on good practice Highlights areas to improve & CPD requirements Helps to ensure high quality learning experiences Helps to keep children and young people safe

Don’t forget to monitor quality! Have the intended learning outcomes for the visit been achieved? How is this evidenced? Can the children or young people identify / describe the learning outcomes? Should/would you repeat this visit?

Emergency Procedures

Visit Leader delegation Accompanying Staff Young People Emergency School Contact Head teacher Emergency Services Parents LA Governors Insurers & Contractors MEDIA

Emergency Procedures Your establishment emergency procedures should complement LA/employer emergency procedures Staff should be aware of and trained/briefed in emergency procedures Key considerations: –There should be a 24/7 emergency contact for each visit (including evenings, weekends and holidays) –The emergency contact should be able to access all details of ongoing visits

Trial your system for Emergency Procedures!

Accident Reporting and Recording Follow LA/ Employer procedures for reporting accidents Make sure you discuss and learn from accidents Review your policy / procedures if necessary Inform the OEA/EVA so that learning can be passed on to other EVCs Accidents that happen to other establishments should be discussed to ensure similar incidents are avoided

Recording and reviewing near misses Near misses should be recorded and discussed Share relevant information with other staff and LA Encourage an open culture to ensure similar incidents are unlikely to occur on future visit

Task Think about a couple of important learning points for you that have come from problems/issues on off-site visits. Share with colleagues on your table Key learning points to share with the whole group?

Visits: Lessons Learned Say no Plan B Clear roles Active supervision Prepare well - involve pupils Take particular care with water

SAY NO Do not make promises Ensure pupils understand that plans may change Do not let your desire to please override your experience Site-specific risk assessment Plan B

PLAN B Prepare alternative activities Include indoor activities Risk assess all new plans –In advance –And on the day

CLEAR ROLES Who does what? Awareness of responsibility of all parties: teachers, leaders, commercial providers, pupils, parents etc. Handovers between supervisors

ACTIVE SUPERVISION Ratios Small groups vs. large group ‘Down-time’ arrangements Awareness levels Head counts

PREPARE WELL Check the weather Check suitable clothing and provisions Involve the pupils in planning Have emergency procedures in place

BE H2O AWARE Take particular care with all water- based activities Note water changes Follow specific guidance

Systems and Practicalities Making it all work