Co-op Academy Clarice Cliff Educational Visits Policy

May 2023

Policy details

Date created - May 2022

Date reviewed - May 2023

Next review date - May 2024

Date approved -

This policy was approved by the AGC

Overview

Intent

At Co-op Academy Clarice Cliff 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 have 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 are used as teaching and learning tools for the delivery of elements of Co-op Academy Clarice Cliff’s Statement of Intent.

Impact

Learning outside the classroom activities and educational visits have clear and measurable aims which link to Co-op Academy Clarice Cliff’s statement of intent/curriculum intent. The impact contributes to pupils’ attainment and progress. Co-op Academy Clarice Cliff’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 Clarice Cliff 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 Clarice Cliff 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 Clarice Cliff 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
• 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 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 Coordinators (EVCs) are;

• Jade Foxall, School Business Manager
• Jenny Booth (KS2 Visits)

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 Employer’s 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

An evaluation tool is available on Evolve and should be completed by the visit leader after a visit, ensuring that the evidence base is clear, which might include:

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 arrangements (eg risk assessments, value for money, lessons learned)

Staff Competence

Co-op Academy Clarice Cliff 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.

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.

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 Clarice Cliff’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 Clarice Cliff’s Educational Visits Checklist may be downloaded from EVOLVE Resources.  The checklist can be used as a tool to assist the EVC/visit leader in the planning process; however, alternative approaches to considering the relevant issues are equally as valid.

Before a visit is organised, it is essential that the Academy Trip Booking Pro Forma is fully completed and sent to SLT for approval.

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. However, a decision will be taken before each activity as to whether consent should be considered.

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.

Parental consent is gained via Parentpay wherever possible but may also be in writing.

Inclusion

Co-op Academy Clarice Cliff is committed to inclusion and will include all students in our offsite activities wherever this is reasonably practicable. Prior visits to the venue can help to ensure that the visit leader is familiar with the venue and can make any necessary arrangements to ensure that the visit is accessible to as many pupils as possible. Where necessary, children may have individual risk assessments to include details of any specific needs that they may have.

Charging / funding for visits

The Academy adheres to sections 449 to 462 of The Education Act when considering charges and contributions to educational visits.

Contributions are charged for via Parentpay. We try to ensure that costs are kept to a minimum by researching several visit options to gain best value, using school transport where possible and taking advantage of educational visits packages. It may sometimes only be possible for a visit to go ahead if sufficient contributions are received.

Refer to www.oeapng.info document 3.2c

Transport

The Academy minibus can only be driven by staff who have D1 on their licence and have completed minibus driver training or who do not have D1 use but have completed the minibus driver training. Training should be refreshed every 3 years.

Weekly minibus checks are carried out by the Premises Officer and the driver record/ checklist should be completed by the visit leader before embarking on a journey in the minibus.

Other documents to support the driver include an accident/ breakdown procedure, risk matrix and accident report form, all of which are kept within the minibus.

The minibus risk assessment should be completed and submitted as part of the Evolve submission prior to a visit.

Use of staff cars to transport pupils – Refer to the Co-op Academy Trust’s guidance document. 

Insurance

Visits are covered under policies arranged through the Co-op academies Trust.

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 but we may choose to gain consent on some occasions following a risk assessment
• 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 school learning area includes, but is not limited to, the following frequently used venues: e.g.

• Glebe Academy
• Foley Field/ Sammy’s pool
• Co-op Heathcote Street
• Gladstone Primary Academy
• Tesco, Longton
• Fenton Park
• The Old Sal
• Wooded area beside school
• Goldenhill Road
• Newmount Road
• Etc.

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 must give verbal approval before a group leaves.
• Only staff judged competent to supervise groups in this environment are approved. Class teachers are considered competent.
• The concept and Operating Procedure of the ‘School Learning Area’ is explained to all new parents when their child joins the school.

• There will normally be a minimum of two adults. Staffing decisions are based on the area, the age of the pupils and the activity. Two adults ensure that children are never left unsupervised in the case that one adult has a health emergency.
• Staff are familiar with the area, including any ‘no go areas’, and have practised 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.
• 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 sign out adults and pupils on the Inventry system and may also leave a list of all pupils and staff in the office along with a proposed route, and an estimated time of return.
• A school mobile is taken with each group and the office has a note of the number.
• Appropriate personal protective equipment is taken when needed (eg gloves, goggles). If any areas are highlighted as being of concern due to dog waste, fly tipped materials, drug paraphernalia etc then they will be treated as no go areas.
• Where there are pedestrian crossings available along the route, these should always be used.

Appendix 2 – Emergency Procedure

Our plan in an emergency is:

https://docs.google.com/document/d/1RYcnnL7nH4Q1POQWM6PQSS1yJAsHodGN/edit?usp=sharing&ouid=107112833531000036236&rtpof=true&sd=true

The school’s emergency response to an incident should be based on the following key factors:

1. There is always a nominated emergency base contact for any visit (during school hours this is the office).
2. This nominated base contact will either be an experienced member of the senior management team, or will be able to contact an experienced senior manager at all times.
3. For activities that take place during normal school hours, the visit leadership team will be aware of any relevant medical information for all participants, including staff.
4. For activities that take place outside normal school hours, the visit leadership team and the emergency contact/s will be aware of any relevant medical information and emergency contact information for all participants, including staff.
5. The visit leader/s and the base contact/s know to request support from the Co-op Academy Trust in the event that an incident overwhelms the establishment’s emergency response capability, involves serious injury or fatality, or where it is likely to attract media attention.
6. The emergency procedure should be taken on all trips without exception.

Trips and Local Area Visits Emergency Procedures

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

First Aid

The aims of first aid are to

1. Preserve life:

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

1. Prevent the condition worsening:

1. Protect the casualty from the environment - keep them warm and dry.
2. Monitor their condition.

1. Promote recovery:

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

Urgent Action

Take stock and plan, delegating where possible.

Call your establishment’s Emergency Contact (Di Broadhurst 07920486645 or the academy office if unable to get through - 01782 881 480) if any of the following apply (see phone numbers below):

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

They could need the following information:

• Who you are, which establishment you are from and what your role is within the group;
• 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 your establishment or employer. 

Contact relevant agencies as necessary (via your establishment/employer if possible), for example:

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

See numbers below.

Emergency Numbers