Planning

How to reduce risk 

Listen to any conversation about schools visits and you'll hear people recall places, friends, teachers, experiences and, occasionally, the things they learnt! To take teaching out of the classroom is to make the process of learning more interesting, exciting and memorable. The adventure of a trip away from school should be part and parcel of the learning experience and will expand the horizons of pupils' understanding of knowledge gained in class.

Now the Government, together with teaching unions and the health and safety executive, HSE, want to encourage more outdoor learning. Risk assessment is the main process that needs to be carried out as an integral part of the planned command structure for the day or days out. For further information select from the following contents list.

One leader with total responsibility

There must be one leader with total responsibility for the organisation of a group of pupils, with accompanying adults, on a school visit, whether a day trip or longer event. The first level of reducing risk is to formalise the relationship between supervising adults and their pupil groups.

  1. Allocate supervisory responsibility to each adult for a team of named pupils, in writing and make sure that each pupil is given details about which adult is responsible for them together with a statement about standards of behaviour expected from pupils during the trip. Supervising adults link to their pupil group at all times rather than with fellow supervisors. Consistent identification devices can help with quick head counts.
  2. Administration must elicit in advance any special pupil requirements such as prior special educational needs, medical needs or disabilities.
  3. The group leader and his team must have clear plans for the visit being undertaken, with relevant educational objectives and plans for the event of any unexpected risks. Both adults and children must clearly understand emergency procedures and be able to carry them out. One team member must be trained in First Aid.
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Information for pupils

All pupils must receive relevant instructions about the trip, a copy of which must have been sent home or given to parents and carers.

  1. Pupils know who their supervisor is and how to contact him or her. They must be given clear instructions about what to do in the unlikely event they find themselves on their own.
  2. Pair each child with a buddy, better if the children have a say in the choices. Make clear the buddy is for the whole trip and not to be changed half way through. Each regularly checks that the other is present and is OK.
  3. Children should be told to tell a supervisor if they think someone is missing or in difficulties
  4. Children must understand and accept the expected standards of behaviour.
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Supervising adults

All supervising adults need to be able to manage their own teams, knowing they are part of the wider school group.

  1. All team leaders should carry details of their own group and a copy of all teams with adult and pupil names.
  2. Carry out regular head counts of pupils, particularly before leaving any venue.
  3. Remind pupils of agreed rendezvous points and what to do if they become separated.
  4. Avoid any rearrangement of their team if at all possible. There is inevitable danger in changing teams so if it has to happen when teams, say, are split for a particular activity, make sure that children know who their interim leader is.
  5. Pupils must be supervised effectively when resting between activities. On residential visits unstructured free time should be kept to a minimum.
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Overnight stays

Where overnight stays are involved, it is vital to check out any possible risk elements on arrival at the accommodation.

  1. Check accommodation is exclusively for the group's use and that adults have sleeping accommodation on the same floor adjacent to the pupils' rooms.
  2. Check child protection arrangements are in place to protect both pupils and staff; where hotel/hostel reception is not staffed 24 hours a day, security arrangements should be in force to stop unauthorised visits; external doors must be made secure against intrusion and windows closed as necessary to prevent intrusion.
  3. All staff and pupils know the emergency procedures/escape routes in the event of a fire. Where windows and doors are locked against intrusion at night, ensure that alternative escape routes are known and that all fire doors function properly.
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Transport safety

During travel, drivers must not be distracted by passengers. The team leaders check that pupils are supervised when boarding and leaving. Transport should have seat belts and pupils must wear them and supervising staff are given seats with their team. On long journeys plan for periodic games to occupy pupils and ensure drivers take rest breaks with head counts on and off.

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Risk list

Anticipation of risks and awareness of possible sources of risk can reduce many of the negative experiences which can blight a school trip. Most judgements are required on-the-spot but the group leader can be aware of sources of risk, the main ones being:

  • Changes to the itinerary
  • Changes in the weather
  • Unanticipated incidents
  • Staff or pupil illness
  • A pupil demanding more adult time than others

So a checklist needs to include a broad range of thoughts and actions.

  • Look up the local weather forecast
  • Be aware of whether areas are prone to flash floods, high winds etc
  • Seek local knowledge of potential hazards such as tides or crossing points for road, rail or water
  • Alternative plans in case the itinerary needs to be changed
  • Awareness that this might introduce new risks
  • A flexible itinerary to allow activities to be switched around

Though no-one wants to handle an emergency, carrying an emergency procedures guide will ensure appropriate action should any be required. The emergency procedures list covers the major processes for inclusion.

There is an increasing volume of materials created to support schools and teachers in the planning of school visits. It is worth taking time to check some of the sources as an effective, efficient, enjoyable school trip is one which features in conversations for years to come.

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Emergency procedures

  • Agree an emergency action plan which includes constant contact points at your school and LEA.
  • Clarify roles for the group leader, school, LEA contacts and headteacher.
  • Make sure all members of the group know what action to take if there is a problem.
  • At least one team member must be qualified in first aid and any other life saving competence relevant to the activities.
  • Ensure that the first aid kit is properly stocked and accessible.
  • Make sure that all pupils' medical needs, such as asthma, diabetes, are known and that staff are competent to handle them.
  • When appropriate, advise group members about the dangers of over-exertion in the heat and of dehydration, which can cause headache, dizziness and nausea.
  • Practise emergency drills such as evacuation of a coach.
  • Abroad, 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 also have this information to hand.
  • Recognise that health problems of pupils on longer visits may be caused by lack of food, of liquid or of sleep.
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Sources of information