EVCs: Learning Outside the Classroom – What You Need to Know

1. EVCs: Learning Outside the Classroom – What You Need to Know Module 5

2. Module 5 | Session 1 By the end of the session, you will: • understand the purpose and value of Learning Outside the Classroom • know and understand the responsibilities of the EVC • understand the importance of setting good quality educational objectives for visits • understand why good planning is so important for successful visits • know how to meet the needs of all young people and to consider the Every Child Matters (ECM) agenda. Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

3. Module 5 | Session 1 You will do this by: • analysing the aspiration statements of Learning Outside the Classroom and linking the role of the EVC to these statements • completing an EVC self-evaluation • ranking the elements of visit planning • discussing and analysing scenarios for inclusion. Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

4. Module 5 | Session 1 Venn diagram • Skills • Knowledge • Attributes Skills Knowledge Attributes Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

5. Module 5 | Session 1 Learning Outside the Classroom aspirations • Provide all young people with a wide range of experiences outside the classroom, throughout their education • Make the case for learning outside the classroom, so there is widespread understanding of the unique contribution these experiences make to young people’s lives • Offer learning experiences of agreed high quality • Improve the quality and availability of training and professional development for schools and the wider workforce • Support schools to enable them to manage visits safely and efficiently • Provide schools and the wider workforce with easy access to information, guidance and resources • Identify ways of engaging parents, carers and the wider community in learning outside the classroom activities Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

6. Module 5 | Session 1 EVC self-evaluation scoring system Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

7. Module 5 | Session 1 Diamond 9 – planning a visit • Risk assessment • Setting educational aims and outcomes • Fitting visits in with progression planning for all ages • Making sure visits are embedded across the curriculum • Organising qualified and experienced staff • Vetting visit locations • Checking qualifications and insurances of all parties involved in the visit • Organising appropriate transport • Gaining parental consent Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

8. Module 5 | Session 1 ‘We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances.’ Learning Outside the Classroom Manifesto • Every Child Matters • Be Healthy • Stay Safe • Enjoy and Achieve • Make a Positive Contribution • Achieve Economic Wellbeing. Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

9. Module 5 | Session 1 Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

10. Module 5 | Session 1 • By the end of the session, you will: • understand the purpose and value of Learning Outside the Classroom • know and understand the responsibilities of the EVC • understand the importance of setting good quality educational objectives for visits • understand why good planning is so important for successful visits • know how to meet the needs of all young people and to consider the Every Child Matters (ECM) agenda. Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

11. Module 5 | Session 2 Session 1 recap • Learning Outside the Classroom aspirations and the role of the EVC • EVC self-evaluation • Diamond 9 – planning a visit • Inclusion scenarios and Every Child Matters Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

12. Module 5 | Session 2 By the end of the session, you will: • have considered the potential problems that can occur during trips and visits, and have thought about how to plan to avoid them • have analysed risk assessment procedures and identified the strengths and weaknesses of your current systems. Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

13. Module 5 | Session 2 You will do this by: • analysing risk assessment procedures and discussing scenarios • analysing the strengths and weaknesses of your current system and identifying ways to improve it. Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

14. Module 5 | Session 2 • Looking back on that day it’s easy to spot the ‘lemons’... • A ‘lemon’ – a potential significant causal factor which has been overlooked. • Major incidents happen when ‘lemons’ line up – as when a slot machine hits the jackpot. Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

15. Module 5 | Session 2 • And the ‘lemons’ are… • Youth leader had not been there before – no preliminary visit and no risk management plan • No briefing on the day • No proactive group management • No involvement of the young people in understanding possible hazards • Ignorance of local conditions • Unaware of weather forecast • Offshore wind • Lack of boat-handling skills • Lack of swimming ability • Lack of lifejackets and/or buoyancy aids Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

16. Module 5 | Session 2 • DCSF lessons learned: • Say no • Plan B • Clear roles • Active supervision • Prepare well – involve young people • Take particular care with water Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

17. Module 5 | Session 2 Risk assessment: • The HSE approach www.hse.gov.uk • The DCSF approach Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

18. Module 5 | Session 2 • Your risk assessment • Based on what you have just found out about risk assessments and best practice, evaluate the risk assessment in your organisation. Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

19. Module 5 | Session 2 Using the 4S model Module 5. EVCs: Learning Outside the Classroom – What You Need to Know 19

20. Module 5 | Session 2 By the end of this session, you will: • have considered the potential problems that can occur during trips and visits, and have thought about how to plan to avoid them • have analysed risk assessment procedures and identified the strengths and weaknesses of your current systems. Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

21. Module 5 | Session 3 Session 2 recap: • ‘Life with Lemons’ • ‘Lemon’ prevention • Risk assessment • Strengths and weaknesses of your organisation’s current risk assessment system Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

22. Module 5 | Session 3 By the end of this session you will: • understand the policies and competences required of the EVC and the school to ensure visits are run successfully • be aware of the information an EVC must have access to with reference to transport, safety, accommodation and sources of advice • recognise the importance of, and be able to use, effective monitoring procedures. Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

23. Module 5 | Session 3 You will do this by: • investigating the policies and competences involved in the EVC role • discovering what the procedures in the local authority are • analysing methods of monitoring procedures and deciding which systems would be best for you • collating a variety of resource points where additional information and guidance can be found. Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

24. Module 5 | Session 3 Policies and competence • Policies and procedures • Competence, leadership and supervision • Standards of competence for the EVC • Child protection • Considering scenarios (contingency planning) • Critical incidents and emergency procedures Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

25. Module 5 | Session 3 Circular plan Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

26. Module 5 | Session 3 I’m the EVC so I know… • First Aid • Transport • Finance • Insurance • Accommodation • Travel abroad • Sources of advice Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

27. Module 5 | Session 3 Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

28. Module 5 | Session 3 Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

29. Module 5 | Session 3 Monitoring procedures • Procedures for approving off-site activities • Use of checklists • Assessing competence, observing practice • Review and evaluation of programmes • Working with external organisations and providers • Review of training and continuing professional development • Review school practice Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

30. Module 5 | Session 3 Information points: • LA • HSE • DCSF • FCO • AALA Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

31. Module 5 | Session 3 By the end of this session you will: • understand the policies and competences required of the EVC and the school to ensure visits are run successfully • be aware of the procedures of your local authority with reference to transport, safety, accommodation and sources of advice • recognise the importance of, and be able to use, effective monitoring procedures. Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

32. Module 5 | Session 4 Looking through the eyes of a young person… Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

33. Module 5 | Session 4 By the end of this session you will: • have checked your understanding of key points we have learned in this module so far • collated a list of top tips for managing successful visits • have had any final questions answered. Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

34. Module 5 | Session 4 You will do this by: • playing the EVC quiz • reviewing HSE Glenridding’s top ten tips • reviewing the final trainer Q&A. Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

35. Module 5 | Session 4 Quiz question 1: What guidance must I follow? • Learning Outside the Classroom ‘How To Guidance’ • Professional association guidance (unions etc.) • A current employer’s guidance • A previous employer’s guidance Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

36. Module 5 | Session 4 Quiz question 2: Is it mandatory for all schools to have a designated EVC? • Yes, it is a legal requirement • No, it is a choice of the head or manager • Yes, if it is a requirement of employer’s guidance • No, if it is not a requirement of employer’s guidance Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

37. Module 5 | Session 4 Quiz question 3: What is the recommended person specification for an EVC? • An experienced administrator • An experienced visit leader with sufficient status within the school to guide the working practice of colleagues • A member of the senior management team • The school health and safety co-ordinator Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

38. Module 5 | Session 4 Quiz question 4: Who determines the content and quality assures the nationally recognised training course for EVCs? • HSE • Professional associations • ROSPA • Subject associations • OEAP • OCR Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

39. Module 5 | Session 4 Quiz question 5: Which of these is a key function of an EVC? • Ensuring that visits are lead by competent and confident leaders • Risk assessing the visit • Collecting payments • Booking transport Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

40. Module 5 | Session 4 Quiz question 6: What criteria do I use to assess leader competence? • Must be a qualified teacher of youth worker • Holds an outdoor leadership qualification • Holds a Duke of Edinburgh’s Award • Has appropriate knowledge and understanding backed by experience • Has a senior position in the school Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

41. Module 5 | Session 4 Quiz question 7: Can a teaching assistant be designated as a visit leader? • No, only qualified teachers • No, only qualified teachers and youth workers • Yes, provided they hold an outdoor leadership or coaching award • Yes, provided they meet the employer’s definition of leader competence Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

42. Module 5 | Session 4 Quiz question 8: Must a qualified First Aider accompany every off-site visit? • Yes, there must be a fully qualified First Aider on every visit • No, but there must be access to First Aid at an appropriate level • No, but a very basic level of First Aid support must be available at all times • Yes, if the visit is residential Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

43. Module 5 | Session 4 Quiz question 9: Can private cars be used to transport young people? • No, there are too many problems • Yes, providing there is parental consent • Yes, providing staff have appropriate insurance cover • Yes, providing this is permitted by school policy • Yes, providing the car is roadworthy, appropriately insured and there is parental consent Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

44. Module 5 | Session 4 Quiz question 10: Do all visits need a preliminary visit? • Preliminary visits are recommended where reasonably practical • No, but one of the leaders has to have done the visit before • Yes, every visit needs a preliminary visit • Local visits don’t need a preliminary visit Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

45. Module 5 | Session 4 Quiz question 11: Must I include all young people on a visit? • Yes, the DDA requires that all young people are included • No, but I do need to make reasonable adjustments to try and include all • No, but I must make sure I’m not treating anyone less favourably • No, I can decide who I want to take Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

46. Module 5 | Session 4 • Quiz question 12: • Are there set staffing ratios for visits? • No, but ratios must reflect the age, needs and ability of the group, together with the activity involved and the location of the visit • Yes, there are set ratios depending on age • Yes, depending on the nature of the activity • No, but there must be male and female staff for a mixed gender party Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

47. Module 5 | Session 4 HSE Glenridding’s top ten tips for trips • What are the main objectives of the visit? • What is Plan B if the main objectives can't be achieved? • What could go wrong ? Does the risk assessment cover: • The main activity • Plan B • Travel arrangements • Emergency procedures • Staff numbers, gender and skill mixes • Generic and site-specific hazards and risks (including for Plan B) • Variable hazards (including environmental and participants’ personal abilities and the ‘cut off’ points). • What information will be provided for parents? • What consents will be sought? • What opportunities will parents have to ask questions (including any arrangements for a parents’ meeting)? • What assurances are there of the leader(s) competencies? • What are the communication arrangements? • What are the arrangements for supervision, both during activities and ‘free time’ – is there a Code of Conduct? • What are the arrangements for monitoring and reviewing the visit? Module 5. EVCs: Learning Outside the Classroom – What You Need to Know

48. Module 5 | Session 4 By the end of this session you will: • have checked your understanding of key points we have learned in this module so far • collated a list of top tips for managing successful visits • have had any final questions answered. Module 5. EVCs: Learning Outside the Classroom – What You Need to Know