Educational Visits Co-ordinator Training 16 th September 2011 OnTarget@LincolnCity

1. Educational Visits Co-ordinator Training16th September 2011OnTarget@LincolnCity working in partnership with

2. Welcome Andrew Bradshaw Head of Education Beyond the Classroom abradshaw@cfbt.com Housekeeping Stickers

5. Types of School Different Levels of Experience Different Roles Different Stage of Development Different Levels of Support Different Visits Celebrate strengths!!!!!!!!!!!! Identify a few areas for development! Sense of reality!

6. What do I need to know? - Definitions and Key Documents - What’s New - Benefits of Educational Visits  - Legal - Roles and Responsibilities - Planning a Visit - Risk Management - Systems, Procedures and Practicalities - Keeping it in Perspective

7. Session 1Key DocumentsDefinitionsWhat’s New?Benefits

8. What’s in my pack?

9. Key Definition The LA is the employer in LA maintained schools (Community and VC), statutory youth service, Looked after Children and other LA services/settings The Governing Body/trustees/owners are the employer in Foundation, VA, Academies and Independent Schools

10. Suggestions Please use a yellow sticky note for each comment

11. Activity 1 Lost at Sea

12. Which Visits and Activities?

16. ‘A life without adventure is likely to be unsatisfactory. A life without limits on adventure is likely to be short.’ Bertrand Russell

17. Why do we need EVCs?

18. Autumn 2010 Replies by Sept 21, 2011

19. July 2011 Significant Points? Activity 2 Positives/Negatives ‘The HSE wants to encourage all schools and local authorities to remove wasteful bureaucracy – so that they focus only on real risks and not on paperwork.’

20. Benefits of Educational Visits - http://www.outdoor-learning.org/Default.aspx?tabid=214 - Download Page • develop self esteem, take personal responsibility, co-operate with and respect the needs of others; • enhance learning across the curriculum – meaningful; • extend personal horizons through greater appreciation and understanding of the world and its peoples around them; • understand the need for sustainable relationships between people and their environment; • enhance practical problem solving and team work skills; and • promote a positive and knowledgeable response towards personal health and well being.

21. Ten Outcomes: • Enjoyment/Fulfilment • Confidence • Social Awareness • Activity Awareness • Activity Skills • Personal Qualities • Key Skills • Health and Fitness • Motivation for Learning • Broadened Horizons

22. “Memorable activities led to memorable learning.”

23. Session 2Legal – Role and Responsibilities

24. National guidance (NEW DfE July 2011) and your employer’s guidance for visits derive from H&S law. Make sure you and your visit leaders are following your employer’s guidance. In the event of an incident you will be judged against your employer’s guidance.

25. Health and safety responsibilities derive from: • Health and Safety at Work etc Act 1974; • Management of Health and Safety at Work Regulations 1999; • Associated legislation e.g. • Children Act 1989 • RIDDOR 1995 • Activity Centres (Young Persons’ Safety) Act, 1995 • Manual Handling Operations Regulations 1992 • PPE Regulations 1992 • The SEN and Disability Act 2001 • Equalities Act 2010

26. Employers 1 • Under the Health and Safety at Work Act (1974) and associated regulations, employers must ensure that employees are provided with appropriate: • guidance • training • access to further advice • REMEMBER TO BE CLEAR ABOUT WHO IS THE EMPLOYER.

27. Employers 2 “Although employers retain responsibility for the health and safety of pupils, they can delegate tasks to head teachers or other school staff. What a school employer will need to consider in its policy will vary depending on the size of the school and the risks associated with the school’s activities.” (July 2011 NEW DfE doc)

28. Employers 3: Employer’s guidance Where LCC is the employer: Schools/Settings/Centres must use the Lincolnshire document Any legal analysis of a visit incident will be in the context of guidance provided by your employer.

29. Employers 4: Employer’s guidance • The current guidance: Safety in Outdoor Education – Education Visits is currently under review. • Appropriate schools must continue to follow this. • New document will be launched January 2012. • Reflect new DfE guidance and views of schools. • Continue to reduce the burden on schools whilst maintaining safety and quality of provision. • Keys areas: changes due to workforce remodelling, consent, risk assessment, electronic communication and new templates (consent, school policy). • Likely to be implemented from September 2012.

30. Employers 5: Employer’s guidance July 2011 NEW DfE doc: See Local Authority Section.

31. Employee 1: duties • The law requires employees to: • -take reasonable care of their own health and safety and that of others who may be affected by what they do at work; • -co-operate with their employers on health and safety matters; • - do their work in accordance with training and instructions; • -inform the employer of any work situation representing a serious and immediate danger, so that remedial action can be taken. • (More detail in NEW July 2011 doc)

32. Employee 2: CommonLaw Duty of Care • We all have a common law duty of care to do what is reasonable to prevent harm occurring to another person • PAST: A higher level of duty of care is expected of teachers / youth workers (or other professionals) as a result of their specialised training / knowledge (LANGUAGE IN NEW DFE DOC: SAME AS A PRUDENT PARENT).

33. Activity 3Clear Roles and Responsibilities Who should be doing what?

34. Clear Roles! • Assume the LA is the Employer • The Visits/Outdoor Education Adviser • The Establishment/Setting • The Governing Body/Managing Body • The Head/Manager • The EVC • The Visit Leader

35. Task – Whose Roles?

36. Task – Whose Roles?

37. Current Roles and Responsibilities Safety in Outdoor Education – Education Visits Pages 8 – 12 Note new DfE Guidance on EVCs. EVCs will continue within Lincolnshire. Seen as best practice.

38. Functions of the EVC Support Via ChallengeNot the EVCs job to plan – communicate roles • Ensure educational visits meet the employer’s and school’s requirements • Support the Head and Governors with approval and other decisions • Assess competence of prospective leaders and staff • Ensure risk assessments meet requirements • Organise training and induction • Ensure parents are informed and give consent • Organise emergency arrangements • Keep records of visits, accident or incident reports • Review systems and monitor practice

39. So, being an EVC is an important role

44. Legal expectation is the “reasonably practicable” and is NOT “perfection”.

45. Legal Expectations of Supervision (What’s the Ratio?) • The law expects “effective supervision” • The nature and location of the activity, the competence and experience of staff, together with the age and ability of the young person, determine the degree of supervision required.

46. To CRB or not to CRB? Employees that have, or could have, substantial, unsupervised access to young people must undergo an enhanced CRB check Latest guidance to appear on the website in January 2012.

47. Overcoming the Fear of Litigation… See NEW DofE July 2011 Document: The Government...is taking steps to reduce teacher’s fear of legal action. See recent documentation: Common Sense, Common Safety

48. Inclusion and the Law - Equalities Act 2010 • It is unlawful: • to treat a disabled person less favourably • to fail to take reasonable steps to ensure that disabled people are not placed at a substantial disadvantage without justification.

49. Does the issue fall within the Act? • Yes, if the problem is attributable to a diagnosed “physical or mental impairment” • No, if the problem is attributable to a social, domestic or parenting issue. • Key principles: • entitlement – the right to participate • accessibility – direct or by realistic adaptation or modification • integration – participation with peers • Integrity – is the visit/activity appropriate for all group members?

50. Inclusion tips • Document how you have reached your decision • Adjustments made should not impinge unduly on the purpose of the trip • e.g. inviting a parent to accompany a child may not be appropriate if the purpose of the trip is to engender independence or relationships. • Expectations of staff or providers should be reasonable • i.e. within their competence and normal work practices