Transcript EVC Training or Train the Trainer

Planning a Visit
Task – 5 minutes
• Think of the next few or three visits that are
coming up at your establishment – or recent
trips from last term
• Use a ‘post it’ for each visit and briefly describe
the visit
77 Year 7 Alton Towers
• Put them in the middle of
Day trip
July 2009
the table for use later
7 staff
4 pupils special needs .. .
Task - Key stages in Educational Visits
Your visit leader is running a residential visit to
the Capital City. Detail the key issues they
should cover at each stage of the visit:
• Before the visit
• During the visit
• After the visit
Pre Trip Planning
•
Aims & objectives
•
EVC / Head / Governors approval
•
LA notification or approval
•
Informing parents (full details of activities)
•
Parental consent and information from parents: Medical / Special needs; Allergies;
Diets and appropriate support in place
•
Make sure all who are involved in leading the visit are aware of additional needs –
of young people and staff
•
Competence of visit leaders
•
Kit list . . . behaviour expectations (red card offences).
•
Itinerary /programme
•
Value for money and accounting
 charging policy
 funding available
 voluntary contributions
 deposits & collection details…timing important
•
Check out the provider
Challenge could be cognitive, physical, social, emotional
or personal.
Comfort
Zone
The area
where the
most
powerful
learning
takes place
Value for Money considerations
• Can we deliver this using our own staff?
• If not, which providers offer quality at a reasonable
price?
• Could we train our staff to deliver this themselves in
future?
• Do we need to travel a long distance if aims can be
achieved locally without sacrificing impact and
quality?
Outdoor Learning Cards
One option is to empower staff to deliver activities themselves,
further details: http://www.oeaptraining.info/courses/oeap/olc.
Competent leaders
• What qualities/competencies does a visit
leader need in your school/centre?
• How can you support the development of
these competencies in your staff?
Leader Competence
Previous Trips
Knowledge of Venue/s
Knowledge of Pupils
Knowledge of Activity
Driving
Apprenticeship
Recent & Relevant
CPD
First Aid if relevant
Training
NGB Award if relevant
Training e.g. Group Leader
OCR Off Site Safety Mgt
Trust
Confidence
Intuition
‘My Child’ Test
Ongoing Risk Assessment
OEAP Leader Training
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•
•
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Ongoing risk management
Group management on Educational Visits
A practical course
Courses for individuals or whole staff teams
We’ll contact you to let you know course dates
Who Said This?
“When anyone asks me how I can describe my experience
of nearly forty years at sea, I merely say uneventful. Of
course, there have been winter gales and storms and fog
and the like, but in all my experience, I have never been in
an accident of any sort worth speaking about. I have seen
but one vessel in distress in all my years at sea . . . I never
saw a wreck and have never been wrecked, nor was I ever
in any predicament that threatened to end in disaster of
any sort”
E. J. Smith, Captain of the Titanic d.14th April
1912
Competence of the EVC
Be realistic about your knowledge and
competence and seek advice for visits you
Types of visit
Part of what
My personal experience
aren’t sure about establishment does Little A few A lot
Sports fixtures
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Short visits close to the school/centre
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Whole day visits needing transport
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Residential visits
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Visits abroad
Visits involving adventure activities or
demanding environments
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Working with independent providers
CHOOSING AN INDEPENDENT PROVIDER
Leaders should look for the following:
•appropriate activities and services to meet the aims of your visit
•reliability – ask others
•acceptable booking conditions – scrutinise any limitation of liability, the cancellation
terms and the insurance package on offer
• suitable safety procedures – independent accreditation?
• the right price, reflecting value for money in comparison with other offerings
• an interesting and relevant programme
• appropriate supporting literature and liaison
Independent Provider Questionnaire: use this to carry out basic
checks and keep record on file
CHOOSING AN INDEPENDENT PROVIDER
For any provider check the following:
•appropriate activities and services to meet the aims of your visit
•value for money
•personal experience of venue best, failing that – recommendation by
others
This level of check is suitable for visitor attractions and public access
venues – examples?
zoo, museum, sports stadium, theatre, ice rink, lifeguarded swimming
pool, historical/cultural sites, theme parks, hotels, bowling alleys etc.
In addition to the above, you need to carry out a more detailed check for
specialist venues or activity providers – examples?
an outdoor activity provider, farm visit or similar:
Provider must complete Form 5 (independent provider questionnaire)
BEFORE you book with them
Don’t ask for a copy of the provider’s risk assessments
Pre-trip planning
Preliminary visit required? Local knowledge – other users?
Staff : pupil ratio. Mixed trip . . . Gender issues?
Communications between group & back to base.
What if(s) rehearsed? Critical incident plan? Alternative plan?
Insurance arrangements (EHIC if abroad)
Risk assessed - significant hazards . . . beware the ‘frolic’
Adult helpers CRB checked if required ‘adults with substantial access’
(unsupervised)
Transport available? Minibus? Seat belts? Spare driver /supervisor if
required?
First aid cover?
First aid cover – what is needed?
THE RADAR
Activities that require
detailed planning that
reflects challenging
environments,
locations, higher
perceived risk
activities
Complex
Enhanced
Planning
required
Simple
Simpler visits/activities,
covered by ‘blanket
parental consent’ and
standard operating
procedures
On Site
Off Site
Activities that require
detailed planning that
reflects more complex
student needs, leader
competencies
Distant
e.g Local Park
Complex
Activities that require
detailed planning
Enhanced
Planning
required
Simpler visits
and activities
Simple
On Site
Off Site
Distant
e.g P.E. Fixtures,
Weekly Swimming,
Forest Schools
Complex
Activities that require
detailed planning
Enhanced
Planning
required
Simpler visits
and activities
Simple
On Site
Off Site
Distant
Complex
e.g Residential Drama weekend
Activities that require
detailed planning
Enhanced
Planning
required
Simpler visits
and activities
Simple
On Site
Off Site
Distant
Complex
e.g Abseiling off the school building
Activities that require
detailed planning
Enhanced
Planning
required
Simpler visits
and activities
Simple
On Site
Off Site
Distant
Image: Learning through Landscapes
e.g Bolivia Trek
Complex
Activities that require
detailed planning
Enhanced
Planning
required
Simpler visits
and activities
Simple
On Site
Off Site
Distant
Simple
Activities that require
detailed planning
Activity
Leader Competence
Group Ability / Behaviour / Needs
Environmental Conditions
Complex
Enhanced
Planning
required
Simpler visits
and activities
On Site
Off Site
Distant
Complex
Simple
On Site
Off Site
Distant
Exercise
• Draw a rough ‘Radar’ Graph on a piece of flip
chart paper
• Take it in turns to read out the details on the
yellow stickers prepared earlier
• Group decides where each sticker should be
placed on the graph
Complex
Activities that require
detailed planning
Enhanced
Planning
required
Simpler visits
and activities
Simple
On Site
Off Site
Distant
During the trip
• Ongoing risk management . . . weather
• Medical forms, home contact details
• First aid kit
• Base / school contact details
• Looking after money . . . tutor groups
• Staff duty rota for residentials
• Downtime
• Rendezvous / meeting points
• Buddy systems, head counts, frequency?
• Group leaders, cards with names
• What if I get lost?
• Security of accommodation. . . Fire safety?
After the trip
• Aims met?
• EVC / Head / Governors / LA feedback
• Evaluation / Review
• Visit details retained on file
• Accident/incident forms – follow LA procedures
• Near misses?
• Financial records - auditors
• Thanks to colleagues
• Ignore the staff that ask “Did you have a nice holiday?”
• Go home & reacquaint with family
• Plan the next one
Evaluation/review
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Were learning objectives met?
Did staff and pupils enjoy and benefit from the visits?
Was the visit value for money?
Would you use the provider again?
The plan
‘…A plan is a position from which to
adjust...’
Neil MacLaine
‘...planning is an unnatural process – it is much
more fun to do something else. And the nicest
thing about not planning is that failure comes as
a complete surprise; rather than being preceded
by a period of worry and depression...’
Sir John Harvey-Jones