Session 3

1. Session 3 Policies & Procedures Competence, Leadership & Supervision Child Protection Scenarios Critical Incidents & Emergency Procedures

8. Task � 5 minutes Think of the next few or three trips that are coming up at your school � or recent trips from last term Use a �post it� for each trip and briefly describe the visit Put them in the middle of the table for use later

9. How To Be an EVC If this remains the graveyard slot- How will you keep people awake so they don�t miss the bar!!!! Need for a perky intro! OBJECTIVES FOR SESSION: For your training course � to help you confirm the activities that might identify and develop competence in staff for the range of visits the school/youth group usually undertakes. To identify the different levels of supervision that could be appropriate for a range of visits. Further objective for you as the trainer � to assess the general competence of the EVCs and identify what further support might be needed after training If this remains the graveyard slot- How will you keep people awake so they don�t miss the bar!!!! Need for a perky intro! OBJECTIVES FOR SESSION: For your training course � to help you confirm the activities that might identify and develop competence in staff for the range of visits the school/youth group usually undertakes. To identify the different levels of supervision that could be appropriate for a range of visits. Further objective for you as the trainer � to assess the general competence of the EVCs and identify what further support might be needed after training

10. Competence Of The EVC Standards for L.E.A.s �The member of school staff designated as the EVC should be specifically competent. The level of competence required will relate to the size of the school and the types of the educational visits proposed.� What was your definition of competence in this morning�s session? Experience + training What levels required experience of range of visits within the school�s portfolio if not, access to advice covering that experience? training related to the range of visits We have decided on a �mixed audience� model for these courses � but do you do that on yours? implication for separating primary and secondary training, where do special schools and PRUs fit? Implication for prior knowledge of visits conducted by EVCsWhat was your definition of competence in this morning�s session? Experience + training What levels required experience of range of visits within the school�s portfolio if not, access to advice covering that experience? training related to the range of visits We have decided on a �mixed audience� model for these courses � but do you do that on yours? implication for separating primary and secondary training, where do special schools and PRUs fit? Implication for prior knowledge of visits conducted by EVCs

11. Types of Visit Might be useful to get some sort of profile of the audience beforehand NOTE: KS1 schools may only be ticking aspects 2 & 3. Do tasks need to be differentiated � or will be training teachers for schools they might go to in the future?Might be useful to get some sort of profile of the audience beforehand NOTE: KS1 schools may only be ticking aspects 2 & 3. Do tasks need to be differentiated � or will be training teachers for schools they might go to in the future?

12. Assessment Of Competence Standards for L.E.A.s �The OEA�ensuring that EVCs, group leaders and other school staff and other adults involved in educational visits are assessed as competent in their specific tasks� How is competence confirmed for the EVC (attendance alone?) If you are not the trainer � how will you begin to assess competence Access to update training for EVCs? � Emphasise the opportunity this presents. How are you approaching this in your LEA? Swap with the person next to you, then open the discussion around the table.How is competence confirmed for the EVC (attendance alone?) If you are not the trainer � how will you begin to assess competence Access to update training for EVCs? � Emphasise the opportunity this presents. How are you approaching this in your LEA? Swap with the person next to you, then open the discussion around the table.

13. Competence Of Leaders Standards for L.E.A.s �The LEA should set the standards of competence required for each type of visit. The LEA should approve the assignment of competent staff. The EVC may act on the LEA�s behalf if competent to do so and arrange for the assessment of staff�s competence to lead, manage, and control pupils on an educational visit.� Further quotes from Part 1 para 37 and 45: �The OEA in the LEA will check competence in specific activities� �Knowledge of the group, the nature of the visit and the environment to be used should be taken into the assessment.� �The EVC should seek advice from the LEA OEA where necessary� �The LEA should maintain a record of those schools whose staff have received visits training. Also those schools whose staff still need training.� � Questions for discussion: Before starting EVC training is your LEA clear about where the responsibility lies for ensuring the training and competence of leaders and other adults � LEA, School, External (RSA)? How does your LEA propose to keep a record of staff training? What role will schools/EVCs have? Will there be a recommended system for recording leader �competence�? Further quotes from Part 1 para 37 and 45: �The OEA in the LEA will check competence in specific activities� �Knowledge of the group, the nature of the visit and the environment to be used should be taken into the assessment.� �The EVC should seek advice from the LEA OEA where necessary� �The LEA should maintain a record of those schools whose staff have received visits training. Also those schools whose staff still need training.� � Questions for discussion: Before starting EVC training is your LEA clear about where the responsibility lies for ensuring the training and competence of leaders and other adults � LEA, School, External (RSA)? How does your LEA propose to keep a record of staff training? What role will schools/EVCs have? Will there be a recommended system for recording leader �competence�?

18. What the EVC Needs to Do Have you got a policy? What are the procedures and proformas in the LEA? What if it all goes pear shaped?

19. Objectives Help EVC to: implement effective monitoring procedures communicate within the school, with the LEA and with parents and pupils identify and meet training needs share this training with colleagues develop effective emergency procedures ensure accident procedures are in place review systems and practice

20. Functions of the EVC 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

23. Forming a School Visits Policy Which areas should a School Visits Policy cover? List 10 � 15 paragraph headings in bullet point format

24. Forming a School Visits Policy Roles & Responsibilities Risk Assessments Pre Visits Ratios Volunteers Records Communications First Aid Supervision Insurance Emergency procedures DfES / LEA Advice Discipline Pupils with Special Medical and Educational Needs

25. NAHT �Off-Site Educational Visits� Additional Considerations Transport Visits Abroad Policy to be adopted by Governors Policy may be part of OFSTED focus Forming a School Visits Policy

26. Monitoring Procedures Monitoring through approval procedures: Forms Categories Checklists Informing and receiving comment from the Head and Governors Monitoring specific programmes: Observation, formal and informal (AALA-Signing Off) Reports and feedback Leading to targeted support Responding to comments from the LEA /Employer Acting on comments from OFSTED (Helping the EVC and the Head to know what is taking place and the standard of provision)(Helping the EVC and the Head to know what is taking place and the standard of provision)

27. Approval Procedures

28. Why Have Notification / Approval? Competence & Qualification Checking Incident Procedures Requirement under Health and Safety Law Vicarious Liability Enables Communication and Support

31. Notification and Approval Procedures

32. Task Approval Procedures Using a sheet of flipchart paper, put the �post notes� prepared earlier into the relevant categories

33. Information and Communication Informing parents: Working with external providers: Protection of Children: DfES Circular 0278/2002 + Safeguarding Children 2005 Evaluating programmes: Is there a system for feedback? Making sure everyone is kept informed, can raise issues and questions and can work in consistent ways. Making sure everyone is kept informed, can raise issues and questions and can work in consistent ways.

34. Working With Contractors and Tour Operators

38. Training and Induction: School Based Opportunities Induction procedures for new staff Apprentice model / Succession planning Formal training off-site- curriculum development, supervisory or technical skills; OEAP Group Leader Training / LA Visit Leader Training � cf NASUWT advice 2006 Regular meetings or briefings to re good practice, procedures and allow feedback Collective training e.g. First aid Personal development e.g. clubs Experience gaining, formal or informal

39. Training and Induction: Issues for EVC�s Access to LA training opportunities, cost and breadth (inc Group Leader Training etc) Access to current information and further training for EVC�s (updates?) Maintain records of training and qualifications at school level Identify priorities for further training Identify school based resources and budget

40. 5 Minute Scenarios Think up a scenario or problem relating to an off site visit in your group. This may be from personal experience, one that you have heard about from colleagues or make one up! Write a brief summary of the scenario for another table to discuss Note key points and considerations with the scenario you�ve been given � any solutions?

41. Accident and Incident Reporting and Recording LA procedures for reporting accidents and near-misses LA procedures for reporting to comply with RIDDOR Action points from single accidents and incidents at school and LA level Action points from patterns of accidents and incidents at school level and LA level

42. Issues for Future Development

43. Organise Incident Arrangements Risk Assessment Base Contact Information Dissemination Communication Resources Actions