Learning outside the classroom – requirements and recommendations for employers

Learning outside the classroom – requirements and recommendations for employers

: Educational visits : Leadership roles : Management and supervision : Offsite visits : Outdoor learning : Overseas visits : Risk management NewsBlog

Essential guidance for those in senior positions

3.1a Requirements and Recommendations for Employers is a National Guidance document that will specifically benefit people in senior or controlling positions in organisations that employ staff who provide outdoor learning and off-site visits.

This article is a follow up from the recently released An employer’s introduction to learning outside the classroom guidance.

The Outdoor Education Advisers’ Panel (OEAP) produces National Guidance, which provides comprehensive support for the management of high-quality outdoor learning, educational visits and adventurous activities.

Types of relevant role:

  • Chief Executive
  • Chair
  • Company Secretary
  • Director
  • Councillor
  • Trustee
  • Governor
  • Proprietor
  • Owner

Types of relevant organisation:

  • Local authorities
  • Academies and multi-academy trusts
  • Voluntary-aided and foundation schools
  • Independent schools
  • Charities
  • Companies.

This particular document is an important signpost to a significant number of other elements of OEAP NG best practice and advice.
Guidance and training for example, are deemed as being highly important.

“Employers must ensure that their employees are provided with appropriate guidance. This can be done by formally adopting OEAP National Guidance as part of a policy for outdoor learning and off-site visits which also includes details of any specific local requirements.
“Training must be provided to support the guidance, and to ensure that it is understood.”

Categories covered in this guidance include

  • Leadership and Management
  • Legal Requirements
  • Provision of Guidance, Training and Access to Advice
  • Role-Specific Requirements and Recommendations
  • Outdoor Education Adviser
  • Notification and Approval
  • Other Issues
    • Emergency Planning and Critical Incident Support
    • Monitoring
    • Approval of Leaders
  • Further Guidance

In all cases, if an establishment is unclear about whether their employer requires notification or approval for a particular visit, they should consult their Outdoor Education Adviser.

The download also contains direct links a variety of other supporting OEAP National Guidance documents.


Download OEAP National Guidance document 3.1a Requirements and Recommendations for Employers »

An introduction to OEAP National Guidance »

Outdoor education guidance – the importance of the basics

Outdoor education guidance – the importance of the basics

: Adventure activities : Leadership roles : Management and supervision : Offsite visits : Outdoor learning : Policies : Residential visits : Risk management NewsBlog

How to make safety and success more likely

Good practice, in terms of what happens on any particular visit can be quite subjective, because it depends so much on the aims and the context.

“Good practice does not guarantee safety or success, but it does make them more likely.”

So begins the OEAP NG guidance document 4.3a Good practice basics, which is the perfect introduction to many of the most important principles of safe and meaningful learning outside the classroom. It’s particularly relevant for educational visit co-ordinators, heads and managers, visit leaders and assistant leaders and outdoor education advisers.

The Outdoor Education Advisers’ Panel (OEAP) produces National Guidance, which provides comprehensive support for the management of high-quality outdoor learning, educational visits and adventurous activities.

“Good practice is fundamentally about getting the right leaders doing the right activities with the right participants in the right places at the right times” says the document, which covers the following category example of good practice:-

  • Enabling Policies and Systems
  • Clear Aims
  • Competent and Effective Leadership
  • Thorough Planning
  • Proportionate Risk Management
  • Effective Supervision
  • Sound Selection and Use of Providers
  • Preparation for Emergencies
  • Monitoring
  • Review and Evaluation

“Risk management is not about eliminating risk altogether – it is about reducing it as low as reasonably practicable and deciding if this is acceptable so as to gain the benefits.”

Further useful reading

Recommended good practice basics next steps include:-

There are also links to many other supporting OEAP National Guidance documents.

An introduction to OEAP National Guidance »

Essential reading for anyone involved in outdoor education

Essential reading for anyone involved in outdoor education

: Adventure activities : Management and supervision : Offsite visits : Outdoor learning : Overseas visits : Parents and carers : Policies : Residential visits NewsBlog

Guidance that is particularly useful for those about to embark on learning outside the classroom activities for the first time

There is a very diverse range of people who make valuable and essential contributions to outdoor education activities. From parents and careers, to employers and advisers, local education officers and school governors, to heads and managers.

One thing they all have in common is that they had to start somewhere. And OEAP National Guidance provides the perfect no-nonsense introduction to these sometimes adventurous activities.

The Outdoor Education Advisers’ Panel (OEAP) produces National Guidance, which provides comprehensive support for the management of high-quality outdoor learning, educational visits and adventurous activities.

Your introduction to outdoor education guidance

There are three specific documents that provide that all-important introduction. They are:-

All the turns of phrase and terminology that you’re likely to encounter.

This document explains the OEAP National Guidance starting points for the planning and management of outdoor learning, off-site visits and learning outside the classroom.

National Guidance has been written to be consistent with the law and with current good practice. If there is any conflict or inconsistency, the following priorities should be followed, in this order:

  1. Obey the law.
  2. Fulfil the requirements of your employer.
  3. Work within good practice expectations as set out by professional organisations and national governing bodies.
  4. Follow National Guidance.

Guidance for your future role – your onward journey

When you are further into your outdoor education journey, more comprehensive and role-specific help is available in the following categories:

There are also links to many other supporting OEAP National Guidance documents.

An introduction to OEAP National Guidance »

Learning outside the classroom guidance for Educational Visits Coordinators

Learning outside the classroom guidance for Educational Visits Coordinators

: Educational visits : Leadership roles : Management and supervision : Offsite visits : Outdoor learning : Overseas visits NewsBlog

Essential guidance to EVCs for their role and responsibilities

An Educational Visits Coordinator (EVC) is defined in OEAP National Guidance document 1a Glossary and Definitions as a “member of establishment staff appointed to co-ordinate all visits and with the status to effect change and be the focus of good practice”.

National Guidance (NG) is produced by the Outdoor Education Advisers’ Panel (OEAP), which provides comprehensive support for the management of high-quality outdoor learning, educational visits and adventurous activities.

Categories of Guidance for Educational Visits Coordinators

Relevant Guidance for EVCs is comprehensive and occurs in the following five categories of NG:

  • Category 1 – Basic essentials
  • Category 2 – Making the case
  • Category 3 – Legal framework and employer systems
  • Category 4 – Good practice
  • Category 5 – Policies, planning and evaluation.

The document 3.1b Establishment roles and their inter-dependence states that

“It is good practice for all establishments to have an Educational Visits Coordinator (EVC), and the employer’s policy may make this a requirement. In smaller establishments, the role of EVC is sometimes held by the head/manager. Where an EVC is not nominated, by default the responsibilities of the role rest with the head/manager.”

The EVC is the establishment’s focal point for planning and monitoring visits and outdoor learning. They should work closely with the head/manager and with Visit Leaders.

The responsibilities of EVCs

Document 3.4j Educational Visits Coordinator (EVC) is particularly helpful as a starting point, as it provides guidance on their specific responsibilities.

“The EVC should be specifically competent. The level of competence required can be judged in relation to the size of the establishment as well as the extent and nature of the visits planned. Evidence of competence may be through qualification, but more usually will be through the experience of practical leadership over many years. Such a person should be an experienced Visit Leader with sufficient status within the establishment to guide the working practice of colleagues leading Visits.
“This cannot be a purely administrative role, although certain functions may be delegated to an administrator.”

Key functions of the EVC include:-

  • Being a champion for all aspects of visits and outdoor learning
  • Challenging colleagues across all curriculum areas to use visits and outdoor learning effectively
  • Supporting/overseeing planning so that well considered and prepared arrangements can lead to well-managed, engaging, relevant, enjoyable and memorable visits/outdoor learning
  • Mentoring leaders and aspirant leaders
  • Ensuring that planning complies with your employer’s requirements and that the arrangements are ready for approval within agreed timescales
  • Supporting your head/manager and governors/trustees in approval decisions
  • Ensuring that all activity is reviewed, that good practice is shared
  • Keeping their senior leadership team and governors/trustees informed about the visits and outdoor learning taking place – and their contribution to establishment effectiveness.

There are also links to many other supporting OEAP National Guidance documents.

An introduction to OEAP National Guidance »

Guidance: outdoor education group safety at the water’s edge

Guidance: outdoor education group safety at the water’s edge

: Educational visits : Management and supervision : Offsite visits : Outdoor learning : Risk management NewsBlog

Even “benign” activities can present serious hazards which require careful management…

Water margins provide wonderful opportunities for learning, play, enjoyment and challenge. They can nonetheless present significant hazards which require careful management – even during the most benign activities, according to the National Guidance document 7.2i Group Safety at Water Margins.

The Outdoor Education Advisers’ Panel (OEAP) produces National Guidance, which provides comprehensive support for the management of high-quality outdoor learning, educational visits and adventurous activities.

This particular guidance document is about activities that take place near the water or just in it, such as: walking along a riverbank or seashore; cycling along a canal towpath; field studies near water, collecting samples from ponds and streams; beachcombing; paddling or walking in shallow water.

It does not cover swimming, surfing or watersports activities such as the use of water-going craft.

Learning to swim – the ideal start

“The best way to help young people to be safe around water is to teach them to swim, and for them to learn (through guided and supervised first-hand experience) to identify water hazards and safe practices near them.”

Whatever your reason for going, having a clear purpose and plan will help your group to get the most from the activity – and will help to maintain safety.

It is good practice to make a pre-visit to the site before you go there with a group. Having a competent person with you on a pre-visit may help you to identify hazards and assist you if you get into difficulty.

The guidance also covers the following topics:-

  • Risk management at the water margins
    • Water quality
    • Tides and currents
    • Quicksand
    • Jellyfish and other sea creatures
    • The surroundings
    • Weather
  • Preparation
  • Plan B
  • Leader competence
  • Group management and supervision.

The download also contains direct links a variety of other supporting OEAP National Guidance documents.


Download OEAP National Guidance document Ratios and Effective Supervision »

An introduction to OEAP National Guidance »

Outdoor education guidance for parents and carers

Outdoor education guidance for parents and carers

: Educational visits : Legal considerations : Management and supervision : Offsite visits : Outdoor learning : Parents and carers : Residential visits Essential NewsBlog

Helping your child to participate in learning outside the classroom

The ideal stating point for finding out how you can safely contribute

The Outdoor Education Advisers’ Panel (OEAP) produces National Guidance, which provides comprehensive support for the management of high-quality outdoor learning, educational visits and adventurous activities.

One useful and efficient way to access relevant information is enabled by the ability to search documents by role: National Guidance for parents (parents, legal guardians and others who have parental responsibility for a participant) is one such category that can be found within OEAP National Guidance (NG).

NG also helps with parents who may have more than one role within the supervision arrangements for the visit: care must be taken to ensure that the role of parent does not conflict with this other role.

Categories of Guidance for parents

Relevant Guidance for parents occurs in the following three categories of NG:

  • Category 1 – Basic essentials
  • Category 3 – Legal framework and employer systems
  • Category 4 – Good practice.

Not surprisingly, it is generally recommended that the ideal starting point is Basic essentials. Document 1a Glossary and Definitions deals with an overview of terms and definitions that will prove to be a useful reference. It states, for example, that an “Adventure Activity” is

“An Activity which is exciting and challenging and which involves significant inherent risk of harm, without which the activity would lose much of its value, or which takes place in a remote or hazardous location.”

Another significant NG document is the Legal framework and employer systems download 3.4n Guidance for Parents, which includes information on

  • Consent
  • What you can expect
  • Looked-after children
  • Helping with a Visit*.

*This category provides useful information for those parents wishing to take an active part in an activity:-

“Sometimes schools, colleges, youth groups and other establishments ask parents to give practical help during a visit. If you are considering helping with a visit, please see OEAP National Guidance document 3.4m Helper”.

There are also links to many other supporting OEAP National Guidance documents.

An introduction to OEAP National Guidance »

Adventure activity supervision – an appropriate qualifications guide

Adventure activity supervision – an appropriate qualifications guide

: Educational visits : Leadership roles : Management and supervision : Offsite visits : Overseas visits : Risk management NewsBlog

The leading or advising competence verification process

Recently updated, the OEAP National Guidance document 6h FAQ: Adventure Activity Qualifications now includes links to a range of National Governing Body guidance.

The Outdoor Education Advisers’ Panel (OEAP) produces National Guidance, which provides comprehensive support for the management of high-quality outdoor learning, educational visits and adventurous activities.

The changes make this particular document an ideal point of reference for anyone in the early stages of planning for activities including cycling, mountain training and canoeing.

In short, it deals with the qualifications that are appropriate for leading or advising on adventure activity.

The importance of the verification process

Anyone leading an adventure activity should have their competence confirmed by a robust verification process, such as:

  • holding a leadership/coaching award at an appropriate level;
  • being ‘signed off’ by a suitably qualified technical adviser appointed by the employer, based upon relevant qualifications, training and/or experience.

Awarding bodies referred to in the guidance include:-

  • British Cycling
  • The British Caving Association
  • British Canoeing
  • The Countryside Leader Award
  • Sports Leaders
  • Mountain Training.

The download also contains direct links a variety of other supporting OEAP National Guidance documents.

An introduction to OEAP National Guidance »

Why “Ratios and Effective Supervision” is one of the most popular outdoor education guidance documents

Why “Ratios and Effective Supervision” is one of the most popular outdoor education guidance documents

: Educational visits : Leadership roles : Legal considerations : Offsite visits : Outdoor learning : Overseas visits : Policies : Residential visits : Risk management Essential NewsBlog

It’s been downloaded over 48,000 times…

Planning, preparation and vigilance of competent leaders is key

“Establishments must ensure that the staffing of visits enables leaders to supervise young people effectively” says the National Guidance document Ratios and Effective Supervision.

The Outdoor Education Advisers’ Panel (OEAP) produces National Guidance, which provides comprehensive support for the management of high-quality outdoor learning, educational visits and adventurous activities.

This significant document covers decisions that will need to be made with regards to the staffing and supervision of learning outside the classroom related activities. Consideration should be given to:-

  • The nature and duration of the visit and the planned activities
  • The location and environment in which the activity is to take place
  • The nature of the group, including the number of young people and their age, level of development, sex, ability and needs (behavioural, medical, emotional and educational)
  • Staff competence
  • The consequence of a member of staff being indisposed, particularly where they
    will be the sole leader with a group for any significant time.

“Staffing ratios are a risk management issue and should be determined through the process of risk assessment. It is not possible to set down definitive staff/participant ratios for a particular age group or activity.”

“Staffing, especially for visits to remote locations or overseas, should take into account how the group will be supervised effectively given the possibility of a leader becoming indisposed or having to leave the group, for example to accompany a sick child to hospital”, advises the document.

The download also contains direct links a variety of other supporting OEAP National Guidance documents.

An introduction to OEAP National Guidance »

Outdoor education – how to find out about your own responsibilities

Outdoor education – how to find out about your own responsibilities

: Educational visits : Leadership roles : Management and supervision : Offsite visits : Outdoor learning : Overseas visits : Residential visits : Risk management NewsBlog

A “quick start” guide to help you get underway

OEAP National Guidance (NG) is the go-to resource for outdoor education and learning outside the classroom expertise. And the good news is that it’s available to all – free of charge.

The Outdoor Education Advisers’ Panel (OEAP) is the professional association for outdoor education advisers and educational visits advisers that has produced the Guidance – and is responsible for keeping it up-to-date in the face of ever-changing and often fast moving circumstances.

One of the key challenges for any person who is involved with an aspect of learning outside the classroom, including offsite and overseas visits, is finding the right type of help for them by their role. Required information will vary depending on whether they are a teacher, parent, governor, local authority officer and so on.

Documents to help you get started

To learn about your own responsibilities, a good starting point will be the document in the following list that most closely fits your role:

Find OEAP National Guidance for your role »

An introduction to OEAP National Guidance »

Outside the classroom – how “SAGE” can help with decision making about staffing and supervision levels

Outside the classroom – how “SAGE” can help with decision making about staffing and supervision levels

: Leadership roles : Management and supervision : Outdoor learning : Policies : Risk management NewsBlog

The staffing of visits must enable leaders to supervise young people effectively

“Staffing ratios are a risk management issue and should be determined through the process of risk assessment” states the National Guidance document 4.3b Ratios and effective supervision.

It is not possible to set down definitive staff and / or participant ratios for a particular age group or activity, it continues.

Some employers, guidance documents and governing bodies do set out minimum ratios, but these should be regarded as starting points for consideration rather than being definitive, as they may be appropriate only where the activity is relatively straightforward, and the group has no special requirements.

“If your employer does specify minimum ratios, you must follow their guidance.”

How SAGE can help

A useful framework for assessing requirements for ratios and effective supervision is SAGE, says the guidance document.

  • Staffing: who is needed/available? The plan must work within the limits of available numbers, abilities and experience.
  • Activities to be undertaken: what do you want the group to do and what is possible?
  • Group characteristics: prior experience, abilities, behaviour and maturity, sex, any specific individual needs.
  • Environment: indoors or out; a public space or restricted access; urban, rural or remote; quiet or crowded; within the establishment grounds, close to the establishment or at a distance; and the ease of communications between the group and base. Do not overlook environments to be passed through between venues.
    • For residential visits consider the accommodation and surrounding area.
    • For outdoor environments, consider remoteness, the impact of weather, water levels and ground conditions.
    • Consider the implications of current guidance about avoiding infection during an epidemic.

 

The download also contains direct links a variety of other supporting OEAP National Guidance documents.


Download OEAP National Guidance document 4.3b Ratios and effective supervision »

An introduction to OEAP National Guidance »