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ons":[{"title":"Introduction","subtitle":"Beyond The Gates · Introduction","url":"/en/beyond-the-gates/#introduction","text":"Legal disclaimer While every attempt has been made to ensure the suitability of the content, the authors cannot accept any responsibility for any negligence arising from inaccuracy or misuse.\nCheck your employer’s educational visits policy for additional requirements and ask your Educational Visits Adviser for support. Links to third-party websites are provided for convenience only. We do not endorse, control, or take responsibility for the content, accuracy, or practices of external sites, and are not liable for any loss or damage arising from your use of them. Educational visits are an important part of school life. They offer unique opportunities for learning and personal development that extend and complement activity in schools and other education settings. Taking children and young people out of the classroom presents additional risks and challenges, but these can be managed by careful planning and effective management by competent and experienced staff.  Employers and individual settings should have a clear Educational Visits Policy setting out how visits should be planned, approved, delivered and reviewed. Where relevant, this policy should reflect current guidance in your country, DfE guidance and OEAP National Guidance, and all staff involved in educational visits must follow it, along with associated procedures.  EVOLVE Advice clients are encouraged to use our policy statement, adapted as appropriate to your setting, and to adopt the accompanying guidance in this document, Beyond the Gates. A template can be found in your EVOLVE system."},{"title":"About Beyond the Gates","subtitle":"Beyond The Gates · Introduction","url":"/en/beyond-the-gates/#about-beyond-the-gates","text":"Beyond the Gates is written by EVOLVE Advice for our clients. It is designed to complement existing guidance and legislation and to support planning. If you are not a client of EVOLVE Advice, you are welcome to use Beyond the Gates with your employer’s agreement and on the understanding that your employer takes responsibility for its use in your setting.  Always check with your Educational Visits Adviser first.  For the latest version of Beyond the Gates, visit https://www.evolveadvice.co.uk/beyond-the-gates."},{"title":"How to use Beyond the Gates","subtitle":"Beyond The Gates · Introduction","url":"/en/beyond-the-gates/#how-to-use-beyond-the-gates","text":"Beyond the Gates sets out our guidance on all aspects of educational visits. It should be shared with senior leaders, EVCs and Visit Leaders, and used by everyone involved in educational visits in your setting when planning, approving and overseeing visits. The guidance is organised into five sections: Policy and practice gives a detailed overview of the requirements on educational settings, including the legal and regulatory framework, role-specific responsibilities at all levels, contracts and insurance, inclusion, and incident planning. Risk management outlines the specific requirements on settings related to risk management, safeguarding and supervision. Visit planning covers the core duties and considerations for planning and risk assessing visits. Types of visit provides detailed guidance on planning and risk assessing specific visit types and activities. Travel provides detailed guidance on planning and risk assessing specific forms of transport. Together, these sections are designed to be used alongside each other. The policy and risk management sections set the framework, while visit planning and the type-specific sections help you apply that framework to the visits you are running. We advise you to read all sections in full. If you have questions about how to apply this guidance to a specific visit, please contact your Educational Visits Adviser."},{"title":"The STAGED Approach","subtitle":"Beyond The Gates · Introduction","url":"/en/beyond-the-gates/#the-staged-approach","text":"The STAGED approach is a simple acronym representing the six key areas that you need to consider in your planning and risk management. Throughout this guidance, we refer to STAGED as it underpins all areas of educational visits planning and management.  STAGED stands for Staffing, Travel, Activity, Group, Environmental conditions and Distance from support.  Use the STAGED approach as a basis for discussions with your visit team and as a framework for your risk assessment and approvals. We also recommend consulting key staff such as the DSL and Designated Allergy Lead to ensure you’re drawing on the wider skills, knowledge and expertise around you. Download a STAGED toolkit from our website at https://www.evolveadvice.co.uk/staged "},{"title":"Overview","subtitle":"Educational Visits Policy · Roles and responsibilities · Policy and practice","url":"/en/educational-visits-policy/#overview","text":"Educational visits provide valuable opportunities that enrich the curriculum and support young people’s personal development. Experiences beyond the classroom can build confidence, deepen understanding and help bring learning to life. To ensure these opportunities are safe, well organised and educationally meaningful, all staff involved must follow the setting’s Educational Visits Policy and associated procedures."},{"title":"Purpose of the Policy","subtitle":"Educational Visits Policy · Roles and responsibilities · Policy and practice","url":"/en/educational-visits-policy/#purpose-of-the-policy","text":"The Educational Visits Policy explains how visits should be planned, approved, delivered and reviewed. It provides a clear framework for managing risk, meeting legal requirements, the key arrangements and ensuring consistent practice across the setting. It affirms the settings commitment to high quality educational visits.  The policy should reflect DfE guidance and OEAP National Guidance (where relevant), which staff should use when planning and leading visits.  Supporting procedures should signpost relevant guidance and outline the employer’s expectations for everyone involved."},{"title":"Who the Policy Applies To","subtitle":"Educational Visits Policy · Roles and responsibilities · Policy and practice","url":"/en/educational-visits-policy/#who-the-policy-applies-to","text":"This guidance applies to all staff, volunteers and other adults involved in planning or supervising off-site activities. It covers all types of visits, including: Local curriculum visits Day trips Residential visits Overseas Visits  Visits involving adventurous activities The policy should be developed with input from relevant staff and the governing or management body so that there is shared understanding and ownership."},{"title":"What an Effective Policy Includes","subtitle":"Educational Visits Policy · Roles and responsibilities · Policy and practice","url":"/en/educational-visits-policy/#what-an-effective-policy-includes","text":"A clear and effective Educational Visits Policy should: Explain the value of educational visits and outdoor learning Describe the school’s aims and expected learning outcomes Define key terms used within the policy Clarify which activities and people the policy applies to Identify any circumstances where the policy does not apply (for example, when pupils attend a different site) The policy should also: Clarify roles and responsibilities, including those of the Head/Manager, Educational Visits Coordinator (EVC), Visit Leaders, staff and volunteers Outline how staff can access competent advice from the Educational Visits Adviser  Outline the approval process for visits Provide guidance on communication with parents, consent and financial arrangements Set out emergency and incident management procedures Support monitoring and evaluation to improve future visits"},{"title":"Accessing the Policy","subtitle":"Educational Visits Policy · Roles and responsibilities · Policy and practice","url":"/en/educational-visits-policy/#accessing-the-policy","text":"The Educational Visits Policy and supporting documents must be available to all staff (via EVOLVE) involved in planning and leading visits. Staff are responsible for ensuring they use the most up-to-date version and are familiar with any changes. Publishing the policy on the school website can also help reassure parents and carers by clearly setting out the school’s commitment to safe, well-managed and high-quality learning beyond the classroom. We haven’t got an Educational Visits Policy. Is it a legal requirement to have one? Although not a legal requirement, it is considered good practice to have one as it creates a shared understanding of expectations and requirements. Not having a policy allows a wide range of practice to occur that is potentially unsafe.  Our employer has a Visits Policy, why does the school need one too? The school policy details how the school brings the requirements of the employer's policy to life day to day and is specific to your school (the staff, locality, activities you offer, cohort etc.) OEAP National Guidance available at https://oeapng.info 5.3b How to write an establishment visit policy"},{"title":"Overview","subtitle":"Legal and Regulatory Framework · Roles and responsibilities · Policy and practice","url":"/en/legal-and-regulatory-framework/#overview","text":"Employers (Local Authorities, MATs, Independent School Groups etc.), their schools and staff operate within a range of legislative and regulatory frameworks. These frameworks require that visits are safe, inclusive and well-managed while recognising that risk cannot be eliminated entirely. In general, the expectation is that employers, their schools and staff take a reasonable approach to managing safety and inclusion. What follows is a summary of the key requirements of these frameworks."},{"title":"Key Responsibilities","subtitle":"Legal and Regulatory Framework · Roles and responsibilities · Policy and practice","url":"/en/legal-and-regulatory-framework/#key-responsibilities","text":"Employers, senior leadership, Governors and board members visibly champion and ensure that appropriate arrangements are in place for educational visits and outdoor learning. This includes: Clear Roles and Responsibilities Understanding who holds employer responsibilities within the setting and ensuring legal duties, including those relating to health and safety and inclusion, are met. A Clear Policy Framework Ensuring the employer and school has an effective policy for educational visits and outdoor learning. This should cover planning, inclusion, supervision, risk management, charging arrangements and emergency procedures, and should reflect relevant professional guidance."},{"title":"Access to Competent Advice","subtitle":"Legal and Regulatory Framework · Roles and responsibilities · Policy and practice","url":"/en/legal-and-regulatory-framework/#access-to-competent-advice","text":"Employers must ensure that you have access to appropriate guidance, training and professional advice from a competent Educational Visits Adviser. Training, advice and support is available through EVOLVE Advice. Inclusive Opportunities Ensuring that all reasonable steps are taken to include all learners, including those with disabilities, special educational needs, medical conditions, or other barriers to participation. Proportionate Oversight Agreeing appropriate procedures for the approval and notification of visits. Staff Competence Confirming that a suitably trained, competent and informed Head/Manager, Educational Visits Coordinator (EVC), Visit Leader and Assistant Visit Leader is appointed and that responsibilities between Governors, the Head/Manager, the EVC and visit staff are clearly defined."},{"title":"Effective Safeguarding Arrangements","subtitle":"Legal and Regulatory Framework · Roles and responsibilities · Policy and practice","url":"/en/legal-and-regulatory-framework/#effective-safeguarding-arrangements","text":"Confirming that an appropriate number and combination of suitably selected, vetted, trained, competent and informed visit staff are deployed (including volunteers). Ensuring appropriate monitoring of pupil, staff and provider behaviour. Clear lines of reporting and access to the DSL."},{"title":"Risk Assessment","subtitle":"Legal and Regulatory Framework · Roles and responsibilities · Policy and practice","url":"/en/legal-and-regulatory-framework/#risk-assessment","text":"Undertake a suitable and sufficient risk assessment and record the significant findings of this process. Identify what could cause injury or illness (hazards), decide how likely it is that someone could be harmed and how seriously (the risk), take action to eliminate the hazard, or if this isn't possible, control the risk. Communicate these control measures to relevant parties and review their effectiveness."},{"title":"Provider selection","subtitle":"Legal and Regulatory Framework · Roles and responsibilities · Policy and practice","url":"/en/legal-and-regulatory-framework/#provider-selection","text":"Select appropriate providers and cooperate to achieve safety. Monitor the providers continued suitability.  Monitoring Safety and Quality Ensuring that systems are in place to evaluate and monitor visit planning – learning from experience and responding appropriately to incidents, near misses or concerns. Legislation and regulations The following key acts of parliament and regulations are relevant to educational visits and apply in both England and Wales unless otherwise stated.  • Health and Safety at Work etc. Act (1974) • Unfair Contract Terms Act (1977) • Limitation Act (1980) • Health & Safety (First Aid) Regulations (1981) • Child Abduction Act (1984) • Transport Act (1985) • Children’s Act (1989) • Activity Centres (Young Person’s Safety) Act (1995) • Education Act (1996) • School Standards and Framework Act (1998) • Management of Health and Safety at Work Regulations (1999) • Care Standards Act (2000) • Education Act (2002) • Education (Specified Work and Registration) (England) Regulations (2003) • Adventure Activities Licensing Regulations (2004) • Children Act (2004) • Vulnerable Groups Act (2006) • Childcare Act (2006) (England only) • Motor Vehicles (Wearing of Seat Belts) (Amendment) Regulations (2006) • Corporate Manslaughter and Corporate Homicide Act (2007) • Local Transport Act (2008) • Equality Act (2010) • Protection of Freedoms Act (2012) • Reporting of Injuries, Diseases, and Dangerous Occurrences Regulations (2013) • Children and Families Act (2014) • Education Workforce Council (Main Functions) (Wales) Regulations (2015) • General Data Protection Regulation (2016) • Children and Social Work Act (2017) (England only) • Childcare (Disqualification) Regulations (2018) • Data Protection Act (2018) • Package Travel and Linked Travel Arrangements Regulations (2018) • Food Information (Amendment) (England) regulations (2019) (‘Natasha’s Law’) • Coronavirus Act (2020) and associated Health Protection Regulations Statutory and Non Statutory Guidance The Department for Education publishes guidance for schools and local authorities in England that is relevant to educational visits, including: • Health and Safety on Educational Visits • Supervision of Activity with Children • Roles and Responsibilities of Directors of Children’s Services • Supporting Pupils at School with Medical Conditions • Disqualification under the Childcare Act 2006 • SEND Code of Practice: 0 to 25 years • Keeping Children Safe in Education • Early Years Foundation Stage Statutory Framework • Allergy Safety in Schools In addition, the following international and British standards support educational visits, including: BS 8848:2014 - Specification for the provision of visits, fieldwork, expeditions and adventurous activities outside the United Kingdom BS ISO 31031:2024 - Managing risk for youth and school trips These lists are not exhaustive. OEAP National Guidance available at https://oeapng.info 3.2a Underpinning Legal Framework 3.1a Requirements and Recommendations for Employers"},{"title":"Overview","subtitle":"Governors and Management Boards · Roles and responsibilities · Policy and practice","url":"/en/governors-and-management-boards/#overview","text":"Governors and management boards play an important role in enabling high-quality educational visits and outdoor learning. Their responsibility is to ensure that visits are safe, inclusive and well managed while supporting staff to provide valuable learning experiences for pupils. Governors act as a ‘critical friend’ to school leaders. This means offering support while also providing appropriate challenge to ensure that policies and procedures are effective. Where a setting does not have a governing body, these responsibilities normally sit with the employer, often through the Head/Manager’s line manager."},{"title":"Key Responsibilities","subtitle":"Governors and Management Boards · Roles and responsibilities · Policy and practice","url":"/en/governors-and-management-boards/#key-responsibilities","text":"Governors and board members help ensure that appropriate arrangements are in place for educational visits and outdoor learning. This includes: Clear Roles and Responsibilities Understanding who holds employer responsibilities within the setting and ensuring legal duties, including those relating to health and safety and inclusion, are met. A Clear Policy Framework Ensuring the setting has an effective policy for educational visits and outdoor learning. This should cover planning, inclusion, supervision, risk management, charging arrangements and emergency procedures, and should reflect relevant professional guidance."},{"title":"Access to Competent Advice","subtitle":"Governors and Management Boards · Roles and responsibilities · Policy and practice","url":"/en/governors-and-management-boards/#access-to-competent-advice","text":"Employers must ensure that the school has access to appropriate guidance, training and professional advice from a competent Educational Visits Adviser. Training, advice and support is available through EVOLVE Advice. Staff Competence Confirming that a suitably trained, competent and informed Head/Manager, Educational Visits Coordinator (EVC), Visit Leader and Assistant Visit Leader is appointed and that responsibilities between Governors, the Head/Manager, the EVC and visit staff are clearly defined. Inclusive Opportunities Ensuring that all reasonable steps are taken to include all learners, including those with disabilities, special educational needs, medical conditions, or other barriers to participation. Proportionate Oversight Agreeing appropriate procedures for the approval and notification of visits. Governors should understand which types of visits require their awareness or involvement and may challenge plans where objectives or arrangements appear unclear."},{"title":"Effective Safeguarding Arrangements","subtitle":"Governors and Management Boards · Roles and responsibilities · Policy and practice","url":"/en/governors-and-management-boards/#effective-safeguarding-arrangements","text":"Confirming that an appropriate number and combination of suitably selected, vetted, trained, competent and informed visit staff are deployed (including volunteers). Ensuring appropriate monitoring of pupil, staff and provider behaviour. Clear lines of reporting and access to the DSL."},{"title":"Risk Assessment","subtitle":"Governors and Management Boards · Roles and responsibilities · Policy and practice","url":"/en/governors-and-management-boards/#risk-assessment","text":"Ensuring that the school undertakes a suitable and sufficient risk assessment and records the significant findings of this process. Identify what could cause injury or illness (hazards), decide how likely it is that someone could be harmed and how seriously (the risk), take action to eliminate the hazard, or if this isn't possible, control the risk. Communicate these control measures to relevant parties and review their effectiveness."},{"title":"Provider selection","subtitle":"Governors and Management Boards · Roles and responsibilities · Policy and practice","url":"/en/governors-and-management-boards/#provider-selection","text":"Ensuring that appropriate providers are selected  and that the school cooperates with the provider to achieve safety. Monitoring of the providers continued suitability.  Monitoring Safety and Quality Confirming that systems are in place to evaluate and monitor visit planning – learning from experience and responding appropriately to incidents, near misses or concerns. Governors may wish to participate in the monitoring of visits to reassure themselves."},{"title":"Strategic Role of Governors","subtitle":"Governors and Management Boards · Roles and responsibilities · Policy and practice","url":"/en/governors-and-management-boards/#strategic-role-of-governors","text":"Governors and board members are not normally involved in the detailed planning or risk assessment of visits unless they have specific expertise. Their role is strategic oversight—supporting leaders, asking constructive questions and ensuring that educational visits remain safe, inclusive and educationally valuable for all learners."},{"title":"FAQs","subtitle":"Governors and Management Boards · Roles and responsibilities · Policy and practice","url":"/en/governors-and-management-boards/#faqs","text":""},{"title":"Can governors accompany educational visits?","subtitle":"Governors and Management Boards · Roles and responsibilities · Policy and practice","url":"/en/governors-and-management-boards/#can-governors-accompany-educational-visits","text":"Governors bring expertise and commitment to the school community. Involving them in educational visits enables them to experience firsthand their value for staff and students alike. If appropriate they may be included in the staff-student ratios, but you must follow the guidance for including non-teaching staff (volunteer helpers) and ensure that they are aware of their responsibilities.  "},{"title":"What training can Governors access to support their knowledge and understanding of educational visits?","subtitle":"Governors and Management Boards · Roles and responsibilities · Policy and practice","url":"/en/governors-and-management-boards/#what-training-can-governors-access-to-support-their-knowledge-and-understanding-of-educational-visits","text":"EVOLVE Advice offers a free Governors e-learning course. Access the training from your EVOLVE homepage in the training matrix. More information can be found at https://www.evolveadvice.co.uk/leadership-elearning  OEAP National Guidance available at https://oeapng.info 3.1b Establishment Roles and their Inter-dependence 3.4f Member of a Management Board or Governing Body 3.4m Helper"},{"title":"Overview","subtitle":"Educational Visits Coordinator (EVC) · Roles and responsibilities · Policy and practice","url":"/en/educational-visits-coordinator-evc/#overview","text":"The Educational Visits Coordinator (EVC) supports the safe and effective planning of educational visits. The EVC works closely with the Head/Manager and Visit Leaders to promote good practice and ensure visits are well organised, inclusive and compliant with guidance. All settings are encouraged to appoint an EVC. In smaller settings, the role may be carried out by the Head/Manager, if necessary, but this does lose some layers of checking. Where no EVC is appointed, responsibility for educational visits rests with the Head/Manager. The EVC should be an experienced Visit Leader with sufficient authority to guide colleagues and support safe practice. While some administrative tasks may be delegated, the role also involves professional advice, support and challenge."},{"title":"Training","subtitle":"Educational Visits Coordinator (EVC) · Roles and responsibilities · Policy and practice","url":"/en/educational-visits-coordinator-evc/#training","text":"EVCs should complete EVC training as soon as possible after appointment. Training typically involves a minimum of six hours. E-learning alone is not sufficient. Revalidation training is recommended every three years. Records of training should be logged on EVOLVE. EVOLVE Advice provides Initial EVC Training and EVC Revalidation Training. View your options in EVOLVE or visit https://www.evolveadvice.co.uk/courses. "},{"title":"Key Responsibilities","subtitle":"Educational Visits Coordinator (EVC) · Roles and responsibilities · Policy and practice","url":"/en/educational-visits-coordinator-evc/#key-responsibilities","text":"The EVC helps maintain consistent and safe practice across the setting. Key responsibilities include: Promoting the value of educational visits and outdoor learning Supporting staff to plan visits that are safe, purposeful and well organised Assisting the Head/Manager with visit approval decisions Ensuring Visit Leaders are suitably experienced and supported Advising on supervision, staffing ratios and safeguarding arrangements Ensuring educational visits policies and procedures are followed and kept up to date Supporting communication with parents and ensuring consent is obtained where required Confirming that emergency procedures and contact arrangements are in place Checking that travel, equipment and insurance arrangements are appropriate Encouraging inclusive practice so that all pupils can participate Sharing information Liaising with the Educational Visits Adviser  Monitoring"},{"title":"EVOLVE and Record Keeping","subtitle":"Educational Visits Coordinator (EVC) · Roles and responsibilities · Policy and practice","url":"/en/educational-visits-coordinator-evc/#evolve-and-record-keeping","text":"The EVC oversees the use of EVOLVE, helping ensure visits are recorded and managed correctly. This may include: Managing staff access to the system Checking that visits are recorded and evaluated Ensuring relevant documents and policies are available"},{"title":"Monitoring and Review","subtitle":"Educational Visits Coordinator (EVC) · Roles and responsibilities · Policy and practice","url":"/en/educational-visits-coordinator-evc/#monitoring-and-review","text":"The EVC helps monitor visits to ensure they meet the setting’s and employer’s expectations. This may involve: Reviewing visits and sharing lessons learned Recording and following up incidents or concerns Identifying training needs or areas for improvement The EVC’s role is to support staff and enable safe, high-quality visits, not to create barriers. Early discussion with the EVC is encouraged when planning any educational visit or outdoor learning activity."},{"title":"FAQs","subtitle":"Educational Visits Coordinator (EVC) · Roles and responsibilities · Policy and practice","url":"/en/educational-visits-coordinator-evc/#faqs","text":""},{"title":"We are a large Multi Academy Trust with numerous schools. Do we need an EVC in every school or can we appoint a central role?","subtitle":"Educational Visits Coordinator (EVC) · Roles and responsibilities · Policy and practice","url":"/en/educational-visits-coordinator-evc/#we-are-a-large-multi-academy-trust-with-numerous-schools-do-we-need-an-evc-in-every-school-or-can-we-appoint-a-central-role","text":"It is the employer’s responsibility to ensure that employees have access to appropriate guidance. The range of experience and opportunity varies across schools and contexts, so the DfE recommend that there is an EVC in every school."},{"title":"Our EVC has just resigned, and the position is unfilled. Can we still plan and run visits?","subtitle":"Educational Visits Coordinator (EVC) · Roles and responsibilities · Policy and practice","url":"/en/educational-visits-coordinator-evc/#our-evc-has-just-resigned-and-the-position-is-unfilled-can-we-still-plan-and-run-visits","text":"Yes, you can. When there is no EVC their responsibilities transfer to the Headteacher. They should already be familiar with EVOLVE as part of the approval process. OEAP National Guidance available at https://oeapng.info 3.1a Requirements and Recommendations for Employers 3.1b Establishment Roles and their Inter-dependence 3.3a Checklist - EVC 3.4j Educational Visits Coordinator (EVC)"},{"title":"Overview","subtitle":"Selecting and approving Visit Leaders · Roles and responsibilities · Policy and practice","url":"/en/selecting-and-approving-visit-leaders/#overview","text":"All visits must be led by staff who have been approved as competent for that specific visit or activity. Being approved for one type of visit does not automatically mean approval for all visits. The Head/Manager, supported by the Educational Visits Coordinator (EVC), is responsible for approving staff. For adventurous or higher-risk activities, additional approval and specialist advice may be required from your Educational Visits Adviser or Employer."},{"title":"What Does “Competent” Mean?","subtitle":"Selecting and approving Visit Leaders · Roles and responsibilities · Policy and practice","url":"/en/selecting-and-approving-visit-leaders/#what-does-competent-mean","text":"A competent Visit Leader has the experience, skills, knowledge, training, ability, attitude, and professional judgement to manage this visit safely and effectively. Competence depends on the activity, the group and the environment, and may change over time. The Visit Leader and their team is the most important factor in keeping participants safe."},{"title":"How Competence Is Assessed","subtitle":"Selecting and approving Visit Leaders · Roles and responsibilities · Policy and practice","url":"/en/selecting-and-approving-visit-leaders/#how-competence-is-assessed","text":"To be approved as a Visit Leader, the Head/Manager will consider: Experience Leading or supporting similar visits, working with the specific group involved, familiarity with the activity and the environment or venue. Skills and Knowledge Planning visits, managing groups, following safety procedures, and responding effectively to unexpected situations. Training and Qualifications Relevant training such as Visit Leader training, first aid, or activity-specific qualifications. Ensure qualifications are current. Professional Judgement Remaining calm, making sound decisions, and managing safety and wellbeing, including in emergencies. Observation and Feedback Day-to-day practice, feedback and evaluations from previous visits, and records of visits led or supported. Ongoing Development Keeping skills and knowledge up to date through training and experience."},{"title":"Visit Leader Training","subtitle":"Selecting and approving Visit Leaders · Roles and responsibilities · Policy and practice","url":"/en/selecting-and-approving-visit-leaders/#visit-leader-training","text":"It is strongly recommended that Visit Leaders and Deputy Visit Leaders undertake formal Visit Leader Training. EVOLVE Advice offers live Visit Leader Training and Visit Leader e-learning. Visit https://www.evolveadvice.co.uk/vl-training. Alternatively, your employer may be comfortable with the EVC delivering ’in house’ training. Content and attendance should be formally recorded and a certificate issued.  "},{"title":"Adventurous and Higher-Risk Activities","subtitle":"Selecting and approving Visit Leaders · Roles and responsibilities · Policy and practice","url":"/en/selecting-and-approving-visit-leaders/#adventurous-and-higher-risk-activities","text":"Some activities require additional skills, experience, or qualifications. Before leading these: Upload relevant qualifications to EVOLVE and complete the required visit forms and activity leader sections (ALF) Seek advice from a Technical Adviser, Educational Visits Adviser, or Employer as needed Work strictly within your qualifications remit and experience"},{"title":"Key Points","subtitle":"Selecting and approving Visit Leaders · Roles and responsibilities · Policy and practice","url":"/en/selecting-and-approving-visit-leaders/#key-points","text":"Approval is activity and location specific Competence is based on evidence and professional judgement Records of experience and training should be maintained on EVOLVE When in doubt, consult your EVC"},{"title":"FAQs","subtitle":"Selecting and approving Visit Leaders · Roles and responsibilities · Policy and practice","url":"/en/selecting-and-approving-visit-leaders/#faqs","text":""},{"title":"Do I need to be qualified to lead visits?","subtitle":"Selecting and approving Visit Leaders · Roles and responsibilities · Policy and practice","url":"/en/selecting-and-approving-visit-leaders/#do-i-need-to-be-qualified-to-lead-visits","text":"You don’t always need a formal qualification to lead visits, but for adventurous or higher-risk activities (like climbing, kayaking, or high ropes), you usually need the relevant National Governing Body qualification. If no qualification exists, you may still lead if you can show you are competent through experience and have a Statement of Competence from a qualified Technical Adviser. For routine or low-risk visits, qualifications are not required, but you must have relevant experience, training, and approval. In all cases, you must operate within your skills and experience, follow safety guidance, and have approval from the Head/Manager, your Educational Visits Adviser or Employer."},{"title":"I have personal experience of hillwalking and want to lead my pupils on a walk up the hill behind the school. How do I get approval to do this?","subtitle":"Selecting and approving Visit Leaders · Roles and responsibilities · Policy and practice","url":"/en/selecting-and-approving-visit-leaders/#i-have-personal-experience-of-hillwalking-and-want-to-lead-my-pupils-on-a-walk-up-the-hill-behind-the-school-how-do-i-get-approval-to-do-this","text":"To be judged competent to lead adventurous activities, a teacher or staff member needs relevant experience leading or assisting similar activities and supervising the age group involved, along with appropriate training or qualifications, such as a National Governing Body award or Visit Leader Training. Competence also requires strong planning, risk management, and leadership skills, including the ability to make safe decisions in changing conditions. Check the specific context with your EVC and Educational Visits Adviser "},{"title":"Further reading","subtitle":"Selecting and approving Visit Leaders · Roles and responsibilities · Policy and practice","url":"/en/selecting-and-approving-visit-leaders/#further-reading","text":"Going Out There High Quality Outdoor Learning   OEAP National Guidance: 3.2d Approval of Leaders 6h Frequently Asked Questions – Adventure Activity Qualifications "},{"title":"Senior Leadership Training","subtitle":"Training Requirements · Roles and responsibilities · Policy and practice","url":"/en/training-requirements/#senior-leadership-training","text":"Ongoing training and access to advice is essential for staff involved in planning and leading educational visits. It helps leaders stay informed about current guidance and develop the skills needed to manage visits safely and effectively. Training and advice supports staff in areas such as risk management, safeguarding, emergency planning, inclusion and achieving learning outcomes. Competent leaders are central to ensuring that visits are safe, enjoyable and educationally valuable. All Visit Leaders have a legal duty of care and must follow their employer’s policies and relevant guidance. While some Heads/Managers are also the Educational Visits Coordinator (EVC) within their school, others are further removed from the day-to-day management of educational visits. Despite this, they have oversight and responsibility for the safety and competent management of educational visits, often being the individual responsible for authorising visits via EVOLVE or another visit management system. Therefore, Heads/Managers should undertake relevant training and keep up to date with sector good practice.   Governors should be competent to effectively hold Senior Leaders to account and support as a critical friend."},{"title":"Training for Educational Visits Coordinators (EVCs)","subtitle":"Training Requirements · Roles and responsibilities · Policy and practice","url":"/en/training-requirements/#training-for-educational-visits-coordinators-evcs","text":"Schools are encouraged to appoint an Educational Visits Coordinator (EVC) to support the Head/Manager in overseeing educational visits. EVCs should: Complete a minimum of six hours of EVC training from a reputable provider Undertake refresher training approximately every three years Record training and professional development on EVOLVE E-learning alone is not sufficient."},{"title":"Training for Visit Leaders","subtitle":"Training Requirements · Roles and responsibilities · Policy and practice","url":"/en/training-requirements/#training-for-visit-leaders","text":"The Visit Leader is responsible for the learning, development, supervision and welfare of participants, as well as the overall safety of the visit. To support these responsibilities, it is recommended that Visit Leaders undertake appropriate training. This may be delivered face-to-face, online or through blended learning. Examples of training include: Visit Leader Training Provides preparation for planning and leading a range of visits, including residential, overseas and adventurous activities. The training typically focuses on risk assessment, planning and group management. This training may include: Principles of Visit Leadership covering the purpose of visits, legal responsibilities, planning, risk management and emergency procedures Practicalities of Visit Leadership focusing on real-world planning and leadership considerations Snowsport Visit Training Specialist training designed for staff involved in snowsport visits, focusing on active risk assessment and supervision in alpine environments."},{"title":"Adventurous Activity Leadership","subtitle":"Training Requirements · Roles and responsibilities · Policy and practice","url":"/en/training-requirements/#adventurous-activity-leadership","text":"Staff who wish to lead adventurous activities should obtain qualifications from the relevant National Governing Body (NGB) for the activity. Many NGB qualifications involve: A training course A consolidation period to develop experience A final assessment Entry requirements vary depending on the activity and qualification level. Some entry-level awards require limited experience, while higher-level qualifications may require significant personal commitment and experience."},{"title":"FAQs","subtitle":"Training Requirements · Roles and responsibilities · Policy and practice","url":"/en/training-requirements/#faqs","text":"Is there an update requirement for courses? We recommend three years for Visit leader and EVC training. First Aid courses have a mandatory three year renewal, and NGBs have their own CPD requirements, often based around accumulating points by attending a range of training opportunities. Is Visit Leader training mandatory? We strongly recommend that Visit Leaders and Deputy Visit Leaders receive, and can evidence, appropriate training. There are a range of options to suit different needs at here."},{"title":"Further reading:","subtitle":"Training Requirements · Roles and responsibilities · Policy and practice","url":"/en/training-requirements/#further-reading","text":"3.1a Requirements and Recommendations for Employers 6h FAQs: Adventure Activity Qualifications 6f FAQs: Systems, Roles and Training EVOLVE Advice training courses - https://events.evolveadvice.co.uk"},{"title":"Overview","subtitle":"Duty of Care · Roles and responsibilities · Policy and practice","url":"/en/duty-of-care/#overview","text":"Duty of care means taking reasonable steps to keep participants safe and prevent harm. It is both a legal and professional responsibility for everyone involved in educational visits. Staff must plan carefully, supervise effectively, act responsibly and be prepared to respond if something goes wrong. Under the Health and Safety at Work Act 1974, risks must be reduced so far as reasonably practicable. This means taking sensible precautions while balancing the time, effort and cost of control measures against the level of risk."},{"title":"Key Principles","subtitle":"Duty of Care · Roles and responsibilities · Policy and practice","url":"/en/duty-of-care/#key-principles","text":"Several important principles guide duty of care during educational visits: Reasonable Care You are not expected to eliminate all risk, but to take responsible care given the same circumstances. Standard of Care Non-specialist staff are expected to act as a “reasonable person.” Teachers and specialists are expected to meet the higher standard of a “reasonable professional.” Non-delegable Duty Even if supervision or activities are delivered by a third party provider, the school remains responsible for ensuring reasonable care is taken."},{"title":"Responsibilities of Visit Leaders","subtitle":"Duty of Care · Roles and responsibilities · Policy and practice","url":"/en/duty-of-care/#responsibilities-of-visit-leaders","text":"To fulfil your duty of care, you should ensure that key arrangements are in place: Risk Assessment Identify potential hazards linked to activities, locations and travel. Put appropriate control measures in place and consider the needs of all participants, including those with medical, behavioural or additional needs. Supervision Maintain suitable staff-to-participant ratios and remain vigilant throughout the visit. Provide clear instructions, set boundaries and monitor behaviour. Competence Ensure staff and helpers understand their roles and have the skills and confidence needed to supervise the group and respond to challenges. Safeguarding Confirm that all adults working with pupils are appropriately vetted and understand safeguarding procedures. Emergency Planning Be prepared for unexpected situations. Ensure staff understand first aid and emergency procedures and know who to contact. Carry essential information such as medical details and emergency contacts. Communication Keep staff, participants and parents informed about the visit’s purpose, arrangements and expectations. Provide guidance on behaviour, clothing and equipment where necessary. Review After the visit, review what worked well and identify any issues or incidents. Learning from experience helps improve future visits."},{"title":"Working with External Providers","subtitle":"Duty of Care · Roles and responsibilities · Policy and practice","url":"/en/duty-of-care/#working-with-external-providers","text":"External providers may deliver activities during a visit. However, the school must still ensure that: The provider is competent and suitable Roles and responsibilities are clearly agreed Appropriate supervision is maintained Safety standards are monitored during the visit Even when activities are led by others, the school/setting retains overall responsibility for the safety and welfare of participants."},{"title":"Parent helpers","subtitle":"Duty of Care · Roles and responsibilities · Policy and practice","url":"/en/duty-of-care/#parent-helpers","text":"Parent helpers’ responsibility is practical and limited: they must act safely and responsibly within their role, follow the school staff’s instructions, and help supervise. Teachers remain legally and professionally accountable for the overall safety and well-being of the group. Whilst parents accompanying visits can help to boost ratios, there can be an issue if, for example, there is incident or emergency situation, when they could naturally focus their attention on their own child rather than the whole group. This risk can be reduced by appropriate vetting, briefing, monitoring and placing them with another group or giving them an ‘accompanying’ role rather than a leadership one.  [end box out] OEAP National Guidance available at https://oeapng.info 3.2a Underpinning Legal Framework and Duty of Care 4.2a Group Management and Supervision 6c FAQs: Duty of care when working with providers"},{"title":"Overview","subtitle":"Recording and Reporting Incidents · Roles and responsibilities · Policy and practice","url":"/en/recording-and-reporting-incidents/#overview","text":"Accidents, incidents and near misses should always be recorded promptly and accurately. Making a record as soon as possible helps ensure that important details are not forgotten and allows appropriate action to be taken. Accurate reporting also helps schools learn from incidents and improve safety arrangements for future visits. Where appropriate, photographs may help document the situation, but images should be taken sensitively and should not include injuries or parts of an injured person’s body. A body map picture could be a substitute."},{"title":"Reporting Requirements","subtitle":"Recording and Reporting Incidents · Roles and responsibilities · Policy and practice","url":"/en/recording-and-reporting-incidents/#reporting-requirements","text":"Certain reporting actions may be required following an incident. Parents and Carers Parents or carers should be informed promptly if a child is involved in an accident or significant near miss. RIDDOR ReportingSerious accidents, dangerous occurrences or work-related illnesses may need to be reported under the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 2013. Record Retentiondata retention policy Incident records should be stored in line with the school or establishment’s . Evaluation Incidents and near misses should be reviewed as part of the visit evaluation process to help improve safety for future activities."},{"title":"What to Record","subtitle":"Recording and Reporting Incidents · Roles and responsibilities · Policy and practice","url":"/en/recording-and-reporting-incidents/#what-to-record","text":"Incident records should be completed as close to the time of the event as possible. The record should include: Date and time of the incident A clear description of what happened The exact location of the incident Names of any casualties and details of injuries Names of others involved or present Relevant environmental conditions, such as weather or ground conditions Actions taken, including any communication with emergency services or the school Details of any movement from the incident site Names and contact details of witnesses Vehicle registration numbers if vehicles were involved Possible causes of the incident Any proposed follow-up actions It is also good practice to keep a written log of decisions, actions and conversations, including times where possible. Receipts should be retained for any expenses related to the incident, as insurers may require these."},{"title":"Reporting and Follow-Up","subtitle":"Recording and Reporting Incidents · Roles and responsibilities · Policy and practice","url":"/en/recording-and-reporting-incidents/#reporting-and-follow-up","text":"All incidents should be reported in line with the employer’s procedures. This may involve completing accident or incident forms and notifying relevant authorities where required. After the visit, you should review what happened and share lessons learned with colleagues. This information can help improve future visit planning, emergency procedures and staff training."},{"title":"Serious Incidents","subtitle":"Recording and Reporting Incidents · Roles and responsibilities · Policy and practice","url":"/en/recording-and-reporting-incidents/#serious-incidents","text":"If a serious incident occurs – such as a fatality, serious injury, major near miss, police involvement or significant complaint – the employer may carry out a formal investigation. In these cases: Evidence and the scene should be preserved where possible Witness statements should focus on factual information Statements should be written independently, signed and dated Accounts should be completed as soon as practicable to ensure accuracy You should obtain legal advice early in the process"},{"title":"Learning from Near Misses","subtitle":"Recording and Reporting Incidents · Roles and responsibilities · Policy and practice","url":"/en/recording-and-reporting-incidents/#learning-from-near-misses","text":"Recording near misses is particularly valuable for improving safety. Benefits include: Identifying hazards before a serious incident occurs Recognising patterns or recurring risks Supporting a positive learning culture focused on improvement rather than blame A culture of open and honest reporting is essential. Careful recording and review help ensure that educational visits remain safe, well managed and continuously improving.  Accidents overseas Accidents that happen overseas do not need to be reported to HSE. RIDDOR is only applicable to activities in the UK. However, for serious incidents, the HSE may be involved in investigating the planning and preparation that took place within the UK.  OEAP National Guidance available at https://oeapng.info 4.1c Emergencies and Critical Incidents - Guidance for Leaders 4.4b First aid 6d FAQs: Retention of Documents HSE, Incident reporting in schools (accidents, diseases and dangerous occurrences): Guidance for employers https://www.hse.gov.uk/pubns/edis1.htm"},{"title":"Why Evaluation Matters","subtitle":"Evaluation · Roles and responsibilities · Policy and practice","url":"/en/evaluation/#why-evaluation-matters","text":"Evaluation helps you understand how effective your educational visits are. Reflecting on visits allows you to recognise what worked well, identify areas for improvement, and ensure visits provide meaningful learning experiences for participants. Regular evaluation also helps demonstrate the value of learning outside the classroom to parents, governors, and other stakeholders."},{"title":"What Evaluation Helps You Do","subtitle":"Evaluation · Roles and responsibilities · Policy and practice","url":"/en/evaluation/#what-evaluation-helps-you-do","text":"Evaluating visits supports good practice by helping you to: Check whether the visit achieved its intended learning outcomes Improve future planning and organisation Provide useful feedback to staff and participants Demonstrate the impact and value of visits Ensure time, staffing and funding are used effectively"},{"title":"Types of Evaluation","subtitle":"Evaluation · Roles and responsibilities · Policy and practice","url":"/en/evaluation/#types-of-evaluation","text":"Evaluation can take different forms. Formative evaluation takes place during or immediately after a visit and helps inform future planning and improvements. Summative evaluation looks at the overall impact of a visit or programme and measures outcomes against the original aims. Both approaches are useful and often complement each other."},{"title":"What to Review","subtitle":"Evaluation · Roles and responsibilities · Policy and practice","url":"/en/evaluation/#what-to-review","text":"When reflecting on a visit, consider: How well the visit was planned and managed Whether the learning objectives were achieved What participants learned and how they developed Levels of engagement and participation Any incidents, near misses, challenges or unexpected outcomes Whether the benefits justified the time, effort and cost involved Clear learning intentions and links to classroom learning can make evaluation more meaningful."},{"title":"Gathering Evidence","subtitle":"Evaluation · Roles and responsibilities · Policy and practice","url":"/en/evaluation/#gathering-evidence","text":"Evaluation does not need to be complicated. Evidence can be gathered through simple approaches, such as: Staff observations and discussions with participants Short pupil feedback activities or questionnaires Parent surveys Photographs or videos where appropriate Links to follow-up work in lessons Review of learning outcomes against agreed objectives These approaches can help capture both educational impact and practical lessons for future visits. EVOLVE can support the gathering, recording and reporting of evaluations."},{"title":"Sharing Learning and Improving Practice","subtitle":"Evaluation · Roles and responsibilities · Policy and practice","url":"/en/evaluation/#sharing-learning-and-improving-practice","text":"Visit Leaders should reflect on the visits they lead and share key insights with the Educational Visits Coordinator (EVC). This may include successes, challenges and lessons learned. EVOLVE includes an evaluation section where outcomes, risks and improvements can be recorded. The EVC may coordinate wider reviews of visits, new activities or programmes. Where necessary, findings can inform updates to procedures, training or policy. Regular evaluation supports high-quality educational visits, safer practice and continuous improvement in learning outside the classroom. HQOL guide for educational establishments - https://www.outdoor-learning.org/standards/high-quality-outdoor-learning.html OEAP National Guidance available at https://oeapng.info 4.2c Reviewing 5.1b Establishment Self-Evaluation Form 5.1c Self-evaluation and the Ofsted framework 5.1d Evaluation"},{"title":"Why This Matters","subtitle":"Monitoring · Roles and responsibilities · Policy and practice","url":"/en/monitoring/#why-this-matters","text":"Monitoring helps ensure that visits and are safe, well organised and educationally effective. It allows schools and employers to confirm that agreed procedures are being followed and that visits provide high-quality learning experiences. Employers have a statutory duty to monitor health and safety arrangements. While aspects of monitoring may be delegated to schools or settings, the employer remains ultimately responsible for ensuring these arrangements are applied consistently. Monitoring should be supportive and constructive, helping staff reflect on their practice and identify opportunities for improvement."},{"title":"What Monitoring Involves","subtitle":"Monitoring · Roles and responsibilities · Policy and practice","url":"/en/monitoring/#what-monitoring-involves","text":"Monitoring means checking that what is happening in practice matches what was planned or expected. This may include reviewing: Health and safety arrangements Safeguarding practices The quality of learning experiences The suitability of external providers How visits are planned and managed Monitoring helps ensure that procedures remain effective and that visits continue to meet expected standards."},{"title":"How Monitoring Is Carried Out","subtitle":"Monitoring · Roles and responsibilities · Policy and practice","url":"/en/monitoring/#how-monitoring-is-carried-out","text":"Monitoring can take several forms. It may be linked to normal staff review processes or complement observation of teaching and learning by focusing on activities outside the classroom. Online systems such as EVOLVE can also support monitoring by recording visit planning, approvals, evaluations and monitoring reports. Effective monitoring may include field observation, where appropriate, such as reviewing visits in progress: A representative sample of visits Regular or routine activities Higher-risk or more complex visits Activities led by less experienced staff who may benefit from additional support"},{"title":"Employer Responsibilities","subtitle":"Monitoring · Roles and responsibilities · Policy and practice","url":"/en/monitoring/#employer-responsibilities","text":"At employer level, monitoring should ensure that educational visits are planned and delivered in line with agreed policies and guidance. Employers should ensure that: Policies and procedures remain up to date Staff have access to relevant guidance and training Professional advice is available when required Settings appoint trained Educational Visits Coordinators (EVCs) Visit notification and approval procedures are followed Appropriate records are maintained"},{"title":"Establishment Responsibilities","subtitle":"Monitoring · Roles and responsibilities · Policy and practice","url":"/en/monitoring/#establishment-responsibilities","text":"Monitoring responsibilities are delegated to schools or settings and these arrangements should be clearly described in the establishment’s policy. Monitoring may involve the Head/Manager, EVC, senior leaders and Governors or management boards. Clear procedures should exist for: Reporting accidents, incidents and near misses Reviewing visits after they take place Monitoring approval and planning processes Identifying training or development needs"},{"title":"Monitoring During Visits","subtitle":"Monitoring · Roles and responsibilities · Policy and practice","url":"/en/monitoring/#monitoring-during-visits","text":"Monitoring does not stop once a visit begins. Staff should ensure that: Supervision remains appropriate Planned safety measures are followed Participants’ welfare is protected Emergency procedures can be implemented if needed"},{"title":"Review and Improvement","subtitle":"Monitoring · Roles and responsibilities · Policy and practice","url":"/en/monitoring/#review-and-improvement","text":"Incidents or near misses should always be reported in line with school procedures. After each visit, feedback from staff and participants should be used to review the experience, identify improvements and strengthen future practice. Regular monitoring helps ensure that educational visits remain safe, well managed and beneficial for all learners. Field monitoring tips OEAP National Guidance includes a sample monitoring form that can be used to record your observations, either on a computer or a mobile device. Using a template means that monitoring is consistent and enables you to analyse findings more easily. You could monitor a whole visit or just a part (e.g disembarking the coach). Choose a variety of visits throughout the year to build a well-rounded picture of strengths and weaknesses. OEAP National Guidance available at https://oeapng.info 3.2b Monitoring 8.1a Model Field Monitoring Form (Mobile version) 8.1c Model Field Monitoring Form (print version)"},{"title":"Overview","subtitle":"Insurance · Contracts and data · Policy and practice","url":"/en/insurance/#overview","text":"Appropriate insurance is an essential part of planning educational visits. It helps ensure that participants, staff and activities are properly protected if something unexpected happens. Advice on insurance arrangements can be obtained from your employer’s insurance department, your Educational Visits Adviser or relevant guidance within your setting. Many Local Authorities, academy trusts and large employers provide negotiated insurance arrangements. Schools may also participate in the government’s Risk Protection Arrangement (RPA) or use commercial insurance providers."},{"title":"Checking Your Cover","subtitle":"Insurance · Contracts and data · Policy and practice","url":"/en/insurance/#checking-your-cover","text":"When planning a visit, you must confirm that the insurance in place covers: All planned activities and locations Pupils, staff, volunteers and helpers Travel arrangements and accommodation where relevant Policy documents should always be read carefully. Pay particular attention to: Policy exclusions Limits of indemnity Conditions that could invalidate the cover Where policies claim to include cover for specific risks, such as pandemics or travel disruption, check the detailed wording to confirm what is actually covered."},{"title":"Personal Accident Insurance","subtitle":"Insurance · Contracts and data · Policy and practice","url":"/en/insurance/#personal-accident-insurance","text":"Staff and helpers may already have Personal Accident Insurance (PAI) through existing arrangements such as home insurance, professional associations or travel insurance. Check what activities are covered and whether any exclusions apply. Some employers may also provide additional personal accident cover for staff."},{"title":"Travel Insurance","subtitle":"Insurance · Contracts and data · Policy and practice","url":"/en/insurance/#travel-insurance","text":"Travel insurance is particularly important for visits that involve overnight stays or overseas travel. Typical cover may include: Personal accident Cancellation or curtailment Personal liability Loss of belongings or money Medical treatment and repatriation Ensure that staff and volunteers are included in the policy and that any pre-existing medical conditions are declared, as failing to do so may invalidate cover. Consider aspects that may not be covered by school insurance e.g a pupil's own skis or electronic tablet."},{"title":"Tour Operators and Providers","subtitle":"Insurance · Contracts and data · Policy and practice","url":"/en/insurance/#tour-operators-and-providers","text":"Some tour operators or activity providers include insurance within their packages. Schools are not required to accept this cover and should review it carefully to ensure it meets their needs. If suitable cover is already in place, you may request that provider insurance is removed."},{"title":"Avoiding Dual Insurance","subtitle":"Insurance · Contracts and data · Policy and practice","url":"/en/insurance/#avoiding-dual-insurance","text":"Having multiple policies covering the same risks (sometimes called dual or double insurance) can increase costs, complicate claims and, in some cases, invalidate policies. Always check existing arrangements before purchasing additional cover."},{"title":"Overseas Visits","subtitle":"Insurance · Contracts and data · Policy and practice","url":"/en/insurance/#overseas-visits","text":"For overseas travel, ensure insurance covers: Cancellation or changes to travel plans Medical treatment and emergency care Repatriation if necessary Rescue and assistance services Costs for parents or carers to travel in exceptional circumstances Loss of personal belongings Specific activities (e.g. snowsports) Some policies may also link cover to government foreign travel advice, so this should be checked when planning international visits. OEAP National Guidance available at https://oeapng.info 4.4c Insurance 7.1r Overseas Visits"},{"title":"Overview","subtitle":"Contracts and Waivers · Contracts and data · Policy and practice","url":"/en/contracts-and-waivers/#overview","text":"When organising educational visits, contracts and agreements must be handled carefully. Clear arrangements help protect participants and your employer, ensure legal compliance, and avoid problems later in the planning process. Before committing to any booking, make sure you understand who is authorised to enter agreements and what the terms involve."},{"title":"Authority to Sign Contracts","subtitle":"Contracts and Waivers · Contracts and data · Policy and practice","url":"/en/contracts-and-waivers/#authority-to-sign-contracts","text":"You must have your employer’s permission before entering into any contract on behalf of your school or setting. Only authorised staff should sign contracts, waivers etc. with external providers. If a contract is signed without approval, it could result in disciplinary action or personal liability for any associated costs. All agreements must be made between the establishment and the provider, not between the provider and individual parents or participants. This ensures appropriate safeguarding, insurance cover, and clear lines of responsibility."},{"title":"Understanding Terms and Conditions","subtitle":"Contracts and Waivers · Contracts and data · Policy and practice","url":"/en/contracts-and-waivers/#understanding-terms-and-conditions","text":"Always read the provider’s terms and conditions carefully before confirming a booking. In particular, check: Cancellation and refund arrangements Deposits and payment schedules Insurance requirements Any references to waivers (or similar) If anything is unclear, seek advice from your Head/Manager, Educational Visits Coordinator (EVC), Educational Visits Adviser, or an appropriate legal/insurance adviser.  Providers may be willing to clarify or amend unclear terms."},{"title":"Waivers, Disclaimers, Liability Release and Risk Acknowledgements","subtitle":"Contracts and Waivers · Contracts and data · Policy and practice","url":"/en/contracts-and-waivers/#waivers-disclaimers-liability-release-and-risk-acknowledgements","text":"Some providers may ask for waivers or disclaimers (or similar). These documents may ask participants to give up/release certain legal rights, such as bringing claims for negligence. Do not sign waivers without employer approval first Do not ask parents/carers to sign waivers  UK law does not allow organisations to limit liability for death or serious injury caused by the providers negligence Some documents may be safety briefings, risk acknowledgements, or consent forms rather than formal waivers — read them carefully For overseas visits, check in advance whether a waiver is required and request a copy before confirming the booking."},{"title":"Consent and Providers Forms","subtitle":"Contracts and Waivers · Contracts and data · Policy and practice","url":"/en/contracts-and-waivers/#consent-and-providers-forms","text":"Providers forms should not include financial agreements, waivers, or contractual terms for parents to sign. These arrangements must be handled through the school or setting. Parental consent forms should focus on participation, medical information, and relevant permissions."},{"title":"Data Protection","subtitle":"Contracts and Waivers · Contracts and data · Policy and practice","url":"/en/contracts-and-waivers/#data-protection","text":"When sharing participant information with providers, you must comply with data protection requirements. Personal data, including medical details or photographs, should be shared as necessary and only where appropriate consent and contractual arrangements are in place."},{"title":"Cancellation and Insurance","subtitle":"Contracts and Waivers · Contracts and data · Policy and practice","url":"/en/contracts-and-waivers/#cancellation-and-insurance","text":"Check both the contract and your insurance arrangements for cancellations or changes due to illness, weather, or unforeseen events. Where relevant, parents should be informed about the insurance arrangements that apply to the visit."},{"title":"Key Points","subtitle":"Contracts and Waivers · Contracts and data · Policy and practice","url":"/en/contracts-and-waivers/#key-points","text":"Only authorised staff may sign contracts or waivers Contracts must be between the establishment and the provider Read and understand all terms, especially cancellations and payments Check any waivers or risk acknowledgements carefully Ensure data protection requirements are followed OEAP National Guidance available at https://oeapng.info 3.2i Contracts and Waivers"},{"title":"Overview","subtitle":"Data Protection · Contracts and data · Policy and practice","url":"/en/data-protection/#overview","text":"When organising educational visits, personal information is often collected and shared to help keep participants safe. This may include medical information, emergency contacts, or other relevant details. Protecting this information is essential. Schools must handle personal data responsibly and in line with legal requirements to safeguard participants and maintain trust with families."},{"title":"Legal Responsibilities","subtitle":"Data Protection · Contracts and data · Policy and practice","url":"/en/data-protection/#legal-responsibilities","text":"All personal data must be handled in accordance with the Data Protection Act 2018 and UK GDPR. This applies to how information is collected, stored, used and shared. Personal data must be handled: Lawfully, fairly and transparently Only for clear and specific purposes Securely and only for as long as necessary Always follow your setting’s data protection policies when planning and running visits."},{"title":"Collecting and Sharing Information","subtitle":"Data Protection · Contracts and data · Policy and practice","url":"/en/data-protection/#collecting-and-sharing-information","text":"As a Visit Leader you need accurate and up-to-date information to support participant welfare during a visit. This may include: Emergency contact details Medical conditions and medication Dietary requirements Other relevant information, such as swimming ability or accessibility needs Use secure methods to collect and share this information, such as approved digital systems or official forms. Parents should be encouraged to provide accurate information so that appropriate support can be arranged."},{"title":"Sensitive Information","subtitle":"Data Protection · Contracts and data · Policy and practice","url":"/en/data-protection/#sensitive-information","text":"Some information is particularly sensitive, including: Medical conditions or allergies Dietary needs Safeguarding information Emergency contact details Access to this information should be limited to staff who need it to ensure participants’ safety and wellbeing."},{"title":"Consent and Privacy Information","subtitle":"Data Protection · Contracts and data · Policy and practice","url":"/en/data-protection/#consent-and-privacy-information","text":"Parents must be informed about how personal data will be used and shared. This is usually explained through the school’s privacy policy. In some cases, specific consent may be required, for example when sharing personal data with residential centres or activity providers. Electronic consent is acceptable if it is securely recorded."},{"title":"Photographs and Media","subtitle":"Data Protection · Contracts and data · Policy and practice","url":"/en/data-protection/#photographs-and-media","text":"Photographs or videos in which individuals can be identified are considered personal data. Settings must obtain appropriate parental consent before taking or using such images, unless they are required for safety or security purposes."},{"title":"Working with External Providers","subtitle":"Data Protection · Contracts and data · Policy and practice","url":"/en/data-protection/#working-with-external-providers","text":"If participant information is shared with external providers, you should ensure they follow appropriate data protection standards. Check how they will store, use, and eventually delete or return personal information."},{"title":"Data Security and Retention","subtitle":"Data Protection · Contracts and data · Policy and practice","url":"/en/data-protection/#data-security-and-retention","text":"Personal information must be stored securely and access limited to authorised staff. After the visit, information should be deleted or retained in line with your setting’s data retention policy. In an emergency, relevant information may be shared without consent if necessary to protect life or safety."},{"title":"Key Points","subtitle":"Data Protection · Contracts and data · Policy and practice","url":"/en/data-protection/#key-points","text":"Only collect information that is necessary for the visit Keep personal data accurate and up to date Limit access to sensitive information Store and share data securely Follow your establishment’s policies and legal requirements Staff personal data You are not required to provide staff personal data (e.g. if requested by a provider) unless it’s necessary for safety or operational reasons. The provider should only receive the minimum information needed to manage the visit safely. OEAP National Guidance available at https://oeapng.info 4.4j Participant Information and Data Protection"},{"title":"Overview","subtitle":"Retention and Record Keeping for Offsite Visits · Contracts and data · Policy and practice","url":"/en/retention-and-record-keeping-for-offsite-visits/#overview","text":"Maintaining accurate records of educational visits helps schools demonstrate effective planning, safeguarding and risk management. Record keeping also supports future visit planning and allows establishments to share good practice. Records may also be required if an incident occurs that could lead to an insurance claim or legal action. If records include personal data, such as names, medical information or photographs, they must be handled in accordance with the Data Protection Act 2018 and UK GDPR, and in line with the employer’s data retention policy. Good record keeping helps ensure that educational visits are well documented, legally compliant and continuously improving."},{"title":"Why Records Are Kept","subtitle":"Retention and Record Keeping for Offsite Visits · Contracts and data · Policy and practice","url":"/en/retention-and-record-keeping-for-offsite-visits/#why-records-are-kept","text":"Settings may retain records of visits for several reasons, including: Tracking the range of opportunities offered to pupils Recording staff experience in leading visits Demonstrating effective planning, risk management and evaluation Supporting the sharing of good practice Informing future visits and improving safety Supporting research, statistics or public interest enquiries Retaining evidence if an incident or claim occurs Where no formal retention policy exists, settings should agree clear guidance on what records are kept and for how long."},{"title":"General guidelines for retaining visit records","subtitle":"Retention and Record Keeping for Offsite Visits · Contracts and data · Policy and practice","url":"/en/retention-and-record-keeping-for-offsite-visits/#general-guidelines-for-retaining-visit-records","text":"Parental consent forms: Keep until the visit concludes, unless a longer period is needed for a specific reason (see Incidents, below). Consent forms and accident forms are generally treated as separate from the main pupil file, with their own retention period, usually shorter, rather than being kept for a fixed number of years by default.. Incidents or accidents: There is no single mandated retention period for incident-related records. Where a significant incident occurs, schools should make a documented, risk-based decision on how long to retain the relevant consent forms and incident reports, recorded in the school's retention schedule. This judgement often takes into account potential liability timeframes (for example, the extended limitation period that can apply for claims involving a child). Retaining permission slips for all students on the visit, not just those involved in the incident, can help demonstrate consistent practice.. Pupil records: Many schools apply a “Date of Birth + 25 years” rule to the core pupil file. This does not automatically extend to educational visit paperwork. Visit-related consent and accident forms are usually kept separately, under their own retention period, and are not routinely forwarded as part of the pupil record."},{"title":"Typical Retention Periods","subtitle":"Retention and Record Keeping for Offsite Visits · Contracts and data · Policy and practice","url":"/en/retention-and-record-keeping-for-offsite-visits/#typical-retention-periods","text":"Retention periods depend on the record type and whether an incident occurred, and should be set out in the school's own retention schedule rather than applied as universal fixed figures. Schools using EVOLVE as a secure platform may choose to retain this information longer for data, reporting and trend purposes. Standard visit with no incident Securely dispose of shortly after the visit concludes Visit involving an accident or incident Retained for a risk-assessed period set by the school (no fixed statutory figure; often informed by liability/limitation considerations) General pupil records Often retained until date of birth + 25 years (core pupil file, not automatically extended to visit paperwork) Personal data Retained in line with GDPR and the school's own data protection/retention policy"},{"title":"Record Keeping in Practice","subtitle":"Retention and Record Keeping for Offsite Visits · Contracts and data · Policy and practice","url":"/en/retention-and-record-keeping-for-offsite-visits/#record-keeping-in-practice","text":"Records of visits may include: Visit plans and risk assessments Staff roles and experience records Programmes of activities Communication with parents and consent forms Policies and procedures in place at the time of the visit Accident investigation reports and witness statements  These records can help demonstrate that visits were properly planned and managed."},{"title":"Managing Personal Data","subtitle":"Retention and Record Keeping for Offsite Visits · Contracts and data · Policy and practice","url":"/en/retention-and-record-keeping-for-offsite-visits/#managing-personal-data","text":"When storing information that includes personal data: Ensure records are stored securely Limit access to authorised staff Clearly identify the purpose and legal basis for holding the data Define how long the information will be retained Dispose of records securely when no longer required Electronic systems used to manage visit records should have appropriate security and access controls."},{"title":"Records Following an Incident","subtitle":"Retention and Record Keeping for Offsite Visits · Contracts and data · Policy and practice","url":"/en/retention-and-record-keeping-for-offsite-visits/#records-following-an-incident","text":"If an accident or incident occurs, additional records should be retained to support investigation or potential claims. These may include: Detailed incident reports and witness statements The visit plan and risk assessment Names of all participants and staff present The programme of activities Policies and procedures in place at the time Copies of information sent to parents Completed consent and medical forms"},{"title":"Recommended Retention Periods After Incidents","subtitle":"Retention and Record Keeping for Offsite Visits · Contracts and data · Policy and practice","url":"/en/retention-and-record-keeping-for-offsite-visits/#recommended-retention-periods-after-incidents","text":"To allow for potential claims: Young people: retain records until they reach age 25 Adults: retain records for 7 years after the incident These timeframes reflect the Limitation Act 1980, which allows claims to be brought several years after an event. In some cases, particularly where injuries may develop over time, longer retention periods may be appropriate. DfE: Data protection in schools OEAP National Guidance available at https://oeapng.info 4.4j Participant Information and Data Protection 6d FAQs: Retention of Documents IRMS Records Management Toolkit for Schools and Academies - https://irms.org.uk/schools-toolkit/"},{"title":"Overview","subtitle":"Inclusion · Inclusion · Policy and practice","url":"/en/inclusion/#overview","text":"All young people should have the opportunity to participate in visits. Educational visits can provide valuable learning and personal development opportunities, and settings should take reasonable steps to ensure these experiences are accessible to all participants. Under the Equality Act 2010, it is unlawful to discriminate against individuals because of protected characteristics such as disability, race, religion or belief, sex, sexual orientation, gender reassignment, pregnancy or maternity. Schools must make reasonable adjustments to prevent participants from being placed at a substantial disadvantage."},{"title":"Planning for Inclusion","subtitle":"Inclusion · Inclusion · Policy and practice","url":"/en/inclusion/#planning-for-inclusion","text":"Inclusive practice should be considered from the earliest stages of planning and be anticipatory. You should anticipate challenges when designing visits and must make reasonable adjustments to ensure activities, venues and arrangements allow participants to take part alongside their peers.  Planning should consider: Individual needs, abilities and coping strategies Accessibility of venues and activities Appropriate staffing levels or specialist support where required Emergencies Assumptions should not be made based on labels or diagnoses. Where appropriate, the SENCO and other relevant staff should be involved early in the planning process. Any adjustments should support participation without compromising safety or the core purpose of the activity. Where full inclusion is not possible, decisions must be based on clear and justifiable reasons rather than unfair discrimination. Care should also be taken to avoid indirect discrimination, for example scheduling visits that unintentionally exclude participants due to religious observance or other protected characteristics."},{"title":"Residential Visits and Facilities","subtitle":"Inclusion · Inclusion · Policy and practice","url":"/en/inclusion/#residential-visits-and-facilities","text":"Residential visits require particular attention to privacy, dignity and safety. Students and parents or carers should have opportunities to discuss accommodation arrangements where appropriate. Where participants may feel uncomfortable using shared facilities, reasonable and practical alternatives should be considered that avoid embarrassment or stigma. For visits involving home stays, host families should be carefully selected and assessed to ensure that placements are safe and supportive for all participants. Personal information about students should only be shared with appropriate consent."},{"title":"Behaviour and Participation","subtitle":"Inclusion · Inclusion · Policy and practice","url":"/en/inclusion/#behaviour-and-participation","text":"Excluding a participant from a visit should be a last resort. Decisions should involve discussion with relevant staff and parents or carers. In some cases, behaviour may present risks that cannot be safely managed. Where behaviour is linked to a protected characteristic, care must be taken to ensure decisions are fair, proportionate and part of a wider behaviour management process.  If exclusion is unavoidable, alternative learning opportunities should be considered. Educational visits should not be used as a reward or punishment unrelated to their educational purpose."},{"title":"Supporting Positive Experiences","subtitle":"Inclusion · Inclusion · Policy and practice","url":"/en/inclusion/#supporting-positive-experiences","text":"Inclusive planning helps ensure that educational visits are safe, welcoming and beneficial for all learners. By considering individual needs early and working collaboratively with staff, families and participants, settings can provide meaningful opportunities for everyone to take part."},{"title":"FAQs","subtitle":"Inclusion · Inclusion · Policy and practice","url":"/en/inclusion/#faqs","text":""},{"title":"Some colleagues feel that a particular child’s behaviour should preclude them from attending the planned residential, but others disagree. Who is right?","subtitle":"Inclusion · Inclusion · Policy and practice","url":"/en/inclusion/#some-colleagues-feel-that-a-particular-child-s-behaviour-should-preclude-them-from-attending-the-planned-residential-but-others-disagree-who-is-right","text":"Visit attendance should not be used as a reward or punishment. Residentials often offer the opportunity for students who struggle in classroom situations to shine. Relationships with teachers can improve dramatically and expected behaviours may not materialise. The key to a successful visit is good planning, so consider any support you might need to put in place and ensure that expectations and consequences are clearly set out beforehand. "},{"title":"We are planning to visit an activity centre for a day of adventurous activities. One of the students in the class is a wheelchair user and we are worried that they won’t be able to access the activities we want to do. How should we approach this?","subtitle":"Inclusion · Inclusion · Policy and practice","url":"/en/inclusion/#we-are-planning-to-visit-an-activity-centre-for-a-day-of-adventurous-activities-one-of-the-students-in-the-class-is-a-wheelchair-user-and-we-are-worried-that-they-won-t-be-able-to-access-the-activities-we-want-to-do-how-should-we-approach-this","text":"All young people have a right to participate, but not all activities and providers are the same. Anticipate the inclusion of the wheelchair user and, before booking, get in touch with the provider and ask questions about their approach to supporting students with these additional needs. Although the provider is legally bound to make reasonable adjustments to enable participation, different locations/activities lend themselves to inclusion better than others. Some providers also have access to more specialised equipment and resources that enable full participation, and you should explore more specialist providers depending on the needs of the student. High Quality Outdoor Learning OEAP National Guidance available at https://oeapng.info 3.2e Inclusion 4.4i Special Educational Needs and Disabilities 4.4L Transgender Young People and Visits 4.4r Participants with Autism"},{"title":"Overview","subtitle":"Medication · Inclusion · Policy and practice","url":"/en/medication/#overview","text":"Some participants may need medication during an educational visit. Careful planning ensures that medical needs are managed safely while enabling all pupils to participate fully in visits. Staff should follow the establishment’s medical conditions policy and ensure that appropriate information, consent and arrangements are in place before the visit."},{"title":"Medical Information for Visits","subtitle":"Medication · Inclusion · Policy and practice","url":"/en/medication/#medical-information-for-visits","text":"For most routine day visits, medical information collected at the start of the academic year will normally be sufficient. For more complex visits—such as residential, adventurous or overseas visits—updated medical information should be collected as part of visit-specific parental consent. Always consider carefully individuals with new or variable medical needs. Adults with parental responsibility should be asked to provide consent for emergency medical treatment, including procedures such as anaesthesia or blood transfusion if required. They should be informed that their wishes will be communicated to medical professionals if required."},{"title":"Key Arrangements","subtitle":"Medication · Inclusion · Policy and practice","url":"/en/medication/#key-arrangements","text":"When planning a visit, you should ensure the following arrangements are in place: Parental Consent Written parental consent is required for administering medication, including non-prescription medicines. Parents should indicate if there are medicines they do not wish their child to receive. Carrying Medicationasthma or severe allergies Participants with conditions such as  should carry their own inhalers or adrenaline auto-injectors where appropriate. Schools may also carry spare emergency devices. Risk assess this. Staff Awareness and Training Staff should be trained and understand how to administer medication and use medical devices such as inhalers or adrenaline auto-injectors. They should also be familiar with individual healthcare plans where these exist. Record Keeping and Notification Any medication administered during a visit should be recorded and communicated to ensure transparency and accountability. Confidentiality Medical information must be handled sensitively and stored securely in line with data protection requirements. Emergency Procedures Staff should know how to respond to medical emergencies and how to contact emergency services if required."},{"title":"Supporting Inclusion","subtitle":"Medication · Inclusion · Policy and practice","url":"/en/medication/#supporting-inclusion","text":"Educational visits should be designed and planned so that pupils with medical conditions can participate wherever possible. The Children and Families Act 2014 and the Equality Act 2010 require schools to support pupils with medical needs and make reasonable adjustments where appropriate. In some cases, additional support may be required, such as help from trained staff, volunteers or parents."},{"title":"Managing Minor Ailments","subtitle":"Medication · Inclusion · Policy and practice","url":"/en/medication/#managing-minor-ailments","text":"Minor conditions such as headaches, insect bites, cuts, colds or period pain may occasionally require medication. Parents/carers should provide information about any known conditions and medication requirements in advance, along with whether they consent to first aid treatment of this nature. Medication should always be reputable, stored, transported and administered safely, and dosages must be recorded and appropriate for the participant. Specific Medications Some medications may require particular attention. Asthma inhalers Schools may hold emergency inhalers for use in line with establishment policy. Adrenaline auto-injectors Spare devices may be held for emergencies, pupils at risk should normally carry two personal devices."},{"title":"Overseas Visits","subtitle":"Medication · Inclusion · Policy and practice","url":"/en/medication/#overseas-visits","text":"When travelling abroad, additional checks may be needed. Some countries have specific rules regarding medicines. You must ensure that: Medication is clearly labelled and prescribed where necessary Any controlled medicines are accompanied by the appropriate documentation Medication is packed in hand luggage if appropriate Over-the-counter medicines purchased abroad are only used if prescribed Good planning, clear communication with parents and proper record keeping help ensure that participants’ medical needs are managed safely while allowing everyone to take part in educational visits."},{"title":"FAQs","subtitle":"Medication · Inclusion · Policy and practice","url":"/en/medication/#faqs","text":""},{"title":"Can I give paracetamol to a child who has a headache? They say that this is what their Mum gives them at home.","subtitle":"Medication · Inclusion · Policy and practice","url":"/en/medication/#can-i-give-paracetamol-to-a-child-who-has-a-headache-they-say-that-this-is-what-their-mum-gives-them-at-home","text":"Parents must give their consent before you or anyone else administers any medication or drugs. If no written consent has been gained in advance, you could contact the parents by phone to receive verbal, witnessed consent. Only use reputable medication, follow the dosage instructions and record the administration."},{"title":"Is it OK to give a provider a document summarising the medical conditions of my class prior to a residential?","subtitle":"Medication · Inclusion · Policy and practice","url":"/en/medication/#is-it-ok-to-give-a-provider-a-document-summarising-the-medical-conditions-of-my-class-prior-to-a-residential","text":"You should give the provider the information they need to support in keeping your group safe. Whatever the format, you should ensure that it is either destroyed at the end of the period for which it is needed or kept according to your school’s data handling policy."},{"title":"We are going on a DofE expeditions and don’t have a secure place to store medication. What should we do?","subtitle":"Medication · Inclusion · Policy and practice","url":"/en/medication/#we-are-going-on-a-dofe-expeditions-and-don-t-have-a-secure-place-to-store-medication-what-should-we-do","text":"           You could store in a locked, anti-cut bag or box in the minibus. Consider if there are any temperature control requirements and who needs access, when.  OEAP National Guidance 4.4d Medication 7.2a Sepsis 3.4n Guidance for Parents 4.4j Participant Information and Data Protection"},{"title":"Overview","subtitle":"First Aid · Preventing and managing incidents · Policy and practice","url":"/en/first-aid/#overview","text":"Appropriate first aid arrangements must be in place for all educational visits. The level of first aid support required will depend on the nature of the visit, the environment and the activities involved. Every visit must include at least one responsible adult with a suitable working knowledge of first aid, an appropriate first aid kit and the means to contact qualified assistance."},{"title":"First Aid Provision","subtitle":"First Aid · Preventing and managing incidents · Policy and practice","url":"/en/first-aid/#first-aid-provision","text":"For routine visits in urban environments, a basic understanding of first aid may be sufficient. This might include general life experience or a short introductory course, such as a basic first aid skills session. More remote locations, residential visits or higher-risk activities may require staff with higher-level first aid training. The Visit Leader and Educational Visits Coordinator (EVC) should consider the environment and activities when deciding what level of first aid competence is required."},{"title":"Early Years Foundation Stage (EYFS)","subtitle":"First Aid · Preventing and managing incidents · Policy and practice","url":"/en/first-aid/#early-years-foundation-stage-eyfs","text":"For visits involving children in the Early Years Foundation Stage, at least one member of staff must hold a current Paediatric First Aid certificate. Staff must also be able to summon emergency assistance in English if required."},{"title":"First Aid Support During Visits","subtitle":"First Aid · Preventing and managing incidents · Policy and practice","url":"/en/first-aid/#first-aid-support-during-visits","text":"While not every visit requires a fully qualified first aider, appropriate support must always be available. When leading a visit you should: Have a working knowledge of basic first aid Know how to use the first aid kit Be able to access additional medical help if required Where remote supervision is used, participants must have a reliable way to contact help and carry appropriate first aid materials."},{"title":"Emergency Medication","subtitle":"First Aid · Preventing and managing incidents · Policy and practice","url":"/en/first-aid/#emergency-medication","text":"Some participants may require specific medication during visits. Participants at risk of anaphylaxis should carry two adrenaline auto-injectors Participants with asthma should carry their reliever inhaler Establishments may have spare inhalers or adrenaline auto-injectors for emergency use in school and offsite where appropriate procedures are in place. This should be considered in the risk assessment process.  Medication should be clearly labelled, in date, stored appropriately and suitable for the participant’s age. Parental consent is required for administering medication, including non-prescription medicines."},{"title":"Health Considerations","subtitle":"First Aid · Preventing and managing incidents · Policy and practice","url":"/en/first-aid/#health-considerations","text":"You should remain aware of potential health risks during visits. Minor conditions such as sunburn, insect bites, headaches, cuts or colds may require basic treatment. Staff should also be aware of more serious conditions, such as sepsis, and seek urgent medical advice if symptoms develop. For overseas visits, check local rules relating to medicines and ensure prescriptions are available where required."},{"title":"Recording and Reporting","subtitle":"First Aid · Preventing and managing incidents · Policy and practice","url":"/en/first-aid/#recording-and-reporting","text":"Any first aid provided during a visit must be recorded and reported in line with your employer’s procedures. This may include completing accident records and following reporting requirements such as RIDDOR, where applicable. Seek advice if not sure."},{"title":"Environmental Hazards","subtitle":"First Aid · Preventing and managing incidents · Policy and practice","url":"/en/first-aid/#environmental-hazards","text":"You should be aware of environmental hazards and how to manage them. These may include: Insect bites and stings Plant stings Burns or minor injuries Tick bites Preventive measures, guidance and local advice should be followed where appropriate. For overseas visits, additional risks may include venomous animals, rabies, insect-borne diseases or harmful plants. Careful preparation and awareness can help manage these risks effectively. OEAP National Guidance available at https://oeapng.info 4.4b First aid 4.4d Medication 6o FAQs: Allergies and Anaphylaxis 7.2a Sepsis 7.2e Bites and Stings"},{"title":"Overview","subtitle":"Emergencies on visits · Preventing and managing incidents · Policy and practice","url":"/en/emergencies-on-visits/#overview","text":"Emergencies on educational visits are rare but do occur. Careful planning and clear procedures help ensure that situations are managed safely and effectively. Most incidents can be handled by the visit leadership team. However, some situations may require support from the school or employer. Being prepared helps staff respond calmly and confidently when needed. Visit Leaders should always follow their establishment’s Emergency Plan and relevant health and safety procedures."},{"title":"Preparing for Emergencies","subtitle":"Emergencies on visits · Preventing and managing incidents · Policy and practice","url":"/en/emergencies-on-visits/#preparing-for-emergencies","text":"Good preparation is the most effective way to prevent and manage unexpected situations. When planning a visit, ensure the following arrangements are in place: Emergency Plan Your setting should have a clear emergency plan outlining roles and responsibilities. This should cover different types of visits and possible incidents. Activation Procedures You should know how to activate the emergency plan and have key contact numbers readily available. Communication Maintain reliable communication with the school, emergency services and, where appropriate, parents/carers. Ensure phones are charged and consider backup communication methods. Training and Practice You should understand how to respond to incidents and when to alert the school. Regular training or simulated emergency exercises can help test procedures. Support Networks Be aware of local emergency services and other support agencies that may be needed during a visit. Contact Information Carry up-to-date emergency contact lists for participants, staff and key emergency contacts. Keep these accessible in more than one location. Emergency Funds Ensure arrangements are in place to cover unexpected costs, such as travel changes or emergency transport. Media Enquiries Identify a designated competent media contact. Staff should direct any enquiries to this person and avoid providing statements themselves. Post-Incident Support Plans should include support for anyone affected by an incident, both immediately and in the longer term."},{"title":"During an Emergency","subtitle":"Emergencies on visits · Preventing and managing incidents · Policy and practice","url":"/en/emergencies-on-visits/#during-an-emergency","text":"If an incident occurs: Follow your establishment’s health and safety, first aid and emergency procedures Contact the school or designated emergency contact as soon as possible Record key information about the incident Manage communications Digital tools such as EVOLVEgo help leaders access contact details and record information during an incident.  Emergency Pocket Guides are available from EVOLVE Advice to take on your visits. https://www.evolveadvice.co.uk/emergency-pocketguide "},{"title":"Contingency Planning","subtitle":"Emergencies on visits · Preventing and managing incidents · Policy and practice","url":"/en/emergencies-on-visits/#contingency-planning","text":"Every visit should have a Plan B to deal with reasonably foreseeable problems. These might include: Venue closures Severe weather and/or inappropriate conditions Transport delays or cancellations Restricted access to venues or parking areas You should also be aware of wider issues that could disrupt travel or activities, such as major incidents or security alerts. Good planning, clear communication and calm leadership are key to managing unexpected situations safely. Controlling mobile phone use in the event of an emergency You should outline the approach to mobile devices on visits in the school mobile device policy and in the specific visit risk assessment. If devices are permitted, plan how you would manage this in the event of an emergency. The staff responsible for supervising the group should reinforce the importance of not sharing information about the incident that may cause others confusion or distress. In the event of a breach of this instruction, staff may need to confiscate devices. OEAP National Guidance available at https://oeapng.info All documents in Section 4.1 3.1a Requirements and Recommendations for Employers"},{"title":"Overview","subtitle":"Terrorism Awareness and Safety · Preventing and managing incidents · Policy and practice","url":"/en/terrorism-awareness-and-safety/#overview","text":"Although rare, terrorism-related incidents have occurred in the UK and internationally. Groups of children and young people may be targeted or caught up in wider occurrences. Visit Leaders should consider these risks as part of their overall planning, ensuring that sensible precautions are in place and that staff know how to respond if an emergency occurs. Terrorism risks should be treated like any other safety risk: assessed proportionately, kept in perspective and considered within normal risk management processes."},{"title":"Preparing Before the Visit","subtitle":"Terrorism Awareness and Safety · Preventing and managing incidents · Policy and practice","url":"/en/terrorism-awareness-and-safety/#preparing-before-the-visit","text":"When planning a visit, you should stay informed about potential risks and include terrorism considerations within their overall emergency planning. You should: Monitor current events and developments at the destination Review relevant Government guidance on terrorism and national emergencies For overseas visits, check with relevant government department for safe travel overseas Include potential security risks within the visit risk assessment and emergency plan Review guidance on current threats and how to assess and respond Check whether venues provide safety or security guidance for visitors and contact them if necessary In addition, UK Settings should: Review UK Government guidance on terrorism and national emergencies https://www.gov.uk/terrorism-national-emergency For overseas visits, check Foreign, Commonwealth and Development Office (FCDO) travel advice early, regularly, immediately before departure and during the visit. https://www.gov.uk/foreign-travel-advice Review guidance from Protect UK on current threats and how to assess and respond. https://www.protectuk.police.uk/"},{"title":"Planning for Busy Locations","subtitle":"Terrorism Awareness and Safety · Preventing and managing incidents · Policy and practice","url":"/en/terrorism-awareness-and-safety/#planning-for-busy-locations","text":"Visits to cities, busy locations (e.g transport hubs), places of worship, major attractions or large events may require additional planning. You should consider: Identifying safe rendezvous places or shelters nearby Minimising time spent waiting in large crowds or outside venues Agreeing meeting points for briefings and headcounts Ensuring staff phones are fully charged and emergency numbers are shared Providing participants with contact cards in case they become separated Identifying exit routes and alternative travel plans if disruption occurs You should also consider how you would manage situations such as transport disruption, unexpected overnight stays or the group becoming separated."},{"title":"During the Visit","subtitle":"Terrorism Awareness and Safety · Preventing and managing incidents · Policy and practice","url":"/en/terrorism-awareness-and-safety/#during-the-visit","text":"While on the visit, staff should remain aware of their surroundings and be prepared to respond if needed. Good practice includes: Staying aware of exits and escape routes Positioning staff strategically around the group rather than together Subgroups with leaders if staying as a whole group is not possible Remaining alert to suspicious behaviour or unattended items Avoiding prolonged gatherings near entrances or crowded areas Moving efficiently through transport hubs such as airports or ports Identifying emergency meeting points in case the group becomes separated Participants should understand the basic “Stay Safe” principles: Run, Hide, Tell, and staff should be prepared to follow instructions from emergency services if required."},{"title":"Leadership in Emergencies","subtitle":"Terrorism Awareness and Safety · Preventing and managing incidents · Policy and practice","url":"/en/terrorism-awareness-and-safety/#leadership-in-emergencies","text":"In an emergency situation, clear and decisive leadership is essential. You should provide calm, direct instructions and prioritise the safety of the group. Preparedness, competence and awareness help ensure that educational visits remain safe and well managed even in challenging circumstances. OEAP National Guidance available at https://oeapng.info 4.4e Terrorism UK Government guidance on terrorism and national emergencies - https://www.gov.uk/terrorism-national-emergency Protect UK - https://www.protectuk.police.uk/ Foreign, Commonwealth and Development Office (FCDO) travel advice -  https://www.gov.uk/foreign-travel-advice Include potential security risks within the visit risk assessment and emergency plan "},{"title":"Why This Matters","subtitle":"Risk Management for Educational Visits · general RA · Risk. management","url":"/en/risk-management-for-educational-visits/#why-this-matters","text":"Risk management is an essential part of planning and delivering educational visits. It involves balancing the educational benefits of a visit with the risks involved. Risk can never be completely removed, but it should be reduced to the lowest level that is reasonably practicable while still allowing participants to gain meaningful learning and enrichment from the experience. If the visit is to proceed, the remaining (residual) risk should be tolerable to your SLT and employer. Effective risk management combines careful planning, awareness of changing conditions and the experience of competent leaders."},{"title":"The Risk Management Process","subtitle":"Risk Management for Educational Visits · general RA · Risk. management","url":"/en/risk-management-for-educational-visits/#the-risk-management-process","text":"Risk management during visits has two closely connected elements. Risk Assessment Risk assessment involves identifying significant hazards linked to the environment, the activity and/or those involved. Leaders then consider the level of risk and identify suitable control measures. Implementing Control Measures Control measures must be put into practice both before and during the visit. Competent leadership is essential to recognise hazards, apply controls effectively and adapt plans when circumstances change. Written risk assessments record the outcomes of this process, but they are only useful if the leadership team understands and actively uses them during the visit."},{"title":"Practical Ways to Manage Risk","subtitle":"Risk Management for Educational Visits · general RA · Risk. management","url":"/en/risk-management-for-educational-visits/#practical-ways-to-manage-risk","text":"Visit Leaders can manage risk through several practical strategies: Preparation and Briefing Explain potential hazards, set clear expectations and establish appropriate rules or boundaries. Effective Supervision Position staff strategically to supervise the group, such as small sub-groups, placing leaders at the front and rear or between the group and potential hazards. Protective Measures Provide appropriate clothing, equipment or safety measures where required. Hazard Reduction Remove or reduce hazards where possible, for example by checking venues, clearing access routes or securing hazardous equipment. Avoidance and Alternative PlansPlan B If risks remain unacceptable, the activity should be stopped and replaced with a pre-planned alternative (). Leaders should continue to monitor risks and benefits throughout the visit and adjust plans if circumstances change."},{"title":"Roles and Responsibilities","subtitle":"Risk Management for Educational Visits · general RA · Risk. management","url":"/en/risk-management-for-educational-visits/#roles-and-responsibilities","text":"Educational visits should always be planned and led within the competence and experience of the leadership team. Clear procedures, appropriate training and support from base help ensure that risks are managed effectively. Information about risks and control measures should be shared with the staff team and, where appropriate, with participants and parents."},{"title":"Review and Improvement","subtitle":"Risk Management for Educational Visits · general RA · Risk. management","url":"/en/risk-management-for-educational-visits/#review-and-improvement","text":"After the visit, leaders should review how effectively risks were managed and identify any lessons learned. This should be recorded on EVOLVE in the evaluation section.  This reflection and evaluation helps improve future planning and supports the continued development of safe and high-quality educational visits. Institute for Outdoor Learning, High Quality Outdoor Learning (2025) available at https://www.evolveadvice.co.uk/hqol OEAP National Guidance 4.3c Risk Management - an Overview 4.3f Risk Management - Some Practical Advice"},{"title":"Why This Matters","subtitle":"Supervision · Supervision · Risk. management","url":"/en/supervision/#why-this-matters","text":"Effective supervision is essential for keeping participants safe and ensuring visits run smoothly. The level of supervision must be appropriate for the activity, group and environment, and should be approved by the Educational Visits Coordinator (EVC) and Head/Manager. If safe supervision cannot be provided, the visit should not proceed."},{"title":"Staffing and Supervision Levels","subtitle":"Supervision · Supervision · Risk. management","url":"/en/supervision/#staffing-and-supervision-levels","text":"For Early Years settings, statutory staffing ratios apply both on and off site. For other visits, supervision levels should be determined through risk assessment, taking into account: The type, level and duration of the activity and travel The age, maturity and needs of the group Medical or additional support requirements The competence and experience of staff and adults supporting the visit The venue, environment and weather conditions Contingency arrangements or Plan B Additional care should be taken if staff are accompanied by family members or partners, to ensure professional supervision is maintained. Vetting and DBS Checks Adults who work with young people in specified roles, places, overnight, frequently or intensively are in Regulated Activity and must hold an appropriate Enhanced DBS check with barred list clearance. See DBS guidance on regulated activity:  https://www.gov.uk/government/publications/dbs-guidance-leaflets/regulated-activity-with-children. "},{"title":"Types of Supervision","subtitle":"Supervision · Supervision · Risk. management","url":"/en/supervision/#types-of-supervision","text":"Different activities may require different supervision approaches. Direct Supervision Staff are physically present with the group. Indirect Supervision Participants may work independently while staff remain nearby, for example during a museum activity. Remote Supervision Participants are not immediately supervised by staff, such as during expeditions or certain university visits. Returning to direct supervision may not be rapidly possible. Indirect and remote supervision can support the development of independence, responsibility and decision-making, but should only be used where appropriate for the group and environment. Where remote supervision is planned, arrangements should be clearly recorded on EVOLVE, including the named Visit Leader responsible, means of communication and emergency plans."},{"title":"Managing Groups Effectively","subtitle":"Supervision · Supervision · Risk. management","url":"/en/supervision/#managing-groups-effectively","text":"Good supervision often includes practical strategies such as: Regular headcounts/register checks Buddy systems or small groups with a leader Clear meeting points and rendezvous arrangements Easily identifiable clothing where appropriate Clear communication and escalation procedures Leaders should remain aware of participants’ wellbeing, behaviour and location at all times."},{"title":"Working with External Providers","subtitle":"Supervision · Supervision · Risk. management","url":"/en/supervision/#working-with-external-providers","text":"When activities are delivered by external providers, school staff should normally remain present to support: Participant welfare Behaviour management Emergency response Provider monitoring The Visit Leader retains overall responsibility for the group."},{"title":"Contingency Planning","subtitle":"Supervision · Supervision · Risk. management","url":"/en/supervision/#contingency-planning","text":"Even well-planned visits may require adjustments if circumstances change. For activities involving remote supervision, leaders should consider measures such as: Agreed checkpoints or rendezvous points Shadowing or oversight arrangements Scheduled communication or tracking systems Clear emergency procedures Participants should understand their responsibilities, expected behaviour and what to do if problems arise. Effective supervision ensures educational visits remain safe, supportive, appropriate and enjoyable learning experiences for all participants. OEAP National Guidance available at https://oeapng.info 4.2a Group Management and Supervision 4.2b Residentials 4.2d Indirect Supervision of Younger Children 4.3b Ratios and Effective Supervision 6g FAQs: Supervising Minibus Passengers 6i FAQs: Free Time 6q FAQs: Staff Supervising Mixed-Sex Groups"},{"title":"Overview","subtitle":"Ratios for Educational Visits · Supervision · Risk. management","url":"/en/ratios-for-educational-visits/#overview","text":"Effective supervision is essential for all visits. Appropriate staffing ensures that participants are safe, well supported and able to benefit fully from the experience. Supervision arrangements must be approved by the Educational Visits Coordinator (EVC) and Head/Manager, and should follow any relevant employer policies. A visit should not proceed if supervision is considered inadequate."},{"title":"Key Principles","subtitle":"Ratios for Educational Visits · Supervision · Risk. management","url":"/en/ratios-for-educational-visits/#key-principles","text":"Supervision ratios should be based on thoughtful risk management rather than fixed numbers. Ratios depend on risk Staffing levels should reflect the staff competence, activity, environment and needs of the group. Fixed ratios are uncommon Some guidance may provide starting points, but these are usually intended for simple activities without additional needs. Legal requirements apply in Early Years settings These are set out in the EYFS Statutory Framework in England and the National Minimum Standards for Regulated Childcare in Wales."},{"title":"Making Staffing Decisions","subtitle":"Ratios for Educational Visits · Supervision · Risk. management","url":"/en/ratios-for-educational-visits/#making-staffing-decisions","text":"When deciding on supervision levels, you should consider: The type, level and duration of the activity The age, ability and needs of participants Behavioural, medical or educational considerations The competence and experience of staff The environment and location, including terrain and weather conditions Contingency arrangements if plans change or there is an incident The role of parent or family helpers, ensuring potential conflicts of interest are managed STAGED Framework The STAGED framework can help guide decisions about staffing and supervision: Staffing Numbers, experience and competence available Travel Type, supervision, transitions Activity What the group will be doing and the supervision required Group Size, age, abilities and needs of participants Environment Terrain, urban or rural setting, accommodation and weather conditions Distance Proximity to the base, communication access and emergency services https://www.evolveadvice.co.uk/staged"},{"title":"Building Resilience","subtitle":"Ratios for Educational Visits · Supervision · Risk. management","url":"/en/ratios-for-educational-visits/#building-resilience","text":"Planning should account for unexpected situations. For example, a member of staff may become unavailable during a visit. Visit plans should therefore include: Deputy leaders or backup support Safe alternatives if plans change (Plan B) How participants will remain safe until additional support is available if needed Future capacity building"},{"title":"Competence Over Headcount","subtitle":"Ratios for Educational Visits · Supervision · Risk. management","url":"/en/ratios-for-educational-visits/#competence-over-headcount","text":"The quality and competence of supervision are more important than the number of adults present. Staff should only be counted as supervisors if they are able to actively manage and support the group. Inexperienced adults may need additional support and, in some cases, may be treated as participants for supervision purposes."},{"title":"Reviewing Arrangements","subtitle":"Ratios for Educational Visits · Supervision · Risk. management","url":"/en/ratios-for-educational-visits/#reviewing-arrangements","text":"Supervision plans should be reviewed regularly, especially for repeat visits. Changes in group composition, weather, environment or activity may require adjustments. While mixed-sex staffing is not always necessary, leaders should consider matters such as privacy, safeguarding and pastoral support when planning supervision arrangements and ensure participants and parents/carers are informed of arrangements. Support staff and parents – do they count? A ratio is not just a tick box on a risk assessment document.  It is a vital part of the safe management of students on a visit and adults have critical roles within that system. Support staff can be included in ratios but they must be competent and willing to take the responsibility that the role holds. Parent helpers can be the difference between a visit going ahead or not, but they must be included with full knowledge of what they may be required to do. Plan how staff will support and monitor those less experienced team members.   EVOLVE Advice: The STAGED Approach to planning https://www.evolveadvice.co.uk/staged OEAP National Guidance available at https://oeapng.info 4.3b Ratios and Effective Supervision 6b FAQs: Ratios for visits"},{"title":"Why This Matters","subtitle":"Remote Supervision and Unaccompanied Expeditions · Supervision · Risk. management","url":"/en/remote-supervision-and-unaccompanied-expeditions/#why-this-matters","text":"Remote supervision occurs when leaders are not directly present with participants but still retain responsibility for their safety and welfare. This may range from short periods of independent activity, such as orienteering, to extended expeditions in remote environments. Even when participants operate independently, activities are not unsupervised. Careful planning, competent leadership and clear contingency arrangements are essential. All arrangements should be clearly reflected in the Visit Plan and Risk Assessment."},{"title":"Working with External Providers","subtitle":"Remote Supervision and Unaccompanied Expeditions · Supervision · Risk. management","url":"/en/remote-supervision-and-unaccompanied-expeditions/#working-with-external-providers","text":"Many establishments work with specialist expedition providers to support remote supervision activities. Even when using an external provider, it is good practice for school staff to remain actively involved. This allows staff to: Provide welfare and pastoral support to participants Maintain continuity between the expedition and the establishment Monitor the quality of the provision Support the management of emergencies Develop their own leadership experience Leadership Roles Expedition Supervisor Oversees the expedition and coordinates the deployment of Group Supervisors and other supporting staff. Group Supervisor Directly supervises a group and may remotely supervise more than one group if this has been appropriately risk assessed. Assistant Leaders or Helpers Support supervisors with welfare, logistics, communication and emergency arrangements. They should be competent to take responsibility if required. Clear roles should be agreed before the expedition begins."},{"title":"Leader Competence","subtitle":"Remote Supervision and Unaccompanied Expeditions · Supervision · Risk. management","url":"/en/remote-supervision-and-unaccompanied-expeditions/#leader-competence","text":"All staff involved must be approved as competent for their role. This includes having appropriate skills, knowledge and experience relevant to the terrain, activity and participants. Use the STAGED framework to guide your risk assessment and supervision decisions."},{"title":"Participant Preparation","subtitle":"Remote Supervision and Unaccompanied Expeditions · Supervision · Risk. management","url":"/en/remote-supervision-and-unaccompanied-expeditions/#participant-preparation","text":"Participants must be well prepared before operating independently. Preparation should include practice expeditions under closer supervision, covering skills such as: Navigation and route planning Teamwork Camping and equipment use, including stove safety Managing environmental hazards such as roads or water Emergency procedures and basic first aid Groups are typically organised in small teams (often 4–8 participants) to support safety and effective teamwork."},{"title":"Planning the Expedition","subtitle":"Remote Supervision and Unaccompanied Expeditions · Supervision · Risk. management","url":"/en/remote-supervision-and-unaccompanied-expeditions/#planning-the-expedition","text":"Route planning should consider: Terrain and environmental hazards Campsites and overnight arrangements Weather conditions Alternative routes and escape options Emergency communication methods The location of other groups where multiple teams are operating Leaders must ensure that both participants and staff operate within their level of competence."},{"title":"Progression - introducing remote supervision","subtitle":"Remote Supervision and Unaccompanied Expeditions · Supervision · Risk. management","url":"/en/remote-supervision-and-unaccompanied-expeditions/#progression-introducing-remote-supervision","text":"Remote supervision should normally be introduced gradually as participants gain experience. This may involve stages such as: [use arrows or steps to show progression] Leaders accompanying the group Leaders shadowing the group at a distance Meeting groups at agreed checkpoints Occasional monitoring during independent travel This gradual approach helps participants build confidence while maintaining appropriate oversight."},{"title":"Communication with Parents and Participants","subtitle":"Remote Supervision and Unaccompanied Expeditions · Supervision · Risk. management","url":"/en/remote-supervision-and-unaccompanied-expeditions/#communication-with-parents-and-participants","text":"Clear communication with parents and participants is essential before undertaking remotely supervised activities. Expectations, supervision arrangements and safety procedures should be fully explained. Well-planned remote supervision activities can provide valuable opportunities for independence, responsibility and personal development, while maintaining appropriate levels of safety and support. OEAP National Guidance available at https://oeapng.info 4.2a Group Management and Supervision 4.4h Using External Providers 6h Frequently Asked Questions – Adventure Activity Qualifications 7.1c Collaborative Provision 7.1k Unaccompanied Expeditions"},{"title":"Why This Matters","subtitle":"Safeguarding on Visits · Safeguarding · Risk. management","url":"/en/safeguarding-on-visits/#why-this-matters","text":"Safeguarding during educational visits means taking sensible steps to protect children and young people from harm and to promote their welfare at all times. While visits provide valuable learning opportunities, they may also introduce safeguarding risks that need to be carefully managed. All staff involved in planning and leading visits share responsibility for maintaining a safe and supportive environment."},{"title":"Core Responsibilities","subtitle":"Safeguarding on Visits · Safeguarding · Risk. management","url":"/en/safeguarding-on-visits/#core-responsibilities","text":"All adults supporting a visit must: Safeguard and promote the welfare of children and young people Follow the establishment’s safeguarding policies and training requirements Maintain professional boundaries and model appropriate behaviour Be aware of participants who may have additional vulnerabilities Share relevant safeguarding information with colleagues and providers on a need-to-know basis"},{"title":"Planning and Preparation","subtitle":"Safeguarding on Visits · Safeguarding · Risk. management","url":"/en/safeguarding-on-visits/#planning-and-preparation","text":"Effective safeguarding begins during the planning stage.  Visit Leaders should: Brief participants on the purpose of the visit, itinerary and behaviour expectations Explain emergency procedures and introduce supervising staff Ensure supervision arrangements are clear, including 24-hour supervision on residential visits Plan structured downtime to reduce risks such as bullying, homesickness or wandering Consider identification methods for younger or vulnerable participants where appropriate"},{"title":"Supervision During the Visit","subtitle":"Safeguarding on Visits · Safeguarding · Risk. management","url":"/en/safeguarding-on-visits/#supervision-during-the-visit","text":"Consistent supervision is essential throughout the visit. Good practice includes: Keeping an accurate register of participants and staff Carrying out regular headcounts, particularly in busy areas or during travel Ensuring participants know meeting points and next destinations Agreeing procedures for what to do if someone becomes separated from the group"},{"title":"Professional Behaviour","subtitle":"Safeguarding on Visits · Safeguarding · Risk. management","url":"/en/safeguarding-on-visits/#professional-behaviour","text":"Staff should always behave professionally and transparently.  Staff should: Avoid situations where they are alone and unobserved with a child Ensure physical contact is appropriate, necessary and clearly explained Challenge inappropriate behaviour and follow reporting procedures where concerns arise Staff must not engage in rough play, inappropriate physical contact, inappropriate language or innuendo or private messaging with participants. Electronic Devices, Images and Social Media Electronic devices should be used responsibly during visits and in line with the employer’s policy. Staff should: Set clear expectations about device and social media use Obtain appropriate consent before photographs or videos are taken Avoid sharing images that may compromise participants’ privacy or safety Keep personal contact details and social media accounts private Use school devices where possible"},{"title":"Reporting Safeguarding Concerns","subtitle":"Safeguarding on Visits · Safeguarding · Risk. management","url":"/en/safeguarding-on-visits/#reporting-safeguarding-concerns","text":"Any safeguarding concern must be reported in line with the establishment’s procedures. Staff should: Report concerns to the Designated Safeguarding Lead (DSL) as soon as possible Ensure arrangements exist for out-of-hours DSL support during visits Contact emergency services immediately if a child is at immediate risk Follow safeguarding procedures if a disclosure is made"},{"title":"Overnight Visits","subtitle":"Safeguarding on Visits · Safeguarding · Risk. management","url":"/en/safeguarding-on-visits/#overnight-visits","text":"Residential visits require additional safeguarding considerations.  Leaders should ensure: Appropriate sleeping arrangements and supervision Suitable staff-to-participant ratios and sex balance Secure accommodation and building safety Clear fire safety and evacuation procedures These arrangements should be communicated clearly to staff, participants and parents before the visit takes place. Strong safeguarding arrangements help ensure that educational visits remain safe, supportive and positive experiences for all participants. "},{"title":"OEAP National Guidance available at https://oeapng.info","subtitle":"Safeguarding on Visits · Safeguarding · Risk. management","url":"/en/safeguarding-on-visits/#oeap-national-guidance-available-at-https-oeapng-info","text":"4.3e Safeguarding"},{"title":"Overview","subtitle":"Alcohol, Drugs and Smoking · Safeguarding · Risk. management","url":"/en/alcohol-drugs-and-smoking/#overview","text":"The safety and wellbeing of all participants must always come first on educational visits. Clear expectations around alcohol, drugs, smoking and vaping help maintain a safe and supportive environment for everyone involved. This guidance applies to young people, staff, volunteers and other adult participants, including during residential visits."},{"title":"General Expectations","subtitle":"Alcohol, Drugs and Smoking · Safeguarding · Risk. management","url":"/en/alcohol-drugs-and-smoking/#general-expectations","text":"All visits must follow the law and establishment and employer policies on alcohol, smoking, vaping and drugs, just as they would on the establishment premises. These expectations should be clearly communicated to participants before departure."},{"title":"Behaviour Expectations","subtitle":"Alcohol, Drugs and Smoking · Safeguarding · Risk. management","url":"/en/alcohol-drugs-and-smoking/#behaviour-expectations","text":"Where appropriate, a visit code of conduct should be agreed with participants before the visit takes place. This should clearly outline expected behaviour and the consequences of any breaches. Parents should be informed of these expectations and implications where relevant."},{"title":"Supervision and Safeguarding","subtitle":"Alcohol, Drugs and Smoking · Safeguarding · Risk. management","url":"/en/alcohol-drugs-and-smoking/#supervision-and-safeguarding","text":"You must plan supervision carefully, particularly during downtime and overnight stays on residential visits. Substance misuse can increase the risk of accidents and safeguarding concerns. Staff should remain vigilant and respond promptly to any concerns."},{"title":"Alcohol","subtitle":"Alcohol, Drugs and Smoking · Safeguarding · Risk. management","url":"/en/alcohol-drugs-and-smoking/#alcohol","text":"Any alcohol consumption by adults aged 18 or over (including staff, helpers or adult participants) must be discussed and agreed in advance. Where alcohol is permitted: There must always be enough alcohol-free leaders available to supervise participants and respond to emergencies Alcohol must not affect judgement, professional reputation, behaviour or supervision Staff must be able to return to duty if required Staff must be fit for duty the following day Young people must always be supervised by alcohol-free leaders, including overnight Ensure you have checked insurance cover requirements  If there is any possibility that young people under 18 may consume alcohol (for example on overseas visits), explicit parental consent must be obtained in advance."},{"title":"Smoking and Vaping","subtitle":"Alcohol, Drugs and Smoking · Safeguarding · Risk. management","url":"/en/alcohol-drugs-and-smoking/#smoking-and-vaping","text":"Schools should encourage young people not to smoke or vape. However, where participants who smoke are present, it may be safer to allow smoking only at agreed times and in designated locations, rather than encouraging hidden behaviour. Any arrangements will depend on the group and the nature of the visit. Adults who smoke or vape must follow agreed rules. Smoking should be discreet and must not interfere with supervision or the running of the visit."},{"title":"Legal Considerations","subtitle":"Alcohol, Drugs and Smoking · Safeguarding · Risk. management","url":"/en/alcohol-drugs-and-smoking/#legal-considerations","text":"When travelling overseas, staff and participants must follow local laws and customs relating to alcohol, smoking and drugs. If these laws are more restrictive than UK law or visit rules, the local regulations must be followed. All involved must be aware of the legal implications. "},{"title":"If Problems Arise","subtitle":"Alcohol, Drugs and Smoking · Safeguarding · Risk. management","url":"/en/alcohol-drugs-and-smoking/#if-problems-arise","text":"You should be prepared to respond to incidents involving alcohol, drugs or smoking and seek support from senior leaders where necessary. Clear expectations and good supervision help ensure visits remain safe and enjoyable for everyone involved. DfE and ACPO drug advice for schools: Advice for local authorities, headteachers, school staff and governing bodies https://www.gov.uk/government/publications/drugs-advice-for-schools"},{"title":"OEAP National Guidance available at https://oeapng.info","subtitle":"Alcohol, Drugs and Smoking · Safeguarding · Risk. management","url":"/en/alcohol-drugs-and-smoking/#oeap-national-guidance-available-at-https-oeapng-info","text":"7.2p Drinking, drugs and smoking"},{"title":"Overview","subtitle":"DBS Checks (England and Wales) · Safeguarding · Risk. management","url":"/en/dbs-checks-england-and-wales/#overview","text":"Safeguarding children and young people is everyone’s responsibility. When organising educational visits, it is important to ensure that all adults working with pupils have been appropriately vetted. DBS (Disclosure and Barring Service) checks help schools confirm that staff and volunteers are suitable to work with children and that safeguarding arrangements are in place."},{"title":"When a DBS Check Is Required","subtitle":"DBS Checks (England and Wales) · Safeguarding · Risk. management","url":"/en/dbs-checks-england-and-wales/#when-a-dbs-check-is-required","text":"Staff or volunteers who work in Regulated Activity must hold an Enhanced DBS check with a children’s barred list check. See https://www.gov.uk/government/publications/dbs-guidance-leaflets/regulated-activity-with-children.  These checks apply to people involved in regulated activity, such as teaching, training, supervising, and caring for children."},{"title":"Establishment Staff","subtitle":"DBS Checks (England and Wales) · Safeguarding · Risk. management","url":"/en/dbs-checks-england-and-wales/#establishment-staff","text":"Teachers, teaching assistants and other school staff are already engaged in regulated activity and should already hold the appropriate Enhanced DBS check with a children’s barred list check. In most cases, no additional DBS check is required specifically for an educational visit."},{"title":"Parents and Volunteers","subtitle":"DBS Checks (England and Wales) · Safeguarding · Risk. management","url":"/en/dbs-checks-england-and-wales/#parents-and-volunteers","text":"If a person teaches, trains, instructs, cares for or supervises children often enough, or overnight, they will be in regulated activity with children even if someone else supervises them. This means an organisation will be able to ask for an Enhanced DBS check in the child workforce with a Children’s Barred List check. The work is done often enough, or overnight, if it occurs: on more than 3 days in any 30-day period* once overnight, between 2am and 6am *across all their work/volunteering with children. Parents or volunteers helping on a one-off/occasional day visit basis, and who are fully supervised by school staff, may not need a DBS check."},{"title":"Supervision","subtitle":"DBS Checks (England and Wales) · Safeguarding · Risk. management","url":"/en/dbs-checks-england-and-wales/#supervision","text":"Any adult without the appropriate DBS check must be supervised at all times by a suitably vetted member of staff. Supervision should be close enough to ensure pupils’ safety and to prevent unsupervised access."},{"title":"External Providers and Agency Staff","subtitle":"DBS Checks (England and Wales) · Safeguarding · Risk. management","url":"/en/dbs-checks-england-and-wales/#external-providers-and-agency-staff","text":"When working with outdoor providers, contractors or agency staff: The provider or agency is responsible for completing DBS and employment checks The school should obtain written assurance that these checks have been carried out Identity and credentials should be verified where appropriate Individuals should not work unsupervised with pupils unless safeguarding checks are confirmed"},{"title":"If You Are Unsure","subtitle":"DBS Checks (England and Wales) · Safeguarding · Risk. management","url":"/en/dbs-checks-england-and-wales/#if-you-are-unsure","text":"If you are uncertain whether a DBS check is required, seek advice from your Designated Safeguarding Lead (DSL), senior leadership team or the DBS before the visit takes place. Clear safeguarding arrangements help ensure that visits remain safe, supportive and well managed for everyone involved. DBS Checks: detailed guidance https://www.gov.uk/government/collections/dbs-checks-detailed-guidance OEAP National Guidance available at https://oeapng.info 3.2g:  Vetting and Disclosure and Barring Service (DBS) Checks."},{"title":"Overview","subtitle":"Working with Volunteers · Safeguarding · Risk. management","url":"/en/working-with-volunteers/#overview","text":"Volunteers, including parents, carers and community members, can play an important role in supporting educational visits and outdoor learning. They may assist with activities, supervision and logistics, helping visits run smoothly and safely. When volunteers are involved, Visit Leaders must ensure that they are properly selected, briefed and supported, and that their roles are clearly understood."},{"title":"Role of Volunteers","subtitle":"Working with Volunteers · Safeguarding · Risk. management","url":"/en/working-with-volunteers/#role-of-volunteers","text":"Volunteers are often referred to as accompanying adults and may support the visit leadership team in a range of ways. Depending on their experience and the organisation’s policies, volunteers may take on roles such as: Supporting supervision as part of the visit team Assisting with transport arrangements Helping manage activities or small groups Contributing specialist knowledge or skills In some cases, volunteers with relevant expertise may assist in leading specific activities. Where volunteers are included in supervision arrangements, they must be vetted, competent and confident in carrying out their responsibilities."},{"title":"Selection and Preparation","subtitle":"Working with Volunteers · Safeguarding · Risk. management","url":"/en/working-with-volunteers/#selection-and-preparation","text":"You should ensure that volunteers are carefully chosen and properly prepared for the visit. This includes: Considering whether vetting or safeguarding checks are required Ensuring volunteers understand the nature of the visit and their role Providing a clear briefing before the visit begins The level of preparation should reflect the responsibility of the role and the level of independence expected."},{"title":"Competence and Responsibilities","subtitle":"Working with Volunteers · Safeguarding · Risk. management","url":"/en/working-with-volunteers/#competence-and-responsibilities","text":"Volunteers must meet the requirements of the role they are assigned. Where volunteers work independently, they should demonstrate a level of competence comparable to that expected of a staff member or contractor performing the same role. All volunteers should: Understand their specific responsibilities and limits Know how their role fits within the overall leadership structure Follow the establishment’s policies and procedures Be aware of safeguarding, health and safety and behaviour expectations"},{"title":"Briefing Volunteers","subtitle":"Working with Volunteers · Safeguarding · Risk. management","url":"/en/working-with-volunteers/#briefing-volunteers","text":"Before the visit, volunteers should receive a clear briefing covering: The purpose and programme of the visit The location and planned activities The needs of participants, including any medical or additional needs Safeguarding and behaviour expectations Procedures for raising concerns or reporting incidents Volunteers should also be encouraged to contribute to evaluation and review after the visit. Working with Parent Volunteers When parents or carers volunteer to help on visits, leaders should recognise that they may naturally focus on their own child. For this reason, it is usually best not to give parents direct leadership responsibility for their own child, particularly where supervision of the wider group is required. Clear expectations and careful allocation of roles help ensure that volunteers provide effective support while maintaining appropriate supervision and safeguarding standards. OEAP National Guidance available at https://oeeapng.info 3.1b Establishment Roles and their Inter-dependence 3.4m Helper 3.4o Volunteers"},{"title":"Overview","subtitle":"Visit Planning · Visit Planning","url":"/en/visit-planning/#overview","text":"Careful planning is essential for all visits. Whether the visit is a short walk to a local park or a residential trip overseas, good preparation helps ensure visits are safe, well organised and educationally valuable. The level of planning and approval required should always reflect the complexity of the visit. More complex activities may require additional preparation, consultation and time. The Head/Manager must be satisfied that the Visit Leader is competent and has appropriate experience and access to specialist advice where needed."},{"title":"Visit Plans","subtitle":"Visit Planning · Visit Planning","url":"/en/visit-planning/#visit-plans","text":"Every offsite visit should have a Visit Plan outlining key arrangements and responsibilities. The level of detail required will depend on the type of visit. Routine activities within the local area may be covered by a standard procedure (such as a Local Area Visits Policy) reviewed periodically and agreed by SLT, while more complex visits will require detailed planning. A clear visit plan helps: Ensure safety and effective supervision Clarify roles and responsibilities Focus on learning outcomes Support the visit approval process Guidance such as the EVOLVE Advice STAGED Approach to planning can help structure this process https://www.evolveadvice.co.uk/staged."},{"title":"Key Planning Considerations","subtitle":"Visit Planning · Visit Planning","url":"/en/visit-planning/#key-planning-considerations","text":"When preparing a visit, you should consider several important factors, including: Appropriate staff-to-participant ratios and supervision levels Communication with parents, including consent and participant information Whether a preliminary visit is needed Safeguarding, vetting and management of accompanying adults Use of external providers Inclusion, including support for participants with additional needs Environmental conditions and location-specific hazards Use of electronic devices, security issues and wider safety considerations First aid and emergency arrangements Planning Checklist A structured approach can help ensure important steps are not overlooked. Typical planning stages include: Define the purpose and learning objectives Carry out preliminary visits where possible Identify risks and plan appropriate safety measures, including ‘Plan B’ options Confirm first aid and insurance arrangements Prepare emergency procedures Inform parents and obtain consent Gather participant information, including medical details Consider environmental and venue-specific factors Plan supervision and safeguarding arrangements Establish clear communication arrangements Obtain all necessary approvals Documentation and Risk Management EVOLVE should be used to record visit plans, risk assessments, approvals, consent and participant information. Risk assessment should be seen as an ongoing process, not just a single document. You must identify and record significant hazards, control measures and consider alternative plans where necessary. Participants may also be involved in understanding risks and making sensible decisions during the visit. Planning Meetings It is good practice to hold a planning meeting(s) early in the process with all staff involved in the visit. These meetings help ensure that: Roles and responsibilities are clear and ‘owned’ Important information is shared and understood Plans are reviewed and refined as needed Regular communication among the leadership team helps ensure visits are safe, well organised and successful learning experiences. Planning flowchart Links to further reading: EVOLVE Advice: The STAGED Approach to planning https://www.evolveadvice.co.uk/staged  OEAP National Guidance available at https://oeapng.info  3.3e Checklist - Visit Planning 3.3g Checklist - Overseas Visit"},{"title":"Overview","subtitle":"Learning Outcomes · Visit Planning","url":"/en/learning-outcomes/#overview","text":"Setting clear learning outcomes is an important part of planning any visit. Well-defined outcomes help ensure that visits are purposeful and that they contribute meaningfully to pupils’ learning and development. Learning outcomes may link directly to a scheme of work or curriculum objectives, or they may support broader personal development through the experiences pupils gain during the visit. Identifying outcomes early in the planning process helps Visit Leaders choose activities that support the intended learning and allows the impact of the visit to be reviewed afterwards."},{"title":"Clarifying the Purpose of the Visit","subtitle":"Learning Outcomes · Visit Planning","url":"/en/learning-outcomes/#clarifying-the-purpose-of-the-visit","text":"When planning a visit, consider the main reasons for the experience. If the visit is curriculum-based, explain how it enhances or extends classroom learning.If the visit supports the wider curriculum, identify the broader skills, knowledge or experiences you hope participants will gain. Clear aims help ensure that visits are purposeful and educationally valuable. You may be asked to demonstrate how your visits link to the Enrichment Entitlement, EVOLVE allows you to select the Ofsted enrichment purposes as primary or secondary purposes in your planning."},{"title":"Types of Learning Outcomes","subtitle":"Learning Outcomes · Visit Planning","url":"/en/learning-outcomes/#types-of-learning-outcomes","text":"Learning outcomes may relate to a range of areas, including: Curriculum knowledge and understanding Personal and social development Wider curriculum enrichment Civil engagement Environmental awareness and connection with nature Physical, mental and emotional health and wellbeing Effective outcomes describe what learners are expected to know, understand or be able to do as a result of the visit."},{"title":"Setting Effective Outcomes","subtitle":"Learning Outcomes · Visit Planning","url":"/en/learning-outcomes/#setting-effective-outcomes","text":"When developing learning outcomes, you should consider the following: Curriculum Links Ensure outcomes connect clearly to relevant subject areas or curriculum themes. Clear Purpose Be specific about what you want learners to gain from the visit and why. Range of Learning Include personal, social and cultural learning alongside academic outcomes. Practical Skills Outdoor learning and sports can help develop skills such as physical literacy, teamwork, communication, leadership and problem-solving. Learner Involvement Where appropriate, involve young people in planning aspects of the visit so they understand the purpose and feel ownership of the experience."},{"title":"Reviewing and Evaluating Learning","subtitle":"Learning Outcomes · Visit Planning","url":"/en/learning-outcomes/#reviewing-and-evaluating-learning","text":"It is important to consider how learning will be evaluated after the visit. This might include: Staff observations Group discussions or reflections Learner feedback Written work, journals or presentations Clear indicators of success can help measure the impact of the visit and demonstrate its value. Student, parent/carer and staff voice are all important elements of evaluation.  Evaluation findings should also be used to inform and improve future educational visits, supporting ongoing development of learning outside the classroom. Personal and social development High Quality Outdoor Learning for Educational Settings, published by the Institute for Outdoro Learning includes an extensive list of potential outcomes and a set of accompanying indicators. Select the outcomes you are focusing on and two or three indicators to help you decide what success looks like.  HQOL guide for educational establishments - https://www.outdoor-learning.org/standards/high-quality-outdoor-learning.html OEAP National Guidance available at https://oeapng.info 2.1a Outdoor Learning and Offsite Visits - Outcomes for Children and Young People 2.1b Learning Outcomes"},{"title":"Overview","subtitle":"Risk Assessment · Visit Planning","url":"/en/risk-assessment/#overview","text":"Risk assessment is an essential part of planning educational visits. It helps leaders identify potential hazards, decide how to manage risks effectively as a team and ensure that activities remain safe while still providing valuable learning experiences. Risk assessment should be viewed as an ongoing process, rather than simply completing a form. Health and safety legislation requires that the significant findings of this process are recorded, but it does not prescribe a specific format. What matters most is that information about hazards and control measures is clear, accessible and useful to those leading the visit."},{"title":"Key Principles","subtitle":"Risk Assessment · Visit Planning","url":"/en/risk-assessment/#key-principles","text":"Effective risk management should support safe and enjoyable learning experiences. Risk assessment should lead to practical arrangements, not unnecessary paperwork Planning should begin early and be reviewed as circumstances change Agreed arrangements should be shared with staff and, where appropriate, participants Generic procedures can support planning, but every visit requires consideration of its specific circumstances Competent leadership and consistent implementation of agreed safety measures are central to managing risks successfully during educational visits. Levels of Risk Assessment Risk assessment for visits generally operates at three levels. Generic Risk Assessments These are established policies and procedures that apply to common activities. They may cover issues such as staffing arrangements, staff competence, transport procedures, emergency planning and known local hazards. These are a starting point. Visit-Specific Risk Assessment this visit This is prepared before the visit and identifies how to apply generic arrangements to and any significant risks not already covered by generic arrangements. It should reflect the specific Staff, Travel, Activities, Group, Environmental conditions and Distance from support. (STAGED) Dynamic Risk Assessment This takes place during the visit itself. Leaders should continually monitor the STAGED variables and be prepared to adjust plans in response to changing circumstances or emerging risks."},{"title":"The Risk Assessment Process","subtitle":"Risk Assessment · Visit Planning","url":"/en/risk-assessment/#the-risk-assessment-process","text":"Effective risk assessment usually follows a structured approach: Identify the benefits and purpose of the activity Identify significant hazards, including behaviour-related risks Evaluate the likelihood and potential severity of harm (the ‘risk’) Plan effective control measures to reduce risks as far as reasonably practicable Use professional judgement to decide whether the remaining risks are acceptable Record the significant findings and communicate/monitor as appropriate Review effectiveness  "},{"title":"Recording Risk Assessments","subtitle":"Risk Assessment · Visit Planning","url":"/en/risk-assessment/#recording-risk-assessments","text":"Risk assessment findings may be recorded in several ways, including: Event-specific plans recorded on EVOLVE Completed risk assessment templates Planning notes or diagrams Supporting documents such as itineraries, parent letters or equipment lists The chosen format should support effective planning and communication within the visit leadership team. EVOLVE Advice: The STAGED Approach to planning https://www.evolveadvice.co.uk/staged OEAP National Guidance available at https://oeapng.info 4.3c Risk Management - an Overview 4.3f Risk Management - Some Practical Advice 4.3g Risk Management - What to Record and How"},{"title":"Overview","subtitle":"Approval of Visits · Visit Planning","url":"/en/approval-of-visits/#overview","text":"Approval is the process of confirming that a visit meets the employer's policy requirements and appears to be safe, well planned, and beneficial for pupils. It helps ensure that risks have been considered, policies followed, and that staff and participants are properly prepared. Approval protects participants, supports staff, and gives all parties reassurance that the visit is appropriately planned."},{"title":"What Approval Confirms","subtitle":"Approval of Visits · Visit Planning","url":"/en/approval-of-visits/#what-approval-confirms","text":"When a visit is approved, it confirms that: The visit has clear learning aims Risks have been identified and managed through an appropriate risk assessment The Visit Leader and staff team are competent and prepared Safeguarding, health and safety, and school policies are being followed Parental consent has been obtained where required Costs and payments are agreed and lawful Due diligence has been exercised on any external providers Emergency and contingency plans are in place Levels of Approval Not all visits require the same level of scrutiny. Standard visits Routine, low-risk visits that follow normal school procedures. Typically approved internally and do not require employer notification. Higher-risk visits Residential visits, overseas trips, and visits involving adventurous activities. These require additional approval from your Educational Visits Adviser and/or Employer and should be submitted at least 4 weeks in advance to allow time for review and amendments."},{"title":"Who Approves Visits","subtitle":"Approval of Visits · Visit Planning","url":"/en/approval-of-visits/#who-approves-visits","text":"Head/Manager Provides final approval for most visits, confirming that the Visit Leader and staff team are competent to supervise participants. Educational Visits Adviser or Employer Required for higher-risk visits. Approval confirms plans, staff competence, pupil needs, itinerary and contingency arrangements appear to meet expected standards. The Approval Process [this is a linear process and would work in a diagram] The Visit Leader plans the visit and undertakes a risk assessment with their team Visit details are recorded on EVOLVE The EVC and/or Head/Manager review the plans Higher-risk visits are submitted to the Educational Visits Adviser or Employer for review (4 weeks notice) Once Approved, the visit can go ahead"},{"title":"On the Day of the Visit","subtitle":"Approval of Visits · Visit Planning","url":"/en/approval-of-visits/#on-the-day-of-the-visit","text":"You must ensure: A competent leadership team is in place An emergency contact is available throughout Base staff know who is offsite and when they will return You have information about participants’ individual needs and emergency contacts  Clear communication is maintained with the school If you are unsure about the level of approval required, speak to your EVC before submitting your visit."},{"title":"What counts as a higher risk visit?","subtitle":"Approval of Visits · Visit Planning","url":"/en/approval-of-visits/#what-counts-as-a-higher-risk-visit","text":"OEAP National Guidance 8.1f includes a sample list of activities, but please note that the definition can vary between employers. Review the Adventurous Activities section of this guidance. If there is any doubt, speak to your EVC. "},{"title":"What if my visit isn’t approved in time?","subtitle":"Approval of Visits · Visit Planning","url":"/en/approval-of-visits/#what-if-my-visit-isn-t-approved-in-time","text":"Your Educational Visits Adviser or Employer needs time to check through your planning on EVOLVE. If they don’t have sufficient time, then they may not approve the visit and will instead “Process’ the visit. Your employer may audit ‘Processed’ visits. The Head/manager retains ultimate responsibility for whether the visit goes ahead and may not permit the visit to proceed."},{"title":"Further reading","subtitle":"Approval of Visits · Visit Planning","url":"/en/approval-of-visits/#further-reading","text":"OEAP National Guidance available at https://oeapng.info  1b. Foundations  3.1a Requirements and Recommendations for Employers  8.1f Activities Requiring Employer Approval "},{"title":"Overview","subtitle":"Parental Consent for Visits · Visit Planning","url":"/en/parental-consent-for-visits/#overview","text":"Parental consent helps ensure that families understand and support their child’s participation in visits. It supports safeguarding, allows schools to gather and share relevant information, and ensures parents can make informed decisions when needed. Not all visits require formal written consent, but clear communication with parents is always important."},{"title":"When Consent Is Required","subtitle":"Parental Consent for Visits · Visit Planning","url":"/en/parental-consent-for-visits/#when-consent-is-required","text":"Written parental consent is required in the following situations: Nursery-age children Consent is required for all off-site visits. Visits outside the normal school day For pupils above nursery age, activities outside school hours require written consent. Higher-risk activities Adventurous activities or visits to hazardous environments require specific consent. Overseas visits Consent from all those with parental responsibility must be obtained. Non-curriculum activities Activities that are not part of the National Curriculum, public examination syllabus, or religious education. Emergency medical treatment Consent may be needed for urgent treatment (such as anaesthetics or blood transfusions) if parents cannot be contacted. Data sharing or media use When personal information must be shared with third-party providers or when photographs or videos may be used. Establishments may also request blanket or annual consent for routine local visits, often obtained at enrolment or at the start of the academic year. Parents must still be informed about visits and have the option to withdraw consent where permissible."},{"title":"When Consent Is Not Normally Required","subtitle":"Parental Consent for Visits · Visit Planning","url":"/en/parental-consent-for-visits/#when-consent-is-not-normally-required","text":"Formal consent is usually not required for: Visits that take place during normal school hours Activities that form part of the standard curriculum The exception is nursery settings, where consent is required for all visits. Parents cannot normally withdraw their child from curriculum activities, except in specific areas such as religious education or sex education. Even where consent is not legally required, informing parents about visits is good practice. It builds trust, reassures families, supports planning and helps prevent misunderstandings."},{"title":"Good Practice for Visit Leaders","subtitle":"Parental Consent for Visits · Visit Planning","url":"/en/parental-consent-for-visits/#good-practice-for-visit-leaders","text":"When seeking consent, ensure that it is specific, informed, unambiguous and freely given. You should: Provide clear information about the activity, supervision and potential risks Share relevant details about timings, travel arrangements and location Obtain up-to-date medical information Avoid introducing significant activities that differ from what parents agreed to Confirm consent where photographs or video recordings may be used"},{"title":"Key Point","subtitle":"Parental Consent for Visits · Visit Planning","url":"/en/parental-consent-for-visits/#key-point","text":"Most educational visits are part of normal school learning and require only routine communication with parents. Specific written consent is typically needed only for nursery children, higher-risk activities, overseas visits, non-curriculum activities, or medical and safeguarding purposes. OEAP National Guidance available at https://oeapng.info 3.4n Guidance for parents 4.3d Parental Consent and Informing Parents"},{"title":"Overview","subtitle":"Charging for Educational Visits and Activities · Visit Planning","url":"/en/charging-for-educational-visits-and-activities/#overview","text":"All state-maintained schools must follow the law on charging for school activities (Education Act 1996). Proper application of charges ensures fairness, transparency, and compliance, and helps parents understand costs before committing."},{"title":"Key Principle","subtitle":"Charging for Educational Visits and Activities · Visit Planning","url":"/en/charging-for-educational-visits-and-activities/#key-principle","text":"Schools must not charge for education that takes place during school hours or for activities that are part of the National Curriculum, a public examination syllabus, or religious education. This includes associated transport and staffing costs."},{"title":"What Schools Cannot Charge For","subtitle":"Charging for Educational Visits and Activities · Visit Planning","url":"/en/charging-for-educational-visits-and-activities/#what-schools-cannot-charge-for","text":"You should not request payment for: Lessons or activities during school hours Curriculum-related visits, even if they partly occur outside school hours Transport linked to curriculum activities or visits Supply teachers covering for staff on residential visits Exception: Board and lodging on residential visits may be charged, unless parents receive qualifying benefits (similar to Free School Meals)."},{"title":"Optional Extras","subtitle":"Charging for Educational Visits and Activities · Visit Planning","url":"/en/charging-for-educational-visits-and-activities/#optional-extras","text":"You may charge for optional extras, such as: Activities that take place entirely outside school hours and are not part of the curriculum Residential board and lodging (where no remission applies) Extended day services, e.g. breakfast clubs, after-school clubs, activity clubs Charges must reflect the actual cost per pupil and cannot subsidise other pupils."},{"title":"Voluntary Contributions","subtitle":"Charging for Educational Visits and Activities · Visit Planning","url":"/en/charging-for-educational-visits-and-activities/#voluntary-contributions","text":"For activities during school time, you may request voluntary contributions. Contributions must be genuinely voluntary No pupil may be excluded or treated differently if parents do not contribute Parents should be informed if an activity may be cancelled due to insufficient contributions Voluntary contributions may also be used to support pupils whose families cannot afford to pay. School Time vs Non-School Time Travel time counts as part of a visit Lunch breaks do not count as school time Day visits:Residential visits: If 50% or more occurs during school hours, the visit counts as school time. If 50% or more of school sessions are involved, it is classed as school time."},{"title":"Staff Responsibilities","subtitle":"Charging for Educational Visits and Activities · Visit Planning","url":"/en/charging-for-educational-visits-and-activities/#staff-responsibilities","text":"When planning a visit or activity, you must: Check whether it is curriculum-related Confirm whether it takes place in school time Consult the school’s charging and remissions policy Provide parents with clear, written information about costs, contributions and any associated terms and conditions.  If in doubt, you should seek guidance from senior leaders before communicating with parents. Using Pupil Premium and government grants Check the funding criteria carefully. Pupil premium can be used for whole school interventions that benefit all pupils provided the primary aim remains improving educational outcomes for disadvantaged students. In Wales, the Pupil Development Grant is used to raise attainment for low-income pupils. The Schools Essentials Grant can be used to fund equipment supporting educational visits. "},{"title":"Further reading","subtitle":"Charging for Educational Visits and Activities · Visit Planning","url":"/en/charging-for-educational-visits-and-activities/#further-reading","text":"OEAP National Guidance available at https://oeapng.info  3.2c Charging for school activities England: PE and sport premium guidance for primary schools  England: Pupil premium: overview Wales: School Essentials Grant: help with school costs  Wales: Pupil Development Grant (PDG): overview Funding and grant opportunities https://www.evolveadvice.co.uk/fundingfinder"},{"title":"Why This Matters","subtitle":"Electronic Devices · Visit Planning","url":"/en/electronic-devices/#why-this-matters","text":"Mobile phones and other devices can support educational visits by helping with communication, learning and safety. However, they can also present risks if not managed carefully  and DfE guidance on mobile phones in schools (2026) indicates a clear policy direction from government towards banning or heavily restricting mobile phone use during school hours. Clear expectations about the use of mobile phones, watches, go pro-style devices, smart glasses, trackers, messaging apps and social media help protect participants and ensure visits run smoothly. Safeguarding should always remain the priority."},{"title":"Benefits and Risks","subtitle":"Electronic Devices · Visit Planning","url":"/en/electronic-devices/#benefits-and-risks","text":"Electronic devices can be helpful during visits. They may be used for: Emergency communication, tracking or routine check-ins Updating parents about travel changes or important information Educational activities such as photography, navigation or research tools However, devices can also introduce risks, including: Distraction from planned activities Cyberbullying or inappropriate online/offline behaviour Sharing of personal information Access to unsuitable content Loss or damage of personal devices Misleading information Overreliance  Visit Leaders should consider these risks when deciding how devices may be used."},{"title":"Setting Clear Expectations","subtitle":"Electronic Devices · Visit Planning","url":"/en/electronic-devices/#setting-clear-expectations","text":"If electronic devices are allowed during a visit, clear rules should be shared with participants and parents in advance. This may include guidance on: When devices may be used and when they must be put away Appropriate supervision during device use Photography and video recording, including respecting individuals who do not consent The use of action cameras or continuous recording devices The use of trackers Responsibility for personal devices and insurance arrangements Clear communication can help prevent misunderstandings or unnecessary concern."},{"title":"Messaging Apps and Social Media","subtitle":"Electronic Devices · Visit Planning","url":"/en/electronic-devices/#messaging-apps-and-social-media","text":"Mobile phones and messaging apps can be useful but require careful management. Staff should be aware that: Online content can easily be misinterpreted or shared widely Cyberbullying or harmful behaviour may occur online Removing shared content can be difficult once posted To reduce risks, staff should: Keep personal contact details and social media accounts private Avoid private messaging with participants Only share photographs or videos where appropriate consent has been given Reinforce behaviour expectations"},{"title":"Policy Considerations","subtitle":"Electronic Devices · Visit Planning","url":"/en/electronic-devices/#policy-considerations","text":"Establishments may choose to restrict or prohibit mobile phone use during visits where appropriate. Any decision should balance the potential benefits of devices with the risks they may present. A risk assessment should be undertaken. Guidance should be age-appropriate and take account of participants who may be particularly vulnerable or have additional safeguarding needs. Clear expectations and consistent supervision help ensure that electronic devices support learning and communication without compromising safety or the wider visit experience and outcomes. OEAP National Guidance available at https://oeapng.info 6w FAQs: Mobile Phones On Visits"},{"title":"Overview","subtitle":"External Providers · Visit Planning","url":"/en/external-providers/#overview","text":"An external provider is any person or organisation outside the school or setting that is contracted to organise, lead, instruct, or supervise part of a visit or activity. When working with external providers, responsibility for the activity may be shared so it is important to ensure appropriate standards of safety, competence and safeguarding. Clear checks and careful planning help ensure activities delivered by external providers are safe, suitable and aligned with the learning aims of the visit."},{"title":"What Counts as an External Provider","subtitle":"External Providers · Visit Planning","url":"/en/external-providers/#what-counts-as-an-external-provider","text":"Examples of external providers include: Outdoor education or activity centres Ski schools or expedition companies Educational tour operators Museums or venues where their staff lead activities Freelance instructors or guides Duke of Edinburgh’s Award centres Youth hostels or voluntary organisations where instruction is provided These providers take responsibility for delivering activities, supervising participants or organising packages (e.g travel, accommodation, tourist services etc.)."},{"title":"Facilities","subtitle":"External Providers · Visit Planning","url":"/en/external-providers/#facilities","text":"A facility is a venue or service that does not organise a package, instruct, or supervise the group. In these situations, school staff remain responsible for all supervision. Examples include: Accommodation providers such as hotels, hostels, B&B’s or campsites Museums, galleries, farms, or tourist attractions where venue staff do not lead activities Sports or activity venues where school staff provide instruction Facilities usually require fewer checks because they are not responsible for instruction or supervision."},{"title":"Choosing an External Provider","subtitle":"External Providers · Visit Planning","url":"/en/external-providers/#choosing-an-external-provider","text":"The decision to use an external provider rests with the Visit Leader, EVC and Headteacher or Manager. There is no central list of approved providers. You are encouraged to research providers using EVOLVE, review feedback on kaddi.com and select providers that offer the best overall value rather than simply the lowest cost. Providers should demonstrate appropriate standards in areas such as: Health and safety procedures Emergency planning Staff competence and safeguarding Insurance and, where relevant, data protection Compliance with licensing requirements and industry good practice Subcontracting arrangements "},{"title":"Quality Assurance","subtitle":"External Providers · Visit Planning","url":"/en/external-providers/#quality-assurance","text":"The simplest way to confirm a provider’s suitability is to check whether they hold the Learning Outside the Classroom (LOtC) Quality Badge. Yes Additional checks are usually not required, though you should still confirm suitability for your group and learning aims. No  A Provider Form must be fully completed to confirm minimum standards. For ongoing arrangements, validity should be reviewed periodically. If a provider holds an AALA licence but not the LOtC Quality Badge, a Provider Check Form/Statement is still required."},{"title":"Provider Form","subtitle":"External Providers · Visit Planning","url":"/en/external-providers/#provider-form","text":"A Provider Form should be sent to the provider at the provisional booking stage and must be completed before any deposit or commitment is made. Completed forms should be uploaded to EVOLVE or retained on file. If a provider cannot meet the required standards or requests changes to the form, this should be discussed with the Lead Approver or EVC. Completion of the Provider Form confirms minimum standards only. In some cases, a pre-visit, documentary evidence or recommendations from other schools may help confirm suitability."},{"title":"Facilities","subtitle":"External Providers · Visit Planning","url":"/en/external-providers/#facilities","text":"Most UK public facilities do not require additional checks when school staff remain responsible for leading activities. Provider Risk Assessments It is not normally necessary to check the provider’s activity risk assessments. The provider is responsible for risk assessing these. The quality checks described above are a way of checking this as part of your reasonable due diligence.  You are responsible for the times you are supervising the group – it is these activities that you need to risk assess.  OEAP National Guidance available at https://oeapng.info 4.4f Checklist - Assessing a Provider 4.4g Selecting External Providers and Facilities 4.4h Using External Providers LOtC Quality Badge https://www.lotc.org.uk/providers/lotc-quality-badge"},{"title":"Overview","subtitle":"EVOLVE · Visit Planning","url":"/en/evolve/#overview","text":"EVOLVE is an online system used to plan, manage and review educational visits. It helps schools organise visits efficiently, maintain compliance with guidance, and keep clear records of planning and outcomes. The system supports communication between Visit Leaders, Educational Visits Coordinators (EVCs), senior leaders and the Educational Visits Adviser while also providing a reportable audit trail of visits and approvals."},{"title":"What EVOLVE Can Do","subtitle":"EVOLVE · Visit Planning","url":"/en/evolve/#what-evolve-can-do","text":"EVOLVE provides a range of tools to support the planning and management of visits. These include: Visit Planning Create visit records and capture key details such as the purpose of the visit, itinerary, participants and specific requirements. Approval Processes Submit visits for review and approval by the EVC and, where necessary, other approving authorities. Risk Management Record risk assessments, identify hazards and document appropriate control measures. Guidance and Resources Access templates, guidance documents and training materials to support visit planning. Data Management Securely store and manage staff and participant information, with options to integrate with school management systems. Communication Share information with staff and parents, request parental consent and provide updates about visits. Evaluation and Reporting Record outcomes, feedback and incidents after visits to support future planning. Provider InformationKaddi.com Integration with  allows users to access reviews of thousands of educational visits providers and venues. It also shows whether a provider holds the LOtC Quality Badge."},{"title":"Responsibilities of Visit Leaders","subtitle":"EVOLVE · Visit Planning","url":"/en/evolve/#responsibilities-of-visit-leaders","text":"As the Visit Leader, you are responsible for ensuring that visits are properly recorded and managed within EVOLVE. This includes: Completing visit forms with accurate information Recording appropriate risk assessments Submitting visits for approval when planning is complete, in line with timescales Providing information to parents and obtaining consent where required Ensuring supervision and safety arrangements are appropriate Understanding and communicating emergency procedures Managing participant information securely in line with data protection requirements Recording evaluation information after the visit"},{"title":"Role of the EVC","subtitle":"EVOLVE · Visit Planning","url":"/en/evolve/#role-of-the-evc","text":"The Educational Visits Coordinator (EVC) oversees the use of EVOLVE within the setting. This may include managing staff access, checking visit submissions, ensuring records are complete and running reports. Visits recorded on EVOLVE create a clear audit trail, support compliance with guidance and help track the educational value of visits. Leaders can record intended learning outcomes and evaluate how successfully these were achieved. Using EVOLVE consistently helps ensure educational visits are well planned, safely managed and effectively evaluated. EVOLVE system training Practical training helps you to understand the features of EVOLVE and how to use them to streamline your visit planning. More information is available online at https://www.evolveadvice.co.uk/evolvetraining. "},{"title":"Overview","subtitle":"Local Area Visits · Types of visit","url":"/en/local-area-visits/#overview","text":"Local Area Visits provide regular opportunities for learning beyond the classroom in locations close to the school. Often referred to as the Local Learning Area, these visits allow pupils to experience outdoor learning, develop independence and connect classroom learning with real-world environments. Typical examples include visits to local parks, places of worship, neighbouring schools, or local facilities such as swimming pools. These visits are usually considered routine, low-risk activities and were formally classified as Category 1 or A visits, meaning they normally do not require external approval. Clear systems help ensure local visits remain well organised, safe and easy for staff to manage."},{"title":"Purpose and Routine","subtitle":"Local Area Visits · Types of visit","url":"/en/local-area-visits/#purpose-and-routine","text":"Local Area Visits are usually part of the normal school day and take place during regular session times. They are intended to be frequent and easily accessible learning opportunities, requiring only proportionate planning and preparation. Schools should establish clear procedures for Local Area Visits, enabling them to be organised swiftly and confidently while maintaining appropriate safety arrangements."},{"title":"Planning and Approval","subtitle":"Local Area Visits · Types of visit","url":"/en/local-area-visits/#planning-and-approval","text":"Local visits should follow simple and consistent planning arrangements. ApprovalEVC Routine visits within the Local Learning Area are normally approved by the , this may need enabling on EVOLVE via the EVC Dashboard. Collaborative PlanningVisit Plans Staff should work together to develop  covering commonly used venues, walking routes, road crossings, travel arrangements and responses to local conditions. Review Plans and risk assessments should be treated as working documents and updated regularly if circumstances change or incidents occur."},{"title":"Risk Management","subtitle":"Local Area Visits · Types of visit","url":"/en/local-area-visits/#risk-management","text":"Local Area Visits are generally low risk, and risk management should be proportionate and practical. Key considerations include: Hazards linked to travel routes Hazards linked to the activities, environment and venues  Supervision arrangements and staff competence The needs and behaviour of participants Emergency procedures and communication arrangements"},{"title":"Standard Operating Procedures","subtitle":"Local Area Visits · Types of visit","url":"/en/local-area-visits/#standard-operating-procedures","text":"Schools should establish clear procedures that outline: The geographical boundaries of the Local Learning Area Approved staff who may lead visits Training or competence requirements Arrangements for parental communication and consent Travel, first aid and emergency procedures Consideration of the specific group On the day of a visit, you should ensure that: Appropriate supervision is in place Emergency contact details are available Staff know who is off-site and expected return times Plans are adjusted if conditions or circumstances change"},{"title":"Communication with Parents and Consent","subtitle":"Local Area Visits · Types of visit","url":"/en/local-area-visits/#communication-with-parents-and-consent","text":"Parents should normally be informed at the start of the academic year that routine visits within the Local Learning Area may take place. Parents should understand that: These visits are a regular part of school learning Individual notification may not always be provided Pupils should have suitable clothing and footwear for outdoor learning Specific consent is usually required only for visits outside the Local Learning Area, outside normal school hours or for nursery aged children."},{"title":"Record Keeping","subtitle":"Local Area Visits · Types of visit","url":"/en/local-area-visits/#record-keeping","text":"Local Area Visits should still be recorded appropriately. This may include: Logging visits on EVOLVE (potentially using the Local Area Visits module) Using a signing out record where relevant Ensuring records, procedures and guidance are easily accessible to staff Distance There is no set distance from school for Local Learning Areas; this is a school level decision. Some schools use ‘within walking distance’ as a marker. It is ok to use transport on your Local Area visit if appropriately risk assessed. OEAP National Guidance available at https://oeapng.info 1b Foundations 8.1d Example Standard Operating Procedures"},{"title":"Overview","subtitle":"Museums, Galleries and Heritage Sites · Types of visit","url":"/en/museums-galleries-and-heritage-sites/#overview","text":"Visits to museums, galleries and heritage sites provide rich opportunities for learning beyond the classroom.  Many of these sites are managed by local authorities, charities, universities, heritage organisations or private companies, and some offer free access. Local museums and heritage venues can be particularly valuable and accessible learning resources for schools. When visiting these locations, participants should be reminded that other visitors may be using the space for quiet study, reflection or worship. Learning Opportunities Museums, galleries and heritage sites offer a wide range of educational experiences, including: Access to expertise Opportunities to meet conservators, archivists, researchers, artists and other specialists Curiosity and creativity Authentic artefacts and exhibits encourage enquiry and new ways of thinking Cultural understanding Learning about history, identity and diverse communities Community connection Exploring local heritage can strengthen links with the wider community Real-world learning Applying classroom learning in meaningful and practical contexts Historical awareness Understanding local and global history through authentic sources and environments"},{"title":"Educational Provision","subtitle":"Museums, Galleries and Heritage Sites · Types of visit","url":"/en/museums-galleries-and-heritage-sites/#educational-provision","text":"Many venues offer dedicated educational programmes designed for visiting groups. These may include: Guided learning sessions led by education staff Interactive resources, workshops or digital materials Pre-visit planning support for teachers and group leaders Special events such as heritage festivals or themed learning days Outreach programmes delivered in schools Historical re-enactments or immersive learning experiences These resources can help enrich and embed the learning experience and support curriculum objectives."},{"title":"Risk Management","subtitle":"Museums, Galleries and Heritage Sites · Types of visit","url":"/en/museums-galleries-and-heritage-sites/#risk-management","text":"Although publicly accessible venues are required to meet health and safety standards, you should still identify significant risks and plan appropriate supervision. Common considerations may include: Car parks and vehicle movements Site boundaries or open public areas Participants becoming separated from the group Hazards such as open water, uneven surfaces or unprotected drops Participants not following safety instructions Public access to substances such as alcohol in certain venues Interaction with members of the public A pre-visit can help you identify risks and plan supervision arrangements. Clear communication with venue staff is important to ensure everyone understands their responsibilities.  Where activities involve independent exploration by pupils, you should ensure appropriate supervision systems and emergency procedures are in place."},{"title":"Quality Assurance","subtitle":"Museums, Galleries and Heritage Sites · Types of visit","url":"/en/museums-galleries-and-heritage-sites/#quality-assurance","text":"Some museums, galleries and heritage venues hold the Learning Outside the Classroom (LOtC) Quality Badge, confirming recognised standards for safety and educational provision. Other quality indicators may include awards such as the Sandford Award or management by established heritage organisations such as the National Trust, English Heritage, Cadw or similar bodies. You can check provider reviews on Kaddi.com. Venue or provider? It is usually reasonable to record as a venue rather than provider on EVOLVE as long as what they are offering is not dissimilar to a 'classroom lesson', is supervised by your school staff and does not include adventurous activities (e.g Archery) or other 'high risk' activities/subject matter. OEAP National Guidance available at https://oeapng.info 7.1n Museums, Galleries and Heritage Sites 7.1j Visiting Cities"},{"title":"Overview","subtitle":"Places of Worship · Types of visit","url":"/en/places-of-worship/#overview","text":"Places of worship include churches, mosques, synagogues, temples, cathedrals and other sacred sites such as shrines or pilgrimage locations. While these spaces are primarily used for religious practice, many also have significant historical, cultural and architectural value. Visits to places of worship can help pupils understand different beliefs and traditions, explore community life and appreciate important heritage sites. Many of the considerations that apply to visits to museums or heritage venues also apply in these settings."},{"title":"Educational Purpose","subtitle":"Places of Worship · Types of visit","url":"/en/places-of-worship/#educational-purpose","text":"When planning a visit, the educational aims should be clearly defined. Visits may support learning by helping pupils: Understand religious beliefs and practices Explore cultural and community traditions Appreciate historical, artistic or architectural features Visits should always be educational in nature and must not be used to promote or persuade participants to adopt particular beliefs. Parents’ Rights Parents have the right to withdraw their child from religious education or collective worship. Students aged 16 and over may choose to withdraw themselves from collective worship, though parental consent is still required to withdraw from religious education until the age of 18. If a visit forms part of the curriculum and does not involve religious instruction or worship, parents cannot legally withdraw their child."},{"title":"Preparation and Communication","subtitle":"Places of Worship · Types of visit","url":"/en/places-of-worship/#preparation-and-communication","text":"Religion can be a sensitive topic for some families. Clear communication before the visit can help address any concerns. You should explain the purpose of the visit and reassure parents and participants that involvement in religious worship is not required. Preparation may include: Sharing school policies on educational visits and religious education Discussing the visit in assemblies or class activities Encouraging understanding of different faiths and cultures Inviting representatives from local faith communities to speak with pupils Offering opportunities for parents, staff or governors to learn more about the visit and ask questions in advance"},{"title":"During the Visit","subtitle":"Places of Worship · Types of visit","url":"/en/places-of-worship/#during-the-visit","text":"Participants should be reminded that places of worship are active religious spaces and should be treated with respect. During the visit: Behaviour should be calm and respectful Participants should follow guidance on appropriate dress or conduct Visitors should be mindful of people who may be praying or reflecting Where visits involve sites sacred to indigenous or local communities, participants should also be made aware of and respect local customs and traditions. Appropriate supervision should be maintained at all times to ensure a safe and respectful learning experience. OEAP National Guidance available at https://oeapng.info 7.1m Places of Worship 7.1n Museums, Galleries and Heritage Sites"},{"title":"Overview","subtitle":"Farm Visits · Types of visit","url":"/en/farm-visits/#overview","text":"Farm visits can provide valuable learning experiences but require careful planning to manage health and safety risks. Agriculture is the most dangerous industry in Great Britain by fatal injury rate. Farms are working environments, and animals naturally carry micro-organisms that can be transmitted to humans. These zoonotic diseases can be hazardous to health. While illness can be serious, the risk is low when sensible hygiene measures, clear guidance and appropriate supervision are in place. Educational Value [if we need to cut for space, the yellow part can go but please annotate the layout to note that it’s not included.] Farm visits help pupils understand where food comes from, how animals are cared for, the natural world and how farms operate throughout the year. They can support learning across many areas of the curriculum and help develop awareness of: Animal welfare Environmental responsibility Food production Rural life and seasonal changes Visits also give pupils the opportunity to experience nature and agriculture first-hand. "},{"title":"Choosing a Suitable Farm","subtitle":"Farm Visits · Types of visit","url":"/en/farm-visits/#choosing-a-suitable-farm","text":"Where possible, farms should hold the Learning Outside the Classroom (LOtC) Quality Badge, which confirms that appropriate educational and safety standards are in place. If a farm does not hold the LOtC Quality Badge, you should seek evidence of suitable standards, such as alternative accreditation e.g CEVAS (the Countryside Educational Visits Accreditation Scheme) or reliable recommendations. A Provider Check Form/Statement could be used to capture this due diligence. Additional planning may be required when visiting working farms that do not regularly host groups, as hazards may include: Farm machinery and vehicles Livestock and animal handling areas Silos, slurry pits or lagoons Uneven/unstable ground or farm structures Public rights of way through the site Staff that are not vetted, experienced or trained to work with children"},{"title":"Health Considerations","subtitle":"Farm Visits · Types of visit","url":"/en/farm-visits/#health-considerations","text":"In addition to, for example, E. coli and Cryptosporidium, other potential risks may include Weil’s Disease (linked to contaminated water) and Lyme Disease (from tick bites). These risks can be managed through good hygiene practices, appropriate clothing and clear instructions. Parents and carers should receive information about: The nature of the visit What to wear/bring How hygiene risks will be managed Symptoms to watch for following the visit and what to do Members of your party who are pregnant, or may be pregnant, should avoid contact with animals that are giving birth or have recently given birth."},{"title":"Planning and Preparation","subtitle":"Farm Visits · Types of visit","url":"/en/farm-visits/#planning-and-preparation","text":"A preliminary visit is recommended to check facilities, safety arrangements and contingency plans. You should confirm: Adequate handwashing and toilet facilities are available Eating areas are clearly separated from animal areas Hazardous substances and chemicals are secured Farm traffic and machinery are properly managed Farm staff are suitable to work with children Areas that are out of bounds Visit Leaders should complete an appropriate risk assessment and brief participants on behaviour, hygiene and suitable clothing."},{"title":"During and After the Visit","subtitle":"Farm Visits · Types of visit","url":"/en/farm-visits/#during-and-after-the-visit","text":"Participants should be supervised carefully throughout the visit. Good hygiene is essential. Eating or drinking should not take place while touring the farm. Avoid putting hands to mouth. Pupils should wash their hands thoroughly: After touching/feeding animals Before eating or drinking Before leaving the farm If anyone becomes unwell after the visit, particularly with symptoms such as sickness or diarrhoea, medical advice should be sought and the farm informed that recent animal contact has taken place. List of zoonotic diseases https://www.gov.uk/government/publications/list-of-zoonotic-diseases/list-of-zoonotic-diseases OEAP National Guidance available at https://oeapng.info 7.1g Farm visits"},{"title":"Overview","subtitle":"Swimming and Water Activities · Types of visit","url":"/en/swimming-and-water-activities/#overview","text":"Swimming is an important life skill and can be an enjoyable part of educational visits. However, activities in and around water carry inherent risks and must be carefully planned and supervised. All swimming or water-based activities must be included in the visit plan and consent process in advance. Spontaneous swimming in pools, lakes, rivers, the sea or other water bodies should not take place. Consider whether unauthorised swimming may be attempted."},{"title":"General Principles","subtitle":"Swimming and Water Activities · Types of visit","url":"/en/swimming-and-water-activities/#general-principles","text":"When planning swimming activities, you should ensure that: Participants are supervised by a competent adult at all times Educational or recreational benefits are balanced with appropriate safety precautions Lifeguard arrangements are confirmed in advance, particularly when visiting pools abroad or in hotels"},{"title":"Swimming Pools","subtitle":"Swimming and Water Activities · Types of visit","url":"/en/swimming-and-water-activities/#swimming-pools","text":""},{"title":"Lifeguarded Pools","subtitle":"Swimming and Water Activities · Types of visit","url":"/en/swimming-and-water-activities/#lifeguarded-pools","text":"Where a pool has qualified lifeguard supervision: Additional employer approval is usually not required UK swimming pools operate under established health and safety regulations Pool operators are responsible for lifeguarding and safety management School staff retain pastoral supervision of participants School staff should not take on lifeguarding duties unless they hold appropriate qualifications. Swimming instructors and supervisors must hold recognised qualifications for teaching and lifeguarding."},{"title":"Hotel or Unsupervised Pools","subtitle":"Swimming and Water Activities · Types of visit","url":"/en/swimming-and-water-activities/#hotel-or-unsupervised-pools","text":"Lifeguard provision should be checked before the visit and in place If not, the Visit Leader assumes responsibility for safety arrangements The activity must be authorised by the Head/Manager and approved through EVOLVE Appropriate qualifications may include: RLSS National Pool Lifeguard Qualification (or equivalent) for general swimming supervision RLSS National Rescue Award for Swimming Teachers and Coaches or Water Smart Award for structured activities All staff should be familiar with emergency procedures, available support and whether the pool is being used exclusively by the group."},{"title":"Open Water Swimming and Natural Water Bathing","subtitle":"Swimming and Water Activities · Types of visit","url":"/en/swimming-and-water-activities/#open-water-swimming-and-natural-water-bathing","text":"Swimming in open or natural water environments requires additional planning and approval. Employer approval must be obtained through EVOLVE Activities should be planned and structured, not spontaneous Swimming should take place in recognised swimming/bathing areas with qualified lifeguard cover Leaders should ensure that: Participants remain within sight and easy reach of supervisors Small group supervision or buddy systems are used The location has been assessed in advance and risks clearly identified Hazards may include changing environmental conditions, hidden obstacles, varying water depth, water quality, currents, wildlife etc."},{"title":"Key Points for Visit Leaders","subtitle":"Swimming and Water Activities · Types of visit","url":"/en/swimming-and-water-activities/#key-points-for-visit-leaders","text":"Visit Leaders should ensure that: All swimming activities are planned and risk assessed in advance. You should also assess foreseeable opportunities for unauthorised water entry and put in place measures to prevent these occurrences. Lifeguarding arrangements are confirmed before the visit. Sufficient supervising staff have appropriate training or qualifications. Participants are continuously supervised and accounted for. Swimming does not take place if safe supervision cannot be guaranteed. Approval via EVOLVE is required for activities involving unsupervised pools or swimming in natural water environments. OEAP National Guidance available at https://oeapng.info 7.1o Natural Water Bathing 7.1x Swimming pools 7.2i Group Safety at Water Margins"},{"title":"Trampoline Parks","subtitle":"Trampoline/Inflatable/Ninja Obstacle/Aqua Parks · Types of visit","url":"/en/trampoline-inflatable-ninja-obstacle-aqua-parks/#trampoline-parks","text":"Commercial trampoline, inflatable, Ninja Obstacle and aqua parks are high-energy environments with an increased risk of injury. For this reason, these activities are classified as adventurous activities and must receive approval via EVOLVE as part of the visit planning process. Visits should only proceed when appropriate safety standards, supervision arrangements and approvals are in place. This guidance applies to visits to commercial trampoline parks. It does not cover trampolining delivered as a structured gymnastics activity or sessions run through clubs affiliated with British Gymnastics, which follow separate guidance. Where trampolining is being taught as an activity, leaders should hold relevant coaching qualifications. Final approval for visits rests with the Head/Manager, once compliance with relevant national guidance has been confirmed. Currently, no trampoline parks hold a Learning Outside the Classroom (LOtC) Quality Badge. Therefore, obtain a Provider Form.  Request evidence of compliance with British Standard EN ISO 23659:2022. Membership of recognised industry bodies may additionally help demonstrate good practice."},{"title":"Inflatable/Ninja Obstacle Parks","subtitle":"Trampoline/Inflatable/Ninja Obstacle/Aqua Parks · Types of visit","url":"/en/trampoline-inflatable-ninja-obstacle-aqua-parks/#inflatable-ninja-obstacle-parks","text":"Depending on the type of park, park safety is regulated through BS EN 14960, BS EN 1176 and/or BS EN 1177 standards, PIPA or ADIPS inspection schemes. You should obtain a Provider Form and request evidence of compliance with the relevant requirements/standards. Membership of recognised industry bodies may additionally help demonstrate good practice. Final approval for visits rests with the Head/Manager, once compliance with relevant aspects of national guidance has been confirmed."},{"title":"Aqua Parks","subtitle":"Trampoline/Inflatable/Ninja Obstacle/Aqua Parks · Types of visit","url":"/en/trampoline-inflatable-ninja-obstacle-aqua-parks/#aqua-parks","text":"Inflatable aqua parks combine some or all of the elements above, with an open water environment.  When planning visits, you should: Select reputable providers with recognised safety standards, look for RLSS Approved Aqua Parks  Obtain a Provider Form  Confirm appropriate lifeguarding and safety supervision arrangements Collect and pass on information about swimming ability and water confidence  Ensure both the pupils and staff and prepared for the experience  Ensure staff are physically able and willing to support during the activity.  Pre-visit checks and clear supervision arrangements are essential to ensure that activities remain safe and well managed."},{"title":"Deciding Whether to Visit Trampoline/Inflatable/Ninja Obstacle/Aqua Parks","subtitle":"Trampoline/Inflatable/Ninja Obstacle/Aqua Parks · Types of visit","url":"/en/trampoline-inflatable-ninja-obstacle-aqua-parks/#deciding-whether-to-visit-trampoline-inflatable-ninja-obstacle-aqua-parks","text":"Before planning a visit, you should: Consider whether similar learning outcomes can be achieved using a more structured, lower risk activity Check the employer’s policy, as some organisations may not permit visits to some/all of these types of venues  Seek advice from the Educational Visits Coordinator (EVC) or Educational Visits  Adviser if unsure Recognise the inherent risk of injury in these environments and plan supervision carefully Confirm that the venue meets recognised safety standards Check the visit will be inclusive Check there is no waiver for parents to sign, see seguidance on contracts and waivers Parents and participants receive clear information about risks and give informed consent A pre-visit is strongly recommended to assess suitability, plan supervision and understand how the facility operates. Where possible, you should consider booking private sessions/exclusive use to reduce crowding and allow better supervision."},{"title":"Managing the Visit","subtitle":"Trampoline/Inflatable/Ninja Obstacle/Aqua Parks · Types of visit","url":"/en/trampoline-inflatable-ninja-obstacle-aqua-parks/#managing-the-visit","text":"You should ensure that: Roles and responsibilities between school staff and park staff are clearly agreed Supervision levels meet recommended standards, such as court monitor:participant ratio or lifeguard:swimmer ratio Participants should receive a clear safety briefing explaining rules for using the park Staff should plan their positioning carefully to maintain effective oversight of the group."},{"title":"Leader Competence","subtitle":"Trampoline/Inflatable/Ninja Obstacle/Aqua Parks · Types of visit","url":"/en/trampoline-inflatable-ninja-obstacle-aqua-parks/#leader-competence","text":"For general recreational visits, leaders must still be competent to supervise, physically fit/capable to move around the venue rapidly, willing to participate (consider heights, water etc.) understand the park’s safety procedures and be able to respond promptly to incidents. OEAP National Guidance available at https://oeapng.info 7.1d Trampoline Parks 7.1z Visitor attractions 8.1f Activities Requiring Employer Approval For aqua park accreditation information, see https://www.aquaparksuk.com/"},{"title":"Overview","subtitle":"Group Safety at Water Margins · Types of visit","url":"/en/group-safety-at-water-margins/#overview","text":"Water environments can provide valuable learning opportunities but may also present significant hazards. Careful planning and effective supervision are essential. This guidance applies to activities that take place near or in water such as walking along a river bank or beaches, fieldwork near ponds or streams or paddling or walking in gentle*, shallow** water.  It does not apply to swimming and other activities that require water safety or rescue qualifications and equipment, or water-going craft (boats etc.).  *Gentle means hardly moving at all. **Shallow typically means up to the knees of participants.  If the activity exceeds the above definition, then this is classed as a water-based adventurous activity needing employer approval.  Careful preparation and active supervision help ensure that learning experiences at water margins remain safe, engaging and educational for all participants."},{"title":"Planning and Risk Management","subtitle":"Group Safety at Water Margins · Types of visit","url":"/en/group-safety-at-water-margins/#planning-and-risk-management","text":"Before visiting a water-margin location, you should identify hazards and plan appropriate control measures. A pre-visit is strongly recommended, as water conditions can change quickly due to factors such as rainfall, tides, storms or freezing temperatures. Previous experience of a site should not be relied upon. You should also: Check weather forecasts and tide times where relevant Look for warning notices or safety information at the site Seek advice from local authorities, lifeguards or other knowledgeable sources where appropriate Be prepared to implement a pre-planned alternative activity (Plan B) if conditions become unsafe"},{"title":"Site and Water Hazards","subtitle":"Group Safety at Water Margins · Types of visit","url":"/en/group-safety-at-water-margins/#site-and-water-hazards","text":"When assessing a location, you should consider: Safe access and exit points Slopes, unstable ground or slippery surfaces Mud, vegetation or loose rocks Hidden hazards beneath the water such as rocks or debris Wildlife Water depth and current strength Moving water deeper than knee height can easily cause loss of footing. Downstream hazards such as weirs, waterfalls or fallen trees should also be identified. At coastal locations, additional risks may include rising tides, rip currents, waves or unstable sand. You should also consider water quality. Pollution from sewage, agricultural runoff or algal blooms may present health risks. Participants should never drink untreated water from natural sources. Rescue and Emergency Preparedness Where there is a foreseeable risk of someone entering the water, you should plan how a rescue would be managed. Possible responses may include reach or throw rescue techniques using available equipment. Swimming rescues should only be attempted by those with appropriate training. Cold water immersion can quickly affect a person’s ability to move or respond, so prompt action is essential. Emergency plans should include: Communication arrangements Access for emergency services The location of the nearest medical support"},{"title":"Supervision and Group Management","subtitle":"Group Safety at Water Margins · Types of visit","url":"/en/group-safety-at-water-margins/#supervision-and-group-management","text":"Activities near water margins normally require direct supervision. You should: Set clear boundaries and safety rules Brief participants before approaching the water Conduct regular headcounts Divide larger groups into smaller supervised teams where appropriate Activities should remain structured, and you should intervene promptly if behaviour becomes unsafe. Plans should be adapted or stopped if environmental conditions change. OEAP National Guidance available at https://oeapng.info 7.2i Group Safety at Water Margins"},{"title":"Overview","subtitle":"Field Studies · Types of visit","url":"/en/field-studies/#overview","text":"Field studies are learning activities that take place in real-world environments. They provide valuable opportunities to bring learning to life and deepen understanding through direct experience. While commonly associated with subjects such as science or geography, field studies can support learning across many areas of the curriculum. All field studies must be planned and managed in line with the school’s procedures for outdoor learning and educational visits."},{"title":"Leadership and Competence","subtitle":"Field Studies · Types of visit","url":"/en/field-studies/#leadership-and-competence","text":"Field studies require effective leadership and supervision. If an external provider is not being used, you must be competent to both teach the activity and supervise participants safely in the chosen environment. You should have appropriate experience of working in the terrain and conditions expected during the visit."},{"title":"Key Planning Considerations","subtitle":"Field Studies · Types of visit","url":"/en/field-studies/#key-planning-considerations","text":"When planning a field study, you should consider several important factors. Weather and Timing Seasonal conditions, daylight hours and weather forecasts may affect the activity and environment. Plans should allow flexibility if conditions change. Equipment Identify any specialist equipment required, such as waterproof clothing, rucksacks, maps, compasses, helmets or subject-specific tools. Equipment should be suitable and well maintained. Preparation and Training Staff and participants may require preparation or training in fieldwork techniques to support both safety and effective learning. Recording Learning Consider how learning outcomes will be captured, for example through written notes, photographs, videos or digital data collection. First Aid and Medical Needs Ensure appropriate first aid provision is available. Staff should be prepared to respond to injuries, illness or environmental factors such as bites or stings. Supervision If remote supervision is used (for example when small groups work independently), clear systems must be in place to manage the activity safely. Emergencies Escape routes, access points and communication in the event of an emergency should be considered Charging Field studies follow the same charging regulations as other school visits."},{"title":"Activities Near Water","subtitle":"Field Studies · Types of visit","url":"/en/field-studies/#activities-near-water","text":"Some field studies take place near water environments such as riverbanks, ponds or seashores. Activities may also involve wading in shallow water, typically no deeper than knee height. These are known as water-margin activities and do not include swimming or water sports. When planning activities near water: Follow national guidance on safety at water margins Follow the Water Margins section of this guidance Balance educational outcomes with appropriate safety precautions Ensure a suitable alternative plan is available if conditions change Confirm that the Visit Leader has been assessed as competent by the EVC, Head/Manager or another appropriate person Any activity beyond these limits may be classed as a water-based adventurous activity and will require additional approval. OEAP National Guidance available at https://oeapng.info 7.1h Field studies 7.2i Group Safety at Water Margins"},{"title":"Overview","subtitle":"Open Country Activities · Types of visit","url":"/en/open-country-activities/#overview","text":"Open country activities provide valuable opportunities for challenge, exploration and personal development. However, they take place in environments where terrain, weather and remoteness may increase risk. Careful planning and competent leadership are essential. For the purposes of approval, open country is generally defined as land that is above 300 metres in height or more than 1 kilometre from vehicular access. This definition is intended as guidance rather than a strict boundary. If you are unsure whether a proposed activity falls within this definition, seek advice from your Educational Visits Adviser before proceeding."},{"title":"Leadership and Responsibility","subtitle":"Open Country Activities · Types of visit","url":"/en/open-country-activities/#leadership-and-responsibility","text":"Responsibility for the safety of participants during open country activities must rest with either: An approved external provider, or A competent member of school staff who has been approved to lead the activity. Where an external provider delivers the activity, they are responsible for the technical safety and instruction. Where required, providers should hold an Adventure Activities Licensing Authority (AALA) licence. School staff accompanying the group retain their pastoral duty of care for pupils at all times and should monitor the provider."},{"title":"School-Led Activities","subtitle":"Open Country Activities · Types of visit","url":"/en/open-country-activities/#school-led-activities","text":"If the activity is led by a member of school staff, the leader must be formally approved by the Head/Manager, usually through the EVOLVE system. As a leader, you must demonstrate appropriate competence for the terrain, conditions and activity involved. Leadership arrangements should be discussed early in the planning process to allow time for approval and, where necessary, additional advice or training. Minimum Competence Expectations [highlight this section] The level of qualification or experience required depends on the terrain and location of the activity. Walking Groups Outside the UK or IrelandLeaders should hold the International Mountain Leader (IML) award. Walking Groups in Mountainous Terrain (UK or Ireland)Leaders should hold the Mountain Leader Award (Summer or Winter as appropriate) or have a written statement of competence from a competent Technical Adviser. Walking Groups in Non-Mountainous Hilly TerrainThis may include upland, moorland, hill, fell or downland environments with identifiable boundaries and manageable hazards. Leaders should hold the Hill and Moorland Leader Award (HMLA) or have a statement of competence from a competent Technical Adviser. Walking Groups in Easier Terrain For less demanding environments, leaders should demonstrate suitable competence through relevant qualifications, recent experience, visit leader training or assessment by the Head/Manager."},{"title":"Good Practice","subtitle":"Open Country Activities · Types of visit","url":"/en/open-country-activities/#good-practice","text":"Early planning and clear leadership arrangements help ensure open country activities are safe, enjoyable and educationally valuable. If there is any uncertainty about leadership competence or terrain classification, seek advice from your Educational Visits Coordinator (EVC) or Educational Visits Adviser before finalising plans. OEAP National Guidance available at https://oeapng.info 8.1f Activities Requiring Employer Approval 6h FAQs: Adventure Activity Qualifications See also: Section Adventurous activities (school led)"},{"title":"Overview","subtitle":"Adventurous Activities (Provider-Led) · Types of visit","url":"/en/adventurous-activities-provider-led/#overview","text":"Adventurous activities are memorable, exciting, challenging experiences, usually outdoors, that involve a level of managed risk. When thoughtfully planned and well delivered, they can have a lasting impact on young people’s confidence, teamwork and resilience. These activities are often the highlight of a visit. They promote active engagement, support different learning styles and help participants develop decision-making and risk-awareness skills. Well-chosen adventurous activities are a natural and valuable part of education."},{"title":"Planning and Approval","subtitle":"Adventurous Activities (Provider-Led) · Types of visit","url":"/en/adventurous-activities-provider-led/#planning-and-approval","text":"If your visit includes adventurous activities, follow your normal visit planning procedures. Before confirming arrangements, ensure you: Gain approval from your Head/Manager Seek approval from your Educational Visits Adviser or Employer (where required) Obtain informed parental consent, supported by clear and detailed information Prepare participants appropriately for the activities involved If you are unsure at any stage, seek advice early from your Educational Visits Adviser."},{"title":"Working with External Providers","subtitle":"Adventurous Activities (Provider-Led) · Types of visit","url":"/en/adventurous-activities-provider-led/#working-with-external-providers","text":"Where school staff are not delivering the activity, you may use freelance instructors, outdoor centres, or privately owned, charitable or public-sector providers. As Visit Leader, you remain in overall charge of the visit. Before booking, make sure the provider: Holds the LOtC Quality Badge or has completed a satisfactory Provider Check Form/Statement Holds required accreditation (for example, an AALA licence where applicable) Has favourable reviews on Kaddi.com  Has clear health and safety and emergency procedures Uses competent, experienced and appropriately vetted staff Holds adequate public liability insurance Agree roles and responsibilities in advance, particularly around supervision and welfare."},{"title":"Your Role During Activities","subtitle":"Adventurous Activities (Provider-Led) · Types of visit","url":"/en/adventurous-activities-provider-led/#your-role-during-activities","text":"The expectation is that you remain in overall charge and that school staff accompany participants wherever possible. Your presence provides reassurance, supports learning, builds rapport, allows you to monitor provision and enables you to assist with individual needs and in emergencies. For specialist activities, provider staff may act as Activity Leaders. Even then, your oversight remains important."},{"title":"When Staff Are Not Present","subtitle":"Adventurous Activities (Provider-Led) · Types of visit","url":"/en/adventurous-activities-provider-led/#when-staff-are-not-present","text":"If staff cannot accompany an activity, you must be confident that the provider can manage supervision, welfare and emergencies independently, and that safeguarding arrangements are secure. Those providing consent should be fully informed. Only in rare and carefully considered circumstances should a visit take place without any school staff present. This requires full confidence in the provider’s competence and clear approval and monitoring through your establishment’s procedures."},{"title":"Definition of an ‘adventurous activity’","subtitle":"Adventurous Activities (Provider-Led) · Types of visit","url":"/en/adventurous-activities-provider-led/#definition-of-an-adventurous-activity","text":"The following activities are typically regarded as ‘adventurous’: • All activities in ‘open country’ (see relevant section) • Air activities (excluding commercial flights) • Abseiling • All forms of boating (excluding commercial transport) • Aqua Park (see relevant section) • Camping • Canoeing/kayaking/Stand up paddleboarding • Coasteering/coastal scrambling/sea level traversing • ‘Extreme’ sports • High level ropes courses • Hill walking and Mountaineering • Horse riding • Motor sport – all forms including karting • Off road cycling • Rafting or improvised rafting • River/gorge walking or scrambling • Rock climbing (including indoor climbing walls) • Sailing/windsurfing/kite surfing • Swimming (all forms, excluding publicly lifeguarded pools) • Shooting/archery/paintballing • Snorkel and aqualung activities • Snowsports (skiing, snowboarding, and related activities), including artificial slope • Trampoline/Inflatable, Action Parks and similar (see relevant section) • Underground exploration (excluding ‘show caves’) • Use of powered safety/rescue craft • Water skiing • Other activities (e.g. initiative exercises) involving skills inherent in any of the above ‘Open country’ is normally defined as land above 300m, or more than 1km from vehicular access. However, this is an arbitrary boundary and there may be occasions where this definition is inappropriate. Please contact the Adviser if you think this might apply. For level of competence required to lead in open country see relevant section The following activities are not regarded as adventurous, however, these activities must be supervised by a member of staff who has previous relevant experience and who in the opinion of the EVC and Headteacher is competent to supervise the activity: • Walking in parks or on non-remote country paths • Field studies - unless in the environments stated in ‘open country’ • Swimming in publicly lifeguarded pools • Theme parks • Tourist attractions • Pedal go-karts • Ice skating (rink) • Farm visits • Water-margin activities as defined in relevant section"},{"title":"Overview","subtitle":"Adventurous Activities (Self-Led) · Types of visit","url":"/en/adventurous-activities-self-led/#overview","text":"Adventurous activities can be powerful, memorable learning opportunities. They encourage participation, support personal development and help young people build decision-making and risk-awareness skills. School-led provision can be highly effective provided it is carefully planned and competently delivered."},{"title":"Planning and Approval","subtitle":"Adventurous Activities (Self-Led) · Types of visit","url":"/en/adventurous-activities-self-led/#planning-and-approval","text":"If you intend to lead adventurous activities in-house, you must follow your normal visit planning procedures. All self-led adventurous activities require approval from your Educational Visits Adviser or Employer. Before proceeding, ensure that: The activity falls within your employer’s approval framework Leaders have been formally recognised as competent Parental consent is informed and clearly documented Participants are appropriately prepared The activity is covered by appropriate insurance Equipment is appropriate  Risk assessments are undertaken If you are unsure whether approval is required, seek advice early. A list of adventurous activities is available in the appendix of this guidance."},{"title":"Leader Competence","subtitle":"Adventurous Activities (Self-Led) · Types of visit","url":"/en/adventurous-activities-self-led/#leader-competence","text":"Leading adventurous activities requires both technical skill and sound judgement. Your employer should have a clear process for approving leaders as competent. This may include recognised leadership awards/qualifications, relevant experience, or confirmation of competence from a suitably competent Technical Adviser. Competence is activity and environment specific. Leaders must have the skills and experience appropriate to the level of challenge involved. Schools are responsible for ensuring that leaders remain up to date and continue to meet required standards."},{"title":"Managing Risk and Challenge","subtitle":"Adventurous Activities (Self-Led) · Types of visit","url":"/en/adventurous-activities-self-led/#managing-risk-and-challenge","text":"Adventurous activities involve inherent risk. As Visit Leader, you must ensure that risks are identified, assessed and reduced to an acceptable level through proportionate control measures. Where appropriate, participants should be supported to understand and manage risk themselves, in ways suited to their age/stage and ability. Equipment, Preparation and Contingency You must ensure that all equipment is suitable, properly maintained and used correctly. Clear emergency procedures must be in place and understood by staff before the activity begins. Participants should be thoroughly briefed so they understand expectations and responsibilities. Informed parental consent must clearly outline the nature of the activity and the measures in place to manage risk. Finally, plan for change. Weather, staffing or group dynamics may require adjustments. Sensible contingency planning helps maintain both safety and educational value. Insurance Before delivering any school-led adventurous activity, confirm that your insurance arrangements fully cover the activity. Further reading High Quality Outdoor Learning https://www.outdoor-learning.org/resource/high-quality-outdoor-learning-2025.html  OEAP National Guidance available at https://oeapng.info  7.1a Adventure Activities 8.1f Activities Requiring Employer Approval 3.2d Approval of leaders 4.3d Parental Consent and Informing Parents 6h Frequently Asked Questions – Adventure Activity Qualifications Resources like Adventure Smart (www.adventuresmart.uk) provide guidance for safe participation."},{"title":"Overview","subtitle":"Residential Visits · Types of visit","url":"/en/residential-visits/#overview","text":"Residential visits provide valuable opportunities for young people to develop confidence, independence and social skills. Spending time away from their usual environment can support personal development, strengthen relationships and enhance learning. Effective planning is essential to ensure that residential visits are safe, inclusive and educationally meaningful. "},{"title":"Choosing a Residential Experience","subtitle":"Residential Visits · Types of visit","url":"/en/residential-visits/#choosing-a-residential-experience","text":"When selecting a residential visit, you should consider: The age, abilities and needs of the group The learning objectives, whether subject-based or focused on personal and social development The cost and overall value of the experience Choosing a visit that matches the needs of the group helps ensure the experience is both accessible and beneficial."},{"title":"Types of Residential Experiences","subtitle":"Residential Visits · Types of visit","url":"/en/residential-visits/#types-of-residential-experiences","text":"Residential visits vary in complexity. Examples include: School-based residentials – Overnight stays on school premises or grounds. Requires additional fire and safety planning Residential centres – Accommodation and activities provided by specialist centres Hotels or hostels – Ideally with sole/zoned occupancy for the group Buildings not designed for accommodation – Require additional fire and safety planning Self-catering accommodation – Requires attention to accommodation safety standards, food hygiene and safe participation in cooking activities Camping or bivouacs – Require careful planning and consideration of weather conditions Homestays or exchanges – Refer to specific guidance on exchange visits Overseas residential visits – Refer to overseas visit guidance Overseas expeditions – Refer to expedition guidance The level of planning and supervision should increase with the complexity of the experience."},{"title":"Key Planning Considerations","subtitle":"Residential Visits · Types of visit","url":"/en/residential-visits/#key-planning-considerations","text":"The STAGED framework can support planning. Parental Engagement Parents should be informed early about the visit and its purpose. Where contributions are required, clear payment arrangements should be provided. Staffing and Supervision Ensure there are sufficient competent staff for the location, activities and needs of the group. Staffing decisions should consider potential contingencies if a leader becomes unavailable. Sleeping Arrangements and Safeguarding Sleeping arrangements should ensure privacy, safety and appropriate supervision. Arrangements should be clearly explained to participants, staff and parents. Inclusion and SENDSENCO Anticipate what inclusion challenges there may be. Plan early to ensure reasonable adjustments can be made. The  should be involved where appropriate, and staff should understand individual needs. Additional staffing for individual support should not normally affect overall supervision ratios."},{"title":"Safety and Wellbeing","subtitle":"Residential Visits · Types of visit","url":"/en/residential-visits/#safety-and-wellbeing","text":"You must ensure that appropriate measures are in place to manage: Fire safety and building evacuation procedures Group safety and site security Hygiene and infection control Behaviour expectations, including alcohol, smoking or relationships where relevant Safeguarding and supervision levels Emergency procedures and communication arrangements All staff should understand their responsibilities and know how to respond in an emergency."},{"title":"Reviewing Plans","subtitle":"Residential Visits · Types of visit","url":"/en/residential-visits/#reviewing-plans","text":"Even where residential visits are repeated each year, arrangements should always be reviewed to ensure they remain appropriate for the current group, environment and conditions. Careful planning and review help ensure residential visits remain safe, inclusive and rewarding learning experiences. Brilliant Residentials and their impact on children, young people and schools: Making the case for high-quality residential learning https://learningaway.org.uk/wp-content/uploads/Learning_Away_Summary_Brilliant_Residentials_and_their_impact_Feb_2017.pdf Learning Away – How to achieve Brilliant Residentials https://www.learningaway.org.uk/how-to/ OEAP National Guidance available at https://oeapng.info 4.2b Residentials"},{"title":"Overview","subtitle":"Overseas Visits · Types of visit","url":"/en/overseas-visits/#overview","text":"Overseas visits can provide valuable opportunities for learning, personal development and cultural understanding. Experiences abroad can help broaden perspectives, strengthen independence and connect classroom learning with real-world contexts. Careful planning is essential to ensure that educational benefits are balanced with appropriate safety precautions and that visits meet the needs and expectations of the group."},{"title":"Educational Purpose","subtitle":"Overseas Visits · Types of visit","url":"/en/overseas-visits/#educational-purpose","text":"When planning an overseas visit, the educational aims should be clearly defined. Visits should support curriculum learning, personal development and wider cultural awareness. Clear learning outcomes help ensure that the visit has a meaningful purpose and provides value for participants."},{"title":"Choosing a Destination","subtitle":"Overseas Visits · Types of visit","url":"/en/overseas-visits/#choosing-a-destination","text":"Selecting a destination should involve careful consideration of several factors, including: Entry requirements Educational benefits for participants Financial cost and value Environmental and cultural impact of travel Health and security risks Political stability and potential natural hazards You should ensure that plans remain flexible so that arrangements can be adapted if circumstances change."},{"title":"Cultural Awareness and Preparation","subtitle":"Overseas Visits · Types of visit","url":"/en/overseas-visits/#cultural-awareness-and-preparation","text":"Participants should be prepared for differences in culture and everyday life before travelling. Preparation may include guidance on: Local customs and traditions Religious practices Dress codes and expected behaviour Food and drink Local law/attitudes to alcohol, drugs, relationships and gender roles Crime Money and financial arrangements Promoting cultural awareness helps participants engage respectfully with local communities."},{"title":"Accommodation and Transport","subtitle":"Overseas Visits · Types of visit","url":"/en/overseas-visits/#accommodation-and-transport","text":"Accommodation should be safe, secure and appropriate for the group. Clear emergency procedures and evacuation arrangements should be in place. Transport arrangements, including local travel, should also be reviewed to ensure acceptable safety standards. Where possible, environmentally responsible travel options should be considered."},{"title":"Risk Assessment and Travel Advice","subtitle":"Overseas Visits · Types of visit","url":"/en/overseas-visits/#risk-assessment-and-travel-advice","text":"All overseas visits require a thorough risk assessment covering travel, accommodation, activities and potential health or security risks. The UK Government’s Foreign, Commonwealth and Development Office (FCDO) Travel Advice should be checked during planning, reviewed regularly and checked again shortly before departure. Access it at https://www.gov.uk/foreign-travel-advice. It may also be necessary to monitor during the visit. Relevant information should be shared with staff involved in the visit."},{"title":"Health, Insurance and Emergencies","subtitle":"Overseas Visits · Types of visit","url":"/en/overseas-visits/#health-insurance-and-emergencies","text":"Appropriate travel insurance must be in place, including cover for medical treatment and repatriation if necessary. For travel to applicable countries, eligible participants should carry a Global Health Insurance Card (GHIC). It is prudent to ensure you have access to contingency funds.  You should ensure that emergency procedures and communication arrangements are clearly understood by all staff and participants."},{"title":"Consent and Communication","subtitle":"Overseas Visits · Types of visit","url":"/en/overseas-visits/#consent-and-communication","text":"Parents and participants must receive clear information about the visit, including entry requirements, the itinerary, risks and emergency arrangements. Informed parental consent must be obtained before the visit takes place. Good communication and careful preparation help ensure that overseas visits are safe, rewarding and educationally valuable experiences. The Package Travel Regulations (PTR) The PTR provide financial protection when you buy a package from a provider or tour operator. A package includes two or more of travel, accommodation, vehicle hire and other tourist services (e.g. ski hire, guided tours, admission to museums, concerts, sports events etc.). Check your tour operator complies with the PTR, If you are organising your own visit, you should check whether the PTR applies to your school.   https://www.britishcouncil.org/school-resources/exchanges/travel-guidance OEAP National Guidance available at https://oeapng.info 3.2h Visits and the Package Travel Regulations 4.4g Selecting External Providers and Facilities 4.4h Using External Providers 7.1r Overseas Visits"},{"title":"Overview","subtitle":"Exchange Visits · Types of visit","url":"/en/exchange-visits/#overview","text":"Exchange visits provide valuable opportunities for young people to develop confidence, independence and intercultural understanding. They allow participants to experience life in another community or country while applying learning in real-world situations. These visits can strengthen language skills, broaden perspectives and help students build skills that support both academic learning and future opportunities. Types of Exchange Visits Exchange visits can take several forms. Each type involves different responsibilities for host families and establishment staff. Some examples are: Homestays – Accommodation Only Host families provide accommodation but are not responsible for supervision. School staff remain responsible for students’ welfare and maintain appropriate contact and oversight. Homestays – Host Supervision with School Staff Oversight Host families supervise students while school staff retain overall responsibility. School staff maintain contact and may carry out regular supervision visits. Homestays – Full Host Supervision Host families or host organisations take responsibility for supervising students during agreed activities. During these periods, school staff may hand over direct activity supervision to the hosts (e.g for the weekend). Work Experience Exchanges Some exchanges include work placements. These must follow the establishment’s work experience policies and may require additional arrangements, particularly for placements overseas. The type of exchange should reflect the visit’s learning aims and the level of supervision required. Arrangements should ensure host families/organisations are vetted, known, trusted and monitored. Consent should be fully informed."},{"title":"Planning and Safety Considerations","subtitle":"Exchange Visits · Types of visit","url":"/en/exchange-visits/#planning-and-safety-considerations","text":"Exchange visits require careful planning to ensure safety and a positive experience for participants. Purpose and Learning Objectives Clearly define the aims of the visit and how it supports learning. Partner Organisation/Host Families Work with a reliable partner school or organisation and ensure roles, responsibilities and expectations are clearly agreed. Ensure host families are informed and matched to group member needs (e.g allergies). Safeguarding and Vetting Confirm that host families are appropriately vetted and that accommodation arrangements are suitable and appropriate. Preparation and Cultural Awareness Prepare students for cultural differences, local customs and expectations to support respectful engagement. Communication with Parents Provide clear information about travel arrangements, accommodation, activities and emergency contacts. Obtain parental consent where required. Risk Assessment Consider risks linked to travel, accommodation and planned activities, and put appropriate control measures in place. Emergency Procedures Ensure staff and students know how to respond if an issue arises. Provide clear contact details and maintain communication with the host organisation. Insurance and Legal Requirements Check that appropriate insurance arrangements are in place and confirm any entry requirements."},{"title":"Monitoring and Review","subtitle":"Exchange Visits · Types of visit","url":"/en/exchange-visits/#monitoring-and-review","text":"During the visit, you should monitor students’ wellbeing and maintain regular contact where appropriate. After the exchange, review the experience, gather feedback and identify improvements for future visits. If you need advice when planning an exchange visit, contact your Educational Visits Coordinator (EVC), Educational Visits Adviser, or employer for guidance. Keeping Children Safe in Education 2026 (Page 99) https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 OEAP National Guidance available at https://oeapng.info 7.1f Exchanges and homestays 7.1s Hosting a Homestay"},{"title":"Overview","subtitle":"Snowsport Visits · Types of visit","url":"/en/snowsport-visits/#overview","text":"Well planned snowsport visits provide memorable and rewarding experiences, while careful preparation and supervision help ensure that they remain as safe as possible for everyone involved. [cut if needed] This section applies to downhill skiing and snowboarding on marked pistes. It does not cover off-piste skiing or snowboarding, ski touring, mountaineering or snowshoeing. Contact your Educational Visits Adviser for specific advice. Snowsport visits often take place overseas and should also follow relevant guidance on overseas visits and residential visits.  Off-piste activities Pupils may only take part in off-piste activities if all of the following apply: They are under the direction of a suitably qualified local instructor, and They remain within the designated controlled areas, and Off-piste activities are specifically included within the visit insurance policy, and A note is added to EVOLVE in advance of the visit confirming that the above criteria are, or will be, complied with"},{"title":"Preparation for Participants","subtitle":"Snowsport Visits · Types of visit","url":"/en/snowsport-visits/#preparation-for-participants","text":"Preparation helps ensure a safe and enjoyable experience. It is good practice for beginners to take pre-course lessons at an artificial slope before travelling. This can improve confidence, fitness, skill and help participants gain greater value from time on the slopes. You should also: Encourage participants to prepare physically for the demands of snowsports Ensure all participants have appropriate and properly fitted equipment Check equipment regularly throughout the visit Helmets must be worn by all participants and leaders during snowsport activities (including when tobogganing, tubing and similar). This is often mandatory and may be a legal requirement in some countries. Participants should also be familiar with safe behaviour on the slopes, including the principles of the Snowsport England Ski Highway Code https://www.youtube.com/watch?v=vwprQDLlhHE ."},{"title":"Equipment","subtitle":"Snowsport Visits · Types of visit","url":"/en/snowsport-visits/#equipment","text":"Issue a kit list. Check the weather forecast each day and ensure all participants have appropriate and properly fitted clothing and equipment. Visually check equipment regularly throughout the visit. Ensure equipment is only adjusted by competent personnel.  Helmets must be worn by all participants and leaders during snowsport activities (including when tobogganing, tubing and similar). This is often mandatory and may be a legal requirement in some countries."},{"title":"Planning the Visit","subtitle":"Snowsport Visits · Types of visit","url":"/en/snowsport-visits/#planning-the-visit","text":"Many snowsport visits are organised through specialist tour operators, and careful provider selection is essential. Key planning considerations include: The provider holds a LOtC Quality Badge or has completed a satisfactory Provider Check Form/Statement. Check provider reviews on kaddi.com  Suitable travel dates and likely weather/snow conditions Country-specific considerations such as language, culture and food Safe and appropriate travel arrangements Resort suitability for the group’s ability and experience Snowsports instruction quality  Availability of other activities  Accommodation location and supervision requirements Contingency plans if weather conditions affect activities Appropriate insurance, financial arrangements and approvals must be confirmed before committing to the visit."},{"title":"Leadership and Supervision","subtitle":"Snowsport Visits · Types of visit","url":"/en/snowsport-visits/#leadership-and-supervision","text":"Snowsport visits require a high level of leadership competence. Visit Leaders should have relevant experience and appropriate training, such as Snowsport Visits Training, Snowsport Course Organiser or equivalent experience. Participants must only ski or snowboard when supervised by: An accredited snowsport school, or A suitably qualified and approved leader – check requirements with your Educational Visits Adviser  Local laws and resort regulations relating to instruction must always be followed. Consider how your staff team will supervise multiple groups located at different points across the ski area. Consider injuries to pupils and/or staff members in your staffing arrangement planning.  Supervision arrangements should remain in place throughout the visit, including when participants are not on the slopes. Downtime activities should be carefully planned, as incidents can occur away from the ski area. OEAP National Guidance available at https://oeapng.info 7.1v Snowsport visits Snowsport visit training is available from EVOLVE Advice  https://www.evolveadvice.co.uk/svt and from Snowsport England https://www.snowsportengland.org.uk"},{"title":"Overview","subtitle":"Overseas Expeditions · Types of visit","url":"/en/overseas-expeditions/#overview","text":"Overseas expeditions involve travel or work in environments that present greater challenge or risk than those normally encountered in the UK. This may include journeys to remote regions, developing countries or demanding natural environments such as mountains, deserts, jungles, glaciers or marine areas. These experiences can provide powerful learning opportunities, but they require careful planning, experienced leadership and robust risk management. The boundary between a standard overseas visit and an overseas expedition is not always clear. For example, a cultural visit to a European city would normally be considered a standard overseas visit, whereas travel involving remote environments, self-sufficiency or challenging terrain may be classed as an expedition. Where there is uncertainty, advice should be sought from your Educational Visits Adviser."},{"title":"Provider Requirements","subtitle":"Overseas Expeditions · Types of visit","url":"/en/overseas-expeditions/#provider-requirements","text":"Overseas expeditions should normally be delivered by an experienced expedition provider. For approval purposes, providers must either: Hold a current Learning Outside the Classroom (LOtC) Quality Badge, or Complete a Provider Check Form/Statement and provide evidence of compliance with British Standard BS 8848: 2014, or Complete a Provider Form and provide evidence of compliance with Guidance for Overseas Expeditions (Edition 4) Where the provider does not hold the LOtC Quality Badge, this guidance should be reviewed at the proposal stage to ensure minimum standards are met. When selecting a provider, schools should consider: Clear educational aims Appropriate challenge and progression for participants Evidence of safe practice and experience Reviews via kaddi.com Overall value rather than cost alone"},{"title":"Health and Safety Standards","subtitle":"Overseas Expeditions · Types of visit","url":"/en/overseas-expeditions/#health-and-safety-standards","text":"Where possible, health and safety arrangements for overseas expeditions should reflect the standards expected in the UK. If local conditions mean this is not possible, reasonable steps must be taken to manage risks appropriately. Any significant differences in standards should be clearly explained to parents and participants."},{"title":"Core Principles","subtitle":"Overseas Expeditions · Types of visit","url":"/en/overseas-expeditions/#core-principles","text":"All overseas expeditions should be planned in line with several key principles: Clear educational aims supported by a risk–benefit assessment A single, clearly accountable expedition provider Participants and leaders whose competence and experience are appropriate for the activity Robust contingency planning and emergency procedures Fully informed parental consent, including medical and wellbeing information"},{"title":"Leadership and Planning","subtitle":"Overseas Expeditions · Types of visit","url":"/en/overseas-expeditions/#leadership-and-planning","text":"The competence of the leadership team is the most important factor in delivering a safe expedition. Leaders should collectively demonstrate: [display as a block of 6 qualities?] Experience of the environment and terrain Appropriate technical leadership skills Language or communication ability where relevant Suitable first aid or remote medical training The ability to make sound decisions in challenging situations Emergency management  Overseas expeditions often require 12–24 months of preparation. Planning may include risk assessments, participant training, insurance arrangements, travel documentation, cultural awareness, vaccinations, fitness checks and environmental considerations. Careful preparation helps ensure expeditions are safe, responsible and educationally meaningful experiences for all participants. Guidance for overseas expeditions BS 8848: 2014 Specification for the provision of visits, fieldwork, expeditions, and adventurous activities outside the United Kingdom BS 8848:2014 is a non-statutory standard specifically focused on safety management for educational visits, expeditions, adventurous activities and fieldwork outside the UK. Providers who hold the standard demonstrate that they have robust safety management systems in place.  If you are thinking of using a provider, you should understand what their claim of 'BS 8848 compliance' means.  https://knowledge.bsigroup.com/products/specification-for-the-provision-of-visits-fieldwork-expeditions-and-adventurous-activities-outside-the-united-kingdom-1  Safer adventures: Managing the risks of adventure travel (BS8848) https://knowledge.bsigroup.com/products/specification-for-the-provision-of-visits-fieldwork-expeditions-and-adventurous-activities-outside-the-united-kingdom-1 Royal Geographic Society guide to British Standard BS8848: 2014 https://www.rgs.org/exploration/support/field-standards-and-practices/bs-8848 OEAP National Guidance available at https://oeapng.info 7.1q Overseas Expeditions 7.1r Overseas Visits"},{"title":"What is classed as an adventurous activity?","subtitle":"Appendix · Types of visit","url":"/en/appendix/#what-is-classed-as-an-adventurous-activity","text":"An adventurous activity for the purpose of approval is an activity which requires specialist instruction, supervision, experience, competence, qualifications or licensing. The activity is typically outside, may carry inherent risk from the activity itself of the environment it takes place in. A small number of activities are regulated under the Activity Centres (Young Persons' Safety) Act 1995."},{"title":"Adventurous activities","subtitle":"Appendix · Types of visit","url":"/en/appendix/#adventurous-activities","text":"The following activities are typically regarded as ‘adventurous’ • All activities in ‘open country’ (see relevant guidance section) • Air activities (excluding commercial flights) • Abseiling • All forms of boating (excluding commercial transport) • Aqua Park (see relevant guidance section) • Camping • Canoeing/kayaking/Stand up paddleboarding • Coasteering/coastal scrambling/sea level traversing • ‘Extreme’ sports • High level ropes courses • Hill walking and Mountaineering • Horse riding • Motor sport – all forms including karting • Off road cycling • Rafting or improvised rafting • River/gorge walking or scrambling • Rock climbing (including indoor climbing walls) • Sailing/windsurfing/kite surfing • Swimming (all forms, excluding publicly lifeguarded pools) • Shooting/archery/paintballing • Snorkel and aqualung activities • Snowsports (skiing, snowboarding, and related activities), including artificial slope • Trampoline/Inflatable, Action Parks and similar (see relevant guidance section) • Underground exploration (excluding ‘show caves’) • Use of powered safety/rescue craft • Water skiing • Other activities (e.g. initiative exercises) involving skills inherent in any of the above ‘Open country’ is normally defined as land above 300m, or more than 1km from vehicular access. However, this is an arbitrary boundary and there may be occasions where this definition is inappropriate. Please contact the Adviser if you think this might apply. For level of competence required to lead in open country see relevant section"},{"title":"Not adventurous","subtitle":"Appendix · Types of visit","url":"/en/appendix/#not-adventurous","text":"The following activities are not regarded as adventurous, however, these activities must be supervised by a member of staff who has previous relevant experience and who in the opinion of the EVC and Headteacher is competent to supervise the activity: • Walking in parks or on non-remote country paths • Field studies - unless in the environments stated in ‘open country’ • Swimming in publicly lifeguarded pools • Theme parks • Tourist attractions • Pedal go-karts • Ice skating (rink) • Farm visits • Water-margin activities as defined in relevant section"},{"title":"See also:","subtitle":"Appendix · Types of visit","url":"/en/appendix/#see-also","text":"OEAP National Guidance available at https://oeapng.info  7.1a Adventure Activities 8.1f Activities Requiring Employer Approval"},{"title":"Overview","subtitle":"Travel – General · Travel","url":"/en/travel-general/#overview","text":"Travel is a key part of most visits. Well planned travel arrangements help ensure that educational visits begin and end safely, efficiently and make a positive contribution to (rather than disrupting) the learning experience. Visit Leaders remain responsible for the group throughout the journey, including during travel and any stops along the way."},{"title":"Planning the Journey","subtitle":"Travel – General · Travel","url":"/en/travel-general/#planning-the-journey","text":"When planning travel arrangements, you should consider the age, abilities and needs of the group, as well as the nature and length of the journey. Key factors include: Mode of Travel Possible options include walking, cycling, car, rail, minibus, coach/bus, ferry/boat or air travel. Consider accessibility, environmental impact and the independence of the group when choosing the most suitable option. Provider Reliability Where vehicles or drivers are hired, select reputable and accredited providers. Accessibility Travel arrangements should enable inclusion, including appropriate access and secure wheelchair facilities where required. Contingency Planning Leaders should plan for potential disruptions such as delays, breakdowns, severe weather or other emergencies. All travel arrangements must follow employer guidance and relevant legal requirements."},{"title":"Supervision During Travel","subtitle":"Travel – General · Travel","url":"/en/travel-general/#supervision-during-travel","text":"The Visit Leader retains overall responsibility for participants throughout the journey. Supervision levels should reflect: The age and maturity of the group The type of journey The mode of travel being used The risks involved Drivers should focus solely on driving. Where necessary, additional adults should supervise the group. You should carry out regular headcounts and registers, keep the group together where possible and position staff strategically, such as near emergency exits. When walking near roads, consider sight lines. High-visibility clothing may be appropriate. Effective supervision should continue during transitions (e.g rest stops, ferry crossings or other breaks in the journey)."},{"title":"Safety Briefings","subtitle":"Travel – General · Travel","url":"/en/travel-general/#safety-briefings","text":"Participants should be given clear guidance on expected behaviour during travel. This may include: Arriving on time and waiting safely Remaining seated with seatbelts fastened where provided Avoiding behaviour that could distract the driver or other passengers Keeping aisles clear and avoiding leaning out of windows/gesticulating Following instructions when crossing roads Delays and Emergencies You should be prepared to manage unexpected situations during travel. It is good practice to carry: Emergency contact information First aid supplies Spare food, water or clothing where appropriate Necessary medication If a delay or emergency occurs, you should keep the group supervised and decide whether it is safer to remain in the vehicle or move to a secure location."},{"title":"Overseas Travel","subtitle":"Travel – General · Travel","url":"/en/travel-general/#overseas-travel","text":"For overseas journeys, additional factors should be considered, including: Travel fatigue and journey duration Local vehicle/driver standards, road conditions and regulations Environmental impact of travel choices Insurance and licensing requirements OEAP National Guidance available at https://oeapng.info 4.5a travel General Considerations"},{"title":"Overview","subtitle":"Travel - Walking · Travel","url":"/en/travel-walking/#overview","text":"Walking can be a low risk, insightful, healthy and environmentally friendly way to travel during visits. With careful planning and appropriate supervision, walking journeys can also support independence, road safety awareness, a connection to the local area and outdoor learning. Visit Leaders should ensure that walking routes are planned in advance, risks are assessed and participants understand safe behaviour near roads and traffic."},{"title":"Planning and Risk Assessment","subtitle":"Travel - Walking · Travel","url":"/en/travel-walking/#planning-and-risk-assessment","text":"Before walking with a group, you should plan the journey carefully. Key considerations include: Route Planning Identify the safest route in advance, noting potential hazards such as busy roads, narrow pavements or complex crossings. Consider alternative routes in case of roadworks, poor weather or other disruptions. Pre-Visit Checks Where possible, walk the route beforehand to identify hazards and confirm safe crossing points. Staffing and Supervision Ensure there are enough adults to supervise the group safely. Larger groups may need to be divided into smaller sub-groups with designated adults. Emergency Planning You should carry emergency contact details and ensure that procedures are in place in case a participant becomes separated."},{"title":"Supervision and Group Management","subtitle":"Travel - Walking · Travel","url":"/en/travel-walking/#supervision-and-group-management","text":"Active supervision is essential throughout the walk. Good practice includes: Using “walking bus” style arrangements, where adults supervise groups of children along the route Maintaining close supervision near crossings and busy areas Carrying out regular headcounts/registers before departure, during the walk and on arrival Ensuring participants know what to do if they become separated from the group Distinctive clothing (e.g school uniform, trip caps/tshirts) can also help leaders easily identify participants."},{"title":"Visibility and Safety Equipment","subtitle":"Travel - Walking · Travel","url":"/en/travel-walking/#visibility-and-safety-equipment","text":"Participants should remain visible to both leaders and road users. Consider: Sightlines High-visibility vests or tabards, particularly in poor weather or near busy roads Reflective clothing or small torches when walking in low-light conditions"},{"title":"Pedestrian Safety","subtitle":"Travel - Walking · Travel","url":"/en/travel-walking/#pedestrian-safety","text":"Remind participants of basic road safety principles. For younger pupils, this may include practising the Green Cross Code: Stop Look Listen Think You should encourage safe walking behaviour, including staying alert, avoiding distractions, remaining visible and following instructions when crossing roads. Where possible, use designated crossings such as pedestrian crossings, traffic lights, footbridges or underpasses. Staff and participants should also be familiar with relevant Highway Code guidance for pedestrians Rules 1–35."},{"title":"During the Walk","subtitle":"Travel - Walking · Travel","url":"/en/travel-walking/#during-the-walk","text":"While walking, you should ensure that: Participants remain visible and supervised at all times Headcounts/registers are carried out regularly Safe, recognised crossing points are used wherever possible Procedures are followed if anyone becomes separated from the group Can we stop the traffic to let the children safely cross the road? Only an authorised School Crossing Patrol, wearing a uniform and using a \"Stop for children\" sign, has the same authority as a police officer to halt traffic.  Teachers, volunteers, or staff on visits do not have the legal power to stop traffic. Instead, you should use safe, established crossing points, cross in waves when safe etc.  Links to further reading: OEAP National Guidance available at https://oeapng.info  4.5a Transport General Considerations"},{"title":"Overview","subtitle":"Travel - Coach · Travel","url":"/en/travel-coach/#overview","text":"Coach travel is a common way for schools to transport groups to educational visits, sporting events and enrichment activities. With careful planning and clear supervision arrangements, coach journeys can be safe, efficient and comfortable for participants. Visit Leaders remain responsible for the group throughout the journey and should ensure that travel arrangements are properly organised in advance."},{"title":"Selecting a Coach Provider","subtitle":"Travel - Coach · Travel","url":"/en/travel-coach/#selecting-a-coach-provider","text":"Choosing a reputable coach provider is essential for safe travel. You can gather information using the Coach Provider Check Form/Statement. When booking a coach, you should: Use your employers approved provider list where one is available Prefer companies with a positive track record of working with schools Check whether providers are accredited under the DVSA Earned Recognition scheme, a mark of trusted driver and vehicle standards.  Confirm that drivers hold the appropriate licences and Driver Certificate of Professional Competence (CPC) Check that vehicles are properly maintained and regularly inspected Select providers based on safety, reliability and experience, not price alone Coaches should normally be fitted with three-point seatbelts and may also include additional safety features such as CCTV."},{"title":"Planning the Journey","subtitle":"Travel - Coach · Travel","url":"/en/travel-coach/#planning-the-journey","text":"Before the visit, you should plan the journey carefully. This should include: Completing a risk assessment for the route, journey length and expected conditions Identifying any medical, accessibility or support needs within the group. Plan seating and supervision accordingly Confirming pick-up and drop-off locations and timings with the provider Planning suitable comfort stops, rather than relying solely on onboard toilets Clear communication with the transport provider helps ensure that arrangements run smoothly."},{"title":"Before Departure","subtitle":"Travel - Coach · Travel","url":"/en/travel-coach/#before-departure","text":"Before leaving, you should: Introduce yourself to the driver and confirm the agreed route and stops Check that the coach appears safe and clean Identify emergency exits and safety equipment Position supervising staff throughout the coach where appropriate Brief participants on behaviour and safety expectations"},{"title":"During the Journey","subtitle":"Travel - Coach · Travel","url":"/en/travel-coach/#during-the-journey","text":"During travel, you should ensure that: Passengers remain seated with seatbelts fastened where fitted Movement around the coach is kept to a minimum and only when safe The driver is not distracted Regular headcounts/registers are carried out after stops and upon arrival Any safety concerns are raised with the driver as soon as it is safe to do so If a concern cannot be resolved, the transport provider should be contacted."},{"title":"Behaviour Expectations","subtitle":"Travel - Coach · Travel","url":"/en/travel-coach/#behaviour-expectations","text":"Participants should understand how to behave safely during coach travel. They should: Follow staff instructions at all times Remain seated and avoid distracting the driver Keep aisles and exits clear Only board or leave the coach when instructed by staff"},{"title":"Delays and Emergencies","subtitle":"Travel - Coach · Travel","url":"/en/travel-coach/#delays-and-emergencies","text":"If delays or emergencies occur, you should: Keep the group under close supervision Follow the agreed emergency procedures Assess whether it is safer to remain on the coach or move to a safe location If the vehicle stops in a potentially dangerous location, emergency services may need to be contacted for assistance. OEAP National Guidance available at https://oeapng.info 4.5e Hiring a Coach 4.5f Checklist - Assessing a Coach Hire Provider"},{"title":"Overview","subtitle":"Travel - Minibuses · Travel","url":"/en/travel-minibuses/#overview","text":"Minibuses are commonly used for educational visits and can provide a flexible and convenient transport option. However, their use involves specific legal, safety and supervision requirements that must be carefully managed. Visit Leaders should ensure that all minibus travel complies with relevant licensing, insurance and safety regulations."},{"title":"Legal Requirements","subtitle":"Travel - Minibuses · Travel","url":"/en/travel-minibuses/#legal-requirements","text":"School or college minibuses operating in the UK must normally display a Section 19 Permit. This permit allows organisations to operate a minibus without requiring a full Passenger Carrying Vehicle (PCV) operator’s licence, provided certain conditions are met. Minibuses must also: Be roadworthy and properly maintained Have seatbelts fitted for all passengers Use appropriate child restraints where required Display approved school or organisational identification where applicable"},{"title":"Planning Minibus Use","subtitle":"Travel - Minibuses · Travel","url":"/en/travel-minibuses/#planning-minibus-use","text":"When planning minibus transport, you should consider: Who is providing the vehicle Who will be driving Whether the journey is classed as “hire or reward” Vehicle safety and maintenance Compliance with licensing and insurance requirements Establishment-Owned or Self-Drive Hire Vehicles The school or organisation is responsible for ensuring the vehicle is safe and that drivers are competent and appropriately licensed. Hired Vehicles with a Driver Where transport is provided with a professional driver, leaders should ensure that the provider is reputable and meets appropriate safety standards. Privately Owned Vehicles Separate guidance applies when private vehicles are used."},{"title":"Driver Licensing","subtitle":"Travel - Minibuses · Travel","url":"/en/travel-minibuses/#driver-licensing","text":"Drivers must normally hold the appropriate D1 or D category entitlement on their driving licence to drive a minibus. However, volunteer drivers with a standard Category B (car) licence may drive a minibus if certain conditions are met. These typically include: The driver is acting as a volunteer The vehicle operates under a Section 19 Permit or similar non-commercial arrangement The vehicle weighs under 3.5 tonnes (or 4.25 tonnes where adapted for disabled passengers) The driver is over 21 years of age and has held a full licence for at least two years No trailer is being towed Some professional drivers may also need Driver Certificate of Professional Competence (CPC) training. Your employer may require additional competency training, such as the MIDAS course."},{"title":"Driving Abroad","subtitle":"Travel - Minibuses · Travel","url":"/en/travel-minibuses/#driving-abroad","text":"Section 19 permits do not apply outside the UK. For overseas travel, schools should normally hire vehicles with appropriately licensed drivers who meet local legal requirements."},{"title":"Journey Planning and Supervision","subtitle":"Travel - Minibuses · Travel","url":"/en/travel-minibuses/#journey-planning-and-supervision","text":"Minibus journeys should be carefully planned to ensure safety and comfort. You should consider: Driving and work hours and potential fatigue Traffic conditions and weather Planned rest stops Contingency plans for delays or breakdowns Appropriate insurance arrangements Drivers should focus solely on driving and should not supervise passengers at the same time. An additional adult should normally travel with the group to supervise pupils."},{"title":"Managing Driver Fatigue","subtitle":"Travel - Minibuses · Travel","url":"/en/travel-minibuses/#managing-driver-fatigue","text":"Driver fatigue is a significant safety risk. To reduce this risk: Drivers should take a break of at least 30 minutes every two hours Adequate rest should be planned before long journeys Staff driving minibuses should not undertake excessive duties beforehand For longer journeys, it is recommended that multiple drivers and an additional supervising adult are present to support safe travel. 4.5b Transport in Minibuses Minibus drivers safety - ROSPA Minibus drivers safety – ROSPA https://www.rospa.com/road-safety/road-safety-information/vehicle-safety/minibus-safety Driving school minibuses: advice for schools and local authorities https://www.gov.uk/government/publications/driving-school-minibuses-advice-for-schools-and-local-authorities Joint guidance issued by NASUWT, GMB, UNISON and Unite on use of minbuses.  https://www.nasuwt.org.uk/advice/health-safety/minibus-guidance.html"},{"title":"Overview","subtitle":"Travel - Private Vehicles · Travel","url":"/en/travel-private-vehicles/#overview","text":"Occasionally, visits may require pupils to be transported in privately owned vehicles, such as those driven by staff, volunteers or parents. Where this happens, careful planning is needed to ensure that legal, insurance and safeguarding requirements are met. Transport in private vehicles should normally only be used when necessary and must be planned in line with relevant guidance and employer policies."},{"title":"Legal and Safeguarding Considerations","subtitle":"Travel - Private Vehicles · Travel","url":"/en/travel-private-vehicles/#legal-and-safeguarding-considerations","text":"Employers have a duty of care to ensure that transport arrangements are safe and appropriate. This includes ensuring that: Drivers are suitable and appropriately licensed Vehicles are legal, safe and properly maintained Appropriate insurance cover is in place Supervision and safeguarding arrangements are sufficient for the needs of the group Where pupils require close supervision, it may be necessary for another adult to travel in the vehicle. Transport arrangements may also be considered regulated activity for the purposes of vetting. This should be considered during planning."},{"title":"Roles and Responsibilities","subtitle":"Travel - Private Vehicles · Travel","url":"/en/travel-private-vehicles/#roles-and-responsibilities","text":"The responsibilities of those involved depend on who is driving and how the transport arrangements have been organised. All drivers should follow recognised good practice guidance, such as OEAP guidance on transport in private cars, when planning journeys. You should ensure that transport arrangements are clearly agreed and understood before the visit takes place."},{"title":"Staff and Volunteer Drivers","subtitle":"Travel - Private Vehicles · Travel","url":"/en/travel-private-vehicles/#staff-and-volunteer-drivers","text":"Drivers transporting pupils must meet appropriate legal and safety requirements. Drivers should: Complete a driving declaration form where required by the employer Provide details of insurance, licence and vehicle documentation Consent to checks on driving licence status, vehicle tax and MOT where appropriate Staff drivers must hold insurance that includes business use if transporting pupils as part of their role. They should also report any relevant convictions, medical conditions or medication that could affect their ability to drive. Volunteer drivers should confirm that their insurance remains valid and renew any required declarations periodically."},{"title":"Parents and Young Drivers","subtitle":"Travel - Private Vehicles · Travel","url":"/en/travel-private-vehicles/#parents-and-young-drivers","text":"Where parents volunteer to drive pupils, and that is organised by the school, they are treated as volunteer drivers and the same safety considerations apply. If parents organise transport independently outside the school’s arrangements, responsibility normally rests with the parents. However, arrangements and handover points should still be clearly communicated. Young or inexperienced drivers may present additional risks. Schools should have clear policies where participants aged 17 or over may be driving themselves or others."},{"title":"Key Points for Visit Leaders","subtitle":"Travel - Private Vehicles · Travel","url":"/en/travel-private-vehicles/#key-points-for-visit-leaders","text":"When private vehicles are used to transport pupils: Ensure drivers are suitable, licensed and properly insured Confirm that vehicles are safe and legally compliant Consider safeguarding and supervision needs and whether an additional adult is required Clarify responsibilities and transport arrangements with parents and participants Clear planning and communication help ensure that transporting pupils in private vehicles remains safe and appropriately managed. Should we have a specific policy on transporting children in private cars? If your establishment uses private cars as a regular form of transport, then it is recommended that you have a specific policy. This provides a structure to arrangements and reassurance for SLT, staff and parents alike.  Links to further reading: OEAP National Guidance available at https://oeapng.info  4.5a Transport General Considerations 4.5c Transport in Private Cars 3.4o Volunteers Joint guidance issued by NASUWT, GMB, UNISON and Unite (covers the use of private cars) https://www.nasuwt.org.uk/advice/health-safety/minibus-guidance.html "},{"title":"Overview","subtitle":"Travel - Train · Travel","url":"/en/travel-train/#overview","text":"Train travel can be an effective and environmentally responsible way to transport groups during educational visits. It can also provide valuable learning opportunities, helping participants develop independence, confidence and awareness of public transport systems. Careful planning, clear supervision and contingency arrangements are essential to ensure journeys are safe and well managed.  Benefits of Train Travel Travelling by train can offer several advantages: Reduced environmental impact compared with private vehicles or flights Opportunities for participants to develop independence and travel confidence Exposure to real-world travel situations and interaction with the wider community These experiences can contribute to both personal development and practical life skills."},{"title":"Supervision and Group Management","subtitle":"Travel - Train · Travel","url":"/en/travel-train/#supervision-and-group-management","text":"Effective supervision is essential when travelling by train, particularly in busy stations and public areas. You should consider the age, maturity and experience of the group when planning supervision arrangements. Participants should be briefed so they understand: Where emergency exits, meeting points and first aid facilities are located Expected behaviour while travelling What to do if they become separated from the group or miss a train/stop You should also: Carry out headcounts/registers when boarding and leaving trains Know which participants are travelling in each carriage if the group is spread across multiple areas Ensure that staff have access to emergency contact information Supervision should be particularly vigilant on busy platforms and in crowded station areas."},{"title":"Seating and Group Organisation","subtitle":"Travel - Train · Travel","url":"/en/travel-train/#seating-and-group-organisation","text":"Where possible, reserve seats in advance so that the group can travel together. This helps maintain structure, supervision and reduces disruption during the journey. For larger groups travelling across multiple carriages, clear staff allocation and communication arrangements should be in place."},{"title":"Planning for Disruption","subtitle":"Travel - Train · Travel","url":"/en/travel-train/#planning-for-disruption","text":"Train travel may be affected by delays, cancellations or changes to platforms. You should plan for these possibilities by: Identifying alternative routes or connections Allowing extra time for transfers Monitoring travel updates where possible Participants should also be prepared for changes to the timetable or platform announcements."},{"title":"Station Safety and Road Crossings","subtitle":"Travel - Train · Travel","url":"/en/travel-train/#station-safety-and-road-crossings","text":"If the journey includes walking to or from stations, you should ensure that participants follow pedestrian safety guidance, including the Green Cross Code and relevant Highway Code advice. Supervision should be maintained when approaching roads, platforms and station entrances."},{"title":"Booking and Travel Arrangements","subtitle":"Travel - Train · Travel","url":"/en/travel-train/#booking-and-travel-arrangements","text":"When arranging train travel: Groups of 10 or more may qualify for group travel discounts Some operators require bookings several days in advance Seat reservations should be made whenever possible Under-18 participants should be included in group bookings Some rail operators and organisations also offer educational travel programmes, helping young people learn about rail safety and travel confidence."},{"title":"Key Recommendations","subtitle":"Travel - Train · Travel","url":"/en/travel-train/#key-recommendations","text":"To support safe and efficient travel: Book through the rail operator’s group travel service where available Confirm booking details, seating arrangements and timings in advance Ensure participants understand expectations and safety procedures OEAP National Guidance available at https://oeapng.info 4.5a Transport General Considerations"},{"title":"Overview","subtitle":"Travel - Ferry · Travel","url":"/en/travel-ferry/#overview","text":"Ferry travel can be an enjoyable part of an educational visit, but it requires careful planning and supervision, particularly in busy ports and terminals. As with any form of transport, Visit Leaders remain responsible for the group throughout the journey. Clear participant briefings, effective supervision and contingency planning help ensure ferry crossings are safe, well managed and stress-free. "},{"title":"Planning and Supervision","subtitle":"Travel - Ferry · Travel","url":"/en/travel-ferry/#planning-and-supervision","text":"When planning ferry travel, you should ensure that participants understand the layout of the vessel and key safety information. Participants should know: The location of emergency exits, first aid points and meeting areas Expected behaviour while on board What to do if they become separated from the group or miss a departure Supervision should reflect the age, maturity and experience of the group, particularly in busy terminals. You should also: Position staff strategically during security or passport checks Carry out headcounts when boarding and leaving the ferry Consider distinctive clothing to help identify group members Plan supervision during the crossing"},{"title":"Access to Open Decks","subtitle":"Travel - Ferry · Travel","url":"/en/travel-ferry/#access-to-open-decks","text":"Open decks can offer an enjoyable and unique experience during ferry crossings. If participants are allowed access, you should decide in advance: Whether access is permitted for the group How supervision will be managed while on deck Any safety rules that participants must follow Key risks (e.g heavy doors, falling overboard) These arrangements should be clearly explained before the journey begins."},{"title":"Delays, Breakdowns and Emergencies","subtitle":"Travel - Ferry · Travel","url":"/en/travel-ferry/#delays-breakdowns-and-emergencies","text":"Ferry crossings may occasionally be affected by delays or operational issues. You should plan for such situations and ensure that appropriate arrangements are in place, including: Clear emergency procedures Access to first aid equipment Spare food, water and warm clothing where appropriate Mobile phones or communication devices Necessary medication for participants You should also ensure that the group remains supervised and informed if delays occur. European Entry/Exit System (EES) For some crossings, registration may take place before boarding. Leaders should: Allow extra time for processing Prepare participants for biometric checks such as fingerprinting or photographs Ensure all required documentation and passenger information has been submitted in advance Failure to provide required information may result in longer border processing times. For some school groups/operators travelling between Dover and Calais, a government “fast track” scheme (MOANA) may be available if passenger information is submitted to the ferry operator in advance."},{"title":"Key Points for Visit Leaders","subtitle":"Travel - Ferry · Travel","url":"/en/travel-ferry/#key-points-for-visit-leaders","text":"When travelling by ferry: Plan supervision carefully in busy terminals and on board Brief participants clearly on safety and behaviour expectations Conduct headcounts/registers at key stages of the journey Prepare contingency plans for delays or disruptions"},{"title":"FAQs","subtitle":"Travel - Ferry · Travel","url":"/en/travel-ferry/#faqs","text":"OEAP National Guidance available at https://oeapng.info 4.5a Transport General Considerations 7.1r Overseas Visits EES Toolkit https://www.evolveadvice.co.uk/latest-news/2025/ees-toolkit Dover-Calais specific government guidance https://www.gov.uk/guidance/dover-to-calais-school-trips"},{"title":"Overview","subtitle":"Travel – Air · Travel","url":"/en/travel-air/#overview","text":"Air travel can be one of the more complex elements of organising an overseas visit. Alongside planning accommodation, permissions and activities, arranging flights for a large group requires careful organisation. With early preparation and clear supervision arrangements, air travel can be managed efficiently and safely."},{"title":"Group Flight Bookings","subtitle":"Travel – Air · Travel","url":"/en/travel-air/#group-flight-bookings","text":"Most airlines classify 10 or more passengers travelling together as a group booking. For larger school trips, group bookings are usually the most suitable option because they often provide: Group rates and flexible payment arrangements Greater ability to make changes to bookings Dedicated airline support for group travel Smaller trips may occasionally use individual bookings, but this can be more difficult to manage for larger groups."},{"title":"Planning Early","subtitle":"Travel – Air · Travel","url":"/en/travel-air/#planning-early","text":"Airlines generally release flights up to 11 months in advance, and availability for group bookings can fill quickly, particularly during peak travel periods. Where possible you should begin researching flights around nine months before travel. Early planning helps secure better availability and allows time to organise documents such as passports, consent forms and insurance."},{"title":"Gathering Key Information","subtitle":"Travel – Air · Travel","url":"/en/travel-air/#gathering-key-information","text":"Before requesting quotes or making bookings, it is helpful to confirm: Approximate number of travellers (students and staff) Preferred travel dates and any flexibility Departure and arrival airports Any medical, dietary or accessibility requirements Budget considerations Even approximate information can help providers offer accurate quotes or hold seats while details are finalised."},{"title":"Using a Group Flight Specialist","subtitle":"Travel – Air · Travel","url":"/en/travel-air/#using-a-group-flight-specialist","text":"For larger groups, it may be helpful to use a group travel specialist or flight consolidator. These organisations can often negotiate better terms and manage communication with airlines. Benefits may include: Deposit-based payment options Assistance with travel insurance and documentation Coordinated seating arrangements Support in the event of delays or cancellations Using specialist support can reduce administrative pressure for Visit Leaders."},{"title":"Managing the Airport Experience","subtitle":"Travel – Air · Travel","url":"/en/travel-air/#managing-the-airport-experience","text":"Airports can be busy environments, so preparation and organisation are essential. You should: Brief participants on expected behaviour and airport procedures Allow extra time for check-in and security processing Ensure participants understand hold and hand luggage rules Carry copies of passports and travel documents where appropriate It is helpful to divide the group into smaller sub-groups led by staff, with clear meeting points at each stage of the journey. Communication between staff should be maintained, for example through messaging groups. At baggage reclaim, clearly labelled luggage can help prevent confusion, and a small team may collect luggage while others supervise the group. Check entry requirements Check FCDO Foreign Travel Advice at https://www.gov.uk/foreign-travel-advice. Consider carefully entry and re-entry for those with overseas passports or dual nationality.  OEAP National Guidance available at https://oeap.info 4.5a Transport General Considerations https://www.btgtravel.co.uk/blog/how-to-book-flights-for-large-groups-school-trip https://www.halsbury.com/resources/getting-groups-through-the-airport"},{"title":"Overview","subtitle":"Travel - Underground · Travel","url":"/en/travel-underground/#overview","text":"Travel on the Underground and other metro systems can be busy and unfamiliar for many students. Careful planning and clear group management help ensure that journeys are safe, organised and enjoyable. Visit Leaders should plan routes in advance, brief participants clearly and ensure supervision arrangements are appropriate for the size and needs of the group."},{"title":"Planning the Journey","subtitle":"Travel - Underground · Travel","url":"/en/travel-underground/#planning-the-journey","text":"Effective preparation is essential when travelling on underground systems. Timing and Route Planningoutside peak hours Where possible, travel  (approximately 06:30–09:30 and 16:00–19:00) to reduce overcrowding. You should: Use journey planning tools to check routes, connections and travel times Carry out a preliminary visit where possible to familiarise yourselves with stations and platforms Consider accessibility for participants with SEND or mobility needs Allow extra time for moving through busy stations Travel SchemesSchool Party Travel Scheme Schools travelling in London may be able to use the , which provides free off-peak travel on the Tube, buses, DLR and London Overground for registered London schools. Children under 11 may also travel free when accompanied by a fare-paying adult on many services."},{"title":"Group Management","subtitle":"Travel - Underground · Travel","url":"/en/travel-underground/#group-management","text":"Busy stations require clear organisation and supervision. You should: Use your staff resources to effectively supervise the group Use wide access gates where available for easier group movement Move the group in small, manageable sections, particularly on stairs or escalators Agree a clear meeting point/plan in case anyone becomes separated"},{"title":"Supervision and Safety","subtitle":"Travel - Underground · Travel","url":"/en/travel-underground/#supervision-and-safety","text":"Supervision arrangements should be included in the visit’s risk assessment. Good practice includes: Carrying out regular headcounts/registers, particularly when boarding or leaving trains Using buddy systems or smaller sub-groups supervised by adults Setting clear expectations about behaviour and movement within stations Considering high-visibility/distinct clothing to help identify group members Participants should also know their destination and have key contact details if needed."},{"title":"Station and Train Conduct","subtitle":"Travel - Underground · Travel","url":"/en/travel-underground/#station-and-train-conduct","text":"Participants should be briefed on safe behaviour in stations and on trains. You should remind students to: Hold handrails on escalators and stand on the right-hand side Follow staff instructions when boarding or leaving trains Move safely away from the platform edge Wait together in a safe area once leaving a train Adults should position themselves strategically to supervise the group effectively."},{"title":"Managing Crowds and Emergencies","subtitle":"Travel - Underground · Travel","url":"/en/travel-underground/#managing-crowds-and-emergencies","text":"Busy transport systems can present challenges, so leaders should remain alert to changing conditions. You should: Identify exits, meeting points and potential crowded areas in advance Be prepared with alternative routes in case of delays or cancellations Ensure participants know what to do if they become separated or miss a train Move the group away from crowded areas if conditions become uncomfortable or unsafe OEAP National Guidance available at https://oeapng.info 7.2k Group Safety in Crowded Places 4.4e Terrorism London Underground accessible travel policy (April 2026)  https://content.tfl.gov.uk/lu-accessible-travel-policy.pdf Transport for London – School Party Travel Scheme. Year-round applications for registered schools. Visit https://tfl.gov.uk/fares/free-and-discounted-travel/travel-for-schools"},{"title":"Educational Visits Coordinator (EVC)","subtitle":"Training · Useful Resources","url":"/en/training/#educational-visits-coordinator-evc","text":"To help fulfil its health and safety obligations for visits and to comply with DfE\nGuidance, establishments are encouraged to appoint an Educational Visits Coordinator (EVC)\nwho will support the Headteacher. In small schools the Headteacher/Principal may be the EVC.\nShould the school choose not to appoint an EVC, those functions will automatically\nfall to the Headteacher/Principal. The EVC should attend EVC training (minimum 6 hours) as soon as possible after\nappointment. Training provided by a reputable provider is acceptable (such as the courses provided\nby www.evolveadvice.co.uk). Training may be face-to-face or ‘blended’, i.e. part e-\nlearning, part webinar – e-learning alone is not sufficient. Thereafter, update EVC Training or a repeat full course is recommended on a 3 yearly\nbasis.\n\n\n The EVC should ensure that a record of their training is logged on EVOLVE, as all Visit\nForms link to this. Schools should ensure their trained EVCs are listed on the EVC Register https://www.evolveadvice.co.uk/evcregister https://www.evolveadvice.co.uk/evc-training https://www.evolveadvice.co.uk/evc-revalidation"},{"title":"Visit Leader Training","subtitle":"Training · Useful Resources","url":"/en/training/#visit-leader-training","text":"All leaders have a legal duty of care and must comply with the employer’s policy and\nguidance. The Visit Leader has overall responsibility for a visit. This includes the learning,\ndevelopment, supervision and welfare of the participants and the health and safety\nof all, including any other leaders and helpers. In order to help ensure the safety of participants, and to maximise learning outcomes\nand enjoyment, it is recommended that visit leaders complete a Visit Leader Training\nCourse. Visit Leader Training provided by any reputable training provider is acceptable.\n\nTraining may be face-to-face, ‘blended’, or via e-Learning, such as the courses\nprovided by EVOLVE Advice. https://www.evolveadvice.co.uk/visit-leader-elearning https://www.evolveadvice.co.uk/visit-leader-live"},{"title":"Headteacher/Principal","subtitle":"Training · Useful Resources","url":"/en/training/#headteacher-principal","text":"Educational Visits Essentials for Heads and Senior Leaders is specially designed e-learning course to give senior leaders in schools and Trusts an overview of their respective responsibilities related to educational visits, and the confidence to oversee this important part of school life. The courses cover compliance; health and safety; National Guidance; preparing for and dealing with emergencies; and risk management.   The course is intended to give an overview of the guidance and considerations that Headteachers and senior leaders need to understand in their role overseeing educational visits. It highlights considerations and actions which could support staff to ensure required and appropriate health and safety or safeguarding measures are in place on all visits. https://www.evolveadvice.co.uk/leadership-elearning"},{"title":"Governors Educational Visits Induction","subtitle":"Training · Useful Resources","url":"/en/training/#governors-educational-visits-induction","text":"An e-learning course for governors in schools and educational settings. This short course provides an overview of the considerations that governors need to understand in your role overseeing educational visits in schools. It is ideal as an induction for new governors but would also benefit experienced governors as a refresher programme.  FREE to EVOLVE Advice clients! https://www.evolveadvice.co.uk/leadership-elearning"}]}