The EVC Magazine - Summer Term 2022

The

EVC

ISSN 2753-7013

Magazine

Summer Term 2022

PEEK INSIDE Getting back on track with school trips Outdoor learning and play Outstanding residentials in amazing locations

Learn

Curriculum Adventurous Activities for Primary Schools

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What does an Educational Visits Coordinator do?

Evolve

Managing visits in a post COVID landscape

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A L e tte r fro m the E d i tor

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C u r r icu l um A d ve n tu rou s Activities for P r i ma ry S cho o l s

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O u t do o r l e a rni ng a n d pl a y

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M a n ag i ng vi si ts i n a p o st c o v i d l an d sca p e

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W h a t d o e s a n E V C do ?

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D e v e l op i ng a n E d u ca ti on a l Vi si ts a n d A c t i v i ty P a ssp o rt

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T h e Jo y o f Tri p s

Editor & Designer Jake Wiid theevc@evolveadvice.co.uk Content Standards Suzanne Holroyd Advertising & Commercial theevc@evolveadvice.co.uk ISSN ISSN 2753-7013 Digital Version www.theevcmagazine.online Disclaimer: Whilst we take care to ensure the accuracy of the content contained in this magazine, the publishers do not accept any responsibility, including loss, due to inaccuracies in this magazine.

Any legislation, employer or school guidance take precedence over that which is included in the articles contained within.

Advertise & Contribute If you would like to adve rtise in t h e next issue of The EVC Magazine , p l eas e drop us an e mail to find out our r ates the evc@evolve advice .co.uk We are also always looking for inte re sting news, article s, stude nt storie s or e ngaging picture s. Ple as e g et in touch if you would like to fe at u re in any of our upcoming issue s.

The EVC Magazine

Thanks to our supporters who have made this issue possible

First word…

W

elcome to the very first edition of The EVC Magazine. This is the first and only magazine dedicated to the role of the Educational Visits Coordinator. Our termly

magazine is brought to you free thanks to our sponsors and authors contained within the issues, without them we would not be able to bring you such high quality content. This issue is centred around the National EVC Conference which took place on the 15th June 2022 at The Royal Geographical Society in London.

The articles and adverts are linked to the event, workshops, speakers and exhibitors.

I hope you enjoy the content and please share with your Visit Leaders.

@EVOLVEadvice

facebook.com/EVOLVEadvice

theevc@evolveadvice.co.uk

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THE EVC HUB

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To join the EVC Hub visit www.theevchub.com What is the EVC Hub? The EVC Hub is the only professional network dedicated to the role of Educational Visits Coordinators. We exist to provide networking, peer support, updates, resources and CPD opportunities, to empower EVCs to provide the best Learning Outside the Classroom coordination within their schools.

The EVC Hub is run by a team of Educational Visits Advisers and EVCs. Please note that this is not a replacement for advice and guidance provided by your employer or adviser.

So why join?

Aside from the opportunity to network, share resources and discuss with colleague EVCs around the world, we have put together a raft of benefits: •

News updates and a library of useful articles, blog posts and documents;

•

Access to free or exclusive webinars and recordings;

•

Early and discounted access to face to face events;

•

Discounts of up to 40% from outdoor equipment providers;

•

Discounts or exclusive offers from educational providers.

Savings from using the discount offers should offset your membership fee of £25+vat per year.

CURRICULUM ADVENTUROUS ACTIVITIES FOR PRIMARY SCHOOLS

OAA mean and what does it look like when schools are delivering a high quality OAA programme?

Children have a natural desire to test out their physical limitations and do adventurous things.

More now than ever, in today’s society we should be providing a structured programme of adventurous

By Clive Atkins & Jan Hickman

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t Key Stage 2 ‘Pupils should be taught to take part in outdoor and adventurous activity challenges both individually and

within a team’ (2014 Physical Education National Curriculum).

Why does the government think this? In the same way that we develop children’s ability to swim, develop their creativity in dance and understanding of how their body moves through gymnastics and games, we also need to develop young people’s sense of adventure.

Does every primary school in our country teach 7-11 year olds to take part in individual and team outdoor and adventurous activity (OAA) challenges? Do some schools offer a Year 5 or 6 residential experience and leave it at that, or is there a Year 3-6 programme embedded in the PE scheme of work? What does

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activities, and try to limit the sedentary time spent on computer ‘adventures’. OAA offers a unique contribution to the whole school curriculum, and without it a child’s educational experience is poorer.

Rock climbing, canoeing, caving and other outdoor pursuits are adventurous and present challenges, but are often just ‘one-off’ experiences. Hence the need for programmes to centre on the school environment itself, without the need for specialised equipment, expertise or wild terrain. Adventurous activities can take place in the school hall and playground.

An adventure education will offer challenge and stimulate the development of key characteristics such as responsibility, judgement, determination, self-discipline and self-reliance. A high quality OAA curriculum can encourage young people to look at themselves differently. It provides the opportunity to develop specific skills and an appreciation of the quality of life. Quite simply, OAA provides a powerful learning environment and has enormous potential to develop young people’s personal and social skills.

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This development is related to the individual within a group, where the group provides support and encouragement. Having group responsibilities and making group decisions enable young people to develop an understanding of both themselves and the group. Confidence is vital to the personal development of young people. Through OAA, and group situations in particular, young people’s confidence can flourish.

Clearly, how OAA is taught is as important as what is taught. Young people will ‘learn how to learn’ given the right opportunities. From the earliest stages, they should be encouraged to reflect on success and failure; group work; technique, efficiency and problems; relationships and feelings. Through self-review and group feedback, young people’s own and others’ perceptions of what just happened will be challenged and future attempts will be improved.

The delivery of OAA does not need a specialist teacher and does not need specialist resources or offsite facilities. The school environment can provide enjoyable learning experiences which actively involve every young person.

In an ideal world, teachers would plan units of work, and go through a process of deciding what and how to teach these in order to progress each individual pupil’s learning. This would of course be preferable, but in today’s world, how much time do you have to plan 10 subjects effectively?

To support the delivery of high quality OAA, a new framework has been developed for nonspecialist teachers of KS2, called ‘Curriculum Adventurous Activities for Primary Schools’ (CAAPS for short). It has been designed by experienced physical educators to be flexible enough for the teacher to still think through the process, make adaptations and encourage learning and development in three domains: physical (doing), socio/emotional (affective), and thinking (cognitive). CAAPS is a starting point; it allows progressive teaching and learning to take place as all activities are adaptable and interchangeable. Teaching and learning is at its best when teachers give thought to the aims, content and outcomes. The CAAPS framework supports this.

The four CAAPS Units (one for each of Years 3, 4, 5 and 6) contain a total of 30 lessons. All activities can be easily adapted to suit the needs of individuals and groups, and include simple physical challenge and orienteering type activities.

All resources required to deliver each activity are listed and there are diagrams and photocopiable materials to support teaching and learning.

Enjoyment is a key factor in maximising learning potential. CAAPS presents high quality, fun learning experiences that are easy to deliver without any professional training. They offer a unique contribution, not only to the PE curriculum but to the curriculum as a whole.

For further information on the CAAPS framework go to www.caaps.org.uk

GET BACK ON TRACK WITH SCHOOL TRIPS

By The School Travel Forum

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ooking back on our school days, it is the trips, the visits, the residentials that we remember most.

The experience of being somewhere new with our friends, away without our parents. It may have been the first time you had your own passport, possibly the first time you had ventured abroad.

Educational tours, trips and visits provide students with some of the most valuable and memorable learning experiences. But these events are about more than learning. When planned well, school trips give students unrivalled opportunities to become more independent, to grow in confidence and self-belief; relationships strengthen. This all leads to better engagement when back in the classroom too.

Two years of isolations, disrupted learning and lockdowns have had a major impact on young people’s mental wellbeing as well as their educational progress. ‘Stay local’ or ‘stay at home’ guidance has reduced travel, stunted horizons and meant students have had few opportunities to try new things or to embrace challenges.

Taking a school group overseas – what do I need to know?

The outbreak of the covid pandemic coincided with the UK’s departure from the European Union, this has meant we haven’t had to give much thought to new rules and changes. Here are five things to consider when taking a group abroad:

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Passports – your passport must be valid for six months or longer from the date of your departure.

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Visas – EU (Schengen) and UK citizens do not require short-stay visas for leisure travel of up to 90 days in a 180 day period.

Travel to Ireland is excluded from the 80/190 day rule and visits to Bulgaria, Croatia, Cyprus and Romania are not counted towards this total.

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Travel insurance – residents of the UK can still obtain healthcare EU member nations under the Global Health Insurance Card (GHIC). This is the UK’s replacement for the EHIC. Like the EHIC it covers the holder for treatment at state-run hospitals and GPs, at a reduced cost or for free, when travelling in the EU.

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Additional mobile phone charges – since January 2021, UK mobile phone operators have been allowed to reintroduce roaming charges. This means that you are unable to use your minutes or data if you use your phone in the EU, Norway, Switzerland, Iceland or Liechtenstein. Check with your service provider before travelling and consider turning off roaming on your mobile phone when you are abroad. These changes do not currently apply to travel to the Republic of Ireland.

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Covid – while all restrictions on travelling into the UK Have been removed, each country has its own rules and requirements. You can find out the latest information relating to countries within the EU at www.visiteurope.com

What is ETIAS and what do I need to do?

At the end of this year, the EU will roll out the European Travel Information and Authorisation System (ETIAS). This is a U.S. style electronic authorisation system for visitors from countries that are not part of the EU, including the UK. The aim of the ETIAS is to strengthen the bor ders of the Schengen Area by pre-checking the data of travellers before they enter the EU zone.

While British citizens do not need a visa to enter or travel within the Schengen Area, from the end of 2022, UK citizens will need to apply for ETIAS before they travel. It is a simple online application form which cost 7 euros and be valid for 3 years.

Where can I get help or advice on planning a school trip abroad?

For off-site visits or trips, the Department for Education recommends that schools choose a travel/tour provider that holds the LOTC Quality Badge. This accreditation, which is held by all members of the School Travel Forum, is the only award that covers risk management, including infection control, and the quality of education provided.

For the latest information and guidelines for organising educational visits or overseas trips, you can contact your Educational Visits or Outdoor Education Adviser. The Outdoor Education Advisers’ Panel produces the National Guidance relating to overnight educational visits within the UK. www.oeap.info The School Travel Forum is the independent industry body for companies providing overseas educational visits. Members hold the LOTC Quality Badge, are ABTA members and are regularly audited for health and safety, and risk management. Members have many decades of experience of supporting school trips and tours and are available to help you decide on the best trip and destination for your group.

www.schooltravelforum.com

Supporting your learning beyond the classroom

By Kim Hudson Council for Learning Outside the Classroom Over the past two years, students have been confined to their homes and classrooms, it’s time for them to push back those walls and go beyond the classroom once again, out into the world to learn, experience and grow.

“We believe that learning beyond the classroom enhances their mental health and well-being, the children learn better by seeing and experiencing things in real life. Being away from the classroom also helps children to regulate their behaviour and it enables them to engage in learning they otherwise wouldn’t be interested in. Our learning beyond the classroom (LOtC) also develops the children’s confidence and independence.”

Sue Dutton, Sherbrook SEN Primary School We have been heartened to see so many schools embracing this pedagogy, understanding that it’s vital to restore students’ love of learning and repair the negative impacts the pandemic has had academically and on students’ and staff’ well-being. This has been evident in the number of schools signing up to our new ‘Learning Beyond’ support.

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Where, prior to Learning Beyond, we offered schools just the LOtC Mark accreditation; recognising and awarding schools for the LOtC they were currently doing, Learning Beyond is a new process to support them with the tools and mentoring to get started or develop what they do, adopting a more strategic approach to their LOtC so it is embedded in planning and policy, and has a measurable impact on their students.

“Whilst already doing some LOtC at our school, we decided to register for the Learning Beyond mentor pathway because of the support it offered as well as the networking opportunities.

The progress tracker tool alongside working with my mentor has enabled us to develop our LOtC, steadily amongst other work plus the pressures of COVID, in a logical manner. So, whilst taking our lessons beyond the classroom was not new to the staff, the Learning Beyond programme provided us with a new, more strategic and planned way of approaching it. It’s been a fantastic way to go through the process and be supported at the same time.”

Ann Scannell, Manorcroft Primary School Through our contact with schools and educational providers, we have sensed a feeling of renewed energy; educational professionals are feeling reinvigorated and enthusiastic about taking students beyond the classroom. Despite the disruptions COVID is still having on schools, we are seeing teachers embracing learning opportunities available to them on their doorstep be that in their school grounds or local area, and a train ride away to the local beach, a visit to the theatre and once again travelling overseas.

For schools who have been planning trips further afield, they should be reassured that we are supporting providers to renew their LOtC Quality Badges and welcome schools back. The LOtC Quality Badge is more important than ever to ensure schools feel confident they are using a provider who has been assessed for safety as well as quality of learning.

“Having the LOtC Quality Badge shows that we are serious about providing quality experiences to visiting schools – from the initial contact through to delivering the program. The process also allows us to evaluate our programs and ensure that they not only develop but maintain the high level of excellence expected of Quality Badge holders. We’re proud to have held this accreditation since 2015.”

Colin Stevenson, Crocodiles of the World “We believe in the importance of the whole residential experience – a warm welcome, great food, a strong focus on outcomes, and developing positive relationships. The LOtC Quality Badge is the only award that evaluates each of our processes and supports us in providing the most valuable experience for our visitors.”

Richard Oakes, Edgemond Hall Centre for Outdoor Learning

As well as our new Learning Beyond programme, this year also looks set to see new things emerging from CLOtC: supporting students in schools in the West Midlands to connect with nature through our Waterways, Wildlife and Wellbeing project; the launch of a new website; a new programme of online CPD for schools; and developing our membership offer and LOtC Quality Badge.

We feel hopeful that we can continue to shine a light on learning beyond the classroom and grow its importance with decision-makers in government.

Find out more…

Find out more about our Learning Beyond support programme for schools at www.lotc.org.uk/schools Find out more about the LOtC Quality Badge for providers of educational experiences at www.lotc.org.uk/organisations.

The EVC Magazine

Outdoor learning and play Stepping outside the classroom is your cue to get out of your own comfort zone and add a dash of exploration, experimentation, and discovery into the mix. It means being open to embarking on some new learning adventures. It is your chance to embrace the upside of risk, and to see barriers as challenges to be overcome rather than as insurmountable obstacles.

By Tim Gill

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s a teacher or educator, your domain is the classroom. You are in charge. You set the rules and the learning goals. Your children are close at hand, and under a close watch. Once you leave the classroom, things change. You have less control. Children have more space, literally and metaphorically. So there is a shift in responsibilities.

And this can feel frightening.

So why would you consider taking learning outside? And why would you give any thought to what children learn through free play? The reason is simple: with this shift in responsibilities comes a powerful learning opportunity: the chance for children to explore, experiment, and discover things for themselves. We know that children have an appetite for experience, understanding and competence: they want to get to grips with the world around them (as a moment’s reflection on our own memories of childhood adventures will tell us).

We also know that children engage best with learning when they get a little bit out of their comfort zones and become open to new ideas and experiences. When they go from what they know already (and find boring) to what is uncertain, adventurous, and potentially exciting.

The curriculum focus on outdoor learning is only set to grow as we become more aware of the importance of nature, sustainability, biodiversity and environmental protection.

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And the truth is, some of these barriers are less insurmountable than they appear. One example is the threat of litigation, which is a big factor here in the UK and in many other countries. The reality is that claims and court cases are rare, and much of the fear is due to media scaremongering. On the rare occasions where things gone wrong and a child has been seriously hurt, the courts have tended to take a common-sense view.

I fly the flag for freedom and choice in break times, and for learning initiatives like Forest School that are strongly child-led. I believe that children are most highly motivated when they have most control over their actions and choices.

However, there is a ladder of approaches to outdoor learning and play. And I realise that not everyone is ready or willing to get near the top of that ladder.

Schools and educators can get support and inspiration from others: to be a part of something bigger, and to share your ideas and experiences.

Whether you are just starting to climb the ladder of engagement with the outdoors, or well on the way up, there is a growing set of resources on outdoor learning and play.

One good place to start is the Outdoor Classroom Day website, with resources from leading educationalists including the school grounds charity Learning Through Landscapes, outdoor learning champion and former head teacher Juliet Robertson, creative playtime expert Michael Follett, and the quirky team at Mission:Explore.

You will find a briefing of mine on too, on using risk benefit assessment (RBA) to promote a balanced approach to risk.

So have an explore, take a step or two up the ladder of engagement with the outdoors, and see the difference it makes to children’s learning and play!

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Tim Gill is an independent scholar, writer and consultant on childhood, and a global advocate for children’s play and mobility.

Tim is the author of Urban Playground: How childfriendly urban planning and design can save cities and No Fear: Growing up in a risk averse society.

Tim one of 34 Ambassadors for the Design Council, the UK’s design champion. He is a former director of the Children’s Play Council (now Play England).

Tim’s work cuts across public policy, education, child care, planning, transport, urban design and playwork. It engages with academics, practitioners, policy makers, the media and the wider public. www.rethinkingchildhood.com

@timgill

WHAT DOES AN EDUCATIONAL VISITS COOR DINATOR DO?

By Jake Wiid

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ducational visits and outdoor learning play an extremely important role within a school community, enriching the educational programme and helping to develop students’ self-confidence, character, resilience and positive relationships with peers and adults. Here, I explain the importance of an Educational Visits Coordinator role and how it could be a key part of your community.

The term EVC is fairly common in the school sector and is a role typically given to someone with excellent organisational skills and with a strong visit leadership history.

The EVC plays a pivotal role within schools, providing a central point for the staff organising and leading offsite trips.

Key parts of the EVC role are to: •

create and update policy and procedures for trips and outdoor learning, including safeguarding, inclusion, risk management, etc.

•

support and train colleagues to understand and implement the policy and procedures

•

support and oversee planning so that well-considered and prepared arrangements can lead to well-managed, engaging, relevant, enjoyable, and memorable visits/outdoor learning

•

work with Educational Visits Advisers to ensure best practice and to help embedded compliance within the establishment.

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The EVC should support all aspects of learning outside the classroom in addition to ensuring that policies are followed robustly. An effective EVC can create and support a positive and highly successful programme.

Much like the designated safeguarding lead (DSL) role, there are risks when the responsibilities of the EVC falls to only one member of staff. We advise that for continuity and support in larger schools, there should also be a Deputy EVC who could step forward in the absence of the EVC. If your school extends over more than one site/campus, you may find it useful to have Deputy EVCs on each campus.

If you’d like support appointing, defining, or training your EVC, we hope that you will contact us.

The EVC should be appropriately trained, for example via your adviser. In the absence of an adviser, EVOLVE Advice can support schools to find a suitable training course.

USEFUL CONTACTS: www.evolveadvice.co.uk support@evolveadvice.co.uk

Educational Visits Statistics There is no doubt that when the pandemic hit in 2019, educational visits and extra-curricular activities all but stopped, significantly impacting the industry as well as the skills and outcomes young people and staff gain from these invaluable activities.

The good news is that visits and activities are back!

Statistics provided by eduFOCUS, the providers of the EVOLVE platform, show that confidence and a sense or normality are returning.

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Total overseas, overnight & externally led adventurous visits

134,325

2020

74,261

2021

55,021

y (Jan-Ma 2 2 0 2

75,890 )

With thanks to For more information on the EVOLVE tools for schools, please visit www.edufocus.co.uk

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In September 2021, following COVID, EVOLVE Advice set up the Get Out! Grant.

The Get Out! Grant is a £500 award open to UK Primary and Secondary schools as well as charities and CICs to enable them to get pupils learning outdoors. We select one applicant a month to receive the grant.

Chickens?

How to Apply?

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uying chickens, setting up allotments, taking students to the beach are just some of the wonderful projects the grant has supported. We love to hear your stories and your plans.

If you have an outdoor project you would like us to consider, please make time to apply.

The Get Out! Grant is awarded every month and can be used for • equipment purchase • specialist training • travel • resources with the focus on supporting pupils getting outside learning.

To apply, visit

www.evolveadvice.co.uk/grants

5 WAYS TO BUILD CONFIDENCE AND CONNECTIONS OUTSIDE THE CLASSROOM WITH

PGL School Adventures After nearly two years of home schooling and interrupted learning, it’s little surprise that seven in ten parents across the country are concerned about the pandemic’s impact on their child’s emotional and social development.

In the wake of this year’s #MentalHealthAwarenessWeek, which placed loneliness as its central theme, now is the ideal time to look at how an outdoor education experience can help improve connections and confidence in young people.

Here’s why embarking on a PGL adventure is the perfect way to set students back on track…

1. Tackle new challenges Whether they’re walking backwards off the top of a 10-metre abseiling tower or handling a bow and arrow for the first time, our wide range of activities ensure there’s always something new for young people to try their hand at. Challenging themselves with the support of peers, teachers, and activity instructors helps young adventurers to develop character, resilience, selfconfidence, and independence too. The feeling of accomplishment that comes with trying something new, in a totally unfamiliar environment, will stay with them way beyond the coach journey home!

We use the outdoors to bring learning to life.

2. Appreciate time spent in nature Studies have shown that connecting with nature strongly benefits young people’s mental health and wellbeing. Time spent in the great outdoors is what we do best at PGL, with 15 activity centres located in unique natural settings across the UK. From coast to countryside (and now even a castle!) providing the backdrops to our programmes, activities are tailored to the surrounding landscape, with groups fully immersed in nature throughout their adventure.

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3. Form new friendships A PGL trip can be instrumental in helping young people form new friendships and learn how to work and live alongside others. In fact, many cite ‘making new friends’ as the best thing about their time with us. At PGL there is little time for phones or tablets (we don’t recommend bringing them either) and there’s plenty of face-to-face interaction.

Alongside having a go at new activities, children will learn the skills of compromise needed when sharing a room, recognising each other’s strengths when working as part of a team and helping to support each other when facing challenging situations.

We always enjoy coming to PGL, it is such a special experience. Our children ‘grow’ during our stay and this is made possible by the hard work and enthusiasm of the PGL team.

Monksmead School

4. Develop an appreciation for physical activity As an extension of the classroom, a PGL adventure offers groups the opportunity to step, jump, or paddle into the unknown with an incredible range of physical activities catering for all levels of ability and confidence. With the chance to take part in up to four action-packed sessions a day, young adventurers will arrive home with a new appreciation for the benefits of health and physical fitness.

5. Instil a sense of togetherness Encouraging students to step outside of their established friendship groups, our PGL programmes reinforce a sense of togetherness, providing ample opportunities for them to work together with the whole group and improve social awareness. By reaching goals as a team, young adventurers will recognise the achievements of others as well as their own. Many of our day and evening activities encourage teamwork, establishing the feeling that your group are ‘all in this together’. Their renewed enthusiasm and motivation for learning will inspire success in many other areas of their education too, often leading to raised levels of achievement back in the classroom.

Contact: pgl.co.uk/schools schools@pgl.co.uk 0333 321 2106

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P A E in

adventure t x e n e h ! to t

✓ 65 years’ experience in outdoor adventure activities ✓ 15 UK residential centres ✓ Smaller activity group sizes of up to 12 ✓ Tailor-made activity programmes to suit your pupils ✓ A dedicated PGL ‘Groupie’ to support throughout your stay ✓ Free teacher preview visits

Start planning your trip  0333 321 2106

 schools@pgl.co.uk  pgl.co.uk/schools

MANAGING VISITS IN A POST COVID LANDSCAPE

By Jake Wiid

W

ith many countries opening back up, schools are

starting to resume educational visits, be it day visits, residential stays or international travel. We have outlined four key areas that schools should pay particular attention to.

01

Finance and contracts

The pandemic has raised questions about how schools contract external providers and services.

If your school is making new bookings, you should ensure that you understand how the terms and

conditions will apply in the event of cancellation due to COVID (for example, quarantine, lockdown, or travel

restrictions). Many insurance providers are not covering COVID cancellations. Your school must have suitable procedures in place, including contracts with parents

that match the Provider’s terms and conditions. EVOLVE (the Educational Visits management software – www.

evolveadvice.co.uk/systems) has the ability to promote,

take payments and gain consent online for clubs, sports and visits. This reduces the stress and paperwork burden for both schools and parents.

02

Skills fade

A lesser-known risk in the education world is ‘skills

fade’. As offsite activities had come to a complete stop, with little or no CPD taking place, it is possible that

holes may have appeared and that some staff may

have become somewhat ‘rusty’. We recommend Visit

Leaders and EVCs undertake training provided by your adviser, if possible. If you do not currently have an

adviser, you should use a trusted, competent provider.

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International visits

When planning overseas visits, careful consideration should be given to the local laws and customs in the country to be visited, as well as the current travel

requirements, war/civil unrest situation and COVID restrictions.

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EU Specific Impact: Brexit

For those in the UK:

• The EHIC (European Health Insurance Card)

has been replaced with the GHIC (Global Health

Insurance Card). This should be applied for by the parent.

• Many phone providers will charge roaming fees for EU travel, so this should be checked in advance.

• It is essential to review the Foreign and

Commonwealth Development Office (FCDO) Travel Advice prior to travel -

https://www.gov.uk/foreign-travel-advice

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EVC CHECKLIST This checklist should be used in conjunction with your employer’s guidance and National Guidance. (See also OEAP National Guidance Checklists www.oeapng.info) GENERAL ☐ I have attended appropriate EVC training and have access to competent advice from an educational visits adviser. ☐ I have read the Department for Education’s Guidance on educational visits and I understand my role and responsibilities. ☐ My establishment has an up-to-date educational visits policy and has adopted National Guidance. ☐ Staff have been trained in respect of visit planning and the need to follow policy and guidance. ☐ Visits are an integral part of the aims of the establishment and have clear learning/development intent. ☐ Visits are regularly considered at senior leadership/management level and by governors/trustees, based on information I provide on the range of activities, and their contribution to the education of our students.

PLANNING & APPROVAL ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

☐ ☐

All visits are effectively planned, in line with National Guidance and current best practice.

All visits follow a robust approval process.

Visit leaders are competent in their role and have been appropriately trained.

Visit leaders plan, prepare and appropriately risk assess all visits.

Visits are uploaded to EVOLVE in sufficient time for approval.

Approval timeframes have been set, and are followed accordingly.

Where appropriate, all leaders and participants are involved in the planning process.

Visits have sufficient leaders to ensure effective supervision, and to deal with incidents and emergencies.

Everyone is aware of their roles and responsibilities.

External providers, travel companies and staff are appropriately selected, and the LOtC Quality Badge is sought where possible.

Medical, dietary, first aid, inclusion and accessibility issues are considered and addressed.

Systems are in place for informing parents, for obtaining their consent, and for securely handling participant data including contact details, medical information, dietary requirements and information about special needs.

Visits have a Plan B in place, where appropriate.

There is a process for managing emergencies or critical incidents, and everyone is aware of how to implement the process.

MONITORING AND EVALUATION ☐ Monitoring is in place to ensure that all requirements of the employer and establishment are met, and that the quality of visits meets expectations. ☐ Visits are reviewed and evaluated, and good practice and lessons learned are shared.

©Jake Wiid 202ϭ

Developing an Educational Visits and Activity Passport

By Anita Kerwin-Nye

F

rom the 2 million households that faced lockdown without a garden space - to those who have not visited a museum or heritage site for over 2 years - we know that the gap between those who access visits and those who do not has grown.

At a time when these visits mean more than ever – to well-being, to learning, to community – many schools are developing ‘passport’/bucket list approaches to support an entitlement to adventures for every child.

Now, reasonable criticisms of tick lists will follow. Hard to climb a tree if you’ve sold the playing fields. Great to play an instrument but there isn’t room in the curriculum for music. No school trips when pupil premium funding is paying for core teaching staff.

But. Bear with. The truth is that even in times of plenty, and the era of Every Child Matters, the gap between those who had opportunities and support to travel, to volunteer, to go to the theatre or to climb a tree - and those who did not - was always there. And the role of school to stimulate a desire for exploration, curiosity and learning beyond exams is fairly well established.

‘Passports’ – as an entitlement for the child – supported by the community provide a starting point for how that might happen.

Top tips for developing an educational visits and activity passport

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o – for schools considering their own activity passport here is some learning from 100s of passport examples and discussions with schools and EVCs about what works in practice:

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Develop it with children, young people, families and the wider school community

The very act of developing a passport supports home/

school/community discussions and co-working. It means

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that the resulting document starts from a point of being

Why a passport?

owned by the community as a whole.

Consider what it is you are trying to achieve with a

passport. The general principle of creating a rich set

Take care not to reinforce the value set or cultural capital of one group

of experiences for all children and young people is

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settings give real thought as to its purpose. Is it to

So, for example, ‘visit an opera’ is loaded. For those

experiences for a particular group? Or to create a shared

so those children aren’t stretched. For those who never

For fun?

Whereas ‘visit a type of musical performance that you

an important one but the approach works best when support vocabulary development, to respond to a gap in

whose families do this already it becomes an easy tick

set of experiences for a whole class? Is it for well-being?

do it risks becoming another sign that they ‘don’t belong’. have never visited before’ becomes a challenge for all children.

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To p t i p s fo r d e ve l o p i n g a n e d u c at i o n a l v i s i t s a n d a c t i v i t y p a s s p o r t

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Don’t underestimate the value of the ‘basics’

When interviewed children, of all ages, wanted to do things that many may take for granted. e.g. to have

opened a bank account, to know how to get a bus, to

be able to sit unaided etc. It is easy to dismiss these as

‘lacking ambition’ but to do so misses the real challenges these present for some children.

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Be inclusive

‘Climbing a tree’ is not possible for all children but ‘taking a managed risk in nature’ is, and ‘have fun in nature’

is even more accessible in language. Extra-curricular

activities can widen rather than narrow the outcome gap so ensuring access for all is key.

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Partnerships are all

Schools may be the point of universal access – i.e. they can signpost, support and prompt children. But they

cannot deliver it all. This isn’t just a resource issue. It is in part a skill issue – some of these things require skills

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that teachers won’t have. But it is also that the very

A whole school approach

Any approach to enrichment and extra curricula activity

should be part of a whole school approach. Models such as the LOtC Mark provide useful frameworks for schools wanting to take a strategic approach to learning outside the classroom.

point of a passport is to enable children and families to develop relationships and connections outside of

schools. Charities reflect a core of part of the resource

available to schools and many have funding to offer free or subsidised support for many of the things that are likely to appear on passports.

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The passport should allow for progression

Map progression of experiences over the years - from

activities supported by school or parents to increasing independence; from those on school grounds to local

community to further afield. So if, for example, increasing independent travel and adventure is an aim then start with activities on school grounds, move to camping

on school site, progress to stays in local settings and work towards residentials in say the local national

park before moving to a group run trip like Duke of

Edinburgh Expeditions and onto independent travel (with organisations like YHA – yes I am biased).

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Link to opportunities to do more

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Evaluate impact on children with children

If one of the purposes of the passport is to give

If you were using a tool, for example to develop

children tasters then look at how to provide

communication skills, reflect with children on whether

opportunities for them to have the full meal. Develop

it did this. What are your pre and post measures? If it

– as many schools already do – partnerships with

was about encouraging independence what can they

sports, culture and arts, adventure, social action etc.

do now that they couldn’t before. Encouraging children

that children can hook into if they liked an experience.

and young people to see the value of these activities for their own personal development is a key factor in

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whether they might continue them themselves.

Make it affordable

and charities for support. Ideally every activity on

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the list should be no cost – this doesn’t just mean

But not for ticking things off a list – rather for

entry fees. It means travel, transport, equipment etc.

progressing. A passport is a tool not a competition – it

Many children won’t have a rucksack for residentials

should inspire not demotivate by adding to perceptions

for example, or wellies for a walk, or craft stuff to

of failure. Use the celebration event to bring in the local

‘make something’. It is really easy to overestimate

community.

the resources that families have to draw on. partnerships. But it is of course a major challenge

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and one that is going to grow.

It would be easy to make this another ‘to do’. But in

www.getgrants.org.uk/category/schools/

truth, developing a ‘passion’ for something – almost

www.evolveadvice.co.uk/grants

anything – is itself enriching. Encouraging moments

Schools can use the passport to ask local businesses

Grant fundraising can help. As can those charity

Celebrate success

Have fun

of awe and wonder are a core part of a school’s

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Don’t make assumptions about barriers

purpose and one which they discharge – even in the most challenging contemporary contexts – with great passion and love.

Cost can be a barrier to enrichment for many. But it is much more complicated than that. A passport

Anita Kerwin-Nye is the Executive Director

is a start and a stimulus. But for many the barriers

at YHA and the Founder of Every Child Should. A

are multiple. Don’t assume it’s because parents

serial fixer she has run both some of the biggest

don’t care – it’s hard to take your child to an art

enrichment programmes across the country and

gallery if you feel overwhelmed in them yourself; it’s

some of the smallest at her local schools.

challenging to find time to go to beach if you are

Find out more:

working 6 part time jobs.

www.yha.org.uk and www.everychildshould.uk

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Unforgettable residentials in outstanding locations As one of the largest providers of school residentials, YHA offers: 130+ locations across England and Wales — by the coast, in the countryside and in cities. over 80 LOtC accredited sites – the most of any provider in the UK. free planning visits, free leader places, and tailored activities and packages.

Our team of friendly advisors can tailor a residential experience that is perfectly suited to your needs. Financial support may be available where children and young people face additional social challenges.

Contact us to find out more on 01629 592637 or visit groups.yha.org.uk/school-trips

This was an experience that will never be forgotten by our pupils. They spent their entire time away with ear-to-ear smiles on their faces and making memories in one of the most beautiful places in the country — if not the world.

Year 6 teacher after taking students on a residential to YHA Eskdale

Download our brochure

We are YHA. Because where you go changes who you become.

The EVC Magazine

EXPLORE NEW YORK with European Study Tours For an experience unlike any other, take an educational trip to ‘The Big Apple’ for inspiration and unforgettable memories Fly to NYC and begin your adventure with a visit to the Empire State Building Observatory. Enjoy panoramic views of the Big Apple and get those essential social posts sorted!

For an unforgettable first evening in the city, we can arrange your match day tickets at the world-renowned Madison Square Gardens.

“Everything was brilliant from start to finish with EST, our students had an excellent time - great to be

Inspire your students’ future careers at one of our exclusive events!

Art & Design LIVE! and Business LIVE! are held at the iconic MoMA, where students can hear first-hand accounts and exclusive insights from leading industry experts, helping to ignite their passion in the subject.

During a Q&A session, students will get a once-in-a-lifetime opportunity to put their questions to the experts, and get the answers they’ve always wanted to know! Finish the day with a trip to the Top of the Rock to see the city sparkle at night.

Ride on the Staten Island Ferry and view the impressive Manhattan skyline and the Statue of Liberty. On a visit to Ellis Island discover an important part of New York’s immigration history, before the emotional and unmissable experience of taking in the 9/11 Memorial.

Have a final meal in the city at Ellen’s Stardust Diner before transferring to the airport for your flight home!

visiting New York again!”

City College Norwich – Art & Design trip February 2022

For your Art students, visit the best museums in the city with collections for every aesthetic and taste. The Met or Guggenheim Museum will provide students with portfolio motivation, whilst Central Park will ignite photographic inspiration.

For Business Studies students, experience the dynamic city at the heart of the global economy. Take in Wall Street - the world’s largest stock market - and the iconic NASDAQ building on Times Square on a Financial District walking tour. Round off your day with a Broadway show.

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Flight back to the UK - arrive home tired but inspired with unforgettable memories that will last a lifetime.

European Study Tours top tips for trip planning European Study Tours are a national leading educational tour operator, trusted by teachers to organise school and college trips all over the world since 1982! Here are our top tips for planning your trip: Book with an established tour operator (make sure they are ABTA & ATOL protected and LOtC accredited!)

Plan in advance allowing time to organise and budget for the perfect trip Discuss destinations with your tour operator to ensure safety and security Complete risk assessments as required and consider a preview visit for your peace of mind Maximise your budget by including a range of free visits and experiences!

euro-study-tours.co.uk

t: 0330 838 4120

e: estsales@euro-study-tours.co.uk

S u m m e r Te r m 2 0 2 2

DISCOVER THE WORLD BEYOND YOUR CLASSROOM  40 years’ experience in helping teachers to inspire students’ learning

 Dedicated team of travel experts to create your perfect educational trip

 Exclusive LIVE! student learning events in UK, Disneyland® Paris & New York.

 Convenient & time-saving online travel technologies

 Support at all stages including 24/7 help line whilst away

euro-study-tours.co.uk 0330 838 4120

Crisis communications: How ready are you for that school trip nightmare? By Chris Gallant Chris Gallant, co-founder and director of Pharos Response Ltd and crisis communications expert, reminds us why it is so important to ensure schools are prepared to respond to a critical incident particularly as we go back to ‘normality’ and the much-needed return of higher risk school trips. He goes on to provide a framework for your crisis communications plan, something all schools should have, but very few do.

Thankfully, major incidents on school visits are fairly rare but of course they do happen, certainly more often than media reports would suggest. Every year the Pharos Response team support client schools in responding to incidents on trips and visits, ranging from coach crashes and serious safeguarding breaches to fatalities, life-changing injuries and more recently, complex issues caused by Covid. Regardless how hard we try to avoid it, if a school encounters a serious incident, parents, the press, the public and/or solicitors will be looking for answers and potentially, somebody to blame. Social media is always lurking in the background so whatever the incident, how you communicate your response to any incident is critical in order not to make the situation worse than it already is.

Why good communication is so vital during an incident You may be doing all the right things from an operational perspective behind the scenes, following your critical incident or emergency plan to the letter, but if parents don’t feel informed, supported or if they sense the situation is out of control then questions about liability, resentment or frustrated anger may creep in. If they are not getting answers from the school, parents might vent by taking to social media and/or the press. This is never helpful (to you) and responding to the incident just became far more complex, your workload more stretched and your reputation more at risk.

Similarly, if the media don’t get answers from you directly, they will source comments from elsewhere who’s statement may be factually incorrect or more damaging than the reality.

Ultimately, your hard-won reputation is at risk here and you want to be remembered for the right reasons. So, hopefully we can agree that what you communicate and who to is as important as what you actually do after a critical incident.

The following framework can be used to ensure you’re as prepared as possible but remember to document it all in your crisis communications plan and ensure key staff read it, understand it, are trained in how to deliver it and retain 24/7 access to it.

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A framework for your crisis communications plan 1.

Identify your school’s stakeholders

Who will you need to tell? Probably more people than initially spring to mind and you won’t have time to head-scratch the list together and find their contact details in the midst of a critical incident. So, keep a list updated in your plan and state who will be responsible for liaising with each stakeholder and how. ‘Internal’ stakeholders might include those staff and pupils directly involved/affected (potentially overseas or far away), their parents and next of kin, your crisis team, staff team and Board/ Governors/ Trustees, your insurer, legal advisor, investors or sponsors, high-profile advocates and any external support agencies such as Pharos Response or your PR agency. ‘External’ stakeholders might include all other parents and students, alumni, emergency services and authorities, the media and social media channels, membership bodies, associated local or partner schools, regulators and potentially the Charities Commission.

2.

Establish your communications team

Identify your spokesperson for media interviews. Who will control the communications and who will deal with initial press queries, who will look after the press who turn up at school, who will draft and approve your media statements?

Once decided, brief them, train them (including crisis spokesperson training) and then ideally put the whole team to the test with a simulation exercise. It is common that perhaps only one person in your incident ‘comms team’ will have any communications experience, so prior briefing and training is key.

For schools who do retain a PR agency, check that they have real experience of dealing with crises as the skillset involved with limiting potentially damaging media coverage is very different from attracting positive media coverage!

3.

Plan for the most likely scenarios

In order for your communications plan to be immediately helpful in the event of a critical incident, identify a selection of scenarios that could feasibly happen to your school and then draft an initial template media statement around each of these. In reality, school visits may only form one or two of these scenarios. These templates will make it far quicker and easier to respond in the heat of the moment.

4.

Set out the initial actions

What will you need to do first from a communications perspective? The hours immediately after learning about a critical incident can race by and it is easy to be blinded by the ‘all at once’ phenomenon. Although it is possible that the media will find out about an incident before you do, it is usual that there is a (short) period of time when you can prepare in relative peace. From a communications perspective, Pharos Response breaks these actions into three phases: Calm before the storm This is when you will know an incident has happened and have a little time to prepare your response. It is imperative that the communications team use this time to get ahead of the game so make sure someone is always reachable 24/7.

Your plan should set out the most likely initial actions for them to get on with. This will probably include establishing the facts of the incident, identifying information gaps, agreeing what can be shared publicly and what is confidential, assessing the communications risks, drafting holding or initial statements, setting up social media and press monitoring and preparing questions and answers specific to the situation.

Ducks in a row Once the communications team have established the outline plan and have the essentials underway, it will be important to communicate ‘internally’ in order that everyone knows outline facts, what the plan is and who they should pass any queries to from worried parents or the press. Prioritise your internal stakeholder list to assist this process and remember to include any other sites, both in the UK and overseas. Only tell those who are not on the crisis team what information is approved as being ‘public’, reminding them to keep this topic strictly confidential and not to post on social media.

Engage with any partner organisation’s PR people, such as the school trip provider or venue, share contact details and media statements to ensure you are ‘singing from the same hymn sheet’.

Check for any scheduled emails to parents, marketing campaigns or other external communications that might seem inappropriate given the news that is potentially about to break. Also sanitise your website for any images, articles or news stories that may enflame the situation that is unfolding as any major incident story will attract significant hits to your website. You may want to remove some photos that could be connected to the incident to avoid ‘feeding’ the media inadvertently.

Consider removing any people affected by the incident from your communication group lists. It would be awful for a parent to receive standard admin messages from the school after something tragic had happened to their child.

Brief those directly families affected by the incident that media interest is possible but you have a plan and will be doing everything possible to protect their identity and privacy.

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Contact, contact!

Once you receive an approach from the press, the story will become public so you might need to position yourself as the credible source of information. Quickly post your media statement on your website and alert relevant external and any remaining internal stakeholders so they don’t find out first via the media. Ask them to check your website (or your preferred channel) for updates.

Increase the frequency of social media and media monitoring to keep abreast of what is developing and adapt your statement and Q&A accordingly to correct inaccuracies. The volume of press calls could peak, so be prepared to handle these and retain a call log.

Prepare your spokesperson for media interviews including a dress rehearsal and use the room identified in your comms plan to host such interviews. Do look after waiting journalists by keeping them out of the rain and supplied with tea and biscuits. Making journalists stand in the cold and wet won’t help your case!

5.

Instructions and contacts

Sadly, incidents don’t always happen when your entire team is present in school. Therefore, you might need a set of instructions and passwords to enable your crisis team to carry out certain urgent functions that they might not usually do. This might include accessing your website on a Sunday morning to publish your media statement or deleting now sensitive images; logging into your social media channels or perhaps changing the voicemail on your phone server.

Finally, it will be useful to have a contact list of any communications allies should you need them in a hurry. This might include PR advisors, social media consultancy, IT/web specialists, friendly media contacts and any high-profile stakeholders.

Mind your manners!

Of course, there are many ways to respond to a critical incident. At Pharos, our guidance is usually to prioritise minimising any impact on those directly affected and to prepare for media interest but avoid it if possible. If the story does break, be helpful and transparent and work with the media while protecting the identify of those directly involved at all costs.

We call this ‘minding your manners’. When the spotlight falls in the aftermath of an incident, do the right thing by the people involved and be sure to tell your stakeholders what you are doing to help. You often can’t make the situation better but you can avoid making the situation worse. So, don’t pull down the shutters and hide or people will make up their own minds. Take ownership for making things better, be visible and available, respond professionally and with compassion, treat the media with caution but respect and use them as a channel to deliver your messages to your stakeholders. Achieving this will absorb time but after a serious incident, time is in short supply. So, plan as much as you can in advance as you never know when the phone will ring with awful news you never thought could happen.

Support available from: Pharos Response If you need help with planning your critical incident response, Pharos is likely to be able to assist with all your needs. www.pharos-response.co.uk

Evolve Advice Premium Evolve Advice Premium now includes the 24/7 incident response service from Pharos to ensure Evolve Advice customers can get access any time to the crisis management experts at Pharos. www.evolveadvice.co.uk

The Spotlight

S

ailing hasn’t always been a sport for innercity state schools like the Greig City Academy (GCA). But they’ve shown it can be accessible to everyone, with amazing results The Greig City Sailing Academy Sailing Programme was kick started in 2014. Jon Holt, GCA’s Head of Outdoor Education, was driving students down from North London to Poole for sailing weekends. They loved getting out on the water and some of them wanted to take it further.

They’ve shown what’s possible. With much more hard work and dedication than money, the whole world of sailing has opened up for them. And with it, everything that brings in terms of opportunity and aspiration. Some have even gone on to careers in the marine industry.

There wasn’t an obvious route to follow. And they couldn’t believe it when they couldn’t join one of the few schools regattas around because GCA isn’t a fee paying school.

None of this would have been possible without the continual support of Paul Sutton, Headteacher of Greig City Academy. And of course, the extraordinary dedication of our founder, Jon Holt.

So, they did it our own way. They bought an old 22ft yacht on ebay, rotting in a field. And spent the summer sanding her down and getting her seaworthy.

Finally, the GCA students themselves have made it all happen. They’ve stepped up and made the most of these opportunities, training long hours in all conditions around their school work.

By June 2015, students were getting a feel for sailing her unaccompanied. And they formed the ambition to be the first state school to complete the Fastnet.

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To find out more, or to support the Scaramouche Sailing Trust, visit https://scaramouchesailing.org.uk

W

NATIONAL GUIDANCE

ell-planned and facilitated opportunities to learn in the real world, away from the classroom help to improve the lives of young people. The Outdoor Education Advisers’ Panel’s National Guidance aims to make these opportunities easier to plan and deliver by giving users easy access to regularly updated and nationally recognised guidance.

OEAP National Guidance is fully inclusive of the range of provision for young people, including schools, colleges, youth services, other formal and informal settings and provision in the public, private, voluntary and charitable sectors. It covers provision across England and Wales and is recognised by the Department for Education at and by the Welsh Government Many employers and establishments have adopted OEAP National Guidance thus removing the need to write and maintain their own detailed guidance.

OEAP National Guidance is written by a small team of highly experienced OEAP Members and is continually improved and updated to reflect the developing understanding of good practice. It is therefore an online resource and is not intended to be printed as a static ‘manual’.

National Guidance is free at the point of use and is funded by the OEAP membership and contributions from users.

The OEAP has a list of Advisers you can contact if you need support in your school. Advisers are based in England and Wales and advise Schools, Local Authorities, Trusts and Youth Groups.

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Guidance

P

Forms

P

Mindmaps

P

FAQs

P

Checklists

www.oeapng.info

DEVELOP YOUR PUPILS’ CULTURAL CAPITAL An educational trip; learning outside the classroom, no matter how near or far gives young people confidence for the future. Bonding together, meeting new people and experiencing new environments are all key to enabling them to catch up on over 2 years of limited travel and minimal contact with the world around them.

At Next Generation Travel (NGT) we feel so strongly that young people have missed out on so much and deserve support with their social experiences as well as catch up in their learning, that we have developed a new loyalty scheme which means not only will your educational trip support their wellbeing and mental health through travel, but it will also provide funding and ideas for wellbeing activities in your school as a whole.

NGT offers a wide range of educational trips and events through its 4 specialist brands.

From our new flexible adventure & education residentials for younger pupils, to educational seminars offering fun downtime in locations such as Disneyland® Paris, bringing history to life with experienced and animated guiding on the Battlefields of Europe to competing in a fantastic football tournament in Barcelona and much more, All our brands at NGT are here to work with you to build the right balance of education and cultural capital on your next trips.

When you take 4 or more educational trips with us, we will reward your loyalty with a

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Character First Bronze Subscription worth £1000. Character First offer a wide range of wellbeing and character building experiences for your students ranging from exclusive role model visits, bushcraft days, yoga sessions and much more. Or simply utilise a £1,000 cash bursary within your own school to further enhance your own programme of well-being and mental health support. To learn more about the benefits of the Character First subscription visit our website here https://www.ngttravel.com/about-us/nextgeneration-travel-loyalty-scheme/ Discover our experiences today and see how they can help prepare our next generation for future success.

YOUR TRUSTED PARTNER FOR EDUCATIONAL TRIPS

“I have used WST for a number of years for a variety of tours. Throughout, they have been excellent in their organisation and planning, and in making everything so easy for school staff.

Always 5 Star service!”

Start planning your educational trip for 2022–2023 with Next Generation Travel and discover a whole range of new benefits.

The Vale Academy

• Book With Confidence Covid Promise • School Travel Forum travel insurance cover • Award winning service from an Investors In People Gold team, the only educational tour operator with Customer Service Excellence accreditation • Guide To Risk Assessment Pack to assist you in completing your risk assessments • In Safe Hands toolkit and tips developed with STF to help you with your planning • Loyalty Scheme to support your work with student wellbeing

Primary, Secondary and Sixth Form Trips

FE Colleges and Universities

Guided History Tours

Educational Events for Secondary and Sixth Form

Visit ngttravel.com for more information

Sports Tours for Schools and Clubs

The Joy

By Simon Turner

H • • •

aving been an EVC for the past seven years I am always asked exactly what EVC stands for and what the job entails.

Is it: Educational Vocation Counsellor?

Especially Virtuous Colleague?

Enigmatic Vice Chancellor?

When you tell them, and they may well be close colleagues, the standard response is usually “so you run the school trips do you? That must be (delete where appropriate) *fun, *easy *a free holiday, *a nightmare *tricky *rewarding” and as EVCs the answer is usually yes to all of those.

Within most school settings there are clearly defined jobs. We all sort of know what the Deputy Heads do, what the Heads of Year get up to and that the departments are run by their HoDs, but when it comes to co-curricular and educational visits then it all gets a bit more complicated.

The EVC must have excellent pastoral skills – you must know who is going on the visit and if there could be issues and adjustments which may need to be made. You have to judge whether a trip has value and sadly there seems to be a view that going on a trip for ‘fun’ isn’t valid anymore. Does there always have to be an academic slant, or can’t the students just go and enjoy being in the woods for a couple of days?

The EVC must have excellent counselling skills for when your visit leaders ‘drop in’ to your office or classroom to unburden themselves of their trip problems. So, we must be friendly and supportive and no, there are no rules about staff/student ratios unless it’s EYFS. My mantra is “it depends” …who is going, where to, who with, how far, how sensible are they etc. (STAGED) We are often the ones who will be presenting and selling the visit to the parents and answering their enquiries and the ones on the end of the phone whilst the visit is underway. This is much more fun when they are on the other side of the world and the school phone is by your bed…you just hope it doesn’t ring!

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School trips are the big selling point for lots of schools

of Trips – those extras that make school exciting and who, when looking back at their school days, can remember every maths lesson?

School trips are etched in the memory. Close your eyes now and think back to a school trip and I am sure you will smile (or grimace). For me it is aged 11 jumping out of a third-floor window into a haystack whilst my watching teachers drank beer.

I think being the EVC is the BEST job in the school. There is hassle; you have to think on your feet; because no one really understands what you do then you are usually left to your own devices; you get to interact with lots of staff from all parts of the school; you are the font of all knowledge, and a risk management genius and hopefully, if you have EVOLVE, then that takes out a lot of the stressful paperwork.

However and most importantly you are key to a child’s development. School trips are where memories are made and sadly our children have missed out on all the benefits of learning outside the classroom during the pandemic and it’s time to get them back out there – even if it’s an afternoon playing in the woods.

Simon is an experienced EVC who has also led a vast number and range of trips.

The EVC Magazine

5 REASONS TO TRY

NST Travel Group Take a school trip to inspire and educate with the help, support, and reassurance of the school travel experts at NST 1. LOtC accreditation We’ve been creating tours which inspire students for over 50 years and are proud to be an LOtC accredited provider, giving you peace of mind that all the elements of your trip have been carefully checked on your behalf - a view supported by the DfE’s recommendations on selecting a travel provider. Plus, you’ll have financial protection too as we are fully bonded through ABTA and ATOL.

We’ll work closely with you to bring your school trip ideas to life.

2. Memorable experiences with wellbeing benefits There’s no substitute for an experience in the wider world to inspire students’ imaginations.

Learning outside the classroom not only boosts student engagement with their subject, but also improves their knowledge, skills, resilience, self-confidence and wellbeing.

With our unrivalled knowledge of destinations across the globe, NST will help you to create a learning experience that’s as unique as your group itself.

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3. Full one-to-one support From the moment you start planning a tour with NST, we’ll work closely with you to bring your school trip ideas to life.

You’ll receive a tailor-made quote with no hidden costs, FREE educational resource packs, audited accommodation and transport, wide choice of assessed excursions and FREE preview visits. Whilst you’re away, benefit from the support of NST’s representatives, guides and escorts in many of our destinations - plus our 24-hour emergency cover.

5. Our commitment to sustainability We’re committed to sustainability so delighted to be partnered with Carbon Footprint to offset carbon emissions, reduce deforestation and provide wildlife habitats.

For every trip taken with us, a tree will be planted in Peru supporting reforestation, providing benefits to local communities and support forest biodiversity.

To guarantee carbon emission reductions, we’ve pledged to offset an additional tonne of CO2 through the Portel-Para reducing deforestation project in the Brazilian Amazon.

4. Award winning tour support technology to help your trip run smoothly Our technology tools help your trip run smoothly. These include My Tour Manager your online trip organiser to help save time and keep track of trip admin, MTM on the Go - our handy travel app for instant access to documents whilst on your trip, and Locate My Trip - live updates on your group’s tour location with NST’s trip tracker.

Plus you’ll have your own dedicated contact who has extensive school travel knowledge, and will go the extra mile to create a bespoke tour suited to your group’s needs.

Contact: nstgroup.co.uk info@nstgroup.co.uk 0845 293 7979

S u m m e r Te r m 2 0 2 2

Expertly designed trips to enhance KS3-5 learning

Inspire learning with an enriching school trip experience with NST • We’ve been creating tours that inspire &

• 24-hour support whilst on your trip is always just a phone call away

educate students for more than 50 years • We make it easier for you by organising

• Safety is at the heart of every NST school

your transport, accommodation & visits

trip and we’re ABTA & ATOL protected too

Destinations in the UK & overseas

nstgroup.co.uk 0845 293 7979

Instructor Wellbeing

INSTRUCTOR HAPPINESS AND HOW IT AFFECTS YOUR TRIP The EVC is no stranger to a checklist: insurance, risk assessments, dietaries we know you've got it covered.

But when it comes to your activity provider's staff wellbeing, do you have the full picture?

On the surface, the Outdoor Instructor lifestyle looks breezy - fresh air, making kids laugh and spending days on the beach. But what happens when the picture is not quite so rosy?

Swanage-based outdoor centre, Land & Wave, employs up to 45 staff in a busy summer season

"Without a happy staff team we simply couldn't operate," says Director, Rosie Tanner.

"Our biggest priority is to ensure instructors are well paid, well rested and feel supported throughout the season.

Instructor, Tom, has worked for Land & Wave for 3 seasons

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"Contented staff are core to delivering safe, quality residentials, so it's really important."

INSTRUCTOR WELLBEING

Rosie says, "If staff are well-looked after, they're likely to return for another season. This maintains an experienced staff team, keeping quality high.

"We're always looking for ways to look after our staff. We listened to staff feedback last season and made a pledge this year to include: a bonus payment for every instructor who project manages a residential and ensuring staff work no more than two weekends a month."

A thorough EVC should never feel embarrassed about asking their activity provider probing questions about staff welfare.

Instructor, Erin, has worked for Land & Wave for two seasons

The safety of your group is in the hands of instructors, so you need to feel confident that your activity centre is supporting their staff with decent pay, reasonable working hours and progressive training plans.

5 THINGS TO ASK YOUR ACTIVITY PROVIDER How much do you pay instructors?

How many hours a week do instructors typically work?

What is the staff retention and turnover?

How experienced are the staff team?

What training opportunities do instructors have access to?

Land & Wave provides adventure school trips and runs an Outdoor Instructor Training academy www.landandwave.co.uk

Useful Links

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EVOLVE Advice

www.evolveadvice.co.uk

EVOLVE login

www.evolve.online

eduFOCUS Ltd. (suppliers of EVOLVE)

www.eduFOCUS.co.uk

National Guidance (OEAP)

www.oeapng.info

National Library

www.national-library.info

Kaddi (provider database)

www.kaddi.com

LOtC Quality Badge (provider database)

www.lotcqualitybadge.org.uk

Foreign and Commonwealth Development Office (FCDO)

www.fco.gov.uk

Health and Safety Executive (Education)

www.hse.gov.uk/education

Curriculum Adventurous Activities for Primary Schools

www.caaps.org.uk

Find My Certificate

www.findmycertificate.com

Outdoor Education Advisers Panel

www.oeap.info

Institute for Outdoor Learning

www.outdoor-learning.org

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If like us, you believe every child should have the opportunity to take their learning beyond the classroom, scan below to find out how we can help you reduce bureaucracy and increase opportunities.

EVOLVE Advice

The Educational Visits Specialists Training for EVCs, SLT and Visit Leaders Advice, Guidance & Trip Approval www.evolveadvice.co.uk

www.theevcmagazine.online