PERSE OUTDOOR PURSUITS HANDBOOK 2022-23
- 3Welcome 4 Key Contacts 5 Emergency Response 6 Our Shared Values 7 Group Structure 8 Behaviour Policy 10 Accommodation and Facilities Policy 11 Cutting Tools Policy 14 Cutting Tools Competency Scheme 16 Camp Area Inspection Procedure 18 Group Appointments Procedure 21 Food Grading Procedure 22 Signals: Radio and Whistles 23 Raising Concerns 24 Wellbeing on Camp 26 Hygiene Guidance 27 Advice for Young Leaders 33 Pupil Leadership Positions 40 APB Form 42 Critical Incident Flow Chart 43 Green Card - Missing Person Procedure 44 Red Card - Primary Survey 45 Blue Card - Secondary Survey 48 Yellow Card - Major Incident Management
• To keep the Venture Leader fully briefed with regular updates - initially the Home Contact
7 Start compiling a list of people affected by the incident
Communicate this information to the Venture Leader as soon as possible whilst ensuring that it is kept confidential.
9 Consider locating a resource to be used as an ‘on-site’ control centre This will depend on the scale of the incident and the support offered by local authorities. A local agent or supplier hotel may be the best choice.
3 Provide first aid See the critical incident protocol at the back of this handbook
First Responders
6 Contact the school (Home Contact)
8 Gather up belongings Only do this after obtaining the permission of the authority in charge and put these belongings in safekeeping.
• What is their condition? • Who is unharmed?
• Who is involved? • Who is injured/affected?
• Where are the injured being taken for medical treatment?
2 Call the emergency services and report to authority in charge
To look after the well-being of participants and themselves
Make this contact as soon as the safety of all involved has been established but have as many details to hand before making this call, who will be prepared to follow initial incident notification procedures
10 Maintain relevant information logs See the critical incident protocol at the back of this handbook. The venture leader must keep this record up to date in the event of hospitalised casualties.
• What is the nature of the incident?
If seeking mountain rescue dial 999 and request police and then mountain rescue.
Key Contacts
•Responsibilities
A first responder will usually be a teacher, but might in certain circumstances not be a teacher and be, for example, a driver of a coach, a parent or even a pupil.
BEN PARKER Head of Outdoor Pursuits E. bcparker@perse.co.uk M. KIERON07534471711TAYLOR Assistant Head of Outdoor Pursuits E. kotaylor@perse.co.uk M. 07702333546 HOME CONTACT NUMBER 01223 851250
Emergency Response
• To act as the school’s visible face (but not voice) until further support arrives
1 Ensure the safety and well-being of yourself and everyone around you This is your number one priority over and above any other factors.
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4 Account for everyone Conduct a head count or roll call 5 Establish some basic facts
- 6 - - 7Our Shared ValuesValues CompassionIntegrityTrustworthinessinthefaceofadversityHonestyandconsiderationforothersCareforpersonalequipmentGooduseofhis/hertime Oath of Leadership On my honour I promise, To lead other with integrity, honesty and trustworthiness, To set an example in all that I do, to take care of my peers and those around me And to uphold the values of the troop Perse Exploration Society Extra-curricular Clubs CLIMBING CLUB YEAR 7 – UPPER SIXTH ARCHERY CLUB YEAR 7 – UPPER SIXTH PADDLESPORT CLUB YEAR 7 – UPPER SIXTH PREP OUTDOOR PURSUITS YEAR 6 BASE CAMP YEAR 7 ASCENT GROUP YEARS 8 – 10 SUMMIT 10 YEAR 10 SUMMIT 11 YEAR 11 D of E SILVER YEAR 11 SUMMIT 12 LOWER & UPPER SIXTH D of E GOLD LOWER & UPPER SIXTH VOLUNTEERING LOWER & UPPER SIXTH APPLICATION
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Below are listed the appropriate and expected behaviours of pupils around camp. This list is not exhaustive and pupils should demonstrate common sense and sound reasoning at all times.
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• Serious acts of abuse or bullying on grounds of race, gender, sex, disability, religion, sexuality or age Inappropriate levels of intimacy between pupils that causes discomfort to others or contravenes the rules of camp Dangerous behaviour likely to endanger yourself or others Misuse of equipment both personal and group (to include appropriate use of sharp implements) Misuse of alcohol Disrespect to landowners and the countryside
• Girls and Boys may not be in the same tent
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• You are responsible for your kit administration (personal and group)
Minor offences and/or major offences which affect the immediate safety of others will be dealt with outside of the disciplinary process outlined above in the interests of pupil and staff safety. These actions can be carried out by any member of school staff or volunteer instructor. Contravention of any of these rules may lead to the senior leader excluding the pupil(s) concerned from any or all of the adventurous activities. In extreme cases pupils will be sent home and this will be done at the parents’ expense.
• No mobile phones and loud speakers
Persistent and deliberate refusal to follow staff instructions or accept the authority of staff and the school Abusive behaviour to teaching and non-teaching staff
Below are listed behaviours deemed unacceptable Serious Breaches of Conduct Expeditions can only run when pupils conduct themselves with integrity, honesty and consideration for others.
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• Persistent lying Continued undermining of authority or individuals
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• Adhere to the timings issued by staff
• Leave no trace
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REMEMBER you are representing the school. Your behaviour will inform people’s views of The Perse. Disciplinary Proceedings Where possible and within the practical constraints of ventures/ training activities any pupil that is deemed to have broken the Behaviour Policy or Camp Rules in a significant way will be bought before a disciplinary council. The council will be made up of, at minimum, one member of school staff, the supervising pupil leader and an elected peer.
Camp Rules
All members of Outdoor Pursuits are expected to follow the Perse School Code of Conduct and School Rules. Above all pupils should act with honesty, trustworthiness and respect for others. Common sense should be used at all times and an atmosphere of co-operation is required to make activities and camps run smoothly.
• Be respectful of others, public/common space and keep noise levels down
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Department Policies Behaviour Policy
The infringement will be discussed and sanction decided upon.
• Sanitation facilities for staff should be separate from those of pupils. Where this is not possible single occupancy facilities may be used for both staff and pupils.
Pupil residential accommodation • All pupils must be accommodated separately according to sex (male and female separately)
• carry, buy or sell any type of banned knife (the list of banned knives can be found at www.gov.uk)
• All school leavers, volunteers and contractors over 18 years are included in term ‘staff’ within this policy
• can include multi-tool knives - tools that also contain other devices such as a screwdriver or can opener
• Where concerns are raised regarding a staff/pupil’s individual needs support will be facilitated on a case by case basis in consultation with the pupil / staff member and the school pastoral team.
• carry a knife in public without good reason - unless it’s a knife with a folding blade 3 inches long (7.62 cm) or less, e.g. a Swiss Army knife
The Perse Outdoor Pursuits Cutting Tools Policy is designed as a common sense policy to prevent injury and maintain accountability for the use of cutting tools in all activities run within the department. Responsibility for enacting the regulations outlined in this policy lies with suitably qualified person as defined below.
Legal Framework It is illegal to: • sell a knife of any kind (including cutlery and kitchen knives) to anyone under 18 years of age
• Sanitation facilities for staff should be separate from those of pupils. Where this is not possible single occupancy facilities may be used for both staff and pupils.
• use any knife in a threatening way (even a legal knife, such as a Swiss Army knife)
• Sanitation facilities should be provided separately according to sex (male and female separately). Where this is not possible single occupancy facilities may be used for both sexes.
Cutting Tools Policy
• have blades that can be locked and refolded only by pressing a button
• All staff should be accommodated separately according to sex (male and female separately). Where this is not possible consent for combined accommodation must be sort from all staff present.
• Disposal facilities for hygiene waste must be provided Staff residential accommodation
Lock knives are not classed as folding knives and are illegal to carry in public without good reason. Lock knives:
Pupil & Staff Camp Accommodation and Facilities Policy
Individual needs
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• Disposal facilities for hygiene waste must be provided
• Where possible, pupil accommodation and sanitation facilities should be separated by section (Lower, Middle School and Sixth Form)
• Direct Supervision - in the context of activities using cutting tools direct supervision is supervision by a qualified person. The qualified person must be within visual and verbal range. Supervision ratios are at the discretion of the qualified person depending on the remit of the qualified person, cutting tools being used and the age or experience of the participant.
Supervision: At all levels a pupil may gain skills in any cutting tool as long as they are directly supervised by a qualified person.
The sanctions below increase in severity. Decisions on implementation order are at the complete discretion of the qualified person:
1. Verbal warning If an individual is acting unsafely with a cutting tool, advice on safe practice should be provided.
• Pupils undertaking activities involving cutting tools may use stock equipment following the safe storage guidelines.
3. Demotion of a CTCS level (wrist band removal) If there is persistent misuse of cutting tools, demotion of a CTCS level (and removal of wrist band) may be considered. Such actions may only be conducted by a qualified person and must be reported to the Head of Department.
• School Day - The school day is defined as 0830 to 1600 (or until the end of any extracurricular club or society). Personal Cutting Tools must be taken directly to the Outdoor Pursuits Centre *In a venture setting the venture leader should explicitly state the overarching conditions for remote supervision and all qualified persons must adhere to these conditions.
2. Removal of a cutting tool or suspension of CTCS level (wrist band removal) If an individual continues to act unsafely removal of a cutting tool or suspension of a CTCS level (wrist band) should be considered by a qualified person.
All pupils are encouraged to report concerning behaviour involving cutting tools.
Pupils in Year 6 and below must always be directly supervised when using cutting tools. Pupils in Year 7-13 may use personal cutting tools as per the Cutting Tools Competency Scheme in accordance with the framework below:
- 12 - - 13Definition of Terms
• Pupils may not store personal cutting tools or stock equipment in residential spaces. Appropriate storage for cutting tools will be provided by the school.
• Pupils are not allowed to bring personal cutting tools into school for training sessions.
• Qualified Person - any person over the age of 21 years old who has completed and passed the white (cutting tools leader) and/or black (cutting tools instructor) assessment. The remit of the qualified person is defined by the award level held in line with the CTCS.
Sanctions: If actions by an individual threaten the safety of themselves or others immediate removal of cutting tools is permitted by anyone.
• Pupils may also use appropriate personal cutting tools provided by a qualified person both on the school site and on ventures following the safe storage guidelines
• Cutting Tool - Any bladed tool designed for cutting, splitting or otherwise separating or piercing material. This includes, though not limited to, all types of knife, saw, axe, carving implement, shear or lopper commonly used in outdoor, gardening and cooking activities. This term does not include scissors.
4. School Sanctions (removal from activities, camp, detention, suspension, expulsion) Such actions may only be carried out by school teaching and support staff. All concerns by any other individuals must be reported to the venture or activity leader.
• All personal cutting tools bought in by pupils for an afterschool venture must be submitted to a qualified person at the Outdoor Pursuits Centre prior to the start of the school day
• Personal Cutting Tool - A cutting tool, as defined above, that is not the sole property of the Perse School.
Safe Storage Guidelines:
• Training Sessions - Any Perse organised activity on or offsite which runs within the school day and/or forms part of the enrichment or extra-curricular programme, excluding expeditions/ ventures.
• Expeditions/Ventures - Any Perse organised trip away from any one of the Pelican, Prep or Upper school sites.
• Remote Supervision - in the context of activities using cutting tools remote supervision is supervision by a qualified person. The qualified person must be within a suitable response range (time and/or distance) relevant to the cutting tools being used and age or experience of the participant. A reliable and appropriate means of communication must be agreed between the supervisor and participant*. Supervision ratios are at the discretion of the qualified person depending on the remit of the qualified person, cutting tools being used and the age or experience of the participant.
• Personal Cutting Tools may be bought on ventures if the relevant competency is reached as per the Cutting Tools Competency Scheme.
• All cutting tools must be stored safely and accounted for after activities are undertaken
• Stock Equipment - Perse owned cutting tools, stored as per the safe storage and distribution guidelines.
Outdoor Pursuits Cutting Tool Framework:
*Cutting tools must be designed for utility. Those designed for any other purpose e.g. assault, concealment etc. will be removed at the discretion of the supervising adult.
Category Wrist band Role Remit Assessment types
Online theory test Practical training Skill progression log Practical assessment of all Validationlevelsby Head of Department Fixed / locking blade knife (max 5” blade) and multiLockingtools. folding / compact Handsaw. Axe (<30cm Long). Wood carving tools (inc. draw knives, gouges & Noaugers)non-locking blades.
Direct Supervision In the context of activities using cutting tools direct supervision is supervision by a qualified person. The qualified person must be within visual and verbal range. Supervision ratios are at the discretion of the qualified person depending on the remit of the qualified person, cutting tools being used and the age or experience of the participant.
All cutting tools may be used
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Online theory test
Cutting Scheme
Teaching BLACK InstructorToolsCutting
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Yr 11+ Chosen project Set of pegs Tea CookingDessertSpoonspoonspoon
General Guidelines Always have a first aid kit to hand when using cutting tools Take regular breaks, do not use a cutting tool when tired Use the correct cutting tool for the job Wear appropriate protective clothing Never threaten or act in jest whilst using a cutting tool
Tools Competency
skewerProducelogBattenvegetableaasmalla
Competency
Toolssupervisionunder1-3Instructionusedlong)axes/supervisedremotely(largemauls(>30cmmayonlybeforbattening)ofLevelmaybeconducteddirectofCuttingInstructor.
Supervision definitions
Remote Supervision In the context of activities using cutting tools remote supervision is supervision by a qualified person. The qualified person must be within a suitable response range (time and/or distance) relevant to the cutting tools being used and age or experience of the participant. A reliable and appropriate means of communication must be agreed between the supervisor and participant*. Supervision ratios are at the discretion of the supervising adult.
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ORANGE Level 2 Knives and Saws may be used supervision.usedcuttingsupervised.remotelyAllothertoolstobeunderdirect
N/A Participant Cutting tools only to be used under direct supervision N/A N/A N/A N/A RED Level 1 Knives may be used remotely supervised. All other cutting tools to be used under direct supervision. Online theory test Practical training Practical assessment Yr 7+ Cut up
Permitted Personal Cutting Tools* groupsyearlimits/Age assessmentPractical task
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Practical training Practical assessment Refresh previous levels Fixed / locking blade knife (max 5” blade) and multiNotools.non-locking blades. Yr 8+ Produce a feather Producestickpeg GREEN Level 3 Knives, Saws and Axes for battening may be used remotely supervised. All other cutting tools to be used under supervision.direct Online theory test Practical training Practical assessment Refresh previous levels Fixed / locking blade knife (max 5” blade) and multiLockingtools. folding / compact Nosaw.non-locking blades. Yr 9+ Produce batten Skill WHITE LeaderToolsCutting
All cutting tools may be used unsupervised. May supervise all levels using all cutting tools. May provide training and assessments at all levels up to Cutting Tools Leader. Assessment by HOD. Observed lesson Verbal theory test Free choice >21yo N/A
0 Very poor – well below the expected standard
2 Satisfactory – met most of the expectations, but not quite there
Area Score How could pupils improve in this area? Site Is the site tidy and free of Iflitter?appropriate are the camp boundaries in good order? Are there functioning additions to the site (gadgets, trenching, wind shields etc.)? Tent Pitching Are the tents securely pitched? Are the tents situated Areintelligently?thepegs neatly aligned? Has the tent been adjusted for the prevailing conditions?
Pupil Group: Date & Time: Inspector: Each of the six areas below is to be graded on the 0-5 scale below. No half-scores are Apermitted.3gradeis the expected median grade, with a 5 grade being genuinely outstanding.
5 Outstanding – exceptionally well above the expected standard
- 16 - - 17Department Procedures Pupil Camp Area Inspection Procedure
4 Excellent – a very good standard for a strong patrol
The questions in each area are only a guide, and the latter questions in each area are pitched at the pupils getting 4 or 5.
3 Good – comfortably met all the expectations we’d have of a patrol
1 Poor – below the expected standard
Camping Equipment Are all the tent bags, mallets and spare pegs securely Isstowed?thegas stove/ fire box safe? Is all the group equipment in good order? Have any defects been reported to the group leadership? Catering Equipment Is all the washing up done? Is all the food hygienically stored in an ordered fashion? Are bins closed and off the floor? Hygiene Are all group members clean? Is there evidence of washing of hands, cleaning of teeth, changing of clothes? Has the washing up been done well? Tent Interior Is it clear that the pupils are taking off their footwear inside the tent? Is the inside of the tent clean? Is everyone’s property clearly in bags or neatly ordered?
• No form of popular vote is allowed
• No form of popular vote is allowed
• Applications for pupil volunteer positions must be made directly to Head of Outdoor Pursuits
Fire/ Team Leaders
All Other Groups Appointments Procedure
• Pupils who do not put themselves forward will not be considered for a role. Staff/ volunteers may encourage pupils to make an application.
• All applicants for pupil volunteer positions must attend an in person interview with the Head of Outdoor Pursuits
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• Applicants for the pupil volunteer positions may express a group preference on application.
Appointment to leadership positions in Year 9 and 10 within PES Ascent Group is an important step for many pupils. The impact of being appointed/ not appointed on the pastoral needs of pupils must be borne in mind. The below flow chart is a guide to ensure that as wide a range of opinion and evidence is gathered before appointments are made.
All appointments are the responsibility of the Head of Outdoors Pursuits who will be assisted by Section Leaders. Appointments may not be appealed, however explanation may be given on request.
• All pupils must be given an opportunity to put themselves forward for a given position (usually at the beginning of a new academic year). However if a pupil joins after the application deadline passes this point does not apply.
• The staff member in charge of the group should take advice and feedback from the wider Outdoor Pursuits team, teaching and support staff, volunteers and advice from HoY and Tutors to assist in appointing Fire/Team Leaders.
• Pupils in Year 11-13 only are eligible to apply
• The Head of Outdoor Pursuits will consider all applicants for pupil volunteer positions against the needs of each outdoor pursuits group and the experience, skills and personal attributes of the applicant
• Advice and feedback will be sought from the wider Outdoor Pursuits team, teaching and support staff, volunteers and the HoY and Tutors
PES Ascent Group Appointments Procedure
• Appointments must be communicated to all applicants, not just the appointees, at the same time
• Appointments must be communicated to the whole group, not just the appointees, at the same time Pupil Volunteers
All Year Sectionalfeedback8sSPLC Tutors & HoY feedback in written form prior to camp Section Leader & HOD YES/ NO/ MAYBE Categorisation Section Leaders + Sectional Staff + Sectional Volunteers Meeting Section Leaders & HOD DraftSectionAppointmentsLeadersAllCampStaffYES/ NO/ MAYBE Categorisation Sectional SPLC Final Draft (Section Leaders & HOD) All Year Allfeedback9sCampStaff
Appointments may not be appealed, however explanation may be given on request.
All appointments to leadership positions are important to the pupils involved. Decisions must take into consideration a wide range of factors including skill, experience and personal attributes. In all cases evidence on each applicant should be sought from all available sources within the school community to ensure an informed decision is made.
An applicant’s pastoral needs and level of commitment to other areas of the school must also be considered to ensure the interests of the applicant are met where possible.
• All Fire/Team Leaders are appointed by application only.
• All pupil volunteer positions are appointed by application only
• Alterations on the basis of friendship will not, in isolation, be considered a valid reason unless necessitated by pastoral need.
Category Description Grading Quantity
Hospitality
Group/Patrol/Fire Formation Procedure
Year 11-13
2: just right Quality
• Alterations on the basis of friendship will not, in isolation, be considered a valid reason unless necessitated by pastoral need.
1: some additional table decoration, food neatly plated
• Pupil pairs may be contested on the basis of behavioural management or pupil safeguarding. Where this is necessary the lead staff member must communicate this clearly to the pupils involved.
2: exceptional additional table decoration, food artistically plated
Group formation can be both a source of great enjoyment for pupils but also great anxiety.
• Alterations will be considered on a case-by-case basis.
• Information will be gathered from the relevant pastoral staff (HoY, Tutors, Safeguarding team) to try to best manage pupil needs.
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• Groups must be communicated to all pupils at the same time.
Presentation
Hygiene
This category looks at the cleanliness of the cooking area, dining area, cutlery and crockery. Consider the provision of hand washing facilities. No handwashing facitlity would be graded 0, cold water or no soap would qualify for a score of 1 and hot water with soap a score of 2 0: no provision for hygiene 1: adequate provision for hygiene
2: excellent provision for hygiene Total out of 20
• Pupils will be able to elect a partner they would like to be placed into a group with. Wherever possible this pairing will be maintained in the planned groups.
• No form of popular vote is allowed.
• The focus in this age group is for all pupils to work with others they may not have met before and to form cohesive teams by getting to know one another.
• Group formation is the responsibility of the lead staff member in conjunction with the wider Outdoor Pursuits team, teaching and support staff and volunteers associated with that group.
• Group formation is the responsibility of the lead staff member in conjunction with the wider Outdoor Pursuits team, teaching and support staff and volunteers associated with that group.
Food and its production for staff is a big event for pupils. They put in a huge amount of effort and the grade they get for it, which contributes to camp prizes, are competitively fought for. It is important that we are positive but honest in our grading of food. Though you do not need to share your intended grades with pupils at meal times, feedback on what went well and improvements are to be encouraged. If there is more than one volunteer, staff member or pupil leader present try to discuss the final grade with all of them before submitting it to your group leadership team. Standards are high overall so do not grade too generously unless the food is exceptional.
Year 6-10
This category concerns the way in which the dining arrangements have been made and the food has been plated up. Be considerate of the efforts put into setting up the dining area with decorations or additional comforts. 0: no additional table decoration, poor plating up of food
This category is the most subjective. Be aware that standards are high. A score of 9 would be restaurant quality food and 1 would be inedible. An average meal would satisfy a score of 3-6 and a good meal would achieve a 6-8 score. 1 low- 9 high
0: exceptionally late 1: 5-15 minutes late 2: 0-5 minutes of deadline
Food Grading Procedure
0: did not use all ingredients 1: not enough/ adequate use of ingredients but poorly distributed
• Groups will be formed without consultation with pupils.
Entering into groups where pupils may have to work with people they do not know or have previously had negative interactions with can be challenging. Staff and volunteers need to recognise these challenges and be compassionate towards pupil concerns. The below procedure should be followed. The advice of the Head of Outdoor Pursuits and/or school pastoral team should be sought where concerns arise.
• Alterations will be considered on a case-by-case basis
0: poor conversation and engagement, inappropriate conversation
Timing
• No form of popular vote is allowed.
This category concerns engagement of all people present at the meal not just staff. Hospitality towards just staff and volunteers does not justify a higher score.
This category concerns the amount of food given to all people present at the meal. Higher grades may not awarded where staff/volunteers are given more than everyone else. Be aware where pupils are issued ingredients which may limit what they can produce.
1: stilted conversation and engagement, some people left out 2: good conversation and engagement, all people involved 3: engaging conversation, additional activities and genuine participation by all
• Information will be gathered from the relevant pastoral staff (HoY, Tutors, Safeguarding team) to try to best manage pupil needs.
• Groups must be communicated to all pupils at the same time.
All meals are given a deadline. Score as accurately as possible. Where you as the guest are late or not available for collection mark on the basis of when the meal was ready.
• Groups will be formed in limited consultation with pupils.
- 22 - - 23Pupil Guidance Signals: Radio & Whistles Whistle Signals — ••• Full Troop/ Group fall in — •• Patrol leader/ Fire Leader — • Food Quartermaster —— Runner PES Ascent Group specific signals ••• — Bear •• — Bear PL • — Bear FQM RadioLetterProtocol Key Phrase A Alpha B Bravo C Charlie D Delta E Echo F Foxtrot G Golf H Hotel I India J Juliet K Kilo L Lima M Mike N November O Oscar P Papa Q Quebec R Romeo S Sierra T Tango U Uniform V Victor W Whiskey X X-ray Y Yankee Z Zulu MorseLetterCode Code A • B — ••• C — • — • D — •• E • F •• — • G —— • H •••• I •• J • ——— K — • — L • — •• MN — • O ——— P • —— • Q • R • — • S ••• T — U •• V ••• — W • —— X — •• — Y • Z —— •• Raising Concerns Reporting Concerns If you have a concern at any point during training or sessions or on camps whether small or large you can raise them with any of the following people at any time: 1 Your patrol/ fire leader or member of your patrol/ group 2 Pupils leaders (Bears, Stags, Fire Leaders) 3 Pupil/ Adult volunteers 4 Teaching Staff 5 Outdoor Pursuits Staff Other opportunities for reporting concerns On camps there are morning and evening surgeries where pupils can raise medical and pastoral concerns with the camp doctor. These surgeries occur at Flag Break and Flag Down. Outside of Outdoor Pursuits If you do not feel you are being listened to within the structure of Outdoor Pursuits you can raise your concerns with your tutor or head of year and the wider pastoral support team.
REMEMBER:
raise any concerns you have straight away. Do not suffer in silence.
In Person
• Get a good night’s sleep by going to bed as early as you can and making sure your sleeping area is as warm and comfortable as possible.
There are lots of people you can talk to on camps so it something is worrying you or you just need a hand try this first:
• Trust your team. You will work better that way.
• Wellbeing area on sharepoint
• Loyalty to your team is important. Work together and don’t let anyone else down.
• Get involved. Push yourself outside of your comfort zone to try new things.
Being away on trips and adventures can take its toll on all of us and it’s important that you find the time to keep yourself both physically and mentally fit and healthy.
If you are looking for help and advice there are lots of places online where you can get help. • Childline – (0800 1111) Give them a ring if you are in need of help. They can provide immediate support if required.
Body
• Eat healthily, having three main meals a day and ensuring that you cook a balanced diet.
• Respect and listen to the views of the rest of your team.
• Staff member • Mental Health First Aiders In Outdoor Pursuits these are: Mr Parker Mr Hutchings In School Sometimes things can happen before, during or after sessions at school that you would like to talk about. Here are some ways of getting help.
• Be creative and think outside the box. Spirit • Listen to those around you and try to understand their feelings.
• Ask for help if you are struggling (or just need an extra pair of hands).
• Make yourself at home. Your shelter is your space to look after, keep it nice and you will enjoy being in it.
- 24 - - 25Wellbeing on Camp
• Stay hydrated, particularly on hot or windy days. It’s a good idea to carry a water bottle around.
• Your friends • Patrol/ Fire Leader • Other student leaders • Staff member • Tutor • Head of Year • Tootoot Online
Where to get Help or What to do if…
• Empathise and try to understand other people’s feelings from their point of view.
• Your Friends • Patrol/ Fire Leader • Other student leaders
• Enjoy yourself – PES is a place for fun.
Mind • Be courageous. Face challenges head on and be confident that you can achieve them.
• Be kind and respectful to yourself and to everyone else.
• Keep warm and dry – any fool can be uncomfortable and you are not a fool.
• Believe in yourself.
• Build friendships with those around you.
• Kooth – Good online mental health resources and online counselling
• Take time to sit and think when you need it. Teamwork Whenever you are part of PES you will be part of a team. From the biggest groups to the smallest fires, your team is a place where you belong. Working together in a team can be hard but you are stronger as a group.
• Be disciplined and maintain high standards.
• Remember this code even at sensitive moments e.g. when responding to bullying, bereavement or abuse.
5 Air your sleeping mat, pillow, liner and sleeping bag whenever the weather permits
• Steer clear of inappropriate attention seeking behaviour e.g. flirting, crushes, tantrums, etc.
2 Store food off the ground, secure from vermin and appropriately (refrigerated – meat & dairy, ambient- vegetables, fruits and dry goods)
9 Where water is not mains provided sterilisation by boiling or chemical treatment may be required- seek staff advice
• Put this code in to practice at all times • Everything you can to be an excellent role model
3 Clean work surfaces or change work surfaces between preparing different food groups
Camp food hygiene 1 Keep food groups separate (meat, dairy, vegetables, dry goods etc.)
• Let allegations, suspicions or concerns about abuse go unreported
• Believe ‘it’ll never happen to me’ 8.
5 Wash hands and equipment in hot soapy water. Alcohol gel is NOT an adequate substitute when equipment and hands can be covered in mud.
10 Cook food thoroughly. Check for allergies and intolerances (be aware of the crosscontamination of surfaces).
DO DON’T
• Get involved in physical contact games with young people, even if you are running them
• Engage in inappropriate behaviour or contact e.g. play fights, insults, obscene gestures
• Tell an adult where you are and what you are doing at all times
- 26 - - 27Hygiene Guidance
Do’s and Don’ts
4 Wash hands and all equipment before and after food preparation. Do not assume all equipment is clean on issue.
4 For multi-day trips wash your clothes regularly and air dry whenever the weather permits
Advice for Young Leaders & Volunteers:
• Treat all young people equally – show no favouritism • Avoid situations that could affect relationships within the group • Allow young people to talk about any concerns they have • Encourage others to talk freely about attitudes or behaviours they don’t like
• Remember this code when sending texts, emails, making phone calls and using the internet
1. 2. 3. 4. 5. 6. 7.
6 Always provide hot water and hand wash for all people partaking in meals
Personal hygiene 1 Wash your hands before and after eating, after toileting and at regular intervals throughout the day 2 Brush your teeth twice daily 3 Take any opportunity for a shower where possible
7 Dispose of food hygienically using bins provided 8 Water storage containers must be cleaned thoroughly on issue
Pupils will look to you for guidance. Staff expect you to do your best. They want you to be successful, so you can expect their help as well. Try to be the most effective leader you can. You were appointed because we believe that you will help the troop be successful and help create a better outdoor pursuits experience. Good leaders accept leadership roles because they want to make a difference. Good leaders are servant leaders. They focus on helping others succeed.
It is the policy of The Perse School to safeguard the welfare of all pupils by protecting them from neglect and from physical, sexual and emotional harm. Code of Behaviour
• Remember someone else might misunderstand your behaviour, however well meant • Trivialise abuse • Allow bullying even at the lowest level (unchallenged behaviour tends to escalate)
• Make threats or suggestive or offensive remarks to a young person, even in fun • Drink alcohol or smoke or do anything which contravenes the school rules
• Treat everyone with respect
6. Commitment
3 Immediately tell an adult
9. Ability To Inspire Inspiration can take many forms, but a capable leader will be able to demonstrate their ability to lead and inspire by motivating their team to share a vision.
By clearly describing their idea to their team, the leader will be able to create a sense of ease and understanding with their peers. When every member of the team is striving towards a common goal, then there is nothing that cannot be accomplished.
What happens if…?
8. Creativity Sometimes a difficult situation will arise that will require you to think outside of the box and help your team do the same. At such crucial movements, a good leader will be able to demonstrate a unique type of creativity that can help their team push through any situation.
If you have a concern about a young person or you get a complaint about anyone including yourself: 1 Immediately tell an adult
L
E
5. Confidence
A stress-free environment often garners the most results, and sometimes all that is necessary to help push your team forward is a healthy dose of humour in the face of difficulty.
E
Some leaders may drive their teams to work hard, while others will constantly be at their sides, giving every task their one hundred percent. The latter is the type of leader that can expect to achieve more. Teams work better when they see that the one that they answer to is right by their side, sharing their struggles and triumphs.
10. Intuition A good leader shows good judgement under pressure. Those ‘gut instincts’ are often correct and don’t ignore them. If you feel uncomfortable about something – do something about it.
Traits of a Good Leader
Negative situations will always arise, but a good leader will know how to diffuse them and help give their team peace of mind.
1 Allow the young person to talk without interruption, just listen to what is said without judgement
A young person tells you about abuse by someone else:
A good leader will be able to establish an honest connection with their peers. A relationship based on trust and reliability makes the team know that their leader is always there for them, which in turn inspires them to be there for their leader.
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Leadership Behaviours LEAD BY EXAMPLE ENCOURAGE THINKING A APPLY REWARD AND DISCIPLINE D DEMAND HIGH PERFORMANCE ENCOURAGE CONFIDENCE IN THE TEAM
R RECOGNISE INDIVIDUAL STRENGTHS AND WEAKNESSES
2. Ability To Delegate
2 Tell the young person that you treat what has been said seriously but you must pass it on to an adult
3. Ability To Communicate
1. Honesty
5 Do not try to investigate or make comments/views
S STRIVE FOR TEAM GOALS
4 Make note of the facts as you know them and give the information to the same adult
2 Make a note of the facts as you know them and give the information to the same adult
4. Sense Of Humour
Each person in a group will be able to bring something different to the table, and a good leader will work with each member’s strengths and weaknesses in order to make sure that the best is being done.
A good leader will show confidence in the face of challenges, and will inspire confidence in their team by reminding them that obstacles are just there to be overcome. The confident leader will keep their eye on the goal and will not allow anything deter them, or their team, from success.
7. Positive Attitude Motivation is the key to success, and it can be hard to stay motivated in a negative environment. By keeping your team’s spirits up, you will be able to motivate them to achieve more, and not let them be bothered by minor setbacks.
To with in group(s). run/
activities and help staff members manage the
Help
more serious problems. To provide aid
behind scenes bits and be approachable to younger students RESPONSIBILITIES To be aware of what is going on in each session so you are able to facilitate it running smoothly involves checking emails etc… Be aware of safety precautions with regards to the activities going on within the session. Act as a mature individual being sensitive to the needs of others Act in a supportive and kind way to the other volunteers KEY EQUIPMENT AS A VOLUNTEER ●Whistle ●Mobile phone ●Fist aid kit ●Head torch ●Waterproofs ●One litre of water ●Day pack ●Contact details (VIP) Our Values ●Trustworthiness ●Integrity and resilience in the face of adversity ●Honesty ●Compassion and consideration for others ●Care for personal equipment ●Good use of his or her time KEY GUIDANCE ●Do put the code of behaviour into practice at all time ●Do treat everyone with respect ●Do allow young people to talk about any concerns they may have ●Do remember that someone else might misunderstand your behavior, however well meant. ●Don’t allow bullying ●Don’t engage in inappropriate behavior or contact Don’t allow suspicions or allegations of abuse go unreported. ●Don’t make threats or suggestive remarks to a young person, even in fun. ATEACHINGCRONYMS how you should do how is it done students have a go in orderwhat do you need to do – what do your students need to dowhat is it/what do you need how to pack up/handover to next activty What did everyone learn? How could these outcomes be improved
- 30 - - 31AGUIDAVSTUDENTOLUNTEERNCEDVICEONYOURROLE
be someone who the younger years see as betwee the year 10 leaders and the staff, who's approachable and easy to get along with, but also has enough authority to deal
Fire Leader: The ‘Fire Leader’ is responsible for a ‘Fire’, which is comprised from a number of pupils in the same year group. The role involves co-ordinating the actions of the Fire, acting as a spokesperson, representing the Fire at group meetings and supporting all members of the Fire. Fire Leaders are expected to have excellent communication and practical leadership skills. They may be called upon to conduct or co-ordinate additional administration work on behalf or alongside their Fire such as route planning, food planning and equipment planning. In term time and on expeditions Fire Leaders are expected to be excellent role models and will need to attend meetings with staff to report on the status of their Fire and support group planning for activity or expedition objectives.
Pupil Volunteer: Pupil Volunteers are there to support younger pupils and to enhance the outdoor experience by sharing their love for the outdoors and experience. The role involves mentoring, leadership, organisation and demands extensive time commitments both during training and on camps. Pupil Volunteers are valued equally alongside Adult Volunteers and Staff, forming part of the essential camp leadership team. Pupil Volunteers must act as excellent role models at all times and be willing to work hard even under challenging circumstances. They may be called upon to support activities and/or plan a deliver them for large cohorts of pupils. Depending on the position holders background or experience pupil volunteers may be asked to mentor pupils overseeing leadership positions, food planning or equipment procurement. The roles and demands can vary but the responsibilities are significant.
Pupil Leadership Positions
- 33 -
Troop Bushcraft Coordinator STAGS Roles/Responsibilities
-35--34PES Ascent Group pupil leadership roles
Coordination of overall food planning for camps with sections and patrols
Actively check on pupils during training and camps by walking around and interacting with Providingpatrolsmentoring and advice to Patrol LeadingLeaders flag break, flag down and troop campfires 10 (ADJ)Adjutant
Senior LeaderPatrol(SPL)
Problem solver Highly organised Good communicator
Leadership of the Troop Troop morale, ethos, values and Leadingdisciplinecamp ceremonies Strong Leader Good communicator Role model
Procurement of food for troop wide Troopmeals hygiene Skilled in cooking and hygiene Complex planning ability Calm under pressure Management & distribution of troop food Supportsupplies Bear FQMs in mentoring and advising patrol FQMs Carry out spot checks and advise patrols through informal/formal inspections of patrol food preparation areas 10 (CHF)Chef Cooking Procurementtrainingand storage of troop HQ HQfoodCooking Excellent culinary skills Good Abilityinstructortocookfor large groups
Troop Camp craft co-ordinator Pastoral care Support for Troop HQ First Aid Energetic & approachable Empathetic and caring First Aid proficiency
and Campcraft
Attributes
Actively check on pupils during training and camps by walking around and interacting with Offeringpatrolssupport to pupils who are facing difficulties and feeding back concerns to section WorkingHQswith the camp medic to treat injuries
GroupYear Position
Take notes in troop planning meetings Manage troop HQ and allocate stags to activities during sessions and on camp Maintain records of camp expenditures 10 (FQM)QuartermasterFood
Overseeing the storage and distribution of equipment on camp Repairing equipment on camp 10 (HAR)Hare Troop Bush craft coordinator Support for Stag QM Highly skilled with cutting tools & fire Organisedlightingand practical Experienced camper Teaching bush craft, cutting tools and backwoods cooking skills Assisting the Stag QM with the storage and distribution of equipment on camp Teaching and encouraging newer PES members in developing their skills 10 (FER)Ferret
Cooking meals and providing snacks and drinks for Troop HQ throughout the day Ensuring troop HQ is hygienic and maintained tidily as a role model to sections and Teachpatrolspatrols cooking skills during the year’s activities 10 (QM)Quartermaster Organisation, storage & maintenance troop Oversightequipmentofprocurement and preparation of equipment for activities Equipment training Proficiency in use of all troop
What do you do on camp? 10
Teaching QMs about the safe use and care of their patrol equipment
HandsHighlyequipmentorganisedonandpractical
Troop Administration Troop CoordinationBudgetingofStags
Take notes in section planning meetings
Ensuring all tents and shelters are ready for camp and, with main HQ, dealing with any necessary repairs
Planning of sectional activities
Taking the lead in section pioneering activities and encouraging the making of patrol Procuringgadgetsandorganising all the equipment needed for a section wide game 10 (HAR)Hare Section Bush and Camp craft training Campfires & Cabaret Pastoral care (particularly year 8) Skilled with cutting tools & fire
-37--36-
Supporting the Bear PL and section PLs / APLs in the smooth running of the section
Experiencedlighting camper Light sectional campfires and organise wood Teachcollectionsbush craft and backwoods cooking skills to Teachingpatrolsandencouraging newer PES members in developing their skills 10 (FER)Ferret Pastoral care (particularly year 7) First Aid Energetic & approachable Empathetic and caring Proficient in First Aid Empathetic and caring Actively check on the welfare of pupils within the section by conducting informal conversations on a regular basis
Good Abilityinstructortocookfor large groups
Offering support to pupils who are facing difficulties and feeding back concerns to section HQ Looks after section first aid kit, applies basic first aid and feeds back to section HQ and main medical tent 10 CHEF Cooking Procurementtrainingand storage of troop Sectional food Sectional Cooking Excellent culinary skills
Ensuring troop Section HQ is hygienic and maintained tidily as a role model to patrols Teach patrols cooking skills during the year’s activities
What do you do on camp? 10 Patrol Leader (PL)
GroupYear Position Roles/Responsibilities
Cooking meals and providing snacks and drinks for Section HQ pupils, staff and volunteers throughout the day
Procurement of sectional food Cooking SectionalinstructionHygiene Skilled in cooking and hygiene Good planner Good instructor Management of sectional food supplies Provide cooking training through demonstration and mentoring of Patrol CarryFQMs out spot checks and advise patrols through informal/formal inspections of patrol food preparation areas 10 (QM)Quartermaster
Sectional
Leadership of the section Section ethos, values and discipline
Organisation & maintenance of sectional PreparationEquipmentequipmenttrainingofequipment ahead of activities
HQ BEARS
Attributes
Problem EmpatheticOrganisedSolverand caring
Understands of all equipment Hands on and practical Skilled with cutting tools & fire lighting
Manage sectional HQ and allocate bears to activities during sessions and on camp Produce duty rota and carry out spot checks 10 (FQM)QuartermasterFood
Actively check on pupils during training and camps by walking around and interacting with Leadpatrolssectional Patrol Leaders Council and provide mentoring and advice to Patrol Leaders through verbal feedback Chair discussions on planning with Bears ahead of training sessions and camps 10 (APL)PatrolAssistantLeader Section Administration & Duties
Representative of the section at Senior Patrol Leaders Councils Strong Leader Good Communicator Role model
Patrol Leader (PL)
-39--38Patrol Structure (8 pupils per patrol, 6 patrols per section) GroupYear Position Roles/Responsibilities Attributes What do you do on camp? 9
Learning a huge range of skills from carving to rope work to cooking
Good Handsinstructoron/Practical
Problem Empathetic/OrganisedSolverCaring
Enthusiastic & willing to learn Able to listen and follow Learnsinstructionsfrom mistakes
Co-ordinate everyone in the patrol to prepare for an inspection Lead the patrol if the PL is absent 9
(FQM)QuartermasterFood
Leadership of the patrol Patrol welfare, ethos, values and Trainingdisciplineof patrol members Strong Leader Good Communicator Role model Teach skills to patrol members
Organise how the patrol stores its food sensibly and hygienically 9 (QM)Quartermaster Organisation, preparation & maintenance patrol equipment
Procurement of patrol food
Brief the patrol on the kit required for the activities for the day.
Making sure the tents and shelters are secure and well-maintained on camp 8 (FER)Ferret Provides support in all aspects of patrol activities
Leadership of the cooking in a patrol Patrol hygiene Skilled in cooking and hygiene Good planner Good instructor Teach other patrol members how to cook Planwell and shop for food for patrol meals
Learning how to look after themselves on Takingcamp an active role in patrol activities such as pitching tents & cooking meals
Packing QM bags before camp Lead younger members of the patrol in pitching and striking tents and shelters
Delegates jobs to people Supports the welfare of their patrol members 9 (APL)PatrolAssistantLeader Delegated responsibilities from PL Duties & Patrol Site organisation Welfare and training of patrol members
Tents & Shelters on camp Camp craft Training Understands of all equipment
- 40 - - 41Perse Outdoor Pursuits - APB Form ASSESS What are the conditions on the ground? PLAN How is the team going to tackle the risks? BRIEF Make sure everyone knows their role & what to do. AttendeesAuthorTimeDateTrip ASSESS PLAN What are the hazards? What control measures are you going to put in place? BRIEF Cat. Staff Pupils Supervision/AllocationPeopleLocationActivityRemitTimingsPersonalEquipmentGroupEquipmentComms.TransportWeatherMisc
Missing Person Procedure MISSING PERSON REPORTED Rapid search of last known location Establish base of communications and designate search leader Decide upon search area and search methodology Brief search team and establish communication strategy Contact Emergency Services Deal with missing person and provide medical/pastoral aid as necessary Begin detailed search Person FOUND Person NOT FOUND Person NOT FOUND Take short history: 1 Where were they seen last? 2 When were they seen last? 3 Who saw them last? Take short history: 4 What psychological/physical state were they in? 5 What were they wearing/are there are any key identifying features? 6 Where are they likely to go/who will they likely go to? 7 Are they mobile? What mode of transport? 8 How long have they been missing? How far could they have gone from their last known position? - 42 - - 43Critical Incident Flow Chart STAY CALM Make sure you and the group are safe Medical incident Timeincidentcritical Single casualty Multiple casualties MAJORMANAGEMENTINCIDENT Non-medical/SECONDARYNon-urgentcomplaintSURVEYpastoralMissing person MISSINGSECONDARYPROCEDUREPERSONPRIMARYSURVEYSURVEY 1. Remove any source of danger or anything that causes distress to the individual 2. Attempt to resolve issue via pre-agreed sanctions (refer to behavioural policy), change of staff or group members 3. Contact Venture Leader if not present 4. If deemed unsafe to others or themselves contact home contact and request repatriation 5. If repatriation is required the home contact must contact parents and arrange for either parental collection or medical support for psychological concerns GREEN CARD RED BLUECARDCARD BLUE CARD YELLOW CARD
Primary Survey Card AIRWAY Clear/Obstructed BREATHING Respiratory Rate RR Depth:Wheezeshallow/normal/deeporcoughSputumcolour CIRCULATION Heart Rate - HR Rhythm: regular/irregular Capillary refill Ankletime/BPswelling DISABILITY/NEUROLOGY Conscious/alert AVPU Pupil size Vision: normal blurred Pupil equal and reacting Note: left and Numbness/weaknessrightBloodsugarlevel EXAMINATION Temperature °C NORMAL = 37° ABNORMAL = <35° OR >38° <35 36 36.5 37 37.5 38 38.5 39+ PER MINUTE - NORMAL 12-16 - ABNORMAL <10 >20 <10 11 12 13 14 15 16 17 18 19 20+ PER MINUTE - NORMAL 60-80 - ABNORMAL <40 >100 <40 50 60 70 80 90 100+ ALERT VERBAL PAIN UNRESPONSIVENESS PUPIL SIZE IN MM: 1 2 3 4 5 6 7 8 - 44 - - 45Secondary Survey Card Name of Person completing the form Name of Casualty Time and AnythingAssociatedPresentingLocationDatecomplaintWhatiswrong?HistoryofProblemWherediditstart?Howdiditprogress?symptoms?PainWhereisit?Wherediditstart?Doesitmove?Severity0to10?Character?makeitbetter/worse?9
Secondary Survey Card CARDIOVASCULARSYSTEM Chest pain Shortness of breath AnklePalpitationsswelling RESPIRATORY SYSTEM SputumWheezeCough-colour ABDOMINAL SYSTEM Appetite - Weight Nausea and AbdominalvomitingPainBowels UROGENITAL SYSTEM Dysuria, frequency Loin pain - Genital pain Last menstrual period Blood in the urine NEUROLOGICAL SYSTEM Fit, faints, Hearing/visionHeadachesblackouts Limb weakness, numbness - 46 - - 47Secondary Survey Card DIET AND FLUIDS When and what did they eat Fluid in last 24 hours? Urine colour? Urine output in last 24 hours? CURRENTEXAMINATIONMEDICATION Abdomen Distended Bowel UseTendernesssoundsDiagram LACERATIONS LocationAnnotateleft/right TREATMENT PLAN
P2 - Urgent Priority Need medical attention in 2-4 hours (severe trauma, heavy bleeds, head injury, femoral fracture)
P3 - Delayed Priority Less serious, need medical attention after 4 hours but conscious and stable P1 - Hold Not breathing and no pulse, unlikely to survive without immediate medical assistance Dead Low priority. Deal with last. Treat as many as you can simultaneously using other members of the group. Try not to get involved in direct casualty care. Ensure casualty carers have red Startcards.with P1’s. Once stable, leave someone monitoring them, carrying out regular assessments. Then P2’s and then P3’s. P1 Holds will not survive without medical assistance, unless you know it is on its way, do not start CPR.
the group INCIDENTTASKSMANAGER MANAGER RESOURCES Triage Plan Identify
Allocate resources to casualties of most need. Pool resources from how many casualties there are. Classify as follows:
IDENTIFYCARERSCASUALTY (ISSUE RED CARD TO EACH) TRIAGESEEPLAN MANAGEMENTSEE PLAN IDENTIFY (USEMANAGERINCIDENTYELLOWCARD)MORETHANCASUALTIESCARERS EQUAL OR CASUALTIESMORETOCARERS RAPIDLY ASSESS CASUALTIES & ALLOCATE CASUALTY CARERS EQUIPMENTCARERS
- 48 - - 49Major Incident Management Card Management Plan IF POSSIBLE DIVIDE THE BELOW TASKS GROUPTASKSMANAGER Ensure rest of the group is safe and well Establish location (GPS, Maps, Guide) Consider Preparevisual(Satellitecommunicationspathwaysevacuation(ref…)Establishphones,mobilephones,relay,radios)resourcesasrequested(shelter,stretcheretc. Assign to casualties of most need and in line with carer experienceskills/ COMPLETE CHALET CARD AND COMMUNICATE TO SOURCE OF ASSISTANCE
P1 - Immediate Priority Need lifesaving treatment (breathing starts on opening airway, but unstable)
Chalet Card Key information for contact with external assistance C-CASUALTIES Callers Name & SummariescasualtiesNumberIncidentGroupLocationNumbersizetimeof Casualty 1 Casualty 2 Casualty 3 Casualty 4 StatsHistoryMedicalRelevantInjuriesGenderAgeName T BP HR BR T BP HR BR T BP HR BR T BP HR BR H-HAZARD Causal Hazard (eg rockavalanche,fall) A-ACCESS Are ambulatory?casualtiesthe YES NO Does casualties?movemeansgroupthehavetothe YES NO If YES means?what What form of transport is Whatrequired?are location?thetransportlimitationsthetoatincident L-LOCATION bags)H,featuresIdentifying(flare,survival E-EQUIPMENT expedition)?(medical/groupdoesequipmentWhatexpedition)?(medical/groupdoesequipmentWhatthehavetheneed T-TIME How much time etc)(weather,hazardsdevelopingWhattheelapsedhassinceincident?arethelight - 50 - - 51 -
The Perse School, Hills Road, Cambridge, CB2 8QF The Perse School is a charitable company limited by guarantee (company number 5977683, registered charity number 1120654) registered in England and Wales whose registered office is situated at The Perse School, Hills Road, Cambridge CB2 8QF
