Perse Outdoor Pursuits Handbook 2023-24

PERSE OUTDOOR PURSUITS

HANDBOOK 2023-24

4

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

Key Contacts

BEN PARKER Head of Outdoor Pursuits

E. bcparker@perse.co.uk

M. 07534471711

KIERON TAYLOR Assistant Head of Outdoor Pursuits

E. kotaylor@perse.co.uk

M. 07702333546

HOME CONTACT NUMBER

01223 851250

Emergency Response

First Responders

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.

Responsibilities

• To look after the well-being of participants and themselves

• To act as the school’s visible face (but not voice) until further support arrives

• To keep the Venture Leader fully briefed with regular updates - initially the Home Contact 

1 Ensure the safety and well-being of yourself and everyone around you

2 Call the emergency services and report to authority in charge

3 Provide first aid

This is your number one priority over and above any other factors.

If seeking mountain rescue dial 999 and request police and then mountain rescue.

See the critical incident protocol at the back of this handbook

4 Account for everyone Conduct a head count or roll call

• What is the nature of the incident?

• Who is involved?

• Who is injured/affected?

5 Establish some basic facts

• What is their condition?

• Who is unharmed?

• Where are the injured being taken for medical treatment?

6 Contact the school (Home Contact)

7 Start compiling a list of people affected by the incident

8 Gather up belongings

9 Consider locating a resource to be used as an ‘on-site’ control centre

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

Communicate this information to the Venture Leader as soon as possible whilst ensuring that it is kept confidential.

Only do this after obtaining the permission of the authority in charge and put these belongings in safekeeping.

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.

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.

Our Shared Values

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

Values

Honesty and trustworthiness

Integrity and resilience in the face of adversity

Autonomy of action by making good use of their time

Due consideration for personal safety and the safety of others

Care for equipment and the environment

Compassion and consideration for others

Perse Exploration Society

SUMMIT 11

YEAR 11

BASE CAMP YEAR 7

ASCENT GROUP YEARS 8 – 10

D of E SILVER YEAR 11

SUMMIT 12

LOWER & UPPER SIXTH

D of E GOLD

LOWER & UPPER SIXTH

D of E BRONZE YEAR 10

APPLICATION

VOLUNTEERING

LOWER & UPPER SIXTH

Extra-curricular Clubs

PREP OUTDOOR PURSUITS YEAR 6

ARCHERY CLUB

YEAR 7 – UPPER SIXTH

CLIMBING CLUB

YEAR 7 – UPPER SIXTH

PADDLESPORT CLUB

YEAR 7 – UPPER SIXTH

WOODWORKING CLUB

YEAR 7 – UPPER SIXTH

Department Policies

Behaviour Policy

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.

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.

• 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

• Persistent lying

• Continued undermining of authority or individuals

• 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

Camp Rules

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.

• Leave no trace

• Adhere to the timings issued by staff

• Girls and Boys may not be in the same tent

• No mobile phones and loud speakers

• Be respectful of others, public/common space and keep noise levels down

• You are responsible for your kit administration (personal and group)

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. The infringement will be discussed and sanction decided upon.

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.

Pupil & Staff Camp Accommodation and Facilities Policy

Pupil residential accommodation

• All pupils must be accommodated separately according to sex (male and female separately)

• 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.

• 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.

• Where possible, pupil accommodation and sanitation facilities should be separated by section (Lower, Middle School and Sixth Form)

• Disposal facilities for hygiene waste must be provided

Staff residential accommodation

• All school leavers, volunteers and contractors over 18 years are included in term ‘staff’ within this policy

• 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.

• 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.

• Disposal facilities for hygiene waste must be provided

Individual needs

• 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.

Cutting Tools Policy

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

• 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

• carry, buy or sell any type of banned knife (the list of banned knives can be found at www.gov.uk)

• use any knife in a threatening way (even a legal knife, such as a Swiss Army knife)

Lock knives are not classed as folding knives and are illegal to carry in public without good reason. Lock knives:

• have blades that can be locked and refolded only by pressing a button

• can include multi-tool knives - tools that also contain other devices such as a screwdriver or can opener

Definition of Terms

• 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.

• Personal Cutting Tool - A cutting tool, as defined above, that is not the sole property of the Perse School.

• 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.

• Stock Equipment - Perse owned cutting tools, stored as per the safe storage and distribution guidelines.

• 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.

• 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.

• 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.

• 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.

Safe Storage Guidelines:

• All cutting tools must be stored safely and accounted for after activities are undertaken

• 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

Outdoor Pursuits Cutting Tool Framework:

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:

• Pupils are not allowed to bring personal cutting tools into school for training sessions.

• Pupils undertaking activities involving cutting tools may use stock equipment following the safe storage guidelines.

• 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

• Personal Cutting Tools may be bought on ventures if the relevant competency is reached as per the Cutting Tools Competency Scheme.

• Pupils may not store personal cutting tools or stock equipment in residential spaces. Appropriate storage for cutting tools will be provided by the school.

Supervision:

At all levels a pupil may gain skills in any cutting tool as long as they are directly supervised by a qualified person.

Sanctions:

If actions by an individual threaten the safety of themselves or others immediate removal of cutting tools is permitted by anyone.

All pupils are encouraged to report concerning behaviour involving cutting tools.

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.

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.

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.

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.

Competency Scheme

Cutting Tools

Age limits/ year groups

Permitted Personal Cutting Tools*

N/A

N/A

Cut up a vegetable Batten a small log Produce a skewer

Yr 7+

N/A

Assessment types

Practical assessment task Competency

N/A

Cutting tools only to be used under direct supervision

Participant

Online theory test

Practical training

Practical assessment

Knives may be used remotely supervised. All other cutting tools to be used under direct supervision.

Level 1

RED

Produce a feather stick Produce peg

Yr 8+

Fixed / locking blade knife (max 5” blade) and multitools. No non-locking blades.

Online theory test

Practical training

Practical assessment

Refresh previous levels

Knives and Saws may be used remotely supervised. All other cutting tools to be used under direct supervision.

Level 2

ORANGE

Produce batten

Yr 9+

Fixed / locking blade knife (max 5” blade) and multitools. Locking folding / compact saw. No non-locking blades.

Online theory test

Practical training

Practical assessment

Refresh previous levels

Knives, Saws and Axes for battening may be used remotely supervised. All other cutting tools to be used under direct supervision.

Level 3

GREEN

Chosen project Set of pegs Tea Spoon

Dessert spoon Cooking spoon

Yr 11+

Fixed / locking blade knife (max 5” blade) and multitools. Locking folding / compact saw. Hand Axe (<30cm Long). Wood carving tools (inc. draw knives, gouges & augers) No non-locking blades.

Online theory test Practical training Skill progression log Practical assessment of all levels Validation by Head of Department

N/A

>21yo

Free choice

Assessment by HOD. Observed lesson Verbal theory test

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

All cutting tools may be used remotely supervised (large axes/ mauls (>30cm long) may only be used for battening)

Instruction of Level 1-3 may be conducted under direct supervision of Cutting Tools Instructor.

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.

Cutting Tools Leader

WHITE

Cutting Tools Instructor

BLACK

Skill

Teaching

*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.

In the context of activities using cutting tools

Supervision definitions

Remote Supervision

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.

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.

Department Procedures

Pupil Camp Area Inspection Procedure

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 permitted.

A 3 grade is the expected median grade, with a 5 grade being genuinely outstanding.

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.

5 Outstanding – exceptionally well above the expected standard

4 Excellent – a very good standard for a strong patrol

3 Good – comfortably met all the expectations we’d have of a patrol

2 Satisfactory – met most of the expectations, but not quite there

1 Poor – below the expected standard

0 Very poor – well below the expected standard

Area Score How could pupils improve in this area?

Site

Is the site tidy and free of litter?

If 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 intelligently?

Are the pegs neatly aligned?

Has the tent been adjusted for the prevailing conditions?

Camping Equipment

Are all the tent bags, mallets and spare pegs securely stowed?

Is the gas 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?

PES Ascent Group Appointments Procedure

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 Year 8s feedback

Tutors & HoY feedback in written form prior to camp

Section Leaders

Section Leaders + Sectional Staff + Sectional Volunteers Meeting

All Year 9s feedback

All Other

Groups Appointments Procedure

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.

Appointments may not be appealed, however explanation may be given on request.

Fire/ Team Leaders

• All Fire/Team Leaders are appointed by application only.

• Pupils who do not put themselves forward will not be considered for a role. Staff/ volunteers may encourage pupils to make an application.

• 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.

• No form of popular vote is allowed

• Appointments must be communicated to the whole group, not just the appointees, at the same time

Pupil Volunteers

Sectional SPLC

Section Leader & HOD

YES/ NO/ MAYBE Categorisation

All Camp Staff

YES/ NO/ MAYBE Categorisation

Section Leaders & HOD Draft Appointments

Final Draft (Section Leaders & HOD)

All Camp Staff

• All pupil volunteer positions are appointed by application only

• Pupils in Year 11-13 only are eligible to apply

• Applications for pupil volunteer positions must be made directly to Head of Outdoor Pursuits

• All applicants for pupil volunteer positions must attend an in person interview with the Head of Outdoor Pursuits

• Applicants for the pupil volunteer positions may express a group preference on application.

• 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

• No form of popular vote is allowed

• Appointments must be communicated to all applicants, not just the appointees, at the same time

Sectional SPLC

Group/Patrol/Fire Formation Procedure

Group formation can be both a source of great enjoyment for pupils but also great anxiety. 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.

Year 6-10

• Groups will be formed without consultation with pupils.

• Information will be gathered from the relevant pastoral staff (HoY, Tutors, Safeguarding team) to try to best manage pupil needs.

• 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.

• No form of popular vote is allowed.

• Groups must be communicated to all pupils at the same time.

• Alterations will be considered on a case-by-case basis.

• 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.

• Alterations on the basis of friendship will not, in isolation, be considered a valid reason unless necessitated by pastoral need.

Year 11-13

• Groups will be formed in limited consultation with pupils.

• 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.

• 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.

• Information will be gathered from the relevant pastoral staff (HoY, Tutors, Safeguarding team) to try to best manage pupil needs.

• 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.

• No form of popular vote is allowed.

• Groups must be communicated to all pupils at the same time.

• Alterations will be considered on a case-by-case basis

• Alterations on the basis of friendship will not, in isolation, be considered a valid reason unless necessitated by pastoral need.

Food Grading Procedure

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.

Category Description Grading

Quantity 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.

Quality 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.

Presentation 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.

Hospitality 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.

0: did not use all ingredients

1: not enough/ adequate use of ingredients but poorly distributed

2: just right

1 low- 9 high

Timing 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.

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

Total out of 20

0: no additional table decoration, poor plating up of food

1: some additional table decoration, food neatly plated

2: exceptional additional table decoration, food artistically plated

0: poor conversation and engagement, inappropriate conversation

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

0: exceptionally late

1: 5-15 minutes late

2: 0-5 minutes of deadline

0: no provision for hygiene

1: adequate provision for hygiene

2: excellent provision for hygiene

Pupil Guidance

Signals: Radio & Whistles

Whistle Signals

— ••• Full Troop/ Group fall in

— •• Patrol leader/ Fire Leader

— • Food Quartermaster

—— Runner

Radio Protocol

Letter 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

PES Ascent Group specific signals

••• — Bear

•• — Bear PL

• — Bear FQM

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.

Wellbeing on Camp

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.

Body

• 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.

• Eat healthily, having three main meals a day and ensuring that you cook a balanced diet.

• Stay hydrated, particularly on hot or windy days. It’s a good idea to carry a water bottle around.

• Keep warm and dry – any fool can be uncomfortable and you are not a fool.

• Make yourself at home. Your shelter is your space to look after, keep it nice and you will enjoy being in it.

Mind

• Be courageous. Face challenges head on and be confident that you can achieve them.

• Believe in yourself.

• Ask for help if you are struggling (or just need an extra pair of hands).

• Enjoy yourself – PES is a place for fun.

• Be creative and think outside the box.

Spirit

• Listen to those around you and try to understand their feelings.

• Be kind and respectful to yourself and to everyone else.

• Get involved. Push yourself outside of your comfort zone to try new things.

• Build friendships with those around you.

• 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.

• Loyalty to your team is important. Work together and don’t let anyone else down.

• Respect and listen to the views of the rest of your team.

• Empathise and try to understand other people’s feelings from their point of view.

• Be disciplined and maintain high standards.

• Trust your team. You will work better that way.

Where to get Help or What to do if…

In Person

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:

• Your Friends

• Patrol/ Fire Leader

• Other student leaders

• 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.

• Your friends

• Patrol/ Fire Leader

• Other student leaders

• Staff member

• Tutor

• Head of Year

• Tootoot

Online

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.

• Wellbeing area on sharepoint

• Kooth – Good online mental health resources and online counselling

Hygiene Guidance

Camp food hygiene

1 Keep food groups separate (meat, dairy, vegetables, dry goods etc.)

2 Store food off the ground, secure from vermin and appropriately (refrigerated – meat & dairy, ambient- vegetables, fruits and dry goods)

3 Clean work surfaces or change work surfaces between preparing different food groups

4 Wash hands and all equipment before and after food preparation. Do not assume all equipment is clean on issue.

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.

6 Always provide hot water and hand wash for all people partaking in meals

7 Dispose of food hygienically using bins provided

8 Water storage containers must be cleaned thoroughly on issue

9 Where water is not mains provided sterilisation by boiling or chemical treatment may be required- seek staff advice

10 Cook food thoroughly. Check for allergies and intolerances (be aware of the crosscontamination of surfaces).

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

4 For multi-day trips wash your clothes regularly and air dry whenever the weather permits

5 Air your sleeping mat, pillow, liner and sleeping bag whenever the weather permits

Advice for Young Leaders & Volunteers:

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.

Do’s and Don’ts

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

DO DON’T

• Put this code in to practice at all times

• Everything you can to be an excellent role model

• Treat everyone with respect

• 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

• Steer clear of inappropriate attention seeking behaviour e.g. flirting, crushes, tantrums, etc.

• Remember this code even at sensitive moments e.g. when responding to bullying, bereavement or abuse.

• Remember this code when sending texts, emails, making phone calls and using the internet

• Tell an adult where you are and what you are doing at all times

• Remember someone else might misunderstand your behaviour, however well meant

• Trivialise abuse

• Allow bullying even at the lowest level (unchallenged behaviour tends to escalate)

• Engage in inappropriate behaviour or contact e.g. play fights, insults, obscene gestures

• Get involved in physical contact games with young people, even if you are running them

• 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

• Let allegations, suspicions or concerns about abuse go unreported

• Believe ‘it’ll never happen to me’

Traits of a Good Leader

1. Honesty

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.

2. Ability To Delegate

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.

3. Ability To Communicate

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.

4. Sense Of Humour

Negative situations will always arise, but a good leader will know how to diffuse them and help give their team peace of mind.

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.

5. Confidence

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.

6. Commitment

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.

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.

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.

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.

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.

Leadership Behaviours

What happens if…?

A young person tells you about abuse by someone else:

1 Allow the young person to talk without interruption, just listen to what is said without judgement

2 Tell the young person that you treat what has been said seriously but you must pass it on to an adult

3 Immediately tell an adult

4 Make note of the facts as you know them and give the information to the same adult

5 Do not try to investigate or make comments/views

If you have a concern about a young person or you get a complaint about anyone including yourself:

1 Immediately tell an adult

2 Make a note of the facts as you know them and give the information to the same adult

Pupil Leadership Positions

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.

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.

Troop Bushcraft and Campcraft Coordinator STAGS

What do you do on camp?

Actively check on pupils during training and camps by walking around and interacting with patrols Providing mentoring and advice to Patrol Leaders Leading flag break, flag down and troop campfires

Take notes in troop planning meetings

Manage troop HQ and allocate stags to activities during sessions and on camp Maintain records of camp expenditures

Management & distribution of troop food supplies Support Bear FQMs in mentoring and advising patrol FQMs Carry out spot checks and advise patrols through informal/formal inspections of patrol food preparation areas

Attributes

Strong Leader Good communicator Role model

Problem solver

Highly organised Good communicator

Skilled in cooking and hygiene

Complex planning ability

Calm under pressure

Roles/Responsibilities

Leadership of the Troop Troop morale, ethos, values and discipline Leading camp ceremonies

Troop Administration Troop Budgeting Coordination of Stags

Position

Year Group

Senior Patrol Leader (SPL)

10

Adjutant (ADJ)

10

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 patrols

Teach patrols cooking skills during the year’s activities

Teaching QMs about the safe use and care of their patrol equipment

Overseeing the storage and distribution of equipment on camp Repairing equipment on camp

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

Actively check on pupils during training and camps by walking around and interacting with patrols Offering support to pupils who are facing difficulties and feeding back concerns to section HQs Working with the camp medic to treat injuries

Excellent culinary skills

Good instructor Ability to cook for large groups

Coordination of overall food planning for camps with sections and patrols Procurement of food for troop wide meals Troop hygiene

Food Quartermaster (FQM)

10

Proficiency in use of all troop equipment

Highly organised Hands on and practical

Highly skilled with cutting tools & fire lighting Organised and practical Experienced camper

Empathetic and compassionate

Energetic & approachable

Empathetic and caring

First Aid proficiency

Cooking training Procurement and storage of troop HQ food HQ

Chef (CHF)

Cooking

Organisation, storage & maintenance troop equipment

Oversight of procurement and preparation of equipment for activities Equipment training

Quartermaster (QM)

10

10

Troop Bush craft coordinator Support for Stag QM

Emergency response on camps & activities

Troop Camp craft co-ordinator

Pastoral care Support for Troop HQ First Aid

Hare (HAR)

Medic (MED)

Ferret (FER)

10

10

10

Sectional HQ

What do you do on camp?

Actively check on pupils during training and camps by walking around and interacting with patrols Lead sectional 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

Take notes in section planning meetings

Manage sectional HQ and allocate bears to activities during sessions and on camp

Produce duty rota and carry out spot checks

Management of sectional food supplies

Provide cooking training through demonstration and mentoring of Patrol FQMs

Carry out spot checks and advise patrols through informal/formal inspections of patrol food preparation areas

Attributes

BEARS

Roles/Responsibilities

Strong Leader Good Communicator Role model

Leadership of the section Section ethos, values and discipline Representative of the section at Senior Patrol Leaders Councils

Position

Year Group

Patrol Leader (PL)

10

Section Administration & Duties

Problem Solver Organised Empathetic and caring

Planning of sectional activities Supporting the Bear PL and section PLs / APLs in the smooth running of the section

Assistant Patrol Leader (APL)

10

Ensuring all tents and shelters are ready for camp and, with main HQ, dealing with any necessary repairs

Taking the lead in section pioneering activities and encouraging the making of patrol gadgets

Procuring and organising all the equipment needed for a section wide game

Skilled in cooking and hygiene Good planner Good instructor

Procurement of sectional food Cooking instruction Sectional Hygiene

Food Quartermaster (FQM)

10

Actively check on the welfare of pupils within the section by conducting informal conversations on a regular basis

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

Understands of all equipment

Hands on and practical

Skilled with cutting tools & fire lighting

Organisation & maintenance of sectional equipment Equipment training Preparation of equipment ahead of activities

Quartermaster (QM)

10

Energetic & approachable Empathetic and caring Proficient in First Aid Empathetic and caring

Pastoral care (particularly year 7)

First Aid

Ferret (FER)

10

Patrol Structure

What do you do on camp?

Teach skills to patrol members

Delegates jobs to people

Supports the welfare of their patrol members

Brief the patrol on the kit required for the activities for the day.

Co-ordinate everyone in the patrol to prepare for an inspection

Lead the patrol if the PL is absent

(8 pupils per patrol, 4 patrols per section)

Attributes

Strong Leader Good Communicator Role model

Roles/Responsibilities

Leadership of the patrol Patrol welfare, ethos, values and discipline Training of patrol members

Problem Solver Organised Empathetic/ Caring

Delegated responsibilities from PL Duties & Patrol Site organisation Welfare and training of patrol members

Position

Year Group

Teach other patrol members how to cook well Plan and shop for food for patrol meals

Organise how the patrol stores its food sensibly and hygienically

Skilled in cooking and hygiene Good planner Good instructor

Procurement of patrol food Leadership of the cooking in a patrol Patrol hygiene

Patrol Leader (PL)

Assistant Patrol Leader (APL)

9

Packing QM bags before camp

Lead younger members of the patrol in pitching and striking tents and shelters

Making sure the tents and shelters are secure and well-maintained on camp

Understands of all equipment

Good instructor Hands on / Practical

Organisation, preparation & maintenance patrol equipment

Tents & Shelters on camp Camp craft Training

Food Quartermaster (FQM)

Quartermaster (QM)

Learning how to look after themselves on camp Taking an active role in patrol activities such as pitching tents & cooking meals

Learning a huge range of skills from carving to rope work to cooking

Enthusiastic & willing to learn

Able to listen and follow instructions

Learns from mistakes

Provides support in all aspects of patrol activities

Ferret (FER)

9

9

9

8

Perse Outdoor Pursuits - APB Form

Completion of this form is a mandatory responsibility of a venture leader on all Outdoor Pursuits residential ventures

ASSESS What are the present

PLAN How is the

BRIEF Make

Trip Venture Leader

Date & Time

Attendees ASSESS PLAN

What are the additional or evolving risks not addressed within the existing ARMD/SSRA?

What control measures are you going to put in place to prevent these risks becoming a hazard?

BRIEF

Cat. Staff Pupils

Planned Activity

Reserve/Escape options Timings

Personal/Group Equipment Transport Communications

Food/Hydration

Sanitation/ Hygiene/Waste

Supervision/ Remit/RV

Medical/Pastoral/ Dietary need

Weather Forecast Misc.

or evolving risks?

team going to tackle these risks?

sure everyone knows their role & what to do.

Critical Incident Flow Chart

MISSING PERSON

MISSING PERSON PROCEDURE CARD

STAY CALM

Make sure you and the group are safe

PASTORAL OR NON-MEDICAL

MEDICAL INCIDENT

PERSON FOUND

Missing Person Procedure

MISSING PERSON REPORTED

TAKE SHORT HISTORY

1. Where were they seen last?

2. When were they seen last?

3. Who saw them last?

Rapid search of last known location

URGENT NON-URGENT

CASUALTIES

How many?

Urgent or non-urgent?

TAKE DETAILED HISTORY

PATIENT HISTORY CARD

SINGLE CASUALTY MULTIPLE CASUALTIES

PRIMARY SURVEY CARD

PATIENT RECORD CARD

CHALET CARD

MAJOR INCIDENT MANAGEMENT CARD

PASTORAL OR NON-MEDICAL

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.

DEAL WITH MISSING PERSON AND PROVIDE MEDICAL/ PASTORAL AID AS NECESSARY

PERSON FOUND

4. What psychological /physcial state were they in?

5. What were they wearing/ are there 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?

Establish base of communications and designate search leader

Decide upon search area and search methodology

Brief search team and establish communication strategy

Begin detailed search

NOT FOUND NOT FOUND

CONTACT EMERGENCY SERVICES

Primary Survey Card

DANGER

Is the scene safe? Consider a place of safety for the rest of the team

RESPONSE

Alert/Verbal/Pain/Unresponsive

AIRWAY

If airway obstructed consider sweep of mouth and/or jaw thrust

CATASTROPHIC BLEED

Brief quadrant check for significant blood loss

BREATHING

CIRCULATION

DISABILITY

Monitor response:

• Alert/Verbal/ Pain/ Unresponsive

• Check pupil reaction

• Blood Oxygen • Temperature

EXAMINATION

Full survey of the body, locate and address all injuries

Avoid Hypothermia (insulation and nutrition)

Patient History Card

SYMPTOMS ALLERGIES

Major Incident Management Card

IDENTIFY INCIDENT MANAGER

ENOUGH

MEDICATION

ARE THERE ENOUGH CARERS FOR 1 PER CASUALTY?

Rapidly assess casualties and allocate casualty carers

PAST MEDICAL HISTORY

LAST ORAL INTAKE/URINE OUTPUT

EVENTS LEADING TO PROBLEM SYSTEMS ASSESSMENT

Review other body systems for any abnormalities:

• cough, wheeze, short of breath

• nausea, vomiting, diarrhoea, constipation, appetite

• urine (burning? colour? when?), menstrual period

• chest pain, palpitations

• dizzy, fit, faint, weakness, numbness, headache, hearing, vision

• fever, sweats, chills

• pain, discomfort or rash anywhere else?

NOT ENOUGH

PRIMARY SURVEY CARD

Casualty carers each use: and Complete: and communicate to rescue services/home contact

PATIENT RECORD CARD

TRIAGE PLAN

Identify how many casualties there are. Classify as follows:

P1 Immediate Priority Need lifesaving treatment (breathing starts on opening airway, but unstable)

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 cards.

Start 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.

CHALET CARD

Allocate group manager to supervise uninjured

Re-evaluate best use and allocation of carers

GROUP MANAGER

1 Ensure rest of the group is safe and well

2 Establish location (GPS, Maps, Guide)

3 Consider evacuation pathways (see Critical Incident Plan)

4 Establish communications (Satellite phones, mobile phones, visual relay, radios)

5 Prepare resources as requested (First aid supplies, shelter, stretcher etc.)

Chalet Card

C

L

If YES, what means?

What

What

What

What

How much time has elapsed since the incident?

What are the developing hazards? (weather, light etc)

Notes Notes

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