Western Australia Department of Education's off-site excursion policies and procedures

¶ … Government of Western Australia Department of Education's Excursions: Off School Site Activities. The document describes the policies and procedures necessary for off school site activities.

Background of the Policy

It is recognized that off school site excursions have higher degrees of risk than being at the school. However, the Department of Education recognizes that off school site excursions can provide significant learning opportunities, so it does not want to eliminate them because of the risk. Therefore, it has promulgated regulations to minimize the risk during these excursions.

Purpose/Objective of My Report

The objective of this report is to provide a brief overview of the Department of Education's approach to excursions.

Analysis/Discussion

The document describes excursions as beginning with a teacher-in-charge, who is responsible for the investigation into the risks inherent with the excursion. Some of the excursions may be overnight, and those excursions require a special analysis of the risk. The teacher-in-charge also has to assess the environment, which goes beyond matters of risk. The teacher also has to examine the transportation for the students. Part of the analysis is an assessment of the capabilities and needs of the students, the supervisory team members that will be part of the excursion, and any external service providers. Once the teacher has assessed all of the risk factors, the next step is to design supervision strategies for the excursion. These strategies include: ways of identifying the excursion students, ways to provide information about the excursion, a means for seeking parental consent, emergency response planning, and communication coordination.

Significance

The significance of the document is that it delegates a specific person to be responsible for the planning of excursions and outlines the steps that the teacher-in-charge needs to take when planning those excursions. It also contains references for any overriding legal guidelines, such as who must approve any excursions that are overseas and how overnight excursions should be planned. Failure to comply with the guidelines would probably establish a baseline for any negligence claims.

Key Points

The key points in the document focus on the interaction between the various components of the excursion. A complete analysis of the risk does not focus on any single element of an excursion, but examines how all of the elements interact to enhance or minimize risk.

Why the Policy is Necessary

The policy is necessary because of the risks that are inherent in excursions away from the school.

Who is Subject to the Requirements?

The requirements are aimed at educators, including principals and the teachers-in-charge of excursions. The requirements are triggered by the involvement of students who are going on any activity defined as an excursion in the document.

Conclusion

The document specifically outlines the steps that educators need to take in order to plan excursions that provide students with expanded learning opportunities while making best efforts to minimize the risk exposure of those students while on excursions.

Recommendations

The overall guidelines for minimizing risk on excursions are sufficiently comprehensive; however, it may be an improvement to hire a risk-assessment specialist to work with teachers to ensure safe excursions.

Implications

The overall implication of the guidelines is that educators who fail to comply with them will probably be deemed negligent.

Sample template FOR AN EXCURSION management plan

Excursion Title Off to the Zoo

Teacher in Charge

Date(s) March 10, 2014

PURPOSE OF THE EXCURSION

The excursion relates to the school's education program because it provides children with the opportunity to experience animals in a semi-natural setting.

The anticipated outcomes for the students are to be able to gain a greater understanding of the appearance, lifestyle, and habits of various animals.

1. ASSESSING THE RISKS

1.1 Environment

Where are you going? The trip will be to a zoo located 25km from the school.

How have you assessed the suitability of the venue(s)? The zoo has been the location for several prior excursions and is a popular children's destination.

What risks have you identified in the environment(s)? The risks include: injuries in unfamiliar environments, being targeted for violent crime (abduction, rape, murder), being targeted for property theft, the risk of a student becoming lost, and exposure to indoor and allergens.

How will you minimise these risks? The groups will be supervised with an adult to student ratio of 1 to 4. Each adult will be responsible for the safety of each child. The students will be limited in the personal property they can bring on the trip.. If any scenario seems unsafe, the chaperones will be instructed to end the trip.

1.2 Transport Arrangements

How will the students be transported to, from and during the excursion? A school bus will take the children to the zoo.

If applicable, how have you determined the drivers and vehicles are appropriately licensed? The Board of Education has already tested the licensing requirements of the bus driver and ensures that all buses are licensed. Finally, the tour company will provide driver and vehicle information.

1.3 Students' Capacity

Which students are participating in the excursion? John Stewart, Steve Carrell, Tom Shelton, Mary Shelley, Percy Byron, Anna Karenina, Bridget Godot

Which students have identified special needs? What are they? One student has a peanut allergy.

What activities will the students be doing? Touring the zoo

What specific skills, if any, do students require to participate safely? Students need to be able to walk and listen to directions.

How will you accommodate students who do not have the prerequisite skills for the planned activities? All students are mobile and can follow directions.

What is the supervisor to student ratio?3:7

What strategies will be used to supervise students -- A parent will be with the students at all times except for when the students are in restroom facilities. The teacher will provide oversight to the two parents.

For excursions involving an overnight stay(s), what is the gender balance between students and supervisors-N/A

What strategies will be in place to limit the potential for allegations of improper conduct against supervisors? The supervisors will not be in one-on-one situations with the students and will not enter bathroom stalls with students.

3. IDENTIFICATION OF EXCURSION PARTICIPANTS

How will the students and supervisors be identified during the excursion? They will be wearing matching t-shirts identifying them as members of the school

4. INFORMATION TO PARENTS FOR THEIR CONSENT

What information will be provided to parents for their consent? Parents will receive a handout with information about the date, time, and location of the excursion, as well as opt-out information.

5. COMMUNICATION STRATEGIES

How will you communicate with all members of the group during this excursion? All adult members will have cell phones, but there is no plan to separate from the group.

What is the communication strategy in the event of an emergency? The teacher is the designated emergency contact person.

6. EMERGENCY RESPONSE PLANNING

What is the emergency response plan? The adult will contact the teacher

What provision have you made for students with identified health care needs? The student with a peanut allergy carries an epinephrine shot with her at all times.

Which student/supervisor details will you take with you? A list of participating students, contact numbers, and relevant health information for the students

7. BRIEFING STUDENTS AND SUPERVISORS

How will all relevant information be communicated to students and supervisors? All information will be communicated through e-mailed documents.

8. EXCURSION RECORDS

Where will the relevant details of this excursion be retained? In the school office.

9. APPROVALS

What level of approval is required for this excursion? Principals