residential school trip risk assessment

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• Education, training and skills
• Pupil wellbeing, behaviour and attendance
• Health, safety and wellbeing in schools

Health and safety on educational visits

• Department for Education

Published 26 November 2018

Applies to England

© Crown copyright 2018

This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] .

Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

This publication is available at https://www.gov.uk/government/publications/health-and-safety-on-educational-visits/health-and-safety-on-educational-visits

Types of trip

The 2 main types of trip are:

• routine visits
• trips that need a risk assessment and extra planning

Routine visits

These involve no more than an everyday level of risk, such as for slips and trips, and are covered by a school’s current policies and procedures. They only need a little extra planning beyond the educational aspect of the trip and can be considered as a lesson in a different classroom.

Trips that need a risk assessment and extra planning

These are trips not covered by a school’s current policies. This could be due to considerations such as the:

• distance from the school
• type of activity
• need for staff with specialist skills

Sometimes a school may simply need to review its current plans or arrangements that were successful on previous trips. However, some trips will need a risk assessment, detailed planning and the informed approval of the headteacher or governing board. The person given the job of managing this should:

• have the skills, status and competence needed for the job
• understand the risks involved
• be familiar with the activity

Plans should be proportionate and sensible, focusing on how to manage genuine risks.

When to seek consent from parents or carers

A school must always get written consent for nursery-age children.

For children over nursery age, written consent is not needed for most trips, as they’re part of the curriculum. However, it’s good practice to tell parents or carers about them.

Written consent is usually only needed for trips that:

• need a higher level of risk assessment
• are outside normal school hours

The school can ask parents to sign a consent form when their child enrols. This will cover them for their whole time at the school. Advice on consent forms is available on the Outdoor Education Advisers’ Panel ( OEAP ) website.

A school should still tell parents or carers about such trips and give them the opportunity to withdraw their child.

Using outside organisations

Schools using an outside organisation to provide an activity must check the organisation has appropriate safety standards and public liability insurance.

The Council for Learning Outside the Classroom ( LOtC ) awards the Learning Outside the Classroom Quality Badge to organisations that meet nationally recognised standards.

Schools can check if an organisation holds the LOtC Quality Badge .

If an organisation does not hold the badge, the school must ensure that they’re an appropriate organisation to use. This could include checking:

• their insurance
• that they meet legal requirements
• their health and safety and emergency policies
• their risk assessments
• control measures
• their use of vehicles
• staff competence
• safeguarding
• accommodation
• any sub-contracting arrangements they have
• that they have a licence, where needed

The school should have an agreement with the organisation that makes it clear what everyone is responsible for. This is especially important if they will be taking over supervision of the children.

Adventure activities: caving, climbing, trekking and watersports

These kinds of activities should be identified and risk assessed as part of the visit beforehand. Staff managing or leading visits must not decide to add such activities during the trip. They should always consider the abilities of the children when assessing risk.

Organisations need a licence to provide some adventure activities. Organisations that hold the LOtC Quality Badge should hold a licence for the activity they provide.

Information about licensing is available on the Health and Safety Executive ( HSE ) website.

Watersports

When planning watersports, schools should consider the need for:

• instructors

A school should take particular care when using hotel swimming pools and other water-based leisure facilities that may not have a trained lifeguard on duty. Although there are no swimming-pool-specific health and safety laws, the OEAP provides useful advice about undertaking adventure specialist activities, including swimming.

Trips abroad

Trips abroad can present extra risks and need a higher level of risk assessment.

Schools should make sure that any organisation providing activities holds the LOtC Quality Badge or similar local accreditation.

The HSE does not cover incidents overseas. However, it can investigate work carried out in Britain to support the trip, such as a risk assessment. School staff could be liable under civil law for any injuries to the children due to negligence.

If the trip includes significant risks, such as challenging terrain, a remote location or an extreme climate, a school should follow the guide to the British Standard for adventurous activities outside the United Kingdom as the basis for its planning and risk assessment. Organisations employed by the school should follow this, too. If they have a LOtC Quality Badge, they follow this standard.

Schools should consider the Foreign and Commonwealth Office’s detailed guidance on safer adventure travel and volunteering overseas and foreign travel advice when organising a visit abroad.

Knowing what to do in an emergency

Schools should have an emergency response plan that covers what to do if there is an incident away from school. They should also have a communications plan that covers how routine communications should be handled, including regular check-ins and calls to reassure people. Trip leaders should be familiar with the plan.

Schools can get advice on creating a communications plan from their outdoor activity adviser or the OEAP website .

Evaluating trips

A school should set up a clear process for evaluating all visits once they have been concluded, from the planning through to the visit itself. It should keep a record of any incidents, accidents and near-misses.

This will help it:

• evaluate whether its planning has worked
• learn from any incidents which took place

Educational visits coordinators

Schools should appoint an educational visits coordinator and make sure they have the training they need. The headteacher assumes this duty if there is no coordinator. Local authorities or academy trust outdoor education advisers can advise on appointing and training coordinators.

The coordinator works with the outdoor education adviser to help their colleagues in school to assess and manage risks.

The coordinator should:

• be an experienced visits leader
• have the status to be able to guide the working practices of other staff
• be confident in assessing the ability of other staff to lead visits
• be confident in assessing outside activity providers
• be able to advise headteachers and governors when they’re approving trips
• have access to training, advice and guidance

Guidance is also available on the OEAP website .

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• Health & Safety

School Trip Risk Assessment Template for Teachers

A risk assessment is simply a careful examination of what has the potential to cause harm so you can identify what needs to be done to prevent it. A thorough school trip risk assessment helps you to comply with health and safety law and ensures that your school activities are carefully planned and the risks are adequately controlled.

This means considering things like how many children will be present, the transport arrangements, the safety of the venue and the activities the children will be doing.

Of course not all the risks can be eliminated completely: a risk assessment simply helps you to ensure children aren’t unnecessarily exposed to things that could cause them harm and proves you’ve done all that you can to keep them safe.

The Health and Safety Executive advises that you take a common sense and proportionate approach to risk assessment.

Download Free School Trip Risk Assessment

The main steps of a school trip risk assessment:

• Identify the significant hazards – you don’t need to consider absolutely everything that could go wrong, only the hazards over which you have some control. For example, food safety, slips and trips, getting lost and unsafe equipment. Keep in mind that the nature of the school trip will influence the hazards you may encounter: not all school trips will carry the same risks and some will be more high risk than others.
• Specify who may be harmed by each hazard – this may be the whole group of children and adults, only the children or only specific children. Pay particular attention to children with physical and/or learning disabilities who may be more at risk from harm.
• Evaluate the likelihood of the risks and decide on suitable precautions – use the risk assessment to rate each hazard by how likely it is to occur, from remote through to very likely. This will help you to determine how you will act to minimise the risks.
• Record your findings – it’s important that you keep a copy of your completed risk assessment form. This helps you to comply with health and safety law and acts as evidence of your diligence should anything go wrong.
• Review the assessment and update it if anything has changed – before the school trip, read through your completed risk assessment and check that all potential hazards have been covered. Update the assessment if anything has been missed or if the circumstances have changed, such as a new activity, a different mode of transport or the addition of more children.

Download our blank template and fill it out in advance of each school trip you have planned and don’t forget to review it before you set off.

Further Resources:

• Supporting Young Carers: A Guide For Teachers
• Prevent Duty Guidance Pack for Teachers – Free Download
• Managing ADHD in the Classroom: Teaching Strategies and Tips

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Her favourite article is How to Start a Food Business From Your Home

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Educational off-site visits - Risk assessment

Advice for Heads of Service, Headteachers, Principals, Teachers, Educational Visits Coordinators, Establishment Staff and Governing Bodies with regards risk management.

Risk management is an integral part of the planning and implementation process of an educational off-site visit.  To assist staff in the completion of risk assessment documents, in the ‘Downloads and Resources’ section there are a range of generic risk assessment templates.  The information provided within the generic risk assessments is not by any means exhaustive or definitive and is designed to be starting point from which a visit specific risk assessment can be produced for a particular visit or series of visit.  It is the responsibility of the visit leader to review the risk assessments carefully and consider all the significant and foreseeable hazards which may occur in addition to those listed and implement appropriate measures to safeguard party members at all times.

Further information from OEAP National Guidance regarding risk management can be obtained on the  OEAP National Guidance website

If your school does not currently have access to the Local Authority educational off-site visits provision, please contact: 01302 737152

Parents should be aware that, in the event of any query concerning a school visit, they should contact the school concerned.

More information

• Learning Standards and Effectiveness
• email: [email protected]
• tel: 01302 737152

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How to Create a Risk Assessment in Schools

In this article

Whilst children are more likely to have an accident than any other age group, some accidents involving children, particularly in school, could be preventable if proper procedures are followed. Furthermore, during the period 2019-22, the Health and Safety Executive in Great Britain found that there were an estimated 1,450 work-related injuries in educational settings, highlighting the necessity of risk assessments to control these incidents.

What is a school risk assessment?

A school risk assessment is an assessment carried out by members of staff in a school in order to understand the potential hazards to health and safety in the school setting. A school may have multiple risk assessments for multiple scenarios, such as experiments in a science lab, or going on a school trip. Risk assessments are created and used to help teachers and members of staff understand how they can keep children safe in line with the national health and safety guidelines. Carrying out a risk assessment is not aimed at ensuring that there are no risks, as this would be impossible. Instead, it is designed to make sure that measures are in place to reduce risks to health and safety as much as possible.

According to the government website, all schools must appoint a ‘competent’ person to make sure that the health and safety responsibilities of the school are being met, and that risk management is being continually assessed and updated.

Risk should be assessed in the following scenarios, but is not limited to these:

• Managing health infections and outbreaks.
• Staff injury and accidents.
• Pupil injury and accidents.
• Visitor injury and accidents.
• Residential visits.
• School trips and off-site activities.
• Transitioning to online learning.

Day-to-day risk should be assessed too, such as activities within the school day.

These activities include but are not limited to:

• PE lessons.
• Science experiments.
• Transitioning between lessons.
• Fire alarm/drills.
• Detentions.
• Assemblies.
• Operational routines such as setting up and cleaning.

Why are risk assessments necessary?

Risk assessments are necessary as they demonstrate that the school is taking action to meet the statutory requirements for health and safety. According to health and safety law in England and Wales, schools are obligated to ensure that a record is kept of all risk assessments. Risk assessments identify who may be at risk in a particular scenario, what the risk may be and what has been put in place to reduce the risk. It is an effective and preventative method, keeping schools prepared for worst-case scenario instances. Furthermore, risk assessments are useful and necessary for other staff to understand their roles and responsibilities in a given scenario.

If risk assessments are not carried out, or are carried out ineffectively, the hazards that children and staff could face, without the appropriate measures put in place to reduce the risk of harm, could result in injury, and even fatalities. Risk assessments are one of the most important procedures an educational setting can undertake.

Who are risk assessments for?

Risk assessments in a school setting are not just undertaken to protect children from harm but serve to protect everyone in the school setting or on residential trips. This includes teachers and teaching staff, supply teachers, kitchen staff, admin and operations staff, visitors and anyone else who may visit the site.

Risk assessments also ensure that staff are doing their job properly to control the risks that may occur. Should the risks occur, staff will have a readily available protocol to follow.

Risk assessments also support vulnerable children and staff. For example, a risk assessment for a school trip would assess the risk to children and staff with disabilities, those with food allergies, and those with behavioural needs. It would ensure that, where necessary, separate provisions would be made to minimise the risk posed to those individuals.

Who creates risk assessments?

Usually in schools, the headteacher would have the final say on risk assessments, though they do not necessarily create them to begin with. Risk assessments may be delegated to those in the responsible remit, and may be collaborative, as they involve different teams. For example, the admin or HR lead might create risk assessments related to processes concerning that particular remit, such as working from home, a risk assessment for strikes, or event planning in the school. The facilities lead might create risk assessments for PE equipment storage, the stairs and corridors and pest control.

If a risk assessment is being created for a singular instance, such as a trip, the risk assessment might draw on existing risk assessments for trips and visits but should be tailored to the visit. Usually, the person leading the trip would create the risk assessment.

How do you create a risk assessment?

Your school may have their own template to follow when it comes to creating risk assessments. This is an indicative guide to creating a risk assessment, which can be used alongside your school’s risk assessment guidelines:

Describe the activity

Think about the activity, right from start to finish. Describe the elements that make up the activity, including any movement of pupils, and transport or equipment used, any food. Describe who will be participating in the activity, and any needs that participants may have.

Identify the risks/hazards posed

After listing the different elements of the activity, you will be able to identify the risks at each stage. For example, you may have identified using a coach as part of the activity. A potential risk may be that students will stand up on the coach, fail to wear their seatbelts, use mobile phones and share food.

Identify who might be at risk from these hazards

After the risks have been identified, you should then consider who might be harmed in these instances. For example, all students and staff could be harmed if safety protocol on the coach is not followed, and students with allergens may be at risk of a reaction from food opened on the coach.

Rate the likelihood, severity and overall risk

Next, it is important to identify which risks are probable and which are unlikely to happen. For each risk, rate the likelihood of it happening, from low, medium and high, and do the same for the severity of the occurrence should it happen. Finally, make a judgement about the overall risk, from low, medium and high. Even if you have scored an element of the assessment as low risk, that does not mean control procedures should not be put into place. The terms ‘low, medium and high’ can be replaced with any other measure of ranking, such as ‘mild, moderate and severe’.

Outline the control procedures

You should make reference to any legal requirements, school guidelines and good practice, and look at any previous risk assessment control procedures that may be useful to minimise the risk and its occurrence. Many of the risks identified will result in extra staff supervision as a control measure, and first aid in the case of minor injuries. In some cases, extra equipment will be needed. Any risks that have a high probability of occurring should be thoroughly assessed, with step-by-step measures put in place to avoid them or reduce the chance of them happening. You should consider the number of staff who are trained in first aid .

Make any extra recommendations

Think of any additional recommendations for each risk. For example, perhaps staff involved need additional training on a particular topic.

Can risk assessments be used again?

In short, yes, risk assessments can be used again, so long as they are relevant. Risk assessments should be stored and archived when they are no longer useful or effective. If they are still effective but outdated, they should be updated with any changes that have occurred, either to legislation, staff additions or loss, or any equipment or site updates. Furthermore, incidents or accidents may have occurred since the risk assessment was created, meaning that would change the rating of a particular risk.

Who can help with risk assessments?

• When creating and updating risk assessments, you should refer to the government’s guidance on Health and Safety: Responsibilities and Duties for Schools , to understand any updates on health and safety requirements.
• The Health and Safety Executive outlines many factors concerning health and safety in educational settings.
• The government provides additional guidance on emergency planning in educational settings .

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About the author

Rose Winter

Rose is a qualified teacher with six years of experience teaching in secondary schools and sixth forms across London. Before this, she worked as a communications officer in the Cabinet Office. Outside of work, Rose can be found researching topics of interest and spending time abroad.

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Risk assessment information for your school trip

The safety and wellbeing of your group on our school trips is always our top priority and we never compromise on it. Our tried and tested safety management systems are backed up by rigorous internal and external auditing which is why teachers and parents trust us to look after the needs of 32,000 travellers each year. 

Use the resources on this page to help plan your school trip and to inform the school trip risk assessment for your group. If you need any further information, please do get in touch . 

Voyager School Travel is an Assured Member of the  School Travel Forum (STF) and has been awarded the prestigious Learning outside the Classroom Quality Badge (LOtC). This means that you can book your trip with confidence and reduce the amount of risk assessment paperwork you need to complete.  The Outdoor Education Advisors Panel (OEAP) national guidance states 'when the provider holds the LOtC Quality Badge there is normally no need to seek further assurances from the provider about the safety of provision'. 

As a School Travel Forum member and holder of the LOtC Quality Badge you can be secure in the knowledge that we:

• Understand and facilitate the needs of educational travel
• Have effective Safety Management Systems in place, specifically focused on travelling with young students
• Offer fair terms and conditions and the best financial security

A summary of our health, safety and safeguarding standards are contained in the Safety Management System. The information contained in the Safety Management System will be useful to you when you are writing a school trip risk assessment for your specific group. 

Voyager School Travel holds the Learning Outside the Classroom (LOtC) Quality Badge which demonstrates that our quality and safety systems have been externally accredited.

Voyager School Travel has also been awarded the Adventure mark, a non-statutory safety scheme devised by the Adventure Activity Industry Advisory Committee (AAIAC) for providers of adventurous activities whose safety management and related delivery systems have been inspected and found to comply with standards of good practice in the adventure activity industry.

Click on the certificates of compliance below.

We provide risk assessments for all the activities instructed by our own staff, which include information regarding our operating procedures and safeguarding policies. This information will help inform the personalised risk assessments you need to prepare for your group.

For tours, we can provide generic city risk assessments, supplemented with specific information about a destination, such as disabled access. We take all reasonable steps to obtain evidence from excursion providers that their service is suitable for school groups and that they have properly evaluated the health and safety aspects of the activity. We will provide this information to the trip organiser so that they can make informed decisions about the suitability of the activity for their specific group.

We also offer financial support for school trip leaders to take inspection visits and undertake their own risk assessments (see Inspection Visits section below).

We have a responsibility to promote the welfare of all children and young people to help keep them safe. We are committed to practise in a way that protects children from the risk of harm or abuse and follow all current and relevant UK legislation and guidance. All staff members, activity leaders and coach drivers who come into contact with children undergo a DBS and/or equivalent Police check under the Safeguarding Vulnerable groups Act 2006.

We take the safety of those with food allergies and intolerances very seriously. We work closely with party leaders to ensure that all dietary requirements are identified and managed on our trips.

Unless specified otherwise, all our school trips include comprehensive travel insurance. Find the full policy below and read a summary of the ways you're covered on our school travel insurance page .

All sports and activity programmes have an appropriate operating licence, conform to Voyager School Travel’s Code of Practice and have suitable levels of Public Liability Insurance.

Voyager School Travel is a full member of the Association of British Travel Agents (ABTA) and is licensed by the Civil Aviation Authority under the Air Travel Organisers Licence (ATOL). 

All monies paid to Voyager School Travel are protected by either ABTOT or ATOL. ABTOT provides protection for school trips by rail, ferry or coach while ATOL provides protection for school trips which include a flight.

Read our blog for more clarity on the financial protection ensured by ABTA and ATOL membership .

Wherever possible, school groups will travel with our own coach company, Pegasus Coaches . By operating our own coach company we can guarantee a high standard of quality and care for our school groups. We provide a generic risk assessment for school groups travelling on our coaches which can be accessed below. 

All coaches contracted by Voyager, comply with all relevant UK and European legislation, including those laws concerning seatbelts on coaches and drivers hours. Coach operators used more than 5 times in a year will have an ‘in situ’ audit once every 3 years. Tour itineraries are agreed with the coach company to ensure the requirements of EU Drivers’ Hours legislation is adhered to. 

All air, rail and sea transportation complies with regulations set down by the appropriate Maritime and Coastguard agency, Civil Aviation Authority or equivalent regulatory body.

Wherever possible your group will be staying at one of our residential school trip centres , or at a partner centre, where we can maintain the highest standard of accommodation and care for your group.

In the case that your group is not staying at one of our residential centres, a qualified member of the Voyager School Travel leadership team will have selected and audited your accommodation to ensure it conforms to all local and European legislation, as well as meeting Voyager School Travel’s published Health & Safety requirements.

We understand that you may want to scope out your school trip for yourself before taking your students, so we welcome teachers to visit our own centres in France, Spain and Germany in order for any pre-planning and risk assessments to be completed. We can assist with the planning and costs for visits to other destinations too. Get in touch today to enquire about inspection visits for your chosen school trip.

We are committed to make sure that modern slavery, human trafficking, forced labour or similar human rights abuses are not taking place within our business and will not knowingly support or deal any business that engages in such practices.

We require our third party agents to be alert to the risks that modern slavery presents and to confirm that they share our commitment to ensure that modern slavery is not taking place anywhere within their organisation or supply chain.

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More helpful resources for planning your school trip

• Our trade associations and accreditations
• The difference between ABTA and ATOL and how your school trip is protected
• How we support you
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How Voyager School Travel delivers the best service

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Our team use their teaching, language & destination experience to organise educational trips that are not only enriching but hassle-free.  Read more →

Safety assured, bonded & accredited

As a member of the School Travel Forum & protected through ABTA & ATOL you can be sure of our high standards.  Read more →

Trusted by teachers

Schools trust Voyager School Travel to organise the educational trips for over 32,000 passengers a year.  Read more →

We deliver the educational elements

Signature educational experiences with our own language & activity instructors allow  teachers to enjoy the trip too.  Read more →

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Groups staying at our own residential centres in France will benefit from high quality learning, safety & service. Read more →

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For teachers who are serious about the educational outcomes of their school trip.

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• School Trips Why Every Child Deserves A Residential

Residential trips for schools – Why every child deserves a school residential

Learning away from school and home can help your pupils grow in confidence, develop independence and improve across the curriculum, says Jamie Walls…

It’s proven that whether you’re taking primary or secondary school pupils, quality residential trips for schools are hugely beneficial from an educational perspective.

Indeed, there is a growing body of evidence demonstrating the positive impact of residential experiences both on young people’s academic outcomes and their wider development – the independent research by York Consulting into residential learning provides fantastic insights into the difference these trips can make, for a start.

In spite of what the research says, schools, teachers and parents alike can sometimes be hesitant to commit to residential trips for one reason or another – be it the cost, planning, time or stress involved.

But the benefits outweigh these perceived cons, and support is available for those who want to take the plunge.

Breaking barriers

How can residential trips for schools benefit pupils in the primary years? It’s difficult to know where to start!

The change of environment can provide inspiration and help to improve creativity amongst pupils (and teachers) across a whole range of subjects – but it doesn’t stop there…

Residentials provide an opportunity to break down the barriers between pupils and teachers, and education and the classroom. Relationships can be forged and built upon over the course of a trip that may not have naturally grown in the traditional school environment.

Removing seating arrangements and the physical obstructions between pupils and teachers allows new interactions and broadens the circles of those that take part.

Long-term follow-up responses after a residential experience found that 84% of KS2 students felt that they knew their teachers better, and 75% felt they got on better with their peers.

In fact, according to Learning Away , when residential experiences are integrated with the curriculum, are inclusive and progressive, and involve staff and students in planning and following up, the sense of cohesion and of belonging to a community is enhanced throughout the whole school.

Boosting confidence

Another more obvious benefit of residential trips is the immediate boost in confidence that pupils and teachers alike can gain from them. In fact, this is the benefit most likely to be identified by pupils.

Student leadership skills naturally emerge in a residential environment, and often in those that you may least expect it from. These types of experiences move pupils out of their perceived comfort zones and facilitate a new learning and social environment.

For many pupils, such a trip could be their first time staying away from home. The sense of independence and adventure generated can spark excitement and self-belief in even the most timid, developing their resilience and self-confidence.

Ofsted agrees: in a 2008 report about learning outside the classroom, it stated: “When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development.”

Supporting learners

One of the lesser recognised benefits of residential trips is the impact they can have on the progress of lower-attaining pupils, who may have difficulties with concentration and engaging in a classroom environment.

In the primary years, in particular, residential trips can help to develop pupils’ speaking and listening skills, and broaden their vocabulary.

Study and research skills can be developed in a way that means they are more likely to be retained by less academic children – the out-of-classroom learning environment can break down barriers to learning and allow information to be absorbed.

Outdoor activities on residential trips for schools

The aforementioned confidence boost can also mean that quieter students are more likely to put forward their views and engage in group discussion. The support residential trips for schools provide pupils needn’t be restricted to term time, either.

Cathedral Academy in Wakefield, for example, used the LOtC-approved site YHA Castleton Losehill Hall, in Derbyshire, to pilot a successful summer school with Year 6 pupils before their transition to Year 7.

They undertook a number of outdoor activity programmes, including bushcraft, shelter building, archery and orienteering in the 27-acre grounds of the venue.

“The summer school had a positive impact on all students,” Kat Cafferky, vice principal of Cathedral Academy, who organised the trip, commented. “Their confidence grew by the day; they made many new friends and were glowing by the end of the week.”

Choosing wisely

It probably goes without saying, but it’s vital to have the right environment for a residential school trip, and having the right facilities available at your destination underpins its success.

The Learning Outside the Classroom (LOtC) Quality Badge is something to look out for in particular when browsing school trip ideas . It is the only nationally recognised indicator of good quality educational provision and effective risk management – making it easier on the risk assessments front.

Having this quality standard means the red tape associated with a school trip is reduced. There are currently around 1,000 providers with the quality badge, with YHA boasting more than 80 LOtC-accredited sites alone in England and Wales.

It’s important to point out that planning is key; a brilliant residential does not happen all by itself. It requires teachers and the provider to work together to identify what you want to achieve and how it will be done.

The easiest and most effective way to ensure your residential school trip runs smoothly and delivers at every level, for both staff and students, is to engage with a recognised and trusted provider of school trips.

Finally, it may sound obvious but choose a destination that complements the topic or subject area you wish to cover.

For example, YHA has several locations of historic and geographic importance – YHA The Sill at Hadrian’s Wall is located close to the iconic Sycamore Gap and the Roman site at Vindolanda and is popular with many educational and youth groups who visit Hadrian’s Wall and Northumberland National Park for history and geography field trips.

Unforgettable experience

The most important thing to say about a residential trip is that pupils will walk away from it with memories that they will cherish and an experience that will add to their academic journey.

No fewer than 82% of KS2 pupils surveyed by York Consulting were proud of what they achieved on their residential and 58% thought they would do better in their schoolwork as a direct result.

Start planning your trip

Follow these simple tips to ensure your residential goes smoothly…

• Book a pre-visit By arranging a pre-visit, group leaders can get a feel for the residential destination. They can also talk to staff, get assistance with any paperwork necessary and see the activities first-hand.
• Check facilities Do you know what catering and sleeping arrangements are available? Ensure that your groups have dedicated rooms and that the catering is not only offered but of good quality with any dietary requirements catered for too.
• Book early Popular LOtC-accredited destinations can be sold out up to a year in advance – book early to avoid disappointment.

Jamie Walls is product development and delivery manager at YHA. YHA (England and Wales) offers support to schools who choose a YHA School Trip at any one of its 150 locations – for more information, visit yha.org.uk .

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School trips offer children a unique learning experience, where they are introduced to a number of different environments, scenarios and situations where they are able to use a combination of skills to gain new knowledge.

Exposure to new learning environments comes with an element of risk and as such, a formal assessment of each situation needs to be completed before a trip takes place.  Children should be able to experience a wide range of activities, and health and safety measures should help them to do this safely, not stop them.

A very useful starting point is the Outdoor Education Advice Panel ‘s National Guidance website, where teachers, EVCs and Heads can access a wide range of information and resources.

The Council for Learning Outside the Classroom Quality Badge is the only nationally recognised indicator of good quality educational provision AND effective risk management.  Schools choosing a provider who holds this badge can be assured of quality and safety across all sectors, from museums to farm visits and adventurous outdoor activities such as coasteering.

Risk Assessment Categories:

Category A:  Activities where the risks are considered the same as in everyday life, eg. Visits to the theatre, sports fixtures, visits to zoo, coastal and countryside walks.

Category B:  Adventure activities in the UK, eg. Rock climbing, walking on moorland more than 30 minutes from a road or habitation, caving or kayaking.

Category C:  The most demanding category. Includes visits abroad and all those activities that, if not school-led, would be in the scope of the Adventure Activities Licensing Regulations 1996 (see below). It also includes activities that fall outside the scope of licensing, or are less commonly pursued by pupil groups, such as motor sports, whose safe supervision requires that the leader should normally complete some prior test of his or her specific competence. Such testing might include a recognised course of training, the recorded accumulation of relevant experience, or an assessment of competence by an appropriate body. Visits and activities overseas where there is concern or uncertainty about the health, safety or welfare of staff or pupils.

External Verification: Some venues (usually those doing ‘adventurous’ type activities will get external verification of their risk assessment from an independent body, eg. the AALA (Adventure Activities Licensing Authority).

Legal requirements

(Taken from  DfE Health and Safety Advice )

The main legislation covering this area is the Health and Safety at Work Act 1974 and regulations made under that Act.

The employer (the local authority, governing body or proprietor) is responsible for health and safety, though tasks may be delegated to staff. Employees also have a duty to look after their own and others’ health and safety.

It’s very rare for school staff to be prosecuted under criminal law with regard to accidents involving children.

Employers, school staff and others also have a duty under the common law to take care of pupils in the same way that a prudent parent would do so. Most claims for negligence are brought against the employer (who has public liability insurance) and not individual members of staff.

Useful sources of guidance and risk assessment planning

Outdoor Education Adviser’s Panel

A very useful Check List for Educational Visit Coordinators is available via the Outdoor Education Advisor’s Panel website, which details all aspects of the EVC’s trip planning process in an accessible format.

Downloadable guide to creating your own risk assessment by the HSE

HSE guide to educational visits

Department of Education Health and safety advice for schools

Learning Outside the Classroom Quality Badge

For curricular activities in areas of potentially higher risk (science, PE) staff should be familiar with and extract relevant information from the generic risk assessments and guidance produced by advisory bodies –

• Consortium of Local Education Authorities for the Provision of Science Services
• Safe Practice in Physical Education and School Sport’ Association of PE – ‘afPE’

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Creating Effective Field Trip Safety Policies

Field trips have long been an exciting part of the educational experience, offering students a break from the classroom routine and a chance to explore the world beyond their textbooks. These educational outings are also linked to improvements in students’ academic performance , social-emotional development, and long-term career prospects. Regardless of gender, ethnicity, or socioeconomic status, students who take part in school trips are gaining meaningful benefits.

With that being said, there are many field trip safety concerns and potential risks associated. This emphasizes the importance of well-structured policies and procedures to ensure that students and accompanying adults can enjoy their outings with peace of mind.

In this blog post, we will discuss the steps to create effective safety policies for field trips including examples of safety rules and safety checklists.

Conduct a Thorough Risk Assessment

Before you can create effective safety policies, it’s crucial to first identify potential risks and hazards associated with trips off school grounds. This process involves the examination of factors such as transportation, location, activities, potential emergencies, student abilities, and more. By pinpointing potential dangers in advance, strategies can be developed to reduce these risks.

When conducting a risk assessment, consider the following key areas:

• Transportation: Assess the safety of the various modes of transportation including buses, walking, or other means.
• Location: Evaluate the climate, terrain, accessibility, and availability of healthcare facilities in the chosen destinations. Keep in mind unexpected weather changes.
• Activities: Examine the equipment used during activities and assess the physical challenges involved. For example, consider the potential risks associated with contact with animals.
• Potential Emergencies: Identify potential emergencies such as slips, trips, falls, bus accidents, dangerous environments, or insufficient security measures.
• Student Ability: Consider the physical capabilities, medical conditions, experience, and age of the students participating in field trips.

Assess the level of risk based on the likelihood or probability of the risk occurring and the possible consequences. This will help guide and prioritize risk management efforts.

While complete elimination of risk is often impossible, school field trip safety policies should provide assurance that all reasonable care and sensible preparatory arrangements have been made to manage potential hazards.

Adapt Field Trip Safety Policy and Procedures Based on Risk Assessment

Once the risks are identified through the risk assessment, safety policies should be adapted accordingly. This means addressing each potential risk with specific measures. Some examples of risk management strategies include the following:

• Having emergency contact information readily available.
• Ensuring appropriate insurance coverage.
• Designating trip leaders and chaperones.
• Setting aside emergency funds.
• Establishing adult-to-student ratios (with lower ratios being preferable, such as one adult per 4-6 children).
• Outlining emergency procedures.
• Setting age requirements for participation.
• Maintaining first aid kits.
• Specifying dress codes.
• Keeping families informed about trip details.

Schools are obligated to carry out suitable and sufficient precautions in terms of supervision, protection, and training before, during, and after the trip.

The following sections include a more in-depth explanation of effective safety policies in the top areas related to school field trips.

Train Staff on their Responsibilities

One crucial detail in effective field trip safety policies is the training and responsibilities of staff. Teachers and staff involved in field trips should always review school policies and procedures well in advance of the excursion. Being familiar with these guidelines ensures that everyone is on the same page regarding safety protocols and expectations.

Staff training can include the following:

• CPR and First Aid certification.
• Crisis management training.
• Familiarity with emergency protocols.
• How to identify potential hazards related to the trip’s destination and activities.
• Responding appropriately in emergency situations.

It is advisable to request that volunteers obtain CPR and First Aid certification. This extra layer of preparedness can be invaluable in ensuring the safety of all participants.

Another important responsibility of school staff is effective communication:

• Administrators should communicate with staff beforehand on safety policies and protocols.
• Teachers and staff should maintain communication before, during, and after the field trip with students, families, and school administrators. Open channels of communication should be created to ensure everyone is informed and prepared.
• Teachers and chaperones should establish and communicate clear behavioral expectations and guidelines for students to follow during the trip.

Make Mandated Staff Training Easy

Our online teacher and staff compliance training gives your team the opportunity to take training wherever and whenever it’s convenient for them!

Generate Field Trip Emergency Preparedness and Response Plans

One of the cornerstones of effective safety policies for school field trips is a comprehensive emergency preparedness and response plan. This plan should be an integral part of staff training and responsibilities. Teachers and chaperones must be skilled in emergency procedures, and everyone should know their roles and responsibilities. The following includes examples of what should be included in emergency preparedness and response plans:

• Teachers and staff should carry a well-stocked first aid kit along with essential items such as bottled water, sunscreen, a working cell phone, any emergency medications students may need, a list of emergency phone numbers, and parent/guardian contact information.
• Following any medical assistance, if needed, teachers should contact the student’s parents/guardians as soon as possible to keep them informed. Documenting the incident through an accident report is also essential for maintaining records and assessing the effectiveness of the response.
• Teachers and chaperones should be made aware of the prevention of lost or missing students. Matching t-shirts or bracelets can help identify students quickly. Clear instructions should be given to students regarding where and when to meet up, emphasizing the importance of always staying with their assigned buddies. Teachers and chaperones should maintain a roster and check students against it multiple times throughout the day to ensure that no one is left behind.

Emergency preparedness, clear procedures, and prevention measures all contribute to a safer and more enjoyable trip for everyone involved.

Quickly Report Student Accidents

Automate the reporting, tracking and management of accidents, including documenting if first aid was administered, investigations, witness statements, and communicating with all key personnel.

Medical Considerations and Consent Forms for Field Trips

Before embarking on any field trip, it’s essential to collect medical information and signed consent forms from parents/guardians. This step is not just a formality; it’s a vital component of ensuring the safety of every student. Medical information helps educators and chaperones be prepared for any unexpected situations that may arise during the trip. Including this as a safety policy will guarantee its completion.

Consent forms serve as a legal agreement between the school and parents/guardians, outlining the details of the trip and giving them peace of mind about their child’s participation. The forms should provide a comprehensive overview of the trip, including its cost, specific clothing requirements (such as sunscreen, raincoats, or closed-toe shoes), lunch details, and transportation arrangements.

For students with allergies, especially severe ones, it’s crucial to make all participants aware of these allergies so they can respond quickly in case of an emergency. Additionally, any necessary medications should be properly labeled with the student’s name, medication name, dosage, and the time it should be administered.

No child should be excluded from field trips due to their medical condition. Accommodations should be considered and made in advance.

School Field Trips Transportation Safety Measures

Transportation is often a significant aspect of school field trips, and addressing safety considerations related to it is vital. School buses are often the chosen mode of transportation for field trips due to their safety record. However, it’s crucial for everyone involved, from drivers to parents and students, to understand school bus safety.

The qualifications of the drivers operating the vehicles are critical. It should be ensured that buses or cars used for transportation are driven by trusted adults who are responsible and qualified drivers. Drivers should not only be licensed and experienced but also familiar with the specific route and the needs of the students on board. Including regular background checks and training in your safety policies can help maintain the quality and reliability of the drivers.

There should be contingency plans for transportation-related emergencies such as vehicle breakdowns or accidents. These plans should outline:

• Steps to take during a vehicle breakdown or accident.
• Communication protocols.
• Evacuation procedures.
• How to contact emergency services if necessary.
• Having a backup plan in case a vehicle breaks down.
• Plan for students with disabilities or special needs .

Furthermore, schools must ensure that an adult is present in the vehicle whenever children are on board. No child should ever be left unattended. Regular inspections of the vehicle should also be conducted after each trip to ensure no child has been inadvertently left behind.

By having these plans in place beforehand, schools can help ensure that all students reach their destination safely and securely.

Gather Post-Trip Evaluations and Feedback

Accidents can occur even with the most comprehensive safety protocols in place, and when they do, it’s essential not to assign blame but instead focus on improving the system. Post-trip evaluations provide a platform for schools and organizations to review the incident objectively, dissect the events leading up to it, and understand the root causes. By doing so, schools can avoid making the same mistakes in the future and continually refine their safety protocols. The goal is not to point fingers but to create an environment where learning from accidents leads to safer field trip experiences.

One of the most valuable aspects of post-trip evaluations is the input from those directly involved: teachers, students, and parents/guardians. Each of these stakeholders brings a unique perspective to the table.

• Teachers, who are responsible for organizing and supervising the field trip, can provide insights into logistical challenges, communication gaps, or unexpected issues that may have arisen during the trip.
• Students can share their observations about their own behavior and the behavior of their peers, helping educators and organizers understand potential risks or lapses in safety awareness.
• Parents, being concerned guardians, can offer valuable feedback from an outsider’s perspective, pinpointing areas where safety could be improved.

The importance of conducting a post-trip evaluation cannot be overstated. It’s not just about reacting to accidents; it’s about proactively seeking opportunities to enhance safety policies and procedures for future field trips. By involving all participants in this process, schools foster a culture of collaboration and continuous improvement, ensuring that each field trip is safer and more enriching for all involved.

As we’ve explored in this blog post, ensuring the safety of students, and accompanying adults during field trips must remain a top priority.

To recap the key points covered:

• We’ve highlighted the need to establish thorough safety policies and procedures for field trips. These policies should encompass all aspects of the excursion, from transportation and supervision to emergency response plans.
• We’ve stressed the significance of continuous improvement in safety protocols. The ever-evolving nature of risks and challenges means that safety policies should never remain static. Regularly reviewing and updating these protocols ensures that schools stay ahead of potential hazards and can adapt to new circumstances.

Comprehensive safety policies, diligent supervision, and adaptability are the cornerstones of a successful and secure field trip experience. By prioritizing student safety and continually refining safety protocols, educational institutions can provide students with the best of both worlds: valuable educational experiences and peace of mind for parents and educators alike.

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School trip health and safety: planning checklist and guidance, ahead of a school trip, use our checklist and find guidance to help you feel confident you’ve considered everything from a health, safety and safeguarding perspective., do extra planning and risk assessment for higher-risk trips, take public health guidance into account.

• Use our health and safety checklist to help you prepare
• See further guidance and FAQs
• Use our template for the financial side of planning

You don't need to do a wider risk assessment and extra planning unless the trip carries a higher level of risk. This is because the risks won't be covered by your generic policies and procedures.

The higher risk level could be related to things such as:

• Distance from school
• Type of activity
• A need for staff with specialist skills

Lower-risk trips are those that only include everyday risks, for example slips and trips.

This is explained in the DfE's guidance on health and safety on educational visits .

Find out more, and see examples of template risk assessments in  our article . 

Carry out risk assessments for trips as normal, making sure they include any public health guidance, such as  ventilation  requirements, and refer to: 

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PGL » Group Residentials » Leader Guide » Risk Assessments

Risk Assessments

• Leader Guide

Risk assessments

The risk assessment summaries are generated from the formal risk assessment programme carried out by the senior management at each centre. All our risk assessments are moderated centrally to ensure continuity and consistency in approach.

Risk assessment and review

All risk assessments are conducted at the start of each new season and are reviewed automatically after any significant change.

Such changes may be brought about by:

• Environmental change
• Personnel changes
• Client group change
• Any incident that may occur
• A development in the infrastructure of the centre

Calculation of risk rating

PGL Travel uses a well established and commonly used formula (which was initially devised by The Royal Society for the Prevention of Accidents) to grade the risk rating associated with our operations. Grading the likelihood of injury and the severity of potential injury on two separate scales of one to five will provide a risk rating between 1 and 25.

Our interpretation being;

• 1-7 equals a low risk rating
• 8-15 equals a medium risk rating
• 16-25 equals a high risk rating

It is our standard practice to introduce suitable control measures to address medium and high risk ratings. Only low levels of risk are tolerated.

The risk assessment process we use has been inspected by our home enforcing authority and by the inspectorates of the AALA and BAPA .

Download risk assessment summaries ' class="divide-toggle"> Download risk assessment summaries

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