Before you print off the city centre maps or purchase the museum tickets, it must be clear to everyone involved what the aim of the visit is. What will your students gain for the excursion? You may want your pupils to experience in a controlled way what is required to cope with a really different environment in a sensible and confident manner. Perhaps you are going to the city to see some specific attractions or attend specific events to supplement the curriculum. Whatever the aim it should be clear and well established in the group. A thorough understanding of what the trip purpose is will also dictate the kind of arrangements needed.
So you have your trip purpose and aim, next you will need to carry out a risk assessment. Group leaders should consider the following when planning their trip.
Routes and Registers
The routes taken should be via established walkways through open and bright areas. It is advisable to consider the less busy routes when planning walks between locations and look to move at lull periods, but do not take short cuts and avoid overly quiet roads. You will need to strike a balance between moving your class safely and not becoming dangerously tangled in busy times. Once the routes have been established DO NOT deviate, becoming lost will result in a range of other potential hazards.
When leaving and arriving at destinations conduct frequent head counts and register your students at ideally three points through the day: start, middle, end. It is good practice to provide students with an emergency contact number and a simple map of the areas you will be traversing – it could make all the difference if a child is inadvertently separated from the group.
An emergency reporting system in case any pupils get lost - or because the school decides to give the group some free time is essential. DO NOT rely on mobile phones. Mobiles provide an easy means of making contact but they are unreliable, have an alternative reporting system in place, for example designated meeting spots where members of staff will be throughout the day. The group must be quite clear about the time to report back and where the meeting point is, and where their bus (if used) will be parked. In the event of providing your students with free time make sure you know where pupils intend to go and ensure there are at least four in a group.
All Leaders/helpers need accurate list of pupils and their mobile phone numbers and parental contact details. Schools must ensure that all pupils carry some identification.
Roads, Vehicles and Transport
The most frequent problem with school groups in large cities is children running across roads or failing to use crossings properly. This is especially so abroad where pupils and staff forget that vehicles are coming from a different direction to UK vehicles. When crossing the road use designated crossings and cross together whenever possible.
For adequate control in scenarios such as road crossings, the pupils should be divided into smaller more manageable groups. Staff should discuss the optimum adult/pupil ratio for their group and the activities planned, allowing full and competent supervision to be in place. Please note that the government provides no exact ratio requirements, it is only possible to assess the staff levels necessary on a personal basis.
Are you planning to utilise transport which is new to your students? This could pose additional risks. For undergrounds and subways explain the necessary safety steps such as remaining behind the yellow line and making sure you board as a group. Tram systems and buses add additional risks, make sure no one is unprepared for new transport experiences.
The Age, Ability, Aptitude and Behavioural Standards of the Pupils
Students can experience extreme emotions during a city experience. It is a new space and they will undoubtedly be excited which could lead to them becoming distracted or they could become distressed in an uncertain place. Before you leave for your trip impress upon your students the need to behave well to ensure their safety and the safety of their friends. This is a new environment and although they will be excited strict behavioural guidelines must be adhered to.
Leaders should be aware if any pupil suffers from an ailment or allergy that needs to be controlled and should have a plan for coping with it if necessary. Asthma for example can be aggravated by areas which are high in pollution. Or do any of your children suffer from conditions which could be exasperated by city spaces? Children with anxiety issues can become highly stressed in crowded areas. These scenarios will need to be identified and accurately risk assessed.
The law requires schools to make all activities as accessible as is reasonably practicable to disabled students. Staff must give close attention the needs of any such pupils in the group. It may mean that some pupils are not allowed to wander off with other pupils but must stay near the group leader, or that routes need to be wheelchair friendly. The solution in each case should arise out of a risk assessment.
Leaders need to know the individuals in the group sufficiently well to be able to devise personal plans for those considered more at risk. They should discuss likely problems with the group and ask the group what, if anything, worries them.
Strangers
Regrettably the busy nature of city environments can result in children being exposed to undesirable characters. The rules of not speaking to strangers and never leaving the sub group must be impressed. They must be told to speak only to a uniformed policeman if they need directions and to show him/her their identification.
Cities bring a range of inspiring and exciting school trip venues but it is vital that moving around them is undertaken safely with due attention paid to the range of potential risks. Thorough planning and an in-depth risk assessment is key to identifying and avoiding hazards.
