CEWA. School Excursion Guidelines

Transcription

1 CEWA School Excursion Guidelines

2 Table of Contents INTRODUCTION HOW TO USE THE GUIDELINES... 4 CEWA Risk Management Framework... 5 DEFINITIONS... 6 LEGAL OBLIGATIONS AND RESPONSIBILITIES... 7 DUTY OF CARE... 7 Tips for Principals... 7 Tips for Staff... 7 DEPARTMENT of EDUCATION SERVICES REGISTRATION STANDARDS... 8 EDUCATIONAL PURPOSE... 9 Non-curriculum Excursions... 9 CHILD PROTECTION... 9 Considerations... 9 INCLUSIVITY Financially Viable Students with Disability or Medical Issues EARLY YEARS LEARNING AND CARE PRAYER & LITURGY Retreats RISK MANAGEMENT Definition and Purpose Process EFFECTIVE RISK MANAGEMENT Risk/Hazard Identification Risk and Hazard Register Assess the Risks Take Action Plans and Approvals Proposal Planning Monitor and Review Post-Excursion Reports KEY RISK AREAS OF SCHOOL EXCURSIONS Modes of Transport/Travel Arrangements Use of Private Vehicles Site/venue/location/environment

3 2.1. Site Assessment on Arrival: Machinery/equipment, materials or substances Activities and how they are performed External providers Communication Weather Conditions Students Behaviour and Conduct Staff and Supervision Recommended Minimum Supervision Ratio Supervision Strategies Supervisors, Volunteers and Capacity Qualifications for Supervisors Keeping Track External Providers as Supervisors Parent Volunteers Parental Consultation Physical/Medical considerations Photography and Filming; Social Media Other Risk Areas SPECIFIC EXCURSIONS Sports Events, Carnivals and Inter-schools People Equipment Environment Swimming Carnival Supervision Ratios Water Based Activities (non-adventure activities) Environment People Equipment Location Activities Supervision Ratios (as specified by Department of Education as at January 2017) *Qualifications Adventure Activities Overnight Excursions

4 4.1. Transport Location Supervision Accommodation Activities Intra and Inter-state Travel International Travel Travel Warnings and Advice Passports/Visas Contingency Plans and Travel Documents Vaccinations and Infectious Diseases Financial Considerations Critical Incidents and Emergencies Insurance Medications and Medical Treatments Overseas Supervision Strategies and Qualifications Student Preparation Student Selection for an International Excursion Travel Agents Student Billeting Summary Risk Management Resources PROFESSIONAL BODIES INTERNATIONAL EXCURSIONS GUIDES

5 Catholic Education Western Australia EXCURSION GUIDELINES INTRODUCTION HOW TO USE THE GUIDELINES These guidelines support the CECWA School Excursions Policy. The Excursions Guidelines provide information, develop awareness and provide sample tools to staff in Catholic schools in Western Australia for the planning and conduct of school excursions. These guidelines are based upon industry best practice, relevant national standards and legal expertise. The Guidelines clarify legislative requirements for Catholic Schools in Western Australia relating to occupational safety and health, as well as the common law duty of care. The Guidelines are not prescriptive. There are no set procedures that schools must follow. Rather, the Guidelines inform schools of their obligations as relevant to school excursions and provide examples of relevant considerations to be undertaken by school staff involved in excursions. Schools may use other resources in their planning. The intent is for schools to conduct excursions safely. School Excursions are made up of the elements as represented in below in Figure 1. Duty of Care Awareness, Training & Support Educational Purpose Monitor, Review, Report Planning & Documentation Risk Management Process Figure 1. Key Components Involved in the Conduct of School Excursions 4

6 CEWA Risk Management Framework Throughout 2017 and beyond, CEWA commenced development of a Risk Management Framework to assist schools within the system to undertake risk assessment processes. Risk management is an essential component of the professional management of schools. Please reference the CEWA Risk Management Framework and any associated policies, procedures, systems and tools as they are developed and implemented across CEWA. 5

7 DEFINITIONS CECWA CEWA DFES Duty of care Catholic Education Commission of Western Australia Catholic Education Western Australia Department of Fire and Emergency Services Refers to the common law duty on a principal to identify reasonably, foreseeable risks of harm and to take reasonable steps to prevent such harm. The principal s duty of care cannot be delegated to any third party used to deliver any service during an excursion. Excursions Any school activity conducted away from the school premises including, but not limited to, off-site sports activities, day trips, retreats, and overnight camps, interstate and international study tours. There are two types of excursions: 1. Compulsory 2. Optional (e.g. overseas language study tour) (Workplace learning placements and VET are not included though duty of care and risk management requirements also apply to those situations) Foreseeable Risk OSH Parents Participants Student Supervision Teacher in Charge The Act The Codes A risk of harm which a reasonable educator could be expected to identify. Occupational safety and health Includes parents or guardians or carers. Includes students, staff, parents, volunteers from a school community directly involved in the excursion. An enrolled student including young people in early learning and care services. The responsibility of caring for the safety, health and well-being of students throughout the duration of a school excursion by appropriately qualified, physically and mentally able staff and volunteers. School staff nominated as the main supervisor of an excursion Occupational Health and Safety Act Occupational Health and Safety Codes of Practice The Policy Refers to the School Excursions Policy 2-B4 The Regulations Occupational Health and Safety Regulations 6

8 LEGAL OBLIGATIONS AND RESPONSIBILITIES Each Catholic School in Western Australia is bound by laws and CECWA Policies as relevant to school excursions. A Principal is responsible for the day to day management of the school and ensuring it complies with the laws and policies. Support and guidance are available through services at the CEOWA. DUTY OF CARE The Principal has a non-delegable common law duty of care to take reasonable steps to prevent foreseeable harm to staff and students and volunteers. In discharging his/her duty of care, the Principal must be satisfied his/her staff will plan and conduct all excursions in a risk aware and safety conscious manner. The steps to discharge this duty of care are: Identify risks of harm associated with each specific school excursion Assess the risks determine the likelihood and seriousness of harm Take reasonable measures to remove the harm This duty of care applies even to activities being organised and conducted by third parties during the excursion e.g. companies providing instructors or equipment. This duty is no different for excursions than it is for school based programs and activities. Tips for Principals You are responsible for the safety, health and well-being of your students, staff and excursion participants. You cannot delegate that responsibility to other people or parties. You can delegate tasks but not ultimate responsibility. You are responsible for ensuring you and your staff are aware of, and implement, risk management requirements and practices. Ensure the excursion planning, approval and review stages are documented. Ensure that third parties are able to support you safely and competently. Tips for Staff You also have a responsibility for the safety and health of participants on a school excursion. A Principal may discharge his/her duty of care through you via school policies, procedures, training and directions. Reconsider excursions that identify as high risk with little to no educational purpose. 7

9 DEPARTMENT of EDUCATION SERVICES REGISTRATION STANDARDS The Minister of Education in Western Australia has issued registration standards for Catholic schools. The Standards relevant to school excursions include: Standard 2 - Staff to Student Ratios o Are sufficient to provide a satisfactory standard of education and care o Sufficiency of staff to student ratios will depend on factors such as risks associated with the activity and/or environment Standard 4 Staff o Ensure staff and volunteers are compliant with the requirements of the Working with Children Act and Regulations; Teacher Registration Act and Regulations. Standard 5 Premises o Implementation of a risk management process involving three steps of: hazard identification; assessment of risks of potential injury or harm; and implementation of control measures. o The Director General has a reasonable expectation that due diligence will be exercised in organising hired premises in the interests of student health, welfare and safety. Standard 9 - Critical Incidents o The school s focus regarding critical and emergency incidents must clearly be on prevention and recovery; policies/procedures should cover: i. risk assessment ii. prevention and preparedness iii. response to the incident iv. recovery from the incident v. recording of the incident vi. review of policy and procedures Standard 12 Child abuse prevention o Implement policies, procedures, practices and strategies for the prevention of grooming and child abuse o School s Code of Conduct Chapter 8 Levels of Care in Guide to the Registration Standards for Non-Government Schools o Director General may consider whether the school provides a satisfactory level of care for the children concerned regardless of observation of the registration standards. o Child safe policies and procedures and evidence of implementation o Student safety policies and procedures and evidence of implementation o Evidence of risk management relating to provision of satisfactory levels of care 8

10 EDUCATIONAL PURPOSE Educationally appropriate excursions should: Be structured, well planned learning experiences Be aimed at complementing and assisting classroom learning Augment the total learning program. Be minimally disruptive to the teaching of other curriculum areas, especially in secondary Be planned with consideration to cross-curricular educational opportunities For CEWA schools this may also include system wide educational programs that extend beyond curriculum based education such as religious based, faith formation learnings and activities. Non-curriculum Excursions Excursions should demonstrate a clear educational purpose. Where this may not be directly related to the school s curriculum program, determine whether an excursion may aid achievement of the school s strategic directions, objectives or goals. Document this information throughout the planning, approval, reporting stages. CHILD PROTECTION Schools must comply with Child Protection Policy and Procedures and their Code of Conduct, in the planning and execution of school excursions. Considerations School excursions pose additional risks relating to the protection of students as they are conducted outside the regulated and more predictable school environment. Excursion planning should consider child protection risks in the following situations: Transport Accommodation and access to students Bathroom/Restroom visits Supervision strategies Electronic communication Unaccompanied activities Further information and advice may be obtained by contacting the Employment and Community Relations Team at the Catholic Education Office of Western Australia. Please also refer to the CEWA Child Safe Framework for additional information regarding good child safety governance. 9

11 INCLUSIVITY The planning and conduct of school excursions should be inclusive of all students. Consideration must be given to students with medical or health requirements, disabilities and financial limitations. Excursions should be planned and conducted to allow the opportunity for all students within the specific learning group to participate. Where it has been determined that a student cannot participate in an excursion and the activity is directly related to an educational outcome and/or assessment activity, an alternative activity must be provided so that learning outcomes are not negatively impacted. Financially Viable The proposal and planning of school excursions should be organised to ensure that no undue financial burdens are imposed upon individual students or their families. Where financial hardship prevents participation of a student on an excursion, the school should endeavour to make available options for financial support. Where student participation is limited due to the financial burden of the excursion, the school should reconsider conducting the excursion and determine more financially viable alternatives. Please refer to the CECWA Policy on School Fees for further information. Students with Disability or Medical Issues School excursion proposals and plans must consider the needs of students with a disability or medical issue. School staff should ensure that consideration is given to: Access consider the relevant access needs of all students Participation all students should be able to participate in a meaningful manner Any queries regarding specific situations may be discussed with your relevant Students with Disability Consultant. 10

12 EARLY YEARS LEARNING AND CARE This section applies to any education and care service not relating to compulsory education provision and includes child care, outside of school hour s care and vacation care. Children receiving this classification of education and care are governed by the Education and Care Services National Law (WA) 2012 and associated Regulations Under Division 6 of the Regulations Collection of children from premises and excursions, it is a legal requirement for a risk assessment to be conducted before the conduct of any excursion. Regulation 100 of the Education and Care Services National Regulations 2012: Risk assessment must be conducted before an excursion. The Regulation s also require approval by the nominated supervisor under specific provisions which are specified in the Regulations. For CEWA this means services managed by the CEOWA are to have excursion plans approved by the Executive Director of Catholic Education WA. Specific forms and templates have been developed by the Early Years Learning and Care Team. Please refer to the Early Years Learning and Care Team at the Catholic Education Office of Western Australia for further information and advice. PRAYER & LITURGY Staff conducting excursions have the opportunity to integrate prayer or liturgical experiences into excursions. Undertaking learning activities off school premises may present new opportunities for students to reflect on God. The purpose is to seize moments as they may arise. Connect students to their relationship with God and grow their awareness of the presence of God in their lives. Some examples may include: Before a community meal a simple Grace may be said Around a campfire students may reflect or share their thoughts on the presence of God Visiting the zoo, students could reflect on the wonder of all of God s creatures. Retreats Catholic School Retreats are also considered a school excursion. These Guidelines, the CECWA School Excursions Policy and the CECWA Policy 2-A1 Catholic School Retreats apply. 11

13 RISK MANAGEMENT Risk management is the natural outcome of a professional school culture. Risk Management in Schools, Dr Philip SA Cummins (2012). Definition and Purpose Risk Management is a systematic approach used to identify and assess risks together with the development and implementation of procedures to avoid or minimise their impact. For school excursions, risk management focuses on the safety of all participants. The purpose of risk management is to do all that is reasonable to identify and control risks that may impact upon the safety, health and well-being of students and all excursion participants. Risk management does not mean creating a culture of risk aversion in a school. Risk management is about maximising a school s ability to meet a key objective: Child safety By identifying the risks associated with a school excursion, a Principal is better able to determine which risks are acceptable and which should be avoided. Risk management also involves consideration of other factors beyond safety. These factors include consideration of financial, operational, legal, student/staff well-being and reputational risks. Refer to the CEWA Risk Management Framework for further information. Process Simply, risk management comprises of three key elements: 1. Identify hazards associated with each school excursion 2. Assess the potential risk of injury to a participant from each hazard 3. Implement change to reduce risk The process is aimed at gathering information so action can be taken to minimise the risk of harm to participants. This is undertaken throughout all stages of an excursion: planning, approval, conduct and reporting. The CECWA Excursions Policy specifies a requirement for Principals to have a School Excursion Policy relevant to their school that it incorporates a risk management process. 12

14 Step 1 Identify hazrds Step 2 Assess risks Step 5 Review, Monitor, Report Step 4 Submission & Approval Step 3 Take Action Figure 2. Risk Management Process EFFECTIVE RISK MANAGEMENT 1. Risk/Hazard Identification A hazard is the intrinsic danger or harm that is posed. Risk is the outcome of exposure to that hazard. To identify risks, work methodically through each of the risk areas relevant to each excursion; list each area then as many associated risks as possible. Find things and situations that could potentially cause harm to people. The process is about practising foresight. Consultation is essential. Seek out and access the collective knowledge and experience of school staff, other school s experiences, information from relevant experts and industry groups to identify this information. Consider also the following methods to identify risks: Brainstorming sessions Working parties Networking Research Site/venue inspections (where possible) Surveys Review historical data (past incidents and near misses) 13

15 The key risk areas relevant to most excursions include (but are not limited to): Modes of Transport/travel Site/venue/location/environment Machinery/equipment, materials or substances Activities and how they are performed External providers Communication Weather conditions Students Behaviour and Conduct Staff and Supervision Parent/Carer consultation Physical/Medical considerations Risk identification can be a subjective judgement that may vary between people. A collaborative approach to risk management can be an effective mechanism to gather relevant information and determine preventative action/s. Work together as a school group, as appropriate to your school resources, to conduct risk assessments Risk and Hazard Register Schools should develop a risk and hazard register specific to school excursions. Collation of identified risks builds the knowledge and expertise of all school staff. A register does not preclude staff from conducting individual risk assessments. A register aims to share learnings and experiences and thereby enhance decision making. The register should be updated as part of the final report and review of each excursion. A sample Risk Register is provided below and at Appendix 1. Excursion: Date: Hazard What is the harm that the hazard could cause? What is the likelihood that the harm would occur? What is the level of risk? How effective are the current controls? What further controls are required? How will the controls be implemented? Action by Due Date When Completed Figure 3. Sample Risk Register (Safe Work Australia) 14

16 2. Assess the Risks Once a comprehensive list has been compiled, assess the risks. Assess each risk according to the likelihood of the risk occurring and the potential impact upon the health, safety and well-being of participants. A simple matrix can be an effective method to assess the risks and hazards identified. A Sample Risk Assessment Matrix is available at Appendix 2. Figure 4. Worksafe WA Risk Matrix (WorkSafe WA) A documented matrix, whilst helpful, may not be essential. A school may practice alternative assessment methods. The intent is to demonstrate that foreseeable risks have been identified and controlled. Identify as many risks as possible and consider them in terms of the potential consequences (the level of injury possible). Categorise them as either low, medium, high, severe or catastrophic. The assessment process aids in identifying potential risks or hazards that may warrant the cancellation of the excursion or a component of it. 15

17 3. Take Action The next step in the risk management process is to determine appropriate action to mitigate the risks and hazards identified and assessed. Commence with any risks identified as being catastrophic or severe. This may immediately result in the cancellation of the excursion or the associated activity. Any risks that cannot be changed or amended so as to reduce the possible consequences to an acceptable level, should not be conducted. Work through all hazards and risks identified and document the action to be taken to mitigate the risk. Control measures may include the following actions: I. Eliminate the hazard II. Substitute the hazard with something safer III. Isolate the hazard from participants IV. Implement new controls by making physical changes (e.g. equipment, venue) V. Develop procedures and systems to reduce exposure to a hazard (e.g. operational instructions) VI. Utilise relevant personal protective equipment (PPE) A simple excursion risk assessment plan template is provided in Appendix 3 (ACECQA Excursion Risk Assessment Template). 4. Plans and Approvals An excursion proposal and/or plan should be submitted to the Principal for approval. Proposal The purpose of an excursion proposal would be to obtain approval to commence planning. This would be relevant when excursions may be new to a school, or are a one-off occurrence. Examples may include a fishing trip on a boat to test out cray pot designs, or, an overnight excursion to study a rare astronomical phenomenon. A Principal should establish protocol for the information required to approve planning for an excursion. This may include: the educational purpose, proposed activities, estimated costs, and potential risks. 16

18 Planning Excursion planning documentation should explain the specific details of an excursion. Document the plan in writing and include the risk assessment documentation. The information provided in the excursion plan and risk management process will assist the Principal to understand the relevant risks involved with an excursion and will facilitate effective decision making regarding the approval of an excursion. Documented excursion plans and associated risk assessment information aim to demonstrate planning and foresight to minimise the risk of harm to students. The Principal has the responsibility to ensure this process is sufficient for him/her to make an informed decision regarding the safety of the excursion. Maintain a record of the submitted excursion proposals and plans together with the risk assessment information. A sample Principal Excursion Checklist is available at Appendix 4. A sample Teacher Excursion Checklist is available at Appendix Monitor and Review Establish a process to ensure that the actions required to mitigate risk are completed prior to the conduct of the excursion. Control measures not implemented expose participants to the original risks and hazards. Risk management processes should continue to take into account new information as it arises and plans adapted accordingly. For example, upon arrival to a beach location, or upon checking local conditions prior to departure, it has been identified that there has been beach erosion and significant rock exposure now exists. There are now new hazards and safety risks. Staff conducting the excursion must act appropriately to reduce the possibility of harm. This may involve relocation or cancellation. The spotting of hazards and taking of action to mitigate consequences must be an ongoing process that occurs throughout the entire duration of the excursion. Staff should take regular opportunities to identify, consider and control any new foreseeable risks. It is therefore helpful to prepare contingency plans. Identify situations in which plans or activities may need to be changed and develop, prior to the excursion, contingencies. Submit these with the excursion planning documents and ensure the new plans/activities also undergo a risk assessment process. It is also vital that any incidents (including near-misses) are reported to the school immediately. Some incidents may also require Critical Incident Reporting (contact the Employment and Community Relations Team as soon as possible if it is or may be a critical incident). Record the event/s on your risk or incident register. Also refer to CECWA Policy on Crisis Management Planning in Catholic Schools 17

19 5.1 Post-Excursion Reports It is good practice for relevant school staff to maintain records upon conclusion of an excursion. In this way the hazard/risk register is updated to reflect any incidents or near misses or to include any new hazards/risks that were identified throughout the course of the excursion. A post-excursion report records information relevant to all key risk areas and will improve the risk management knowledge and expertise of school staff. This in turn will further aid in the reduction of harm to future excursion participants. Any incidents, near misses, injuries or illness should be specified in the report together with copies of any critical incident reporting where relevant. Also raise any conduct, behavioural or medical issues that arose and how they were managed. Comment on the educational outcomes obtained as a result of the excursion also enlightens school staff about the effectiveness of particular providers and venues to deliver the desired educational purpose. Provide overall recommendations as to the value obtained out of the excursion and consider future cross-curricular opportunities. Post-excursion reporting is intended to provide learning opportunities related to planning and conduct of future excursions and to improve the capacity of school staff to operate with foresight A sample Post Excursion Report is available at Appendix 6. 18

20 KEY RISK AREAS OF SCHOOL EXCURSIONS Following is an expansion of the key areas of risks common to most school excursions. Whilst comprehensive, school staff may identify other risk areas relevant to their individual circumstances and so this should be used as a guide only. 1. Modes of Transport/Travel Arrangements Identify and document all modes of transport that will be involved throughout the excursion. The details to review include (but are not limited to): provider/operator details dates/times estimated travel time/s required certification (license, vehicle registration, charter permits, survey certificates) insurance provisions including public liability coverage (school and external providers) child restraint requirements i.e. booster seats and seat belts planned travel routes if rural or remote, communication capacity Attach travel itineraries where relevant Use of Private Vehicles It is vital to note the use of private vehicles is not recommended and should only occur under exceptional circumstances. The following checks should be undertaken: valid license, driving record, child protection considerations, correct vehicle registration, appropriate child restraints, and correct car insurance. This includes staff but extends to all participants. Parental permission should be obtained prior to the excursion event and should include instances where other parents have made arrangements for their child to be picked up by another parent/party. 2. Site/venue/location/environment Gather relevant information about each of the venues/sites and locations involved in the excursion. Use this to identify hazards, risks and to determine potential contingency plans where relevant. Where relevant and possible, utilise sites/venues that are accredited by a relevant professional body. For example, Camps Australia have a list of sites that have undergone an accreditation process. Other sites available in Western Australia are managed by the State government and risk assessment information may be available. This does not preclude the school undertaking its own assessment of the site. 19

21 Sites and venues should be selected on the basis of their overall safety and suitability for the proposed excursion activities. This will vary widely depending on the type of excursion (day, overnight, intra-state, and international). Factors to consider include (but are not limited to): Health and hygiene (local issues differ widely to possible international issues) Insurance (Certificate of Cover / Currency check with your insurer if there is a minimum coverage requirement of external providers) Emergency Response Plans / Evacuation Procedures (established and current) Building and facility standards including equipment Registered business / service providers Accredited service provider (where relevant e.g. adventure activities) Relevant licenses / registrations (e.g. boat charter) Working with Children and child protection (e.g. police clearances, WWC, access to dorms) Fire hazards Safety and emergency equipment (e.g. certified fire extinguishers, PPE) Disability access Cultural considerations (do specific cultural protocols need to be followed) Access (e.g. permits for entry to National Parks or for recreational fishing) Accommodation arrangements Geographical factors (e.g. remote access, terrain, water hazards, local knowledge) Environmental (e.g. protection from weather, fire, flood, exposure to toxic substances, impact of excursion on environment e.g. rubbish) 2.1. Site Assessment on Arrival: Check over the site upon arrival to identify any new hazards or changes in conditions; adapt the program or schedule where necessary. This may involve changing venues and will rely on previously developed contingency plans for site/venue/location. 3. Machinery/equipment, materials or substances Review school and external provider equipment and materials to identify potential risks to the safety and health of participants. Questions to consider include (but are not limited to): What is the state of the equipment? Is specialist equipment required to undertake the excursion activities? What hazards does the equipment pose? (E.g. are there sharp implements?) Is there potential for exposure to toxic substances? Is it appropriate to the level of expertise/capability of students/participants? How will you ensure correct usage? Are procedures or safety zones required? 20

22 Is specific clothing or personal protection equipment required? How will correct use be explained to students? Who is to provide equipment (school or parents)? Is electricity involved? Are items maintained appropriately? 4. Activities and how they are performed By specifying each of the activities intended for the excursion (including any non-programmed time), consideration can be given to hazards specific to each situation. Some considerations include (but are not limited to): What activities are being proposed for the excursion? How do the activities relate to the educational purpose of the excursion? Are the activities appropriate to the knowledge, experience, capabilities of each of the participants? What needs to be implemented to ensure the activities occur safely? Can a participant become separated/lost? Is there access to water that poses drowning risks? Are there environmental dangers? (e.g. wildlife, insects, terrain, allergens) What preparation, learning or training may be required prior? 5. External providers This covers a broad range of services that may be accessed by a school for the purpose of the excursion from transport and travel through to the conduct of adventure activities. Consider the risks associated with all of the external service providers to be engaged throughout the duration of the excursion. Unplanned activities that engage service providers that have not been vetted pose a higher risk to the safety, health and well-being of participants. The ability to risk assess a small business operator will also vary greatly to large commercial or public operators. Where relevant information may not be readily accessible or not forthcoming, consider the appropriateness of engaging the provider. For example, a bus operator may have public liability insurance but the coverage amount is very low; too low to sufficiently cover a serious road accident. It may be more appropriate to obtain an alternative provider. Your insurance provider may assist in this area. Some external providers may require a school representative to sign a disclaimer or Indemnity Clause. Ensure these are read and understood. Through the Civil Liability Act 2002 third party providers may not be held responsible for any accidents resulting in injury, particularly regarding dangerous recreational activities. It remains the responsibility of the Principal to ensure all reasonable steps have been taken to minimise/remove risk, particularly where the activity is compulsory. Overseas operators possess additional complications in terms of risk assessment. Refer to the section on International Study Tours. Some considerations include (but are not limited to): 21

23 Relevant registrations, licences, qualifications and training/expertise Appropriate insurance coverage current public liability insurance/certificate of Currency Child protection measures Working with Children, Police Clearances Emergency Response Plans Have they undertaken risk assessments? Do they have a good safety record? 6. Communication Develop plans prior to the excursion that specifies what arrangements will be in place for communication. This includes communication with emergency services, the school, parents and, mechanisms for those groups to contact the excursion group. Any emergencies, incidents, cancellations, amendments should be communicated to relevant stakeholders as soon as possible. Similarly, the school and parents should be able to make contact with the excursion group in the case of an emergency. Consideration should take into account service availability and what alternative mechanisms or procedures for communication may be implemented. Location specific communication strategies will aid to develop relevant plans and to obtain relevant equipment where limitations may exist. Give consideration to whether notification needs to be given to any relevant government or professional bodies as to your location. For example, notify DFES if you will be in a remote, fire prone bush area. This way emergency services will be aware of your presence in the area and assistance can be effectively targeted to your group. 7. Weather Conditions Weather forecasts and existing conditions may affect whether an excursion should proceed or not. Checks should occur during planning, prior to the excursion commencing and throughout the duration of the excursion. Consider the season in which you are travelling and the common weather features of the location/s you will be in. Check weather, fire, storm, surf/water warnings. Extreme or dangerous weather or conditions may necessitate adjustments or changes to the excursion or excursion activities to remove risk of such harm. Consider also the UV ratings and incorporate appropriate SunSmart practices. Ensure participants are appropriately prepared and clothed for expected weather conditions. Consider what additional equipment may be required to mitigate the impact of extreme weather conditions and hazards. Weather warnings may also impact other aspects of the excursion such as transport, communication, access to venues. Consider what contingency plans may be appropriate under those circumstances. 22

24 8. Students There are numerous factors to consider when assessing the attending students and issues will vary from class to class, year to year. Some examples include: Will participation in the excursion be meaningful and provide learning for all students? Physical or psychological requirements are there any behaviours or disabilities that must be catered to? Medical issues are there any relevant medical issues that will need to be appropriately managed throughout the excursion? What plans/procedures or training is relevant? What are the capabilities of each of the students as relevant to the activities planned? Are there any behaviours that may present a challenge or risk and how will it be managed? What student preparation may be appropriate prior to the excursion occurring? What are the ages and maturity level of the students? Is the excursion appropriate for this group? Collect and consider all relevant information regarding the students attending and plan the excursion to accommodate needs as necessary. 9. Behaviour and Conduct Relevant school policies regarding behaviour, supporting the Catholic ethos, and disciplinary action should apply to all participants attending an excursion, including staff, parents and other volunteers. Clarify these expectations to parents, staff, students and any volunteers prior to the excursion occurring, including explanation of circumstances where a student or participant may be sent home. Where appropriate this can be effectively discussed during an information session otherwise clarify throughout relevant parent information documentation. Incidents where school policies are not followed should be immediately managed by the Teacher in Charge and the Principal notified. The Principal should take appropriate action as soon as is reasonable. 10. Staff and Supervision Appropriate supervision by school staff should be determined during the excursion planning phase. The risk assessment process will aid in identifying a broad range of variables that will impact upon the appropriate level of supervision required for each individual excursion. 23

25 Recommended Minimum Supervision Ratio A minimum of two school staff supervisors per excursion is recommended. This is to maintain school based supervision should one staff member become incapacitated. At least one of these should be first aid trained or qualified as appropriate to the associated activities. Where possible it is recommended both staff members are trained and relevantly qualified. Supervision Strategies To determine an appropriate staff to student supervision ratio for an excursion, consider commencing on the basis of 1:1 ratio (staff to student). Expand this ratio once control measures have been put in place to reduce the identified risks of harm. Alternatively, commence at a ratio of 2 staff members to each class (or 30 students) and add additional supervisors as you identify risks and supervision concerns. Work collaboratively and apply the expertise of staff within the school and the CEWA system to develop customised supervision strategies. Some examples of the variables that may directly impact supervision requirements include (but are not limited to): types of activities to be undertaken industry specified qualifications/supervision ratios (i.e. water/adventure activities) total number of students/size of the group student age and maturity gender of the students student needs and capabilities teacher experience duration of excursion/activities equipment availability and relevance weather conditions location geographical/physical factors supervision options if teacher/excursion leader is incapacitated supervision options if one or more students are incapacitated supervision strategies to keep track of participants (i.e. no child left behind) Document a supervision strategy that will be applied throughout the excursion including ratio changes to cover each activity and any non-programmed periods (i.e. free time) as this will likely be different. Document the staff and volunteers involved and associated role/responsibilities as well as proof of relevant checks (i.e. WWC, TRB). Identify the Teacher-in-Charge (TIC), provide a supervision roster where relevant, and nominate contingency TIC/supervisors. 24

26 10.1. Supervisors, Volunteers and Capacity The Principal should consider the capacity of the staff nominated for supervisory duties. Any concerns regarding their capacity or an awareness of physical, medical or psychological limitations, may impact upon the appropriateness of a staff member attending the excursion. This should also be taken into consideration when involving parents as volunteers and relevant checks should be undertaken. For example, a teacher with temporary back condition that does not impact classroom practice but may have limited mobility and be unable to supervise or partake in all activities Qualifications for Supervisors The nature of the activities undertaken throughout an excursion will determine the relevant qualifications that the excursion leader/s (Teacher/s in Charge) and supervisors should possess. These may be checked with relevant professional bodies. A list of some relevant organisations is provided in section titled Professional Bodies. Examples include (but are not limited to): Working with Children Check (any parent/carer volunteers on an overnight excursion are also required to obtain a WWC) Police Clearance / TRB Current First Aid including CPR Remote location or Emergency Services are distant, consider Remote/Wilderness First Aid training Relevant knowledge, experience and qualifications/certifications for adventure activities Relevant knowledge, experience and qualifications for water-based activities Keeping Track Develop a plan and procedures to readily identify and keep track of excursion participants. This should occur at the start of the excursion, at regular intervals throughout the excursion, and upon returning to school. There are ever present risks in any excursion where one or more participants may become separated from the group and/or get lost. Consider the strategies that will need to be practised to prevent this from happening or reduce the risks associated with it. Some examples include: School branded hi-vis vests Buddy system Robust roll call procedures (e.g. ensure visual contact is made when calling roll) Bathroom break procedures If Lost procedure training for participants Procedures during non-programmed time i.e. free time 25

27 10.4. External Providers as Supervisors It is not recommended that external providers are included in determining appropriate supervision requirements. External providers generally have responsibility for the undertaking of activities, not for the supervision of participants. This should be checked and discussed with the external provider/s to determine relevance and capacity prior to the excursion occurring Parent Volunteers Parents should undergo the same assessment as school based supervisors and external providers. The School may or may not be aware of parent circumstances that may pose a hazard or risk to the safety and well-being of students. Volunteers on an overnight excursion are required to possess a current, valid Working with Children Check, even if their own child is on the excursion. Parents should be suitably experienced and possess the appropriate competence or qualifications to provide assistance on an excursion. Parent volunteers attending an excursion should be bound by school policies and behavioural expectations and should be briefed accordingly. Parents do not have a duty of care over their child when on excursion. The duty of care remains with the Principal and is discharged by the Principal through attending teaching/school staff. An example may be a parent on an overseas excursion who wants to take his/her child off to go white water rafting. This is not a planned activity and no risk assessment has been completed. Risk of harm or injury is high. As it is a school approved and managed educational program, the Principal must determine if he or she is willing to approve to the activity. The duty of care extends to any siblings that may attend an excursion with a parent volunteer. These should be accounted for in determining supervision strategies and relevant risks identified and mitigated. Alternatively, do not permit siblings to attend. 11. Parental Consultation Educational programs conducted away from school requires consultation with parents regarding the nature and activities of the excursion. This process of consultation forms an important component of the risk assessment process. 26

28 Excursion documentation and information sessions are opportunities to explain, in relevant detail, all components of an excursion. It should also be used to obtain relevant information about participants such as relevant medical, psychological, behavioural, dietary requirements. The gathering of such information will aid in determining supervision requirements as well as the need for any actions to mitigate associated risks. Information and feedback from parents may have a significant effect on an excursion for an individual student or on all participants. Plan and prepare accordingly. Parental consultation considerations include (but are not limited to): Provide early notification to parents of the excursion Provide opportunities for consultation or feedback this will vary widely depending upon the nature of the excursion Provide as much detail as possible regarding: o educational purpose, o travel details, o planned activities, o supervision strategies, o non-programmed time, o accommodation, o location, o communication plans, o behaviour and conduct expectations, o financial costs involved, o emergency plans, o equipment/clothing requirements Outline potential risks and hazards involved Gather relevant medical requirements Insurance for interstate/overseas travel (obtain a copy of each student s insurance coverage) Internet/photography usage Document and record all information gathered including overall consent. Adapt excursions as necessary to accommodate new information gathered about student requirements. A sample template for Parent/Carer Consultation is available at Appendix Physical/Medical considerations School staff, particularly the Teacher in Charge and other supervisory staff, should ensure they are sufficiently informed about any relevant physical or medical requirements of each participant. Where parents are not attending and their child has specific needs usually managed at home, it becomes the responsibility of the school to ensure that appropriate care may be provided by school staff throughout the excursion. Schools should consider associated risks and ensure control measures are feasible when proposing an excursion as some activities may exclude a student. Students should not be excluded where 27

29 accommodations may be determined in consultation with the parents. Reconsider excursions or activities that prevent one or more students from attending. Medical issues should be discussed with all parties involved when determining whether a student should attend the excursion. A school must provide an alternative mechanism for the student to obtain the desired educational outcome/s where a medical condition has resulted in a student not being able to participate. Gather information from parents regarding any medical requirements. This may already exist on school records but it is possible new information may be obtained that becomes relevant only when a student is taken off school premises. Information to collect includes (but is not limited to): Emergency contact details during excursion period Contact details for treating medical professionals Nature of medical, physical, psychological requirements Any physical or psychological limitations relevant to the excursion Medicinal requirements and instructions Other information that may be relevant Agree upon medical treatment plans including emergency medical attention Special dietary needs Incorporate this information into the excursion plans including a risk assessment. Request further information or consultation with the treating practioner if required. Develop procedures where relevant and ensure necessary participants are informed and aware of requirements and responsibilities. Students that identify as a Type 1 Diabetic may be supported on an excursion by following Guidelines developed by Diabetes WA and Perth Children s Hospital Diabetes Service. Diabetes Excursion Management Plan and Checklists for Type 1 Diabetes 13. Photography and Filming; Social Media Relevant CECWA and school policies should apply to participants as they normally would at school. Clarify permitted usage of mobile devices, internet and social media including the taking and sharing of photos and videos. Determine if selected venues have their own policies on media use and assess against school policies/procedures. Consider the potential for child protection issues and develop plans or procedures to mitigate this where risks are identified. 28

30 14. Other Risk Areas The information provided in these Guidelines on key risk areas is not exhaustive. The Guidelines are intended to cover some of the main considerations when planning excursions and minimising the potential for harm. Other risk areas may exist. Planning, research, consultation with school staff (including staff from other schools), consultation with relevant government or professional organisations, and relevant experts may identify other risk areas that will also require consideration and action to be taken. The intent of planning excursions and of conducting risk assessments is to identify foreseeable risks and to take action to reduce or remove the possibility of harm. If a risk or hazard cannot be controlled, remove it. This may impact some parts of the excursion or it may necessitate cancellation. This is ultimately the decision of the Principal. 29

31 SPECIFIC EXCURSIONS The following information highlights examples of specific risks or hazards associated with certain types of excursions. The previous key risk areas still apply. Briefly outlined below are additional, activity specific considerations. This is not exhaustive and schools should consult with relevant professional and government bodies, as well as other schools more experienced with a risk management approach to excursions. 1. Sports Events, Carnivals and Inter-schools To enhance the enjoyment and well-being of students participating in school organised sporting events, specific activity risk assessments are vital. Whilst the focus of these Guidelines is on events run as an excursion, it is important to note that many of these hazards and risks will also apply when sports events are run on school premises. Some specific risks/hazards include (but are not limited to): 1.1. People Competency/certification requirements for teaching staff and staff assisting with activities (e.g. starters using pistols require accreditation) Number of staff attending that are first aid trained Sports First Aid training is available through Sports Medicine Australia and other organisations. Staff unfamiliar with sport events/activities; inadequate expertise for effective supervision Familiarity with venue procedures including evacuation and emergency management Physical injury upon participation due to inadequate training/preparation Monitoring student departures following event if not by school transport 1.2. Equipment Stocked First Aid Kits relevant to activities Competition area/sports equipment may pose unique hazards to injuries and accidents Sufficient access to water to ensure student s remain hydrated Protection from weather Starting pistols / aerosol powered air horns (storage, access, ear protection; permits; accreditation to use). Alternatives methods are recommended due to safety issues with this equipment 1.3. Environment A plan to monitor student s movements to avoid lost or missing students. Use of toilet facilities at public parks and venues (i.e. ease of public access to students). Student s moving frequently around the venue for events; keeping track measures Change rooms - access and privacy 30

32 1.4. Swimming Carnival Supervision Ratios The Department of Education specifies minimum supervision ratios for swimming carnivals in their Outdoor Education and Recreation Activities Policy as follows (as at January 2017): Closed Water: 2 supervisors per 32 students (at least one qualified) Open Water: 2 supervisors per 16 students (at least one qualified) Qualified supervisors must hold current recognised qualifications. These include: School Teacher Aquatic Rescue Training (START) RLSSA Bronze Medallion RLSSA Bronze Medallion SLSA Surf Rescue Certificate SLSA 2. Water Based Activities (non-adventure activities) Excursions that involve activities based in or around water require additional measures to mitigate the risk of drowning or related injuries and/or deaths. This section focuses on water activities around free swim time, beach activities or other activities based around water but not those in bodies of water that involve use of specific equipment and instruction (i.e. adventure activities). Supervision strategies, qualifications and equipment are amongst the areas that require extra control measures to improve the safe conduct of water activities. This includes any activities where a body of water is nearby (e.g. ponds, open water features, lakes, rivers) Schools should consult with relevant professional bodies to help identify hazards and risks, as well as to determine qualification/training requirements for school staff and equipment requirements. Refer to the links to Professional Bodies which includes the Royal Life Saving Society Australia Guidelines for schools for unstructured aquatic activities. Some examples of risks and hazards specific to excursions involving water include: 2.1. Environment Excursion participants will be near water that could pose a drowning threat or risk of physical injury e.g. spinal injury from diving Students will be undertaking activities in water Open or closed water Availability of relevant first aid, rescue, resuscitation equipment Contamination incidents (chemical and human) Depth of water Water/weather conditions Standard of aquatic facility / safety measures of venue Marine stings / attacks Presence of marine craft 31

33 2.2. People Difference in swimming skill level of students (obtain clarification on this prior) Qualifications of school supervising staff (First Aid including CPR) Qualifications* of venue instructors (First Aid including CPR) Sufficient supervision relevant to students within excursion group and nature of water (e.g. open/closed, shallow/deep) Ability of school staff to conduct a rescue and provide emergency care if required Preparation and education on water safety including shallow water diving guidelines Life Guards on duty / involvement of external providers Induction / education on use of water equipment e.g. boogie boards Supervision strategies for students (position, scanning, buddy systems, check-in procedures 2.3. Equipment First Aid and Resuscitation equipment Lifejackets / Personal Flotation Devices Emergency care equipment to respond to stings, cuts, hyperthermia, sunburn, dehydration Water craft 2.4. Location Beach safety e.g. shark warnings; water conditions; swimming between flags Inland waterways (e.g. rivers, lakes, dams, creeks, water tanks) submerged objects, currents, undertows, unknown depth, floods, unstable waterbeds and edges 2.5. Activities Diving or jumping impact injuries Getting in/out of the water slips, trips, falls Waves dumping Use of various types of water equipment or craft 2.6. Supervision Ratios (as specified by Department of Education as at January 2017) The Department of Education has, through its own Swimming and Water Safety Division, specified minimum supervision ratios for students undertaking water based activities. These supervision guidelines are also supported by the Department of Sport and Recreation and applied throughout the programs offered at their camp facilities. The table below outlines the minimum supervision ratios for water based activities. Please note there are different supervision ratios for swimming programs and swimming carnivals. 32

34 Table 1. Closed Water Students Qualified Supervisors Non-Qualified Supervisors Total Supervisors Table 2. Open Water Students Qualified Supervisors Non-Qualified Supervisors Total Supervisors *Qualifications Qualifications recognised by the Department of Education and Department of Sport and Recreation include (but are not limited to): School Teachers Aquatic Rescue Training Certificate (START) Royal Life Saving Society Bronze Medallion Surf Life Saving Bronze Medallion Surf Life Saving Surf Rescue AUSTSWIM - Teacher of Swimming and Water Safety (including CPR) (pools only) 33

35 3. Adventure Activities Activities that are organised off school premises for physical and outdoor education often involve the conduct of adventure activities. These include (but are not limited to): Abseiling Artificial climbing Bushwalking Canoeing & kayaking Challenge ropes Four-wheel driving Horse trail riding Mountain biking Recreational angling Caving River rafting Rock climbing Snow Sports Surfing Trail Bike riding Archery Canyoning Sea kayaking Surf kayaking Snorkelling Wildlife swims Scuba diving Australian Adventure Activity Standards (AAS) are currently under development which will result in the establishment of national standards for the conduct of these activities. Resources and support regarding the requirements and standards for the conduct of adventure activities should be accessed via the following organisations: Outdoors WA Outdoor Council of Australia (OCA) National Outdoor Leadership Registration Scheme (NOLRS) Physical and outdoor education staff in schools should embed risk management practices and plan/conduct adventure activities in alignment with the Standards. Many such staff throughout CEWA already do this and may be able to provide support to other staff throughout the system. 34

36 4. Overnight Excursions Consider the overall educational worth and relevance of an excursion that removes students from their usual place of residence for one night or more. Given the additional costs and risks involved, determine if the excursion can be safe and worthwhile. To provide maximum educational benefit to students, develop a cross-curricular approach. Planning considerations that take into account other educational subjects and educational opportunities may assist in creating excursions that generate multiple learning outcomes. This may also minimise disruption to educational programs where students are away from the classroom for extended periods. Overnight excursions increase risks and hazards across all key areas but especially around transport, location, supervision, accommodation and activities (planned and unplanned). The intended educational outcomes do not outweigh the requirement to minimise potential harm to students and all participants. Consider carefully whether the additional risks are manageable and ensure actions are implemented. IMPORTANT NOTE: Whilst not defined as an excursion, the same principles of risk management and duty of care apply to any overnight activities held on school premises (e.g. camping on school oval). In addition to the previous information provided throughout the section on Key Risk Areas, also consider the following examples of some of the additional risks that may be associated with overnight excursions (including but limited to): 4.1. Transport Is the mode of transport appropriate for the location? Is it the safest option? Is it financially viable? Is the length of journey appropriate for the age group of students? How will the journey be managed? Will it require additional training, preparation, equipment for participants? Will a long journey impact on supervision strategies? Might the journey generate additional medical, physical or psychological issues? Is the planned route hazardous or complicated? Are the roads safe? Are there alternative routes? 4.2. Location How well do you know the area/s in which the excursion will occur? What are the safety considerations of the area/s you will be visiting? E.g. is there a lot of crime? Are there high risks of bushfire or flooding? Are other groups using the same site/facilities? What impact will other groups have? What communication facilities/capacity is available? Is additional equipment required? 35

37 4.3. Supervision Will supervision be gender appropriate at all times? What are the supervision strategies throughout the night/s? Will there be curfews / bed checks? How will bathroom visits be supervised? Will there be sufficient supervision to all students throughout the night/s? Have appropriate checks on participants/external providers been conducted (WWC)? 4.4. Accommodation Are the rooms/dorms/camps/tents secure? What rules/procedures need to be specified/in place regarding sleeping arrangements? How will room s etc.be accessible? Will the Teacher in Charge have access at all times? Will accommodation be located together e.g. hotels rooms in same corridor? Is the accommodation located in a safe area or does it have a high crime rate? 4.5. Activities Consider both planned and unplanned activities (including free time ) and how these will need to be conducted when staying away from school/home/boarding. These will be greatly impacted by your setting/location which may generate additional considerations relevant to your excursion. It is recommended that free time is kept to a minimum to reduce possible exposure to harm and rather a detailed itinerary is established and maintained. Example considerations include (but are not limited to): Are there minimal impact requirements that may drive what activities can occur and how they may occur? E.g. Leave No Trace practices. Is additional training, preparation or equipment required? What are the supervision strategies for unplanned activities or free time? What is the communication and emergency plan and procedures for free time? Are activities including dining, entertainment and shopping age appropriate and well planned/prepared for? Are supervisors clear about their conduct and actions throughout the excursion? E.g. Alcohol consumption during dinner at a restaurant? 36

38 5. Intra and Inter-state Travel Excursions that involve lengthy and distant travel away from home should undergo a risk assessment process taking into account the key risk areas discussed throughout this document. Additional considerations specific to intra or interstate travel would revolve largely around increased exposure to possible harm related to transport, accommodation, activities and emergency response plans. Given the increased distance from home, plans should be prepared to ensure that if needed students will be able to return home readily and easily. Additional financial considerations are also a factor in such scenarios and parents should be aware of these potential additional costs. Students should also obtain individual travel insurance at a level appropriate for the location, activities and equipment involved and at a coverage satisfactory to parent/carer requirements. See section 6.6 below for further information. 6. International Travel The learning opportunities possible via exposure to other cultures and environments around the globe are numerous. CEWA schools must consider how these learning opportunities link to the educational responsibilities required of schools (i.e. how they meet curriculum requirements). This should be determined prior to the commencement of planning for international excursions. It is valuable to consider why and how an international excursion is the responsibility of a school to organise and conduct (as opposed to being a choice by parents to arrange privately). Consider also whether the educational goals may be met in ways that do not involve overseas travel. This is vital given the risks to participant safety, health and well-being are increased significantly when overseas travel is involved and, the ability to mitigate these risks can be far more difficult to enact. Extensive research, planning, preparation and risk mitigation actions are necessary for a Principal to make an informed decision as to whether sufficient reasonable actions have been taken to reduce all foreseeable risks to an acceptable level. Outlined below are examples of some of the additional factors to consider when researching and planning an international excursion in addition to previous information in these Guidelines. 37

39 6.1. Travel Warnings and Advice There exists extensive information and travel advice on government web sites that should be checked during research and planning stages but also prior to, and during, any international travel. This information may have significant impact on the conduct of an international excursion, including possible last minute cancellations. Through these sites you are able to subscribe for updates and alerts, register your travel plans with relevant Consulates and determine overseas assistance provisions. The sites also provide extensive destination specific information on how to stay safe and healthy whilst overseas and what preparations will be necessary before departure. Links to Smartraveller and Department of Foreign Affairs and Trade are provided in under Professional Bodies. Adherence to official Australian Government travel advice, alerts and warnings is an essential component of a risk management approach to conducting international excursions. Ensure contingency plans and emergency response plans have been developed should there be a need to respond to a changes in the travel advice/warnings or incidents have occurred. Clear communications strategies should also be established in the case of emergencies relating to warnings and alerts. Examples of some basic safety precautions are outlined below. Other precautions may exist for higher levels of risk and these should be known and understood prior to departure. Register with Smartraveller Research destinations and travel advice Provide highly detailed itineraries Check in regularly with school and families Stay informed (e.g. check for updates, check news reports/local media, ask hotel staff) Follow advice of local authorities Remain vigilant Prepare participants for travel and safety precautions/procedures 6.2. Passports/Visas Valid passports will be required and should be checked for expiration dates. Some countries require a minimum period of remaining validity on passports in order to enter and exit the country. Check with the relevant embassy, high commission or consulate. These places will also specify if any entry visas that may be required. Schools should also check what passport each student will be using. Non-Australian passports and students living in Australia on a Visa may have different requirements or may even have travel restrictions that may impact capacity to participate. Work closely with parents to clarify this information as early as possible. It should be the responsibility of the parents to acquire the correct and valid travel documents for their child. 38

40 The checking of passports and visas should be a priority during the planning stage as some passports and visas may take a significant period of time to acquire or it may impact whether a student can attend. Ensure copies of relevant pages are made and kept securely throughout the travel. A strategy for ensuring travel documents are kept secure at all times is vital and will depend upon the age of participants, size of the group and destinations. Parents should be made aware of these procedures Contingency Plans and Travel Documents It is recommended that any contingency plans also ensure any passport and visa requirements are arranged (where possible and necessary) prior to departure. Consider a situation where there has been a natural disaster in the country the excursion is in and evacuation from that country is required: have a contingency plan for evacuation and where possible ensure you have the appropriate travel documents to enact this plan Vaccinations and Infectious Diseases Some countries require travellers to obtain specific vaccinations prior to departure. Check the requirements for all of your destinations as early as possible and communicate this clearly to parents. Parents will be responsible for seeking their own medical advice and obtaining any required vaccines for their child. A copy of the record should be obtained by the school so that proof of immunisation can be verified by the school as a possible pre-requisite for attendance. It is possible that some parents may choose for their child not to obtain a particular immunisation, in which case participation in the excursion may not be possible. Also determine the timeframes associated with immunisations as some may need to be administered 6 months before departure. This may have a significant impact on the planning of an international excursion and require parent/carer consultation much earlier than originally expected. There are numerous infectious diseases around the world for which preventative treatments may not currently exist. Research your travel destinations extensively regarding health issues prior to departure and prepare participants as well as parents of the associated health risks. Also keep in mind that food preparation and handling standards vary widely around the world and in some locations illness may be common from poor hygiene practices. This also extends to consideration of clean, safe, drinkable and useable water, including rivers, lakes, and any open water that may carry water-borne parasites and infectious diseases. Prepare all participants extensively about practices to reduce health risks throughout an international excursion. 39

41 6.4. Financial Considerations International travel can be a costly exercise. Budgets should be initially estimated and then clarified as specific details develop. Keep costs down to a minimum to ensure financial inclusivity of all students and consult with parents early to identify potential issues and concerns. This should be the intent regardless of whether the excursion is compulsory or optional. For further information please refer to CECWA Policy on School Fees. In addition to costs associated with transportation, accommodation, travel insurance, travel documents, meals and paid activities also ensure consideration is given to student s personal expenditure and potential additional costs that may occur if emergency travel is required. Personal expenditure should be arranged and determined by parents in a method suitable to their own requirements. However, no participants should carry large amounts of cash. Numerous, safer alternatives exist. Consultation with parents and participants regarding who has responsibility of personal spending money should be clarified prior to departure and a strategy established and communicated. This may also include mechanisms for accessing emergency spending money should any money cards be lost. Schools should also obtain advice through their relevant financial officer regarding any tax implications or reporting requirements regarding expenditures, invoices, receipts. School staff may also choose to seek their own independent financial advice regarding any potential tax implications regarding their own costs and expenditures Critical Incidents and Emergencies Travelling overseas exposes participants to risks and hazards that may not exist in Australia. Added to that are the complexities of responding to incidents and emergencies in a foreign country operating in systems unfamiliar to participants and the supervision team. Preparation and planning is essential to ensure such situations are responded to effectively and efficiently. Become familiar with such necessities including (but not limited to): Access to and operation of local medical facilities/systems Access to emergency services such as police, ambulance, fire Available transport mechanisms to travel readily to airport, hospital, police Available Consular services Supervision strategies if students need to be separated e.g. to obtain medical treatment Preparation of Emergency Response Plans gather all such relevant information and tools for ready implementation if required. When in a foreign country, the supervision team should be well versed with local facilities and procedures. 40

42 6.6. Insurance Travel insurance should be an essential requirement for all participants. This should be communicated to all participants including parents. Part of this communication should specify that it is the responsibility of the parents to obtain travel insurance for their child. Schools should not take on the responsibility of arranging travel insurance for students. Parents should conduct their own research into the level of insurance coverage they would like to acquire for their child to meet their specific requirements. Suggest they research and discuss with insurers the following factors: Each destinations and transport methods. The duration of the trip. The activities that have been planned and what may occur during any free time. The items, valuables, equipment being taken. Any medical considerations Coverage in case of emergency including medical, natural disaster, terrorist activity Parents should understand for themselves what circumstances will be covered and those that will not. This may be especially relevant of cancellations due to changes in travel warnings or natural disasters, or, if any specific medical considerations exist. Parents may then obtain the type and level of cover they are most comfortable with for their child. Ensure that the school obtains a copy of the travel insurance certificate to: a) Ensure that it has been obtained, and b) To provide assistance to students should the need arise to utilise the cover Medications and Medical Treatments Overseas Any participants taking prescription medicines overseas, must be aware of travel advice for the countries being visited to check their legality. There may exist very serious consequences for travellers caught with illegal medicines. Schools should recommend parents check with their treating practioner and relevant embassies. This should be recorded on information gathered about students/participants to verify this has been checked. It is generally recommended that a letter from the treating medical professional is obtained and carried by the participant and that any medications remain in their original packaging. School staff should work very closely with parents of students with any medical issues that may require treatment whilst overseas. Determine, in consultation with the treating medical practioner, such things as: 41

43 What precautions need to be established? What possible implications may result should the medical condition be triggered or worsens? What treatment options will be available throughout the journey and at what cost? Will the treatment options meet the needs of the participant? Does examination of the travel insurance provide sufficient coverage where there are pre-existing medical conditions? Where assistance may be required contact the Australian Consulate and ensure the supervision team has the relevant contact numbers at hand at all times. Additional communication and supervision strategies may be necessary to monitor the health of participants with medical conditions (including those with mental health difficulties). Consideration should also be given to what impact any incidents may have on other students and participants as this may be identified as a risk to their health and well-being Supervision Strategies and Qualifications In addition to the information outlined previously regarding Supervision, international excursions should factor contingency supervision plans in cases of emergencies. There should be minimum of two teaching staff on any international excursion to ensure supervision continuity in case of emergency or illness of a participant. It would be advisable to also have a third teacher, fully prepared and on stand-by, should one of the teacher supervisors become incapacitated. The supervision group should consist of at least one person with appropriate first aid qualifications relevant to the participants attending and activities being undertaken. This may include CPR qualifications and water rescue qualifications as outlined in these Guidelines. Any parents attending an international excursion should not be assumed to have the duty of care of his/her child. It is an educational activity organised by the school and therefore the responsibility of care remains with the Principal. Consider also what supervision arrangements would occur if the parent becomes ill or incapacitated: what strategies will exist to supervise the affected student/s? Prepare and plan supervision strategies and ratios appropriate to the destinations you are travelling to. Communicate these in detail to all participants. 42

44 6.9. Student Preparation Ensure students receive sufficient information, training, development and instruction prior to the commencement of the international excursion. A few examples include: Make them aware of the risks and hazards. Educate them on cultural requirements and protocols that may need to be adhered to Discuss methods on safety precautions relevant to that country Document procedures for any new or unfamiliar components of the excursion Establish behavioural expectations and safety protocols Determine what preparation may be necessary prior to any activities being conducted Student Selection for an International Excursion Some schools choose to have students apply to attend an international excursion. This may ensure that any minimum requirements necessary to attend the excursion are met. Consideration of factors may include capabilities, maturity, and academic progress, relevance/impact to students academic program, relevant skills, and behavioural requirements. Ensure applications provide sufficient information for students and their parents to make informed decisions about whether to apply and outline the assessment methodology to be applied to select students and to determine waitlists. A policy or procedure may on this strategy may be beneficial Travel Agents At all times schools should use the services of a reputable travel agent to book travel and tours (including for intra and interstate travel). In 2014 the travel industry was de-regulated and as such travel agents are no longer required to be licensed. Regardless, any travel agents utilised should demonstrate a good reputation. Whilst school staff conducting internet searches may yield less expensive options, use such research to negotiate costs with travel agents and obtain quotes from several different providers to ensure you are being financially judicious. Schools that choose to coordinate the purchase of domestic and overseas travel and accommodation as part of an excursion must be mindful that the provision of such travel services by a school may bring it within the Australian Consumer Laws and the penalties and remedies for breaches of such law. Ideally, schools should give parents detailed itineraries and other information and allow parents to book and pay for travel and accommodation. Alternatively, a school may nominate a reputable travel agent to liaise with parents so that no payments are made directly to the school and the travel agent will be responsible for the delivery of those services and any failures to do so. If a school chooses to book travel and accommodation for students it should realise that it may become liable for any loss or damage that arises from the students use of those services. 43

45 A school should also discuss with their insurer any additional policies it should consider to cover it for any loss or damage that occurs during the excursion, including arising from travel and accommodation. 7. Student Billeting Student billeting during excursions has the potential to reduce costs and enhance cultural immersion. However, the arranging of student accommodation during an excursion in private homes poses additional risks and hazards that may fall well beyond the capacity of the Principal and school staff to control. As a school approved educational program, the Principal maintains his/her duty of care to participants on an excursion, including when a student is billeted. Criminal history checks, Working with Children Checks, site (accommodation) hazards and appropriate supervision are just a few examples of the risks posed when a student is billeted in private accommodation. Given much of these risks would be difficult to mitigate (e.g. WWC are not available overseas, nor are site inspections), this may not be the most suitable form of accommodation for students on an excursion and consideration of safety issues should outweigh cost saving and cultural immersion opportunities. Consider a scenario that involves a student staying on his/her own, with people unknown to the Principal, in an environment not assessed for hazards, in a property that has no requirement for safety standards. There are immediate concerns evident regarding potential risks and hazards to the safety, health and well-being of the student. Further, the recommendation of a family by a sister school may not be sufficient for a Principal to have taken all reasonable steps to reduce the risk of harm to a student. Unless the risks can be reduced there is little option but to control them by removing the possibility altogether. This may be more feasible when billeting is within Australia and more problematic when overseas. Some examples of risk areas associated with student billeting include (but are not limited to): Poor hygiene conditions in the home Safety issues associated with the accommodation Exposure to harm from host family members Unknown sleeping arrangements Insufficient capacity for student to communicate easily with school staff/parents Student unfamiliar/unprepared to respond to emergency situations Student rules, procedures and guidelines not monitored or followed by host family Inadequate insurance coverage Language barriers between student and host family Host family are not suitable role models Host family unaware of school policies and conduct/behaviour expectations Host family have unsafe private transport or are reckless drivers/have poor driving records 44

46 Summary The Guidelines identify numerous risk areas for Principal s and school staff to consider when planning and conducting school excursions. Through the CEWA Leading Lights Project opportunities to expand these learnings and share experiences system wide have been developed. Tools including elearning courses, blogs and discussion groups, case studies, and system wide risk management systems will provide further support and information to aid school staff with excursions. Utilise these Guidelines to get started. Commence by understanding and practicing the key components of risk management and plan excursions accordingly: 1. Identify the risks 2. Assess the risks 3. Mitigate the risks. Risk Management Resources Many external resources are available to schools for support regarding risk management practices. External providers have numerous tools including checklists, fact sheets, and guides. They can provide schools with valuable additional support with risk management. For example, a checklist or Code of Practice relating to workplace falls may be helpful when considering risks associated with an excursion involving walks or hikes. Two key external resources includes: Catholic Church Insurance (CCI) Risk Support Group o Factsheets o Checklists o Guides o Online training (costs involved) Worksafe WA o Codes of Practice / Guides o Checklists 45

47 PROFESSIONAL BODIES Australian Adventure Activity Standards AAAS Athletics Australia Australian Children s Education & Care Quality Authority (ACECQA) Officials Education ACECQA Excursion Risk Management Plan Australian Council for Health, Physical Education and Recreation ACHPER Australian Early Warning Network AUSTSWIM Beach Safe Cancer Council WA CCI Risk Support Department of Education Early Warning Network (Weather) AUSTSWIM Beach Safe Information SunSmart Schools and Sample Policy Catholic Church Insurance Risk Support DET - Outdoor Education and Recreation Activities Policy Department of Fire Emergency Services DFES DET Health & Physical Education Department of Parks and Wildlife Nearer to Nature Excursions Explore Parks WA Park Stay WA Safety in Parks and Reserves Department of Sport & Recreation Sport and Recreation School Camp Venues DSR Support and Advice Diabetes WA Emergency WA Emergency+ app Type 1 Diabetes School Excursion Guidelines Emergency WA Link to itunes Link to Google Apps Fish and Survive Fish & Survive National Outdoor Leadership Registration Scheme NOLRS Outdoor Council of Australia Outdoors WA OCA Home Page Outdoors WA Home Page Campsite Listings Adventure Activity Standards Planning Templates Adventure Activity Standards WA 46

48 RecFishWest Royal Life Saving Society Recreational Fishing in WA Royal Life Saving Society Australia - School Support Royal Life Saving WA School Teacher Aquatic Rescue Training START Water Safety Guidelines for Unstructured Aquatic Activities by Schools Water Smart Education Swim and Survive Program Shark Smart Sports Medicine Australia Surf Life Saving WA Water Police Western Australian Sports Federation Worksafe WA Shark Smart Sports Medicine Australia (Sports First Aid Training) Surf Life Saving WA Police (Water) WASF Worksafe WA Risk Management Process INTERNATIONAL EXCURSIONS Department of Foreign Affairs & Trade Travel International SOS Smartraveller Travel Insurance Vaccinations School Services Smartraveller Choice Travel Insurance Buying Guide Travel Doctor Travelvax Immunisation - Australian Government Travel Clinics Australia GUIDES Athletics Recreational Fishing Guide Official Starters Guide Recreational Fishing Guide 47

49 Appendix 1. Sample Risk Register Excursion: Date: Hazard What is the harm that the hazard could cause? What is the likelihood that the harm would occur? What is the level of risk? How effective are the current controls? What further controls are required? How will the controls be implemented? Action by Due Date When Completed Source: Safe Work Australia (2016)

50 Appendix 2. Sample Risk Assessment Matrix Source: Worksafe WA (2016)