Educational Visits & Off-Site Activities

Course 17 – Educational Visits & Off-Site Activities

Introduction

Some of the most memorable learning experiences happen outside the setting.

Whether visiting:

• a local park;
• a museum;
• a library;
• a place of worship;
• a sports facility;
• a nature reserve;
• a community event;

children learn through real-world experiences that cannot always be replicated indoors.

Educational visits encourage:

• curiosity;
• independence;
• communication;
• confidence;
• resilience;
• teamwork.

However, leaving the familiar environment of DASC introduces additional safeguarding, health and safety and supervision responsibilities.

Every member of staff plays an important role in ensuring visits are safe, well organised and enjoyable.

Learning Outcomes

After completing this course you will be able to:

• explain your responsibilities during educational visits;
• plan visits safely;
• identify and manage risks;
• supervise children effectively;
• conduct accurate head counts;
• understand staff ratios;
• respond appropriately to emergencies;
• manage missing child incidents;
• complete required documentation;
• contribute to successful educational visits.

Why Educational Visits Matter

Educational visits provide opportunities that enrich children's development.

Benefits include:

• applying classroom learning;
• developing social skills;
• encouraging independence;
• improving confidence;
• promoting physical activity;
• increasing cultural awareness;
• supporting communication skills.

Children often remember experiences far longer than lessons.

Safe educational visits help create lifelong positive memories.

Safeguarding Never Leaves the Setting

Children remain under DASC's care throughout the visit.

Safeguarding responsibilities remain exactly the same.

Staff must continue to:

• supervise appropriately;
• maintain professional boundaries;
• follow safeguarding procedures;
• protect confidential information;
• respond to concerns immediately.

Being away from the setting never reduces safeguarding responsibilities.

Shared Responsibility

Successful visits rely on teamwork.

Responsibilities are shared between:

Visit Leader

Responsible for overall planning and coordination.

Supporting Staff

Responsible for supervising allocated children and following agreed procedures.

Managers

Responsible for approving visits, reviewing risk assessments and ensuring appropriate staffing.

Children

Responsible for following instructions appropriate to their age and understanding.

Everyone contributes to a successful visit.

Types of Educational Visits

Educational visits vary considerably.

Examples include:

Local Walks

• parks
• libraries
• local shops
• community facilities

Educational Visits

• museums
• science centres
• farms
• historical sites
• galleries

Recreational Activities

• sports centres
• playgrounds
• outdoor adventure activities

Community Engagement

• charity events
• local celebrations
• cultural visits
• environmental projects

Different visits require different levels of planning and risk assessment.

Benefits and Risks

Every educational visit provides both opportunities and risks.

Effective planning maximises learning while reducing unnecessary risk.

Understanding Risk

Risk is a normal part of life.

The purpose of risk management is not to eliminate all risk.

Instead, it is to:

• identify hazards;
• assess likelihood;
• reduce foreseeable risks;
• prepare appropriate controls.

Children should experience managed risk rather than unnecessary danger.

The Principles of Safe Visits

Every educational visit should be:

• planned;
• proportionate;
• well supervised;
• inclusive;
• appropriately staffed;
• educationally valuable;
• regularly reviewed.

These principles apply whether walking to a local park or travelling across the country.

The Visit Leader

Every visit should have a clearly identified Visit Leader.

The Visit Leader should:

• coordinate planning;
• complete risk assessments;
• allocate staff responsibilities;
• brief staff;
• communicate with parents where appropriate;
• manage emergencies;
• review the visit afterwards.

Leadership provides clarity and confidence.

The Importance of Briefings

Before leaving DASC, staff should understand:

• destination;
• itinerary;
• supervision arrangements;
• emergency procedures;
• first aid arrangements;
• medical needs;
• communication methods;
• contingency plans.

Well-informed staff respond more effectively when situations change.

Practice Scenario – "It's Only the Park"

Practice Scenario – No Named Leader

Manager Coaching Notes

Managers should ensure:

• every visit has a learning purpose;
• risk assessments are proportionate;
• Visit Leaders are clearly identified;
• staff understand their responsibilities;
• safeguarding remains central to every outing;
• post-visit reviews identify learning opportunities.

Outstanding visits are not accident-free by chance.

They are safe because they are carefully planned and professionally led.

Planning an Educational Visit

Every successful educational visit begins long before children leave the setting.

Good planning reduces risk, improves organisation and enables staff to focus on providing enjoyable learning experiences.

The level of planning should always be proportionate to the complexity of the visit.

The Planning Process

Planning should normally follow these stages:

1. Identify the educational purpose.
2. Choose a suitable venue.
3. Complete a risk assessment.
4. Determine staffing requirements.
5. Confirm medical and dietary needs.
6. Arrange transport where required.
7. Obtain parental permissions where applicable.
8. Brief staff.
9. Prepare emergency arrangements.
10. Review the visit afterwards.

Planning should be systematic rather than rushed.

Defining the Learning Objective

Every visit should answer one important question:

"Why are we taking children on this visit?"

Learning objectives may include:

• exploring nature;
• developing physical skills;
• understanding local communities;
• supporting literacy;
• encouraging curiosity;
• promoting teamwork;
• extending classroom learning.

The educational purpose should guide every planning decision.

Choosing a Suitable Venue

When selecting a location, consider:

• suitability for the children's ages;
• accessibility;
• available facilities;
• toilets;
• shelter;
• emergency access;
• transport arrangements;
• supervision opportunities.

A venue should be both educational and manageable.

Pre-Visit Checks

Whenever practical, the Visit Leader should complete a pre-visit.

During the visit they may assess:

• entrances and exits;
• road crossings;
• toilet facilities;
• first aid arrangements;
• potential hazards;
• eating areas;
• emergency meeting points;
• accessibility.

Seeing the venue beforehand often identifies risks that photographs cannot.

Risk Assessment

Every educational visit requires a suitable and proportionate risk assessment.

A risk assessment helps staff identify:

• hazards;
• who may be harmed;
• existing control measures;
• additional actions required.

Risk assessments should support safe participation rather than prevent worthwhile experiences.

Typical Hazards

Hazards may include:

• traffic;
• water;
• uneven ground;
• animals;
• weather;
• crowded public spaces;
• unfamiliar environments;
• outdoor equipment;
• public transport.

Every venue presents different hazards.

Control Measures

Control measures reduce risk.

Examples include:

• additional supervision;
• high-visibility clothing where appropriate;
• designated meeting points;
• clear behavioural expectations;
• head counts;
• first aid equipment;
• mobile communication;
• emergency contact information.

Control measures should be realistic and practical.

Dynamic Risk Assessment

Not every risk can be predicted.

Dynamic risk assessment means continuously observing changing circumstances during the visit.

Examples include:

• sudden weather changes;
• overcrowding;
• damaged play equipment;
• unexpected roadworks;
• emergency service activity.

Staff should adapt plans whenever safety requires it.

Staffing Ratios

Appropriate staffing depends upon factors including:

• children's ages;
• individual needs;
• behaviour;
• destination;
• transport;
• activities;
• medical conditions.

Higher-risk activities may require additional supervision.

Managers should determine staffing based upon risk rather than convenience.

Allocating Children

Before departure:

Each member of staff should know:

• exactly which children they supervise;
• any medical needs;
• behaviour support plans;
• emergency contact arrangements.

Children should also know who their supervising adult is.

Clear allocation reduces confusion.

Medical Planning

Before leaving DASC, staff should confirm:

• medication required;
• allergies;
• dietary needs;
• asthma inhalers;
• adrenaline auto-injectors where prescribed;
• first aid arrangements.

Medication should remain readily accessible throughout the visit.

Equipment Checklist

Depending on the visit, equipment may include:

• first aid kit;
• charged mobile phone;
• emergency contact list;
• medication;
• registers;
• water;
• weather-appropriate clothing;
• hand sanitiser;
• accident forms;
• risk assessment.

Preparation prevents unnecessary delays.

Communication Plan

Before departure, staff should understand:

• how to contact one another;
• who contacts emergency services;
• who contacts DASC;
• who communicates with parents if necessary.

Clear communication supports calm decision-making.

Practice Scenario – Weather Changes

Practice Scenario – Forgotten Medication

Manager Coaching Notes

Managers should ensure:

• every visit has a documented learning purpose;
• suitable risk assessments are completed;
• staffing levels reflect identified risks;
• medication arrangements are confirmed;
• communication plans are agreed;
• equipment checklists are used consistently.

Successful educational visits result from thorough preparation rather than good luck.

Supervision During Educational Visits

Effective supervision is the single most important factor in keeping children safe during educational visits.

Children are often excited, distracted and exposed to unfamiliar environments.

Staff must remain vigilant, organised and proactive throughout the visit.

Supervision is an active responsibility.

What is Effective Supervision?

Effective supervision means:

• knowing where children are;
• anticipating potential risks;
• remaining alert;
• communicating with colleagues;
• intervening early where necessary;
• supporting children appropriately.

Good supervision prevents problems before they develop.

Active Supervision

Staff should actively supervise by:

• regularly scanning the environment;
• counting children frequently;
• positioning themselves strategically;
• observing behaviour;
• anticipating hazards;
• maintaining awareness of the whole group.

Avoid becoming distracted by conversations with colleagues or mobile devices.

Children require your full attention.

Positioning Staff

Good positioning improves visibility.

Examples include:

Walking Groups

• one adult at the front;
• one adult at the rear;
• additional staff positioned throughout the group where necessary.

Parks

• staff positioned to observe all activity areas;
• avoiding blind spots;
• maintaining clear lines of sight.

Indoor Venues

• staff covering entrances and exits where appropriate;
• supervising toilets in accordance with safeguarding procedures;
• remaining visible.

Positioning should change as activities change.

Head Counts

Head counts should become routine.

Carry them out:

• before leaving DASC;
• before boarding transport;
• after leaving transport;
• before changing locations;
• after activities;
• before returning home;
• whenever staff feel uncertain.

Frequent head counts provide reassurance and identify problems quickly.

Registers

The Visit Leader should carry an up-to-date register containing:

• children's names;
• emergency contacts;
• medical information;
• allocated supervising adult.

Registers should remain accessible throughout the visit.

Buddy Systems

Where appropriate, children may be encouraged to use a buddy system.

Buddy systems:

• encourage responsibility;
• promote teamwork;
• help children notice if someone is missing.

However, buddies never replace adult supervision.

Adults remain fully responsible.

Road Safety

Road crossings require particular attention.

Staff should:

• identify safe crossing points;
• position adults appropriately;
• count children before and after crossing;
• ensure children understand expectations;
• avoid unnecessary distractions.

Never assume children understand road risks.

Public Places

Educational visits often take place in busy public environments.

Staff should remain alert to:

• crowds;
• strangers;
• traffic;
• cyclists;
• dogs;
• construction work;
• unexpected events.

Public environments change continuously.

Dynamic supervision should continue throughout the visit.

Toilets During Visits

Toilet arrangements should protect:

• children's privacy;
• safeguarding;
• supervision.

Staff should:

• follow DASC safeguarding procedures;
• avoid unnecessary one-to-one situations;
• know when children enter and leave toilet facilities;
• remain nearby where appropriate.

Children should never be left unsupervised in unfamiliar public facilities.

Food and Drink

During meals or snacks staff should monitor:

• allergies;
• choking hazards;
• hygiene;
• appropriate behaviour;
• hydration.

Children may become tired more quickly during visits.

Regular water breaks are important, especially in warm weather.

Managing Behaviour

Excitement can sometimes lead to:

• running;
• shouting;
• ignoring instructions;
• separating from the group.

Staff should:

• reinforce expectations before the visit;
• praise positive behaviour;
• intervene early;
• remain calm and consistent.

Behaviour management continues exactly as it would within DASC.

Fatigue

Children may become:

• tired;
• hungry;
• overwhelmed;
• overstimulated.

Staff should observe for signs including:

• irritability;
• withdrawal;
• reduced concentration;
• emotional responses.

Adjusting the pace of the visit may improve children's wellbeing.

Supporting Children with Additional Needs

Some children may require:

• additional supervision;
• visual timetables;
• sensory breaks;
• quieter environments;
• familiar routines;
• extra reassurance.

Reasonable adjustments should be planned before the visit.

Inclusive planning enables every child to participate safely.

Practice Scenario – Distracted Conversation

Practice Scenario – Busy Museum

Manager Coaching Notes

Managers should ensure:

• supervision arrangements are agreed before departure;
• head counts are routine;
• staff remain actively engaged;
• children with additional needs receive appropriate support;
• behaviour expectations are reinforced consistently;
• supervision arrangements are reviewed after each visit.

Excellent supervision enables children to enjoy independence within safe and carefully managed boundaries.

Transport and Travel Safety

Many educational visits require children to travel away from the setting.

Whether walking, travelling by coach, using public transport or travelling in authorised vehicles, transport introduces additional risks that require careful planning and supervision.

Children should remain safe from the moment they leave DASC until they return.

Planning the Journey

The journey should be planned with the same care as the activity itself.

Consider:

• travel time;
• route;
• road conditions;
• weather;
• rest stops where appropriate;
• accessibility;
• emergency alternatives.

A well-planned journey reduces unnecessary stress and delays.

Walking to a Destination

Walking is often the safest and simplest method of transport for local visits.

Before leaving:

• explain expectations;
• complete a head count;
• allocate supervising adults;
• identify the safest route.

While walking:

• keep children together;
• avoid unnecessary distractions;
• monitor traffic continuously;
• carry out regular head counts.

Walking in Public Areas

When walking:

Staff should:

• position themselves at the front and rear of the group;
• supervise road crossings carefully;
• avoid rushing;
• adjust walking speed to suit the youngest children;
• remain alert to cyclists and vehicles.

Children should understand that walking safely is part of the learning experience.

Crossing Roads

Road crossings require careful planning.

Use:

• pedestrian crossings;
• traffic islands;
• controlled crossings;
• designated safe crossing points.

Before crossing:

• stop;
• check traffic;
• explain instructions.

After crossing:

• regroup;
• complete another head count.

Never assume drivers have seen the group.

Coach Travel

Coach travel introduces additional responsibilities.

Before departure:

• complete a register;
• allocate seating;
• explain behaviour expectations;
• ensure emergency exits remain accessible.

During travel:

• supervise children continuously;
• monitor behaviour;
• keep aisles clear;
• discourage unnecessary movement around the coach.

Boarding and Leaving Coaches

The highest risks often occur while boarding or leaving transport.

Staff should:

• supervise carefully;
• position themselves strategically;
• count children before boarding;
• count again after boarding;
• repeat counts when leaving.

Children should move calmly.

Rushing increases risk.

Public Transport

When using trains, buses or underground services:

Staff should consider:

• crowding;
• platform safety;
• changing services;
• ticket arrangements;
• emergency procedures.

Children should remain together throughout the journey.

Busy transport hubs require particularly close supervision.

Delays

Travel delays sometimes occur because of:

• traffic;
• weather;
• transport failures;
• accidents;
• engineering works.

The Visit Leader should:

• remain calm;
• review the situation;
• communicate updates where necessary;
• adjust plans if required.

Children often take emotional cues from adults.

Vehicle Safety

Where authorised vehicles are used:

Drivers should:

• hold appropriate licences;
• follow road traffic legislation;
• ensure vehicles are roadworthy;
• avoid distractions;
• never exceed passenger limits.

Children should always use appropriate restraints where required by law.

Travel with Children Who Have Additional Needs

Some children may require additional support during transport.

Examples include:

• visual schedules;
• familiar seating positions;
• sensory resources;
• additional reassurance;
• extra supervision.

Planning ahead helps reduce anxiety.

Inclusive transport arrangements allow all children to participate successfully.

Weather During Travel

Weather conditions may affect:

• walking routes;
• transport safety;
• visibility;
• temperature;
• children's comfort.

Staff should plan for:

• rain;
• extreme heat;
• ice;
• snow;
• high winds.

Children should wear suitable clothing for the expected conditions.

Emergency Equipment

Depending on the visit, staff may carry:

• first aid kit;
• charged mobile phone;
• emergency contacts;
• medication;
• high-visibility vests where appropriate;
• drinking water;
• torch (for evening activities where relevant).

Emergency equipment should remain accessible—not packed underneath luggage.

Behaviour During Travel

Children should understand expectations before travelling.

Examples include:

• remaining seated when instructed;
• using quiet voices;
• respecting members of the public;
• following staff instructions immediately;
• keeping hands and belongings safely inside vehicles.

Clear expectations improve safety.

Practice Scenario – Coach Service Station

Practice Scenario – Delayed Train

Manager Coaching Notes

Managers should ensure:

• travel arrangements are fully risk assessed;
• staff understand transport procedures;
• road crossings are planned carefully;
• head counts are routine;
• emergency equipment accompanies every visit;
• travel behaviour expectations are explained before departure.

Safe travel is an essential part of every successful educational visit.

Emergencies During Educational Visits

Despite careful planning, emergencies can still occur.

The purpose of planning is not to eliminate every risk.

It is to ensure that staff respond quickly, calmly and effectively when unexpected situations arise.

Children depend upon adults to remain organised during emergencies.

What is an Emergency?

An emergency is any situation that presents an immediate or significant risk to:

• children;
• staff;
• members of the public;
• the success of the visit.

Emergencies may be medical, environmental, behavioural or security-related.

Prompt decision-making is essential.

The Priorities During an Emergency

Where possible, staff should follow these priorities:

1. Protect children from immediate danger.
2. Stay calm.
3. Account for all children.
4. Provide first aid where appropriate.
5. Contact emergency services if required.
6. Inform the Visit Leader.
7. Notify DASC.
8. Record the incident after the situation has been resolved.

A calm, structured response helps reduce panic.

Medical Emergencies

Medical emergencies may include:

• asthma attacks;
• allergic reactions;
• seizures;
• serious injuries;
• loss of consciousness;
• diabetic emergencies;
• choking.

Staff should:

• remain calm;
• provide appropriate first aid within their level of competence;
• administer prescribed emergency medication where required;
• contact emergency services when necessary.

Medical information should always be available throughout the visit.

First Aid

Every visit should have access to appropriate first aid provision.

The Visit Leader should know:

• who the qualified first aider is;
• where first aid equipment is located;
• where children's medication is stored.

Minor injuries should still be recorded in accordance with DASC procedures.

Contacting Emergency Services

When contacting emergency services:

Provide:

• your name;
• organisation;
• exact location;
• nature of the emergency;
• number of people involved;
• any immediate dangers.

Remain on the line until advised otherwise.

Clear information helps emergency services respond effectively.

Communicating with DASC

As soon as practicable:

Inform DASC of:

• the incident;
• current situation;
• actions taken;
• whether emergency services are attending;
• whether parents may need to be contacted.

Communication should remain factual.

Avoid speculation.

Contacting Parents

Parents should normally be contacted through agreed DASC procedures.

Information should be:

• accurate;
• calm;
• timely;
• factual.

Staff should avoid making assumptions before information has been confirmed.

Media and Public Enquiries

If members of the public or journalists ask questions following an incident:

Staff should:

• remain polite;
• avoid discussing confidential information;
• refer enquiries to the appropriate DASC representative.

Protecting children's privacy remains essential.

Missing Child Procedure

A missing child is one of the most serious situations that may occur during an educational visit.

Every second matters.

If a child cannot immediately be accounted for:

• remain calm;
• alert the Visit Leader immediately;
• supervise the remaining children;
• begin agreed search procedures;
• contact emergency services where appropriate;
• follow DASC's Missing Child Policy.

Staff should never delay reporting because they hope the child will "turn up."

Organising the Remaining Group

While one part of the team responds to the emergency:

Other staff should:

• supervise the remaining children;
• reassure them appropriately;
• prevent panic;
• continue head counts;
• keep the group together.

Maintaining supervision remains essential.

Shelter and Evacuation

Occasionally staff may need to evacuate an area because of:

• fire;
• gas leak;
• severe weather;
• security concerns;
• structural damage.

The Visit Leader should:

• move the group calmly;
• carry out a head count;
• relocate to a place of safety;
• communicate with DASC.

Children should remain together throughout.

Severe Weather

Weather may require visits to be:

• delayed;
• shortened;
• relocated;
• cancelled.

Examples include:

• thunderstorms;
• flooding;
• high winds;
• extreme heat;
• heavy snow.

Professional judgement should always prioritise safety.

Security Incidents

Although uncommon, staff should remain alert to situations such as:

• suspicious packages;
• violent behaviour nearby;
• police incidents;
• terrorism-related emergencies.

Follow the instructions of emergency services immediately.

The safety of children should guide every decision.

Practice Scenario – Child Falls from Climbing Equipment

Practice Scenario – Child Cannot Be Located

Practice Scenario – severe weather response

Manager Coaching Notes

Managers should ensure:

• emergency procedures are discussed before every visit;
• first aid arrangements are appropriate;
• medication accompanies children;
• staff understand the Missing Child Procedure;
• communication arrangements are clear;
• post-incident reviews identify learning opportunities.

Prepared teams respond more confidently and effectively during emergencies.

Inclusion and Supporting Individual Needs

Educational visits should be accessible to every child wherever reasonably possible.

Children should not be excluded simply because they require additional support.

Thoughtful planning allows all children to participate safely and meaningfully.

Inclusion is a key principle of DASC.

Inclusive Educational Visits

An inclusive visit considers the needs of every child before the visit begins.

This may include:

• medical needs;
• SEND;
• disabilities;
• communication needs;
• sensory needs;
• behavioural needs;
• dietary requirements;
• cultural or religious considerations.

The aim is to remove barriers rather than lower expectations.

Individual Risk Assessments

Some children may require an individual risk assessment in addition to the general visit risk assessment.

This may be appropriate where a child has:

• epilepsy;
• severe allergies;
• mobility difficulties;
• autism;
• behavioural support plans;
• complex medical needs.

The purpose is to identify any additional support required—not to exclude participation.

Reasonable Adjustments

Reasonable adjustments may include:

• additional supervision;
• adapted activities;
• quieter environments;
• flexible schedules;
• visual supports;
• alternative transport arrangements;
• additional equipment.

Adjustments should enable participation wherever reasonably practicable.

Supporting Children with Autism

Some autistic children may benefit from:

• visual timetables;
• photographs of the destination;
• social stories;
• advance notice of changes;
• quieter spaces;
• familiar routines;
• sensory breaks.

Preparation often reduces anxiety.

Children with Medical Needs

Planning should confirm:

• medication requirements;
• storage arrangements;
• administration procedures;
• emergency responses;
• responsible adults.

Medication should remain:

• available;
• secure;
• clearly labelled;
• accessible when needed.

Staff should understand individual healthcare plans before departure.

Food and Dietary Needs

Where food is provided:

Staff should be aware of:

• allergies;
• religious requirements;
• dietary preferences recorded by parents;
• risk of cross-contamination.

Children should never be encouraged to eat food that conflicts with their medical or dietary requirements.

Mobility and Accessibility

Before confirming a venue, consider:

• wheelchair access;
• accessible toilets;
• parking arrangements;
• lifts;
• gradients;
• pathways;
• rest areas.

Accessibility should be considered during planning—not after arrival.

Behaviour Support During Visits

Educational visits may increase excitement or anxiety.

Staff should:

• explain expectations clearly;
• use positive reinforcement;
• intervene early;
• remain calm;
• follow Behaviour Management procedures.

Consistency helps children feel secure.

Cultural and Religious Considerations

Educational visits should respect diversity.

Planning may include consideration of:

• places of worship;
• dress requirements;
• dietary needs;
• prayer arrangements where appropriate;
• cultural sensitivities.

Inclusive planning demonstrates respect for every child and family.

Working with Parents

Parents often provide valuable information about their child's needs.

Before the visit, managers should ensure relevant information has been gathered regarding:

• medical needs;
• behaviour;
• communication;
• mobility;
• previous experiences;
• additional support strategies.

Partnership with parents strengthens planning.

Confidentiality

Information shared by parents should only be discussed with staff who require it to keep children safe.

Confidential information should:

• remain secure;
• be shared on a need-to-know basis;
• be handled in accordance with DASC's Data Protection Policy.

Professional confidentiality continues throughout the visit.

Supporting Emotional Wellbeing

Some children may feel:

• anxious;
• overwhelmed;
• homesick;
• uncertain.

Staff should:

• offer reassurance;
• explain what is happening;
• maintain familiar routines where possible;
• provide opportunities for breaks.

Emotional wellbeing supports learning.

Reviewing Individual Support

Following the visit, staff should reflect:

• Were reasonable adjustments effective?
• Did the child participate fully?
• What could be improved?
• Should future planning change?

Continuous reflection improves future inclusion.

Practice Scenario – Child Becomes Overwhelmed

Practice Scenario – Unexpected Accessibility Issue

Manager Coaching Notes

Managers should ensure:

• individual needs are considered during planning;
• reasonable adjustments are documented;
• parents contribute relevant information;
• medical arrangements are confirmed;
• accessibility is assessed before visits;
• post-visit reviews evaluate inclusion.

Inclusive educational visits demonstrate DASC's commitment to equality, safeguarding and child-centred practice.

Recording, Reporting and Reviewing Educational Visits

Educational visits do not end when children return to DASC.

Professional practice includes:

• recording significant events;
• reviewing the visit;
• learning from experience;
• improving future planning.

Accurate records support safeguarding, accountability and continuous improvement.

Why Records Matter

Educational visit records provide evidence that DASC has:

• planned appropriately;
• managed risks;
• responded professionally;
• safeguarded children;
• reflected on practice.

Good records also help managers improve future visits.

Attendance Records

The Visit Leader should retain evidence of:

• children who attended;
• staff who attended;
• departure time;
• return time;
• destination.

Attendance records should match DASC's registers.

Any unexpected absences should be recorded in accordance with organisational procedures.

Incident Records

Any significant incident should be documented.

Examples include:

• injuries;
• first aid provided;
• behavioural incidents;
• safeguarding concerns;
• medical treatment;
• transport delays affecting safety;
• emergency service involvement.

Records should be completed as soon as practicable while information is still fresh.

Accident Reporting

Where an accident occurs:

Record:

• what happened;
• where it happened;
• who was involved;
• action taken;
• witnesses where appropriate;
• follow-up actions.

Records should remain factual.

Avoid assumptions or personal opinions.

Recording Near Misses

Not every important event results in an injury.

A near miss is an event that could have caused harm but did not.

Examples include:

• a child almost leaving the group;
• damaged playground equipment discovered before use;
• a vehicle reversing unexpectedly nearby;
• a trip hazard identified before anyone fell.

Recording near misses allows DASC to improve future safety.

Safeguarding Concerns

If safeguarding concerns arise during a visit:

Staff should:

• respond immediately;
• follow DASC safeguarding procedures;
• record concerns factually;
• report to the Designated Safeguarding Lead (DSL) as soon as possible.

Educational visits do not change safeguarding reporting procedures.

Post-Visit Debrief

Every significant educational visit should include a short debrief.

Questions may include:

• What went well?
• What challenges occurred?
• Were risk assessments effective?
• Were staffing arrangements appropriate?
• Did children achieve the learning objectives?
• What should change next time?

Reflection supports continuous improvement.

Reviewing the Risk Assessment

Following the visit, consider:

• Were identified risks accurate?
• Did new risks emerge?
• Were control measures effective?
• Should the assessment be updated?

Risk assessments are living documents.

They should improve through experience.

Feedback from Staff

Staff should be encouraged to share:

• positive experiences;
• concerns;
• suggestions;
• observations.

Different perspectives often identify opportunities for improvement.

A culture of openness supports safer practice.

Feedback from Children

Children's views matter.

Appropriate questions may include:

• What did you enjoy?
• What did you learn?
• Did you feel safe?
• What would you like to do differently next time?

Listening to children supports continuous improvement and reflects a child-centred approach.

Feedback from Parents

Where appropriate, parents may also provide valuable feedback.

Comments may relate to:

• organisation;
• communication;
• learning opportunities;
• children's experiences;
• future suggestions.

Constructive feedback helps strengthen future visits.

Continuous Improvement

Managers should use evidence from educational visits to identify patterns.

Examples include:

• repeated transport delays;
• recurring behaviour issues;
• successful supervision strategies;
• effective learning activities.

Evidence should influence future planning.

Recognising Good Practice

Managers should acknowledge examples of excellent practice, such as:

• effective teamwork;
• calm responses to unexpected situations;
• outstanding supervision;
• inclusive planning;
• excellent communication with children.

Recognition reinforces positive professional behaviours.

Learning from Mistakes

Mistakes should be viewed professionally.

Questions should focus on:

• What happened?
• Why did it happen?
• How can we reduce the likelihood of recurrence?

The aim is organisational learning rather than blame.

Practice Scenario – Near Miss

Practice Scenario – Successful Visit

Manager Coaching Notes

Managers should ensure:

• incidents are recorded promptly;
• near misses are reviewed;
• safeguarding concerns follow normal reporting procedures;
• every significant visit includes a debrief;
• risk assessments are updated where required;
• learning is shared across the organisation.

Continuous improvement transforms good educational visits into outstanding ones.

Educational Visit Review Checklist

Following each visit, managers should consider:

□ Were learning objectives achieved?

□ Were all children safely accounted for throughout?

□ Were staffing arrangements appropriate?

□ Were head counts completed consistently?

□ Were risk assessments effective?

□ Were any incidents or near misses recorded?

□ Were reasonable adjustments successful?

□ Has feedback been collected?

□ Should procedures be amended before the next visit?

□ Has learning been shared with the wider team?

A structured review helps ensure that every educational visit contributes to ongoing organisational learning.

End of Course Assessment

Instructions

Complete the assessment below.

A pass mark of 80% is required before the course can be marked as complete.

Competency Declaration

Related DASC Policies

References

Course Summary

Educational visits provide children with valuable opportunities to explore, discover and apply their learning in real-world environments.

Throughout this course you have learned how to:

• plan educational visits safely;
• complete proportionate risk assessments;
• supervise children effectively;
• organise safe travel;
• manage emergencies;
• support children with additional needs;
• maintain accurate records;
• review visits for continuous improvement.

Educational visits should never be viewed as separate from everyday childcare practice.

The same commitment to safeguarding, inclusion, professionalism and child-centred care must be evident wherever learning takes place.

The DASC Educational Visit Framework

Every educational visit at DASC should follow this eight-stage framework:

This framework helps ensure that educational visits remain safe, educational and enjoyable.

Key Messages to Remember

Always remember:

• Every visit should have a clear learning purpose.
• Risk assessments should be practical and proportionate.
• Active supervision is everyone's responsibility.
• Head counts should become routine.
• Safeguarding responsibilities never change because the setting changes.
• Children with additional needs should be supported through reasonable adjustments.
• Emergencies require calm leadership and clear communication.
• Every visit should be reviewed to improve future practice.

Safe educational visits create memorable learning experiences.

Outstanding educational visits create lifelong positive memories.

Course Completion

Congratulations.

You have completed Course 17 – Educational Visits & Off-Site Activities.

Educational visits are among the most rewarding experiences offered by DASC. They encourage curiosity, independence and a lifelong love of learning.

As a childcare professional, your preparation, vigilance and professionalism enable children to experience these opportunities safely.

Remember the four principles of successful educational visits:

• Plan Thoroughly
• Supervise Actively
• Respond Professionally
• Reflect and Improve

Every successful visit demonstrates DASC's commitment to safeguarding, inclusion and excellence.

By applying the knowledge from this course, you help create educational experiences that are safe, engaging and memorable for every child in our care.