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F I VE STEPS TO MORE I NCLUS I VE OUT I NGS COVER YOUR BASES ”Your rigorous risk assessment should include specific considerations for children with additional needs,” says Katie. “Where children have physical disabilities, an additional access plan should also be undertaken, and all relevant first aid training should be in place, with staff carrying appropriate medications.” INTERROGATE YOUR WORKINGS Get help, making sure your planning, risk assessments and contingency arrangements are watertight. “If you’re waking up in the night worrying what you’ve forgotten, a fresh pair of eyes on your plan can be really helpful,” says Kelly. ASK QUESTIONS Remember, you’re not expected to be the expert here; destinations may have considerable experience to contribute. “Where possible, involve the parents and children in your planning,” adds Steve. “If you’re unsure of something, ask!” CONSIDER THE SIMPLE THINGS “Take travel,” says Kelly. “Who’s going to sit where on the bus? What tech are they allowed for the journey? Will they need food? Lay expectations out beforehand – with a social story for those that need it – so nothing is a surprise.” BE AMBITIOUS ”Don’t be afraid to be adventurous,” says Steve. “We believe that children with disabilities should be given as much opportunity to try new activities as any other child, so be bold but be safe.” of assessments for venues so that we know which work well and which to avoid. What some venues consider as accessible may not be: a flattish country park may say it’s fully accessible, but some wheelchairs are incredibly difficult to push on rough terrain.” Building the right degree of challenge into a trip – particularly an adventure residential – is a nuanced decision for every child, but Kelly advises teachers are led by the pupils’ ambitions. “A number of parents come to us distressed that their child hasn’t been allowed to go on a trip,” she says. “Mainstream schools may make that decision a bit too quickly because they don’t have the knowledge or experience, but they have to be incredibly careful of discrimination. ‘We don’t have enough staff’ is excluding SEND students, and is discriminatory. Start by asking, ‘Do you want to come?’ And if it’s a ‘yes’ then brilliant. You can start to look at what alternative provision will be fun and inclusive.” or sensory overload for children with specific needs,” says Katie Hinds, a chartered education psychologist and managing director of Changing Minds in Warrington, which works with schools, parents and young people. “All staff members who participate should have a good knowledge of the children’s needs and substitutes should be kept to a bare minimum.” This continuity will minimise unexpected challenges along the way. “The trip team should be well briefed with the risk assessment and access plan and should be familiar with the school’s critical incidence plan,” says Katie. “There should be clear lines of accountability and hierarchy, and the trip lead should coordinate staff according to the needs of the cohort,” she adds. “If the trip is residential, the staff may wish to complete diary logs and arrange a system to share these with parents. For those children with complex medical and/ or developmental needs, staff may need to liaise with specialist nurses to gain their insight into the process. In some instances, parents could also attend the trip in order to provide additional assistance to their child.” If this all sounds like a staffing headache, remember some destinations may be able to lighten the load. “In our experience, the staff at the venue are a huge factor to consider when booking activities,” adds Steve. “If they have training or background knowledge of disabilities, they tend to be far more accommodating.” Access all areas Facilitating full access to all pupils is essential, so is there an accreditation – a shorthand for good access – to look for? “Not that we’ve heard of,” says Steve. “We usually contact the venue and request a copy of their risk assessment as well as a site map. Asking about the accessibility of the venue is key – is the whole centre wheelchair accessible, not just the ground level? Do they have a suitable changing place? We’ve built up a library “We’ve built up a library of assessments for venues so we know which work well and which to avoid” S END www.teachwire.net/school-trips | 49