I wrote on Wednesday some thoughts about taking children to London. On the general principle of taking children on visits, I’m asking: do we do it enough?
I had been amused a couple of weeks earlier by a good friend of mine who told me of a school visit that would probably make the papers these days. Some 25 years ago, his rather eccentric history teacher took his group to London, told the students when to meet him and proceeded to spend the rest of the day in the pub. Meanwhile, my friend wandered round London with a couple of others (including now-education minister Matthew Hancock) for the day, having a great time and learning loads. In fact my friend described it as being a formative – even inspiring – experience, but one that his mother was not best pleased about when she found out how the teacher had ‘managed’ the visit.
I’m sure many of us of a certain generation can remember teachers of that ilk: risk takers who liked to explode things, leave students unsupervised and drink heavily during the day. We may look back with a misty-eyed view of ‘that didn’t do me any harm‘ and wish for a return of the days when ‘risk assessment’ meant arriving somewhere and saying “oh, that’ll be alright.”
And I’m sure many of us in schools have attempted to plan a visit, only to become mired in unrealistic amounts of process and paperwork. Unfortunately a few, much-publicised fatalities on school visits have pushed many schools into reducing risk to zero and not taking children on visits at all.
These approaches do not benefit our children. Neither dangerous visits with absent teachers, nor risk-averse schools with absent visits will give children the inspiration, understanding and experience of the world that will really benefit them in future life.
I’ve tried to get round this by using the risk assessment process as the visit planning process also. Previously, the risk assessment was something you had to *do* after the visit was organised, not it’s just something that you plan for as you plan the trip, just as you would any other lesson. So alongside the hope for learning, you make a note of any likely risks and write down any necessary interventions to make to help students avoid the risks. This has helped me simplify the processes to a single one, saving time and also (I think) making a better visit.
Maybe it doesn’t sound quite as fun as spending the whole day in the pub, whilst the students wander around London, but it makes for a safer visit, keeping the inspiration for the students and keeping down the paperwork for the teacher.