Travel Reference
In-Depth Information
Step 4 - Recording the i ndings and
implementing them
your study tour you will be together as a group for most
of the activities you do. However, there may be times
when you split into smaller groups either when working
on assignments or in your own spare time. On these
occasions there are clearly differences to who might
be harmed and how. This step of the risk assessment
process should also consider those who have particular
needs, such as disabled people, the very young or very
old, since the risk to them may be greater.
Keeping a written record of you risk assessments will
not only meet legal requirements but will also be useful
information for all those who may be at risk. The record
shouldn't be overcomplicated, just as long as it deals
with hazards and risks sensibly. Your college or school
will have its own risk assessment form which meets its
particular requirements. As part of this unit of study
you will need to complete your own risk assessment
form that relates to the residential study visit you are
planning. Figure 23.2 is an example of a risk assessment
form that you could use for this purpose, with one
example already fi lled in for you to show how it is
completed.
Step 3 - Evaluating the risks and
deciding on action to reduce risks
Once you've identifi ed potential hazards and decided
who is likely to be at risk from them the next step is to
evaluate the risks, i.e. determining the likelihood of each
causing harm. You will need to prioritise the hazards
you deal with, consider your existing precautions and
decide whether the remaining risk is high, medium
or low. If you decide that it is low, then your existing
precautions are likely to be adequate. If you fi nd that
the risk if medium or high, then you will have to put in
place further measures to lower the risk. In the case of
a residential study visit, these measures could include:
Activity 23.5
Using the form shown in Fig 23.2 for reference
complete your own risk assessment for the residential
study visit. You must include at least six potential
hazards and explain what action is needed to
minimise risk. You should think of potential hazards
relating to travel to, from and within the destination,
activities to be undertaken during the visit and those
hazards associated with free time.
•
Providing written and verbal advice and information
before the visit;
•
Issuing a code of conduct;
This activity is designed to provide evidence for
P2 and M2.
•
Continuing to provide advice and information while
in the destination;
•
Using reputable organisations, e.g. coach
companies, ferry operators, etc.
Step 5 - Reviewing assessments
regularly
•
Adhering to appropriate student-staff ratios;
•
Supplying emergency numbers to those who may
need them;
It makes sense to review any risk assessment at regular
intervals, since circumstances and personnel may
change. For example, between planning your study
tour and actually going on the trip you may fi nd that
an attraction you were intending to visit can no longer
accept groups so you may have to fi nd an alternative
that may present different hazards and risks.
•
Gaining any necessary permissions before the trip
starts, e.g. to visit the European Commission in
Brussels;
•
Providing advice on appropriate clothing to take
and use on the study tour;
•
Issuing precautions if you are visiting an area with a
particularly warm (or cold) climate, e.g. protection
to skin and eyes.