Memorandum submitted by the British Activity
Holiday Association
The British Activity Holiday Association is
the trade body for the leading commercial providers of outdoor
education, training and recreation in the UK. The activity programmes
operated at member centres contribute significantly to both formal
and informal learning outside the classroom. Some members provide
courses linked directly to the curriculum, whilst others act as
facilitators to enable teachers to seek the educational outcomes
they desire; and still more welcome children on an individual
basis during school holidays, where they learn activity, social
and personal skills during a recreational experience.
1. COSTS AND
FUNDING OF
OUTDOOR ACTIVITIES
BAHA members are not subsidised, so we seek
to recoup costs from participants or their sponsors. Courses and
holidays that are inclusive of board and accommodation, instruction,
supervision and equipment are not cheap to provide, but we estimate
that 50% of the potential market can afford the full market rates.
At the other end of the spectrum, we estimate that 10% of children
are from families on benefit. That leaves a further 40% that do
need financial support in order to be able to benefit from the
same enriching experiences. The commercial sector can help in
this situation, by offering shoulder space vacancies at marginal
rates. This can be a cheaper option for parents and LEAs than
funding an infrastructure within the LEA.
2. THE PLACE
OF OUTDOOR
LEARNING WITHIN
THE CURRICULUM
There are so many benefits for pupils to gain
away from the classroom. In terms of citizenship, they can learn
how to support, lead and follow and develop those skills back
at home and school. They are faced with many new challenges, which
help to develop self confidence and self esteem. They are introduced
to new ideas for physical exercise, not the standard team games
and ball sports normally on offer at school. What's more, some
of these new activities provide the potential for a future healthy
lifestyle of exercise in the outdoors. On the safety side, they
can become more risk conversant and understand that risk can be
identified and managed safely. And last, but not least, they can
have fun and enjoyment in a stress-free environment embodying
the true meaning of "re-creation".
3. EXTERNAL ASSESSMENT
OF PROVISION
Where activities fall within the scope of the
Adventure Activities Licensing Regulations, all BAHA members must
of course apply for a licence and submit their operation to inspection.
Of course, licensing is restricted in application, so BAHA also
requires members to submit to additional or replacement inspection
by its team of independent, external inspectors. This is in addition
to submission to any voluntary inspection by such National Governing
Bodies as the British Canoe Union, the Royal Yachting Association,
the British Surfing Association, the British Horse Society etc.
Members have not historically been inspected by Ofsted, but they
are subject to personal inspection by the Outdoor Education Advisers
from LEAs throughout the country. From a health and safety perspective,
centres are also subject to enforcement by the local Environmental
Health Office.
4. ORGANISATION
AND INTEGRATION
WITHIN EXISTING
SCHOOL STRUCTURES
We are delighted to say that many schools have
established their activity week as an integral part of the school
calendar. Teachers recognise the many benefits that pupils and
themselves gain from such residentials. They are therefore prepared
to make sacrifices to ensure that they continue to happen, despite
any barriers that LEAs and/or unions place in their path. Education
is about preparation for life, not just classroom learning. In
this context, we encourage the Committee to support whatever adjustments
are required to allow them to fit in with school structures.
5. QUALIFICATION
AND MOTIVATION
OF TEACHERS
AND THE
EFFECT ON
TEACHER WORKLOAD
Taking groups of pupils on outdoor education
visits is a voluntary exercise on behalf of school teachers. Those
that participate are already motivated and BAHA members do all
they can to assist them. We can help with the provision of risk
assessments and all other forms of information. We can provide
proformas for distribution to parents; payment cards; and templates
for various other requirements. We can book transport from and
back to school; arrange insurance cover and provide staff to help
with the supervision and motivation of pupils. In short, we can
divest teachers of much of the administration and routine, leaving
them free to ensure that their pupils gain maximum educational
benefit from the experience. Teachers need have no technical competence
of their own, other than rudimentary first aid for the journeys
from and back to school. We can make the whole experience pleasurable
for teachers as well as pupils.
6. THE FEAR
OF ACCIDENTS
AND THE
POSSIBILITY OF
LITIGATION
The "blame culture" and over-reaction
in the media have totally distorted the statistics relating to
risk on outdoor activity trips. We all need to work together to
keep the few accidents that do occur in perspective. Obviously
the loss of a young life is extremely distressing for all concerned,
but such fatalities are really extremely rare and compare very
favourably with accidents at home, in the street or even in the
playground. It's an interesting fact that most accidents at activity
centres take place during "down-time" between activities,
not on the activities themselves. If teachers follow the HASPEV
guidance issued by the DfES in 2002, they really have nothing
to fear, but it's very difficult to get that message through to
them. There is hope, though. Even the NASUWT recognises that teachers
are best advised to take pupils to AALA, BAHA or LEA centres,
rather than taking them off on trips by themselves.
CONCLUSION
The last word should be left with Marcus Bailie,
Head of Adventure Activities Licensing Authority Inspections:
"Let young people get on with activities which statistically
cause them very little harm, but which are likely to prolong their
lives and radically enhance their expected quality of life. To
deny them these things would be to deny them the inalienable big
three—the right to life, liberty and the pursuit of happiness."
October 2004
| 
