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Code of Practice

1. INTRODUCTION

1.1 The Centre will provide opportunities for teaching and learning in the context of local and global sustainability, which develops:

• knowledge understanding and curiosity about the environment
• skills in all curriculum areas through the environment
• concern and a feeling of responsibility for the environment
• through first-hand experience in the environment.

1.2 The Centre will endeavour to:
provide the highest possible quality of provision provide the safest standards of practice/provision ensure that practices are as far as possible sustainable, i.e. that they are sustainable over time without detriment to the environment and that we manage the activities, the site and the Centre in such a way that social, environmental and economic considerations are taken into account as equally and consistently as possible.

2. EDUCATION POLICY

2.1 Develop knowledge, understanding and curiosity about the environment, including:
the natural processes which take place in the environment how life is dependant on the environment how environments change over time and how present environments have been changed by past actions and decisions how decisions are made about the environment at local, national and global level and how we might affect them how what we do affects others environmental issues such as pollution, transport policies, acid rain and global warming arguments connected to such issues the importance of effective action to protect the environment.

2.2 Develop skills in all curriculum areas through the environment including:
numeracy literacy and communication skills thinking skills study skills problem-solving skills creativity and imaginative skills ICT skills personal and social skills.

2.3 Develop concern and a feeling of responsibility for the environment, including: an interest in and learn to appreciate their environment through the care of living things and their habitats

• a respect and liking for their environment through relevant and interesting studies of it
• an appreciation of the spiritual/aesthetic value of the environment
• seeking solutions to environmental problems, taking account of conflicting interests.

2.4 Through, first-hand experience of the environment both within the Centre grounds and the surrounding area, making use of appropriate equipment and survey techniques.

3. QUALITY

3.1 Course programmes will be designed to meet the specific demands of school groups, for example:

• specified National Curriculum programmes of study
• specific examination syllabus requirements
• broader educational aims including personal social and health education
• environmental education/education for sustainable development and aspects of citizenship.

3.2 Objectives of all courses will be discussed with the visiting schools. The Centre will continue to develop information for all courses offered outlining:

• areas of knowledge and understanding of specific topics to be developed from work in the field
• skills to be involved in the preparation for field studies, and in the collection, interpretation and presentation of data
• environmental and other issues to be considered
• attitudes and values to be developed
• learning outcomes to be achieved.

3.3 Field studies activities will be prepared thoroughly by the Centre teaching staff, including:

• selection of sites and routes/transport arrangements to and from them
• briefing the groups before the activities take place
• teaching and learning to be developed
• follow-up activities/materials that will consolidate the learning and allow pupils to communicate in a variety of ways what they have learned.

3.4 Study sites will be selected on the basis of:

• appropriateness and accessibility for the age, ability and mobility of the pupils and the size of the group
• suitability for accomplishing the teaching and learning objectives previously specified
• safety
• environmental impact.

3.5 Staff employed by the Centre will have qualifications and/or experience deemed by the Centre to be appropriate to their post. Staff employed in teaching or instruction will have appropriate qualifications. There will be a training and induction programme for all new teaching staff and a regular programme of in-service training. Non-teaching staff are essential members of the centre team and will also be appropriately experienced and trained. Documentary evidence of all staff qualifications and training will be available for inspection on request.

3.6 Equipment will be provided for all programmes offered and be suitable for the pupils in question. Equipment will be well maintained and may include:

• a range of measuring and recording devices which will enable users to observe and measure to the degree of accuracy commensurate with their ability
• reference materials to enable users to investigate beyond their immediate fieldwork background
• where possible databases against which users can compare their results and draw broader conclusions
• protective clothing, where required, for specific activities, such as wellington boots, waterproof clothing and hard hats.

3.7 The Centre premises will provide well resourced classrooms, toilets, cloakroom and drying facilities appropriate to the type of course. For residents we will provide high quality accommodation for sleeping, dining and relaxation.

3.8 The Centre will require visiting staff to comply with safeguards designed to ensure the quality of courses. Visiting staff will be responsible for ensuring that:

• their group will comply with the adult : pupil ratio recommended by the Centre as being appropriate to age and ability of the pupils and the activities to be undertaken
• all accompanying adults, both teaching and non-teaching, are well briefed prior to the visit and are aware of their responsibilities during the visit
• pupils are well briefed prior to the visit, including educational objectives, guidance on equipment/clothing required, appropriate behaviour and the behaviour policy of the Centre
• they supply the Centre with the information on pupils' ability levels, previous experience, particular learning or behavioural difficulties, relevant physical disabilities and any other information necessary to ensure Centre staff can plan a high quality and appropriate course for the group.

3.9 The Centre will ensure that prior to their course, visiting staff understand and accept those responsibilities that fall to them as distinct from those which fall to the Centre staff especially in respect of responsibility for:

• being in ‘loco parentis’
• assisting Centre staff in teaching duties
• pupils and their activities during non-teaching times
• pupil behaviour both within the Centre and in the field.

3.10 The Centre will maintain a clearly stated behaviour policy relating to all aspects of working in the field and in the Centre premises and grounds. The policy will indicate expectations on attitudes to work and acceptable behaviour in and out of the Centre. Users will be supplied with a copy prior to their visit and acceptance of a booking will assume acceptance of the behaviour policy.

3.11 Centre evaluation and review will form an important part of all courses. The Centre will:

• operate a self-review system for all courses
• ensure that all visiting groups have an opportunity to offer feedback on all aspects of the Centre
• have in place systems to record and analyse feedback and to maintain records of actions taken as a result and the effectiveness of such actions
• operate a fully documented complaints procedure
• review the quality of all courses and facilities at regular intervals, or immediately if circumstances demand, introducing amendments as necessary and sharing these with users.

4. SAFETY

4.1 The Centre policy for the management of health and safety includes:

• responsibilities of Centre staff
• risk assessments for all activities
• arrangements and procedures for:
• fire safety and evacuation
• accident and emergency procedures
• first aid
• premises security and insurance
• equipment and clothing
• supervision
• sub contracting
• Centre vehicles

5. SUSTAINABILITY

The Centre will try to ensure the sustainability of its practices. 5.1 The Centre's biodiversity policy governs the use of field study sites:

• prohibiting the collection and removal of samples from the most sensitive sites
• minimising the collection and removal of samples from all sites
• ensuring the safe return of live animals sampled
• managing the volume of use of sites especially those easily damaged by trampling or subject to possible over use due to convenience to the Centre locality
• using routes that follow recognised roads or footpaths as far as possible
• amending programmes to avoid sites that may need additional protection in extreme weather conditions or at vulnerable times of the year
• reporting the need for repair, maintenance or conservation work at sites visited or passed and where possible carrying out or assisting with such work.

5.2 The Centre's public relations policy guides our contact with the local community. We always try to ensure that we:

• liaise with landowners and the local community over any activities that may affect them
• keep the use of questionnaires to an absolute minimum
• avoid, wherever possible, interference with people going about their daily routines
• support the local community and environmental groups, e.g. WATCH.

5.3 As far as possible the Centre will demonstrate and promote sustainable practices including:

• exercising care and concern for the environment both within the Centre and beyond
• raise awareness of international dimensions and local opportunities
• raise awareness of citizenship and participation in decision making processes
• raise awareness of the links between the environment, society and the economy
• minimising energy and water use
• maximising waste reduction, re-use and recycling
• ensuring purchasing practices take account of social, economic and environmental sustainable development issues
• developing systems for auditing the Centre's environmental performance
• demonstrating all of the above practices to visiting groups
• promoting positive attitudes towards the environment
• encourage the transfer of attitudes and actions undertaken during the course back to the school home and local community.