E1 Web viewCambridge. Oxford. Dover Castle and Dover. ... The notes are guidelines and should not be...

Activity Leader Manual 2016-2017Contents

Pg Pg PgSection One: Job descriptions, induction, policies and procedures and contracts

3-16

G2.6: Provisions for staff welfare 11 C4.2.5: “Free time” 24

A: Job descriptions 3 G3: Staff rotas 11-16 C4.2.6: Staff behaviour 24

B: Induction and policies and procedures 3 G3.1: Staff absence and

cover policy and procedure11-16

C5: Excursions: potential problems

25-26

C: Contracts 3-4

Section Two: Activities: structure and expectations

17-27

C5.1: Student(s) lost on an excursion 25

C1: Training and observations

3-4

A: Standard activity programme

17-19

C5.2: Train and coach etiquette

25-26

D: Staff dress code 4-5

B: Responsibilities: do’s and don’ts for each activity

19-21 C5.2.1: Trains 25-

26E: Safeguarding policy and procedures, Children’s Act Form and Disclosure and Barring Service (DBS) check

5-6 B1: Do’s and don’ts 19-

21 C5.2.2: Coaches 26

E1: Summary of Broadstairs English Centre’s Safeguarding Policy and Procedures 2016-2017

6 C: Activities: basic procedures

21-27

C5.3: Delays to trains and/or coaches 26

F: First aid and emergencies 7C1: Before activities start, meeting points and registration

21-22

C6: Group leader wants to take students off on their own

26

G: Student and staff welfare 7-16 C2: During activities 22-

23 C7: Students misbehaving 27

G1: Supervision ratios 7 C3: After activities 23 C8: Slow walkers 27

G2: Duty of care 7-11 C4: Excursions 23-

24 C9: Risk assessment 27

G2.1: Assessing risk 8 C4.1: How excursions work 23 Section Three: Travel arrangements

28-35

G2.1.1: Language 8 C4.2: Leading the excursion 23-24 A: Airport pick-ups 28-

31

G.2.2: Managing registration 9 C4.2.1: Before catching the train or coach 24 B: Arrival procedures 31-

34G2.3: Incident report forms 9 C4.2.2: Upon arrival 24 C: Shuttles 35G2.4: Taking into account cultural considerations 9 C4.2.3: Walking tour 24

G2.5: Being vigilant 9-10

C4.2.4: Attractions and venues 24

G2.5.1: Prevent 10

A Guide to Leading Activities at Broadstairs English CentreWelcome to the activity staff at Broadstairs English Centre. You have been employed by the School to help deliver one of the most important parts of the School’s services to our customers – our social activity programme. Our success as a School is measured by our success in three different areas: accommodation, activities and teaching. All three areas are important and all three areas have some aspects that are unique. However, there are also aspects that apply equally to all three: for example, the implementation of the School’s safeguarding policies and procedures.

This manual, in conjunction with your induction, the help and support of your line manager and the help and support of your colleagues, provides the essential information that you require to effectively carry out your duties as an activity leader at Broadstairs English Centre.

Your immediate line manager is the Activity Manager, Dale McFarlane.

The manual is divided into three sections:

Section 1 deals with job descriptions, contracts and policies and procedures

Section 2 gives an overview of the duties and expected performance of an activity leader

Section 3 is concerned with arrival and departure procedures, including airport pick-up procedures

Section One: Job descriptions, induction, policies and procedures and contractsA: Job descriptions

If you attended an interview, you will have been given a job description that outlines the essential duties of an activity leader. If you have not received a job description, you should ask the Activity Manager for one. In either event, you should read the job description and be aware of the duties that you have signed up for.

B: Induction and policies and procedures

In addition to the job description, you will have had an induction. The induction process is designed to ensure that all staff members are fully aware of their roles and their responsibilities within these roles. In the case of activity leaders, these responsibilities are set out in this manual. To limit the length of the manual and to make it a document that can be more easily digested, the information has been condensed. For fuller explanations and step by step guides for each aspect of your role, consult the specific policies and procedures concerned. Copies of all relevant policies and procedures are kept at reception, and the Activity Manager will print any of these that you may require.

C: Contracts

You will have been given your contract at induction. The contract specifies your job title, your wage, and the terms and conditions of your employment. At induction you will have been given information about holiday entitlement, notice periods and circumstances under which contracts may be terminated. The latter includes dismissals for gross misconduct etc., for more information see Staff Disciplinary Policy and Procedures 2016-2017.

C1: Training and observationsYou will receive training when you begin work at the School. Initially you will be expected to support more experienced activity leaders and to help them supervise the students. At the same time you should be observing how each activity is lead, with a view to you becoming sufficiently experienced to lead each activity yourself. See Section Two below for more detailed information on each activity.

Throughout your employment you will be observed by the Activity Manager to ensure that you are carrying out your duties correctly and to the best of your ability. Based on these observations, the Activity Manager will provide feedback and extra training, where necessary.

Activity leaders who are employed for twelve or more consecutive weeks will be appraised. The idea of these appraisals is to raise any issues that you or the Activity Manager may have and to provide new targets for the next employment period.

If an observation is deemed to be “satisfactory” the Activity Manager will inform the activity leader that they will be re-inspected the following week (operational commitments allowing) and that, if their performance does not rise to “good”, “very good” or “excellent”, their employment may, at the discretion of the School, be terminated. Activity leaders will always be offered at least one chance to demonstrate improvement through observation, and will always be offered guidance and training on what needs to be improved to meet the standard. This condition is made clear at induction. Refer to the School’s Staff Discipline Policy and Procedure for more detail.

D: Staff dress code

The staff dress code is extremely important at Broadstairs English Centre. It is important partly from the point of view of branding and partly from the point of view of safety. Branding allows us to promote the School at every opportunity, which, in turn, helps the business to grow and to keep us all in a job! In addition, wearing branded School clothing helps us ensure safety on activities and excursions, by providing students and group leaders with a visual reference point. (See Staff Dress Code 2016-2017.)

Activity leaders must wear at least one item of Broadstairs English Centre branded clothing. These items of clothing will include:

Broadstairs English Centre T-shirt BEC Polo Shirt BEC Hoody BEC rain jacket

You must also wear your name badge for all activities, excursions, arrivals and departures.Although we maintain a smart dress code, we understand the need for activity leaders to dress appropriately for their activities.

When wearing clothes such as jeans, please ensure they do not have rips in them and that clothing in

John Smith

Activity Leader

general is appropriate for the workplace. Do not wear anything with slogans or pictures that may cause offence.

The dress code required for each activity is set out in the following table:

Activity What to wear What not to wear

Observation Quiz Arrival Departure Excursions Coastal Walk Quizzes Margate/Quex/Deal

Smart dress is required for these activities. This consists of smart shoes, chinos or trousers and a smart shirt or item of BEC branded clothing.

Jeans, trainers, and shorts are not allowed.

Sport Sports clothing is required, tracksuit bottoms or shorts and trainers and a BEC t-shirt/BEC Hoody.

Do not wear complete sports attire with no BEC branding. No flip flops or hats.

Drama Karaoke Street Dance Disco Film Games

Casual is the dress code for these evening activities. You may wear jeans and trainers but please try to be a presentable as possible. Ensure you wear BEC clothing as always. Drama and Street Dance may require tracksuit bottoms in order to let you dance and move about freely.

No shorts, hats or flip-flops are allowed.

E: Safeguarding policy and procedures, Children Act Form and Disclosure and Barring Service (DBS) checks

The School’s safeguarding policy and procedures are an essential part of the School’s commitment to the health and safety of its students. For full details of the policy and procedures see Safeguarding Policy and Procedures 2016-2017. You were given a copy of this at induction. It is very important that you are fully aware of this policy and its attendant procedures.

If you did not already have a current enhanced Disclosure and Barring Service (DBS) check that you produced at interview, the process will have been started when you accepted your job offer. As an interim measure, while the check is being made, you will have signed one of the School’s Children Act Forms. By signing this form you have certified that there is no reason why you should not work with children under the age of 18 (and/or vulnerable adults). If the School finds or believes that there is any reason why this statement might be false, or your subsequent DBS check shows convictions

that bar you from working with these groups of people, your employment will be terminated immediately, in line with stated School policies.

E1: Summary of Broadstairs English Centre’s Safeguarding Policy and Procedures 2016-2017These conditions relate to all persons under 18 years of age and those adults who are regarded as vulnerable. A vulnerable adult is described as a person aged 18 years or over, who is in receipt of or may be in need of community care services by reason of mental or other disability, age or illness and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm.

Broadstairs English Centre staff need to know where the students are at all times. Students must attend all lessons and activities. All students are expected to return home promptly after an evening activity (usually by 10.30pm).Staff should remain with the students at the end of an activity until they have all been collected or have left to walk home. Homestay providers should alert the school using the 24 hour emergency number if their students do not arrive home within 15 minutes of the expected time.

All BEC staff must be DBS checked and must sign a Children’s Act declaration. All BEC principal named homestay providers must be DBS checked and must sign a

Children’s Act declaration. All other members of their household over 18 must also sign a Children’s Act declaration.

BEC staff are not allowed to ask students for their personal mobile phone numbers or provide theirs for the students.

BEC staff are not allowed to contact students on Facebook, Twitter, Instagram or other social media sites or provide their details for students. Homestay providers should avoid contacting students under the age of 18 via social media unless permission has been given in writing by the parent or guardian.

All staff and homestay providers should avoid placing themselves in a vulnerable position in relation to safeguarding. Interviews/work with individual students should be conducted in view of other adults. Excessive touching of students must be avoided.

Students should be advised of the Student Complaints Procedure if they have a problem during their stay either at home or at school.

A responsible adult (known and vetted by BEC) must always be present when students under 18 are at home. Students under 18 should never be left at home alone, or under the supervision of other under 18s.

The Designated Safeguarding Leads at the school are Katy Vickers and Steph Parsons.

F: First aid and emergencies

For full information see First Aid Policy and Procedures 2016-2017. You were given this document at induction.

If you are a trained first aider, you should know what to do in most of the common situations that arise in the day-to-day running of activities. If you are not a trained first aider, defer to one of your colleagues who is. If you are unsure of what to do, contact the Activity Manager, or, if it is a serious or emergency situation, call 111 or 999 and seek advice. Fill in an Incident Report Form (see G2.3 below).

G: Student and staff welfare

G1: Supervision ratiosWe have a duty to maintain our supervision ratios at the levels published in our publicity and policy and procedures. These ratios ensure we keep students as safe as possible and also mean that we meet the minimum criteria set by our British Council accreditation.

Our staff:student ratios for each age group are:Age range Ratio of adults to students8-11 years old 1:812-17 years old 1:15“Adults” may include, at the School’s discretion, group leaders who have been vetted by the School.In most cases there will be a minimum of two staff on every activity, to ensure that a situation does not arise where no-one is available to run an activity (due to absence, illness, etc.)If a group contains both under- and over-12s, the supervision ratio will be set taking into account the percentage of the group that is under-12. If the percentage is low, the higher age group ratio is likely to be adopted, but any student(s) under-12 will not be left unaccompanied at any time: either an activity leader or a group leader must be with under-12s at all times.

If you are on activity that you believe is not staffed correctly, or does not meet the criteria listed above, contact the Activity Manager immediately.

G2: Duty of careOur duty of care is discussed above (E and E1) in relation to safeguarding policies and procedures. In addition to the provisions set out here, our duty of care extends to assessing risk, managing registration, taking into account cultural considerations and generally being vigilant with regard to our students’ health and safety.

G2.1: Assessing riskUnderstanding the potential risk associated with each activity and each venue is extremely important in order to maintain both visitors’ and staff’ safety. You will have been given copies of all the relevant risk assessments at induction. Every member of the activity staff must sign the risk assessments to show that they have understood them and can carry out the activities according to these assessments and the attendant procedures. The Activity Manager will give all activity leaders training and advice on how to implement the risk assessments and to ensure the safety of all students, group leaders and staff.

You will receive an activity pack before all activities and excursions that you must read fully prior to the activity starting.

G2.1.1: LanguageThe language used by activity leaders when explaining activities and excursions is part of the risk assessment. If students do not understand the activity leaders’ instructions, there is a heightened risk. This is particularly true with regard to setting meeting points and times. Misunderstandings of this sort can lead to serious problems. Activity leaders must ensure that they use language that is appropriate to the level of their audience, and check that their instructions and/or information have been understood.

Activity leaders will be given training on grading language.

In addition, activity leaders should ensure that they introduce any relevant vocabulary into the activities they are leading. For example, during sports activities, the equipment should be named and the rules explained in English with clear examples or definitions of certain actions (tackle, shoot, foul, etc. for football).

Activities are as much a chance for students to learn English as their formal lessons. During activities all staff should encourage students to attempt to communicate in English as much as possible. Activity leaders should be understanding and, where possible, help students with their language learning during activities – by offering corrections, encouragement and praise for use of English.

G2.2: Managing registrationRegistration of students is a fundamental part of the process of safeguarding our students. See Student Absence Policy and Procedures 2016-2017 for detailed information.

The Activity Manager will always provide a register within your activity pack. One of your first responsibilities on an activity or excursion is to register the students and report any absences to the Activity Manager as soon as possible. All registers must be kept and returned to the Activity Manager after the activity (the following day for evening activities, the following Monday for weekend activities). Any completed Incident Report Forms should also be returned.

G2.3: Incident report formsIf students are injured during an activity, are taken ill, or their behaviour is unacceptable, details of the injury, illness or incident should be entered on an Incident Report Form 2016-2017. You will have been shown how to complete these forms as part of your induction. Your report should include full details of the incident and what steps were taken, and also include any suggested follow-up actions.

G2.4: Taking into account cultural considerationsAs a language School who are able to take students from all over the world, it is important that we understand that different nationalities have different cultural norms and expectations. All staff should ensure that they (and all others, students and other staff) respect the different cultural values of others.

Activity leaders should ensure that activities are as culturally neutral as possible. The following guidelines should be applied:

Avoid dividing students into teams by nationality – mix nationalities as much as possible. This should avoid students clashing, as well as encouraging the use of English by the students.

Avoid any religious, sexist or political references during activities. Be prepared to find alternative activities/tasks for students who do not wish to

participate in a planned activity for a cultural reason: e.g. swimming with a mixed sex group.

G2.5: Being vigilantOne of the basic tasks of the activity leader is being vigilant. Activity leaders should ensure that:

Students are participating. If they aren’t, find out why. Is there a problem that needs to be addressed? (Bullying, for example. If you suspect bullying, liaise with the group leaders and with the Designated Safeguarding Lead(s), if necessary.)

Students mix with each other as much as possible. Help them to break the ice. Students’ cultural needs/sensitivities

are taken into account (see above G2.4).

Students are happy. If not, why not? Are they homesick, for example? Liaise with their group leaders and with the Designated Safeguarding Lead(s), if necessary.

G2.5.1: PreventAs a result of the Counter-Terrorism and Security Act 2015 the Prevent scheme has been launched to “stop people becoming involved in violent extremism and/or in supporting terrorism”.1 All TEFL schools have a legal obligation to comply with the Prevent scheme.

The Prevent Co-ordinators for the School are Katy Vickers and Stephanie Parsons (who are also the Designated Safeguarding Leads). The Prevent Co-ordinators, the Directors, the Director of Studies, the Accommodation Officer and the Activity Manager have all had on-line Prevent training. Other members of staff will be given on-line and trickle-down Prevent training.

In essence the scheme asks that Schools are aware of the signs of radicalisation and/or extremism and that they take appropriate steps to refer any person who they believe may be in the process of being radicalised to the relevant agencies. In addition the scheme asks that Schools promote four “core British values” as a counter-weight to potential radicalisation and/or extremism. The four identified core British values are:

Democracy The rule of law Individual liberty Respectful tolerance of different faiths or beliefs

The School should ensure that these elements are included within discussions in lessons and activities when and where appropriate. (On short courses there may not be sufficient time or opportunity to include in-depth discussions of this type. However, the School must ensure that the students are aware of the scheme via posters etc., at the very least.)

If you require further information about Prevent, ask your line manager or the Prevent Co-ordinator(s).

1 British Council Accreditation Newswire 8 December 2015, Information for providers on Prevent obligations, p.1.

G2.6: Provisions for staff welfareClearly the well-being of staff is equally as important as the well-being of our customers (students and group leaders). To ensure that all staff are well looked after the School has a clearly defined line management structure and numerous health and safety and human resource policies that are designed to ensure staff safety and well-being. You will have been given copies of our core policies and procedures at induction. You will also have been given

information about the School’s other policies, copies of which are held at reception for your information.

Core policies and procedures concerning staff welfare are: Staff Induction Policy and Procedures 2016-2017 Health and Safety Policy Statement 2016-2017 Fire Policy and Procedures 2016-2017 Safeguarding Policy and Procedures 2016-2017 Workplace Harassment and Bullying (Staff) Policy

and Procedures 2016-2017 Dignity at Work and Equal Opportunities Policy and

Procedures 2016-2017 Sexual Harassment Policy and Procedures 2016-

2017 Violence at Work (Staff) Policy and Procedures

2016-2017 Workplace Abuse of Drugs Policy and Procedures 2016-2017 Workplace Abuse of Alcohol Policy and Procedures 2016-2017 Staff Disciplinary Policy and Procedures 2016-2017 Complaints and Grievances Policy and Procedures 2016-2017

In general terms, staff should contact their immediate line manager in the majority of situations. If, for any reason, they feel that their line manager is not the appropriate person to contact, they should approach an alternative member of the management staff. In most instances an Incident Report Form will be filled in, to make a formal record of the incident, problem and/or complaint. For more detailed information, refer to the relevant policies (and procedures).

G3: Staff rotasThe Activity Manager is responsible for posting the staff rotas on line. Hard copies of the rota will be available to collect from the Activity Manager (at Reception) at the beginning of each week. Shifts will be allocated based on feedback and observations.

If you are unable to fulfil your rota, you must contact the Activity Manager as soon as you are aware of the fact. You must not swop shifts with other members of staff. Any changes must be made by the Activity Manager.

G3.1: Staff absence and cover policy and procedureThe following sections are copied from the School’s Staff Absence and Cover Policy and Procedures 2016-2017. (The full policy and procedure will have been given to you at your induction.)

A1.1: Giving adequate notice of absenceAll staff are expected to give, as far as possible, adequate notice of their absence. Absences fall into a number of different categories. The definition of “adequate notice” will depend on which category of absence is being considered.

Type of Absence Definition of Adequate NoticePre-booked: holidays; dental or hospital appointments; off-site training; etc. Holidays are requested by staff with contracts of 12 weeks or longer duration using a Holiday Request Form. (Holidays may in general range from a half-day to two weeks. Longer holidays may be arranged at the discretion of the management.) Dental or hospital appointments that are expected to last for more than 2 hours are also entered on a Holiday Request Form. However, dental or hospital appointments are not regarded as part of a member of staff’s holiday allocation and are entered as “zero” in the Number of days box. Furthermore, where possible, staff should make appointments outside of working hours. Staff on shorter contracts should liaise with their line manager with regard to their availability. All holidays should be booked in good time (see contracts of employment for specific provisions). Off-site training days are not booked on any forms – but staff should ensure that others are aware of when such courses are being attended.

In signing off a Holiday Request Form (also used for dental or hospital appointments that are expected to last for more than 2 hours) the relevant line manager accepts the responsibility for arranging cover as required. By agreeing with shorter term staff what their availability is, the relevant line manager also accepts responsibility for arranging cover as required.

Not booked: unable to attend due to illness; other personal circumstances.

Whatever the reason for the absence, members of staff should give as much notice as possible. Wherever possible staff should give managers 24-hours’ notice. In circumstances where it is not possible to give 24-hours’ notice staff should contact their line manager as soon as possible. Staff should make every effort to contact their line manager (by telephone, text, social

media, etc.). If staff cannot confirm their absence with their line manager they should keep trying and also attempt to contact another member of management staff. Staff should not assume that their messages have been received. Staff should also not ask other members of staff to pass on messages on their behalf.

B: Notification and responsibility

B1: Holidays, dental and/or hospital appointments, training days etc.Staff members on contracts of 12 weeks or more duration should make requests for holidays or dental/hospital appointments to their line manger using a Holiday Request Form.

Staff members on shorter contracts should liaise with their line managers with regard to their availability and holiday requests. All holiday requests should be made in accordance with the conditions set out in the contract of employment.

Training days are not booked on a Holiday Request Form. However, any staff who are not on the School premises because they are attending training days, conferences or meetings etc. should ensure that they have notified their line manager, so that any provision for necessary cover has been made.

B2: Illness or other personal circumstances causing absenceIn the case of illness or other personal circumstances that mean that a staff member cannot fulfil their timetabled duties, the staff member concerned should alert their line manager as soon as possible. If it is not possible to tell the line manager before the day in question, the staff member concerned should contact their line manager as early as practicable in the morning by phone, text or social media (or all three). Until the staff member has either spoken to their line manager in person, or received some other form of acknowledgement of receipt of the message(s), the staff member should assume that the message has not been received and continue to attempt to contact their line manager. If the staff member has been unable to contact their line manager and their duties are due to begin within two hours, the staff member should attempt to contact an alternative member of management staff. However, staff members should not rely on other non-management members of staff to pass on information on their behalf.

C1: General considerationsClearly there are exceptional circumstances where it is not possible to make contact in the manner outlined above. In such circumstances the staff member is asked to make their best effort to contact their line manager, if they can.

C1.1: Failure to contact line management

Should a staff member fail to contact their line manager to inform them of an absence, it is up to the discretion of the line manager to decide whether the staff member made reasonable efforts to make the contact. If the line manager decides that the member of staff did not make reasonable efforts, they may decide to follow the School’s disciplinary procedures (See Staff Disciplinary Policy and Procedures 2016-2017 that you will have been given at induction).

C2.2: ActivitiesIf activity leaders are “specialists” they should endeavour to alert the Activity Manager to their absence as soon as possible – in order to give the Activity Manager as much opportunity as possible to provide another properly qualified instructor.

A: Booking holidays

For the purpose of these procedures “holidays” are taken to mean time taken off by employees, where that time is deducted from their contracted holiday allocation. The smallest holiday allocation is a half-day. The longest is two weeks (ten working days) in one block. This may be extended by mutual agreement on a case by case basis.

Therefore “holiday” may refer to time taken for actual holidays, but also to time taken for other purposes (domestic duties, family commitments, etc.). Your contract will tell you how much notice you should give when making a holiday request. As is the norm with English language schools, BEC expect employees to be available for work throughout the “peak periods”. The peak period are traditionally Easter and July, so you are asked not to request holiday in these periods: there will be opportunities for holiday before and after Easter and in June and August, under normal circumstances. Naturally, exceptions can be made for special occasions such as weddings.

A1: Staff with contracts of more than 12 weeks’ durationStep Procedure Responsible party

1 Fill in a Holiday Request Form Staff member

2 Holiday request is either granted or refused and decision given to staff member

Line manager (to staff member)

3a If granted, Holiday Request Form is filed in the Completed Holiday Request Forms folder (in the DOS office) Line manager

3bIf refused, Holiday Request Form is marked “not approved” and filed in the Completed Holiday Request Forms folder (in the DOS office)

Line manager

4 If granted, line manager decides whether or not cover provision needs to be provided Line manager

5 If needed, cover provision is arranged Line manager

5a Staff member liaises with line manager to provide any necessary paperwork etc. that the cover staff may need

Staff member and line manager

A2: Staff with contracts of less than 12 weeks’ durationStep Procedure Responsible party

1 Liaise with line manager Staff member

2 Holiday request is either granted or refused and decision given to staff member


3 If granted, line manager decides whether or not cover provision needs to be provided Line manager




B: Booking dental and/or medical appointments

B1: Staff with contracts of more than 12 weeks’ durationStep Procedure Responsible party

1

Fill in a Holiday Request Form (if the appointment is expected to last more than 2 hours, including travelling and waiting time). (There is no deduction from the holiday allocation for these appointments; they are logged as zero in the Number of days column on the form.)

Staff member

2

Holiday request is granted by line manager. (The School cannot refuse reasonable requests to have time off for dental and/or medical appointments. However, staff should try to make such appointments outside of working hours wherever possible.)


3 Line manager decides whether or not cover provision needs to be provided Line manager


B2: Staff with contracts of less than 12 weeks’ durationStep Procedure Responsible party

1 Liaise with line manager Staff member

2

Holiday request is granted by line manager. (The School cannot refuse reasonable requests to have time off for dental and/or medical appointments. However, staff should try to make such appointments outside of working hours wherever possible.)




C: Attending off-site training, conferences or meetings

Step Procedure Responsible party1 Liaise with line manager Staff member2 Line manager notes date(s) and time(s) of event(s) Line manager





D: Unplanned absences

Unplanned absences could be as a result of, but are not limited to: personal illness illness of others accident or injury transportation problems extreme weather conditions

Step Procedure Responsible party

1 Contact line manager at earliest possible moment – use telephone, text, email, social media Staff member

1b Line manager acknowledges receipt of the information Line manager to staff member

1c If no acknowledgement comes from line manager, do not assume your message has been received. Keep trying. Staff member

1d

If no acknowledgement can be got and there are less than two hours before your shift is due to start, contact any other member of the School’s management staff and await their acknowledgement of your absence

Staff member

1e No acknowledgement from any line manager! Keep trying! Staff member

2 Line manager decides whether or not cover provision needs to be arranged Line manager


3aIf circumstances permit, staff member liaises with line manager to provide any necessary paperwork etc. that the cover staff may need


Section Two: Activities: structure and expectationsA: Standard activity programme

The Activity Manager gathers information from the Bookings Officer and the Director of Studies and uses this to formulate each individual group’s activity programme. Programmes are generally produced for a one week period and follow a general template, known as the standard activity programme.

Groups will normally have either 9, 15 or 20 hours of lessons in a week. The rest of their timetable will be made up of afternoon and evening activities

and (in most cases) a full-day trip. In busier periods teaching may be extended to afternoons with activities running in the mornings. This is called a jigsaw programme and allows the School to cater for more students at one time, without having to overcrowd the School’s premises.

The standard activity programme is given to each student to show them when they have class, activities and excursions. It tells them what time these activities start, where to meet, transport arrangements and gives them some basic information about each event. If the students are staying with homestay providers, the host also receives a copy of the programme so that they know where the students are supposed to be at any given time.

The standard programme generally follows the pattern below:

Activity TimeMorning teaching or morning activities 0900-1200Half-day excursion (morning) 0900-1330Full-day excursions 0900-2030Afternoon teaching (catch up classes) 1330-1700Afternoon teaching (intensive) or afternoon activities 1400-1700Evening activities (generally) 2000-2200

The table below details the typical activities and/or destinations for morning, afternoon and evening activities and half- and full-day excursions:

Morning and afternoon activities: these are normally local, they may include short journeys (usually by train) in the Thanet area

Observation quizSportsArts and craftsCoastal walkQuex Park visitMargate visit (with Turner Centre)Westwood Cross visit

Evening activities: these are normally at the School or in the various spaces rented at Charles Dickens and Dane Court Schools. (Other venues are used for certain activities, depending on group sizes, ages and other variables.)

Drama (led by specialist drama teachers – activity leaders assist)Street dance (led by specialist drama teachers – activity leaders assist)KaraokeQuizzesDiscoLeaving partyGames eveningFilm night

Half-day excursions: train journeys are used for the majority of excursions. (Coaches are used if groups bring their own; and if they are going to a place that is not easily reached by train.)

Canterbury (most groups)Dover Castle (most common alternative to Canterbury – particularly if booked in advance as an educational visit)Deal (generally in a second week of a stay)Sandwich (generally in a second week of a stay, or for adult groups)

Full-day excursions

London (most groups). London excursion s are negotiated with group leaders and usually include a standard tour of the main central sights, followed by a choice of other options. Some groups may include river cruises in their trips – some of which may start from Greenwich.BrightonCambridgeOxfordDover Castle and Dover

Procedures for all of these activities and excursions are given to all activity leaders as part of their activity packs for each activity. The packs tell you what the ratios should be for the

activity (depending on the ages of the students), and what steps should be taken to deliver the activity in question.

Activity leaders must make sure that they are aware of the fire evacuation procedures for all venues and how to implement them.

B: Responsibilities: do’s and don’ts for each activity

Successful activities that the students and group leaders enjoy are an essential part of the success of the School. All staff need to remember that a group’s visit to the School (and the UK) may be the only time that some (if not all) of the group ever come to Britain. As such they are excited and have certain expectations of their stay, in much the same way as we, as holiday makers, have expectations when we go to resorts: whether that resort be a caravan park on the Kent coast, or Disney World etc.

We must always do our best to provide the best service we can. By doing so we enhance our reputation and get repeat (and new) business and the School can sustain itself and grow. To provide the best service, activity leaders are expected to (as a matter of course on all activities):

Introduce themselves to group leaders asap Explain the activity in question to the leaders (what we are going to do (and why)) Register the students as they arrive, to ensure a prompt start to the activity Interact with the students fully. (You should not spend time speaking to other staff

members.) Not use your mobile phones during activities or excursions, unless for emergency

situations. (Staff appearing, even if they were not, to be using their mobiles to send/receive personal messages and/or using social media, has been one of the most common complaints of group leaders in the past. The use of mobiles for personal reasons during activities is not allowed.)

Not panic! If you have a problem, don’t bring it to the group’s attention. If you need to phone for advice, do it out of earshot. Don’t get angry! If you have a complaint about the School or the behaviour of others, contact your line manager and follow the complaints and grievance procedures that you will have been given at induction.

B1: Do’s and don’tsThe following table outlines some of the basic do’s and don’ts for the standard activities:

Activity Do’s Don’ts

Drama and street dance

Register all students and report/investigate any absences

Simply stand around at reception until the allotted start time – interact and begin the registration

Participate Chat to other staff instead of the students

Encourage Sit down during the activity – always encourage, monitor and participate

Monitor doors (at Charles Dickens School)

Use mobile phones

Monitor students (ensure they don’t run around the School/enter areas they shouldn’t be in)

Sports

Register (see above) Leave students to take equipment and arrange/ organize themselves

Participate Sit down (see above)Encourage Use mobile phonesOffer as many sport options as possibleSet up sports and arrange teams

Karaoke and disco

Register (see above) Sit down (see above)Participate (sing) Use mobile phonesSing, dance and encourage at all times – it doesn’t matter if you can’t sing at all, often this will encourage shier students to join in!

Quizzes, arts and crafts, indoor games and film night

Register (see above) Chat to other staffMake it fun! Use mobile phonesSpeak with studentsJoin in, get involvedEnsure everyone is safe and accounted for at all times

Observation quiz Register (see above) Go to the pub, coffee shop or arcade

Explain rules and get students into teams

Use mobile phones

Walk to Broadstairs and explain boundariesConstantly monitorStay with younger groups

Coastal walk

Register (see above) Lead from the front without paying any attention to the group

Offer to stop in George V Park, Ramsgate or Joss Bay (depending on your destination) – be flexible

Follow at the rear without paying any attention to the group

Stop at designated points and give information from the notes in your pack

Use mobile phones

Speak to leaders and students as much as possible during the walk

Full-day and half-day excursions

Register (see above) Ignore students and group leaders on the train/coach

Explain the trip to students and group leaders

Rush the tour

Give out handouts and maps on the train (or coach)

Give too much free time that may allow students to go too far and potentially get lost. Restrict free time to small areas, where possible.

Explain train/coach etiquette Use mobile phonesCheck itinerary with leadersArrange supervision of “free time” and meeting points and times etc.Allow plenty of time for students to take as many photos as they want

The comments in the Don’ts column will, hopefully, seem to be common-sense. However, they reflect (negative) comments that have been made over the years about the behaviour of some activity leaders. As mentioned above, we should all be trying (all the time) to ensure all students and group leaders are having the best possible experience at BEC.

C: Activities: basic procedures

C1: Before activities start, meeting points and registrationActivity leaders will usually start their shift 30 minutes prior to the activity start time. This time is used for any planning that needs to be done, setting up tournaments for games evening, for

example, or setting up sports fields ready for students to start the activity as soon as they arrive.

This time should also be used to ensure that the venue, or location, you are using is safe. Factors to consider may include:

Checking any playing surface for sharp objects or potential slip hazards etc. Maintaining the correct staff:student ratios as outlined in your pack (liaise with the

Activity Manager if you think you are understaffed) Ensuring that meeting points are clearly understood. The meeting points for each

activity may differ and will be clear on the students’ programmes and also on the staff rota. Please liaise with the Activity Manager if you have any queries regarding the meeting points.

Students should meet at the meeting points, where you can register them. Once they are all registered, the activity can begin. (Do not delay the start of any activity because one or two students are not present, allocate one member of staff to deal with the absence(s) and get the activity going. See Student Absence Policy and Procedures 2016-2017 for more details.)

Registers must be taken and completed. Completed registers must be given to the Activity Manager at the end of the activity or, if an evening activity or all day excursion, the following day. Students must attend all activities, without exceptions. Students who are ill will either be accommodated in the School’s sick bay or given permission to stay at home. Students who are absent for any other reason will be spoken to by management staff and their group leaders. Full details of how to deal with absences can be found in the Student Absence Policy and Procedures 2016-2017 which you will have been given at induction, and copies of which can be found in reception and staff room. Copies can be requested from the Activity Manager.

C2: During activitiesDuring the activity it is vital that supervision is maintained at all times, ensuring student safety. Supervision in this context means taking part in the activities at the same time as monitoring for problems/incidents. Supervision does not mean watching from the sidelines.

If any student is injured, please ensure you follow the procedures outlined in the School’s First Aid Policy and Procedures 2016-2017. A member of staff who is first aid qualified should be notified as soon as possible, or the ambulance service called, if needed.

During activities, if you feel any student may have any personal welfare issues, it is a good time to try and engage with them and identify what the issues may be. You will have been given the School’s Safeguarding Policy and Procedures 2016-2017. This

document sets out how to approach students in these situations: refer to this document and make sure you are familiar with it. This document tells you what types of questions should and should not be asked of students. Contact the School’s Designated Safeguarding Leads (Katy Vickers and Steph Parsons) for advice/guidance.Activities are a great time to engage with students and ensure they have an unforgettable experience! Get involved and you will enjoy this rewarding job!

C3: After activitiesIt is the responsibility of the activity leaders on shift to stay behind at the end of the shift until all students have left:

After afternoon and evening activities and excursions: tell all walking students to go directly home. Students should not hang around the School if they are walking. Ensure all students who are at the School after the activity has finished are waiting to be picked up by their hosts or the School’s shuttle service.

After afternoon and evening activities and excursions: gather students together who are being shuttled, in their bus-stop groups, when and where possible.

After afternoon and evening activities and excursions: actively look for hosts who are collecting students and pair them up with their student(s). Call any homestay providers who are late (liaise with the Activity Manager if you need advice).

After afternoon and evening activities: clean up the space you have been using – if you have been using the activity room (Rooms 8 & 9) at BEC, this may include setting the rooms back up as classrooms. (Liaise with the Activity Manager if you are unsure.)

When everyone has left safely, leave the building, checking no-one is left in the toilets (for example), turning off all lights and taps etc., and setting the alarm (where applicable).

C4: ExcursionsC4.1: How excursions workExcursions are planned in advance by the Activity Manager, based on the course type the group has booked and in consultation with the group (or its agent). The Activity Manager discusses the planned excursions with the group leaders during their initial meeting on their first full-day in School. At this meeting they will discuss exactly what the group want to do on their visit(s). The Activity Manager will communicate all group plans to the activity leaders and ensure that they have any required documentation. The Activity Manager either buys train tickets or books coaches in advance, coach details or train tickets are placed in the activity packs. Activity leaders are responsible for doing any additional research needed to help facilitate any changes to the basic excursion notes. An example of this might be, learning the route from Covent Garden to the British Museum!

C4.2: Leading the excursionC4.2.1: Before catching the train or coach

Activity leaders are responsible for ensuring all students and leaders are in attendance and are ready to board the coach or train. Rules about safety must be explained (see 5.2.1 and 5.2.2 below). Activity leaders should also speak to students about road safety (for example) and provide students with any handouts that have been supplied for the excursion.

C4.2.2: Upon arrivalRe-register the students (particularly if you’ve travelled by train or other public transport) and outline the next stage of the trip.

C4.2.3: Walking tourIt is the responsibility of the activity leader(s) to revise the notes for the excursion. The notes are guidelines and should not be read word for word. Speak clearly and confidently and encourage students to answer questions about landmarks, to help them practise their English. Remember that you are supposed to be guiding them, this means, to some extent, entertaining them by making the information interesting and “alive”.

C4.2.4: Attractions and venuesIt is common for groups to visit attractions during their visits, such as the London Eye, British Museum, Canterbury Cathedral, Dover Castle. Activity leaders will be given everything they need in advance by the Activity Manager – such as booking references, time slots, etc – but you must ensure that you register your group before and after they enter an attraction, and that you arrange a suitable meeting place and time for the group to assemble at after the visit.

C4.2.5: “Free time” and lunch timeIf a group wish to have free time (and most will), it is the activity leader’s responsibility to make the arrangements for this and to ensure that everyone understands the details of the arrangements: length of time, meeting point, meeting time and “rules” for behaviour during free time. “Free time” should be “supervised” in as much that students are restricted to a certain area or number of streets – activity leaders and group leaders are expected to maintain a visible presence in the designated area(s). Register all students after free time and do not depart until everyone is back! It is expected that staff should be able to have a minimum of thirty minutes to themselves during an excursion in which to have their lunch. In some circumstances this may not be possible. In other circumstances you may get longer. In any case, liaise with the group leader(s) and any other staff members to make the best possible arrangement. (It may be that activity leaders need to take staggered lunch breaks, in order to maintain supervision of the group – this might be particularly true when groups contain students under the age of 12, for example.)

C4.2.6: Staff behaviourYou may get given some free time by the group leaders during your excursion. You should not expect this though, and certainly not ask for it! If you are lucky enough to be given free time,

you are still on duty and being paid by the School. You must behave in an appropriate manner. Alcohol is forbidden on all activities and excursions.

C5: Excursions: potential problemsC5.1: Student(s) lost on an excursionYour activity pack will include the School’s Missing Student Procedure. This document details what to do if you have any student(s) unaccounted for in any situation. You should familiarise yourself with this document.

The basic steps are: Double-check the register Ask their friends if they know of their whereabouts Try calling their mobile (At least) one member of staff should stay with the rest of the group Check with any other group(s) that you are sharing the excursion with, to ensure the

student hasn’t joined the wrong group Search the free-time area where they were last seen Contact the Activity Manager to check if the School has received any contact via its

phone line or emergency phone If you have not contacted the student and the delay is more than thirty minutes or

more (liaise with group leaders and the Activity Manager), decide upon a responsible adult who will remain at the meeting point to await the student’s arrival. The rest of the group depart as normal. The responsible adult will normally be a member of BEC staff, but may (by agreement) by a group leader – in this case you must liaise with the Activity Manager before making any decision.

Stay at the meeting point until instructed otherwise by the Activity Manager (or other senior staff member)

The emergency phone is always available – 07983 256407.

Students must never go anywhere alone. Always stress the importance of staying in groups of five or more.

Students are often late for their meeting time; remember this when setting the time and do not panic if they are a little late!

Although it is very unusual for students to go missing, it can (and does) happen. You should ensure you are ready to cope with this stressful situation, should it ever occur.

C5.2: Train and coach etiquetteC5.2.1: TrainsThe majority of our excursions use trains as the main method of transport. Trains are clearly public transport, and not for the exclusive or private use of the School. Therefore, it is essential that our students (and staff) behave properly in all situations.

Before heading to the train station you should gather your group together and explain the basic rules and expectations:

Stay behind the yellow line on the platform Stay together in the carriages (do not let them

spread out so that supervising them becomes unmanageable)

Music should be listened to using headphones only

Other passengers must be respected Remain seated, except for visits to the toilet etc Keep noise to a minimum Never leave the train unless told to by an activity leader or group leader

C5.2.2: CoachesOn coaches students are expected to behave themselves properly and to respect each other (and the driver). All students must remain in their seats at all times when the coach is in motion, and must wear the seatbelts provided. If they fail to do so, the driver may stop the coach. Repeated failure to obey the rules could result in the driver refusing to drive the group to their destination.

C5.3 Delays to trains and/or coachesOn trains, always speak to a member of staff at the station (or on the train) to find out what is going on, and when the next train will be (or when the train you are on is now expected to arrive at its destination). If you are going to be significantly late arriving back in Broadstairs, contact the Activity Manager, who will contact hosts to inform them.

On coach journeys, always ensure you have swopped numbers with the driver, so that they can easily be contacted. Contact the Activity Manager if you are going to be late arriving in Broadstairs (see above) or if there are any other problems with the coach. The Activity Manager will liaise with the coach company.

C6: Group leader wants to take students off on their ownThese arrangements will normally have been made beforehand, and the Activity Manager have been made aware. However, occasionally a group leader may decide they want to do this during the activity. As long as the group leader is known to you as one of the group’s responsible adults, this may happen. Ensure that the group leader concerned is fully aware of and understands all the arrangements for meeting and departure; and also make sure that they understand that they are responsible for their students under this arrangement. Liaise with the Activity Manager in this situation.

C7: Students misbehavingStudents should be reminded of the expectations with regard to behaviour on trips, and group leaders should reiterate to them that bad behaviour is not tolerated.

If students misbehave, ask the group leaders to deal with the students and to decide upon what course of action should be taken. If the group leaders are ineffectual, liaise with the Activity Manager. If members of the public are affected by students misbehaving, ensure that apologies are made.

C8: Slow walkersYou will almost certainly come across the problem of slow walkers! You need to balance the need to get through the tour with the need to give them the opportunity to take as many photos etc as they want. If the speed of the group is becoming problematic, you might want to remind them that their slow walking is potentially eating into their shopping/free time! If you have the possibility to divide the group into slow and less slow walkers, that might help!

C9: Risk assessmentSee the venue specific risk assessments for venues/activities such as the British Museum, London Eye, Thames cruise, etc.

Section Three: Travel arrangements: airport pick-ups; arrivals procedures; shuttlesA: Airport pick-upsThe procedure for airport pick-ups where we provide BEC staff to meet groups is set out in the Airport Manual (reproduced here):

Airport Manual Some arrivals may include an airport run, which means going to the airport to meet a group, bring them back and handing students over to their home stay providers.This manual will help you conduct a smooth airport run.Some rules you must follow are:

Wearing BEC branded uniform and a name badge Giving programmes and ID cards to students – even if it does take 10 minutes extra Giving hosting lists, programmes, and leaders’ packs to group leaders. Speak with leaders on the coach – remember your service is the first impression they

will have of the school – make it extra special!!!!

Checking flight details When you arrive at the airport go to the arrivals information screen and check if

there are any delays on your flights. Check every so often in the run up to your flight landing to make sure that everything

is still on time.

Waiting times Some students can be through within 15 minutes of the plane landing, but others

will take up to 2½ hours. Hold the BEC sign up in a visible way, and make sure you keep an eye out for your

students.

Coach protocol When the flight has landed, go to the coach pick up point and look for a member of

the airport staff. They are usually in a fluorescent jacket. Ask them if your coach has

arrived. If it has, say thank you but don’t ask for it to be released yet. If it is not there yet, give them a call to double check they are coming.

Once you have your students, take them to the coach pick up point. Go to the member of airport staff again and ask them to release your coach. Wait for the coach to come round from the coach park and then count the students onto the coach to make sure that you have everyone.

Taxi protocol When the flight has landed, ring the taxi company and ask either for the number of

the taxi driver doing the job or give your number and get them to give it to the driver. Once in touch with the driver let them know that the flight has landed, and then find out where they are.

Ask the taxi driver to come in to the terminal and meet you and the students. Once you have the students you can take them to the taxi driver and they will take them to the taxi.

If the driver is unable to do this find out where they are parking and then take the students to them.

Moving students between terminals Sometimes you will need to move students between terminals. If you are at a busy

airport then there should be people there that will collect and drop of students to different terminals, but sometimes you will have to do it yourself.

Gather your students and then take them across to the relevant terminal. Make sure you keep them together and don’t leave them until you have either met another member of BEC’s staff, or they are in their coach or taxi.

Where to look Sometimes students will walk straight past you, or worse actually read your BEC sign

but still not realise that you are there to meet them. Students tend to wander around looking lost, go and sit down somewhere, or hang

around airport information. Check the whole terminal and ask lost students whether they are going to BEC.

Airport information If you have not found your student after around an hour, then it is possible that they

are just about the airport. Go to airport information and ask them to put a tannoy

out with the name of the student and BEC telling the student to come to the airport information desk.

Immigration If your student takes a long time to come out, then it is worth ringing the airport

immigration. Look around for the immigration hotline, and if you cannot find it, ask airport information or one of the airport staff where it is.

When you ring immigration give the name of your student and the flight number that they were on. Immigration will tell you whether they have come through or not.

If they have not gone through immigration yet, then you need to keep waiting. If your student has already gone through immigration, then you need to go looking

for them.

Lost baggage Sometimes a student is delayed in coming out because they have lost their baggage.

If this happens keep waiting and, when they eventually do come out, check that their details have been taken and that the airport are aware of the problem and dealing with it.

If any baggage is lost or stolen after they have come out of the terminal, report it to airport staff immediately.

Make sure that they receive a luggage reference number.

Picking up minors and ID When students aged 12 and 13 are travelling, they will be accompanied on the flight

either by a parent/guardian, or by a member of the airport staff. That means that when they come out once their flight has landed, we need to go through certain procedures before we are allowed to collect them. You need to take your BEC ID badge, and you will be given a letter stating that you are given permission to collect the students.

When the flight has landed look out for a member of the airport staff who will be coming out of the doors with young students. Approach them and say you are from BEC and the name of the student you are collecting. The member of staff will then ask you for ID and details which you should then show. You then need to sign for the student.

Once you have collected these students do not leave them unattended. If they are getting a taxi or a coach, stay with them until they are in their transport. Don’t let

taxi drivers convince you that they can take the student – you need to accompany them!

What to do if students who are not on your list turn up If students that are not on your list turn up, ask them if they have booked a transfer.

If they say no, then they have their own transfer booked. If yes, call the Emergency Number on 07983 256407. We will take it from there and let you know what is happening. In the meantime just stay with the group and make sure that they stay together.

Problems with transport – too small, doesn’t turn up, etc. If you have any problems with transportation then call the Emergency Number on

07983 256407. Do not panic and just reassure the group that it is being sorted. If it’s going to take a

while, make sure that you buy the group or students a drink and something to eat. You can claim this back from us with that week’s wages.

B: Arrival procedures

The School’s Arrival and Departures Procedure is produced here in full. It is also available as a stand-alone document. A smooth arrival with a minimum of stress is the best way to get a group’s stay off to a good start: first impressions are always important, and a bad start can be difficult to recover from because it sometimes puts the group leaders on edge, making them look out for reasons to be dissatisfied.

Arrivals Procedure 2016-2017Broadstairs English Centre’s Arrivals Procedure, First Day Procedure and Departure Procedures 2016-2017 results from a commitment to the health and safety of all its stakeholders.

For residential group arrivals, please see policies and procedures in the Residential Accommodation Handbook.


1 Book courier to meet group at the airport (if requested by group) Bookings Officer

1a

If no courier requested by group, BEC staff member (usually Accommodation officer) checks flight details on line to ensure flight is on time. Accommodation Officer contacts coach driver and group leader when flight has landed. Accommodation Officer gives instructions on how to meet the coach.

Accommodation Officer or other designated staff member.

2

Accommodation Officer contacts driver to check group has been met and to ask for E.T.A. If there is no delay, no further action required. If there is a delay the Accommodation Officer contacts homestay providers by group SMS text message to inform them of change to pick up time.

Accommodation Officer or other designated staff member.

3 Arrival of the group

Students and group leaders are greeted off the coach by Accommodation Officer (and additional staff depending on size of group). School ID cards and maps are issued to students. Group leader information packs are issued to group leaders.

Accommodation Officer and homestay providers.

Arrival days

(Scheduled ) arrival

times

Pick-up times

Monday-Friday

00:00-17:30 17:30

Monday-Friday

17:31-23:59

Allocated time of arrival

Saturday-Sunday

00:00-16:00 16:00

Saturday-Sunday

16:01-23:59

Allocated time of arrival

Homestay providers are given student social programmemes.

3a

Contingencies– homestay providers will collect students from the School in the event of bad weather; in the event of a very delayed arrival (midnight or later) BEC may accommodate the group in the school residence if there is available space. The homestay providers will then collect their students from the School at 5.30pm on the following day.

Accommodation Officer.Residential supervisor, if required.

4

Students are introduced to their homestay providers. Any homestay provider who is unable to collect their student(s) can book the School ‘taxi’ service to drop off their students.

Accommodation Officer, homestay providers, School driver.

First Day Procedure


1

On arrival at the School on their first day students and group leaders are greeted by BEC staff. Group leaders are asked to sign in.

Accommodation Officer, Activity Manager, Bookings Officer, Receptionist, DOS

2Students are shown group rooming lists to help them locate their classroom. Students are then shown to the classrooms.

Teachers, DOS, Accommodation Officer.

3

Teachers register their classes. DOS (and Accommodation Officer if necessary) check attendance. Accommodation Officer liaises with group leaders regarding any students who are late and phones homestay providers if necessary until all students are present and accounted for.

Teachers, DOS, Accommodation Officer.

4

Accommodation Officer and Activity Manager go into each class to introduce themselves and briefly explain their roles in supporting students both at the school and in their homestay providers.

Accommodation Officer, Activities Co-ordinator.

5 A meeting for all new group leaders takes place as soon as all the students are in class and introduction have been made. Accommodation Officer, Activity Manager and Bookings officer introduce themselves and explain their roles. The following issues are discussed;Student attendance, punctuality, curfews, fire regulations, road safety, smoking, shuttle arrangements, Sunday arrangements (for 2,3 and 4 week students), social programmes, group leader

Bookings Officer, Activities Co-ordinator, Accommodation Officer.

lessons and outings, access to photographs, phone numbers, homestay provider issues. This meeting is minuted.

Departures Procedure - For residential group departures, please see policies and procedures in the Residential Accommodation Handbook.

1

Departure days

(Scheduled )

departure times

Drop-off times

Monday-Friday

00:00-08:29

Allocated time of departure

Monday-Friday

08:30-onwards 08:30

Saturday-Sunday

00:00-09:59

Allocated time of departure

Saturday-Sunday

10:00-onwards 10:00

2

Staff will direct students where to store their luggage. Students leaving on a week day will have supervised free time at the school prior to their departure. Staff will ensure all group leaders have completed and handed in their exit questionnaires. Staff try to ensure that no lost property is left behind.

Receptionist, Activities Co-ordinator.

3

A member of staff checks for the coach in the station car park and informs the group. BEC staff accompany the group to the car park and say goodbye.

Receptionist, Activities Co-ordinator, Accommodation Officer as appropriate.

4

Any lost property discovered after the group has left is put into a labelled bag with the date, name of group and name of student (if known). Lost property is kept for one month after the object was labelled. If it is not claimed after one month it is disposed of.

Receptionist, Activities Co-ordinator.

C: Shuttles

At BEC we provide shuttle buses for students who live slightly out of central Broadstairs and whose home stay providers are unable to drive them to and from School.

Shuttles are used at 0800-0900, 1700, 1930 and 2130-2200 to bring students to and from School and to and from activities.

Shuttles are usually from the School, but may be from other venues such as Charles Dickens School.

The shuttles drivers are in charge of who they are taking and what route they will take.

Shuttles most commonly go to the 19th Hole Kingsgate, and Millennium Way, this will be highlighted on your register.

Activity leaders can help the efficiency of shuttles by: Checking the register and ensuring all students are separated into the right shuttle

bus. Liaising with the driver if you believe students may be late – speak to the activity

supervisor if needed. Leading students onto the shuttle when it arrives to speed up the process.

DeclarationI have read and understood the Activity Leader Manual 2016-2017.

Signed

Name (printed, block capitals)

Date

(Tear off this page and return the completed declaration to the Activity Manager)

E1 Web viewCambridge. Oxford. Dover Castle and Dover. ... The notes are guidelines and should not be...

Documents

Transcript of E1 Web viewCambridge. Oxford. Dover Castle and Dover. ... The notes are guidelines and should not be...