Date
20 November 2019

Plan safe trips and excursions

Suggestion for implementing the strategy ‘Creating inclusive learning environments ’

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Self-review checklist

Self-review checklist

Effective documentation and actions for planning include:

  • scoping visit to activity or area to identify potential hazards, such as long grass and pollen, which are asthma triggers
  • identifying individuals with asthma
  • up-to-date asthma information from parents and whānau
  • identifying first-aid helpers
  • checking the asthma emergency kit is up-to-date
  • ensuring children and young people have their medication and the expiry dates are checked
  • copies of asthma action plans that are accessible to staff and helpers at all times
  • a copy of the completed RAMS form, which is available to all staff and helpers
  • key cell-phone numbers and contacts
  • communicating trip intentions ahead of time to provide opportunities for specific asthma “risk” input from parents and students.

Risk Assessment Management

Risk Assessment Management

Download one of these forms for your safety planning :

Alter the form to meet your setting’s needs.

 

Effective practice

Effective practice

Health and safety planning was completed and approved by the coordinator and principal before the activity. A health and safety book was prepared for parent volunteers. Cell phones were used to maintain contact with the groups, especially on the walk to a recreation area. Children themselves talked about the risks and what steps they could take to keep safe.

Overnight trips and camp

Overnight trips and camp

Planning a safe and successful camp.

  • Review asthma action plans and take copies with you.
  • Check that school camp and excursion medical forms are up-to-date.
  • Check the dosage and administration of any medication to be taken on the trip. Ensure it is recorded on your RAM sheet.
  • Identify students who self-administer their asthma medication and ensure they have preventers and relievers with them before leaving.
  • Travel with an asthma emergency kit.
  • Revisit asthma first-aid procedures.
  • Check-in with families and whānau to establish the level of support the child or young person needs to manage their asthma, for example, support or a reminder to use their preventer.
  • Record key cell phone numbers and contacts on your RAM sheet.

Next steps

More suggestions for implementing the strategy “Create inclusive learning environments ”:

Return to the guide “Asthma and learning”

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