The Sats are done, writing moderation has been put off for another year and the end-of-term performances are in full rehearsal mode. The only thing that could finish me off now is the annual residential trip: a seemingly endless coach journey, followed by activities galore and, inevitably, at least a few tears before bedtime.
This year I will be chaperoning my eighth residential trip. Planning for it got me thinking about some of the lessons learned from residentials of years past. So, here are my tips for how to make sure that your residential runs smoothly.
1. Get rooms organised early
As soon as the necessary "what you need" letter is sent home – and often many weeks before – the inevitable flurry of questions about rooming and activity groupings begins. In the past, this has been a veritable hornets’ nest of arguments, upset and anger, which once even resulted in crashing sounds, gasps of horror and then a window with a shoe-shaped hole.
My solution has been to ask the children to write down the names of two to three friends they would like to be in a room or activity group with, clearly explaining that they will be placed with at least one of these friends.
From past experience, it is also necessary to share with parents that this is the process for deciding groupings, so that there is no confusion if the pupils complain at home that they have not been placed in their ideal group.
And, to avoid constant questions about it on the run-up to the trip, make it clear from the outset that groupings will only be divulged to the children on arrival at the destination.
2. Have a clear policy for devices
Another area of concern for both parents and children is that we have previously banned pupils from bringing mobile phones and other electronic devices with them on residentials. (Although, one pupil did manage to smuggle a phone in last year using the highly effective method of concealing it within a sandwich; it was hard to not be impressed by her ingenuity).
Obviously, from parents’ perspectives, they want to be able to contact their children and be reassured that they are safe, happy and having a good time. However, from a teacher’s perspective, I am concerned about damage to and loss of these items. And, from experience, I know that it is preferable not to have children trying to take selfies in the middle of learning how to paddleboard safely.
I have found that a simple solution to put parents’ minds at ease has been for us to post daily blogs via the school website. Another possibility would be setting up a school trip Facebook page, specifically for the purpose of providing updates and sharing memories.
Creating a WhatsApp group tree, in which a number of parents create secondary groups involving other parents of children on the visit, can also be a good way to share information. Only the parent leads are contactable by trip leaders, but they can then pass on any news to other parents in the group tree.
3. Look after your staff
There are many pitfalls when planning, carrying out and returning from a residential (God forbid that the coach arrives late back by even a few minutes!) and the staff accompanying you on the trip will be expected to soldier on with a positive attitude throughout it all. They, of course, are your most important resource. It pays to take steps to recognise their dedication in giving up their time to be with their pupils almost 24/7 for the length of the trip.
Our headteacher rewards the time away from our own families (our residentials run Friday to Sunday) with a day back to work from home. It is a policy that I would encourage any head to adopt. I may miss a weekend but that "free" day that I get in return is a clear message that my efforts are appreciated. And that really makes all the difference.
Kevin O’Brien is a member of senior leadership, maths co-ordinator and Year 6 teacher
