Outside visitors and agencies

Policy details

• Date created - 01/11/2023
• Date reviewed - xx/xx/xxxx
• Date approved - xx/xx/xxxx
• Next review date - 01/11/2024
• Policy owner - xxxxx

1. Introduction
2. The benefits of visitors in schools
3. Expectations

1. School staff
2. Visitors

Introduction

Schools are making use of outside visitors to support their teaching programmes.  This policy has been written to promote good practice and support in schools.   Without doubt visitors to schools can have a significant positive impact on any school’s curriculum.  It is sometimes appropriate to involve visitors as a resource in supporting delivery of lessons (e.g. school nurses, police officers, road safety) or sharing personal experiences (e.g. parents or community members discussing their life experience).  They should not be expected to undertake the whole programme.

Outside visitors may also be used as consultants for school staff and/or may offer support in working with governors, parents and the community.

The benefits of visitors in school

• Bringing a new perspective, specialist knowledge and/or experience and resources to enhance pupils' learning.
• Offering support to school staff and pupils where subjects may require specific expertise and sensitivity.
• Providing a link for pupils and staff with community and local services, making them more accessible.

Please be aware that whilst some visitors are likely to be available on an ongoing basis to support schools, other visitors may only come into school in the short term.  In this case there will be an expectation that this session is observed by the appropriate member of staff with a view to that member of staff delivering the session in the future with the offer of support for the teacher when they deliver the session.

Expectations

School Staff

• Consider whether there are any fees involved in using a visitor.

• Be clear why you are using a visitor, where it fits into a co-ordinated programme of work, what work will have been done before the visitor’s session and how the session will be followed up.
• Consider if the visitor you are using is the most appropriate source of support.  Are they aware of the school’s ethos and values?  Have the pupils been involved in planning the session or identifying the visitor who is most appropriate?
• Be familiar with current Government Recommendations, Guidance and Legislation particularly for SRE and Drugs Education.

• Arrange a meeting with the visitor as early as possible in the school year to plan and prepare appropriately, including roles and responsibilities during the session and any follow up work.  Staff confirm all details with the visitor, confirming dates, times, planning and contact details for both school and organisation before the visit. This information should be in the school calendar.
• Ensure that the visitor is aware of the audience they will be delivering the session to and their intellectual and emotional needs, i.e. the material the visitor plans to use must be appropriate for the needs of all pupils, and share any sensitive issues that may apply to individual or specific groups of pupils (e.g. bereavement, medical conditions, previous life experience).
• Share with the visitor the relevant school’s policies and guidelines e.g. child protection, confidentiality, behaviour, anti-bullying, PSHCE, SRE and Drugs Education.  Visitors should always work within the policies of the school and on the instructions of the headteacher.
• In order to create a safe classroom environment and respond to unexpected comments or questions visitors should always be made aware of established class ground rules.
• Ensure the administrative staff are aware the visitor is coming and someone is there to meet them and show them where to go. (This should be planned in advance so that in case of absence the visitor is not unexpected.  Visitors must be informed of any last minute changes to the planned session).
• The teacher needs to be part of the session in order that they can provide follow up work, appropriate support to pupils and monitor behaviour if necessary.
• Inform the visitor they will not be able to use the barrier between 8.45 a.m. – 9.05 a.m. and 3.10 p.m. – 3.30 p.m.

Visitors

• Ensure that you are clear about the aims and objectives of the session and where your contribution fits into a co-ordinated programme of work.  Do you know why you have been asked to do this session?
• Be familiar with current Government Recommendations, Guidance and Legislation particularly for RSE and Drugs Education.
• Be familiar with the school’s ethos and values.  Have the pupils been involved in planning the session or identifying the visitor who is most appropriate?
• It is necessary to be involved in the planning process for the session (including discussion of sensitive and controversial issues), as well as any preparatory and follow up work school staff will undertake.  What has been done already and what will they experience in the future, how will the session be followed up?  Have you also discussed roles and responsibilities to be undertaken during the session?
• Before the visit liaise with staff confirming dates, times, planning and contact details for both school and organisation.
• Consider the audience you will be delivering the session to, eg intellectual and emotional needs, ages, gender, size of group, what resources will be available/do you need, timing of session, accommodation (room size and type), and any specific needs of individuals or groups within the audience.
• Visitors should not be expected to work alone with pupils in a classroom situation, the teacher needs to be part of the experience and lesson so they can provide follow up work, provide appropriate support to pupils and monitor behaviour if necessary.
• Visitors are expected to work within the relevant school’s policies and on the instructions of the Headteacher, especially in areas of child protection, PSHCE, confidentiality, behaviour, anti- bullying SRE and Drugs Education.
• In order to create a safe classroom environment and respond to unexpected comments or questions visitors should work within established class ground rules
• Jointly contribute with the teacher to the evaluation on the Visit Pro-forma attached.  
• Ensure you are familiar with the school geographically, e.g. where to park, and accessing the main entrance.