Q&A with an EVC – How Rebecca Kenshole Makes Enrichment Trips More Inclusive

What does accessibility and inclusivity mean for educational visits?

For Rebecca, inclusivity means recognising that students face different barriers to participation; she then finds practical ways to overcome them.

One of the biggest barriers is affordability. Recognising that educational visits can represent a significant financial commitment for families, the school offers flexible payment plans alongside financial support through the school and grants from organisations including the Exeter Episcopal Schools Trust, Devon Educational Trust, St John’s Hospital Educational Foundation and Heles Trust.

Rebecca also understands that not every student is comfortable with residential experiences, saying that,

This provides an alternative route into enrichment rather than excluding students who may struggle with residential trips, particularly those with SEND or anxiety-related needs.

Social inclusion is also considered. Students can nominate up to two peers they’d like to travel with, helping them feel supported and settled throughout the visit.

How do you build inclusivity into trip planning?

Rebecca believes inclusivity starts long before students board the coach. Before trips are confirmed, participant lists are reviewed with the school’s SEND, Safeguarding and Medical teams, with regular half-termly reviews ensuring appropriate support measures are identified early and built directly into the planning process.

One of Rebecca’s most successful initiatives is involving students in designing the Day Trip Alternative:

Giving students ownership not only increases engagement but often leads to better participation. Rebecca has seen first-hand how listening to student voice can transform uptake:

Planning ahead is also an essential aspect. Trip information is released more than a year before departure, allowing families longer to budget, apply for funding and spread payments over manageable instalments.

As Rebecca explains, early planning benefits everyone:

Students are also encouraged to take ownership of funding through the Year 9 VIP curriculum, where fundraising activities (including part-time work, cake sales and requesting donations instead of birthday presents) help make trips more financially accessible.

Where trips become oversubscribed, a random ballot system ensures places are allocated fairly across the year group.

What are the biggest challenges in making trips inclusive?

Whilst Rebecca’s approach removes many barriers, she acknowledges that delivering an inclusive enrichment programme is not without its challenges.

Rising travel costs – including fluctuating exchange rates, increased fuel prices and wider economic pressures – continue to place pressure on schools trying to keep overseas visits affordable.

Some trips have participation requirements that cannot be adapted. Activities such as scuba diving require medical clearance, swimming assessments, and GP approval for certain health conditions, meaning they are less accessible than other experiences.

Rebecca also emphasises that inclusivity must always be balanced with safety and responsibility.

Why is the EVC role so important?

Rebecca’s approach highlights how an experienced Educational Visits Coordinator can shape a school’s enrichment programme far beyond simply organising trips. By planning well in advance, working collaboratively with SEND, safeguarding and pastoral teams, listening to student voice and proactively removing financial and personal barriers, she demonstrates how inclusivity can become a core principle of educational visits.

Her work reflects the Department for Education’s expectation that educational visits should be accessible to all pupils, showing that inclusion is achieved through thoughtful careful planning and a commitment to ensuring every student can benefit from enrichment opportunities.