Inclusive Educational Visits: the STAGED Approach

Educational visits offer enriching experiences that can’t be replicated in the classroom, including: visiting engaging attractions, experiencing different environments, developing teamwork during residential activities, immersion in other cultures and countries. However, without careful planning, some individuals could be excluded from these opportunities, particularly those with disabilities, special educational needs (SEND), medical conditions, or financial constraints. Schools could also face legal repercussions, costs and reputational damage.

EVOLVE Advice’s Andy Smith sets out the moral and legal framework for inclusion and explains how you can use the STAGED approach to make your visits inclusive by design.

The moral case for inclusion

Inclusion is about fairness and opportunity. Educational visits offer some of the most memorable learning experiences schools provide. They bring the curriculum to life, develop independence, build resilience and strengthen relationships. However, these benefits are only truly realised when all pupils are able to participate.

Inclusion is a moral, legal, and financial responsibility for schools

When pupils are excluded from these opportunities, they miss out on experiences that support both learning and personal development. Often these are the pupils who would benefit the most, due to the inequalities they already experience.

Educational visits promote positive values and aspiration:

Inclusive educational visits reinforce the values that schools aim to promote: respect, equality, opportunity and belonging.

By planning activities that are designed for everyone to participate, schools create opportunities for pupils to understand diversity, inclusion and empathy in real-world context. They learn that differences are normal and that with thoughtful planning and collaboration, barriers can be overcome.

Inclusion builds confidence and independence, particularly for those who may otherwise feel marginalised or excluded.

A well-planned visit with the right support and adjustments in place can enable a pupil to access places and experiences they may never even considered possible. These inclusive educational visits can have lasting impacts on self-esteem, independence and aspirations.

What does the law say?

Under the Equality Act 2010, schools in England have clear legal duties to ensure inclusion on educational visits.

The Act requires schools to make reasonable adjustments for learning outside the classroom activities so that those with protected characteristics are not placed at a substantial disadvantage compared with their peers. This means you need to consider accessibility, support needs, and alternative arrangements where necessary. Excluding a pupil from visits because the extra planning or adjustments are inconvenient is unlikely to be legally defensible and the consequences could be very serious. Challenges from parents/carers can lead to costly legal proceedings, potential compensation and reputational damage, notwithstanding the emotional trauma caused to a child and their family.

Start from the point of inclusion

When planning your visits, the first place to start is your group and the outcomes you want to achieve. Think about the individuals and any additional support or adjustments needed so they can participate;this will help you decide on the type of venue, activities or provider. You may need to reconsider your ‘usual’ plan if it’s a recurring visit.

Involve parents/carers, pupils, the visit team, EVC, SLT, SENCO, DSL, providers, medical practitioners as appropriate – at an early stage – to help inform and adapt plans before they are too advanced.

Risk assessment is an enabler

A thorough risk assessment is central to ensuring that educational visits are inclusive and accessible. Rather than viewing potential hazards solely as barriers, effective risk assessment is an enabler; the central question is: “how can we make this activity safe and accessible for everyone?”

The STAGED approach – Staffing, Travel, Activities, Group, Environment and Distance – is a useful framework that helps Visit Leaders plan appropriate adjustments, support individual needs and manage potential challenges. Taking each of these areas in turn enables you to identify potential barriers and decide what you can do to make reasonable adjustments.

Below are examples of areas you might consider in your planning under each step of the STAGED approach.

Staffing

Planning for inclusion starts with understanding the needs of both students and staff. Have a contingency plan in place for unexpected changes.

How experienced and competent are staff?
Do your staff have any medical/physical needs to take into account?
Do you need any further staff to attend to support the student(s)?
Do your staff have appropriate training around inclusion and for any student needs (e.g. medical)?

Travel

When planning transport, it’s important to consider the individual needs of all students to ensure that the chosen method is accessible and suitable.

If you are travelling with a wheelchair user, are the coach/train platforms/aeroplane accessible and is support requested in advance?
Are staff clear about roles e.g. loading and unloading wheelchairs, clamping, evacuation procedures, contingency plans in event of vehicle breakdown, monitoring behaviour of identified pupils.
Are drivers appropriately qualified and briefed?
Ensure planned stops and service areas are suitable, and any additional requirements for public transport are identified and addressed before leaving for the visit.

Activity

When planning an activity ensure that the provider can make reasonable adjustments to support the needs of your group.

Where full accessibility is not possible, identify practical adjustments or alternative arrangements so that the activity remains as inclusive and accessible as possible.
Ensure the activity provider’s staff are fully aware of the additional needs of individual children.
Preserve confidentiality where appropriate, and agree with parents and carers in advance regarding disclosure of medical information.

Environment

It’s important to consider what environmental factors may affect your visit and the accessibility, safety and comfort of everyone in the group.

Check that parking, drop-off points, paths and evacuation routes are accessible for all participants, including those with limited mobility or sensory needs.
Consider suitability or measures needed for visual or auditory sensitivity.
How will the time of year and timing affect your visit? Consider weather conditions, daylight hours, travel disruptions, risks of infections, peak periods, local events, costs, and the clothing, equipment and activities available.

Distance

Consider the location and distance from school and home, being closer may make supporting students easier especially if you have staffing changes or a parent/carer needs to attend.

Check access to emergency services and how quickly help can be reached.
For overseas visits, also consider entry requirements, access to medical care and cultural differences.

Culture and compliance

Ultimately, inclusive educational visits are about culture as much as compliance. When inclusion is accepted as a fundamental principle, planning naturally centres on how every pupil can take part.

When inclusion is prioritised:

Pupils gain valuable experiences and life skills
Staff develop stronger planning and risk management practices
Schools meet their legal obligations

Inclusion is not about eliminating risk or complexity. It is about removing unnecessary barriers so that every pupil can participate, learn, and thrive beyond the classroom.

For support with visit planning and risk assessment, speak to your Educational Visits Adviser. Always check your employer policy on educational visits and follow the relevant national guidance for the activities you are planning.

Andy Smith

Director of Advice and Operations

Andy Smith is Director of Advice and Operations at EVOLVE Advice, an educational visits advisory service providing guidance, training and support to over 4,500 schools and educational settings.

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Inclusive Educational Visits: the STAGED Approach

The moral case for inclusion