Ratios – More Than Just Numbers

The following article by Cathye Haddock discusses how ratios can be set for a range of experiences.

Introduction

Facilitators delivering courses in outdoor safety management and learning through outdoor education over recent years, have commented that one issue comes up every time - the issue of ratios. The ratio referred to is the supervisor to student ratio, or more accurately, the appropriate number of skilled/ experienced supervisors compared to the number of novice learners involved in Education Outside the Classroom (EOTC). This relationship (the ratio) is a key component of safety in EOTC, along with other factors discussed elsewhere on this website.

An assumption often made is that adult equals competent supervisor in an EOTC activity. This assumption works well when the adult has the appropriate activity and people skills and experience for the task, but safety can be severely compromised if these are lacking.

When setting ratios for the safe and effective supervision of outdoor activities, many factors need to be considered:

• supervisor competence
• student age, ability, needs
• programme objectives
• nature of the environment

Example One

The following example outlines a decision making process to ascertain ratios for a water-based activity. A similar process may be applied to other activities.

Some organisations suggest 1:4 as a guideline ratio for water-based activities, but it would be inappropriate to apply this in every situation. When deciding on a suitable ratio for an aquatic activity, the following are some questions that will help:

Who are the supervisor/s?

• What are their current skills and experience appropriate to the activity?
• What relevant rescue training/ experience have they had?
• Do they have a relevant qualification?
• Do they have a current First Aid Certificate?
• What is their fitness level? Can they swim?
• Do any of the supervisors have medical condition/s?
• Do they know the group?

What is the supervisor's role to be?

• Firstly, hold a meeting to fully brief all supervisors.
• Designate an appropriate role for their level of competence. For example the Water Safety NZ ACC Riversafe programme uses:



Accompanying supervisor role categories for ACC Riversafe are: RiverSafe Programme Leader: This person meets WSNZ's certification requirements and has overall responsibility for the ACC RiverSafe Programme. They may not necessarily be on site. RiverSafe Activity Supervisor: This person meets the experience and qualification requirements detailed within the ACC RiverSafe Activity Resource for supervising activities. The Activity Supervisor has overall responsibility for all activities being undertaken in the water. They may also be the Programme Leader. RiverSafe Activity Assistant: This person is able to swim strongly enough to retrieve a student and is mobile enough to seek help if required. This person assists the programme leader or activity supervisor and is counted as a supervisor when determining ratios. Activity Participant: This person may be a student, parent/caregiver or teacher. They do not meet requirements to be an activity supervisor or assistant. They participate in the ACC Riversafe Programme as a novice learner for in-water activities. Activity Observer: This person may be a student, parent/caregiver or teacher who does not wish to, or is not sufficiently capable of taking an active role in the ACC RiverSafe Programme. This person is not to be counted as a supervisor or novice learner for in-water activities.

• Provide training in key aspects of their role if required (eg. techniques for supervising swimmers).
• Assign novice learners to competent supervisors and allow time for them to get acquainted.

It may be beneficial to have an overall superviser. This person can have an overview, deal with any problems, co-ordinate in a crisis, leaving supervisors to stay with their groups. They can also stress ground rules such as groups staying with their supervisor, thereby passing some responsibility onto participants, further enhancing safety.

Who are the novice learners?

• What are their ages? Are they children/ adults/ a mix?
• What is their previous experience in the aquatic activity?
• What is their current skill / fitness level appropriate to the activity?
• How many are in the group? Can they swim?
• Does anyone have special needs, medical condition/s, behavioural issues?

What is the activity?

• What is the degree of risk involved?
• What is the purpose of the activity: graduated skill development, personal challenge journey, team building, fun?

What environment will be used for the aquatic activity?

• Is it river, lake or sea?
• Is the water moving or flat; sheltered or exposed; shallow or deep?
• What hazards are present? Eg willows, tidal streams
• How remote is the location?
• What is the weather forecast?
• What contingency options are there?

If it becomes evident that safety will be compromised due to an insufficient ratio, the school will need to review and modify the activity.

How many competent supervisors are required for this activity?

Specific case studies follow, that illustrate how various factors may come into play when deciding on an appropriate ratio for an EOTC activity.

Example Two

Hone is taking his year 7-8 class (thirty 10-12 year old students) on a day trip to the Rimutaka Forest Park and walking via the Five-Mile Track to the Orongorongo River. They are using stoves to cook their sausages for lunch by the river, then walking back via an alternative route. Many of the pupils have never been in the bush before. All are fit and healthy although some may struggle with the distance, never having walked that far before. Hone has completed a RAMS form and gone over it with the other supervisors.

Supervisor skills and experience:

• Hone, the leader, knows the area well. He has a current outdoor first aid certificate, is a very fit, experienced tramper and a competent group leader. In his overall supervision role, he won't have students specifically allocated to him.
• Marama (the Deputy Principal) has diabetes that is well controlled, tramps regularly, has a current first aid certificate and knows the students well.

Volunteers (eg. parents, caregivers):
Additional supervisors are required whilst students are walking, playing in and near water and cooking their lunches.

• All supervisors should be fit, have tramping experience, know some of the students and know how to use the stoves (training may be required). The school needs to reserve the right to turn down offers of help in some cases, or count some adults as novice learners for ratio purposes.
• First aid training and swimming ability would be an advantage.

Possible organisation:

The cooking activity and the proximity to water raise the level of risk associated with this day trip. Also, many of the students are in an unfamiliar environment, the location is relatively remote and parent supervisors can be an unknown quantity.

Hone would be roving. Six groups of five students, with a supervisor responsible for each (five parents, plus the DP), would be needed initially. In the event that one of the adults or students became injured or unwell and one or two supervisors became indisposed, 4-5 supervisors would be left to supervise 30 students. This ratio of 1:6-7 would still be acceptable in an emergency. All supervisors need a thorough briefing on their role and responsibilities prior to the trip.

The recommended ratio, given this scenario is:

In addition to Hone being overall supervisor, 1:5 or less (1 supervisor per : 5 or less novice learners).

Example Three

Felicity and Jo are taking their junior syndicate (year 1) for a walk down to the local adventure playground to play. Both teachers have current first aid certificates. The route involves crossing a major road using a pedestrian crossing, navigating some back streets and going through the local shopping centre. In the group of 35 children there is one child in a wheelchair and one child diagnosed with Attention Deficit Hyperactive Disorder (ADHD).

Factors to consider when determining the ratio:

• The very young age of the children means that a low ratio is desired.
• The environment, crossing a major road and passing through a shopping centre, will require close supervision.
• A capable supervisor should be assigned to the child in the wheel chair so they can also supervise a small group of well-behaved children.
• An experienced and capable supervisor will need to supervise the child with ADHD on a one on basis due to their special needs.

Volunteer supervisor skills and experience:

• All supervisors should know some of the children.
• Proven ability in supervising children on school outings in the past, and first aid training would be an advantage.
• All supervisors should be thoroughly briefed on their role and responsibilities prior to the trip. eg. Keeping their group together, behavioural expectations, route to follow.

Possible organisation:
It would be desirable for one teacher be left free to supervise the overall group. Due to the young age of the children and the environment they are going into, a ratio of at least 1 supervisor to 6 children would be desirable. Each supervisor should be assigned to a specific group of 6 children that includes some children they know. Exceptions are as follows. An experienced supervisor (perhaps the other teacher or a parent with appropriate knowledge, skills and experience) would need to supervise the child with ADHD. Finally, a capable supervisor needs to look after the child in the wheelchair along with 3 'good' children.

Recommended ratio:

1:6 minimum (1 supervisor to 6 children)
Exceptions as per above (1:4 and 1:1) for children with special needs.
Therefore a minimum of six volunteer parent/ caregiver supervisors would be required for this EOTC activity in addition to the two teachers.

Example Four

Miriam is taking her year 12 outdoor education class (fifteen 16-17 year old students) on a three day journey in the Otaki Forks / Tararua Forest Park area. The school has a strong outdoor education programme. Most students have learned basic bush and aquatic skills over the previous three years in their outdoor education classes and are fit and healthy. This journey is the culmination of a sequential programme, and allows an opportunity for the students to work together as a group, putting their skills and experience into practice towards a common goal (the journey).

Staff skills and experience:
Miriam (40 yrs), HOD Outdoor Education, has 20 years tramping and mountaineering experience, holds NZOIA Kayak 1 award and outdoor first aid certificate, has extensive experience cycle touring in NZ and overseas.

Johnny (28 yrs), PE and OE relief teacher and contract outdoor instructor (hired by the school to assist with outdoor education programmes). He has 10 years tramping experience, holds the NZ Mountain Safety Council Bush 1 Award and outdoor first aid certificate, is a recreational sea kayaker (5 years experience) and mountain biker (10 years experience). He is also an Aspirant Rafting Guide.¹

Sue (45 yrs), teacher aide, is an experienced van driver, is a regular jogger and walker but has no tramping experience.

Both teaching staff have relevant, transferable experience and/or qualifications for all three phases of the journey. Johnny is an Aspirant Rafting Guide so is able to guide on the rafting phase under the supervision of a qualified Rafting Guide², according to the Code of Practice for the Safety of Commercial Rafting and the Riverslea Lodge Safe Operational Plan (SOP) for rafting. Sue does not have relevant experience to lead any phase of the journey but can assist with driving.

Programme - Tramp, raft, bike journey - Otaki forks area.

Day 1 – Bush navigation from Otaki forks up spur to track below Field Hut, then tramp on track to Kime Hut (6-8 hrs). Stay night in hut or camp in tents if hut full. Contingency, stay in Field Hut or camp outside (3-4 hours).
Day 2 – Tramp back to Otaki forks via track (4-5 hrs). Camp in tents at hut.
Day 3 – Morning: Raft the Otaki River (Grade 2) from put in to Riverslea Lodge (2-3 hrs). Afternoon: Bike to Otaki township along back roads (2-3 hrs).

Possible organisation:
This group has a good foundation of experience in bush and aquatic skills for this journey. They can therefore be split into two groups of seven and eight students for the tramping and biking phases. One teacher can supervise each group. Sue (the teacher aid) can join the smaller group of seven for the tramp, as a novice learner, not a leader. She will be required to assist with transporting gear for the rafting and biking phases.

They will need to employ a qualified rafting guide to supervise the rafting phase of the journey in order to meet the requirements of the Code of Practice for the Safety of Commercial Rafting and the Riverslea Lodge Safe Operational Plan (SOP) for rafting. According to the Code of Practice:

• group guided rafting can be conducted on Grade 1 and 2 rivers (Otaki River is classed as Grade 2)
• there must be a minimum of one guide³ for every three rafts and/or eleven passengers
• all rafts carrying passengers must have on board or be supervised by (for group guided rafting)
• a rafting guide or a senior rafting guide or an aspirant guide (under the supervision of a rafting guide or senior rafting guide)
• all rafting trips must be under the control of a senior rafting guide or a rafting guide.

Summary
A minimum of one qualified rafting guide, plus Jonathan (an aspirant guide), are required to lead the rafting phase of this trip. Miriam will be counted as a passenger for ratio purposes. Due to Miriam's river experience, she will 'captain' one of three rafts, while Jonathan and the rafting guide captain the other two. There will be five student passengers in each raft.

The tramping and cycling phases will require the two teachers to lead a group each. The teacher aide will be responsible for driving the support vehicle to transport people and gear. She will not participate in the rafting or biking as she will be re-locating gear. She will participate in the tramp but will be counted as a novice learner in this activity.

Recommended ratios: Tramping – 1:8 or less (1 instructor per : 8 or less learners) Biking – 1:8 or less (1 instructor per : 8 or less learners) Rafting – 1:11 or less (1 guide⁴ per : 11 or less passengers).

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