Guidance for Combined Rock Water and Water Margin Activities

Combined Rock/Water Activities

• Sea-level traversing, (primarily a dry rock climbing activity and sometimes requiring the use of ropes and other rock-climbing equipment);
• Coasteering (usually a wet activity often involving swimming and/or jumping from a height into water as an integral part);
• Canyoning (usually wet. It traditionally involves the descent of a steep water course and sometimes involves technical rope work);
• Adventure swimming (another name for coasteering or a non-technical variation of canyoning);
• Gorge walks, ghyll scrambles or scrambles, (can be wet, dry or alternating);
• River running (deliberately swimming down white water rapids)

Risk Assessment and Accident Prevention

• rock falling from above;
• falling or slipping on to rock, etc. below;
• jumping/ falling onto submerged rock;
• jumping from a height into water;
• being swept or smashed against something solid.

• entrapment under water;
• repeated submersion in stopper waves or sea swell;
• suddenly rising water, e.g. freak waves, flash floods, dam releases;
• slowly rising water, e.g. trapped by rising tides or rising river levels;
• falling into water and/or being swept away;
• sudden immersion (dry/secondary drowning)

• inadequate personal clothing or equipment during or after the activity;
• submersion, e.g. being swept out to sea

Controlling the Hazards

• Where there is no (realistically) foreseeable possibility of a participant ending up in the water.
• Where participants MAY end up in the water.
• Where participants WILL end up in the water.

Group leader competence

• climbing and other rock activities
• characteristics of water, i.e. surf, tides, currents and river flows
• site-specific hazards
• leading a group, including identifying the competencies within the group
• instruction techniques
• communication skills
• life saving
• rescue and emergency techniques
• first aid
• the equipment needed, including emergency equipment
• weather or sea conditions

Competence of participants

Group size

Briefings and communication

The venue

• weather conditions
• competence and expectations of the group
• the number and experience of staff available

Clothing and equipment

Forecast of conditions

Emergency Action Plans

Jumping into water

Safety boats

First aid

Relevant Qualifications

Case Study: Combined Water and Rock Activities*

• What are the hazards that are likely to be encountered?
• What are the skills required of the instructor leading the activity with a group?
• How much personal and site-specific experience does the leader have?
• What is the required level of training, observation and signing-off process?

Group Safety at Water Margins

• There are many reasons for leading a visit near water. Off-site visits can bring the curriculum to life. They can also develop team-working skills and improve self-esteem - which can help to raise achievement. Perhaps more importantly these experiences can help young people begin to learn how to look after themselves in an unfamiliar environment. They can also be fun!
• Whatever the reason for going, having a clear purpose and plan will help the group to get the most from the day – and will help to maintain safety.
• What is the age range of the group? Is the group used to an outdoor environment? Can the group members’ behaviour be trusted? How physically able is the group? Do any group members have special educational or medical needs? Will group members have warm, waterproof clothing and suitable footwear? Each of these factors may impact on the choice of venue and activity.
• Leaders need to accurately assess their own competence to lead the proposed visit. If they are a school teacher they should refer any plans to the head teacher and educational visits coordinator or outdoor education adviser. If they work in a local authority or are a voluntary leader, they should find out who is responsible for advising on visits within the organisation, and ask their advice.
• If the proposed activity is beyond your level of competence or resource, then you should make different plans, which are within your capacity. Alternatively you could approach an external organisation to lead those aspects of the visit that are beyond your capacity.
• Whatever you choose to do, be sure that all those present know who is responsible for what should be happening at every point during the visit.

• If you do lead the visit yourself you should take a number of steps to identify the foreseeable hazards, and to minimize the risks these present to your group. This is commonly known as risk assessment. Some of the things you will need to consider are listed below.
• You will need enough competent helpers on the day. Consider what ratio of leaders to group members is appropriate to your group, activity and venue. The person responsible for advising on visits in your organisation can assist with this. Ask the same questions about your helpers as you would about the group. You should also brief them fully on the purpose and plan for the visit, and ensure that they understand their responsibilities throughout.
• Telling group members in advance about the purpose of your visit, the environment you are visiting and any hazards it presents will help them to prepare and to participate appropriately on the day. If appropriate obtain informed consent from group members’ parents.
• You should always check out a venue before you go there with a group. A competent person accompanying you on any exploratory visit can help you to identify hazards, and assist you if you get into difficulty. If in the last resort, a pre- visit is not possible then the group leader should obtain information in other ways in order to prepare adequately for the visit.

• Look for the hazards.
• If you will be working near water, how likely is it that someone will fall in?
• If they do, could you get them out by reaching with a towel, a stick, a piece of clothing or any public safety equipment that is available? Could you wade in to get them without putting yourself in danger? If not then you should move to Plan B. Remember that sudden and unexpected immersion in cold water has a rapid and dramatic effect on the body’s systems and will impair people’s ability to reach safety.
• Check out what lies downstream, or around the corner from your work area – is there a fallen tree, a fence, a weir, a waterfall - or any other hazard? If you are not happy with your choice of location, look for another, safer one.
• Do you intend your group to get into the water?
• First consider whether entering the water is appropriate to the purpose of the visit, and what you expect your group to be doing in the water.
• If you do plan to enter the water, your group must be able to get in and out easily. Find some gradually sloping land and check that the bank is not slippery, and that there is no deep mud or vegetation.
• You also need to be sure there are no underwater hazards (such as rocks or roots which can trap feet, rusty cans or wire which can cut, or strong currents). The best way to check for hazards is to wade in using a strong stick to support you – and ensuring you have a colleague to assist you.
• Remember that fast moving water above knee height is likely to knock people off their feet. Consider whether this is likely at your venue. You may need to move to Plan B.

• Your surroundings.
• Are there cliffs above you (could someone knock loose stones down) or below you (how close to the edge are you)? Is there livestock nearby (could it enter your work area)?
• Get a weather forecast before you go and ensure you understand how it might affect your location and planned activity. Heavy or persistent rainfall can alter situations vastly – even when falling elsewhere. Riverbanks will become slippery, and streams and rivers can rise quickly and flow faster. You may need to move to Plan B.
• If you are working near the sea or an estuary check tidal conditions with the coastguard, so you know when high tide is, how high it will reach, and whether there are any strong local currents. Could your work area be cut off or submerged by a sudden wave or quick rise in the tide level? The tide may advance more quickly than your group can retreat. Also beware steeply shelving shingle beaches, where one step could take someone out of their depth. Again you may need to move to Plan B.
• Ask somebody with good local knowledge (perhaps the land or water owner) if there have been any changes to the area, or whether the local environment alters regularly.

• In damp, cold weather wearing a few layers of clothing with waterproof trousers and jacket will help to keep your group warm and dry. Wellingtons or other waterproof boots may be a good idea – however remember that wellingtons can fill with water and make it difficult to reach safety. You should also take some spare clothing and towels with you. In warm weather sunscreen, baseball caps and long sleeves will protect your group from burning. Your group should keep footwear on at all times during the visit.

• Plan B is an alternative – not an emergency procedure. You may need to change your plan for any number of reasons. Plan B might mean doing the same activity at a different location, or a different activity altogether. Be prepared to move to Plan B before or even during the activity. You need to pre-check your Plan B also.
• If you visit a place regularly you might be able to identify “cut-off criteria”. These are signs that circumstances have changed such that you need to move to Plan B. Examples might include the river or tide having risen above a certain point. However, remember that visiting one venue once a year for ten years is ten days experience – not ten years.

• Make sure that somebody at your usual base knows where you are going, what you will be doing and when you expect to return. Also leave details of any alternative plans.
• Although you have prepared your group and helpers in advance of the visit, you should also brief them on the day. Make sure that the group and the helpers know what they will be doing, and what is expected of them. Also let them know about any foreseeable hazards that you identified on the pre-visit. This will help you achieve your objectives – and lessen the chance of something unexpected occurring.
• Always get a local weather forecast on the day of your visit – and know how this will impact on your plans and location.
• On arrival at your venue reconsider the key issues that were raised in your pre-visit. Has anything changed that means you should now switch to Plan B? You should review the situation continuously, as conditions may change at any point, meaning you have to change plan or cut short your visit.
• Your group may well be disappointed if they cannot complete the activity that was originally planned – particularly if they or another group have enjoyed it before. A well-briefed group and a good Plan B can help to overcome this disappointment. If you move to Plan B be sure to notify your base of this.
• Just because you did it last year does not mean that you have to do it this year!
• Just because it was safe last year does not mean it is safe this year!

• Agree the safety rules before the visit and stick to them. If you decided on your pre-visit that it was unsafe to enter the water, then have confidence in your decision and do not be pressured into changing it.
• If you do enter water, keeping the group on task will help to ensure safety, as incidents are more likely to occur during unstructured activity.
• The group needs to be aware that pushing, dragging or ducking others into water are unsafe and unacceptable practices.
• Set physical boundaries beyond which the group should not venture. You might use fixed landscape features such as a wall, or place your own markers.
• Having small groups, each with its own leader, is often better than one large group with several leaders. Ideally there would be enough leaders so that the overall leader does not have their own group. Each group should appoint a “head-counter” to check regularly that all members are present. When walking along narrow tracks near water (e.g. a single track canal tow-path) make sure that you, or the sub- leader, makes each group aware of the danger of working in such a restricted environment.
• The prudent leader will often choose to get between the group and a potential hazard.
• If your group needs to change their clothing, normal sensitivity should ensure that neither you nor they are put in a vulnerable position. This issue should be covered in your child protection procedures.

• Water quality is important and can be affected by a number of factors such as rainfall or hot weather. Bacteria may derive from chemicals, sewage, dead animals or other causes. Have a look round for any obvious signs such as cloudiness in the water, or froth on the surface.
• Make sure your group wash their hands before eating, and if appropriate shower upon return. If any members of your group fall ill following the visit advise them to tell their GP where they’ve been and what they were doing.
• Ensure that the group has sufficient food and drink for the visit. In hot weather it is particularly important to drink water to avoid dehydration.

• The group leader should have a good working knowledge of first aid and ensure that an adequate first-aid box is taken. Any wounds should be cleaned and covered quickly.
• Emergency procedures are an essential part of planning a visit. Ensure that you know where the nearest hospital is and that you can gain assistance if needed. Remember that mobile telephones may not work in remote areas.
• If you have been trained, and are currently practised, in the use of throwlines you may wish to take one with you. However, remember that taking a throwline is not a reason to take a risk. Using Plan B is preferable to using a throwline.
• Record any incident which may have given you cause for concern. This will help you to understand how and why it happened and how to avoid it in the future.

• The more often you visit a venue, the more confident you will become – but beware complacency! It is still important to check the venue before each visit, as things could have changed since your last visit. You could also do a number of things to develop your own skills and those of others further:
• Visit more venues so that you have a range of alternative plans. This will also help you to develop your understanding of the outdoor environment and the weather.
• You could maintain and develop your own skills by asking for training, and assisting on visits led by more experienced people. You could also help others to develop by asking them to assist on your visits.