Emergency and Critical Incident Management Plan Template

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Emergency and Critical Incident Management Plan
for [Name of School or College]

Revised - 02 June 2009 November 2011

Effective From: [Insert Date] Revie !n: [Insert Date] "o#$ %ast &ent to Re'iona( E)ecutive Director: [Insert Date]

© 2011 Department of Education. All Rights Reserved. No part of this document may be photocopied reproduced stored in a retrieval system or transmitted in any form or by any means !hether electronic mechanical or other!ise !ithout the prior !ritten permission of the Department of Education. No !arranty of accuracy is given concerning the contents of the information contained in this publication. "o the e#tent permitted by la! no liability $including liability to any person by reason of negligence% !ill be accepted by the Department of Education its subsidiaries or employees for any direct or indirect loss or damage caused by omissions from or inaccuracies in this document. "he Department of Education reserves the right to change details in this publication !ithout notice. Department of Education 1&1 Royal 'treet EA'" (ER") *A +00,

-icenced for NEA-'

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

Table of Contents
SECTION 1 INTRODUCTION............................................................................................................................................ 5 1.1 3sing the Emergency and .ritical /ncident 0anagement (lan "emplate........................................+ 1.2 Effective Emergency and .ritical /ncident 0anagement (lanning...................................................4 1.5 (urpose of the Emergency and .ritical /ncident 0anagement (lan................................................2 1., 6vervie! of 'chool .onte#t and Ris7s...........................................................................................10 SECTION 2 EMERGENCY AND CRITICAL INCIDENT RESPONSE: THE FIRST 24 HOURS................................................................................................................................ 11 2.1 Emergency and .ritical /ncident Response 8 AE/63.....................................................................12 2.2 Assess the 'ituation .all Emergency 'ervices and Assist "hose in Danger................................1, 2.5 Evacuate or -oc7do!n...................................................................................................................1& 2., /nform Regional and .entral 6ffice................................................................................................1& 2.& 6rganise to 'upport "hose Affected..............................................................................................1+ 2.+ 3nderta7e Recovery 6perations at the End of the Day.................................................................19 SECTION 3 EMERGENCY AND CRITICAL INCIDENT RESPONSE: THE FOLLOWING DAYS AND LONGER-TERM RECOVERY...................................................................18 5.1 "he :ollo!ing Days and -onger "erm Recovery...........................................................................12 SECTION 4 EMERGENCY CONTACTS......................................................................................................................... 20 ,.1 Emergency 'ervices .ontact Numbers..........................................................................................21 ,.2 Education Regional 6ffice and .entral 6ffice .ontact Numbers...................................................22 ,.5 Emergency .ontact Numbers for 'chool (ersonnel......................................................................25 ,., 'ample "elephone "ree for 6ut of )ours .ontact.........................................................................2, ,.& 3seful .ontacts.............................................................................................................................. 2& SECTION 5 INCIDENT NOTIFICATION.......................................................................................................................... 2 &.1 Reporting Re;uirements.................................................................................................................29 SECTION EVACUATION AND LOC!DOWN..............................................................................................................28 +.1 'chool Evacuation <it.....................................................................................................................22 +.2 Evacuation .onsiderations.............................................................................................................50 +.5 6n8site Evacuation (rocedure........................................................................................................51 +., 6ff8site Evacuation (rocedures......................................................................................................55 +.& 'chool 'ite (lan and Evacuation Routes.......................................................................................5, +.+ /mportant -ocations........................................................................................................................5& +.9 -oc7do!n (rocedures....................................................................................................................5+ SECTION " RIS! ASSESSMENT# PREVENTION AND PREPAREDNESS..................................................................40 9.1 Ris7 Assessment (revention and (reparedness..........................................................................,1 9.2 Ris7 Assessment (reventing=0itigating Ris7 of Emergencies and .ritical /ncidents....................,2 9.5 (reparing for Emergencies and .ritical /ncidents..........................................................................,2 SECTION 8 RESPONSE TO SPECIFIC EMERGENCIES AND CRITICAL INCIDENTS................................................................................................................................ 44 4.1 Armed )old8up................................................................................................................................,& secure the immediate vicinity $for e#ample loc7 the office=room in !hich the hold8up occurred> ......,& do not allo! anyone to approach the area in !hich the offender !as located%>..................................,& notify police>......................................................................................................................................... ,& advise the education regional office as soon and attend to the post8incident needs of students and staff> and.................................................................................................................................................. ,& ensure students !ho are not in the immediate vicinity of the hold8up are 7ept a!ay from it...............,& 4.2 ?omb "hreat................................................................................................................................... ,+ 4.5 ?omb "hreat .hec7list...................................................................................................................,9 4., ?ushfire........................................................................................................................................... ,2 4.& .asualties....................................................................................................................................... &0 remove him or her from the ha@ard $for e#ample in the case of smo7e inhalation move the person to an area !here there is fresh air%> or.........................................................................................................&0

(age 5

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Emergency and .ritical /ncident 0anagement (lan Revised 8 02 Aune 2002 B N6" :6R D/'"R/?3"/6N remove the ha@ard from the person $for e#ample in the case of electrocution s!itch the po!er off%. ................................................................................................................................................................. &0 4.+ .hemical .ontamination Event......................................................................................................&1 4.9 .ivil Disorder and /llegal 6ccupancy..............................................................................................&2 4.4 .yclone=:lood................................................................................................................................. &5 4.2 Earth;ua7e..................................................................................................................................... &, 4.10 Evacuation /nstructions.................................................................................................................&& 4.11 :ire................................................................................................................................................ &+ 4.12 )andling of 'uspect 0ail and (ac7ages......................................................................................&9 e#act location of the incident 1 street address building floor>.............................................................&9 number of people potentially e#posed>................................................................................................&9 pac7age=device> and............................................................................................................................&9 action ta7en......................................................................................................................................... &9 e#act location of the incident 1 street address building floor>.............................................................&4 number of people potentially e#posed>................................................................................................&4 pac7age=device> and............................................................................................................................&4 action ta7en......................................................................................................................................... &4 4.15 'ieges=)ostage 'ituations............................................................................................................&2 4.1, 'uicide.......................................................................................................................................... +0 A.1 Emergency and .ritical /ncident Diary...........................................................................................+2 A.2 (arent Re8unification (rocedures..................................................................................................+5 A.5 'taff ?riefing $'ample Agenda%......................................................................................................+, names of the students or staff members directly involved>..................................................................+, time and place of the event>.................................................................................................................+, names and year groups of siblings directly affected !ho are also in the school> and.........................+, additional information surrounding the event.......................................................................................+, roles and responsibilities>....................................................................................................................+, any timetable and procedural changes>...............................................................................................+, classroom briefing advice and !ritten statement to be read to students>............................................+, register of students identified as being at8ris7>....................................................................................+, counselling venues procedures and record 7eeping>.........................................................................+, student movement and monitoring !ithin the school and early release procedures>.........................+, media and other en;uiries> and...........................................................................................................+, handouts available=description of e#pected student responses..........................................................+, staff members to discuss classroom e#periences and feedbac7 information bac7 to the group> and.+, the principal to update staff on events and actions.............................................................................+, A., (sychological :irst Aid................................................................................................................... +& A.& /nforming (arents of an Emergency or .ritical /ncident.................................................................++ A.+ 'ample -eaflets for (arents...........................................................................................................+9 A.9 6perational Debriefing...................................................................................................................92

NEA-' -ogo

522+&.+9 8 Cersion +.0

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Section 1 Introduction
1.1 3sing the Emergency and .ritical /ncident 0anagement (lan "emplate...............................+ 1.2 Effective Emergency and .ritical /ncident 0anagement (lanning..........................................4 1.5 (urpose of the Emergency and .ritical /ncident 0anagement (lan.......................................2 1., 6vervie! of 'chool .onte#t and Ris7s.................................................................................10

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

1.1 Using the Emergency and Critical Incident Management Plan Template
"his document supports the Department of Education $DoE% Emergency and Critical Incident Management $E0% (olicy. /t provides DoE sites !ith a template to develop an Emergency and Critical Incident Management Plan that meets the re;uirement forD P 8 (revention P 8 (reparedness R 8 Response R 8 Recovery An emergency is defined as an event actual or imminent !hichD

• • •

occurs on or off8site> endangers or threatens to endanger life property or the environment> and re;uires a significant and coordinated response.

E#amples of emergencies are fire bomb threat ha@ardous materials spillage prolonged loss of a utility $e.g. !ater or po!er% cyclone and floods. A critical incident is defined as an incident in !hich there is a high li7elihood of traumatic effects. A critical incident evo7es unusual or une#pectedly strong emotional reactions !hich have the potential to interfere !ith the ability of the individual group or system to function either at the time or later. E#amples of critical incidents are an on8site accident causing death or serious inEury student or staff suicide maEor vandalism se#ual assault at school students lost or inEured on an e#cursion or intruders on a school site !ho cause harm to people or damage to property. "he document is divided into sections for ease of use. "he earlier sections relate to R&'($)'& *)+ R&,$-&./ %.$0 *) E0&.1&),/ $. C.232,*4 I),2+&)3. /n emergencies schools need to have at hand practical information about actions that guide response and aid recovery in order toD

• • • •

ensure a supportive caring response that considers the mental health needs of all members of the school community> return to normality as soon as possible> enable continuation of school routine and an optimal learning environment> and minimise the adverse effects of such an event on the school community.

(age +

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

A later section relates to P.&-&)32$) *)+ P.&(*.&+)&'' %$. *) E0&.1&),/ $. C.232,*4 I),2+&)3. 'chools need to ta7e action to prepare for and prevent emergencies and critical incidents. "his !ould includeD



identifying on8site and off8site situations that have the potential to become emergencies or critical incidents that !ould affect site operations> determining !ith other agencies $e.g. )a@ard 0anagement Agencies% potential ris7s associated !ith particular situations> using ris7 management practices to assess the potential ris7s and develop mitigation strategies> developing an Emergency and Critical Incident Management Plan that considers the management of foreseeable ris7s> communicating the plan to all staff> training 7ey staff> testing and modifying the plan annually> schools in bushfire prone areas must practice evacuation drills prior to 6ctober and at least once per term during bushfire season 6ctober to 0arch> and schools that are located in bushfire prone areas must incorporate 7ey bushfire messages in their curriculum.

• • • • • • •



(age 9

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

1.2 Effective Emergency and Critical Incident Management Planning
Re;uired processes areD



D&-&4$(2)1 35& P4*) !ith the relevant sta7eholders. (rincipal or site manager and other staff considered vital need to be involved in establishing the (lan. 67'5%2.& P4*) 895&.& *((.$(.2*3&:. Ensure that you develop a bushfire (lan in conEunction !ith The Principal’s Guide to Bushfire and liaise !ith the :ire and Emergency 'ervices Authority and local Fovernment. I)%$.02)1 35$'& '3*%% 95$ 9244 )&&+ 3$ *,32$) 35& P4*). .ommunicating the (lan to school personnel and ensuring a level of familiarity !ith !hat the (lan is for !hat it involves and !here it is stored. T&'32)1 *)+ .&-2&92)1 35& P4*). "esting the (lan at least annually and underta7ing a revie! follo!ing emergencies or critical incidents is important in maintaining a current and effective (lan.







(age 4

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

1.

Purpose of the Emergency and Critical Incident Management Plan
Department of Education principals or site managers are responsible for management of on8site and off8site school related emergencies and critical incidents in order to minimise trauma and distress to students and staff and damage to property and to ensure the teaching and learning program is maintained or resumed.

1. .1

Principles
(lanning and all actions ta7en to prevent prepare for respond to or recover from emergencies and critical incidents are consistent !ith the follo!ing principlesD

• • •

L&*+&.'52(. (rincipals or site managers retain responsibility for emergency and critical incident management. S*%&3/. "he safety and !ellbeing of all individuals is paramount. G.*+7*3&+ .&'($)'&. "he response is increased or decreased at the school district or system level according to the level of resourcing and support re;uired. S7(($.3. 'upport may be !ithin and=or e#ternal to the school and is coordinated integrated timely e;uitable culturally appropriate enhances resilience and empo!ers school leadership. C$007)2,*32$). .ommunication is based on verified information timely and appropriate to the audience. O)1$2)1 *''&''0&)3 $% )&&+'. "he ongoing assessment of the needs of and impact on individuals groups $including supporters% and the entire school community !ill guide interventions in the short medium and long term. O35&. *1&),2&'. "he roles and responsibilities of other agencies are understood and respected. C$)%2+&)32*423/. All interventions respect the confidentiality rights of members of the school community.



• •

• •

(age 2

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

1.! "vervie# of School Conte$t and %is&s
(rincipals or site managers need to document the demographic geographic and specific ris7 variables associated !ith the school. "his should be informed by the Ris7 Assessment performed in the school. "his can includeD 'emographic factors(

• • • •

si@e of the student population> staff numbers> cultural factors> and student disability=health factors.

)eographic factors(

• • • •

roads into and a!ay from the school> access to public transport> distance from the school to parent homes> and distance from the school to other community facilities.

Specific ris& factors

• •

natural emergency ris7s $e.g. bushfire cyclone flood%> other identified ris7s for the school.

Details of specific identified local ris7s can also be obtained from the -ocal Emergency 0anagement .ommittee chaired by the -ocal Fovernment.

(age 10

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Section 2 Emergency and Critical Incident %esponse( The *irst 2! +ours
2.1 Emergency and .ritical /ncident Response 8 AE/63............................................................12 2.2 Assess the 'ituation .all Emergency 'ervices and Assist "hose in Danger......................1, 2.5 Evacuate or -oc7do!n......................................................................................................... 1& 2., /nform Regional and .entral 6ffice......................................................................................1& 2.& 6rganise to 'upport "hose Affected....................................................................................1+ 2.+ 3nderta7e Recovery 6perations at the End of the Day........................................................19

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

2.1 Emergency and Critical Incident %esponse , -EI"U
"he /ncident .ontroller !ill determine the level of response and specific actions ta7en by considering>



the potential and li7ely impact of the emergency or critical incident on the school community $including students parents other schools and community members%> the timing of the incident $time of day !hether it occurs during a !ee7end or in the school holidays and upcoming events $e.g. e#ams or the school ball%%> the e#tent to !hich the incident is site8specific or community8oriented> the location of the emergency or critical incident> !eather conditions> the cumulative effect of other emergencies or critical incidents !hich have affected the site in the recent past> the age and capabilities of the student population> the social cultural lingual economical geographical and other community factors> and the management role that other agencies play under legislature or policy.



• • • • • • •

"he actions listed belo! are consistent !ith the DepartmentGs approach ofD

A E I O U

Assess situation call emergency services assist those in danger Evacuate students staff and visitors if appropriate /nform the district office or central office 6rganise resources advise parents 3nderta7e recovery operations and return site to normal

"he Department produced an Emergency and Critical Incident Management Response !allet card based on the AEIOU for all staff.

 

The following actions are not necessarily carried out se uentially.

The roles in the !Coordinated By! column are suggestions only.

(age 12

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011



This section will "e most useful when managing an Emergency or Critical Incident. These pages can "e copied and used during an Emergency or Critical Incident.

(age 15

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

2.2 -ssess the Situation. Call Emergency Services and -ssist Those in 'anger

A
   

ASSESS THE SITUATION# CALL EMERGENCY SERVICES AND ASSIST THOSE IN DANGER ACTIONS Cerify information. "a7e appropriate safety precautions $e.g. turn off gas !ater and=or electricity%. Administer :irst Aid !here appropriate. .ontact emergency services as appropriateD Ambulance *A (olice :ire ?rigade gas provider !ater provider electricity provider. (hone numbers for each of these are on the Emergency Management Response !allet card. COORDINATED 6Y

    

Ensure the incident site remains secure and undisturbed !here *A (olice or :E'A are li7ely to be involved. Remove people from the scene to an appropriate assembly area or classroom. Account for everyone in the vicinity. Activate an incident management team to plan further actions and enact the response plan. Allocate specific responsibilities. Record details of event including the source=s of information. 0a7e notes as information is received. $'ee the Emergency and .ritical /ncident Diary in the Appendi#%. Fain family=*A (olice authority to release information.





#ee #ection $ for recommended response to specific emergencies.

(age 1,

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

2.

Evacuate or /oc&do#n
EVACUATE 8ON-SITE OR OFF-SITE: OR LOC!DOWN ACTIONS       .onsider the need to evacuate either on8site or off the school site. -iaise !ith school staff other agencies and the education regional office in considering loc7do!n. .ommunicate the evacuation or loc7do!n using predetermined activation signals. "a7e the evacuation 7it to the designated assembly area=administration area. 'ee chec7list of specific loc7do!n actions. $'ee +.9 -oc7do!n (rocedures%. Notify the (olice=:E'A .ommunication .entre and see7 advice as to !hether off8site evacuation is safe. COORDINATED 6Y

E

2.! Inform %egional and Central "ffice

I
  

INFORM DISTRICT AND CENTRAL OFFICE ACTIONS .ontact Regional E#ecutive Director or delegate. Report via %nline Incident &otification #ystemD http://apps.det.wa.edu.au/CriticalIncident/ 'ee7 assistance from your Regional E#ecutive Director and the DoE media unit $22+, &421% for all communications about the incident. .onsult !ith regional office personnel. /nstruct staff to direct media en;uiries to the DepartmentHs media unit $22+, &421%. .ontact school 6ccupational 'afety and )ealth Representative. COORDINATED 6Y

  



Chec' contact num"ers regularly.

(age 1&

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

2.0 "rganise to Support Those -ffected

O
   

ORGANISE TO SUPPORT THOSE AFFECTED $as determined by the assessment of the situation% ACTIONS 6ffer immediate comfort and support to those most affected. 0a7e direct contact !ith affected staff or families. $/n the case of a death *A (olice contact the family.% (repare a statement for informing students and determine method of delivery. ?rief all staff of 7no!n facts $see Appendi#%. Ensure everyone 7no!s ho! to respond to media $i.e. direct all en;uiries to the on8site incident manager% and understands support strategy for students and staff. /nform students using a prepared statement and offer comfort and support. .onsider siblings and close friends. 'et up a recovery room. 'end the inconsolable to a recovery area and=or school psychology staff $school psychologist nurse chaplain year coordinators%. 0a7e arrangements for students=siblings=parents to be re8 united. COORDINATED 6Y

  



(repare a !ritten statement related to incoming en;uiries and for students to ta7e home to their parents. -iaise !ith Regional E#ecutive Director DepartmentHs media unit $22+, &421% and other agencies before releasing information. .onsider staff and students absent or off8site today relief staff e#8students and e#8staff that need to be informed. /dentify and notify others !ho need early advice $e.g. (I. 7ey community agencies other schools affected other districts%. .onsider the Employee Assistance (rogram for staff in need.

 



(age 1+

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

2.1 Underta&e %ecovery "perations at the End of the 'ay

U
  

UNDERTA!E RECOVERY OPERATIONS AT THE END OF THE DAY ACTIONS Debrief all staff as necessary. Revie! !ith the Emergency 0anagement team and plan for the ne#t day. 6rganise necessary relief=additional staff to meet teaching support administration and front office needs. Ensure support for the leaders of the school response and those !ho have been supporting others. "his may involve support from the Employee Assistance (rogram for those in need. -iaise !ith local agencies for possible after hours=!ee7end support. COORDINATED 6Y



(age 19

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Section Emergency and Critical Incident %esponse( The *ollo#ing 'ays and /onger,Term %ecovery
5.1 "he :ollo!ing Days and -onger "erm Recovery..................................................................12

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

.1 The *ollo#ing 'ays and /onger Term %ecovery
FURTHER CONSIDERATIONS IN THE FOLLOWING DAYS TO SUPPORT RECOVERY ACTIONS   /dentify and offer more specialised personal support to vulnerable and=or most affected staff and students. (rovide recovery support and advice for students=staff=parents about the normal cycle of recovery and indicators that e#tra support may be re;uired. :ollo! up contact !ith family=families involved to e#press sympathy arrange retrieval of personal items of student=staff member as appropriate and discuss school role in ongoing support. 3pdate information to staff parents and students as appropriate. Enlist the help of the DepartmentHs media unit $22+, &421%. Rumour control. 'pecial considerations for suicide including contagion effect. .ultural considerations Death notice 0emorial service :uneral attendance !ith attention to the !ishes of the family .ontinuing support for students and staff Notifying staff !ho are not at school Alert teachers to be sensitive to curriculum content 0aintaining documentation 6ngoing liaison !ith other affected or vulnerable schools .onsider e#8students (rocess for meeting visitors $e.g. community people most affected% /nteragency liaison -in7s !ith regional school psychology personnel /nstruct receptionist as to !hat information is to be told to parents and others Revie! responses and continuing needs Ac7no!ledge people !ho have supported the school Revie! school records=mailing lists and amend as appropriate 6perational debrief $see Appendi#% /n;uest=court date$s% $arrange support for staff involved% Revie! I modify Emergency and Critical Incident Management Plan Anniversary dates 3pdate incident report via %nline Incident &otification #ystem if appropriate. COORDINATED 6Y





                      

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Section ! Emergency Contacts
,.1 Emergency 'ervices .ontact Numbers................................................................................21 ,.2 Education Regional 6ffice and .entral 6ffice .ontact Numbers..........................................22 ,.5 Emergency .ontact Numbers for 'chool (ersonnel............................................................25 ,., 'ample "elephone "ree for 6ut of )ours .ontact...............................................................2, ,.& 3seful .ontacts.................................................................................................................... 2&

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

!.1 Emergency Services Contact 2um3ers
G.$7( -ife8threatening or time critical emergency *A (olice Non8life threatening incident re;uiring (olice response -ocal (olice 'tation Ambulance :ire and Emergency 'ervices Authority 'tate Emergency 'ervice )ospital$s% (oisons /nformation .entre Fas $regional schools need to chec7 for local number% Electricity $regional schools need to chec7 for local number% *ater .orporation $regional schools need to chec7 for local number% )ealth Direct -ocal Fovernment (ollution *atch 1500 94, 940 151 12+ 151 5&2 151 5&1 151 59& 1400 022 222 000 000 152 &00 P5$)& N70;&. 000 151 ,,,

 

(dd additional phone num"ers as re uired.

Chec' contact num"ers regularly.

(age 21

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

!.2 Education %egional "ffice and Central "ffice Contact 2um3ers
G.$7( Regional E#ecutive Director Assistant Regional E#ecutive Director P5$)& N70;&.

.oordinator $s% Regional 6perations Regional 'chool (sychology 'ervice -eadership 0anager Aboriginal Education .entral 6ffice Deputy Director Feneral 'chools DepartmentHs media unit $diverts to a mobile phone outside of normal business hours% 'ecurity .ontrol Room (rincipal .onsultant Environmental )ealth .orporate .ommunications and 0ar7eting 22+, &+02 22+, &421 22+, ,+52 22+, ,991 22+, ,02+ 22+, ,4&&

 

(dd additional phone num"ers as re uired.

Chec' contact num"ers regularly.

(age 22

$% "2

Revised 1 22 November 2011

Emergency and .ritical /ncident 0anagement (lan

!.

Emergency Contact 2um3ers for School Personnel
R$4& N*0& P5$)& N70;&.' D*/320& M$;24& O73 $% H$7.'

(rincipal or 'ite 0anager J1 Deputy (rincipal 'chool (sychologist Kear -eaders Kear 4 Kear 2 Kear 10 Kear 11 Kear 12 Nurse .haplain 6') Representative (I. (resident 6ther J2 J5

 

#ee' permission to use pri)ate phone num"ers.

Chec' contact num"ers regularly.

(age 25

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Revised 1 22 November 2011

Emergency and .ritical /ncident 0anagement (lan

!.! Sample Telephone Tree for "ut of +ours Contact
.oordinator Regional 6perations Regional E#ecutive Director PRINCIPAL

S-MP/E "2/4
(olice :ire Ambulance 'E' -E0. -ocal Fovernment DoE 'ecurity )ospital

DEPUTY PRINCIPAL 1

DEPUTY PRINCIPAL 2

)6-A -6"E

)6-A English

)6-A 0aths

)6-A 'cience

)6-A Arts

)6-A DI"

.haplain

Nurse

0''

)6-A

)6-A

AE/6

'taff

'taff

'taff

'taff

'taff

'taff

0entors

Colunteers

'taff

'taff

R&'($)'& T&*0 Deputy (rincipal 1 Deputy (rincipal 2 'chool (sychologist Nurse A/E6 (rogram .oordinator Admin I Ancillary .anteen Dental .linic Registrar (I. .ouncil Neighbouring 'chools

 

#ee' permission to use pri)ate phone num"ers.

Chec' contact num"ers regularly.

(age 2,

$% "2

Revised 1 22 November 2011

Emergency and .ritical /ncident 0anagement (lan

!.0 Useful Contacts
C$)3*,3 -ocal 'chool I (rincipal -ocal 'chool I (rincipal -ocal 'chool I (rincipal -ocal 'chool I (rincipal (hone (rovider$s% (R/0E('K.) Employee Assistance (rogram "ranslation and /nterpreting 'ervices $2, hrs% -ocal Fovernment ?us .ontractors "elstra :aults 6ptus :aults P5$)& N70;&.' D*/320& M$;24& O73 $% H$7.'



Chec' contact num"ers regularly.

(age 2&

$% "2

Section 0 Incident 2otification
&.1 Reporting Re;uirements....................................................................................................... 29

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

0.1 %eporting %e5uirements
(rincipals or site managers need to immediately report any Emergency or .ritical /ncident to their Regional E#ecutive Director. (rincipals or site managers are also re;uired to submit an entry using the 6nline /ncident Notification 'ystem as soon as is reasonably possible after an emergency. "he 6nline /ncident Notification 'ystem forms part of a coordinated response to managing emergencies and critical incidents. "he incident controller $generally the principal or site manager% is re;uired to follo! a se;uence of actions that includes informing a superordinate office $education regional office% of an incident as soon as reasonably possible. "he purpose of the 6nline /ncident Notification 'ystem is to provideD



a relatively simple standardised and appropriately confidential mechanism for ;uic7ly notifying the education regional office and .entral 6ffice of notifiable incidents> and data that is reliable and comprehensive enough to be used for planning and decision ma7ing purposes.



"he system is not intended to re;uest support or advice. 'chools liaise !ith their Regional E#ecutive Director and education regional office for this purpose. /ncidents that need to be reported include behavioural incidents mandatory reporting incidents and incidents li7ely to lead to school disruption. 'chools can access the 6nline /ncident Notification 'ystem atD
http://apps.det.wa.edu.au/CriticalIncident

/f an emergency or critical incident results in significant inEury to a staff member $e.g. fractures or electricity inEury% then contact the DepartmentHs Employee 'upport ?ureau.

(age 29

$% "2

Section 1 Evacuation and /oc&do#n
+.1 'chool Evacuation <it........................................................................................................... 22 +.2 Evacuation .onsiderations................................................................................................... 50 +.5 6n8site Evacuation (rocedure.............................................................................................. 51 +., 6ff8site Evacuation (rocedures............................................................................................ 55 +.& 'chool 'ite (lan................................................................................................................... 5, +.+ /mportant -ocations.............................................................................................................. 5& +.9 -oc7do!n (rocedures.......................................................................................................... 5+

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

1.1 School Evacuation 6it
"he school evacuation 7it comprisesD

• • • • • • • • • • • • • • • •

duties of evacuation personnel> school mobile telephone and charger $including a car charger%> megaphone> !histle> copy of the school Emergency and Critical Incident Management Plan> copies of the Emergency and .ritical /ncident Diary $see Appendi#%> copies of student health care plans> student health care medication $e.g. Epipen%> copy of the student class lists> copy of student home and emergency telephone numbers> pens=pencils> pads of paper> torch and spare batteries> camera> first aid 7it> and attendance register for that day.



Modify this list to suit school re uirements.

(age 22

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

1.2 Evacuation Considerations
"he principal or site manager !ill need to ma7e an informed choice to trigger an evacuation of all or part of a school population. "he school evacuation arrangements need to allo! forD

• • •

the school site plan $!ith clearly mar7ed evacuation routes% to be strategically displayed around the school> the movement of people from both buildings and grounds> evacuation to at least t!o alternative designated assembly areas $in the event of a bushfire notify :E'A .ommunication .entre to see7 advice as to !hether an off8site evacuation is safe. Also on their recommendation of a preferred site%> evacuation to an off8site assembly area> people !ith special needs or disabilities> class lists to be ta7en> and test and revie! at least annually. "he bushfire (lan should be revie!ed and updated prior to 6ctober each year. (ractice evacuation drills prior to 6ctober and at least once per term during bushfire season 6ctober to 0arch. $All actions need to be documented and dated%.

• • • •

(age 50

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

1.

"n,site Evacuation Procedure
SAMPLE ONLY
<INSERT YOUR SCHOOL OR COLLEGE NAME HERE= DUTIES FOR EVACUATION PERSONNEL ROLE DUTY Assess situation. Raise alarm throughout school and complete final s!eep of buildings. (roceed to designated assembly area. .hec7 for damage gas lea7s po!er failure and any other ha@ard. 0onitor situation and ensure that no8one returns to any building unless authorised to do so after consultation !ith emergency services. Advise Regional E#ecutive Director.

PRINCIPAL $. SITE MANAGER 8INCIDENT CONTROLLER:

DEPUTY REGISTRAR ADMINISTRATION STAFF

.hec7point officer 8 proceed directly to designated assembly area. .omplete s!eep of administration bloc7 loc7 administration bloc7 and collect bac7 up data. Assist principal or site manager !ith s!eep of school. .all 000 upon instructions from on8site incident controller. Notify administration upon instruction from on8site incident controller. Notify preschool. .ollect the evacuation 7it. (roceed to designated assembly area. Advise chec7point officer !hich staff members are absent and their replacement if applicable and any visitors on site. 0aintain Emergency and .ritical /ncident Diary $see Appendi#%. 'ound '3*)+ +$9) signal !hen instructed.

FIRST AID OFFICERS

.ollect a first aid 7it and escort any sic7 students. (roceed to designated assembly area. Report to chec7point officer.

TEACHERS

.ollect class list then escort students volunteers and any other persons in their charge to the designated assembly area. .hec7 class list. 'end runner to chec7point officer and volunteers to administration officer.

(age 51

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

<INSERT YOUR SCHOOL OR COLLEGE NAME HERE= DUTIES FOR EVACUATION PERSONNEL ROLE NON-TEACHING STAFF DUTY Assist teachers to assemble students as ;uic7ly as possible. .hec7 buildings are empty and proceed to the designated assembly area. SPECIALIST STAFF CANTEEN .hec7 buildings are empty and proceed to designated assembly area. 'tay !ith any persons in your charge. 'tudents must be escorted to their class teacher. "urn off any coo7ing apparatus and proceed to designated assembly area. Report to chec7point officer. OCCUPATIONAL HEALTH AND SAFETY REPRESENTATIVE DENTAL STAFF Ensure students are evacuated to the designated assembly area as per the evacuation plan. 0a7e !ay !ith all persons in their charge to the designated assembly area as per the evacuation plan. 'tudents must be escorted to their class teacher. VISITORS All visitors must report to the administration officer near the chec7point officer so they can be mar7ed as present in CisitorsH ?oo7.

T&*,5&.' *)+ $35&. '3*%% 95$ *.& .&(4*,2)1 *;'&)3 '3*%% '5$74+ &)'7.& 35&/ %*0242*.2'& 35&0'&4-&' 9235 35& &0&.1&),/ &-*,7*32$) (.$,&+7.&' 952,5 ,*) ;& 4$,*3&+ 2) 3&*,5&.'> %$4+&.' *)+ 35& '3*%%.$$0 )$32,&;$*.+.

  

#hould an e)acuation "e necessary during a lunch period or outdoor acti)ity* teachers on duty are to escort children directly to the designated assem"ly area.

(s part of operational de"riefing it is important to underta'e an e)aluation of the e)acuation procedure.

(lternati)e assem"ly areas and e)acuation routes should "e mar'ed on the plan.

(age 52

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

1.! "ff,site Evacuation Procedures
/t is recommended that the principal or site manager $incident controller% see7 advice from the *A (olice or :ire and Emergency 'ervices Authority in determining !hether to underta7e an off8site evacuation. "he *A (olice or :ire and Emergency 'ervices Authority can mandate an evacuation in collaboration !ith the principal or site manager. "he roles of school personnel in an off8site evacuation may !ell be similar to those in an on8site evacuation. After an off8site evacuation the school site may need to be inspected or cleared by relevant authorities before people return to the site. "ransportation arrangements for an off8site evacuation should be planned in advance. "he -ocal Emergency 0anagement .ommittee $chaired by the -ocal Fovernment% can be contacted on this matter.



It would "e useful to maintain liaison with the +ocal Emergency Management Committee.

(age 55

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

1.0 School Site Plan and Evacuation %outes
/nsert your schoolHs map here 8 include the location of fire hydrants electrical s!itch boards phones and communication board.



(dd your school’s #chool #ite Plan with E)acuation Routes here.

(age 5,

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

1.1 Important /ocations
AREAS Emergency .ontrol (ost Emergency .ontrol (ost $Alternative% Evacuation Assembly Areas Evacuation <it :irst Aid 7it 'ecurity 7eys $NoteD this could create a security ris7 depending on ho! !idely this document is distributed% (o!er board *ater mains 1 shutoff Fas main 1 shutoff -ist of people on site 6ther LOCATION NOTES



(dd any additional utilities for your school.

(age 5&

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

1.7 /oc&do#n Procedures
-oc7do!n is the act of isolating students staff and visitors from a perceived threat of physical harm at the school site by confining people to classrooms or other school buildings. "he principal or site manager !ill initiate loc7do!n based on an assessment of ris7s to students and staff. "he decision to initiate loc7do!n !ill be informed by advice from other agencies the education regional office or other information available at the site. (redetermined communication signals are re;uired for the activation and de8activation of loc7do!n. -oc7do!n procedures need to cater for activation to occur either during class time or during non8class time. .ommunication processes !ill need to considerD

• • • •

staff and student needs> emergency management agencies $e.g. *A (olice or :ire and Emergency 'ervices Authority%> the Regional E#ecutive Director=education regional office> and parents.

*hen preparing communications for parents follo!ing a loc7do!n the principal or site manager !ill liaise !ith their Regional E#ecutive Director and the DepartmentHs media unit $phone 22+, &421%. Records and documentation associated !ith a loc7do!n need to be maintained by the principal or site manager. $"he Emergency and .ritical /ncident Diary can be useful for this purpose%.

  

(rranging the first test of the school loc'down procedure for a student free day is useful. The local Police can "e in)ited to "e in)ol)ed in testing of loc'down procedures. ( letter to parents prior to and after any testing is a useful action to ta'e. There is a need to consider communication processes during a loc'down. This will include how messages can "e con)eyed to and from classrooms and the administration "uilding. The prearranged loc'down acti)ation and loc'down de,acti)ation signals should not "e an !alarm! sound as this could agitate an intruder. The signals need to "e sounded "ut prefera"ly not as a continuous sound.

(age 5+

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

SAMPLE ONLY
PRINCIPAL OR SITE MANAGER 8INCIDENT CONTROLLER: A,32$)' 83$ *,32-*3&# *)+ +7.2)1# * 4$,?+$9): -iaise !ith school staff other agencies and the education regional office in considering a loc7do!n Activate loc7do!n using the predetermined activation signal Advise *A (olice and other appropriate emergency service agencies Advise Regional E#ecutive Director=education regional office Establish the incident management team $to plan further actions and enact the response plan% Allocate specific responsibilities .ollect evacuation 7it Fuide visitors to safety Divert parents and returning groups from the school Ensure a telephone line is 7ept free <eep public address system free /f possible stop the usual school siren from sounding period changes or brea7 times 'ecure e#ternal doors and entrances <eep main entrance as the only school entry point. "his entrance must be constantly monitored and no unauthorised people have access )ave a delegated staff member !ait at the main entry to the school to guide emergency services personnel if safe to do so Ascertain $as possible% if all students staff and visitors are accounted for Record some details of actions underta7en and times $use Emergency and .ritical /ncident Diary from Appendi#% A!ait de8activation advice from emergency services personnel C$0(4&3&+

(age 59

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

SAMPLE ONLY
PRINCIPAL OR SITE MANAGER 8INCIDENT CONTROLLER: A,32$)' 83$ +&-*,32-*3&# *)+ 200&+2*3&4/ %$44$92)1# * 4$,?+$9): .onfirm !ith emergency service personnel that it is safe to de8activate loc7do!n Determine !hether to activate the school parent re8unification process Determine if there is any specific information staff students and visitors need to 7no! $e.g. areas of the school to avoid or parent re8 unification process% De8activate loc7do!n using the predetermined de8activation signal Advise staff students and visitors of any specific information they need to 7no! Ensure any students staff or visitors !ith medical or other needs are supported (rovide appropriate information on the loc7do!n to staff and students (rint and issue pre8prepared parent letters and give these to students for them to ta7e home Advise the education regional office that the loc7do!n is over and the outcomes 'ee7 support from the Regional E#ecutive Director or .oordinator Regional 6perations as re;uired ?rief staff on the incident Ensure all personnel are made a!are of Employee Assistance (rogram contact details C$0(4&3&+

SAMPLE ONLY
PRINCIPAL OR SITE MANAGER 8INCIDENT CONTROLLER: A,32$)' 8%$44$9-7(: (repare and maintain records and documentation. :ollo! up !ith any students staff or visitors !ho need support )ave an operational debrief to revie! the loc7do!n and school procedural changes that may be re;uired C$0(4&3&+

(age 54

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

SAMPLE ONLY
SCHOOL STAFF S3*%% *,32$)' +7.2)1 * 4$,?+$9) /f in class stay in the classroom /f out of class move to the closest classroom or safe area Direct students !ho are out of class into their regular or the closest classroom Do not leave classroom to get students .lose the classroom door $loc7 it if possible% .lose !indo!s blinds and shutters "urn lights off <eep all people close to the ground $e.g. on the floor% and a!ay from !indo!s and doors "ell students that mobile phones are not to be used and are to be turned off Record the names of all people in the classroom 'tay calm and encourage others to be calm and ;uiet (rovide information to the principal or site manager as re;uired Do not allo! any unauthorised people into the room Remain in the room until the de8activation signal is given /f emergency medication is re;uired then contact the administration office for advice /f a young child needs to use a toilet consider use of a plastic lined bin *hen de8activation is signalled listen for=a!ait any specific instructions from the principal or site manager E#plain any special instructions $as re;uested by the principal or site manager% :ollo! any specific instructions from the principal or site manager C$0(4&3&+

(age 52

$% "2

Section 7 %is& -ssessment. Prevention and Preparedness
9.1 Ris7 Assessment (revention and (reparedness.................................................................,1 9.2 Ris7 Assessment (reventing=0itigating Ris7 of Emergencies and .ritical /ncidents...........,2 9.5 (reparing for Emergencies and .ritical /ncidents.................................................................,2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

7.1 %is& -ssessment. Prevention and Preparedness
"he principal or site manager !illD

• • •

identify on8site and off8site situations that have the potential to become emergencies or critical incidents affecting the siteHs operations> determine potential ris7s associated !ith particular situations> use the Ris7 0anagement !ithin the Department of Education (ortfolioD (olicy (rocedures and Fuidelines to assess the potential ris7s and develop mitigation strategies> and implement strategies to eliminate or reduce the li7elihood of the occurrence of emergencies or critical incidents.



(age ,1

$% "2

Revised 1 22 November 2011

Emergency and .ritical /ncident 0anagement (lan

7.2 %is& -ssessment. Preventing8Mitigating %is& of Emergencies and Critical Incidents
ACTION 3nderta7e ris7 assessment and develop ris7 management plan 6Y WHEN Annually in :ebruary REFER TO DOCUMENT Department of Education Ris7 0anagement !ithin the Education (ortfolioD (olicy (rocedures I Fuidelines 2009 RESPONSI6ILITY OF (rincipal or site manager DATE COMPLETED

Appoint occupational health and safety coordinator

:ebruary

(rincipal or site manager

7.

Preparing for Emergencies and Critical Incidents
ACTION 6Y WHEN "erm 1 6r on arrival for ne! staff REFER TO DOCUMENT Documents = policies listed in section 5.2 of DoE Emergency and Critical Incident Management Policy RESPONSI6ILITY OF (rincipal or site manager DATE COMPLETED

Ensure staff members understand those policies and procedures that impact on student and staff safety health and !ellbeing. Ensure staff are a!are of standard response to those natural disasters and emergencies that are identified in the school ris7 management plan Discuss plans !ith support agencies
• • • Education regional office -ocal government -ocal Emergency 0anagement .ommittee

"erm 1

'chool ris7 management plan

(rincipal or site manager

"erm 1

(age ,2

$% "2

Revised 1 22 November 2011

Emergency and .ritical /ncident 0anagement (lan

ACTION (rovide a copy of the school Emergency and .ritical /ncident 0anagement (lan to the Regional E#ecutive Director 3pdate student health care authorisations and emergency health management plans /dentify staff !ith :irst Aid certificates $see Appendi#% Ensure the Evacuation procedures and school site plan are publicly accessible and communicated to staff 'et up school evacuation 7it Evacuation and -oc7do!n drills Revie! and update staff and student contact details. "elephone contact tree. Revie! emergency contact numbers /nduct ne! staff during the year Ensure bushfire (lan is tested and updated prior to 6ctober of each year "erm 1

6Y WHEN

REFER TO DOCUMENT

RESPONSI6ILITY OF (rincipal or site manager

DATE COMPLETED

:ebruary

#tudent -ealth Care (olicy

(rincipal or site manager

:ebruary :ebruary (rincipal or site manager

(rincipal or site manager :ebruary August As changes occur 'chool officer (rincipal or site manager

:ebruary As re;uired (rior to 6ctober (rincipal or site manager

(age ,5

$% "2

P/E-SE 2"TE
The contents of Section 9 are 'epartmental )uidelines and should not 3e altered in any #ay or deleted from this document.

Section 9 %esponse to Specific Emergencies and Critical Incidents
4.1 4.2 4.5 Armed )old8up................................................................................................................... ,& ?omb "hreat...................................................................................................................... ,+ ?omb "hreat .hec7list....................................................................................................... ,9 4., ?ushfire.................................................................................................................. ,2 ................................................................................................................................... ............................................................................................................................... ,2 4.+ 4.9 4.4 4.2 .hemical .ontamination Event.......................................................................................... &1 .ivil Disorder and /llegal 6ccupancy.................................................................................&2 .yclone=:lood.................................................................................................................... &5 Earth;ua7e......................................................................................................................... &,

4.10 Evacuation /nstructions...................................................................................................... && 4.11 :ire..................................................................................................................................... &+ 4.12 )andling of 'uspect 0ail and (ac7ages............................................................................&9 4.15 'ieges=)ostage 'ituations................................................................................................. &2 4.1, 'uicide............................................................................................................................... +0

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

9.1 -rmed +old,up
/n the event of an armed hold8up situationD

• • • • • • • • • • • • •

.omply !ith the instructions given by the offender at all times. "ry to REMAIN CALM. 6nly do !hat you are told to do 1 NO MORE# NO LESS. DO NOT argue !ith threaten or stare at the offender. DO NOT attempt to disarm or other!ise apprehend the offender. Assume the offender is armed even if a !eapon cannot be seen. /f the offender is carrying a firearm it should be regarded as being loaded. Raise the alarm only if it is safe to do so. Ans!er any ;uestion !hen as7ed. Avoid any sudden movement that could panic the offender. /f students are present try to shift the offenderHs attention a!ay from them. 6bserve as many details of the offender as possible. Note any items and surfaces touched by the offender. /mmediately after the incident the principal=site manager is toD
• • • • •

secure the immediate vicinity $for e#ample loc7 the office=room in !hich the hold8up occurred> do not allo! anyone to approach the area in !hich the offender !as located%> notify police> advise the education regional office as soon and attend to the post8 incident needs of students and staff> and ensure students !ho are not in the immediate vicinity of the hold8 up are 7ept a!ay from it.

(age ,&

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

9.2 :om3 Threat
If you receive a 3om3 threat 3y telephone(

• • • • •

STAY CALM. DO NOT hang up. Refer to the Bom" Threat Chec'list on the follo!ing page. "ry to get as much information as possible. Notify principal=site manager. /f principal or site manager is off site notify the deputy principal or education regional office. DO NOT COMMUNICATE THE THREAT TO ANYONE ELSE. .ontact *A (olice $principal or site manager%. Decide !hether a search of the grounds is !arranted $principal or site manager%. Decide !hether the site is to be evacuated $principal or site manager%. /f evacuation signalled proceed to designated assembly area $refer to E)acuation Procedures !ithin this document%. Ensure staff and students ta7e bags and other belongings !ith them. -eave doors and !indo!s open.

• • • • • •

If you receive a 3om3 threat 3y mail(

• • • • •

Avoid handling of the letter or envelope unnecessarily. (lace the letter in clear plastic bag or sleeve. /nform principal or site manager. .ontact *A (olice and organise emergency personnel to conduct an area search $principal or site manager%. .onsider the need to evacuate $refer to E)acuation Procedures !ithin this document% $principal or site manager%.

(age ,+

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

9.

:om3 Threat Chec&list

6Y TELEPHONE: "he person receiving the call is to note=record as many details and as7 as many ;uestions as possible. Record this on this form as soon as is practicable. FROM ANOTHER SOURCE 8&.1. WA POLICE:: "his form is still to be used. "he source of notification is as7ed to provide as much detail as possible.
TELEPHONE 6OM6 THREATS 8R&'($)'& C5&,?42'3: 1. G&)&.*4 @7&'32$)' 3$ A'? • • • • • • • • *hat is itL........................................................................................................................... *hen !as it set to e#plode 6R *hen !ill the substance be releasedL............................. *here did you place itL...................................................................................................... *hat does it loo7 li7eL........................................................................................................ *hen did you put it thereL.................................................................................................. )o! !ill the bomb e#plode 6R )o! !ill the substance be releasedL................................ Did you put it thereL........................................................................................................... *hy did you put it thereL....................................................................................................

2. 6$0; T5.&*3 @7&'32$)' • • • • *hat type of bomb is itL..................................................................................................... *hat is the bombL.............................................................................................................. *hat !ill ma7e the bomb e#plodeL.................................................................................... *hen is it set to e#plodeL...................................................................................................

3. C5&02,*4A62$4$12,*4 T5.&*3 @7&'32$)' • • • • *hat 7ind of substance is itL.............................................................................................. )o! much of the substance is thereL................................................................................. )o! !ill the substance be releasedL................................................................................. /s the substance a li;uid po!der or gasL...........................................................................

4. O35&. @7&'32$)' 3$ A'? • • • *hat is your nameL............................................................................................................ *here are youL.................................................................................................................. *hat is your addressL........................................................................................................ S(&*?&. 9*': A1&: S$;.2&3/: S(&&,5:

5. O;'&.-*32$)' %.$0 35& -$2,&  0ale  :emale  .hild  Adult  Drugged  'lurred  -isp  /rrational  6ld

 Cery Koung  Adolescent  Normal  Normal  /ncoherent  /nto#icated  'tammer

 *ell spo7en  Abusive

A,,&)3 9*':

 0essage sounded li7e it !as being read by caller  0essage !as taped 6therD..........................................................................................................

(age ,9

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

TELEPHONE 6OM6 THREATS 8R&'($)'& C5&,?42'3: . O;'&.-*32$)' *;$73 35& ,*44 S$7.,&: 6*,?1.$7)+ N$2'&': C*44 .&,&2-&+ ;/: D7.*32$) $% C*44: O.212) $% C*44: Did it sound as if a public telephone !as usedL  Kes  No  0usic  .hildren  "al7ing  )arbour  "yping  6ther  "raffic

 0achinery  Aircraft

..................................................................At................................am=pm -ine NoD......................................E#t NoD.................................................. "imeD...................  ?omber  (olice  :ire ?rigade  6ther

". O35&. 2)%$.0*32$) /$7 *.& *;4& 3$ *++ .................................................................................................................................................. .................................................................................................................................................. ..................................................................................................................................................



Principals or site managers are re uired to notify .( Police of all "om" threats.

(age ,4

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

9.! :ushfire
:or comprehensive information on preparing for and responding to bushfire please refer to The Principal’s Guide to Bushfire available from the Policies !ebsite at httpD==det.!a.edu.au=policies.

(age ,2

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

9.0 Casualties
/n the event of an accident 8 administer first aid in accordance !ith the circumstances of the occurrence of the accident.

• • • • • •

DO NOT PANIC /f necessary see7 assistance from someone !ho is ;ualified in first aid. DO NOT LEAVE THE INBURED PERSON ALONE . 'end someone else for help. /f no8one is available to go for help do !hatever you can to assist the person until help arrives. DO NOT become a casualty. (rotect yourself the casualty and any other person from the danger. /f the inEured person is still in danger eitherD


remove him or her from the ha@ard $for e#ample in the case of smo7e inhalation move the person to an area !here there is fresh air%> or remove the ha@ard from the person $for e#ample in the case of electrocution s!itch the po!er off%.



• •

/f the situation loo7s life threatening try to get urgent medical attention from paramedics or medical practitioner. *hen medical help arrives assist in the management of the casualty if as7ed to do so.

(age &0

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

9.1 Chemical Contamination Event
.hemical contamination events that impact on or have the potential to impact on the occupants of a site may be as a result of a local mishap or may originate off8site. An e#ample of a localised event could be a chemical spill in a school science laboratory. An off8site event could be in the form of an e#plosion and chemical fire at industrial premises !ith the resultant to#ic smo7e plume at ris7 of inundating a nearby school site. *hilst such events are rare it is important to appreciate the difference bet!een the t!o types and to respond appropriately to the circumstances at the time. "n,site Chemical Contamination Event /n the event of a chemical spill or other chemical contamination occurrence that originates on8site the response must be immediate and in accordance !ith the circumstances that present at that time.

• • • • •

/f the chemical spill is indoors and presents a potential ris7 to safety $e.g. e#plosive or to#ic vapour=gas% evacuate the room immediately. 0ove to a safe area !ell a!are from the spill. 3pon e#iting the room close all doors and if possible isolate the electrical po!er supply to the room in ;uestion. /f the event is outside the control and capability of the principal or site manager to deal !ith call emergency services. /f the event is at a school site notify the relevant Regional E#ecutive Director at the earliest opportunity. /n all cases notify the DepartmentHs (rincipal .onsultant Environmental )ealth.

"ff,site Chemical Contamination Event /n the event of a chemical spill or other chemical contamination occurrence $e.g. fire resulting in to#ic smo7e% that originates off8site but !hich has the potential to adversely impact on a school site or other Department !or7place. "he :ire and Emergency 'ervices Authority as the responding agency !illD

• • • •

0a7e contact !ith the principal or site manager and provide advice and=or direction as the circumstance dictates. "his may involve loc7do!n or evacuation 8 any directions given must be complied !ith. /f the event involves a school the principal or site manager must advise their Regional E#ecutive Director as soon as possible. "he Department of )ealth !ill advise the DepartmentHs (rincipal .onsultant Environmental )ealth !ho !ill liaise !ith all sta7eholders. :ire and Emergency 'ervices Authority may re;uest on8site monitoring for air contaminants entering the school grounds.

(age &1

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

9.7 Civil 'isorder and Illegal "ccupancy
?ased on the information available during school opening hours the principal or site manager should consider the follo!ing operational levelsD /evel 1. 2ormal "peration /evel 2. %eport of a Potential Situation /f there are indications that trouble is a distinct possibility and the information has been received from credible sourcesD

• • • • •

Notify *A (olice and re;uest assistance. Notify the education regional office. Restrict staff and students to ;uadrangle areas and the immediate surrounding buildings. 'ecure perimeter gates if the school is fenced. (revent people leaving or entering the school or college site e#cept by the main gate.

/evel . Incident is Imminent



Refer to loc7do!n procedures.

/f out of school hours contact the Regional E#ecutive Director or 'chool 'ecurity.

(age &2

$% "2

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

9.9 Cyclone8*lood
/n cyclone8prone areas principals=site managers should establish lin7s !ith their local 'tate Emergency 'ervices $'E'% and familiarise themselves !ith the various actions re;uired under each Malert stageN.

• • • • • •

/f flooding is imminent ma7e contact !ith the local 'E' and education regional office as soon as possible. /f the school is still occupied ensure students and staff are located in the highest sheltered areas. *here possible ensure that high value e;uipment and records are relocated a!ay from impending flood!aters. Ensure potential electrical ha@ards have been eliminated $for e#ample isolate po!er supply% 8ONLY WHEN IT IS SAFE TO DO SO:. Remain at the safe location !hile it continues to offer protection. Do not allo! anyone to enter the flood!aters.

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

9.; Earth5ua&e
/n the event of an earth;ua7e REMAIN CALM and reassure staff students and visitors. Indoors

• • • • • • •

'tay indoors and see7 shelter under tables des7s or strongly8 constructed door frames. .hec7 that evacuation routes are safe. /nstruct staff students and visitors to collect belongings 8UNLESS THREAT IS IMMEDIATE:. Ensure all staff students and visitors evacuate in an orderly manner on being given evacuation instructions $principal or site manager%. 'tay a!ay from !indo!s and other fi#tures that may become unstable. (rovide assistance to people !ith disabilities or special needs. "urn off electricity gas and !ater 8ONLY WHEN IT IS SAFE TO DO SO:.

"utdoors

• •

0ove ;uic7ly a!ay from buildings and po!er poles. Evacuate to designated assembly area.

-fter the Earth5ua&e

• • • •

.hec7 attendance against class rolls at the designated assembly area. .ontact the education regional office. -iaise !ith emergency services. .hec7 for inEured people. DO NOT MOVE SERIOUSLY-INBURED PEOPLE UNLESS THEY ARE IN IMMEDIATE DANGER. WAIT FOR EMERGENCY SERVICES. 'urvey damage. "urn off electricity gas and !ater supplies 8ONLY WHEN IT IS SAFE TO DO SO:. .hec7 for damage gas lea7s po!er failure and any other ha@ard. ENSURE THAT NO-ONE RETURNS TO ANY 6UILDING UNLESS AUTHORISED TO DO SO 8PRINCIPALASITE MANAGER: .

• • •

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

9.1< Evacuation Instructions
6n hearing the alert $verbally automatic alarm or manual alarm%D



All staff students and visitors should collect their belongings 8UNLESS THE THREAT IS IMMEDIATE# SUCH AS A FIRE OR EARTH@UA!E:. /n the event of a threat of FIRE close all doors and !indo!s and turn off po!er supply 8ONLY WHEN IT IS SAFE TO DO SO:. /n the event of a threat of 6OM6 THREAT open all doors and !indo!s. .ollect class rolls and move students and visitors along designated routes to the designated assemble area$s%. Assist to staff students and visitors !ith disabilities or special needs. Assemble students in groups and mar7 off class roll. .onfirm rolls !ith assembly !arden immediately after chec7ing. Remain !ith students and !ait further instructions from incident controller. Return to classrooms in an orderly and safe manner !hen instructed to do so.

• • • • • • • •

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

9.11 *ire
/n the event of a fireD

• • • • • • • • •

Raise the alarm. Alert principal or site manager. Evacuate everyone from the immediate vicinity of the fire. :ight fire !ith e#isting e;uipment 8ONLY WHEN IT IS SAFE TO DO SO:. 'ound the evacuation alert if evacuation is necessary. Allo! staff students and visitors to collect belongings 8ONLY WHEN IT IS SAFE TO DO SO:. 6n sounding of the alert evacuate all staff students and visitors in an orderly manner. .lose all doors and !indo!s. Arrange for po!er supply to be s!itched off at the electrical s!itchboard $principal or site manager% 8ONLY WHEN IT IS SAFE TO DO SO:. .ollect classroom rolls and move students and visitors along designated routes to the designated assembly area. Assist staff students and visitors !ith disabilities or special needs. Assemble students in groups and mar7 their names off the rolls. .onfirm rolls !ith assembly !arden immediately after. Remain !ith students and a!ait further instruction from the incident controller. DO NOT leave assembly area until advised to do so by the incident controller. Return to classrooms 8ONLY WHEN IT IS SAFE TO DO SO:.

• • • • • • •

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

9.12 +andling of Suspect Mail and Pac&ages
/t is appropriate that staff handling mail remain vigilant and cautious at this time but it should be remembered that most reports of suspicious pac7ages are false alarms. All staff handling mail should be made a!are of the emergency procedures for responding to and reporting a suspicious article. *here possible the sorting and processing of mail and pac7ages should be conducted in an area that is separate from the main area of business. "he procedures outlined belo! are to be follo!ed should staff receive a suspicious pac7age or mail item. If the pac&age or mail item has not 3een opened(



Do not disturb move or touch the item any further. /f any material has spilt from the item do not try to clean it up or brush it from your clothing. <eep your hands a!ay from your face to avoid contaminating your eyes nose or mouth. /f possible !ithout leaving your !or7 area !ash your hands. 'tay in your office or immediate !or7 area 1 this also applies to co8 !or7ers in the same room 1 and prevent others from entering the area and becoming contaminated. R&0&0;&. 1 you are not in immediate danger. .all the *A (olice for help on 000. /nform the *A (olice operator aboutD
• • • •

• • •



e#act location of the incident 1 street address building floor> number of people potentially e#posed> pac7age=device> and action ta7en.



*ait for help to arrive.

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

If the pac&age or mail item has 3een opened(



Do not disturb move or touch the item any further. /f any material has spilt from the item do not try to clean it up or brush it from your clothing. <eep your hands a!ay from your face to avoid contaminating your eyes nose or mouth. /f possible !ithout leaving your !or7 area !ash your hands. 'tay in your office or immediate !or7 area 8 this also applies to co8 !or7ers in the same room 1 and prevent others from entering the area and becoming contaminated. R&0&0;&. 1 you are not in immediate danger. .all the *A (olice for help on 000. /nform the *A (olice operator aboutD
• • • •

• • •



e#act location of the incident 1 street address building floor> number of people potentially e#posed> pac7age=device> and action ta7en.



*ait for help to arrive.

If there is suspicion that the mail item may contain an E=P/"SI>E 'E>ICE(

• • •

:ollo! your normal emergency procedures. Ring 000 and report the pac7age to the *A (olice. Evacuate the area.

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

9.1

Sieges8+ostage Situations
'iege and hostage situations are t!o of the most significant emergencies or critical incidents that a school may encounter. "hey often develop !ith unpredictability speed and lethality. "hese events may involve armed or unarmed people using a carefully planned or completely unplanned method. 0any of these situations are over !ithin several minutes. /t is essential that if the safety of students or staff is at immediate ris7 decisive actions are ta7en to reduce access to additional victims. "his includes immediate notification of the *A (olice. ?efore the arrival of emergency services the decision to instigate loc7do!n or to evacuate all or part of the school premises is a decision to be ta7en by the principal or site manager. *here time permits this decision should be made in consultation !ith the *A (olice. -arge scale evacuation !ill al!ays be a last resort. "he decision !ill need to balance the ris7s as to !hether students and staff are afforded better protection by remaining !here they are or by evacuation. /f a decision to evacuate is made the aim !ill be to evacuate the optimum number of people e#peditiously and safely. (arents and other persons !ho arrive on a school site during a siege or hostage situation should be mustered to a safe location. "he preservation of life !ill ta7e precedence. (erpetrators should not be approached or challenged.

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

9.1! Suicide
'chools particularly secondary settings need to be mindful of the ris7 of suicidal behaviour in students and alert to the potential for a contagion=clustering influence in !hich one death by suicide can increase the li7elihood of other suicides. (articular considerations for schools includeD

• •

(roviding opportunities for enhancing the health and !ellbeing of students and staff is a significant !ay to prevent suicide. Any students e#pressing suicidal thoughts or threats or engaging in self harm behaviour need to be ta7en seriously. .onsultation !ith parents and a school psychologist is recommended. 'tudents !ith an identified ris7 of suicidal or self harming behaviour should be appropriately assessed and supported. Raising staff a!areness of ris7 factors associated !ith suicidal behaviour. Discouraging students from underta7ing assignments that focus on suicide. 0aintaining alertness to suicide ris7 and behaviour in students and staff. Avoiding any strategies that normalise glamorise or increase identification !ith a person !ho died by suicide. Fiven the potential for harm and negative outcomes for at8ris7 students schools '5$74+ )$3 include suicide as a discrete topic !ithin the school curriculum. "his includes guest spea7ers and teachers providing discrete suicide education to students> teachers should discourage students from providing suicide education to other students and discourage students from completing assignments focussed on suicide as a topic. Avoiding screening strategies as a !ay to identify students at ris7 of suicide. Evidence has sho!n that although there have been positive results !hen using screening strategies> there are also problems !hen using this approach. 'creening activities are often subEect to a high number of false positive results and false negative results. A false positive result indicates a person is at ris7 of suicide !hen they are not. A false negative indicates a person is not at ris7 of suicide !hen they are. "he need to liaise closely !ith regional school psychologists.

• • • • •





"he 0inisterial .ouncil for 'uicide (revention !ebsite provides useful advice relevant for schools. "he !ebsite is located at www.mcsp.org.au "he 0ind0atters !ebsite has valuable resources for schools. "his !ebsite is www.mindmatters.edu.au

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-ppendi$ A.1 Emergency and .ritical /ncident Diary.................................................................................+2 A.2 (arent Re8unification (rocedures........................................................................................ +5 A.5 'taff ?riefing $'ample Agenda%............................................................................................+, A., (sychological :irst Aid......................................................................................................... +& A.& /nforming (arents of an Emergency or .ritical /ncident.......................................................++ A.+ 'ample -eaflets for (arents................................................................................................. +9 A.9 6perational Debriefing......................................................................................................... 92

Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

-.1 Emergency and Critical Incident 'iary
I),2+&)3:CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC P*1& N$.:CCCCCCCCCCCCCCCCCCCC D*3&:CCCCCCCCCCCCCC C$0(24&+ 6/:CCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCCC
T20& P*.32,74*.' A,32$) R&D72.&+ T*?&)

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

-.2 Parent %e,unification Procedures
Activation of re8unification process !ill be determined by the principal or the site manager. 6nce activated the follo!ing arrangements !ill applyD

• •

All parents !ho attend the school site to collect their child = children !ill be re;uired to go to the designated parent re8unification area. All children must be signed out by a parent.
(dd school specific procedures here.



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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

-.

Staff :riefing ?Sample -genda@
"he follo!ing e#ample provides information on ho! to set a staff briefing agenda follo!ing an incident. All teaching and non8teaching staff should be included. :or critical incidents consult !ith education regional office personnel $e.g. a school psychologist%. 1. .hec7 attendance. 'taff !ho !ere absent during the incident should be briefed as soon as possible. 0a7e sure someone has ta7en responsibility for this. /ntroduce members of the education regional office team $if applicable% and any additional support staff or community resource people !ho are present and e#plain their roles. (rovide accurate information 2) 42)& 9235 %*024/ *)+ WA P$42,& +2.&,32$) *)+ ,$)%2+&)32*423/ .&D72.&0&)3' includingD
• • • •

2.

5.

names of the students or staff members directly involved> time and place of the event> names and year groups of siblings directly affected !ho are also in the school> and additional information surrounding the event.

,. &.

6utline actions ta7en. Describe the agreed response plan $ma7e copies available% includingD
• • • • • • • •

roles and responsibilities> any timetable and procedural changes> classroom briefing advice and !ritten statement to be read to students> register of students identified as being at8ris7> counselling venues procedures and record 7eeping> student movement and monitoring !ithin the school and early release procedures> media and other en;uiries> and handouts available=description of e#pected student responses.

+.

6utline actions and communications planned for parents=community staff and students absent or off8site today relief staff other schools affected e#8staff e#8students the ( I .. Ouestions. Ne#t briefing time. "his follo!8up meeting !ill provide an opportunity forD
• •

9. 4.

staff members to discuss classroom e#periences and feedbac7 information bac7 to the group> and the principal to update staff on events and actions.

2.

0onitor the !ellbeing of staff throughout the meeting and after!ards.

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

-.! Psychological *irst -id
(sychological first aid refers to the actions that can be ta7en by people !ithout formal psychological or counselling training to provide emotional support for people follo!ing an emergency or critical incident. .ontact school psychology personnel for advice on psychological first aid. "he follo!ing may be useful for line managers !hen providing psychological first aid for staffD

• • •

Discretely observe the staff members. As7 simple ;uestions to ascertain !hat help may be needed. Emphasise the support available to the staff member. /nitiate contact only after you have observed the staff member and appraised the situation. /t is important to ma7e sure that contact !ill not be seen as intrusive or disruptive. Revie! the situation and emphasise the positive actions ta7en by the staff member in managing the situation. -isten !ith compassion. 6ffer to ma7e them a cup of tea=coffee. 3se physical contact if appropriate. Aust holding a hand or a hand on the shoulder may convey concern and support. $3se discretion in this situation%. Reflect the !ords of the person. DonHt Eudge the statements a person ma7es. As7 non8intrusive ;uestions $e.g. M*here !ere you duringPLN M)o! did you find outPN%. <eep the discussion based on !hat happened. Avoid M*hat ifPLN or M/ should havePN statements. /f the victim ta7es this line bring the tal7 bac7 to real events. /n some instances staff members may have an intense and lasting response and need professional psychological help such as that available through the DepartmentHs Employee Assistance (rogram. )o!ever your interventions as a line manager or a colleague can do much to reduce or even remove the need for counselling. :ollo!8up should be at a level appropriate to the relationship bet!een the person and helper. /n some instances it may be as simple as as7ing M)o! are you no!LN Remember that psychological first aid is about reducing distress assisting !ith the current needs of the staff member and ma7ing sure the staff member is offered the support to allo! them to function !ithin their professional setting. /t is not about revisiting traumatic e#periences.

• • • •

• • •







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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

-.0 Informing Parents of an Emergency or Critical Incident
"he follo!ing is a sample of a letter that could be used to inform parents of an emergency or critical incident.
Kour 'chool -etterhead Date Dear (arents T5& %*,3' (rovide accurate information in line !ith family and police !ishes and 7no!n facts includingD a% the event> b% the child=children=staff 1 death=inEuries. W5*3 5*' ;&&) +$)& / have spo7en !ith=visited the parents=families of P. and on behalf of our staff and the school community / have e#pressed our deepest sympathy and caring. .lassroom teachers have told their students and have provided an opportunity for tal7ing and sharing. H$9 '37+&)3' 0*/ .&*,3 /t !ould be best for the childrenHs school routine to continue as normally as possible and they should attend school as usual. .hildrenHs reactions !ill vary and may include crying not !anting to tal7 or !anting to tal7 !anting to be alone anger lac7 of concentration and sleeping or eating problems. 'hould you or your children feel the need for professional help or counselling please contact me. Education regional office school psychologist or social !or7er support can also be made available.

S7(($.3 *-*24*;4&

Kours sincerely

(R/N./(A-



+iaise with your #chool Psychology #er)ices +eadership and/or Coordinator Regional %perations support ser)ices.

I0($.3*)3 C$)'2+&.*32$)' 'chools need to be mindful of cultural sensitivities in preparing letters. .ommunication about deaths believed to be attributable to suicide needs to be carefully prepared in liaison !ith the Regional E#ecutive Director .oordinator Regional 6ffice and the DepartmentHs media unit. 'imilarly !hen preparing communications for parents follo!ing a loc7do!n principals or site managers !ill liaise !ith their Regional E#ecutive Director and the DepartmentHs media unit $phone 22+, &421%.

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Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

-.1 Sample /eaflets for Parents
"he follo!ing four landscape pages of this document contain t!o sample leaflets that can be edited to suit your schoolHs needs for a specific situation. "he leaflets are designed to be printed t!o8sided in landscape and then folded into a D- si@e leaflet. "he first t!o pages are a leaflet for primary schools and the ne#t t!o pages are for secondary schools.

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Y$7)1&. ,524+.&) 0*/ +2'(4*/ 35& %$44$92)1 .&*,32$)': E0$32$)*4: .rying sadness clinging=separation an#iety irritability confusion fear of sleeping alone the dar7 animals people. R&1.&''2-&A6&5*-2$7.*4: ?ed8 !etting regression in language and speech s7ills thumb8suc7ing disobedience and aggression lying and e#aggeration. .hildren may display greater an#iety !hen being left at school by parents or relatives. "hey may also giggle and laugh inappropriately !hen they feel an#ious. P5/'2$4$12,*4: .hanges !ith eating complaining of pain vomiting and bo!el or bladder disorders. 'ome might have disturbed sleep or bad dreams.

(arents can help by reassuring children that they are safe and !ill be cared for and by listening and tal7ing to them about the e#perience. .hildren react in different !ays !ithin different timeframes so providing a !arm secure and accepting environment !ill help !ith grieving. 0ost childrenGs reactions diminish over time. /f you have ongoing concerns tal7 to the classroom teacher Deputy (rincipal or (rincipal so that further support can be discussed. 01our #chool &ame2 Primary #chool (ddress #3B3RB .( P%#TC%4E Phone 5555 5555

<Y$7. S,5$$4 N*0&= P.20*./ S,5$$4

)elping your child when someone dies

G&)&.*4 G72+&42)&' %$. P*.&)3' *)+ C*.&12-&.'



.ommunicate in an open honest !ay !hile giving age appropriate e#planations. .hildren fre;uently become unnecessarily upset by misunderstanding. "ry to use concrete language and terms so as to reduce confusion. 3se terms dead death died or culturally or religion8appropriate language. 'aying that someone has gone on a Eourney or is asleep may be ta7en literally. Allo! time for understanding short conversations repeated ;uestions and mulling over.



Do not hide your o!n feelings. )o!ever seeing e#tremely distressed parents or teachers can further upset children. DonHt brush aside feelings of guilt. "al7ing through is more reassuring. Avoid unnecessary separations. ?e ready to tal7 about childrenHs an#iety !ith regard to something happening to their parents or themselves.







'ay goodbye in your o!n !ay. Cie!ing the body attending the funeral visiting the grave a prayer or memorial service or lighting a candle may help. :amilies should ma7e !hichever decision is comfortable and appropriate to them. Accept childrenGs regression moods tears clinginess and changes in play !illingly. -oo7 at albums and photographs and 7eep reminders of the dead person present. Remember the deceased on birthdays and holidays. 'trive for continuity in home school and sporting activities.



• •







• •



Y$7)1 (&$(4& .&*,3 2) +2%%&.&)3 9*/' !ithin different timeframes so providing a !arm secure and accepting environment !ill help !ith grieving. "he follo!ing reactions may occurD E0$32$)*4A 6&5*-2$7.*4: .rying and sadness hopelessness or inade;uacy feelings attention8see7ing behaviour rebellion and disobedience at school and at home decreased school performance and school !or7 avoidance of school or sport or social activities increased stress tension or depression anti8social and ris78ta7ing behaviour or even lac7 of emotion or any unusual behaviour. R&1.&''2-&: Koung people may display behaviours more in 7eeping !ith younger age groups such as !anting to be around parents more or chec7ing !here you are less interest in socialising or !anting to spend more time !ith friends and sometimes they may seem less responsible or sure of themselves. P5/'2$4$12,*4: Nausea= tummy upsets headaches vomiting eating changes disturbed sleep or nightmares s7in disorders.

P*.&)3' ,*) 5&4( ;/: Reassuring student that these over!helming feelings are normal in the circumstances and !ill pass !ith time. -istening and tal7ing to them about !hat has happened. Recognising that there is no one standard !ay to deal !ith a loss. 'ome people react immediately !ith obvious signs of grief. 6thers ta7e longer to come to terms !ith the reality and may react later but !ith much less out!ards emotion. 'ome prefer to grieve privately. "rying to 7eep continuity in home school and sporting activities. /f you have ongoing concerns please tal7 to a Deputy (rincipal or (rincipal or one of the 'tudent 'ervices team and further support can be arranged. 0&ame2 #enior -igh #chool (ddress #3B3RB .( P%#TC%4E Phone 5555 5555

<Y$7. S,5$$4 N*0&= S&)2$. H215 S,5$$4

)elping your child when someone dies

G&)&.*4 G72+&42)&' %$. P*.&)3' *)+ C*.&12-&.'



Adolescents have a need to have their feelings accepted by their peers and they tend to see7 their comfort and support spending hours going over the events of the incident together. (arents should not feel e#cluded. Koung people feel more secure because they 7no! you are in the bac7ground. /tHs 6< to use the terms dead death died or culturally or religion8appropriate language. :eel free to e#press your emotions !ithin your o!n level of comfort. )o!ever seeing e#tremely distressed parents or teachers can unsettle adolescents. 'ay goodbye in your o!n !ay. Cie!ing the body attending the funeral visiting the grave a prayer or memorial service or lighting a candle may help. :amilies should ma7e !hichever decision is comfortable and appropriate for them.



3nEustified feelings of guilt may surface. DonHt brush these aside. "al7ing this through helps to reassure the young person. ?e alert for anger outbursts and aggression particularly !ith young men. "his can be their !ay of unloading and resolving pent up emotions. /nvolvement in football or a hard run is a tried and true solution. 6thers get their relief from a punching bag. (ulling a pillo! apart has been 7no!n to allo! physical e#ertion laughter and a covert tear or t!o. <eep a chec7 on rash decision8 ma7ing. Decisions about leaving school changing goals or giving up social or sporting activities should be delayed.





?e ready to tal7 about the young personHs fears and an#ieties if they have concerns about something happening to loved ones or themselves. :or some adolescents the e#perience may have challenged their sense of security and they can become overcautious and reluctant to ta7e ris7s. 6thers may become involved in rec7less or dangerous behaviour. /f your adolescent displays strong emotional reactions though having had little or no contact !ith the deceased do not be overly concerned. 'ome young people use these times to d!ell on the comple#ities of life or to grieve about another loss.















Emergency and .ritical /ncident 0anagement (lan Revised 1 22 November 2011

-.7 "perational 'e3riefing
Purpose A revie! of the management of an emergency or critical incident in order to affirm and reinforce !hat !or7ed !ell and refine and improve future processes and practice. Process .ho6 <ey staff or an entire staff can be involved. .onsider including education regional office and interagency partners. .hen6 .here6 -ow6 (rincipal or site manager !ill convene the operational debrief !hen the emergency or critical incident is declared over. Cenue as agreed. An independent facilitator $e.g. education regional office 'tudent 'ervices% or a school based facilitatorL Cerbal format. ?rief introduction and clarification of purpose. .larify the scope of discussions. Establish ground rules $e.g. this is not a psychological debrief a focus on roles and not people respect for one another avoid attributing motives for behaviour and !hat minutes of the operational debrief !ill be ta7en%. .onfidentiality re;uirements. 'e;uential revie! of actions ta7en. *hat can be altered on school Emergency and Critical Incident Management PlanL Recorder ta7es notes. "utcome Documentation 7ept. 0odifications made to school Emergency and Critical Incident Management Plan.

(age 92

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