emergency and critical incident management plan template

8/13/2019 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]


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2011 Department of Education.

All Rights Reserved. No part of this document may be photocopied reproducedstored in a retrieval system or transmitted in any form or by any means !hetherelectronic mechanical or other!ise !ithout the prior !ritten permission of theDepartment of Education.

No !arranty of accuracy is given concerning the contents of the information containedin this publication. "o the e#tent permitted by la! no liability $including liability to anyperson by reason of negligence% !ill be accepted by the Department of Education itssubsidiaries or employees for any direct or indirect loss or damage caused byomissions from or inaccuracies in this document.

"he Department of Education reserves the right to change details in this publication!ithout notice.

Department of Education1&1 Royal 'treetEA'" (ER") *A +00,

-icenced for NEA-'


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Emergency and ritical /ncident anagement (lanRevised 2 November 2011

Table of Contents

SECTION 1INTRODUCTION............................................................................................................................................5

1.1 3sing the Emergency and ritical /ncident anagement (lan "emplate............................ ......... ...+1.2 Effective Emergency and ritical /ncident anagement (lanning.................................................. .4

1.5 (urpose of the Emergency and ritical /ncident anagement (lan......................................... .......1., 6vervie! of 'chool onte#t and Ris7s...........................................................................................10

SECTION 2EMERGENCY AND CRITICAL INCIDENT RESPONSE:THE FIRST 24 HOURS................................................................................................................................11

2.1 Emergency and ritical /ncident Response 8 AE/63............................................................. ........122.2 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 3EMERGENCY AND CRITICAL INCIDENT RESPONSE:

THE FOLLOWING DAYS AND LONGER-TERM RECOVERY...................................................................185.1 "he :ollo!ing Days and -onger "erm Recovery................................................................... ........1

SECTION 4EMERGENCY 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 5INCIDENT NOTIFICATION.......................................................................................................................... 2

&.1 Reporting Re;uirements.................................................................................................................29

SECTION

EVACUATION AND LOC!DOWN..............................................................................................................28+.1 'chool Evacuation


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Emergency and ritical /ncident anagement (lanRevised 8 02 une 200 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%..................................................................................................................................................................&04.+ hemical ontamination Event................................................................................................. .....&14.9 ivil Disorder and /llegal 6ccupancy.............................................................................................. &24.4 yclone=:lood.................................................................................................................................&54. Earth;ua7e.....................................................................................................................................&,4.10 Evacuation /nstructions.................................................................................................................&&

4.11 :ire................................................................................................................................................&+4.12 )andling of 'uspect ail and (ac7ages............................................................................... ....... &9 e#act location of the incident 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 street address building floor>............................................................ .&4 number of people potentially e#posed>................................................................................................&4 pac7age=device> and............................................................................................................................ &4 action ta7en.............................................................................................................................. ......... ..&44.15 'ieges=)ostage 'ituations............................................................................................................&4.1, 'uicide..........................................................................................................................................+0A.1 Emergency and ritical /ncident Diary........................................................................................... +2A.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........................................................................................................... +9A.9 6perational Debriefing....................................................................................................... ......... ...92

NEA-' -ogo 5+&.+9 8 Cersion +.0 (age ,$% "2


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Section 1Introduction

1.1 3sing the Emergency and ritical /ncident anagement (lan "emplate. ..............................+

1.2 Effective Emergency and ritical /ncident anagement (lanning.......................................... 4

1.5 (urpose of the Emergency and ritical /ncident anagement (lan.......................................

1., 6vervie! of 'chool onte#t and Ris7s................................................................................. 10


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1.1 Using the Emergency and Critical Incident Management PlanTemplate

"his document supports the Department of Education $DoE% Emergencyand Critical Incident Management $E% (olicy. /t provides DoE sites !ith atemplate to develop an Emergency and Critical Incident Management Planthat meets the re;uirement for

P8 (revention

P8 (reparedness

R8 Response

R8 Recovery

An emergency is defined as an event actual or imminent !hich

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 materialsspillage prolonged loss of a utility $e.g. !ater or po!er% cyclone andfloods.

A critical incident is defined as an incident in !hich there is a high li7elihoodof traumatic effects. A critical incident evo7es unusual or une#pectedly

strong emotional reactions !hich have the potential to interfere !ith theability of the individual group or system to function either at the time orlater.

E#amples of critical incidents are an on8site accident causing death orserious inury student or staff suicide maor vandalism se#ual assault atschool students lost or inured 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 sectionsrelate to R&'($)'& *)+ R&,$&/ %$ *) E&&),/ $ C,*I),+&).

/n emergencies schools need to have at hand practical information aboutactions that guide response and aid recovery in order to

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 +$% "2


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A later section relates to P&&)$) *)+ P&(*&+)&'' %$ *)E&&),/ $ C,* I),+&).

'chools need to ta7e action to prepare for and prevent emergencies andcritical incidents. "his !ould include

identifying on8site and off8site situations that have the potential tobecome emergencies or critical incidents that !ould affect siteoperations>

determining !ith other agencies $e.g. )a@ard anagement 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 Planthat

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 toarch> and

schools that are located in bushfire prone areas must incorporate 7ey

bushfire messages in their curriculum.

(age 9$% "2


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1.2 Effective Emergency and Critical Incident ManagementPlanning

Re;uired processes are

D&&$() & P*)!ith the relevant sta7eholders. (rincipal or site

manager and other staff considered vital need to be involved inestablishing the (lan.

67'%& P*) 9&& *(($(*&.

Ensure that you develop a bushfire (lan in conunction !ith ThePrincipals Guide to Bushfire and liaise !ith the :ire and Emergency'ervices Authority and local Fovernment.

I)%$) $'& '*%% 9$ 9 )&&+ $ *,$) & P*).

ommunicating the (lan to school personnel and ensuring a level of

familiarity !ith !hat the (lan is for !hat it involves and !here it isstored.

T&') *)+ &&9) & P*). "esting the (lan at least annually

and underta7ing a revie! follo!ing emergencies or critical incidents isimportant in maintaining a current and effective (lan.

(age 4$% "2


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1. Purpose of the Emergency and Critical Incident ManagementPlan

Department of Education principals or site managers are responsible formanagement of on8site and off8site school related emergencies and criticalincidents in order to minimise trauma and distress to students and staffand damage to property and to ensure the teaching and learning programis maintained or resumed.

1..1 Principles

(lanning and all actions ta7en to prevent prepare for respond to orrecover from emergencies and critical incidents are consistent !ith thefollo!ing principles

L&*+&'(. (rincipals or site managers retain responsibility foremergency and critical incident management.

S*%&/. "he safety and !ellbeing of all individuals is paramount.

G*+7*&+ &'($)'&. "he response is increased or decreased at the

school district or system level according to the level of resourcing andsupport re;uired.

S7(($. 'upport may be !ithin and=or e#ternal to the school and is

coordinated integrated timely e;uitable culturally appropriateenhances resilience and empo!ers school leadership.

C$7),*$). ommunication is based on verified informationtimely and appropriate to the audience.

O)$) *''&''&) $% )&&+'. "he ongoing assessment of the

needs of and impact on individuals groups $including supporters%and the entire school community !ill guide interventions in the shortmedium and long term.

O& *&),&'. "he roles and responsibilities of other agencies are

understood and respected.

C$)%+&)*/. All interventions respect the confidentiality rights of

members of the school community.

(age $% "2


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1.! "vervie# of School Conte$t and %is&s

(rincipals or site managers need to document the demographicgeographic and specific ris7 variables associated !ith the school. "his

should be informed by the Ris7 Assessment performed in the school. "hiscan include

'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 -ocalEmergency anagement ommittee chaired by the -ocal Fovernment.

(age 10$% "2


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Section 2Emergency 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


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2.1 Emergency and Critical Incident %esponse , -EI"U

"he /ncident ontroller !ill determine the level of response and specificactions ta7en by considering>

the potential and li7ely impact of the emergency or critical incident on

the school community $including students parents other schools andcommunity 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 orthe 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 of

AAssess situation call emergencyservices assist those in danger

EEvacuate students staff andvisitors if appropriate

I/nform the district office or centraloffice

O6rganise resources adviseparents

U3nderta7e recovery operationsand return site to normal

"he Department produced an Emergency and Critical IncidentManagement Response!allet card based on the AEIOUfor all staff.

The following actions are not necessarily carried out seuentially.

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

(age 12$% "2


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

(age 15$% "2


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2.2 -ssess the Situation Call Emergency Services and -ssistThose in 'anger

AASSESS THE SITUATION# CALL EMERGENCY SERVICES AND ASSIST THOSEIN DANGER

ACTIONS COORDINATED 6Y

Cerify information.

"a7e appropriate safety precautions$e.g. turn off gas !ater and=or electricity%.

Administer :irst Aid !here appropriate.

ontact emergency services as appropriate

Ambulance *A (olice :ire ?rigade gas provider !ater

provider electricity provider.

(hone numbers for each of these are on the EmergencyManagement Response !allet card.

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 assemblyarea or classroom.

Account for everyone in the vicinity.

Activate an incident management team to plan further actionsand enact the response plan. Allocate specific responsibilities.

Record details of event including the source=s of information.a7e notes as information is received. $'ee the Emergencyand ritical /ncident Diary in the Appendi#%.

Fain family=*A (olice authority to release information.

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

(age 1,$% "2


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2. Evacuate or /oc&do#n

EEVACUATE ON-SITE OR OFF-SITE OR LOC!DOWN


onsider the need to evacuate either on8site or off the schoolsite.

-iaise !ith school staff other agencies and the educationregional office in considering loc7do!n.

ommunicate the evacuation or loc7do!n usingpredetermined activation signals.

"a7e the evacuation 7it to the designated assemblyarea=administration area.

'ee chec7list of specific loc7do!n actions. $'ee +.9-oc7do!n(rocedures%.

Notify the (olice=:E'A ommunication entre and see7advice as to !hether off8site evacuation is safe.

2.! Inform %egional and Central "ffice

IINFORM DISTRICT AND CENTRAL OFFICE


ontact Regional E#ecutive Director or delegate.

Report via %nline Incident &otification #ystemhttp://apps.det.wa.edu.au/CriticalIncident/

'ee7 assistance from your Regional E#ecutive Director andthe DoE media unit $2+, &421% for all communications aboutthe incident.

onsult !ith regional office personnel.

/nstruct staff to direct media en;uiries to the DepartmentHsmedia unit $2+, &421%.

ontact school 6ccupational 'afety and )ealthRepresentative.

Chec' contact num"ers regularly.

(age 1&$% "2


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2.0 "rganise to Support Those -ffected

OORGANISE TO SUPPORT THOSE AFFECTED$as determined by the assessment of the situation%


6ffer immediate comfort and support to those most affected.

a7e 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 determinemethod 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 understandssupport strategy for students and staff.

/nform students using a prepared statement and offer comfortand support. onsider siblings and close friends.

'et up a recovery room.

'end the inconsolable to a recovery area and=or schoolpsychology staff $school psychologist nurse chaplain yearcoordinators%.

a7e arrangements for students=siblings=parents to be re8united.

(repare a !ritten statement related to incoming en;uiries andfor students to ta7e home to their parents. -iaise !ithRegional E#ecutive Director DepartmentHs media unit $2+,&421% and other agencies before releasing information.

onsider staff and students absent or off8site today reliefstaff e#8students and e#8staff that need to be informed.

/dentify and notify others !ho need early advice $e.g. (I7ey community agencies other schools affected otherdistricts%.

onsider the Employee Assistance (rogram for staff in need.

(age 1+$% "2


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

UUNDERTA!E RECOVERY OPERATIONS AT THE END OF THE DAY


Debrief all staff as necessary. Revie! !ith the Emergencyanagement team and plan for the ne#t day.

6rganise necessary relief=additional staff to meet teachingsupport administration and front office needs.

Ensure support for the leaders of the school response andthose !ho have been supporting others. "his may involvesupport from the Employee Assistance (rogram for those inneed.

-iaise !ith local agencies for possible after hours=!ee7endsupport.

(age 19$% "2


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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.................................................................. 1


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.1 The *ollo#ing 'ays and /onger Term %ecovery

FURTHER CONSIDERATIONS IN THE FOLLOWING DAYS TO SUPPORT RECOVERY


/dentify and offer more specialised personal support tovulnerable and=or most affected staff and students.

(rovide recovery support and advice for students=staff=parentsabout the normal cycle of recovery and indicators that e#trasupport may be re;uired.

:ollo! up contact !ith family=families involved to e#presssympathy arrange retrieval of personal items of student=staffmember as appropriate and discuss school role in ongoingsupport.

3pdate information to staff parents and students asappropriate. Enlist the help of the DepartmentHs media unit

$2+, &421%. Rumour control.

'pecial considerations for suicide including contagion effect.

ultural considerations

Death notice

emorial 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

aintaining documentation

6ngoing liaison !ith other affected or vulnerable schools

onsider e#8students

(rocess for meeting visitors $e.g. community people mostaffected%

/nteragency liaison

-in7s !ith regional school psychology personnel

/nstruct receptionist as to !hat information is to be told toparents 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 IncidentManagement Plan

Anniversary dates

3pdate incident report via %nline Incident &otification #ystem

if appropriate.

(age 1$% "2


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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&


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!.1 Emergency Services Contact um3ers

G$7( P$)& N7;&

*A (olice

-ife8threatening or time critical emergency 000

Non8life threatening incident re;uiring (oliceresponse

151 ,,,

-ocal (olice 'tation

Ambulance 000

:ire and Emergency 'ervices Authority 000

'tate Emergency 'ervice 152 &00

)ospital$s%

(oisons /nformation entre 151 12+

Fas $regional schools need to chec7 for local number% 151 5&2Electricity $regional schools need to chec7 for local number% 151 5&1

*ater orporation $regional schools need to chec7 for localnumber%

151 59&

)ealth Direct 1400 022 222

-ocal Fovernment

(ollution *atch 1500 94, 940

(dd additional phone num"ers as reuired.


(age 21$% "2


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!.2 Education %egional "ffice and Central "ffice Contactum3ers

G$7( P$)& N7;&

Regional E#ecutive Director

Assistant Regional E#ecutive Director

oordinator $s% Regional 6perations

Regional 'chool (sychology 'ervice -eadership

anager Aboriginal Education

entral 6ffice Deputy Director Feneral 'chools 2+, &+02

DepartmentHs media unit $diverts to a mobile phone outside ofnormal business hours%

2+, &421

'ecurity ontrol Room2+, ,+52

2+, ,991

(rincipal onsultant Environmental )ealth 2+, ,0+

orporate ommunications and ar7eting 2+, ,4&&

(dd additional phone num"ers as reuired.


(age 22$% "2


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Revised 2 November 2011 Emergency and ritical /ncident anagement (lan

!. Emergency Contact um3ers for School Personnel

R$& N*&P$)& N7;&'

D*/& M$;& O7 $% H$7'

(rincipal or 'ite anager

Deputy (rincipal

J1

J2

J5

'chool (sychologist

Kear -eaders Kear 4

Kear

Kear 10

Kear 11

Kear 12

Nurse

haplain

6') Representative

(I (resident

6ther

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


(age 25$% "2


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PRINCIPAL

R&'($)'& T&*

Deputy (rincipal 1

Deputy (rincipal 2

'chool (sychologist

Nurse

A/E6

(rogram oordinator

DEPUTYPRINCIPAL 1

DEPUTYPRINCIPAL 2

)6-AEnglish

)6-A'cience

)6-AArts

)6-ADI"

)6-Aaths

)6-A-6"E

'taff 'taff 'taff 'taff 'taff 'taff

haplain Nurse '' )6-A )6-A AE/6

'taff 'taff entors Colunteers

( I

Admin IAncillary

ouncil Neighbouring 'chools

RegionalE#ecutive Director

oordinatorRegional

6perations

(olice :ireAmbulance 'E'-E-ocal FovernmentDoE 'ecurity)ospital

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


anteen Dentallinic

Registrar


!.! Sample Telephone Tree for "ut of +ours Contact

(age 2,$% "2

S-MP/E "/4


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!.0 Useful Contacts

C$)*,P$)& N7;&'

D*/& M$;& O7 $% H$7'

-ocal 'chool I (rincipal




(hone (rovider$s% "elstra :aults

6ptus :aults

(R/E('K) Employee Assistance (rogram

"ranslation and /nterpreting 'ervices $2, hrs%

-ocal Fovernment

?us ontractors


(age 2&$% "2


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Section 0Incident otification

&.1 Reporting Re;uirements....................................................................................................... 29


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0.1 %eporting %e5uirements

(rincipals or site managers need to immediately report any Emergency orritical /ncident to their Regional E#ecutive Director.

(rincipals or site managers are also re;uired to submit an entry using the6nline /ncident Notification 'ystem as soon as is reasonably possible afteran emergency.

"he 6nline /ncident Notification 'ystem forms part of a coordinatedresponse to managing emergencies and critical incidents. "he incidentcontroller $generally the principal or site manager% is re;uired to follo! ase;uence of actions that includes informing a superordinate office$education regional office% of an incident as soon as reasonably possible.

"he purpose of the 6nline /ncident Notification 'ystem is to provide

a relatively simple standardised and appropriately confidential

mechanism for ;uic7ly notifying the education regional office andentral 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 !iththeir Regional E#ecutive Director and education regional office for thispurpose.

/ncidents that need to be reported include behavioural incidents mandatoryreporting incidents and incidents li7ely to lead to school disruption.

'chools can access the 6nline /ncident Notification 'ystem athttp://apps.det.wa.edu.au/CriticalIncident

/f an emergency or critical incident results in significant inury to a staffmember $e.g. fractures or electricity inury% then contact the DepartmentHsEmployee 'upport ?ureau.

(age 29$% "2


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Section Evacuation and /oc&do#n

+.1 'chool Evacuation


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.1 School Evacuation 6it

"he school evacuation 7it comprises

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 reuirements.

(age 2$% "2


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.2 Evacuation Considerations

"he principal or site manager !ill need to ma7e an informed choice totrigger an evacuation of all or part of a school population.

"he school evacuation arrangements need to allo! for

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 adviceas to !hether an off8site evacuation is safe. Also on theirrecommendation 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 evacuationdrills prior to 6ctober and at least once per term during bushfireseason 6ctober to arch. $All actions need to be documented anddated%.

(age 50$% "2


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. "n,site Evacuation Procedure

SAMPLE ONLY


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.! "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 (oliceor :ire and Emergency 'ervices Authority can mandate an evacuation incollaboration !ith the principal or site manager.

"he roles of school personnel in an off8site evacuation may !ell be similarto those in an on8site evacuation.

After an off8site evacuation the school site may need to be inspected orcleared by relevant authorities before people return to the site.

"ransportation arrangements for an off8site evacuation should be plannedin advance. "he -ocal Emergency anagement ommittee $chaired by the-ocal Fovernment% can be contacted on this matter.

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

(age 55$% "2


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. Important /ocations

AREAS LOCATION NOTES

Emergency ontrol (ost

Emergency ontrol (ost$Alternative%

Evacuation Assembly Areas

Evacuation


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.7 /oc&do#n Procedures

-oc7do!n is the act of isolating students staff and visitors from a perceivedthreat 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 anassessment of ris7s to students and staff. "he decision to initiate loc7do!n!ill be informed by advice from other agencies the education regionaloffice or other information available at the site.

(redetermined communication signals are re;uired for the activation andde8activation of loc7do!n.

-oc7do!n procedures need to cater for activation to occur either duringclass time or during non8class time.

ommunication processes !ill need to consider

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 theprincipal or site manager !ill liaise !ith their Regional E#ecutive Directorand the DepartmentHs media unit $phone 2+, &421%.

Records and documentation associated !ith a loc7do!n need to bemaintained 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 freeday is useful. The local Police can "e in)ited to "e in)ol)ed in testing ofloc'down procedures. ( letter to parents prior to and after any testing is auseful 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 classroomsand the administration "uilding.

The prearranged loc'down acti)ation and loc'down de,acti)ation signalsshould not "e an !alarm! sound as this could agitate an intruder. Thesignals need to "e sounded "ut prefera"ly not as a continuous sound.

(age 5+$% "2


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SAMPLE ONLY

PRINCIPAL OR SITE MANAGERINCIDENT CONTROLLER

A,$)' $ *,* *)+ +7)# * $,?+$9) C$(&&+

-iaise !ith school staff other agencies and the education regionaloffice 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 andenact 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


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SAMPLE ONLY


A,$)' $ +&-*,* *)+ &+*&/ %$$9)# * $,?+$9) C$(&&+

onfirm !ith emergency service personnel that it is safe to de8activateloc7do!n

Determine !hether to activate the school parent re8unification process

Determine if there is any specific information staff students andvisitors need to 7no! $e.g. areas of the school to avoid or parent re8unification process%

De8activate loc7do!n using the predetermined de8activation signal

Advise staff students and visitors of any specific information theyneed to 7no!

Ensure any students staff or visitors !ith medical or other needs aresupported

(rovide appropriate information on the loc7do!n to staff and students

(rint and issue pre8prepared parent letters and give these to studentsfor them to ta7e home

Advise the education regional office that the loc7do!n is over and theoutcomes

'ee7 support from the Regional E#ecutive Director or oordinatorRegional 6perations as re;uired

?rief staff on the incident

Ensure all personnel are made a!are of Employee Assistance(rogram contact details

SAMPLE ONLY


A,$)' %$$9-7( C$(&&+

(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 schoolprocedural changes that may be re;uired

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Section 7%is& -ssessment Prevention and Preparedness

9.1 Ris7 Assessment (revention and (reparedness................................................................. ,1

9.2 Ris7 Assessment (reventing=itigating Ris7 of Emergencies and ritical /ncidents...........,2

9.5 (reparing for Emergenciesand ritical /ncidents.................................................................,2


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7.1 %is& -ssessment Prevention and Preparedness

"he principal or site manager !ill

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 anagement !ithin the Department of Education (ortfolio

(olicy (rocedures and Fuidelines to assess the potential ris7s anddevelop mitigation strategies> and

implement strategies to eliminate or reduce the li7elihood of the

occurrence of emergencies or critical incidents.

(age ,1$% "2


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7.2 %is& -ssessment Preventing8Mitigating %is& of Emergencies and Critical Incidents

ACTION 6Y WHEN REFER TO DOCUMENT RESPONSI6ILITY OF DATE COMPLETED

3nderta7e ris7 assessment anddevelop ris7 management plan

Annually in :ebruary Department of Education Ris7anagement !ithin the Education(ortfolio (olicy (rocedures IFuidelines 2009

(rincipal or site manager

Appoint occupational health andsafety coordinator

:ebruary (rincipal or site manager

7. Preparing for Emergencies and Critical Incidents


Ensure staff membersunderstand those policies andprocedures that impact onstudent and staff safety healthand !ellbeing.

"erm 1

6r on arrival for ne! staff

Documents = policies listed in section5.2 of DoE Emergency and CriticalIncident Management Policy


Ensure staff are a!are ofstandard response to thosenatural disasters andemergencies that are identified inthe school ris7 management plan

"erm 1 'chool ris7 management plan (rincipal or site manager

Discuss plans !ith supportagencies

Education regional office

-ocal government

-ocal Emergency anagementommittee

"erm 1

(age ,2$% "2


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(rovide a copy of the schoolEmergency and ritical /ncidentanagement (lan to theRegional E#ecutive Director

"erm 1 (rincipal or site manager

3pdate student health careauthorisations and emergencyhealth management plans

:ebruary #tudent -ealth Care(olicy (rincipal or site manager

/dentify staff !ith :irst Aidcertificates $see Appendi#%

:ebruary

Ensure the Evacuationprocedures and school site planare publicly accessible andcommunicated to staff

:ebruary (rincipal or site manager

'et up school evacuation 7it (rincipal or site manager

Evacuation and -oc7do!n drills :ebruary

August


Revie! and update staff andstudent contact details."elephone contact tree.

As changes occur 'chool officer

Revie! emergency contactnumbers

:ebruary

/nduct ne! staff during the year As re;uired

Ensure bushfire (lan is testedand updated prior to 6ctober ofeach year

(rior to 6ctober (rincipal or site manager

(age ,5$% "2


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P/E-SE "TE

The contents of Section 9 are'epartmental )uidelines and should

not 3e altered in any #ayor deleted from this document.

Section 9%esponse to Specific Emergencies and

Critical Incidents

4.1 Armed )old8up................................................................................................................... ,&4.2 ?omb "hreat...................................................................................................................... ,+

4.5 ?omb "hreat hec7list....................................................................................................... ,9

4., ?ushfire.................................................................................................................. ,.................................................................................................................................................................................................................................................................. ,

4.+ hemical ontamination Event.......................................................................................... &1

4.9 ivil Disorder and /llegal 6ccupancy................................................................................. &2

4.4 yclone=:lood.................................................................................................................... &5

4. Earth;ua7e......................................................................................................................... &,

4.10 Evacuation /nstructions...................................................................................................... &&

4.11 :ire..................................................................................................................................... &+

4.12 )andling of 'uspect ail and (ac7ages............................................................................ &9

4.15 'ieges=)ostage 'ituations................................................................................................. &

4.1, 'uicide............................................................................................................................... +0


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9.1 -rmed +old,up

/n the event of an armed hold8up situation

omply !ith the instructions given by the offender at all times. "ry to

REMAIN CALM.

6nly do !hat you are told to do NO MORE# NO LESS.

DO NOTargue !ith threaten or stare at the offender.

DO NOTattempt 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 to

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.

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9.2 :om3 Threat

If you receive a 3om3 threat 3y telephone(

STAY CALM.

DO NOThang 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 NOTCOMMUNICATE THE THREAT TO ANYONE ELSE.

ontact *A (olice $principal or site manager%.

Decide !hether a search of the grounds is !arranted $principal or sitemanager%.

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%.

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TELEPHONE 6OM6 THREATS R&'($)'& C&,?'

. O;'&*$)' *;$7 & ,*

S$7,&: Did it sound as if a public telephone !as usedL Kes No

6*,?$7)+

N$'&':

usic hildren "al7ing "yping "raffic

achinery Aircraft )arbour 6ther

C* &,&&+;/:

..................................................................At................................am=pm

-ine No......................................E#t No..................................................

D7*$) $% C*: "ime...................

O) $% C*: ?omber (olice :ire ?rigade 6ther

". O& )%$*$) /$7 *& *;& $ *++

..................................................................................................................................................

..................................................................................................................................................

..................................................................................................................................................

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

(age ,4$% "2


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9.! :ushfire

:or comprehensive information on preparing for and responding to

bushfire please refer to The Principals Guide to Bushfire available fromthe Policies!ebsite at http==det.!a.edu.au=policies.

(age ,$% "2
http://det.wa.edu.au/policieshttp://det.wa.edu.au/policies


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9.0 Casualties

/n the event of an accident 8 administer first aid in accordance !ith thecircumstances 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 NOTbecome a casualty. (rotect yourself the casualty and any

other person from the danger.

/f the inured person is still in danger either 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 freshair%> 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


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9. Chemical Contamination Event

hemical contamination events that impact on or have the potential toimpact 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 chemicalspill in a school science laboratory. An off8site event could be in the form ofan e#plosion and chemical fire at industrial premises !ith the resultantto#ic smo7e plume at ris7 of inundating a nearby school site.

*hilst such events are rare it is important to appreciate the differencebet!een the t!o types and to respond appropriately to the circumstancesat the time.

"n,site Chemical Contamination Event

/n the event of a chemical spill or other chemical contamination occurrencethat 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.ove 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 thepotential to adversely impact on a school site or other Department!or7place. "he :ire and Emergency 'ervices Authority as the respondingagency !ill

a7e contact !ith the principal or site manager and provide adviceand=or direction as the circumstance dictates. "his may involveloc7do!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.

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9.7 Civil 'isorder and Illegal "ccupancy

?ased on the information available during school opening hours theprincipal or site manager should consider the follo!ing operational levels

/evel 1. ormal "peration

/evel 2. %eport of a Potential Situation

/f there are indications that trouble is a distinct possibility and theinformation has been received from credible sources

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.

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9.9 Cyclone8*lood

/n cyclone8prone areas principals=site managers should establish lin7s !iththeir local 'tate Emergency 'ervices $'E'% and familiarise themselves !ith

the various actions re;uired under each Malert stage. /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% ONLY 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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9.; Earth5ua&e

/n the event of an earth;ua7e REMAIN CALMand reassure staff studentsand 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 UNLESS

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 ONLY WHEN IT IS SAFE TO DO

SO.

"utdoors

ove ;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 inured people. DO NOT MOVE SERIOUSLY-INBURED

PEOPLE UNLESS THEY ARE IN IMMEDIATE DANGER. WAIT FOREMERGENCY SERVICES.

'urvey damage.

"urn off electricity gas and !ater supplies ONLY 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 UNLESSAUTHORISED TO DO SO PRINCIPALSITE MANAGER.

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9.1< Evacuation Instructions

6n hearing the alert $verbally automatic alarm or manual alarm%

All staff students and visitors should collect their belongings UNLESS

THE THREAT IS IMMEDIATE# SUCH AS A FIRE OREARTH@UA!E.

/n the event of a threat of FIRE close all doors and !indo!s and turn

off po!er supply ONLY 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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9.11 *ire

/n the event of a fire

Raise the alarm.

Alert principal or site manager.

Evacuate everyone from the immediate vicinity of the fire.

:ight fire !ith e#isting e;uipment ONLY WHEN IT IS SAFE TO DO

SO.

'ound the evacuation alert if evacuation is necessary.

Allo! staff students and visitors to collect belongings ONLY 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% ONLY WHEN IT IS SAFE TODO 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 NOTleave assembly area until advised to do so by the incident

controller.

Return to classrooms ONLY WHEN IT IS SAFE TO DO SO.

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9.12 +andling of Suspect Mail and Pac&ages

/t is appropriate that staff handling mail remain vigilant and cautious at thistime 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 proceduresfor responding to and reporting a suspicious article.

*here possible the sorting and processing of mail and pac7ages shouldbe 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 asuspicious 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 hasspilt from the item do not try to clean it up or brush it from yourclothing.


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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 yourclothing.

ICE(

:ollo! your normal emergency procedures.

Ring 000 and report the pac7age to the *A (olice.

Evacuate the area.

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9.1! Suicide

'chools particularly secondary settings need to be mindful of the ris7 ofsuicidal behaviour in students and alert to the potential for a

contagion=clustering influence in !hich one death by suicide can increasethe li7elihood of other suicides.

(articular considerations for schools include

(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 parentsand 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.

aintaining 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 forharm and negative outcomes for at8ris7 students schools '$7+ )$

include suicide as a discrete topic !ithin the school curriculum. "hisincludes guest spea7ers and teachers providing discrete suicideeducation to students> teachers should discourage students fromproviding suicide education to other students and discourage studentsfrom 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 positiveresults !hen using screening strategies> there are also problems !henusing this approach. 'creening activities are often subect to a highnumber of false positive results and false negative results. A falsepositive 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 theyare.

"he need to liaise closely !ith regional school psychologists.

"he inisterial ouncil for 'uicide (revention !ebsite provides usefuladvice relevant for schools. "he !ebsite is located at www.mcsp.org.au

"he indatters !ebsite has valuable resources for schools. "his !ebsiteis www.mindmatters.edu.au

(age +0$% "2
http://www.mcsp.org.au/http://www.mindmatters.edu.au/http://www.mcsp.org.au/http://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


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-.2 Parent %e,unification Procedures

Activation of re8unification process !ill be determined by the principal or thesite manager.

6nce activated the follo!ing arrangements !ill apply

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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-. Staff :riefing ?Sample -genda@

"he follo!ing e#ample provides information on ho! to set a staff briefingagenda follo!ing an incident. All teaching and non8teaching staff should be

included. :or critical incidents consult !ith education regional officepersonnel $e.g. a school psychologist%.

1. hec7 attendance. 'taff !ho !ere absent during the incident shouldbe briefed as soon as possible. a7e sure someone has ta7enresponsibility for this.

2. /ntroduce members of the education regional office team $if applicable%and any additional support staff or community resource people !ho arepresent and e#plain their roles.

5. (rovide accurate information ) )& 9 %*/ *)+ WA P$,&+&,$) *)+ ,$)%+&)*/ &7&&)' including

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% including

roles and responsibilities>

any timetable and procedural changes>

classroom briefing advice and !ritten statement to be read tostudents>

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 schoolsaffected e#8staff e#8students the ( I .

9. Ouestions.

4. Ne#t briefing time. "his follo!8up meeting !ill provide an opportunityfor

staff members to discuss classroom e#periences and feedbac7

information bac7 to the group> and

the principal to update staff on events and actions.

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

(age +,$% "2


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-.! 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 providingpsychological first aid for staff

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. ust holding a hand or a hand on

the shoulder may convey concern and support. $3se discretion in thissituation%.

Reflect the !ords of the person. DonHt udge the statements a person

ma7es.

As7 non8intrusive ;uestions $e.g. M*here !ere you duringPL M)o!

did you find outP%.


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-.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 anemergency or critical incident.

Kour 'chool -etterhead

Date

Dear (arents

T& %*,' (rovide accurate information in line !ith family and police!ishes and 7no!n facts including

a% the event>

b% the child=children=staff death=inuries.

W* *' ;&&) +$)& / have spo7en !ith=visited the parents=families of P. and onbehalf of our staff and the school community / have

e#pressed our deepest sympathy and caring.

lassroom teachers have told their students and haveprovided an opportunity for tal7ing and sharing.

H$9 '7+&)' */&*,

/t !ould be best for the childrenHs school routine to continueas normally as possible and they should attend school asusual. hildrenHs reactions !ill vary and may include cryingnot !anting to tal7 or !anting to tal7 !anting to be aloneanger lac7 of concentration and sleeping or eating problems.

S7(($ ***;& 'hould you or your children feel the need for professionalhelp or counselling please contact me. Education regionaloffice school psychologist or social !or7er support can also

be made available.

Kours sincerely

(R/N/(A-

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

I($*) C$)'+&*$)'

'chools need to be mindful of cultural sensitivities in preparing letters.

ommunication about deaths believed to be attributable to suicide needs to becarefully prepared in liaison !ith the Regional E#ecutive Director oordinator Regional6ffice and the DepartmentHs media unit.

'imilarly !hen preparing communications for parents follo!ing a loc7do!n principalsor site managers !ill liaise !ith their Regional E#ecutive Director and the DepartmentHsmedia unit $phone 2+, &421%.

(age ++$% "2


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-. Sample /eaflets for Parents

"he follo!ing four landscape pages of this document containt!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 landscapeand then folded into a D- si@e leaflet.

"he first t!o pages are a leaflet for primary schools and thene#t t!o pages are for secondary schools.

(age +9$% "2


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Y$7)& ,+&) */ +'(*/ &%$$9) &*,$)':

E$$)*:rying sadnessclinging=separation an#ietyirritability confusion fear of sleepingalone the dar7 animals people.

R&&''&6&*$7*:?ed8!etting regression in language andspeech s7ills thumb8suc7ingdisobedience and aggression lyingand e#aggeration.

hildren may display greater an#iety!hen being left at school by parentsor relatives. "hey may also giggleand laugh inappropriately !hen theyfeel an#ious.

P/'$$,*:hanges !ith

eating complaining of pain vomitingand bo!el or bladder disorders.'ome might have disturbed sleep orbad dreams.

(arents can help by reassuringchildren that they are safe and !illbe cared for and by listening andtal7ing to them about thee#perience.

hildren react in different !ays!ithin different timeframes so

providing a !arm secure andaccepting environment !ill help !ithgrieving.

ost childrenGs reactions diminishover time.

/f you have ongoing concerns tal7 tothe classroom teacher Deputy(rincipal or (rincipal so that furthersupport can be discussed.

01our #chool &ame2 Primary #chool

(ddress#3B3RB ( P%#TC%4EPhone 5555 5555


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ommunicate in an open honest!ay !hile giving age appropriatee#planations.

hildren fre;uently becomeunnecessarily upset bymisunderstanding.

"ry to use concrete languageand terms so as to reduceconfusion.

3se terms dead death died orculturally or religion8appropriatelanguage. 'aying that someonehas gone on a ourney or isasleep may be ta7en literally.

Allo! time for understandingshort conversations repeated;uestions and mulling over.

Do not hide your o!n feelings.)o!ever seeing e#tremelydistressed parents or teacherscan further upset children.

DonHt brush aside feelings ofguilt. "al7ing through is morereassuring.

Avoid unnecessary separations.

?e ready to tal7 about childrenHsan#iety !ith regard to somethinghappening to their parents orthemselves.

'ay goodbye in your o!n !ay.Cie!ing the body attending thefuneral visiting the grave aprayer or memorial service orlighting a candle may help.:amilies should ma7e !hicheverdecision is comfortable andappropriate to them.

Accept childrenGs regressionmoods tears clinginess andchanges in play !illingly.

-oo7 at albums and photographsand 7eep reminders of the deadperson present.

Remember the deceased onbirthdays and holidays.

'trive for continuity in home

school and sporting activities.


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Y$7) (&$(& &*, ) +%%&&)9*/' !ithin different timeframes soproviding a !arm secure andaccepting environment !ill help !ithgrieving.

"he follo!ing reactions may occur

E$$)* 6&*$7*:ryingand sadness hopelessness orinade;uacy feelings

attention8see7ing behaviourrebellion and disobedience at schooland at home decreased schoolperformance and school !or7avoidance of school or sport orsocial activities increased stresstension or depression anti8socialand ris78ta7ing behaviour or evenlac7 of emotion or any unusualbehaviour.

R&&''&:Koung people maydisplay behaviours more in 7eeping!ith younger age groups such as!anting to be around parents more

or chec7ing !here you are lessinterest in socialising or !anting tospend more time !ith friends andsometimes they may seem lessresponsible or sure of themselves.

P/'$$,*:Nausea= tummyupsets headaches vomiting eatingchanges disturbed sleep ornightmares s7in disorders.

P*&)' ,*) &( ;/:

Reassuring student that theseover!helming feelings are normal inthe circumstances and !ill pass !ithtime.

-istening and tal7ing to them about!hat has happened.

Recognising that there is no onestandard !ay to deal !ith a loss.

'ome people react immediately !ithobvious signs of grief. 6thers ta7elonger to come to terms !ith thereality and may react later but !ithmuch less out!ards emotion. 'omeprefer to grieve privately.

"rying to 7eep continuity in homeschool and sporting activities.

/f you have ongoing concerns pleasetal7 to a Deputy (rincipal or(rincipal or one of the 'tudent'ervices team and further supportcan be arranged.

0&ame2 #enior -igh #chool(ddress#3B3RB ( P%#TC%4EPhone 5555 5555


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Adolescents have a need to havetheir feelings accepted by theirpeers and they tend to see7 theircomfort and support spendinghours going over the events ofthe incident together.

(arents should not feel e#cluded.Koung people feel more securebecause they 7no! you are inthe bac7ground.

/tHs 6< to use the terms deaddeath died or culturally orreligion8appropriate language.

:eel free to e#press youremotions !ithin your o!n levelof comfort. )o!ever seeinge#tremely distressed parents orteachers can unsettleadolescents.

'ay goodbye in your o!n !ay.Cie!ing the body attending thefuneral visiting the grave aprayer or memorial service orlighting a candle may help.

:amilies should ma7e !hicheverdecision is comfortable andappropriate for them.

3nustified feelings of guilt maysurface. DonHt brush these aside."al7ing this through helps toreassure the young person.

?e alert for anger outbursts andaggression particularly !ithyoung men. "his can be their!ay of unloading and resolvingpent up emotions. /nvolvementin football or a hard run is a triedand true solution. 6thers gettheir relief from a punching bag.(ulling a pillo! apart has been7no!n to allo! physical e#ertionlaughter and a covert tear or t!o.


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-.7 "perational 'e3riefing

Purpose

A revie! of the management of an emergency or critical incident in order toaffirm and reinforce !hat !or7ed !ell and refine and improve futureprocesses and practice.

Process

ho6