SECURITY OF STAFF, PUPILS AND PREMISES. A Code of Practice (03)

Transcription

1 SECURITY OF STAFF, PUPILS AND PREMISES A Code of Practice (03) HST/COP02 First Issued: November 2006 Revised: April 2009 Reviewed: April 2010 Review: April

2 Author: Service: Team Intended target group: Melanie Clarke Children s Services Children s Service Health & Safety Educational Staff and Establishments Issue: November 2006 Revised: April 2009 Reviewed: April 2010 Review: April 2011 HST/COP02 First Issued: November 2006 Revised: April 2009 Reviewed: April 2010 Review: April

3 Contents Page 1.0 Introduction Code of Practice Legislation Responsibilities Risk Management Group Involving People Community Involvement Risk Assessment Physical Aspects of the premises Work practices and patterns Training Information Sharing Procedures for dealing with intruders 10 Further Information 12 Sources of advice and assistance 12 Appendix A Example model security policy 13 Appendix B Educational Establishment Security Survey and Risk Assessment 18 Appendix C Free or controlled access 26 Appendix D Angry or upset visitors 28 Appendix E Encounter with a person who may be an intruder 30 HST/COP02 First Issued: November 2006 Revised: April 2009 Reviewed: April 2010 Review: April

4 1.0 Introduction The greatest threats to security in schools and other education establishments comes from acts of theft, burglary, criminal damage such as vandalism and graffiti. All of these incidents are statutory offences and should be reported to police. Schools strive to be accessible yet secure and safe, this needs to be finely balanced to ensure one does not compromise the other and needs to be based on clearly defined rules, roles and responsibilities. This code of practice should be adapted to take account of local arrangements in educational establishments. Security should be included in the establishment s health and safety policy and local procedures and should be part of the general induction process for all new employees to the location. 2.0 Code of practice This code of practice is based on the guidance Improving Security in Schools, published by the Department for Education and Skills (DfES). It deals with assessing and addressing security risks and also covers the roles of the LA, head teachers, governors and security coordinator. It should be read in conjunction with the Westminster Workplace Accommodation, Site Visit and Lone Working and Violence and Aggressions policies. 3.0 Legislation Under the Health & Safety at Work Act etc the employer has a general duty to ensure so far as is reasonably practical the health, safety and welfare at work of their employees and this includes keeping them safe. The law also puts a responsibility on employees to take reasonable care of their own health and safety and that of their colleagues. HST/COP02 First Issued: November 2006 Revised: April 2009 Reviewed: April 2010 Review: April

5 4.0 Responsibilities The LA The LA is the employer in community schools and its role is to maintain an overall policy for security within its schools as part of its health and safety policy, and to support and monitor its implementation by schools. The Governing Body is the employer in Voluntary Aided Schools and foundations. The LA recognises the need to ensure the safety of school pupils, members of staff and visitors to any educational establishment and the importance of protecting buildings and contents. The LA will take appropriate action through its own resources and through powers delegated to school governing bodies and other budget controllers to ensure that as far as it is possible security is maintained. Voluntary Aided (VA) schools are under no obligation to follow the advice given in this guidance. However, it is recommended that governing bodies of VA schools follow these procedures as a model of good practice. VA schools should put in place their own health and safety security policy and arrangement sat the same standard or to a better standard. A model policy is given at appendix A. The Governing Body The governing body should draw up its own policy to include: Specific responsibilities for security Arrangements for a schools security coordinator Arrangements for consulting and informing all staff about security Resources Training Arrangements for monitoring and reviewing the policy The nature of the governors statutory annual report to parents on security The Head teacher The head teacher will be responsible for implementing the security policy drawn up by the governing body and for ensuring that: All staff understand the importance of security, the school s policy and their own responsibilities Staff training needs are reviewed and training arranged as necessary Parents are informed of the security policy and encouraged to help HST/COP02 First Issued: November 2006 Revised: April 2009 Reviewed: April 2010 Review: April

6 Regular reports are made to the governing body and, when requested, the LA Advice is obtained from the police, mechanisms are in place for continuing liaison with the police and there is an agreed method of contacting the police in the event of an emergency (and that all staff know of this) All crimes are reported to the police Periodic surveys/risk assessments of security are conducted There are regular security checks. The head teacher, in consultation with staff and governors, is to determine which tasks and functions to delegate to whom. Security Coordinator School are advised to appoint a school security co-ordinator. This individual will have an important role to contribute towards enhancing knowledge and understanding within the school of security issues. The two principal aspects of security in the education setting are the security of school premises both during school hours and out of school hours and secondly the personal safety of staff and pupils. The key aim is to enhance the information, guidance and support available to all staff at the school on security matters. Core duties will include: To provide the risk management team with up-to-date information about school security and to furnish other interested parties with information as may be requested from time to time. To be the school contact point with the LA and other external agencies which provide school security information and support. To develop and maintain effective links with the LA and other relevant agencies on school security issues. To develop and maintain effective links with the emergency services, particularly the local police/home-beat officer. To become involved in analysing security incident trends and other relevant school data. Advising on lessons to be learned and applied from any security incidents at the school. To make an appropriate contribution to the implementation of initiatives relevant to security at the school. To assist with a training needs analysis on security issues and the review of the training needs analysis. Where appropriate, to contribute to training material and training courses HST/COP02 First Issued: November 2006 Revised: April 2009 Reviewed: April 2010 Review: April

7 As requested, to brief the SMT and governors on security issues and good practice. The co-ordinator should be given training, support and sufficient time to undertake the duties 5.0 Risk management group Setting up a risk management group would be a formal way to monitor and review security. It would be advisable that this group comprises of all levels of authority and responsibility within the establishment and that its role is to monitor risk and devise and implement protective strategies. 6.0 Involving staff, pupils and parents There needs to be a clear message that good security involves everyone in the school, new staff need to be informed of the school s security policy when they join. Parents should be informed that a policy is in place to safeguard the well being of pupils and staff and they need to know what is required of them. Encouraging pupils to have a sense of responsibility by looking into ways of combating vandalism can be done through a school council or youth action group. 7.0 Community involvement If a school is seen as a part of the community it serves, it is likely the community will support and protect it. This will only occur if the community is encouraged to take part in school activities and to use the school and its facilities. HST/COP02 First Issued: November 2006 Revised: April 2009 Reviewed: April 2010 Review: April

8 8.0 Risk assessment The DfES has produced a School Security checklist which is in the back of the Improving Security in Schools publication. This is also reproduced in appendix B of this document along with possible security measures based on the level of risk. It is recommended that schools use this when making an assessment of their physical security. Reference to the education publications listed in the policy and guidance section should also be made to aid assessment and in the development of a successful strategy for reducing risk. Aspects to consider: Physical aspects of the premises Working practices and patterns Staff training Pooling of information and communicating between schools and like educational establishments. 9.0 Physical aspects of the premises The reception should be easily identifiable and accessible. It should allow visitors to be received and directed to their destination and a place for enquiries. An efficient system should help to reduce the numbers of unauthorised visitors wandering around the educational premises. Consider: The location preferably close to the premises main entrance Signs clear, unambiguous; they may need to be repeated in several places Appearance should have good lighting, subdued colouring, robust furniture and perhaps reading material if visitors may have to wait for attention. Ease of contact important for staff working alone in reception areas with colleagues. Consideration should also be given to installing CCTV, a panic alarm and/or a direct dial telephone. These features are especially important for staff working on their own in any part of the school. Use of identity cards by staff and students Establishing some sort of badge system for visitors For buildings and grounds consider: HST/COP02 First Issued: November 2006 Revised: April 2009 Reviewed: April 2010 Review: April

9 Secure boundary fencing low impenetrable thorn hedging round premises high hedges can be counterproductive in that they totally obscure surveillance of the school from the street. Limiting the number of entrances Ensuring blind spots are removed so they do not act as a screen for intruders Avoiding potential missiles, no pebble paths and no loose or detachable stones or paving slabs Regular inspections of public walkways Fire detection systems Secure doors and windows (when replacing windows consider fitting those which comply with BS7950 details from local police crime prevention officer) Clearly defined boundaries Intruder alarms and signalling systems Also consider: Adequate arrangements for repair of minor damage and removal of graffiti Resources for maintenance of premises. (Additional information on controlling access is given in appendix C) 10.0 Work Practices and Patterns Specific activities should be examined to see if they could be altered to reduce the risk. Where it is not possible to alter the job then specific precautions may be appropriate. Consider: Cash handling to be done out of view of public and pupils Altering the time of cash runs each week to reduce the risk of robbery Personal property discourage the bringing of valuable items to school Prohibit mobile telephones within school theft of such items are now a major police concern School property keep an asset register; mark items of property Out of hours access to certain areas of the building only Working in outlying buildings Staff and pupils in detached buildings do not have the support of others in times of difficulty. The solution rests largely in reducing the risk rather than responding to it e.g. reducing access, securing doors (subject to fire exit routes being maintained). HST/COP02 First Issued: November 2006 Revised: April 2009 Reviewed: April 2010 Review: April

10 Cleaning staff who work in buildings remote from the main occupied areas and or who work early in the morning or late at night may often be alone and vulnerable to attack by intruders. Such staff could work in pairs Training Staff training courses are available in dealing with angry and aggressive people. Detailed guidance on dealing with violence and aggression will be issued separately from this document, but below are some brief points. When angry pupils/students or other visitors are on the education premises, some procedures can help diffuse a difficult situation and avoid violent confrontation: Avoid confrontation in front of an audience, especially other students/pupils. The fewer the people involved the easier it is for the aggressor to back down without losing face. Ask other, preferably senior, member of staff to help talk things through with the aggressor. Stay calm, take a deep breath and speak slowly so as not to be drawn into the heat of the argument. Avoid aggressive body language such as hands on hips, wagging fingers, looking down on the aggressor or imitating the movements of the aggressor. (Additional information is given in appendix D and E) 12.0 Information sharing It is important for managers and staff to share information when it is anticipated that a pupil/student, parent, carer or visitor is likely to display threatening behaviour. This will help in deciding how potential violence should be managed. Similarly, occasions of violence should always be followed by an opportunity for the member of staff to review and discuss what happened Procedures for dealing with intruders in Educational Establishments Intruders remain a problematic area concerning security of establishments, particularly large sites where boundaries are insecure, or vulnerable from other environmental factors. Some brief guidelines are given below: HST/COP02 First Issued: November 2006 Revised: April 2009 Reviewed: April 2010 Review: April

11 If a person who may be an intruder is found on school premises, the teacher, site service officer of other member of staff should establish whether or not he person has a valid reason for being there. If the member of staff is satisfied that no acceptable reason is offered, the intruder should be asked to leave in polite but clear and firm terms and escorted from the premises. If necessary, the assistance of another member of staff should be sought. If the intruder refuses to leave the premises after being asked to do so, or an offence is suspected, police assistance should be sought immediately, dialling 999. Staff should not try to detain or evict an intruder by force. The police can be called in when staff are frightened by verbal abuse or threatened by an intruder. Police responding to requests for assistance should be told that the intruder is on the premises without permission and has been causing a nuisance or disturbance, and that assistance is being sought to remove the intruder in accordance with the provisions of Section 547 of the Education Act All incidents of intruders (including theft, burglary and criminal damage) must be reported to the police and also to the Council. (Additional information is given in appendix E) HST/COP02 First Issued: November 2006 Revised: April 2009 Reviewed: April 2010 Review: April

12 Further information Improving Security in Schools, DfES, 1996, ISBN , HMSO. Published by HMSO, Tel: How to Combat Arson in Schools, Arson Prevention Bureau, July Published by the Arson Prevention Bureau, Tel: School Security: Dealing with Troublemakers, DfES, Copies available from the DfES Publication order line, Tel: Can you see what they see? DfES 2001 Video, available from Prolog Health and Safety Team (HST) Model risk assessments are available on violence, lone working and security from the HST on /2368 or go to For the provision of advice and assistance on undertaking risk assessments; contingency planning and recommendations for personal security training providers; please contact the HST on /2368 HST/COP02 First Issued: November 2006 Revised: April Reviewed: April 2010 Review: April 2011

13 APPENDIX A Model School/Centre Security Policy 1. STATEMENT (Name of School/nursery) will ensure, so far, as is reasonably practicable, that employees, pupils and other non-employees are protected from risks to their Health and Safety. Measures will be adopted to protect persons in lone working; from intruders; visitors and general security arrangements. The school has drawn up the following arrangements to enable this responsibility to be effectively discharged. The identified person for day to day responsibility is the Head teacher. 2. ORGANISATION A school safety coordinator will be appointed to act as the school lead for information, guidance and management of security matters. The co-ordinator will manage all aspects of this policy, act as the liaison with the LA and schools health and safety lead, and report back to the SMT on security related issues. The following personnel have responsibilities for ensuring the security of the school building: SECURITY ISSUES NAME SPECIFIC DUTIES Perimeter fencing, access routes Securing school entrance/exits Control of visitors Control of contractors Security of money etc Emergency procedures (fire, first aid, accidents) Security risk assessment NB This is not exhaustive HST/COP02 First Issued: November 2006 Revised: April Reviewed: April 2010 Review: April 2011

14 The school/department will discuss security regularly at the following forums (enter details of staff meetings, departmental meetings, governors meeting, at which Security will be discussed, also indicate frequency) HST/COP02 First Issued: November 2006 Revised: April 2009 Reviewed: 12 April 2010 Review: April 2011

15 3. ARRANGEMENTS The school/department has implemented the following arrangements to ensure the safety and security of staff, pupils and other persons using the school premises. INFORMATION AND COMMUNICATION All staff must be aware of the school/department s security procedures. Good communication should be ensured with persons having a particular role, for security and knowing their duties. Indicate in this policy methods used for disseminating information. SUPERVISION Adequate supervision of pupils must be ensured whilst in school, particularly when visitors and contractors are on site. The school should include details of any special supervision arrangements required i.e. normal school day, open evenings, after school clubs etc. VISITORS All visitors should be asked to report to the main reception. A logging-in book should be kept indicating time of arrival, departure, name of visitor/contractor, nature of visit, vehicle registration, area of school to be to be visited. All visitors should be asked to wear an identification badge. Emergency procedures will be explained to the visitor on arrival. Visitors should not be allowed to remove items of property unless they have identification and authority to do so. CONTROLLED ACCESS AND EGRESS Schools should indicate what existing measures exist for controlled access. Controlled access should be achieved wherever possible. Primary schools should have no major difficulties in achieving this however, Secondary schools may have more difficulty, and arrangements should be clearly identified in the policy. Signs, directing visitors to the main reception should be prominent. Doors should be secure at all times persons are in the building, however doors should be able to be used in case of fire etc without the use of a key. HST/COP02 First Issued: November 2006 Revised: April Reviewed: April 2010 Review: April 2011

16 PHYSICAL SECURITY MEASURES The school/department should identify vulnerable areas with the ultimate aim of obtaining fencing or other Security protection. Past occurrences such as vandalism, unauthorised access should be taken into account. Casual access, as far as possible within the limits of safety, be prevented by physical means. Cash handling Schools should avoid keeping cash on the premises wherever possible. Safes should be used and kept locked. Avoid handling cash in visible areas; any money requiring banking should be done at irregular times, particularly where substantial sums are involved. Valuable equipment All items over 750 are recorded and notification of items is provided and held for insurance pruoses. The school will make arrangements for all valuable equipment to be security marked. All valuable equipment will be removed from sight at the end of the school day, wherever possible. Personal property The school/department will dissuade staff and pupils of bringing valuable personal property into school. Staff will be provided with lockable storage for their personal items Schools should indicate information given to staff and parents on this issue. Indicate what security systems are offered to staff and pupils from personal belongings i.e. lockers. Lone workers Schools/departments should identify areas or staff where lone working is foreseeable. Panic alarms/buttons or other communications should be considered for vulnerable areas/staff. Procedures must be drawn up where a risk exists i.e. remote classrooms, mobiles etc. HST/COP02 First Issued: November 2006 Revised: April Reviewed: April 2010 Review: April 2011

17 Risk assessment As required by the Management of Health and Safety at Work Regulations 1992 a suitable assessment of risk posed by security must be carried out. A risk assessment has been carried out by the school and will be continually monitored. Indicate responsible person and date of assessment and re-assessment date. HST/COP02 First Issued: November 2006 Revised: April Reviewed: April 2010 Review: April 2011

18 APPENDIX B (taken from Improving Security in Schools by the DfES) Educational Establishment Security Survey and Risk Assessment The security survey gives a rounded picture of the risks that your school faces and the security measures in existence. Without this information it would be difficult to assess: The type and scale of risk Any trends or patterns in the incident occurring in your school The selection of security measures The efficiency of the chosen security measures Checklist To help you conduct a survey and risk assessment the following checklist is provided. It is divided into three parts: Part 1 Incidence of crime This section of the survey assesses the type, scale, patterns and trends of incidents which have actually happened in the last 12 months. This part of the risk assessment can be based on an analysis of reported incidents. However, if your school does not yet have an incident reporting procedure a more subjective assessment will have to be made, possibly based on a discussion with the local police. Part 2 Environment and buildings This section of the survey assesses the environmental and building factors which contribute to school security. Part 3 Security measures This section of the survey assesses the degree and effectiveness of the security measures employed. Parts 2 and 3 are based on a security survey conducted by walking around the school. Each element of the checklist is graded using a scale of 0 to 5 points, scoring 0 for low security risk and 5 for high risk. Under each heading examples of the two extremes are given. A total score of less than 50 indicates that the school is low risk, indicates medium risk, and indicates high risk. HST/COP02 First Issued: November 2006 Revised: April Reviewed: April 2010 Review: April 2011

19 Low Risk High Risk Points Part 1: Incidence of Crime in last 12 months 1 Trespass Trespassers No cases of trespassers in school grounds Commonly present in school grounds 2 Vandalism No cases of vandalism reported Frequent and costly vandalism of school buildings 3 Theft/Burglary No cases of theft or burglary reported Frequent theft or burglary 4 Fire No arson attacks in the locality Schools in locality have suffered from arson attacks. 5 Safety attacks on staff or pupils No attacks or threats reported Attacks inside school or in vicinity of school 6 Drug/Solvent abuse No problems reported School or locality problem with drugs or solvent abuse HST/COP02 First Issued: November 2006 Revised: April Reviewed: April 2010 Review: April 2011

20 Low risk High Risk Points Part 2: Environment and Building 1 Incidence of crime in surrounding area Locality has a low crime rate Locality has a high crime rate as reported to police 2 School overlooked from roads and/or housing Grounds clearly visible to the public Unobserved grounds 3 Boundaries, fences and gates Boundaries well defined with fences and gates to grounds preventing all but determined intruders No fences or gates preventing unauthorised access 4 Clearly defined entrances Clear entrances with signs directing visitors No clear entrances or multiple entrances 5 Well organised reception area and visitors control Pass system in operation with badges issued to all visitors No system or recording visitors HST/COP02 First Issued: November 2006 Revised: April Reviewed: April 2010 Review: April 2011

21 Low Risk High Risk Points 6 Car parking Car parks well lit and overlooked No safe place to park, car parks unlit & not overlooked or surrounded by trees 7 Condition and appearance of buildings Buildings well kept and in good repair with no graffiti and not vandalised Buildings badly kept and in state of disrepair, graffiti covered and vandalised 8 Detached and temporary buildings No buildings detached from main block Many detached buildings including temporary huts 9 Recesses and internal courtyards No places for intruders to hide and break in unobserved Numerous places for intruders to hide and break in unobserved 10 Secure exit doors Doors secure against all but the most determined intruder Fire exit doors easily forced, inadequate locks HST/COP02 First Issued: November 2006 Revised: April Reviewed: April 2010 Review: April 2011

22 Low Risk High Risk Points 11 Secure windows and rooflights Windows and rooflights protected against burglars Windows and rooflights provide easy access 12 Valuable equipment that is easily stolen and disposed of Few computers, TVs and video cassette recorders Many computers, keyboards, FAXs camcorders etc. 13 Fire precautions Buildings have adequate fire compartmentation, fire/smoke barriers and fire doors Over-large fire compartments and lack of fire/smoke barriers and doors 14 Community ethos and support for school Strong community and parent support benefits security e.g. active PTA Insignificant parent or community involvement or negative attitudes 15 Out of hours use of school facilities No reported problems and/or security benefit from out of hours use Many security problems due to out of hours use, special risks e.g. bars, social clubs HST/COP02 First Issued: November 2006 Revised: April 2009 Reviewed: April 2010 Review: April 2011

23 Low Risk High Risk Points Part 3: Security measures 1 School watch scheme Efficient system of reporting suspicious incidents e.g. paging via satellite link No scheme in operation 2 Pupil involvement Successful youth action group or school council No involvement in security 3 Waste bins Waste and recycling bins locked up every night Unlocked mobile bins left around school 4 Security lighting Lighting of all entrances, footpaths and building facades No lighting 5 Surveillance Efficient surveillance e.g. CCTV covering perimeter or security patrols No system 6 Intruder alarms System using passive infra-red detectors in all ground floor perimeter and other vulnerable rooms No system HST/COP02 First Issued: November 2006 Revised: April Reviewed: April 2010 Review: April 2011

24 Low Risk High Risk Points 7 Fire detection/ sprinkler systems Automatic system linked to fire brigade No automatic detection 8 Property marking All valuable property marked and kept in secure store or secured locally No markings on property 9 Cash handling procedures Secure methods in operation Procedures lacking Security risk assessment score summary Part 1 Crime [ ] (0 30) Part 2 Environment & Buildings [ ] (0 75) Part 3 Security measures [ ] (0 45) Grand Total [ ] (0 150) HST/COP02 First Issued: November 2006 Revised: April Reviewed: April 2010 Review: April 2011

25 Overall score Rating of school <50 Low risk further no cost or low cost measures should be considered. Attention should be paid to maintenance and improvement of existing security measures Medium risk medium to high cost measures should be considered. Seek advice from LEA, police and other agencies High risk high cost measures should be considered. Seek advice from LEA, police and other agencies. Type of School (Level of risk) Low risk schools (Risk assessment score <50) Medium risk schools (Risk assessment score ) High risk schools (Risk assessment score ) Possible security measures Visitor s access control A limited number of entrances Clearly defined boundaries and signs Secure doors and windows Out of hours access procedures A basic fire alarm system Additional fire compartmentation Cash handling procedures Buildings clear of materials that can be used for arson or vandalism Control of contractors works Pupil involvement Property marking Security of computers Intruder alarms in sensitive areas e.g. head teacher s office, IT room Comprehensive intruder alarm system Automatic fire detection Security lighting Precautions against damage to glazing Secure storage areas and IT rooms Securing the building envelope Security fencing Car parking and vehicle security Personal attack alarms CCTV Shutters or grilles on windows and doors Security guards or patrols Sprinkler system to limit fire damage HST/COP02 First Issued: November 2006 Revised: April Reviewed: April 2010 Review: April 2011

26 APPENDIX C Free or controlled access With increasing concerns over security the question of managing (as opposed to excluding) visitors needs to be considered. A balance must be struck between allowing free and open access to all and managed access to a supervised environment. The following checklist gives guidance on how to increase security while not visibly deterring visitors: - consider how many external doors are currently used and are available for entry and exit at all times; - consider how many doors can be changed to exit only (care must be taken to maintain fire exit routes); - consider which doors must allow entry at specified times e.g. doors into cloakrooms may need to be opened at certain times but could be made exit only at all other times; - consider fitting suitable door controls to allow exit only; - aim to offer a single entry point to the school throughout the day and ensure that this is adequately monitored; - consider whether anyone entering the building through the single entry is, or should, be able to gain entry to parts of the school without permission. This may involve doors from the reception area to the remainder of the school being fitted with appropriate security devices. E.g. push button or remotely released locks; - ensure that outside school hours all external doors are secured (subject to fire exits being maintained while the school is occupied); - ensure that reception desks, counters etc. are clearly signed and identifiable. This will remove the need or excuse for visitors to wander around the premises seeking assistance; - introduce a system where EVERYONE coming to school is required to report to a reception point, using a signing in book, be issued with (and wear) a visitors identity badge and whenever possible being accompanied during their visit (but not alone with small children). It should be recognised that genuine visitors will appreciate the need for protecting pupils most will cooperate with such a scheme. Those who refuse to use the system or attempt to bypass it should be identified as a potential risk; - it is important that every member of staff appreciates the purpose of the security measures and takes action to ensure they are applied. This includes confronting visitors who are not displaying a visitor s badge or who have not checked in at reception. HST/COP02 First Issued: November 2006 Revised: April Reviewed: April 2010 Review: April 2011

27 Establishment operating periods Many establishment buildings are partially occupied for 12 or more hours each day. This often starts with the site service officers and cleaners arriving in the early morning and may run late into the evening with lettings or after school activities. It is important to consider: Which doors are unlocked and at what times? Once doors are unlocked to allow staff and pupils free entry how is security maintained and entry monitored? Attention should be given to the subject of sneak thieves people who use lapses in security to effect entry and remove goods without detection. Examples to consider are: Tailgaters someone who follows an authorised person through a security barrier. For example by following the caretaker into the building early in the morning and while he unlocks and disarms the intruder alarm, sneaks past to steal an item and leave by an unlocked door. Another example would be by accompanying a delivery person, whereby both school staff and the delivery person assume the other knows that person. Whenever external doors are open (particularly outside normal hours) it needs to be considered as a security risk. The official - someone who purports (implicitly or explicitly) to have the authority to be there, and will often look the part e.g. smart, briefcase/clipboard. Equally, the machine repairer can bluff their way to being handed machinery without question. Such people are often very accomplished and very believable confidence tricksters. The insider a current or former employee or pupil. They are difficult to detect due to their knowledge of the premises, security precautions and procedures. With increasing concerns over security the question of managing (as apposed to excluding) visitors needs to be considered. A balance must be struck between allowing free and open access to all and managed access to a supervised environment. HST/COP02 First Issued: November 2006 Revised: April Reviewed: April 2010 Review: April 2011

28 APPENDIX D Angry or upset visitors The guidelines below should be followed to reduce the potential for violence: Acknowledge their presence immediately. Do not ignore him/her. Use eye contact if you are unable to speak to the person immediately e.g. if you are on the phone; Be as helpful as possible. If you are unable to help the person yourself, take the person to where they can be assisted or bring assistance to them. As far as possible do not send them away dissatisfied; Try to reduce the emotional level let the person speak without interruption, when replying use non emotive works and do not mirror body language. Be calm and still with a quiet but firm voice; Avoid using aggressive body language such as standing with hands on hips, wagging fingers or looking down on the aggressor. Avoiding violence when interviewing someone Anticipation of violence and methods for the prevention of its possibility it may reduce the risk of it occurring. Being prepared for the possibility of violence means that the procedures are followed as a matter of course and the support and backup arrangements are instantly available when needed. The following points should be considered: Is the subject matter of the planned interview likely to raise anxiety or conflict? The interviewers own anxiety or level of stress and reaction to this client. If you have any fear of violence with a particular client, plan to interview with another colleague or with another member of staff. Look out for signs of violence that might erupt these include a high levels of anger; a problem climbing down from a confrontation; appearances and gestures; always maintain eye contact with a client or member of the public who is under the influence of drugs or alcohol. Warn clients in advance of any possible disappointments. Remain calm and polite and do not become involved in a row; make sure that other persons can back down without losing face; make sure that the client or member of the public has enough space as proximity can feel threatening; HST/COP02 First Issued: November 2006 Revised: April Reviewed: April 2010 Review: April 2011

29 consider withdrawing for a short period and leaving the client alone; offer refreshments and also prevent other members of staff from becoming an audience or getting involved. Consider avoidance techniques (these need practice in training sessions). When violence occurs Despite all the precautions and care that may be taken to provide an environment which lessens the risk of violence and all the avoidance techniques, there will be occasions when staff have to confront a violent person. The following points provide some practical measures to use in response in such a situation, although are more meaningful when used in context of a training programme. Some practical measures are: Move to a position near the exit door, try to get furniture between you and the other person Stay calm speak firmly and quietly since obvious anxiety or aggression can provoke a violent reaction HST/COP02 First Issued: November 2006 Revised: April Reviewed: April 2010 Review: April 2011

30 APPENDIX E Encounter with a person who may be an intruder Following the guidance below may help to minimise the risk to yourself and others: Ask the person what he/she wants. DO NOT BE CONFRONTATIONAL; make polite enquiries only e.g. Can I help you? What are you looking for? Do not attempt to get hold of the person Escort the person to where he/she wishes to go, or to reception, or out of the building. It is important to remember the following: DO NOT USE LIFTS DO NOT USE FORCE DO NOT WALK IN FRONT OF THE PERSON If the person is resistant to suggestion, obtain the assistance of other staff. Contact the Site Service Officer, Head teacher and / or other appropriate person(s). Consider calling the police. Note: The person s appearance Age Height Build Unusual features Transport used, make model, colour, registration number, direction of departure The noting of the person s appearance can be vital in the apprehension and prosecution of offenders. HST/COP02 First Issued: November 2006 Revised: April Reviewed: April 2010 Review: April 2011