The Clare School Business Continuity Plan Incorporating Our Incident Management Plan

Transcription

1 The Clare School Business Continuity Plan Incorporating Our Incident Management Plan PROTECT - FOR USE BY THE CLARE SCHOOL ONLY

2 This plan is Protected. Do not give any contact details or sensitive information to the media, students, parents, carers or members of the public. Sections of this document have been reproduced from the Template Emergency Plan and Coping with a School Emergency, Practical Resources for Schools developed and copyrighted by Nottinghamshire County Council, For more information go to PROTECT - FOR USE BY THE CLARE SCHOOL ONLY

3 Plan Administration Plan Version & Issue Date Version 1.2 January 201 Electronic copies of this plan are available from Hard copies of this plan are available from Fyfe Johnston, Headteacher, The Clare School School Office Location of emergency grab bag(s) Waiting Room Date of next review January 2016 Person responsible for review Headteacher Plan Distribution Copy No. Plan Holder Job Title Issue Date 1. Fyfe Johnston Headteacher Wendy Norton Deputy Headteacher Ray Hart Premises Manager Kim Holmes Educational Visits Coordinator Fiona Crook Finance Officer Linda Scase-Jones Chair of Governors Dr Trevor Wang Vice Chair Under the Data Protection Act, 1998 copies of this plan containing personal information must be kept in a secure place and electronic versions must be password protected. At least one copy of the plan held off-site should include contact details of pupils and parents / carers. All staff and governors should have a copy of the plan which can be referred to both during school hours and outside school hours (including holidays and when on educational visits). All versions of the plan, including hard copies and electronic versions, must be controlled. Hard copies will need to be locked away when unattended and electronic versions will be available as PDF documents on the school s website. PROTECT - FOR USE BY < INSERT SCHOOL NAME HERE > ONLY

4 Contents Plan Administration... 3 Plan Distribution... 3 Introduction... 6 Our Critical Activities... 7 Incident Management Structure... 1 Level One (Strategic) - The Senior Emergency Management Team... 1 Level Two (Tactical) The Co-ordinating Group... 1 Level Three (Operational) The Operational Group Appendix 1 Notification of Incident & Initial Action A1.1 Notification of Incident A1.2 Initial action Appendix 2 Contact Details A2.1 School information A2.2 Contact Details - School Staff and Governors A2.3 Contact Details - Extended Services A2.4 Contact Details - Local Authority A2. Contact Details - Local Radio Stations... 2 A2.6 Contact Details - Other Organisations A2.7 Contact Details - For Completion During An Emergency Appendix 3 Action Cards A3.1 Action Card - Co-ordination A3.2 Action Card - Business Continuity A3.3 Action Card - Communications A3.4 Action Card - Log-keeping A3. Action Card - Media Management A3.6 Action Card - Resources... 3 A3.7 Action Card - Welfare A3.8 Action Card - Educational Visit Leader Appendix 4 - Welfare & Post Incident Support Appendix - Business Continuity Appendix 6 - Site Information Appendix 7 - Evacuation & Relocation Arrangements... 4 Appendix 8 - Shelter Appendix 9 - Lockdown Appendix 10 - School Closure Appendix 11 - Communications Appendix 12 - Media Considerations... 0 Appendix 13 - Sample Staff and Parent Briefing... 1 PROTECT - FOR USE BY < INSERT SCHOOL NAME HERE > ONLY Page 4 of 7

5 Appendix 14 - Bomb Threats... 2 Appendix 1 - Suspicious Packages... 4 Appendix 16 - ICT Back Up... Appendix 17 - Log-Keeping Guidelines... 6 PROTECT - FOR USE BY < INSERT SCHOOL NAME HERE > ONLY Page of 7

6 Introduction Business Impact Analysis (BIA) This plan sets out our school s business continuity management and emergency response arrangements and helps us be prepared for, and recover from, unexpected disruptions. Disruptions are part of everyday school life and most are dealt with as business as usual. This plan set out how we will deal with the more serious incidents that affect our critical activities. A Business Impact Assessment has been undertaken to identify our critical activities and the measures we have put in place to mitigate the effects of disruptions. See the table overleaf. It is not possible, or desirable, to write a plan for every possible disruption. No matter what the cause of the incident, the effect can generally be summarised as:! An inability to carry out daily and/or critical activities! Loss of life or serious injury to school staff and students/pupils or members of the public! Loss of building, or part of building or access to the building! Adverse publicity and/or reputational impacts! Loss of ICT! Loss/shortage of staff! Loss of critical supplier or partner This plan will be activated in the event of a critical incident or an emergency i.e. when an incident occurs that impact on the delivery of our critical activities and when normal responses, procedures and coping strategies are deemed insufficient to deal with the effects. This plan is complementary to, and is not a replacement for, the Critical Incident Red Book procedures and Green Book guidelines which deal with psychological impacts. The plan should be read in conjunction with the County Council Data Protection Policy, Business Continuity Policy and Records Management Policy. The procedures and critical activities have been discussed and agreed by the school s Senior Management Team. Page 6 of 7

7 Business Impact Assessment (BIA) A log book must be kept with this plan at all times. Our Critical Activities The school s critical activities, as detailed below, take priority for recovery following an incident because these activities, if not completed for any reason, would cause the greatest impact on the school community in the shortest time. 1a: Key Points About The School Age range of students: 3 to 19 Number of students (approx.): 100 Size and location of campus: NR4 7AU Number of staff: 104 including all part time and ancillary staff. Specialist status for Physical and Sensory Complex Needs. All pupils have a statement of special needs. 1b: School Activities Key School Activities Brief Description Statutory Duty KS1, 2 Teaching Quality teaching X Non-Statutory Duty KS3,4, Teaching Quality teaching X Safeguarding Children Child welfare / child protection coverage X Catering Provision of free school meals X Examination Centre Examination Centre for some year 11 and sixth form X Specialist status for complex needs for children with statements aged from 3 to 19, with sensory and physical needs. Five senior managers, sixteen teachers, fifty one support assistants, three admin staff, two premises staff, nine mid-day assistants,. EYFS, Primary, Secondary and Further Education departments. Page 7 of 7 04/03/201 Macintosh HD:Users:ict:Downloads:Business Continuity Plan 1.2.doc

8 Business Impact Analysis (BIA) 2. Business Impact and Recovery Targets School Activity Description of impact if the activity cannot continue Impact over time on the activity / organisation 1- Refer to Impact Description below for impact definitions, 1= Insignificant; = Extreme Justification/ Comments (inc. critical times of year, regulatory or other deadlines) Mitigation and Contingency Plans / Arrangements in Place Suggested Actions to reduce Likelihood / Impact 4 Hrs 24 Hrs Hrs 1 Weeks 2 Weeks 1 month KS4 and FE Teaching KS1, 2, 3 Teaching Safeguarding Children Catering (Specifically free school meals) Examination Centre (Assuming exam day) Impact on pupil progress. Potential to impact on results & attainment. All examinations are course work based. Potential to impact on results & attainment Harm to an individuals and groups. Unable to fulfil statutory obligations May be unable to follow exams sitting Extra Curricular Missed opportunity to enhance learning for students Page 8 of 7 Some year 11 pupils take external examinations in May-June Students at KS3 have more time to catch up on any missed work Complex needs pupils most vulnerable in society. Free school meals have to be provided. Alternatives would be in place very quickly Ongoing but centered on Spring and Summer terms. Community activities a very high priority. Staff are flexible so teaching can continue if staffing is reduced Staff are flexible so teaching can continue if staffing is reduced All safeguarding policies in place and audited. Catering contracted out to LA Provision Backups of candidate data made at critical times and kept off site Extra curricular activities are in school time due Most public exams taken in FE. Considerable flexibility available due to nature of school. Dispearsed undersatnding of Safeguarding issues. Alternatives provided by catering contractor. Plenty of local food outlets available. Catering provided by outside agency Mutual aid arrangement agreed in place with Colman Junior School if whole school unavailable. Catch up in flexible time tabling considered.

9 Business Impact Assessment (BIA) School Activity Description of impact if the activity cannot continue Impact over time on the activity / organisation 1- Refer to Impact Description below for impact definitions, 1= Insignificant; = Extreme Justification/ Comments (inc. critical times of year, regulatory or other deadlines) Mitigation and Contingency Plans / Arrangements in Place Suggested Actions to reduce Likelihood / Impact 4 Hrs 24 Hrs Hrs 1 Weeks 2 Weeks 1 month Transport Some pupils unable to attend school Some pupils potentially stranded Disruption for pupils & parents making alternative arrangements IT Systems / Access to ICT Facilities Management & Cleaning No (or restricted) access to teaching materials Potential impact on performance of pupils & staff Impact on hygine of the school General maintenance & upkeep of the school would not happen Potential health & safety risk Site Security Potential for burglary Vandalism and arson Intruders on site Switchboard & Reception Unable to receive incoming/make outgoing calls Unable to greet parents/control contractor access Finance Inability to operate school accounts Control of cost centres Almost all pupils transported IT systems enable communication for many so are a vital resource to the school. Site hygiene especially important Critical during school day. Critical during the school day due to the vulnerable nature of the pupils. Closing of annual account in April Distribution of department cost to transport requirements Norfolk County Council (NCC) arranges home to school transport, their BC plan would be activated Some mannual systems in place. One premises manager and two caretakers employed Security fencing Intruder alarms and fire sensors in place Mobile telephones available for short term All taff invloved have the right level of training and this is Page 9 of 7 04/03/201 Macintosh HD:Users:ict:Downloads:Business Continuity Plan 1.2.doc N/A responsibility for this rests with NCC Outside provider manages school IT systems. Large cleaning team on daily basis. Deep clean during holidays. Vigilant caretaking team Access restricted to main entrance and safeguarding policy in place. Comms providers in place and have responsibility for support in this area. NCC finance team support and audit.

10 Business Impact Assessment (BIA) School Activity Description of impact if the activity cannot continue Impact over time on the activity / organisation 1- Refer to Impact Description below for impact definitions, 1= Insignificant; = Extreme Justification/ Comments (inc. critical times of year, regulatory or other deadlines) Mitigation and Contingency Plans / Arrangements in Place Suggested Actions to reduce Likelihood / Impact 4 Hrs 24 Hrs Hrs 1 Weeks 2 Weeks 1 month HR & Payroll NCC responsibility centres audited Current Rag amber. Page 10 of 7 04/03/201 Macintosh HD:Users:ict:Downloads:Business Continuity Plan 1.2.doc

11 Business Impact Analysis (BIA) Impact Description Score Definition 1 Insignificant Little disruption to school life No injury Loss of < 2,000 Unplanned change in priorities due to budget overspend < 100,000 No effect on delivering priority fully No damage to reputation No or insignificant environmental damage 2 Minor Some disruption to school life Minor injury Loss of 2,000-17,000 Unplanned change in priorities due to budget overspend 100,000-00,000 Little effect on achieving priorities/targets Minimal damage to reputation (minimal coverage in local press) Minor damage to local environment 3 Moderate Significant disruption to school life. Violence or threat or serious injury Loss of 17,000-00,000 Unplanned change in priorities due to budget overspend 00, m Partial failure to achieve priorities Significant coverage in local press Moderate damage to local environment 4 Major Loss of school for more than 48 hours but less than 7 days Extensive or multiple injuries Loss of 00,000-1m Unplanned change in priorities due to budget overspend 1m - 3m Significant impact on achieving priorities/targets Coverage in national press Major damage to local environment - Extreme Loss of school for > 7 days Unexpected Fatality Loss of > 1m Unplanned change in priorities due to budget overspend > 3m Non delivery of priorities/targets Extensive coverage in national press and on TV Significant damage to local or national environment Requires resignation of Head Teacher Page 11 of 7

12 3. Dependencies and Interdependencies (including partners, internal teams, suppliers etc) People we are Dependent or For Reliant Upon Norse Home to school transport (NCC) Extra-curricular trips Impact if Lost Some students delayed / unable to attend school NCC has a statutory responsibility to arrange home-school transport and would Disruption for students & parents making alternative arrangements Clare school Cleaning Team with Caretaker as their Line Manager. Premises Manager and deputy Caretaker Facilities management, cleaning, Impact on cleanliness of the school. The general state of the school security would soon deteriorate without cleaning. Potential health & safety risk General maintenance & upkeep of the school would not happen School would be less secure - potential for damage to school property or facilities Local Authority (NCC) Norfolk HR Support services such as finance, payroll and HR Possible issues re paying for goods and services and budget management Lack of HR advice, e.g. re disputes. People Who Depend or For Rely Upon Us Local Council Use of school as an Emergency Rest Centre Other schools Provision of school meals Some joint classes S4S provision Clubs Rooms for their meetings / activities Impact if Lost Would be unable to fulfil our obligation. Another rest centre would need to be found Breach of contract. Continuity situation for the other schools Loss of income. Users may go elsewhere permanently Page 12 of 7 04/03/201 Macintosh HD:Users:ict:Downloads:Business Continuity Plan 1.2.doc

13 4. Requirements CRITICAL School Activity Requirements Consider the resources required for the critical activities 4 Hrs Requirements over time 24 Hrs Hrs 1 Weeks 2 Weeks 1 month Comments Teaching Agreed location to continue studies Teaching Staff & Resources Facilities to teach in Manual registers X As a County provision Head and Governors to liaise with NCC for the organisation of alternative provision. KS registers available via CMIS. SIMS data back up off site so restore can take place. Safeguarding Children As in safeguarding Policy X See Safeguarding Policies and audit. Catering Immediate need is to get food X Catering is LA provided via Colman Infant School Canteen for all three schools on campus. An alternative source to be arranged in consultation with the LA. Transport Access to ICT Student numbers Location details / route details Hardware Software Key Terminal Back up data X X Home to school transport is the responsibility of the County Council, but the school would have to inform the relevant parents potentially via parent mail. School is exclusively Apple based. Many pupils have ipads available for home use if necessary. Essential data is backed up on disk and kept off site. Examination Agreed fallback location Space and desks Examination information / paper access X The Head and Governors to liaise with NCC for alternative provision. Examinations Officer and Data Manager Page 13 of 7 04/03/201 Macintosh HD:Users:ict:Downloads:Business Continuity Plan 1.2.doc

14 CRITICAL School Activity Requirements Consider the resources required for the critical activities 4 Hrs Requirements over time 24 Hrs Hrs 1 Weeks 2 Weeks 1 month Comments hold contacts for all examination boards both at school and off-site. Access to all examination lists available via examination boards secure website accessible from off-site. Copy of invigilator telephone number list also held off-site. Page 14 of 7 04/03/201 Macintosh HD:Users:ict:Downloads:Business Continuity Plan 1.2.doc

15 Incident Management Structure This section of the plan includes generic roles and responsibilities for staff during the initial response to an emergency, during the ongoing response and in the recovery phase. A Senior Emergency Management Team (SEMT) will be established at the onset of an incident to assist the Head Teacher in managing the response. Action Cards for each role are in Appendix 3 Level One (Strategic) - The Senior Emergency Management Team Senior Emergency Management Team (SEMT) Name Position Role in an Incident Fyfe Johnston Headteacher Lead Coordinator Wendy Norton Deputy Headteacher Coordinator Linda Scase-Jones Chair of Governors Media links Trevor Wang Vice Chair of Governors Media Links cover Fiona Crook Finance Officer LA link Sue Ashby-Croft SMT Children s Services Link Ray Hart Premises Manager Health and Safety Judi Holdway Governor Health and Well Being The SEMT is responsible for:! Long term strategy! Funding issues! Providing adequate resources! Press and media liaison! Communicating with relevant bodies! Liaising with Co-ordinating group (below) Level Two (Tactical) The Co-ordinating Group Where necessary, the SEMT (above) will create a Coordinating Group including the following: Co-ordinating Group Name Wendy Norton Rebecca Wicks Position Representative from the SEMT FE Lead Page 1 of 7 04/03/201

16 Sue Ashby-Croft Fiona Crook Ray Hart Children s Services Liaison NCC Liaison NPS Estates Officer The Co-ordinating Group is responsible for:! General management and coordination! Liaison with Emergency Services, Children s Services! Endorsing the approach of the operational group (below)! Keeping a detailed log of the incident! Presenting options to the SEMT When this plan is invoked, all staff must be notified as soon as possible. Level Three (Operational) The Operational Group The operational group - those on the ground will:! Assist with recovery of the school! Communicate to and from Incident Management and Co-ordinating groups The Operational Group might include teachers, teaching assistants, emergency services staff (if relevant) and estates staff. The appendices to this document comprise our Incident Management Plan. Page 16 of 7 04/03/201

17 Appendix 1 Notification of Incident & Initial Action A1.1 Notification of Incident Information about an incident may come from a number of sources (e.g. member of staff, pupil, parent / carer, member of the public, the emergency services, the local authority). Whoever receives the alert should ask for, and record, as much information as possible. + Maintain a written record of your actions using this form and a log book. You may wish to record any new contact details in section 1. + Offer reassurance and support. Be aware that all those involved in the incident (both directly and indirectly) may be suffering from shock or may panic. + Find out what has happened. Obtain as clear a picture as you can. + Discuss with the informant what action needs to be taken and by whom. Name of informant: Date and time of call: Contact details of informant: Date and time of incident: Exact location of incident: Details of incident: Where is the informant now and where are they going? Page 17 of 7 04/03/201

18 People affected (including names, injuries, where they are, where they are being taken to): What arrangements are in place for people not directly involved in the incident? What advice have the emergency services given? Who has been informed? " Head Teacher " School staff " Governors " Pupils " Parents / carers " Extended services " Police " Fire & Rescue Service " Ambulance Service " Local authority " Health and Safety Executive " Foreign & Commonwealth Office " Media " Insurance company " Trade union Does anyone else need to be informed? Are any other actions required? Page 18 of 7 04/03/201

19 + If the incident happened on an educational visit please ask the questions below. You might already have these details but it could be useful to seek confirmation. Name of educational visit leader: Number of pupils on educational visit: Nature of educational visit: Number of staff on educational visit: Location of educational visit: If the incident happened abroad, does the Foreign & Commonwealth Office need to be notified? Page 19 of 7 04/03/201

20 A1.2 Initial action Immediately inform the Head Teacher or nominated emergency contact. If neither is able to respond (they may be involved in the incident) the senior person present should follow the instructions below. Assess the situation and establish a basic overview of the incident. Take immediate action to safeguard pupils, staff and visitors. Attend to any casualties and administer first aid, if appropriate. If appropriate, dial 999 for the emergency services and provide them with an overview of the situation. If in doubt, dial 999. The emergency services notify each other of incidents but consider speaking directly to each organisation required. This will ensure that each service has the information they need to respond appropriately. Dial 999, if appropriate. Speak to each emergency service required. During office hours, contact: Inform them of the situation and request help, if required. Outside office hours, contact: Inform them of the situation and request help, if required These contact details should only be used in an emergency. Do not give them to the media, pupils, parents / carers or members of the public. Fetch any equipment that may prove useful (e.g. first aid kit, grab bag). Log all communications and actions. Notify school staff. Consider assembling a School Emergency Management Team (SEMT) to assist with the response. Refer to the list of emergency contact numbers for additional support if required. Where possible, avoid closing the school and try to maintain normal routines. Page 20 of 7 04/03/201

21 Appendix 2 Contact Details A2.1 School information School details Name of school Type of school School address School operating hours (including extended services) Approximate number of staff The Clare School Special school, complex needs South Park Avenue, Norwich, NR4 7AU 07:00 19: (including NHS staff independently on site) Approximate number of pupils 100 Age range of pupils 3 to 19 Office contact details Office telephone number Office fax number Office address office@clare.norfolk.sch.uk Useful websites School website / extranet Local authority Department for Education Foreign & Commonwealth Office Environment Agency Met Office Health and Safety Executive Teacher Support Network Page 21 of 7 04/03/201

22 A2.2 Contact Details - School Staff and Governors Records to be kept in separate file Page 22 of 7 04/03/201 Macintosh HD:Users:ict:Downloads:Business Continuity Plan 1.2.doc

23 A2.3 Contact Details - Extended Services * Leave this field blank for use during an emergency; you may need to record alternative contact details. Name Type / description of extended service Operating hours Contact details Alternative contact details * Notes (e.g. key holder) Page 23 of 7 04/03/201 Macintosh HD:Users:ict:Downloads:Business Continuity Plan 1.2.doc

24 A2.4 Contact Details - Local Authority * Leave this field blank for use during an emergency; you may need to record alternative contact details. Organisation Name / role of contact (if applicable) Contact details Alternative contact details * Notes Emergency number 999 Children s services Media / communications Property NPS Transport Norse Catering Colman Infant School Educational visits Evolve Emergency planning Health and safety Schools People Net Risk / insurance Legal NCC Mandy Knowlton- Rayner Human resources Educational psychology Occupational health Norfolk County Council OT Page 24 of 7 04/03/201 Macintosh HD:Users:ict:Downloads:Business Continuity Plan 1.2.doc

25 A2. Contact Details - Local Radio Stations * Leave this field blank for use during an emergency; you may need to record alternative contact details. Radio station Name / role of contact (if applicable) Contact details Alternative contact details * Notes (e.g. coverage, frequency) Radio Norfolk Switchbord MHz FH Travel Desk Page 2 of 7 04/03/201 Macintosh HD:Users:ict:Downloads:Business Continuity Plan 1.2.doc

26 A2.6 Contact Details - Other Organisations * Leave this field blank for use during an emergency; you may need to record alternative contact details. Organisation Name / role of contact (if applicable) Contact details Alternative contact details * Notes Police 999 Fire & Rescue Service 999 Ambulance Service 999 Department for Education Foreign & Commonwealth Office Environment Agency Met Office Health and Safety Executive Enquiry line: Consular assistance: (24 hour) Floodline: (24 hour) Customer centre: (24 hour) Infoline: Incident contact centre: Duty officer: (24 hour) Duty press officer: (24 hour) If abroad, please ring: Insurance company NPS Page 26 of 7 04/03/201 Macintosh HD:Users:ict:Downloads:Business Continuity Plan 1.2.doc

27 Trade union Supplier (transport) Supplier (catering) Supplier (cleaning) Supplier (temporary staff) Norse Colman Infant Self Self Utility suppler (gas) Utility supplier (water) Utility supplier (electricity) Utility supplier (heating) NPS Teacher Support Network England: (24 hour) Wales: (24 hour) Scotland: (24 hour) The Teacher Support Network can provide practical and emotional support to staff in the education sector and their families. Page 27 of 7 04/03/201 Macintosh HD:Users:ict:Downloads:Business Continuity Plan 1.2.doc

28 A2.7 Contact Details - For Completion During An Emerg This table should be left blank so it can be used to record additional contact details dur emergency. Name Contact details Notes Page 28 of 7 0

29 Appendix 3 Action Cards A3.1 Action Card - Co-ordination Ref Co-ordination - initial response Tick / sign / time C1 C2 C3 C4 C C6 C7 C8 C9 Establish a basic overview of the incident. If the incident has occurred on an educational visit:! Liaise with the educational visit leader on a regular basis! Consider sending extra staff to support the educational visit leader! Discuss with the educational visit leader the arrangements for notifying parents / carers! Consider how parents / carers and pupils will be reunited. Wherever possible, assign members of staff to relevant School Emergency Management Team (SEMT) roles:! Business continuity! Communications! Log-keeping! Media management! Resources! Welfare. Remember to:! Allocate tasks amongst the SEMT! Ensure that staff are clear about their designated responsibilities! Establish the location and frequency of SEMT / staff briefings! Ask staff to maintain a log of actions made and decisions taken! Assign a log-keeper to provide administrative / secretarial support. Inform all other staff of the incident. Ensure staff are briefed (and given tasks) on a regular basis. Take action to protect property. Work closely with other organisations (e.g. emergency services, local authority) as required. Provide accurate and factual information to those arriving on-scene. Ascertain the whereabouts of all pupils, staff and visitors (using timetables, registers and visitor books may help). Ensure the emergency services are aware of anyone who is unaccounted for. Inform governors as appropriate. C10 Decide the most appropriate method of contacting relatives of pupils / staff affected by the incident. If the matter is very serious (such as a fatality) liaise with the Police about informing next of kin. Page 29 of 7 04/03/201

30 Ref Co-ordination - ongoing response Tick / sign / time C11 C12 C13 C14 C1 C16 C17 C18 C19 Act as the main contact for co-ordination of the response. Continue to liaise with the emergency services and other organisations. Continue to allocate tasks amongst the SEMT. Work closely with the SEMT to co-ordinate their actions and help to resolve any complications or difficulties that arise. If the response is likely to last for a significant amount of time, consider staff rotation / shift patterns. Ensure that regular briefings are given to:! Staff! Pupils! Parents / carers! Governors! Extended services. Work closely with the media management role to provide regular briefings to the media. Seek support from other organisations if necessary. Check that everyone who should have been notified of the incident has been informed. In the event of a serious injury or fatality, report the incident to the Health and Safety Executive (HSE) as soon as possible. Seek advice on legal and insurance issues, if appropriate. If the incident is a crime scene (or subject to a fire investigation) seek advice from the Police and / or Fire & Rescue Service. Ref Co-ordination - recovery Tick / sign / time C20 C21 C22 C23 C24 C2 C26 C27 Act as the main contact for the recovery process. Continue to allocate tasks amongst the SEMT and other staff. Ensure that post incident support is available to all who may require it (please refer to appendix 1 for more information). Work closely with the resources role in organising remedial work to property and liaise with insurance companies, salvage specialists and loss adjusters as appropriate. Complete any necessary forms / paperwork. Arrange a debrief for school staff involved in the response. Represent the school at other debriefs which may take place (e.g. one organised by the local authority or Local Resilience Forum). Initiate a review of the school emergency plan. Consider contacting the Head Teachers of nearby schools to inform them of any important issues relating to the incident. Page 30 of 7 04/03/201

31 A3.2 Action Card - Business Continuity Please refer to appendix 2 for more information on business continuity arrangements. Ref Business continuity - initial response Tick / sign / time BC1 BC2 BC3 BC4 BC Assess the nature of the incident, e.g.:! Loss of utility supply! Loss of supplier! Loss of premises! Loss of personnel! Loss of telecommunications. Establish what effect the emergency will have on the operation of the school. Try to ascertain how long the disruption will last. Consider how the incident will affect any extended services that use the school premises. Liaise with these services as necessary. Attempt to recover important documentation, records and equipment if safe to do so (consult the emergency services for advice if necessary). If appropriate, contact organisations which can assist in document restoration. Ref Business continuity - ongoing response Tick / sign / time BC6 BC7 Minimise any disruption to the provision of education. Put arrangements in place to keep the school open and try to maintain normal school routines (e.g. teaching, exams) wherever possible. Seek support from other organisations (e.g. buddy schools, the local authority, suppliers / contractors) as required. BC8 Work with the communications role to ensure staff, pupils and parents / carers are informed of any changes to the school routine. BC9 In the event of a public health incident (e.g. pandemic influenza), consider ordering infection control supplies and increasing the cleaning regime. Ref Business continuity - recovery Tick / sign / time BC10 BC11 BC12 Work with school staff and other organisations to restore the usual school routine as a matter of urgency. Put in place arrangements for remote learning, if necessary. Make an inventory of any equipment which has been damaged. Arrange for important items / documentation to be salvaged, restored or replaced. Page 31 of 7 04/03/201

32 A3.3 Action Card - Communications Please refer to appendix 6 for more information on communication arrangements. Ref Communications - initial response Tick / sign / time CO1 CO2 CO3 CO4 Dedicate telephone lines for incoming and outgoing calls. Arrange extra support at reception if necessary. Record a new message on the school answer phone if appropriate. Consider setting it to answer only mode. Support staff with any communication needs they may have. Inform those involved in the response of any communication difficulties (e.g. poor mobile signal in the area). Ref Communications - ongoing response Tick / sign / time CO CO6 CO7 CO8 Ensure regular information is provided to:! Pupils! Parents / carers! Governors! Extended services. Consider the most effective arrangements for contacting pupils and parents / carers (please refer to appendix 6). Ensure that records of calls made to parents / carers are maintained. Liaise with the media management role about contacting local radio stations. Update the school answer phone on a regular basis. CO9 Liaise with the co-ordination role in sending a letter home to parents / carers. This could include information on:! What has happened! How their child was involved! The actions taken to support those involved! Who to contact if they have any concerns or queries. CO10 In the event of a major emergency, seek support from the local authority; they may be able to establish a helpline for enquiries from the public. Ref Communications - recovery Tick / sign / time CO11 CO12 CO13 Provide regular briefings to pupils and parents / carers. Assist the business continuity role in providing remote / virtual learning. Check that any information in the public domain (e.g. website content) is accurate and up-to-date. Page 32 of 7 04/03/201

33 A3.4 Action Card - Log-keeping Please refer to appendix 9 for more information on log-keeping. Ref Log-keeping - initial response Tick / sign / time LK1 LK2 Attend SEMT briefings. Keep a log of important information, actions taken and decisions made. Ensure that each member of staff keeps an incident log. Ref Log-keeping - ongoing response Tick / sign / time LK3 LK4 LK Provide administrative / secretarial support to the SEMT. Keep accurate records of anyone admitted to hospital or treated by the emergency services. Record details of any expenditure incurred by the school. Ref Log-keeping - recovery Tick / sign / time LK6 LK7 Collate all incident logs, making copies if necessary. Ensure records related to the incident are archived securely but make these available to authorised staff for future reference (e.g. in the event of a debrief or enquiry). Page 33 of 7 04/03/201

34 A3. Action Card - Media Management Ref Media management - initial response Tick / sign / time M1 M2 M3 M4 M M6 Seek support from other organisations (e.g. emergency services, local authority) in responding to media requests. Ensure media access to the site, staff and pupils is controlled. Do not let the media onto the school site or give them access to pupils unless there is a specific reason for doing so and permission / consents are in place. Ask for support from the Police if necessary. Designate a specific area for the media away from the main entrance to the school, so they do not prevent or intimidate people entering and leaving the site. Develop a brief media statement (designed to provide reassurance) on behalf of the school. Information given must be limited until the facts are clear and all parents / carers have been notified. Arrange for an appropriate member of staff to act as a spokesperson (preferably this person will have received media training). If a suitable spokesperson is unavailable the Police or local authority may be able to undertake this role. Be prepared to be interviewed by the media. Ref Media management - ongoing response Tick / sign / time M7 M8 M9 M10 M11 Devise an ongoing strategy for responding to media requests. Work closely with the media to establish what information they require and when their deadlines are. Gather information from the SEMT, emergency services and other organisations as appropriate. Provide regular statements to the media. Ensure each message conveys an accurate, consistent and reassuring message. All press releases should be checked and agreed by the emergency services (and other organisations as appropriate). Advise staff on where to direct media enquiries. Ask staff, pupils and parents / carers to avoid speculation when talking to the media. Try to prevent the spread of misinformation (especially through the use of mobile phones). Ref Media management - recovery Tick / sign / time M12 M13 Keep the media informed of developments in the recovery process. Present a positive and reassuring image to the public. Be aware of media interest in memorials or anniversaries of the event. Page 34 of 7 04/03/201

35 A3.6 Action Card - Resources Ref Resources - initial response Tick / sign / time R1 R2 R3 R4 Take action to protect property. Consider turning off utility supplies. Ensure the emergency services can access / egress the school without hindrance. Consider sending a member of staff to the school entrance to prevent people restricting access by parking in unsuitable places. Advise the emergency services of any property related issues / hazards (e.g. asbestos, chemical stores). Consider providing personnel with a site map. Work with other staff and the emergency services to control access to the school:! Advise staff and governors that they might have to prove their identity before the emergency services will grant them access.! Provide authorised visitors with identification badges and ensure they sign-in and sign-out.! Ensure that media access to the site is controlled. Ref Resources - ongoing response Tick / sign / time R R6 R7 R8 R9 Liaise with utility suppliers as required. Establish safe and secure areas to assist the response. E.g.:! SEMT briefing room! Briefing area for parents / carers! Media briefing room. Work closely with staff and other organisations to provide access to facilities and resources as required. This may involve opening or closing parts of the school. Ensure the school site is secure (e.g. provide temporary fencing around damaged areas, arrange for broken windows to be boarded). Work with the business continuity role to arrange temporary accommodation, if required. Ref Resources - recovery Tick / sign / time R10 R11 R12 Work closely with the co-ordination role in organising remedial work to property and liaise with insurance companies, salvage specialists and loss adjusters as appropriate. Arrange a site visit with relevant personnel (e.g. emergency services, utility suppliers, local authority) involved in the recovery phase. Procure temporary classrooms if appropriate. Page 3 of 7 04/03/201

36 A3.7 Action Card - Welfare Ref Welfare - initial response Tick / sign / time W1 W2 Establish arrangements to meet the welfare needs of pupils, staff, parents / carers, visitors and responders. Identify pupils who may require additional support:! Those with Special Educational Needs (SEN)! Those with medical needs! Those with Personal Emergency Evacuation Plans (PEEPs)! Anyone who may be particularly vulnerable or badly affected (e.g. those who were involved in, or witnessed, the incident). Ref Welfare - ongoing response Tick / sign / time W3 W4 W W6 W7 W8 Assess the welfare and emotional needs of all those involved. Continue to monitor and support those who may be particularly affected by the incident. Make arrangements for reuniting pupils with their parents / carers. Ensure that a member of staff is present to meet and greet them. In groups as small as practicable, inform pupils about the incident. Consider the best way to convey bad news. In the event of a tragic incident, consider seeking support from educational psychologists about the best way to inform and support pupils... Where possible, every child should to be spoken to, and asked if they are alright, before they leave school. Take account of religious and cultural factors. Consider contacting religious leaders within the community for support. Ensure that staff take regular rest periods. Ref Welfare - recovery Tick / sign / time W9 Please refer to appendix 1 for information on welfare arrangements and post incident support after the emergency response. Page 36 of 7 04/03/201

37 A3.8 Action Card - Educational Visit Leader Ref Educational visit leader - initial response Tick / sign / time E1 E2 E3 E4 E E6 E7 E8 E9 E10 E11 Ascertain the whereabouts of all pupils and staff. Ensure the emergency services are aware of anyone who is unaccounted for. Contact the Head Teacher (or nominated emergency contact) to ask for support. Remember to clarify international dialling codes if abroad. Establish a basic overview of the incident. Ensure that accurate, factual information is available for those arriving on-scene. Establish arrangements to meet the immediate welfare needs of pupils and staff. Identify pupils with Special Educational Needs (SEN) and anyone who may be particularly vulnerable. Inform the emergency services of any pupils or staff with known medical conditions or requirements. Ensure that a member of staff accompanies any pupils to hospital but remember the safety of everyone else, even if unharmed. Do not leave anybody on their own and try to maintain an adequate adult / pupil ratio. Ensure other staff are briefed (and given tasks) on a regular basis. Ask staff to maintain a log of actions taken and decisions made. Keep a log of important information, actions taken and decisions made. Remember to retain any important items / documents. E.g.:! Contact details! Consent forms (including medical and next-of-kin details)! Maps! Tickets! Insurance policies! Proof of identity! Passports (if abroad). Avoid making comments to the media until parents / carers have been informed. Do not discuss legal liability with others. Page 37 of 7 04/03/201

38 Ref Educational visit leader - ongoing response Tick / sign / time E12 E13 E14 E1 E16 E17 E18 E19 E20 E21 E22 E23 E24 Continue to assess any risks to pupils and staff. Take action to prevent further harm if necessary. Act as the main contact for co-ordination of the response and work closely with the Head Teacher / nominated emergency contract. Continue to liaise with the emergency services and other organisations. Continue to brief staff and allocate tasks on a regular basis. Monitor and reassure pupils. Make arrangements for the longer-term welfare needs of pupils and staff. Consult the Head Teacher (or nominated emergency contact) about arrangements for notifying parents / carers and reuniting them with their children. Liaise with the tour operator / provider, if appropriate. Try to obtain the names and contact details of any witnesses to the incident. If possible, obtain a written account from them. If abroad, contact the Foreign & Commonwealth Office for support. If abroad, check your insurance policy and seek insurance / legal advice before incurring any substantial expense (e.g. medical treatment). Retain any receipts / documentation for insurance purposes. E.g.:! Records of expenditure! Medical certificates / hospital admission forms! Police incident number. Check that everyone who should have been notified of the incident has been informed. Remember that information given must be limited until the facts are clear and all parents / carers have been notified. Ask the Head Teacher (or nominated emergency contact) to assist with developing a media statement, with support from other organisations as appropriate. Devise an ongoing strategy for dealing with media requests. Ask pupils and staff to avoid speculation when talking to the media. Try to prevent the spread of misinformation (especially through the use of mobile phones). Ref Educational visit leader - recovery Tick / sign / time E2 E26 Please refer to appendix 1 for providing welfare arrangements and post incident support after the initial emergency response. Complete any necessary forms / paperwork. Page 38 of 7 04/03/201

39 Appendix 4 - Welfare & Post Incident Support Our welfare lead in the event of an incident is: [insert name here] Ref Post incident support - assistance for pupils and parents / carers Tick / sign / time P1 P2 P3 P4 P P6 P7 P8 P9 P10 P11 P12 P13 Introduce a strategy to monitor pupils and staff who may be particularly affected by the incident. Ensure that staff are aware of this strategy. Offer pupils and staff the opportunity for psychological support and counselling. Ensure staff and pupils know that support is available and arrange access to these services as necessary. Consider which pupils need to be briefed, how, and by whom. Provide opportunities for pupils to discuss their experiences (e.g. promoting discussion during class, arranging a special lesson). Do not discourage pupils from talking about their experiences. Consider providing relevant books in the school library. Arrange for a member of staff to visit those affected (at home or at hospital). Ask for consent from parents / carers before doing this. Make arrangements to express sympathy to those who have been hurt. Consider encouraging pupils to send cards / messages to those affected. Be sensitive about the demands practical issues might make on pupils (e.g. deadlines for coursework, imminent exams). Send a letter to parents / carers with information on:! The nature of the incident! How their child was notified of the incident! Arrangements for support organised by the school! Who to contact if they would like additional support. Maintain regular contact with parents / carers. Do not make public any sensitive / confidential information about individuals unless consent has been given by pupils and parents / carers. Consider organising an event for parents / carers to discuss any issues or concerns they might have. If pupils who were particularly affected by the incident leave school (e.g. transferring from primary to secondary education) consider, sensitively and confidentially, notifying the Head Teacher of the new school. Page 39 of 7 04/03/201

40 Ref Post incident support - general actions Tick / sign / time P14 P1 P16 P17 P18 P19 P20 P21 Request support from educational professionals trained in psychological debriefing, critical incident stress debriefing, bereavement counselling and trauma management if appropriate. Consider requesting support from other organisations. E.g.:! Teacher Support Network! Samaritans! Cruse Bereavement Care. Manage any distress that could be caused by ongoing Police enquiries, legal proceedings and media attention. Cancel or rearrange any events which are inappropriate. Plan appropriate support for staff to enable them to cope with any questions or discussions pupils might have about the incident. Ensure that any new roles given to staff do not place too great a burden. Over time, staff may need to be relieved of any additional responsibilities given to them. Ensure that new staff are aware of the incident, which pupils were involved and how they were affected. Consider any actions which can be taken to support the local community if affected by the incident (e.g. fund raising). Ref Post incident support - returning after a period of absence Tick / sign / time P22 P23 P24 P2 Negotiate with parents / carers a suitable date for returning to school after a period of absence. Consider if any additional support could be provided which would make the return easier. E.g.:! Initial part-time attendance! Alternative methods of teaching! A sanctuary that pupils could use if upset during the school day. Brief pupils who may be able to help in the process of resettling (e.g. close friends). Ensure that all staff are aware of the need for sensitivity. Put in place special arrangements for:! Missed work! Rescheduling projects! Exams. Page 40 of 7 04/03/201

41 Ref Post incident support - funeral arrangements Tick / sign / time P26 P27 P28 Contact bereaved families to express sympathy on behalf of the school. Take account of religious and cultural factors (e.g. some faiths wish to hold funerals within 24 hours of death). Consider contacting religious leaders within the community for support. Consult parents / carers sensitively about funeral arrangements. Try to establish if representatives from the school will be invited to the service. It may be useful to consider:! Closing the school on the day of the funeral as a mark of respect! A senior member of staff attending the funeral on behalf of the school! If staff and pupils can be allowed time off school to attend the funeral! Providing transport to take pupils and staff to the funeral! Providing pupils with information about what happens at funerals! Arranging floral tributes and / or donations. Ref Post incident support - remembrance Tick / sign / time P29 P30 P31 P32 Taking into account the wishes of the family, consider providing a suitable memorial at the school:! Garden! Seating area / bench! Tree! Book of condolence! Fountain! Sculpture! Painting! Photograph! Prize (e.g. a sporting / academic trophy for older children). Be aware of important dates which may need to be prepared for. E.g.:! Birthdays! Christmas! Mother s day! Father s day! Anniversary of the event. Discuss with governors, staff, parents / carers and pupils how to mark anniversaries and other important dates. E.g.:! Commemorative service! Special assembly! Concert! Display! Sports event. Be aware of renewed media interest near anniversaries of the event. Page 41 of 7 04/03/201