Start an Incident Log Contact specialist contractors if required Notify CSD. (See App B for Tel Number) Ask for help if needed (including Educational Psychologists) Check psychological support is sufficient Contact other staff and governors for support as required, particularly if out of hours Crisis Management Team meets at regular intervals Make plans to mark the event: special assembly, memorial, plaque, etc Make arrangements to close/open the setting or cancel activities Issue regular updates for staff, children, young people, governors, parents via: staff meetings assemblies letters home web-site ESCC website Evaluate the Crisis Management Plan and as necessary Provide recorded message on answerphone for parents, etc Start planning the return to normality Formally thank those involved in supporting the Crisis Contents Introduction 2. Aim 3. Objective 4. Types of Incident 5. Business Continuity Management 6. Alerting the Crisis Management Team 7. Support Provided by ESCC Children’s Services Department 8. Emergency Incident Suite 9. Parents / Guardians Visiting The Premises 10. Dealing with the Media 11. Bereavement Policy Guidelines 12. Recovery Period Appendices
Appendix L Task Allocation Template Overall Management of the Incident Setting up the Incident Suite Administrative Support including Telephone Operations Staff & Child or young person Welfare Provision of Information to Staff & Parents Dealing with Bereaved Parents/ Families Managing the Media Catering Other Issues Transport/ Evacuation Who should take the lead? Notes on actions that could be taken. Where would you locate your activities? What resources you require, and where would you obtain them?
Hair colour and style, including facial hair. Eye colour Distinguishing features, such as tattoos, scars, piercings and jewellery Dress, including footwear. Accent and speech such as slurring or stammer. Verbals: Anything that was said – stated purpose, threats, demands – that may give a clue as to why this is happening. This may include timings ‘If my demands are not met by midday, I will blow up the school.’ Anything to imply that the Trespasser has contact with accomplices inside or outside the premises. Weapons / Improvised Explosive Devices - seen or implied: Has a firearm or other device been discharged or any kind of explosion taken place? Size, colours, shapes of firearms, or other weapons seen Colours and make up of wiring and anything that be an explosive device or control panel. This could be strapped to the person’s body. Description of anything verbalised ‘I've got a gun in my pocket’. Anything seen, heard, smelt or the effects of anything that might indicate the presence of a noxious gas or substance. Location and Status: The location of the incident(s) and the last known and current estimated location of the Trespasser. The location of the Incident Control Centre. Is there a safer route into the Control Room for the Police? The status of the establishment in terms of areas Locked Down, or where Internal or External Evacuations have taken place. Numbers on Roll (pupils and staff) + Visitors. Status of known or suspected casualties. Known or suspected Missing Person – pupils, staff, visitors. Known or suspected hostages Ongoing Communications The 999 system may have been used to give initial information. Have a landline and mobile number available and a nominated person for the police to call during the course of the incident. Remember to maintain the Incident Log. Media and Communications Management