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Emergency Planning

Emergency Planning. 17.11.08. Children and Young People’s Services. Timetable. 1:30 Introduction Deborah Brownlee 1:40 Critical vs Major Incidents Simon Jenner 1:50 Flu Pandemic Paul Turner 2:20 Local Authority Plans and Responsibilities Tim Carroll 2:40 Break

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Emergency Planning

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  1. Emergency Planning 17.11.08 Children and Young People’s Services

  2. Timetable 1:30 IntroductionDeborah Brownlee 1:40 Critical vs Major IncidentsSimon Jenner 1:50 Flu Pandemic Paul Turner 2:20 Local Authority Plans and Responsibilities Tim Carroll 2:40 Break 2:55 School Plans and Responsibilities Simon Jenner 3:20 What would you do? Simon Jenner 3:50 Next steps 4:00 End

  3. Aims • To raise awareness of the expectations / duties for schools in relation to emergency planning • To disseminate central government guidance • To be aware of local authority requirements in regard to emergency planning and support available to schools • To help schools revise/write their emergency plan • To be aware of actions required should a flu pandemic arise

  4. Major Incident • "An event or situation which threatens serious damage to: human welfare in a place in the UK, the environment of a place in the UK, or, the security of the UK or a place in the UK". • A major incident is characterised by the nature and scale of the response required, rather than the circumstances surrounding the incident itself. Characteristically it will mean the following:- • An external event caused by circumstances outside of the Council's control; • The implementation of special arrangements by one or more of the emergency services, the NHS or local authority;

  5. Major Incident cont… • The involvement either directly or indirectly of large numbers of people; • The handling of large numbers of enquiries likely to be generated from the public and media; • The need for large scale combined resources of two or more of the emergency services or supporting organisations; • The provision of a response to an event which threatens death, serious injury, displacement, or homelessness to a large number of people.

  6. Critical Incident • A critical incident is one which is below the level of a major one but still of significance. Examples would include the death of a pupil, or significant fire within a school. Yule and Gold (1993) define a critical incident as "a sudden and unforeseen incident which has a significant and negative impact upon the emotional well-being of pupils and/or adults of a school and/or upon the effective funding of a school." Within Wigan we would wish to widen this definition to include all educational settings.

  7. DCSF website on emergency plans www.learndirect.gov.uk/emergencies Writing a plan www.teachernet.gov.uk/emergencies/resources/index.html Arson risk evaluation www.teachernet.gov.uk/emergencies/resources/arson/index.html Security Risk Assessment www.teachernet.gov.uk/emergencies/resources/security/index.html

  8. Wigan Critical Incident Web Site www.wiganschoolsonline.net/smi/crit_inc.shtm Flu Pandemic Guidance for Schools www.teachernet.gov.uk/wholeschool/healthandsafety/Influenza/

  9. Local Authority Emergency Plan • Plan to address major incidents • Allocates responsibilities for actions • Held/actioned by key officers of the authority • Public document available

  10. Emergency Plan - Content • Initial contact procedure • Emergency control centre details • Outline of departmental functions and responsibilities • Media and information handling • Information on other agencies • Resource directory • Principles for training and exercising

  11. LA Responsibilities • Have emergency plans in place • Have business continuity plans in place • Support key services (eg schools) in planning for emergencies and critical incidents • Provide specialist support as required (eg premises-related support, psychological support

  12. Rest Centres • Provide shelter and basic welfare to people who have been evacuated, or made homeless because of a major incident or disaster. • They are set up and manned by the Local Authority. • The local authority rest centre plan has recently been updated.

  13. Rest Centres - continued • Premises are chosen based upon the size and circumstances of the emergency, but day centres, high schools or sports centres are generally used. • Schools have been identified in different areas of the borough as possible rest centre locations. • Awareness raising, including rest centre exercises are planned with schools.

  14. Case Scenarios • A flu pandemic has arisen, but with few casualties. Central government and the local authority are asking schools to remain open, as far as possible, to enable other services to continue. A quarter of your staff call in sick/ to look after relatives/ are unwilling to come into work. What do you do:- • Immediately • Within the day • Within the week (if the situation continues)

  15. Case Scenarios 2. A flu pandemic in February has led to significant casualties. Advice is to close schools (possibly for ten weeks), but to keep the curriculum going, especially for Y6/Y11, via alternative means such as IT. What would you do?

  16. Case Scenarios 3. At lunch time a man with a machete climbs over the fence and threatens staff/children. You see this as it happens. What do you do:- • Immediately • In an hour • In the day • In a week • Longer term

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