Civil Defence and Emergency 

Procedures to follow in a civil defence emergency.

These procedures take into account the following assumptions:

• The school may need to look after itself during the initial stages of a disaster.

• Emergency services may not be able to respond for some hours after the initial stages of a disaster.

• Utilities, such as water, electricity, communications, transport and food supplies, could be unavailable, inoperative or unsafe.

• Some buildings may suffer moderate to severe damage.

• Children and staff injured during the disaster may need to be cared for within the school environment. 

Emergency Contacts

• To place an emergency call, dial 111

• Principal                                      Jenny Craig                            

• Closest neighbours                  Sue Beck   / Dianne McFaul                         

• Civil Defence – Invercargill                                      03 2115115

After hours emergency   (Southland District Council)                            0800 732 732

Evacuation assembly area

• Children and adults will assemble on the tennis courts.

Principal’s responsibilities

• The principal is primarily responsible for the safety of the children and staff, and the protection of school property.

• The principal is to oversee emergency procedures and manage whatever actions are taken. The principal is the building warden for fire evacuations.

• The principal will report to the Board annually on compliance with the procedures.

Staff Responsibilities

• All staff are required to be familiar with and to be able to competently carry out the schools emergency procedures

• The prime responsibility of all staff is the safety of the children.

Relieving and temporary staff 

• The principal will ensure all relievers are aware of emergency procedures before commencing work in the school.

First Aid

• All staff will ideally have current first aid certificates. 

• They will administer first aid as required.

First hour priorities – all emergencies

During the first hour after an emergency, the principal will have to handle many important tasks:

• Attend to the first aid needs of injured children and school personnel

• Account for all children and staff

• Locate missing children and staff

• Extinguish small fires before they get out of hand

• Check for damaged utility systems and appliances

• Shut off mains power

• Seal off and indicate areas where hazardous materials have spilled.

• Calm and reassure frightened children and staff

• Establish communications with the emergency services and Civil Defence.

• Establish communications with staff via group messenger.

Evacuation – applicable to all procedures.

All staff will ensure all areas are clear of people as they evacuate the building.

Each classroom teacher will check their toilet and cloak bay areas 

The principal will account for all staff and the roll will be called.

• If anybody is not accounted for, this will be reported to the emergency services personnel on site.

• No person may re-enter the building until the “all clear” is given by the principal.

Fire procedure

·       The person who discovers the fire will ring the school bell

·       The principal/ office administrator/ designated teacher will dial 111

·       The building will be evacuated

·       Attempt to extinguish small fires with extinguishers only if you consider it safe to do so.

·       Under no circumstances is anybody to re-enter a burning building.

Earthquake procedure

During a major or moderate earthquake, the greatest immediate hazard to people in or near buildings is the danger of being hit by falling objects. During ground shaking, the school population is safest finding immediate shelter under desks or tables.

If indoors:

• Stay inside, move away from windows, shelves, heavy objects and furniture that may fall. Take cover under a table or desk and hold onto the furniture.

If outdoors:

• Stay outside. Move to an open space away from buildings and trees. Lie down or crouch low to the ground as your legs will not be steady. Keep looking around to be aware of dangers that may demand you moving.

Indoors or outdoors – when an earthquake occurs – take action at the first indication of the ground shaking. 

• The decision to evacuate buildings will be made by the principal, only if he/she considers them to be unsafe.

Windstorm procedure

• If the opportunity presents itself, secure and put away outdoor furniture and equipment. Be aware of high wind warnings and act on them.

• During high winds, keep children indoors and away from windows.

• Put tape on windows if you consider them a risk of breaking.

• Open windows on the downwind side of the building if you consider there is a risk of the roof lifting.

Electrical storm procedure

• All children and staff will remain indoors away from windows.

• Be aware that when outside, tall objects (people, trees) and metal poles will attract lightning strikes.

Flooding/snow procedures

• Parents/caregivers of children should be contacted early if this is a risk.

• Identify alternate carers who can collect affected children.

Release of children

• Details of which children have left, and with whom, will be recorded.

Classroom Drills- see poster 

Fire drills

• The school will carry out a fire evacuation drill twice a year.

• Practices will be held at different times of the day

• Various people will assume responsibility for leadership. 

Earthquake drill

• The school will carry out earthquake drills twice a year, when pupils will be taught the ‘Drop, Cover, Hold’ drill

Lockdown drill

• The school will carry out drills at least once a year, when pupils will be taught the ‘Hide and Stay Quiet' procedure.

Traumatic Incident Management Plan 

(From MoE guidelines)

Purposes

1. To ensure the safety and wellbeing of all pupils and staff in the event of a traumatic incident such as the serious injury or death of student or a staff member, or other traumatic incident.

2. To ensure effective and appropriate action is taken in the event of a traumatic incident or disaster.

What is a traumatic incident or disaster?

Disasters are usually defined as overwhelming events that can involve destruction of property, include injury or loss of life, affect communities and are shared by many children and families. In addition, disasters are viewed as being out of the realm of ‘normal’ human experience and as such are viewed as traumatic, meaning that they can lead to or result in stress reactions. 

Traumatic incidents in New Zealand schools have been broadly defined as events that:

·           cause sudden and/or significant disruption to the operation, of a school, or community

·           create significant dangers or risks to the wellbeing of children, young people or people within a community

·           attract media attention or a public profile for the school as a result of these incidents.

In the event of a traumatic incident

If you receive a call regarding a traumatic incident:

·           listen to what has happened

·           record the caller’s name and phone number

·           record the names of others involved 

·           check that appropriate emergency services have been contacted.

·           inform the caller of any actions you will take       (such as informing the Principal/ BOT Chairperson…)

·           immediately the call is over make contact with the principal/chairperson 

The  Principal/Chairperson may:

·           record:         the facts of the event

                                    the individuals involved

                                    any actions taken

·           inform the board and any other schools that may be affected

·           contact the school traumatic incident team to coordinate support and further arrangements

·           contact the Ministry of Education traumatic incident coordinator service.

The School traumatic incident team may:

·           inform all staff of the event and identify and notify other key people 

·           seek cultural assistance as appropriate (eg, Kaumatua, Māori staff)

·           prepare written statements that are factual and accurate to inform staff, children and young people, the media and community. In the case of a death, family/whānau affected consult in culturally appropriate ways and share the content of any written statements

·           clearly assign roles and clearly communicate these to staff and other key people

·           support the varying reactions of school members through maintaining normal structures, gathering accurate information about reactions, positive messages, activities in classrooms and licensed spaces, support rooms as appropriate, extra staff as needed etc

·           accurately record and monitor all staff and children and young people’s attendance and whereabouts

·           assist with planning for media attention such as the time journalists will arrive, who they see and where they go 

·           develop an at risk register

·           plan for the collection of deceased children’s, young people’s and/or staff’s personal belongings and equipment to return to the family/whānau in culturally appropriate and sensitive ways. 

·           plan for the next day, and future events

·           keep written records of all actions.

·           compile a report of actions at the conclusion of the incident in consultation with all traumatic incident team members, with recommendations on future actions as needed.

 Reviewed and Amended  13/02/2023