Trinity Grammar School Summer Hill Campus Critical Incident Plan

7. SUMMER HILL CAMPUS CRITICAL INCIDENT PLAN

Reviewed January 2000

7.1 INTRODUCTION

7.2 EFFECTS OF CRITICAL INCIDENTS ON THE SCHOOL SYSTEM

7.3 EFFECTS OF CRITICAL INCIDENTS ON INDIVIDUALS OR GROUPS

7.4 RATIONALE FOR HAVING A CRITICAL INCIDENT PLAN

7.5 DEBRIEFING

7.6 INFORMATION MANAGEMENT

7.7 SUPPORT, COUNSELLING AND SUPERVISION

7.8 ADVICE FOR TEACHERS WHEN COUNSELLING STUDENTS

7.9 ADVICE FOR TEACHERS WHEN LEADING A GROUP DISCUSSION

7.10 CRITICAL INCIDENT MANAGEMENT TEAM STRUCTURE

7.11 CRITICAL INCIDENT ACTION PLAN FLOW CHART

APPENDIX A QUALIFIED FIRST AID OFFICERS

APPENDIXB

APPENDIXC

APPENDIXD

A SAMPLE LETTER TO PARENTS

MANAGING THE MEDIA

MISADVENTURFJACCIDENT REPORT FORM

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APPENDIX E CRITICAL INCIDENT CHECK LIST Page 7.16

APPENDIX F EMERGENCY EVACUATION OF THE SUMMER HILL CAMPUS Page 7.17

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Trinity Grammar School Summer Hill Campus Critical Incident Plan

7.1 INTRODUCTION

CRITICAL INCIDENTS

DEFINITION: a relatively sudden, untimely and unanticipated event or situation which is outside the range of usual human experience and which evokes unusually strong emotional reactions which have the potential to interfere with staff/students' ability to function at the time the situation arises or later.

Critical incidents: in the wider world have included: i) Disasters - earthquakes, floods, bushfires, foundering of a vessel, plane crash etc. ii) War iii) Massacres iv) Violent public episodes- shQotouts; random violent acts. v) Hostage taking vi) Suicides vii) Murders

Critical incidents experienced in the School could include: i) Suicide ii) Murder of a student or teacher iii) Students lost or injured on an excursion or camp iv) Unexpected death of a student or teacher (especially if in school environment) v) Hostage-taking vi) Major break-in and vandalism vii) Disasters in the community that affect the School

N.B. Where a small number of people are affected by a critical incident they can generally be effectively helped through individual or small group counselling with a trained professional. Situations referred to here as critical incidents involve large numbers· of the School communitydirectly or indirectly.

7.2 EFFECTS OF CRITICAL INCIDENTS ON THE SCHOOL SYSTEMS

* * ' ~

* *

* * *

* * *

· ·Pos~mte-rrrcre~afety-risk--=-students-and/orstaff ·

_D~plet~q r~spurces :: . i) Damage and/or destruction of facilities ii) Unavailability of staff due to shock, InJUry, death, or alternative duties after

Critical Incident Management (C.I.M.) team activated. Some degree of chaos. Interruption to normal routines - school hours, lessons, timetables may be changed, certain groups or classes may be specifically affected, staff roles reassigned. Increased clerical workload - extra communication and clerical assistance. Increased parent/school communication and co-operation. Possible communication with the media, perhaps with negative consequences if not handled wisely. Rumours and scapegoating General post-traumatic stress reactions Blurred lines of communication & decision making

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Trinity Grammar School Summer Hill Campus Critical Incident Plan

7.3 EFFECTS OF CRITICAL INCIDENTS ON INDIVIDUALS OR GROUPS

CHARACTERISTIC SYMPTOMS Symptoms usually begin immediately or within 24 hours after the trauma. Sometimes symptoms are delayed for a period of months or in some cases even years after the incident although avoidance symptoms might have been present during this period.

i. Sleep Disturbances Nightmares Insomnia Flashbacks - experiencing the incident through recurrent and intrusive recollections of the event.

ii. Emotional Responses Outbursts of aggression Rage Anxiety Emotional problems

iii. Other Responses

Violent impulses Hostility Restlessness

Irritability Exaggerated startle response Hyper alertness

Loss of concentration Memory lapses Apathy Numbing·of general responsiveness Alienation from others A voidance of reminders of the trauma Sexual dysfunction Regression to earlier behaviours e.g. young children could experience the loss of recently acquired developmental skills such as toilet training or language skills,

iv. Interactions with Pre existing Problems Guilt Depression Grief Mistrust Narcissistic Responses Obsessive behaviour

Phobias Acquired Hysteria Suicidal Tendencies

7.4 RATIONALE FOR HAVING A CRITICAL INCIDENT PLAN: A critical incident plan is designed to mitigate the impact of the critical incident and ·to accelerate recovery of those involved and a return to efficient operations of an organisation. -The preparation of a planned response will facilitate: - - · --- . * a framework for action * an optimum response at a time of instability * a return to normal routines * recovery of personnel (fewer resignations, less sick leave) * a sense of control and responsibility * higher morale through a caring and supportive response * cohesiveness within i:he school community

7.5 DEBRIEFING All staff and students who are involved in or witness a critical incident, or have a close relationship with the victimes of a critical incident will have the opportunity to participate in debriefing activities orgainised by the School.

The importance of debriefing cannot be over emphasized. It is vital for all those who have been directly involved in a critical incident or closely involved with the people affected by a critical incident

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.· Trinity Grammar School Summer Hill Campus Critical Incident Plan

A number of School Counsellors trained in debriefing are available through the Independent School Counsellors network, should the event warrant counselling beyond the resources of the School.

7.6 INFORMATION MANAGEMENT a) Staff In such situations a full staff meeting will occur as soon as possible where staff will be supplied with accurate information about the incident, strategies to assist students to talk about the incident in a productive manner, information to assist in understanding grief reactions, and strategies for indentifying students who should be referred for further counselling and support services. (See 7.8 & 7.9- Advice for Teachers)

b) Students The Head Master in consultation with the Critical Incident Management (C.I.M.) Team will decide how to inform the students about the critical incident.This will usually involve a whole School Assembly. Of greatest importance is the need for information to be consistent and accurate so that rumors and speculation amongst the student body are minimised.

c) Parents A letter or a notice in the Head Master's Bulletin will be sent to parents as soon as possible explaining the facts of the incident, the School's response, possible reactions of students, and sources of help for parents. A sample letter is included in the appendix. (See Appendix B) In the case where students suffer injury, death or emotional trauma, parents will require more personalised and ongoing contact from the Head Master or a member of the C.I.M. Team.

d) Media The Director of Community Relations is designated as the Media Liaison Officer and all media inquiries about the School at the time of the critical incident MUST be referred to him. Specific strategies apply to media liaison and the Director of Community Relations will be briefed by the C.I.M Team about how to respond to media inquiries. The Head Master must authorise any media releases. (See Appendix C)

e) Telephone Communication In the event of a critical incident that is widely reported in the media, telephone lines may be jammed by incoming calls wanting to ascertain the safety of 'Students. In this circumstance use a mobile telephone to maintain outgoing telephone contact. Staff with School mobile telephones should make them available for the C.I.M. team

7.7 SUPPORT, COUNSELLING AND SUPERVISION Not all people involved in a critical incident require formal debriefing. Usually those who did not witness the event and did not know the injured need only to know the facts and may need to talk about the incident. This kind of emotional assistance to students will be provided by Trinity teachers and other staff in informal and class situations. The C.I.M. team will provide teachers who wish to assist students in discussing the incident with suitable classroom activities.

The School Counsellors will provide student counselling but may refer students requiring long term counselling and therapy services to support teams.

During and after a critical incident, students will require supervision and comfort. A recovery area will be set up by the C.I. Team to assist students and staff who have been emotionally

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Trinity Grammar School Summer Hill Campus Critical Incident Plan

affected by the incident. This may be a classroom, Library or the Common Room, where those who are upset may talk, cry, rest, have a wann drink, etc. to seek comfort.

If circumstances allow, it is better to keep students at school after a critical incident rather than to send them home. This allows staff to monitor students' emotional well-being and also ensures that students seek maximum comfort from their peer group and do not return to empty houses where comfort and supervision are lacking and solitary grieving may be detrimental to mental health.

Housemasters should contact the families of the boys directly affected by the critical incident and give support to the boys and their families during the period of recovery from the critical incident. The sending of flowers to the boys' families will often be appropriate and this should be done through the Head Master's secretary. Housemasters should keep a careful watch over the boys not directly involved in the critical incident and organise help where needed.

7.8 ADVICE FOR TEACHERS WHEN COUNSELLING STUDENTS

(Not for students directly involved who would require specialist support)

When a critical incident occurs involving the whole School community, an already organised procedure will be followed (the Critical Incident Plan)

Teachers may have the responsibility of informing their designated group of students about what has happened and what is being done about it.

Teachers will be the first line of contact with students who could be frightened, grieving, confused, inquisitive or disinterested.

In this situation it is best to use certain responses and to avoid others. Here are some suggestions.

TRY TO AVOID:

You'll feel better about it tomorrow.

Something like this happened to me once.

Try not to be so emotional about it.

Forget it. It's nothing to do with you.

It is only a one in a million accident.

Leave me out of it. I can't cope.

Do something to take your mind off it.

_ Just try and get over it.

TRY TO USE:

It's OK to feel shocked and helpless ,now.

You must be finding it really hard to believe.

You will be more comfortable in another room.

We all fee the shock of something like this.

It did happen and this is the result.

The thoughts will keep coming back at times.

1- If you want to talk, go to ....... Or see ~

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Trinity Grammar School Summer Hill Campus Critical Incident Plan

7.9 ADVICE FOR TEACHERS WHEN LEADING A GROUP DISCUSSION

(Not for students directly involved who would require specialist support)

1. Set aside a structured time appropriately close to the incident. Normal routine should be returned to as soon as possible. Request that someone e.g. School Counsellor or other staff member, co-leads the group/class with you. Opt out altogether of leading if you think it appropriate.

2. Allow the facts to emerge (as well as rumours), from discussion. At later times, art, writing and drama activities may stimulate discussion~

2. Bring in the idea that we do know a little about tragedy/disasters. Mention briefly perhaps some disasters or tragedies that have occurred on other places and times.

4. Point out that grief is a normal response and peopl~ feel in different ways. Some feel guilty, some angry, some sad, etc.

5. Try to let he students verbalise the feelings they have observed in themselves or others in the group:

6. Talk about the loss, the person(s) and what they meant to the survivors. What sort of people were they? How frightening was it for you? What other grief experiences have we had? How can we support and welcome back other victims and survivors when they return to School or during their absence.

7. Make your own time available for individual consultations and/or provide information as to when and where group and class members can refer themselves for individual assistance as needed.

8. Discuss the support network and people. Who or what has been helpful. What might assist in the future (prevention).

9. Do not hide your own tears if they come every now and again.l t is a healthy response and legitimises crying for some students.

10. Anger may be expressed towards authority. It might be justifiable anger or a reactive anger, even a combination of both. Expressing it verbally is helpful.

11 . Note the names of the students who appear to be suffering persistent distress or where their feelings may cause personal injury/illness. Discuss with counsellors the concerns about people.

12. Discuss your own thoughts and feelings with other teachers/group leaders­perhaps in a group and led by a debriefing counsellor.

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7.10 CRITICAL INCIDENT MANAGEMENT TEAM STRUCTURE

Contact N2s: Work Home HeadMaster Chairman 020

Senior Master (Chairman) Coordinator 034

Senior Chaplain Prayer Convener and Counselling 093

Head of TESS CI Stress Management Co-ordinator 035

Second Master Operations logistics -rooms, transport, 098 student movement, etc

Receptionist Parent Enquiries 4

liM's Secretary Organisation of secretarial staff Media Enquiries

Master of the Middle School Staff/student support

Assistant to the Head Master, Liaison with Emergency services

Director of Activities, Student support

Master of the Junior School, Student support

Director of Community Relations Media releases

Bursar Ancillary staff support

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020

034

062

079

099

030

Mobile

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7.9 CRITICAL INCIDENT ACTION PLAN FLOW CHART

I. GATHER FACTUAL INFORMATION * Whathappened * Who is involved * What resources are needed?

REDACTED WHO

Head Master (020) Senior Master (034)

Head of TESS (CISMC) (035)

WHERE

* Who is at risk (Critical Incident Stress Management Co-ordinator) * Appropriate Services to contact

t II. ENSURE SAFETY AND WELFARE OF STAFF MEMBERS AND STUDENTS * If necessary contact emergency services -

Dial 000 * Contact First Aid Officer(s) * Evacuation necessary/possible? * Secure school/playground * Outside Agencies? (If Police or Fire Brigade are called to school they will determine whether State Emergency Services (SES) are required to assist

t

Head Master Staff at the scene of the incident

REDACTED Sister (023

Senior Master, Marshal Second Master (128)

Ill. HEAD MASTER TO INFORM EXECUfiVE AND C.I.S.M. CO-ORDINATOR:

Head Master HM Executive

Council Room

ASSESS ACTIVATE C.I.M. TEAM & ACTION PLAN

* Ethical responsibilities of confidentiality, provision of support and counselling

t IV. MEET WITH C.I.M. TEAM * Implementation of plan * Management * Ongoing Review * Media releases

Head Master Council Room Senior Master,

Chaplain, Counsellor, Marshal, Second Master

Receptionist, HM's Secretary * Place for recovery room * Advice to parents

Master of the Middle School Assistant to the Head

* Delegation of responsibilities Director of Activities Director of Community Relations (015 230 371)

Master of the Juriior School, Bursar·

•"- t V. SET UP SWITCHBOARD PROCEDURES & EMERGENCY MESSAGE

(On advice of CIM Team)

t VI. STAFF MEETING CACADEMIC AND CLERICAL) * Give facts - allow time for staff response * Discuss action plan - explain strategies for dealing

with student enquires

t VII. SET UP RECOVERY ROOMCsl • Comfortable chairs, fluids, support personnel

t VIII. MEETINGS WITH STUDENTS * Give facts of incident * School Action/response * Details of counselling services * Student response * Staff present

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Receptionist Bursar's Staff

HeadMaster

Counsellors Sister

Chaplain

Head Master &/or other

relevant staff

Front Office

Common Room

Counsellor's Office Sick Bay (023) Other rooms

with vehicle access

Assembly Hall, Quad or

Sports Centre

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t IX. IDENTIFY STUDENTS/STAFF AT RISK * Additional support and counselling

Housemasters/Referrals ·

t X. CONTACT PARENTS/FAMILY OF AT RISK STUDENTS/STAFF * Give facts * Give outline of School's response * Give contact person *.How can parents be involved? * Where parents get help if needed?

t XI. DEFUSING * Discuss with students in class etc • It ;, importmt that oaff, b<r ""' P'""'" = 1rept hll'otm<d

XI I. WRITE LEITER TO ALL PARENTS * Facts of critical incident * School's response strategy * Possible reaction of students (Leaflet) * · Sources of he I p for families * Open lines of communication with families

t XIII. DEBRIEFING OF STUDENTS/

STAFF INVOLVED * 24 - 48 hours after incident

t XIV. CLOSURE CEREMONIES * May take different forms and depends on type of incident and intervention e.g. Liaison re funeral arrangements * Memorial services

t XV SCHOOL RETURNS TO REGULAR · ~ ROUTINES * Appraisal and re-allocation of resources

t XVI DEBRIEFING OF STAFF AND C.I.M. TEAM

t XVI I . EVALUATION OF C.I.M. PLAN * Evaluate strengths and weaknesses of the response * Incorporate any modifications

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Counsellors Senior Master, Second Master

Housemasters, Chaplain Masfer of the Middle School Master of the Junior School

Head Master Senior Master

Counsellors, Housemasters Master of the Middle School Master of the Junior School

Chaplain, Counsellors Housemasters

Staff

Head Master

Counsellors & Chaplain

Counsellors

Head Master Chaplain

- others as required

Counsellors' Offices or other appropriate

rooms

*&mior·Master Second Master, Marshal

Master of the Middle School Master of the Junior School

Counsellor & outside organisation

if necessary

C.I.M. TEAM

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(Appendix A)

QUALIFIED FIRST AID OFFICERS

NAME QUALIFICATION PHONE WORK PHONE HOME

- ·

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(Appendix B)

A SAMPLE LETTER TO PARENTS FROM THE HEAD MASTER

(Letterhead)

Date

Dear Parents,

Yesterday two of our Year 8 stu_dents were tragically killed and two others were injured during a sudden storm at the Year 7 camp near Katoomba. The students were struck by a sheet of roofing iron from an abandoned fannhouse as they sheltered in their tent

X ................. and X .................... were killed instantly. X .................. and X ......... . received a broken arm and broken ribs respectively and were discharged from hospital after an overnight stay.

I have visited the parents of X ....................... and X ......... .. ........ and offered them the condolences of our whole School community together with any support or help we are able to give.

Your sons may be affected by the deaths of our students and we have made some plans to provide support for them at School if needed. I will advise you further of these shortly.

It would be best for school routine to continue as normally as possible and students should attend school regularly. Reactions of students will vary and may include crying, not wanting to talk (or wanting to talk), wanting to be alone, anger, lack of concentration, desire to ask for help or counselling. Please contact the School Counsellor, or me ................... who will be able to advise on procedures.

Yours Sincerely,

Head Master

This letter has five functions. It tells parents:

1. the facts u. what the School has done 111. the School's plan tv. how the boys may react v. how to get help

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(Appendix C)

MANAGING THE MEDIA

Each critical incident is unique and the dynamics of each situation will have to be assessed when it occurs. It is important that a structured approach to media management is used to ensure the most positive and supportive response from the media.

• Take the media calls The Head Master or nominated person (Director Of Community Relations) should handle the initial media calls. All calls from the media should be returned as soon as possible:

It is important that the School has an input in media coverage so that the story is balanced. Therefore it is best to avoid answering questions with 'no comment'. Responses to questions should be accurate, however it may be necessary to explain to the media that the School is unable to answer their questions at this time because (i) of the sensitive nature of the issue, or (ii) you do not have the information available. It may be necessary to check with the police, ambulance or fire brigade etc, before making a statement.

• Response time is important People likely to be contacted by the media need to be alerted immediately and kept informed as more details come to light.

• All media inquirieS will be handled through the Head Master's office The Headmaster or nominated person (Director Of Community Relations) will liaise directly with the media as more details are known.

• Journalists need to be related to in a positive and friendly way The School will be able to enlist the support of the media to report accurate information if treated in a positive and friendly way. It is important not to react in a defensive manner.

Journalists are professionals who have been assigned the job of reporting the story. They feel the public have a right to know and they will report the story with or without the co-operation of the School.

In a major disaster, the media is an essential means of communicating information, e.g. providing hotline phone numbers, etc.

Working with the media representatives as professionals and providing them with accurate information about the incident means staying in control. Co­operation can make the difference between inaccurate reporting resulting in a story that reflects negatively on the School and one which shows our caring role and our ability to respond effectively in a crisis.

Emphasis should be placed in media comment on the support available to students and Staff.

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• Determine what the official response will be Other developments or broader issues that may need to be considered when framing the response.

Express concern and restrict answers to facts. Accentuate the positive It is appropriate, for example to:

State the facts about what has occurred and what is being done. E.g. when and where the incident occurred, how many people were involved or how much damage has been done, etc.

Describe the assistance being provided for students and staff who may have been traumatised.

Explain that the whole School has been deeply shocked, · that all available resources and support services have been gathered and what steps are being taken to rectify the situation and get things back to normal as soon as possible.

It is imperative to avoid making comments that imply blame or fault for any part of the incident, as there could be significant legal implications. Other official inquiries e.g. by the police - are likely to follow such incidents. Media comments on the public record may have a bearing on proceedings at such inquiries.

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Trinity Grammar School Critical Incident Plan

(Appendix D) TRINITY GRAMMAR SCHOOL

MISADVENTURE/ SPORTS/ ACCIDENT REPORT FORM

(Applicable to either Personal Injury or Property Damage)

SURNAME. ____________ FIRST NAME. _________ _

.DATE OF BIRTH _______ HOUSE __________ YEAR __ _

2. HOUSEMASTER!TUTORIOTHER. _____________ _

3. TIMEOFINCIDENT ___ ;~AM/PM

DATE __ / _ _ / __ DAYOFWEEK _____ _ ___ _

4. DESCRIPTION OF INJURIES/DAMAGES SUFFERED

5. CAUSE OF INJURY/DAMAGE

6. LOCATION OF INCIDENT

7. ACTIVITY OF PERSON AT TIME OF INCIDENT

8. SUPERVISION: YES/NO IF YES, NAME OF SUPERVISOR----------

9. STAFF MEMBER WHO REPORTED THE MATTER

DATE AND TIME __ / __ / __ _ ___ AM/PM

10. NAME OF WITNESS(S) ____________________ _

2.

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11. FULLDESCRWTION OF INCIDENT(HOW, WHAT, WHEN, ETC)

12. WAS INJURED PERSON REFERRED FOR MEDICAL ATI'ENTION? YES/NO

IF YES, TIME:---------- DATE: __________ __

TOVVHOM? _________________________ _

ON WHOSE AUTIIORITY (CIRCLE APPLICABLE PERSON)

TEACHER PARENT NURSING STAFF OTHER _____________ __

13. PARENTS/GUARDIAN INFORMED YES/NO

TIIEIRRESPONSE _______________________ _

14. SUBSEQUENT TREATMENT/CONTACT WITII INJURED PARTY/PARENT

NAME OF PERSON COMPLETING FORM----------------­

DATE __ / __ 1 __

15. RETURNFORMTO: THE SENIOR MAS1ER, SUMMER HILL CAMPUS 0

- THE MAS1ER OF THE PREPARATORY SCHOOL, STRATHFIELD 0

- DIRECTOROFOUTDOOREDUCATION, PINEBLUFFCAMPUS 0

FOR OFFTCB USE:

TIME & DATE WHEN INCIDENT REPORTED·------------------

PERSON THE COMPLETED FORM WAS GIVEN TO. ________________ _

WHo iVA S GIVEN A COPY OF TWS FQBM?

HEAD MASTER 0

HOUSEMASTER 0

MASTER OF THE PREP. SCHOOL 0

DIRECTOR OF OUTDOOR EDUCATION 0

COPY TO FILE 0

SENIOR MASTER 0

MASTER OF THE MIDDLE SCHOOL 0

MASTER OF THE JUNIOR SCHOOL 0

SPORTS MASTER 0

COPY TO BURSAR 0

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~----------------------------~(~A_PP_E~NDIXE) CRITICAL INCIDENT CHECKLIST I

IMMEDIATE TASKS

0 Find out the facts 0 Refer to School's Critical Incident Plan. Establish specific plan. 0 Inform next of kin if necessary. 0 Inform all Staff. Inform all Students. 0 Set-up a recovery room in the School. 0 Liaise with the media.

SHORT TERM TASKS (2 OR 3 DAYS)

0 Restore the School to regular routine. 0 Encourage teachers to allow students opportunities in class to talk about the

incident and about their reaction. Provide debriefing and counselling for students.

0 Keep parents informed. Letter to be sent home. 0 Be alert for students (or teachers) showing persisting extreme reactions. 0 Debrief staff. Monitor the welfare of those in caregiver roles. 0 Liaise with the media.

TASKS TO ADDRESS DURING FIRST MONTH

0 Private counselling for students. 0 Provide opportunities, where a death has occurred, for those affected to be

involved in a public expression of farewell . In other circumstances provide appropriate closure.

0 Monitor the progress of any hospitalised students or staff and ensure they have counselling support. Remain in contact with families.

0 Inform all Staff. Inform all Students. 0 Be alert for significant and persistent changes in the behaviour of those affected

by the incident. Media reports may cause additional stress. 0 In the case of a serious incident where a number of students are directly

involved, call a meeting of parents of those students involved after three or four weeks.

LONG TERM ISSUES

0 Continue to monitor the emotional and physical welfare of both staff and students.

0 Be alert for the potentially disturbing influences of inquests and legal proceedings and of special occasions such as Christmas, the birthdays of those killed and the anniversaries of the incident.

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Trinity Grammar School Critical Incident Plan

(Appendix F)

EMERGENCY EVACUATION PROCEDURES FOR THE SUMMER HILL CAMPUS

.January 2000

NOTICE OF EVACUATION: • CONTINUAL RINGING OF THE BELL

• PUBLIC ADDRESS SYSTEM • AND/OR ALARM IN THE SCHOOL OF SCIENCE

A. GENERAL INSTRUCTIONS:

(I} Close windows, where possible, and tum off ALL power including air conditioners. Shut down your computer terminal.

(2) Teachers assemble their students in class ready for evacuation.

(3) Each teach~r counts the number of students in their class and appoints one student to lead the class out of the building along the designated routes.

( 4) Teacher follows the boys out of the classroom and closes the door behind them.

(5) Boys in Yrs 7 to 12 to proceed directly to House lines on~- 3 Oval along designated routes. Junior School boys proceed to class lines on Nll. 3 Oval.

(6) Boys will line up in Houses and in Year groups within the Houses. Each House will line up in single file with Year 7 in the front followed by Yr 8, Yr 9, Yr 10, Yr 11 and Yr 12 at the back of the House.

(7) The Houses will be alphabetically arranged with Archer House closest to N21.

(8) The Marshals and Second Master will assist orderly formation of House lines.

(9) Boys are to stay in their House lines until they are instructed to move by the Head Master or Senior Master.

(11) All Academic staff must report to the Director Of Studies' secretary when they arrive onN2 3 Oval.

(12) Tutors will join House groups after having their names checked off by the Director Of Studies' secretary.

( 13) All non-Academic Staff members will report to the Accounts Payable Clerk when they

arrive on NQ3 Oval.

B. SPECIFIC TASKS (14) Second Master's and Senior Master's Secretaries take the House and Junior School

check lists, the list of absentees for the day, list of teaching staff, student address book

and staff address book onto NQ 3 Oval and report to the Second Master.

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(15) House Masters will collect a House list from the Second Master's Secretary. House Masters will make a roll check of the boys in their House. This MUST NOT BE DONE BY A STUDENT. Completed roll checks must be given to the Second Master who will give a list of boys who are not accounted for to the Senior Master.

(16) The Accounts Payable Clerk will take a cWTent list of teaching and non-teaching staff

to N2 3 Oval.

(17) The Accountant and the Bursar's secretary will be responsible for closing the School's safe.

(18) The Accounts Payable Clerk will check to ensure that all Administration, Canteen, Sick Bay, Boarding House, Kitchen, Library, Clothing Shop, Clothing Pool, Science Laboratory, Food Technology, Design and Technology and Maintenance non-teaching

staff are on NQ 3 Oval. Staff members in these Departments must report to the Accounts Payable Clerk.

(19) The Director Of Studies' secretary will check to ensure that all Academic Staff are on

N2 3 Oval.

(20) The Head Master and Senior Master will confer and decide on what action is to be taken if there are any boys or staff who cannot be accounted for.

(21) The Accountant will close down the TASS System.

(22) The Ethernet System will be closed down by the Director of Information Technology or by another member of the Computer Department if time permits.

(23) The Science air conditioning and ventilation system will close down automatically when the fire alarm sounds.

(24) The power to the School will be closed down except for the power to the booster pumps and to the alarm systems. P. TAYLOR (or his replacement) will do this. P. Taylor will report to the Bursar to inform him that the power has been cut. They will stay with the Bursar so that they can be contacted easily if the fire brigade needs their services.

(25) The Administration air conditioning system and the pool machinery will stop when the power to them is closed down.

C. EVACUATION WARDENS, AREA WARDENS & RESERVE WARDENS

(26) Evacuation Wardens for the School will ensure that all of the rooms (including storerooms, class rooms, staff rooms, offices, toilets etc) in their designated areas are vacated, lights off and windows closed as far as time permits.

(27) Evacuation Wardens who are teaching when the signal is given, will take their students to a safe distance from the School buildings along the designated evacuation routes for the rooms that they are in and will send their classes with other staff who are

evacuating the School to NQ 3 Oval.

(28) Evacuation Wardens will report to their designated Area Warden when they arrive at N23 Oval.

(29) Area Wardens will receive reports from the Evacuation Wardens on the status of the evacuation. Any problems should be reported to the Senior Master or Head Master.

(30) When an Evacuation Warden or an Area Warden is absent the Reserve Warden will automatically replace the absent Evacuation or Area Warden.

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Trinity Grammar School Critical Incident Plan

Evacuation Wardens are:

AREA DETAILS EVACUATION RESERVE WARDENS WARDENS

1. Design Centre Visual Art (top floor Head of Visual Arts V Chalmers Area Warden: including the dark room) Head Of Design and Technology

Technology & Design M Spratt S Heanly

Food Technology, Pottery & Head of Food R Burgess Delmar Gallery Technology/Sascha

Bass 2. Science Geology Level Year 12 Geology MStokes Area Warden: teacher Head of Science

Biology M. Hatton-Ward David Galluzzo

Physics Physics Lab. Assistant SMcAndrew

Chemistry Head Of Science B Wirth

Science Roof Chemistry Lab. MFrewin Assistant

3. New School Geography, Languages, Head of Geography Head Of Ar:-ea Warden: Economics and upstairs Economics Head of Geography toilets

History, the Latham Theatre Head of History DBroadbent & ground floor toilets

Locker Rooms below New Second Master J Harricks School

4. Quadrangle Tower, Rooms 14, 15, 16, Director of Studies D Neville Area Warden: 17 & Archives Master of the Middle School

Rooms 10,11,12 Director of Studies' ALane Secretary

Locker rooms below Quad Admin. Rooms 18 & 19 James Hodgson PFarmer/W

Harris

English classrooms 1 to 5 Head of English P Wright and Common Room

Library Head of Information L Fitzgerald Services

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Trinity Grammar School Critical Incident Plan

5. Music School Area Warden: Head Of Music Perfonnance

6. Administration & Boarding Areas Area Warden: Bursar

7. Junior School Annex Area Warden: Masterofthe Junior School

8. Maintenance Area Warden: P Taylor

9. Sports Complex & TESS Area Warden: M. Lang!M Grimison

Top Floor (i) Orchestra Room (ii) Band Room, Choir Room

Studio area

Classrooms 401-403

Administration, , Head Masters Residence, Boarding House Masters Residence

Sick bay

Kitchen, Boarding House

Junior School Classrooms 61 to 66 & StaffRoom

Toilets, change rooms near Maintenance and workshops

Sports Complex

TESS & Print Room

Music Secretary

Co-ordinator of Strings

Head Of Music Curriculum

Account Receivable Clerk

Duty Sister

R Scott

Master of the Junior School

P. Taylor

M Lang/M Grimison

Head of TESS

(31) All staff with mobile phones belonging to the School must take them with them to N2 3 Oval.

(32) The Head of Science is the Area Warden for the School Of Science. He will use the public address system in the School of Science as well as the alarm system and synthesised voice system to initiate an evacuation if a fire starts in the School of Science and he . will coordinate the evacuation of the School of Science.

(33) Marshal, Head Master and Senior Master will take portable loud speakers to N1 3 OvaL

D. END PROCEDURES (34) The Head Master or Senior Master will tell the boys and teaching staff when to return

to class. No student or teaching staff member is to enter the School's buildings until instructed to by the Head Master or Senior Master.

(35) The Bursar and the Head Master will liaise with the fire department, police etc. and will confer with the Senior Master and Director Of Properties and Facilities as to the appropriate action that should be taken.

EVACUATION ROUTES:

(I) New School and The Latham Theatre: via Fire Exits onto N.Q 2 Oval, then to N.Q 3 Oval.

(2) Music via fire stairs and then to Nl3 Oval.

(3) Junior School Annex portable buildings: onto~ 3.

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Head of Music Performance

Co-ordinator of Brass

Master of the Chapel Musick

TVanges

LChappelow

GAP student

SKelly

TMilton

S Browne

VHarrison

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Trinity Grammar School Critical Incident Plan

(4) Assembly Hall, Sick Bay, Administration Office, Boarding School and Old School

(class rooms around the Quad): via exits to Prospect Rd and then to NQ 3 Oval via Yeo Park.

(5) Design Centre: Computers, Visual Arts and Food Technology via the fire escape/stairs

to NQ 2 Oval and then to NQ 3 Oval.

First floor and ground floor Design & Technology classrooms and Pottery to NQ 3 Oval via Sea view St and Victoria St.

(6) School Of Science: Roof top, ground floor (Geology) and Rooms 112, 123 and 132 via

Fire escapes and stairs to NQ 3 Oval via Seaview Stand Victoria St.

The rest of the School Of Science to NQ 3 Oval via NQ 2 Oval.

(7) Gym, Pool, Chapel, TESS and Room 50: To Swimming Pool Lawn and then to NQ 3 Oval via Prospect Rd. and Yeo Park. Re-enter the School at the gate near the Car Park boom gates.

NOTICE OF PARTIAL EVACUATION:

• MESSAGE FROM THE HEAD MASTER, SENIOR MASTER, TO CLASSES AND STAFF IN A SECTION OF THE SCHOOL

• PUBLIC ADDRESS SYSTEM

• AND/OR ALARM IN TilE SCHOOL OF SCIENCE.

TEACHER'S INSTRUCTIONS:

After receiving the instruction to evacuate, the teachers will organi se their classes to evacuate the particular building in the same manner as in A. Other School staff will also evacuate the particular building in the same manner as in A.

Teachers of classes in the buildings that have been evacuated will be responsible to

ensure that all of their students are with them when they get down to NQ 3 Oval. The House Masters will not be doing the check of students.

Evacuation Wardens responsible for areas of the building being evacuated will carry out their duties .

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