Crisis & risk bsa diploma course

Assessing Risk; Managing Crises Forward planning and effective decision making The Smart Approach BSA Diploma Course

What constitutes a Crisis?

What constitutes a crisis?

Some Definitions – Crisis •

A significant event that was unplanned

•

A series of negative events occurring simultaneously

Some Definitions – Crisis Management Crisis management is the application of strategies designed to help a school/college deal with a sudden and significant negative event.

A crisis can occur as a result of an unpredictable event or as an unforeseeable consequence of some event that had been considered a potential risk.

Crises almost invariably require that decisions be made quickly in an effort to ensure damage limitation.

Main concerns?

What are your main concerns about:

(a) the security and supervision of your pupils (b) responding to a serious incident?

Main concerns?

• avoiding litigation • the range and extent of DBS checks • levels of adult supervision in houses and on the overall site • communication in an emergency – ‘Telephone Tree’ • communication with parents (when, who) • competence of house staff and senior pupil • intruders • internal security systems • the weight of responsibility (how your role fits within the school's systems) • staying calm in the moment - what would I do?

…”It is a fact of life that hard-pressed and busy boarding staff can sometimes regard policy statements and other written documentation as a tiresome nuisance, to be consigned to the filing cabinet once completed and resurrected when the inspector calls.

However, a properly considered and well-understood procedure can save time and perhaps even lives in an emergency, and a wellconstructed policy can help significantly to ensure a smooth-running boarding house” Tim Holgate Coping with polices and procedures Chapter 11 – Good Practice in Boarding Schools

Crisis – Specific role of house staff in these systems • Welfare of pupils who are directly or indirectly involved in the crisis is key.

• Awareness of policies and procedures – e.g. Crisis Management Plan • Staff training – the induction process, CPD etc.

• Developing the confidence and competence of house staff team.

Managing Crisis– Key points taken from old NMBS • 9.1 The school should be capable of satisfactorily managing crises affecting boarders' welfare.

• 9.2 There are planned responses to a range of foreseeable major accidents or crises, such as outbreaks of illness, serious allegations or complaints, significant accidents.

• 9.3 In making decisions in any crisis or emergency affecting boarders' welfare, staff do what is reasonable in all the circumstances of the case to safeguard and promote the welfare of the boarder(s) concerned.

Not explicit in current NMBS

What disasters could your school or house face?

Possible disasters‌

Crisis - What Crises?

Make a list of potential crises which might affect the House or School

All-Hazards & Risk Approach Possible Incidents

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Low Impact

High Impact

Bullying

Intruders

Minor Accidents

Weapons / Guns

Fighting (w/out injury)

Assault w/ injury

Automobile Related Issues

Homicides

Drug Possession

Chemical Accidents

THE CRISIS MATRIX

PROBABILITY LOW

HIGH

LOW HIGH

IMPACT

ASPECTS TO CONSIDER PHYSICAL

LOCAL AUTHORITIES

PARENTS

BOARDING

MEDIA

GOVERNORS

POLICIES & PROCEDURES

PUPILS

STAFF

The four phases of crisis & emergency management Prevention & Mitigation

Recovery 19

Preparedness

Response

Prevention & Mitigation • Prevention is taking action to decrease the likelihood than an emergency will occur • Mitigation is taking action to eliminate or reduce the loss of life and property related to an event(s) that cannot be prevented • Action steps include: • • • •

Know the school buildings Know the community Bring together regional, local and school leaders Make regular school safety and security efforts part of Prevention & Mitigation practices • Establish clear lines of communication • Conduct a safety and security needs assessment 20

Preparedness Preparedness is developing policies and protocols, incident command systems, training, planning, coordination and exercises for potential emergencies

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Preparedness Action steps • Work with community partners to develop appropriate emergency management policies and procedures • Clarify roles and responsibilities - establish a ‘Critical Incident’ Response Team • Provide training • Conduct drills and exercises • Obtain necessary equipment and supplies • Prepare for immediate response • Create maps and facilities information • Develop accountability and student release procedures • Address liability issues

Response

Response is taking action to effectively contain and resolve the crisis or emergency

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Response Action steps

• Activate the emergency management plan and the Critical Incident Response Team • Utilize effective decision making - assess the situation and choose appropriate response • Maintain constant, accurate and appropriate communication with staff, students, families and media • Triage injuries and provide emergency first aid to those who need it • Keep supplies nearby and organized at all times • Trust leadership • Allow for flexibility in implementing the emergency management plan • Document actions • Conduct an after-action debriefing

Recovery The Recovery phase is designed to assist students, staff and their families in the healing process and to restore educational operations in schools

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Recovery Action steps include: • Plan for recovery in the preparedness phase • Assemble the crisis response team • Return to the "business of learning" as quickly as possible • Keep students, families, and the media informed • Focus on the building, as well as people, during recovery • Assess emotional needs of staff, students, families, and responders • Conduct daily debriefings • Remember anniversaries of crises • Evaluate

Why Have a Plan?

• Emergencies of all shapes and sizes occur in schools daily • Emergencies or crises have significant impact on students, faculty, parents, and community: • Physical • Emotional • Educational

• Effective planning will reduce the level of chaos that occurs during an emergency and will enable schools to return to normalcy quicker.

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Managing Crisis - tips • the need for proactive planning - have ‘what if?’ discussions.

• the requirement to act ‘reasonably in the circumstances of the case’.

• the need to refer to experienced staff to help, support and advise.

• the need to keep accurate records of decisions and actions.

Dealing with a crisis is about ensuring you have the welfare of pupils and yourself as the defining guide to your decision making.

Crisis – What ifs?

Pupils unable to get home at the end of term

due to illness/bad weather.

Pupils unable to get back due to volcanic ash/bird flu.

Major loss of key services.

Evacuation of a boarding house (overnight).

Fire in house during the holiday.

Risk

Some Definitions – Risk • A situation involving exposure to danger.

• The possibility that something unpleasant or unwelcome will happen.

Managing Risk • All risk cannot be avoided, but unnecessary risk can • Identify risk • Minimise risk • Record the process • Evaluate We constantly subconsciously access risk. The main point of risk assessment is to consciously consider risk.

It is common sense, but is also a necessity.

Risk Loop

Risk assessment – Things to think about • What is the risk?

• To whom?

• Probability?

• Severity?

• Ways to minimise/action taken?

• Is it safe enough after you have risk assessed?

Case study – Risk assessment

The House Trip

Case study – Risk assessment It is the school tradition, following the end of exams in the summer term, to allow one day for House Expeditions when pupils and house staff from each house take a day out all together and return in the evening to a house barbeque. It is also part of the tradition to allow a limited number of parents to accompany the trip.

This year your house has asked to go to a theme park, followed by a visit to a Designer Outlet on the journey home.

Amongst the pupils there is one who is asthmatic and two who have food allergies (one to nuts and the other to dairy products).

Using the pro forma provided, produce a full risk assessment for this trip.

Case study • Transport • Environment (weather etc.)

• Nature of activities • Group considerations • Staffing ratios • Adults/unsupervised access • Communication • Food hygiene and storage • Having a Plan B • HASLOC guidance (Health and Safety of Learners Outside of the Classroom)

Reducing the likelihood of a crisis Manage risk

A Whole School Approach A whole school approach in support of the pastoral team.

A focus on a whole school system-wide preventative framework.

Not just the pastoral team or boarding staff involved but a greater emphasis on the organisation to ensure safe premises, equipment and work practices.

What is Risk Management?

Risk management is a process of well defined steps, it involves consulting and communicating with staff to: • identify the risk • analyse the risk • assess and evaluate the risk • treat the risk • monitor and review effectiveness

1.Identify the Risk Behaviour that may cause risk of harm and may present as a hazard to the health and safety of: - the student - Staff - Other students - visitors

Q. What risk behaviour(s) cause the most concern?

Q Which groups or individuals are most at risk?

2.Analyse the Risk Analyse the context of the behaviour in relation to both the student and the learning environment.

Risk Management strategies must address the reasons for the behaviour, not just the ‘effect’ of the behavior.

Q. What is the purpose of the risk behaviour?

Q. What can trigger this risk behaviour?

Q. Where and when is this risk behaviour likely to occur?

Q. Other contributing factors?

Q. Which groups or individuals are at risk?

3.Assess and Evaluate the Risk Determine the likelihood and severity of the behaviour.

Q. What is the frequency of this behaviour?

Q. What severity of harm may result?

Prioritise the behaviours that cause the greatest risk.

Q. What is the likely duration of the behaviour?

Q. Other contributing factors?

4. Eliminate or Control the Risk At Organisational (whole school) level consider: Premises/Equipment, Programs and Resources; Information, training & construction; Emergency planning/crisis management; Supervision

At Classroom teacher/staff level look at: Teaching Practices; Personal management; Duty of Care

At Student level consider: Curriculum & behavioural support; Communication and Social Skills.

For the whole school and staff ask: Q. What needs to happen to prevent the behaviour?

Q. What needs to happen to minimise the risk should the behaviour occur?

For the student: Q. What do they need to learn/do to eliminate or replace the behaviour?

5. Monitor and Review Investigate all incidents or near misses and make modifications to the risk management plan as necessary and communicate to staff.

Q. Any new risk behaviours?

Q. Any new people at risk?

Q. Any new contexts?

Q. Any new control strategies required?

Q. What action needs to be taken?

What should your school be planning for?

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