Sample Registered Bus Operator Risk Register

Registered bus operator risk register

School: Vermont South Special School

Supervising teachers/staff: Principal Kathryn Russo

School address: 22-30 Livingstone Road Vermont South 3133

Year Level (if relevant):

Date(s): May 2017

Location(s):

Risk Title & Description Risk Causes & Consequences Existing Controls Current Risk Assessment – with existing controls Treatment Target Risk Assessment – after treatments

Current Risk Current Risk Target Risk Describe any existing policy, Effectiveness of Current Risk Describe the risk event cause/s and Consequence Rating Rating Define the risk event including a risk procedure, practice or device that existing controls Likelihood Describe the actions to be undertaken for those risks consequence/s. How big would What is the Target Risk Target Risk What is the title and a short description acts to minimise the risk How effective are the How likely is requiring further treatments. What would cause it to go wrong? (causes) the impact of this current risk Consequence Likelihood target risk level What can go wrong? What is in place now that reduces the current controls we this risk to What will be done? Who is accountable? When will it What are the impacts if it does go wrong? risk be if it level based on (choose one) (choose one) based on the likelihood of this risk occurring or its have in place? occur? happen? (consequences) occurred? the risk rating risk rating impact if it did occur? (choose one) (choose one) (choose one) matrix? matrix?

Risk Title Causes  Appointed School Bus Manager.  Develop training for staff (including fire Vehicle suitability  Lack of appropriate regular maintenance  Ongoing vehicle maintenance extinguisher training).  Lack of seating program.  Develop a documented procedure that ensures  Lack of seatbelts  Drivers undertake pre-departure that risks associated with the opening and closing Risk description  Poor vehicle visibility checks to ensure the serviceability of bus doors are understood (and practised) by There is a risk that the school bus is  Doors that have the potential to trap of vehicle lights, indicators, brakes, Severe Almost certain drivers i.e. drivers are required to ensure Severe Almost certain Ineffective not suitable for use passengers steering etc. and anomalies logged Extreme passengers are well clear of doors prior to opening Extreme Major Likely Major Likely  Risk of on-board fires (e.g. gas buses, for immediate resolution. Needs improvement High and closing. High loose wiring)  Fire extinguishers are fitted and Moderate Possible Moderate Possible maintained in accordance with Acceptable Medium Medium Minor Unlikely Minor Unlikely AS2444. Consequences Effective Low Low  Death, injury, trauma event  Bus driver conducts head count Insignificant Rare Insignificant Rare  Students fail to gain targeted educational prior to departure to ensure outcomes capacity demands do not exceed  Disruption / cancellation of planned the maximum number of activity passengers that may safely be  Reputation damage to school / DET carried.

1 Risk Title & Description Risk Causes & Consequences Existing Controls Current Risk Assessment – with existing controls Treatment Target Risk Assessment – after treatments

Risk Title Causes  Implementation of Drug and  Develop monitoring protocol for bus drivers Driver fitness / behaviour  Drug and alcohol consumption Alcohol Program including: regarding their driver performance.  Fatigue (including that resulting from o Information and Training  Develop fatigue management policy including secondary employment) o Testing Procedures timetables constructed to ensure drivers are not Risk description  Fitness / medical complaints o Remedial Procedures required to exceed driving hours. There is a risk the bus driver puts the  Lack of concentration or attention o Drug and Alcohol Policy. safety of passengers at risk  No licence, Loss of Licence / Driver  Driver contracted to: Authority o Report any loss / change to  Dangerous or hazardous driving their licence / authorisation  o Report any injury or illness Bus runs out of fuel Severe Almost certain Severe Almost certain (including mental illness) that Ineffective Extreme Extreme Consequences may affect their fitness to Major Likely Major Likely drive Needs improvement High High  Death, injury, trauma event Moderate Possible Moderate Possible  Disruption / cancellation of planned o Renew their licence / Acceptable Medium Medium activity authorisation periodically to Minor Unlikely Minor Unlikely ensure currency. Effective Low Low  Reputation damage to school / DET Insignificant Rare Insignificant Rare  Extra staff allocated for every bus trip so they can provide student supervision.  Bus(es) are fuelled at the end of each operating day and the fuel level is checked prior to departure for any activity.

Risk Title Causes  Driver training on driving to  Develop training for drivers regarding building Environmental conditions  Wet weather conditions conditions. their capacity to locate and interpret Bureau of  Ice, snow, fog  Drivers to reduce speed when Meteorology data.  Unaware of weather conditions driving in early mornings, late Risk description  Bushfire afternoons and at night to avoid Severe Almost certain Severe Almost certain There is a risk that road conditions  Congested roads animal strikes Ineffective Extreme Extreme change or are not favourable to safe  Steep or windy roads  Driver to be made aware of / Major Likely Major Likely driving assess environmental conditions Needs improvement High High  Unpaved or narrow roads Moderate Possible Moderate Possible  Kangaroos or other animals prior to departure for any activity. Acceptable Medium Medium  Incident management system in Minor Unlikely Minor Unlikely place should an ‘incident’ occur Effective Low Low Consequences Insignificant Rare Insignificant Rare  Death, injury, trauma event whereby Principal notified  Disruption / cancellation of planned immediately. activity  School ensures drivers have means  Reputation damage to school / DET to communicate with Principal if an ‘incident’ occurs.

2 Risk Title & Description Risk Causes & Consequences Existing Controls Current Risk Assessment – with existing controls Treatment Target Risk Assessment – after treatments

Risk Title Causes  Driver training on driving to  Develop training for drivers in School Student Code Operating environment  Bus involved in motor vehicle crash conditions. of Conduct.  Passengers moving about the bus en  Deliver an education program for  Develop de-brief procedures for any affected route students travelling on the school drivers. Risk description  Road users do not see a child getting on bus highlighting risky behaviour There is the risk of injury to the bus or off the bus e.g. not wearing seatbelts. driver or passengers  The bus driver does not see a child  Incident management system in Severe Almost certain Severe Almost certain approaching or getting off a bus place should an ‘incident’ occur Ineffective Extreme Extreme Major Likely Major Likely  Passenger misbehaviour (not wearing whereby Principal notified Needs improvement High High seatbelts) immediately. Moderate Possible Moderate Possible  Road rage  School ensures drivers have means Acceptable Medium Medium Minor Unlikely Minor Unlikely to communicate with Principal if Effective Low Low Consequences an ‘incident’ occurs. Insignificant Rare Insignificant Rare  Death, injury, trauma event  Drivers instructed to document /  Students fail to gain targeted educational report all incidents outcomes  A process exists for formal  Disruption / cancellation of planned warnings to parents if child activity misbehaves.  Reputation damage to school / DET

Causes  Severe Almost certain  Severe Almost certain Risk Title Ineffective  xxx Extreme Extreme Major Likely Major Likely Needs improvement High High Consequences Moderate Possible Moderate Possible Risk description  xxx Acceptable Medium Medium Minor Unlikely Minor Unlikely Effective Low Low Insignificant Rare Insignificant Rare

Add more rows as required. This is one way of documenting the risk management process and does not preclude other approaches. The list of risks listed here is not exhaustive and should be adapted to suit the circumstances of your activity / school.

3 DET Risk Process

1. ESTABLISH THE CONTEXT A s

The strategic context l a n

The organisational context n e

The risk management context d

Identify internal and external a e r c t

o stakeholders o r f p

t t h n e e

r i m s e k g

2. RISK IDENTIFICATION m a n a a n a m

What are the causes ? g k e s m i What are the consequences ? r

e e n h t t

p f N r o o O s I c T e e g s 7 A s

a 3. RISK ANALYSIS . T t t M L s h l U a l O S a t

Determine existing controls N

N t t g h I a O T n e k i O C r e l R u e s d v I n d p Determine N Determine e , a l

s a G l

r N o c consequence likelihood e a e f O n d I r l a d T i t o s

A k R h i n C E e I t k V e

N Establish risk rating a I r t E U v s W a l M l a s

M n a r p O e p C t

. x r o e 6

p d 4. RISK EVALUATION r n i a a t l Compare level of risk with risk e a

t n o r acceptability criteria as defined in

e t t h

n the Acceptability Chart e i

n t n a t a u v r e e l e o r

5. RISK TREATMENT t a h

e h t i Identify and implement treatment o b W j options including: e c t i

Share v e ,

Terminate a Accept n d Reduce

4 DET Risk Process

5 DET Risk Management Framework - Assessment Tools Consequence Criteria: This guide provides indicative terms against which the significance of risk is evaluated.

Descriptor Student Outcomes Wellbeing and Safety Finance Reputation Operations Strategic

Insignificant  Educational outcomes,  Minor injury requiring no first aid  Small loss that can be absorbed  Internal impact (no external  School operations continue with  Goals, targets and key engagement and wellbeing and or peer support for stress / trauma impact) slight interruptions to normal improvement strategies can be pathways and transitions can be event activities delivered with inconsequential met with workarounds impacts

Minor  Educational outcomes,  Injury / ill health requiring first aid Loss of ‘consumable’ assets,  Adverse comments local  Some school operations disrupted  Minor workaround need to be engagement and wellbeing and  Peer support for stress / trauma  < 2% deviation from budget community media  Minor workarounds return school implemented to deliver the pathways and transitions event  Minor fraud possible  Short term stakeholder to normal operations SSP goals, targets and key achieved but below targets dissatisfaction / comment improvement strategies

Moderate  Student’s overall levels of  Injury / ill health requiring medical Loss of assets  External scrutiny e.g. VAGO  Key school operations temporarily  Constant consultation with key Literacy and Numeracy static attention  2% - 5% deviation from budget  Adverse state media comment disrupted stakeholders needs to be  Increasing truancy  Stress / trauma event requiring  External audit management letter Stakeholder relationship impacted  School leadership team meets to maintained to deliver the SSP  Partial achievement of targeted professional support return school to normal operations goals, targets and key pathways and transition improvement strategies

Major  National targeted improvements  Injury / ill health requiring hospital Loss of significant assets  External investigation  Whole of school operations  Significant adjustment to not achieved admission  6% - 15% deviation from budget Adverse comments national media disrupted resource allocation and service  Partial achievement of targeted  Stress / trauma event requiring  External audit qualification on  Stakeholder relationship tenuous  Assistance sought from Regional delivery required to deliver learning outcomes ongoing clinical support accounts Office SSP goals, targets and key  Student dissatisfaction with  High end fraud committed improvement strategies access to pathways/transitions

Severe  Literacy and Numeracy decline  Fatality or permanent disability  Loss of key assets  Commission of inquiry  Normal school operations cease  SSP goals, targets and key  Student’s engagement and  Stress / trauma event requiring  >15 % deviation from budget  National front page headlines  School evacuated improvement strategies cannot connectedness to the school and extensive clinical support for  Systemic and high value fraud  Stakeholder relationship  Regional Office notified be delivered their peers is very poor multiple individuals irretrievably damaged  Changes need to be made to  Declining number of student the SSP options for pathways and transitions Likelihood Criteria: This guide provides the indicative terms against which the probability of a risk event occurrence is evaluated. Descriptor Description Indicative % Indicative Frequency DET’s Control Note: Effectiveness: Almost Certain Expected to occur >95% Multiple times in the next year 1. The Likelihood Criteria refers to the likelihood of the consequence descriptor you have selected i.e. Indicates the self- Likely Probably will occur (no surprise) 66-95% At least once in the next year the likelihood of a ‘major’ consequence. assessment of control Possible May occur at some stage 26-65% Once in the next 3 years 2. The Indicative Frequency may not be relevant effectiveness. when assessing risks related to repeated activities, UnlikelyControls Effectiveness RatingWould and be Criteria surprising if it occurred 5-25% Once in the next 5 years or when objectives are to be delivered over discrete periods of time. It should not be the sole basis for RareIneffective . The designMay of never controls occur overall, is ineffective in addressing <5%key causes and/or consequences.Once in the next 10 years assessment. . Documentation and/or communication of the controls does not exist (e.g. policies, procedures, etc.). . The controls are not in operation or have not yet been implemented.

. The design of controls only partially addresses key causes and/or consequences. Needs . Documentation and/or communication of the controls (e.g. policies, procedures, etc.) are incomplete, unclear or inconsistent. Improvement . The controls are not operating consistently and/or effectively and have not been implemented in full. . The design of controls is largely adequate and effective in addressing key causes and/or consequences. Acceptable . The controls (e.g. policies, procedures, etc.) have been formally documented but not proactively communicated to relevant stakeholders. . The controls are largely operating in a satisfactory manner and are providing some level of assurance. . The design of controls is adequate and effective in addressing the key causes and/or consequences. Effective . The controls (e.g. policies, procedures, etc.) have been formally documented and proactively communicated to relevant stakeholders. . The controls overall, are operating effectively so as to manage the risk. DET’s Risk Rating Matrix: Used to combine consequence with likelihood to determine the overall level of risk.

Risk Rating Matrix Consequence

Insignificant Minor Moderate Major Severe Almost Certain Medium High Extreme Extreme Extreme

d Likely Medium Medium High Extreme Extreme o o h i

l Possible Low Medium Medium High Extreme e k i

L Unlikely Low Low Medium Medium High Rare Low Low Low Medium Medium

DET’s Acceptability Chart: Used to decide whether the risk is acceptable, based on the rating calculated.

Immediately consider whether the activity associated with this risk should cease. Any decision to Extreme = Unacceptable continue exposure to this level of risk should be made at Principal/School Council/Regional Office level, (must have Principal / School Council / Regional Office oversight) be subject to the development of detailed treatments, on-going oversight and high level review.

Risk should be reduced by developing treatments. It should be subject to on-going review to ensure High = Tolerable controls remain effective, and the benefits balance against the risk. Escalation of this level of risk to (with ongoing Principal Class Officer review) Principal Class Officer level should occur.

Exposure to the risk may continue, provided it has been appropriately assessed and has been managed to Medium = Tolerable as low as reasonably practicable. It should be subject to frequent review to ensure the risk analysis (with frequent risk owner review) remains valid and the controls effective. Treatments to reduce the risk can be considered.

Low = Acceptable Exposure to this risk is acceptable, but is subject to periodic review to ensure it does not increase and (with periodic review) current control effectiveness does not vary.

Find Risk Management on eduGate School Cycle - where schools should use risk management Utilise risk management at all stages of the school cycle, to drive decision making, establish priorities and allocate resources. Risk management should be based on the best information available. Effort expended should be proportionate to the risk and benefits should be balanced against the risk.

6 PESTLE Analysis - used to establish the context PESTLE - (political, economic, social, technological, legal, environmental) is a useful tool to analyse the operating environment and to understand any other factors that contribute to it. It may be beneficial to involve your key stakeholders when conducting this type of analysis.

SWOT Matrix - used in risk identification A SWOT Matrix (strengths, weaknesses, opportunities and threats) is a useful tool to analyse the environment and establish current issues and future risks. It may be beneficial to involve your key stakeholders when conducting this type of analysis.