Critical Incident and Business Continuity Management Plan

[School to insert individual site information where indicated]

History of document: To be reviewed annually and re-approved by the Trust Board every three years, or sooner if deemed necessary.

Version Author Date written Approved Note of Revisions V1 C.Burt Nov. 2017 30 Jan. 2018 V2 L.Claringbold Dec. 2020 26 Jan. 2021 Critical Activities section added. Document/appendices re- ordered. Bomb Threat Policy reviewed.

Critical Incident and Business Continuity Management Plan V2

Contents 1. Introduction ...... 4 2. Aim of the Plan ...... 5 3. Use of the Plan ...... 5 4. Critical Activities ...... 6 5. Critical Incident and Business Continuity Response Team ...... 7 6. Immediate Response to any Critical Incident or Disaster ...... 7 7. Dealing with individual incidents ...... 8 8. Follow up actions and longer-term recovery ...... 9 Appendix A: Notification of Incident ...... 11 Appendix B: Response Team Roles and Responsibilities ...... 14 Appendix C: Response Team Contact Tree ...... 16 Appendix D: Whole School Contact Tree ...... 17 Appendix E: Emergency Contacts List ...... 18 Appendix F: Associated Policies/Documents ...... 20 Appendix G: Mechanism for accessing student contact details ...... 22 Appendix H: Procedures for dealing with the most likely events to impact on the operation of a school ...... 23 i) Loss of the whole school site for an extended period through a major incident such as a fire or flood...... 23 ii) Loss of the whole school site for a short period followed by a full return...... 24 iii) Loss of part of the school site for an extended period through fire or flood or a break in/vandalism...... 24 iv) Loss of part of the school site for a short period followed by a full/partial return...... 25 v) Loss of all/some utilities which impact on availability of the school site, such as water/gas/electrics...... 25 vi) Full site access with loss of all/some heating...... 25 vii) Full site access with loss of telephony...... 26 viii) Full site access with loss of all/some IT capability...... 26 ix) Full site access with loss of all/some catering provision...... 29 x) School closure through a serious weather event, local transport issues, industrial action or large-scale staff illness...... 30 xi) An incident during a residential visit / educational trip involving either a pupil or member of staff...... 30 xii) Dynamic Lockdown of the school site...... 31 xiii) Bomb Threat/Suspect Package...... 31 xiv) Chemical leak/spill, gas leak etc...... 31 xv) Staff shortages as a result of a pandemic ...... 32 Appendix I: School Fire Safety Policy ...... 33 Appendix J: Dynamic Lockdown Policy and Procedure ...... 34

Critical Incident and Business Continuity Management Plan V2

Dynamic Lockdown Policy: Appendix 1: Site Team Lockdown Policy ...... 41 Dynamic Lockdown Policy: Appendix 2: Network Office Lockdown Procedure ...... 43 Dynamic Lockdown Policy: Appendix 3: Site Map ...... 45 Dynamic Lockdown Policy: Appendix 4: National Counter Terrorism Security Office (NaCTSO) Advice ...... 50 Appendix K: Bomb Threat Procedure ...... 51

Critical Incident and Business Continuity Management Plan V2

1. Introduction Disruptions are part of everyday school life and most are dealt with as ‘business as usual.” This plan aims to set out how we will deal with the more serious incidents that affect our critical activities.

An incident, characterised as a significant event caused by either natural or unnatural events, may be of small or large scale. Such incidents may include:

 a theft or vandalism after a break-in  water damage from a leaking roof or a burst pipe  a fire or earthquake causing significant damage to facilities  a pandemic resulting in a shortage of staff

By its very unpredictable nature, an incident cannot be readily anticipated or contained, and thus has the potential to significantly disrupt the business and operations of any school.

It is not possible, or desirable, to write a plan for every possible disruption. No matter what the cause of the incident, the effect can generally be summarised as:

 An inability to carry out daily and/or critical activities  Loss of life or serious injury to school staff and students/pupils or members of the public  Loss of building, or part of building or access to the building  Adverse publicity and/or reputational impacts  Loss of ICT  Loss/shortage of staff  Loss of critical supplier or partner

Schools are required to undertake a business impact analysis to identify their critical activities and the measures to be put in place to mitigate the effects of these disruptions.

This Critical Incident and Business Continuity Management Plan (‘the plan’) will be activated in the event of a critical incident or an emergency i.e. when an incident occurs that impact on the delivery of our critical activities and when normal responses, procedures and coping strategies are deemed insufficient to deal with the effects.

Where reference is made to ‘school’ this means any individual school in YCST.

Critical Incident and Business Continuity Management Plan V2

2. Aim of the Plan This document’s emphasis is upon facilitating swift and effective reaction to critical incidents and implementing suitable recovery procedures. Critical incident prevention methods, whilst important, are nonetheless beyond the scope of this document, as are appropriate building design and maintenance procedures.

This document serves the following purposes:

 To identify the critical activities that could be affected by possible incidents, and assess the business impact these incidents would have on the school.  To provide a list of staff members who will make up the response team and be directly responsible for response management operations.  To provide a reference document with an easily accessible list of action points for anyone confronted with an incident in order to establish initial control of the situation.  To provide a strategic framework by which designated personnel can efficiently manage activities in order to: o protect students and staff o minimise interruptions to key operations and the education process o maintain public confidence and school credibility while avoiding public embarrassment o minimise inconvenience to students, staff and parent/carers o identify a strategy and a timetable for business continuity and recovery beyond the initial response stage

3. Use of the Plan This plan should be read in conjunction with the school’s fire/emergency procedures plan that deals with the immediate response to any emergency situation. See Appendix H: Fire Safety Policy and all other associated policies and guidelines. See Appendix F: Associated Policies/Documents

Relevant members of staff should be fully informed of the plan and where copies can be accessed, both for general awareness and reading and in the case of an actual emergency or incident. A copy will be kept in key staff locations [Schools to indicate where these locations are].

The plan and its related procedures will be evaluated on an annual basis to determine they are still valid, with its emergency evacuation procedure in particular tested, and if risk assessment judgements determine it to be necessary, lockdown procedures. The emergency telephone contact tree will be checked at least annually to ensure all contacts are still current. The plan will also be reviewed in the light of any emergency testing procedures or actual incident.

Critical Incident and Business Continuity Management Plan V2

4. Critical Activities The school’s critical activities, as detailed below, take priority for recovery following an incident because these activities, if not completed for any reason, would cause the greatest impact on the school community in the shortest time.

[Include here the critical activities from your business impact analysis]

] When Required

CRITICAL Requirements Comments

School

–

Consider the resources required for the critical activities Hrs

Activity 4 Hrs

24 Hrs 24

1 month

1 Weeks 2 Weeks

Teaching

Safeguarding Children

Catering

Access to ICT

(Examination Centre)

Security

Critical Incident and Business Continuity Management Plan V2

5. Critical Incident and Business Continuity Response Team The response team will be made up by some/all of the following key personnel, dependant on the size and structure of the school:

 Headteacher (Chair and Incident Controller)  Deputy/Assistant Head/equivalent (Deputy Chair)  Finance/Business Manager  School Administrator  Cover Manager  Facilities Manager  Director of IT  Network Manager  Office Manager  Staff member responsible for safeguarding  Caretaker  Trust CEO/COO

Where the Headteacher is unavailable, the responsibility falls to the Deputy/Assistant Headteacher or Deputy Headteacher responsible for Finance and Facilities.

In addition to this list, the permanent members of the response team can supplement the team as they deem necessary in response to a particular incident.

The individual responsibilities of the response team, as outlined in Appendix B: Response Team Roles and Responsibilities, will vary dependent upon the nature of the incident.

The contact details of the permanent response team members are contained in Appendix C: Response Team Contact Tree.

If the Chair is unreachable, contact the Deputy Chair of the response team.

6. Immediate Response to any Critical Incident or Disaster In the event of any incident involving the school the following steps should be followed initially:

 Assess the situation and establish a basic overview of the incident.  Take immediate action to safeguard pupils, staff and visitors.  Attend to any casualties and administer first aid, if appropriate.  If appropriate, dial 999 for the emergency services and provide them with an overview of the situation. If in doubt, dial 999.

Immediately inform the Head Teacher or nominated emergency contact. If neither is able to respond (they may be involved in the incident) the senior person present should follow the instructions.

Critical Incident and Business Continuity Management Plan V2

The emergency services notify each other of incidents but consider speaking directly to each organisation required. This will ensure that each service has the information they need to respond appropriately.

Dial 999, if appropriate.

Speak to each emergency service required.

During office hours, contact: Outside office hours, contact:

< Insert number here for < Insert number here for appropriate response team appropriate response team contact > contact >

< Insert back-up contact < Insert back-up contact number(s) here > number(s) here >

These contact details should only be used in an emergency. Do not give them to the media, pupils, parents / carers or members of the public.

 Fetch any equipment that may prove useful (e.g. first aid kit, grab bag).  Log all communications and actions.  Notify school staff. Consider assembling the response team to assist with the response.

 Refer to the list of emergency contact numbers for additional support if required.  Where possible, avoid closing the school and try to maintain normal routines.

IMPORTANT: The form in Appendix A: Notification of Incident, should be completed at the earliest opportunity as this will provide vital information regarding the incident.

7. Dealing with individual incidents Although how we deal with a particular incident should not generally vary dependant on the time of day, clearly incidents outside of normal school hours will require a slightly different approach. The most obvious of these is that instead of reacting to the incident and dealing with the safety of

Critical Incident and Business Continuity Management Plan V2 students and personnel, and the notification of the relevant services/authorities, it will probably be reacting to such notification instead.

Research shows that the most common large impact event is in fact flood damage through internal problems such as burst pipes. External flooding through extreme weather events or large-scale damage through fire are actually relatively rare.

This leads us to accept that although we cannot predict or prevent some incidents from occurring, a good maintenance strategy and careful facilities management can go a long way towards alleviating such risks.

The Trust has identified some of the most likely events to impact the operation of a school as:

 Loss of the whole school site for an extended period through a major incident such as a fire or flood.  Loss of the whole school site for a short period followed by a full return.  Loss of part of the school site for an extended period through, again, a major incident such as fire or flood or a break in/vandalism.  Loss of part of the school site for a short period followed by a full/partial return.  Loss of all/some utilities which impact on availability of the school site, such as water/gas/electrics.  Full site access with loss of all/some heating.  Full site access with loss of telephony.  Full site access with loss of all/some IT capability.  Full site access with loss of all/some catering provision.  School closure through a serious weather event, local transport issues, industrial action or large-scale staff illness.  Other related incidents that will require management could be:  An incident during a residential visit / educational trip involving either a student or member of staff.  Lockdown of the school site.  Bomb Threat/Suspect Package.  Chemical leak/spill, Gas Leak etc.

Agreed procedures for dealing with each of these most likely incidents to occur should they take place on a working day and during school hours can be found in Appendix H: Procedures for dealing with the most likely events to impact on the operation of a school.

8. Follow up actions and longer-term recovery The recovery process and timescale following a critical incident will vary depending on the circumstances.

In a high impact, serious incident, recovery situation the school will inevitably rely heavily on expertise and guidance from outside organisations such as its insurers, IT infrastructure supplier and even the Local Authority.

Critical Incident and Business Continuity Management Plan V2

The response team will need to assess the impact of any incident on the following:

 People  Buildings  IT systems  Supply chain  Resources  Reputation of which, clearly, people are the priority.

The school will attempt to deal with each of these in the following way:

People

 Identify who has been affected by the incident  Understand how they have been affected by the incident  Assess what support can be provided to help them fully recover  Ensure appropriate support is sourced and provided

The response team should attempt to identify these issues within the first 24-72 hours and then arrange support, briefings, communication as required. Any statutory reporting issues should be dealt with at the same time.

Buildings

 With the insurers and the emergency services, agree a site access and site availability plan to determine what parts of the site, if any, will be available and when.  It is anticipated that, in the majority of cases, some access to school facilities will still be available once the initial incident has been dealt with.  Liaise with insurers to put in place the school’s temporary accommodation requirements, through Portakabin, based on their existing site inspection and recommended solutions and agree access arrangements.  With the insurers and Portakabin, liaise with utility providers to restore services as appropriate and connect to any temporary accommodation. If normal heating and power are to be unavailable the insurers will arrange temporary generators/suppliers via Portakabin.

IT Systems

 As part of the site availability assessment it will be necessary to work with the Trust’s Network/IT infrastructure supplier to assess network capability and infrastructure/device availability.  Contact the Trust’s hardware suppliers to advise of possible bulk purchase requirements and ascertain availability options.  Undertake equipment audit to ascertain both short term and medium-term requirements.

Appendix A: Notification of Incident Information about an incident may come from a number of sources (e.g. member of staff, pupil, parent / carer, member of the public, the emergency services, the local authority). Whoever receives the alert should ask for, and record, as much information as possible.

+ Maintain a written record of your actions using this form and a log book. You may wish to record any new contact details in section 1.

+ Offer reassurance and support. Be aware that all those involved in the incident (both directly and indirectly) may be suffering from shock or may panic.

+ Find out what has happened. Obtain as clear a picture as you can.

+ Discuss with the informant what action needs to be taken and by whom.

Name of informant: Date and time of call:

Contact details of informant: Date and time of incident:

Exact location of incident:

Details of incident:

Where is the informant now and where are they going?

People affected (including names, injuries, where they are, where they are being taken to):

What arrangements are in place for people not directly involved in the incident?

What advice have the emergency services given?

Who has been informed?

 Head Teacher  School staff  Governors  Pupils  Parents / carers  Extended services

 Police  Fire & Rescue Service  Ambulance Service  Local authority  Health and Safety Executive  Foreign & Commonwealth Office  Media  Insurance company  Trade union

Does anyone else need to be informed?

Are any other actions required?

+ If the incident happened on an educational visit please ask the questions below. You might already have these details but it could be useful to seek confirmation.

Name of educational visit leader: Number of pupils on educational visit:

Nature of educational visit: Number of staff on educational visit:

Location of educational visit:

If the incident happened abroad, does the Foreign and Commonwealth Office need to be notified?

Appendix B: Response Team Roles and Responsibilities

Chair / Incident Controller

 Chair of the response team  Inform and liaise with faculty, staff and the Trustees/Governors  Hold authority to take all necessary action to minimise loss  Document all crises management activity for later review  Co-ordinate announcements to parents and students  Deal with press releases and public statements  Deal with all enquiries from press and media  Co-ordinate overall school effectiveness during recovery period  Liaise between sites (if appropriate)  Evaluate resource requirement and availability of persons based at field locations  Oversee all activity to ensure that control is maintained and that short-term action does not jeopardise the longer-term well-being of the school

Deputy Chair

 Act as Deputy Chair of the response team  Fulfil the role of Chair of the response team in the absence of the Chair  Utilise resources to minimise reduction in service to clients  Instruct and liaise with management and staff as appropriate

Finance Manager/School Business Manager/Administrator

 Provide support to the Chair of the response team  Liaise with insurance company and Portakabin  Liaise with loss adjustors  Instruct and liaises with management and staff as appropriate  Arranges alternative accommodation for staff including transport when necessary  Gets site clearance from building contractors  Arranges for resumption of mains services  Arranges for provision of equipment, as appropriate

Facilities Manager/Caretaker/Administrator

 Manage security arrangements and site access  Assist the Finance Manager as needed

Director of IT/Network Manager

 Lead computer/machinery recovery effort  Activate specific contingency plan  Liaise with suppliers  Deal with all hardware/engineering support

 Liaise with back-up site  Organise shifts/overtime to speed recovery in the least possible time  Deal with interruptions in telecommunications including the re-routing of voice and data

Office Manager/Cover Manager/Administrator

 Assist the Chair and assist with dealing with press releases  Assist the Headteacher with producing letter(s) for parents, staff and other persons/companies affected by the incident  Issues notifications, via local radio (BBC Radio York / Stray FM) to keep stakeholders aware of relevant developments and information  Provide through alternate arrangements a temporary replacement of staff for school

Member of staff responsible for Safeguarding

 Arrange counselling opportunities for student and staff  Offer advice on problem solving

Permanent/Core Response Team Members:

[To be completed by individual schools.]

Name Position Role in an Incident

Please Note: The above is only a brief and general outline of individual responsibilities. These responsibilities may be altered as deemed necessary. In the event of a critical incident, the response team is expected to assist wherever there is the greatest need.

Appendix C: Response Team Contact Tree Example below. [To be completed by individual schools.]

Headteacher

Chair of Governors YCST Name and Tel: Name and Tel:

Deputy Senior Leader Senior Leader Safeguarding Lead Headteacher Name and Tel: Name and Tel: Name and Tel: Name and Tel:

School Business Director of IT Facilities Manager Office Manager Manager Name and Tel: Name and Tel: Name and Tel: Name and Tel:

Cover Manager Network Manager Caretaker and Administrator Name and Tel: Name and Tel: Name and Tel:

Appendix D: Whole School Contact Tree Example below. [To be completed by individual schools]

Appendix E: Emergency Contacts List [To be amended as necessary by each individual school]

SERVICE NAME TELEPHONE NUMBER

Emergency Services Police/Fire/Ambulance 999

Utility Services Gas Leak Emergency National Grid Emergency 0800 111 999 Line Gas Supply Corona Energy 0800 804 8619 Electric Supply Failure Northern Powergrid 105 Electric Supply npower 0800 073 3000 Water Supply Failure Yorkshire Water Helpline 0345 1 24 24 24 Water Leak Yorkshire Water Leakline 0800 57 35 53 Telephone Calls/Line GPS Telecoms 0870 730 7000 Provider Telephone System Yorkshire 0844 847 0080 Telecommunications

IT and Cleaning Services St. Aidan’s High School 01423 885814

Insurance Provider Insurance claims Zurich Insurance 01252 387057 Education Manager Jamie Grand Mobile: 07875398747 Office: 01252387043 Email: [email protected] Zurich Media Relations Mgr. Andrew Lyons 07875 888462 E-mail address Andrew Lyons [email protected]

Parents/Press/Publicity Local BBC radio station BBC Radio York 01904 540326 Local commercial radio Greatest Hits Radio www.greatesthitsradio.co.uk station Closure form on website Local newspaper Harrogate Advertiser 01423 707402 Regional newspaper Yorkshire Post 0113 243 2701 Parent Text/Email Service Social Media Marketing Manager, St Cath Harrison 07805 342 363 Aidan’s Local online news provider Stray Ferret [email protected]

School Property Contractors

Other Authorities/Advisers Science/Chemical Safety CLEAPSS Helpline 01895 251496 Environmental Health Harrogate Borough Council 01423 500600 HBC Out Of Hours 01423 556300 Emergency Environment Agency Incident Hotline 0800 80 70 60

Local Authority North Yorkshire County 01609 780780 Council

School Transport Providers St Aidan’s Only 01423 885814

School Telephone Numbers St Aidan’s Main Office 01423 885814 Fax 01423 884327 Network Office 01423 818510 Kitchen 01423 885593 Sixth Form Office 01423 818516 Sixth Form Office Fax 01423 818526 Richard Taylor Office 01423 563078 St Peter’s Office 01423 569684 Pannal Primary School Office 01423 872407 Oatlands Infant School Office 01423 871036 Hampsthwaite Office 01423 771336 North Rigton Office 01423 734540 All Saints Kirkby Overblow Office 01423 872491

YCST Main Office 01423 818508 COO 01423 818530

Appendix F: Associated Policies/Documents These policies should be available in conjunction with this PLAN:

[To be completed by the individual school.]

Document Location in School

(Copy in Appendix J) Dynamic Lockdown Policy [Complete school location as well]

(Copy within Appendix J) Site Team Lockdown Policy [Complete school location as well]

(Copy within Appendix J) Network Office Lockdown Policy [Complete school location as well]

(Copy in Appendix K) Bomb Threats Policy [Complete school location as well]

(Copy in Appendix I) School Fire Safety Policy [Complete school location as well]

Health and Safety Policy

Asbestos Log

(Copy within Appendix J) Site Plans [Complete school location as well]

Inventory

Emergency School Closure Policy

Dangerous Chemicals

(See also Appendices C, D and E) Trust/school emergency contacts list [Complete school location as well]

Policy for Educational Visits, Outdoor Learning and Adventurous Activities Portakabin Plans

Appendix G: Mechanism for accessing student contact details [To be completed by the individual school]

Appendix H: Procedures for dealing with the most likely events to impact on the operation of a school i) Loss of the whole school site for an extended period through a major incident such as a fire or flood. Normal school evacuation procedures will already have been implemented and it is expected that the school will be clear of all students/staff/visitors who will have assembled at the appropriate evacuation points. At this point the emergency services will also have been informed as part of the fire/incident evacuation procedure.

Tick box on completion:  Ensure student/staff/visitor safety once access to the school is denied and, in all likelihood, the whole school site needs clearing of people by maintaining evacuation procedures.  In conjunction with the response team, liaise with the Emergency Services to clarify what is expected of the school, what information they require and if there is to be any site access.  Refer to Appendix E: Emergency Contacts List, for contact details of all utilities/services providers who will need immediate notification.  Arrange an incident room/point. If it is not possible on site, a remote incident room for the response team should be established at the earliest opportunity. All YCST Primary Schools will have access to one of the other Trust Schools and agreement is held for St Aidan’s to be based at St John Fisher Catholic High School where access to a PC and the internet will be made available.  Once this access has been established a message should be sent to all registered parents/carers advising them of the situation and, if agreed as necessary, asking them to arrange for pupils to be collected. It will be necessary to advise if this is from the school site or from an alternate location. Appendix G: Mechanism for accessing student contact details, details how contact details can be accessed in this respect. It will also be necessary to contact local media outlets to provide the same information and request they broadcast it at the earliest opportunity. See Appendix E: Emergency Contacts List. Finally, a message should be posted on the Trust/school website, as necessary.  At this stage nothing further should be said to any press and all contact with them should be co-ordinated through the response team. If approved by the Insurers it may be possible to provide the contact details of their press officer.  Once the safety of all personnel has been assured and the Emergency Services and key utility providers notified the response team should consider who else to notify i.e. other Trust Schools, the Local Authority, other local schools in the area, the Governing Body and an all-staff message sent out to notify those not on site at the time of the incident.  Consider which staff to retain for the remainder of the day and which staff, if any, can be sent home. It is recommended that the majority of staff are retained, if possible and practical, to assist with any duties determined by the response team as it may be difficult to recall them at a later time.  With the site secured, students and staff safe, Emergency Services involved as appropriate, the Insurers notified and the response team convened all immediate Day 1 actions are complete and consideration can now be given to moving on to the Section later on follow up recovery actions and longer-term plans.

Location Alternative location

RISK of occurrence is assessed as LOW. Disruption to school is assessed as MAJOR.

ii) Loss of the whole school site for a short period followed by a full return. The initial response to such a situation will initially be exactly the same as that detailed above in: A. Loss of the whole school site for an extended period through a major incident such as a fire or flood.

Tick box on completion:  Having evacuated the school and notified the Emergency Services it will be necessary, having taken advice from the Emergency Services, to convene the response team, notify parents/carers and local press and the Insurers of the current situation and what is to happen for the remainder of that day.  Based on the level of damage, if any, and the likely site availability timescale as advised by the Emergency Services it will be necessary for the response team to agree a way forward and move to the section later on follow up recovery actions and longer-term plans. Although this section is all about a short-term site access restriction, this could still be weeks rather than just days or hours.

RISK of occurrence is assessed as LOW. Disruption to school is assessed at MODERATE.

iii) Loss of part of the school site for an extended period through fire or flood or a break in/vandalism. The initial response to such a situation will initially be exactly the same as that detailed above in: A. Loss of the whole school site for an extended period through a major incident such as a fire or flood.

Tick box on completion:  Having managed the immediate site evacuation and convened the response team it will be necessary, under the guidance of the Emergency Services, to decide how soon site access will be granted and to what degree. This will then determine what message is sent to parents/carers and/or the local press and, ultimately, what elements of the Section later on follow up actions and longer-term plans/actions are implemented.

Location Alternative location

RISK of occurrence is assessed as LOW. Disruption to school is assessed as MAJOR.

iv) Loss of part of the school site for a short period followed by a full/partial return.

Tick box on completion:  Immediate actions will be as above with site evacuation, if necessary, the key priority. Thereafter the response team will need to liaise with the Emergency Services, if necessary, to determine what areas of the site, if any, will be out of bounds and when access will be granted to the remainder. Again, this will then determine the level of action required in the Section later on follow up actions and longer-term plans/actions.

RISK of occurrence is assessed as HIGH. Disruption to school is assessed as MINOR. v) Loss of all/some utilities which impact on availability of the school site, such as water/gas/electrics.

Tick box on completion:  Should there be a loss of all/some utilities during the school day it will be necessary to convene all/some of the response team to decide on an appropriate way forward. The loss and the time of day will impact on any decision taken over the operational ability of the School.  Matters to be considered by the response team will be the availability of running water and toilet facilities, power for lighting and IT capability, the operation of the heating system during the winter months and the ability to provide a meal at lunchtimes.  Again, it may be necessary to contact the utility provider using the telephone number/s detailed in Appendix E: Emergency Contacts List, and then notify parents/carers and/or the press accordingly.  The Facilities Manager/Administrator/SBM will liaise with utility providers and system maintenance contractors to work towards a speedy resolution to the identified problem.

RISK of occurrence is assessed as MEDIUM. Disruption to school is assessed as MODERATE.

vi) Full site access with loss of all/some heating. Clearly the time of year may have a significant bearing here although it would still be necessary to have hot water for all cloakrooms plus the catering operation.

Tick box on completion:  Refer to Appendix E: Emergency Contacts List, for contact details for both the Gas Utility and the school’s maintenance engineers. These would need to be the first point of contact in the case of a full loss of heating.  Convene some, or all, of the response team to review the available options based on the time of day and the advice from the heating engineers.

RISK of occurrence is assessed as MEDIUM. Disruption to school is assessed at MINOR.

vii) Full site access with loss of telephony. Should the telephone system fail during the working day it may be necessary to advise all concerned parties of the situation as well as providing a likely timescale for re-instatement. However, it is unlikely that such an event will have any impact on the educational imperative of the school.

Tick box on completion:  Contact the telecoms supplier to ascertain if problem is external (lines) or internal (system). See Appendix E: Emergency Contacts List, for contact details.  If it is not an external problem contact phone system maintenance provider for support. See Appendix E: Emergency Contacts List.  Arrange for some/all of the response team to meet and assess the position and its impact on the operation of the school.  If it is felt appropriate, use should be made of the school’s online text messaging/emailing system and website to notify parents/carers. Refer Office Manager/Administrator.  It may also be considered necessary to make a news release through the local press/radio. See Appendix E: Emergency Contacts List.  If the school has more than one telephone line it may be that they are not all lost at once and arrangements could be made to use any second/fax/alarm lines.  If we are aware that the School lines are not working, as well are reporting the problem to our provider, we should arrange for them to put in place a temporary divert arrangement for the Main School Number. They should be asked to use an appropriate school mobile telephone number. This school mobile could then also be used for emergency outgoing calls.  In addition, a full list of the contact details for all response team Members and other key Personnel are contained in Appendices C: Response Team Contact Tree, and D: Whole School Contact Tree.

Critical Telephone numbers:

Name of telephone line Telephone Number Alternative

RISK of occurrence is assessed as MEDIUM. Disruption to school is assessed as MINOR.

viii) Full site access with loss of all/some IT capability. On the whole it is anticipated that any incident involving IT is more like to be disruptive rather than critical.

Although data security and operational integrity are highly important issues and are always at the forefront of our strategic planning, it is unlikely that any single issue would prevent the opening of the school and the provision of some form of structured education.

That is not to say that it would not impact on the operation of the school and the students’ access to key educational resources, particularly if an incident occurred over exam periods. In the event of an IT incident/failure during the working day it will be necessary for all/some of the response team to meet and assess its impact on the operation of the school, particularly as it may be necessary to take systems off line to prevent any further damage and to facilitate recovery.

It is considered that the key/immediate impacts of any significant IT failure would be:

 loss of access to student medical records.  loss of access to SIMS Management Information System.  inability to undertake electronic class registrations.  reduced door access systems as it moves from on-line to stand alone.  loss of learning resources and records.

Potential incidents are best categorised by their severity/risk to school operation and have been identified as:

Server Failure A server failure would initially lead to the loss of all IT services across the whole school site. Identifying and resolving the issue will initially fall to the Director of IT/Network Managers at St. Aidan’s who will:

Tick box on completion:  If a hardware issue is identified, contact DELL as the Servers are covered by DELL Pro Support with a maximum 4-hour callout time. Any hardware issues would then be resolved by DELL including the sourcing of any parts/replacement servers.  If a software issue is identified this will initially be resolved in-house by the IT Team. This could involve re-installing software and/or re-booting the system or could require initiating full Back Up protocols.  The Trust Network Office has a total of 3 Servers which provide a degree of resilience in the event of an incident. Working with the response team the Director of IT will prioritise key service requirements and manage the provision of some limited services to reduce the actual downtime in these areas. It is anticipated that some limited capacity will be available within the first 2-4 hours of any incident.

Contact details for DELL are included in Appendix E: Emergency Contacts List.

RISK of occurrence is assessed as LOW. Disruption to school is assessed as MINOR.

Network Infrastructure/Switch Failure A switch failure or other network failure would initially lead to limited/total loss of all IT services across the whole school site. Identifying and resolving the issue will initially fall to the Network Managers who will:

Tick box on completion:

 Work with the IT Team to resolve the problem in-house.  If necessary, contact external suppliers and support agencies.  Prioritise use of the current system’s inbuilt resilience/spare capacity to minimise downtime.  Update all/some of the response team and agree recovery/spending plans as appropriate.  Procure replacement switches, network cabling/infrastructure etc. through the school’s existing provider/s in the usual way.

RISK of occurrence is assessed as MED/LOW. Disruption to school is assessed as MINOR.

Full/Partial Data Loss St Aidan’s full back-up solution is provided by a privately held information technology company that develops backup, disaster recovery and virtualization management software for VMware and Hyper-V virtual environments. The company focuses on products that increase the resistance of virtualized workloads, reduce downtime, and ensure the system availability required by service-level agreements.

The back-up solution purchased by other Trust schools enables multiple backups. One is to an attached USB hard drive and another to a NAS (network area storage) device held elsewhere on site.

All trust schools also use technology included in Microsoft Windows that allows taking manual or automatic backup copies or snapshots of computer files or volumes, even when they are in use. Copies can be created on local and external (removable or network) volumes by any Windows component that uses this technology, such as when creating a scheduled Windows Backup or automatic System Restore point. The technology allows for the quick restore of limited data where a full system restore is not required.

St Aidan’s operates what is effectively a remote/off-site back up by having an alternative location in a secure room in Bede House. This includes the joint Sixth Form SIMS database for School/St. John Fisher Catholic High School.

In the event of any data loss and/or data corruption being identified the Director of IT/Network Manager will:

Tick box on completion:  Review the situation with the IT Team to ascertain the extent of the problem/incident, the impact on the school and if there is a need for a full/partial recovery.  Brief the response team, or key members if not all present, on the position and agree likely timescales for the recovery of the data and the restoration of service.  Implement procedures agreed above, informing all appropriate parties of the relevant timescales.

RISK of occurrence is assessed as MEDIUM. Disruption to school is assessed as MINOR.

School Wi-Fi In the event of any disruption to school Wi-Fi availability the Director of IT and IT Team would consider the following points:

Tick box on completion:  The loss of any single Wireless Access Point (WAP) in school would not be an issue and would cause minimal, if any, disruption. The loss would be resolved, upon identification, through the provision of a new WAP or, if urgent, through the relocation of an alternate device. A small supply of replacement WAPs are maintained on site.  To mitigate the risk of loss of the actual Wi-Fi Controller, and the associated whole school loss of Wi-Fi connectivity, a secondary Controller has been installed in the remote back up location in Bede House. This will be commissioned as necessary upon failure of the primary Controller.  Although it is acknowledged that an immediately unrecoverable loss of whole school Wi- Fi would cause minor, rather than critical, disruption it would still be possible to hardwire a number of devices across the school site to mitigate this impact. This would then allow time to resolve the Wi-Fi connectivity problem.

RISK of occurrence is assessed as LOW. Disruption to school is assessed as MINOR.

Broadband/Internet Access In the event of a loss of internet access, schools will contact the Director of IT at St. Aidan’s School.

RISK of occurrence is assessed as MED/LOW. Disruption to school is assessed at MINOR.

IT Power Failure In reality, the loss of IT capability is only one aspect of the issues to be considered by the response team in such an event.

That said, it should be noted that although IT capability will continue for about 20 minutes after power loss, through battery back-up, this time will be used solely by the Director of IT and the IT Team to safely close down all IT systems.

ix) Full site access with loss of all/some catering provision. On the day in question the immediate issue will be whether this occurs before or after the main lunch break provision has been completed.

Some, or all, of the response team will meet as appropriate, along with the Catering Manager/Cook, to review the situation and potential timescales for resolution.

As a range of issues could influence the ability to provide a full meal service and consideration will be given to if a cold service only is both acceptable and achievable.

RISK of occurrence is assessed as LOW. Disruption to school is assessed at MINOR.

x) School closure through a serious weather event, local transport issues, industrial action or large-scale staff illness. The Headteacher and/or members of the response team will be notified of any event that could lead to the closure of the school. Such an event could be either during the school day, requiring closure of a fully occupied school, or overnight requiring a decision on the opening of the school.

Tick box on completion:  Notify the Headteacher and/or response team of the situation. Out of school hours see Appendix C: Response Team Contact Tree.  If weather related monitor local conditions, local news outlets and severe weather warnings issued by the Met Office.  Decision made to close the school? Will this be a full or partial closure? If partial, agree what the school offering is to be.  Advise staff of decision taken and what is required of them. This will be verbally during the day and via the existing telephone tree out of hours. See Appendix D: Whole School Contact Tree.  Issue Email/Text message to all parents registered on the system.  Notify local press outlets of the decision so that they may broadcast accordingly. See Appendix E: Emergency Contacts List for contact details.  If a planned closure/partial closure through industrial action the Headteacher and response team will already have met and agreed a strategy. Local industrial action involving transport systems are the more likely cause of closure.

RISK of occurrence is assessed as LOW. Disruption to school is assessed as MODERATE.

However, should an incident occur over the Examination Period/s every effort will be made to maintain at least a partial opening for exam purposes.

xi) An incident during a residential visit / educational trip involving either a pupil or member of staff. Although it is recognised than any sort of incident involving both staff and students on a visit or trip out of school could have serious implications for the short-term operation of the school, any immediate responses to such an incident will be met through the Headteacher and SLT (rather than the response team) in tandem with guidance established in the Trust’s Policy for Educational Visits, Outdoor Learning and Adventurous Activities.

RISK of occurrence is assessed as HIGH. Disruption to school is assessed as MINOR.

xii) Dynamic Lockdown of the school site. Dynamic Lockdown is the ability to quickly restrict access and egress to a site or building (or part of) through physical measures in response to a threat, either external or internal. The aim of lockdown is to prevent people from moving into danger areas and preventing or frustrating the attackers accessing a site (or part of it).

 Refer to Appendix J: Dynamic Lockdown Policy and Procedure, for the procedures to follow in the event of such an incident and to complete the appropriate action points as necessary.

RISK of occurrence is assessed as LOW. Disruption to school is assessed as MODERATE.

xiii) Bomb Threat/Suspect Package. There are two aspects to dealing with any telephoned bomb threat:

 the procedures for dealing with any actual call, the recording of information from the caller and the recording of information about the caller; and

 the response in school to any actual threat made.

In addition, we also need to know how to deal with any suspect packages found on site.

In the event of any incident involving a threat made against the school or any suspect package being identified:

Tick as appropriate:  Refer to Appendix K: Bomb Threat Procedure, for the procedures for dealing with the actual call.  Headteacher, or member of SLT in the Head’s absence, to consider the situation and advise on notifying the Police.  If advised by the Police to do so, or if considered necessary immediately as a result of the information received, refer to Appendix J: Dynamic Lockdown Policy and Procedure, and instigate Dynamic Lockdown procedures.

RISK of occurrence is assessed as LOW. Disruption to school is assessed as MODERATE.

xiv) Chemical leak/spill, gas leak etc. Any such incident has the potential to affect student/staff welfare and influence a decision on the potential closure of school. With this in mind the school has adopted the following protocol for any chemical/hazardous spillage or gas leak.

Tick box on completion:  Inform the Facilities Manager/Administrator and, if appropriate depending on the nature of the incident, the Headteacher/ response team.  If it is safe to do so, identify the nature of the leak/spillage and, if trained to do so, take the necessary action to minimise the contamination.

 If required, clear the immediate vicinity/room. If the incident is severe, evacuate the building using the existing evacuation procedures.  If notifying the Emergency Services ensure that they are aware of the specific nature of the leak/spillage. They will then take the lead on dealing with the incident.  If necessary, contact CLEAPSS (Consortium for Local Authorities Provision of Science Service) for further guidance and support. See Appendix E: Emergency Contacts List for contact details.  If the nature of the leak/spill requires it, implement lockdown with students and staff kept indoors with all door and windows closed and, if appropriate, fans and air conditioning switched off.

RISK of occurrence is assessed as LOW. Disruption to school is assessed at MINOR.

xv) Staff shortages as a result of a pandemic Any such incident has the potential to affect student/staff welfare and influence a decision on the potential closure of school.

Tick box on completion:  Inform all remaining staff of the event details to ensure everyone is kept up to date.  Prioritise or postpone the low priority functions to reduce workload to ensure the critical functions are maintained.  Staff move to ensure critical functions are maintained.  Consider the impact of the staff loss on the remaining staff and follow HR guide lines if appropriate.  For a large loss of staff raise the issue with School Management / LEA.  Consider the recruitment of new staff or the use of temporary agency staff.

RISK of occurrence is assessed as LOW. Disruption to school is assessed at MAJOR.

Key staff involved in the critical function:

Critical Staff Role Alternative

Appendix I: School Fire Safety Policy [To be inserted by individual school.]

Appendix J: Dynamic Lockdown Policy and Procedure

Dynamic Lockdown Policy and Procedure

History of document:

Version Author Date written Approved Note of Revisions V1 C.Burt Nov. 2017 30 Jan. 2018 V2 L.Claringbold Dec. 2020 26 Jan. 2021 No changes

What is dynamic lockdown?

Dynamic lockdown is the ability to quickly restrict access and egress to a site or building (or part of) through physical measures in response to a threat, either external or internal. The aim of lockdown is to prevent people from moving into danger areas and preventing or frustrating the attackers accessing a site (or part of it).

The nature of a number of Trust schools, with long perimeters and boundary wall/railings, makes it challenging to achieve lockdown. Determining when lockdown is the most appropriate strategy can be extremely difficult and communicating the necessary information is a further considerable challenge.

Lockdown procedures may be activated in response to various situations including:

 A request from the Police to keep all pupils and staff inside with doors locked because, for example, they are pursuing an armed individual(s)  A reported incident /civil disturbance in the local community (with the potential to pose a risk to staff and/or pupils)  An intruder on a school site (with the potential to pose a risk to staff and/or pupils)  A person from within school becoming violent and posing a grave or significant risk to staff and/or pupils  A warning being received regarding a risk locally of air pollution (smoke plume, gas cloud)  A major fire in the vicinity of school

Authority to trigger a dynamic lockdown

Dynamic lockdown will normally only be actioned by the Headteacher, or in the absence of the Headteacher, the member of Senior Leadership Team (SLT) acting as Headteacher. The Headteacher or SLT member acting as Headteacher becomes the Incident Coordinator. Although in most circumstances’ lockdown will be triggered by a member of SLT, there are potentially circumstances that could arise where any member of staff must feel able to contact Reception/the school office having met with a severe threat and risk to the school community and call for an immediate lockdown.

Before triggering lockdown, the Incident Coordinator must give immediate and careful consideration to whether lockdown is in fact the most appropriate course of action, or whether, following NaCTSO ‘Stay Safe’ principles, a managed escape from the site is more appropriate or indeed an alternative strategy is needed. If time permits, advice should be sought. See Appendix 4: National Counter Terrorism Security Office (NaCTSO) Advice.

Strategies within dynamic lockdown

1. Complete, immediate lockdown (keeping everyone on site) 2. Lockdown and managed escape from the site

Controlling communication

Once lockdown has been signalled there should be no communication (except for the incident coordinator) with others outside the organisation by mobile phone or other device about what is happening and all staff must ensure that, if relevant, pupils do not do this. It is possible that information going off site in this way could be detrimental to security as an incident unfolds.

The incident coordinator must provide two mobile phone numbers to the Police through which communication will be maintained – the incident coordinator’s mobile phone and Deputy Headteacher’s mobile phone. The switchboard will almost certainly be jammed with media and parent incoming calls.

Police advice Due to the chaotic nature of active aggressors who intend entering an educational establishment in order to kill or severely injure people, there has to be a simple and common-sense approach. It is therefore essential to keep things simple to increase survivability.

Use the acronym ADD:

Avoid the aggressor. If at all possible get out of the building and don’t stop until you are sure you are safe. If you are forced to stay in the building, enter a room. Deny the aggressor access. Take everything inside the room and barricade yourself in and prepare to… Defend – in every room there are improvised weapons that could be used to defend yourself. You may need to fight for your life and those around you.

Complete, immediate lockdown To be completed by individual school. Example below:

 The signal used to indicate a complete, immediate lockdown is six short blasts of the lesson change bell. (Individual school to complete with details of alarm used)  Following this indication, complete lockdown must be immediately brought about.  All persons, except any site team and those involved in managing the lockdown procedure, are to remain in the room they currently occupy.  Site team, if there is one, caretaker, if present, or office staff activate their lockdown procedure locking all external doors and gates as per ‘Site Team Lockdown Procedure’. See Appendix 1: St Aidan’s Lockdown Policy and Procedure – Relating to Site Team/Administration.  At St Aidan’s, the Network Manager to remain in the Network Office (locked) with at least one other ICT Technician. Headteacher to send the member of SLT responsible for ICT/MIS, or in the absence of this person, one member of SLT to Network Office. (See ‘Network Office Lockdown Procedure’). See Appendix 2: St Aidan’s Lockdown Policy and Procedure – Relating to IT Networks Office.

 Teachers, Teaching Assistants and other staff to remain in their designated room, locking doors, securing windows, closing curtains and blinds where possible.  Any person outside must return into the school and report to the room that they normally occupy, locking doors behind them where possible but being careful not to lock others out.  Communication will be made across the internal email system, the computer network, internal phone systems and, if possible, texts to staff mobiles. Avoid calling Reception/Office as lines may need to be kept clear, but refer to electronic communications to determine what the cause of the problem is and for receiving further instructions. There is likely to be some delay in getting this communication out.  Consider how to make the room safer if the need arises, barricading doors, windows, moving children away from doors and windows, sitting everyone at floor level below window height.  Consider a possible exit route if that were to become necessary and advise pupils on what that exit route would be.  Ensure pupils, who have them, do not use mobile phones or other devices to communicate with others.  Maintain calm and quiet. If possible, turn off the lights to further avoid attracting attention.  Remain in lockdown until you hear three short blasts of the lesson change bell followed by one long blast. Check electronic devices for confirmation. The end of lockdown will also be communicated using the methods indicated above. Senior staff and site staff will pass through the school to reassure that lockdown has come to an end. If in doubt, remain in lockdown until you are reassured by all of these methods that lockdown is over.

1. Lockdown with managed escape from the site To be completed by individual school. Example below:

 This will be communicated through telephone, radio, email and network message as directed by the Headteacher.  At St Aidan’s, the Network Manager to remain in the Network Office (locked) with at least one other ICT Technician. Headteacher to send the member of SLT responsible for ICT/MIS, or in the absence of this person, one member of SLT to Network Office. (See ‘Network Office Lockdown Procedure’) See Appendix 2: St Aidan’s Lockdown Policy and Procedure – Relating to IT Networks Office.  If directed to go into lockdown: o Teachers, Teaching Assistants and other staff to remain in their designated room, locking doors, securing windows, closing curtains and blinds where possible. o Communication will be made across the internal email system, the computer network, internal phone systems and if possible texts to staff mobiles. Avoid calling Reception as lines may need to be kept clear, but refer to electronic communications to determine what the cause of the problem is and for receiving further instructions. There is likely to be some delay in getting this communication out.

o Consider how to make the room safer if the need arises, barricading doors, windows, moving children away from doors and windows, sitting everyone at floor level below window height. o Ensure pupils, who have them, do not use mobile phones or other devices to communicate with others. o Consider a possible exit route if that were to become necessary.  Site team/Caretaker to attend main office to be briefed on partial or phased lockdown procedure  Ensure pupils, who have them, do not use mobile phones or other devices to communicate with others.  Headteacher to communicate the process for managed escape, with classes under the direction and control of their teacher, leaving the site by the safest route they can determine, including crossing playing fields, climbing walls and fences and crossing gardens of adjoining properties if necessary to reach pavements and roads to permit access to an agreed meeting point to assemble and take the register.

IMPORTANT GUIDANCE AND ACTION POINTS FOR THE INCIDENT COORDINATOR

Decisions need to be taken very quickly by teaching staff dependent on the nature and proximity of the threat. It is unlikely that there will be time to confer. The best course of action may not be lockdown in a classroom, it may be to direct students and staff to an exit at the opposite end of the school to the aggressor and tell them to run to a nominated place or other place of safety outside the school grounds. The pattern for a firearm aggressor appears to be the intention to cause maximum damage to others and then to themselves. Students hiding in a classroom are as much a potential target as students escaping across a playground.

Police Response

Police would react differently according to the weapon being used by an aggressor. They would seek to surround and contain in the case of a blade being used. In the case of a firearm threat, armed officers would pursue and deal with the aggressor. In order to protect the maximum number of lives, this team of officers would need to focus solely on the task in hand and cannot be deflected to assist casualties. To be completed by individual school. Example below:

Danger inside the School Building and Grounds Tick  On receiving information of the threat, make an immediate assessment of the risk and determine the most appropriate strategy.

 IF complete immediate lockdown is going to be used, activate alarm signal (6 blasts of the session bell).

 Call the Police.

 Provide as much information as possible, description, known/unknown, position, nature and source of threat (weapon).

 Provide 2 dedicated mobile phone numbers to Police (Headteacher/Co-ordinator’s mobile), not the school office phone as this will be busy with calls from parents and media. The first number for use by the co-ordinator, the second to provide updated information.

 Site map of the school to be made available to Police. See Appendix 3: Site Map, or obtain from the Network/School Office as appropriate.

 Do not approach the person offering the threat. Assume that a person bearing a weapon intends to use it.

 Communicate the strategy and sufficient information to staff through telephone, 2-way radio and electronic devices.

 Ensure site staff initiate the appropriate lockdown procedure.

 At St Aidan’s ensure Network Office staff initiate lockdown procedures. Member of SLT responsible for ICT/MIS, or in the absence of this person one member of SLT, to go to the Network Office with a mobile phone.

 If indoors, lock or barricade doors, corridors, stairwells where appropriate. Cover windows which offer a target to the aggressor. If access is denied the aggressor will move on to try a different room/point of entry. Lie on floor out of line of sight. If possible, and appropriate, turn out the lights.

 Call key staff to an incident management room. Ensure that the room is as safe and discreet as possible.

Key Staff

 Senior Leadership Team members.  Facilities Manager/Caretaker.  Office Manager/Administrator  Finance Manager/SBM.  Website Manager (St Aidan’s).  Network Manager (St Aidan’s).

Incident Management Room

To be decided at the time, according to risk and any other known factors, but likely to be chosen from:

 Head Teacher’s Office.

 Conference/Training/Planning Rooms.  Learning Support Department (STA).  English Office (STA).  Modern Languages Office (STA).

Coordinator to inform NYCC CYPS (01609 532234) to gain support (part of external joint agency response to major incident, media assistance, information to parents, communication with other schools in the immediate vicinity etc.)

Only lift the lockdown on all clear being given by Police.

Danger in the Community Tick  The Police will notify you if there is a potential danger in the community which may affect the school, and advise on the response required.

 Take pupils inside and lock all external doors.

 Direct site staff to undertake lockdown as appropriate.

 Determine, following the advice of the Police, the most appropriate strategy.

 IF the most appropriate strategy is to implement dynamic lockdown, see ‘Danger inside the School Building and Grounds’ above. Otherwise:

o Implement increased vigilance and supervision.

o Co-ordinator to inform CYPS (01609 532234) to gain support (may be part of external joint agency response to incident, media assistance, information to parents, communication with other schools in the immediate vicinity etc.).

o Have a consistent message for parents who are phoning the school. Discuss this with CYPS so that the same message may be given.

o Do not expect regular updates from the Police, they will be busy with the incident. If a problem arises such as the end of the school day approaches with no all clear, or lunch is due to be delivered from outside and you are locked down, call the Police for instructions and/or CYPS.

Dynamic Lockdown Policy: Appendix 1: Site Team Lockdown Policy

To be completed by individual school. Example below:

St. Aidan’s School Lockdown Policy and Procedure

Relating to Site Team/Administration

Version Author Date written Approved Note of Revisions V1 C Burt June 2017 30 Jan. 2018

The school Caretaking Team or Administration Team, in line with their Fire Safety responsibilities and under the direction of the Headteacher and/or the response team, will be responsible for managing any lockdown across the school site.

Site Team Procedures

As per the Dynamic Lockdown Policy it will be the decision of the Headteacher and/or SLT to proceed to Lockdown and give instructions for the signal to be made.

If the decision is given to proceed to full lockdown, keeping everyone in school and securing the site, the Caretaking and/or Administration Team will immediately pair off as it is the Trust policy that this should not be undertaken as an individual.

The Caretaking/Administration Team will then complete a round of the school buildings, just as would happen at the end of the working day, locking/securing all doors, windows and external gates.

The Caretaking/Administration Team will offer assistance to those individuals returning to the school buildings from the grounds and fields and check that entry is not required before finally locking doors.

The Caretaking/Administration Team will report in, via two way radio or in person, to update the Facilities Manager/Head/BCMT on progress in securing the school and, if available safely, any updates on the incident itself.

Upon securing the site the Caretaking/Administration Team members will, if safe to do so, return to the Main Office to await further instructions.

Should the decision be taken to go to lockdown with a managed escape, the Caretaking/Administration Team should report to the Main Office to be briefed.

At all times the Caretaking/Administration Team must also be mindful of their own safety and must not take any unnecessary risks in the execution of this policy.

If, at any time, members of the Caretaking/Administration Team feel they are at risk from any incident they should also follow the school Lockdown Procedure and find safe and secure shelter at the earliest opportunity.

Dynamic Lockdown Policy: Appendix 2: Network Office Lockdown Procedure

To be completed by individual school. Example below:

St. Aidan’s School Lockdown Policy and Procedure

Relating to IT Network Office

Version Author Date written Approved Comments V1 C Burt June 2017 30 Jan. 2018

The IT Director, or one of the Network Managers in their absence, will be responsible implementing this procedure.

Network Office Lockdown Procedure

As per the Trust’s Dynamic Lockdown Policy it will be the decision of the Headteacher and/or SLT to proceed to lockdown and give instructions for the signal to be made.

If the decision is given to proceed to full lockdown, keeping everyone in school and securing the site, the IT Director will implement the following:

 IT Director and at least one other member of the IT Team to remain in the Network Office.  All other IT staff to either remain in the office as well or move to alternate, secure, accommodation.  If deemed safe, the member of the SLT responsible for IT/MIS will join the IT staff in the Network Office.  Main, outer, office door to be locked/secured.  Blinds to be drawn and lights extinguished.  All staff present to retreat to the Server Room, again locking the door behind them.  Plug in phone and fully charged walkie talkie (stored in office in readiness) to be taken into the Server Room.  Ensure access is maintained to CCTV system and MIS in case of need.  Await further guidance and instruction from the Headteacher/SLT and in the meantime maintain access to messaging systems across school.

Dynamic Lockdown Policy: Appendix 3: Site Map

To be completed by individual school. Example below:

Map 1 Main School Map

Map 2 School Science Block

Map 3 Chubb Site Map Ground Floor

Map 4 Chubb Site Map First Floor

Map 5 Chubb Site Map Bede House Ground and First Floor

Dynamic Lockdown Policy: Appendix 4: National Counter Terrorism Security Office (NaCTSO) Advice

RUN  Escape if you can  Consider the safest options  Is there a safe route? RUN if not, HIDE  Can you get there without exposing yourself to greater danger?  Insist others leave with you  Leave belongings behind

HIDE  If you cannot RUN, HIDE  Find cover from gunfire  If you can see the attacker, they may be able to see you  Cover from view does not mean you are safe, bullets go through glass, brick, wood and metal  Find cover from gunfire e.g. substantial brickwork / heavy reinforced walls  Be aware of your exits  Try not to get trapped  Be quiet, silence your phone and turn off vibrate  Lock / barricade yourself in  Move away from the door

TELL  Call 999 - What do the police need to know? If you cannot speak or make a noise listen to the instructions given to you by the call taker  Location - Where are the suspects?  Direction - Where did you last see the suspects?  Descriptions – Describe the attacker, numbers, features, clothing, weapons etc.  Further information – Casualties, type of injury, building information, entrances, exits, hostages etc.  Stop other people entering the building if it is safe to do so

ARMED POLICE RESPONSE  Follow officer’s instructions  Remain calm  Can you move to a safer area?  Avoid sudden movements that may be considered a threat  Keep your hands in view

OFFICERS MAY  Point guns at you  Treat you firmly  Question you  Be unable to distinguish you from the attacker  Officers will evacuate you when it is safe to do so

Appendix K: Bomb Threat Procedure

Bomb Threat Policy and Procedure

History of document:

Version Author Date written Approved Note of Revisions V1 C N Burt Jan 2016 V2 C N Burt Nov. 2017 30 Jan. 2018 V3 L. Claringbold Dec. 2020 26 Jan. 2021 Updated Bomb Threat Checklist.

Bomb threats

Procedures for handling bomb threats

Most bomb threats are made over the phone and the overwhelming majority are hoaxes, often the work of malicious jokers, although terrorists do make hoax calls with the intention of causing alarm and disruption. Any hoax is a crime and, no matter how ridiculous or unconvincing, must be reported to the police.

Calls may be of two kinds:

 Hoax threats designed to disrupt, test reactions or divert attention.  Threats warning of a genuine device – these may be attempts to avoid casualties or enable the terrorist to blame others if there are casualties. However genuine threats can provide inaccurate information about where and when a device might explode.

Principles

The bomb threat policy and procedure is based on the following principles:

Training. Ensuring that all staff who could conceivably receive a bomb threat are trained in handling procedures or have ready access to instructions. Switchboard operators in particular should be familiarised with procedures.

List of Actions. A clear list of actions to follow upon receipt of a call. Even though staff may be unable to assess a threat’s accuracy or origin, their impressions of the caller could be important. A suggested bomb threat checklist is attached to the end of this Policy.

Being prepared. The member of staff who receives the threat may not be prepared – receiving such a threat may be the closest that many people ever come to acts of terrorism – the key to handling a threat is as follows:

1. Stay calm and listen. 2. Obtain as much information as possible – try to get the caller to be precise about the location and timing of the alleged bomb and whom they represent. If possible, keep the caller talking. 3. Ensure that any recording facility is switched on. 4. Carefully record the incoming call phone number from the telephone screen if displayed or, when the caller rings off, dial 1471 (if that facility operates and you have no automatic number display) to see if you can get their number. 5. Immediately report the incident to the Head Teacher or member of the SLT to decide on the best course of action and notify the police. If you cannot get hold of anyone, and even if you think the call is a hoax, inform the police directly. Give your impressions of the caller and an exact account of what was said. 6. If you have not been able to record the call, make notes for the site staff and police. Do not leave your post – unless ordered to evacuate – until the police arrive.

Protective Marking: Official Sensitive when Completed Form 5474 ACTIONS TO BE TAKEN ON RECEIPT OF A BOMB THREAT1 1 Remain calm and talk to the caller

2 Note the caller’s number if displayed on your phone

3 If the threat has been sent via email or social media see appropriate section below

4 If you are able to, record the call

5 Write down the exact wording of the threat:

When Where What How Who Why Time

ASK THESE QUESTIONS & RECORD ANSWERS AS ACCURATELY AS POSSIBLE:

1. Where exactly is the bomb right now?

2. When is it going to explode?

3. What does it look like?

4. What does the bomb contain?

5. How will it be detonated?

6. Did you place the bomb? If not you, who did?

7. What is your name?

8. What is your address?

9. What is your telephone number?

10. Do you represent a group or are you acting alone?

11. Why have you placed the bomb?

Record time call completed:

1 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/908583/Bomb_Threats_Form_5474.pdf 53

Protective Marking: Official Sensitive when Completed

INFORM BUILDING SECURITY/ COORDINATING MANAGER

Name and telephone number of person informed:

DIAL 999 AND INFORM POLICE

Time informed:

This part should be completed once the caller has hung up and police/ building security/ coordinating manager have all been informed

Date and time of call:

Duration of call:

The telephone number that received the call:

ABOUT THE CALLER: Male Female Nati onality? Age?

THREAT LANGUAGE: Well-spoken Irrational Taped Foul Incoherent

CALLER’S VOICE: Calm Crying Clearing throat Angry Nasal

Slurred Excited Stutter Disguised Slow Lisp *Accent

Rapid Deep Familiar Laughter Hoarse Other (please specify)

*What accent?

If the voice sounded familiar, who did it sound like?

BACKGROUND SOUNDS: Street noises House noises Animal noises Crockery Motor

Clear Voice Static PA system Booth Music

Factory machinery Office machinery Other (please specify)

Protective Marking: Official Sensitive when Completed

REMARKS:

ADDITIONAL NOTES:

Signature: …………………………………………………………………….. Print Name: …………………………………………………………………. Date: …………………………..……

ACTIONS TO BE TAKEN ON RECEIPT OF A BOMB THREAT

SENT VIA EMAIL OR SOCIAL MEDIA

1 DO NOT reply to, forward or delete the message

2 If sent via email note the address 3 If sent via social media what application has been used and what is the username/ID?

4 Dial 999 and follow police guidance

5 Preserve all web log files for your organisations to help the police investigation (as a guide, 7 days prior to the threat message and 48 hours after)

Signature: …………………………………………………………………….. Print Name: …………………………………………………………. Date: ……………………..……

SAVE AND PRINT – HAND COPY TO POLICE AND SECURITY/ COORDINATING MANAGER

Retention Period: 7 years MP 9