Emergency Planning, Business Continuity & Critical Incident Management

Course 30 – Emergency Planning, Business Continuity & Critical Incident Management

Introduction

Every organisation experiences unexpected events.

Examples include:

• fire;
• flooding;
• severe weather;
• missing children;
• serious accidents;
• medical emergencies;
• power failures;
• gas leaks;
• cyber incidents;
• infectious disease outbreaks.

The question is not:

"Will something unexpected ever happen?"

The question is:

"How prepared will we be when it does?"

Learning Outcomes

By the end of this course you will be able to:

• understand emergency planning principles;
• respond appropriately during critical incidents;
• understand business continuity planning;
• protect children during emergencies;
• understand lockdown procedures;
• manage communication during incidents;
• support recovery after emergencies;
• contribute to organisational resilience.

What is an Emergency?

An emergency is any event that:

• threatens life;
• threatens safety;
• significantly disrupts operations;
• requires immediate action.

Emergencies vary in size.

Every emergency deserves an organised response.

What is a Critical Incident?

A critical incident is an event that has a significant impact on:

• children;
• staff;
• families;
• premises;
• reputation;
• service delivery.

Critical incidents often require coordinated leadership.

Business Continuity

Business continuity means ensuring DASC can continue providing essential services despite disruption.

It involves planning for:

• temporary closure;
• relocation;
• staffing shortages;
• technology failures;
• utility loss;
• building damage.

Continuity planning protects children and families.

Why Business Continuity Matters

Families rely upon DASC.

Disruption affects:

• childcare;
• education;
• employment;
• safeguarding.

Good planning allows essential services to continue wherever reasonably possible.

The Objectives of Emergency Planning

Emergency planning aims to:

• protect life;
• safeguard children;
• reduce harm;
• maintain essential services;
• support recovery;
• learn from incidents.

Every decision should support these objectives.

The Four Phases of Emergency Management

DASC follows four phases:

Prevention

Reduce risks before emergencies occur.

Preparedness

Plan, train and practise.

Response

Act quickly and effectively.

Recovery

Return safely to normal operations.

Outstanding organisations perform well in every phase.

The Role of Every Employee

Every employee should:

• remain calm;
• follow procedures;
• protect children;
• communicate clearly;
• report information accurately;
• support colleagues.

Everyone contributes during emergencies.

Leadership During Emergencies

Managers should:

• coordinate responses;
• make decisions;
• allocate responsibilities;
• communicate effectively;
• monitor safeguarding.

Calm leadership reduces anxiety.

Preparing Before Emergencies

Preparation includes:

• written emergency plans;
• staff training;
• fire drills;
• lockdown exercises;
• emergency contacts;
• grab bags;
• business continuity plans.

Preparation reduces confusion.

Emergency Grab Bag

DASC should maintain an emergency grab bag containing items such as:

• emergency contact details;
• children's attendance register;
• first aid supplies;
• emergency medication where appropriate;
• torch;
• high-visibility vest;
• charged mobile phone or power bank;
• whistle;
• emergency procedures.

The contents should be checked regularly.

Emergency Contacts

Managers should ensure contact details remain current for:

• parents and carers;
• emergency services;
• local authority;
• utility providers;
• key contractors;
• senior leaders.

Outdated information delays response.

Roles During Emergencies

Depending upon the situation, responsibilities may include:

• incident lead;
• child supervision;
• register checking;
• first aid;
• parent communication;
• emergency services liaison;
• media enquiries.

Everyone should know their role.

Decision Making Under Pressure

During emergencies:

Managers should:

• gather facts;
• assess risks;
• prioritise safety;
• make timely decisions;
• review decisions as new information becomes available.

Perfection is impossible.

Professional judgement is essential.

Communication During Emergencies

Communication should be:

• calm;
• factual;
• timely;
• consistent.

Avoid speculation.

Only communicate confirmed information.

Supporting Children

Children may feel frightened during emergencies.

Staff should:

• remain reassuring;
• provide simple explanations;
• maintain routines where possible;
• answer questions honestly using age-appropriate language.

Emotional safety is important alongside physical safety.

Practice Scenario – Power Failure

Practice Scenario – Burst Water Pipe

Manager Coaching Notes

Managers should ensure:

• emergency plans remain current;
• business continuity plans are tested;
• emergency contacts are reviewed;
• emergency grab bags remain stocked;
• staff understand their responsibilities;
• communication plans are practised.

Outstanding organisations prepare before they need to respond.

Emergency Preparedness Checklist

Review regularly:

□ Are emergency plans current?

□ Is the Business Continuity Plan up to date?

□ Are emergency contacts correct?

□ Is the emergency grab bag complete?

□ Have staff received training?

□ Have emergency roles been allocated?

□ Are drills practised?

□ Are communication systems working?

□ Could the setting continue operating after disruption?

□ Would every employee know what to do today?

Preparation determines performance during emergencies.

Incident Command, Emergency Roles, Decision Making and Communication

During an emergency, people naturally look for leadership.

Outstanding organisations do not rely on improvisation.

They rely on clearly defined roles, structured communication and confident decision-making.

The objective is simple:

Protect people.

Stabilise the situation.

Restore normal operations safely.

The Golden Priorities

Every emergency response at DASC follows four priorities:

1. Protect life.
2. Safeguard children.
3. Stabilise the situation.
4. Restore services safely.

Everything else is secondary.

The Incident Controller

Every significant emergency should have one clearly identified Incident Controller.

Usually this will be:

• Manager
• Deputy Manager
• Director
• Most senior competent person present

Only one person should coordinate the overall response.

Responsibilities of the Incident Controller

The Incident Controller should:

• assess the situation;
• make decisions;
• allocate responsibilities;
• liaise with emergency services;
• coordinate communication;
• monitor safeguarding;
• authorise recovery actions.

Strong coordination prevents confusion.

Emergency Response Team

During larger incidents, responsibilities may be shared.

Typical roles include:

Incident Controller

Overall leadership.

Child Safety Lead

Supervises children.

Maintains registers.

Accounts for everyone.

First Aid Lead

Coordinates medical response.

Supports emergency services.

Communications Lead

Communicates with:

• parents;
• staff;
• senior leaders;
• local authority.

Logistics Lead

Coordinates equipment.

Access.

Facilities.

Emergency resources.

Every role should be understood before an emergency occurs.

Situational Awareness

During emergencies, continually ask:

• What is happening?
• What has changed?
• What are the biggest risks?
• Who needs immediate support?
• What information is confirmed?

Situational awareness should continue throughout the incident.

Decision Making Under Pressure

Managers should make decisions using:

• available facts;
• professional judgement;
• safeguarding priorities;
• proportionality.

Waiting for perfect information may delay essential action.

Dynamic Decision Cycle

Throughout an incident:

Observe

↓

Assess

↓

Decide

↓

Act

↓

Review

↓

Repeat

Emergency management is continuous.

Maintaining Calm

Children copy adults.

Staff should:

• speak slowly;
• use calm voices;
• avoid shouting unless immediate danger exists;
• give clear instructions;
• reassure children.

Calm leadership reduces anxiety.

Internal Communication

During emergencies staff should communicate:

• clearly;
• briefly;
• accurately.

Avoid:

• assumptions;
• conflicting instructions;
• rumours.

One clear message is better than multiple uncertain messages.

External Communication

Communication with:

• parents;
• emergency services;
• local authority;
• contractors;
• neighbouring organisations;

should be coordinated through the Incident Controller or delegated communications lead.

Consistency prevents misunderstanding.

Communicating with Parents

Parents should receive:

• timely updates;
• factual information;
• reassurance;
• collection arrangements where appropriate.

Parents appreciate honesty.

Avoid unnecessary technical language.

Confidentiality During Emergencies

Even during emergencies:

Staff must continue protecting confidential information.

Do not:

• speculate publicly;
• discuss confidential details;
• identify children unnecessarily;
• post information on social media.

Confidentiality remains essential.

Social Media

During incidents:

Employees must never:

• upload photographs;
• provide unofficial updates;
• discuss ongoing incidents online.

Only authorised communications should be released.

Poor social media use can quickly worsen an incident.

Speaking with Emergency Services

Provide:

• location;
• nature of emergency;
• number of people involved;
• current risks;
• actions already taken.

Remain calm.

Answer questions accurately.

Visitors During Emergencies

Visitors should:

• follow staff instructions;
• remain supervised where necessary;
• be accounted for;
• avoid interfering with emergency operations.

Visitor registers assist accountability.

Volunteers and Agency Staff

Temporary workers should receive emergency information during induction, including:

• evacuation procedures;
• lockdown arrangements;
• emergency contacts;
• reporting lines.

Everyone should know how to respond.

Recording Decisions

Significant decisions should be recorded where practicable, including:

• time;
• decision made;
• reason;
• person responsible.

Good records support later review.

Escalation

Managers should escalate concerns whenever:

• risks increase;
• safeguarding concerns arise;
• additional resources are required;
• emergency services become involved.

Early escalation protects children.

Maintaining Operational Awareness

Managers should continually monitor:

• children's welfare;
• staff welfare;
• environmental safety;
• communication;
• changing risks.

Emergencies evolve quickly.

Leadership must evolve too.

Practice Scenario – Conflicting Instructions

Practice Scenario – Parent Arrives During an Incident

Manager Coaching Notes

Managers should ensure:

• incident leadership roles are understood;
• emergency communication plans are practised;
• staff understand confidentiality;
• social media expectations are clear;
• decision logs are maintained during significant incidents;
• emergency procedures remain familiar to all employees.

Outstanding organisations communicate clearly because they have planned carefully.

Incident Leadership Checklist

Review regularly:

□ Is an Incident Controller identified?

□ Are emergency roles understood?

□ Are communication procedures clear?

□ Are emergency contact lists current?

□ Are temporary staff inducted?

□ Is confidentiality maintained?

□ Are decision logs completed?

□ Are parents updated appropriately?

□ Are emergency services supported effectively?

□ Would staff know who is leading an emergency today?

Leadership creates order during uncertainty.

Lockdown, Shelter-in-Place and Security Emergencies

Not every emergency requires evacuation.

Some situations are made significantly more dangerous if people leave the building.

Examples include:

• an intruder;
• violent behaviour nearby;
• police activity outside;
• dangerous animals;
• chemical incidents;
• severe environmental hazards.

In these situations, remaining safely inside may provide the greatest protection.

What is Lockdown?

A lockdown is a procedure used to secure the building and protect children, staff and visitors from an external or internal threat.

The purpose is to:

• prevent access to danger;
• protect life;
• maintain supervision;
• support emergency services.

Lockdowns should be calm, organised and well rehearsed.

Types of Lockdown

DASC recognises two levels of lockdown.

Partial Lockdown

Used when there is a potential risk nearby but no immediate threat inside the building.

Examples include:

• police activity nearby;
• suspicious behaviour outside;
• local disturbance.

Activities may continue indoors with additional precautions.

Full Lockdown

Used when there is an immediate or significant threat.

Examples include:

• an intruder;
• violent behaviour;
• credible threat to life.

Movement stops immediately.

Children and staff remain secured until instructed otherwise.

Initiating Lockdown

The decision to initiate lockdown may be made by:

• the Manager;
• the Deputy Manager;
• the most senior competent person present;
• emergency services.

If immediate danger exists, do not delay action while seeking permission.

Immediate Actions

When lockdown begins:

Staff should:

• remain calm;
• secure external doors;
• move children to safe locations;
• lock or secure internal doors where possible;
• close blinds or curtains if appropriate;
• keep children away from windows and doors.

Safety is the priority.

During Lockdown

Staff should:

• supervise children continuously;
• remain quiet where appropriate;
• reassure children calmly;
• avoid unnecessary movement;
• await further instructions.

Children should never be left alone.

Accounting for Children

As soon as practical:

• complete a register;
• identify any missing children;
• inform the Incident Controller immediately.

Knowing who is present is essential.

Contacting Emergency Services

Call 999 if:

• immediate danger exists;
• police attendance is required;
• lives may be at risk.

Provide:

• exact location;
• nature of threat;
• number of children and adults;
• any immediate risks.

Remain on the line if instructed.

Communication During Lockdown

Only communicate confirmed information.

Avoid:

• rumours;
• speculation;
• social media updates;
• unnecessary telephone conversations.

Clear communication reduces confusion.

Supporting Children Emotionally

Children may feel frightened.

Staff should:

• speak quietly;
• remain reassuring;
• avoid frightening language;
• answer questions honestly using age-appropriate explanations.

Children take emotional cues from adults.

Children with SEND

Some children may require additional support during lockdown.

Consider:

• communication aids;
• sensory regulation;
• medical equipment;
• familiar adults;
• healthcare plans.

Planning should occur before emergencies arise.

Visitors During Lockdown

Visitors should:

• follow staff instructions immediately;
• remain with staff;
• avoid leaving secure areas;
• be included in accountability checks.

Everyone inside the building must be protected.

Ending Lockdown

Lockdown should only end when authorised by:

• emergency services; or
• the Incident Controller following confirmation that the threat has passed.

Never assume it is safe because the situation appears quiet.

Shelter-in-Place

Shelter-in-place differs from lockdown.

It is used when external environmental hazards make leaving unsafe.

Examples include:

• toxic smoke;
• severe storms;
• flooding nearby;
• chemical incidents.

The objective is protection from environmental risks rather than security threats.

Shelter-in-Place Procedures

Managers should:

• bring everyone indoors;
• secure windows and doors;
• switch off ventilation if advised;
• monitor official updates;
• continue supervising children.

Remain indoors until safe to leave.

Security Incidents

Examples include:

• suspicious packages;
• aggressive visitors;
• attempted unauthorised entry;
• threatening behaviour.

Staff should:

• prioritise safety;
• avoid confrontation where possible;
• contact emergency services if required;
• inform managers immediately.

Missing Child During Lockdown

If a child cannot immediately be accounted for:

• inform the Incident Controller;
• provide the child's details;
• follow DASC's Missing Child Procedure;
• support emergency services.

Accountability remains critical.

Practising Lockdown

Lockdown procedures should be:

• rehearsed appropriately;
• reviewed afterwards;
• adapted where improvements are identified.

Exercises should be age-appropriate and avoid causing unnecessary distress.

Practice improves confidence.

Reviewing Lockdown Exercises

After every exercise, ask:

• Did everyone understand their role?
• Were children accounted for quickly?
• Were communication systems effective?
• What could be improved?

Learning strengthens preparedness.

Practice Scenario – Aggressive Visitor

Practice Scenario – Police Activity Nearby

Manager Coaching Notes

Managers should ensure:

• lockdown procedures are understood;
• security risks are reviewed regularly;
• SEND considerations are included in emergency planning;
• communication systems are tested;
• lockdown exercises are evaluated;
• staff remain confident in their responsibilities.

Outstanding organisations prepare for low-frequency, high-impact events before they occur.

Lockdown Readiness Checklist

Review regularly:

□ Are lockdown procedures current?

□ Are staff confident in their roles?

□ Are registers readily available?

□ Are emergency contact numbers accessible?

□ Have visitors been considered?

□ Are SEND needs included in planning?

□ Are communication systems reliable?

□ Have lockdown exercises been completed?

□ Have improvements been implemented?

□ Would DASC respond confidently today?

Preparation protects people.

Practice builds confidence.

Missing Child, Serious Injury, Fatal Incident and Major Medical Emergencies

Nothing is more important than knowing where every child is.

A missing child is one of the most serious incidents that can occur in a childcare setting.

Every minute matters.

Every employee must understand exactly what to do.

The Golden Rule

Every child attending DASC must be:

• supervised;
• accounted for;
• protected.

Continuous supervision is one of the strongest safeguarding measures.

What is a Missing Child?

A missing child is any child whose whereabouts cannot immediately be confirmed when they are expected to be under DASC's supervision.

Examples include:

• leaving the building unnoticed;
• becoming separated during an outing;
• hiding and remaining unaccounted for;
• leaving with an unauthorised adult.

Every situation should be taken seriously.

Immediate Response

If a child is believed to be missing:

Remain calm.

Immediately:

• alert the Manager or Incident Controller;
• supervise all other children;
• confirm the child's identity;
• check attendance registers;
• identify when the child was last seen.

Do not delay.

Initial Search

A rapid search should include:

• classrooms;
• toilets;
• cupboards;
• outdoor areas;
• quiet spaces;
• exits.

Search systematically.

Avoid everyone searching the same area.

Supervising Other Children

While searching:

Managers must ensure:

• remaining children stay supervised;
• routines continue where appropriate;
• anxiety is minimised.

One emergency must not create another.

Escalation

If the child is not located immediately:

Managers should consider:

• contacting the police;
• informing parents;
• reviewing CCTV where available;
• notifying senior leaders.

Early escalation saves time.

Information for Police

Provide:

• child's name;
• age;
• description;
• clothing;
• medical needs;
• last known location;
• time last seen.

Accurate information assists the search.

Informing Parents

Parents should be informed honestly and promptly.

Explain:

• what is known;
• actions already taken;
• involvement of emergency services where appropriate;
• ongoing updates.

Professional communication builds trust.

When the Child is Found

Once located:

Ensure:

• immediate safety;
• medical assessment if required;
• emotional reassurance;
• safeguarding assessment;
• factual recording.

The incident is not finished simply because the child has been found.

Serious Injuries

Examples include:

• suspected fractures;
• severe bleeding;
• head injuries;
• loss of consciousness;
• suspected spinal injuries.

These require immediate professional assessment.

Immediate Priorities

During serious injury:

1. Make the area safe.
2. Call a qualified first aider.
3. Call emergency services if required.
4. Supervise other children.
5. Inform parents.

Protect life first.

Serious Medical Emergencies

Examples include:

• cardiac arrest;
• anaphylaxis;
• prolonged seizures;
• diabetic emergencies;
• severe asthma attacks.

Follow:

• healthcare plans;
• first aid training;
• emergency services advice.

Every second matters.

Fatal or Life-Threatening Incidents

Although extremely rare, managers should know that:

• emergency services take control of the scene;
• evidence should be preserved where appropriate;
• confidentiality is essential;
• families require compassionate support.

Staff should follow instructions from emergency services.

Preserving the Scene

Where appropriate:

Do not:

• move equipment unnecessarily;
• disturb evidence;
• clean the area before authorisation.

Preserving the scene may assist investigations.

Staff Welfare

Serious incidents affect employees emotionally.

Managers should:

• check staff wellbeing;
• provide immediate support;
• arrange debriefing;
• consider ongoing welfare support.

Supporting staff supports recovery.

Supporting Children

Children may:

• become frightened;
• ask questions;
• display behavioural changes;
• require reassurance;
• require support.

Provide:

• honest, age-appropriate explanations;
• routine where possible;
• emotional support.

Children process events differently.

Recording Serious Incidents

Documentation should include:

• timeline;
• factual actions;
• communications;
• emergency services involvement;
• safeguarding decisions.

Accuracy is essential.

Learning Review

Following every significant incident:

Managers should review:

• what happened;
• what worked well;
• what could improve;
• policy implications;
• training needs.

Learning strengthens resilience.

Multi-Agency Working

Serious incidents may involve:

• Police;
• Ambulance Service;
• Children's Social Care;
• Local Authority;
• Ofsted;
• Health professionals.

Managers should cooperate fully while maintaining confidentiality.

Practice Scenario – Child Missing During Outdoor Play

Practice Scenario – Serious Fall

Manager Coaching Notes

Managers should ensure:

• missing child procedures are rehearsed;
• staff understand escalation thresholds;
• emergency contact information remains current;
• serious incidents are reviewed thoroughly;
• staff welfare receives ongoing attention;
• learning informs future practice.

Outstanding organisations prepare thoroughly for events they hope never occur.

Missing Child & Serious Incident Checklist

Review regularly:

□ Are attendance registers accurate?

□ Are supervision arrangements effective?

□ Are missing child procedures understood?

□ Are emergency contact details current?

□ Are healthcare plans accessible?

□ Are staff trained in emergency response?

□ Are communication procedures clear?

□ Are incidents recorded accurately?

□ Are learning reviews completed?

□ Would DASC respond confidently today?

Preparation saves valuable time during emergencies.

Utility Failures, Severe Weather, Infectious Disease and Environmental Emergencies

Not every emergency involves fire, violence or injury.

Some emergencies develop gradually.

Others occur without warning.

Outstanding organisations plan for disruptions that could affect the safe operation of the setting.

These include:

• power failures;
• gas leaks;
• water supply interruptions;
• internet and telephone failures;
• severe weather;
• flooding;
• infectious disease outbreaks;
• environmental hazards.

Preparation allows DASC to continue protecting children even when normal operations are disrupted.

Utility Failures

Utilities are essential for the safe operation of the setting.

These include:

• electricity;
• water;
• gas;
• heating;
• internet;
• telephone systems.

The loss of one or more services may affect whether DASC can operate safely.

Power Failure

Loss of electricity may affect:

• lighting;
• heating;
• security systems;
• cooking facilities;
• electronic registers;
• internet access.

Managers should immediately assess whether the environment remains safe.

Responding to a Power Failure

Managers should:

• remain calm;
• account for all children;
• use emergency lighting if available;
• avoid unnecessary movement;
• assess whether learning can continue safely;
• contact the electricity supplier if appropriate.

Business Continuity Plans should guide decision-making.

Gas Leak

A suspected gas leak requires immediate action.

Possible indicators include:

• smell of gas;
• hissing sounds;
• damaged gas pipes.

Do not ignore any suspected gas leak.

Responding to a Gas Leak

If a gas leak is suspected:

• do not operate electrical switches;
• avoid creating sparks;
• evacuate if necessary;
• contact the gas emergency service;
• prevent re-entry until authorised.

Protect life first.

Water Supply Failure

Loss of water may affect:

• toilets;
• handwashing;
• food preparation;
• hygiene;
• infection prevention.

Managers should assess whether safe operation can continue.

Heating Failure

Cold temperatures may affect:

• children's comfort;
• staff wellbeing;
• vulnerable children.

Managers should assess:

• indoor temperature;
• duration of disruption;
• alternative heating arrangements.

Children's welfare should guide decisions.

Internet Failure

Internet disruption may affect:

• registers;
• parent communication;
• safeguarding systems;
• payment systems.

Managers should implement manual contingency procedures where necessary.

Business continuity planning should include offline alternatives.

Telephone Failure

If telephones fail:

Managers should use:

• mobile phones;
• alternative communication methods;
• emergency contact procedures.

Communication must continue.

Severe Weather

Examples include:

• snow;
• ice;
• storms;
• heatwaves;
• heavy rainfall;
• high winds.

Weather conditions should influence operational decisions.

Heatwaves

During periods of extreme heat:

Managers should consider:

• hydration;
• shaded outdoor areas;
• reduced physical activity;
• ventilation;
• sunscreen arrangements where appropriate.

Children may become unwell more quickly than adults.

Snow and Ice

Managers should assess:

• safe access;
• icy pathways;
• travel conditions;
• staffing levels;
• heating.

Opening decisions should prioritise safety.

Flooding

Flooding may affect:

• building access;
• electrical safety;
• sanitation;
• structural safety.

Managers should prevent access until the premises are confirmed safe.

High Winds

Outdoor equipment should be assessed.

Managers should consider:

• falling branches;
• loose structures;
• flying debris.

Outdoor activities may require cancellation.

Infectious Disease Outbreaks

Examples include:

• influenza;
• norovirus;
• COVID-19;
• measles;
• chickenpox;
• other communicable illnesses.

Managers should follow current public health guidance.

Infection Prevention

Effective measures include:

• hand hygiene;
• respiratory hygiene;
• cleaning routines;
• exclusion procedures;
• ventilation.

Small actions significantly reduce transmission.

Exclusion Procedures

Children or staff may need to remain away from DASC where:

• they are infectious;
• exclusion guidance applies;
• medical advice recommends absence.

Managers should follow national guidance and DASC procedures.

Personal Protective Equipment

Where appropriate during outbreaks:

Staff may use:

• gloves;
• aprons;
• face protection if recommended by current guidance.

PPE should complement—not replace—good hygiene.

Cleaning During Outbreaks

Enhanced cleaning may include:

• frequently touched surfaces;
• toilets;
• shared equipment;
• dining areas.

Cleaning schedules should be increased where appropriate.

Environmental Hazards

Examples include:

• air pollution;
• chemical incidents nearby;
• water contamination;
• smoke from external fires.

Managers should monitor official advice and adapt operations accordingly.

Business Continuity During Environmental Emergencies

Managers should consider:

• remote communication;
• temporary relocation;
• reduced services;
• alternative premises where available.

Essential safeguarding responsibilities continue.

Supporting Children During Disruption

Children benefit from:

• reassurance;
• predictable routines where possible;
• honest explanations;
• opportunities to ask questions.

Emotional wellbeing remains important.

Reviewing Utility Failures

After any significant disruption, managers should review:

• response effectiveness;
• communication;
• safeguarding;
• business continuity arrangements;
• improvements required.

Learning strengthens resilience.

Practice Scenario – No Water Supply

Practice Scenario – Heatwave

Manager Coaching Notes

Managers should ensure:

• utility failure procedures are documented;
• business continuity arrangements remain current;
• severe weather plans are reviewed annually;
• infection control procedures remain effective;
• communication systems include contingencies;
• environmental risks are monitored regularly.

Outstanding organisations remain resilient because they prepare for disruption before it occurs.

Environmental Emergency Checklist

Review regularly:

□ Are utility contingency plans current?

□ Is emergency lighting available?

□ Are alternative communication methods identified?

□ Are infection prevention procedures effective?

□ Are severe weather plans reviewed?

□ Are exclusion procedures understood?

□ Are cleaning arrangements sufficient?

□ Are environmental hazards monitored?

□ Can DASC continue operating safely during disruption?

□ Would staff know what to do today?

Preparation turns disruption into manageable challenge.

Media Management, Parent Communication, Recovery and Post-Incident Support

How DASC communicates during and after a major incident is just as important as how it responds.

Families, staff and the wider community will want information quickly.

Outstanding organisations communicate:

• honestly;
• calmly;
• consistently;
• professionally.

Poor communication can quickly become a second emergency.

The Purpose of Emergency Communication

Communication during an incident should:

• reassure;
• inform;
• reduce confusion;
• support safeguarding;
• maintain public confidence.

Every message should support these objectives.

The Golden Rule

Before sharing information ask:

• Is it true?
• Is it confirmed?
• Is it appropriate to share?
• Who needs to know?

Only communicate verified information.

Parent Communication

Parents should receive information that is:

• timely;
• factual;
• reassuring;
• proportionate.

Communication should explain:

• what happened;
• what actions DASC has taken;
• whether children are safe;
• any action required by parents.

When Parents Arrive

During emergencies some parents may:

• become distressed;
• demand immediate information;
• attempt to enter restricted areas.

Managers should:

• remain calm;
• acknowledge concerns;
• follow agreed collection procedures;
• protect emergency operations.

Parents should always be treated respectfully.

Reuniting Children with Families

If early collection becomes necessary:

Managers should ensure:

• children's identities are confirmed;
• authorised collectors are verified;
• collection is recorded;
• children remain supervised until collected.

Accountability remains essential.

Communicating with Staff

Employees should receive:

• accurate updates;
• clear responsibilities;
• wellbeing information;
• recovery arrangements.

Internal communication should remain consistent.

Media Enquiries

Major incidents sometimes attract media attention.

Employees should:

• remain polite;
• avoid interviews;
• avoid speculation;
• refer enquiries to the authorised spokesperson.

Only authorised individuals should speak on behalf of DASC.

Social Media During Emergencies

Employees must never:

• upload photographs;
• identify children;
• discuss incidents;
• speculate publicly;
• criticise emergency responses.

Professional standards continue online.

Confidentiality

Confidentiality remains essential.

Information should only be shared with people who have a legitimate professional need to know.

Children's privacy must always be protected.

Supporting Children Afterwards

Following significant incidents children may experience:

• anxiety;
• confusion;
• sleep difficulties;
• behavioural changes;
• questions.

Staff should:

• provide reassurance;
• maintain routines where possible;
• listen carefully;
• work with families.

Recovery is gradual.

Supporting Families

Families may require:

• reassurance;
• updates;
• practical information;
• emotional support.

Open communication strengthens trust.

Supporting Employees

Critical incidents may affect staff emotionally.

Managers should:

• check on staff wellbeing;
• provide opportunities to talk;
• arrange supervision;
• signpost further support where required.

Recovery includes staff as well as children.

Psychological First Aid

Managers should:

• provide practical reassurance;
• encourage rest;
• normalise emotional reactions;
• avoid forcing conversations.

People recover differently.

Returning to Normal Operations

Recovery should be planned carefully.

Managers should consider:

• premises safety;
• staffing;
• children's wellbeing;
• communication;
• outstanding repairs;
• safeguarding.

Returning to normal should never be rushed.

Business Recovery

Business continuity includes restoring:

• education;
• childcare;
• administration;
• communication;
• financial processes;
• IT systems.

Recovery should be gradual where necessary.

Debrief Meetings

Following significant incidents managers should organise structured debriefs.

Discuss:

• what happened;
• what worked well;
• challenges encountered;
• lessons learned;
• improvements.

Every incident provides learning opportunities.

Action Plans

Following the debrief:

Create improvement plans with:

• actions;
• responsibilities;
• deadlines;
• review dates.

Learning should lead to change.

Updating Plans

Review and update:

• Business Continuity Plan;
• Emergency Plans;
• Risk Assessments;
• Training programmes;
• Contact lists.

Preparedness should continually improve.

Supporting the Wider Community

Following major incidents, DASC may work with:

• schools;
• local authority;
• emergency services;
• health services;
• community organisations.

Recovery is often collaborative.

Memorials and Sensitive Events

In the rare event of a fatality or major tragedy:

Managers should:

• follow guidance from relevant authorities;
• support affected families;
• protect children's wellbeing;
• avoid speculation;
• communicate compassionately.

Sensitivity is essential.

Practice Scenario – Media Outside the Building

Practice Scenario – Emotional Staff Member

Manager Coaching Notes

Managers should ensure:

• communication plans remain current;
• media procedures are understood;
• staff wellbeing forms part of recovery planning;
• debriefs occur after significant incidents;
• action plans are completed;
• learning improves future preparedness.

Outstanding organisations recover thoughtfully rather than simply reopening.

Recovery Checklist

After every significant incident ask:

□ Are children emotionally supported?

□ Have families received accurate information?

□ Have staff wellbeing conversations taken place?

□ Has a debrief been completed?

□ Have lessons been identified?

□ Have policies been updated?

□ Have action plans been assigned?

□ Have external agencies been thanked and updated?

□ Are services operating safely?

□ Has DASC genuinely recovered?

Recovery is about restoring confidence as well as operations.

Testing, Exercising, Governance, Compliance and Organisational Resilience

Emergency plans are only effective if they work in practice.

Outstanding organisations do not assume their plans will succeed.

They test them.

They review them.

They improve them.

Preparedness is built through continual practice and learning.

Why Test Emergency Plans?

Testing allows DASC to:

• identify weaknesses;
• build staff confidence;
• improve communication;
• validate procedures;
• strengthen safeguarding.

Plans that are never tested may fail when they are needed most.

Types of Emergency Exercises

DASC should use a variety of exercises.

These include:

Discussion Exercises

Teams discuss how they would respond to a scenario.

Useful for reviewing plans.

Tabletop Exercises

Managers work through realistic incidents step by step.

These test decision-making.

Practical Drills

Examples include:

• fire evacuation;
• lockdown;
• missing child procedures;
• emergency communications.

Practical exercises build confidence.

Multi-Agency Exercises

Where appropriate, exercises may involve:

• schools;
• local authority;
• emergency services;
• neighbouring organisations.

Partnership improves resilience.

Planning an Exercise

Before any exercise, managers should decide:

• the objective;
• participants;
• roles;
• timescales;
• success criteria;
• safety arrangements.

Every exercise should have a clear purpose.

During the Exercise

Managers should observe:

• communication;
• leadership;
• decision-making;
• safeguarding;
• teamwork;
• timing.

Observations provide valuable learning.

Debriefing

Immediately after every exercise discuss:

• What went well?
• What caused difficulty?
• What surprised us?
• What should change?

Honest discussion improves preparedness.

Recording Outcomes

Exercise records should include:

• date;
• scenario;
• participants;
• observations;
• lessons identified;
• actions agreed.

Documentation supports continuous improvement.

Governance

Senior leaders have overall responsibility for ensuring emergency preparedness.

This includes:

• approving plans;
• allocating resources;
• reviewing risks;
• monitoring compliance;
• supporting continual improvement.

Leadership drives resilience.

Compliance

Emergency planning supports compliance with:

• EYFS requirements;
• Health and Safety legislation;
• safeguarding responsibilities;
• business continuity expectations;
• Ofsted inspection requirements.

Preparedness demonstrates effective governance.

Policy Reviews

Emergency policies should be reviewed:

• annually;
• after significant incidents;
• after exercises;
• following legislative changes;
• after organisational changes.

Current policies support effective decision-making.

Training Records

Managers should monitor:

• induction completion;
• refresher training;
• first aid qualifications;
• fire safety training;
• lockdown training;
• business continuity awareness.

Training records demonstrate organisational readiness.

New Employees

Every new employee should receive induction covering:

• emergency procedures;
• evacuation;
• lockdown;
• missing child response;
• reporting arrangements;
• communication expectations.

Preparedness begins on day one.

Agency Staff and Volunteers

Temporary workers should receive:

• emergency briefing;
• evacuation information;
• lockdown guidance;
• reporting arrangements.

Everyone should understand how to respond.

Monitoring Preparedness

Managers should regularly ask:

• Are plans current?
• Are contact details accurate?
• Is emergency equipment available?
• Are staff confident?
• Have actions been completed?

Preparedness requires continual attention.

Building Organisational Resilience

Resilient organisations:

• anticipate disruption;
• adapt quickly;
• recover effectively;
• learn continuously.

Resilience is developed over time.

Learning Culture

Outstanding organisations encourage employees to:

• report concerns;
• suggest improvements;
• discuss lessons learned;
• participate in planning.

Learning belongs to everyone.

Measuring Preparedness

Managers should evaluate:

• exercise performance;
• staff confidence;
• audit findings;
• incident trends;
• policy compliance;
• recovery effectiveness.

Preparedness should be measurable.

Audit Questions

Leaders should periodically ask:

• Are emergency plans accessible?
• Can staff locate emergency contacts?
• Are grab bags complete?
• Are drills recorded?
• Are lessons implemented?

Evidence supports assurance.

Continuous Improvement Cycle

DASC's emergency preparedness cycle:

Plan

↓

Train

↓

Exercise

↓

Review

↓

Improve

↓

Repeat

Preparedness is never finished.

Organisational Memory

Keep records of:

• significant incidents;
• lessons learned;
• action plans;
• policy changes;
• exercise outcomes.

Future leaders benefit from previous experience.

Practice Scenario – Lockdown Exercise

Practice Scenario – Out-of-Date Contact List

Manager Coaching Notes

Managers should ensure:

• emergency exercises occur regularly;
• action plans are completed;
• training records remain current;
• emergency equipment is inspected;
• governance reviews emergency preparedness;
• organisational learning is embedded into practice.

Outstanding organisations continually improve because they continually learn.

Emergency Preparedness Audit Checklist

Review regularly:

□ Have emergency plans been tested?

□ Have all staff completed training?

□ Are emergency contacts accurate?

□ Are action plans completed?

□ Are drills recorded?

□ Are policies reviewed?

□ Are emergency resources available?

□ Are lessons implemented?

□ Are leaders confident?

□ Would DASC respond effectively today?

Preparedness is built through evidence, not assumptions.

End of Course Assessment

Instructions

Complete the assessment below.

A pass mark of 80% is required before the course can be marked as complete.

Competency Declaration

Related DASC Courses

References

Course Summary

Throughout this course you have explored how DASC prepares for, responds to and recovers from emergencies.

You have learned:

• emergency planning principles;
• business continuity management;
• incident command and leadership;
• emergency communication;
• lockdown procedures;
• missing child emergencies;
• serious incidents and medical emergencies;
• utility failures and environmental emergencies;
• recovery and staff wellbeing;
• organisational resilience and continual improvement.

Outstanding emergency management is proactive rather than reactive.

Preparation saves lives.

The DASC Emergency Response Framework

Every employee should remember the following sequence whenever responding to an emergency:

This framework should guide every emergency response at DASC.

Daily, Weekly and Monthly Emergency Preparedness

Daily

Every employee should:

• know emergency exits and assembly points;
• carry out dynamic risk assessments;
• know who the Incident Controller would be;
• maintain supervision;
• report hazards immediately;
• ensure emergency routes remain clear.

Weekly

Managers should:

• review emergency equipment;
• check emergency grab bags;
• confirm contact information remains accurate;
• review staffing resilience;
• inspect communication systems.

Monthly

Senior leaders should:

• review Business Continuity Plans;
• analyse emergency exercises;
• update emergency contacts;
• review incident logs;
• check compliance with emergency procedures;
• monitor staff training completion.

Preparedness requires continual maintenance.

Key Messages to Remember

Always remember:

• Protect life first.
• Safeguarding remains the priority.
• Stay calm.
• Follow agreed procedures.
• Communicate accurately.
• Never speculate.
• Keep accurate records.
• Support children emotionally.
• Learn from every incident.
• Improve continuously.

Preparedness is everyone's responsibility.

Course Completion

Congratulations.

You have completed Course 30 – Emergency Planning, Business Continuity & Critical Incident Management.

This course reinforces DASC's commitment to one of its most important principles:

Hope for the best. Prepare for the worst. Protect children always.

By applying the knowledge from this course, you will help ensure that:

• emergencies are managed confidently and professionally;
• children remain protected during disruption;
• families receive clear and timely communication;
• staff understand their roles and responsibilities;
• business continuity plans minimise disruption to children's care and learning;
• recovery is compassionate, structured and evidence-based;
• every incident becomes an opportunity for organisational learning;
• DASC continues to strengthen its resilience through planning, training and continuous improvement.

Remember the four principles of emergency preparedness at DASC:

• Prepare Thoroughly
• Respond Calmly
• Recover Compassionately
• Learn Continuously

Emergency preparedness is not about expecting disaster.

It is about ensuring that if the unexpected happens, every child is protected by adults who are ready, confident and well prepared.

Every emergency plan.

Every rehearsal.

Every improvement.

Every calm decision.

Together they create a safer future for every child entrusted to DASC's care.