Evacuation plan
Date 20.01.11
Fire drill:
A fire drill will be practiced in the first week of each school term where all staff and children present at those times will practice the drill.
The practice will consist of following the procedure below and a whistle blown with 3 short sharp blows to indicate a drill followed by the words “FIRE DRILL”
ENSURE ALL FIRE EXITS ARE OPEN:
(Person (teacher 1) who sees the fire and gives 3 sharp blows to the whistle to warn all others on the premises of the sighting of potential fire)
- collect register and the hand phone,
- take out of the building to assembly point,
- hand to teacher 2 the child-register
- dial for the fire service PH 111 and give necessary information (potential danger, physical address, phone number, numbers currently on the premises and any other details such as: injuries that may have happened and additional support services that may need be required to attend the Centre,
- ensure all gates are unlatched for the FIRE BRIGADE,
- assist with children to assembly point,
(Second person (teacher 2) to attend to possible risk danger)
- assist with children to assembly point,
- check child-register at assembly point,
(Each person (teacher and/or educator) in each child area or/and office/kitchen)
- assist with all children/tamariki and family/whanau members to the assembly point,
- assist with any disabled persons currently on the Centre premises,
- shut all windows and doors as leaving a CHECKED area,
- check all outdoors area.
ADDITIONAL ADULTS: assist with children
Persons responsible: all teaching staff who are present on the Centre Floor at the time of the emergency. Teaching staff with current first aid certificates will take over all responsibility.
All will evacuate on the signal to do so, even during a practice drill, as this best prepares for an emergency. All practice evacuation drills during the practice week will be supported by child education at every mat time; the following will be talked about and discussed:
Fire-
what alerts us to a fire,
what to do, where to go, and how we go to the assembly point (the sand pit onBroughton Streetfence line),
what happens when there is smoke, what do we do in the case of smoke filling the room, (simulate this by crawling below a black sheet)
discuss the possible effects of fire and possible damage.
Earthquake:
An earthquake drill will be practiced in the last week of each school term where all staff and children present at those times will practice the drill.
The practice will consist of following the procedure below and a banging of two blocks with the shout of “EARTHQUAKE”
Procedure:
- stay inside,
- each staff member to take children/tamariki in close proximity ensuring they are finding ‘safe places’ (beneath solid structures or beside half walls; away from windows and possible falling objects),
- once shaking ends, in the case of damage, turn off heaters and power as a precaution,
- when outdoors: keep clear of high walls, power lines and windows,
- lie in a ‘turtle position’ (crouching with hands over head)
- adults to protect children by closeness and use of bodies to shield children/tamariki; in the under two area, use mattresses as a method to protect young children/tamariki,
- staff stay on the premises with the children unless the building is to be evacuated,
- staff to make contact with parents/guardians/whanau making them aware of the situation, staff are then to remain with the children/tamariki until the last child is collected leaving a note for the civil defence officers letting them know who and where everyone has assembled,
- if required there is an arrangement with the family across from the Centre (102 Broughton Street) where children/tamariki and teachers/kaiako can gather in the fenced grass area adjacent to their house.
All will stop and then take appropriate action (as described) on the signal, even during a practice drill, as this best prepares for an emergency. All practice drills during the practice week will be supported by child education at every mat time; the following will be talked about and discussed:
what alerts us to an earthquake, (this includes the 3 bangs on wood blocks & shouts of “EARTHQUAKE” as well as the shaking)
what to do, where to go, and how we protect ourselves and others,
what happens when the building starts to shake, (simulate this rocking in a group)
discuss possible effects of an earthquake, and the damage that can occur.
An additional support system can be the learning of support systems in the community who are ready to assist when people (ourselves) are in danger, and the inclusion of this in the centre programme planning.