H O W TO B E A
SAFER SCHOOL
S A F E T Y A N D S E C U R I T Y D I R E C T O R AT E
S A F E T Y A N D S E C U R I T Y D I R E C T O R AT E
SAFER SCHOOL
H O W TO B E A
Table of Contents
Safety and security in schools
1
Management of serious incidents
2
Ten steps to protect your school
3
Managing and responding to fires
4
Listening to students concerns about safety
5
SchoolWatch
6
Crime Stoppers in Schools
7
How the School Security Unit can help you
8
How School Response Officers can help you
9
Applying the provisions of the Inclosed Lands Protection Act
10
Managing violent behaviour of individual students
11
Visitor management
12
Responding to graffiti in schools
13
Crime prevention education
14
Threat assessment for individual staff
15
Apprehended Violence Orders
16
Being alert on a daily basis
17
Community use of school facilities and community participation
18
Guidelines for developing lockdown and lockout procedures for
NSW Government Schools
19
Safer schools contact numbers
20
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Safety and Security Directoratee
Schools remain among the safest places for our students. Despite this, protecting our schools, staff and students
is a priority for school communities.
The purpose of How to be a Safer School is to provide a desktop, plain English resource for principals which
assists them to improve safety and security in schools and whic focuses on the important role of all school
community members in crime prevention.
Each person in the school community has a vital role to play in ensuring the safety and
security of our staff, students and school properties. It is a shared responsibility that requires
the commitment of everyone in the school community to:
create a climate within the school that values safety, and
be alert to any issues that may reduce safety and security.
Accepting ownership for safety is an important step in assisting the school to improve
security.
The Guidelines for Schools and TAFE NSW Colleges and Campuses: Management of
Serious Incidents outline the requirement for schools to have plans in place to respond to
incidents which breach safety and security. The guidelines also outline the need for all staff to
be aware of the school’s plan, to be assigned responsibilities within the plan and to be
confident of the expectations of them in managing safety and security incidents.
The Safety and Security Directorate
The Safety and Security Directorate of NSW Department of Education and Training was established in May 2002
under the direction of former Police Assistant Commissioner, Ike Ellis. The Directorate can also assist schools
with their safety and security by:
supporting staff and student safety
improving the physical security of schools
addressing student behaviour, attendance and discipline
developing and implementing crime prevention strategies
supporting schools through critical incidents
liaising with NSW Police
The Directorate has a brief to establish at every level of the organisation, liaison and
co-operative activity between education and Police.
Important areas of the Directorate are the School Security Unit, which gives advice and training on security and
protection issues, and School Response Oficers, who are police and teachers who staff a 24 hour, seven days
a week hotline. They should be consulted when serious incidents of violence occur that require a rapid response.
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Management of serious incidents
2
What is a serious incident?
A serious incident is broadly defined as an event which;
causes disruption to an organisation; or
creates significant danger or risk that could traumatically affect individuals within the
organisation; or
impacts on the effective operation of workplaces; or
attracts negative media attention or a negative public profile for the workplace or the
Department of Education and Training.
For further information, please refer to the Department’s Guidelines for Schools and TAFE
NSW Colleges and Campuses: Management of Serious Incidents
(http://www.det.nsw.edu.au/policies/index.htm).
How to respond to a serious incident
Actions to be taken by the principal and other key staff should include the following:
Immediately
assess the situation;
contact emergency services, if necessary;
arrange first aid and appropriate intervention to minimise additional injury, if required.
Attend to injured persons. It is vital that trained first aid staff provide emergency care for
those with physical injuries, where possible. Seek the assistance of relevant emergency
services personnel upon arrival;
if evacuation is required, implement the school’s evacuation plan and manage the
evacuation;
ensure telephones are not used for anything other than the emergency;
where there are threats of violence from individuals coming on to school property,
explosions or any other incident of an exceptional nature where a rapid response is
required from the Department, immediately report the matter to the School Response
Officers (hotline telephone 1300 363 778);
a member of staff who has been briefed on the issue should contact the district office
and report the serious incident;
contact injured person’s parents or family, if required; and
the principal should ensure that the media manager and the media unit is immediately
aware of the situation and, if required, seek on site support to deal with the media and
provide advice to parents or family.
As soon as possible
contact the workplace serious incident committee co-ordinator and principal and
provide the facts of the incident;
ensure the district superintendent is advised by emailing or faxing a copy of the
Serious Incident Report as a matter of priority. Copies of the email proforma are
obtained from the district superintendent;
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offer support and facilitate counselling for those directly and indirectly affected. Organise
support groups and counselling. Where necessary, refer students to the school or campus
counsellor and staff to the Employee Assistance Program;
organise assistance, such as transport home, for staff or students who are distressed;
provide staff and students with accurate information about the current situation and update
this over subsequent days, unless there is a legal or privacy issue that prevents this from
occurring;
act quickly to dispel rumours;
forward an accident report form to WorkCover within seven days in the event of death or
serious injury at the workplace, or in the event of a dangerous occurrence at the workplace;
consistent with the welfare needs of students and staff, return the workplace to a normal
situation in as short a time as is practicable.
It is important that all staff are aware of emergency plans and procedures, so that the plan can be
implemented if workplace managers or other staff with key responsibilities are unavailable or
injured at the time of a serious incident occurring.
Further information
School staff who require further advice concerning the management of serious incidents should
consult their district staff welfare officer or student welfare consultant.
Helping Police in the event of a serious crime
In the event of a serious incident which requires Police attendance, principals should prevent any
actions which could lead to loss or disturbance of evidence. The area should be cordoned if
possible and nothing touched or moved. In particular, DO NOT:
pick up a weapon, look at it and put it back
use or flush a toilet that could lead to loss of evidence
use telephones that might result in the loss of fingerprint evidence
remove items from the scene
walk unnecessarily around the scene. Trace evidence, footwear and tyre impressions can
easily be obliterated in this way
drive over and destroy the tyre prints of offenders’ vehicles.
Principals should also consider the following:
danger to themselves such as the presence of offenders, unstable structures, fumes, electrical
hazards etc
occupational health and safety issues eg, blood may be contaminated
arranging or rendering assistance to any person in need
determining the nature and size of the crime scene
placing a responsible person at the scene to prevent any unauthorised entry.
Further advice on preserving a crime scene can be obtained from School Response Officers
on (02) 9561 8247.
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2
Ten steps to protect your school
1. Regularly review the school’s serious incident management plan to include strategies for
enhancing security. This may include liaison with the School Security Unit. Ensure that staff
are aware of their responsibilities to assist in implementing this plan.
2. Do not store rubbish, timber and other combustibles under buildings where they can be
used to start fires. Regularly liaise with local NSW Fire Brigade officers and encourage them
to provide advice on fire safety to the school.
3. Develop a visitor management plan, including requiring visitors to sign in and wear visitor’s
badges.
4. Consider establishing a SchoolWatch program in conjunction with your P&C.
5. Conduct Crime Prevention Workshops to raise the awareness of students.
6. Where intruder detection alarms are installed, do not hang banners or stack items on
shelves where they can obstruct detectors. Alarms cannot be triggered if obstructed.
7. Install locking devices on portable, valuable and attractive items.
8. Prune trees and shrubs, particularly near windows or doors, so they cannot provide hiding
places for intruders or stolen goods.
9. At the end of the day, lock all doors, windows and gates. Do not place valuable, portable of
attractive items near windows or doors, where they can be accessed without triggering
alarms. Carefully close blinds so thieves cannot inspect the content of rooms.
10. Prepare for vacations by locking away all valuable items, doormats and bins, especially
metal bins.
Following an incident
If windows and other glass panels are broken, replace them with laminated glass or lexan.
Enter all security breeches on the new on-line security incident database. Provide trusted
community members who live close by to the school with the 24 hour control room numbers ans
ask them to report all suspicious activity at the site. The numbers are:
ƒ
Halion (country), telephone 1300 309 920
ƒ
School Security Unit (metro), telephone 1300 880 021.
Display Inclosed Lands Protection Act signs in prominent areas in your school grounds eg
entry/exit points to discourage tresspassers.
Managing and responding to fires
Prevention
Wherever possible remove door mats and other flammable material from near doors and
other entrances outside school hours.
Ensure that rubbish bins are emptied and rubbish is stored in a secure area.
4
Liaise with local NSW Fire Brigades officers on a regular basis and encourage them to
visit periodically.
Invite officers from the local fire station to become familiar with your school’s physical
layout and its installed fire protection measures, eg hydrants and access points.
Encourage the officers to provide risk assessments and advice.
Support the introduction of the SchoolWatch program so that early warnings are provided
if fire is detected outside school hours.
Ensure that all fire protection devices are up to date and in perfect working order.
Encourage the presentation of the Crime Prevention Workshop program module on Fire
Lighting or the module on Malicious Damage which includes arson.
Ensure that at least annually, prior to the fire season, a clean-up of materials that may
become fuel for a fire occurs. This should be done routinely in bush fire prone areas.
Review the school evacuation (escape) plan and test it at least bi-annually. Do one of
these tests in conjunction with the local fire station. It is useful to plan and practise a
second evacuation (escape) exit from any room or building in case one is blocked by
fire.
Ensure that the local fire brigade has keys to locks securing gates to enable speedy
access outside school hours.
Appoint a staff member to oversee fire prevention strategies for both students and staff.
Response
Ensure that the school’s serious incident management plan is specific in its directions for
school staff when responding to fire situations.
Large fires start as small fires, so ensure that all fire situations are responded to as
swiftly as possible and that they are all taken seriously.
NSW Fire Brigades has requested that all fires, even if you believe they have been
extinguished, be reported via the 000 emergency telephone line.
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Listening to students’ concerns about safety
Students are an important source of information about safety and security in your school.
They can play a valuable role in assisting staff to identify areas of risk and in offering
solutions.
School toilets
Teachers should undertake active supervision of student toilet areas while they are on
playground duty to ensure the toilets are not used as a venue for smoking, bullying or
other anti-social behaviour.
Executive staff should monitor the supervision of toilet areas and communicate regularly
with general assistants and cleaning staff regarding the state of the toilets, especially
hygiene.
School staff might consider reviewing the procedures for locking toilets after break times
to ensure they are not accessible to truanting students and unauthorised persons.
Staff can work with the student representative council to develop strategies to improve
safety, such as considering the use of a student register for toilet access during class
time. An increase in access during class time could indicate that toilets are perceived to
be unsafe during breaks.
Bus lines and canteen queues
The school’s discipline code should include behaviour in bus lines and canteen queues
so that all students are aware of their responsibilities.
Consequences for misbehaviour should be clear and consistently applied.
Executive staff should supervise and monitor bus lines and canteen queues on a regular
basis.
Lockers
To avoid problems in locker areas, schools can allow student access at set times when
supervision can be provided.
As lockers can be used as storage and distribution points for illegal substances,
processes need to be set in place to ensure that contents of lockers can be monitored.
Change rooms
The PDHPE faculty can develop class rules for change rooms. Copies of the rules
should be clearly displayed in the relevant areas and a copy pasted into the students’
note books.
Change rooms can be secured after class following a physical inspection of the rooms.
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5
SchoolWatch
SchoolWatch is a volunteer program that enlists school staff, students and the local
community to assist in the prevention of crime on school property.
SchoolWatch was initiated by the Federation of Parents and Citizens Associations of NSW. It
is supported by the School Security Unit.
How does it work?
The concepts of SchoolWatch are very similar to those of Neighbourhood Watch programs.
These include:
Look
Listen
6
Observe, and
Report.
SchoolWatch can operate in a number of ways.
At an informal level, local residents who live near schools can be encouraged to become
more aware of people in the school grounds over the weekends.
Some schools have implemented a more structured approach to SchoolWatch. In these
schools, SchoolWatch committees meet regularly and volunteers are rostered to visit the
school grounds after hours.
The reporting system for SchoolWatch is simple and anonymous. All calls, from anywhere
in the state are directed to a central number monitored by the School Security Unit or its
monitoring contractor. From there, local security contractors can be called out to specific
locations.
How do we find out more?
Contact the School Security Unit on telephone number (02) 9831 7622 for advice and
material on how to establish a SchoolWatch program at your school or in your district.
The School Security Unit will schedule a time to visit your school and meet with your Parents
and Citizens organisation. The unit will help to design an appropriate SchoolWatch program
for your school and community.
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Crime Stoppers in Schoolse
Crime Stoppers is a program designed to assist in the detection and reduction of crime. It
enables anyone with information about a crime to pass on information anonymously to the
Police by calling the toll free number 1800 333 000 or reporting online at
https://secure.nsw.gov.au.
Schools can receive valuable feedback from Crime Stoppers to help provide a safe school
environment. Schools can implement structures to promote early intervention and evaluate
existing structures by reporting to Crime Stoppers.
Process of reporting information to Crime Stoppers
Caller rings
1800 333 000
to provide
anonymous
information
Caller receives a
code from the
Police officer
taking the call.
This can be used to
provide further
information
Matters relating to a
crime are referred to
Police for appropriate
action. Information
is entered into the
Police database as an
intelligence report
7
How can schools help promote Crime Stoppers?
Crime Stoppers in Schools involves the active participation of students. Students help
implement strategies such as:
providing information for parents via school newsletters and brochures
displaying posters around the school
speaking at school assemblies and parent information evenings.
Resources are being developed to help promote Crime Stoppers in Schools and establish
links to Key Learning Areas such as Human Society and its Environment and Personal
Development, Health and Physical Education.
Further information on Crime Stoppers can be found on the website
www.Police.nsw.gov.au/crimestoppers/crimestoppers.cfm. Brochures can be downloaded from
the website in different languages including Arabic, Chinese, Italian, Greek, Korean, Spanish
and Vietnamese.
One of the advantages of running a Crime Stoppers in Schools initiative is that it actively
involves students, reinforces ownership and can prevent criminal activities in the school.
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How the School Security Unit
can help you
The School Security Unit is the Department of Education and Training security management
advisory service. The unit provides advice and training to all government schools on a broad
range of security and asset protection issues.
A major emphasis of the unit is prevention and risk management. By evaluating the needs of
individual schools, the unit’s specialist staff are able to assist principals to prepare asset
protection plans and integrate risk security management into day-to-day school operations.
A comprehensive range of security related services are available. These include:
security needs analysis and alarm system design
incident follow-up and reporting
security training and awareness programs
promoting community involvement in security issues
liaising with emergency services, government agencies and other security stakeholders
8
providing advice to schools on all aspects of school security including;
– surveillance systems
– guard services
– equipment registers
– emergency evacuations
– storing dangerous goods
– managing school keys.
The unit should be contacted for advice about the reporting of security branches, alarm
systems, guard services, asset protection planning and any other security issues.
On the request of the principal, a visit can be scheduled to discuss specific security
concerns. This can be arranged by telephoning (02) 9831 7622.
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How School Response Officers
can help you
School Response Officers are experienced police and teachers who work in the Safety and Security
Directorate.
They staff a hotline - 1300 363 778 - 24 hours a day, seven days a week, to give advice and support
to schools on violent incidents of an urgent nature.
Additionally they are able to assit schools by:
providing high level support to schools in managing and recovering from serious
incidents related to criminal activity, particularly involving violence, weapons and illegal
drugs.
enhancing communication and relationships with Local Area Commands of Police.
assisting in assessing threats and potential serious incidents.
streamlining procedures for effective information collection and dissemination concerning
serious incidents involving violence, weapons and drugs.
identifying trends and patterns of criminal activity to help protect students, staff and
school property.
assisting schools to return to the core business of teaching and learning following a
serious incident.
Schools should contact the Police Local Area Command or telephone 000 for immediate
assistance in the event of a serious incident.
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9
Applying the provisions of the Inclosed
Lands Protection Act
The Inclosed Lands Protection Act provides a basis for taking action in relation to what is
commonly referred to as trespass.
Schools are places where parents and community members should be welcomed as partners
in education, even in circumstances related to student discipline. However, there are
circumstances where a parent or community member’s presence on the school site is
problematic. Situations where principals might consider issuing a notice prohibiting entry
include:
when two or more parents are engaging in aggressive behaviour towards each other on
school grounds, possibly as a result of a community dispute
when a parent is constantly harassing a teacher in a non-threatening manner
where a member of the community constantly traverses the school grounds as a "short
cut" and where a right of way does not exist.
Schools are specifically defined as "inclosed lands" under the Act. The Act addresses a
number of offences relevant to schools such as:
entry without lawful excuse
remaining on inclosed lands after a request to leave
behaving in an offensive manner after a request to leave
giving a false name and address.
Principals should refer to Legal Issues Bulletin No 17 Unauthorised Entry Onto Departmental
Premises for advice on the application of the Inclosed Lands Protection Act. The procedures
referred to in the bulletin can be enhanced by adopting a number of additional approaches.
Local Police can be requested to deliver a letter which prohibits entry to the school if the
particular circumstances warrant such action. This would need the prior agreement of the
local Police and the issue should be thoroughly explored with them prior to determining the
best method of delivering the letter.
Local Police should be advised when a warning under the Act has been issued. If the person
denied entry subsequently enters the school and the Police are called, principals should
ensure they obtain a COPS event number.
Principals should also maintain an accurate record of the time of entry, witnesses to the entry
and a description of the behaviour of the person while on the premises.
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10
Managing the violent behaviour of individual
students
The school’s serious incident management plan should include clear procedures for the
management of violence. These procedures should be developed in conjunction with, and
communicated to, all staff.
When a student’s behaviour has escalated to a point where there is a threat of harm or injury
to other students or staff, the procedures should be implemented to ensure that:
the risk of harm is minimised
strategies to de-escalate the crisis are implemented.
Initially, staff should use the least intrusive options for managing behaviour and physical
restraint should be avoided, wherever possible. Refer to Legal Issues Bulletin No. 9, Physical
Restraint of School Studnet’s on the DET intranet;
http://www.intranet.schools.nsw.edu.au/dse/D1.0/legal9.pdf.
Seven strategies to minimise risk of harm
As early as possible respond to any signals that a student is losing control.
Implement strategies for de-escalating behaviour eg, move slowly, speak respectfully and
calmly, keep a reasonable distance, be brief with verbal instructions, avoid power
struggles and acknowledge any co-operation.
Do not stand in close physical proximity to the student if the behaviour continues to
escalate.
If possible, remove the student from the classroom. If this is not possible, implement
procedures to make all other students and staff safe or remove them from the room.
The period when a student is losing control, or is out of control, is not the time to discuss
the misbehaviour. This is better done after the incident has been diffused and the student
is calm again.
Send a student or staff member to get immediate support from a pre-determined back-up
person. Ensure that key staff who can assist with the crisis are informed.
The principal or deputy should call the Police, if necessary.
After the incident
Allow time for the student to cool down in an area with supervision.
Try to engage the student in some independent activity.
Return to normal working conditions as soon as practicable.
Implement the school’s serious incident management plan and appropriate discipline
strategies.
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11
Visitor managemente
On arrival at the school, all visitors should report to the office so that staff are aware of their
presence in the school. Signage to welcome and direct visitors to the office should be
displayed prominently.
All visitors should sign a visitors’ book and wear a badge or sticker, and if applicable,
their organisation’s identification badge. The school visitors’ book should include details
such as the date, time of arrival, name, purpose of visit, contact details and time of
departure.
Staff and students should be aware of the school’s visitor management strategies and
should direct or accompany any person without a visitor’s badge to the office.
All volunteers in the school, even regulars, should sign in at the office when they arrive.
All persons arriving at the school to carry out work or inspections should be registered,
including the maintenance contractor.
The school newsletter is one means of advising parents and community members about the
school's visitor management strategies. Each year, the first newsletter should remind parents
and caregivers wishing to meet with the principal or another staff member that they need to
arrange an appointment prior to their arrival at the school.
A poster could be developed by staff and students and prominently displayed near the school
entrance, setting out the school’s visitor management strategies.
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Responding to graffiti in schoolse
Incidents of graffiti in schools can take many forms. The most distressing is personalised
graffiti directed at staff members or particular students. This form of graffiti is usually
committed by someone within the school environment.
Another common form of graffiti is tag graffiti. This form of graffiti is placed in public places
such as schools for display or message delivery purposes.
Graffitists claim tags are art, but in most cases they are simply malicious damage to the
building upon which they are placed.
Five suggestions for dealing with graffiti
1. Quick removal
Research has shown that the quicker offending graffiti is removed, the less likelihood
there is of repeat attacks.
2. Photographing instances of graffiti
The offending graffiti should be photographed for future reference. This can assist in
identifying the graffitist.
3. Keeping school staff informed
School staff should be shown photographs of tags and made aware of the nature of
graffiti. It is likely that the person placing graffiti on school buildings may be a student, in
which case it is likely that their school bag or another personal item may also have their
tag displayed in some way.
4. Prevention and education
Modules in the Crime Prevention Workshop program deal with graffiti. Where there is
a prevalence of graffiti attacks, presentation of the module should be considered.
Contact your district office or Police Local Area Command for more information about
the program.
5. Council clean-up teams
In some areas, local councils have graffiti clean-up teams.
Further information regarding graffiti clean-up strategies can be obtained on the New South
Wales graffiti website, www.graffiti@nsw.gov.au
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Crime prevention education
The Crime Prevention Workshop program has been developed for primary and secondary
schools. The workshops aim to bring together young people, Police and teachers to:
raise the awareness of young people about the consequences of involvement in crime
and anti-social behaviour for both perpetrators and victims
enable young people to develop strategies to avoid involvement in crime and anti-social
behaviour
establish constructive relationships between young people and Police.
When are Crime Prevention Workshops implemented at a school?
Crime Prevention Workshops can be conducted in response to particular incidents in a
school, eg concern about a rise in assaults at a school or as part of a long term plan to cover
a number of topics in crime prevention.
How are Crime Prevention Workshops implemented?
Schools or Police can initiate workshops. Student welfare consultants can help liaise between
schools and Police and provide support for the implementation of Crime Prevention
Workshops.
The workshops are jointly delivered by teachers and Police.
What is in the Crime Prevention Workshop packages?
The Crime Prevention Workshop program includes teaching modules and video support
material. It is modular in form, to allow flexibility of delivery. All modules can stand alone. The
modules are regularly updated to address issues identified as being most relevant to young
people’s involvement in crime and anti-social behaviour.
There are modules for secondary students in Years 7 and 8 and also for primary students in
Years 5 and 6. Some modules are suitable for other years.
Your student welfare consultant can advise on the modules currently available.
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Threat assessment for individual staff
Teachers and other staff working in schools, by the nature of their occupation, are sometimes
the subject of threats of violence. While the actual risk is generally low, the potential exists for
violent or threatening incidents to occur. It is important that all threats against staff are treated
seriously, reported and investigated promptly.
A threat against a Department of Education and Training staff member, which has eventuated
as a direct result of the person’s work duties, regardless of whether the threat is delivered at
the work place, must be reported to the principal or district superintendent at the earliest
opportunity.
When a principal or district superintendent receives a report of threats being made against a
staff member, it is their responsibility to facilitate the initial response to the threat. This
includes contacting NSW Police and organising counselling and support for the person
through the Employee Assistance Program (EAPS), if necessary.
The principal (or district superintendent) should contact the Safety and Security Directorate
who will facilitate the Department’s process for assessing the rating of the threat in terms of:
intent (the desire of the person making the threats to carry them out)
likelihood (the probability of the threat occurring)
capability (the capacity of the person to carry out the threat), and
consequence (the impact of the threat if it is carried out).
The authorised Departmental officer who conducts a threat assessment will liaise with the
principal, district superintendent and other appropriate staff and external agencies to ensure
that actions are implemented at an appropriate level to reduce the threat and the impact of
that threat on the staff member.
To arrange for an assessment to be conducted, please telephone 9561 8163.
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Apprehended Violence Orders
The Department is committed to ensuring that staff are afforded protection from acts, or
threatened acts, of violence which relate to their employment. School staff can obtain an
apprehended violence order (AVO) in situations where they fear for their safety and where
reasonable grounds exist to justify those fears.
If an application for an AVO is the appropriate course of action to protect a staff member, the
Department will arrange legal support and representation in court.
Principals are often faced with decisions about whether a particular situation is best dealt with
by application of the Inclosed Lands Protection Act or by obtaining an AVO.
In general, a matter which is contained strictly within the physical confines of the school and
which does not involve behaviour that staff find threatening, should be handled by applying
the Inclosed Lands Protection Act.
In a situation where staff are threatened and/or the behaviour is not confined to the school
premises, an AVO is more appropriate as it provides protection for staff when they are away
from the school.
Principals should discuss the most appropriate course of action in these situations with an
officer from the Safety and Security Directorate.
Principals should refer to Legal Issues Bulletins No 6 and No 11 which deal with
Apprehended Violence Orders (AVOs) in detail.
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Being alert on a daily basis
It is important for schools to be alert on a daily basis to any security and safety issues. One
method of maintaining awareness is to conduct White Level Inspections. NSW Police will
provide training for school staff on how to undertake this strategy.
A White Level Inspection is undertaken by an employee in their workplace. A White Level
Inspection involves looking for any articles that are unusual, cannot be accounted for, or are
suspicious.
The purpose of these inspections is to provide a level of confidence within the workplace that
staff and students are secure. The people in the best position to conduct these inspections
are those who know and work within the area.
The implementation of the White Level Inspection strategy provides a level of confidence in
the provision and maintenance of a secure workplace and in the integrity and safety of the
site.
Inspection areas are small areas, which can quickly be inspected by the staff who usually
work there, eg a classroom or staff room. These areas should be of a manageable size.
White Level Inspections should be undertaken:
each day upon arrival at work
when instructed to do so by the principal
in response to increases in threat levels.
When conducting a White Level Inspection visual checks should be made of:
the route to the work area
the work area
all drawers and cupboards within the inspection area.
Once this is done, normal work commences.
In the event that a foreign item is identified which is either hidden, obviously suspicious or is
not a typical item found in that area:
do not attempt to move the item
report it to your supervisor.
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Community use of school facilities and
community participation
Schools are an important focus for communities. Parents and community members should be
encouraged to participate in the life of their school through parent organisations and the many
activities which schools organise.
The Department of Education and Training has an obligation to ensure the most effective use
of school facilities. Parents and community members should be encouraged to use the
school’s facilities, out-of-hours, for appropriate purposes.
In approving the use of school facilitates for out-of-hours activities by community groups and
organisations, the principal should ensure that the proposed uses are consistent with the
values of public education.
Principals should negotiate a community use agreement between the school and the user
group. If the proposed use is for up to twelve months, agreements should set out the terms,
conditions and charges, if any, for the use of the facilities.
Consideration should be given to including a paragraph in the agreement about safety and
security issues in relation to the use of the facilities. This might include agreements about the
management of keys and alarms by the community organisation. It may also include
information on the expected appropriate standard of behaviour for users of the facilities.
The district properties officer can assist principals in all matters concerning community use of
school facilities and the establishment of commercial ventures in schools.
For further information, refer to Community Use of School Facilities; Policy Statement and
Implementation Procedures.
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Guidelines for developing lockdown and lockout
procedures for NSW Government Schools
These guidelines have been developed to assist staff in developing lockdown and lockout
procedures as part of the school’s serious incident management plan.
Lockdown and Lockout
Lockout is a procedure which prevents unauthorised persons from entering the school and is
commonly used when the threat is general or the incident is occurring off the school property.
This procedure allows school activities to continue as normal during the outside disruption.
Lockdown is a procedure used when there is an immediate threat to the school eg school
intruders. Lockdown minimises access to the school and secures staff and students in rooms.
As part of this procedure, everyone must remain in the room until the situation has been declared
safe by an authorised person eg principal or police officer.
Lockout Procedures
Steps to implement lockout:
1. A specific bell signal or communication system should be developed which alerts designated
staff to implement the lockout.
2. If necessary, the principal, designated serious incident co-ordinator or supervising staff should
direct students who are in the playground or outside school fences (eg ovals) to immediately return
to the nearest school building and classroom.
3. The principal or designated serious incident co-ordinator should ensure that all doors and
perimeter fences, if appropriate, are secured and that students are accounted for and safe.
4. The only entry to the school for the period of lockout should be through the main entrance.
The principal should ensure that access is monitored and that only authorised personnel
have access.
5. The principal liaises with NSW Police or other emergency services if necessary, to develop
and implement a plan for students to depart at the end of the school day if the incident is still
continuing.
Lockdown Procedures
Steps to implement lockdown:
1. Lockdown signal/code is given – usually a unique audible sound from PA speakers. Should an
intruder be identified, the staff member who identifies the intruder should contact the principal or
designated serious incident co-ordinator who will determine if lockdown procedures should be
initiated.
2. Principal or the designated serious incident co-ordinator calls 000.
3. Principal or the designated serious incident co-ordinator(s) are responsible for locking and
securing all exterior doors and entrances.
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4. If safe to do so, the principal or designated serious incident co-ordinator will wait outside the
main entrance of the school to direct emergency services or will delegate another member of staff
to do this. Only authorised personnel should be allowed access to the school premises.
5. All outside activities should cease immediately. If appropriate the principal, designated
serious incident co-ordinator or supervising staff should direct students who are in the playground
or outside school fences (eg ovals), to immediately return to the nearest school building and
classroom or evacuate to a predetermined off-site location.
6. Staff should follow prearranged and rehearsed instructions to secure doors and move students
out of line of sight of doors and windows. Staff should ensure students remain calm and quiet.
7. Staff should check corridors outside their classrooms for nearby students and direct any students
in the immediate vicinity into their classroom. Staff should not leave the classroom to get students.
The door should then be closed.
8. Staff should record the names of students who are in the room. Any missing and/or extra
students should be noted. If possible, staff should provide details to the principal or the designated
serious incident co-ordinator as requested.
9. Staff should maintain room security and should not open doors for anyone under any
circumstances. Students and staff should stay where they are until official notification is provided
by the principal or an identified police officer that the lockdown is over.
10. Where the lockdown lasts an extended period of time or extends beyond normal school hours,
the principal or designated serious incident co-ordinator should notify parents via local media and
with the assistance of local police.
11. In conjunction with local police, the principal or designated serious incident co-ordinator should
arrange for parents to pick students up from school at a designated safe area.
Issues to consider when developing lockdown and lockout plans:
School serious incident policies and procedures should be addressed regularly in staff
meetings. New and casual staff should be provided with a copy.
Lockdown/lockout drills should be practiced and revised regularly.
Not everyone will be inside a classroom when the incident begins. Develop procedures
for individual students, classes, teachers and other staff who may be in corridors,
playgrounds, ovals/fields or elsewhere when the incident is announced. Decide where they
should go, eg report to the nearest building.
Consider the school’s external doors. Who will be assigned the responsibility for securing all
external doors, if they can be locked safely?
Assess communications devices in classrooms. When the school is in lockdown mode,
teachers should identify any communication devices in the room including school phones,
mobile phones, pagers and computers with internet access. The school may wish to develop
a policy limiting use of these devices during a lockdown.
Consider bells and fire alarms. Timed automatic school bells should be turned off for the
duration of the lockdown if this is feasible.
Develop an all clear signal. Everyone should know the official signal for the beginning and
end of a lockdown or lockout.
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A lockdown or lockout may occur at any time including the beginning or end of the school day.
Think about appropriate procedures if a lockdown or lockout becomes necessary as students
are arriving for school or leaving at the end of the day. Buses and cars may be on the
premises and many students may be outside.
Practice your lockdown / lockout plan 2 to 4 times per year. Vary the times of day for the drills
so that students and staff are confident in a variety of circumstances.
Inform your NSW Police Local Area Command when you plan to schedule a lockdown
exercise and invite them to participate.
Utilise the expertise of NSW Police Local Area Command personnel in developing
lockdown / lockout plans specific to your school.
Review lockdown procedures in consultation with your Local Area Commander at least once
per year or after an incident where lockdown has been used. Reviews could be done at your
regular LAC Principals’ Forum.
Consider timing the drills and then announcing to everyone how many minutes it took to
accomplish the lockdown. Try to improve your times with subsequent practice.
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Safer schools contact numbers
1. NSW Police
Call 000
Schools should telephone 000 for immediate assistance in the event of a serious incident.
In a less urgent situation, schools should contact their Police Local Area Command.
2. School Support Officers
Call 9561 8247
School Safety and Response hotline 1300 363 778
(24 hours per day 7 days per week)
Experienced senior officers and police officers staff the hotline, 24 hours a day, seven days a
week for immediate assistance for serious incidents involving violence, weapons, illegal drugs
and or major criminal activity.
3. School Security Unit
Call 9672 2000
School Security hotline 1300 880 021
(24 hours per day 7 days per week)
This unit is a specialised area that provides advice and training to schools on security issues.
School principals can request a visit from the unit to discuss security concerns. The unit also
operates a hotline for physical security issues on 1300 880 021.
4. NSW Fire Brigades
Call 000
All fires, even if you believe they have been extinguished, should be reported on the 000
emergency line.
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