<Service name>
Emergency Policy
Services have a responsibility to protect the health and safety of each individual at all times.
A service’s health and safety policies and practices affect an individual’s physical and
psychological health and safety.
The Emergency Policy is important not only for children, families and staff/carers, but relates
to every person who enters the service’s premises.
Services should regularly review policies in collaboration with educators, families, and if
appropriate, children; and seek recommendations from recognised authorities. The date the
policy is reviewed should be clearly documented on the policy.
Policy Number
<number>
Link to CCQA Principles
Family Day Care Quality Assurance (FDCQA)
Quality Practices Guide (2004) – Principle 4.3 /
Outside School Hours Care Quality Assurance (OSHCQA)
Quality Practices Guide (2003) – Principles 7.3, 8.1 /
Quality Improvement and Accreditation System (QIAS) Quality
Practices Guide (2005) – Principle 5.5
Policy statement

<Service name> has a duty of care to provide all persons 1 with a safe and healthy
environment.

The service defines ‘emergency’ as <Generally, an emergency is an unplanned,
sudden or unexpected event or situation that requires immediate action to prevent
harm, injury or illness to persons or damage to the service’s environment. It is a risk to
an individual’s health and safety. It is important that services define emergencies that
are specific to their environment. For example, services in rural bushland may develop
emergency procedures relating to the threat of bushfires, which may be different to
the fire evacuation procedures for an inner city service located in a high rise>.

The emergency events or situations the service’s Emergency Policy identifies and
responds to are:
o fires and/or bushfires
o bomb threats
o missing child
o intruders (animal or human)
o power failures or electrocution
o the involvement of firearms or other weapons
o structural damage
o burglary
o natural disasters, such as a flood, cyclone, thunderstorm or earthquake.
For the purpose of this policy, 'persons' include <children, families, educators, carers' family, management,
coordination unit staff, ancillary staff (administrative staff, kitchen staff, cleaners, maintenance personnel), students,
volunteers, visitors, local community, school community, licensee, sponsor and/or service owner>.
1
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Services can use the above list to assist in developing risk management strategies and
corresponding procedures and practices that will assist services to administer first aid,
evacuate the service or remain in the service until further notice.

It is understood that there is a shared legal responsibility and accountability between,
and a commitment by, all persons to implement the service’s Emergency Policy,
procedures and practices.

The service also complies with <Occupational Health and Safety (OHS) National
Standards, codes of practice, Australian Standards> and best practice
recommendations from recognised authorities.

The procedures relating to the Emergency Policy are clearly labelled and displayed in
the service for all stakeholders to read.
OHS procedures and practices should be easy to read and interpret. Services may
need to consider obtaining information in community languages.
Rationale
The rationale represents a statement of reasons that detail why the policy and/or procedures
have been developed and are important to the service.
Please refer to:
 <title of federal/state/territory legislation and regulations2>
Please refer to the relevant federal, state or territory OHS legislation and worksafe
management agency3.

The service also complies with the <title of state/territory children’s services licensing
regulations or national standards> which reflect additional health and safety
requirements.

Fire Protection Association Australia (FPAA) – www.fpaa.com.au

The strategies, procedures and practices documented in the Emergency Policy
reflect the service’s OHS Policy.
Responsibilities of different stakeholders

Services can link this section by stating:
Please refer to the service’s OHS Policy.
The OHS representative and/or committee
Services can state the role of the OHS committee and/or OHS representative in relation to the
Emergency Policy and contact their federal, state or territory worksafe management agency
for further information and advice.
 Services may be required to nominate a Fire Warden. For more information regarding
Fire Wardens and their OHS role, services should refer to a recognised authority, such
as FPAA.
 Services can link this section by stating:
Please refer to the service’s OHS Policy.
There are legislative Acts and regulations for each state and territory that address the issue of Occupational Health
and Safety. Services are advised to seek information that is relevant to their jurisdiction.
3 Services should contact their federal, state or territory worksafe management agency to clarify their OHS
obligations and seek further information and advice.
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Strategies and practices
These are examples. Services are encouraged to develop and adapt the following strategies
and practices as required to meet their individual circumstances and daily best practices.
When developing emergency plans and evacuation strategies, services need to consider
the:
 location of the service in relation to emergency services, such as fire departments,
police stations and hospitals
 external environment, such as vehicle entries and exits, surrounding vegetation,
proximity of roads and volume of traffic
 location and condition of the buildings’ entries and exits
 mobility and capability of adults in the service to assist in an emergency
 skills and knowledge of staff/carers and their responsibilities in an emergency
 age range of children needing to be evacuated and the complications that may
arise, such as children who are unable to walk
 the documentation required by staff/carers once the service has been evacuated,
such as the contact details of children’s families
 weather conditions at the time of the emergency and evacuation
 contingency plans when regular staff/carers are on leave
 inclusion of relief staff, students and volunteers
 time of day that the incident may occur
 the implications of two or more emergencies occurring at the same time, such as a
fire and people requiring first aid.
Services need to seek recommended practices from recognised authorities, such as:
 fire department
 police station
 St. John Ambulance
 local hospital or health related specialists (paramedics, doctors, nurses)
 the State Emergency Service (SES).
Risk management strategies
 Services can link this section by stating:
Please refer to the service’s OHS Policy.
To assist services to develop risk management strategies for emergencies, it may be helpful to
categorise the strategies, and their corresponding procedures and practices into the three
broad outcomes:
Emergencies that require first aid
 Services can link this section by stating:
Please refer to the service’s First Aid Policy.
Emergencies that require persons to remain inside the service until further notice
 Services can detail if there are different strategies for emergencies that require
persons to remain inside the service until further notice. For example, cyclonic
conditions may dictate that services keep children and adults inside until further
notice from the SES.
 Services should consider the following reflective questions:
o How does the service communicate with families during an emergency, such
as a natural disaster?
o What are the planned strategies when children and staff/carers are required
to stay in the service?
Current as at September 2010
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o
o
How does the service maintain children’s security? For example, if the
emergency is a human intruder, what strategies are implemented to keep
children and adults safe and calm?
What type of authorities does the service keep in contact with during an
emergency? For example, it may be the SES during a natural disaster such as
cyclones or flooding.
Emergencies that require immediate evacuation
 Services can detail the evacuation strategies for different emergencies.
 In most circumstances, the emergency and evacuation procedures for a fire can be
adapted for other emergencies that require evacuations, such as flooding and bomb
threats.
 The example below discusses strategies including the maintenance of buildings and
equipment from a fire prevention perspective.
 Services should consider the following reflective questions:
o How does the service prevent fires?
o Who is responsible for checking the fire safety of the building?
o How often are the service’s fire alarm, sprinkler system, fire extinguishers, smoke
detectors, and/or fire blankets maintained and/or checked by an authority?
How are these safety checks documented?
o Does the service have a circuit breaker if there is a power overload or a faulty
electrical appliance?
o How does the service ensure that exits are kept clear and easily identifiable?
o Are there evacuation floor plans near every entry and exit in the building?
o How does the service ensure that power outlets and power boards are not
overloaded?
o How does the service ensure that there is sufficient air circulation around
electrical equipment, such as dryers, ovens, computers, photocopiers?
o How does the service remove fire hazards from the service’s environment, such
as dry leaf litter from gardens or gutters?
o Is there an induction program for all persons entering the service, informing of
the service’s evacuation procedure and practices?
The evacuation procedure
 Services should consider the following reflective questions:
o Who decides that an emergency exists and an evacuation is required?
o From what criteria is an emergency defined? For example, how big does a fire
become before an evacuation is required? Do all fires (regardless of their size)
require an immediate evacuation?
o What is the signal to notify persons of a fire or evacuation?
o Who contacts the fire brigade?
o What roles do other persons perform during an evacuation?
o Which exits are utilised during an evacuation?
o How do children and adults exit the service? For example, is the evacuation
procedure different if there are large volumes of smoke? Are children and
adults directed to crawl along the ground?
o If the service is in a high rise building, what is the safest exit route to the ground
floor? Does it mean that the service shares the evacuation route with persons
not directly involved in the operation of the service, such as employees from
other businesses? How does this affect the service’s evacuation procedure?
o Are any documents required to leave the service during an evacuation? Who
is responsible for these documents?
o Does the service have a portable first aid kit?
o Where is the assembly area once the service has been evacuated?
Current as at September 2010
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o
o
o
o
o
o
What is the procedure once all persons are assembled?
How are children grouped and supervised at the assembly area?
What happens when there are children or adults missing from the assembly
area?
What happens if the service’s evacuation exits are blocked by the
emergency?
What happens if an individual requires first aid or is unable to leave the service
due to an injury?
Is there an alternative assembly area if the primary assembly area is affected
by the emergency? For example, the assembly area is flooded.
Evacuation drills
 Services should conduct evacuation drills regularly.
 Evidence of evacuation drills need to be recorded and stored.
 It is not effective for the service to implement an evacuation drill using the same
scenario, at the same time of day and with the same children and adults. This type of
drill does not test the effectiveness of the evacuation plan because the procedure
becomes too familiar.
 Services should consider the following reflective questions:
o How does the time of day, number of children and educators in the service
affect the evacuation procedure? For example, when children are sleeping in
the middle of the day and three staff have left the premises for lunch?
o Who collects the family contact details file when the Fire Warden and the
manager are away from the service?
Documenting OHS procedures and practices
 Services can link this section by stating:
Please refer to the service’s OHS Policy.
Dealing with the emotional and psychological impact of an emergency
 Emergencies involve more than a physical response to an unexpected or sudden
event or situation. They have an emotional and psychological impact on people,
which can affect individuals for an extended period after the emergency.
 Services should be aware of the effect of an emergency on children’s ability to feel
secure and safe. Play and learning experiences should be planned which encourage
children to express their thoughts, feelings and emotions regarding an emergency.
 Services can also state the support networks and counselling services available for
children, families and staff/carers following an emergency.
Dealing with the media
This section may include how the service communicates with the media when an emergency
has occurred.
 The service may already have a procedure for dealing with the media documented
in other policies. For example, Grievances and Complaints Management Policy.
Communication with different stakeholders
Children
 Services should consider the following reflective questions:
o How can the service educate children about fire safety and evacuating from
their homes during a fire?
o How does the service model and implement the ‘stop drop roll’ procedure to
children?
Current as at September 2010
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Families
 Services should consider the following reflective questions:
o How can the service educate families about fire safety and evacuation from
their homes during a fire?
Experiences

Services should consider the following reflective questions:
o How can the service implement play and learning experiences that promote
fire safety?
o Can the service invite the fire brigade to the service to discuss with children
about fire safety and recommended evacuation procedures in the home?
Excursions
 Services should consider the following reflective questions:
o Before implementing an excursion, does the service enquire about the
evacuation plans and procedures of the venue it is visiting?
o How does this knowledge assist staff/carers to plan for excursions away from
the service?
o If the service is using a vehicle, such as a bus, is there an evacuation plan in
case of a traffic accident?
o For family day carers, how are they informed of the evacuation procedures of
other carers’ homes during play sessions?
Links to other policies
The following are a list of examples:
 Child protection
 Employment of educators
 First aid
 Food safety
 Healthy eating
 Hygiene and infection control
 Maintenance of buildings and equipment
 Medication
 Occupational health and safety
 Rest and sleep
 Supervision
 Supporting children’s individual needs
 The role of the carer’s family in family day care
Sources

Fire Protection Association Australia (FPAA). (n.d.). Retrieved 12 July, 2010, from
http://www.fpaa.com.au
Further reading

Tarrant, S. (2002). Managing OHS in children’s services: A model for implementing an
Occupational Health and Safety (OHS) management system in your children’s
service. NSW: Lady Gowrie Child Centre.
Current as at September 2010
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Useful NCAC resources




McLeod, P. (2005). Health and safety information on the internet. Putting Children First,
15, 12-13.
OSHCQA Factsheet #3 – Safety in children’s services.
QIAS Factsheet #23 – Safety in children’s services.
Tarr, K. (2006). Electrical safety in children’s services. Putting Children First, 18, 7.
Policy created date
<date>
Policy review date
<date>
Signatures
<signatures>
Current as at September 2010
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