2.4. Describe the actions to take in response to emergency situations, including: • fires • security incidents • missing children or young people

This guide will help you answer 2.4. Describe the actions to take in response to emergency situations, including: • fires • security incidents • missing children or young people.

Emergencies in early years and playwork settings can happen at any time. Staff must act quickly and follow the agreed procedures to keep children and young people safe. Each type of emergency requires a different approach, but all need calm thinking, fast action and a clear understanding of your role. This covers a range of actions you might take but you should always follow your own organisation’s policies and procedures.

Fires

A fire can spread very fast. The main aim is to move everyone to safety. You will follow the setting’s fire policy and evacuation plan.

Immediate Actions

• Stop what you are doing and raise the alarm using the nearest fire alarm call point.
• Tell other staff so they can begin the evacuation.
• Gather your group of children quickly.
• Use the nearest safe exit. Never use lifts.
• Do not stop to collect personal or work items.
• Support children with additional needs to leave safely.
• If safe to do so, close doors behind you to slow down the fire’s spread.

During Evacuation

• Keep the group together and move to the assembly point.
• Carry the class register or attendance list with you.
• Check off each child’s name to confirm they are present.
• Wait for instructions from the person in charge, such as the manager or fire service.

Communicating in a Fire

• Speak calmly and use simple language.
• Reassure children to keep them calm.
• Use visual cues or gestures for children who may not understand verbal instructions.
• Keep noise to a minimum so you can hear fire service or management directions.

After the Fire

• Only return to the building when told it is safe by the emergency services or manager.
• Record the incident following your organisation’s procedures.
• Support children emotionally if they are upset or frightened.
• Take part in any debrief to identify strengths and weaknesses in the response.

Regular fire drills make these actions second nature. This helps staff and children react more quickly and with less confusion in a real event.

Security Incidents

A security incident could mean an unwanted intruder, a threatening person near the building, or an attempt to take a child without permission. Your aim is to protect children and staff from harm.

Immediate Actions

• Stay calm and alert.
• If you see someone trying to gain access without permission, inform the manager or designated safeguarding lead straight away.
• If the situation is dangerous, contact police via 999.
• Follow your setting’s lockdown procedure if this is in place.

Lockdown Procedures May Include

• Securing all doors and windows.
• Keeping children inside, away from doors and windows.
• Turning off lights and keeping quiet.
• Moving children to a safe area within the room.
• Waiting for official confirmation that the danger is over.

Managing Visitors

• Ask for identification and check visitor logs.
• Only allow authorised persons to collect children.
• If in doubt, keep the visitor in a safe space and contact a senior member of staff.

Communication During Security Incidents

• Use pre-arranged signals or alarms to alert colleagues quickly.
• Remain calm in speech and body language to avoid frightening children.
• Do not share unverified information.
• Provide clear updates to staff and emergency services.

After a Security Incident

• Write an incident report.
• Review security policies and visitor procedures.
• Share relevant information with parents and carers in an appropriate way.
• Offer emotional support to children who may have felt scared.

Missing Children or Young People

This is one of the most serious emergencies in childcare and playwork. Immediate, organised action increases the chance of finding the child quickly.

When You Discover a Child is Missing

• Stay calm and think clearly.
• Check attendance lists to confirm the child is truly missing and not in another activity group or with another staff member.
• Alert other staff and the senior person on site immediately.

Initial Search

• Search the immediate area calmly.
• Ask children nearby if they have seen the missing child.
• Check hiding places, toilets, and access points such as gates or doors.
• Allocate staff to search different areas without leaving other children unsupervised.

Informing Authorities

• If the child is not found within minutes, call 999 and give clear details:
• Name
• Age
• Description of clothing and appearance
• Time and place last seen
• Any known medical or behavioural needs

Informing Parents or Carers

• Contact the parents or carers once emergency services are involved and give them accurate information about the situation.
• Keep communication clear and factual.

Preventing Further Risk

• Assign staff to stay with remaining children and maintain safety and supervision.
• Secure the site to prevent further entries or exits.
• Keep gates, doors, and boundaries under watch.

After the Child is Found

• Offer reassurance and check for injuries or distress.
• If police are involved, follow their requests for statements or information.
• Record the incident and review safety procedures to prevent similar occurrences.

Training and Preparedness

The ability to act effectively in emergencies depends on preparation. Staff must know the exact steps required and practise them regularly. All team members should be aware of:

• Evacuation routes and meeting points.
• Lockdown procedures.
• How to work with emergency services.
• How to communicate in a calm and clear way.
• How to account for all children quickly.

Supporting Children During Emergencies

Children can be frightened in emergencies. Part of your role is to keep them as calm as possible.

Ways to support them include:

• Speaking slowly and using encouraging words.
• Maintaining physical proximity for reassurance.
• Using known routines, such as hand-holding or lining up.
• Giving clear and simple choices when needed.

After the event, allow them to talk about what happened and answer their questions honestly but gently.

Recording and Reporting

Accurate records are part of the professional response. Incident reports should include:

• Date and time of emergency.
• Location.
• Names of staff and children involved.
• Actions taken.
• Outcome of the incident.

These reports help the organisation improve safety measures and provide evidence if required by law.

Reviewing Procedures

Every emergency is a chance to learn and improve. Review sessions should involve:

• Talking through what went well.
• Identifying delays or problems.
• Updating policies and training.
• Sharing feedback with all staff.

Repeated practice and updates help staff feel confident about managing emergencies.

Working with External Services

You may need to work with police, fire service or medical staff during some incidents. Be prepared to:

• Give clear information quickly.
• Follow instructions from emergency personnel.
• Support their work by keeping children safe and calm.

These partnerships improve the response and outcome of emergencies.

Final Thoughts

Keeping children and young people safe during emergencies is at the heart of childcare work. Your actions can make a big difference in how events unfold. Knowing procedures, practising them, and staying calm are the keys to handling fires, security incidents, and missing children cases.

Confidence comes from preparation. By working closely with colleagues, following clear policies, and supporting children during and after an incident, you can protect both their physical safety and emotional wellbeing. Emergencies will always bring pressure, but with the right approach, you can respond in a way that keeps everyone as safe as possible.