What does a school fire risk assessment cover?

The legal basis

The Regulatory Reform (Fire Safety) Order 2005 applies to schools in both England and Wales. The Responsible Person must carry out a suitable and sufficient fire risk assessment, put in place the fire safety measures it identifies, and keep them maintained. In England the full assessment must be recorded in writing. In Wales a written record is required where there are five or more employees, which covers almost every school, and it is best practice in any case.

The assessment has to consider everyone who could be affected: pupils, staff, visitors, contractors and anyone using the site out of hours, such as community groups and holiday clubs.

Who is the Responsible Person?

This is one of the most common areas of confusion in schools. The Responsible Person is generally the employer or whoever has control of the premises, and that depends on how the school is run:

• Community and voluntary controlled schools: usually the local authority, as the employer.
• Voluntary aided and foundation schools: usually the governing body.
• Academies and free schools (England): usually the academy trust.
• Independent schools: usually the proprietor or governing body.

In practice, day-to-day fire safety is usually delegated to the head teacher and the school business or site manager. Delegating tasks does not transfer the legal duty, so the arrangements should be written down and agreed. Where a site is shared, for example with a leisure centre or a nursery, each Responsible Person must co-operate and co-ordinate.

What the assessment covers

A school fire risk assessment follows the same principles as any other, typically using PAS 79-1 as the method. It looks at how a fire could start, who would be at risk and whether the precautions are adequate. In a school, these areas usually need particular attention.

Means of escape

Schools can have large numbers of people moving at once, often through older buildings that have been extended over many years. The assessment checks travel distances, the number and width of exits, protected stairs, fire doors, signage and emergency lighting. It also looks at exits that are locked for security reasons and how they are released in an emergency, and at temporary or modular classrooms.

Science labs, workshops and kitchens

Labs store flammable liquids and gases. Design and technology workshops have machinery, dust and hot work. Kitchens combine cooking oils, extract ductwork and heat. The assessment checks storage, ventilation, gas isolation, extract cleaning and the right firefighting equipment for each area.

Arson

Deliberate fire setting is a recognised risk for schools, often out of hours. The assessment should look at site security, CCTV and lighting, bin storage away from buildings, and letterboxes and other openings where material could be pushed through.

Detection and warning

The fire alarm system should suit the building and how it is used, with weekly tests and regular servicing recorded. The assessment will also consider whether the alarm can be heard in all areas, including sports halls, music rooms and outbuildings.

Lockdown and evacuation

Most schools now have lockdown procedures for threats such as an intruder. Lockdown asks people to stay inside and secure rooms, while a fire alarm asks them to get out. The two must not conflict. The fire risk assessment should check that the lockdown signal is clearly different from the fire alarm, that staff know what to do if the fire alarm sounds during a lockdown, and that security measures such as maglocks and access control release on fire alarm activation.

Pupils with special educational needs

Some pupils need help to evacuate because of a physical disability, a sensory impairment, a learning difficulty or anxiety. Personal emergency evacuation plans (PEEPs) should set out how each of those pupils will get out, who will help them and what equipment is needed, such as an evacuation chair. Plans should be tested in drills, reviewed when a pupil's needs change and cover visitors and staff who need help too.

Drills, training and contractors

Fire drills show whether the plan works. They should be held regularly and at different times, including lunchtimes and when classes are changing, and each should be recorded with any problems found. Staff need training on the fire procedures, and those with specific roles, such as fire wardens, need more.

School holidays are when most building work happens. Contractors bring hot work, flammable materials, disabled fire alarm zones and blocked exits. The assessment should cover how contractors are inducted, how hot work permits are managed and how fire stopping is checked after any work that breaks through walls or ceilings.

Out-of-hours use and lettings

Many schools are busy long after the pupils go home. Sports clubs, adult classes, holiday schemes and community events bring people who do not know the building, often with fewer staff on site. The assessment should consider which parts of the building are in use, who is in charge of the evacuation, whether exits are unlocked and whether the alarm can be heard. Letting agreements should make clear what the hirer must do in a fire and who they should report to.

How often to review

There is no fixed legal interval. The assessment should be reviewed regularly, and many schools review annually. It should also be reviewed after any significant change, such as building works, a change in how rooms are used, a new pupil with significant evacuation needs, or after a fire or near miss.

Design guidance: England and Wales