Assess fire safety risks in schools: How can I assess the fire safety risks specific to my school’s environment?
assess fire safety risks in schools — this guide explains, in plain terms, how to identify hazards, evaluate who is at risk, and create a practical action plan that meets your legal duties. You will learn a clear step‑by‑step approach, the documents and checks to prioritise, when to get specialist help, and how to keep your assessment current. Suggested URL slug: assess-fire-safety-risks-in-schools.
Why assessing fire safety risks in schools matters (and who is responsible)
Every school must have a suitable and sufficient fire risk assessment. The person or body that controls the premises — typically the governing body, academy trust or local authority — bears responsibility for ensuring the assessment is done and that findings are acted on. This duty comes from the fire safety legislation and related guidance for educational premises. See gov.uk.
Assessing fire safety risks in schools protects pupils, staff, visitors and contractors and reduces the chance of costly disruption and legal enforcement.
For practical design and safety standards in school buildings, guidance such as Building Bulletin 100 can help inform decisions about escape routes, compartmentation and specialist facilities. See gov.uk.
How to assess fire safety risks in schools: a practical checklist
Start with a walk‑round. Note anything that could start a fire, help it spread, or stop people getting out. Use the HSE five‑step risk assessment approach as your framework: identify hazards, decide who might be harmed and how, evaluate and control risks, record the significant findings, and review regularly. See hse.gov.uk.
Key items to check during your inspection
Sources of ignition: kitchens, boiler rooms, hot works, old wiring, photocopiers and workshop equipment.
Fuel and combustibles: stored paper, textiles, sports equipment, waste bins and unattended displays.
Means of detection and alarm: are smoke detectors and sounders correctly sited and tested?
Escape routes and exits: keep routes clear, check door signage and that final exits open easily.
Firefighting equipment: correct types located where needed and maintained to standard.
Emergency lighting and signage: essential where natural light is limited or routes are complex.
Special risks: science stores, art rooms, kitchens, workshops and maintenance activities like hot works. GOV.UK and DfE guidance highlight specific considerations for school maintenance and construction works. See gov.uk.
Record what you find. If your school employs five or more people you must keep a written record of significant findings. That record forms the basis of your action plan and helps you demonstrate compliance to inspectors. See hse.gov.uk.
Who to include when you assess fire safety risks in schools
A good assessment does not happen in isolation. Include leadership staff, site managers, caretakers, clinicians (if you have medical rooms), and teaching staff who know daily routines. Contractors and cleaning teams often spot hazards others miss, so consult them too.
Personal Emergency Evacuation Plans (PEEPs): For areas used by vulnerable people — for example children with mobility needs — create and maintain PEEPs. These plans must reflect individual needs and be practised with those involved. GOV.UK school guidance explains expectations for emergency planning and premises management. See gov.uk.
Practical steps: from identification to action
Identify hazards systematically. Walk every area at different times of day. Look above ceiling voids, in plant rooms and in external stores. Consider seasonal activities like plays, fairs and pyrotechnic displays.
Prioritise risks. Ask: how likely is a hazard to cause harm, and how severe would the harm be? Tackle high‑likelihood or high‑impact items first.
Put controls in place. Eliminate hazards where possible. If you cannot remove the risk, reduce it by physical changes, better procedures, training or supervision. For example, move paper storage away from heat sources, fit additional detectors in humid or dusty workshops, and introduce permit‑to‑work for hot activities. See hse.gov.uk.
Record responsibilities and timescales. Assign named owners to each action and set realistic dates for completion. Use a simple logbook to show progress and priorities. Total Safe provides a structured Fire Safety Logbook that many schools find useful for keeping records up to date: Total Safe Fire Safety Logbook. See totalsafeuk.com.
Review and rehearse. Test escape routes with whole‑school drills and smaller evacuation checks for individual PEEPs. Revisit the assessment after building works, changes in use, after a fire or near miss, and at least annually for complex sites. GOV.UK recommends regular reviews and gives specific school guidance: gov.uk.
Document checks and tests every school must consider
Make sure these items appear in your records:
Dated fire risk assessment: include significant findings and named responsible persons.
Alarm records: records of weekly alarm tests and periodic fire alarm servicing.
Emergency lighting: monthly flash tests and six‑monthly condition checks where required. GOV.UK gives recommendations for testing frequency: gov.uk.
Servicing certificates: for fire extinguishers, dry risers, hydrants and suppression systems.
Training records: for fire wardens, reception staff and new employees.
Site plans: showing escape routes, firefighting equipment and assembly points.
If you do not have the expertise to verify systems or to inspect complex installations, arrange competent testing and certification. Consider a third‑party certificated provider for critical elements such as fire doors and alarm systems. The National Fire Chiefs Council and recognised certification schemes advise how to find competent assessors. See bafe.org.uk.
When to bring in a specialist fire risk assessor
You can complete a basic assessment in‑house if the building is simple and you have competent staff. However, you should call a specialist if the building is large, has complex compartmentation or mixed uses, or if you manage boarding accommodation or residential provision.
Other reasons to use a specialist include planning substantial building work or a change of use, hosting events with large public attendance, or where your assessment identifies significant weaknesses you cannot resolve internally.
If you need external help, check that the assessor has appropriate qualifications, insurance and professional third‑party certification such as BAFE SP205 or recognised professional registration. The NFCC provides advice on choosing competent assessors. See bafe.org.uk.
How Total Safe can support your school’s assessment and compliance
If you prefer a professional review, Total Safe can carry out full fire risk assessments, prepare action plans and deliver training for staff and fire marshals. We also provide testing and maintenance services for alarms, extinguishers and emergency lighting to keep records audit‑ready.
See our Fire Risk Assessment service page for details and to arrange a consultation: Total Safe Fire Risk Assessment and explore the wider Fire Safety Services we provide: Total Safe Fire Safety Services. For the provider site: totalsafeuk.com.
Common school‑specific hazards and how to control them
Science and DT workshops: store flammable chemicals and solvents in locked, labelled cupboards; use suitable extraction and keep COSHH assessments current. Regularly check fume cupboards and emergency showers.
Kitchens and catering: maintain cooking appliances and keep a clear hot‑works permit system for any repairs. Consider a fixed suppression system where deep frying or heavy cooking takes place. GOV.UK guidance on maintenance and hot works for schools is especially relevant before contractors start on site: gov.uk.
Storage and displays: avoid excessive combustible displays in corridors and ensure shelving is stable and separated from escape routes. Limit storage beneath stairwells and inside cupboards used as routes.
Boarding and sleeping accommodation: consider evacuation times and staffing at night, plus early warning systems and PEEPs for residents. Building design guidance and the Fire Safety Act implications may affect how your risk assessment treats doors and external walls. See gov.uk.
Keeping the assessment alive: monitoring, training and continuous improvement
A risk assessment should be a living document. Set a review timetable and link it to term dates and building projects. Use termly drills, refresher training for fire marshals and induction briefings for new staff. Monitor near misses and false alarms to spot trends and to change controls where needed.
Record audits and progress in a clear log. This helps when inspectors or insurers ask for evidence. If your school is part of a larger trust or local authority estate, share assessments and learning across sites to reduce repeated issues.
Conclusion and next steps
You can assess fire safety risks in schools effectively by following a structured approach, involving the right people, and keeping clear records. Start with the HSE five‑step method, focus on school‑specific hazards, and prioritise actions that reduce risk quickly and affordably. When the building is complex or you need assurance, use a competent third‑party assessor and retain documented evidence of their work.
For professional support, Total Safe offers tailored fire risk assessments, training and maintenance to keep schools compliant and safe. Book a Fire Risk Assessment with Total Safe. See HSE guidance on risk management: hse.gov.uk.
FAQ
Q: How often should a school review its fire risk assessment?
A: Review after any significant change to the building or its use, after an incident, and at least annually for complex sites; for many schools a termly review of related checks and an annual full review is sensible. See gov.uk.
Q: Who can carry out a fire risk assessment for my school?
A: A competent person with relevant experience can carry out the assessment. For complex or high‑risk sites use an assessor certified under recognised schemes (for example BAFE SP205) or a competent professional listed by NFCC guidance. See bafe.org.uk.
Q: Do I need to keep written records of the assessment?
A: Yes. If your school employs five or more people you must record the significant findings, actions and responsible persons; keeping clear logs also supports drills, audits and inspections. See hse.gov.uk.
Q: What immediate actions should I take if a hazard is found?
A: Remove or isolate the hazard if safe to do so, restrict access to the area, record the issue, assign an owner and set a deadline for remedial action; escalate to a specialist where required (electrical faults, structural defects, asbestos concerns). See hse.gov.uk.
Q: Where can I find authoritative guidance for schools?
A: Start with GOV.UK’s fire safety guidance for educational premises and Building Bulletin 100, and use HSE resources on risk assessment for practical steps. For assessor competence consult NFCC and recognised certification schemes. See gov.uk and hse.gov.uk.
