FIA

In 2001, school fires cost the nation £100m. If Local Education Authorities could stamp out the very real and regular threat posed by arson to our education system, the result would not only be safer schools, but the associated cost savings could fund an additional 45 primary schools or an extra 3,750 teachers.

Unfortunately we are faced with the reality of 2000 schools damaged by fire each year with 70% started deliberately, often while pupils are in class and usually caused by their fellow pupils. As a result, everyone with responsibility for school or college security must be aware of the threat and what measures are available to remove or manage the risk posed by arsonists.

Most people when asked to profile an arsonist would not put students on that list. They might include children from a 'prank' perspective. The typical arsonist falls into the category of either emotionally disturbed, disgruntled ex-employee, malicious activist or criminals destroying evidence or making fraudulent insurance claims. In schools, the prank or dare, often has darker and deeper roots and may lead to a tragic consequence. Apart from the life threat, cost and disruption that an uncontrolled fire poses, the long term emotional distress to staff and pupils can devastatingly impact on life away from school as well.

Where to start? An assessment of the risk is the logical start point coupled with dividing land and buildings into zones. Each zone will contain different levels of risk (determined by ignition potential, fuel potential, access, life safety potential etc) which will, in turn, require to be dealt with separately. For example:

The perimeter of an inner city or rural school will be identified by a fence with gates but a university campus will be open and sprawling. One effective proven deterrent in both cases is the introduction of CCTV. Within this zone we will probably find wheelie bins, rubbish areas and outbuildings. The boiler house and storage of fuel will be located here. All of which must be secured and wheelie bins immobilised.

Moving away from this zone we enter the main buildings which will be a mix of teaching zones, common access zones (probably with unrestricted movement), kitchen zones and administration zones. Each of these must be evaluated for risk potential and that risk level will further vary within zones. The teaching zone will be a mix of sports hall or assembly area, classrooms, storage rooms and science laboratories. The kitchen zone will be subdivided into preparation and eating areas - one requiring general access, the other restricted access. Administration areas should be student restricted areas apart from a reception point.

Halls of residence or sleeping risks in boarding establishments by their very nature offer particular high life safety risks.

A good, detailed risk assessment will allow a facilities manager, teacher or other appointed responsible person to learn more about their buildings and processes than ever before. This information can be used positively not only for increased protection from hazards, but to identify waste in materials or resource which can lead to cost savings. The physical knowledge and understanding gained can also help with future planning when determining changes in use or layout of buildings.

The risk assessment must cover a broad range of topics. Arson is just one of these. Other considerations include the threat posed by fire generally, security of persons and property from physical attack or theft and access for disabled students, visitors and staff. Another consideration is the reliability of systems and their immunity from false alarms. Certainly for fire alarm systems, false alarms caused by poorly designed or badly serviced installations have been running at over 280,000 per annum costing the UK taxpayer approximately £1 billion per annum in brigade call outs and lost productivity. The Chief Fire Officers Association is implementing a Unique Reference Number scheme from 1st April 2005 which aims to identify rogue systems and force owners and suppliers to remedy them. Everyone has a responsibility to help target limited police and fire resource to real situations by managing out false alarms.

A good security system is essential for deterring thieves and arsonists out of hours. Most modern systems offer excellent detection capabilities, sequential alarm confirmation of a real situation and automatic links to manned 24 hour alarm receiving centres. CCTV cameras not only deter but capture usable evidence of crime. But, as we have seen, most arson attacks in schools occur during hours and are caused by pupils. Here, an access control system coupled to the correct type of fire detection system, well designed to offer early, reliable detection are further uses of electronic developments from the fire and security industry. A good access control system should offer the flexibility of free travel for staff but restrict access to unauthorised individuals.

Access control is many things to different people. Here are just a few perceptions on what people think access control is:

Your front door key
A personal identification number (PIN)
An ID swipe card
A video door entry system
A vehicle barrier
Typically though, an access control system involves a computer network on which peoples access rights to certain areas are controlled by programming. It may include some or all of the above components. Another feature of access control is timing. Student and staff movements can be controlled by area during pre determined time blocks. For example, cloakrooms may be freely accessed during break times but denied when pupils are in class. Research has shown that many arson attacks occur in these areas during class times.

In some cases it may not be enough to just lock a door. Other physical building changes may be required such as fitting metal containers inside letter boxes and reducing gaps under doors to prevent the unchecked spread of burning liquids.

Whatever security systems are in place, it is vital that the risk assessment also allows for the fact that somebody could be in a position to commit arson. No security system is 100 percent foolproof and in a building such as a school or college, where daily access is required by so many people, it is effectively impossible to completely eradicate the threat of arson. In such a situation the role of first aid fire-fighting equipment can prove invaluable. A fire risk assessment should include such equipment, typically fire extinguishers and in certain cases hose reels. The nature of the risk will dictate which type of fire extinguisher will be required, eg a dry powder or wet chemical extinguisher is likely to be recommended for a kitchen area while a water or foam extinguisher will be used to protect a common area such as a corridor or classroom. Research undertaken by the Fire Extinguishing Trades Association (FETA) and the Independent Fire Engineering & Distributors Association (IFEDA) demonstrated that extinguishers save the UK economy over £500 million and prevent some 24 deaths and 1,629 injuries a year. By having the capacity to tackle a fire in its earliest stages, relatively minor incidents can be prevented from developing into major ones.

A few other things to consider as part of the risk assessment are as follows. Not only must the responsible person identify and remove hazard, or manage the risk of that hazard happening, but any systems fitted are only as good as the ability to use their full potential as part of a daily risk management programme. The choice of system considerations should include ease of use, reliability, flexibility and the ability and capacity to grow and change cost effectively. Training of end users at handover is critical. The choice of supplier needs to provide confidence that life safety, building protection, false alarm management and design are as good as it can get. To this end the security industry offers a number of independent third party accreditation schemes whereby suppliers are regularly tested for competence. In fire for example, all members of the British Fire Protection Systems Association will need to obtain either LPS1014 or SP203 as marks of competence in the design, installation, commissioning and maintenance of fire detection and alarm systems.

Any fitted system must be regularly maintained to ensure reliable, fault and false alarm free operation. Similarly, regular maintenance of fire extinguishers and hose reels is necessary to ensure they are in optimum working order should they be required. Product quality can be assured alongside the competence of supplier by always insisting that independently tested and approved products are specified. In the case of fire this would be carried out by the Loss Prevention Certification Board in the UK or similar organisations.

What of the future for our education system when planning against the threat of fire and in particular at present, the increasing threat posed by arson? Technology clearly has an important part to play and we may yet see a whole series of biometric type access and control measures employed. System integration coupled to automatic links to remote monitoring centres, training of staff, risk assessment and disaster recovery planning, needs of disabled students and good maintenance are all critical to the success of countering fire risk.

But probably the most important and possibly the most effective in the long term, is to include arson and fire awareness as part of the learning curriculum. Use the free advice offered by the fire industry and fire prevention officers - people who can talk about fire with authority having seen its awesome anger.

And if we make everyone more aware of fire in schools, colleges and universities, then take that awareness home and keep safe in all walks of your life. Fire knows no boundaries.