Personal Emergency Evacuation Plan Case Studies

Three real-world examples showing how PEEPs are created and implemented across different settings.

Case Study 1: Residential Setting

Wheelchair User – High-Rise Apartment Building

Location: 15-storey residential building in a major UK city
Resident: Female resident, aged 68, 8th floor
Impairment: Uses powered wheelchair due to multiple sclerosis
Challenge: Building has simultaneous evacuation policy but no lift use in emergencies

The Situation

The resident moved into the building in September 2024. During her initial meeting with the building manager, she disclosed that she uses a powered wheelchair and cannot use stairs. The building, being over 11 metres with more than 10 residents, is covered by the new Fire Safety (England) Regulations 2023 requiring residential PEEPs from April 2026.

The building has two stairwells and a refuge point on each floor near the main stairwell. The current fire evacuation strategy is simultaneous evacuation (everyone evacuates immediately when the alarm sounds).

Assessment Process

Initial Meeting (October 2024):

The building manager met with the resident to conduct a person-centred risk assessment:

Mobility: The resident can transfer from her powered wheelchair to a manual wheelchair with assistance from one person, but cannot walk or use stairs
Cognitive/Sensory: No issues with hearing fire alarm or understanding evacuation procedures
Communication: Able to communicate clearly; has mobile phone
Daily Routine: Usually at home mornings and evenings; out during afternoons for medical appointments
Existing Support: Lives independently; daughter visits twice weekly but doesn’t live in building
Preferences: Expressed strong preference not to wait alone in refuge; wants to evacuate with other residents if possible

Building Assessment:

Refuge point on 8th floor: 2m × 1.5m with emergency communication system
Stairwell width: 1.2m (sufficient for evacuation chair)
Distance from flat to refuge: 8 metres
Distance from refuge to ground floor: 12 flights of stairs
Two evacuation chairs stored: one on 4th floor, one on 12th floor

Risk Factors Identified:

No family or support network in building
Powered wheelchair too heavy for evacuation (85kg)
May need to wait for Fire and Rescue Service if no trained assistance available
Anxiety about being left alone

The PEEP Solution

Equipment:

Transit wheelchair stored in the resident’s flat
Evacuation chair relocated to 8th floor storage cupboard (near resident’s floor)
Personal alarm system installed (vibrating pager linked to building fire alarm)

Designated Assistants:

After a building-wide appeal, three volunteers were identified and trained:

Primary: Neighbour from same floor – retired medical professional
Secondary: Neighbour from floor below – works from home most days
Tertiary: Neighbour from same floor – teacher, home evenings/weekends

All three completed evacuation chair training provided by the building management company (cost: £450 total).

Evacuation Procedure:

NORMAL CIRCUMSTANCES (Designated Assistant Available):

When fire alarm sounds, the resident transfers to her manual transit wheelchair
Primary assistant (or another designated assistant) arrives within 2 minutes
Together they move to the refuge point (8 metres)
Designated assistant collects evacuation chair from 8th floor cupboard
The resident transfers to evacuation chair at the refuge point
Designated assistant evacuates the resident down stairs using evacuation chair
Second designated assistant brings manual wheelchair down separately (if available)
Assembly point: Car park, rear of building

OUT OF HOURS / NO ASSISTANT AVAILABLE:

The resident moves to refuge point in manual wheelchair
Uses emergency communication system to notify building manager and Fire Service
Remains at refuge point with door closed
Fire and Rescue Service will evacuate the resident as priority
Building manager monitors via communication system

Consent and Information Sharing:

The resident gave written consent for her PEEP to be shared with:

Building management company
Fire and Rescue Service
All designated assistants
Building’s emergency contact list

Implementation and Practice

October 2024: PEEP created and agreed
November 2024: First practice drill conducted – successful evacuation in 8 minutes
January 2025: Second practice drill – 6 minutes (improved with familiarity)
April 2025: PEEP review – no changes needed

Outcome

What Worked:

Person-centred approach meant Mrs Chen felt heard and respected
Volunteer system created community spirit in building
Practice drills built confidence for both Mrs Chen and assistants
Refuge point provided safe alternative when assistants unavailable

Challenges Overcome:

Initial difficulty recruiting volunteers (solved with personal letters from building manager explaining need)
Cost of training (building management absorbed cost as part of fire safety budget)
Scheduling practice drills to suit all designated assistants (evening drills worked best)

Resident’s Feedback:

“At first, I was anxious about what would happen in a fire. Now I feel much safer knowing there’s a clear plan and people who know how to help me. The practice drills have been reassuring – I know exactly what to do, and so do my neighbours. It’s actually brought our floor community closer together.”

Building Manager’s Reflection:

“Creating PEEPs has improved our fire safety for everyone. The process identified that we needed more evacuation chairs and better signage for refuge points. It’s not just about compliance – it’s about genuinely ensuring everyone can evacuate safely.”

Key Learning Points

Resident involvement is essential – The resident’s preferences shaped the plan
Community can be a resource – volunteers from within building worked well
Training is crucial – investment in evacuation chair training paid off
Practice builds confidence – regular drills improved evacuation time and comfort
Alternative provision needed – refuge point strategy for when assistants unavailable
Review regularly – six-monthly reviews ensure plan stays relevant

Case Study 2: Workplace Setting

Deaf Employee – Marketing Agency Office

Location: Marketing agency, 3rd floor office in a UK city centre
Employee: Male employee, aged 34, Senior Marketing Executive
Impairment: Profoundly deaf, uses British Sign Language (BSL)
Challenge: Cannot hear standard fire alarm system

The Situation

The employee joined the marketing agency in March 2024. During his pre-employment reasonable adjustments discussion, he explained that he is profoundly deaf and communicates primarily through BSL. He uses hearing aids but cannot reliably hear fire alarms, especially in noisy environments or when focused on work with headphones.

The company operates from a 3rd floor office in a multi-tenancy building. The office has 25 staff and two fire exits leading to stairwells. The building has standard audible fire alarms but no visual alarm system.

Assessment Process

Initial Assessment (April 2024):

The HR Manager and Fire Warden met with the employee (BSL interpreter present, paid by employer):

Communication Needs:

Cannot hear fire alarm when wearing headphones or in meetings
Relies on visual cues and lip reading (when not wearing headphones)
Needs to see who’s speaking to understand conversations
Mobile phone vibration alerts work well for him

Workspace Analysis:

Employee’s desk: Open-plan office, middle of room, back to main door
Meeting rooms: Three rooms used regularly, two without direct line of sight to open office
Breakroom: Separate room off main corridor
Position means the employee may not notice people evacuating if focused on screen

Communication Patterns:

Works with headphones 40% of time when doing focused work
Attends 2-3 meetings daily (various rooms)
Usually works 9am-5:30pm, occasionally stays late when deadline-driven
Colleagues know he’s deaf but not everyone knows BSL

Risk Factors:

May not be aware alarm has sounded
May not realise others are evacuating
Could be left in building if in meeting room or breakroom with door closed
Client meetings sometimes mean unfamiliar visitors don’t know he’s deaf

The PEEP Solution

Equipment Installed:

Visual alarm strobe lights added in all rooms (£680 total)
Vibrating pager linked to building fire alarm system worn by the employee (£120)
Visual “FIRE – EVACUATE NOW” LED signs at both fire exits (£290)
Desk alert light that flashes when building alarm activates (£85)

Buddy System Established:

Three workplace buddies trained and assigned:

Primary: Team colleague (sits adjacent, same team)
Secondary: Fire Warden (sits nearby)
Tertiary: HR Manager (office-based daily)

Communication Protocol:

All staff received deaf awareness briefing (20-minute lunch-and-learn session) covering:

How to get the employee’s attention (wave, tap desk – not touch from behind)
Basic BSL signs for “fire” and “evacuate”
Importance of checking the employee is aware during evacuation

Evacuation Procedure:

STANDARD EVACUATION:

Fire alarm sounds (audible + visual + employee’s vibrating pager)
The employee receives multiple alerts: pager vibration, desk alert light, visual strobes
Designated buddy confirms the employee is aware (quick visual check)
If the employee is at desk: he evacuates independently via nearest fire exit
If the employee is in meeting: buddy enters meeting room to alert him
Assembly point: Front car park, employee meets buddy to confirm he’s out

MEETING ROOMS / SEPARATE AREAS:

Fire Wardens check all rooms including meeting rooms during evacuation
If the employee is in client meeting, Fire Warden confirms he’s aware
Buddy system means two people checking the employee’s location

AFTER HOURS / WORKING ALONE:

The employee committed not to work alone in office after hours without informing security
If working late, security team (in building) informed and aware of PEEP
Visual alarms work 24/7 even if the employee is alone

Evacuation Route:

Primary route: Main fire exit (3 metres from the employee’s desk)
Secondary route: Rear fire exit (15 metres from the employee’s desk)
Both routes lead to different stairwells – both are clearly marked

Implementation and Training

April 2024: Equipment installed
May 2024: Staff briefing session delivered
May 2024: Fire drill conducted – Employee successfully evacuated
August 2024: Quarterly fire drill – evacuation time 2 minutes 15 seconds (all staff)
November 2024: New starter induction includes PEEP awareness
February 2025: PEEP reviewed – no changes needed

Outcome

What Worked:

Multiple alert methods ensured the employee always knew when alarm sounded
Visual alarms benefited entire office (several staff commented they’re easier to notice)
Buddy system created clear accountability
Staff awareness training improved general communication with the employee
Equipment investment was one-time cost with ongoing benefits

Unexpected Benefits:

Office now more accessible for deaf visitors and clients
Reduced noise pollution (some staff prefer visual alerts to constant beeping during testing)
Increased awareness led to other accessibility improvements (quieter meeting room identified)

Challenges Overcome:

Initial concern about cost (£1,175 total – employer claimed tax relief and Access to Work grant covered 80%)
Scheduling equipment installation (done over weekend to avoid disruption)
Ensuring all staff aware (incorporated into induction and fire drill briefings)

Employee’s Feedback:

“Before my PEEP, I was genuinely worried about what would happen in a fire. Now I have three different ways to know the alarm’s gone off. The buddy system is great – I know someone’s checking I’m aware. What really means a lot is that the company didn’t just do the minimum – they made the whole office more accessible. My colleagues are more aware and it’s improved communication generally.”

Employer’s Perspective (HR Manager):

“Creating the PEEP was a learning experience for us. We realised our fire safety procedures assumed everyone could hear alarms. The investment was modest and has benefits beyond this individual – the visual alarms are useful for everyone, and staff tell us they appreciate them during headphone work. It’s also good for our inclusive workplace culture. We’re now proactively asking about access needs during recruitment.”

Impact on Fire Safety Culture

Policy Changes:

Fire alarm testing now includes visual alarm check
Fire drills include specific check that Daniel is accounted for
New starter induction includes PEEP awareness
Visitors briefed about visual alarm system

Staff Feedback:

85% of staff said deaf awareness training was useful
Several staff learned basic BSL phrases
Fire Wardens feel more confident about inclusive evacuation

Key Learning Points

Multiple alert methods provide redundancy – if one fails, others work
Technology solutions can be cost-effective – one-time equipment investment
Benefits beyond individual – visual alarms improve experience for everyone
Buddy system creates accountability – clear responsibility assigned
Awareness training is essential – all staff need to understand PEEP
Funding available – Access to Work and tax relief reduced cost significantly
Corporate culture benefits – demonstrates commitment to inclusion

Case Study 3: Educational Setting

Wheelchair User – Secondary School Student

Location: Large secondary school in a UK city (Years 7-11, 1,200 students)
Student: Female student, Year 9 (aged 14)
Impairment: Spina bifida – uses manual wheelchair, limited upper body strength
Challenge: Multi-storey school building with science labs, sports hall, and performing arts centre on different floors

The Situation

The student started at the school in September 2024 (Year 9 transfer). She uses a manual wheelchair and has limited upper body strength due to spina bifida. She can propel herself short distances on flat ground but tires quickly and cannot manage slopes or operate heavy fire doors independently.

The school is large with several buildings:

Main Building: 3 storeys (ground floor, first floor, second floor)
Science Block: 2 storeys (labs on both floors)
Sports Hall: Single storey, separate building
Performing Arts Centre: 2 storeys (drama studios upstairs)

The student’s timetable takes her across all buildings throughout the day. The school has lifts between floors, but these cannot be used during fire evacuations.

Assessment Process

Initial Meeting (September 2024):

Attended by:

The student and her mother
Headteacher
SENCO (Special Educational Needs Coordinator)
School Site Manager / Fire Safety Lead
The student’s Form Tutor

Personal Needs Assessment:

Mobility:

Can propel manual wheelchair on flat surfaces for 20-30 metres
Cannot manage slopes or thresholds independently
Cannot open heavy fire doors alone
Limited upper body strength means cannot assist in own transfer to evacuation chair
Can weight-bear for brief moments with support
Uses accessible toilet facilities

Communication and Awareness:

Can hear fire alarm clearly
Understands evacuation procedures
Articulate and able to direct people helping her
No cognitive or learning difficulties
Confident self-advocate

Daily Routine and Timetable:

Monday through Friday, 8:45am – 3:15pm with varying locations:

Period 1-2: Usually main building (ground floor or first floor)
Period 3: Science labs (often second floor)
Period 4: Various (could be any building)
Period 5-6: Afternoon activities vary (drama, PE adapted, art)

Social Factors:

Has close friends in Year 9 (3 girls who are supportive)
Teaching assistant (TA) support for some lessons (not all periods)
Arrives by school transport (adapted minibus)
Generally confident and independent

Risk Factors Identified:

Different locations throughout day means varied evacuation routes
Not always with TA who knows PEEP
Science labs on upper floors present higher risk
Heavy fire doors throughout buildings
Timetable changes mean location not always predictable
Crowded corridors during lesson changes

The PEEP Solution

Building Infrastructure:

Evacuation chairs installed:

Main Building: 2 chairs (one on first floor, one on second floor)
Science Block: 1 chair (on second floor)
Performing Arts Centre: 1 chair (on second floor)

All chairs stored in marked, accessible locations near stairwells. Refuge points identified on each floor (near lift lobbies) with emergency communication phones.

Staff Training Programme:

12 staff members trained in evacuation chair use: All PAs, all science technicians, site team, and 4 volunteer teachers
All staff received PEEP awareness briefing (whole staff meeting)
Subject teachers for Aisha’s timetabled lessons given specific briefing

Buddy System:

Rather than designated individuals (too rigid for school setting), a buddy protocol was established:

CLASS-BASED BUDDIES:

Two students in each class designated as “fire buddies”
Role: Stay with the student, alert teacher, help with doors if needed (not evacuation chair)
Rotated each term so multiple students trained
Selected from the student’s friendship group where possible

ADULT RESPONSIBILITY:

Teacher in charge of lesson is responsible for ensuring the student is evacuated
If TA present: TA coordinates evacuation
If no TA: Teacher remains with the student or designates senior student while fetching help
Trained staff member summoned via radio system (all staff carry radios)

Evacuation Procedure by Location:

GROUND FLOOR (any building):

The student exits independently using accessible fire exit routes (marked on her personal map)
Student buddies accompany her, opening fire doors as needed
Teacher confirms the student has exited
Assembly point: Main playground (designated SEND assembly area)

FIRST OR SECOND FLOOR:

Teacher assesses situation (nature of fire, location, time available)
OPTION A – Immediate evacuation (if safe and trained staff immediately available):
- Trained staff member called via radio
- The student transfers to evacuation chair
- Evacuated via nearest stairwell within 3-4 minutes
OPTION B – Refuge point (if evacuation chair not immediately available):
- Teacher or TA accompanies the student to nearest refuge point
- Emergency phone used to notify reception/fire service
- The student waits at refuge point with staff member
- Additional trained staff member arrives within 5 minutes to complete evacuation
- The student evacuated using evacuation chair

PRACTICAL CONSIDERATIONS:

The student carries laminated PEEP summary card with QR code to full PEEP
All staff can access full PEEP via school MIS (Management Information System)
The student’s timetable flagged on staff briefing sheets
Lesson locations shared with site team each morning

Implementation and Practice

September 2024: PEEP created and agreed with family
October 2024: Equipment installed and staff training completed
October 2024: First practice evacuation – Ground floor (successful, 2 minutes)
November 2024: Practice evacuation – Science lab (second floor, refuge point strategy, 6 minutes)
December 2024: Practice evacuation – Drama studio (evacuation chair method, 5 minutes)
January 2025: Surprise practice drill – Student in first floor classroom (4 minutes, successful)
March 2025: PEEP review meeting – additions made to include cover lessons procedure

Outcome

What Worked:

Flexible “protocol-based” rather than “person-based” buddy system suited school environment
Training multiple staff meant cover always available
Student buddies created peer support and normalised PEEP
Practice drills in different locations built staff confidence
Refuge point strategy provided safe backup when chair not immediately available

Challenges and Solutions:

Challenge 1 – Cover Lessons:
When the student has a cover teacher (supply or different subject teacher), they may not know her PEEP.
Solution: PEEP summary added to cover lesson notes; bright orange “PEEP” sticker on cover folder; student carries personal summary card

Challenge 2 – Student Buddy Absence:
What if both designated student buddies absent from lesson?
Solution: Teacher nominates two volunteers on the day; most students now keen to help

Challenge 3 – Multiple Disabled Students:
School has 8 students with mobility PEEPs across different year groups
Solution: Trained enough staff to cover multiple simultaneous evacuations; staggered practice drill schedules

Student’s Feedback (March 2025):

“At first, I was worried about being treated differently or being a burden. But actually, having a PEEP makes me feel safer. My friends who are my buddies think it’s cool they got trained, and it’s nice knowing there’s a proper plan. The practice drills were a bit embarrassing at first, but now I see why they’re important. I know exactly what will happen, and so does everyone else.”

Parent’s Feedback:

“When my daughter started at the school, I was terrified about what would happen in a fire. The school took it seriously from day one. They involved us in every decision, trained the staff properly, and practiced until everyone was confident. I particularly appreciate that they thought about all the different scenarios – different buildings, different times of day. It shows they really care about her safety.”

SENCO’s Reflection:

“Creating this student’s PEEP was more complex than our previous PEEPs because of the size of the school and her varied timetable. But it forced us to think systematically about accessibility throughout the building. We’ve now created PEEPs for eight students with mobility needs, and each one has made us better at the next. The student buddy system has been surprisingly positive – it’s fostered a culture of inclusion and responsibility among the students.”

Headteacher’s Perspective:

“There was an initial concern about cost and staff time, but it’s an essential part of our duty of care. The investment was modest – £2,400 for four evacuation chairs and £600 for training. We’ve incorporated PEEP awareness into our safeguarding training. It’s not additional work – it’s core to ensuring every child is safe in our school.”

Wider Impact

School-Wide Benefits:

Identified inadequate refuge point signage (now improved)
Fire evacuation procedures now more robust for everyone
Staff more confident about inclusive emergency planning
Positive impact on school culture around disability
Several students expressed interest in careers in emergency services or healthcare after buddy training

Policy Development:

PEEP creation now standard part of SEND admissions process
All new students with disabilities asked about evacuation needs during transition
Regular PEEP review schedule established (termly basis, or after timetable changes)
Evacuation chair training offered to all staff annually

Key Learning Points

Flexibility is essential in school settings – staff and timetables change constantly
Train more staff than minimum needed – ensures cover for absence
Multiple locations need individual assessment – one school can have multiple scenarios
Student involvement creates inclusion – buddy system normalized PEEP and built peer support
Practice in realistic scenarios – drilling in actual lesson locations built genuine confidence
Refuge points are valuable backup – not all evacuations need to be immediate with chair
Communication systems matter – radios enabled quick staff coordination
Regular review is essential – timetables and staff change each term
Integration into existing systems – PEEP information in MIS and cover systems

Common Themes Across All Three Case Studies

Person-Centred Approach

All three PEEPs started with listening to the individual’s needs, preferences, and concerns.

Multiple Strategies

Each PEEP had primary and backup options (buddy + refuge, multiple alerts, different evacuation methods).

Training Investment

All settings invested in proper training – evacuation chairs, BSL awareness, deaf awareness.

Practice and Review

Regular practice drills and reviews were essential to building confidence and maintaining effectiveness.

Beyond Compliance

Each setting found that creating PEEPs improved fire safety culture and accessibility generally.

Equipment and Technology

Appropriate equipment (evacuation chairs, visual alarms, communication systems) made a significant difference.

Community Involvement

Whether building residents, colleagues, or students, involving others created support networks.

Lessons for PEEP Implementation

Start early – Don’t wait until last minute; involve individual from beginning
Be flexible – One-size-fits-all doesn’t work; tailor to individual and setting
Invest in training – Proper training for assistants/buddies is non-negotiable
Practice regularly – Drills build confidence and identify problems
Review and update – Circumstances change; PEEPs must be living documents
Consider context – Different settings (residential, workplace, education) need different approaches
Think holistically – PEEPs often reveal wider accessibility improvements needed
Budget appropriately – Equipment and training cost money but are essential
Communicate widely – Multiple people need to know about PEEPs
Get consent – Always involve individual in decisions about their PEEP

These case studies are composite examples based on best practice guidance and common scenarios. They illustrate effective PEEP implementation across different settings. Every PEEP should be tailored to the individual’s specific needs and circumstances.