PEEPs for Educational Settings

Comprehensive guidance for schools, colleges, and universities

Emergency Evacuation Planning in Education

Educational settings have a legal duty to ensure all students, staff, and visitors can safely evacuate in an emergency. Personal Emergency Evacuation Plans (PEEPs) are essential for supporting individuals who may need assistance during an evacuation due to disability, temporary injury, or other factors affecting mobility or awareness.

Why PEEPs Matter in Education

Legal requirement: Equality Act 2010 requires reasonable adjustments for disabled students and staff
Regulatory compliance: Ofsted and quality assurance bodies assess emergency planning provisions
Student wellbeing: Ensures inclusive education without compromising safety
Staff protection: Clear procedures protect employees who assist during evacuations
Visitor safety: Covers contractors, parents, and guests with access needs

Legal Framework:Educational settings must comply with the Regulatory Reform (Fire Safety) Order 2005, the Equality Act 2010, and the Health and Safety at Work Act 1974. This means conducting fire risk assessments that specifically consider how disabled individuals will evacuate safely.

Who Needs a PEEP in Educational Settings?

Students Who May Require PEEPs

A PEEP should be considered for any student who cannot independently evacuate the building quickly and safely. This includes:

Category	Examples	Key Considerations
Mobility Impairments	Wheelchair users, walking frame users, limited stamina	Accessible routes, evacuation aids, assistance requirements
Sensory Impairments	Deaf/hearing impaired, blind/visually impaired	Visual fire alarms, tactile guidance, buddy systems
Cognitive Disabilities	Learning disabilities, autism spectrum, ADHD	Clear instructions, familiar support staff, calm guidance
Mental Health Conditions	Anxiety disorders, panic disorders	Reassurance strategies, designated support person
Temporary Conditions	Broken limbs, post-surgery recovery, pregnancy complications	Time-limited plans, regular review
Medical Conditions	Severe asthma, epilepsy, diabetes	Medical equipment access, trained assistance

Staff Members Requiring PEEPs

The same considerations apply to teaching staff, support staff, administrative personnel, and contractors working on-site. Educational settings have employment law obligations to make reasonable adjustments for disabled employees.

Age-Appropriate Considerations:Early years settings, primary schools, secondary schools, and universities each require different approaches. Younger children may need more adult supervision during evacuations, while university students with disabilities may prefer greater independence with available support.

Staff Responsibilities in Educational Settings

Headteacher / Principal / Vice-Chancellor

Overall responsibility for emergency planning
Ensure PEEP policy is implemented
Allocate resources for training and equipment
Monitor compliance and effectiveness
Report to governors/trustees on safety

Health & Safety Lead

Coordinate fire risk assessments
Manage PEEP documentation
Arrange staff training
Liaise with emergency services
Review and update procedures

SENCO / Disability Support Coordinator

Identify students needing PEEPs
Complete PEEP assessments
Coordinate with families
Train Personal Assistants
Monitor individual needs

Class Teachers / Tutors

Know which students have PEEPs
Follow PEEP procedures during drills
Report concerns about student safety
Communicate with support staff
Support student understanding

Teaching Assistants / Support Staff

Implement assigned PEEP roles
Attend training sessions
Practice evacuation procedures
Provide feedback on effectiveness
Support student confidence

Premises / Facilities Manager

Maintain evacuation routes
Ensure equipment is available
Test alarm systems (visual & audible)
Keep access routes clear
Manage building modifications

Best Practice:Designate a PEEP Coordinator role to oversee all aspects of personal emergency evacuation planning. This person ensures consistency, maintains records, and acts as the central point of contact for PEEP-related queries.

Creating Effective Student-Focused PEEPs

The PEEP Development Process

Initial IdentificationIdentify students who may need PEEPs during admissions, enrolment, or when circumstances change. Include information in enrolment forms asking about evacuation assistance needs.
Individual AssessmentMeet with the student (and parents/guardians if appropriate) to understand their specific needs, abilities, and preferences. Conduct the assessment in the actual learning environment.
Plan DevelopmentCreate a written PEEP document that covers all areas where the student studies, including classrooms, labs, sports facilities, and common areas.
Consultation & AgreementReview the plan with the student, parents (where appropriate), support staff, and any assigned assistants. Ensure everyone understands their role.
Staff CommunicationShare relevant information with teachers and support staff while respecting the student’s privacy. Only share details necessary for safety.
Practice & TestingPractice the PEEP during fire drills. This helps the student feel confident and allows staff to identify any practical issues.
Regular ReviewReview PEEPs at least annually, when circumstances change, after any incident, or if the student or staff express concerns.

Essential Elements of a Student PEEP

PEEP Document Checklist

Student’s full name, year group/class, and photo (optional but helpful)

Description of disability or condition affecting evacuation

Locations covered (classrooms, labs, sports hall, library, etc.)

Whether the student can evacuate independently or needs assistance

Type of assistance required (physical support, guidance, reassurance)

Names of designated assistants (primary and backup)

Evacuation route(s) from each regular location

Assembly point location and any special considerations

Communication methods (verbal, visual, signing)

Equipment needed (wheelchair, walking frame, communication device)

Medical considerations during evacuation

What to do if the student is away from their usual location

Emergency contact details for parents/guardians

Date created, review date, and signature of those involved

Age-Appropriate Involvement

Early Years and Primary Schools

For younger children, involve parents/guardians extensively in the PEEP process. Explain procedures in child-friendly language and use visual aids. Practice regularly to build familiarity and reduce anxiety. Ensure sufficient adult supervision ratios during evacuations.

Secondary Schools

Involve students directly in creating their PEEPs while keeping parents informed. Respect the student’s growing independence but ensure adequate support. Consider peer support systems where appropriate, with proper training and supervision.

Further and Higher Education

Students should lead the PEEP process with institutional support. Respect autonomy while ensuring effective safety measures. Consider the complexity of campus environments including multiple buildings, laboratories, and residential accommodation.

Privacy and Dignity:Balance safety needs with the student’s right to privacy. Only share PEEP information with staff who need to know. Use discreet communication methods and avoid singling out students during evacuations. Always consult with the student and family about what information can be shared.

Emergency Procedures in Educational Settings

Fire Alarm Activation

For All Staff

When the fire alarm sounds, all staff should immediately implement their emergency procedures, including checking their knowledge of which students in their current location have PEEPs.

For PEEP-Designated Assistants

Staff assigned to assist specific students should immediately locate their designated student(s) and implement the agreed PEEP procedure. If the designated assistant is unavailable, the backup assistant must take over.

For Students with PEEPs

Students should follow their practiced PEEP procedure. They should wait for their designated assistant if help is needed and not attempt to evacuate in a way that might be unsafe for them.

Evacuation Scenarios and Solutions

Scenario	Solution
Student is on upper floor and cannot use stairs	Use evacuation chairs or assisted descent; use refuges if available; ensure ground floor alternative rooms are offered where possible
Student cannot hear fire alarm	Install visual alarm system (VADs); assign buddy to alert student; ensure vibrating pager system if appropriate
Student becomes anxious during drills	Provide advance warning of drills; use social stories; assign familiar support person; practice during quiet times initially
Designated assistant is absent	Backup assistant named in PEEP takes over; class teacher aware of backup procedures; never leave student without support
Student moves to different classroom	PEEP covers all regular locations; supply teachers briefed; PEEP information visible in classroom (discreetly)
Medical equipment needed during evacuation	Emergency grab bag prepared; equipment stored accessibly; staff trained in equipment use; backup supplies available

Refuge Areas

Refuge areas are fire-resistant locations where people can await assisted evacuation. In educational settings:

Refuges should be provided in multi-storey buildings if alternative accessible routes aren’t available
Refuges must have two-way communication with emergency coordinators
Students should only use refuges if they cannot evacuate independently and assistance is temporarily unavailable
Emergency services must be informed immediately when refuges are in use
Refuges are a temporary measure, not a place to wait out the entire incident

Best Practice – Evacuation Chairs:Schools should invest in evacuation chairs for multi-storey buildings. Staff must receive training in their use, and chairs should be stored in accessible locations. Regular practice ensures competence and builds confidence for both students and staff.

Post-Evacuation Procedures

Roll Call: Designated staff check all students with PEEPs have reached the assembly point safely
Communication: PEEP coordinator confirms status with fire marshals and senior staff
Welfare: Check students are comfortable and provide reassurance if needed
Parent Notification: Contact parents if there are any concerns or if evacuation was prolonged
Debriefing: After drills, gather feedback from students, staff, and witnesses to improve procedures
Documentation: Record any issues and actions taken during the evacuation

Ofsted and Regulatory Compliance

What Ofsted Looks For

Ofsted inspectors assess whether schools make reasonable adjustments for disabled students and whether emergency procedures adequately consider all students’ needs. They will examine:

Ofsted Inspection Points

Evidence that PEEPs are in place for students who need them

Documentation showing regular reviews and updates

Staff awareness of their PEEP-related responsibilities

Records of fire drills that include students with PEEPs

Communication between SENCO, teaching staff, and families

Training records for staff involved in PEEPs

Accessibility of the building and evacuation routes

Policy documents that address emergency evacuation for disabled students

Quality Assurance in Further and Higher Education

Colleges and universities are assessed by the Office for Students (OfS) and the Quality Assurance Agency (QAA). These bodies expect institutions to demonstrate:

Inclusive learning environments that don’t compromise safety
Effective disability support services with emergency planning integration
Student involvement in creating their own safety plans
Comprehensive risk assessments covering all campus facilities
Clear policies and procedures accessible to all students and staff

Documentation Standards:Maintain a central PEEP register that’s securely stored but accessible to authorised staff. Keep digital and physical copies. Include creation dates, review dates, and version control. Ensure compliance with GDPR when storing personal information about students.

Self-Assessment Checklist for Schools

Compliance Checklist

We have a written PEEP policy approved by governors/trustees

We identify all students and staff who need PEEPs

PEEPs are created in consultation with students/families

All relevant staff are trained in PEEP procedures

We conduct regular fire drills that include PEEP students

PEEPs are reviewed at least annually

We have visual and audible alarm systems

Evacuation equipment is available and maintained

We document all PEEP-related training and drills

We consult with the Fire and Rescue Service on our procedures

Parents/guardians are kept informed about their child’s PEEP

We review and improve procedures after every drill

Practical Guidance for Different Educational Settings

Early Years and Nursery Settings

Higher supervision ratios: More adults available to assist during evacuations
Simple procedures: Clear, easy-to-follow evacuation routes
Parent involvement: Close liaison with families about any special needs
Visual aids: Picture-based evacuation guides for non-readers
Regular practice: Frequent drills to build familiarity and reduce fear
Grab bags: Emergency packs with essential items for children with special needs

Primary Schools

Class-based approach: Teachers responsible for their class during evacuation
Buddy systems: Pair students with PEEPs with reliable classmates (with proper training and supervision)
Teaching Assistants: Often designated as PEEP assistants for students they support
Communication books: Share PEEP information between school and home
Inclusive language: Help all students understand why we practice evacuations
After-school clubs: Ensure PEEP cover extends to all activities

Secondary Schools

Timetable complexity: PEEPs must cover different locations throughout the day
Student independence: Balance support with promoting self-reliance
Peer support: Train student volunteers to assist (under adult supervision)
Subject teachers: Brief all teachers about PEEP students in their classes
Break times: Clear procedures for when students are moving between locations
Practical subjects: Additional considerations for science labs, DT workshops, sports facilities
Exams: PEEP procedures for exam halls and during assessments

Further Education Colleges

Diverse student body: Adult learners, part-time students, apprentices may have varying needs
Vocational facilities: Workshops, studios, and labs require specific risk assessments
Flexible timetables: Students may be in different locations each day
Student responsibility: Encourage students to take ownership of their PEEP
Disclosure: Support students who may be reluctant to disclose disabilities
Work placements: Ensure PEEP arrangements extend to off-site learning

Universities

Campus-wide approach: PEEPs must cover lecture theatres, libraries, accommodation, sports facilities
Student-led: Students manage their own PEEPs with support services guidance
Disability services: Central coordination of PEEP assessments and support
Multiple buildings: Location-specific evacuation plans for each facility
Residential halls: Night-time evacuation procedures for students in accommodation
Large groups: Procedures for lectures with hundreds of students
Visitor management: Systems for students with PEEPs who visit different buildings
Laboratory safety: Specific procedures for high-risk research environments

Out-of-Hours Activities:Remember that educational settings operate beyond normal teaching hours. Evening classes, lettings, parent evenings, and community activities all require PEEP consideration. Ensure procedures cover all times when the building is occupied.

Training Requirements

Who Needs Training?

All Staff

Awareness of PEEP procedures and their role
How to respond if they encounter a student with a PEEP during an evacuation
Who to contact if they have concerns

Designated PEEP Assistants

Detailed training on specific PEEP procedures for their assigned student(s)
Physical assistance techniques (e.g., guiding, supporting mobility)
Communication methods appropriate to the student’s needs
Use of evacuation equipment (evacuation chairs, visual alarms)
What to do in different emergency scenarios

SENCO / Disability Coordinators

In-depth PEEP assessment training
Legal requirements and best practices
Consultation skills for working with students and families
Documentation and record-keeping

Senior Leaders

Strategic overview of PEEP systems
Legal responsibilities and compliance requirements
Budget and resource implications
Ofsted/quality assurance expectations

Training Frequency

Induction: All new staff receive PEEP awareness training during induction
Annual refresher: All staff receive annual updates on procedures
Role-specific: PEEP assistants receive training when assigned and annual refreshers
As needed: Additional training when PEEPs are updated or new equipment is introduced
Post-incident: Review and retraining after any real emergency or significant drill issue

Training Records:Maintain detailed records of all PEEP-related training including attendee names, dates, content covered, and trainer details. This demonstrates compliance during inspections and helps identify who needs refresher training.

Common Challenges and Solutions

Challenge	Solution
Student doesn’t want a PEEP	Have sensitive conversations about safety vs. independence; explore less obvious support methods; involve parents if appropriate; emphasize that PEEPs protect everyone’s safety
Parents reluctant to engage	Explain legal obligations; emphasize child safety; offer flexible meeting times; use clear, non-technical language; involve trusted staff member parent knows
Staff shortages make assistant unavailable	Always designate backup assistants; create flexible rotas; train multiple staff members; consider cross-department support; adjust student timetable if necessary
Building not fully accessible	Prioritize ground floor rooms; install evacuation chairs; create refuge areas; schedule reasonable adjustments; plan building improvements; consult with access specialists
Student condition changes frequently	Create flexible PEEP with multiple options; review more frequently (monthly if needed); maintain close communication with family; empower student to communicate needs
Supply teachers unaware of PEEPs	Create quick-reference PEEP summary in classroom; brief supply staff on arrival; designate support staff to lead evacuation; include in supply teacher pack
Student embarrassed by PEEP	Use discreet procedures; normalize support for everyone; focus on abilities not disabilities; involve student in decisions; avoid drawing attention during drills
Multiple students with different PEEPs in one class	Assign different staff members to each student; practice coordinated evacuations; use clear communication systems; consider staggered evacuation if safe to do so

Working with External Partners

Fire and Rescue Service

Invite the local Fire and Rescue Service to review your PEEP arrangements. They can provide expert advice on evacuation procedures, equipment, and building safety. Many services offer free safety audits for educational settings.

Occupational Health

For staff members with PEEPs, involve Occupational Health in assessments. They can provide medical advice on capabilities and recommend appropriate adjustments.

Educational Psychologists

For students with cognitive or emotional needs affecting evacuation, educational psychologists can advise on behavior strategies, communication methods, and anxiety reduction techniques.

Specialist Equipment Providers

Consult with suppliers of evacuation chairs, visual alarm systems, and other specialized equipment. They often provide training and ongoing support.

PEEP Documentation and Records

Essential Documents

PEEP Policy: Overarching policy document approved by governance body
Individual PEEPs: Specific plan for each person requiring support
Training records: Evidence of staff competence
Drill records: Documentation of practice evacuations
Review logs: Evidence of regular PEEP reviews
Incident reports: Learning from actual emergencies or near-misses
Equipment maintenance logs: Records of evacuation chair servicing, alarm testing

Information Sharing

Balance safety needs with data protection and privacy:

Only share PEEP information with staff who need to know
Store PEEP documents securely with appropriate access controls
Comply with GDPR requirements for special category data
Obtain consent before sharing information with external agencies
Create summaries that protect dignity while ensuring safety
Use coded systems or symbols if necessary to maintain discretion

Digital Systems:Many schools now use digital PEEP management systems integrated with their student information systems. These can automatically flag students with PEEPs on class registers and send reminders for reviews. Ensure any system meets data protection requirements and allows offline access during emergencies.

Review and Update Cycles

PEEPs should be reviewed:

At least annually as standard practice
When the student’s condition or needs change
After any incident or near-miss during evacuation
When the building layout or alarm systems change
If the student moves to different teaching spaces
When key staff members change roles
After feedback from fire drills
At the request of the student, family, or staff

Need More Support?

Implementing effective PEEPs protects students, supports staff, and demonstrates your commitment to inclusive education. For comprehensive templates, training resources, and expert guidance, explore our full PEEP resources. Download PEEP Templates

Quick Reference Summary

Key Actions for Educational Settings

Establish a clear PEEP policy and assign a coordinator
Identify all students and staff who may need PEEPs
Complete individual assessments in consultation with students/families
Create written PEEPs covering all locations and scenarios
Train all relevant staff in their PEEP responsibilities
Practice evacuation procedures regularly during fire drills
Review PEEPs at least annually and after any incident
Maintain comprehensive documentation for compliance
Continuously improve based on feedback and experience
Ensure governance oversight and adequate resourcing

Remember:Effective PEEPs are created collaboratively with students and families, practiced regularly, and reviewed frequently. They should enhance independence rather than restrict it, and protect dignity while ensuring safety. When done well, PEEPs become a natural part of your school’s inclusive culture.