Emergency lighting plays a vital role in keeping pupils, teachers, support staff and visitors safe when normal lighting fails. In a school environment, a sudden loss of illumination can make corridors difficult to navigate, leave staircases hazardous and make it harder for people to locate emergency exits. A properly planned emergency lighting risk assessment helps schools identify these risks and determine whether their existing lighting arrangements are suitable.
Schools have a responsibility to manage fire safety risks and maintain appropriate precautions throughout their premises. This involves more than installing emergency lights and carrying out routine tests. The school must also consider its building layout, the people using the premises, the escape routes available and the consequences of a lighting failure during an emergency.
A thorough assessment can identify gaps in the existing installation, highlight areas where additional lighting may be necessary and establish a suitable maintenance programme. Working with a competent fire safety specialist, such as William Hale, can help schools assess their arrangements and address potential weaknesses before they become more serious problems.
What Is an Emergency Lighting Risk Assessment?
An emergency lighting risk assessment is a structured review of the risks associated with a failure of normal lighting and the measures needed to maintain safe movement and evacuation.
In schools, this assessment considers whether people would have sufficient illumination to recognise escape routes, negotiate changes in floor level, locate exits and move away from danger if the normal electrical supply failed.
It should take account of the existing emergency lighting installation, the layout and use of the building, the people occupying it and the arrangements described in the school’s wider fire risk assessment.
An assessment is not simply a visual inspection of individual light fittings. It should establish whether the emergency lighting provision is appropriate for the risks present throughout the premises.
For example, a school might have functioning emergency lights in its main corridors but inadequate coverage around a staircase, an exit or a recently altered teaching area. The individual fittings may appear to be in good condition, yet the overall system could still leave a significant gap in the school’s evacuation arrangements.
A risk assessment helps identify these issues and determine what action is required.
How Does It Differ from a Fire Risk Assessment?
Emergency lighting forms part of a school’s wider fire safety arrangements, but an emergency lighting assessment has a more specific focus.
A fire risk assessment considers the overall risks of fire and the measures needed to protect people. This can include fire detection, alarm systems, escape routes, compartmentation, evacuation procedures and emergency lighting.
An emergency lighting assessment concentrates on whether sufficient emergency illumination is provided in the appropriate locations and whether the installation is capable of performing its intended function.
| Assessment | Main purpose | Typical areas of focus |
|---|---|---|
| Fire risk assessment | Evaluate fire risks and the overall safety arrangements | Fire prevention, detection, escape routes, evacuation and protective measures |
| Emergency lighting risk assessment | Determine whether emergency lighting is suitable for the building and its occupants | Lighting coverage, escape routes, exit visibility, system condition and testing arrangements |
| Emergency lighting inspection | Examine the physical condition and operation of the installation | Luminaires, signs, controls, batteries and visible defects |
| Emergency lighting test | Verify that the equipment operates under specified test conditions | Functional operation, battery performance and rated duration |
These activities complement one another. An emergency lighting assessment should be informed by the school’s fire risk assessment, while the findings may identify issues that require the wider fire safety arrangements to be reviewed.
Are Emergency Lighting Risk Assessments a Legal Requirement for Schools?
Schools in England and Wales are subject to the Regulatory Reform (Fire Safety) Order 2005. The responsible person must ensure that a suitable and sufficient fire risk assessment is carried out and that appropriate fire safety measures are maintained.
The legislation does not prescribe a separate document called an emergency lighting risk assessment for every school. However, the need for emergency lighting and the adequacy of the existing arrangements should be considered as part of the fire risk assessment and the management of relevant fire precautions.
Where emergency lighting is necessary, the responsible person must ensure that the arrangements remain suitable and are properly maintained.
Different legislation applies in Scotland and Northern Ireland, so schools in those jurisdictions should follow the requirements relevant to their location.
Who Is Responsible for the Assessment?
Responsibility depends on the school’s management structure, ownership and control of the premises.
The responsible person may be an employer, an organisation or an individual with control over the premises, depending on the circumstances. In practice, responsibility may involve a local authority, academy trust, school governing body or another organisation responsible for managing the building.
The school should clearly establish who is responsible for arranging assessments, reviewing recommendations, maintaining records and ensuring that identified defects are addressed.
A facilities manager may coordinate the practical arrangements, while a competent fire safety professional or emergency lighting specialist may carry out the relevant technical assessment.
Employing a contractor does not automatically remove the responsible person’s wider legal duties. The school must still ensure that appropriate action is taken when risks or defects are identified.
When Should a School Carry Out an Emergency Lighting Risk Assessment?
An assessment should be carried out when the school needs to establish whether its emergency lighting provision is suitable, and it should be reviewed whenever circumstances change in a way that could affect safety.
There is no single universal interval requiring every school to commission a completely new emergency lighting risk assessment each year. The appropriate review arrangements depend on the building, the existing assessment, the risks identified and changes to the premises.
Certain situations make a review particularly important.
When a New School Building Opens
A new school building should have emergency lighting designed and installed in accordance with the applicable requirements.
Before the building is occupied, the school should ensure that the installation has been appropriately commissioned, relevant documentation is available and the arrangements for inspection and testing are established.
The assessment should consider how the building will actually be used, including the location of teaching rooms, assembly spaces, staircases and final exits.
After Building Work or Refurbishment
Extensions, classroom alterations, new partitions and changes to corridors can affect the suitability of an existing emergency lighting system.
For example, a new partition might obstruct an illuminated exit sign, while a change to a corridor layout could alter the route people need to follow during an evacuation.
Schools should review their emergency lighting arrangements after significant alterations rather than assuming the original installation remains adequate.
When Rooms Change Purpose
Changing the use of a room can introduce different risks.
A classroom converted into a science laboratory, a storage area turned into a teaching room or a hall used for large public events may require a fresh review of the lighting and evacuation arrangements.
The assessment should consider occupancy, access to exits, hazards and whether the existing emergency lighting provides appropriate coverage.
Following an Emergency or Identified Failure
A power failure, evacuation incident or recurring emergency lighting fault may reveal weaknesses in the existing arrangements.
The school should investigate what happened, establish whether the system performed as intended and determine whether changes are necessary.
Even where the immediate fault is repaired, the incident may indicate a wider problem that warrants a more detailed assessment.
When the Fire Risk Assessment Is Reviewed
Emergency lighting should be reconsidered as part of the school’s ongoing fire safety management.
If the fire risk assessment identifies changes to evacuation arrangements, new hazards or weaknesses in existing precautions, the emergency lighting provision may also need to be reviewed.
What Should an Emergency Lighting Risk Assessment Cover?
A comprehensive assessment should examine the building as a whole and identify the areas where loss of normal lighting could affect safe evacuation.
The exact requirements will vary between schools. A small primary school with a simple layout will have different needs from a multi-storey secondary school with laboratories, sports facilities and several separate buildings.
Escape Routes and Corridors
Corridors are often the main routes pupils and staff use to reach an exit. If normal lighting fails, inadequate emergency illumination can make it harder to recognise the correct direction of travel and avoid obstacles.
The assessment should consider whether the relevant corridors are adequately illuminated and whether emergency lighting remains suitable where routes change direction or pass through different sections of the building.
It should also identify obstructions, changes in layout and any areas where the existing fittings may not provide sufficient coverage.
Staircases and Changes in Floor Level
Staircases present particular risks during a power failure because people must be able to judge steps, landings and changes in direction.
The assessment should consider all relevant staircases, ramps and changes in floor level, including those that form part of alternative escape routes.
Schools with several floors should ensure that the assessment covers the complete evacuation route rather than concentrating on the ground floor or main entrance.
Final Exits and Exit Signs
People need to be able to identify the correct exit and move towards it safely.
The assessment should consider the visibility and illumination of exit signs, the location of final exits and whether the signs remain appropriate for the current building layout.
A sign that is obscured, incorrectly positioned or no longer aligned with the intended escape route could create confusion during an evacuation.
Assembly Halls and Sports Facilities
Large halls, gyms and dining areas can accommodate substantial numbers of people. Their layout may also change depending on the activity taking place.
The assessment should consider the routes available from these spaces, the position of exits and whether the emergency lighting is suitable for the way the area is used.
Particular attention may be needed where seating, temporary equipment or event layouts could affect movement towards exits.
Toilets, Changing Rooms and Enclosed Areas
Toilets, changing rooms, storage areas and other enclosed spaces should be considered within the assessment.
The need for emergency lighting depends on the specific circumstances, including the layout, the level of risk, the relationship to escape routes and the applicable standards.
Schools should not automatically exclude an area simply because it is not a conventional teaching space.
Laboratories, Kitchens and Workshops
Science laboratories, food technology rooms, kitchens and workshops can contain equipment or materials that introduce additional hazards.
The assessment should consider how people would leave these areas safely if the normal lighting failed. Where relevant, it should also account for equipment shutdown procedures, hazardous materials and the arrangements for supervising pupils during an evacuation.
Areas Used by Visitors and the Public
Schools may host parents’ evenings, performances, sporting events, meetings and community activities outside normal teaching hours.
Visitors may be unfamiliar with the building, so the assessment should consider whether emergency lighting and exit signs make the evacuation routes sufficiently clear.
Where the building is used by different groups at different times, the school’s arrangements should account for those patterns of occupancy.
How Do You Assess the Risks of Emergency Lighting Failure?
A risk assessment should identify potential failures, consider their consequences and establish what measures are necessary to control the risks.
It should not simply list the emergency lights installed in the building. The important question is whether the system provides appropriate illumination in the circumstances in which it may be needed.
Identify the Hazards
The first step is to identify situations in which a loss of normal lighting could compromise safety.
Examples include a dark staircase, an unlit corridor, an obscured exit sign or a room where people may struggle to locate the nearest safe route.
The assessor should also consider the possibility of equipment failure, battery deterioration, electrical faults and changes to the building that have affected the original lighting design.
Identify Who Could Be Harmed
The assessment should consider everyone who may use the premises.
| Group | Potential risk |
|---|---|
| Primary school pupils | Difficulty recognising escape routes or negotiating stairs in darkness |
| Secondary school pupils | Confusion in unfamiliar areas or during busy evacuations |
| Teachers and support staff | Difficulty supervising pupils and directing movement |
| Visitors and parents | Limited familiarity with the building layout |
| Contractors | Unfamiliarity with alternative escape routes |
| People with disabilities | Additional difficulty navigating routes without suitable illumination or assistance |
The assessment should consider the needs of people who may require additional assistance during an evacuation, alongside the school’s established evacuation arrangements.
Evaluate the Existing Controls
The assessor should review the emergency lighting system and consider whether its coverage, operation and maintenance are appropriate.
This may involve examining installation drawings, inspecting fittings, reviewing test records and checking that the current building layout matches the original design.
Where the assessment identifies potential deficiencies, the school should establish whether remedial work or a more detailed technical investigation is required.
Decide What Action Is Necessary
Actions should be based on the severity and likelihood of the risk, the importance of the affected area and the effectiveness of existing precautions.
A fault affecting a critical escape route may require urgent attention. A less significant issue may still need correction, but the immediate response will depend on the circumstances.
The assessment should record the actions required, who is responsible for completing them and when they should be addressed.
Understanding Emergency Lighting Standards for Schools
Emergency lighting assessments should take account of the standards and guidance relevant to the installation.
The principal standards commonly considered include:
| Standard | Relevance to school emergency lighting |
|---|---|
| BS 5266-1 | Code of practice covering the emergency lighting of premises |
| BS EN 1838 | Requirements relating to emergency lighting illumination |
| BS EN 50172 | Emergency escape lighting systems, including inspection, testing and maintenance arrangements |
The applicable editions and any relevant amendments should be confirmed by a competent professional.
These standards help inform the design, performance and maintenance of emergency lighting. They should be applied alongside the relevant fire safety legislation, the building’s risk assessment and the manufacturer’s instructions.
Does Every School Need the Same Emergency Lighting?
No. The emergency lighting provision required depends on the characteristics of the premises and the risks associated with their use.
A single-storey school with straightforward escape routes may have different requirements from a large secondary school with multiple floors, long corridors, specialist teaching rooms and several exits.
The assessment should determine where emergency lighting is needed and whether the existing installation provides suitable coverage.
It is not sufficient to install a fixed number of lights without considering their position, the illumination they provide and the escape routes they are intended to serve.
How Emergency Lighting Risk Assessments Relate to Testing and Maintenance
An assessment establishes whether the emergency lighting arrangements are appropriate. Testing and maintenance help ensure that the equipment continues to function as intended.
These activities should form part of a coordinated fire safety management programme.
Monthly Functional Testing
Monthly functional tests check whether emergency lighting responds when the normal supply is interrupted.
The assessment may identify areas or equipment that require particular attention, but the routine testing programme should cover the installation in accordance with the applicable requirements.
Schools should record the results and arrange investigation where fittings fail to operate correctly.
Annual Full-Duration Testing
Annual testing checks whether emergency lighting can operate for its required rated duration.
For many installations, this is three hours, but the correct duration should be established from the system design and applicable standards.
A light that illuminates during a brief functional test may still have a battery that cannot sustain operation for the required period. This is one reason why duration testing remains important.
Maintenance and Remedial Work
Testing may identify problems that require repairs, replacement components or further investigation.
The school should maintain records of defects and the work carried out to resolve them. Once repairs are completed, appropriate checks should confirm that the affected equipment operates correctly.
An assessment should also be reviewed if testing reveals a recurring problem or a weakness that could affect safe evacuation.
What Should Schools Do After an Emergency Lighting Risk Assessment?
The value of an assessment depends on what happens after the findings have been documented.
Schools should review the results, prioritise the recommended actions and establish a clear process for completing the necessary work.
Create an Action Plan
The action plan should distinguish between urgent safety concerns and longer-term improvements.
For each action, record the issue identified, the work required, the person responsible and the target completion date.
Where a defect creates an immediate risk, the responsible person should consider suitable interim measures while permanent repairs are arranged.
Allocate Responsibility
Actions should be assigned to a named person or clearly identified role.
This is particularly important in schools where responsibility for premises maintenance is shared between the leadership team, estates staff, an academy trust or a local authority.
A clear allocation helps prevent recommendations from being overlooked when staff change roles or contractors are replaced.
Keep Evidence of Completed Work
Records should show what action was taken and whether the problem was resolved.
Depending on the issue, this may include contractor reports, repair records, updated drawings, commissioning information or the results of follow-up testing.
Outstanding actions should remain visible until they have been completed and appropriately checked.
Review the Assessment When Necessary
An assessment should not be treated as permanently valid regardless of changes to the building.
Changes to the layout, occupancy, use of rooms or evacuation arrangements may affect the suitability of the existing system.
Schools should establish a review process that keeps the assessment aligned with the actual condition and use of the premises.
Common Mistakes Schools Should Avoid
Several mistakes can undermine the effectiveness of emergency lighting risk assessments, even when a school has an established maintenance programme.
| Mistake | Why it matters | Better approach |
|---|---|---|
| Treating a lighting assessment as a simple visual check | Visible fittings may still fail to provide adequate illumination | Consider coverage, system design and the risks affecting evacuation |
| Assuming monthly tests replace annual testing | Brief tests do not establish whether batteries can sustain operation for the required duration | Maintain the appropriate functional and full-duration testing schedule |
| Ignoring building alterations | New partitions, doors or room uses can affect escape routes | Review the assessment after relevant changes |
| Failing to document defects | Problems may remain unresolved or recur without being noticed | Maintain clear fault and repair records |
| Leaving responsibility unclear | Testing and remedial work may be missed | Assign responsibility for checks, records and follow-up actions |
| Relying on old drawings without checking the premises | Documentation may no longer reflect the current building | Verify the actual layout and installation |
| Delaying action on critical faults | People may be exposed to avoidable risks during an emergency | Assess the risk promptly and implement suitable controls |
A well-managed assessment process should identify weaknesses early and ensure that the school has a practical route to resolving them.
How to Choose a Specialist for School Emergency Lighting Assessments
Schools should look for a competent specialist with suitable knowledge of emergency lighting systems, relevant standards and the practical requirements of educational premises.
Experience with school buildings can be particularly valuable because these premises often combine teaching rooms, assembly spaces, specialist facilities and multiple escape routes.
When appointing a provider, schools should establish what the assessment includes, whether testing and remedial work can also be arranged, and what documentation will be supplied.
Useful questions include:
- Does the provider have relevant experience with educational buildings?
- Can they assess the existing installation against applicable requirements?
- Will they identify deficiencies in coverage, condition or maintenance?
- Can they explain which findings require urgent attention?
- Will the school receive a written report with practical recommendations?
- Can the provider support subsequent repairs and verification?
- Will the documentation help the school maintain its ongoing records?
The school should also clarify whether the service covers an emergency lighting assessment alone or includes a wider review of fire safety systems. This helps ensure that the work commissioned matches the school’s requirements.
Emergency Lighting Risk Assessment Checklist for Schools
The following checklist can help school managers prepare for an assessment and organise the information needed by the assessor.
- Confirm who is responsible for fire safety and premises maintenance.
- Make the current fire risk assessment available.
- Gather emergency lighting drawings and installation information.
- Review the latest monthly functional test records.
- Review annual full-duration test records.
- Identify any outstanding emergency lighting faults.
- Note recent extensions, refurbishments or changes to room use.
- Identify all relevant escape routes, staircases and final exits.
- Consider the needs of pupils, staff and visitors who may require additional assistance.
- Confirm whether the system uses manual or automatic testing.
- Arrange access to all relevant buildings and areas.
- Record the assessment findings and agree the required actions.
- Assign responsibility for remedial work and follow-up checks.
- Establish when the assessment should next be reviewed.
This checklist is a planning aid rather than a substitute for a professional assessment. The scope of the work should be appropriate to the building, its occupancy and the relevant fire safety requirements.
For school leaders and estates teams, the main priority is to ensure that emergency lighting arrangements are based on a clear understanding of the risks, supported by appropriate testing and maintenance, and reviewed whenever circumstances change.