[CFS PLAYBOOK] FIRE SAFETY

[CFS POLICY] FIRE SAFETY

1.0 POLICY STATEMENT

Compass Forest School prioritises the safety and wellbeing of all children, Crew, and visitors in where  fire and fire-related activities are used for skill building and warmth. To achieve this, Crew

• Conduct and review fire risk assessments for all outdoor areas and activities, implementing preventative measures.

• Engage with ongoing training in fire safety, safe use of fire and emergency procedures.

• Supervise fire activities, responding promptly to incidents and review practices to continuously improve safety.

1.1 DEFINITION OF TERMS

The below table sets out a number of terms and definitions used within this document and connected documents:

Child/ren; A person under the age of 18.

Tribe ; The Compass Forest School community which includes all those directly connected - staff members, schools, parents, families and children

Parents ; Adults in a parenting role; e.g birth parents, step-parents, foster carers, adoptive parents, LA corporate parents

Crew ;  All those working for or on behalf of the school, full or part time, temporary or permanent, in either a paid or voluntary capacity

1.2 LEGAL FRAMEWORK AND STATUTORY GUIDANCE

Compass Forest School Playbooks are informed by statutory guidance, legislation and government standards that ensure the safe and effective delivery of Alternative Provision. Each Playbook interprets and applies these documents in ways specific to its area of practice.

Alternative Provision And National Standards

• Non‑School Alternative Provision Voluntary National Standards (2025/26) – The benchmark for quality, safety and outcomes in non-school settings.

• Arranging Alternative Provision (DfE) – Statutory guidance for LAs and schools on commissioning and reintegration.

• Education Acts 1996 & 2002 (Parts 3, 6, 7) – Legal duties for suitable education and pupil registration.

• School Attendance (Pupil Registration) (England) Regulations 2024 – Mandatory requirements for daily attendance reporting and digital registers.

Safeguarding And Child Welfare

• Keeping Children Safe in Education (KCSIE 2026) – Primary statutory guidance for safeguarding, including Operation Encompass and Filtering/Monitoring duties.

• Working Together to Safeguard Children (2026) – Multi-agency guidance for identifying, responding to and preventing harm.

• Children Act 1989, 2004, 2006 – Core legal frameworks for care and protection of children.

• SEND Code of Practice (2015) – Guidance for supporting children with Education, Health and Care Plans (EHCPs) and SEMH needs.

• Prevent Duty (Counter-Terrorism and Security Act 2015) – Duty to protect children from radicalisation and extremism.

• Female Genital Mutilation (FGM) Act 2003, Section 5B – Duty to report FGM in girls under 18.

Behaviour, Restraint And Seclusion

• The Schools (Recording and Reporting of Seclusion and Restraint) Regulations 2025 – Statutory Duty (Effective April 2026): Mandatory same-day written reporting to parents for any restrictive intervention.

• Education and Inspections Act 2006 (Section 93A) – The legal power to use reasonable force, strictly governed by the 2026 statutory duty.

• Education and Inspections Act 2006, Sections 88–94 – Legal requirements for behaviour, engagement, prevention of bullying and discipline policies.

Health, Safety And Medical Management

• Health and Safety at Work etc. Act 1974 – General duty of care for staff, pupils and visitors.

• Management of Health and Safety at Work Regulations 1999 – Requirement for robust risk assessments, preventive measures, appropriate information, instruction and training.

• Supporting Pupils with Medical Conditions (DfE Statutory Guidance) – Requirements for Individual Healthcare Plans (IHPs) and the safe administration/storage of medication.

• Health and Safety (First-Aid) Regulations 1981 – Provision of first-aid equipment, trained personnel and procedures.

• Work at Height Regulations 2005 – Safe practice for climbing, ropes and platform work.

• RIDDOR 2013 – Mandatory incident reporting and record-keeping of serious injuries and dangerous occurrences.

• Control of Substances Hazardous to Health (COSHH) Regulations 2002 – Safe handling, storage and use of hazardous substances (fuels, cleansers, etc.)

Environmental Stewardship

• Environmental Protection Act 1990 (Section 34) – Duty of Care: Legal responsibility for safe waste management and fire safety (ash/embers/waste).

• Wildlife and Countryside Act 1981 – Legal duty to protect habitats, nesting birds, and protected species during sessions.

• Regulatory Reform (Fire Safety) Order 2005 – Fire risk management and outdoor campfire precautions.

• DfE Health and Safety Guidance (2022) – Managing fire risks, emergency procedures and staff responsibilities.

Compliance And Governance

• School Staffing (England) Regulations 2009 – Safer recruitment and Single Central Record (SCR) duties.

• Childcare Act 2006 – Legal framework for Ofsted registration and compliance with the Compulsory and Voluntary Childcare Register including written procedures for handling complaints and maintaining records of complaints.

• Rehabilitation of Offenders Act 1974 – Governs employment eligibility and the filtering of people with convictions.

Compass Forest School works in line with the safeguarding arrangements agreed and published by the local safeguarding partners. Statutory guidance identifies three safeguarding partners with responsibility for making arrangements to safeguard and promote the welfare of children within a local area.

These partners work together to identify and respond to the needs of children at risk of harm:

• The local authority (LA)

• An integrated care board for an area within the LA

• The chief officer of police for a police area in the LA area

Keeping Children Safe in Education makes clear that schools placing children into Alternative Provision retain responsibility for safeguarding those children.

Client schools must ensure that the provision is suitable, meets the child’s needs and provides appropriate safeguarding arrangements, with regular oversight, communication and review.

Compass Forest School supports this responsibility through transparent communication and timely sharing of safeguarding information with Client schools.

1.3 DATA PROTECTION

Compass Forest School processes personal data in compliance with the UK General Data Protection Regulation (UK GDPR), the Data Protection Act 2018 and related legislation. Personal information is collected, stored, used and shared lawfully, securely and proportionately, in accordance with statutory guidance and Data Protection Playbook.

Crew are responsible for ensuring that personal data is handled accurately, confidentially and on a need-to-know basis. Safeguarding and public interest considerations may override confidentiality where this is lawful, necessary and proportionate.

1.4 DISCLOSURE OF INFORMATION

Any use or disclosure of information held by Compass Forest School must have a clear and lawful basis. Unauthorised or unlawful disclosure of personal data may constitute a criminal offence under the Data Protection Act 2018.

All Crew must understand their responsibilities in relation to confidentiality, lawful information sharing and subject access rights under UK GDPR. Information will be shared without consent where there is a lawful basis to do so.

The Data Protection Act 2018 and UK GDPR are not barriers to sharing information where there is a concern that a child may be at risk of significant harm. Where there is uncertainty about whether information should be shared, advice must be sought from a senior leader or Designated Safeguarding Lead before disclosure.

1.5 STATEMENT OF EQUALITY

Compass Forest School is committed to equality, diversity and inclusion in accordance with the Equality Act 2010. Discrimination, harassment and victimisation are not tolerated. Many children attending Compass Forest School experience additional vulnerabilities or barriers to participation, safety or wellbeing.

These may include special educational needs or disabilities, experiences of discrimination, family or environmental adversity, risk of exploitation or abuse, being looked after or previously looked after, or instability in education or care arrangements.

Crew proactively identify and reduce inequality by making reasonable adjustments, adapting practice and ensuring that decisions are fair, proportionate and responsive to individual need. All children and Crew are treated with dignity and respect and are supported to feel safe, valued and heard.

[CFS PROCESSES] fire safety

2.0 PROCESSES STATEMENT

Compass Forest School recognises that fire can be a valuable element of Forest School practice when used safely and purposefully. Fire may support warmth, cooking, connection, responsibility, practical skill development and meaningful learning experiences. At the same time, fire presents inherent risk and requires robust systems, competent supervision and clear boundaries.

Our approach to fire safety is preventative, proportionate and educational. Fire is never treated casually or as entertainment. It is introduced only where conditions are suitable, risks are controlled and the activity has clear value for children’s learning, wellbeing or comfort.

Within an outdoor learning environment, fire safety depends on effective planning, dynamic risk assessment, skilled leadership and consistent routines. Crew maintain high standards of vigilance so that children, adults, visitors and the wider environment remain safe.

Compass Forest School defines nine core Processes that support Crew in meeting policy aims and statutory responsibilities surrounding Fire Safety. These are: Defined Roles And Responsibilities, Fire Safety Training for Crew, Fire Risk Assessment and Planning, Safe Fire Site Set-Up, Fire Safety Boundaries and Behaviour Expectations, Fire Activities and Skill Development, Supervision and Staffing, Emergency Response and Incident Management, And Environmental and Weather Considerations.

Each process is underpinned by clear procedures that provide practical guidance and ensure a consistent, proportionate and effective approach to Fire Safety.

2.1 DEFINED ROLES AND RESPONSIBILITIES

Clear roles and responsibilities help Crew act quickly, confidently and consistently when everyone understands what they must do and who to pass concerns to. Issues are then identified earlier, decisions are made properly, actions are recorded accurately and effective oversight is maintained at every level of the company.

Defined responsibilities sit with the owner, relevant senior leaders, the Designated Safeguarding Lead (DSL) and all Crew. While some roles carry additional authority and accountability, responsibility is shared. No concern is ever “someone else’s job”. No child or adult should be left at risk because someone assumed another person would act.

Everyone has a duty to speak up, pass on concerns and challenge unsafe practice, poor judgement or wrongdoing in a professional and respectful way. This shared responsibility is critical to identifying risks early and preventing harm wherever reasonably practicable. Within an Alternative Provision context, Compass Forest School places strong emphasis on prevention.

Crew support children to develop the skills, confidence and understanding needed to stay safe and thrive. This is reinforced through clear Playbooks, training, consistent day-to-day practice and oversight by the Designated Safeguard Lead and Deputy. Arrangements are reviewed regularly and updated in line with statutory guidance to ensure practice remains current, effective and proportionate.

2.2 FIRE SAFETY TRAINING FOR CREW

Compass Forest School ensures all Crew receive training appropriate to their role so that fire is used safely, confidently and in line with Forest School good practice. Training begins at induction and includes fire risk awareness, safe fire site routines, supervision expectations, emergency procedures, burns response, safe tool use where relevant and child-centred teaching around fire.

Crew also develop understanding of how behaviour, SEND, emotional regulation and group dynamics may affect safe participation in fire activities. Training is reinforced through Crew's participation in the nationally recognised Level 3 Forest School Leader award, coaching, reflective supervision, practical modelling and regular refreshers informed by incidents, near misses, changing guidance and emerging best practice.

2.3 FIRE RISK ASSESSMENT AND PLANNING

All fire-related activity is subject to suitable and sufficient dynamic risk assessment before use. Risk assessment considers site layout, ground conditions, vegetation, weather, wind direction, proximity of materials, participant needs, staffing levels, supervision capacity, access to extinguishing equipment and emergency arrangements.

Fire activity proceeds only where risks can be reduced to an acceptable level. Where conditions are unsuitable, it's use is postponed, adapted or cancelled. Risk assessments are reviewed regularly and whenever circumstances change.

2.4 SAFE FIRE SITE SET-UP

Fires are established only in designated areas approved for use within the woodland site or other authorised location. Fire sites are prepared to minimise risk and may include cleared ground, stable fire pits, defined seating areas, safe access routes and controlled storage of fuel or equipment.

Appropriate extinguishing methods, water and first aid resources are immediately available whenever fire is in use. The area is checked by Crew before, during and after use to ensure safe set-up, safe operation and safe closure.

2.5 FIRE SAFETY BOUNDARIES AND BEHAVIOUR EXPECTATIONS

Clear boundaries by Crew help children participate safely and confidently around fire. Children are taught and reminded of agreed routines, movement expectations, safe distances, tool use, turn-taking and how to respond to adult instruction around the fire area. Expectations are communicated in competence appropriate ways and reinforced consistently.

Where a child is unable to engage safely at a given time, Crew provide additional support, alternative access or temporary distance from the fire until participation can be managed safely.

2.6 FIRE ACTIVITIES AND SKILL DEVELOPMENT

Fire-related experiences are purposeful and competence-appropriate. Activities may include warmth, cooking, observation, fire-lighting skills, responsibility, teamwork, patience and safe tool use where appropriate. Children are supported to develop respect for fire, awareness of risk and growing competence through carefully scaffolded experiences. Learning is progressive.

Opportunities are matched to readiness, maturity, demonstrated safety awareness and individual need. No child is pressured to participate.

2.7 SUPERVISION AND STAFFING

All fire activity is directly supervised by competent Crew. Supervision levels remain proportionate to group size, individual need, activity complexity and environmental conditions. Compass Forest School maintains strong staffing ratios, enabling Crew to position themselves effectively, monitor behaviour, support learning and respond quickly if required.

Where additional risk factors are present, enhanced staffing arrangements or restrictions on participation may be implemented. Children are never left unsupervised around an active or recently active fire area.

2.8 EMERGENCY RESPONSE AND INCIDENT MANAGEMENT

Crew are trained to respond promptly and calmly to fire-related incidents, accidents or near misses. Emergency responses may include extinguishing fire, moving children to safety, administering first aid, contacting emergency services and implementing wider site emergency procedures where necessary.

The immediate welfare of those involved is prioritised alongside the safety of the wider group. All significant incidents are recorded, communicated to relevant parties and reviewed to identify learning and any required changes to practice.

2.9 ENVIRONMENTAL AND WEATHER CONSIDERATIONS

Fire use is continually informed by changing environmental conditions. Crew consider wind speed, rainfall, drought conditions, temperature, smoke direction, surrounding vegetation, local restrictions and any wider environmental risk before and during activity.

Dynamic risk assessment is maintained throughout sessions. Fire activity is stopped immediately if conditions become unsafe. Crew also promote respect for the natural environment by using resources responsibly and minimising avoidable impact.

2.10 RECORD KEEPING

High-quality record keeping underpins safeguarding, accountability and continuous improvement across Compass Forest School. Crew maintain accurate, timely and secure records of concerns, incidents, accidents, decisions and actions to ensure risks are identified, managed and reviewed effectively.

Records are factual, clearly dated, and attributable, written in professional, objective language. They distinguish facts, professional judgement, and actions taken, avoiding assumptions, emotive language, or unsubstantiated conclusions. All relevant matters are recorded without delay on Compass Forest School’s secure 'LearnTrek' system.

Records may support the identification of patterns, trends or emerging risks to inform learning, oversight and proactive planning. Crew are expected to seek guidance from the relevant Designated Lead if unsure whether to record an issue. Records are stored and managed in line with UK GDPR, the Data Protection Act 2018, and other applicable legislation.

Access is restricted to those with a legitimate professional role and information is shared strictly on a need-to-know basis. Records are retained in accordance to statutory requirements and recognised best practice. They are reviewed regularly to support transparency, learning, accountability and the continuous improvement. Crew are accountable for maintaining records that reflect the highest professional standards.

2.11 WHISTLEBLOWING

Compass Forest School creates a culture where concerns can be raised openly, honestly and in good faith, without fear of reprisal or victimisation. Crew have a professional duty to report concerns about the conduct, behaviour or practice of colleagues or the organisation where children, Crew or others may be at risk.

Safeguarding concerns must be reported immediately to the Designated Safeguarding Lead (DSL) or Deputy DSL. If the concern relates to the DSL, it must be raised via the independent whistleblowing service, SafeCall (0800 915 1571). Crew must never investigate concerns themselves or delay reporting. Failing to report, regardless of personal relationships or perceived seriousness, may be regarded as condoning unsafe practice.

Where appropriate, concerns should be documented factually before or during reporting. All reports are treated seriously, confidentially and investigated promptly. Whistleblowing is a vital safeguarding mechanism and forms part of Compass Forest School’s commitment to transparency, accountability, and child-centred practice.

2.12 MONITORING ARRANGEMENTS

This Playbook is reviewed at least annually by the Owner and Designated Safeguarding Lead to ensure it remains effective, compliant and aligned with best practice and statutory guidance. Reviews also consider feedback from Crew, families and Client schools. Playbooks are updated immediately in response to changes in legislation or guidance. Monitoring ensures the Playbook continues to support safe, personalised, and effective provision for all learners.

2.13 LINKS TO OTHER PLAYBOOKS OF RELEVANCE

Compass Forest Schools Intimate Care Playbook links to the following Playbooks :

Safeguarding and Child Protection

Safer Recruitment

Managing Allegations

Health And Safety
Health And Saf