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Fire Safety (Schools)

I share my right hon. Friend's frustration that we have not yet had that evaluation from the Building Research Establishment. As I understand it, such systems are used in maritime environments. The relevant authorities for the maritime environment have a good understanding of those systems, which, for those who have not familiarised themselves with the technicalities, emit a fine water mist, as the name suggests, rather than a water spray from a sprinkler head. As long as there is not a large fire draft, that water mist is attracted to the fire and dampens it down. I understand that Wigan is attracted to the water mist system because there is a problem in terms of being able to provide the pressure needed to run a sprinkler system and because of the associated cost of a tanking system to make the sprinkler system work. I would be cautious about a water mist system, because we do not yet have the analysis from the BRE as to its effectiveness in a school environment. I hope that that analysis can be hurried along. It is important to say that there are exceptions in respect of the use of sprinkler systems. Ultimately, it is for the local authority to decide whether it installs them, based on its presumption and on building regulations set by the Department for Communities and Local Government. We expect schools to install fire sprinklers—I remain a strong advocate of their use—but there will be exceptions when installing them is judged to be unnecessary and not cost-effective. For example, academies or other schools—I know of one academy in particular—with large, complex atrium spaces can be difficult to protect with fire sprinklers and so might require a different fire engineering solution, which would include a more in-depth risk analysis than the standard risk and cost-benefit analysis tools would produce, providing, ultimately, a solution better tailored to that particular building and balancing more passive and other active measures of fire safety. In schools deemed to be very low risk, or in minor new build or refurbishment projects, it would not be cost-effective to install sprinklers. For instance, in projects in the late stages of design when the new policy was announced or already under construction it is difficult to have ceilings and walls redesigned to incorporate fire sprinklers. It is important that authorities have clear policy positions in favour of installing sprinklers right from the outset, so that architects and construction companies and those involved in the design understand from the start that sprinklers need to be installed. I am pleased to see that a considerable number of the authorities that we have surveyed so far, which are included in a list that I have been given, are now saying in principle that they would always want sprinklers to be installed in schools. We must be clear that fire sprinklers are not installed in schools solely for the purpose of saving lives, but are also for saving property. A school building designed in accordance with the building regulations that prioritise life safety will be safe whether or not it includes fire sprinklers. We have heard all the arguments about why we should install them for other reasons. Having completed the test set out in building bulletin 100, my right hon. Friend's neighbouring local authority in Manchester decided that fire sprinklers would not be the best method of fire protection in its schools. Local fire and rescue services are actively monitoring which new and refurbished schools are fitted with sprinkler systems. Officials in my Department are in contact with them and with Zurich, which also monitors sprinkler systems and follows up cases where sprinklers are not installed to find out the reason for such a decision and to apply pressure, where necessary. I will have that meeting—I will invite my right hon. Friend to it as well—and we can explore what more we need to do. So, in conclusion, the decision about exactly which fire safety measures are employed to protect local school buildings is for the local authority to make, based on what would most effectively protect those buildings and what represents the greatest value for money. Every child has the right to learn in safe, secure surroundings. Every local authority must ensure that school buildings—and the work, property and individuals within them—are as safe as they can possibly be. Sitting suspended.