ABBE Level 4 Diploma in Fire Risk Assessment Qualification...

ABBE Level 4 Diploma in Fire Risk Assessment.

Release Issue 1 April 2011 of 51

ABBE Level 4 Diploma

in Fire Risk Assessment

Qualification Handbook


Version 6 14/03/2011 of 51

PAGE DELIBERATELY LEFT BLANK



CONTENTS

PART 1 Introduction ............................................................................................................................. 6

1.1 About The Awarding Body for the Built Environment (ABBE) ............................................ 6

1.2 Ofqual Qualification Data ........................................................................................................ 6

1.3 Purpose and aims of the qualification ................................................................................... 6

1.4 Progression .............................................................................................................................. 7

PART 2 General Qualification Guidance ............................................................................................ 8

2.1 The Qualifications and Credit Framework ............................................................................. 8

2.2 Unit structure ........................................................................................................................... 8

2.3 Learning time ........................................................................................................................... 9

2.4 Resources ................................................................................................................................. 9

2.5 Delivery ..................................................................................................................................... 9

2.6 Recruitment and access.......................................................................................................... 9

2.7 Learners with particular assessment requirements .......................................................... 10

2.8 Role of learners ...................................................................................................................... 10

2.9 Role of mentors and advisors .............................................................................................. 11

2.10 Role of the assessor .............................................................................................................. 11

2.11 Role of the internal verifier ................................................................................................... 12

2.12 Role of the external verifier .................................................................................................. 12

2.13 Assessment methods ............................................................................................................ 12

2.14 Assessment records .............................................................................................................. 13

2.15 Credits and recognising prior learning ............................................................................... 14

2.16 Examination arrangements ................................................................................................... 15

2.17 Enquiries and appeals ........................................................................................................... 16

2.18 Registering learners .............................................................................................................. 16

PART 3 ABBE Level 4 Diploma in Fire Risk Assessment ............................................................... 17

3.1 Qualification summary .......................................................................................................... 17

3.2 Qualification evidence requirements summary .................................................................. 18

3.4 Assisting learners to find suitable properties. ................................................................... 19

3.5 The qualification in diagram form: ....................................................................................... 20

3.6 QCF credit availability ........................................................................................................... 21

3.7 External examination ............................................................................................................. 21

3.8 Occupational competence of assessors and internal verifiers ........................................ 23

3.9 Qualification structure and content ..................................................................................... 24

PART 4 Qualification Units ................................................................................................................ 28

Unit 1 Work in a safe and professional manner............................................................................... 28

PART 5 Appendices ............................................................................................................................ 46

Appendix 1 Additional Unit Information ........................................................................................... 46

Appendix 2 Structured Professional Interview ............................................................................... 49



Appendix 3 Recommended equipment list ...................................................................................... 51



PART 1 Introduction This guide is for prospective and existing ABBE approved assessment centres that wish to offer the ABBE Level 4 Diploma in Fire Risk Assessment, including organisations that employ Fire Risk Assessors. It provides the qualification specification and guidance on evidence and assessment requirements. This handbook should be used in conjunction with the ABBE Centre Operations Guide, available from the ABBE website www.abbeqa.co.uk, or by telephone from the ABBE office on 0121 331 5174. 1.1 About The Awarding Body for the Built Environment (ABBE)

ABBE is an Awarding Organisation regulated by Ofqual (The Office of Qualifications and Examinations Regulation) for the delivery of a range of qualifications that form part of the Qualifications and Credit Framework. ABBE has developed considerable expertise in overseeing high quality assessment for the higher level qualifications in the Property and Construction sectors of industry. Since its inception late 1997, ABBE has grown steadily and currently offers a suite of qualifications to industry through its nationwide network of approved assessment centres. For further information please contact ABBE (Awarding Body for the Built Environment) Birmingham City University Franchise Street Perry Barr Birmingham B42 2SU Telephone: 0121 331 5174 Fax: 0121 331 6883 Email: [email protected] Website: www.abbeqa.co.uk 1.2 Ofqual Qualification Data

Qualification Number: 600/1048/4

Industry Sector: 1.4 Public Services

Title: ABBE Level 4 Diploma In Fire Risk Assessment (QCF)

Operational Start Date: 01-Mar-2011

Review Date: 30-Apr-2013

Offered In: England, Wales, Northern Ireland

Age ranges the qualification is approved for use with: 19+ 1.3 Purpose and aims of the qualification The need for the Dip.FRA has been brought about by the Government‟s Regulatory Reform (Fire Safety) Order 2005 (RRO). This qualification is suitable for fire risk assessors that are acting either in-house, or as an external consultant acting as a „competent person‟ as defined by the RRO. The Fire Safety Order requires that fire risk assessments will be produced by a „competent person‟, but without defining competence in terms of either qualification or learning. The ABBE Diploma in Fire Risk Assessment [Dip.FRA] is a competency-based

http://www.abbeqa.co.uk/

mailto:[email protected]




award that has been developed to provide a structured qualification that requires candidates to demonstrate that they are capable of carrying out fire risk assessments and have the under-pinning knowledge needed, at the appropriate depth for the level 4 Diploma. This qualification has been developed in consultation with representatives from industry organisations and employers. This qualification has been accredited by Ofqual as a Level 4 qualification in the Qualification and Credit Framework (QCF) and is eligible for public funding as determined by the DfES, under Sections 96 and 97 of the Learning and Skills Act 2000. This document contains guidance on assessing the ABBE Level 4 Dip.FRA. The Diploma includes five units in the new format specified by the Qualification and Credit Framework (QCF). Competency-based units set out the required learning outcomes and assessment criteria to set out how fire risk assessments must be carried out. The guidance contains further details of the assessment and quality assurance of the qualification together with advice about ABBE‟s policy concerning access to the qualification, the design of programmes of study and delivery modes. This qualification has been designed to encourage participation in education and training in other related areas.

This qualification can be found on the Register of Regulated Qualifications at http://register.ofqual.gov.uk. 1.4 Progression

This qualification has been designed to encourage participation in education and training in other related areas by:

Establishing a framework of education and training for prospective fire risk assessors

Providing opportunities for prospective fire risk assessors to achieve a nationally recognised level 4 qualification

Defining the knowledge, understanding and skills candidates need to undertake fire risk assessments at an advanced level

Attracting learners from outside this industry to qualify as Fire Risk Assessors

Enabling holders of the ABBE Level 3 Award in Fire Risk Assessment to progress on to this full qualification.

Providing opportunities for candidates to develop their Key Skills abilities: a range of skills and techniques, personal qualities and attitudes essential for success in working life

http://register.ofqual.gov.uk/



PART 2 General Qualification Guidance 2.1 The Qualifications and Credit Framework The Qualifications and Credit Framework (QCF) is a new structure for recognising qualifications which replaces the National Qualifications Framework (NQF). It differs from the NQF by enabling recognition of smaller sections of learning which can be gained in a more flexible manner. Qualifications are now made up of individual units which each have their own credit value. One credit represents 10 hours of learning. It is the accumulation of this credit which builds to form the qualification. The size of a qualification is now indicated as follows:

Awards (1 to 12 credits)

Certificates (13 to 36 credits)

Diplomas (37 credits and above)

The terms Award, Certificate and Diploma then reflect the size of the qualification rather than its difficulty. The qualification levels indicate the complexity of the qualification. The levels range from Entry to Level 8. Individual units can be shared between multiple qualifications to enable learners to move smoothly between qualifications without repetition of learning. This will be tracked through unique learner numbers (ULNs) assigned to all learners completing QCF units to enable them to transfer their credit through the QCF. Learners can choose to take individual units but in order to gain a qualification they must complete the set Rule of Combination (RoC) for a qualification. This is a structure which can be comprised of mandatory and optional units and defines what comprises the complete qualification. For more information on the QCF visit www.qcda.gov.uk/qualifications 2.2 Unit structure Each unit of the qualification is structured in the same way as follows: Unit title: states the „task/activity‟ to be undertaken. Level: represents the complexity of the unit and the degree to which autonomous and co-operative working competencies are required successfully to carry out and complete the unit, ranging from entry level to level 8. Credit value: identifies the number of credits for which the unit qualifies. Purpose and Aim of unit: provides a summary of the content of the unit, including details of the individual elements which make up that unit. Learning Outcomes: outline what learners must do to meet the requirements of the unit. The statements:

set out what learners are expected to know, understand or be able to do as the result of the learning process.

are capable of assessment and, in conjunction with the assessment criteria related to that outcome, set a clear assessment standard for the unit.

http://www.qcda.gov.uk/qualifications



Assessment Criteria: outline what learners must demonstrate in order to satisfy the learning outcome of the unit. The statements:

specify the standard learners are expected to meet to demonstrate that the learning outcomes of that unit have been achieved.

are sufficiently detailed to support reliable, valid and consistent judgements that a learning outcome has been achieved, without creating an undue assessment burden for learners or assessors.

do not include any explicit references to the methods or instruments of assessment to be used.

Fundamental knowledge and understanding: identifies the minimum range of topics, activities, variables or contexts over which the learner must demonstrate their knowledge or competence. Evidence requirements/guidance: gives examples of types of evidence that the learner will need to submit. 2.3 Learning time Learning time is a guide to how long it would take the average learner with no prior experience to complete a unit. This is intended as a guide only and the actual amounts of time will vary according to the existing skill and knowledge of the individual learner. Learning time is divided into Guided Learning Hours (GLH) and Private Study. GLH refers to the amount of study undertaken by learners under the direction of their tutors. This could include tutorials, seminars, workshops, directed research, project or assignment work and assessment. 2.4 Resources Centres must ensure that learners have access to resources of industry standard to support the delivery and assessment of this programme. Staff delivering programmes and conducting the assessments should be fully familiar with current practice and standards in the sector concerned. Centres will need to demonstrate how learners will access any specialist resource requirements when they seek approval from ABBE. All staff involved in the assessment and verification of this qualification must have the necessary occupational skills and experience required. See Occupational competence of assessors and internal verifiers (Part 3 of this Handbook) for further details. 2.5 Delivery It is important that centres develop an approach to teaching and learning that supports the assessment of the specialist vocational nature of the qualification. The specifications contain a balance of practical skill and knowledge requirements, some of which can be theoretical in nature. Tutors and assessors need to ensure that appropriate links are made between theory and practice and that the knowledge base is applied to the sector. This will require the development of relevant and up-to-date teaching materials that allow learners to apply their learning to actual events and activity within the sector, and to generate workplace evidence for their portfolio. 2.6 Recruitment and access ABBE‟s policy regarding access to its qualifications is that, wherever possible:



the qualifications should be available to everyone who is capable of reaching the required standards and has access to appropriate work to generate evidence.

the qualifications should be free from any barriers that restrict access and progression.

there must be equality of opportunity for all wishing to access the qualifications.

Centres should ensure that they recruit learners to this qualification with integrity. This will include ensuring that applicants have appropriate information and advice about the award and that it will meet their needs and expectations. Before accepting learners onto this qualification, Centres must assess each applicant‟s potential and make a professional judgment about their ability to successfully complete the programme of study, where applicable, and achieve the qualification. This assessment will need to take account of the support available to learners within the centre during their programme of study and any specific support that might be necessary to allow them to access the assessment for the qualification.

Further information on equal opportunities and access to fair assessment can be found in the ABBE Centre Operations Guide available on the ABBE website at www.abbeqa.co.uk or by telephone on 0121 331 5174. 2.7 Learners with particular assessment requirements

ABBE recognises that some learners have difficulty with the demands of a course or find the standard arrangements for the assessment of their vocational competence presents a challenge. This may apply to learners with known and long-standing learning difficulties and/or physical or other impairments. Centres must take steps to ensure that any particular assessment requirements are identified as early in the programme as possible, preferably at initial assessment stage, and appropriate arrangements are put in place to support learners. Further information on equal opportunities and access to assessment can be found in the ABBE Centre Operations Guide available on the ABBE website at www.abbeqa.co.uk or by telephone from 0121 331 5174. 2.8 Role of learners Learners with the support of the assessor and employer will be:

identifying sources of evidence;

generating and collecting the evidence to demonstrate their competence to the requirements of the qualification;

numbering and cross referencing evidence;

checking whether further supporting evidence is needed;

presenting evidence to the assessor;

obtaining feedback from the assessor;

carrying out any necessary follow-up action;





arranging for simulations or other evidence gathering/assessment techniques needed to cover gaps in work experience and/or evidence.

Portfolio organisation Learners must collect their evidence of competence together into a „portfolio‟. This could be held in hard copy or electronically. Responsibility for developing the portfolio (and ownership of it) stays firmly with the learners, but it is very important that they receive continuous help and support. This help can come from a range of people, including line managers and colleagues, mentors, advisers, tutors, as well as the assessor. When an assessor is giving help and support, they must distinguish this from the work they do as part of the assessment process. The quality and presentation of portfolios are central to the success of the learners‟ submissions. Each item must be clearly identified and accurately recorded. It should be easy to identify the competencies the learners are claiming with the evidence presented in their portfolios. The importance of selection The task of generating and collecting evidence for a portfolio is a new experience for many learners and there is a temptation to include everything that might seem to be of value. However, if an item does not show how a learner performed it may not be relevant at all. Learners should always ask the question 'What does this prove?' and try to select evidence which they are proud of and which shows that they have done well. This will ensure good evidence, covering significant performance. The best portfolios are not necessarily the heaviest. Confidentiality There are some circumstances where learners (or their organisation) might have good reasons for not wishing original evidence to be viewed by others, (e.g. by assessors from a competitor organisation or disclosure of confidential information). The assessor should work with learners to respect these areas (e.g. by advising learners to remove confidential information from reports before submitting them). 2.9 Role of mentors and advisors Centres may wish to allocate mentors or advisors to learners to provide support during the assessment process. They can provide encouragement, reassurance and support to learners, and act as advocates if need be. Mentors may come from within the employer organisation or from the approved assessment centre. They do not have a formal role or responsibility in assessment, but can act as an objective source of comment or guidance. They can help the learners to reflect on their activities and suggest solutions to problems. They can support them through the process of portfolio building, help them to identify possible sources of evidence, and where appropriate supply witness testimony. 2.10 Role of the assessor The role of the assessor is to:

Carry out initial assessments of learners to identify their current level of skills, knowledge and understanding and any training or development needs.

Draw up assessment plans, identifying opportunities for evidence collection.



Review the evidence presented against the requirements of the qualification, to make a judgement on the overall competence of learners.

Provide feedback to learners on their performance and progress. This feedback needs to give learners a clear idea of how their portfolios are progressing to date and where further evidence is required and how best to obtain this. It should also enable learners to plan for those units where they currently have little experience or knowledge.

2.11 Role of the internal verifier An internal verifier must be appointed to ensure the quality and consistency of assessments within the centre. Each assessor‟s work must be checked and confirmed by an internal verifier. The internal verifier checks and standardises the assessment decisions made by the assessors in the centre. The internal verifier must observe assessors carrying out assessments, review assessment decisions from the evidence provided and hold meetings with the assessment team to ensure consistency in the use of documentation and interpretation of the qualification requirements. Further information on the role of the internal verifier is available in the ABBE Guide for Assessors and Internal Verifers. 2.12 Role of the external verifier The external verifier checks the assessment and internal verification process and decisions made in the centre and authorises claims for certificates. The external verifier is appointed by ABBE. Further information on the role of the external verifier is available in the ABBE Guide for Assessors and Internal Verifiers. 2.13 Assessment methods Where ABBE has stipulated that a particular assessment method is to be used it MUST be followed. However, where the qualification units do not specify the use of a particular assessment method, then assessors can use other assessment methods to assess the evidence produced by their learners, such as:

Direct observation of learners carrying out tasks or activities.

Examination of work products produced by learners (e.g. diary notes, site notes, completed reports).

Examination of witness testimonies from people, other than the assessor, who are prepared to provide statements detailing specific details of learners‟ performance.

Review of records of „question and answer‟ sessions covering specific aspects of the knowledge and understanding and scope.

Examination of accreditation of prior learning evidence such as a mapping of a recognised APA (see sections 2.15 and 3.4 on APA).

Structured Professional Interviews (SPIs) Further information on these assessment methods can be found in the ABBE Guide for Assessors and Internal Verifiers.



When assessing learners‟ evidence, assessors must take the following into account:

Authenticity – was this work produced by the individual learner? Does it reflect the learner‟s own performance? It is essential to ensure that learners have generated the evidence provided. The evidence must be presented in a way that allows learners‟ contributions to be identified, and must relate to their own competence. The assessor must ensure that evidence is authenticated by means of an endorsement by learners‟ line managers or colleagues, or by observing learners, or by questioning them. In some situations, a learner‟s role and responsibility may need to be described precisely to confirm the authenticity of the evidence. This description must be signed by the appropriate parties (e.g. line manager or supervisor).

Sufficiency – does the evidence presented cover all the learning outcomes and assessment criteria required by the QCF units? Taken as a whole, the evidence must match the whole set of outcomes and enable assessors to judge that learners are consistently competent across all of the requirements of the qualification.

Currency – does the evidence reflect a learner‟s current level of competence? The assessor has to determine that learners are competent now and will continue to be so in the foreseeable future. To show this, evidence must be current. It should be as recent as possible, though this will depend on the nature of the evidence. One way learners can show how recent it is to (wherever possible) ensure that all pieces of evidence in the portfolio bear the date of their origination. The recognition of previous achievements raises particular issues of currency. If, for instance, legislation has changed since this activity, this item of evidence would have to be supported by evidence of their awareness of present legislation and how it would affect current practice at work.

Validity – is this appropriate evidence for the competence being assessed? The evidence learners present must be relevant to the unit they are undertaking and must satisfy the relevant learning outcome and assessment criterion. However, it is worth noting that one piece of evidence in a portfolio can be used to prove competence against more than one learning outcome or assessment criteria.

Reliability – would this evidence produce the same assessment judgement if assessed by someone else? Assessor must be confident in the quality of the evidence that has been presented. They need to consider whether they would make the same judgement on this evidence if they assessed it again in, perhaps, a month‟s time and so whether another assessor would make the same judgement if they assessed it.

2.14 Assessment records The recording of assessment activity, including assessment decisions, and access to evidence is essential for verification purposes. The assessor must keep the following records and make them available for internal and external verification purposes:

assessment plans for each learner

records of assessment activity undertaken including observation of learners where appropriate



records of assessment judgements made on learner evidence

records of feedback to learners Further information is available in the ABBE Guide for Assessors and Internal Verifiers. 2.15 Credits and recognising prior learning There are two types of credit available: QCF credit and non QCF credit. QCF Credits The QCF allows for units to be used in more than one qualification as well as for similar units to be recognised. Where the same unit is used more than once then learners need to achieve that unit only once and do not have to do that unit again if they do another qualification where that unit also features. Assessors must record in their assessment records that learners have already achieved this unit. If a qualification has a unit that is on the QCF with very similar content and credit value to that used elsewhere but it is not exactly the same then the Awarding Organisation can declare this as an equivalent unit to the unit in question. This means that while there are some small differences it will be accepted in place of the unit which would otherwise normally be taken by learners. Under these circumstances, learners can achieve this qualification but will not be accredited with the new qualification unit because it has been achieved elsewhere and credit already granted. Non QCF credit – Recognition of Prior Learning and Exemptions On occasion, learners may bring forward evidence of prior experience, learning or qualifications which can be recognised towards ABBE units and qualifications. This evidence can be categorised in the following ways: Recognition of Prior Learning (RPL) – includes experience gained by learners through work or training activities for which they do not have formal certification. Employer organisations or training providers can apply to ABBE to have their training or academic programmes that are outside the QCF recognised formally as covering parts of qualifications (see separate Recognition of Prior Learning guide). Exemptions – covers units or qualifications held by learners that do not have a predetermined credit value on the QCF, e.g. membership of a professional body, certified CPD training or NQF qualifications. Centres must review any prior learning or achievements brought forward by learners to determine their suitability as evidence. To be entitled to credits, learners must provide their assessment centre with proof of their achievements, e.g. certificates for Equivalent QCF units, details of training courses or membership of a professional body, and these must be included in their portfolio. Assessors must justify and record the basis of any exemptions or credits given. As it is the responsibility of assessment centres to declare learners as competent or not, it will need to check and validate all credit claims made by learners. Note: Learners who knowingly submit false information will have their ABBE certification withdrawn.



Guidance on how to handle learner claims for RPL or exemptions It is a condition of approval that once an assessment centre has registered a learner that it must honour the RPL or exemptions that ABBE has authorised from any of the accredited providers. As it is the responsibility of assessment centres to declare learners as competent or not, they will need to check and validate all claims made by learners before formally granting credit or exemptions. Refusal to allocate the expected claim can only happen if there are strong reasons for doing so. Should this occur, then centres must advise ABBE in writing immediately for ABBE to consider the matter before any further action is taken. 2.16 Examination arrangements The learner must pass the external examination set by ABBE to achieve the full qualification. The pass mark for this examination is 70%. The examination has been designed to test the knowledge and understanding component of the qualification and must be undertaken in addition to the learner collecting evidence to meet the evidence requirements of the units. The examination is made up of multiple choice questions and is available online and on demand at a network of examination centres around the country. Once a learner is registered for the qualification, ABBE will provide the assessment centre with a voucher number which the learner can use in combination with their ABBE registration number to book an examination at a time and location to suit themselves. Access to the booking system is through the ABBE website at www.abbeqa.co.uk. Full details of the examination booking process can be found in the ABBE On-line Examination System – Guidance for centres document. The ABBE candidate registration fee includes entry to two attempts at the examination. Any further attempts required will attract a new examination entry fee (see ABBE Fees List). The learner receives their result and feedback on their performance in the examination in printed form as they leave the examination centre. All results are then confirmed to assessment centres on a weekly basis. Failing the examination may indicate the need to for further study on the part of the learner which might be with direct assistance of the assessment centre or through focused self-learning themselves. This should be done prior to taking the examination for a further time. Application of special arrangements and reasonable adjustments The reasonable adjustments allowed for the external examination component are as follows:

Additional time

Where there is evidence of need, the centre may grant additional time to those learners whose ability to demonstrate attainment is affected by their disability or difficulty.

Amanuenses

An amanuenses is a person who, in an examination, records a learner‟s dictated answers to questions. Learners are eligible to use amanuenses if they suffer from long term or temporary disabilities that prevent them from providing their answers by other means.

Reader A reader is a person, who in an examination, reads questions to a learner. Learners are eligible to use a reader if they suffer from a long term or temporary disability which prevents them from reading the questions themselves.




All special arrangements and reasonable adjustments must be requested at the time the learner is first registered for the qualification with ABBE. 2.17 Enquiries and appeals Verified units If learners are in disagreement with their assessors concerning evidence assessments, they have the right to refer the matter to:

The internal verifier within their centre.

The centre manager, if the matter is still unresolved.

The ABBE external verifier who may be consulted at the next visit. At this stage learners should provide the EV with records of the activity that has already been undertaken

In extreme circumstances, if the external verifier is unable to bring the matter to a satisfactory conclusion, then learners can appeal directly to ABBE. ABBE will only accept an appeal from learners if the above steps have already been taken. Further details on appeals can be found in the ABBE Centre Operations Guide. External examination Where learners wish to appeal against on their result in the examination, the centre or learners can apply for a results enquiry. Further details on results enquiries and appeals can be found in the ABBE Centre Operations Guide available online. The costs associated with appeals or results enquiries can also be found on the ABBE web site. 2.18 Registering learners Full details of how to register learners for this qualification and the examination and make claims for certificates can be found in the ABBE Centre Operations Guide on the website at abbeqa.co.uk. Details of the fees for learner registration, entry for the examination and external verification can be found in the ABBE Fees List.



PART 3 ABBE Level 4 Diploma in Fire Risk Assessment 3.1 Qualification summary The Diploma is aimed at those who intend to carry out fire risk assessments up to an advanced level as „competent persons‟ as required by the Regulatory Reform (Fire Safety) Order 2005 [RRO]. This qualification has been designed to enable candidates to demonstrate their ability to undertake this work and is suitable for both in-house assessors and independent consultants. At level 4 candidates will be undertaking fire risk assessments on medium to high rise buildings which are typically over five storeys, and tend to be more complex premises, thereby presenting a higher fire risk than those which would be encountered at level 3. This level 4 qualification does not however enable a candidate to undertake a fire risk assessment on building layouts which have been designed using fire safety engineering or buildings to which Dangerous substances and explosive atmospheres (DSEAR) risk assessments would be required. This qualification concentrates on fire risk assessments for the purpose of ensuring adequate levels of life safety rather than property protection or business continuity. To achieve the full Diploma in Fire Risk Assessment, a learner must successfully complete, or be credited with, all 5 units and pass a short exam. The five units are listed below, together with their QCF reference number and Credit value. The qualification has a total learning time of 480 hours which equates to 48 credits. Qualification Structure (Rule of Combination)

Unit

Title Credit value

Learning Time QCF unit reference

Guided learning (hours)

Private study (hours)

1 Work in a safe and professional manner

5 25 25 D/502/9346

2 Fundamental principles and concepts for fire risk assessment

12 60 60 K/502/0763

3 Advanced principles and concepts for fire risk assessments

7 35 35 H/502/9347

4 Prepare to undertake fire risk assessments

4 20 20 T/502/0765

5 Undertake and report on fire risk assessments for complex buildings

20 60 140 K/502/9348

Totals 48 170 270



3.2 Qualification evidence requirements summary The ABBE Level 4 Diploma in Fire Risk Assessment has been designed to enable assessment centres to ensure that candidates have sufficient occupational competence to practise as fire risk assessors at an advanced level. Candidates are, therefore, expected to be able to submit valid evidence derived, as far as possible, from the workplace to enable the assessment centres and ABBE to verify their competence. The detailed evidence requirements which learners will be required to produce is set out in each of the 5 units later in this document. However, a crucial component of the required evidence will be the learner‟s ability to produce acceptable quality Fire Risk Assessments. Achieving the units It is expected that the award requirements are met by the submission of evidence generated from within the work-place. However this could be supplemented by training activities unless the unit specifies this is not acceptable. Candidates’ evidence must demonstrate:

that they have applied the knowledge contained in Units 2 and 5 when carrying out their fire risk assessments;

how they identified key aspects of construction, use and fire risks for each property;

how they analysed and evaluated the data collected, and

that they can make valid justifications for the recommendations made for each fire risk assessment report.

The assessments used to ensure coverage of the learning outcomes for the units can be summarised as follows:

A multiple choice test (set by ABBE) to test underpinning knowledge

Four appropriate fire risk assessments

Supporting evidence such as site notes and correspondence to accompany each

A critical reflection on the process and rationale for key decisions made. It is the responsibility of assessment centres to confirm the fire risk assessments are valid and the un-aided work of candidates and to assess them fully to establish that they meet the award requirements to the extent ABBE has specified. Amount of evidence Candidates are required to produce a minimum of four fire risk assessments and associated advisory reports. Assessors must assess all four. Candidates must complete all 4 units and the external examination [independent assessment]. Candidates must achieve unit 2 and 3 before they can undertake unit 5 Computerised simulations are not acceptable for assessment purposes though they may be used for training. Candidates will be required to produce a minimum of 4 fire risk assessments and the specified additional evidence. The 4 fire risk assessments must be drawn from a range of properties with differing occupancy types that present a varied range of fire safety issues. It would greatly assist candidates, assessors and verifiers if the fire risk assessments could be entered on to a grid for easy reference – see below.



Attributes Medium rise (3-5 storeys)

High rise (over 5 storeys)

Medium risk Medium sized office, Leisure Centre

Large office, hotel

High risk Workshop, modern hospital

Historic buildings, old hospital

NOTE: 2 of the four risk assessments MUST be done on buildings that are accessed by the public on a regular basis.

Guidance on using the grid. The grid above is common to many of ABBE‟s awards. The number of fire risk assessments that candidates are required to submit is relatively low [in this case 4]. The grid carefully selects the most crucial building types / usage to ensure that basic competence is demonstrated. It must be noted that the submission of this small number of reports could not hope to cover all the types of building and complications that in working life the fire risk assessor is likely to come across. Therefore the learner in conjunction with their assessment centre should take care to ensure that they put forward risk assessments that satisfy the grid above as a minimum. However, ABBE‟s award has been designed to enable successful candidates not only to gain entry to this market, but also to give them the skills needed to sensibly handle buildings that did not form one of the four buildings assessed to achieve the award in the first place. Good assessment centres will also be able to assist in this area.

The importance of selection The task of generating and collecting evidence for a portfolio is a new experience for many candidates and there is a temptation to include everything that might seem to be of value. However, if an item does not show how the candidate performed it may not be relevant at all. Candidates should always ask the question 'What does this prove?' and try to select evidence which they are proud of and which shows that they have done well. This will ensure good evidence, covering significant performance. The best portfolios are not necessarily the heaviest. 3.4 Assisting learners to find suitable properties. ABBE also recognises that some learners may find it difficult to locate the required range of properties and/or clients on which to conduct fire risk assessments and produce reports. ABBE will therefore accept Fire Risk Assessment Reports that have been based on properties that the assessment centre has sourced for them, as long as the centre can ensure that the FRA reports are the sole unaided work of the learner. Centres are limited to assisting learners with finding suitable properties on no more than two occasions.

Please note that any building used for training the learner cannot subsequently be submitted by that learner as an assessment for this award. The properties sourced must all be real buildings verified by the assessment centre. The client may be a real person (perhaps an assessor in role-play), or a simulated case study; in either case the learner is required to demonstrate that the advice given is appropriate to the client.



Whilst computerised case studies are acceptable for training purposes, they are not generally acceptable for assessment purposes. If used, they must be in addition to the minimum requirement for the four Fire Risk Assessment Reports. 3.5 The qualification in diagram form:

Unit 2: Fundamental

principles

Unit 3 : Advanced principles and concepts for fire risk assessments

Unit 1: Work in a safe and professional

manner

Unit 4: Prepare to undertake fire risk

assessments

Unit 5: Undertake and report on fire risk assessments for

complex buildings

Evidence: Direct and indirect evidence of working safely and effectively.

Evidence: Passing the exam - the means of assessment for this unit

Evidence: Knowledge evidence of advanced principles in fire risk assessment

Evidence: evidence of the ability to adequately prepare for a risk assessment.

Evidence: 4 fire risk assessments covering a range of building types



3.6 QCF credit availability The table below presents the credit currently available qualifications (Certificates & Diplomas) which sit within the Qualification Credit Framework (QCF) for this qualification. Where credit is given for the unit the assessment centre must record this on the learner‟s assessment record for verification purposes by ABBE. Table 1: QCF qualifications (QCF to QCF Credits and equivalences)

CertACEA L3 units Level 3 Certificate

In FRA Unit 1

* Unit 2

Same unit

Unit 3 Unit 4

Same unit

Unit 5

Exam Same exam

* Note 1: Unit 1 [D/502/9346], of this qualification is very similar to unit 1 in the level 3 [Professional

Practice in fire risk assessment ref: Y/502/0757], but there are differences relating to the data protection act which means that full QCF unit credit cannot be given to those who have done the Level 3. Details are outlined in unit 1. However learners should be able to supply the additional evidence requirements to complete unit 1 of this level 4 qualification relatively quickly.

* Note 2: Unit 1 of this award [Work in a safe and professional manner ref: D/502/9346], is also

almost exactly the same as the unit 1 used in many of the ABBE energy assessment qualifications [Conduct energy assessments in a safe, effective and professional manner reference Number T/601/5964], Where unit T/601/5964 has already been achieved ABBE will accept this as an equivalent unit to unit 1 [D/502/9346], of this award and no further evidence would be required.

Table 2: NQF qualifications (NQF to QCF exemptions)

n/a 3.7 External examination Examination arrangements To successfully achieve the ABBE Level 4 Diploma in Fire Risk Assessment, learners will be required to achieve a pass within the external examination. The pass mark for the examination is 70%. The examination has been designed to test the critical knowledge and understanding component of Unit 2: Fundamental principles and concepts for fire risk assessment. The examination must be undertaken in addition to learners collecting evidence to meet the knowledge and understanding requirements of the remaining units.



The examination uses a multiple-choice examination mode. The examination is set and assessed by ABBE and is in one section. Holders of the ABBE Level 3 Certificate in Fire Risk Assessment are exempt from the examination as it is the same as the exam used in this level 4. Learners are permitted to take the external examination any number of times. The initial learner registration fee includes entry to two attempts at the examination. Any further attempts required will attract a new examination entry fee. This allows the centres and the learner to use the examination as a means by which to measure their current level of competence. Failing the examination may indicate the need for further training. This should be done prior to taking the examination for a further time. The ABBE Centre Operations Guide provides information on how to register learners for the examination. Examination content and format

The following lists the areas that will be covered in the three sections. Learners should also make use of the approved ABBE Reading List which can be found on the ABBE website at www.abbeqa.co.uk. The examination is of 30 minutes duration and contains a total of 20 multiple-choice questions. Each multiple choice question will consist of a single question and four possible answers.

The following is a list of areas which will typically be covered. Candidates should also make use of the approved ABBE Reading List which can be found on the ABBE website at www.abbeqa.co.uk.

Unit 2: Fundamantal principles and concepts for fire risk assessment

Subject area Number of questions in exam

Regulatory Reform (Fire Safety) Regulations & Codes 4

Building elements and the fabric of buildings 4

Interpretation of fire risk scenarios 2

Identifying and assessing fire risks 4

The characteristics of a fire 2

Concept of compensatory measures 2

Means of escape 2

TOTAL 20




3.8 Occupational competence of assessors and internal verifiers

Assessors

In order to assess learners working towards the ABBE Level 4 Diploma in Fire Risk Assessment, assessors must:

Have appropriate occupational expertise relevant to the inspection and reporting of the appropriate complexity of buildings for the provision of fire risk assessments.

Occupational expertise can be practitioner based or academic for those involved in training and teaching. However for the academic basis to apply, the Assessor must work for an appropriate academic institution, or have significant experience in creating programmes of study in relevant subject areas.

Internal verifiers

In order to internally verify the assessment of learners working towards the ABBE Level 4 Diploma in Fire Risk Assessment, internal verifiers must:

Have appropriate occupational expertise relevant to the inspection and reporting of the appropriate complexity of buildings for the provision of fire risk assessments.

Occupational expertise can be practitioner based or academic for those involved in training and teaching. However for the academic basis to apply, the Assessor must work for an appropriate academic institution, or have significant experience in creating programmes of study in relevant subject areas.

Centre Assessor and IV training requirements: ABBE centres are required to conduct their own internal training and standardisation meetings on a regular basis as a condition of approval. Internal staff training programmes should be discussed with the ABBE EV prior to commencement. On occasion, ABBE may wish to attend. These events should be geared to the roles and responsibilities of their assessors and internal verifiers.



3.9 Qualification structure and content The Units of the Diploma are as follows: UNIT 1 WORK IN A SAFE AND PROFESSIONAL MANNER UNIT 2 FUNDAMENTAL PRINCIPLES AND CONCEPTS FOR FIRE RISK ASSESSMENT UNIT 3 ADVANCED PRINCIPLES AND CONCEPTS FOR FIRE RISK ASSESSMENT UNIT 4 PREPARE TO UNDERTAKE FIRE RISK ASSESSMENTS UNIT 5 UNDERTAKE AND REPORT ON FIRE RISK ASSESSMENTS FOR COMPLEX BUILDINGS A reading list to support these units can be found on the ABBE website at www.abbeqa.co.uk

Unit structure

Each unit of the qualification is structured in the same way as follows: Description of unit: provides a summary of the content of the unit, including details of the individual Learning Outcomes, which make up that unit. Learning Outcome title: states the „task/activity‟ to be undertaken. Assessment criteria: identifies the measure of performance and/or knowledge that candidates must demonstrate their competence and achieve the Learning Outcomes. Evidence requirements: identifies any evidence that must be presented by the candidate and provides examples of the types of evidence which may be suitable. Additional guidance (where required): provides details of additional supporting guidance for the unit and where it can be found. Syllabus: provides broad subject areas of knowledge and understanding that are considered essential for those undertaking fire risk assessments Assessment These units will be assessed and internally verified by the ABBE approved assessment centre.

ADDITIONAL INFORMATION: Summary statements explaining the differentiation between levels: Note: The methodology recommended in P.A.S. 79 provides an excellent structure and basis of training for the undertaking of the assessment and compilation of the action plan at all levels. Level 3

Normal residential and straightforward building layouts up to 5 storeys in height accommodating lower risk single or multiple occupancies. The buildings are routine without excessive public access and for which appropriate actions plans can be largely developed using the guidance documents and codes, such as those published by CLG, cross-referenced to appropriate sections of B.S. 9999 and other British Standards referred to therein. The use of compensatory measures to produce risk proportionate solutions will be understood and applied in more straightforward situations. The occupants will:

be awake or

be an occupant in a residential building as defined by the Classification of Purpose groups (Group 1) defined in Approved Document B to the Building Regulations:




other than visitors, will be familiar with the premises AND fire safety measures The premises:

will not routinely contain hazardous processes or storage risks, (although isolated instances may be encountered), nor

may have a significant number of occupants (under 60 staff and under 300 persons in public access buildings)

Although containing a sleeping risk will NOT be classified as being “institutional” or “other residential” as defined by the Classification of Purpose groups (Group 2) defined in Approved Document B to the Building Regulations

For example: office and industrial premises, small and medium sized shops, sports premises and arts centres Sleeping risk is confined to normal residences occupied by people who are generally capable and fully familiar with the fire safety features of the building. Level 4 More complex building layouts including those over 5 storeys, with routine and significant public access or those accommodating high risk occupancies. Fire risk assessment is likely to require a higher understanding of the principles of fire safety engineering to use compensatory measures more routinely in achieving risk proportionate action plans. The occupants may:

be asleep

be unfamiliar with the premises The premises may:

routinely contain hazardous processes or storage risks

cater for larger numbers of occupants For example: Large shops and shopping centres, museums, leisure centres, museums and other large assembly buildings, hotels, care homes, manufacturing plants, airports….



Level 5 Complex building layouts or simple layouts that have been designed using fire safety engineering. Appropriate action plans require a sound understanding of fire safety engineering and are only likely to be undertaken by those with a relevant professional qualification. Auditing of existing fire risk assessments It is proposed that a qualified fire risk assessor at levels 3 or 4 should be capable of auditing and monitoring existing fire risk assessments and fire strategy documents at the higher level 4 or 5 respectively. Limitations of competency Before accepting an instruction to undertake a fire risk assessment, the assessor needs to undertake sufficient research to ensure than the premises and occupancy type is within their range of competency. It is important to note that the complexity of a fire risk assessment may not be immediately apparent especially where isolated and unexpected issues are discovered during the course of the assessment. There is an underlying requirement that fire risk assessors should realise their own limitations and seek external help when necessary in undertaking a risk assessment or audit. Listed buildings and fire risk assessment: Listed buildings are protected by legislation meaning that any alterations to the building fabric require local authority consent. Achieving adequate levels of fire protection will often require the use of compensatory measures and an underlying understanding of the historic importance of the building fabric. Fire risk assessors are therefore likely to be qualified to level 4 in terms of fire risk assessment and have experience of working with historic buildings. Differences between in-house assessors and those acting as consultants at level 4. It is anticipated that consultants qualified to level 4 will be conducting fire risk assessments in premises that are larger and more complex than those typically encountered at level 3. In-house fire risk assessors qualified to level 4, as for level 3, may be able to undertake even more complex assessments where their knowledge of specific buildings, their use and any hazardous processes, together with any health and safety role, demonstrate their ability to deal with the risk assessment of those occupational complexities. Similarly, where consultants opt to specialise in a particular sector then further professional development, training and experience regarding the additional occupational risk factors might enable more complex situations to be undertaken. Benchmarks for the qualification The ABBE Level 3 Certificate in Fire Risk Assessment uses the commentary for clause 7 of the Publicly Available Specification 79 2007 Fire risk assessments: Guidance and a recommended methodology (PAS 79), as a guiding principle. PAS 79 has a 9-step approach to fire risk assessment methodology and was developed as a progression from the 5-step CLG guidance on fire risk assessment. An extract is shown below: Competence does not necessarily depend on the possession of specific qualifications, although such qualifications might contribute to the demonstration of competence. In the case of small simple buildings, where the fire risk assessor might, for example, be an employee of the occupier, it is possible that, provided the fire risk is relatively low, the following attributes of the fire risk assessor might be sufficient in conjunction with a study of suitable guidance documents:



a) an understanding of relevant current best fire safety practices in buildings of the type in question; b) an awareness of the limitations of the fire risk assessor’s own experience and knowledge; c) a willingness and ability to supplement existing experience and knowledge, when necessary, by

obtaining external help and advice. Higher risk or more complex premises will require a higher level of knowledge and experience on the part of the fire risk assessor.(ABBE Level 4) For complex buildings, there will be a need for the specific applied knowledge and skills of an appropriately qualified specialist.(ABBE Level 5) In such cases, evidence of specialist training and experience, or membership of a professional body, can enable competence to be demonstrated. In general, other than in the case of simple, low risk buildings, fire risk assessors, particularly those offering their services on a commercial basis (e.g. consultants), need: 1) a good understanding of the legislation under which the fire risk assessment is required; 2) a sound underpinning combination of education, training, knowledge and experience in the

principles of fire safety; 3) an understanding of fire development and the manner in which people behave when exposed to

fire; 4) training and/or experience in carrying out fire risk assessments; 5) an understanding of the fire hazards, fire risks and occupants especially at risk from fire that are

likely to occur in the building, or part of the building, for which the fire risk assessment is carried out.

In the context of the above list, education is likely to involve formal education of a relatively academic nature, often culminating in a qualification (although not necessarily to degree level). Training involves training of a practical nature, often given on the job. Knowledge can be obtained by academic study, training, working alongside.” Note: As this qualification is being offered to both in-house assessors and potential consultants the second list of requirements (1-5 above) runs through levels 3 and 4 although potentially at different levels of understanding. Why this qualification is using PAS79 as its primary focus. Publicly Available Specification (PAS) 79 2007; „Fire risk assessment. Guidance and a recommended methodology‟ has been adopted as the preferred methodology for training and reporting within the Certificate and Diploma. PAS 79 recognises the universal 5 stage approach commonly adopted for fire risk assessment but further refines the process into 9 stages in a way that is particularly relevant to those offering their services as an external consultant. It is important to recognise that the Department for Communities and Local Government (DCLG) do not recommend a particular format for such assessments and so Centres can accept other methods provided they are judged to be fit for purpose such as the format adopted by Health Scotland. Students are expected to be fully familiar with the content and recommendations of the current DCLG guides across a range of building occupancies as a pre-cursor to PAS79



PART 4 Qualification Units Unit 1 Work in a safe and professional manner

Title Unit 1: Work in a safe and professional manner

Level 3

Credit Value 5

Unit purpose and aims

To develop knowledge, understanding and skills to contribute to the health, safety and security of

the workplace, develop effective working relationships with others, and conduct energy

assessments in a professional and ethical manner, complying with organisational and legal

requirements at all times. The legislative framework

Learning outcomes Assessment criteria

Air-conditioning Energy

Assessors will:

To demonstrate this they can:

1. Comply with

organisational and legal

requirements at all times

1.1 Explain legal requirements and responsibilities for health, safety

and security in the workplace

1.2 Carry out work in accordance with the relevant legal

requirements, legislation and advisory and mandatory codes of

practice

1.3 Carry out work in accordance with the auditing and monitoring

requirements of the relevant accreditation or certification

organisation/s

1.4 Identify the relevant guidance related to the assessment of

energy performance

1.5 Record customer contact information in accordance with

organisational and legal requirements such as the Data Protection

legislation

2. Maintain health, safety

and security at work

2.1 Identify health, safety and security risks which may exist in

different workplace locations

2.2 Take action to mitigate health, safety and security risks

2.3 Ensure personal conduct does not endanger the health, safety

and security of self and other people

2.4 Take action to ensure the protection of client‟s property and

buildings

2.5 Adhere to workplace policies and suppliers‟ or manufacturers‟

instructions for the safe use of equipment, personal protective

equipment (PPE), materials and products

2.6 Identify procedures for different types of emergency and

implement them

2.7 Make recommendations for improving health, safety and security

in the workplace to the relevant person/s



3. Develop and maintain

effective working

relationships with

colleagues,

professionals, clients

and others

3.1 Develop and maintain productive working relationships with

others

3.2 Request information from colleagues, professionals, clients and

others in a polite, clear and professional manner

3.3 Identify further sources of information/help

3.4 Use further sources of information and help for the tasks at hand

3.5 Deal promptly with enquiries from colleagues, professionals,

clients and others and seek clarification where necessary

3.6 Handle enquiries which

are outside own authority

are beyond own area of knowledge or expertise

involve confidential information

3.7 Handle and resolve disputes and/or differences of opinion

3.8 Adhere to the formal complaints procedure when dealing with a

complaint

4. Conduct assessments in

a professional manner

4.1 Deal with colleagues, professionals, clients and others in a

tactful, courteous and equitable manner

4.2 Carry out work in accordance with prescribed codes of conduct,

ethical standards and recognised good practice

4.3 Record all evidence supporting the assumptions and decisions

made during the assessment

4.4 Demonstrate effective management of work activities and

personal and professional development

4.5 Explain the extent and limits of own competence and the

importance of not working beyond them

4.6 Respond appropriately to pressure from any person/s which may

affect own judgement

Fundamental knowledge and understanding

1) The importance of:

a) presenting a positive personal and professional image when dealing with people and how this can be achieved;

b) promoting goodwill and trust when working with others, and ways in which this can be achieved;

c) assessing the extent and limits for your own competence and expertise, and not working beyond these limits;

d) knowing how to respond to enquiries that are outside your authority, beyond your area of knowledge/expertise or where the information requested is confidential.

2) Potential conflicts of interest that may be encountered, and the action required to manage these.

3) ways in which disputes or differences of opinion should be handled to minimise offence and maintain respect.



4) the details of the formal complaints procedure that covers your work, and any specific organisational requirements with regard to complaints.

5) your specific responsibilities under prescribed codes of conduct and ethical standards.

6) the importance of complying with recognised good practice.

7) the specific auditing or monitoring requirements that relate to your registration with your accreditation organisation; your responsibilities in complying with these.

8) the legal duties for health, safety and security in the workplace as required by legislation, including:

a) health, safety and security risks could exist in different locations, and the action to take to minimise or mitigate risks;

b) the importance of remaining alert to the presence of risks in the workplace;

c) the importance of personal conduct in maintaining the health, safety and security of self and others;

d) conflicts between different health, safety and security requirements;

e) procedures for different types of emergency.

9) the main points of the legislation relevant to your work.

10) relevant approved guidance relating to the air-conditioning energy assessment of buildings.

Assessment

The evidence presented for this unit must be assessed and internally verified by the assessment centre.

Evidence Requirements

Process evidence

1) A method statement/narrative/storyboard/learner statement that lays down the processes and

procedures necessary to establish a business relationship with a client leading to an instruction to

conduct an assessment.

Indirect Physical Evidence

2) Work and time management – populated diary pages and/or Microsoft Outlook/Lotus Notes

entries or project management form.

3) Letter to the client confirming a mutually convenient time for an inspection as agreed previously

on the telephone.

4) Letter to the client responding to their questions and offering to refer the client to an alternative

company for an answer to a question that falls outside their area of expertise.

5) A letter to the client or agent declining an instruction giving reasons.

6) A letter to the client or agent in response to a complaint.

7) Recording of a telephone conversation agreeing a mutually convenient time for a visit – tacit

agreement and identity of the recipient of the phone call to be the first part of the recording.

Direct Physical Evidence

8) Witness statement by client, mentor or assessor.



Additional Evidence Requirements for candidates who have achieved the ABBE Level 3 Certificate in Fire Risk Assessment (QCF) (500/5481/8)

Unit 1 of the Level 4 qualification is very similar to Unit 1 in the Level 3 but there are differences relating to the Data Protection Act [DPA], which means that full QCF unit credit cannot be given to those who have done the Level 3. However learners should be able to complete Unit 1 of this Level 4 qualification relatively quickly if they provide the following alongside the certificate that have received for Unit 1 at Level 3.

As a minimum the learner should demonstrate to their assessor that they have a basic knowledge of:

1. what the Data Protection Act is all about and who needs to register 2. what sort of personal information is covered by the Act. 3. what sort of information processing is covered by the Act. 4. the 8 principles of the Data Protection Act 1998]. 5. how the DPA is relevant to the work of the Fire Risk assessor.



Title Unit 2: Fundamental principles and concepts for fire risk assessment

Level 3

Credit Value 12

Unit purpose and aims The aim of this unit is to provide the candidate with an understanding of the fundamental principles and concepts that underpin the practice of fire risk assessment in respect of:

a) The situation before the introduction of Regulatory Reform (Fire Safety) Order 2005 (RRO) and reasons for change.

b) The responsibilities and obligations imposed by the RRO and in particular the roles of the duty holder, responsible person and competent persons.

c) How buildings are constructed and how they can on one hand contribute to the fire risk and on the other make an essential contribution to fire safety.

d) The nature of fire and fire growth. e) Identification of fire hazards. f) Different approaches to ensuring fire safety in respect of protecting those particularly at

risk.

The legislative framework

Fire risk assessors will be able to:


1. Advise clients on the essential differences between their previous obligations and those now imposed by the Regulatory Reform Order (RRO)

a) Outline the situation within different use classes before the RRO was introduced.

b) Explain the benefit of the approach adopted by the RRO and the roles and responsibilities that it creates.

c) Explain the consequences of non-compliance.

2. Demonstrate an awareness of the legislation that informs fire safety standards in new construction, material alterations or refurbishment and the alternative approaches available to demonstrate compliance.

a) Explain the approach used to determine adequate standards of fire protection by Approved Document B of the Building Regulations.

b) Demonstrate an awareness of the difference in approach that underpins BS9999 and Fire Safety Engineering as alternative approaches

Construction & building services



3. Interpret a building to determine the type of structure and fabric and services used.

a) Identify the materials used through interpretation of drawing or site inspection.

b) Explain the physical properties of materials used. c) Explain the significance of these properties in respect

of fire safety

4. Identify the nature and location of building services within a building

a) Identify the nature of services used in the building and their location

b) Suggest how these services might interfere with, or support, a fire safety assessment



5. Distinguish between active and passive means of containment.

a) Describe what is meant by active and passive systems and provide examples of their use.

b) Demonstrate how each might become vulnerable over time

6. Identify the means of communication used to support fire safety

a) Describe the different alarm systems that can be used and identify their relative merits

7. Identify how access within and surrounding the building(s) can assist the fire service.

a) Identify specific provisions they may be necessary to ensure adequate access for the fire service

The nature of fire and principles of fire safety



8. Demonstrate an awareness of the nature of fire

a) Define what is meant by the „triangle of fire‟ b) Demonstrate how reference to the triangle of fire

helps in identifying and controlling fire risk.

9. Demonstrate an awareness of ignition and nature of fire growth

a) Identify a range of different causes of ignition b) Define terms used in explaining fire growth c) Explain the significance of the term „flashover‟

10. Identify the sources and significance of fuel load within a building fire.

a) Identify the potential fuel loads associated with the structure and fabric or buildings, fixtures and fittings and materials associated with different use classes.

b) Explain the significance of fuel load in determining likely fire hazards.

11. Identify who might be especially at risk in different circumstances and illustrate the different types of occupant behaviour that may occur when exposed to a fire.

a) Identify who is likely to be particularly at risk within different scenarios and why.

b) Demonstrate how behaviour may be influenced by: - Familiarity and unfamiliarity - Age and infirmity - Disability - Sleep -Anti-social behaviour

c) Explain the importance of taking human behaviour into account.

12. Describe tactics that can be utilised in seeking to achieve adequate levels of fire safety within buildings.

a) Describe how the following tactics can combine as the basis of a successful fire safety plan: - Prevention - Communication - Escape - Containment - Extinguishment

b) Briefly outline the essential characteristics of each tactic

13. Outline the difference between passive and active means of fire containment

a) Illustrate what is meant by the terms „passive‟ and „active‟ in respect of fire containment by reference to examples.

b) Suggest how the success of each approach might be compromised over time.



14. Outline the difference

between prescriptive and performance-based approaches to fire safety design.

a) Identify the key differences in approach between the Building Regulations Approved Document B, BS9999 and BS 7974 in building design.

b) Compare the limitations and benefits of each approach.

c) Compare these approaches to that used within the CLG guidance

15. Illustrate where a shortcoming in respect of passive protection can be compensated for by the use of active means or additional management.

a) Identify areas of weakness in fire protection measures, evaluate the circumstances and propose compensatory measures that reduce the risk to an acceptable level

Fundamental knowledge and understanding 1) An understanding of the legal framework relating to fire risk assessment, with particular

reference to: a) Background to development of fire safety b) Building Regulations – ADB; BS9999 c) Fire Precautions (Workplace) Regulations 1997

d) Regulatory Reform (Fire Safety) Order 2005 (RRO) – reasons for its introduction, operation and roles and responsibilities it creates

2) A knowledge of building construction details, with specific reference to: a) Structural systems including masonry, timber, concrete and steel framed buildings

b) External envelopes of buildings including alternative cladding systems and roof constructions c) Compartment walls and protected shafts d) Floors – timber, steel and concrete; raised floors e) Internal partitions f) Doors and ironmongery with particular reference to fire doors g) Suspended ceilings h) Surface finishes

3) A knowledge of building services systems, including: a) Heating, ventilating and air –conditioning systems b) Plant rooms and service ducts c) Electrical services, cabling and data distribution 4) A knowledge of the fire related characteristics of building materials and surface finishes with

specific reference to: a) Ignitability and combustibility b) surface spread of flame

c) fire propagation d) rates of smoke release e) fire resistance

5) A knowledge and understanding of fire detection, communication, protection and extinction

including: a) Fire alarms,

b) Fire signage c) Emergency and escape lighting d) Passive and active systems of fire protection e) Fire extinction



6) An understanding of the nature of fire and principles of fire safety, including: a) Ignition and growth of fires

b) Fuel loads c) Persons at risk and human behaviour d) Means of escape e) Passive means of fire containment

Assessment Learners will achieve this unit by successfully passing the examination.



Title Unit 3: Advanced principles and concepts for fire risk assessment

Level 4

Credit value 7

Unit purpose and aims The aim of the unit is to further develop the content of Unit 2 and provide the candidate with an understanding of the advanced principles and concepts that underpin the practice of fire risk assessment in respect of: (a) Building designation and risk profiling (b) Fire and smoke dynamics (c) Fire suppression and fire fighting

Building designation and risk profiling

Fire risk assessors will be able to: To demonstrate this they can:

1. Classify buildings by purpose group and relate this to the fire risk the building population is exposed to

a) Identify those factors which are used to classify buildings by purpose group b) Explain how factors common to buildings can lead to the need for greater fire protection and increased fire precautions

2.Create risk profiles based on occupancy characteristics and potential fire growth rates

a) Explain how the fire risk to which building occupants may be exposed can be assessed through a combination of their occupancy group and the likely fire development. b) Demonstrate knowledge of the risk profiles and their significance as set out in the relevant BS standards.

3.Understand human reactions to fire scenarios and ensure that the design of effective management systems for fire protection and means of escape relate to actual human behaviour in emergency situations

a) Explain how human behaviour is influenced by emergency situations and how this can be used to lead people to safety. b) Explain how the use and management of a building must be taken into account in the design of door equipment and the provisions along escape routes including signage and escape lighting. c) Explain how an appropriate evacuation strategy must take into account the risk profile of the occupants and the allowable travel time of the occupants

Fire and smoke dynamics

Fire risk assessors will be able to To demonstrate this they can:

4. Demonstrate an understanding of the processes which govern fire development within buildings and its impact on means of escape in terms of occupant response and travel times

a) Explain how fire development can be influenced by its location within, and the geometry and layout of, a building b) Explain how fire development over time relates to occupant response and travel times

5. Demonstrate an understanding of the processes which lead to smoke production and propagation within buildings and its impact on means of escape

a) Explain the principles of smoke production, subsequent air entrainment and propagation within buildings b) Explain how adequate ventilation measures need to be incorporated within a building to maintain a clear layer height to ensure safe means of escape

6. Demonstrate an awareness of the hazards of smoke

a) Identify the toxic components of smoke and explain how this can impact on safe means of escape



Fire suppression and fire fighting


7, Identify different types of fire suppression systems and relate them to their appropriate application

a) Identify and explain the principles of operation of alternative types of fire suppression systems and distinguish between their appropriate applications

8. Identify different types of fire-fighting equipment and relate them to their appropriate application

a) Identify and explain the principles of operation between of alternative types of fire-fighting equipment and distinguish between their appropriate applications

Fundamental knowledge and understanding 1) Understand and apply the principles of building designation and risk profiling, with particular

reference to: 1) Classification by purpose groups and associated fire risk

2) Risk profiles and their significance as set out in BS 9999 3) Human reactions to fire scenarios 4) Management systems for fire protection and means of escape which relate to human behaviour

2) Understand the chemical and physical principles associated with fire and smoke dynamics To include a knowledge of:

a) Ignition and fire growth b) Compartment fires c) Fire parameters: fire development, design fires, pre- and post-flashover fires d) Fire growth rate e) Occupant response and travel times f) Effect of sprinklers g) Smoke production and propagation h) Hazards of smoke – toxicity, smoke temperature and burning, visibility impairment i) Basic smoke modelling

3) Identify and apply alternative methods of fire suppression and fire-fighting including: a) Sprinkler protection

b) Foam systems c) Gaseous systems d) Water mist systems e) First aid fire-fighting and training for occupants f) Fire-fighting equipment and training for fire brigades g) Standards of fire cover h) Fire service water supplies i) Fire service external and internal access j) Relationship between fire-fighting and fire safety engineering

Assessment The evidence presented for this unit must be assessed and internally verified by the assessment centre.




Process evidence An overall description of the building used for the Fire Risk Assessment which identifies its purpose and major characteristics with particular reference to the indirect physical evidence set out below which would be incorporated within the Fire Risk Assessment for the building selected. Indirect physical evidence 1) Classification of the building by its purpose group and associated fire risk with full supporting explanations 2) Identification of the management systems in place for fire protection and means of escape which take particular regard for the characteristics of the occupants and associated human behaviour 3) Reference to the appropriate door equipment and appropriate provisions along the escape routes including signage and escape lighting 4) An explanation of how an appropriate evacuation strategy must take into account the risk profile and allowable travel time for the occupants 5) A description of the likely fire and smoke dynamics to be expected if a fire should occur in the building identified, which would take into account the layout of the building include those factors identified in (2) of the above section on fundamental knowledge and understanding 6) A record of the fire suppression and fire fighting systems in place and recommendations for their improvement where applicable.



Title Unit 4: Prepare to undertake fire risk assessments

Level 3

Credit Value 4

Unit purpose and aims The aim of this unit is to provide the candidate with the ability to:

a) Receive a request to carry out a fire risk assessment and determine if they have the necessary level of competence to undertake the task.

b) Estimate the necessary resources required to undertake the assessment and prepare an estimate.

c) Ensure that the duty holder and / or responsible person understands their obligations under the Regulatory Reform (Fire Safety) Order 2005

d) Ensure that the terms and conditions are understood and agreed by all parties

Learning outcomes Assessment Criteria


1. Respond appropriately to requests to undertake fire risk assessments

a) Confirm instructions to clients prior to commencing an assessment.

2. Clarify and confirm the requirements and expectations of clients and the scope of the instruction with the context of the RRO.

a) Confirm instructions to clients prior to commencing an assessment.

3. Ascertain the nature of the building and quality of existing documentation on the construction of the premises, nature of the occupancy, previous policies regarding fire safety and „significant‟ events.

a) Identify and request advance notice information that will be required in assessing whether the instruction can be accepted and the level of information available.

4. Determine any restrictions in terms of access to the premises or documents and confirm the impact that this may have on the overall assessment.

a) Identify and request advance notice information that will be required in assessing whether the instruction can be accepted and the level of information available.

5. Provide any necessary guidance to the client in respect of the nature of obligations imposed by the Regulatory Reform (Fire Safety) Order 2005 (RRO)

a) Construct a summary of the roles and responsibilities imposed by the RRO that could be attached to the confirmation of instruction letter and serve as the basis of discussion if clarification is necessary.

6. Estimate the resources required to undertake the fire risk assessment and prepare a quotation.

a) Produce a method statement and an estimate of costs based on a given scenario and cost structure.



Fundamental knowledge and understanding: 1) A knowledge of and ability to effectively engage with the relevant business correspondence

which would include:

a) A basic understanding of simple contracts and reasonable terms b) Writing business letters and maintaining a file c) Clarification of liability in the case of specific aspect of the risk assessment subsequently

falling outside of the competence offered by the risk assessor. Confirmation over who carries the additional costs of consultants and who the consultants are contracted to (the assessor or the client (Duty Holder).

d) Constructing and confirming letters of engagement 2) An awareness of appropriate customer relations and how to undertake them, including:

a) Meetings b) Interviews c) Negotiations d) Variations to contract terms e) Customer Complaints

3) An understanding of appropriate desk studies and methods of obtaining relevant (advance) information which would include:

a) Essential Information needed in order to determine the likely level of risk and complexity

before accepting an instruction; in particular issues arising out of the building structure, fabric, use and occupancy type.

b) Interviews and interpretation of drawings. c) How to construct a questionnaire to elicit information from the Responsible Person or

Duty Holder to be included with the Terms of Engagement 4) A knowledge of the importance of method statements and how to undertake them with particular

regard to:

a) Establishing a methodical routine for assessments of different complexity sufficient to demonstrate the necessary rigour and assist in the estimation of like time and resources in putting together an estimate of cost.

5) A knowledge of estimating procedures and how to undertake:

b) Accurate costing of time and resources associated with investigating and interpreting current arrangements for fire safety, conducting a fire risk assessment and making recommendations.

c) Strategic adjustments to estimated costs in tendering a bid (establishing a profit margin according to circumstance)

6) An understanding of the roles and responsibilities imposed by the RRO and the ability to Communicate the appropriate roles and responsibilities to ensure a common understanding of relationships before accepting an invitation.





Learners should refer to the property grid under „evidence requirements‟ in unit 5 to help them complete this unit. Process evidence 1) A statement that sets out the processes and procedures which include all stages from receiving the initial request to undertake a Fire Risk Assessment to ensuring that the terms and conditions are understood by all parties Indirect physical evidence 1) The maintenance of a file which includes all relevant business letters to include specific reference to confirmation of instructions, the use of appropriate pro-forma questionnaires, summaries of all roles and responsibilities including clarification of liabilities, and letters of engagement 2) Records of all meetings with the client including interviews, negotiations, any variations to contract terms and customer complaints where applicable 3) Records of all information sought relating to the complexity of the building and associated levels of risk 4) Interpretations of drawings 5) A method statement which sets out a methodical routine for assessing buildings of different complexity with sufficient detail to enable an accurate estimate of cost to be put together 6) An accurate costing of time and other resources necessary for the Fire Risk Assessment to be undertaken 7) Records of communications regarding the roles and responsibilities to the client before accepting an instruction



Title Unit 5: Undertake and report on fire risk assessments for complex buildings

Level 4

Credit Value 20

Unit purpose and aims The aim of this unit is to provide the candidate with the ability to:

a) Gather and evaluate the evidence necessary to support a fire risk assessment b) Determine the hazards and risks that exist c) Evaluate ways to remove or reduce the risk d) Report significant findings and propose an action plan

Learning outcomes Assessment Criteria



1. Inspect complex building(s) and use relevant documents to interpret the findings and produce evidence for use in the fire risk assessment.

a) Inspect existing records of: - any previous fire certificates or - licence agreements, - servicing logbooks for services and fire installations - fire drills and staff (fire) training - notes of any shortcomings or unresolved issues that may affect the fire risk assessment - view and interpret existing plans to determine the overall layout, circulation, structure, fabric and services

b) Meet with the duty holder or responsible person to confirm any outstanding matters in respect of the terms of engagement and agree the format and logistics of the inspection including the need to access areas and/or interview staff

c) Devise and apply a systematic methodology for inspecting and recording information on site

d) Determine the nature of construction in respect of structure, fabric, fixtures, fitting and services. Compare the layout as found with existing plans that may have been provided and note significant differences

2. Conduct the fire risk assessment of complex buildings in accordance with Government guidance and regulations with reference to the appropriate British Standards

a) Apply a knowledge of building construction and fire safety in order to: - Identify fire hazards within the building(s) - Identify people at risk

b) Evaluate, remove, reduce and protect from risk by: - Evaluating the risk of a fire occurring - Evaluating the risk to people from fire - Removing or reducing fire hazards - Removing or reducing the risks to people

3. Recognise own limitations when undertaking a fire risk assessment of a complex building and be able to refer on to persons who have the necessary expertise to handle buildings of a highly complex nature

a) Identify complex scenarios that require more detailed evidence and analysis to produce a satisfactory outcome.



4. Record significant findings and recommend an action plan for complex buildings in accordance with Government guidance and regulations and with reference to the appropriate British Standards

a) Record significant findings in an appropriate format to demonstrate: - The fire hazards identified - Actions recommended in removing or reducing the chance of a fire occurring - Persons who may be at risk, particularly those at greatest risk. - The actions recommended to reduce the risk to people from the spread of fire and smoke (protective measures). - The actions people need to take in case of fire - The information, instruction and training you have identified that people need and how it could be given. - The fire precautions that exist and recommended actions

Fundamental knowledge and understanding 1) An understanding of relevant Government guidance notes and their application for a range of

building types

2) A knowledge of risks specific to each building type 3) An understanding of PAS 97 including the use of appropriate pro-formas for the fire risk

assessment and action plan 4) A knowledge of BS 9999 and its application to specific areas such as fire management, fire drills

and the evacuation of disabled persons. 5) An understanding of the maintenance requirements for fire safety installations to include:

a) Fire alarms and associated „active‟ systems of protection b) Sprinkler installations c) Emergency lighting d) Fire fighting equipment e) Lifts f) Fire doors and associated ironmongery

6) Methodical approach to the process of undertaking an assessment

a) Interviews b) Inspection of plans c) Site inspection routine and recording site notes

7) A knowledge of fire hazards within building(s) with specific reference to:

a) Sources of ignition b) Sources of fuel c) Sources of oxygen

8) An awareness of the type of people who may be at risk including those:

a) In and around the premises b) Individuals who are especially at risk

9) A knowledge of how to evaluate risks with specific reference to:

a) Evaluation of the risk of a fire occurring b) Evaluation of the risk to people from fire (including human reactions) c) Removal or reduction of fire hazards



d) Removal or reduction of risks to people which would involve: i) Detection and warning ii) Fire-fighting iii) Escape routes iv) Lighting v) Signs and notices vi) Maintenance



NOTE: Candidates must achieve unit 2 and 3 before they can undertake unit 5 Candidates are required to produce a minimum of four fire risk assessments and associated advisory reports. The 4 fire risk assessments must be drawn from a range of properties with differing occupancy types that present a varied range of fire safety issues. Assessors must assess all four. Computerised simulations are not acceptable for assessment purposes though they may be used for training. It would greatly assist candidates, assessors and verifiers if the fire risk assessments could be entered on to a grid for easy reference.

Attributes Medium rise (3-5 storeys) High rise (over 5 storeys)

Medium risk Eg: Medium sized office, Leisure Centre

Eg: Large office, hotel

High risk Eg: Workshop, modern hospital

Eg: Historic buildings, old hospital

NOTE: 2 of the four risk assessments MUST be done on buildings that are accessed by the public on a regular basis.

Guidance on using the grid The grid above is common to many of ABBE‟s awards. The number of fire risk assessments that candidates are required to submit is relatively low [in this case 4]. The grid carefully selects the most crucial building types / usage to ensure that basic competence is demonstrated. It must be noted that the submission of this small number of reports could not hope to cover all the types of building and complications that in working life the fire risk assessor is likely to come across. Therefore the learner in conjunction with their assessment centre should take care to ensure that they put forward risk assessments that satisfy the grid above as a minimum. Process evidence 1) A single statement that sets out the processes and procedures which include all stages from gathering and evaluating the evidence necessary to support a fire risk assessment to the submission of the final report. Indirect evidence



1) Records of inspection of all relevant sources of information including, for example, previous fire certificates, servicing logbooks and fire drills 2) Records of meetings with the duty holder or responsible person 3) Records of relevant details of construction and comparison with existing plans 4) Records of identification of fire hazards and people at risk 5) Statements relating to the evaluation, removal and protection from risk 6) The identification of potentially complex scenarios that require more detailed evidence and analysis 7) Records of significant findings in an appropriate format in accordance with CLG guidance and with reference to the appropriate sections of BS 9999



PART 5 Appendices Appendix 1 Additional Unit Information

Unit 1: Work in a safe and professional manner

Additional information about this unit

Unit expiry date

Details of the relationship between the unit and the national occupational standards or other professional standards or curricula [if appropriate]

Skills for Justice, National Occupational Standards for Fire Safety, 2005 FS4, FS10, FS11, FS12, FS13, FS14

Assessment requirements or guidance by a sector or regulatory body [if appropriate]

None

Support for the unit from a SSC or other appropriate body [if required]

Skills for Justice/SkillsPlus UK

Location of the unit within the subject/sector classification system

1.4 Public Services

Name of the organisation submitting the unit

Awarding Body for the Built Environment

Availability for use Restricted unit

Unit available from

Unit Guided learning hours 20

Unit 2: Fundamental principles and concepts for fire risk assessment


Unit expiry date


Skills for Justice, National Occupational Standards for Fire Safety, 2005 FS1, FS2, FS3, FS4, FS6, FS12


None




1.4 Public Services




Unit available from




Unit 3: Advanced principles and concepts for fire risk assessment


Unit expiry date


Skills for Justice, National Occupational Standards for Fire Safety, 2005 FS1, FS2, FS3, FS4, FS5, FS6, FS12,


None




1.4 Public Services




Unit available from


Unit 4: Prepare to undertake fire risk assessments


Unit expiry date


Skills for Justice, National Occupational Standards for Fire Safety, 2005 FS7, FS8, FS9, FS12


None




1.4 Public Services




Unit available from




Unit 5: Undertake and report on fire risk assessments for complex buildings


Unit expiry date


Skills for Justice, National Occupational Standards for Fire Safety, 2005 FS1, FS2, FS3, FS4, FS5, FS6, FS12,


None




1.4 Public Services




Unit available from




Appendix 2 Structured Professional Interview

Using the ABBE Structured Professional Interview to fill small scale gaps in the learner’s record The structured professional interview [SPI] is one method centres can use to assess learner competence. Other methods include submitting evidence in a standard NVQ type manner or by the recognition of prior achievement. The SPI is designed to be used primarily with experienced practitioners in situations where the learner needs to fill small scale gaps in their evidence in a quick and efficient yet robust manner. As such it is an ideal assessment method for this qualification when the minimum evidence has already been submitted but there are still some small areas of doubt but which are not sufficient to warrant requiring the learner to submit further full Fire Risk Assessments. The SPI is an assessment tool that allows the assessment centre to undertake a detailed and structured interview with the learner, to review the specified additional evidence in a structured fashion. The SPI (also referred to as a Professional Discussion) is an assessment tool that allows assessment centres to undertake detailed and structured interviews with learners to establish a learner‟s skill or knowledge in a show and tell manner. Centres should bear in mind that it is generally those learners with more relevant experience who will find it easier to locate evidence at the time of the interview than a less experienced counterpart. Where the SPI is used with less experienced learners, the assessor may need to contact the learner in advance to give guidance on how to prepare. Alternatively, the assessor – knowing where the gaps are in the learner‟s assessment record - can prepare the ground to be covered with the learner when they meet, perhaps discussing this with the learner in advance. A guidance document on SPI is available on the ABBE website at www.abbeqa.co.uk It is important that both assessors and learners are fully aware of the guidance because SPIs are not an ‘easy option’ that circumvents the rigour of more standard methods of assessment. The assessors take on a considerable responsibility for structuring and recording in detail the assessment activity and the learner needs to prepare well to enable the interview to be a success.




ABBE Structured Professional Interview Form

Learner name:

Date

Outline of Question/Topic Discussed

Outline of response given by learner Evidence Seen and Location

Assessor Competence Justification Statement

Assessor Signature

Learner Signature

IV Signature (if sampled)



Appendix 3 Recommended equipment list 1. Binoculars 2. Camera with spare batteries and Camera back up (a mobile phone fitted with camera is sufficient) 3. Ladder and hard hat (for accessing loft spaces) 4. Measuring devices (range of measuring tapes) 5. Suitable footwear, safety shoes optional 6. Torch 7. Pocket mirror 8. Compass 9. Umbrella / Wellingtons / wet weather protection. Etc 10. Disposable dust masks 11. Latex/vinyl gloves 12. Hand cleaning wipes 13. First aid kit 14. Personal alarm/mobile phone 15. Appropriate container/bag for equipment

ABBE Level 4 Diploma in Fire Risk Assessment Qualification...

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