LEARNER HANDBOOK

Level 3 Certificate in Fire Risk Assessment

Level 4 Diploma in Fire Risk Assessment

THE UK’S NATIONAL FIRE SAFETY ORGANISATION

 LEVEL 3 CERTIFICATE
STUDY UNITS

| UNIT SYLL ABUS

L31: Fire Risk Assessment in a professional and ethical L34: Undertake and Report on
Fundamental Principles manner, complying with Fire Risk Assessments
organisational and legal
The aim of this unit is to (Those registered to complete
requirements. This unit will be
provide the learner with the Level 4 Diploma do not need
undertaken via distance study
an understanding of the to undertake this module.)
and e-learning, and evidenced
fundamental principles and
throughout your qualification The aim of this unit is to provide
concepts that underpin the
portfolio. the learner with the ability to:
practice of fire risk assessment
in respect of: L33: Prepare to Undertake Fire › gather and evaluate the
Risk Assessments evidence necessary to support
› the legal framework in the
a fire risk assessment
UK and the responsibilities and The aim of this unit is to provide
obligations imposed the learner with the ability to: › determine the hazards and
risks that exist
› the mitigating or › mitigate contributing factors
contributing factors of of building construction on the › evaluate ways to remove or
building construction on the risks posed from fire reduce the risk
risks posed from fire › report significant findings
› estimate the necessary
› the nature of fire, fire resources required to and propose an action plan.
growth and identification of undertake the assessment and
fire hazards prepare an estimate
› approaches to ensuring fire
› ensure that the duty holder
safety in respect of protecting
and/or responsible person
those particularly at risk.
understands their obligations
This unit is undertaken as under the Regulatory Reform
a 5-day class-based course (Fire Safety) Order 2005 (FSO),
undertaking exercises as part The Fire (Scotland) Act 2005,
of your portfolio of evidence. The Fire Safety (Scotland)
You will also undertake an Regulations 2006, The Fire and
online assessment following Rescue Services (Northern
this course. Learners must Ireland) Order 2006 and The Fire
achieve Unit 2 before they can Safety Regulations (Northern
undertake Units 3 and 4. Ireland) 2010
L32: Health and Safety
› ensure that the terms and
The aim of this unit is conditions are understood and
to develop knowledge, agreed by all parties.
understanding and skills to
contribute to the health, safety This unit will be undertaken as
and security of the workplace, a self-study unit. You will be
to demonstrate effective required to produce a portfolio
working relationships, and of specified evidence to meet
conduct fire risk assessments the unit criteria.

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LEVEL 3 CERTIFICATE
QUALIFICATION SUMMARY

The need for the Fire Risk Assessment qualification is due to the Government’s Regulatory Reform (Fire Safety)
Order 2005 (RRO), which requires fire risk assessments to be carried out by a ‘competent’ person.
This qualification provides learners with the knowledge 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 purpose of the qualification is to allow learners to demonstrate that they are capable of carrying out
fire risk assessments and have the underpinning knowledge needed, at the required depth, to confirm
occupational competence.
Achievement of these qualifications will provide learners with the required knowledge and skills to work within
the sector specialising in this area.
Qualification Number
ABBE Level 3 Certificate in Fire Risk Assessment: 603/4897/5
Qualification Level
This qualification has been listed on the Regulated Qualifications Framework (RQF) at: Level 3
Total Qualification Time
This qualification is allocated Total Qualification Time (TQT). This includes Guided Learning (GL) expressed in
hours, which indicates the number of hours of supervised or directed study time and assessment. Credit has
also been allocated to this qualification.
› The Total Qualification Time (TQT) for this qualification is: 300 hours
› Guided Learning (GL) for this qualification is: 130 hours
› Credit Value: 30

Mandatory Unit

Unit URN Unit name Credit value Guided Learning Level

(hours)
L31 D/617/7202 Fire Risk Assessment 12 60 3
Fundamental Principles

L32 Y/617/7201 Health and Safety 4 20 3

L33 H/617/7203 Prepare to Undertake 4 20 3

Fire Risk Assessments

L34 K/617/7204 Undertake and 10 30 3

Report on Fire Risk
Assessments in Simple
Premises

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 LEVEL 4 DIPLOMA
STUDY UNITS

| UNIT SYLL ABUS

L43: Advanced Principles L45: Undertake and Report For the assessment of this unit
and Concepts for Fire Risk on Fire Risk Assessments for you will be required to produce
Assessment All Buildings (Except Complex a minimum of 3 fire risk
Buildings) assessments of appropriate
The aim of this unit is to further
premises. Additional specified
develop the content of Unit 2 The aim of this unit is to provide
evidence will also be required
and provide the learner with an the learner with the ability to:
for your portfolio.
understanding of the advanced
› gather and evaluate the
principles and concepts that
evidence necessary to support
underpin the practice of fire
a fire risk assessment
risk assessment in respect of:
› determine the hazards and
› the building designation and
risks that exist
risk profiling
› evaluate ways to remove or
› fire and smoke dynamics
reduce the risk
› fire suppression and
› report significant findings
firefighting.
and propose an action plan.
This unit is undertaken as a
4-day classroom-based course
undertaking exercises as part
of your portfolio of evidence.

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LEVEL 4 DIPLOMA
QUALIFICATION SUMMARY

The need for the Fire Risk Assessment qualification is due to the Government’s Regulatory Reform (Fire Safety)
Order 2005 (RRO), which requires fire risk assessments to be carried out by a ‘competent’ person.
This qualification provides learners with the knowledge 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 purpose of the qualification is to allow learners to demonstrate that they are capable of carrying out
fire risk assessments and have the underpinning knowledge needed, at the required depth, to confirm
occupational competence.
Achievement of these qualifications will provide learners with the required knowledge and skills to work within
the sector specialising in this area.
Qualification Number
ABBE Level 4 Diploma in Fire Risk Assessment: 603/4907/4
Qualification Level
This qualification has been listed on the Regulated Qualifications Framework (RQF) at: Level 4
Total Qualification Time
This qualification is allocated Total Qualification Time (TQT). This includes Guided Learning (GL) expressed in
hours, which indicates the number of hours of supervised or directed study time and assessment. Credit has
also been allocated to this qualification.
› The Total Qualification Time (TQT) for this qualification is: 470 hours
› Guided Learning (GL) for this qualification is: 200 hours
› Credit Value: 47

Mandatory Unit

Unit URN Unit name Credit Guided Learning Level

value (hours)
L31 D/617/7202 Fire Risk Assessment 12 60 3
Fundamental Principles
L32 Y/617/7201 Health and Safety 4 20 3

L33 H/617/7203 Prepare to Undertake Fire Risk 4 20 3

Assessments

L34 K/617/7204 Undertake and Report on Fire N/A N/A N/A

Risk Assessments in Simple
Premises
L43 T/617/7223 Advanced Principles and 7 35 4
Concepts for Fire Risk
Assessment
L45 A/617/7224 Undertake and Report on Fire 20 60 4
Risk Assessments for All Buildings
(Except Complex Buildings)
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 LEARNER GUIDANCE

PURPOSE
This handbook describes the method of assessment and certification that accompanies the Level 3
Certificate in Fire Risk Assessment and Level 4 Diploma in Fire Risk Assessment.

AS S E S S M E N T (with an understanding of ROLE AND

the occupational area) and RESPONSIBILITIES
Evidence of technical
the quality of the awarded
competence is gathered from There are 4 roles in the
competence is monitored by
a learning and development programme’s assessment system:
awarding organisation External
environment and successful
Quality Assurers. Evidence is › External Quality Assurer
achievement of formal and
to be collected on the Centre
informal assessment. The › Internal Quality Assurer
documents and kept by an agreed
consistency of assessment
Centre administrator which must › Assessor
between assessors is evaluated
be available to the Quality Assurers › Learner.
by the Internal Quality Assurer
if required.

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ROLES AND
RESPONSIBILITIES

EXTERNAL QUALITY INTERNAL QUALITY › providing access to the

AS S U R E R AS S U R E R Centre for the External Quality
Assurer
The monitoring and The primary role of the
standardisation of assessment Internal Quality Assurer is to › maintaining their
decisions will be achieved provide help and support to occupational competence
by robust and strong Centre the assessors and to maintain through Continuous
monitoring and quality quality within the assessment Professional Development
assurance according to process. activities.
awarding body requirements. The Internal Quality Assurer’s AS S E S S O R
External Quality Assurers responsibilities include:
The Assessor’s role is to assess
(EQA) will be appointed by the › maintaining good the work carried out by the
awarding body to approve communication with assessors learner and use this evidence to
centres and to monitor the and ensuring that briefings, judge whether the learner has
assessment and internal quality advice and other necessary met the standards required.
assurance carried out by them. support is provided
The Assessor is responsible for:
External quality assurance is › providing feedback to
carried out to ensure that there › communicating the
assessors on their assessment
is validity, reliability and good principles of the assessment
decisions
practice in centres. To carry system to learners
out their quality assurance role, › ensuring that training needs
› ensuring that the learners
quality assurance staff must of assessors are identified and
understand the nature of tasks,
have appropriate occupational that provisions are made to
suitable evidence and formats
and verified knowledge and meet those needs
expertise. › assessing the learners’ work
› checking, approving and
against the standards and
The Awarding Organisation reviewing assignments and
judging whether or not they are
monitors the assessment questions for use on a regular
competent
system in each of their Satellite basis
Centres and is responsible for: › recording assessment
› monitoring the process of
decisions and providing
› visiting the Centre assessment within the Centre
feedback to learners
at various stages in the to ensure that the assessment
programme to ensure that it system requirements are being › ensuring that an Equal
continues to operate within met Opportunities Policy is applied
the requirements of the to all aspects of assessment
› ensuring that the evidence
competency assessment provided to the assessors › liaising with the Internal
system is valid and supports the Quality Assurer.
› ensuring that a policy of assessment decisions made LEARNER
Equal Opportunities is adopted › approving the candidate
for all aspects within the Centre The Learner’s role is to provide
process record to confirm their the assessor with evidence of
› sampling the assessment achievement and to verify that their competence so that an
process to ensure the guidelines and procedures have assessment decision can be
Centre’s standards are being been followed made.
maintained. › ensuring that the assessors
fully implement an Equal
Opportunities Policy
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 LEARNING AND DEVELOPMENT ENVIRONMENT
This may include, but is not restricted to, classroom-based learning, e-learning, online learning, and private
study and work-based activities.
APPEALS PROCEDURE
If a learner is not satisfied with the decision of the Centre Assessor, they can refer the matter to the Internal
Quality Assurer.
If the appeal cannot be resolved, the Internal Quality Assurer will refer the matter to the FPA’s Director of
Training for consideration. Every effort will be made to resolve the matter within 10 working days.
If the learner is not satisfied with the outcome, they have the right of appeal to the Awarding Organisation,
whose decision will be final and binding on all parties.
CONFIDENTIALITY
The Centre will ensure the confidentiality of all learner records and personal information. The following
persons have access to all learner progress records:
› Internal Quality Assurer
› External Quality Assurer
› Training team administrators.
Learners have access to their own records by arrangement with the Training Department.
AS S E S S M E N T M A L P R AC T I C E
Authentication
All learners will be required to declare that the evidence submitted is their own work. Any instances of
suspected, actual or attempted malpractice by learners or Centre staff will be thoroughly investigated and
appropriate action will be taken.
Examples of malpractice/maladministration
Full details can be found in the separate Malpractice/Maladministration Policy which is available on request.
Examples of malpractice by learners include:
› copying, and passing off as their own, another person’s work
› fabrication of evidence
› use of unauthorised material for supervised tests
› alteration of any results documents, including certificates.
Examples of malpractice by Centre staff include:
› failing to keep learner work or/and test papers secure
› unduly assisting learners by for example producing work for them or falsifying evidence
› allowing evidence that they know not to be the learner’s own to be submitted for assessment
› claiming for a certificate prior to the learner achieving all outcomes.
Dealing with malpractice/maladministration
If anyone is found to be or suspected of malpractice, the Centre or Awarding Organisation will make the
individual fully aware (in writing) at the earliest opportunity of the nature of the alleged malpractice and of the
possible consequences should malpractice be proven. The individual will have the opportunity to respond in
writing to the allegations made and the matter will be fully investigated by either the Director of Training or the
Awarding Organisation, whichever has made the allegation. The Awarding Organisation needs to be informed of
any alleged malpractice at the earliest opportunity.

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Appeals against malpractice
A learner has the right of appeal against any sanctions or penalties arising from malpractice. The appeal should
be directed in the first instance to the FPA’s Director of Training within 21 days of the sanctions or penalties
being confirmed.
F E E D BAC K
Learners will receive feedback and marks for their assignments within 4 weeks of submission. Where learners
have not met all assessment criteria they will be given more detailed feedback about areas of deficiencies.
SUBMISSIONS
Where learners have not been successful on their first attempt at either the multiple choice/open question
test or the tasks, they will have the opportunity to resubmit work within the qualification timeframe. Further
submissions after this may be allowed at the discretion of the tutor and may incur an additional fee to the
learner.
SPECIAL REQUIREMENTS
Where a learner notifies the Centre in advance of any special requirements for completion of tests and/
or evidence, we aim to work with them to ensure accessibility whilst maintaining the validity of any work
produced. The flexible nature of the recognised sources of evidence can accommodate a range of such
requirements.
CONFLICTS OF INTEREST
It is the duty of all tutors and assessors to disclose any actual or potential conflict of interest, and the process
for doing so is as follows:
› All tutors and assessors are issued with a Conflict of Interest Form to complete on commencement with the
organisation and it is a requirement of their contract that this is completed and updated on an annual basis.
› The information held on the Conflict of Interest Form is then transferred to a Register of Interests
document which is maintained by a designated person at the FPA.
› If the individual concerned has any changes to their declared circumstances, they must inform their line
manager immediately in writing, so that the conflict of interest can be evaluated, and the register updated.
› The form is to be completed even when the individual has no conflict of interest to declare.
› The information submitted is then evaluated to identify if any further action is required and a written record
of the outcome of the evaluation is kept.
Action – Most situations require no further action than the completion of the Conflict of Interest Form. In some
instances, however, the information declared on the form will require some follow up action, in order for the
conflict of interest to be managed appropriately. The approach agreed between the line manager and the tutor
and assessor, will be documented and held with the Conflict of Interest Form.
POLICIES
As part of your induction, you will be given access to a number of FPA policies. These will be available via the
learner management platform. Please make yourself familiar with these and refer to them in the first instance
regarding what to do should any issues arise:
› Conflict of Interest Policy
› Data Protection Policy
› Equal Opportunities Policy
› Training Complaints and Appeals Procedure
› Malpractice/Maladministration Policy

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 › Reasonable Adjustments for Assessment Policy.
RESOURCES
Various learning resources specific to the completion of each assessment will be available on the learner
management platform or as links to the relevant websites where these can be accessed. Copyright prevents
us from giving free access to some materials, although it is expected that you will be able to access these
documents through your employer as part of your normal role such as the relevant British Standards. Bear in
mind these resources are available online to refer to but you may require physical copies when researching
your answers. If these are not provided by your employer you will need to print them.
IT – access to a PC and the internet is a critical element to completing these assessments. A basic Microsoft
Office suite will be needed as many documents will be downloaded and will need to be uploaded as a Word or
pdf file.
Time – give yourself an appropriate amount of time and quiet space to sit and carry out your studies. The
assessments require research and applying your practical interpretation to answer questions. A guide to the
number of hours for assessment, directed study, and online learning is given for each unit but these are a guide
only – everyone works at a different pace.
T H E AS S E S S M E N T P R O C E S S
Some assessment activities will take place in the classroom during group activities, workbook activities or
observations of other practical activities. A large portion of assessment activities for these modules take place
outside of the classroom and involve research, carrying out activities, written answers, problem solving and
interpretation of relevant documents. We will use the FPA learning management system for communicating
your answers and receiving feedback.
Should you require any reasonable adjustments to allow you to complete any of the proposed assessment
activities, please contact us directly (or through your learner manager if that is your company policy) with
relevant information for our trainers and/or assessors to be made aware of in relation to adjustments required.
C E R T I F I C AT I O N
1. Following completion of the qualification and an internal verification process, results will be sent to the
Awarding Bodies.
2. Following the Awarding Bodies’ verification process, the qualification will be awarded and certificates
produced.

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T H E F I R E P R O T E C T I O N A S S O C I AT I O N T H E A WA R D I N G B O D Y F O R B U I L D I N G
( F PA ) E D U C AT I O N ( A B B E )
The FPA is the UK’s national fire safety ABBE began in 1997 offering qualifications in
organisation. We work to identify the dangers of the building and construction industry. As an
fire and help our clients reduce any fire-related Awarding Organisation, ABBE’s role is to develop
risks. qualifications which are responsive to customer
needs. We approve colleges and training
As fire safety experts, we have an unrivalled
providers to deliver courses and training, we set
reputation for quality and expertise in all
assessments and issue certificates to successful
aspects of fire protection including research,
learners. Our expertise lies in developing
consultancy, training, publications, risk
qualifications that are vocational in nature and
surveying and auditing. All our services are
which complement work-based learning and
central to the reputation we’ve built amongst
licence to practice ‘type’ qualifications.
our membership and advocates who trust our
expertise. The qualifications that ABBE offer are suitable
for preparing to work in the sector, for starting
We actively seek to move fire safety standards
and progressing careers and/or for professional
forward by lobbying government and working
development. We have developed considerable
with them to address our issues and concerns.
expertise in overseeing high quality assessment
Values for qualifications ranging from level 1 to level
Trust – The government, industry organisations, 6 covering a variety of disciplines and a range
and members rely on us for advice, and regularly of sectors. ABBE has the flexibility to design
use our testing and educational services. assessment methods to suit the needs of all
different types of organisations and employers.
Integrity – We are respected for our honest
approach, facilitating and lobbying for best ABBE is regulated by Ofqual and Qualifications
practice in the fire industry. Wales for the delivery of a range of qualifications.
Our qualifications are nationally recognised,
Expertise – Our teams’ specialist fire safety helping learners to achieve their full potential
knowledge is undisputed and offers the and ambitions. The Regulated Qualifications
latest fire protection advice to industry and Framework (RQF) came into being on 1
government organisations. September 2015.
Mission Statement Values
The UK experts in protecting property, lives and Our aim is to provide a high quality experience by
the environment – educating our members and building a strong community of mutual support
industry through consultancy, training, research and trust. We can use our collective talents
and lobbying. to build meaningful partnerships to help us
Vision all to achieve our goals. ABBE is a recognised
Awarding Organisation with strong professional
To continue to be the go-to authority in the field integrity.
of fire protection, building security and people
safety through the promotion of fit-for-purpose Mission
training, expert consultancy, ethical testing ABBE educates, inspires and empowers learners.
and challenging research-led lobbying and
representation. Vision
ABBE’s vision is that every learner is confident,
successful and has the opportunity to achieve
their full potential.

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LEVEL 3 CERTIFICATE IN FIRE RISK
ASSESSMENT THE BEST ROUTE TO BEGIN
YOUR JOURNEY AS A COMPETENT FIRE RISK
ASSESSOR
LEVEL 4 DIPLOMA IN FIRE RISK ASSESSMENT
DEMONSTRATE YOUR COMPETENCE AT A
HIGHER LEVEL

FIRE PROTECTION ASSOCIATION

London Road
Moreton-in-Marsh
Gloucestershire
GL56 0RH
+44 (0) 1608 812 500
[email protected]
thefpa.co.uk
ABBE Fire Risk Assessment Learner Handbook | V3 August 2022