ISTITUTO SUPERIORE PER LA PREVENZIONE E LA SICUREZZA DEL LAVORO

I.S.P.E.S.L. SI.PRE. PROJECT REGIONS

NATIONAL DATABASE FOR SECTOR RISK PROFILES

1. SECTOR

SCHOOL BUILDINGS

2. ISTAT CODES

0700

3. ISPESL CODES

(office use only)

SURVEY AREA

4. NATIONAL:

ITA

5. REGIONAL

6. PROVINCIAL

7. USL

8.YEAR OF SURVEY

9. NUMBER OF EMPLOYEES:

9A. CLERICAL:	1200	*men*	2600	*women*

9B. WORKERS:	100	*men*	500	*women*

10. TOTAL FIRMS

301

11. SURVEY FACILITY

IGEAM srl. – Services and studies for sustainable development.

12. REFERENCE PERSON: Dr. Michele Casciani / Dr. Piero Santantonio

ADDRESS:	c/o IGEAM S.r.l. Via della Trasfigurazione 2

POSTAL CODE:	00151

CITY:	Rome

PROVINCE:	Rome

TELEPHONE:	06-5327031

FAX:	06-53270330

E-MAIL:	igeam@tin.it

13. ACCIDENTS:

TOTAL:

OF WHICH FATAL

14. OCCUPATIONAL DISEASES:

NAME	N° CASES	INAIL CODE

NOTES

The survey of accidents was not possible in this case due to generally incomplete and fragmentary data.

This situation is also found in the data in this regard supplied by the INAIL, shown in the following paragraphs. Also with regard to occupational diseases, these have not been monitored in the case of the inspections for the same reasons.

1 Definition of the reference sector

This research regards pre-schools, elementary schools and middle schools throughout Italy.

It should be recalled that as indicated in Art. 1 para. 1 and 2 of Ministry Decree n° 382 of 29/9/98, the articles of Leg. Decree 626/94 and subsequent amendments and additions, shall apply “to all scholastic and educational institutions of every type and level, regarding personnel and users of those institutions, taking into account the particular requirements related to the services they provide” and that “pursuant to Article 2, para. 1, letter of Legislative Decree n. 626, the students of the scholastic and educational institutions in which the teaching programmes and activities provide expressly for the attendance and use of specially equipped laboratories, with possible exposure to chemical, physical and biological agents, the use of machines, devices and work instruments in general including video terminal equipment, are deemed to be equivalent to workers. This equivalency arises in periods when the students are actually using the equipment or laboratories concerned. These students shall not, however, be counted in relation to Legislative Decree n. 626, for purposes of determining the number of workers relevant in the decree for the implementation of particular obligations.”.

The definition of the sector includes the general considerations stated here, also for purposes of the assessment of the statistical significance of the data shown.

For pre-schools, elementary schools and middle schools, jurisdiction for the ownership and thus the maintenance of buildings is generally assigned to the respective local municipal administrations, while for upper schools, excluding research institutes, the respective provincial administrations have jurisdiction.

With regard to management of personnel, equipment and furnishings, jurisdiction is shared between the respective municipal administrations for the elementary schools and pre-schools and the respective provincial administrations for the middle schools.

All this obviously applies to public schools.

We should also recall that there are private and public schools in Italy. There is a significant prevalence of the public sector in the elementary schools and first level secondary schools (formerly compulsory schools), while the number of private and public pre-schools are similar in the number of buildings and pupils.

The following figures are presented graph form, for each Italian region, with data on the distribution of the number of schools and classes per each type of school, and data on average class size, expressed both as the ratio between the number of students and the number of classes, and as the ratio between the number of students and the number of schools of the specific type.

The maps do not show data for Valle d'Aosta and Trentino Alto Adige; as regions with an autonomous statute, according to Leg. Dec. 24/7/1996 n°434 they are not under State jurisdiction.

Pre-schools

The distribution of pre-schools is quite uniform throughout the country, Northern, Central and Southern Italy have regions with a number of schools belonging to one of the three categories shown in the legend, a consideration that is confirmed by the distribution of the number of classes.

With regard to the student-class ration, the number of students per class is less than 23 and no regions have pre-schools with a number of students exceeding 100.

On the basis of the data processed, the smallest schools are in Calabria, Abruzzo, Molise, Umbria and Friuli.

Figure

Elementary schools

With regard to the distribution of elementary schools, the maps show that the highest number of schools is in South-Central Italy, especially in Lazio, Sicily, Campania and Puglia, with sole exception of Lombardy in the north.

In general, the higher number of schools is associated with the higher number of classes. Only Abruzzo and Marche have a ratio between the number of schools and the number of classes in which the rate is less than for middle schools.

Student-class rations in elementary schools are better than in pre-schools with a general situation of less than 21 students for each class; especially Piedmont, Veneto and Calabria are characterised by a low number of student compared to the number of classes.

Figure

Middle schools

The distribution of middle schools in Italy is quite uniform when compared to the number of schools and classes and the geographical area of the various Regions.

Matters are different when we consider the number of students present, the calculation of the average value per school and per class indicates less crowding in the schools in the southern regions, especially Calabria and Basilicata.

In Central and Northern Italy the situation is more or less equivalent with an average number of students per class between 20 and 22.

In general the middle schools are less crowded than elementary schools, with a maximum number of students per school of 330 for the middle schools and 700 for the elementary schools.

Figure

The existing schools are distributed as shown in the following table, shown by province and type of school.

Area	Region	Province	N° Pre-schools	N° Elementary schools	N° Middle schools
North	Piedmont	Alessandria	113	39	60
		Asti	49	16	31
		Biella	63	14	32
		Cuneo	175	49	102
		Novara	73	24	42
		Turin	400	147	208
		Verbano Cusio Ossola	51	12	26
	Lombardy	Bergamo	111	67	157
		Brescia	142	77	165
		Como	77	34	72
		Cremona	90	24	49
		Lecco	44	20	38
		Lodi	43	13	27
		Milan	332	224	314
		Pavia	96	31	71
		Sondrio	64	18	36
		Varese	160	40	99
	Liguria	Genoa	111	51	80
		Imperia	61	16	24
		La Spezia	55	16	32
		Savona	64	19	33
	Friuli Venice Giulia	Gorizia	36	10	17
		Pordenone	47	22	36
		Trieste	49	17	26
		Udine	160	40	82

(continued)

Area	Region	Province	Pre-schools	Elementary schools	Middle schools
North	Veneto	Belluno	62	18	46
		Venice	110	57	95
		Manta	113	107	53
		Padua	74	53	130
		Rovigo	37	19	52
		Treviso	63	50	101
		Verona	105	56	104
	Emilia Romagna	Bologna	131	191	86
		Forlì	93	103	48
		Ferrara	39	94	45
		Modena	102	144	58
		Parma	56	105	52
		Piacenza	58	75	42
		Ravenna	44	82	39
		Reggio Emilia	54	134	58
		Rimini	45	74	24
Central	Tuscany	Arezzo	91	115	58
		Florence	190	190	72
		Grosseto	65	80	40
		Siena	76	71	44
		Leghorn	52	65	31
		Lucca	118	146	41
		Massa	65	81	27
		Pisa	108	134	53
		Pistoia	64	80	28
		Prato	35	45	18
	Umbria	Perugia	248	247	108
	Umbria	Terni	70	79	37

(continued)

Area	Region	Province	Pre-schools	Elementary schools	Middle schools
Central	Molise	Campobasso	89	101	64
	Molise	Isernia	53	62	30
	Lazio	Frosinone	244	205	90
		Latina	162	146	59
		Rieti	81	81	36
		Rome	492	671	328
		Viterbo	84	90	60
	Abruzzo	Pescara	109	90	46
		L'Aquila	134	156	61
		Chieti	159	147	77
		Teramo	136	117	58
	Marche	Ancona	154	134	60
		Ascoli Piceno	124	132	65
		Macerata	98	101	52
		Pesaro	122	132	57
South	Campania	Avellino	198	190	118
		Benevento	153	144	76
		Caserta	250	297	140
		Naples	667	631	282
		Salerno	501	445	196
	Basilicata	Potenza	192	188	114
	Basilicata	Matera	80	61	41
	Calabria	Catanzaro	220	207	104
		Cosenza	389	403	184
		Crotone	81	70	40
		Reggio Calabria	272	338	140
		Vibo Valentia	119	112	64

(continued)

Area	Regione	Province	Pre-schools	Elementary schools	Middle schools
South	Puglia	Bari	359	254	139
		Brindisi	140	81	45
		Lecce	220	192	129
		Foggia	187	136	98
		Taranto	140	94	62
	Sicily	Agrigento	140	122	67
		Caltanissetta	90	63	34
		Catania	315	301	128
		Trapani	148	157	54
		Enna	86	60	31
		Messina	306	349	151
		Palermo	244	241	145
		Ragusa	142	70	36
		Siracusa	111	84	47
	Sardinia	Cagliari	177	209	136
		Nuoro	136	122	90
		Oristano	73	68	52
		Sassari	183	171	100

The schools where inspections were made, selected for this research, totalled 301. The following table shows classifications by geographical areas, regions, provinces and types of schools.

			Pre-schools	Elementary schools	Middle schools
North (26)	Veneto (17)	Venice (17)	4	10	3
North (26)	Emilia Romagna (9)	Forlì (9)	3	3	3
Central (89)	Tuscany (14)	Siena (14)	3	8	3
	Lazio (48)	Rome (26)	11	12	3
	Lazio (48)	Rieti (22)	12	10
	Marche (27)	Ancona (27)	15	8	4
South (185)	Campania (74)	Avellino (11)	4	4	3
		Caserta (24)	9	10	5
		Naples (16)	7	6	3
		Salerno (23)	10	10	3
	Calabria (53)	Catanzaro (53)	21	24	8
	Puglia (12)	Foggia (12)	6	2	4
	Sicily (47)	Trapani (47)	23	24
TOTAL			128	131	42

The data refer to surveys conducted in the last 3 years (1997 – 1999).

The sample taken as reference is thus more consistent in the southern regions compared to the north, and is concentrated in the regions where the number of schools is the highest (Veneto, Lazio, Campania, Sicily, Puglia) or with a high schools/students ratio (Calabria, Abruzzo). The sample selected will thus be reasonably representative of the situation on a national scale.

A direct result of the significance of the sample occurred later, since in the various locations the same risk situations often occur, and there is a higher rate of occurrence of the same types of non-compliance. As shown in the following chapters analysing the results of risk assessment for the schools of the sample examined, that the situations of non-compliance occur with a frequency, expressed in percentage terms, either greater than 70% or less than 30%. In other words, the risk factors identified are, with respect to the schools analysed, either very frequent or not very frequent.

This is probably also due to the fact that sensitivity to problems of the occupational safety, le resources for reducing or eliminating them and the decision-making mechanisms of the schools of the sector examined are generally equivalent throughout the country, since they depend on the municipal administrations which have basically equivalent administrative mechanisms, habits and funding. There are nevertheless particular situations or characteristics that have been highlighted.

In order to correctly estimate the exact figures of the scholastic population directly involved in this research, the number of students attending the 300 schools examined must be added to the number of workers shown in the frontispiece.

On the basis of the national average of number/class ratios for each level, the scholastic population directly involved by this research is approximately 110,000.

2 Description of the production cycle and activities conducted in the sector.

The activities listed here are conducted by the workers (teachers, technicians, auxiliary staff, administrative staff) to whom the students are deemed to be equivalent, in the terms already indicated in the previous chapter.

The main activity conducted in the sector is obviously teaching and/or entertainment, and is thus conducted in classrooms and sometimes in laboratories. This main activity is connected with secondary ones with their own characteristics and risks:

· The canteen service: generally present in pre-schools and elementary schools, practically absent in middle schools. The management of this service may sometimes involve a kitchen inside the school, though firms providing pre-cooked meals to distribute to the students are often used;

· Sports: these take place in gyms or in some cases in the gardens or playing fields owned by the school. This type of activity is mainly undertaken by pupils in the elementary schools and middle schools and is provided by teachers with specific training;

· Lab activity: this is conducted in rooms suitably equipped for the activities to be undertaken. More frequently there are laboratories in middle schools where the courses involve practical applications in the subjects studied;

· Cleaning: This activity may be conducted by general personnel or specific cleaning personnel, depending mainly on the size of the schools. Cleaning is carried out in all the rooms of the schools, generally at the end of teaching activities;

· Administrative activity: This is conducted by the principal and in the school secretariat, and may involve the use of video terminals.

Besides the main activities mentioned above, the school buildings host other periodical and special activities which are in any case considered in this research for sake of completeness.

These periodical activities are for example

· Elections and referendum.

· Public religious ceremonies or lay events (seminars, conferences etc.).

Considering the evident peculiarities of the sector considered, for a better description of the risks within the framework of this research, the analysis will be conducted not so much in the phases of the production cycle, which are not easily identifiable, as for sets of activities, since each of them is related with specific equipment, machines and substances used. Considering the particular risk factors and expected harm, the possible measures may be indicated more specifically.

There follow the activities conducted in the school building, on which this research is based.

3 Homogeneous groups of workers

With regard to the professional figures recorded, we can identify the following:

· Management personnel: The didactic director or principal who undertakes an activity comparable to that of a company manager and who is helped by “assistants”, who are present in elementary schools and pre-schools consisting of several branches and who undertake co-ordination on behalf of the headmaster in the branches. The activities undertaken by management personnel come within the area identified for PHASE 6, and are undertaken mainly in the offices. Therefore, besides overall risks related to the general conditions of the rooms where the activity is conducted, personnel with management functions may be exposed to risks related to the use of video terminals, to stress deriving from their responsibilities etc.

· Teachers: They undertake didactic and educational activities using all the means provided by the school, sharing with the headmaster the responsibility for the line of teaching to be adopted. The activities for didactic theory (PHASE 1) and some collateral artistic activities (PHASE 3) are mainly undertaken in the classrooms, or in technical laboratories (PHASE 2) in the case of practical exercises. They take place in school gymnasiums, gardens or playing fields in the case of gymnastics and sports activities (PHASE 4). Support teachers undertake the specific task (PHASE 5) of following students with particular learning problems.

· Administrative head/assistant: They handle the administration of the school with regard to the management of personnel, external contracting firms for some activities undertaken in the building or for the supply of equipment, didactic material etc. In most cases they are also in charge of the revision and update of all the documentation regarding the school building. Also these activities, as for management personnel, are undertaken in the offices (PHASE 6) using equipment such as fax, photocopy machines and video terminals.

· Technical assistants: they co-operate with the teacher using the laboratory (PHASE 2), and are generally found in middle schools, where there are practical exercises regarding the subjects of the course of studies. The activities undertaken are not highly dangerous, although technical staff are subject to specific risks linked with the use of tools for the execution of small carpentry work (saws, hammers, nails etc.) or electric material, besides, obviously, risks linked with the general conditions of the building regarding health and safety.

· Cook: This figure is found in cases where the school has a canteen service (PHASE 9), generally found in pre-schools and elementary schools. The cook, besides dealing with the daily preparation of meals, sometimes co-ordinating the personnel for kitchen services, is in charge of the conservation of food, in compliance with health regulations. The risks for kitchen personnel are related to the specific nature of the task and the equipment used.

· School collaborators: (formerly janitors) handle the general services of schools (PHASE 8), with tasks such as reception and surveillance of students during and before the start of the lessons and during the intervals, and in some cases cleaning the school rooms, besides undertaking some tasks on request by the teachers (photocopies, providing stationery etc.). The risks of this personnel are basically those related to the general conditions of the building (related risks).

Students: as already indicated in the definition of the sector, the students are to be considered as workers if their activities involve the use of laboratories (middle schools), so that they may be exposed to chemical, physical and biological agents, or when equipment, including video terminals, is used.

4 Risk assessment in school buildings

In the context of this research the analysis of risk factors has been conducted with reference to the various sets of activities (phases) listed in the previous paragraph. This has enabled us to assess the risks and interactions between them in the context of the phases and activities. The result of this analysis is shown in the subsequent chapters.

Some risks are, however, better assessed if taken on an overall basis of all the phases or activities. For example, these may include risks connected with electric plant, heating plant, gas distribution, measures for management of fire fighting and emergencies, exit routes etc.. These will be referred to below as “overall risks”.

The undertaking of inspections at the schools of the sample analysed has enabled us to collect the data on specific risks for the phase and the overall risks. For each risk element identified it has thus been possible to conduct a statistical analysis of the results, calculating the frequency of occurrence of situations of non-compliance. The results of data processing for overall and specific risk factors for the activities are shown in the tables of the following paragraphs.

The data on each risk factor were processed by subdividing the country into three major areas (North, Central and South). In this context, a distinction has been made for the three types of schools covered in the research (Pre-schools, Elementary schools and Middle schools). The tables are thus structured in such a way that for each category there are the percentages of non-compliance recorded for each of the major areas, in order to highlight the problems common to all the geographical areas and the possible specific critical situations.

The last three columns show the overall values, on the national scale, of non-compliance situations identified, subdivided by type of school, and this enables us to assess whether, for each risk element, the conditions regarding the health and safety of workplaces are more critical for one category than for another.

As already stated in chapter 1, the percentage values have been calculated on the data regarding a sample of about 300 schools. These results should be considered as representing the national average with an approximation of about 10 - 20 %, since although the sample is large, it still represents a low percentage compared to the overall number of schools.

Therefore, assessment of the data has been made using the following categories of interpretation:

% of non-compliance	Projection on the national or major area level of the estimate of frequency of non-compliance or risk situations.
< 30%	Low occurrence (Low frequency)
> 30 but <70%	Medium occurrence (Medium frequency)
> 70%	High occurrence (High frequency)

Each of these can be associated with an overall judgement of the situation of schools, regarding topics related to the safety and health of workplaces.

4.1 Overall risk assessment

This paragraph shows the main aspects of overall risk assessment, i.e. of that category of risks not specifically connected with one of the phases identified, but regards all of them.

These risks mainly regard the structures, plant, general safety conditions and organisational aspects.

An example for all regards the fire risk, which is widespread in schools and only marginally linked to particular phases, concerning the school facilities as a whole with regard to the building, plant, organisation and management.

The paragraphs regarding the various risk factors contain the results of the monitoring campaign conducted on the sample of schools.

The items inserted in the regarding each risk element are a synthesis of a series of elements taken into consideration for each factor.

This synthesis is based on the need to conduct a statistical analysis of the results of the risk assessment conducted on the sample used for the research. In order to enable the parameters used to supply statistically significant values, it has been necessary to summarise several factors in a single “item” shown in the table.

For sake of completeness, we can provide a detailed description of the specific elements implicitly considered in the risk assessment.

4.1.1 Structural and plant requirements for fire prevention

With regard to fire risk for purposes of fire prevention, school buildings are subjected to specific legislation (Ministry Decree of 26 August 1992) and Ministry Decree of 10/3/98 there is explicit reference to schools of all types and levels with over 1,000 persons in the list of activities with high fire risk.

There follow the specific elements of assessment for each sector of fire prevention.

4.1.1.1 Structural requirements

With regard to the structural requirements, these can be divided into two main groups: compartmentalisation and escape routes.

In the analysis of the “compartmentalisation of rooms” must be considered the location of rooms for scholastic use and the height of the buildings. In particular, if the scholastic activities take place in rooms located “in existing buildings or rooms, also adjacent, below or above other with a different destination ……” “must be separated…. (omissis)…. by structures of characteristics at least REI 120 without connections.” This rule should not be considered valid when by direct relation with other activities connection with other rooms is required; in these cases “connections can take place by smoke-proof filters. These activities must, in any case, have independent entrances and exits.”

In relation to the height of the building there must be a subdivision into compartments, which can also include more than one floor. Specific reference must be made to Table A of Ministry Decree of 26/8/92 shown below.

Maximum area

Fire prevention height of compart. (m²)

Up to 12 m .......................... 6,000

From 12 m to 24 m ................... 6,000

From over 24 m to 32 m ................. 4,000

From over 32 m to 54 m ................. 2,000

In any case the structures must have adequate resistance to fire, in particular for buildings with a fire prevention height up to 24 metres for the supporting and separating structures must guarantee resistance to fire of at least REI 60; for higher buildings of height the supporting and separating structures must guarantee a resistance of at least REI 90.

The assessments on the suitability of the escape routes and transit areas must consider various elements. First of all the number of persons who can be in the same room or area at the same time, so that compliance with certain limits guarantees that in emergency situations exit takes place in conditions of safety. With regard to maximum hypothetical crowding the Ministry Decree states:

- Classrooms: 26 persons/classroom. If the number of persons actually is different from the value derived from the calculation made on the basis of the density of crowding, the indication of the number of persons must be shown in a special declaration issued under the responsibility of the owner of the activity;

- Areas for services: persons actually present + 20%;

- Canteens and gymnasiums: density of crowding of 0.4 persons/m².

In any case the exit capacity no must be over 60 for each floor.

The assessment on the suitability of passages and escape routes is formulated in accordance with various parameters, described below as set forth in Ministry Decree 26/8/92.

“System of exit routes.

Each school, must be equipped with n organised system of exit routes dimensioned on the basis of maximum hypothetical crowding according to the exit capacity and equipped with at least 2 exits to a safe place.

The areas utilised by students or teaching and non-teaching personnel, if distributed on several floors; they must be equipped, besides the stairs for normal exit, at least with external emergency stairs or internal fire-proof or smoke-proof stairs.

Width of exit routes.

The width of exits must be a multiple of the exit module and not less than two modules (m 1.20). The measurement of the width of the single exits is made in the narrowest point.

Also the doors of rooms utilised by the students must have an individual width not less than m 1.20.

Length of exit routes.

The length of exit routes must not be over 60 metres and must be measured from the safe place to the nearest door of each room utilised by the students or the teaching and non-teaching personnel.

Total width of exits of each floor.

The total width of the exits of each floor is determined by the ratio between the maximum hypothetical crowding and the exit capacity.

For the schools occupying more than three floors above ground, the total width of the exit routes leading outside, is calculated by adding the maximum hypothetical crowding of two consecutive floors, with reference to those having the greatest crowding.

Number of exits.

The number of exits from the single floors of the building must not be less than two. They must be located in reasonably opposite positions.

For each type of school the rooms intended for collective use (areas for practical exercise, areas for information and para-scholastic activities, canteens, dormitories) must be equipped, besides the normal entrance door, also with at least one exit having a width not less than two modules, opening in the direction of the exit, with system of simple pushing, and leading to a safe place.

The classrooms must be served by one door for every 50 persons present; the doors must have a width of at least of 1.20 m and open the direction of the exit when the maximum number of persons present in the classroom is over 25 and for classrooms for practical exercise where inflammable or explosive substances are deposited and/or handled, when the number of persons present is over 5.

The doors opening towards internal exit corridors must be built in such a way as not to reduce the usable width of these corridors.”

In order to guarantee safe exit the buildings must be equipped with an emergency lighting plant to be deemed adequate, not only if present, but also if suitably designed (location of lighting fixtures, time range, level of lighting provided etc.), and with an acoustic alarm and/or public address system, with functioning guaranteed also in case of power failure. In this regard Ministry Decree of 26/8/92 states in point 7.1. of the annexe “the schools must be equipped with a safety plant powered by a specific source, separate from the ordinary one…..omissis…. The power supply of the safety plant must be designed to be turned on also by manual control placed in a position known by personnel.

The time range of the safety power must not be less than 30'.

Single lamps or groups of lamps with independent power supply are allowed.

The battery chargers, if used, must be of automatic and designed to provide complete recharge within 12 hours.”

School structures can also have a series of other areas defined in the Ministry Decree as having “specific risks”:

- Areas for practical exercise;

- Storage areas;

- Plant;

- Areas for information and para-scholastic activities;

- Garages;

- Areas for logistic services (canteens, dormitories etc.)

Points 6.1¸6.6 of the annexe indicate the specific rules for these:

“Areas for practical exercise

Areas for practical exercise are all the rooms where trials, practical exercises, experiments, work etc. related with scholastic activity take place.

The areas for practical exercise and attached storage rooms must be located on floors above ground or on the first basement floor, with the exception of rooms where combustible gas with density over 0.8 is used; these must be located on floors above ground without connections with basement floors.

Independently from the type of material used in construction, the separation structures must have characteristics of fire resistance assessed according to the regulations and test methods set forth in the circular of the Ministry of the Interior n. 91 of 14 September 1961.

The dimensioning of thickness and protection to be used for the various types of materials as well as the classification of rooms in accordance with the fire risk, are determined with the tables and procedures specified in circular n. 91.

The aforesaid structures shall in any case be built in such a way as to guarantee fire resistance of at least REI 60.

The connections between the room for practical exercise and the storage room shall be equipped with of doors having automatic closing and with fire resistance of at least REI 60.

In the rooms where radioactive substances and/or radiation-producing machines are used and stored the use or storage of inflammable materials is prohibited.

These rooms must be built in such a way as to allow easy decontamination and be arranged for the collection and subsequent removal of water for washing or extinguishing initial fires.

The areas for practical exercises where explosive and/or inflammable substances are handled must be provided with permanent ventilation openings, made on the walls on the outside of areas of 1/20 of the plan area of the room.

If gas with a density over 0.8 is handled, of the aforesaid ventilation openings, at least 1/3 of the total area must consist of openings, protected with metallic grills, situated in the lower part of the wall on the outside and on floor level.

Laboratory equipment powered by gas fuel must have each burner equipped with a total automatic of safety device cutting off the gas flow if there is no flame.

Storage areas

Storage or warehouse areas are all the rooms intended for the conservation of materials for didactic use and for administrative services.

Storerooms for solid combustible material can be located on floors above ground or on the 1^st and 2^nd basement floors.

Independently from the type of material used in building, the structures of separation must have characteristics of fire resistance assessed according to rules and le test procedures set forth in the circular of the Ministry of Interior n. 91 of 14 September 1961.

The dimensioning of the thicknesses and protection to be adopted for the various types of materials and for the classification of storerooms in accordance with the fire risk, are determined according to the tables and with the procedures specified in the aforesaid circular n. 91.

The aforesaid structures shall in any case be built in such a way as to guarantee a fire resistance of at least REI 60.

Access to the storage rooms shall be by doors of at least REI 60 equipped with an automatic closing device.

The maximum gross area of any single room cannot be over:

- 1,000 m² for floors above ground;

- 500 m² for floors 1^st and 2^nd basement floors.

The aforesaid rooms shall have surface ventilation openings of not less than 1/40 of the floor area, protected by strong close mesh grills.

The fire load of each single room shall not exceed 30 kg/m². It this value is exceeded, an automatic extinguishing plant must be installed in the room.

At least one extinguisher must be provided for each room, of approved type, with extinguishing capacity not less than 21 A, each 200 m² of area.

The storerooms of inflammable liquid and gaseous materials must be located outside the volume of the building; the storage, distribution and use of these materials must be conducted in compliance with the rules and technical criteria of fire prevention. Each storage room shall be equipped with at least one extinguisher of approved type, with extinguishing capacity not less than 21 A, 89 B, C each 150 m² of area.

For didactic and health requirements up to 20 l of inflammable liquid can be kept inside the volume of the building, in metallic cabinets equipped with a containment basin.

Heating plant

For heating plant the fire prevention rules in force shall apply.

It is prohibited to use stoves using liquid or gaseous fuel for heating rooms.

Air conditioning and ventilation plant

Air conditioning and ventilation plant can be centralised or local.

Cooling equipment must use non-inflammable liquid as refrigerants.

In centralised air conditioning plant with power over 75 kW cooling equipment must be installed in dedicated rooms; the same applies to air conditioning plant exceeding 50,000 cu.mt/h (volume capacity).

The separation structures must have fire resistance not less than REI 60 and any connections in them must be through doors with characteristics at least REI 60 equipped with automatic closing devices.

Pipes must not go through:

- Safe places other than those outdoors;

- Exit routes;

- Rooms with danger of fire or explosion.

This transit is however allowed if the pipes are enclosed in fire-resistant structures fire with a class at least the same as that of the room crossed.

If the pipes must cross structures separating compartments, fire resistant shutters of at least REI 60 must be installed in the pipes at the intersections.”

With regard to devices for the control of ventilation and air conditioning plant, these must be equipped with:

- Manual control allowing for the shutdown of fans in case of fire;

- Automatic thermostat shutdown devices for fans in case of unusual increase of the temperature in the case of plant with air recycling and potential over 20,000 cu.mt/h;

- Automatic smoke detection devices instead of thermostat devices, for plant with air recycling and potential over 50,000 cu.mt/h.

“Local air conditioning

Air conditioning is allowed with local air conditioners as long as the refrigerant fluid is not inflammable.

Centralised plant for the production of compressed air.

This plant, if the power is over 10 kW, must be installed in rooms with at least one wall facing outside or onto an airspace with grill, with an expulsion surface of not less than 1/15 of the floor area of the room.

Areas for information and para-scholastic activities

The following rooms are defined as “areas intended for information and para-scholastic activities”:

- Auditoriums;

- Meeting halls;

- Rooms for performances.

These areas must be located in rooms above ground or on the 1^st basement floor up to a maximum depth of –7,50 m; if the capacity exceeds one hundred persons and used for non-scholastic events, the safety rules for rooms for public performances shall apply. If, for functional reasons, it is not possible to respect the insulation rules provided, the events may be carried out as long as they are not at the same time as scholastic activity.;

Garages

These rooms must comply with safety requirements set forth by specific regulations in force for the sector.

Areas for logistic services

Canteens

Rooms intended for the distribution and/or consumption of meals.

If these rooms are attached to the kitchen and/or a place for washing dishes with equipment powered by liquid or gaseous fuel, the specific safety regulations in force shall apply to them.

Dormitories

Rooms intended for lodging for exclusive use of the school complex.

They must comply with current safety regulations issued by the Ministry of the Interior for hotel activities.

There follow the analytical tables with the percentages of non-compliance with the rules indicated.

With regard to escape routes, their inadequacy, the absence of sufficient exits or exits with sufficient safety requirements have been monitored frequently and in some cases at significant rates.

There have also been frequent cases of drawbacks in sings and emergency lighting. With regard to the latter aspect, it should be stressed that emergency lighting guarantees visibility also in case of absence of electricity and is an important precaution, considering that in the school year (autumn, winter and spring) the afternoon activities take place mostly without natural light.

	PRE-SCHOOLS
	NORTH 7 schools	CENTRAL 41 schools	SOUTH 80 schools
	% of non-compliance	% of non-compliance	% of non-compliance
Structural requirements
Proper compartmentalisation of rooms	57.1	48.8	28.8
Maximum number of occupants in a classroom = 26	0.0	4.9	5.0
Existence, in the school building, of an organised system of escape routes	57.1	95.1	76.3
Existence at least of one external safety stair or of smoke-proof stairs or internal smoke-proof stairs	14.3	22.0	16.3
Suitability of the number of emergency exits	14.3	31.7	23.8
Suitability of the number of exits of floor	0.0	12.2	17.5
Suitability of the number and of the size of exits (ex Art. 13 DPR 547/55 come amended by Leg.Dec.. 626/94 and Leg.Dec. 242/96 and integrated by Ministry Decree 10/03/98)	0.0	9.8	2.5
Existence of un emergency lighting plant	85.7	65.9	80.0
Presence of safety signs	28.6	9.8	63.8
Clear exit routes, absence of obstacles that may prevent easy exit	28.6	29.3	45.0
Opening of doors towards the exit when: the area can contain > 50 persons, the door serves a high risk area, the door is situated at the foot of stairs.	42.9	68.3	75.0
Suitability of floors of transit and escape routes	0.0	0.0	2.5
Sizes of escape routes suited to the maximum number of workers potentially present in the area	0.0	2.4	0.0

	ELEMENTARY SCHOOLS
	NORTH 13 schools	CENTRAL 38 schools	SOUTH 80 schools
	% of non-compliance	% of non-compliance	% of non-compliance
Structural requirements
Proper compartmentalisation of rooms	30.8	28.9	16.3
Maximum number of occupants in a classroom = 26	7.7	2.6	1.3
Existence, in the school building, of an organised system of escape routes	69.2	81.6	72.5
Existence at least of one external safety stair or of smoke-proof stairs or internal smoke-proof stairs	30.8	42.1	30.0
Suitability of the number of emergency exits	38.5	44.7	31.3
Suitability of the number of exits of floor	15.4	28.9	23.8
Suitability of the number and of the size of exits (ex Art. 13 DPR 547/55 come amended by Leg.Dec.. 626/94 and Leg.Dec. 242/96 and integrated by Ministry Decree 10/03/98)	0.0	13.2	6.3
Existence of un emergency lighting plant	84.6	63.2	73.8
Presence of safety signs	76.9	21.1	61.3
Clear exit routes, absence of obstacles that may prevent easy exit	38.5	34.2	42.5
Opening of doors towards the exit when: the area can contain > 50 persons, the door serves a high risk area, the door is situated at the foot of stairs.	46.2	63.2	70.0
Suitability of floors of transit and escape routes	0.0	2.6	2.5
Sizes of escape routes suited to the maximum number of workers potentially present in the area	0.0	0.0	1.3

	MIDDLE SCHOOLS
	NORTH 6 schools	CENTRAL 10 schools	SOUTH 26 schools
	% of non-compliance	% of non-compliance	% of non-compliance
Structural requirements
Proper compartmentalisation of rooms	0.0	30.0	7.7
Maximum number of occupants in a classroom = 26	0.0	0.0	11.5
Existence, in the school building, of an organised system of escape routes	16.7	60.0	69.2
Existence at least of one external safety stair or of smoke-proof stairs or internal smoke-proof stairs	0.0	50.0	34.6
Suitability of the number of emergency exits	33.3	40.0	34.6
Suitability of the number of exits of floor	16.7	40.0	42.3
Suitability of the number and of the size of exits (ex Art. 13 DPR 547/55 come amended by Leg.Dec.. 626/94 and Leg.Dec. 242/96 and integrated by Ministry Decree 10/03/98)	0.0	0.0	3.8
Existence of un emergency lighting plant	66.7	50.0	65.4
Presence of safety signs	83.3	10.0	84.6
Clear exit routes, absence of obstacles that may prevent easy exit	0.0	10.0	46.2
Opening of doors towards the exit when: the area can contain > 50 persons, the door serves a high risk area, the door is situated at the foot of stairs.	50.0	30.0	57.7
Suitability of floors of transit and escape routes	0.0	0.0	0.0
Sizes of escape routes suited to the maximum number of workers potentially present in the area	0.0	0.0	0.0

	TOTAL
	Pre-schools 128 schools	Elementary schools 131 schools	Middle schools 42 schools
	% of non-compliance	% of non-compliance	% of non-compliance
Structural requirements
Proper compartmentalisation of rooms	36.7	21.4	11.9
Maximum number of occupants in a classroom = 26	4.7	2.3	7.1
Existence, in the school building, of an organised system of escape routes	81.3	74.8	59.5
Existence at least of one external safety stair or of smoke-proof stairs or internal smoke-proof stairs	18.0	33.6	33.3
Suitability of the number of emergency exits	25.8	35.9	35.7
Suitability of the number of exits of floor	14.8	24.4	38.1
Suitability of the number and of the size of exits (ex Art. 13 DPR 547/55 come amended by Leg.Dec.. 626/94 and Leg.Dec. 242/96 and integrated by Ministry Decree 10/03/98)	4.7	7.6	2.4
Existence of un emergency lighting plant	75.8	71.8	61.9
Presence of safety signs	44.5	51.1	66.7
Clear exit routes, absence of obstacles that may prevent easy exit	39.1	39.7	31.0
Opening of doors towards the exit when: the area can contain > 50 persons, the door serves a high risk area, the door is situated at the foot of stairs.	71.1	2.3	50.0
Suitability of floors of transit and escape routes	1.6	2.3	0.0
Sizes of escape routes suited to the maximum number of workers potentially present in the area	0.8	0.8	0.0

4.1.1.2 Extinguishers: supply and maintenance

In the assessment of the suitability of supply of extinguishers, besides their number and the extinguishing substance, the judgement of suitability is expressed considering that these are located in a visible and easily reachable position (handle at a height not exceeding 150 cm) and that they are properly labelled. In particular, for schools the Decree of 26/8/92 calls for the installation of “portable extinguishers with an extinguishing capacity not less than 13A 89BC of type approved by the Ministry of the Interior with at least one extinguisher for each 200 m² of floor or fraction of this area, with a minimum of two extinguishers per floor”.

Also with regard to hydrants the regulation for schools provides specific indications, unlike the Ministry Decree 10/3/98, in particular for schools with more than 100 persons, there must be “a system of hydrants formed by a network of pipes preferably in a ring and at least one upright pipe in each stairwell of the building; this must supply for each floor, both above ground and in the basement, at least one hydrant with UNI 45 attachment available for possible connection of flexible hose or reel attachment. The flexible hose must consist of tubes of approved type, with characteristics of length enabling the flow to reach every point of the protected area.

The reel must be equipped with a semi-rigid hose with a minimum diameter of 25 mm and having length enabling the flow to reach every point of the protected area.

This hydrant must be installed inn the filter room, if the internal stairs are smoke proof.

For buildings with over 3 floors above ground, a suitable pump attachment must be installed at the foot of each upright pipe. For the other buildings only one pump attachment for the entire system is required.

The system must be dimensioned to guarantee a minimum volume of 360 l/min for each upright pipe, and if there are several uprights, the simultaneous functioning of at least 2 uprights.

The water supply must ensure the feeding of the 3 hydrants least favoured from the hydraulic point of view, with 120 l/min each, with a residual pressure at the nozzle of 1.5 bar for a time of at least 60 min.

If the aqueduct fails to guarantee the conditions in the previous point, a suitable water reserve supplied by the public aqueduct and/or other sources must be provided. This reserve must be constantly guaranteed. The pump supplying the fire-fighting system must have an electric power supply from its preferential line.

In schools of type 4 (schools with the simultaneous presence of between 801 and 1200 persons) and 5 (schools with the simultaneous presence of over 1200 persons), There must be two pumps supplying the fire-fighting system, one providing backup for the other, with an independent power supply source (for example and electric pump and a motor pump or two electric pumps). The start-up of the pumps must be automatic. The water supply pipes and those forming the network must be protected from freezing, shock and fire. The upright pipes can run, uncovered or covered, in the stairwells or in special fire-resistant REI 60 holders.”

There must also be an automatic extinguishing system, in the basement rooms, and a smoke detection plant in the rooms above ground, if there is a fire load of over 30 kg/m².

Another element of analysis also considered is the periodical revision of extinguishers (6-monthly for extinguishers and hydrants) since this has the purpose of guaranteeing their efficiency.

There follow the results of the survey conducted, showing that with regard to the supply of extinguishers overall frequency of non-compliance is low with regard to the number, type and location.

	PRE-SCHOOLS
	NORTH 7 schools	CENTRAL 41 schools	SOUTH 80 schools
	% of non-compliance	% of non-compliance	% of non-compliance
Extinguishing equipment: supply and maintenance
Suitability of the supply of extinguishers	19.1	34.2	19.6
Due completion of periodical checking of extinguishers	42.9	2.5	10.7
Suitability of the supply of hydrants	28.6	41.5	26.3
Proper location and labelling of fire-fighting equipment	57.1	29.3	33.8
Existence of an alarm system	71.4	65.9	90.0
Presence of the C.P.I. in schools with more than 100 occupants	0.0	41.5	18.8
Presence of a register of periodical checks of electric plant, safety lighting, fire-fighting equipment	85.7	90.2	85.0

	ELEMENTARY SCHOOLS
	NORTH 13 schools	CENTRAL 38 schools	SOUTH 80 schools
	% of non-compliance	% of non-compliance	% of non-compliance
Extinguishing equipment: supply and maintenance
Suitability of the supply of extinguishers	20.5	30.6	13.8
Due completion of periodical checking of extinguishers	27.0	4.0	10.7
Suitability of the supply of hydrants	46.2	55.3	22.5
Proper location and labelling of fire-fighting equipment	61.5	23.7	31.3
Existence of an alarm system	46.2	57.9	83.8
Presence of the C.P.I. in schools with more than 100 occupants	15.4	71.1	25
Presence of a register of periodical checks of electric plant, safety lighting, fire-fighting equipment	76.9	84.2	87.5

	MIDDLE SCHOOLS
	NORTH 6 schools	CENTRAL 10 schools	SOUTH 26 schools
	% of non-compliance	% of non-compliance	% of non-compliance
Extinguishing equipment: supply and maintenance
Suitability of the supply of extinguishers	11.1	40.0	24.4
Due completion of periodical checking of extinguishers	50.0	10.0	5.8
Suitability of the supply of hydrants	33.3	50.0	42.3
Proper location and labelling of fire-fighting equipment	50.0	0.0	50.0
Existence of an alarm system	66.7	50.0	73.1
Presence of the C.P.I. in schools with more than 100 occupants	16.7	70.0	23.1
Presence of a register of periodical checks of electric plant, safety lighting, fire-fighting equipment	83.3	90.0	92.3

	TOTAL
	Pre-schools 128 schools	Elementary schools 131 schools	Middle schools 42 schools
	% of non-compliance	% of non-compliance	% of non-compliance
Extinguishing equipment: supply and maintenance
Suitability of the supply of extinguishers	24.2	19.4	26.2
Due completion of periodical checking of extinguishers	9.8	10.3	13.1
Suitability of the supply of hydrants	31.3	34.4	42.9
Proper location and labelling of fire-fighting equipment	33.6	32.1	38.1
Existence of an alarm system	81.3	72.5	66.7
Presence of the C.P.I. in schools with more than 100 occupants	25.0	37.4	33.3
Presence of a register of periodical checks of electric plant, safety lighting, fire-fighting equipment	86.7	85.5	90.5

4.1.2.1 Criteria for drawing up the emergency plan

The operational module of the emergency plan is drawn up by using information regarding the site (personnel present, location of escape routes etc.) and on the basis of the inspections normally conducted. The following areas are identified inside the building:

- Areas dedicated to didactic activity;

- Kitchen and canteen;

- Plant;

- Other

An analysis of the aforesaid areas regarding existing active and passive protection, the study of the activity taking place in the rooms, and checking of the location of equipment enable the formulation of an opinion of suitability and perhaps formulating proposals for a more rational arrangement of the signs of escape routes and extinguishers. The persons in charge and the rules of behaviour to follow in case of emergency, for the persons involved on the operational management and people normally present (teachers, students etc.) can likewise be identified.

4.1.2.2 Identification of escape routes and emergency signs

The number, distribution and sizes of emergency routes and exits must be suited to the sizes of the workplaces, their location, use, equipment installed and the maximum number of persons who can be present in these places (Art. 33 DL 626/94). The length of the path for reaching the nearest exit must be a maximum of 60 metres. All the paths and doors must be clearly indicated with proper safety signs and must be provided with emergency lighting.

The safe place or meeting point, towards which people are directed during an emergency situation, has been identified as ……. Located at……...

4.1.2.3 Operational module of the School ……. location ……..

4.1.2.3.1 Objective

The emergency plan is aimed at optimising the use of resources for safeguarding personnel, the reducing dangerous situations, minimising damage to equipment and the outside environment, the co-ordination of internal and external measures (Fire Department, Ambulance, Municipal Police, Police, power companies).

- Person in charge of emergency situation:

Person in charge of safety or in any case a person in charge of high level in the organisation (for example the principal). This person has an organisational and decision-making role, deciding the general strategy for intervention, maintaining the control of the entire facility, assessing and deciding evacuation, co-ordinating communications with external bodies and necessary aid measures, and declares the end of the emergency.

- Persons in charge of extinguishing:

A group of persons, suitably qualified by training courses and trained for drills, provided with equipment and means necessary for dealing with initial intervention.

- Person in charge of the floor:

This person co-ordinates and facilitates any operations of evacuation and grouping of personnel in a place safe, previously identified (collection point) verifying the presence outside of all the personnel (verifying from numerical lists).

- Person in charge of call point:

Persons who co-ordinate and manage information and incoming and outgoing calls. They must request the most information possible on the location and type of the event in able to give exact indications, if external intervention is considered necessary.

For this purpose they will use the list of emergence telephone numbers available at the call point.

- Person in charge of deactivating energy supply:

They are in charge of the safety of plant.

A person must be identified in the emergency team to deactivate energy supplies and ensure that plant is safe.

- Persons in charge first aid.

Persons with specific training able to provide first aid in case of accident to assist the victim.

The following chart can be used to identify the active figures and for assigning the tasks for a correct implementation of the emergency plan

FUNCTION	FIGURE	NAME	SUBSTITUTE
Person in charge of emergencies	Principal/ Person in charge of safety
Person in charge of call point	Employee of the secretariat /phone exchange /personnel of administrative offices
Person in charge of evacuation of the class	Teacher	Class… sect.…
		Class… sect.…
		Class… sect.…
		Class… sect.…
		Class… sect.…
Person in charge of floor	Teacher/scholastic collaborator	1^st floor
		2^nd floor
		3^rd floor
		……
Person in charge of extinguishing	Teacher/scholastic collaborator
Person in charge of extinguishing	Teacher/scholastic collaborator
Person in charge of deactivating energy supplies	Non-teaching personnel
Person in charge of periodical verification of extinguishers, of the condition of emergency signs, etc.	Non-teaching personnel

4.1.2.3.2 Operational areas

The facility must also have places identified for managing emergency situations. The following areas shall be identified:

- Co-ordination centre: A safe place, accessible and protected, equipped with telephone line (internal and external) in any case active, in which the person in charge of emergencies co-ordinates le operations of intervention using the copy of the emergency plan available.

- Call point: A safe place, from which communications can be handled with the co-ordination centre and with external emergency bodies.

- Collection points: Safe places, suitably indicated, fro concentrating all personnel, while awaiting further instructions (e.g. end of alarm);

- Infirmary, first aid: A place that may be provided for management of first aid and equipped with suitable medical facilities.

- Exit routes: Safe routes, suitably indicated, allowing easy access to collection points and safe places, both static and dynamic.

4.1.2.3.3 Operational plan

The set of information and of rules of behaviour regarding the emergency; it describes the system provided for the alarm status, the implementation of intervention procedures under the emergency plan, the evacuation of the building and the declaration of the end of the emergency.

It provides exact operational instructions for each key figure, described previously. It contains the general actions to undertake, movements to make, behaviour to follow and any specific intervention.

4.1.2.3.4 Planning documentation

The plans of the entire building, which must be attached to the operational plan and eventually displayed on the various floors of the school, form an integral part of the Emergency Plan.

They must show the following information:

- Location of the emergency exits and safe places;

- Identification of exit paths;

- Location of fire-fighting equipment (extinguishers, hydrants, etc.);

- Identification of external assembly points;

- Indication of the signs for exit paths;

- Identification of all the rooms of the floor, highlighting those which may present any danger (heating plant, general electric panel etc.);

RULES OF BEHAVIOUR

A. RULES FOR ALL THE PERSONNEL

Reporting

Anyone identifying a fire starting or observes any other abnormal event indicating an imminent situation of danger (presence of smoke, explosions, collapse, spread of inflammable substances, flooding etc. ) must telephone the internal extension number ............

reporting:

• The nature of the emergency

• The place from which the call is made

• The presence of any injured

• Their own name

They must then immediately inform the persons who, in their opinion, may be affected by the development of the event.

Emergency intervention

The personnel present must report the danger, and may attempt an emergency intervention only they belong to the emergency teams.

In case of fire starting or fire, while awaiting the intervention by special personnel, they may try to extinguish le flames with the extinguishers located on the floors, in any case carefully following the rules for their use and if they have had sufficient training.

Evacuation

In case of evacuation of the building it is necessary to:

· Leave the workplace, after first placing all the equipment being used in a safe condition, turning off machinery, disconnecting electricity, and turning off any plant supplying fuel.

· Leave the area immediately, in an orderly manner and calmly (without running), and without creating undue alarm and confusion.

· Do not bring umbrellas, walking sticks, or any large, heavy or voluminous bags or packages.

· Do not go back for any reason whatsoever.

· Do not block doors by remaining near them after exit.

· Go in an orderly manner to the assembly point, and proceed with a role call of all those present and take any further instructions.

· In the presence of smoke or flames, cover mouth and nose with handkerchiefs, if possible wet, to filter the air as much as possible; the air will be more breathable if you keep as close to the floor as possible.

· In going towards the exit it will be advisable to stop a moment and breathe, almost at floor level, to regain energy.

· In the presence of heat, also protect your head with thick wool or cotton clothing, if possible wet, avoiding synthetic fibres.

Knowledge of the plan

All workers must know about the emergency plan serving to provide rules of behaviour for everyone in a coherent way in order to solve unexpected problems at the workplace, must also know to whom to report, and how, the occurrence of an emergency, as well as the names of the persons with active tasks for handling the emergency.

All workers must know with precision the meaning of the conventional signals used in case of emergency (e.g.: leaving the workplace, the area, or the entire building), and must view the displayed plans for fire-fighting equipment and paths to follow in case of an evacuation order.

B. RULES FOR THE PERSON IN CHARGE OF THE EMERGENCY

In case of fire or ascertained general danger, the actions to follow shall be co-ordinated by a single person, who must be provided with the most information possible on the event and who must take suitable operational decisions.

Fire or ascertained general danger

In case of fire or of ascertained general danger, the person in charge of the emergency must assess the seriousness of the situation going to the place; before going he shall place a sign at his usual workplace stating clearly that he has been informed.

He must then:

· Inform his superior of the extent of the danger and notify them for any need of intervention by public emergency services;

· Instruct, if considered necessary, the call point to make the outside telephone calls required (fire department, municipal police, police, Red Cross, power supply company);

· Ensure that outside emergency bodies are provided with all the necessary indications;

· Verify the suitability of the traditional assembly point, if necessary notifying the personnel on duty at the municipal police to block traffic in the area in front of the building;

If necessary he must order the person with this duty to turn of energy supplies in order to:

• Shut down heating plant;

• Cutt of electricity supply.

Collaboration with external emergency bodies

The person in charge of the emergency must likewise:

· Provide clear and accurate information on the place where the incident has occurred

· Indicate the shortest and least dangerous path to reach the place

· Report the presence of any fixed obstacles (in case of poor visibility) which could interfere with rescue operations

· Report the presence any injured indicating the department or office where they might be

· Accompany if necessary the rescue teams to the place of the incident (of the situation is not considered to be particularly dangerous).

C. RULES PER PERSONS IN CHARGE OF EXTINGUISHING

Reporting of danger

The reports of danger may come to the emergency intervention team:

- From person in charge of the emergency.

- From the call point (via emergency telephone n. ...................................)

In any case the emergency intervention team shall go promptly to the site and verify whether the alarm is justified.

In case of false alarm:

· the co-ordination centre and the call point must be immediately notified;

· in case the telephone lines are out of order a team member shall go to the co-ordination centre

Ascertained fire

In case of ascertained fire or general danger, the emergency intervention team shall:

- Telephone to n. ............. indicating the place and characteristics of the danger (type and seriousness), order to inform the person in charge of the emergency or his substitute;

- Intervene, if this is considered possible and not dangerous, with the means available (extinguishers, emergency material supplied);

- Telephone again to n. .............. to state that the danger has been eliminated or to report the need for the intervention of the fire department and to rapidly evacuate the building.

Intervention of the public emergency service

In case of intervention by the public emergency service the emergency intervention team shall supply all the information necessary for emergency services (location of the pump attachment, hydrants, extinguishers, main electric switch, spare equipment, emergency exits, etc.).

D. RULES FOR THE PERSONS ASSIGNED TO THE FLOORS

Members of the floor team mainly have the task of ensuring the orderly flow of persons in case of rapid evacuation and to accompany children outside.

Evacuation of emergency

When the evacuation emergency signal is given all the members of the floor team shall:

1. Go to the position assigned to them and transport any children to a safe place;

2. Ascertain that no one is left in the rooms of the zone assigned to them, including services;

3. Once the above has been ascertained, they shall evacuate the building after verifying that there is no need for intervention in other sections of the school.

E. RULES PERSONS ASSIGNED TO THE CALL POINT

This point shall in any case be chosen in order to guarantee the possibility of outside calls.

Reporting of danger

If the persons assigned to the safety call point receive a danger report, they must specify the following to the persons they call:

- If the person in charge of the emergency has already been informed;

- The place of the event;

- The type of event (fire, gas leak etc.);

- An assessment, if possible, of the seriousness of the event;

- The name of the caller.

They must then immediately inform the persons assigned to emergency intervention (emergency team) and give precise indications for a rapid inspection of the place of the event. They must ascertain that the message has been received and understood; if this does not occur, they must notify the person in charge of the emergency or his substitute.

Fire or ascertained danger of emergency

In case of fire or ascertained general danger they must promptly notify the person in charge of the emergency or his substitute. They must then ascertain that, until the end of danger, no other persons are allowed to enter the site.

Calling the public emergency service

In case of ascertained danger and upon instruction from the person in charge of the emergency or his substitute, the persons assigned to the call point shall call for intervention by the public emergency service (Fire Department, if necessary municipal police, the police, Red Cross and power supply companies).

F. RULES FOR THE PERSONS ASSIGNED TO THE DEACTIVATION OF POWER SUPPLIES

Emergency evacuation

In case of rapid evacuation of the building the team composed by persons assigned to the deactivation of power supply must report to the person in charge of the emergency or his substitute. The members of this team must be ready to:

- Turn off the heating plant;

- Turn off the mains power supply (main panel);

These operations, in particular the turning off of the power supply, should be undertaken with the authorisation of the person in charge of the emergency or his substitute.

The following contain tables and forms that can be used for the implementation of the operational plan and the phases for managing the emergency.

USEFUL TELEPHONE NUMBERS IN CASE OF EMERGENCY

FIRE DEPARTMENT	115
POLICE	113
TRAFFIC POLICE
CARABINIERI	112
MUNICIPAL POLICE
INTOXICATION TREATMENT CENTRE
AMBULANCE	118
AMBULANCE HELICOPTER
NEAREST HOSPITAL
PERSON IN CHARGE OF THE PREVENTION AND PROTECTION SERVICE (Dr. Michele Casciani c/o IGEAM)
PHYSICIAN HAVING JURISDICTION
HEALTH AUTHORITIES HAVING JURISDICTION

RULES OF BEHAVIOUR TO BE DISPLAYED IN THE VARIOUS ROOMS

PREVENTIVE MEASURES:

- Smoking and the use of open flames in the identified zone is prohibited.

- Butts, cigarettes, inflammable material etc. must not be thrown in waste baskets.

- Avoid the accumulation of inflammable material.

- Ensure that exit routes are not blocked.

INDICATIONS FOR PERSONNEL IN CASE OF FIRE:

- Promptly telephone extension n. .........................

- Push nearby fire alarm buttons

- If possible use the nearest extinguishers, close the doors and windows to limit the fire area

- Leave your workplace, leaving all the equipment in use in safe conditions

- Do not use lifts

- Use the stairs following signs

- Go immediately towards the assembly point indicated

- Follow the instructions of the Fire Department, if firemen have arrived

- Cover your face with wet handkerchiefs in the presence of smoke or flames

EVACUATION FORM

SCHOOL	DATE
CLASS	FLOOR

PUPILS
PRESENT
EVACUATED
MISSING (*)
INJURED (*)

N.B. (*) Reporting by name

ASSEMBLY POINT

SIGNATURE OF TEACHER

…………………………………………………………

FORM SUMMARISING THE EVACUATION PLAN

SCHOOL

DATE

ASSEMBLY POINT………………………………

Class	Plan	Pupils	Present
			Evacuated
			Injured
			Missing

Class	Plan	Pupils	Present
			Evacuated
			Injured
			Missing

Class	Plan	Pupils	Present
			Evacuated
			Injured
			Missing

Class	Plan	Pupils	Present
			Evacuated
			Injured
			Missing

Class	Plan	Pupils	Present
			Evacuated
			Injured
			Missing

4.1.6 Workplaces

There follows a general summary of the frequency for which a situation of risk or non-compliance for factors related to working conditions and workplaces, and with regard to safety and the main aspects related to conditions of comfort in the work environment.

The elements considered regard the characteristics of the rooms where the various activities are undertaken (workplaces), with particular concern for stairs and the storage of objects, and the parameters determining the conditions of comfort of the workers (physical agents: microclimate, noise and lighting).

Assessments of the suitability of equipment and fittings are conducted considering the quality and quantity of the equipment present. The presence of an adequate number of shelves, tables and cabinets is assessed, so that these are not overloaded, as well as desks and chairs, which in relation to their use must respond to ergonomic requisites

In general we can affirm that only in some cases the percentages of non-compliance regarding the characteristics of workplaces have a significant rate.

With regard to the storage of objects, inadequate situations have been observed with significant occurrence only for the methods of storage.

With regard to the physical agents considered, non-compliance is more frequent only in case of noise. In any case it should be stressed that given the characteristics of activity being considered, this situation mainly involves irregularities in documentation (self-certification that 80 db(A) is not exceeded) rather than an actual situation of risk for the workers.

In order to assess the suitability of lighting, reference has been made to the specific standards (UNI 10380), in particular for the various areas of the school building.

The elements coming under the assessment of non-compliance with regard to the microclimatic conditions are mainly those related to the presence and correct functioning of heating plants and where present, of air conditioning.

In general the situation is quite satisfactory, with critical situations of low or significant levels by never major levels.

There follows the table summarising the percentages of non-compliance observed.

With regard to the management of measures for the reduction of non-compliance analysed in this paragraph, we can recall the following:

1…the supply and the ordinary and extraordinary maintenance of buildings is provided by:

a) the municipalities, for those used for pre-schools, elementary schools and middle schools;

b) the provinces, for those used for upper secondary institutes and schools, including artistic high schools and art schools, music conservatories,, academies, higher institutes for artistic industries, and state boarding schools and other schools.

2. In relation to the requirements laid down for them in para. 1, the municipal and provincial administrations also deal with the various expenses for offices, furniture, electric and telephone utilities, water and gas supplies, and for heating and heating plant.

3. For the setting up and installation of didactic and scientific material implying the respect of rules on the safety and updating of plant, the local authorities having jurisdiction must give compulsory judgement in advance on the adequacy of rooms, or give a formal undertaking to update these rooms when the plant is stalled.

4. The local authorities having jurisdiction may delegate to the individual schools, on their request, functions regarding the ordinary maintenance of the buildings used for school purposes. For this purpose the local authorities shall provide the financial resources necessary for carrying out of the delegated functions.” (Art. 3 of Law 11/1/96 n°23)

	PRE-SCHOOLS
	NORTH 7 schools	CENTRAL 41 schools	SOUTH 80 schools
	% of non-compliance	% of non-compliance	% of non-compliance
Workplace
Structural integrity of rooms	0	18.4	6.9
Suitability of rooms	7.7	0.0	2.5
Order and cleaning	0.0	5.3	11.3
Suitable supply of necessary equipment (shelves, desks, tables, chairs etc.)	38.5	18.4	16.3
Glass in doors and of glass partitions, shatter proof	23.1	76.3	40.0
Closing of openings with risk of falling from a height of > 1 m or the use of railings > 1m (1.5 mt in case of loaded surfaces). In any case presence of railings for loading ramps	0.0	10.5	0.0
Fixed and mobile stairs
Existence of railings at least 1 m high on fixed stairs with more than 4 steps	0.0	7.3	5.0
Presence of hand railing on fixed stairs	0.0	7.3	5.0
Steps with slip-proof surface	28.6	19.5	28.8
Presence of slip-proof surfaces on portable stairs	14.3	4.9	20.0
Double stairs equipped with anti-opening device	14.3	2.4	17.5
Storage of objects
Suitability of floors for supporting loads required for the storage of objects	0.0	0.0	0.0
Storage of dangerous substances (for example inflammable, explosive, corrosive, etc.) separately in suitable places	28.6	19.5	16.3
Suitability of anchoring of shelves	28.6	29.3	8.8
Rationality and order in the storage of objects	28.6	39.0	37.5

	PRE-SCHOOLS
	NORTH 7 schools	CENTRAL 41 schools	SOUTH 80 schools
	% of non-compliance	% of non-compliance	% of non-compliance
Physical agents
Suitability of microclimatic conditions	0.0	2.4	36.3
Noise assessment conducted with the method and timing set forth by Leg.Dec. 277/91	57.1	39.0	86.3
Suitability of the lighting of all workplaces and passages to guarantee an adequate safety level	0.0	0.0	0.0
Positioning of windows in such a way as to prevent direct exposure to sunlight of workplaces (or adequate shielding with curtains or sunshades)	0.0	0.0	0.0

	ELEMENTARY SCHOOLS
	NORTH 13 schools	CENTRAL 38 schools	SOUTH 80 schools
	% of non-compliance	% of non-compliance	% of non-compliance
Workplace
Structural integrity of rooms	0	18.4	6.9
Suitability of rooms	7.7	0.0	2.5
Order and cleaning	0.0	5.3	11.3
Suitable supply of necessary equipment (shelves, desks, tables, chairs etc.)	38.5	18.4	16.3
Glass in doors and of glass partitions, shatter proof	23.1	76.3	40.0
Closing of openings with risk of falling from a height of > 1 m or the use of railings > 1m (1.5 mt in case of loaded surfaces). In any case presence of railings for loading ramps	0.0	10.5	0.0
Fixed and mobile stairs
Existence of railings at least 1 m high on fixed stairs with more than 4 steps	23.1	13.2	12.5
Presence of hand railing on fixed stairs	7.7	2.6	3.8
Steps with slip-proof surface	30.8	47.4	38.8
Presence of slip-proof surfaces on portable stairs	23.1	5.3	20.0
Double stairs equipped with anti-opening device	15.4	5.3	12.5
Storage of objects
Suitability of floors for supporting loads required for the storage of objects	0.0	0.0	0.0
Storage of dangerous substances (for example inflammable, explosive, corrosive, etc.) separately in suitable places	23.1	18.4	16.3
Suitability of anchoring of shelves	15.4	7.9	17.5
Rationality and order in the storage of objects	53.8	26.3	42.5

	ELEMENTARY SCHOOLS
	NORTH 13 schools	CENTRAL 38 schools	SOUTH 80 schools
	% of non-compliance	% of non-compliance	% of non-compliance
Physical agents
Suitability of microclimatic conditions	0.0	2.6	33.8
Noise assessment conducted with the method and timing set forth by Leg.Dec. 277/91	69.2	26.3	78.8
Suitability of the lighting of all workplaces and passages to guarantee an adequate safety level	7.7	0.0	0.0
Positioning of windows in such a way as to prevent direct exposure to sunlight of workplaces (or adequate shielding with curtains or sunshades)	0.0	0.0	0.0

	MIDDLE SCHOOLS
	NORTH 6 schools	CENTRAL 10 schools	SOUTH 26 schools
	% of non-compliance	% of non-compliance	% of non-compliance
Workplace
Structural integrity of rooms	0	25	5.75
Suitability of rooms	0.0	0.0	0.0
Order and cleaning	0.0	10.0	11.5
Suitable supply of necessary equipment (shelves, desks, tables, chairs etc.)	0.0	10.0	7.7
Glass in doors and of glass partitions, shatter proof	33.3	30.0	30.8
Closing of openings with risk of falling from a height of > 1 m or the use of railings > 1m (1.5 mt in case of loaded surfaces). In any case presence of railings for loading ramps	0.0	0.0	7.7
Fixed and mobile stairs
Existence of railings at least 1 m high on fixed stairs with more than 4 steps	16.7	20.0	11.5
Presence of hand railing on fixed stairs	0.0	10.0	3.8
Steps with slip-proof surface	50.0	70.0	73.1
Presence of slip-proof surfaces on portable stairs	0.0	0.0	3.8
Double stairs equipped with anti-opening device	0.0	0.0	3.8
Storage of objects
Suitability of floors for supporting loads required for the storage of objects	0.0	0.0	0.0
Storage of dangerous substances (for example inflammable, explosive, corrosive, etc.) separately in suitable places	0.0	0.0	7.7
Suitability of anchoring of shelves	0.0	30.0	11.5
Rationality and order in the storage of objects	0.0	10.0	23.1

	MIDDLE SCHOOLS
	NORTH 6 schools	CENTRAL 10 schools	SOUTH 26 schools
	% of non-compliance	% of non-compliance	% of non-compliance
Physical agents
Suitability of microclimatic conditions	0.0	0.0	3.8
Noise assessment conducted with the method and timing set forth by Leg.Dec. 277/91	0.0	0.0	23.1
Suitability of the lighting of all workplaces and passages to guarantee an adequate safety level	0.0	0.0	0.0
Positioning of windows in such a way as to prevent direct exposure to sunlight of workplaces (or adequate shielding with curtains or sunshades)	0.0	0.0	0.0

	TOTAL
	Pre-schools 128 schools	Elementary schools 131 schools	Middle schools 42 schools
	% of non-compliance	% of non-compliance	% of non-compliance
Workplace
Structural integrity of rooms	9.35	9.55	9.5
Suitability of rooms	0.8	2.3	0.0
Order and cleaning	14.8	8.4	9.5
Suitable supply of necessary equipment (shelves, desks, tables, chairs etc.)	18.0	19.1	7.1
Glass in doors and of glass partitions, shatter proof	42.2	48.9	31.0
Closing of openings with risk of falling from a height of > 1 m or the use of railings > 1m (1.5 mt in case of loaded surfaces). In any case presence of railings for loading ramps	0.0	3.1	4.8
Fixed and mobile stairs
Existence of railings at least 1 m high on fixed stairs with more than 4 steps	6.3	13.7	14.3
Presence of hand railing on fixed stairs	5.5	3.8	4.8
Steps with slip-proof surface	25.8	40.5	69.0
Presence of slip-proof surfaces on portable stairs	14.8	16.0	2.4
Double stairs equipped with anti-opening device	12.5	10.7	2.4
Storage of objects
Suitability of floors for supporting loads required for the storage of objects	0.0	0.0	0.0
Storage of dangerous substances (for example inflammable, explosive, corrosive, etc.) separately in suitable places	18.0	17.6	4.8
Suitability of anchoring of shelves	16.4	14.5	14.3
Rationality and order in the storage of objects	37.5	38.9	16.7

	TOTAL
	Pre-schools 128 schools	Elementary schools 131 schools	Middle schools 42 schools
	% of non-compliance	% of non-compliance	% of non-compliance
Physical agents
Suitability of microclimatic conditions	23.4	21.4	2.4
Noise assessment conducted with the method and timing set forth by Leg.Dec. 277/91	69.5	62.6	14.3
Suitability of the lighting of all workplaces and passages to guarantee an adequate safety level	0.0	0.8	0.0
Positioning of windows in such a way as to prevent direct exposure to sunlight of workplaces (or adequate shielding with curtains or sunshades)	0.0	0.0	0.0

4.1.7 Asbestos in school buildings

School buildings should be considered as areas for community life requiring priority in protection against exposure to asbestos fibres. Many epidemiological studies have for some time ascertained that when inhaled the fibres can cause cancer to the respiratory tract. Asbestos, besides causing occupational disease (asbestosis), is among the ascertained causes of lung cancer also for persons exposed to low concentrations of fibres.

This is the context of the compliance with the rules in Ministry Decree 6/9/94 which contains the indications and techniques for the inspection of buildings in order to assess the presence of materials containing asbestos, which is the preliminary phase for the effective assessment of the risk of exposure for persons present in the building concerned.

The assessment of the asbestos risk can be summarised in three phases:

- Identification of the materials containing asbestos;

- Assessment of the state of conservation of the material;

- The planning of the necessary measures for reducing the risk of exposure of the occupants of the building.

With regard to the materials containing asbestos, it should be stressed that there have been numerous applications of asbestos in building, mainly due to its excellent properties of resistance and hardness, versatility and low cost. In asbestos products and objects the fibres may be released or weakly bound, and in these cases we have friable asbestos, or it may be strongly bound in a stable and solid structure (asbestos cement, asbestos-vinyl), in this case we have asbestos in compact form. In particular in school structures it may have been used as coating material in order to increase resistance to fire, in coverings, for pipes, in cement compound water tanks (eternit), in panels for false ceilings, in vinyl-asbestos floors in classrooms or gymnasiums (in these materials asbestos is mixed with other polymers), in protective coatings of some elements of the heating plant, come for example radiators.

In the Ministry Decree 6/9/94 the materials containing asbestos have been subdivided, for practical reasons into three categories (point 1 of the annexe):

1) Materials covering surfaces, sprayed on or using a trowel;

2) Insulation coatings of pipes and boilers;

3) A mixture of other materials including, in particular, high density panels (cement-asbestos), low density panels (boards) and textile products. The materials in cement-asbestos, especially in the form of covering panels, are the most widespread.

For sake of completeness, for the parts involving school buildings, there follows Table 1 of the annexe to Ministry Decree 6/9/94 indicating the main materials containing asbestos and their potential fibre release

Type of material	Notes	Friability
Spray and insulation coatings	Up to about 85% asbestos. Often amphiboles (amosite, crocidolite) mainly amosite sprayed on steel supporting structures or other surfaces as thermo-acoustic insulation	High
Insulation coatings of pipes and boilers	For coatings of pipes all types of asbestos, sometimes in 6-10% mixed with calcium silicates. In canvas, felt, stuffing generally al 100%	High potential for release of fibres if the coatings are not covered with an even, intact sealant
Boards, paper and similar products	Generally only chrysotile 100%	Dissolved and handled, paper and boards, not having a very compact structure, these are subject to easy abrasion and wear
Products in cement-asbestos	Currently 10-15% of asbestos is generally chrysotile. Crocidolite and amosite are found in some types of pipes and of plates	May release fibres if damaged, sawed, perforated or brushed, or if deteriorated
Bituminous products with vinyl tiles with asbestos papered spaces, vinyl tiles and paving, PVC and reinforced plastic covering and paint, mastic, sealant, adhesive plaster containing asbestos	From 0.5 to 2% per mastic, sealants, adhesive, 10-25% for paving and tiles	Improbable release of fibres during normal use. Possibility of fibre release if cut, damaged or perforated

Since the potential ranger of asbestos materials depends on the possible release of airborne fibres in the environment that may be inhaled by the occupants, the most important aspect to assess is the friability of the material. In this regard the Ministry Decree defines: “ Friable: materials that may be easily fragmented or reduced to dust by the simple pressure of the hand;

Compact: hard materials that may be fragmented or reduced to dust only by using mechanical tools (abrasive discs, mills, drills, etc.).”

FOTO

Asbestos floor in a gymnasium

The basic tools for the assessment of risk of exposure, clearly indicated in the Ministry Decree are sight inspection, for examining the conditions of the material containing asbestos and for the assessment of the factors that may cause future damage or harm and of those which affect the spread of fibres and, thus the exposure of individuals, and possible environmental monitoring, i.e. the measurement of the concentration of airborne asbestos fibres inside the building.

Sight inspection leads to the identification of three possible situations:

- Whole materials not liable to damage, not being accessible or hard and compact;

- Whole materials liable to damage, being accessible or exposed to factors of deterioration (water infiltrations, vibrations, draughts etc.);

- Materials damage due to human action or deterioration.

The subsequent phase involves the planning of the actions and measures according to the situation.

In the case of whole materials not liable to damage, there must in any case be periodical checking of materials and with a strategy aimed at maintaining over time the good conditions of the materials (checking and maintenance), as in the case of whole materials liable to damage; once the causes of the possible damage are removed, a plan for checking and maintenance must be applied.

With regard to checking the owner of the building must “ appoint a person in charge with duties of checking and co-ordination of all maintenance activities that may affect asbestos materials, keep proper documentation showing the location of the materials containing asbestos.,…(omitted)… Guarantee compliance with of effective safety measures during activities of cleaning, maintenance work and during any event which might cause a disturbance of the asbestos materials….(omitted)…Supply correct information to the occupants of the building on the presence of asbestos in the building, on potential risks and the behaviour to adopt….(omitted)…If there are friable materials, have the building inspected at least once a year by personnel able to assess the conditions of the materials, drawing up a detailed report with photographic documentation.” (point 4 of the annexe to Ministry Decree 6/9/94).

In the case, finally, of damaged materials a different procedure is required according to the extent of the damage. In case of limited damage it may be sufficient, once the cause of the deterioration is eliminated, restore the material. If, on the other hand, the damage is extensive treatment is required.

SUGGESTIONS

Since the identification of the measures of protection from risks is an integral part of the assessment, there follow the possible treatment measures with some useful indications for the choice of the technique to use.

The treatment measures are removal, incapsulation and confining.

Removal consists of the dismantling of the old cement-asbestos covering that is replaced with one in a new material. From the technical point of view this type of intervention is recommended if the material is very damaged, and at the same time if the supporting structure has discontinuity (e.g. in the metallic or wood carpentry) and there are no suitable false ceilings to insulate the coverings. The advantage of this type of intervention is essentially to definitively eliminate the risk of exposure to asbestos, so that a maintenance and checking plan is no longer required; it is also a generally applicable type of intervention.

The disadvantages are related to the production of a considerable quantity of waste containing asbestos that must be correctly disposed, this method can also cause the higher emission of fibres, subjecting treatment personnel to a high risk of exposure and causing a high risk of contamination of the area of the intervention. In the choice of this type of intervention it must also be considered that for all the duration of the works, the rooms under the covering are not usable.

Incapsulation, on the other hand, consists in the treatment of the surface in cement-asbestos with products absorbing the asbestos fibres and binding them to the cement, thus preventing, or in any case reducing their release in air. Complete intervention involves the application of layers, the first one impregnating and the second one covering. The advantages of this type of intervention are linked to the low cost of the intervention, the fact no waste is produced and that it is not necessary to apply replacement material. Among the disadvantages of this intervention it is important to highlight that in any case the asbestos is not eliminated and it is therefore necessary to have a checking and maintenance plan. It may be necessary to repeat the intervention over time with a frequency depending on the duration of the incapsulating materials, which can be considerably reduced by exposure to weather. In the case of roof incapsulation, the function and waterproof character of the roof is not affected, and it is therefore inadvisable to treat the tiles if they are fragile, broken or very deteriorated. Finally, we should stress the high release of fibres during the cleaning of the surface before treatment with incapsulating material

The main intervention of confining is to make an outer cover to install on top of the cement and asbestos layer which is left.

The main advantages are basically the low cost of the intervention and the fact no waste containing asbestos is produced; a new covering can be made with characteristics independent from the previous ones, without necessarily making the building unusable during treatment operations. Nevertheless, although deterioration of the material containing asbestos due to exposure to weather is reduced, the duration of the effectiveness of the intervention depends on the type of material used for the top covering, therefore removal may take place subsequently. Confining also involves the need for a checking and maintenance plan.

To conclude and complete the topic, considering the fact that there are many cases in which non-industrial buildings including schools have materials containing asbestos which do not have characteristics of deterioration making treatment indispensable, there follow the indications of Ministry Decree 6/9/94 regarding the checking and maintenance plan.

4a) Checking plan.

The owner of the building and/or the person in charge of the activity taking place therein must:

- Appoint a person in charge with duties of checking and co-ordination of all maintenance activities that may affect asbestos materials;

- Keep proper documentation showing the location of the materials containing asbestos. The installations subject to frequent maintenance work (e.g. boilers and pipes) must have warning labels to prevent the asbestos from being inadvertently disturbed;

- Guarantee the compliance with effective safety measures during activities of cleaning, maintenance work and during any event which might cause disturbance of the asbestos materials. For this purpose there must be a specific authorisation procedure for the maintenance activities and there must be verifiable documentation of all the measures made;

- Supply correct information to the occupants of the building on the presence of asbestos in the building, on potential risks and the behaviour to adopt;

- If there are friable materials, have the building inspected at least once a year by personnel able to assess the conditions of the materials, drawing up a detailed report with photographic documentation. A copy of the report must be delivered to the local health authorities having jurisdiction which can order periodical environmental monitoring of the airborne fibres inside the building.

4b) Maintenance and custody activities

The actual maintenance operations may be grouped in three categories:

a) Measures not involving direct contact with asbestos;

b) Measures that may accidentally affect materials containing asbestos;

c) Measures that intentionally disturb limited zone of materials containing asbestos.

Operations involving extensive areas of asbestos may be allowed, except within treatment projects.

During the execution of measures, there must be no unauthorised personnel in the area involved. The area must be insulated with suitable measures in relation to the potential release of fibres: for operations not involving direct contact with asbestos no type of insulation is necessary; in the other cases the work zone must be closed off and the floor and any furnishing covered with disposable plastic sheets.

The ventilation plant must be locally deactivated. Any direct intervention on the asbestos must be made with wet methods. Any electric tools used for cutting, drilling or milling must be equipped with built-in aspiration. In the case of operations on pipes coated with asbestos materials, glove bags should be used when possible (see paragraph 5 b).

Up to the end of the works, any asbestos dust or waste of asbestos should be cleaned with wet methods or with portable vacuum cleaners with high efficiency filters. The workers undertaking the measures must be equipped with individual of protection devices. For respiratory protection they must use half or full face masks with P3 filters, according to the potential level of exposure. It is unadvisable to use of face filters except in the first type of measures. In operations involving the disturbance of asbestos, disposable full suits with shoe covers, and made of fabric that does not retain the fibres, must be used. The suits must be eliminated after each intervention.

All the disposable material used (clothing, sheets, rags for cleaning, etc.) must be disposed of as contaminated waste, in sealed and labelled waterproof bags. The materials used for wet cleaning must be bagged when still wet. Definite procedures must be provided in case of consistent release of fibres: evacuation and insulation of the area concerned (closing of doors and/or installation of temporary barriers); posting of danger signs to prevent entry by non-authorised persons; decontamination of the area by personnel equipped of individual protection devices with wet systems and/or with suitable vacuum cleaners; final verification monitoring. In the presence of exposed friable asbestos materials, especially if damaged, daily cleaning of the building must be made with particular caution, using exclusively wet methods with disposable materials and/or vacuum cleaners with high efficiency filters. The maintenance and changing of these filters are operations involving exposure to asbestos fibres and must be made in an isolated area by personnel equipped with individual protection devices. According to the laws in force, the maintenance and custody personnel must be considered as having occupational exposure to asbestos.

FOTO

Removal of friable sprayer-on asbestos

4.1.8 Gardens

The analysis of the risks regarding gardens and green areas in the schools has been included among “general” risks since this concerns maintenance personnel for these areas (only in some cases this activity is conducted by scholastic collaborators, often by maintenance personnel for public gardens, who are generally municipal employees, and in other cases the work is contracted to outside firms), as well as pupils and teachers who in some moments of the day use these areas.

The interaction between the conducting of maintenance activities and the use of green areas by pupils and teachers has also been considered.

With regard to the personnel conducting maintenance activities for the gardens, the following types of exposure should be considered:

- Risks deriving from the use of dangerous substances (corrosive, irritant, toxic etc.), used for extermination;

- Risks linked to the use of motorised equipment (lawn mowers, electric saws, hedge cutters etc.) that may cause cutting or crushing. In the use of this equipment we must also consider the fact that personnel in contact with inflammable substances (fuel for the motor) must know the correct procedures in order to prevent risks of fire or explosion;

- Risks of falling from heights, linked to the use of portable ladders or lifting platforms;

- Risks deriving from exposure al noise, which during the use of motorised equipment may reach very high levels (over 85 dB).

On the other hand, with regard to the users of green areas in the schools, it is necessary to consider the risks linked to the fact that, being outdoor areas, students and pupils may be subjected to insect or animal bites, without considering the fact that, since there are areas separated from the street and surrounding areas by walls or metallic fences, syringes and other infected materials used, for example, by drug addicts, may be found.

Other risks may also be linked to accidental contact with elements of garden lighting plant (bare electric cables, switches with insufficient protection etc.), or to the poor state of maintenance of the pavement, with a high risk of falling and slipping.

It should also be recalled that the garden is used by pupils and teachers for their activities (recreation, sports activity etc.) while at the same time trees are being pruned; the risk of splinters falling from cut branches must be considered, and therefore the work area must be marked in order to eliminate exposure to these risks.

SUGGESTIONS

· Use of suitable individual protection devices (gloves, safety shoes, goggles, earpieces etc.) during maintenance activities of the gardens;

· Make available to personnel the safety sheets on the substances used for extermination, fertilising, etc.

· Identify safety procedures for the use of equipment and for each of the activities involved;

· Undertake periodical checking of the gardens in order to eliminate dangerous objects (for example syringes) and extermination in the gardens to reduce the number of insects or animals that may present a danger for the persons present.

ISTITUTO SUPERIORE PER LA PREVENZIONE E LA SICUREZZA DEL LAVORO

I.S.P.E.S.L. SI.PRE PROJECT. REGIONS

NATIONAL DATABASE OF THE SECTOR RISK PROFILES


1. SECTOR:	School buildings

2. WORK PHASE:	Theoretical teaching

3. INAIL CODE:	0700

4. RISK FACTOR:	Postural risk and risk form manual handling of loads. Electrical risk: safety of plant and equipment; electrocution. Microclimate. Lighting as a safety and health factor. Fire-fighting and emergency management. Development of allergies. Stress.

5. RISK CODE:
(office use only)

6. N. PERSONNEL:	3094

PHASE 1 Theoretical teaching

Chapter 1.1 Description

The professional figure for this task is the teacher. Their activity is characterised by undertaking lessons in specific subjects, using paper material such as books, photocopies and sheets, and sometimes computer tools or equipment such as, for example, the overhead projector. They are also responsible for the pupils while conducting lessons.

Especially in the middle schools and, in recent years, also in some elementary schools, computer equipment is more widespread, therefore in these cases the activity conducted in equipped classrooms where each student has a video terminal to use.

FOTO AULA

FOTO COMPUTER

Chapter 1.2 Equipment and machines

The following equipment is normally used:

Computer	With this and with the help of adequate software lessons are held on specific subjects.
Overhead projector	Used to project transparencies for dealing with specific topics.
Blackboard (in slate; plastified…)	Boards for writing with chalk, markers etc.

Chapter 1.3 The risk factor

The main risk factors are:

· Electrical risk: this is related to the possibility of electrocution, during the use of particular electrical equipment (computers, overhead projectors, etc.), for contacts with electric cables with incomplete insulation, the electrical risk becomes more relevant in the cases, not infrequent, in which the electric plant does not have suitable protective devices against indirect contacts (differential switches) and against overloads (magnetothermal switch); less frequently the risk is linked to the unsuitable arrangement of the electric cables which may cause a danger of cutting. The occurrence of specific non-compliance for this element of risk is shown in the general part of the document.

· Electrical equipment: the risk is linked to the number of plugs available, the problem has a significant occurrence of there are didactic laboratories, especially computers, where the plugs are often overloaded.

· Fire-fighting and Management of emergencies: attention has already been focused on the essential importance of the management of emergencies and the suitability of the extinguishers and the exit routes in the school buildings due to the particular characteristics of the persons present. For the phase being examined the risk level is basically linked to the lack of training and information of teaching personnel, including those without a specific operational role in the management of the emergency, being directly responsible for the pupils present. The occurrence of specific non-compliance for this element of risk is shown in the general part of the document.

· Postural risk: teachers may assume non-ergonomic postures during while teaching lessons, which may lead to illnesses of the spinal column.

· Service furnishings: the most frequently recorded non-compliance is linked to the quality and quantity of furnishings provided. Often these are not sufficient for real need and ergonomic criteria are not always respected; furnishings and equipment are not always complete, especially in suburban schools or in small towns.

· Manual handling of loads: This is especially relevant in pre-school, where the teacher or auxiliary personnel assist the pupils in particular situations (games, use of toilers etc.) in which lifting is necessary. This risk is substantially lower in middle schools where the pupils are completely self-sufficient; support activities to disabled children, for whom there must be constant assistance, is common to all schools.

· General lighting as a health factor: the situations of discomfort are generally linked to the incorrect level of lighting of the classrooms, which may cause excessive fatigue of sight; more rarely the problems are linked to the presence of sharp contrasts of lighting in the teachers’ visual field due to the lack of sunshades on the windows. It should be stressed that the influence of this element of discomfort is attenuated by the fact that the working position of is not necessarily fixed during the lessons.

· Noise: the risk is linked both to the urban context where the school building is included and to the conditions in which in which the didactic activity takes place, in particular to the number of pupils present in the classroom and the spaces available for conducting lessons; for the sector concerned, for which the activity is conducted in the classrooms, the levels of exposure are such that they only produce situations of discomfort and thus causing, for example, fatigue and lessening of attention capacity. Only in the most serious cases will the teachers always having to raise their voices cause chronic laryngitis.

· Microclimatic conditions: the conditions of discomfort are in most cases due to the absence or an incorrect dimensioning of the ventilation and air conditioning/heating plant, often involving temperatures in the rooms that are either too hot or too cold, significant differences between rooms, and although more rarely, little exchange of air.

· Substances used: Allergies may occur in the case of persons especially sensitive to the use blackboard chalk, particular markers or organic solvents for cleaning surfaces.

· Organisation of work: the repetitiveness of the activities, the few options for career advancement and low value attributed to the acquisition of professional skills over the years may cause situations of stress. Together with these causes of stress linked to the organisation of teaching personnel, there is also the one more linked to the specific activities undertaken, and in particular the constant and continuous surveillance of pupils and the type and the constancy of interpersonal relationships with them.

Chapter 1.4 The expected harm

No accidents due to this work phase have been recorded.

Chapter 1.5 The measures

· Training and information on the correct postures to adopt during lessons, and in particular for activities involving the handling of loads:

· Verification of the state of conservation of the equipment used during the activity;

· Prohibition to use of equipment not complying with minimum electrical safety standards;

· Greater flexibility in the organisation of work;

· Improvement of ventilation and air conditioning/heating systems.

· Improvement of lighting conditions, both as a safety and health factor, by increasing the power of the plant and guaranteeing, with periodical and systematic maintenance, the constant availability, especially for emergency plant.

Chapter 1.6 Contracting

This phase is never contracted to specialised outside firms.

Chapter 1.7 Legislative references

Pres. Dec. 547/55	General rules for accident prevention.
Pres. Dec. 303/56	General rules for occupational health.
Circular 3625 of 26/03/65	Instructions for the drawing up of plans for the construction of school buildings to be used as middle schools
UNI7713 (Min. Dec. 02/03/78)	School furnishings. Pupil desks and chairs
Leg. Dec. 19.9.1994, n. 626	Implementation of Directives 89/391/EEC, 89/654/EEC, 89/655/EEC, 89/656/EEC, 90/269/EEC, 90/270/EEC, 90/394/EEC and 90/679/EEC regarding the improvement of the safety and health of workers at the workplace.
Leg. Dec. 19.03.1996, n 242	Amendments and additions to Legislative Decree 19 September 1994, n. 626, containing the implementation of community directives regarding the improvement of the safety and health of workers at the workplace.
UNI 10380, May 94	Lighting techniques. Interior lighting with artificial lights.

Chapter 1.8 Phenomena interacting with the environment

No interaction with the environment was observedin this phase.

ISTITUTO SUPERIORE PER LA PREVENZIONE E LA SICUREZZA DEL LAVORO

I.S.P.E.S.L. SI.PRE PROJECT. REGIONS

NATIONAL DATABASE OF THE SECTOR RISK PROFILES


1. SECTOR:	School buildings

2. WORK PHASE:	Technical laboratory

3. INAIL CODE:	0700

4. RISK FACTOR:	Electrical risk: safety of plant and equipment; electrocution. Physical risk: non-ergonomic posture. Manual handling of loads. Lighting as safety and health factor. Fire-fighting and emergency management. Suitability service furnishings and equipment. Microclimate.

5. RISK CODE:
(office use only)

6. N. PERSONNEL:	50

PHASE 2.1 Technical laboratory

Chapter 2.1.1 Description

With regard to “technical and practical” activities, those of “technical laboratories” have been identified mainly in the middle schools, where there is technical and manual activity which is not particularly dangerous or difficult, but still significant. This activity is sometimes divided by gender and is conducted by a specialised technical teacher; it especially involves minor carpentry and the construction of elementary DC circuits or handiwork.

Chapter 2.1.2 Equipment and machines

The following equipment is normally used:

Hand saw, nails, hammer, plywood, etc.	All this equipment is useful for simple carpentry work and has minimum risks.
Hand drill	Much less dangerous than electric drills this is sufficient for small work. It is equipped with a gearwheel acting as a force reducer and a small gearwheel transmitting force to the point.
Batteries, lamps, electric wire, insulating tape, switches.	Small circuits are designed using commercial batteries protecting from risks of electrocution

Chapter 2.1.3 The risk factor

The main risk factors are:

· Equipment and machines used: in relation to the type of equipment used in conducting laboratory activity, which due to the lack of suitable protection may cause cuts, abrasions, crushing etc., obviously the extent of these accidents will be slight.

· Fire-fighting and management of emergencies: attention has already been focused on the essential importance of the management of emergencies and the suitability of the extinguishers and the exit routes in the school buildings due to the particular characteristics of the persons present. For the phase being examined the risk level is basically linked to the lack of training and information of teaching personnel, being directly responsible for the pupils present and the supply of specific fire-fighting equipment in the laboratory or in the adjacent areas, since the activity undertaken could cause the start of a fire.

· Storage of objects: the risk is linked to the incorrect securing of shelves or their excessive loading which involves the possibility that the shelves may fall over or that material placed there may fall. On the other hand, the risk associated to the type of substances stored which, also if they are toxic or inflammable, are never present in amounts presenting real danger.

· General lighting as a health factor: the situations of discomfort are generally linked to the incorrect level of lighting of the classrooms, which may cause excessive fatigue of sight; more rarely the problems are linked to the presence of sharp contrasts of in lighting in the teachers’ visual field due to the lack of sunshades on the windows. It should be stressed that the influence of this element of discomfort is attenuated by the fact that the working position of is not necessarily fixed during the lessons.

Chapter 2.1.4 The expected harm

In the inspections conducted no accidents regarding this phase have been observed.

Chapter 2.1.5 The measures

· The attentive and constant presence of the teachers prevents improper use of the tools available and thus prevents accidental injuries not linked to didactic activity.

· Theoretical training on the use of instruments to make students aware of the risk;

· Prohibition to use of equipment not complying with minimum electrical safety standards;

· Verification of the state of conservation of the equipment used during the activity;

· Training on the correct posture to adopt during lessons;

· Supplying the rooms with suitable equipment and improving the supply of service furnishings.

· Improvement of ventilation and air conditioning/heating systems.

Chapter 2.1.6 Contracting

This phase is not contracted outside.

Chapter 2.1.7 Legislative references

Pres. Dec. 547/55	General rules for accident prevention.
Pres. Dec. 303/56	General rules for occupational health.
Circular 3625 of 26/03/65	Instructions for the drawing up of plans for the construction of school buildings to be used as middle schools
UNI7713 (Min. Dec. 02/03/78)	School furnishings. Pupil desks and chairs
Leg. Dec. 19.9.1994, n. 626	Implementation of Directives 89/391/EEC, 89/654/EEC, 89/655/EEC, 89/656/EEC, 90/269/EEC, 90/270/EEC, 90/394/EEC and 90/679/EEC regarding the improvement of the safety and health of workers at the workplace.
Leg. Dec. 19.03.1996, n 242	Amendments and additions to Legislative Decree 19 September 1994, n. 626, containing the implementation of community directives regarding the improvement of the safety and health of workers at the workplace.
UNI 10380, May 94	Lighting techniques. Interior lighting with artificial lights.

Chapter 2.1.8 Phenomena interacting with the environment

The production of waste due to the activity described is very limited (in terms of space) and the waste is collected and then disposed of by the municipal authorities.

ISTITUTO SUPERIORE PER LA PREVENZIONE E LA SICUREZZA DEL LAVORO

I.S.P.E.S.L. SI.PRE. PROJECT REGIONS

NATIONAL DATABASE FOR SECTOR RISK PROFILES


1. SECTOR:	School buildings

2. WORK PHASE:	Graphic-artistic laboratory

3. INAIL CODE:	0700

4. RISK FACTOR:	Physical risk: cuts and abrasions. Chemical risk: use of particular substances. Suitability of the place: availability of minimum space. Electrical risk: plant safety. Microclimate. Lighting as a safety and health factor. Fire-fighting and emergency management.

5. RISK CODE:
(office use only)

6. N. PERSONNEL:	312

PHASE 2.2 Graphic-artistic laboratory

Chapter 2.2.1 Description

With regard to the technical and practical activities, those of the graphic-artistic laboratory occur mainly in middle schools, and take place in specific rooms. This activity includes drawing, modelling (clay and similar), printing with vinyl forms. The risks are sometimes still less than those of the technical laboratory.

The graphic and artistic activities are also conducted in elementary schools and are an integral part of didactic activity.

Chapter 2.2.2 Equipment and machines

The equipment normally used grouped by activity is:

Water, wax, oil colours; pencils, rulers; drawing paper, plywood or canvass.	Are all the material for graphic activities. They are purchased directly by the students, The colours are anti-allergic and the supports are already available with the required shape and size.
Chisels for clay	The clay, usually wet, is easy to work and does not require excessive efforts to use the chisels, usually made of plastic or with small parts in smooth metal.
Oven	The oven is generally used to bake the objects in clay, terracotta or ceramic.
Vinyl sheet, cutting chisels, ink, roller, ink basin.	The vinyl sheet is engraved with chisels in order to produce the negative of the image, and the inked roller is passed over it. The ink used is anti-allergy .
Solvents

Chapter 2.2.3 The risk factor

The main risk factors are:

· Equipment and machines used: in relation to the type of equipment used (for example chisels for the vinyl sheet) in undertaking the activities of the laboratory, which due to the lack of suitable protection there may be cuts, abrasions etc.; obviously the extent of these accidents will be slight.

· General lighting as a safety factor: the risk is linked to the unsuitable level of lighting in some rooms or passages, so that it is possible to trip, slip or collide with large or protruding items. The occurrence of specific non-compliance for this element of risk is shown in the general part of the document.

· Fire-fighting and management of emergencies: attention has already been focused on the essential importance of the management of emergencies and the suitability of the extinguishers and the exit routes in the school buildings due to the particular characteristics of the persons present. For the phase being examined the risk level is basically linked to the lack of training and information of teaching personnel, including those without a specific operational role in the management of the emergency, being directly responsible for the pupils present and for the specific fire-fighting equipment of the laboratory or the adjacent areas.

· General lighting as a health factor: the situations of discomfort are generally linked to the incorrect level of lighting of the classrooms, which may cause excessive fatigue of sight; more rarely the problems are linked to the presence of sharp contrasts of in lighting in the teachers’ visual field due to the lack of sunshades on the windows. It should be stressed that the influence of this element of discomfort is attenuated by the fact that the working position of is not necessarily fixed during the lessons.

· Workplace: the general aspects linked to the proper characteristics of workplaces are discussed in the general part of this document. In this phase specific reference is made to the rooms used for laboratory activities in many schools. Many situations have been identified where the space available is insufficient for the type of activity undertaken.

· Substances used: in graphic and artistic laboratories glue, solvent, paint, ink etc. may be used, thus exposing the persons present in the rooms to a chemical type;

Chapter 2.2.4 The expected harm

In the inspections conducted no accidents regarding this phase have been observed.

Chapter 2.2.5 The measures

· The attentive and constant presence of the teachers prevents improper use of the tools available and thus prevents accidental injuries not linked to didactic activity.

· Theoretical training on the use of instruments to make students aware of the risk.

· Supplying the rooms with suitable equipment and improving the supply of service furnishings.

· Improving the ventilation and air conditioning/heating systems.

· Improving the lighting conditions, both as a safety factor and as a health factor.

Chapter 2.2.6 Contracting

This phase is not contracted outside.

Chapter 2.2.7 Legislative references

Pres. Dec. 547/55	General rules for accident prevention.
Pres. Dec. 303/56	General rules for occupational health.
Circular 3625 of 26/03/65	Instructions for the drawing up of plans for the construction of school buildings to be used as middle schools
UNI7713 (Min. Dec. 02/03/78)	School furnishings. Pupil desks and chairs
Leg. Dec. 19.9.1994, n. 626	Implementation of Directives 89/391/EEC, 89/654/EEC, 89/655/EEC, 89/656/EEC, 90/269/EEC, 90/270/EEC, 90/394/EEC and 90/679/EEC regarding the improvement of the safety and health of workers at the workplace.
Leg. Dec. 19.03.1996, n 242	Amendments and additions to Legislative Decree 19 September 1994, n. 626, containing the implementation of community directives regarding the improvement of the safety and health of workers at the workplace.
UNI 10380, May 94	Lighting techniques. Interior lighting with artificial lights.

Chapter 2.2.8 Phenomena interacting with the environment

The production of waste due to the activity described is very limited (in terms of space) and the waste is collected and then disposed of by the municipal authorities.

ISTITUTO SUPERIORE PER LA PREVENZIONE E LA SICUREZZA DEL LAVORO

I.S.P.E.S.L. SI.PRE. PROJECT REGIONS

NATIONAL DATABASE FOR SECTOR RISK PROFILES


1. SECTOR:	School buildings

2. WORK PHASE:	Collateral artistic activities

3. INAIL CODE:	0700

4. RISK FACTOR:	Physical risk: shocks, cuts and abrasions. Electrical risk: plant safety; electrocution. Risk from manual handling of loads. Microclimate. Lighting as a safety and health factor. Fire-fighting and emergency management.

5. RISK CODE:
(office use only)

6. N. PERSONNEL:	300-400

PHASE 3 Collateral artistic activities

Chapter 3.1 Description

In almost all the schools considerate a theatrical and/or gymnastic show is put on at the end of the year. All these activities involve very low risks as such. The risk is rather due to the presence of the stage and sundry equipment in the school building. The number of workers undertaking activities in this phase is not exactly definable since the involvement of as many people as possible is required and this is almost always voluntary.

Chapter 3.2 Equipment and machines

The equipment normally used grouped by activity is:

Microphones, amplifiers, HI-FI plant, loudspeakers.	All this electric equipment, with EC label, requires temporary connections.
Structures for making scenery	Wood or plywood structures; curtains, furniture.

Chapter 3.3 The risk factor

The main risks are due to:

· Equipment used: since there could be bulky material in rooms that are generally empty, there could be a greater risk of shocks, cuts and abrasions.

· General lighting as a safety factor: the risk is linked to the unsuitable level of lighting in some rooms or passages, so that it is possible to trip, slip or collide against protruding elements. The occurrence of non-compliance regarding this risk factor has been analysed in the introductory section of the document.

· Fire-fighting and Emergency management: attention has already been focused on the essential importance of the management of emergencies and the suitability of the extinguishers and the exit routes in the school buildings due to the particular characteristics of the persons present. For the phase being examined the risk level is basically For the phase being examined the risk level is basically linked to the possible crowding of the rooms where the activities take place, for which the exit routes may not be suitable. The detailed analysis of the occurrence of non-compliance relative a this risk factor has been analysed in the introductory section of the document.

· Manual handling of loads: the risk may be linked to the need to lift and move the stage equipment used plays or shows.

Chapter 3.4 The expected harm

In the inspections conducted no accidents regarding this phase have been observed.

Chapter 3.5 The measures

· Avoid setting up temporary electric plant with solutions not responding to safety regulations.

· Avoid even temporary piling of the material in corridors and transit routes.

· Guarantee favourable microclimatic conditions improving the air conditioning/heating system.

· Verify the suitability of exit routes on the basis of maximum planned crowding.

Chapter 3.6 Contracting

There is generally outside contracting for preparing the stage and the supply and arrangement of the electric material.

Chapter 3.7 Legislative references

Pres. Dec. 547/55	General rules for accident prevention.
Pres. Dec. 303/56	General rules for occupational health.
Circular 3625 of 26/03/65	Instructions for the drawing up of plans for the construction of school buildings to be used as middle schools
UNI7713 (Min. Dec. 02/03/78)	School furnishings. Pupil desks and chairs
Leg. Dec. 19.9.1994, n. 626	Implementation of Directives 89/391/EEC, 89/654/EEC, 89/655/EEC, 89/656/EEC, 90/269/EEC, 90/270/EEC, 90/394/EEC and 90/679/EEC regarding the improvement of the safety and health of workers at the workplace.
Leg. Dec. 19.03.1996, n 242	Amendments and additions to Legislative Decree 19 September 1994, n. 626, containing the implementation of community directives regarding the improvement of the safety and health of workers at the workplace.
UNI 10380, May 94	Lighting techniques. Interior lighting with artificial lights.

Chapter 3.8 Phenomena interacting with the environment

No interaction with the environment is expected.

Chapter 8.8 Phenomena interacting with the environment

No interaction with the environment is expected.

ISTITUTO SUPERIORE PER LA PREVENZIONE E LA SICUREZZA DEL LAVORO

I.S.P.E.S.L. SI.PRE. PROJECT REGIONS

NATIONAL DATABASE FOR SECTOR RISK PROFILES


1. SECTOR:	School buildings

2. WORK PHASE:	Gymnastics and sports activity

3. INAIL CODE:	0700

4. RISK FACTOR:	Physical risk: shocks, cuts and abrasions. Microclimate. Environmental risk: suitability of glass areas. Suitability of equipment. Lighting as a safety and health factor. Fire-fighting and emergency management. Electrical risk: plant safety.

5. RISK CODE:
(office use only)

6. N. PERSONNEL:	374

PHASE 4 Activity gymnastics and sports

Chapter 4.1 Description

This activity mainly takes place in gymnasiums, but also, when possible, in courtyards or playing fields near the school building.

Chapter 4.2 Equipment and machines

The equipment normally used grouped by activity is:

Backrests, trestles, jumping-off boards, ropes etc.	This equipment is used in various ways to create training paths.
Balls	Used for various exercises and games.

Chapter 4.3 The risk factor

The main risks are due to:

· Electrical risk: this is related to the possibility of electrocution, for contacts with electric cables with incomplete insulation, the electrical risk becomes more relevant in the cases, not infrequent, in which the electric plant does not have suitable protective devices against indirect contacts (differential switches) and against overloads (magnetothermal switch); less frequently the risk is linked to the unsuitable arrangement of the electric cables which may cause a danger of cutting. The occurrence of non-compliance regarding this specific risk factor is shown in the introductory section of the document.

· Equipment used: since there could be bulky material, there could be a greater risk of shocks, cuts and abrasions; and gymnastic activities using particular equipment (parallel bars, backrests etc.) subjects both the teachers and students to the risk falling. It should also be pointed out that the equipment available is not always suitable for the use made.

· Cutting elements: gymnasiums often contain glass which is not unbreakable or with a shatter-proof coating, and unprotected lighting fixtures; this is a risk above all in relation to the fact that many exercises performed during gymnastic activity involve the use of balls that could hit and break windows and lighting fixtures.

· Microclimatic conditions: the conditions of discomfort are in most cases due to the absence or an incorrect dimensioning of the ventilation and air conditioning/heating plant, often involving temperatures in the rooms that are either too hot or too cold, significant differences between rooms. The occurrence of non-compliance regarding this specific risk factor is shown in the introductory section of the document.

· General lighting as a health factor: the situations of discomfort are generally linked to the incorrect level of lighting of the classrooms, which may cause excessive fatigue of sight; more rarely the problems are linked to the presence of sharp contrasts of in lighting. The occurrence of non-compliance regarding this specific risk factor is shown in the introductory section of the document

Chapter 4.4 The expected harm

In the inspections conducted no accidents regarding this phase have been observed.

Chapter 4.5 The measures

· Equipment storage areas must be kept in order, and provided with suitable equipment to keep materials in safe conditions.

· Protecting lighting fixtures and glass with breakage-proof barriers.

· Supplying the rooms with suitable equipment.

· Guaranteeing favourable microclimatic conditions and improving the ventilation and air conditioning/heating system.

· Adjusting electric plant in particular for places with the greatest risk, such as in changing rooms, showers etc.;

· Fire-fighting and emergency management: guaranteeing the suitability of the exit routes and exists according to planned crowding, especially when for rooms open to the public.

	TOTAL
	Pre-schools 128 schools	Elementary schools 131 schools	Middle schools 42 schools
	% of non-compliance	% of non-compliance	% of non-compliance
General electric plant
Adequacy of the ground plant with respect to rules in force (compliance with L. 46/90)	36.7	37.4	45.2
Periodical checking of the ground plant (not less than two years)(Form B of health authority check)	83.6	80.2	73.8
Existence of protection of the plant against direct contracts (differential devices).	32.8	35.9	38.1
Existence of protections of the plant against overloads (magnetothermal device)	35.9	29.0	26.2
Protection of the electric plant against lightning (Form A of health authority check)	85.2	81.7	85.7
Closing of electric panels by a key kept by a person in charge	64.8	64.1	61.9
Electric cables that are recognisable, whole and not subject to danger of cutting	10.4	9.2	8.7
Number of plugs sufficient for the use and their correct location	21.1	28.2	16.7

1 Definition of the reference sector

2 Description of the production cycle and activities conducted in the sector.

3 Homogeneous groups of workers

4 Risk assessment in school buildings

4.1 Overall risk assessment

4.1.1 Structural and plant requirements for fire prevention

4.1.1.1 Structural requirements

4.1.1.2 Extinguishers: supply and maintenance

4.1.2 Management of emergencies

4.1.2.1 Criteria for drawing up the emergency plan

4.1.2.2 Identification of escape routes and emergency signs

4.1.2.3 Operational module of the School ……. location ……..

4.1.2.3.1 Objective

4.1.2.3.2 Operational areas

4.1.2.3.3 Operational plan

4.1.2.3.4 Planning documentation

RULES OF BEHAVIOUR

4.1.3 Electric plant

4.1.4 Toilets

4.1.5 Heating plant

4.1.6 Workplaces

4.1.7 Asbestos in school buildings

4.1.8 Gardens

	SCHOOLS MIDDLE SCHOOLS
	NORTH 6 schools	CENTRAL 10 schools	SOUTH 26 schools
	% of non-compliance	% of non-compliance	% of non-compliance
General electric plant
Adequacy of the ground plant with respect to rules in force (compliance with L. 46/90)	66.7	20.0	50.0
Periodical checking of the ground plant (not less than two years)(Form B of health authority check)	50.0	70.0	80.8
Existence of protection of the plant against direct contracts (differential devices).	66.7	20.0	38.5
Existence of protections of the plant against overloads (magnetothermal device)	50.0	10.0	26.9
Protection of the electric plant against lightning (Form A of health authority check)	100.0	80.0	84.6
Closing of electric panels by a key kept by a person in charge	50.0	20.0	80.8
Electric cables that are recognisable, whole and not subject to danger of cutting	0.0	6.7	11.5
Number of plugs sufficient for the use and their correct location	16.7	10.0	19.2