Fire and Rescue

Service Manual

Youth Drill Ground

Training and
Development

1
 Foreword

The introduction of the Fire and Rescue Services Act 2004 and with it the duty
placed on Fire and Rescue Services (FRS) to actively undertake Community
Fire Safety/Prevention work recognises the extensive role that FRSs play in their
communities.
One particular area in which the FRS has excelled in is in relation to the work it
does with children and young people (CYP). Utilising its strong brand to positively
influence behaviours whilst instilling a real sense of purpose within the young
people it engages with.
Seen as leaders and active participants in their local community, firefighters and
volunteers have been able to engage young people in a range of activities - activities which add value to
their local community whilst building character and personal resilience in the young person.
The FRS understands that the majority of young people wish to enjoy their childhood and contribute
positively and meaningfully to their families and local communities, therefore, FRSs have developed and
deliver a number of local and national programmes to support these ambitions. FRS staff, supported by
local volunteers, deliver activities that equip our young people with the skills, knowledge and confidence
to excel, enabling them to enjoy happier, healthier and safer teenage years, whilst preparing them well for
adult life as they seek to develop into positive citizens and realise their potential.
The programmes also allow FRS to engage as an employer of choice, instilling its values whilst supporting
the diversification of the workforce. A stepping stone into a future career.
The bedrock of those courses and our successful engagement programmes is the youth training manual.
So I am thrilled that we have now refreshed it to reflect a modern day fire and rescue service.
It provides the foundation on which a number of our programmes are built, created to ensure the safety of
the young people is effectively managed and their wellbeing safeguarded.
The youth training manual is based on the operational training manual utilised by firefighters the length
and breadth of the country. We feel that these realistic operationally based activities allow us to engage
and retain young people in a safe way whilst introducing them to risk in a controlled manner. The approach
builds confidence and instils in the young person the benefits of team work and co-operation to achieve a
shared goal.
It also supports our own staff and those working with us to undertake such activities safely knowing that a
lot of the work has already been done to safeguard the participants.
The manual encourages a uniformity of approach to practical training and takes into account the needs
of all young people. It is the cornerstone of our activities and provides the assurance that the work we are
delivering is safe and risk assessed.
In adopting the approaches and following the drills detailed within this manual you can be assured that you
are adopting a national recognised approach to youth training in a fire and rescue context.
Creating opportunities for children, young people and their communities to become safer, stronger,
healthier, confident and more resilient through the delivery of transformational engagement programmes.
Thanks for supporting our work and releasing the potential in our young people.
Now let’s get on the yard.

2 Phil Garrigan - National Fire Chiefs Council Lead for Children and Young People 3
 Contents Contents

1. Introduction 6 1. Introduction
2. The Planning and Implementation of Training 16
3. Controlling Risk During Training 25 1.1 The Purpose of the NFCC Youth Training 6
4. Standard Practices 49 and Development Programme
5. Techniques 149
6. Scenario Based Training 155 1.2 Health, Safety & Welfare (The Safe Person Concept) 7
1.2.1 Organisational Responsibilities 7
Appendices 1.2.2 Individual Responsibilities 9
1. Glossary of Terms and Abbreviations 168
1.3 The Purpose of Youth Training 10
1.3.1 The Three Progressive Levels of Training 10

1.4 Safeguarding 12
1.4.1 Why Individuals Must Be Safeguarded 12
1.4.2 Statutory Regulations 13
1.4.3 Types of Abuse 14

4 5
 1. Introduction
1.1 The Purpose of the NFCC Youth Training and Development Manual
The purpose of this manual is to provide the FRSs with guidance on delivering safe training to young
people. This will be achieved by:
• Uniformity in the approach to the three levels of training
• Ensuring that any exposure of candidates to any risk during training is minimised
• Provide a link between specific training activities and elements of youth engagement
and intervention programmes.
It is anticipated that the manual will be used by:
• FRSs to develop training plans for youth provision activities
• Instructors as reference material and guidance
• Young people as reference material and guidance.
6 7
1. Introduction
1.2 Health, Safety & Welfare (The Safe Person Concept)
Organisations can normally achieve the health, safety and welfare of people at work by providing and
maintaining:
• A safe working environment • Safe work equipment
• Safe systems of work • A competent workforce
The same is true for FRSs that provide training to young people.
Youth training, provided by FRSs, are usually carried out on Fire Service premises and, as a working
environment, they can be inherently hazardous. FRSs, therefore, have to place greater emphasis on
ensuring safe environment, safe equipment, safe systems of work and competent instructors.
To maintain the Health Safety & Welfare of young people, FRSs need to ensure that the individuals who
perform training roles are as safe as is reasonably practicable.
This is similar to the ‘Safe Person Concept” there are two aspects to the safe person concept,
organisational responsibility and individual responsibility.
1.2.1 Organisational Responsibilities
Organisations can normally achieve the health, safety and welfare of people at work by providing and
maintaining:
The organisational responsibilities are summarised as follows:
Health and safety policy - The training provider will have a clear health and safety policy that includes
specific reference to non-employees and young people.
Candidate Selection - For those individuals who are selected to participate in training, the training provider
should ensure that the candidate is a suitable person to participate in such provision.
Instructor Selection - Individuals recruited to training roles with young people must be capable of
developing the skills to meet the demands of the work, and be subject to appropriate child protection
screening.
Training - FRSs should provide sufficient training to instructors to equip them in performing their roles
adequately.
Information - FRSs that work with young people should keep parents/guardians informed on the training
being provided to them, in addition to this the key outcomes of the risk assessments and control measures
put in place should be notified prior to the training commencing.
(The Provision and Use of Work Equipment Regulations 1998)
 1. Introduction 1. Introduction

Background
The CYP that we work alongside will be at various stages of development and maturity. We know that
during adolescence, the brain is undergoing massive transformation, and as such CYP can behave in ways
that adults find difficult to comprehend. This is all part of the maturation process. Many present as having a
lower perception and understanding of risk, and this can become heightened within a working environment
which is understandable as this will be new to the majority. Some will even be drawn to risk taking
behaviours and therefore most CYP benefit from enhanced levels of supervision, with clear communication
particularly within hazardous environments.
It is important to be cognisant of the ways in which information is communicated in order to minimise risk.
Time should be taken to carefully explain the expectations and potential consequences to self and others
of not following directions. Language used should be accessible and easily understood by all, and there
should always be opportunity for the CYP to ask questions.
The development of safe, consistent and trusting relationships will be key to the reduction of risk.
Equipment
The schemes must be provided with equipment that is suitable for the purposes for which it is intended.
Prior to purchase, FRSs have to plan the arrangements to ensure that all equipment will be risk assessed
for use generally and specifically for youth training, it will be rigorously inspected, tested and maintained.
All training personnel and training participants must know the limitations of the equipment.
Safe Systems of Work
FRSs must adopt systems of work to ensure that activities are undertaken as far as is reasonably
practicable without exposing instructors or young people to risks to their health and safety.
Instruction
Instructors and young people must receive clear instructions relating to their role in the operation of
equipment and safe systems of work.
Supervision
At all times, young people must be supported with clearly defined lines of communication and competent
supervision.

Personal Protective Equipment

FRSs must provide individuals with the appropriate level of personal protective equipment, which should
be CE marked, to British Standard specification or subject to suitable risk assessment. PPE should be
suitable for the purposes for which it is intended (young people).

1.2.2 Individual Responsibilities

Performance Competent Vigilance To be vigilant for their own

to perform assigned tasks. safety and that of colleagues, children,
young people and others.

Awareness Be able to recognise their

Teamwork Be an effective
abilities and limitations to perform
member of a team.
assigned tasks.

Adaptability To adapt to
changing circumstances.

8 9
 1. Introduction 1. Introduction

1.3 The Purpose of Youth Training Techniques

Techniques are safe systems of work, which enable young people to apply their core skills to achieve
To utilise the facilities and expertise of the FRS to benefit young people in society. defined objectives using specific equipment.

The training delivered by FRSs to CYP aims to:
• Provide CYP with the opportunity to learn and take responsibility for themselves and others
through securing their engagement
• Support their physical and emotional health
• Develop a sense of community connection and social consciousness
• Provide opportunities to build knowledge, skills, understanding and attitudes that will enable
them to perform their role effectively, competently and safely
• Support and encourage continuous development and equip them with skills that will support
progression and positive outcomes
• Increase awareness of Community Fire Safety.
As with standard practices, techniques should be conducted at a pace and frequency to suit the level of
performance of the individual and/or the crew. This allows young people to practice their core skills in
specific situations and different environments.
Techniques should be developed and practised sufficiently to ensure that competency in performance of
both individuals and crews is acquired and maintained.
The learning objectives associated with techniques include the:
• Practical knowledge in the operation of equipment
• Awareness of the hazards associated with such equipment
• Safe and effective use of equipment including limitations of use
• Achievement of specific, operational objectives.

1.3.1 The Three Progressive Levels of Training: Scenario Based Training

• Standard Practices
Standard Practices
Scenario based training is outcome orientated and helps to reinforce the learning experience and enhance
• Techniques • Scenario Based Training the awareness and confidence of the young person.
The main purpose of such training is to practice and implement the skills and knowledge learnt. The
scenarios should provide training events, based on knowledge, and allow young people to apply the tactics,
procedures, techniques and use of appropriate equipment.

Standard Practices are safe systems of work, which enable young people to acquire knowledge and
develop the core skills necessary to use FRS equipment safely and effectively. Standard Practices are
a fundamental learning activity which should be conducted at a pace and frequency to suit the level
of performance of the individual and/or the crew. This allows young people to become competent with
handling equipment or performing tasks that require a co-ordinated approach.
Scenario based training will develop and maintain the competence of young people whilst ensuring, so far
as is reasonably practicable, their health and safety and that of othErs.
Scenario based training for young people must not include the planned and controlled exposure to risk of
young people beyond that experienced during standard practices and technique learning. The need for
dynamic risk assessment to ensure safety will be kept to a minimum.

When young people are competent in these core skills, the standard practices will have served their
primary purpose. The acquired knowledge, skills and understanding should be applied and further NB: Individual FRSs have a responsibility to ensure sufficient risk assessments are in place
developed. The application of these skills should be supported by a continuous monitoring system which for pre-planned activities involving CYP.
enables a suitably qualified instructor to determine if the appropriate competence levels are maintained.

The learning objectives associated with standard practices include the: The learning objectives associated with scenario based training for young people include:
• Acquisition of knowledge and specific core skills
• Understanding the hazards and risks associated with the scenario
• Safe operation and use of equipment
• Awareness of the hazards associated with such equipment
• Development of effective teamwork
• Safe and effective use of equipment including limitations of use
• Understanding and recognition of hazards involved.
• Achievement of specific, operational objectives.

10 11
 1. Introduction
1.4 Safeguarding
Safeguarding is everyone’s responsibility.
Safeguarding means protecting people’s health, wellbeing and human rights and enabling them to live free
from harm, abuse and neglect.
Each FRS must be committed to the safeguarding of CYP and adults and recognise that the protection and
safety of these groups is paramount in their own organisational activities.
Safeguarding is everyone’s business and therefore all FRS staff have a role to play in safeguarding
children, young people and adults and preventing the abuse of those who may be at risk. Staff who may
have contact with the afore mentioned groups in any capacity must act on any potential safeguarding
concerns immediately.
1.4.1 Why Individuals Must Be Safeguarded
National Fire Chief’s Council (NFCC) has created a Safeguarding Work stream in response to the Fire and
Rescue Frame work for England (May2018) which states:
Given the wide range of roles that FRS personnel undertake, including people with complex needs and
vulnerabilities, FRSs will need to ensure that all their staff in public facing roles have the necessary
skills and training to meet such demands. They should also have appropriate safeguarding
arrangements in place - including ensuring staff have appropriate vetting clearance - to provide
the public with the reassurance and confidence that they have every right to expect.
12
1. Introduction
1.4.2 Statutory Regulations
Keeping Children Safe in Education 2021
This is statutory guidance from the Department for Education (the department) issued under Section 175
of the Education Act 2002, the Education (Independent School Standards) Regulations 2014, and the
Non-Maintained Special Schools (England) Regulations 2015. Schools and colleges in England must
have regard to it when carrying out their duties to safeguard and promote the welfare of children. For the
purposes of this guidance children includes everyone under the age of 18.
Working Together to Safeguard Children 2018
This is statutory guidance which helps all agencies to know what the law says they, and others, must do in
order to provide a co-ordinated approach to safeguarding and promoting the welfare of children.
The Care Act 2014
This defines responsibilities for organisations in terms of safeguarding adults who may be at risk of abuse
or neglect. This can include self-neglect.
NB: For further information, please refer to the NFCC Safeguarding Guidance for Children, Young
People and Adults.
13
 1. Introduction 1. Introduction

1.4.3 Types of Abuse Adults and Children

• Physical abuse
As the diagram below shows, there are seven broad types of abuse.
• Sexual abuse
Abuse is a violation of an individual's human and civil rights by any other person or persons. Abuse may
consist of single or repeated acts. It may be physical, verbal, psychological, financial or an omission to act. • Financial and material abuse
• Neglect and acts of omission
• Organisational abuse

Physical • Discriminatory abuse

• Modern slavery
• Self-neglect

Fi
al

Children

n
xu

an
• Physical abuse
Se

ci
£
al
• Emotional abuse
• Sexual abuse
• Neglect

Also consider
Types of Abuse
se

tory
• Child Sexual Exploitation/grooming
bu

imina • Child Criminal Exploitation

A

• Prevent/radicalisation
t ic

• Contextual safeguarding
es

Discr
Dom

• Adverse Childhood Experiences (ACE)

Abuse of any kind is against all FRS core aims and personal values and as such all staff may be
subject to internal disciplinary procedures, which dependent upon the severity could lead to criminal
Ps proceedings.
y
or cholo c t
em
oti gical gle Any incident or allegation must be reported to the Professional Standards Manager or the relevant

on Ne FRS Strategic Safeguarding Manager using local safeguarding processes.

al

14 15
 Contents 2. The Planning and Implementation of Training

The Competence Framework for the Fire and Rescue Service contains detailed information on the planning
2. The Planning and Implementation of Training 17
and implementation of training and assessments of performance. The framework embodies the principles
and structures contained in the HSE publication, “Managing for Health and Safety” - HSG65. It is also
2.1 Training 18 wholly consistent with the philosophy and objectives of the “safe person concept”.

2.2 The Planning and Design of Training
2.3 Training Needs Analysis
2.4 Training Methods
2.4.1 Transferability of Knowledge and Skills
18 The HSE has also produced a joint guidance for young people and work experience - INDG364. Training
designers will no doubt wish to refer to these documents. What is provided here is an outline of the key
20 principles and structures used.
The use of a model can help to structure the entire training and development effort so that systems,
21 procedures and methods can be effectively planned, organised, managed and operated. The model below
21 illustrates the five stages required for the effective delivery of any training.

2.5 Assessing Performance 22

2.6 Evaluation of Training 24

Training Needs
Analysis (TNA)
Set SMART
Evaluate the Objectives for the
activity Training/Development
Five Stages of a Systematic activity
Training and Development Cycle

Deliver the Design the

activity activity

The model is an essential part of the “safe person concept”, ensuring that identified training needs are
followed by a process that examines how training can best address the need. When operated by FRSs,
it will enable everyone to demonstrate that they can consistently and competently perform tasks and the
appropriate standards are used.
The following sub-sections give a brief description of the structure and operation of the above model in
relation to the standards of competence.

16 17
 2. The Planning and Implementation of Training 2. The Planning and Implementation of Training

2.1 Training The following checklist should be used to assist in designing training.

The purpose of training is to facilitate the learning and development of individuals and teams to acquire
skills, knowledge and ability in order to be competent, safe and effective.
FRSs should consider:
To ensure that training is effective and able to meet both individual and organisational needs, all training
• What training and development is required by the people who perform these tasks.
must be based on an identified need and be:
• How to record the significant findings of each item.

• In support of the aims and objectives of the organisation

• In accordance with the individual FRSs youth training policy and plan
Identification of training needs: Managing safety:
• Planned and implemented to avoid injury to participants
• Efficient in the selection and application of allocated resources
• What must the training achieve? • Who will conduct the training risk
• Effective in supporting the individual in achieving and maintaining competence in
assessment?
their role (participation). • What are the priorities?
• Who will be responsible for the safety
• What are the constraints? control measures?
A Risk Assessment form (Section 3.1) is provided as a useful starting point for instructors to consider
• Who requires training? • Who will prepare the practical venues?
when designing training to meet the needs of young people. As a general principle, no training should be
conducted unless there is a clear and obvious link to required outcomes. • Consider the health and safety of those
Planning considerations who will prepare and clean up practical
venues before and after each training
• What training methods will be used? event.
2.2 The Planning and Design of Training
• What, if any are the alternatives to • Who else will be involved?
When planning training, it is vital that:
practical training?
• The training is derived from and linked to National Standards, qualifications and risk
• Who will decide the lesson content?
assessments Evaluating the training:
• Who will write the lesson plan?
• The methods and resources used in training delivery are identified, prioritised, confirmed and • How will the training be internally and
allocated • Who will be involved in delivering and externally validated?
supporting the training?
• Learning is prioritised and programmed to meet the needs of the individual and the Fire and • What form will the assessments take?
Rescue Service • How much time is needed, what time is
available? • Who will be assessed?
• Whenever practicable, learning events are designed to accommodate the learning styles of
individuals and teams • What resources are needed, human, • Who will assess?
physical and financial? Are they • What are the arrangements for post
• The realism required to achieve the training objectives is subject to a risk assessment and all
available? event training de-brief?
relevant health and safety findings are actioned
• What stimulation, if any, will be required • How will the subequent information be
• Whilst undergoing training the extent of the student’s progress is assessed by demonstrated
to achieve the objectives? fed back into Fire and Rescue Service
performance
• What procedures are in place to record systems?
• A process of ongoing assessments continuously monitors the student’s development
changes in the training that may take
• Learning is validated and reviewed in the light of information gained from the evidence place over time?
of performance.
• What skills and expertise are needed
and available. Are they in-house or must
they be bought in?

18 19
 2. The Planning and Implementation of Training
2.3 Training Needs Analysis Foreword
A training need exists when:
• The performance of an individual does not meet the standard identified for his or her role or
participation, whether measured in terms of knowledge, skills, attitude or understanding,
and it is considered that a learning experience will overcome this deficiency
• It is anticipated that an individual will take on a new role
• New equipment and/or procedures are introduced.
Organisational and individual training needs associated with training should be identified by a systematic
process that analyses:
• The underpinning knowledge and skills contained in the National Standards/Qualification
• The evidence gained from assessments of an individual’s performance
• The evidence gained from assessments of the performance of young people
• The evidence gained from feedback from individuals/crews
• Other evidence available to a FRS including:
• National Operational Guidance (NOG). Each individual FRS will also
produce their own generic risk assessments.
• The risk profile of training location and young people
• Accident/near-miss analysis
• National data, legislation, circulars, manuals, codes of practice, etc
• Specific research.
20
2. The Planning and Implementation of Training
2.4 Training Methods Foreword
Risk assessments, together with the information gained from assessments of individual and team
performance, will influence the content and methods of training. The training requirement will continue to be
addressed using a variety of learning providers, facilities and methods identified from the roles, functions
and training needs of individuals. Whatever method is chosen, the following best practice should be
adopted:
• Content is accurate and suitable for the learning objectives identified
• The method of delivery is appropriate to individual learning styles, the target group and delivered at a
pace that sustains interest
• Learning resources are produced in a format that is easily understood and suitable to individual learning
requirements
• Layout of the venue facilitates learning
• Underpinning knowledge and information is imparted at appropriate times during the practice of the skill
• Participants are given the opportunity to clarify any issues arising from the session
• The time constraints of the session are realistic to the practical skill being taught
• Appropriate feedback is given on participants practice
• Participants are given adequate time to practice the skill.
2.4.1 Transferability of Knowledge and Skills
The ability to successfully transfer learning from one situation to another is of key importance for individual
development. Opportunities that allow the transfer of learning gained from one particular activity to be
applied in another is an essential method of training.
The way that learning is presented and delivered is of critical importance to the successful transfer
of learning. If what is being taught is presented in a way that enables the individual to appreciate and
understand the concepts and principles involved, then they are more likely to apply it in a flexible and
responsive manner.
Theory and practice should be integrated and opportunities to explain the principles underlying a technique
should not be missed.
21
 2. The Planning and Implementation of Training 2. The Planning and Implementation of Training

2.5 Assessing Performance Foreword Individual FRSs should devise and implement their own competency management framework based on the
Foreword
desired outcomes of the scheme. Evidence can come in a variety of formats but should:
The value of training to a Fire and Sescue Service is not just measured by the participation levels of
those being trained, or the resources committed to the scheme, but that it contributes to the delivery of
organisational aims and objectives. This can only be quantified by assessing performance. This should • Meet the specified standards
be:
• Establish competence through a variety of activities
• Continuous
• Give the opportunity to prove underpinning knowledge and understanding.
• Documented throughout the programme on the personal training and development record
• Matched to specific standards
• Related to current practice
A system for assessing outcomes should be developed as an integral part of the training design. In deciding
• Bench marked against organisational key deliverables. which tests and/or assessment methods to use, the training designer will need to consider the:

To be described as competent the participant will have satisfied the standard for five interrelated • Input to be given
components, which are:
• Young person’s level of ability
Individual Development
• Objectives of the training
Commitment to participation, a personal promise to being open to challenge yourself, take on new roles,
learn new skills and work as a team member. • Risk criticality of the performance outcomes
• Most appropriate method of assessment
Task Skills
The foundation elements and technical components of a function or area. • Opportunities and venues for assessment.

Task Management
The skills to identify, prioritise and manage a group of tasks or a scenario.

Contingency Management
The skills to recognise and problem solve complex and unique scenarios.

Role Environmental Skills

Identifying and implementing safety measures, communicating with people and the ability to meet the
demands of the environmental factors required within the wider role.

22 23
 2. The Planning and Implementation of Training Contents

2.6 Evaluation of Training Foreword 3. Foreword

Controlling Risk During Training
Accurate and relevant information is needed on the performance of participants as measured against a
defined set of outputs and outcomes. Evaluation will determine if the training has met the perceived needs 3.1 The Training Risk Assessment 26
and whether it has provided young people with the knowledge, skills and understanding that will enable 3.1.1 Fitness Training 26
them to work effectively and safely. Evaluation will also provide insight into the impact on organisational 3.1.2 Standard Practices and Techniques 26
aims and objectives. 3.1.3 Scenario Based Training 27
If evaluation is to determine the overall effectiveness of the training by examining the planning, design,
3.2 The Competence of Instructors 30
delivery, resourcing and management of training, it must not be just an internal exercise. The representative
views of people, sections, departments, partners etc., who are involved in or affected by training should
also contribute to the evaluation process. 3.3 Prior Learning and Young Person Competence 31

3.4 Fitness Performance & Physical Ability 31

The information can then be used to: 3.4.1 Strength 33
3.4.2 Stamina 32
• Inform any decisions about FRSs youth training policy and plans 3.4.3 Speed 33
• Keep instructors informed and motivated 3.4.4 Suppleness 34
3.4.5 Warm Up and Cool Down 34
• Give feedback about the content or delivery of a particular course 3.4.6 Physical Welfare and Hydration 34
• Be proactive in meeting the demands facing individuals and the FRS
3.5 Suitability of Equipment 35
• Be flexible and responsive in dealing with issues that unexpectedly arise
3.6 Suitability of the Training Environment 36
• Identify trends and developments and plan for the future
• Assist in the attainment of funding to establish or maintain youth provision. 3.7 Command and Control of Training Events 37
3.7.1 Key Elements of Effective Command and Control 37
3.7.2 Span of Control 37
Further Reading 3.7.3 Words of Command 38
More detailed information relating to the principles of planning and implementing training is available from 40
3.8 Manual Handling
the following books published by the Chartered Institute of Personnel and Development.
3.8.1 Structure and Function of the Spine 40
3.8.2 Back Injuries 41
3.8.3 Safer Lifting Techniques 43
Title Author ISBN
3.9 Marshalling Vehicles 44

Identifying Training Needs Tom Boyell and Malcolm Leary 0-85292-630-8 3.10 Fire and Rescue Service Pumping Signals 45
Designing Training Alison Hardingham 0-85292-644-8
3.11 Emergency Arrangements 47
Developming Learning Jacqui Gough 0-85292-639-1 3.11.1 Procedures for Serious or Imminent Danger 47
Materials
Peter Bramley 0-85292-636-7 3.12 Personal Protective Equipment 48
Evaluation Training

24 25
 3. Controlling Risk During Training 3. Controlling Risk During Training

3.1 The Training Risk Assessment 3.1.3 Scenario Based Training

Effective youth training will assist the development of young people in a range of areas including
confidence, self-discipline, health and safety awareness, communication skills, social consciousness and
community awareness. For the purposes of controlling risk and ensuring health and safety of young people,
instructors and others who may be affected by youth training activities, young people should be regarded
as employees of the training provider.
Involvement in training in a selected proportion of tasks from the firefighter’s role has been identified
as likely to provide effective youth training. The tasks having been identified, FRSs have a legal duty
(Regulation 3, The Management of Health & Safety at Work Regulations 1999) to risk assess the training
activities that are being planned.
Aimed at bringing together the abilities of the training group and the number of skills learnt during standard
practices and technique training in a safe environment.
Once training scenarios that are likely to fit the training needs have been identified, FRSs must conduct
suitable and sufficient training risk assessments. FRSs are strongly advised to use NOG (National
Operational Guidance) instruction on operational risk assessments as a framework to ensure that key
control measures that relate to scenario types are in place.
It is not possible to provide generic risk assessments for scenario based training in this guidance because
of the wide range of training permutations.

This manual contains information to assist FRSs in meeting their statutory duty to complete their own A competent person must, however, undertake training risk assessments. The assessments should be
risk assessments for training activities and implement the findings to ensure that young people and their reviewed regularly and revised when there are significant changes to the circumstances they describe.
instructors are not exposed to risks to their health and safety.

A suitable and sufficient risk assessment must take into account the following:

3.1.1 Fitness Training • The training aims and objectives

Involvement in the physical activities during the scheme will impact to some degree on the physical • The physical fitness and competence of the young people
conditioning and co-ordination of the young participants. Individual FRSs have responsibility to ensure
appropriate checks are conducted prior to physical exertion, these may include the completion of Physical • The physical fitness and competence of those acting as instructors safety officers and supervisors of the
training event
Activity Readiness Questionnaire (PARQ) Form (see page 32), a warm up etc.
• The hazards and risks inherent to the training site
• The hazards and risks associated with any equipment, techniques and procedures
3.1.2 Standard Practices and Techniques
• The co-operation and co-ordination with others sharing the training site
The introduction to each section of standard practices, e.g. hydrant standard practices, pump standard
practices, etc., contains a model generic risk assessment. These risk assessments comprise: • The hazards and risks involved before, during and after the training event
• A Scope, which describes the activities covered by the assessment • Effective risk control measures
• The Significant Hazards and Risks that are common to all standard practices of that type (e.g. hydrant • Contingency measures such s first aid cover, exercise abort signals, etc.
standard practices, or pump standard practices, etc.)
• The Key Control Measures that are considered necessary to reduce the risks during training to as low as
is reasonably practicable.

In addition to the model generic risk assessments at the beginning of each standard practice section,
individual standard practices and techniques have been assessed and any additional hazards and
associated risks including specific control measures are shown.
FRSs will need to compare the control measures recommended against specific assessments to ensure
that the control measures are relevant to local conditions and circumstances. During this process, any
weaknesses in the recommended control measures should be notified to NFCC Children and Young
Persons Team.

26 27
 3. Controlling Risk During Training 3. Controlling Risk During Training

Instructors may wish to use the example form below for routine scenario based training
Foreword Foreword
Each FRS has their own Risk Assessment form and one should be completed before
events. carrying out any activity. An example of a Risk Assessment is included below.

Risk Assessment Ref no.

Date & Start Time Activity Status
of Event Location Initial
Section assess.
Reviewed
Training Aims Asssessed Specific Next review
by
Training Role/No/Dept Generic Version no.
Objectives Severity Likelihood Risk Rating
1. 2. 3. 4. 5.
Location Low Risk No further action
Rare Unlikely Possible Very Almost
1-8 required
Persons at Risk Likely Certain
(Instructor/ 1 No Injury 1 2 3 4 5
Volunteer/ Young 2 First Aid 2 4 6 8 10 Medium Risk Action plan
Person/ External 3 3 Day Injury 3 6 9 12 15 9-15 required &
implemented
Person) before proceeding

Exercise Person at Risk Further control New Risk

Existing measures
briefing Risk Control
Rating ACCEPT
implemented Rating ACCEPT
(Y or N) (Y or N)
Activity Hazard Risk Staff Other Measures L x S = RR from action plan
- re score L x S = RR
Additional
Hazards

Additional
Control
Measures

First Aid Point/

Emergency
Contact

Risk Assessment
Completed

Hazards Real

Simulated

Casualties

28 29
 3. Controlling Risk During Training
Foreword
3.2 The Competence of Instructors
Personnel responsible for supervising and/or delivering youth training must be provided in sufficient
numbers to ensure effective control and safeguarding of all participants throughout all stages and areas of
the training event. They must also be empowered to take any action that will prevent or mitigate accidents
or injuries.
In order to ensure young people gain maximum benefit from the training they receive, it must be delivered
by instructors who are:
• Suitably screened to work with young people
• Cognisant of local procedures and policies in relation to safe guarding and working with CYP
• Able to understand the particular risks that present themselves when working with young people
• Aware of the aims and objectives of the youth training plan and of the exercise to be undertaken
• Familiar with FRS standard practices and techniques
• Skilled in the identification and preparation of training scenarios that will progressively develop the
knowledge and skills required
• Competent in the effective planning, preparation, delivery, conduct and evaluation of training
• Competent in the knowledge, skills, techniques and procedures to be taught, including the operation and
use of any equipment
• Aware of the contribution that training makes to the safe person concept
• Competent in the risk assessment of training activities
• Aware that risk exposure during training must be inferred rather than actual.
30
3. Controlling Risk During Training
3.3 The Prior Learning and YoungForeword
Person Competence
The training activities described in this manual are incremental to allow:
• Individuals to be trained to form into crews and prepare for detailing
• Young people to be trained in core skills such as the safe and effective use of hydrants, pumps
and ladders, etc.
• Young people to apply these core skills in learning techniques to deal with specific objectives
• Young people to apply the core skills and techniques to develop physically, psychologically,
improve their leadership and communication skills, situational awareness and increase their
understanding of fire safety and health and safety
• Instructors to be satisfied that organisational requirements and objectives, in relation to the
training, have been demonstrated prior to progressing to the next step.
When developing specific local techniques or scenario based training, FRSs must assess, amongst other
things, the individual and crew competence before allowing them to undertake a new training evolution.
3.4 Fitness, Performance and Physical Ability
The physical demands of FRS based youth training activities vary in intensity and frequency. If the
required levels of physical performance are not attainable by young people, unexpected demands on the
cardiovascular system and muscles may occur. This could cause distress and sudden over-stretching
of limbs, resulting in muscular stiffness or injury, which may have a permanent effect. It is, therefore, in
the interest of each individual FRS to ensure they have relevant control measure in place prior to any
participation. This may include the completion of a pre activity health questionnaire.
31
 3. Controlling Risk During Training 3. Controlling Risk During Training

Physical Activity Readiness Questionnaire (PAR-Q) Form

Foreword Fitness and performance can be defined in physical quantities such as work, power and force. These are
Foreword
Regular, physical activity is fun and healthy and an increasing number of people are becoming
more active every day. Being more active is very safe for most people. However, some people
dependent on efficiency and energy supplies to the muscles involved in the activity. Components of fitness
should check with their doctor before they start increasing their physical activity. Please can be identified as:
complete this form as accurately and completely as possible.

Please mark YES or No to the following Yes N o

• Strength • Stamina • Speed • Suppleness
Has your doctor ever said that you have a heart condition and recommended only medically
supervised physical activity?

Do you frequently have pain in your chest when you perform physical activity?
3.4.1 Strength
Have you had chest pain when you were not doing physical activity?
Strength is the ability of a person to exert or resist force through muscle contraction.
Have you ever had a stroke or is there a history of strokes in your family?
Young people may be lacking in muscular strength when compared to a firefighter. Additionally, an
Do you lose your balance due to dizziness or do you ever lose consciousness? immature skeleton is particularly prone to damage due to overloading caused by applying excessive force
Do you have a bone, joint or any other health problem that causes you pain or limitations that
such as lifting heavy weights or through the subject being weight bearing for long periods.
must be addressed when developing an exercise program (i.e., diabetes, osteoporosis, high
blood pressure, high cholesterol, arthritis, anorexia, bulimia, anaemia, epilepsy, respiratory It may be possible to structure training to incrementally increase the weight of equipment being carried or
ailments, back problems etc.)? lifted and with close observation and assessment, establish during which tasks young people reach their
safe upper level of activity as far as strength is concerned.
Are you pregnant now or have given birth within the last 6 months?
Injuries and accidents are more likely to occur when muscles are fatigued.
Do you have asthma or exercise induced asthma?

Do you have low blood sugar levels (hypoglycaemia)?

Do you have diabetes? 3.4.2 Stamina

Have you had a recent surgery?
If you have marked YES to any of the above, please elaborate below:
Do you take any medications, either prescription or non-prescription, on a regular basis?
What is the medication for?
How does this medication affect your ability to exercise or achieve your fitness goals?
Stamina is the ability of an individual to repeat a task over and over again. Stamina is limited in young
people, particularly where external forces are applied or have to be overcome by the action of the muscles.
Where moving their own body weight is concerned and their power to weight ratio is good (it often is),
young people will often demonstrate high levels of stamina.
One element of stamina often overlooked is the individual’s perception of how hard they are or have
been working. In untrained, sedentary young people, their tolerance to demands on their stamina may
be very low. Allowances in the training programme will have to be made for differing stamina levels.
When approaching the limits of stamina, young (indeed all) people may display lack of attention and poor
concentration that make the occurrence of accidents and injury more likely.

3.4.3 Speed
Please note: If your health changes such that you could then answer YES to any of the above Speed can be regarded as the ability to contract a muscle and release its antagonist to create movement
questions, tell your trainer/coach. across a joint as fast as possible. The power to weight ratio and co-ordination in some young people
Ask whether you should change your physical activity plan.
is often very good allowing them to move their own body weight quickly. Applying an external load to a
I have read, understood, and completed the questionnaire. Any questions I had were answered young person, such as PPE, may have a great effect on the ability of a young person to move quickly
to my full satisfaction. and therefore misjudge avoiding danger. Some young people will have the muscular strength but lack the
muscular co-ordination to move quickly.
Print Name:
Signature: Date :

Instructors should have an appropriate level of understanding of the physical demands that maybe
encountered through participation in relation to a young person's level of physical fitness and
ability. Incremental increases in the demand the activity places on an individual should always be
factored in to any training.
32 33
 3. Controlling Risk During Training 3. Controlling Risk During Training

3.4.4 Suppleness 3.5 Suitability of Equipment

Suppleness relates to the range of movements of the joint, while young people may not have as much
adaptive shortening of the muscles as older people, they may have experienced a skeletal growth
spurt to which the lengthening of the muscles has not yet caught up. This may give the result of lacking
apparent suppleness, although joints in young people are generally able to operate through a large range
of movement. This, allied to a lack of strength, often means joints are unstable when moving under load,
making them susceptible to damage. Generally bones are less brittle than in older people making breaks
less likely but more complicated should they occur.
The Provision and Use of Work Equipment Regulations 1998 (PUWER) require that all equipment is
assessed for its suitability prior to use and therefore all equipment for use in youth training should be
similarly assessed.
Special care should be taken when adapting equipment for use by young people to ensure that any
adaptation retains safety features and does not increase risks to their health and safety.
In addition to the requirement for Fire and Sescue Service equipment to be suitable for training purposes,
PUWER requires employers to ensure that equipment is:

3.4.5 Warm Up and Cool Down

• Inspected, tested and maintained by competent persons
There are varied conclusions about the effectiveness of warm up in preventing injury. In untrained young
people a structured light exercise involving gentle body movements and light stretching exercises will at • Conforms to European Standards
least signal to the body and mind that physical activity is about to begin. Slow walking out of a length of
• Meets the requirements of PUWER 98 and where appropriate, LOLER (Lifting Operations and
hose and making it up may be sufficient.
Lifting Equipment Regulations) 98.
A cool down will signify the end of physical activity and allow the body systems to carry on operating to
clear away some of the by-products of physical activity reducing the onset of stiffness. A walk around the
Personnel who are required to use, inspect, test and maintain the equipment must receive adequate:
training area with light joint mobilising movements and stretching would be suitable.

3.4.6 Physical Welfare and Hydration • Information

Participating young persons should be made aware of the benefits of good nutrition and hydration prior to • Instruction
commencing any physical activities and recognise the impact this may have on performance and attaining • Training
the required standards. Illness or injury should be brought to the responsible persons attention at the
earliest opportunity and recorded via the individual FRSs’ own internal systems. • Supervision.

Detailed guidance and further references are available at:

LOLER - https://www.hse.gov.uk/work-equipment-machinery/loler.htm
PUWER - https://www.hse.gov.uk/work-equipment-machiney/puwer.htm
HSE - https://www.hse.gov.uk

34 35
 3. Controlling Risk During Training 3. Controlling Risk During Training

3.6.1 Suitability of the Training Environment 3.7 Command and Control of Training Events
The training environment must complement the training events planned and the learning objectives, which
in turn must be based on identified youth training objectives. Venues and facilities should not be used just
because they happen to be available. The training area and facilities should be assessed and prepared 3.7.1 Key Elements of Effective Command and Control
prior to any standard practice being carried out, in particular:
The key elements of effective command and control of training events are:

• Before standard practices commence, staircases, landings, windows, etc. must be checked and
cleared of obstructions and objects that are not required as part of the training activity • Span of control

• Any hazards or risks should be eliminated or reduced as far as it is reasonably practicable.
In the early stages of a young person’s training, the learning desired is the acquisition of key knowledge
and skills associated with basic equipment. Practical training will usually be carried out at a purpose built
facility where equipment can be examined and operated in a careful, controlled way. The environment
must be conducive to effective and safe learning. Hazards should be eliminated or reduced as far as is
practicable, time should not be critical and close supervision should be maintained.
The logical extension of ‘standard practice’ is the application of acquired knowledge and skill to the learning
and practice of techniques the young people will be expected to apply effectively and safely as individuals
and as part of a team in scenario exercises.
As individual and team competence develops, the type of location and environment in which the training is
conducted can be varied. The aim is to enable young people to develop their mental and physical abilities,
self-discipline, leadership and team working.
• Words of command
• Pace of the activity
• Procedures for serious and imminent danger.
3.7.2 Span of Control
It is vital that there is a sufficient command structure for the training event. Specific arrangements will
depend upon the events, nature and scale and the maturity of the participants. Less mature participants
are likely to display a short span of attention, may quickly become fatigued and have an undeveloped
perception of risk. It is likely that the span of control during training will need to be lower than that
associated with similar training tasks for firefighters, thereby increasing the level of control. Training staffing
levels for young people undertaking FRS related training are likely to be higher than the equivalent for
similar firefighter training.

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 3. Controlling Risk During Training
3.7.3 Words of Command
The following words of command are to be used during training:
Command Action or Meaning
Still Used by any crew member in an emergency i.e. to prevent an accident and
then with maximum force; the young people remain perfectly still exactly
where they are.
Rest Used by the instructor when carrying out a standard practice to point out a
mistake; the young people remain still.
Well To indicate that the position desired has been reached e.g. when extending or
lowering a ladder.
Carry on Given after ‘Rest’ or ‘Still’; the young people carry on with what they were
doing.
Clear behind Given by either number 3 or number 4 when the ladder is due to be under run
to let 1 and 2 know the area to be occupied when the ladder is under tun is
clear and they are safe to proceed.
As you were Cancels an order previously given; young people resume their previous
positions
Crews number No. 1 of the first crew calls ‘one’, No.1 of the second crew calls ‘two’, and so
on until all crews are numbered.
Dismount The young people dismount from the appliance and return to the ‘FALL-IN’
position.
Extend To increase the overall length of a laddder.
Extend to lower To raise the extending portion of a ladder to clear pawls for lowering.
Fall-in The young people turn to the right and after a short pause, falls in three paces
to the rear of and facing the appliance.
Fall-out The young people turn to the right, pause and break off quietly.
Get to work The young people carry out the standard practice as detailed.
Head in To move the head of the ladder towards a building.
Head out To move the head of the ladder away from a building.
Head to building To be used in the event of the stability of the ladder being lost. The order
‘HEAD TO BUILDING’ should be given and all hands force the head of the
ladder in to or against the building/training structure.
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3. Controlling Risk During Training
Mount The young people mount the appliance. The riding position of each young
person will depend on the design and other factors, but No.2 will always be
the driver and No.1 will, whenever possible, sit in the seat on the driver’s
nearside.
Pawls To indicate when descending a ladder that the pawls are fitted on the next
round below and the feet should be placed towards the centre of the round.
This command (along with ‘STEP IN’ and ‘STEP OUT’) should be used during
standard practices to accustom young people to the procedure, particularly
when performing rescue standard practices.
The order should be given when the leading foot reaches teh round
immediately above the hazard.
Pitch To erect a ladder against a building e.g. ‘Pitch to the first floor’.
Props-down Used by the No.1 of a crew during the ‘High Wind’ procedure of a ladder with
props standard practice. Once the ladder has been sited, the props are then
rested on the ground to support it for extension.
Slip To remove a ladder from the appliance.
Stand from under To be used by anybody who has to lower equipment or drop debris from a
height when there is a risk that it might strike someone.
When lowering items, personnel should ensure that no one is immediately
below.
NB: Also to be used when equipment is accidentally dropped from a height.
Stand by to lower To be used when two or more young people are to take the strain in
preparation to lower a simulated heavy object.
Lower After taking the strain, the young people lower simultaneously.
Stand by to lift To be used when two or more are to take the strain to lift a simulated heavy
object or a ladder from the ground.
Lift After taking the strain, the young people will all lift in a simultaneous action.
Step in To indicate that the overlap of extension is reached when descending a ladder
with extensions on the upper side (see ‘Pawls’ above).
Step out To indicate that the overlap of the extension has been reached when
descening a ladder with extensions on the underside (see ‘Pawls’ above).
Under run To raise a ladder from a horizontal to a vertical position and vice versa.
Water on To turn on the hydrant, open a delivery valve on the pump, etc. according to
the standard practice being performed.
As far as detailed This should be used so that a long procedure or one with ‘CARRY ON’, so
carry on that considerable detail can be built up in stages.
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 3. Controlling Risk During Training
3.8 Manual Handling
Statistics show that manual handling of hazardous loads is one of the most common causes of absence
due to injury in the workplace. Approximately 30% of all over-three-day injuries reported to the HSE each
year arise from manual handling ‘the supporting or transporting of a load, including picking up, putting
down, pushing, pulling and sliding; whether by hand or by bodily force’. The incidence of back injuries
during training is of particular concern. Somewhere between 50% and 75% of individuals will suffer from
back pain at some point in their working lives. This has enormous implications for individuals in terms of
quality of life particularly if occurring in young immature bodies.
For further guidance, see: https://www.hse.gov.uk/msd/backpain/employers/mhor.htm#:~:text=Manual%20
Handling%20Operations%20Regulations%201992,by%20hand%20or%20bodily%20force%22.
There are three key types of risk of injury whilst undertaking training activities:
• Overexertion - the load is beyond the individual’s capacity
• Cumulative damage - repetitive lifting, static holding, stooping actions, etc.
• Combination - combinations of the above.
A basic understanding of the anatomy of the spine and how injuries occur, will help in recognising the
opportunities for risk reduction.
Avoiding putting young people at risk due to their physical limitations
Young people may be more at risk as their muscle strength may not be fully developed and they may be
less skilled in handling techniques or in pacing the work according to their ability. When assessing a young
person's physical capability, ask yourself 'can a still-developing young person be expected to lift the weights
that older, more experienced individuals can?'
Make sure the young person knows what is expected of them and check they understand and are able to
remember and follow instructions. It is important that young people are given the necessary training and
supervision.
3.8.1 Structure and Function of the Spine
The spine is a flexible column that connects the head to the pelvis, supports the rib cage and protects the
spinal cord. It is made up of bony units known as the vertebrae that are attached to each other by muscles,
ligaments and inter-vertebral discs. The discs are made from a tough fibrous tissue with soft centres,
which absorb water from the surrounding tissue. Thus they are pre-loaded structures, similar to car tyres
that re-inflate when the body is reclined. Combined with the natural curves of the spine, the discs provide
functional mobility and absorb compression forces.
40
3. Controlling Risk During Training
3.8.2 Back Injuries
Injuries may occur to the bone, the joints, the soft tissues, the discs or the nerves. The most common cause
of back pain is muscle and other soft tissue coming under tension. This usually results from accommodating
excessive forces caused by poor lifting techniques. This can lead to pain, muscular spasm, inflammation,
and immobility and may affect the other structures.
Poor technique also puts the discs under strain causing micro tears to the tissue. This is particularly so with
movements which involve both bending and twisting at the same time. An accumulation of these micro-
tears will cause scar tissue which allows a pathway for the central nucleus to ‘slip’ out. This can then cause
immobility and place pressure on the nerves arising from that area.
It should be borne in mind by instructors when preparing their lesson plans that even light loads if frequently
handled have cumulative effects, especially when this involves bending and twisting, or static loading.
Manual Handling Operations Regulations require employers to:
• Avoid manual handling as far as is reasonably practicable
• Assess the risk of injury from any manual handling that cannot be avoided
• Reduce the risk of injury from manual handling as far as is reasonably practicable.
The Regulations also require employers to provide:
• Mechanical aids to avoid manual handling operations where there is a risk of injury
and it is reasonably practicable to do so
• Information on the loads to be moved/carried to include, where possible:
• The weight of the load
• The centre of gravity of the load.
Manual handling injuries will only be reduced if FRSs discharge the statutory duty to avoid, assess and
reduce manual handling risks by:
• Informed equipment procurement
• Providing aids to lifting/moving
• Making personnel/young people aware of the risk to their health in trying to lift loads which are
too heavy for them
• Training in safe lifting and handling techniques.
A simple ergonomic approach will lead to a safer system of work by ensuring an unobstructed work area
and wherever possible, providing smaller and lighter loads. Making use of steps and platforms will allow lifts
from more convenient heights. Sufficient rest and recovery times should also be provided. To complement a
safer system of work, safer lifting techniques have an important role in reducing the risk of manual handling
injury.
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 3. Controlling Risk During Training 3. Controlling Risk During Training

1. Assess 5. Head and neck

2. Feet 6. Grip 3.8.3 Safer Lifting Techniques
3. Knees 7. Load close The following provides guidance for safer lifting techniques in ideal circumstances. These may have to
be adapted to suit training or operational situations, though the basic principles should remain the same.
4. Hips/Back Most importantly, these principles should be applied to activities where it is assumed they are least needed
e.g. picking up a pit cover key or a fire helmet from the floor. Instructors must stop training events and
immediately correct a potentially injurious manual handling situation, as they would for any other dangerous
practice.

DON’T JERK The Health & Safety Executive guidance on Manual Handling Operations Regulations 1992 acknowledges
the likelihood in the FRS for “well intentioned improvisation”. This recognises that it is sometimes difficult to
KEEP CLOSE
apply the “correct technique” in an emergency. Youth training is a controlled environment and training must
TO THE LOAD always be planned to incorporate safe technique.
Environmental problems such as noise, heat, lighting and PPE worn will also influence individual capacities.
It is important, however, that young people are encouraged to adopt safer techniques whenever working in
a training environment, as this will increase the likelihood of them adopting similar techniques in life. High
noise levels, excessive heat and cold, and poor lighting must be eliminated from youth training as far as is
practicable. Any PPE provided should be appropriate for the risks and suitable for the young frame.

STOP AND THINK POSITION ADOPT A GET A FIRM GRIP MOVE THE FEET PUT DOWN THEN ADJUST
THE FEET GOOD POSTURE
ASSESS - nudge or push with the foot to give an idea of the weight. If the load feels too heavy, it probably
is too heavy, so consideration should be given to sensation of effort both before and during the lift.

Task – what is the task?

FEET - placement is the key to safer lifting. Eliminate obstacles that need to be reached over or into.
T Does it involve holding loads away from your body, twisting or stooping?
What is the travel distance? Does it have to be performed by a person or
can a lifting aid be utilised?
Where possible, one foot should be placed beneath or beside the load and one behind. Both feet should be
turned out to avoid the knees getting in the way. The heaviest part of the load should be closest to the body.
Where it is necessary to move a load outside the limits of the foot base, the risk of loss of balance (and
subsequent need to overstrain to regain balance) is limited by lifting and moving towards (rather than away
from) a balanced position.
Individual – you should think about yourself and your limitations.

I Consider limitations of others involved in the task.

Do Not attempt to operate outside your physical limitations. KNEES - relax the knees and sink down smoothly. The back heel will lift naturally with most people. Try to
keep within the “optimum power range” of 60-90 degrees, initiating the power from the less bent leading
leg. This will ensure the use of the relatively strong leg muscles and is preferable to using the back.

Load – Consider the load you are about to move.

Is it heavy, bulky or an awkward shape/size?
L Can the load be distributed by a multi-person lift/move?
Some items may appear lighter than they are.
Assess the load before performing any task.

Environment – assess the environment the task is being performed in.

E Consider floor surface, travel route and distance, obstacles, people and
moving vehicles/machinery

NB: Each individual FRS has the responsibility for the manual handling training and guidance
issued to Instructors, and all participants. Further guidance can be found at https://www.hse.gov.uk/
pubns/indg143.PDF
42 43
 3. Controlling Risk During Training
GRIP - avoid a parallel grip as this is weak and requires enormous force. Where possible, place one hand
on the outermost top corner. Lean the load away and place the other hand under diagonally opposite
bottom corner.
NECK/HEAD - adopt a natural position looking in the direction of travel during the lift and moving off.
LOAD CLOSE - bring the load close to the body as soon as possible, tucking the elbows close to the
side.
BACK - the back will assume the correct position if the above procedures are adopted.
PUTTING DOWN - to put a load down simply reverse the procedure. Place one foot forward, toes pointing
to 1 o’clock or 2 o’clock. Relax the knees and sink down smoothly, then place the load on the ground.
KINETIC LIFTING - uses the kinetic energy of the body in moving the load thus making lifting easier and
safer. With adequate training and a relatively light load, it is sometimes possible to move a load horizontally
by using its own momentum and then swing the load upward with relatively little effort. Kinetic techniques
require good co-ordination and joint stability and should be adopted with care in youth training.
TEAM LIFT - The following words of command should be used for team lifting:
• Anybody not ready?
• Ready, Brace, Lift.
Due consideration should be given to variations in height, skill and strength between team members to
ensure a balanced load. Team members should also be aware of each other’s strength and fitness and the
lift managed accordingly. The capacity of a team is not the sum of the individual capacities. The capacity
of a team of two is approximately two thirds the sum of the individual capacities. For a team of three this is
reduced to approximately one half of the individual capacities.
3.9 Marshalling Vehicles
Young people without driving experience should not be used in marshalling vehicles.
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3. Controlling Risk During Training
3.10 Fire and Rescue Service Pumping Signals
Command Action or Meaning
Still Used by any young person in an emergency i.e. to prevent an
accident and then with maximum force; the young people remain
perfectly still exactly where they are.
Rest Used by the instructor when carrying out a standard practice
to point out a mistake; the young people remain still.
Well To indicate that the position desired has been reached e.g.
when extending or lowering a ladder.
Carry on Given after ‘Rest’ or ‘Still’; the young people carry on with 
what they were doing.
Clear behind Given by either No.3 or No.4 when the ladder is due to be
under run to let No.1 and No.2 know the area to be occupied 
when the ladder is under run is clear and they are safe to proceed.
All young people report to the Instructor/Lead Instructor of the exercise.
The right arm is swung round the head and the hand is placed flat on the head.
Acknowledgement of signals
All visual signals should be acknowledged by repeating the signal.
Whenever practicable the best way to convey orders is to send radio messages direct to the pump
operator. Alternatively a messenger (runner) could be used.
There are occasions when messages or commands may be passed by signal, equally there are times when
they could result in confusion or danger.
Examples of when visual signals should NOT be used include:
• When two or more pumps are at work and a signal that is intended for one pump operator 
might be obeyed by another pump operator
• Instructions to raise or lower pressure when more than one branch is working from the same
pump; at night or in poor visibility.
45
 3. Controlling Risk During Training 3. Controlling Risk During Training

Water on / Increase Pressure Reduce Pressure

Report To Me

3.11 Emergency Arrangements

3.11.1 Procedures for Serious and Imminent Danger
Contingency plans should include the treatment and/or evacuation of any injured persons or indeed to
abort the event if an accident occurs. It is important that any real emergency that may occur during training/
development activity is dealt with correctly and without delay and reported via the appropriate channels.
A message or code should be formulated for use only in the event of a real emergency e.g. a person acting
as a casualty becoming ill or being injured. This term should be identified in the event/activity plan and
made known to all the participants. The message or code word should be distinct, easy to recall and readily
understood.
Plans should consider issues such as the availability of sufficient first aid materials, contact numbers for
emergency medical response etc.
Arrangements must be made to deal with situations of serious and imminent danger that may occur during
training/development events or activities. The specific arrangements will depend on the nature of the event.
It is vital that normal emergency systems are not compromised during the activity.

Knock Off Make Up All Gear

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 3. Controlling Risk During Training Contents

Specific arrangements should be identified in the training/development activity risk assessment.

4. Standard Practices

4.1 Principls of Standard Practices 51

Control measures must include:
4.1.1 Purpose 51
• The nomination of person/s to initiate emergency procedures 4.1.2 Young People’s Development 51
• The action that personnel should take if emergency procedures are initiated. 4.1.3 Risk Assessment 52
4.1.4 SIgnificant Hazards and Risks 52
4.1.5 Debrief 53
Further detailed guidance on the requirements of the procedures for dealing with serious and imminent 4.1.6 Links to Awards and Qualifications 53
danger is contained within the Management of Health & Safety at Work Regulations 1999 and the
accompanying Health and Safety Executive (HSE) approved code of practice. 4.2 Squad Drill 53

4.3 Preliminary Standard Practices 57

4.3.1 Purpose 57
3.12 Personal Protective Equipment
4.3.2 Young People’s Development 57
The level of Personal Protective Equipment (PPE) provided and used during training must be appropriate to 4.3.3 Generic Risk Assessment: Preliminary Standard Practices 58
the training given and the outcome of risk assessment. YPD1: To form, number and change round crew members with a crew of four 59
YPD2: To mount the appliance and change round with a crew of four 60
Personnel/young people must understand the purpose, use and maintenance of every item of PPE and
should be aware of its limitations.
YPD3: To mount the appliance and change round with a crew of five 62

4.4 Hydrant/Hose Standard Practices 64

NB: Wearing personal jewellery can be hazardous and such items should be removed before
taking part in drills. Rings, etc. that cannot be removed should be covered with adhesive tape.
The carrying and use of mobile phones, during training events, should be considered by each
individual FRS and instruction to participants provided.
4.4.1 Purpose 64
4.4.2 Young People’s Development 64
4.4.3 Generic Risk Assessment: Preliminary Standard Practices 64
YH1: To get a branch to work using one line of hose from a hydrant with a crew of four 70
YH2: To add a length to a line of hose and advance the branch with a crew of four 75
YH3: To remove a length from a line of hose with a crew of four 76
YH4: To replace a burst length of hose with a crew of four 77
YH5: To get a branch to work aloft using a line with a crew of four 79
YH6: To divide a length of hose into two using a dividing breeching with a crew of five 82
YH7: To remove a dividing breeching from a line of hose with a crew of five 84

48 49
 Contents 4. Standard Practices

4.5 Pump Standard Practices 86 4.1 Principles of Standard Practices

4.5.1 Purpose 86
4.5.2 Young People’s Development 86 4.1.1 The Purpose
4.5.3 Generic Risk Assessment: Working with Pumps 86 Standard practices are designed to provide systems of work, which will enable young people to develop
YP1: To get one hose-reel to work with a crew of four 91 skills to work effectively, and safely with FRS equipment. Standard practices will allow young people to
YP2: To extend a hose-reel length when only one hose-reel is in use with a crew of four 93 become familiar with handling equipment or performing a task that requires a co-ordinated approach.
YP3: To augment the supply of water from a hydrant with a crew of four 95
A standard practice is a fundamental learning activity that can be conducted at a tempo, and practised at a
YP4: To get two hose-reels to work and augment the supply with a crew of five 97
frequency, to suit the level of performance of the individual and/or the crew as they endeavour to acquire or
YP5: To get a pump to work from a hydrant using soft suction with a crew of four 99
maintain competence.
(one delivery)
YP6: To get a pump to work from a hydrant using soft suction with a crew of five 101 Consideration should be made as to the difference in abilities of individuals within the group. The difference
(two deliveries) in stature that occurs within groups of young people should also be taken into account. Particular attention
YP7: To get a pump to work from a mains supply with a low flow rate using soft 103 should be made to the assessment of weather and ground conditions prior to the commencement of
suction from two hydrants (two deliveries) with a crew of four standard practices.
YP8: To get a pump to work from open water with a crew of four (one delivery) 105 When young people are proficient in these standard practices their primary purpose will have been
YP9: To get a pump to work from open water with a crew of five (two deliveries) 108 served and the knowledge and skills acquired may be applied and further developed with more advanced
YP10: To get a ground monitor to work with a crew of five 110 training.
YP11: To get a portable pump to work from open water with a crew of five 112
(two deliveries) Appropriate risk assessment of the work and the environment in which it is undertaken must be applied to
ensure systems of work are safe.
4.6 Ladder Standard Practices 115
4.6.1 Purpose 115
4.6.2 Young People’s Development 115 NB: The guidance on standard practice routines in this document should be used as the basis for
4.6.3 Generic Risk Assessment: Working with Ladders 115 activities, FRSs must note that specific sequence or detail may need to be modified in the light of
PSPL: Preliminary Standard Practice: Use of ladder beam gantry system with crew of four 129 guidance from equipment manufacturers or suppliers.
YL1: To Slip and Pitch a ladder without jack beam and poles with a crew of four 130
YL2: To Lift and Pitch a ladder with a crew of four 133
YL3: To Slip and Pitch a ladder with jack beam and poles with a crew of four 135

4.7 Pump and Ladder Standard Practices 138

4.7.1 Purpose 138 4.1.2 Young People’s Development
4.7.2 Young People’s Development 138
The standard practices detailed in sections 4.2 (squad drill) to 4.7 (pump and ladder standard practices) are
4.7.3 Generic Risk Assessment: Working with Pumps and Ladders 138
relevant to and support the development of young people to:
YPL1: To get a hose-reel to work aloft via a ladder from a pump with a crew of four 140
YPL2: To get a line of hose to work aloft via a ladder from a pump working from a 143 • Take personal responsibility for effective performance in relation to instruction
hydrant using soft suction (one delivery) with a crew of four
• Take opportunity to develop self and others to improve performance
YPL3: To get a line of hose to work aloft via a ladder from a pump working from 146
open water (one delivery) with a crew of four • Develop communication skills and understand the importance of teamwork.

50 51
 4. Standard Practices 4. Standard Practices

4.1.3 Risk Assessment 4.1.5 Debrief

Risk assessments are provided which summarise common significant hazards, risks and control measures
relating to the standard practices contained within each section. Additional control measures for standard
practices with young people have been added.
Additional significant hazards and risks particular to individual standard practices are indicated in the
specific section on that standard practice.
FRSs will need to review the findings of both the common and additional risk assessments within the
context of local conditions and circumstances, the range of ages and abilities of individuals within the group
and the implementation of appropriate control measures.
All young people who take part in these standard practices should be aware of the common and additional
hazards associated with each of the standard practices.
‘Experiential Learning’ provides a way for individuals and teams to learn and highlight good performance
as well as development areas. Debriefs, therefore, form an essential component of standard practices and
must be undertaken as an integral part of all standard practice activities.
4.1.6 Link to Awards and Qualifications
Standard practices in this manual are appropriate to individual development and therefore relevant
for personal development towards any relevant qualification or award. Training and activities should
be recorded in the relevant training Log. It is good practise to record young people’s progress and
development.

4.2 Squad Drill

4.1.4 Significant Hazards and Risks Aims: The aims of squad drill are to:

Hazard/Risk Control Measures • Allow participants to gain experience of responding to verbal orders
• Enable crews to be formed up in preparation for preliminary detail
• Enable groups of participants to be moved about in a safe and orderly manner.
Personal injuries, • Remove personal jewellery or cover with tape
cuts, grazes,
• Full Personal Protective Equipment, including helmet and gloves,
burns to be worn at all times
Practical Learning Objectives
• Personal Protective Equipment, particularly boots, to be kept in Individuals will be able to demonstrate the correct method of:
good order and repair • Responding to verbal orders
• Forming into a squad
• All equipment required for standard practice to be tested in • Standing to attention, at ease and easy
accordance with the frequency recommended • Numbering a squad
• Standard practice venue risk assessed, any hazards identified • Moving about as a squad
and risks reduced to acceptable levels prior to each standard • About turn as part of a squad
practice • Falling out.

• Safety brief on relevant risks/hazards given to young people before

commencement of standard practice
• All personnel to carry out warming-up routine
• Young people to be matched as far as possible for size and ability.

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 4. Standard Practices: Squad Drill 4. Standard Practices: Squad Drill

Formation of a Squad Standing at Ease

The marker or right hand person is first placed by means of the command “MARKERS FALL-IN”. On On the command “STAND AT-EASE” the left foot is carried to the left so that the feet are at shoulder width
the order “FALL-IN” the remainder fall in one after the other on the left of the marker in the “AT EASE” apart, so that the weight of the body is rested equally on both feet. At the same time the hands are carried
position with a distance of one arm’s length between individuals. behind the back; the back of the right hand is placed in the palm of the left, the fingers and thumb being
allowed to grasp it lighty and the arms allowed to hang easily to their full extent.
If the squad is to be formed into ranks the markers will be ordered to fall in relevant to the number of
ranks required one behind the other and position with a distance of one arm’s length between individuals
“MARKERS FALL-IN” On the order “FALL-IN” the remainder fall in one after the other on the left of the
markers and up to the numbers as detailed in each rank, in the “AT EASE” position with a distance of one
arm’s length between individuals.

Position of Attention
On the command “SQUAD-TION”, (Pronounce “squad shun”), the left foot is moved to the right foot
resulting in both heels together and in line; feet turned out at an angle of about 45 degrees; body erect;
head up, shoulders level and square to the front. Breathing should not in any way be restricted.

On the command “STAND-EASY” young people are permitted to move their bodies without moving their
position. This command is only given to young people who are already standing ‘At Ease”

Squad Numbering
On the command “SQUAD-NUMBER”, the right hand member of the front rank calls “one”, the next “two”
and so on in succession to the left, the numbers being called out sharply and distinctly.

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 4. Standard Practices: Squad Drill 4. Standard Practices: Preliminary Standard Practices

Stepping Forward and Backward (Open Order)
On the command - “PACES FORWARD (OR STEP BACK)-MARCH” each member steps forward (or
backward) the number of paces ordered, commencing with the left foot. Length of pace will be adapted to
take into consideration the stature of the squad. As soon as the paces are completed the squad will dress
to the right. The command “OPEN ORDER-MARCH” may also be used, in which case the front rank will
take two paces forward and the rear rank will take two paces backwards, whilst the middle rank will stand
fast. During the move forward or backward each member keeps their arms close to their side. As soon as
the paces are completed the squad will dress by the right.
About Turn
On the command “ABOUT-TURN” members turn fully about to the right on the right heel and left toe to
face in the opposite direction.
4.3 Preliminary Standard Practices
4.3.1 The Purpose
Preliminary standard practices are designed to provide systems of work, which will enable young people
to acquire the skills, knowledge and attitude to move onto those standard practices that require the safe,
effective and co-ordinated handling of equipment. They will also enable the performance of tasks that
require a team approach. Although primarily used during initial training, preliminary standard practices allow
experienced young people to initiate more sophisticated training activities.
Preliminary standard practices are fundamental learning activities that can be conducted at a tempo,
and practiced at a frequency, to suit the level of performance of the individual and/or the crew as they
endeavour to acquire or maintain competence.
When young people are proficient in these standard practices their primary purpose will have been served
and the knowledge and skills acquired should be applied and further developed with more advanced
training.

Marching
On the command “QUICK-MARCH”, the squad step off together with the left foot. Taller members of the
squad must have regard for the smaller members of the squad’s ability to match stride length. A solution
to the problem is to have a smaller member as the marker. The arms, which should be as straight as their
natural bend will allow, should swing naturally from the shoulders, hands reaching as high as the waist line
4.3.2 Young People’s Development
at front and rear. The hands should be kept closed but not clenched with the thumbs to the front. The preliminary standard practices in this section are relevant to and support the training given to young
people by the FRS. The young person should take personal responsibility for effective performance, to
meet the requirements of the instruction given. The young person should support the development of
oneself and others to improve performance.
Halting
On the command “SQUAD-HALT” the command “halt” will be given as the right foot passes the left. The
left foot completes its pace and the right foot is brought in line with it without stamping.

Falling Out
On the command “FALL-OUT”, the squad turn to the right and, after a brief pause, break off quietly.

Formation of ‘crews’
Young people fall in single rank and number from the right in threes, fours or fives (depending on the
particular standard practice). Each group of three, four or five form a crew.

Numbering of ‘crews’
No.1 of the first crew calls ‘one’, No.1 of the second crew calls ‘two’ and so on until all crews are numbered.

56 57
 4. Standard Practices: Preliminary Standard Practices 4. Standard Practice: YPD1

4.3.4 Generic Risk Assessment: Preliminar Standard Practices Standard Practice: YPD1
Scope Aim: To form number and change round crew members with a crew of four
The following generic risk assessments summarise common significant hazards, risks and control
measures relating to the preliminary standard practices.
Prior Learning
FRSs will need to review the findings of both the common and additional risk assessments within the All participants should be competent in the meaning of the words of command; squad drill numbering and
context of local conditions and circumstances and implement appropriate control measures.
notes on preliminary standard practices.
All young people who take part in these standard practices should be aware of the common and
Practical Learning Objectives
additional hazards associated with each of the standard practices. Demonstrate the correct method of:
• Numbering as part of a crew
Significant Hazards and Risks
• Individual positioning within a crew
• Changing round the numbering sequence in the crew.

Hazard/Risk Control Measures Additional Safety Considerations

Risk of collision between participants.

Manual Young people must be aware of the potential dangers from any manual ‘Get to Work’
Handling handling activity during preliminary standard practices. An example of how equipment is laid out is shown in the diagram below.
• Young people “FALL-IN” on the squad line, members are numbered individually and then into crews of
four
Back/Lower FRSs should ensure that appliance cabs are designed in such a way that
• On the command “FALL-IN” the named crew “FALL-IN” three paces from and facing the equipment
limb injuries minimises the potential injuries when young people are mounting and
• Crew members take up their positions as shown
dismounting.
• On the command “CREW NUMBER”, crew members confirm their numbers
The tempo of preliminary standard practices should be set as to minimise • On the command “CHANGE ROUND”, No.1 moves round the back of the crew taking up position and
the risk of injury whilst mounting, dismounting and moving around the becoming No.2
appliance. • The three other crew members take a pace to their left
• After the “CHANGE ROUND” the crew is renumbered to identify individuals in their new positions.

Youth Safety The build, stature and capability of young people should be considered with
regard to the suitability and safe use of all equipment and vehicles.

No.1 No.3 No.4 No.2

‘Make Up’
On the command “FALL-OUT” the young people resume their original starting position on the squad line,
with the other crews.

58 59
 4. Standard Practice: YPD2 4. Standard Practice: YPD2

Standard Practice: YPD2 • On the command “CREW MOUNT” No.1 and No.3 turn half left, No.2 and No.4 turn half right and take up
their riding positions on the appliance as shown in the diagram below with:
Aim: To mount the appliance and change round with a crew of four

1 2
Prior Learning
All participants should be competent in standard practice YPD1.
34 34
Practical Learning Objectives
• Mounting and dismounting the the appliance
• Changing round the riding positions
• Opening and closing of vehicle doors. 1 2
3 4
Additional Safety Considerations
Risk of collision between participants.

‘Get to Work’
• On the command “FALL-IN” the named crew fall in three paces to the rear of and facing the No.2 sitting in the driver’s seat
No.1 sitting to the left of No.2
appliance as shown in the diagram. No.3 sitting behind No.1
1 34 34 2 No.4 sitting behind No.2
“CREW MOUNT”

• On the command “CHANGE ROUND”, crew members as necessary dismount.

• The crew move in an anti-clockwise direction to take up their new riding positions by either dismounting or
moving within the cab as shown in the diagram below so that:

4 1 2

“FALL-IN”
34 34

1 No.1 becomes No.3

No.3 becomes No.4
No.4 becomes No.2
“CHANGE ROUND” No.2 becomes No.1

• After the “CHANGE ROUND”, the crew is renumbered to identify individuals in their new positions.
‘Make Up’
• On the command “CREW DISMOUNT”, the crew take up a position three paces to the rear of and facing
the appliance.

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 4. Standard Practice: YPD3 4. Standard Practice: YPD3

Standard Practice: YPD3 • On the command “CREW MOUNT” No.1 and No.3 turn half left, No.2, No.4 and No.5 turn half right and
take up their riding positions on the appliance as shown in the diagram below with:
Aim: To mount the appliance and change round with a crew of five

1 2
Prior Learning
All participants should be competent in standard practice YPD2.
34 5 34
Practical Learning Objectives
• Mounting and dismounting the the appliance
• Changing round the riding positions
1 2
Additional Safety Considerations
3 5
Same as YPD2.
4
‘Get to Work’
• On the command “FALL-IN” the named crew fall in three paces to the rear of and facing the No.2 sitting in the driver’s seat
No.1 sitting to the left of No.2
appliance as shown in the diagram. No.5 sitting in the centre behind No.1 and No.2
No.3 sitting behind No.1
No.4 sitting behind No.2
13 13 45 45 2
“CREW MOUNT”

• On the command “CHANGE ROUND”, crew members as necessary dismount.

• The crew move in an anti-clockwise direction to take up their new riding positions by either dismounting or
moving within the cab as shown in the diagram below so that:

5
1 2

4
34 5 34
“FALL-IN”

3 No.1 becomes No.3

No.3 becomes No.5
No.5 becomes No.4
No.4 becomes No.2
“CHANGE ROUND” No.2 becomes No.1
1
• After the “CHANGE ROUND”, the crew is renumbered to identify individuals in their new positions.
‘Make Up’
• On the command “CREW DISMOUNT”, the crew take up a position three paces to the rear of and facing
the appliance.

62 63
 4. Standard Practice: Hydrant/Hose
4.4 Hydrant/Hose Standard Practice
4.4.1 The Purpose
Hydrant/hose standard practices are designed to provide safe systems of work, which will enable young
people to acquire the skills, knowledge and attitude to move onto those standard practices which require
the safe, effective co-ordination of more complex pump standard practices.
Hydrant/hose standard practices are fundamental learning activities that should be conducted at a pace,
and practiced at a frequency, to suit the level of performance of the individual and/or the crew as they
endeavour to acquire or maintain competence.
When young people are proficient in these standard practices their primary purpose will have been served
and the knowledge and skills acquired should be applied and further developed with more advanced
training.
4.4.2 Young People’s Development
The hydrant standard practices in this section are relevant to and support the training given to young
people by the FRS. The young person should take personal responsibility for effective performance, to
meet the requirements of the instruction given. The young person should support the development of
oneself and others to improve performance.
4.4.3 Generic Risk Assessment: Hydrant/Hose Standard Practices
Scope
The following generic risk assessment summarises the common significant hazards, risks and control
measures relating to the conduct of hydrant/hose standard practices.
FRSs will need to review the findings of both the common and additional risk assessments within the
context of local conditions and circumstances and implement appropriate control measures.
All young people who take part in these standard practices should be aware of the common and additional
hazards associated with each of the standard practices.
64
4. Standard Practice: Hydrant/Hose
Significant Hazards and Risks
Hazard/Risk Control Measures
Manual Handling • Young people must be aware of:
• The potential dangers from any manual handling activity during
preliminary standard practices, for example lifting and carrying hose
• The correct method of lifting, carrying and under-running hoses
• Consider the use of shorter lengths of hose for young people of
smaller stature.
• FRSs should ensure that appliance cabs are designed in such a way
that minimises potential injuries when young people are mounting and
dismounting
• Young people must be aware of the effects of uncontrolled release of high
pressure water and the action to be taken should such a release occur
• Couplings or pressure release couplings should not be released whilst
under pressure, in particular when making up hose after working aloft.
Water Pressure • Young people must be made aware of the dangers of being struck by
water under pressure
• Young people should not release any connection under pressure
• There should be two young people on the branch before the full flow is
allowed to develop
• Flow rate should be monitored for the safety of the young people.
It is generally accepted that the pressure at the branch should not
exceed 3 bars
• The hydrant must be opened slowly and the hose charged gradually
so that messengers can return to the branches and assist before
the full flow is allowed to develop
• Young people must be aware of the influence of pressure and
nozzle diameter on the reaction of the branch
• All young people must be aware of the sequence of numbering
• Hydrant operator positioned in line of sight of branch holders
• Hydrant operator maintains communication with branch holders
• All messages relating to the delivery of water must include the
number of the line, position of the branch and be repeated for
confirmation
• Young people should be familiar with ‘branch out of control procedure’, i.e.
The hydrant should be closed immediately
• Instructors should stabilise hose by progressive movement towards the
branch from the supply.
Slips, trips • Hydrant covers should be placed in a safe position across the pit when
and falls the hydrant is in use. Some form of warning light should be placed in
position when visibility is poor
• Specific Risk Assessments should be completed before young people are
permitted to work aloft.
Working aloft • Young people should only ascend the outside of a building to first floor
level.
65
 4. Standard Practice: Hydrant/Hose 4. Standard Practice: Hydrant/Hose

• When using a hydrant the appropriate equipment should be taken to the location of the hydrant
(hydrant lid key and standpipe key and bar)
• The cover should be removed carefully and placed on the ground, the inside of the hydrant
pit should be inspected for debris or any objects that should not be present (any such findings 
should be reported to OIC who will make arrangements for the situation to be rectified
• A check should be made to ensure the false spindle is in place, if not one should be provided 
and correctly fitted and that the thread to receive the standpipe is clear
• The standpipe should be carefully screwed onto the hydrant in a clockwise direction until it is 
properly and firmly located. The key and bar should be then properly located onto the spindle
 Dutch-rolled hose
• Dutch-rolled hose should be carried under the arm, with the top of the roll securely in the armpit
and the hand supporting the bottom of the roll. The couplings should be within a few millimetres
of each other and should hang down just behind the hand (Figure 4.4.2)
• Instructors should ensure young people are capable of carrying hose safely, the use of  hose that has
been reduced in length should be considered
• The roll of hose should be placed on the ground and the male coupling handed to the pump operator, or
person who has run out the previous length, enabling them to make the connection
• The female coupling is then held and run out. Allowing the hose to unroll on the ground

• Immediately after shipping a standpipe the hydrant valve should be opened momentarily to clear the • Care should be taken as the hose is run out to avoid an abrupt jolt at the end of the length (Figure 4.4.3)
outlet of any obstruction • Each length of hose should be checked for twists and kinks before the next length or a branch is added
• When referring to hose, whether suction or delivery, the first length is the length nearest the hydrant • To prevent injury young people should not throw Dutch-rolled hose.
• Hose rolled on the female coupling

• When rolled hose is being carried before it is run out, the male coupling should be allowed
to hang down from the front of the roll. The length of which should be in proportion to the 
participant’s height to avoid tripping
• To run out rolled hose, the lugs of the female 
coupling (which are at the centre of the roll) 
are taken one in each hand, the hose is held 
chest high and is allowed to revolve around 
the lugs and pay out on the right hand side of 
the body (Figure 4.4.1)
• Anyone who has already run out a length of 
hose should keep hold of the female coupling 
with the right hand, and then take hold of the 
male coupling of the next length in the left 
hand and make the connection
• On reaching the target area, any excess hose 
should be laid out in the form of a bight.

Figure 4.4.2 Figure 4.4.3

Figure 4.4.1

66 67
 4. Standard Practice: Hydrant/Hose 4. Standard Practice: Hydrant/Hose

Flaked hose
• Flaked hose, which is often made up in trays, may already be coupled to the pump and generally has a
branch fitted so that it can be run out without delay
• All the hose must be withdrawn from the tray before the delivery is opened
• The length of the line of hose varies but is usually at least two lengths. 45mm diameter hose is frequently
used because of ease of handling
• The hose should be run out by gripping the branch and coupling and running towards the target area
• Changing the branch holder: When the branch holder is using a hand controlled branch, it should be shut
down before attempting a changeover. To relieve the holder on the branch, the relieving branch holder will
approach from the left side and place the left hand on that of the original branch holder, who will then draw
their own hand away. The relieving holder should then turn to face the target area and place the right hand
in position on the pistol grip. The original holder should then step to the rear, clear of the branch. To relieve
the holder at the back, the relieving holder will approach from the left, placing the left hand and forearm on
top of the original holder's. The original holder will draw their hand away. The relieving holder then turns to
face the target area and should place the left hand under the hose. The original holder will step to the rear.

Branch holding
• The young person standing at the front should allow the hose to come up under the right arm. The right
hand should be on the branch pistol grip. The left hand should be operating the on/off handle (Figure
4.4.4)
• The young person at the back should place the left hand and forearm on the top of the branch holders
shoulder and the left hand under the hose
• Both young people should exert a forward and downward pressure
• Hands should be kept clear of the underside of the branch to prevent gloves from becoming saturated. • After under-running, the hose should be rolled up starting with the female coupling, the first few turns
Making up
• A hydrant must always be turned off slowly to prevent water hammer
• Before breaking couplings, pressure should be released
• When breaking couplings, the source of supply should be faced with the male coupling held between the
knees. This prevents the coupling dropping to the ground and being damaged
• Prior to under-running, hose should be laid flat, straight and free from kinks, which would trap water. On
level ground hose should be under-run from the male end. On sloping ground it should be under-run from
the higher coupling. Hose should not be walked on to remove water as this can cause damage
being made tightly. Then, pushing with both hands together and on top of the roll, the length should be
completed, keeping the coil even and flat. When the male coupling is reached the hose should be rolled
over it so that the coupling comes out on top. Coils of hose must not be jumped on to get the coil even.

Figure 4.4.4

68 69
 4. Standard Practice: YH1 4. Standard Practice: YH1

Standard Practice: YH1 'Get to Work'

Aim: To get a branch to work using one line of hose from a hydrant with a crew of four Hose rolled on the female coupling

Prior Learning
Young people should be competent in YPD1 and have a knowledge and understanding of the notes on • No.2 takes a standpipe, hydrant key and bar, removes the hydrant cover and ships the standpipe and key
Hydrant/Hose Standard Practices (4.4), Words of Command (3.7.3), Safer Lifting Techniques (3.8.3) and • No.4 takes a length of hose, places the male coupling on the ground approximately half a metre behind
FRS Pumping Signals (3.10). the hydrant
• No.2 secures the hose underfoot
Practical Learning Objectives • No.4 runs the hose out
Demonstrate the correct method of: • No.2 connects it to the standpipe
• Shipping a standpipe, key and bar • No.3 carries a length of hose under the right arm and follows two or three paces behind No.4
• Carrying hose • When No.4 has run out the hose, No.3 overtakes No.4, No.4 taking the male coupling as No.3 passes
• Running out lengths of hose • No.4 makes the connection
• Connecting and disconnecting lengths of hose • No.3 runs out the hose and holds the female coupling in the right hand
• Carrying the branch whilst running out hose • No.1 tucks the branch under the left arm, nozzle pointing downwards and towards the rear, carries a
• Connecting and disconnecting the branch to the hose length of hose under the right arm and follows two or three paces behind No.3
• Connecting and disconnecting the hose to the standpipe • When No.3 has run out the hose, No.1 overtakes No.3, No.3 taking the male coupling as No.1 passes
• Holding a branch • No.3 makes the connection
• Operating a branch • No.1 runs out the hose
• Operating a hydrant • No.1 holding the female coupling in the left hand, connects the branch with the right hand
• Under-running a length of hose • As the hose is run out, No.3 and No.4 follow No.1 to the branch
• Making up lengths of hose • No.4 checks that the hose is free from kinks
• Giving appropriate words of command. • When all is in readiness No.1 sends No.4 with the message "Water on"
• No.4 delivers the message to No.2
• No.2 turns on the hydrant
• No.4 returns to the branch and generally assists.
Additional Significant Hazards
• Injury to hands from heavy hydrant lids
• Risk of hydrant being opened too quickly
• Slips, trips and falls.

Additional Key Control Measures

• Consider use of lighter or temporary hydrant covers for groups of participants who are small in
stature to reduce risk of injury
• Supervision of hydrant operator
• Supervision and care with equipment on the ground.

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 4. Standard Practice: YH1 4. Standard Practice: YH1

Dutch-rolled hose
Hose rolled on the female coupling

No. 1 & No. 3

No. 1 - 3rd Length No. 3 - 2nd Length No. 4 - 1st Length
No. 2
No. 1 & No. 3
No. 4 delivers messages
between No. 1 & No. 2
• No.2 takes a standpipe, hydrant key and bar, removes the hydrant cover and ships the standpipe and key
• No.4 takes a length of Dutch rolled hose and places it on the ground in front of the hydrant, hands the
male coupling to No.2 and then grasping the female coupling runs out the hose allowing the hose to unroll
on the ground
• No.2 connects the male coupling to the standpipe
• No.3 takes a length of hose and carrying it under the left arm with the right hand supporting it in front of
the coupling, follows two or three paces behind No.4
• When No.4 has run out the hose, No.3 places the hose on the ground in front of No.4,hands the male
coupling to No.4 who makes the connection, No.3 grasping the female coupling runs out the hose allowing
the hose to unroll on the ground
• No.1 takes the branch in the left hand and a length of hose under the right arm and follows two or three
paces behind No.3
• When No.3 has run out the hose, No.1 places the branch and hose on the ground then hands the male
coupling to No.3. No.1 then grasps the female coupling and runs out the hose allowing the hose to unroll
on the ground. Once No.3 has made the connection, they take the ranch to No.1 where it is connected to
the hose
• No.4 follows No.1 & No.3 to the branch
• No.4 checks that the hose is free from kinks
• When No.1 & No.3 are on the branch No.1 sends back No.4 with the message "Water on".
• No.4 delivers the message to No.2
• No.2 turns on the hydrant
• No.4 returns to the branch and generally assists.

No. 2

72 73
 4. Standard Practice: YH1 4. Standard Practice: YH2

Standard Practice: YH2

Aim: To add a length to a line of hose and advance the branch with a crew of four
Prior Learning
All young people should be competent in standard practice YH1.

Practical Learning Objectives

No 1, 3 & 4 No 1 - 3rd Length No 3 - 2nd Length No 4 - 1st Length Demonstrate the correct method of:
• Adding a length of hose to a line of hose
• Advancing with a charged line of hose.

Additional Significant Hazards

• Slips, trips and falls whilst advancing the branch.

No 2
Additional Key Control Measures
• The branch crew should pay particular attention to their footing and balance
No 4 delivers messages • Instructors to monitor crew safety whilst advancing the branch.
between No 1 & No2
'Get to work'
The hose is laid out as in standard practice YH1
• No.1 gives the order "Add a length"
No 1 & 3 • No.4 obtains a length of hose and runs it out in a bight immediately behind the branch
• No. 4 returns to No.2 and orders "Knock off"
• When the flow ceases, No.1 removes the branch and connects it to the added length
• No.3 makes the connection between the added length and existing hose line
• Having ensured that No.1 is ready, No.4 gives No.2 the order "Water on"
• No.1, No.3 and No.4 then advance the hose.

'Knock off' or 'Knock off and Make-Up'

No 2
• As YH1.
'Knock off' or 'Knock off and Make Up' No 1 & No 3
• No.1 sends No.4 with the message: "Knock off" or "Knock off and make up"
• No.4 delivers the message to No.2, who turns off the hydrant.

No 1 to No 4
“add a length”
'Make Up'
• No.1 returns the branch
• No.2 unships the standpipe, key and bar, makes up the hydrant and returns all gear
• All members of the crew under-run and make up the hose No 1 - 3

• When all gear is made up, No.1 reports to the Officer-in-Charge.

No 4
new length

74 75
 4. Standard Practice: YH3 4. Standard Practice: YH4

Standard Practice: YH3 Standard Practice: YH4

Aim: To remove a length from a line of hose with a crew of four Aim: To replace a burst length of hose with a crew of four
Prior Learning Prior Learning
All young people should be competent in standard practice YH1. All young people should be competent in standard practice YH1.

Practical Learning Objectives Practical Learning Objectives

Demonstrate the correct method of: Demonstrate the correct method of:
• Removing a length from a line of hose • Removing and replacing a burst length of hose in a line of hose
• Indicating a burst length of hose
• Making up a burst length of hose.

Additional Significant Hazards

• Slips, trips and falls whilst advancing the branch.
Additional Significant Hazards
• Slips, trips and falls whilst advancing the branch.

Additional Key Control Measures

• The branch crew should pay particular attention to their footing and balance
'Get to work'
The hose is laid out as in standard practice YH1
'Get to work' • No.1 gives the order "Replace burst length, stating which length"
The hose is laid out as in standard practice YH1 • No.4 takes a length of hose and runs it out alongside of the burst length
• No.1 gives the order "Remove a length" • No.4 gives the order "KNOCK OFF” to No.2
• No.4 gives No.2 the order "KNOCK OFF” • When the flow ceases No.3 assists No.4 to disconnect the burst length and insert the new length.
• Immediately the order is given, No.4 proceeds to the first coupling behind the branch
• When the flow ceases, No.1 disconnects the branch
• No.4 disconnects the first coupling behind the branch
No 1 to No 4
replace burst length Ties an overhand
• No.3 assists No.1 to reconnect the branch at its new position knot in each end
of the bust length
• Having ensured that No.1 is ready, No.4 gives No.2 the order "Water on" No 1 & 3
• No.4 then returns to the branch and clears the removed length from the working area
• No.4 removes length
• No. 4 makes up the removed length and returns it to the appliance/equipment dump

New length
'Knock off' or 'Knock off and Make-Up'
• As YH1. No 2
No 4
No 1 & 3
No 1
No 3 No 4

No 1 to No 4
“remove a length”

No 2

New length

No 4
76 remove length No 2 77
 4. Standard Practice: YH4 4. Standard Practice: YH5

• No.3 then proceeds to the branch and informs No.1 that the new length is in position Standard Practice: YH5
• No.4 returns to No.2, with the message "Water on" and then ties an overhand knot in each end
of the burst length. Aim: To get a branch to work aloft using a line with a crew of four
Prior Learning
All young people should be competent in standard practice YH1 and knots and lines.

Practical Learning Objectives

Demonstrate the correct method of:
• Running out hose in preparation for hauling aloft
• Securing a line to the hose and branch for hauling aloft
• Haul a line of hose aloft
• Secure a line of hose aloft
• Manoeuvre a charged line of hose at an upper level
• Lowering a line of hose from aloft.

Additional Significant Hazards

• Young people internally ascending the building safely
• Young people working above ground unsupervised
• Charged hose lines may become unsecured and fall from above
• Excessive back pressure in hose.

Additional Key Control Measures

• Specific Risk Assessment undertaken to ensure the safety of young people
• One instructor should be positioned on the floor of operation for supervision
• Close supervision of knot tying
• Provision of pressure release device at ground floor level.

Introduce a dividing breeching at the base of the tower to act as a controlled way of releasing pressure.

'Knock off' or 'Knock off and Make Up'

• As in YH1
• When the burst length of hose is made up, the overhand knots should be removed and the hose
rolled up on the male coupling.

78 79
 4. Standard Practice: YH5 4. Standard Practice: YH5

'Get to work'
• No.1 takes a branch, a length of hose and a long line and proceeds to the building
• No.1 runs out the hose in a bight outside the building and connects the branch to the hose
• The branch is laid down at the point where it is to be hauled aloft No 3 - 2nd length No 4 - 1st length

• No.2 ships the standpipe, key and bar No 2

• No.4 takes a length of hose and runs it out from the hydrant towards the building Coupling at base of building
not to be connected
• No.3 takes a length of hose and runs it out from the first length and then lays the female coupling until water-on ordered
adjacent, but not connected to, the male coupling of the length run out by No.1
• No.4 provides a controlled dividing breeching in between the two lengths run from the hydrant and the
No 1 - 3rd length laid
length with the branch attached out in a Bight, connects
• No.1 takes a line and accompanied by No.3 enters the building and proceeds aloft branch & supplies line

• At the appropriate level No.1 gives the warning "Stand From Under" and lowers the line down the face of
the building
• No.4 secures the line to the hose by means of a rolling hitch approximately 3m from the branch
• No.4 also forms a clove hitch on the line, approximately half a metre from the rolling hitch and connects it
No 3 No 1
to the branch to ensure that the tension is on the line and not on the hose
• When the line is secured, No.1 and No.3 haul up the hose
Clove
• No.4 guides the hose up the face of the building standing clear of the area directly below the hose hitch
• The hose is hauled up until the rolling hitch is above the coping or window sill. The clove hitch is then
removed from the branch by No.1 and No.3 and the line made fast at the most convenient position
ensuring that the rolling hitch securing the hose is positioned approximately half a metre outside and
below the coping or window sill
• No.4 takes a position on the ground in order to see where the hose enters the building
• No.1 gives the order "WATER ON", No.3 then proceeds to the point where the hose enters the building
and passes the message to No.4 either verbally or by hand signal, and then returns to the branch Rolling
hitch
• No. 4 provides a controlled dividing breeching
• No.4 connects the couplings at the base of the building, and passes the message to No.2
• No.2 turns on the hydrant
• No.4 enters the building and joins No.1 and No.3 at the branch.
2nd length 1st length

No 2

'Knock off' or 'Knock off and Make Up'

• No.1 sends No.4 to No.2 with the message "Knock off" or "Knock off and make up"
• No.4 delivers the message to No.2 who turns off the hydrant.

'Make Up'
• No.2 turns off the hydrant
• No. 4 opens the unused side of the dividing breeching to release the pressure before disconnecting
• No.2 breaks the pressure-release coupling of the standpipe and makes up the hydrant gear.
• No.3 hauls up the hose so that the rolling hitch is above the coping or window sill
• No.1 secures the branch with a clove hitch
• No.1 and No.3 lower the hose and branch whilst No.4 guides the hose as it is lowered, standing clear of
the area directly underneath
• No.1 gives the warning "Stand from under" then drops the end of the line and descends
• All crew members make up the hose
• When all gear is made up, No.1 reports to the Lead Instructor.

80 81
 4. Standard Practice: YH6 4. Standard Practice: YH6

Insert dividing
breeching
Standard Practice: YH6
Aim: To divide a line of hose into two using a dividing breeching with a crew of five
Prior Learning
All young people should be competent in standard practice YH1.
No 1 & 3
Practical Learning Objectives
Demonstrate the correct method of:
• Adding a dividing breeching to a line of hose
• Operating branches fed from a dividing breeching.
No 5

Additional Significant Hazards

• When two lines of hose are being used from a dividing breeching and one is closed off at
the dividing breeching, or a branch pipe is suddenly closed down, there will be an increase of 
pressure on the remaining line. This will increase jet reaction and may cause loss of control of 
the second branch.

No 4 No 2
Additional Key Control Measures
• Young people are informed of the risk
• Dividing breechings and branches are closed down slowly
• No.2 is informed of the intention to close off a line from the dividing breeching
• Additional close supervision should be given to these aspects of the standard practice.

'Get to work'
The hose is laid out as in standard practice YH1
• No.1 gives the order to No.5 "INSERT DIVIDING BREECHING"
• No.5 provides a dividing breeching and places it adjacent to the coupling where the line is to be
divided
• No.4 provides a length of hose and a branch and runs out the hose from the position where the
breeching is to be inserted, connects the branch and takes charge of it
• No.5 connects the male coupling into the breeching
• When all is ready No.5 gives the order to No.2 "KNOCK OFF".
No 4 & 5
• When the flow ceases, No.5 breaks the hose line, inserts the breeching, reconnects the hose and gives
the order to No.2 "WATER ON"
• No.5 joins No.4 at the second branch. 'KNOCK OFF' or 'KNOCK OFF AND MAKE UP'
• No.1 gives No.5 the order "KNOCK OFF AND MAKE UP"
• No.5 delivers the message to No.2, who turns off the hydrant.

Make Up
• When the flow ceases, No.5 disconnects and returns the breeching
• No.1 and No.4 disconnect and return the branches
• All crew members make up the hose
• No. 2 makes up the hydrant standpipe key and bar
• When all the gear is made up No.1 reports to the Lead Instructor

82 83
 4. Standard Practice: YH7 4. Standard Practice: YH7

Standard Practice: YH7 No 1 & No 5

Aim: To remove a dividing breeching from a line of hose with a crew of five “Remove
Dividing
Prior Learning Breeching”
All young people should be competent in standard practice YH6.

Practical Learning Objectives No 1 & 3

Demonstrate the correct method of:
• Removing a dividing breeching from a line of hose. Returns
Breeching

Additional Significant Hazards No 5

• When two lines of hose are reduced to one there is a danger when the flow is returned to the 2nd Length 1st Length
single line the pressures will increase endangering the participants on the recharged line of hose.

Additional Key Control Measures

• Participants informed of the risk
• Single hose line should be re-charged slowly
• Additional close supervision should be given to these aspects of the standard practice. No 2

'Get to work'
Equipment is laid out as detailed in standard practice YH6.
Returns
• No.1 gives the order to No.5 "REMOVE DIVIDING BREECHING"
Branch
• No.5 gives the order to No.2 to "KNOCK OFF"
• When the flow ceases, No.5 disconnects the breeching
• No.5 reconnects the length of hose that is to continue at work and gives No.2 the order No 4
"WATER ON"
• No.4 disconnects and returns the branch
• No.5 returns the breeching
• No.4 and No.5 make up and return surplus hose.

3rd Length
'Knock Off' or 'Knock Off and Make Up' 2nd Length 1st Length
• As detailed in standard practice YH1.

Return
Surplus
Hose
No 2
No 1 & 3

84 85
 4. Standard Practices
4.5 Pump Standard Practices
4.4.1 The Purpose
The pump standard practices detailed within this section provide safe systems of work, which will enable
young people to work effectively, and safely with FRS pumps.
As with all standard practices they are learning activities that should be conducted at a pace suitable to the
stature and abilities of the individuals/crew, practiced at a frequency, to suit the level of performance of the
individual/crew as they endeavour to acquire or maintain competence. See Section 3.10 Pumping Signals.
4.4.2 Young People’s Development
The pump standard practices in this section are relevant to and support the training given to young people
by the FRS. The young person should take personal responsibility for effective performance, to meet the
requirements of the instruction given. The young person should support the development of oneself and
others to improve performance.
4.4.3 Generic Risk Assessment: Hydrant/Hose Standard Practices
Scope
The assessment detailed below summarises the findings of the common significant hazards, risks and
control measures relating to the use of pumps and should be applied to the standard practices contained
within this section.
Additional significant hazards and risks particular to each standard practice are indicated in the specific
section on that standard practice.
FRSs will need to review the findings of both the common and additional risk assessments within the
context of local conditions and circumstances and implement appropriate control measures.
All personnel who take part in these standard practices should be aware of the common and additional
hazards associated with each of the standard practices.
86
4. Standard Practices
Significant Hazards and Risks
Hazard/Risk Control Measures
Manual • Young people must be aware of:
Handling • The potential dangers from any manual handling activity during standard
practices, for example lifting and carrying hose
• The correct method of lifting, carrying and under-running hose.
• FRSs should ensure that appliance cabs are designed in such a way that
minimises the potential injuries when young people are mounting and
dismounting
• Equipment that is assessed to require handling by instructors should be sited
prior to the commencement of the standard practice. Replacement should be
carried out after standard practice completion.
Water • Young people must be made aware on the dangers of being struck by water
Pressure under pressure
• Young people must be aware of the effects of uncontrolled release of high
pressure water and the actions to be taken should such a release occur
• Couplings should not be released whilst under pressure, in particular, when
making up hose after working aloft
• Young people should be taught how to release pressure from all hose lines
before any couplings are disconnected
• Young people should stand clear when releasing any connection under
pressure
• Operators must be taught how to open pump deliveries slowly and hose
charged gradually so that messengers can return to the branches and assist
before the full flow is allowed to develop
• There must be two young people on the branch before the full flow is allowed
to develop
• Young people must be aware of the influence of pressure and nozzle diameter
on the reaction of the branch, and the dangers of a branch out of control
• When carrying out pump standard practices with young people, the flow  rate
should be monitored for their safety and the pressure attained should be
appropriate to their ability. It is generally accepted that the pressure at the
branch should not exceed 3 bars. Exceptions to this may include, for example,
the use of ground monitors or hose reels, where they are being supplied
exclusively by the pump with no other hose lines in use
• Sighting of branches requires careful consideration to reduce the risk of
water jets striking other young people/personnel.
87
 4. Standard Practices 4. Standard Practices

Hazard/Risk Control Measures

Being struck • All young people must be aware of the sequence of numbering hose lines. The
by branch deliveries must be referred to by numbers starting from the nearside. On side
out of control mounted deliveries the numbers start from the forward nearside delivery and
or by hose run anti-clockwise
fittings • Pump operator shoul dbe positioned in line of sight of branch holders as far as
as reasonably practical in order to maintain communication.
• All messages relating to the delivery of water must include the number of the
line, position of the branch, pressure required and be repeated for confirmation
• Young people familiar with “branch out of control procedure”, i.e. The pump
operator should immediately close the pump throttle followed by closure of the
delivery valve.
• Instructors should stabilise hose by progressive movement towards the
branch from the supply
• Young people should be instructed to move to a place of safety.

Slips, trips • Hydrant covers should be placed in a safe position across the pit when Pump Operator positioned
and falls the hydrant is in use. Some form of warning light should be placed in in Line of Sight of Branch
position when visibility is poor Holder and Pump Gauges
• Guardrails or appropriate forms of barrier should be considered and also,
where necessary, the provision of life jackets when working near to or
close by open water sources
• The suitability of open water sources for youth groups to work in the
vicinity of must be assessed, considerations should include water flow, Exhaust
depth, contamination/disease and the swimming abilities of the group or Fumes
individual
• FRSs must have a working near water policy that accords with minimum of NB: The following notes apply to pump standard practices
best practice before working with youth groups in the vicinity of open water off
• When refilling water tanks on appliances, pressure should not be allowed to build up after the tank is full.
fire and rescue service premises A small internal pressure is capable of doing substantial damage. Where a tank is fitted with an overflow
• The level of supervision will be increased to ensure control over all the continual flow is not only wasteful but may cause flooding. Where an appliance is standing on soft
young people whether drilling or waiting to participate in the drill. ground it could become bogged down
• An instructor who has received the relevant training should always  • Pumps should not be run without water in the casing longer than is necessary as this causes damage on
Pump engage and disengage the power takeoff on major pumps the impeller neck rings and, in some cases, to the pump gland
operation • An instructor who has received relevant pump operator training should 
• At the completion of a standard practice. Hose and equipment is generally made up and returned to the
closely supervise young people operating pumps
appliance by those who provided it. Additionally, where more equipment than usual has been laid out, on
• The instructor should be positioned in the immediate vicinity of the pump.
either the delivery side or the inlet side of the pump, all members of a crew assist in making up regardless
of whether or not they provided the equipment.

88 89
 4. Standard Practices 4. Standard Practice: YP1

• All suction should be correctly secured by line in such a way that the line takes the full weight. Standard Practice: YP1
Double the line into two equal halves and lay it alongside the suction hose with the centre of the
line near to the strainer Aim: To get one hose-reel to work with a crew of four
• Place the running end of the line clear of operations. Make a clove hitch around the neck of the Prior Learning
strainer below the lugs. If a basket strainer is fitted, the line should be adjusted over the skirt of All participants should be competent in YPD3 and have knowledge and understanding of the notes on
the strainer in such a way as to catch the lugs Pump Standard Practices (4.5), Words of Command (3.7.3), Safer Lifting Techniques (3.8.3) and FRS
Pumping Signals (3.10).
• Face the pump and place the right foot between the suction and the running part of the line. Coil
the standing part of the line in the right hand
• Walk towards the pump with the suction between the feet. At each coupling lift the suction with
the left hand and throw the coiled line underneath and around the suction to form a half-hitch Practical Learning Objectives
underneath the female coupling. Tie off the line at the pump with a round turn and two half Demonstrate the correct method of:
hitches • Operating a major pump
• Laying out a hose-reel
• The tension of the line should be adjusted before the suction is lowered into the water so • Holding a hose-reel branch
that each length is slightly bowed and the line takes the weight off the suction when it is in its • Operating a hose-reel branch
final position. The running end of the line should be taken from the strainer to the pump to enable • Making up a line of hose-reel.
the strainer to be hauled up for cleaning.

Additional Significant Hazards

• Slips, trips and falls due to the nature and amount of hose-reel tubing
• Dangers involved in young people operating major pumps
• Safety of participants operating pump
Running end • Danger of participants operating hose-reel rewind systems.
Clove
hitch
Half hitch
Additional Key Control Measures
• Amount of hose-reel tubing run-off is kept to a minimum
• A suitably qualified instructor will position the pump prior to standard practices and be responsible for the
starting of the engine and operation of the PTO
• An instructor will closely monitor pump operator for the duration of the standard practice
Standing part • Risk Assess the dangers of participants operating hose reel rewind systems with special regard to
entrapment.

'Get to Work'
• An appropriate instructor engages the pump and selects high pressure (where appropriate)
• No.2 opens the tank valve
• No.1 takes the hose-reel and opens the reel valve, where fitted, checks that the hose-reel is charged by a
short operation of the hose-reel branch, and commences to layout the hose-reel
• No.2 pulls it off the reel
• No.3 and No.4 clear the hose-reel and join No.1 at the branch
• No.2 closes the hose-reel valve (where fitted) and tank valve, the instructor disengages the pump
Secure to fixed object
with a round turn
and two half hitches

90 91
 4. Standard Practice: YP1 4. Standard Practice: YP2

Standard Practice: YP2

Aim: To extend a hose-reel length when only one hose-reel is in use (crew of four)
Prior Learning
All participants should be competent in standard practice YP1.

Practical Learning Objectives

Demonstrate the correct method of:
• Disconnecting and connecting lengths of hose-reel tubing
• Disconnecting and connecting the hose-reel branch.

Additional Significant Hazards

• Slips, trips and falls due to the nature and amount of hose-reel tubing
• Dangers involved in young people operating major pumps
• Safety of participants operating pump
• Danger of participants operating hose-reel rewind systems.

Additional Key Control Measures

No 2 • Amount of hose reel tubing run-off is kept to a minimum
• A suitably qualified instructor will position the pump prior to standard practices and be responsible
No 3 No 4 for the starting of the engine and operation of the PTO
• An instructor will closely monitor pump operator for the duration of the standard practice
• Risk Assess the dangers of participants operating hose-reel rewind systems with special regard
to entrapment.
No 1
“Make-up”
'Get to Work'
The hose-reel is got to work as detailed in standard practice YP1.
• No.1 gives the order to No. 4 "Extend hose-reel"
• No.4 returns to the appliance and assisted by No. 2, removes the branch from the hose-reel not in use
'Knock Off and Make Up' • No.2 and No.4 pay-out sufficient tubing to form a large bight at the rear of the appliance
• No.1 sends back No.4 with the message "Knock off and make up" • No.1 gives the order “water off”
• No.2 closes the hose-reel valve (where fitted) and tank valve, the instructor disengages the pump • No.2 turns off the valve of the hose-reel in use and disconnects the hose from the reel-drum
• No.1, No.3 and No.4 make up the hose-reel • No.4 couples the new tubing to the hose-reel in use
• When all gear is made up, No.1 reports to the Lead Instructor. • No.4 pays-out more tubing from the new drum
• No.4 re-joins No.1 and No.3, straightening the hose on the way back to the branch, the branch is
then advanced
• No.1 gives the order “water on” and No.4 opens the appropriate hose-reel valve.

92 93
 4. Standard Practice: YP2 4. Standard Practice: YP3

Standard Practice: YP3

Aim: To augment the supply of water from a hydrant with a crew of four
Prior Learning
All participants should be competent in standard practice YH1 and YP1.

No 1 to No 4
“Extend hose reel” Practical Learning Objectives
Demonstrate the correct method of:
• Augmenting the supply using a hydrant.
2
No 2 & 4
form a Additional Significant Hazards
large bight • Slips, trips and falls due to the nature and amount of hose-reel tubing
• Dangers involved in young people operating major pumps
• Safety of participants operating pump
No 1 & 3 • Danger of participants operating hose-reel rewind systems.

Additional Key Control Measures

• Amount of hose reel tubing run-off is kept to a minimum
• A suitably qualified instructor will position the pump prior to standard practices and be responsible
for the starting of the engine and operation of the PTO
• An instructor will closely monitor pump operator for the duration of the standard practice
• Risk Assess the dangers of participants operating hose-reel rewind systems with special regard
to entrapment.

No 4 No 2
'Get to Work'
The hose-reel is got to work as detailed in standard practice YP1.
• No.1 gives the order to No.4 "AUGMENT SUPPLY"
• No.4 ships a standpipe, key and bar
• No.2 takes a length of hose, runs it out from the hydrant to the appliance and connects it to the
collecting head. If more than one length of soft suction is required, No.2 and No.4 run out alternate lengths
'Knock Off and Make Up'
• No.4 stands by the hydrant
• No.1 sends No.4 with the message "Knock off and Make Up"
• No.2 gives the order "TURN ON THE HYDRANT" to No.4
• No.2 turns off the hose-reel valve and disengages the pump
• No.4 turns on the hydrant and re-joins No.1 and No.3 at the branch.
• No.4 disconnects the added hose-reel length and re-connects the original reel to the reel-drum
• No.2 re-connects the spare hose-reel length and the branch to the unused hose-reel
• All crew members make up the hose-reels
• When all the gear is made up, No.1 reports to the Lead Instructor.

94 95
 4. Standard Practice: YP3 4. Standard Practice: YP4

Standard Practice: YP4

Aim: To get two hose-reels to work and augment the supply with a crew of five
Prior Learning
All participants should be competent in standard practice YP1 and YP3.

Practical Learning Objectives

Demonstrate the correct method of:
• Getting two hose-reels to work
• Operating a pump to supply two hose-reel jets.

No 1 & 3
No 2 No 4 Additional Significant Hazards
• Slips, trips and falls due to the nature and amount of hose-reel tubing
• Dangers involved in young people operating major pumps
• Safety of participants operating pump
No 1 to No 4 • Danger of participants operating hose-reel rewind systems.
“Augment Supply”

Additional Key Control Measures

• Amount of hose reel tubing run-off is kept to a minimum
• A suitably qualified instructor will position the pump prior to standard practices and be responsible
for the starting of the engine and operation of the PTO
• An instructor will closely monitor pump operator for the duration of the standard practice
• Risk Assess the dangers of participants operating hose-reel rewind systems with special regard
to entrapment.

'Get to Work'
• The instructor engages the pump No 4 & 5 No 4
• No.1 and No.4 each take a hose-reel, open
'Knock Off and Make Up'
the reel valve where fitted, check that the hose-reel
• No.1 sends No.4 with the message "KNOCK OFF AND MAKE UP"
is charged by a short operation of the hose-reel
• No.2 closes the hose-reel valve (where fitted), orders No.4 to turn off the hydrant and the
branch and proceed to layout the hose
instructor disengages the pump
• No.3 and No.5 pull the hose off the respective
• No.4 makes up the suction side of the pump
reels and join No.1 and No.4, clearing the hose
• No.1, No.2 and No.3 make up the hose-reel
as they go.
• When all the gear is made up, No.1 reports to the Lead Instructor.

No 3

No 1 & 3

96 97
 4. Standard Practice: YP4 4. Standard Practice: YP5

To augment the supply from a hydrant: Standard Practice: YP5

• No.1 gives the order to No.5 "AUGMENT SUPPLY"
• No.5 ships a standpipe, hydrant key and bar Aim: To get a pump to work from a hydrant using soft suction with a crew of four (one
• No.2 takes a length of hose, runs it out from the hydrant to the appliance and connects it to the delivery)
collecting head. If more than one length of soft suction is required, No.2 and No.5 run out alternate lengths
• No.5 stands by the hydrant Prior Learning
• No.2 gives the order to No.5 "TURN ON THE HYDRANT" All personnel should be competent in standard practices YPD3 and YH1.
• No.5 turns on the hydrant and re-joins No.4 at the branch.

Practical Learning Objectives

Demonstrate the correct method of:
• Getting one line of hose to work from a pump supplied from a hydrant.

No 4 & 5 Additional Significant Hazards

• Injuries from branch out of control
• Handling of heavy collecting head.

Additional Key Control Measures

• Close supervision of pump operator
• Consideration of instructor assistance with equipment handling
• Young people aware of 'Branch out of control procedure'.

No 1 & 3 No 2 No 5
'Get to Work'
• The Instructor engages the pump
• No.2 removes the blank cap and connects the collecting head to the suction inlet (if it is not already
connected)
• No.4 ships a standpipe, hydrant key and bar
No 1 to No 5 • No.2 takes a length of soft suction, runs it out from the hydrant to the pump and makes the connection
“Augment Supply” • If more than one length of soft suction is required, No.2 and No.4 run out alternate lengths
• No.3 takes a length of hose and runs it out from the pump
• No.1 takes a branch and a length of hose and runs it out from the first length
• No.3 connects the first and second lengths of hose
'Knock off and Make-Up' • No.1 connects the branch
• No.1 sends back No.5 with the message "KNOCK OFF AND MAKE-UP” • No.4 proceeds along the hose to the branch straightening out any kinks and ensuring that the hose is
• No.2 closes the hose-reel valves (where fitted), orders No.5 to turn off the hydrant and the instructor clear
disengages the pump • No.1 sends No.4 to No.2 with the message "Water on", stating the pump pressure required and the
• No.2 and No.5 make up the suction side of the pump position where the branch is at work
• No.1, No.3 and No.4 make up the hose-reels • No.2 gives the order "Turn on the hydrant" to No.4
• When all the gear is made up, No.1 reports to the Lead Instructor. • No.4 turns on the hydrant and re-joins No.1 and No.3 at the branch.

98 99
 4. Standard Practice: YP5 4. Standard Practice: YP6

Standard Practice: YP6

Collecting
Aim: To get a pump to work from a hydrant using soft suction with a crew of five (two
head deliveries)
No 2 or Prior Learning
Nos 2 & 4
All personnel should be competent in standard practice YP5.

Practical Learning Objectives

No 2 Demonstrate the correct method of:
• Shipping a double-headed standpipe (or improvise using a dividing breeching)
• Getting two lines of hose to work from a pump supplied from a hydrant.
No 4

Additional Significant Hazards

• Injuries from branch out of control
• Handling of heavy collecting head.

No 1 & 4
“Water On” Additional Key Control Measures
• Close supervision of pump operator
• Consideration of instructor assistance with equipment handling
• Young people aware of 'Branch out of control procedure'.

No 1 - 2nd Length No 3 - 1st Length

'Get to Work'
No 1 & 3 • The instructor engages the pump
• No.5 takes a double-outlet standpipe, hydrant key and bar to the hydrant and ships the standpipe, key
and bar
• No.2 removes the blank cap and connects the collecting head to the suction inlet (if not already fitted)
• No.4 and No.5 each provide, and run out, one length of soft suction from the hydrant to the pump. If more
'Knock off and Make-Up' than one length of soft suction is required in each line, No.1 and No.3 will run out one line and No.4 and
• No.1 sends No.4 with the message “Knock off” or “Knock off and make up” No.5 the other
• No.2 will shut down the delivery immediately • No.3 takes a length of hose and runs it out from No.1 delivery
• No.1 takes a branch and a second length of hose and runs it out from the first length (No.1 delivery)
• No.3 connects the first and second lengths together and No.1 connects the branch
• No.5 takes a length of hose and runs it out from No.2 delivery
‘Make Up’ • No.4 takes a branch and a second length of hose and runs it out from the first length (No.2 delivery)
• The instructor disengages the pump and orders No.4 to shut down the hydrant • No.5 connects the first and second lengths together and No.4 connects the branch.
• No.2 and No.4 make up the suction side of the pump • As soon as No.1 and No.4 are ready they send No.3 and No.5 respectively with the message "Water on"
• No.1 returns the branch stating the number of the delivery, the pump pressure required and the positions where the branches are
• No.1 and No.3 under run and make up the delivery hose at work
• When all the gear is made up, No.1 reports to the Lead Instructor. • No.2 gives the order to No.3 or No.5 "Turn on the hydrant"
• No.3 and No.5 then proceed along the hose to their respective branches straightening out any kinks and
ensuring the hose is clear.

100 101
 4. Standard Practice: YP6 4. Standard Practice: YP7

No 4 & 5 Standard Practice: YP7

“Water On”
Aim: To get a pump to work from a mains supply with a low flow rate using soft suction
from two hydrants (two deliveries) with a crew of five

No 4 - 2nd Prior Learning

No 5 - 1st Length
Length & Branch All personnel should be competent in standard practice YP6.
No 4 & 5
No 2 Delivery
Practical Learning Objectives
Demonstrate the correct method of:
• Getting a pump to work from two separate hydrant supplies.

No 5 or
Nos 4 & 5 Additional Significant Hazards
• Injuries from branch out of control
• Handling of heavy collecting head.

No 2
Additional Key Control Measures
• Close supervision of pump operator
• Consideration of instructor assistance with equipment handling
• Young people aware of 'Branch out of control procedure'.
No 1 Delivery

No 1 & 3 No 4 or 'Get to Work'

Nos 1 & 3 No 5
• The instructor engages the pump
No 1 & 3 • No.2 removes the blank cap, connecting the collecting head to the suction inlet (if not already fitted)
“Water On” • No.4 and No.5 take a standpipe, hydrant key and bar, and hose to the first hydrant
• No.5 ships the first standpipe, key and bar
• No.4 and No.5 run out the hose from the hydrant to the pump
No 1 - 2nd No 3 - 1st Length • No.2 connects the hose to the collecting head
Length & Branch
• No.3 takes a length of hose and runs it out from No.1 delivery
• No.1 takes a branch and a second length of hose and runs it out from the first length
• No.3 connects the first and second lengths together and No.1 connects the branch
'Knock off and Make-Up' • No.4 and No.5 ship the second hydrant
• No.1 sends No.3 (and/or No.4 sends back No.5) with the message "Knock off" for the respective
• No.5 takes a length of hose and runs it out from No. 2 delivery
deliveries
• No.4 takes a branch and a second length of hose and runs it out from the first length
• No.2 shuts down the appropriate deliveries. • No.5 connects the first and second lengths together and No.4 connects the branch
• As soon as No.1 and No.4 are ready they send No.3 and No.5 respectively with the message "Water on"
stating the number of the delivery, the pump pressure required and the positions where the branches are
‘Make Up’ at work
• The instructor disengages the pump • No.2 gives the order "Turn on the hydrant" to No.3 and No.5 and controls the speed of the pump to
• No.2 orders No.5 to shut down the hydrant avoid over-running the supply which would otherwise result in the flattening of the soft suction and
• No.2 and No.5 make up the suction side of the pump inefficient jets
• No.1 and No.4 return the branches • No.3 and No.5 return to the branches straightening out any kinks and ensuring the hose is clear.
• No.1, No.3 and No.4 make up the delivery hose
• When all the gear is made up, No.1 reports to the Lead Instructor.

102 103
 4. Standard Practice: YP7 4. Standard Practice: YP8

No 4 & 5
“Water On” Standard Practice: YP8
Aim: To get a pump to work from open water with a crew of four (one delivery)
Prior Learning
No 4 - 2nd No 5 - 1st Length All participants should be competent in standard practice YP1 and the use of knots and lines.
Length & Branch
No 4 & 5
No 2 Delivery Practical Learning Objectives
Demonstrate the correct method of:
• Connecting lengths of hard suction hose together
• Connecting a line of hard suction to the pump
• Connecting the suction strainer to the line of hard suction
• Attaching a basket strainer to a line of hard suction
No 4 & 5
• Securing the hard suction and strainer using lines
• Submerging a line of hard suction
• Operating a pump from open water.

No 2 Additional Significant Hazards

• Falling into water and possibility of drowning
• Risk of manual handling injuries to young people using hard suction
• Securing line trip hazard
• Fall to depth
No 1 Delivery No 3 - 1st Length • Chemical or biological infected water
• Entry in to open water
No 1 & 3 No 4 & 5
No 1 - 2nd No 4 & 5 • Excess water on to surface
Length & Branch
No 1 & 3
“Water On”
Additional Key Control Measures
Risk assess the hazard and if necessary:
• Use of working near water policy
• Limit hard suction to two lengths
• Assess abilities of participants to use hard suction and provide training in safe use
• Ensure all personnel are aware of the possible hazard created by securing line
'Knock off and Make-Up' • Only stretches of water known not to be polluted are to be used for training
• No.1 sends No.3 (and/or No.4 sends back No.5) with the message "Knock off No.1 and/or No.2 • Correct manual handling techniques
delivery" • Individual FRSs should consider the use of work restraint system and wearing of life jackets for
• No.2 shuts down the appropriate deliveries. personnel working within 3m of open water
• Cordons should be utilised to limit access to hazard
• Consider the use of lighting to illuminate the work area
'Make-Up'
• The Instructor disengages the pump and orders No.3 and No.5 to shut down the hydrants
• No.2, No.3 and No.5 make up the suction side of the pump
• No.1 and No.4 return the branches
• All crew members make up the delivery hose
• When all the gear is made up, No.1 reports to the Lead Instructor.

104 105
 4. Standard Practice: YP8 4. Standard Practice: YP8

'Get to Work'
• The instructor engages the pump
• With two lengths of suction:
• No.2 provides two wrenches and removes the blank cap or collecting head Eye
• No.1 and No.3 take the first length of suction and connect it to the pump Lever
• No.2 and No.4 take the second length of suction, with strainer, and connect it to the Arm
first length and tighten all joints Shank
• No.3 takes the first length of hose and runs it out from the pump
• No.1 takes the second length of hose and a branch and runs it out from the first length Universal
• No.3 connects the first and second lengths of hose and then joins No.1 at the branch Suction Wrench
• No.1 connects the branch
• No.4 takes a line and secures the suction and strainer and, assisted by No.2, places the suction into the
water supply
• No.4 then proceeds along the line of hose to the branch straightening out any kinks and ensuring that the No 2 & 4
2nd Length
hose is clear & Strainer
• When No.4 arrives at the branch, No.1 sends No.4 to No.2 with the message "Water on" stating the
number of the delivery, the pump pressure required and the position where the branch is at work No 4
• After giving the message to No.2, No.4 returns to the branch. Line

'Knock off' or 'Knock Off and Make-Up'

• No.1 sends No.4 to No.2 with the message "Knock off" or "Knock off and make up”
• No.2 closes down the delivery.
No 2
& Wrench

'Make-Up'
• The instructor disengages the pump No 1 & 3
• No.4 assists No.2 to make up the suction side of the pump 1st Length
• No.1 returns the branch and assisted by No.3, makes up all hose No 1 Delivery
• When all the gear is made up, No.1 reports to the Lead Instructor.

No 1 & 4
“Water On”

No 1 & 3 No 1 - 2nd No 3 - 1st Length

Length & Branch

106 107
 4. Standard Practice: YP9 4. Standard Practice: YP9

Standard Practice: YP9 No 4 & 5

“Water On” No 5
Aim: To get a pump to work from open water with a crew of five (two deliveries) Line

Prior Learning
All participants should be competent in standard practice YP6 and YP8. No 4 - 2nd No 5 - 1st Length
Length / Branch No 4 + 5
1st Length
No 4 & 5
Practical Learning Objectives No 2 Delivery No 1 + 3
Demonstrate the correct method of: 2nd Length
& Strainer
• Operating a pump fed from open water delivering two jets.

Additional Significant Hazards

• Falling into water and possibility of drowning
• Risk of manual handling injuries to young people using hard suction
• Securing line trip hazard
• Fall to depth
• Chemical or biological infected water No 2
& Wrench
• Entry in to open water
• Excess water on to surface

Additional Key Control Measures No 1 2nd Length/Branch No 3 First Length

Risk assess the hazard and if necessary:
• Use of working near water policy No 1 Delivery
• Limit hard suction to two lengths No 1 & 3
• Assess abilities of participants to use hard suction and provide training in safe use “Water On”
• Ensure all personnel are aware of the possible hazard created by securing line
• Only stretches of water known not to be polluted are to be used for training
• Correct manual handling techniques No 1 & 3
• Individual FRSs should consider the use of work restraint system and wearing of life jackets for
personnel working within 3m of open water
• Cordons should be utilised to limit access to hazard
• Consider the use of lighting to illuminate the work area
'Knock off and Make-Up'
• No.1 sends back No.3 (and/or No.4 sends back No.5) with the message "Knock off and make up".
'Get to work'
• No.2 shuts down the appropriate deliveries.
• The instructor engages the pump
• With two lengths of suction:
• No.2 provides two wrenches and removes the blank cap or collecting head
• No.1 and No.3 take the first length of suction and connect it to the pump 'Make-Up'
• No.4 and No.5 take the second length of suction, with strainer, and connect it to the first • The instructor disengages the pump
length and tighten all joints • No.2 and No.5 make up the suction side of the pump
• No.2 takes a line and assisted by No.4 and No.5 secures the suction and strainer and places the • No.1 and No.4 disconnect and return branches
suction into the water supply • No.1, No.3 and No.4 make up delivery hose
• The delivery hose is laid as in standard practice YP6. • When all the gear is made up, No.1 reports to the Lead Instructor.

108 109
 4. Standard Practice: YP10 4. Standard Practice: YP10

Standard Practice: YP10

Aim: To get a ground monitor to work with a crew of five
Prior Learning
All participants should be competent in standard practices YP6 or YP9.
No 1 & 3
Put Monitor A minimum of No 4 No 5
Practical Learning Objectives & Collecting 3m directly 2nd Length 1st Length
Demonstrate the correct method of: Breeching in line with
• Carrying and siting a ground monitor into position the Monitor
• Connecting hose lines to a ground monitor
• Operating a ground monitor.

Additional Significant Hazards

• Manual handling injury risk in participants carrying ground monitor
• Instability of the ground monitor.
No 2

Additional Key Control Measures

• Instructors to carry and position ground monitor if participants are not able to complete
this task safely
• Careful positioning of the ground monitor and connected delivery hose, close supervision of participants
operating ground monitor.
No 1 to No 5 No 1 The Crew lay out
“Water On” 2nd Length the Suction Side
'Get to work' as in Drill YP9
• The crew get to work and layout the suction side of the pump as detailed in standard practice YP9 or, in No 3 - 1st Length or Drill YP6
the case of working from a hydrant(s), using soft suction as detailed in standard practice YP6
• No.1 and No.3 take a ground monitor and a collecting breeching to an appropriate position
• No.3 connects the collecting breeching to the monitor via a short length of hose.
• No.1 and No.3 working from No.1 delivery and No.4 and No.5 working from No.2 delivery layout the
necessary number of lengths of hose and connect them to the breeching
• The twin lines should be parallel and directly in line with the monitor for at least 3m before converging into
the collecting breeching
'Knock off and Make-Up'
• When all connections are made No.1 sends No.5 with the message "Water on" • No.1 sends No.5 with the message "Knock off" or "Knock off and Make-up"
• No.3 and No.4 assist No.1 as necessary • No.2 shuts down the deliveries.
• No.5 returns to the monitor.

'Make-Up'
• The instructor disengages the pump
• No.2 and No.5 make up the suction side of the pump
• No.1 and No.3 disconnect and return the ground monitor and collecting breeching
• No.1, No.3 and No.4 make up all delivery hose
• When all the gear is made up, No.1 reports to the Lead Instructor.

110 111
 4. Standard Practice: YP11 4. Standard Practice: YP11

Standard Practice: YP11 'Get to Work'

• No.5 provides suction wrenches, suction strainer and line and places them at the working position
Aim: To get a portable pump to work from open water with a crew of five (two deliveries) • The pump is then got to work and hose run out as detailed in standard practice YP9. If only one length of
hose is required from each delivery No.3 and No.5 run them out. If more than two lengths are required,
Prior Learning No.3 and No.1 run out alternate lengths from No.1 delivery and No.5 and No.4 run out alternate lengths
All participants should be competent in standard practices YP6, YP8 and YP9. from No.2 delivery
• No.1 and No.4 send No.3 and No.5 respectively with the message "Water on, No.1 (and/or No.2
delivery", stating the pressure required and the positions where the branches are at work
Practical Learning Objectives • No.3 and No.5 return to their respective branches, at the same time straightening out any kinks and
Demonstrate the correct method of: ensuring that the hose is clear.
• Removing a portable pump from the appliance
• Carrying a portable pump
• Siting a portable pump 'Knock off' or 'Knock off and Make-Up'
• Operating a portable pump delivering multiple jets • No.1 sends back No.3 (and/or No.4 sends back No.5) with the message "Knock off or Knock Off and
• Prior to the commencement of this standard practice the instructors should site the pump and carry it to its Make Up No.1 delivery (and/or No.2 delivery)"
working position. • No.2 shuts down the appropriate deliveries. 'Make-up'
• No.2 and No.5 make up the suction side of the pump
• No.1 and No.4 disconnect and return branches
Additional Significant Hazards • No.1, No.3 and No.4 make up all hose
• Risk of manual handling injuries to young people using hard suction • When all gear is made up, No.1 reports to the Lead Instructor.
• Securing line trip hazard
• Fall to depth
• Chemical or biological infected water The instructors should replace the portable pump on the appliance after completion of standard practice.
• Entry in to open water
• Excess water on to surface.

Additional Key Control Measures

Risk assess the hazard and if necessary:
• Use of working near water policy
• Limit hard suction to two lengths
• Assess abilities of participants to use hard suction and provide training in safe use
• Ensure all personnel are aware of the possible hazard created by securing line
• Only stretches of water known not to be polluted are to be used for training
• Correct manual handling techniques
• Individual FRSs should consider the use of work restraint system and wearing of life jackets for
personnel working within 3m of open water
• Cordons should be utilised to limit access to hazard
• Consider the use of lighting to illuminate the work area.

112 113
 4. Standard Practice: YP11 4. Standard Practice: Ladders

No 1 to No 3
“Water On” 4.6 Ladder Standard Practices
No 4 to No 5 4.6.1 The Purpose
“Water On”
The ladder standard practices detailed within this section provide systems of work, which will enable
young people to work effectively, and safely with FRS ladders and ladders specifically designed for use by
participants.
As with all standard practices they are learning activities that should be conducted at a pace, and practised
at a frequency, to suit the level of performance of the individual and/or the crew as they endeavour to
acquire or maintain competence.

4.6.2 Young People’s Development

The ladder standard practices in this section are relevant to and support the training given to young people
by the FRS. The young person should take personal responsibility for effective performance, to meet the
requirements of the instruction given. The young person should support the development of oneself and
No 1 others to improve performance.

4.6.3 Generic Risk Assessment: Working with Ladders

No 5 Places them No 4 Scope
in position
The assessment detailed below summarises the findings of the common significant hazards, risks and
control measures relating to the use of ladders and should be applied to the standard practices contained
within this section.
Additional significant hazards and risks particular to each standard practice are indicated in the specific
No 3 section on that standard practice.
FRSs will need to review the findings of both the common and additional risk assessments within the
context of local conditions and circumstances and implement appropriate control measures.
No 2
All personnel who take part in these standard practices should be aware of the common and additional
hazards associated with each of the standard practices.
Although 13.5m or similar ladders would not be recommended for use with participants, a number of FRSs
No 2 have had scaled down ladders specifically made to a design which have jack beams and poles as part
of the construction. In this manual we have included standard practices relevant to ladders of this type of
construction however, FRSs that have such ladders must satisfy themselves as to their suitability for use
No 5 & 4 and produce a specific Risk Assessment.
No 3 & 2 No 5 & 4
Due to the wide range in styles and designs of short extension ladders, FRSs that wish to use ladders
No 2 without extending lines, having fixed pawls and require the manual movement of the extending section(s)
Secure line to will require a specific risk assessment and detailed safe system of work (standard practice) creating before
Fixed Object being utilised by participants.

114 115
 4. Standard Practice: Ladders 4. Standard Practice: Ladders

Significant Hazards and Risks

Hazard/Risk Control Measures Figure 4.6.4

Falling from • Ladder is always correctly ‘footed’ when in use, either by:
a height • One person – placing one foot on the lowest round (Figure
4.6.1 and Figure 4.6.2), and placing the opposite foot well back,
grasping either both strings or handles and pressing on the ladder
• Two persons – for ladders without jack beams each person
placing their inner foot on the footing bar (Figure 4.6.3) or lowest
round (Figure 4.6.4), for ladders with jack beams, use outer foot on
jack beam, bracing the opposite foot well back, grasping a string
with the inner hand and pressing on the ladder (Figure 4.6.5)
• Ladder is pitched to a safe working angle when in use, i.e. heel placed at 1/3rd
working height from the structure.

Figure 4.6.1 Figure 4.6.2

Figure 4.6.5

116 117
 4. Standard Practice: Ladders 4. Standard Practice: Ladders

Ladder climbed correctly, i.e.:
Mounted – by stepping onto the bottom round with
both feet, grasping convenient round at shoulder
height with arms straight and hands positioned
with thumbs on underside of round (Figure 4.6.6)
Stepped off from head – by climbing to the round above the sill and stepping down with the foot nearest
the window opening (Figure 4.6.8)
Stepped onto the head – by grasping convenient round on rear underside (Figure 4.6.9), placing opposite
hand on front upper side of same round whilst placing outside foot on round above sill (Figure 4.6.10), then
transferring rear hand to front and inside foot to ladder (Figure 4.6.11)

Figure 4.6.6

Climbed – by moving respective hands and feet in

unison, left hand

Figure 4.6.8F 8F igure 4.6.9

Figure 4.6.7

Figure 4.6.10 Figure 4.6.11

118 119
 4. Standard Practice: Ladders 4. Standard Practice: Ladders

Descended – by co-ordinating hand and feet movements as in climbing and by use of the commands Straddle method, i.e.:
‘pawls’ and ‘step in’: Dismounting the head of the ladder – by climbing to the round so that the waist is just above sill height
(Figure 4.6.14),
Whilst maintaining grip with one hand, move the other hand to the back of the ladder and grip the underside
Stepped off from heel – by use of the commands ‘last round’ and ‘step back’. of the same round (Figure 4.6.15)
(Figure 4.6.12 and 4.6.13).

Figure 4.6.14 Figure 4.6.15

Manoeuvre leg over sill and lower body down so that the body is just on the sill, whilst maintaining grip
shuffle body round allowing other leg and hand to enter the building (Figure 4.6.16),

Figure 4.6.12 Figure 4.6.13

Figure 4.6.16
120 121
 4. Standard Practice: Ladders 4. Standard Practice: Ladders

Use of leg lock at all times when working on a ladder, i.e.: Hazard/Risk Control Measures
By standing with both feet on the same round whilst holding a round at chest height with both hands (Figure
4.6.17), passing one leg between two convenient rounds (Figure 4.6.18) and bending the knee enabling the Injuries to • Extension ladders must always be held in such a manner that fingers will not be
foot to pass back through a lower convenient round (Figure 4.6.19 and 4.6.20). hands/arms trapped by the extending sections. Fingers should be kept outside the strings, away
when from a mounting guide brackets. Where handles are fitted they should be used
extending • Extension ladders fitted with manual pawls must be tripped by placing the arm
ladder around the string and not between the rounds

Extending • Before an extension ladder is extended it should be stable

a ladder

Ladder • Before an extension ladder is extended it should be stable with the heel of each
stability string or the jack pads steady on the ground
• The head of the ladder may require to be secured e.g. adverse weather conditions.

Manual • Young people must be aware of:

handling • The potential dangers from any manual handling activity during preliminary
standard practices, for example lifting and carrying ladders
• The correct method of lifting, carrying and under-running ladders.
• Equipment such as ladders, if stowed at a height or in a way not easily accessible
by young people, should be removed from the appliance prior to the commencement
of a drill and placed on the ground ready for use
• Consideration must be given to young people’s ability to correctly grip, hold, carry
and extend any ladder selected for use. Consideration should be given to the build
and stature of trainees and their ability to securely foot, hold and straddle ladders
safely.
• Young people should not use ladders in adverse weather conditions
Figure 4.6.17 Figure 4.6.18 • When young people are to use ladders on places such as station drill towers,
consideration must be given to the internal height of sills on any such
structures and the ability of young people to safely step down from or up onto a sill
without risk of strain or injury. In such circumstances the provision of a stable
platform may be considered but only on completion of a satisfactory Risk
Assessment. As an alternative the straddle method for mounting and dismounting
ladder may be cosidered on completion of a satisfactory Risk Assessment
• When using ladders with young people the minimum crew size should not be less
than four
• An instructor should closely supervise trainees whilst using ladders, the instructor
should be positioned in the immediate vicinity where the ladder is to be pitched
• An instructor should also be on the landing area if young people are to dismount/
mount the ladder at the head
• Young people should not be instructed or allowed to move sideways from one
ladder to another as part of any training session
• Young people should not be instructed or allowed to participate in ladder bridging
standard practices as the dangers of strain or injury are considered to be significant
• Determining exactly which ladders are suitable for use in the training of young
people is difficult due to the variance of their build and stature, the most suitable
ladders for use must therefore be determined by local Risk Assessment. In general
ladders greater than 9m would not be considered appropriate.

Figure 4.6.19 Figure 4.6.20

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 4. Standard Practice: Ladders
Note: The following points apply to all ladder standard practices:
Carrying a ladder
Crew of four – ladders without jack beam and props
Nos 1 and 2 grasp the round (back of the hand to the centre of the ladder, Figure 4.6.21)
or the carrying handles (Figure 4.6.22) at the head. Nos 3 and 4 grasp the round (back of
the hand to the centre of the ladder) or the carrying handles, at the heel. The ladder is
carried with the rounds horizontal (figure 4.6.23).
Crew of four – ladders with jack beam and props
Nos 1 and 2 lift the head of the ladder by grasping the top round or handles, where not be allowed to slide through the palms of the hand.
fitted and Nos 3 and 4 lift the heel of the ladder by grasping the jack beam, or handles,
where fitted.
Figure 4.6.21 Figure 4.6.22
Figure 4.6.23
124
4. Standard Practice: Ladders
• A ladder should, as far as circumstances permit, be pitched to the right hand side of a window or other
opening with, where possible, three rounds above the sill.
• When a ladder is pitched and extended, the pawls must be properly engaged with the rounds in line and
the heel correctly footed before any attempt is made to climb or descend.
• When an extension ladder is being extended the line must be pulled in as nearly a vertical position as
possible, with the hands as close to the ladder as the rounds permit.
• When an extension ladder is being extended any tendency of the pull on the extending line to cause the
ladder to tilt should be resisted. A ladder should always be slightly inclined towards the building while it is
being extended and should never be allowed to lean away from the building.
• When the extension ladder is being housed the extending line must be paid out hand over hand, and must
• When an extension ladder is housed the pawls should rest on the bottom or second round as appropriate.
• Footing a ladder
The term 'footing a ladder' should only be used to describe the process of stabilising a ladder when the
ladder has been pawled.
• Footing a ladder ensures that maximum force can be exerted to stabilise the ladder when it is footed by
one or two persons.
125
 4. Standard Practice: Ladders 4. Standard Practice: Ladders

When footing ladders without jack beam and props Bracing a ladder
or similar ladders, by two people, each person should
place the inner foot on the footing bar or lowest round The term "bracing a ladder" should only be used to describe a process of stabilising a ladder during the
with the outer foot on the ground well back from the time that the ladder is being pawled or pitched.
ladder. At the same time they should grasp the string
with the inner hand (Figure 4.6.4).

Figure 4.6.3

When footing ladders with jack beam and props or

similar ladders, by two people, each person should
place the outer foot on the jack beam, outside of the
strings, with the inner foot on the ground well back
from the ladder. At the same time they should grasp
the outside of the string with the outer hand (Figure
4.6.5).

Figure 4.6.4

Figure 4.6.24 Figure 4.6.25

When footing ladders with or without jack beam and

props, by one person, one foot should be placed in
the centre of the lowest round or jack beam with the
other foot on the ground well back from the ladder. At
the same time the person should grasp both strings
from the outside of the ladder (Figure 4.6.3).
Figure 4.6.5
When bracing a ladder without jack beam and props or similar ladder the hand nearest to the building
should reach up and hold the outside of the string or ladder handle with the hand away from the building
reaching down and grasping the outside of the string or ladder handle. The foot farthest away from the
building should be placed against the heel of the ladder pressing inwards or on the footing spigots with a
downward pressure. The other foot should be placed well back. One person stands facing the ladder with
one hand holding the outside of the outer strings with both feet together or if the ladder has a footing bar
they should place one foot on the footing bar and the other foot well back This provides maximum control
over the various loads imposed on the ladder when in this position. It allows the ladder crew to brace the
heel of the ladder using their feet during the extending and lowering operations. They can also respond
to any undue forces that may be applied to the head of the ladder using their arms (Figures 4.6.24 and
4.6.25).

126 127
 4. Standard Practice: Ladders 4. Standard Practice: PSPL

Standard Practice: PSPL

Aim: Preliminary Standard Practice Ladder: Use of Ladder Beam Gantry System with a crew
of four
This standard practice has not been included in this manual as it is considered necessary for this to be
subject to local risk assessment, as to the suitability of systems used and young person's ability to operate
them safely.
Please note, some local arrangements may require ladder gantries to be re-housed immediately after the
ladder has been lifted clear of the gantry and prior to it being carried towards the building.

Figure 4.6.26

When the ladder with jack beam and props is being extended or housed the ladder should be braced using
the straddle method with the feet resting on the jack beam outside the strings of the main ladder and the
arms outside of the strings (Figure 4.6.26).
• Plumbing should be carried out after the ladder has been under-run and before it is extended.
Final adjustments may be made after the ladder has been extended and the head is resting on the
building.
• When the ladders with jack beam and props is pitched and ready for work the jacks should
be in such a position that the full weight of the ladder is on the jacks.
• If necessary the ladder can be raised against the building and extended by allowing the head
wheels to run up the wall. The heel of the ladder can then be moved to a safe working angle when
the required height has been reached.
• After each ascent or descent the position of the props on the ladders with jack beam and props
should be checked to ensure that the ladder remains stable.

128 129
 4. Standard Practice: YL1 4. Standard Practice: YL1

Standard Practice: YL1 'Get to Work'

• No.1 gives the order "Stand by to slip"
Aim: To Slip and Pitch a ladder without jack beam & poles with a crew of four • No.1 or No.2 release the ladder securing device
• No.1 gives the order "Slip"
Prior Learning • No.3 and No.4 take the heel of the ladder and, assisted by No.1 and No.2, ease it backwards
Young people should be competent in YPD3 and PDL if applicable, have knowledge and understanding of until the head is within a distance of about two rounds from the gantry
Ladder Notes (4.6), Words of Command (3.7.3), Safer Lifting Techniques (3.8.3) and FRS Pumping Signals • No.1 and No.2 lift the ladder clear of the appliance
(3.10). • The ladder is carried to the building
• With the correct side of the ladder uppermost, the heel is placed at right angles to and one third
of the working height away from the base of the building
Practical Learning Objectives • To stabilise the heel of the ladder, No.3 and No.4 each place their inside foot on the bottom round
Demonstrate the correct method of: and grasp a convenient round with their inside hands
• Using appropriate words of command • No.1 gives the order "Under-run"
• Operating the mechanism used to secure the ladder to the appliance • No.1 and No.2 raise the ladder to the vertical position
• Slipping the ladder from the appliance • No.4 moves to the front of the ladder and helps support it, No.1 and No.2 brace the ladder
• Carrying and positioning the ladder • No.1 gives the order "Extend"
• Under-running the ladder • No.3 extends the ladder
• Bracing and footing the ladder • When the ladder is at the required height No.1 gives the order "Well" followed by "Lower" to
• Extending the ladder house the extension onto the pawls
• Pawling the ladder • No.4 visually checks that the pawls are engaged
• Resting the head of the ladder • No.1 gives the order "Head in"
• Making-up the ladder • The head of the ladder is then carefully placed into the window or against the building and the
• Stowing and securing the ladder on the appliance. heel adjusted to ensure stability and a safe working angle.

Additional Significant Hazards

• Back injuries can occur to No.3 and No. 4 if they pull on the ladder when it is at or near the horizontal
position during raising and lowering.

Additional Key Control Measures

• The under-running of the ladder must be closely supervised giving particular attention to over extension of
the spine
• The raising and lowering of the ladder must be well co-ordinated between No.1 and No.2, and No.3 and
No.4.

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 4. Standard Practice: YL1 4. Standard Practice: YL2

'Make Up' Standard Practice: YL2

• No.1, No.2, No.3 and No.4 take up their previous positions at the heel of the ladder
• No.1 gives the order "Head out" Aim: To Lift and Pitch a ladder with a crew of four
• The ladder braced by No.1 and No.2 and supported by No.4 is raised to the vertical position
• No.1 gives the order "Extend to lower" Prior Learning
• No.3 raises the extension slightly to trip the pawls All personnel should be competent in YPD3, and YL1 if applicable and have a knowledge and
• No.1 gives the order "Well" followed by "Lower" understanding of ladder notes.
• No.3 houses the extension and engages the pawls at the bottom or second round
• No.4 visually checks that the pawls are properly engaged Practical Learning Objectives
• No.3 and No.4 each place their inside foot on the bottom round to stabilise the ladder, grasp a convenient Demonstrate with a crew of four the correct method of:
round with their inside hands and lean back • Using appropriate words of command
• No.1 gives the order "Under-run" • Carrying and positioning the ladder
• No.1 and No.2 lower the head of the ladder by under-running • Under-running the ladder
• The crew then carry the ladder to the rear of the appliance • Bracing and footing the ladder
• No.1 and No.2 lift the head of the ladder onto the gantry and house it assisted by No.3 and No.4 • Extending the ladder
• No.1 or No.2 secures the ladder and the crew check it • Pawling the ladder
• When the ladder is re-stowed, No.1 reports to the Lead Instructor. • Resting the head of the ladder
• Making-up the ladder.
Additional Significant Hazards
• Back injuries can occur to No.3 and No. 4 if they pull on the ladder when it is at or near the
horizontal position during raising and lowering.
Additional Key Control Measures
• The under-running of the ladder must be closely supervised giving particular attention to over
extension of the spine
• The raising and lowering of the ladder must be well co-ordinated between No.1 and No.2, and
4 31 31 2
No.3 and No.4.
'Get to Work'
• Crew falls in, No.1 and No.2 at the head of the ladder and No.3 and No.4 at the heel
• No.1 gives the order "Stand by to lift"
• No.1 gives the order "Lift"
• All crew then lift ladder off the floor
• The ladder is carried to the building. With the correct side of the ladder uppermost, the heel is
placed at right angles to, and 1/3rd of the working height away from the base of the building
• To stabilise the heel of the ladder, No.3 and No.4 each place their inside foot on the bottom round
3 and grasp a convenient round with their inside hands
• No.1 gives the order "Under-run"
• No.1 and No.2 raise the ladder to the vertical position
• No.4 moves to the front of the ladder and helps support it, No.1 and No.2 brace the ladder
4 2
• No.1 gives the order "Extend"
• No.3 extends the ladder
• When the ladder is at the required height No.1 gives the order "Well" followed by "Lower" to
house the extension onto the pawls
• No.4 visually checks that the pawls are engaged
• No.1 gives the order "Head in"
• The head of the ladder is then carefully placed into the window or against the building and the heel
adjusted to ensure stability and a safe working angle.

132 3 2 4
133
 4. Standard Practice: YL2 4. Standard Practice: YL3

'Make Up' Standard Practice: YL3

• No.1 gives the order "Head out"
• The ladder braced by No.1 and No.2 and supported by No.4 is raised to the vertical position Aim: To Slip and Pitch a ladder with jack beam & poles with a crew of four
• No.1 gives the order "Extend to lower"
• No.3 raises the extension slightly to trip the pawls Prior Learning
• No.1 gives the order "Well" followed by "Lower" All personnel should be competent in standard practice YL 1, YL2 and PSPL (if applicable).
• No.3 houses the extension and engages the pawls at the bottom or second round
• No.4 visually checks that the pawls are properly engaged
• No.3 and No.4 each place their inside foot on the bottom round to stabilise the ladder, grasp a Practical Learning Objectives
convenient round with their inside hands and lean back Demonstrate with a crew of four the correct method of:
• No.1 gives the order "Under-run" • Operating the mechanism used to secure the ladder to the appliance
• No.1 and No.2 lower the head of the ladder by under-running • Slipping the ladder from the appliance
• The crew then carry the ladder away from the building • Carrying and positioning the ladder
• Under-running the ladder using props
• When the ladder is in its original position, No.1 reports to the Lead Instructor.
• Bracing and footing the ladder
• Siting the props on the ground
• Plumbing the ladder
• Extending the ladder
• Operating the pawls
• Using the props to place the head into the building.

Additional Significant Hazards

• There is a risk of losing control of the ladder when stabilisation of the ladder is transferred between No.1
and No.2, and No.3 and No.4
• On the "make up", there is a risk of losing control of the ladder when No.3 and No.4 have pushed to the
vertical position and are moving towards the heel of the ladder
• There is a risk of uncontrolled descent of the extensions if both sets of pawls are not operated properly.

Additional Key Control Measures

• The young people must be informed of the risks
• The young people must understand the pawling mechanism
• Stabilisation of the ladder must be well co-ordinated between No.1 and No.2, and No.3 and No.4
• These parts of the standard practice must be particularly closely supervised.

'Get to Work'
• No.1 gives the order "Standby to slip"
• No.1 or No.2 releases the ladder securing device
• No.1 gives the order "Slip"
• No.3 and No.4 grip the heel of the ladder and ease it backwards until the head is within approximately two
rounds of the gantry
• No.1 and No.2 lift the ladder clear of the appliance
• The crew carry the ladder to the building
• With the correct side of the ladder uppermost, the heel is placed at right angles to and 1/3rd of the working
height away from the base of the building.

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 4. Standard Practice: YL3 4. Standard Practice: YL3

• No.3 and No. 4 release the props from the clips, stabilise the heel with their inside foot on the jack beam
outside the strings and hold the props on the outer side of their body
• No.3 and No.4 lean back on the props
• No.1 gives the order "Under-run"
• No.1 and No.2 raise the ladder to the vertical position as No.3 and No.4 pull the props hand over hand
• As the ladder reaches the vertical No.1 and No.2 take over the stability of the ladder from No.3 and No.4
with their outside foot on the jack beam
• No.3 and No.4 place the props on the ground in line with the strings between the ladder and the building
• No.1 determines if the ladder requires plumbing
• If necessary, No.1 gives the order "Plumb head left" or "Plumb head right" as appropriate
• No.2 plumbs the ladder by adjusting the appropriate jack
• When the ladder is plumb, No.1 gives the order "Well"
• No.3 steadies both props
• No.1 takes over the bracing of the ladder by straddling, with both feet outside the strings on the jack beam
and firmly holding the strings
• If necessary No.2 releases the extension securing device
• No.1 gives the order "Extend"
• No.2 joins No.4 at the rear of the ladder
• No.2 and No.4 extend the ladder
• When the ladder is at the required height No.1 gives the order "Well" followed by "Lower"
• No.2 and No.4 slightly lower the extension to engage the pawls
• No.1 visually checks that both sets of pawls engage
• No.2 joins No.1 at the face of the ladder whilst No.4 takes position on the prop
• No.1 gives the order "Head in"
• No.1 and No.2 stabilise the heel of the ladder each with their outside foot on the jack beam
• No.3 and No.4 lift on the props and assisted by No.1 and No.2 at the heel of the ladder lower the head
into the window or against the building
• No.3 and No.4 place the props on the ground in the best position to support the ladder
• No.1 checks the stability and plumbing and directs any adjustment as necessary.
'Make Up'
• No.1 and No.2 stabilise the heel of the ladder as in the "Get to work"
• No.1 gives the order "Head out"
• No.3 and No.4 lift upwards with the props to clear the head of the ladder from the building
• No.3 and No.4 rest the props on the ground as in the "Get to work"
• No.1 braces the ladder and gives the order "Extend to lower"
• No.2 moves to the rear of the ladder and raises the extension slightly to clear both sets of pawls
• No.1 gives the order "Well" followed by "Lower"
• No.2 houses the extension and engages the pawls at the bottom round
• No.1 visually checks that the pawls are properly engaged and directs the centralisation of the plumbing as
necessary
• No.2 fastens the extension securing device
• No.1 and No.2 then take up their previous positions at the heel
• No.3 and No.4 keeping the props on the outside of their bodies push the props to raise the ladder to the
vertical position
• Keeping the ladder in the vertical position, No.3 and No.4 each using their inside foot take over the
stabilisation of the ladder from No.1 and No.2 as in the "Get to work"
• No.1 gives the order "Under-run"
• No.1 and No.2 lower the head of the ladder by under-running assisted by No.3 and No.4 who lean back
on the props
• No.3 and No.4 replace the props in the clips when the ladder is on the ground
• The crew then carry the ladder to the rear of the appliance
• No.1 and No.2 lift the head of the ladder onto the gantry and house it assisted by No.3 and No.4
• No.1 or No.2 secures the ladder and the crew check it for security
• When the ladder is re-stowed, No.1 reports to the Lead Instructor.
• No.2 and No.5 make up the suction side of the pump
• No.1 and No.4 return the branches
• No.1, No.3 and No.4 make up the delivery hose
• When all the gear is made up, No.1 reports to the Lead Instructor.

43 43 31

2 1

136 137
3 4
 4. Standard Practices: Pumps and Ladders 4. Standard Practices: Pumps and Ladders

4.7 Pump and Ladder Standard Practices Significant Hazards and Risks

4.7.1 The Purpose

Hazard/Risk Control Measures
The pump and ladder standard practices detailed within this section provide systems of work, which will
enable young people to work effectively, and safely with a combination of FRS pumps and ladders.
Tripping over • Slip and pitch ladders before beginning to run out hose
As with all standard practices they are learning activities that should be conducted at a pace, and practiced hose whilst • Move hose away from the ladders prior to making ladders up
at a frequency, to suit the level of performance of the individual and/or the crew as they endeavour to carrying • No.1 must check behind ladder to ensure all hose is clear before under-
acquire or maintain competence. ladders running.

Falls from • Secure uncharged hose aloft using:

4.7.2 Young People’s Development height due to • Hose becket
The pump and ladder standard practices in this section are relevant to and support the training given to weight of hose • Tie off in the building
young people by the FRS. The young person should take personal responsibility for effective performance, aloft • Pump operator should charge the hose slowly and keep a visual check on the
to meet the requirements of the instruction given. The young person should support the development of hose aloft
oneself and others to improve performance. • The coupling at the base of the building should be left uncoupled until the
order “WATER ON” is given.

4.7.3 Generic Risk Assessment: Working with Ladders

See also: Section 4.6 Ladder Standard Practices and Section 4.5 Pump Standard Practices.
Scope
The assessment detailed below summarises the findings of the common significant hazards, risks and
control measures relating to the use of pumps and ladders and should be applied to the standard practices
contained within this section.
Additional significant hazards and risks particular to each standard practice are indicated in the specific
section on that standard practice.
FRSs will need to review the findings of both the generic and additional risk assessments within the context
of local conditions and circumstances and implement appropriate control measures.
All personnel who take part in these standard practices should be aware of the common and additional
hazards associated with each of the standard practices.

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 4. Standard Practice: YPL1 4. Standard Practice: YPL1

Standard Practice: YPL1 No 3 Leg Lock

Fixes Hose Becket to
Aim: To get a hose-reel to work aloft via a ladder from a pump with a crew of four
Ladder before joining
Prior Learning No 1 at the Branch
All personnel should be competent in standard practices YL1, YL2, YL3, YP1, YP3 and should have
knowledge and understanding in notes on pump and ladder standard practices (4.6). No 1 & No 3

Practical Learning Objectives

Demonstrate the correct method of:
• Carrying a hose-reel aloft
• Fitting a hose becket
No 1 Climbs
• Taking a leg-lock
Ladder,
Overhand
Additional Significant Hazards Knot over
Shoulder
• Increased tripping hazard on face of ladder due to hose reel.

Additional Key Control Measures

• Young people made aware of hazard
• Young people member guides hose reel
• Climbing the ladder must be particularly closely supervised. The Ladder
pitched as in
Drill YL1 & YL3
'Get to Work' No 3 Guides
• The ladder is pitched and extended as detailed in standard practice YL1, YL2 or YL3 Hose-Reel
• No.2 engages the pump and opens the tank valve onto Ladder
• No.1 takes the hose-reel and proceeds to the foot of the ladder No 4 Foots
• No.3 and No.4 clear the hose-reel whilst No.2 pulls it off the reel the Ladder
• No.1 checks that the hose-reel is charged by a short operation of the hose-reel branch
• No.4 foots the ladder
• No.1 makes an overhand knot in the hose-reel, places it over the shoulder, branch to the rear and mounts
the ladder
• No.1 climbs the ladder and enters the building
• No.3 guides the hose-reel ensuring it lies on the face of the ladder
• No.3 then mounts the ladder, takes a leg lock and secures the hose becket to the hose-reel and to the No 2 or
ladder below the sill and joins No.1 at the branch Nos 2 & 4
• No.4 must be in a position footing the ladder whilst No.1 and No.3 are mounting or ascending the ladder
• If required, the water supply is augmented as detailed in standard practice YP3.

No 4
No 2
Follow Drill YP3

140 141
 4. Standard Practice: YPL1 4. Standard Practice: YPL2

'Knock off and Make Up' Standard Practice: YPL2

• No.1 sends No.4 with the message "Knock off and make Up"
• No.2 closes the hose-reel valve (where fitted). Aim: To get a line of hose to work aloft via a ladder from a pump working from a hydrant
using soft suction (one delivery) with a crew of four
'Make Up' Prior Learning
• No.2 disengages the pump and commences to make up the hydrant equipment (if in use) All personnel should be competent in standard practice YL1, YL2, YL3 and YP5, and have a knowledge
• No.4 returns and foots the ladder and understanding of the notes on pump and ladder standard practices (4.6).
• No.3 mounts the ladder, takes a leg lock, removes the becket and takes the hose-reel from No.1, placing
it over the shoulder, branch to the rear
• No.3 descends the ladder followed by No.1, No.4 clearing the hose-reel as it comes down. Practical Learning Objectives
• No.1, on reaching the ground ensures that the hose-reel is clear and gives the command "Ladder crew" Demonstrate the correct method of:
whereby all crew members take up position on the ladder and make up the ladder as detailed in standard • Carrying a hose-reel aloft
practice YL1, YL2 or YL3 • Holding a branch at the head of a ladder.
• When the ladder is stowed, No.4 makes up any remaining hydrant equipment (if in use) and No.1, No.2
and No.3 make up the hose-reel Additional Significant Hazards
• When all the gear is made up, No.1 reports to the Lead Instructor. • Hose line being charged whilst young person is climbing ladder.

Additional Key Control Measures

• Coupling at base of ladder must not be connected until "Water on" command is given
• Close supervision when the young person is climbing ladder.

'Get to Work'
• The ladder is pitched as detailed in standard practices YL1, YL2 or YL3
• No.1 provides a length of hose and a branch and runs out the hose in a bight at the foot of the ladder
• No.3 provides a hose becket and a length of hose that is run out from the pump to the foot of the ladder.
The coupling is placed besides the male coupling of No.1's length
• No.4 provides a controlled dividing breeching after the length run out by No.3 and connects.
• The instructor engages the pump, No.2, removes the blank cap and connects the collecting head to the
suction inlet (if it is not already connected)
• No.4 ships a standpipe, hydrant key and bar
• No.2 runs out a length of soft suction from the hydrant to the pump and makes the connection
• If more than one length of soft suction is required, No.2 and No.4 run out alternate lengths
• No.4 proceeds along the hose to the foot of the ladder straightening out any kinks and clearing the hose
• No.3 foots the ladder
• No.1 passes the hose under the arm and over the shoulder, the branch hanging down to the rear to a
point in the centre of the back, mounts and climbs the ladder and enters the building
• No.3 guides the hose ensuring it lies on the face of the ladder
• No.4 now takes over the footing of the ladder
• No.3 climbs the ladder, takes a leg lock and secures the hose with the becket to the round under the sill,
then joins No.1 in the building

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 4. Standard Practice: YPL2 4. Standard Practice: YPL2

• No.1 must be in a position fronting the ladder whilst No.1 or No.3 are mounting or descending the ladder
• No.1 orders "Water on"
• No.3 returns to the head of the ladder and passes the message to No.4 either verbally or by hand signal
and then returns to the branch
• No.4 connects the controlled dividing breeching to the hose at the foot of the ladder and passes message
to No.2
• No.2 orders No.4 to turn on the hydrant
• No.4 turns on the hydrant and then returns to the foot of the ladder.
'Knock off' or 'Knock off and Make Up'
• No.1 sends No.4 with the message "Knock off" or "Knock off and make up"
• No.2 closes the delivery.
'Make Up'
• No.2 disconnects the couplings, disengages the pump and commences to make up the hydrant
equipment
• No.4 returns to the foot of the ladder and breaks the hose connection nearest to it, then foots the ladder
• No.3 mounts the ladder, takes a leg lock, removes the hose becket and takes the hose from No.1, placing
it over the shoulder, branch to the rear
• No.3 descends the ladder followed by No.1
• No.1, on reaching the ground ensures that the hose is clear and gives the command "Ladder crew"
whereby all crew members take up position on the ladder and make up as per standard practice YL1, YL2
or YL3
• When the ladder is re-stowed, No.4 assists No.2 to make up the suction side of the pump whilst No.1 and
No.3 make up the delivery side
• When all the gear is made up, No.1 reports to the Lead Instructor.

NB: If the branch is got to work from the head of the ladder, the hose becket or sling should be attached to
a more convenient lower round. The branch holder must take a leg lock if the branch is to be got to work
from the ladder. No. 3 should, after securing the hose, descend to foot the ladder if No. 4 has to leave the
foot to pass on the message "Water on" or "Knock off".

Correct method of branch holding at the head of a ladder:

• Method 1: When the ladder projects several rounds above the sill, a leg lock can be taken at a position so
that the branch can be projected through the ladder with one arm around the string for security and the
face kept at sill level protecting it from the heat and smoke escaping from the window
• Method 2: When the ladder is pitched to, but not above, the sill, the branch is held very much as on the
ground.

NB: Consideration should be given to the use of rope access gear over a leg lock, when working on the
ladder.

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 4. Standard Practice: YPL3 4. Standard Practice: YPL3

Standard Practice: YPL3 • No.3 guides the hose ensuring it lies on the face of the ladder
• No.4 now takes over the footing of the ladder
Aim: To get a line of hose to work aloft via a ladder from a pump working from open water • No.3 climbs the ladder, takes a leg lock and secures the hose with the becket to the round under the sill,
(one delivery) with a crew of four then joins No.1 in the building
• No.4 must be in a position footing the ladder whilst No.1 and No.3 are mounting or descending the ladder
Prior Learning • No.1 orders "Water on"
All personnel should be competent in standard practice YL1, YL2, YL3, and YP8 and have a knowledge • No.3 returns to the head of the ladder and passes the message to No.4 either verbally or by hand signal
and understanding of the notes on ladders and pumps (4.8). and then returns to the branch
• No.4 connects the controlled dividing breeching to the hose at the foot of the ladder and passes message
to No.2
Practical Learning Objectives • No.4 returns to the foot of the ladder.
Demonstrate the correct method of:
• Carrying a hose-reel aloft
• Holding a branch at the head of a ladder
• Fitting a hose becket
• Taking a leg-lock

Additional Significant Hazards

• Hose line being charged whilst trainee is climbing ladder
• Fall to depth
• Entry in to water

Additional Key Control Measures

• Coupling at base of ladder must not be connected until "Water on" command is given
• Close supervision of pump operator and when trainee is climbing ladder
• Open water should be cordoned off
• Personnel working within 3m of the open water should don life jackets
• Consider work restraint for pump operator working near open water
• Consider illuminating the work area

'Get to Work'
• The ladder is pitched as detailed in standard practice YL1, YL2 or YL3.
• The pump is set in to open water as detailed in standard practice YP8
• No.1 provides a length of hose and a branch and runs out the hose in a bight at the foot of the ladder
• No.3 provides a hose becket and a length of hose that is run out from the pump to the foot of the ladder.
• No.4 provides a controlled dividing breeching after the length run out by No.3 and connects
• No.4 proceeds along the hose to the foot of the ladder straightening out any kinks and clearing the hose
• No.3 foots the ladder
• No.1 passes the hose under the arm and over the shoulder, the branch hanging down to the rear to a
point in the centre of the back, mounts and climbs the ladder and enters the building.

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 4. Standard Practice: YPL3 Contents

'Knock off' or 'Knock off and Make Up' 5 Techniques

• No.1 sends No.4 with the message "Knock off" or "Knock off and make up"
• No.2 closes the delivery 5.1 Principles of Techniques 150
5.1 The Purpose 150
'Make Up'
• No.2 disconnects the coupling and the instructor disengages the pump No.2 commences to make up the
YT1: To define and implement the main protocols required ensuring 151
suction side of the pump
• No.4 returns to the foot of the ladder and breaks the hose connection nearest to it, then foots the ladder the safety of a casualty from an entrapment situation
• No.3 mounts the ladder, takes a leg lock, removes the hose becket and takes the hose from No.1, placing
it over the shoulder, branch to the rear
• No.3 descends the ladder followed by No.1 YT2: To familiarise young people with the capabilities of specialist 154
• No.1, on reaching the ground, ensures that the hose is clear and gives the command "Ladder crew" vehicles and equipment
whereby all crew members take up position on the ladder and make up
as per standard practice YL1, YL2 or YL3
• When the ladder is stowed, No.4 assists No.2 to make up the suction side of the pump
and No.1 and No.3 make up the delivery side
• When all the gear is made up, No.1 reports to the Lead Instructor.

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 5. Techniques 5. Techniques: YT1

5.1 Principles of Techniques Technique: YT1

5.1.1 The Purpose Aim: To cover the 7 methods for ensuring the safety of a casualty detailed below, which
Techniques form part of establishing safe systems of work which enable crews to apply their skills to are not designed to ensure competence as an emergency professional, but will provide a
achieve defined objectives using specific equipment. framework for coping in an emergency situation

As with standard practices, techniques should be conducted at a pace and frequency to suit the level of
performance of the individual and/or the crew. This allows crews to practice their skills in specific situations
and different environments.
Techniques should be developed and practiced to ensure that relative knowledge, skills and understanding
are demonstrated by both individuals and teams.
The learning objectives associated with techniques include the:
Objective: The participants will be able to define and implement the main protocols for
ensuring personal and casualty safety in an emergency situation
Prior Learning
• Trainees should have basic first aid awareness and training regarding casualty care
• The principles of dynamic risk assessment to promote safety must be fully understood
• Actions to be taken in raising the alarm and preserving the scene.

Practical Learning Objectives

• Practical knowledge in the operation of equipment A full understanding of the priorities of each protocol and the clearly defined actions required ensuring
• Safe and effective use of equipment personal safety and casualty care.
• Awareness of equipment limitations
• Achievement of specific, operational objectives. Method

1. Attain Scene Safety

• Assess risk to personal safety
• Evaluate the situation, tasks and persons at risk
• Warn others of the hazard
• Raise the alarm and request assistance.

2. Rectify any Immediate Life Threatening Situation

• Knowledge and skills permitting, attend to control of major bleeding first then attend to breathing (airway)
<C>ABC - Catastrophic Haemorrhage. Airway. Breathing. Circulation.
• Limit unnecessary casualty movement.

3. Stabilise Environment
• Stabilise or secure, if possible, the situation to prevent any deterioration and reduce the potential for
further injury
• Consider scene preservation for subsequent investigation.

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 5. Techniques: YT1 5. Techniques

A.T.M.I.S.T. Handover
4. Medical Primary Survey
• Re-assess CABC and treat as necessary
• Assess level of consciousness
• Ensure this information is transmitted to emergency services
• Reassure casualties.
AGE Age and Sex of casualty

5. Create Space around Casualty

• Any intrusive environment to be cleared away (e.g. move onlookers back).
• Re-assess CABC.
TIME Estimated time of arrival
and the time of incident
6. Prepare Access for Emergency Services
• Having regard for personal safety and the safety of others ensure the emergency services will be able to
gain access to the incident by having people, vehicles or other obstacles which are not involved removed
to an area of safety Mechanism of injury.
• Arrange for somebody to lookout for the arrival of the emergency services and guide them to the incident The Gross mechanism of injury
location if this is not easy to locate
• Re-assess CABC.
M.O.I (crash, slab etc.)
Known factors associated with major
injuries e.g. entrapment, rollover, ejected.
7. Incident Handover
• Advise emergency services of your actions and casualty assessment.

INJURIES Seen or suspected

Vital signs, heart rate, blood pressure,

respiratory rate, SP02, GCS/AVPU
SIGNS An indication to whether the patient has
improved or deteriorated since arrival

Treatment given
TREATMENT

Additional Significant Hazards and Risks

• Close supervision to the actions of trainees ensuring best practice is followed
• If using live casualties during standard practice, full risk assessment to be completed

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 5. Techniques: YT2
Technique: YT2
Aim: To familiarise young people with the capabilities of specialist vehicles and equipment.
Objective: The participants will be able to identify specialised pieces of Fire & Rescue
Service vehicles and equipment that may be used to formulate tactics and plans, in order to
resolve different types of incidents
Prior Learning
All personnel must have prior knowledge and understanding of standard practices outlined in Section 4 and
be aware of the specialist use of this type of appliance.
Practical Learning Objectives
The inclusion of these appliances is for familiarisation only, it is not intended that young people will be
involved in the practical use of these appliances and associated equipment.
Methods
• Basic technical input given by qualified operator
• Safety briefing
• Practical demonstration of appliance and equipment by qualified operator.
Purpose
Training will provide demonstrations of systems of work which enable firefighters to work effectively and
safely with a range of specialist appliances and equipment.
Notes
• Each individual FRS should identify its own specialist appliances and equipment and plan for the
delivery of theoretical and practical sessions around these assets.
154
Contents
6 Scenario Based Training
6.1 Principles of Scenario Based Training 156
6.1 The Purpose 156
6.2 Risk Assessment 156
6.2 Planning and Implementing Scenario Based Training Events 157
6.2.1 Linking the Scenario to Learning Objectives 157
6.2.2 The Aim and Objectives of the Training Event 157
6.2.3 Prior Learning 157
6.2.4 Risk Exposure 158
6.2.5 Location of the Training Event 158
6.2.6 Resources and Training Required 159
6.2.7 Training Risk Assessment 159
6.2.8 Briefing and Debriefing the Training Event 160
6.2.9 Review of the Training 161
6.3 The Use of Live Casualties 161
6.4 Emergency Procedures 162
6.5 An Example of a Scenario Based Training Event 163
6.5.1 Determine the Training Aim 163
6.5.2 Identify the Training Objectives 163
6.5.3 Plan the Scenario 164
6.5.4 Identify Essential Prior Learning 164
6.5.5 The Risk Exposure 164
6.5.6 Location 165
6.5.7 Resources Required 165
6.5.8 Scenario Based Training Event Brief 166
6.5.9 Scenario Based Training Event Debrief 167
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 6. Scenario Based Training 6. Scenario Based Training

6.1 Principles of Scenario Based Training 6.2 Planning and Implementing Scenario Based Training Events
6.1.1 The Purpose When preparing scenario based training events the key planning considerations trainers will need to
consider are:
The purpose is to practice and implement the skills and knowledge gained. Scenarios should incorporate
realism based on knowledge allowing young people to apply the tactics, procedures, techniques and • Linking the scenario to learning objectives
equipment used in a realistic and often challenging environment, whilst ensuring the health and safety of • The aims and objectives of the training event
themselves and others. • Prior learning
• The risk exposure
Scenario based training must not include any unnecessary exposure to risk. Any risk exposure should be • The location of the training event
kept to an absolute minimum and must be supported by a risk assessment including the implementation of • Resources and time required
appropriate control measures. • The training risk assessment, including environmental impact
• Briefing and debriefing the training event
• Review of the training.
The learning outcomes associated with scenario based training events should include: The above considerations are detailed below and used in the worked example of a scenario based training
• Experience working in realistic and challenging environments event in section 6.5.
• The application of dynamic risk assessment
• The selection and application of appropriate safe systems of work
• The application of a combination of core skills and techniques.
6.2.1 Linking the Scenario to Learning Objectives
No scenario based training should be undertaken without reference to the learning objectives, this may
include any relevant qualifications to be achieved. This link ensures that:
• All training events are directly relevant to identified activities
6.1.2 Risk Assessment • The activity has been risk assessed.
Once training scenarios likely to fit the training needs have been identified, a training risk assessment
must be carried out. It is not possible to provide generic risk assessments for scenario based training in
this guidance because of the wide range of training permutations. Guidance is provided in 6.2.7 on how to 6.2.2 The Aim and Objectives of the Training Event
complete a training risk assessment.
The training aim is a statement of a particular performance requirement related to the type of training event
involved. The training objective is a statement of what participants will be expected to do to achieve the
aim.

6.2.3 Prior Learning

When considering the activities to be performed during the training scenario, it is necessary to identify and
ensure that the individuals and crews taking part possess and are able to apply safely, the necessary core
skills and knowledge.
The levels of knowledge and ability within the crew will vary and due regard should be given to this when
assessing individual task performance and overall achievement of the aims and objectives.

Control of Substances Hazardous to Health Regulations 1999

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 6. Scenario Based Training 6. Scenario Based Training

6.2.4 Risk Exposure 6.2.6 Resources and Training Required

The training environment has the benefit that it can provide safeguards that are reasonably practicable Consideration of the resources that will be required to achieve the training objectives will include:
whilst allowing participants to practice effectively and safely their personal skills and techniques. The control • How the event scenario will be set up
measures necessary for training scenarios should be determined by a risk assessment that takes account • The appliances, equipment and crews required to take part
of the planned training aims and objectives. • Material required at the training event location
• Any additional human resources
Exposure to risk that is introduced into training scenarios will be simulated. • Attendance of other agencies
• How the event scenario will be cleared away
• How long the event will take to:
• Plan
Simulated
• Set up
Training young people does not warrant the exposure to any risks outside their experience or training. In
• Brief
representing realism, risk simulation should be the first choice for scenario based training when working
• Conduct
with young people. • Make up
• De-brief

Real
Real risk in the training of young people must be minimised. In such circumstances where risk is present it
is important that any exposure is planned and controlled. Detailed guidance is provided in Section 3.
6.2.5 Location of the Training Event
FRS training facilities will often be used as the location for scenario based training. However, there are
obvious additional benefits to be gained by planning and undertaking off-station exercises and training.
Off-station training provides a realistic environment in which people can practice, improve and consolidate
their skills. It enables training schemes to provide developmental training that covers a wide range of skills
in order that young people are trained to be safe, confident and competent.
Training in collaboration with neighbouring youth schemes can also be undertaken where arrangements
exist. Thereby allowing valuable additional experience to be gained.
6.2.7 Training Risk Assessment
Generic risk assessments for scenario based training cannot be provided in this guidance because of
the wide range of training permutations. A competent person, however, must undertake a training risk
assessment for each scenario based training event (see template section 3.1). The assessments should be
reviewed and revised when there are changes to the circumstances they describe.
A suitable and sufficient risk assessment must take into account the following:
• Training aims and objectives;
• Physical fitness, age range and competence of the participants
• Competence and Physical fitness of instructors, safety officers and those supervising the event;
• Hazards and risks inherent to the training site;
• Hazards and risks associated with any equipment, techniques and procedures;
• Co-operation and co-ordination with others sharing the training site;
• Hazards and risks involved before, during and after the training event;
• Effective risk control measures;
• Contingency measures such as first aid cover, exercise abort signals etc.
Trainers may wish to use example Risk Assessment form (see section 3.1) for scenario based training
events. This form is used as part of the example of a scenario based training event in section 6.5.

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 6. Scenario Based Training 6. Scenario Based Training

6.2.8 Briefing and Debriefing the Training Event 6.2.9 Review of the Training
It is essential that all people involved in the scenario based training event are fully acquainted with: Following a training scenario persons responsible for its planning, delivery and supervision should review
• The aims and objectives, control measures, details and outcomes of the training event the activity to:
• Their role and responsibilities. • Assess its value and benefit
• Evaluate its effectiveness.
The most practical way of achieving this is by means of a comprehensive and planned briefing.

Briefing Format
The briefing is part of the learning process. It must be carried out before the training event and should 6.3 The Use of Live Casualties
include:
• Introduction The use of live casualties during scenario based training events can be justified and beneficial, but their
• Aims and objectives use must be strictly controlled to prevent personal injury. The training aims must justify the use of live
• Scenario casualties. The training risk assessments must identify the appropriate control measures which when
• Details of location implemented, secure the health and safety of both the casualties and participants. These control measures
• Mobilising arrangements must include the use of correct casualty handling techniques (first aid). It is highly recommended that live
• Communication procedures casualties are not lifted or carried.
• Rendezvous points
There may be scenario based training events where the use of live casualties from outside agencies e.g.
• Exercise commencement time
The Casualty Union, could be considered an advantage.
• Hazard simulation (fire, smoke, spillage etc)
• Casualties (live or dummy)
• Risk assessment control measures
• Any other relevant items essential to the exercise. The potential benefits from the use of live casualties include:

Consideration should be given to utilising a specific format; • Practicing the necessary skills and techniques required for the rescue of persons
• Situation: What is the overall situation? Who is at risk? What are the known hazards? • Identifying hazards or obstacles to the effectiveness of the rescue operation and casualty
• Mission: What is the overall mission? What are the objectives? handling
• Execution: What are the tactics? How will the tasks be executed? • Live casualties can provide constructive feedback regarding the rescue
• Any Questions? • The following are necessary to all training events that involve the use of live casualties:
• Confirmation: The IC must receive confirmation that all persons have received and understood the brief. • Full briefing and debriefing of casualties and participants
• Individuals assuming the role of the casualty must understand the purpose and
objectives of the training event.
Debriefing Format
The de-brief is part of the learning process. It must be carried out as soon as possible after the training
event and should include:
• Re-examination of the aim and objectives
• Evaluation of the exercise
• Evaluation of risk control measures
• Feedback from Trainers and key players
• Invite feedback from participants and other participants
• Identify any shortcomings of procedures or equipment and ensure they are recorded and acted upon.

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 6. Scenario Based Training 6. Scenario Based Training

6.4 Emergency Procedures (See also 3.11)
Emergency procedures must be in place to deal with situations of serious and imminent danger that may
occur during scenario based training events. The nature of procedures will depend on the nature of the
event. It is vital that normal emergency systems are not compromised during training.
Specific emergency procedures should be identified by the training risk assessment. Control measures
must include:
• Nomination of person/s empowered to initiate emergency procedures
• Notification of personnel of the nature of any emergency procedures
• Nominating and identifying first aider(s)
• The action that personnel should take if emergency procedures are initiated.
Further detailed guidance on the requirements of the procedures for dealing with serious and imminent
danger is contained within the Management of Health & Safety at Work Regulations 1999 and the
accompanying Health and Safety Executive (HSE) approved code of practice.
6.5 An Example of a Scenario Based Training Event
The example chosen is an incident involving road transport. The model used follows the key planning
considerations referred to in section 6.2. This type of exercise allows participants to use their acquired
skills in a realistic scenario and also for trainers to ensure the participants undertake actions that would be
appropriate if they came across any such incident in real life.
When selecting a location to undertake this sort of exercise it is important that the location is selected with
the safety of young people in mind and that it is suitable area for them to be trained.
Any equipment or vehicles use in the scenario must not pose any additional danger to the participants e.g.:
Car from scrap yard must not have:
• Sharp unprotected edges/protrusions;
• Defective or dangerous parts;
• Working airbags;
• Live electrics.
In addition the vehicles must be drained of all fluids.
FRSs are encouraged to use this model for planning other scenario based training events such as
compartment fire training, working at heights etc.

6.5.1 Determine the Training Aim

• Crews to assist in the preservation of endangered life at a road traffic accident.

6.5.2 Identify the Training Objectives

Crews will demonstrate the correct method of:
• Raising the alarm
• Making the scene safe
• Prioritising actions
• Making the vehicle safe
• Stabilising the casualty
• Casualty handling
• Handling equipment
• Application of appropriate techniques
• Command and control.

See National Operational Guidance and local risk assessments.

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 6. Scenario Based Training 6. Scenario Based Training

6.5.3 Plan the Scenario Simulated

• Dummy casualties
• Blood spills
Scenario Relevant operational risk assesment • General public (onlookers)

Road Traffic Collisions involving one vehicle and one Reference should be made to National
cyclist on a roadway. Operational Guidance and review local 6.5.6 Location
Standard Operating Procedures.
Vehicle One: Two persons - the driver is trapped by Suitable training area.
the legs, the passenger is suffering from shock.
Cyclist: The cyclist is on roadway with injuries.
6.5.7 Resources Required
NB: Individual FRSs should have their own specific risk assessment in relation to the scenario Fire and Rescue Service
being trained for. Further guidance can be sought from National Operation Guidance. • 1 x Water Tender Ladders
• 2 Observers
• 2 Safety Officers
• Supervisory Officer.
6.5.4 Identify Essential Prior Learning
All personnel should be: This list is not exhaustive and any additional requirements should be implemented.

• Aware of the significant hazards and key risk control measures relating to dealing with incidents Other
on roads (detailed in the National Operational Guidance and local risk assessments) • 1 car and 1 bicycle to be at scenario location
• Aware of first aid arrangements and their competence in casualty handling • Suitable dummy or live casualties
• Competent in YT1 • Simulated blood
• Competent in the selection and use of equipment and the application of the appropriate rescue • Traffic tape and bollards.
techniques
• Aware of the tactical planning for this type of incident. Time Required
• Set up 1 hour
• Brief 10 minutes
• Execution 30 minutes
6.5.5 The Risk Exposure • Debrief 30 minutes
Real • Clearing away 30 minutes.
• Use of equipment
• Manual handling of equipment and casualties
• Site and environmental conditions as at the time of the planned event
• Accident vehicles and their systems e.g.
• fuel tanks
• lines
• hydraulics
• airbags
• suspension units
• battery etc.
• Live casualties.
NB: Vehicles utilised for this scenario should be sterile, ie batteries disconnected, fuel tanks and
systems drained etc.

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 6. Scenario Based Training 6. Scenario Based Training

6.5.8 Scenario Based Training Event Brief 6.5.9 Scenario Based Training Event Debrief

Introduction Introduce trainers and key players Items Significant Findings

• Crews to assist in the preservation of endangered life at a road traffic collision.

Was the aim achieved?
Aim

• Raising the alarm Were the objectives achieved?

Objectives
• Making the scene safe
• Prioritising actions Was the risk assessment
• Making the vehicle safe suitable and sufficient?
• Stabilising the casualty
• Casualty handling Were the control measures
• Handling equipment effective?
• Application of appropriate techniques
• Command and control. Feedback from trainers and key
players
Details of
New road still under construction - refer to a map
location Feedback from trainees and
other participants
Communication Use of radio communications
procedures Were there any shortcomings in
procedures identified?
Rendezvous Junction Smith Street & New Street
points Were there any shortcomings in
equipment?
Exercise start
10:30hrs
time Were further training needs
identified?
Hazards: • Use of equipment
Real • Manual handling of equipment and casualties
• Site conditions - there is a steep, slippery slope ACTIONS TO BE TAKEN

Simulated • Other people

• Blood - to be dealt with as for real blood

Key Control • Use correct handling techniques - safety officer will advise
measures

Casualties • Suitable standard practice dummies

Other relevant • Personal fitness

items • Reporting of injuries
• Refreshment arrangements

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 Appendix 1: Glossary of Terms Appendix 1: Glossary of Terms

Adaptors Breathing apparatus

• Delivery hose adaptor Apparatus which is provided with its own supply of oxygen or compressed air, designed to enable the
A fitting used for connecting together two lengths of hose with different types of couplings. wearer to breathe in irrespirable atmospheres.

• Suction hose adaptor Breechings

A fitting used to connect suction hose to delivery hose or to suction hose of a different diameter. • Collecting breeching
A fitting used to join two lines of hose to form one.
Aerial ladder platform
An aerial appliance consisting of hydraulically operated booms, the first boom having telescopic sections • Dividing breeching
with an operator cage at the upper end. Appliances range in size, can be operated from the cage or A fitting used to divide one line of hose into two.
console, elevated and rotated through 360 degrees. Full size ladders attached to the booms offer a
continuous rescue capability (individual FRSs may refer to this appliance via another name).
NB: A breeching fitted with a valve to control the flow of water is known as a "controlled dividing breeching"
or a "controlled collecting breeching".
Air lifting units
Reinforced inflatable cushions used for lifting when the use of conventional jacks is impractical. Operated
Ceiling hook.
by compressed air via control valves.
A long pole (usually fibre glass) having, at one end, a steel point with a spur at right angles.

Aqueous film forming foam (AFFF)

Chemical Incident unit
AFFFs are generally based on mixtures of hydrocarbon and fluorinated surface active agents and have the
An appliance designed and equipped to attend chemical incidents.
ability to form an "aqueous" film on the surface of some hydrocarbon fuels.

Chemical protection suit

Axes
A one piece garment which, when worn with self-contained or airline breathing apparatus, gives protection
• Large axe
against harmful solids or liquids.
Sometimes known as a "felling" axe, used for breaking in or cutting away heavy timber etc.

Chimney rods
• Firefighter's axe
Jointed rods to which the tubing of a stirrup pump or hose-reel can be connected for dealing with chimney
A small axe used for cutting away.
fires.

Blank cap
Collecting head
A cover fitted to a delivery, inlet and suction connections when they are not in use. Also used to protect
Or "suction collecting head". Used to connect one or more lines of hose to the suction inlet of a pump.
threads on other equipment e.g. on BA cylinders. Branches

Command and Control (Incident) Unit

Branch (Hand controlled)
A vehicle equipped as a mobile command and control point. For use by the Incident Commander at major
A fitting implemented at the female end of the hose, utilised to direct and control the flow of water. There
incidents or other large scale protracted incidents. Equipped to communicate either by main scheme or
are various branches which will deliver different flow rates dependant on the task in question. It may be
hand held portable radios. Some control units are fitted with laptop computers for operational data retrieval
capable of delivering a jet, or spray, or both, simultaneously.
and chemical information. Normally identified by red and white chequered markings.

Foam making branch

A branch used for the generation and discharge of mechanical foam in which the foam solution is aerated,
expanded and discharged as a jet or spray.

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 Appendix 1: Glossary of Terms Appendix 1: Glossary of Terms

Contamination meter (Survey Meter) Finished foam

An instrument used to detect contamination by radioactive particles; usually measures in counts per The product of a mixture of foam concentrate, water and air.
second.
Fire beater
Couplings A wooden shaft at one end of which is usually fitted a piece of reinforced canvas.Used for beating out grass
• Delivery hose and heath fires.
An instantaneous coupling. There is one standard size (62.5mm) for all sizes of delivery hose.
Fire extinguishers
• Suction hose Small portable devices for first aid firefighting containing a variety of extinguishing media, including water,
A round thread screwed coupling, the standard sizes being for 75mm, 100mm and 140mm foam CO2, dry powder and vapourising liquid.
bore hose.
NB: It will be very rare to come across vapourising liquid extinguishers
Crowbar
Usually has a chisel edge at one end and a claw at the other. Fire hydrant
A fitting attached to a water main below street or pavement level. The hydrant incorporates a control valve
and an outlet connection to which a standpipe can be attached (double hydrants have two control valves
Dam
and two outlets).
A container usually portable or built from other equipment i.e ladders, salvage sheet and lines, to hold water
from which pumps can be got to work.
Fire hydrant cover key
A tool used to lift the cover of certain types of hydrant.
Distress signal unit (DSU)
A device, either automatic or hand-operated, fitted to the harness of a breathing apparatus to enable a
distress warning signal to be sounded when necessary. Fire hydrant key and bar
A tool used to open up a hydrant and turn on the valve.
Demountable unit (Pod)
Any specialist appliance requiring a prime mover to transport it to an incident. Fire hydrant pit
The recess below the road or pavement level in which a hydrant is located.
Door breaker
A device for breaking in a door or forcing it off its hinges in order to effect an entry. First-aid box
The medical first-aid box carried on appliances.
Dosimeter
An instrument that records the total amount of gamma radiation received. Foam concentrate
A liquid used in the production of foam.
Emergency tender
An appliance carrying specialised equipment for use at special services. Foam dam
A portable reservoir to provide a continuous supply of foam concentrate for pick-up tubes.
Film forming fluoroprotein foam (FFFP)
Film-forming fluoroprotein are fluoroprotein foam concentrates which have the ability to form an aqueous Foam inlet adaptor
film on the surface of some hydrocarbon fuels. An adaptor fitted on fixed foam inlets to enable foam branches to feed into a fixed installation

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 Appendix 1: Glossary of Terms Appendix 1: Glossary of Terms

Foam inductor Hose becket/sling

A piece of equipment whereby the correct amount of foam concentrate is induced into the water stream.
Foam solution
A solution of foam concentrate in water at an appropriate concentration.
Foam tender
An appliance wholly or mainly used for carrying foam-producing equipment.
Forward Command Point (FCP)
Where the main control is sited at a distance, a forward control should be established in a conspicuous
position close to the incident.
Gantry
A fitting at the rear of an appliance to carry a ladder.
Gas tight chemical protection suit
A one piece garment which, when worn with self-contained or airline breathing apparatus, gives a high
degree of protection against harmful liquids, particles and gaseous or vapour contaminants.
A rope or webbing sling used for securing hose on a ladder. The type used on turntable ladders are
sometimes made of leather.
Hose ramp
A device to enable vehicles to pass over delivery hose without damaging the hose.
Hose reel equipment
Fitted to appliances and used to deal with small fires. Water carried in a tank on an appliance is pumped
through 20mm or 22mm bore rubber hose at high or low pressure. The hose is wound on a revolving reel
and has small diameter nozzles or fog/spray nozzles attached to the end.
Hose strap
A strap used for securing a length of hose when it is rolled.
Hydraulic platform
An appliance carrying two hydraulically operated booms with a cage attached at the upper end. Larger
sizes have an additional short boom for the upper main boom. The booms can be operated either from the
turntable or from the cage and can be rotated through 360 degrees. The cage is fitted with a monitor and
can also be used for rescue purposes.

Gloves (electrical protection)

Incident ground /Fireground
Gloves for use where live electrical wires or apparatus are involved.
The area in which FRS operations are taking place. This may, or may not involve a fire.

Hearth kit
Ladders
A kit of tools required for dealing with hearth fires and cutting away.
• Extension ladder (without jack beam and props)
A two-section ladder extended by means of a line.
High expansion foam generator
A piece of equipment for generating high expansion foam. It consists of a fan which drives a spray of water
• Extension ladder (with jack beam and props)
and foam solution through a net gauze. The resulting foam is delivered through a short trunking of large
A ladder with jacks, plumbing gear and supporting props. Extended by means of a line. These
cross-sectional area as it can only operate against a relatively small back pressure.
can vary in lengths usually 9m, 10.5m or 13.5m.

Hose
• Short extension ladder
• Delivery hose
A light ladder in two sections extending to approximately 4m.
Hose used on the delivery side of the pump. The standard sizes are 45mm, 52mm and 70mm.
Larger sizes of hose can be found on specialist vehicles, such as hose layers.
• Triple extension ladder
A light ladder of three extensions of a push-up type.
• Suction hose
Hose specially constructed to withstand external pressure, for use on the suction side of the
pump. When delivery hose is used on the suction side of the pump i.e. working from a hydrant, it
is refered to as 'soft suction'. The standard sizes are 75mm, 100mm and 140mm bore.

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 Appendix 1: Glossary of Terms Appendix 1: Glossary of Terms

Lines Portable pump

• Belt line A self-contained portable pumping unit.
See "Pocket line".
Pump ladder
• General purpose line A self-propelled appliance having a built-in pump with a minimum capacity of 2270 I/min. Carries a 13.5m
A line of varying lengths used for a variety of tasks such as lifting/lowering hoses, branches and ladder and will probably have a tank capacity of 1370 litres.
equipment, or tying off suction hose.
Resuscitation apparatus
• Guide line Used for supplying oxygen or a mixture of oxygen and air to a person needing artificial respiration.
A line 60m long used in certain circumstances to guide firefighters in and out of a building 
when breathing apparatus is being worn.
Salvage Tender (also known as Damage Control Unit)
An appliance wholly or mainly used for carrying specialised equipment to prevent or minimise water or
• Guy line smoke damage, etc.
A line attached to a load and controlled from the ground with the purpose of stabilising it or
holding away from a building whilst hauling or lowering.
Standpipe
Used on a hydrant to bring the outlet above ground level. The term normally includes the bend at the top
• Personal line which, when used separately, is known as the standpipe head. Standpipes may have single or double
A line up to 6m long, secured at one end to a BA set and fitted at the other end with a snap outlets.
hook for attaching to a guide line when BA is worn. This line can be used at its full extend 
(6m) for searching off a guide line or it may be used "short" (1.25m) for traversing a guide line.
Stirrup pump
A small, hand-operated pump used in conjunction with a bucket of water. The pump is fitted with 12.5mm
• Pocket line rubber tubing with a 3mm nozzle and delivers up to 5.5 I/min. In operation it is held steady with a foot
A small diameter line carried in a fire-tunic pocket and used for lashing branches. stirrup.

Monitor Suction pumps

A special type of branch with lateral and vertical travel, mounted on an appliance, or designed to operate A portable jet pump designed for removing water from depths beyond the maximum practical lift of pumps
unattended at ground level when it is known as a "ground monitor". and/or in confined spaces. It is operated by water delivered from a pump through standard delivery hose.

Nozzles

• Plain nozzle
A tapered fitting screwed onto the end of a branch which determines the size of the jet.

• Spray nozzle
A nozzle designed to discharge water in the form of a spray.

Pick-up tube
A tube through which foam concentrate is drawn into foam making equipment.

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West Midlands Fire Service Headquarters
99 Vauxhall Road,
Birmingham
B7 4HW

0121 380 7311

nfccadminsupport@nationalfirechiefs.org.uk