Many Schools Believe They Are Compliant. Fewer Can Evidence It.

Jan 7, 2026

The question is how do you know you are compliant?  Compliant to what?  The main request for any compliance is now, ‘show me’.  Statutory checks are carried out, issues are addressed and responsibilities are understood at an operational level. However, national inspection and safeguarding frameworks make clear that compliance is judged on evidence and oversight, not intention alone. Compliance is not defined by intention. It is defined by what can be evidenced.

The Role of NASPM

NASPM supports schools to develop practical, proportionate approaches to premises compliance that reflect regulatory expectations. We assist schools in their ongoing compliance management and professional development. This includes clarifying statutory requirements, supporting structured record keeping and helping schools prepare for inspection and audit activity. This approach aligns with HSE guidance and inspection frameworks that emphasise systematic management of health and safety risks rather than reactive responses (HSE). January provides a useful opportunity for schools to review whether their current arrangements would stand up to scrutiny if required.

What Compliance Evidence Actually Means

In practical terms, compliance evidence is not a single document or system. It is the ability to show, at any point in time:
  • What statutory and non-statutory checks apply to the site
  • When those checks were last completed
  • Who is responsible for each area
  • Where records are held
  • What actions were taken when issues were identified
  • And prove all of the above!
This aligns with the Health and Safety Executive’s guidance for schools, which stresses the need for documented arrangements, clear responsibilities and recorded follow-up, rather than informal or assumed processes (HSE). If this information cannot be accessed without relying on individual knowledge, email trails or multiple disconnected files, the compliance position is vulnerable.

Why This Becomes Apparent in January

January is a common point at which weaknesses in compliance arrangements become more visible. Inspection and audit activity increases. Deferred maintenance issues return. Winter conditions place additional strain on buildings. The National Audit Office has highlighted that ageing school buildings and deferred maintenance increase risk, particularly where condition data and inspection records are not well managed (NAO). Staff changes highlight gaps in documented knowledge, and leadership teams begin reviewing risks and priorities for the year ahead.

Assumed Compliance Versus Demonstrable Compliance

A common challenge in schools is that compliance activity is understood by those carrying it out but often not documented in a way that allows others to verify it. This can result in overreliance on specific individuals, inconsistent record keeping and difficulty responding to external scrutiny.

What Inspectors and Regulators Expect to See

Inspection and regulatory frameworks consistently focus on evidence, oversight and accountability. Inspectors are typically looking for:
  • Clear allocation of responsibilities
  • Up to date records that reflect current conditions
  • Evidence of follow up where issues have been identified
  • Leadership awareness of premises related risk
Schools are not expected to eliminate all risk. They are expected to understand and manage risk effectively.

Reducing Reliance on Individuals

Where compliance systems rely heavily on one person, the organisational risk increases. DfE governance guidance highlights the importance of systems and processes that provide continuity and assurance beyond individual roles, particularly in relation to health, safety and safeguarding responsibilities (DfE). Documented processes, shared access to records and clear reporting lines help ensure that compliance remains consistent.  

Sources

National Alliance of School Premises Management
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