Bog Standard - Factsheet - Facilities and access guidelines

Facilities and access guidelines

“You can tell a school by its toilets: they say an awful lot about a school and tell you about the value the school places on its environment – and they can help improve pupils’ behaviour.”
Susan Lewis, Chief Inspector for Wales

Water and toilets

For children to stay healthy, they need to drink water regularly throughout the day. They also need to empty their bladder and bowels regularly and fully when the need first arises.

Children spend at least half their waking hours at school so how much they drink and how often they go the toilet are important issues. Where children are provided with open access to fresh drinking water, inadequate fluid intake may be due, consciously or unconsciously, to toilet avoidance or inadequate opportunities to visit the toilets.

There are occasions when children will need to ‘hold on’ before they can visit the toilet, but repeated prolonged delays can cause distress and health problems. For some children any delay is impossible. Each child’s bladder and bowels are individual and their bladder and bowel capacity are very variable, function to their own timetable and will differ according to a multitude of variable factors.

A child’s timetable is therefore unlikely to conform to the school’s timetable, which may not be drawn up with the best interest of children’s need to have a drink or go to the toilet in mind. Pupils may not have the opportunity to go between each lesson and there may be long periods in the school day without a break. Exams can also be a problem, if pupils are not allowed to go to the toilet during an exam.

Pupils may also avoid emptying their bowels at school. This can be due to a lack of privacy, poor toilet conditions, and not enough time to use the toilet. Holding on can lead to constipation, which in turn can result in soiling.

Despite a lack of education about healthy toileting habits, some teachers are very understanding of the physiological needs of children and young people, and of the problems restricted toilet access can create. Others are unaware of, or unsympathetic to, the corresponding physical and psychological health risks. Many schools further exacerbate the toileting (and drinking) problems for pupils by reducing break and lunch times to a minimum to reduce the number of incidents in the playground.

Going to the toilet 'just in case'

There is a widespread expectation that children should go to the toilet at set times irrespective of whether the child needs to, in order to minimise disruption to lessons. It is all too easy to reprimand the child who needs to go during lesson time with "You should have gone at break!" However, having set times for access to the toilet can cause “I’ll go just in case” practices which means the bladder doesn’t get used to holding on until it’s full. Over time, the bladder capacity can reduce, increasing the need to visit the toilet more frequently. At the same time, the amount of fluid a child can drink before needing to go to the toilet is reduced. This results in a vicious circle. A child may consciously or unconsciously ration their fluid intake, or avoid drinking altogether, if they fear not being able to go to the toilet when they need to.

Incontinence means difficulties in controlling the bladder and bowel. Approximately three quarters of a million children in the UK aged between 5 and 16 suffer from incontinence. It is likely that at least two or three pupils in every class you teach at primary level will be experiencing continence difficulties – and one pupil in every two classes at secondary level. The emotional and psychological difficulties of incontinence can be devastating. Wetting your pants in class, for example, can be perceived as a major disaster and was highlighted in a study of children’s feelings by children as one of the most stressful events that could happen in their lives, rating third after losing a parent and going blind.

Children with continence problems should be encouraged to make scheduled visits to the toilet, make full use of breaks to visit the toilet and may need to go as soon as they need to. They will need to be particularly mindful of drinking sufficiently and regularly. If a teacher has concerns, they can discuss these with the parent/carer and encourage them to seek help via the school nurse or GP. The doctor or nurse can advise them and, if necessary, refer them onto the Community Paediatrician or children’s continence service (if this exists in their area). ERIC can also provide information.

Good toileting practice - for children with continence problems:

This group of children should be encouraged to make full use of breaks to visit the toilet
They will need the opportunity to make scheduled (perhaps hourly) visits to the toilet
It is important for many of these children to sit down on the toilet and spend several minutes trying to make sure the bladder and bowels are completely empty
They should have the opportunity to visit the toilet in privacy
Many of these children will have a very short warning of the need to go and may need to go frequently, even if they have just been. They should be allowed to leave the class to visit the toilet immediately, without fuss, and without having to wait for permission. Avoid causing embarrassment or making the child 'hang on'
Consider where the pupils sit in class in relation to the door and when regrouping pupils for different activities
In order to develop their bladder capacity and to help avoid constipation and soiling problems, it is important they drink water regularly throughout the school day

Good toileting practice - for children without continence problems:

Most children should be encouraged to only go to the toilet when they feel the need to go
Should not be taught to go 'just in case'
Should not be subject to prolonged delays before going
Should be able to go to the toilet without adverse comment or restriction
Should have open access to toilets when the need arises
Should have the opportunity to visit the toilet in privacy
Should be encouraged to drink water regularly throughout the school day

A few children can develop a sudden problem of needing to go to the toilet frequently and urgently, up to several times in an hour. This condition, which mostly affects young boys, is known as Frequency-Urgency Syndrome. It tends to get better on its own and, if treated sympathetically, will usually settle down within a few weeks. However, for some children, it may last for up to a year or longer.

There are many factors that may influence bladder function, such as anxiety, diet, caffeine consumption, and going from somewhere warm out into the cold. It is worth noting that almost everyone needs the toilet if they become emotionally upset.

Making school toilets usable

For children to use school toilets when they need to, it is important to consider the toilet environment and to check whether children have open access to toilets. Providing high quality, well-maintained toilets is also linked to the National Healthy School Standard programme, particularly its emotional health and wellbeing theme, and the Healthy Living Blueprint. Read more about Healthy Schools. Some of the following considerations go beyond simply keeping facilities clean and in good condition; they also question aspects of privacy and toilet-use policy that are necessary to make school toilets a healthy and pleasant environment for pupils:

Can pupils go to the toilet when they need to?
Is there a widely-communicated school policy for permission to go during lessons? Are staff adhering to it?
Are pupils able to go to the toilet during class time in privacy (when others are not around) – and without adverse comment when they leave and return to class?
Are pupils free of pressure to go to the toilet quickly?
Are the toilets unlocked at all times?
Do pupils feel comfortable about going to the toilet?
Is the toilet environment relaxed and welcoming?
Can pupils use the toilet without undue queuing?
Are the toilets clean?
Are they well-lit and a comfortable temperature?
Is there adequate ventilation?
Air fresheners?
Are door/partition gaps sufficiently high/low so others can’t peer over/under/through?
Do all the cubicles have working locks?
Are the locks secure? (so that others can’t easily undo the locks from the outside)
Do the locks unlock easily from the inside?
Do pupils feel safe and secure?
Are there enough cubicles in the boys’ toilets?
Do the urinals offer individual screening for privacy so that boys have privacy?
Are the toilets properly maintained with working facilities?
Are the toilets free of vandalism?
Is there a plentiful supply of toilet paper in each toilet cubicle?
Is the paper of reasonable quality, absorbent and soft?
Are groups discouraged from hanging out in the toilets during breaks?
Is action taken to prevent smoking in the toilets? (e.g. smoke alarms)
Is intimidating behaviour or bullying discouraged?
Are the washrooms clean? Promptly repaired and maintained?
Is there hot and cold running water?
Is there soap at all washbasins?
Paper towels or hand dyers (that work properly)?
Is there sufficient time to go to the toilet and wash hands properly?
Are the toilets suitable for all users, including pupils with special needs?

The need for toilet facilities and toilet breaks is not limited to the classroom. Many sporting facilities are not close to toilets, washrooms or drinking water provision. Pupils either have to hang on or don’t drink enough. Both are unhealthy practices and discourage willing participation in sport.

Some adults may belittle the problems of pupils’ toilets, including the problem of children not being allowed to go to the toilet when they need to, as trivial, the norm, and just a rite of passage. However, for children who have no choice but to spend at least half of every weekday in school until the age of 16 or more, we now realise that the impact on their physical and psychological health can be serious and far-reaching. A significant proportion of all childhood urinary and bowel problems are caused by unhealthy toileting patterns practised in schools.

School Toilet Policy

A growing number of schools are establishing a written School Toilet Policy. A policy enables a school to develop and maintain a shared philosophy and co-ordinated approach to their school toilets and when pupils are allowed to use them. A written school toilet policy is a powerful indication to children and parents that teachers value and respect the welfare of their pupils. You can see an example school toilet policy on the school toilet policy page.

Privacy

Privacy is a major issue for school children of all ages:

Open access: The only time some children feel comfortable about going to the toilet is during class time, in privacy, when others are not around.
Adequate locks: locks on all cubicle doors, locks that are easy to operate from the inside, locks that other pupils cannot open easily from the outside. Ones which can be opened with a key are suitable, so that the door can be opened if a pupil gets into difficulties in the cubicle. The storage location of the key needs to be carefully considered if toilets are not close to where staff can be quickly found.
Adequate door/partition height: high enough so that others cannot look over, even if standing on an adjacent toilet seat.
Adequate door/partition length: low enough so that others can’t look under.
No gaps in doors/partitions: doors and partitions need to be fitted so that there are no gaps.
Adequate toilet cubicles for boys: boys need a higher number of toilet cubicles than are usually provided. (At least an equal ratio of toilet cubicles to urinals).
Urinals: urinals should be individually partitioned for privacy and not visible from an open door. “Trough” urinals should be avoided.
Sanitary facilities for girls: one girl in 8 starts her periods at primary school. Sanitary machines need to be placed in all age appropriate girls’ toilets (Year 3 or age 8 and over) where sanitary towels/tampons can be obtained unobtrusively without having to ask an adult. Disposal facilities should be available within all age-appropriate individual cubicles.

Access, security and supervision

Toilets are frequently located in large, anonymous toilet blocks, away from classrooms and staff, increasing feelings of insecurity felt by children, making supervision difficult and leaving the toilets open to bullying and vandalism. Ideally toilets should be attached to each classroom or pair/cluster of classrooms, offering easy accessibility and surveillance, reducing the institutional feel of the toilets while encouraging feelings of ownership. Small group toilets are also needed next to changing rooms, dining halls, playgrounds etc.

Some pupils with learning difficulties might have problems finding the toilets if they are far from the classrooms. Other pupils with special needs may also find it hard to get to a far-away toilet, especially those with limited mobility. Those with continence problems could find it hard to get to a toilet in time if the toilets are far away, and this can contribute to anxiety.

Supervision of toilets is a contentious issue, with some staff arguing that it is not their role to go into pupils’ toilets. However, if staff do not go into the toilets then these can deteriorate into an adult-free zone where intimidation, bullying and vandalism can occur.

CCTV

CCTV cameras are best used when other options have failed. Some schools have placed CCTV cameras at the entrance to the toilets or on the 'circulation areas' of the toilets or washrooms where there is no monitoring of the toilet cubicles or urinals. Their aim is to make toilets a safer environment for pupils and to prevent anti-social behaviour such as smoking, vandalism and graffiti. They can allow schools to keep toilets open at times when they would previously have been locked. CCTV cameras are useful in some schools but, as they are potentially a contentious issue, are best discussed widely and conspicuously with the whole school before their introduction.

Pupil behaviour

Poor toilet facilities and standards will undoubtedly attract poor behaviour. Toilets deteriorate over time. The worse they are, the less pupils look after them and so they go downhill even quicker. Toilets need to be well maintained, promptly repaired and cleaned adequately (which in most schools will mean at least twice a day) and then pupils need to be encouraged to take responsibility for and ownership of them in order to keep them in a reasonable state. Peer pressure may be more successful than staff pressure as pupils are more likely to listen to each other than to teachers. Pupils can use the School Council, registration, assemblies and PSHE or Citizenship lessons to get the message across.

The pupils’ section of this website has a page on making visits easier which encourages pupils to act responsibly in the toilets. Teachers can assist pupils in drawing up their own code of conduct – it is better if it comes from the pupils themselves. Discussions can include respecting each other’s privacy, flushing the toilets, not hanging around in the toilets, and so on.

Going during lesson time

Many schools impose restrictions on the use of school toilets during lessons. Some ban visits outright, while others make it clear to pupils that they are expected to go at breaks only (which may mean opportunities to go are restricted to just twice a day). Even where the school policy is to allow access during lessons, pupils report that this frequently depends on the whim of the teacher and whether other pupils have already been allowed to go. Some pupils have simply learnt to no longer ask. Many children do not go to the toilet as often as they should at school, and some avoid going altogether. This has an adverse effect on their wellbeing, and contributes to bladder and bowel problems.

While teachers obviously need to keep track of their pupils, this should be done unobtrusively. Wearing a toilet pass or other identifiable pass is not dignified. If a member of staff sees a student in the corridor or outside during lesson time, it will usually be obvious if they're messing about or if they are on their way to or from a genuine toilet visit.

Many schools with an open toilet policy find that children do not abuse the right but appreciate and respect being treated with consideration. A few pupils may try to skip some lesson time and there may be fears that a particularly disaffected minority may cause damage. A blanket ban on going to the toilets during lessons is a harmful restriction for the vast majority, however, who are rarely, if ever, a cause for anxiety.

A ban can also:

serve to alienate the 'law-abiding' majority
be counter-productive: if a child needs to go to the toilet their concentration is going to be on their uncomfortable bladder and bowels and not on the lesson
become a potential source of resentment that sours pupil-teacher relations and encourages wilful damage

"All too often, the measures introduced to control or penalise the few, punish or disadvantage the many."
Tom Wylie Chief Executive - The National Youth Agency 2004

The website www.childadvocate.org has the following suggestions:

Find positive ways of allowing pupils to take care of their needs, such as allowing children to quietly sign in and out of class to use the toilet.
Understand that it is natural for some adults to want to take breaks from a setting or task, or to escape a situation when anxious. Children have this need as well.
Teachers have a role of ‘in loco parentis’. This means you need to cater for the physical needs and welfare of the children in your care.

Break time

Restricting access during breaks, or to certain times during breaks, is practised in some schools (for example, where indoor toilets are not directly accessible from the playground and where supervision is deemed necessary). This appears to be largely for the convenience of staff – supervising pupils for perhaps only five minutes as opposed to twenty – but is totally unfeasible and inappropriate for pupils. They are highly unlikely to be able to use the toilets in such a limited timescale. Providing free and unlimited use of the toilets during breaks and lunchtime must be a basic priority for all schools. Monitoring the toilets could be included in the staff’s supervision rota.

If pupils are forced to spend breaks outside, even when it’s very cold, they will naturally want to escape and the toilets provide a place to congregate. Schools can tackle this by providing an alternative environment for part of or all of break times, such as dining or sports halls. These can be used by pupils who do not want to be out in the cold, or those who find the playground stressful. Several designers in the Building Schools for the Future Exemplar Designs (DfES 2004) have recognized the need to provide such areas.

Types of provision

When designing and refurbishing toilets, several types of toilet provision should be provided for easy access throughout the school day:

Toilets attached to each classroom or cluster of classrooms - so that all pupils can access the toilets during lessons
Small groups of toilets accessible from the playground within the school buildings – so that pupils are not denied free access during breaks
Small groups of toilets adjacent to sports areas dining halls, playgrounds and sports areas and additional toilets accessible from sports and recreation fields, such as purpose built toilets or toilet pods

Adjusting the school day to suit pupils’ needs

Where toilets are not attached to classrooms, in order to accommodate adequate access to toilets schools may need to adjust the school day (e.g. toilet breaks available at regular 45-60 minute intervals) and school policy (allowing pupils to go when they need to). Having regular and frequent enough toilet breaks will cut down on the need for pupils to leave lessons. It should be recognized, however, that there are some pupils who only feel comfortable going to the toilet in privacy when others are not around. Many pupils with bladder and bowel problems may only have a short warning of the need to go and may need to go more frequently.

Responsibility for pupils’ toilets

It can be difficult to ensure suitable standards are maintained in pupil toilets especially if they are showing their age and are prone to vandalism. It is, however, very important that pupils’ toilets are pleasant, hygienic, safe and freely available to pupils. Sometimes it is just a case of no one person or group taking clear responsibility for the toilets, which results in their neglect. Contract cleaners may be under pressure to clean schools quickly and site managers may put maintaining the toilets low on their list of priorities. Staff and governors may not actually go inside the toilets.

In order to encourage pupils to take care of the toilets, involving the pupils through bodies such as the School Council is advisable. But no pupil is going to want to take care of dirty, smelly, poorly maintained toilets. High costs can be involved in renovating or building new toilets but in the short-term, just maintaining, repairing and cleaning the toilets promptly and to a higher standard can do wonders for morale and behaviour, as well as low-budget short-term solutions such as fresh paint, colourful murals, funky toilet seats and pot plants – created with the help of working parties of pupils and parents.

Smelly toilets

Schools can normally eradicate bad smells with a programme of proper regular cleaning (toilets cleaned at least twice a day), improved ventilation and air fresheners. Occasionally, however, virtually everything has been tried to make the toilets less odorous but with little success. The smell is often worse in older schools, where it may be due to a combination of factors including many years of (urine) absorption, older and more porous building materials and surfaces, and limited ventilation. A partial or full refurbishment may be the only long-term solution. There are companies which produce products aimed at eradicating deeply ingrained smells. There are companies which produce products aimed at eradicating deeply ingrained smells. Contact us for recommendations from schools.

Expected to gain control: too much too soon

Many nurseries will only accept children who are toilet trained – creating the impression that all children should be clean and dry by the age of the age of 3 years. In fact, between 20 and 30% of children will still be wetting or soiling at this age, usually because the child isn’t ready to gain control.

Entry into school and nursery can lead to difficulties. Children who are happy to use the toilet at home may be less keen when faced with those at school.

Drinking water

Toilets are unsuitable venues for any sort of drinking water provision. Although toilet areas usually have available water supplies, they have nothing to make them a hygienic, safe or appealing venue for drinking. Existing water facilities should be relocated or replaced completely elsewhere. New ones should not be put in the toilet area.

Increased availability of water and encouragement to drink regularly are now widespread in schools across the UK. The provision of free, fresh drinking water throughout the school day, sited away from toilet areas, is now included in many government national standards and guidelines. These include:

Ofsted inspections (September 2005)
Nutritional standards for school lunches (DfES September 2006)
New Healthy Schools Programme (2005)
DfES/DH Food in Schools Water Provision Project (April 2005)
DfES Healthy Living Blueprint (September 2004)
Standards for all school food other than lunches (DfES from September 2007)

A healthier fluid intake may increase the need for toilet visits initially, but as good drinking habits are developed, this need usually normalizes within a few weeks.

For further information on water in schools visit www.wateriscoolinschool.org.uk.