School science facilities are expected to provide years of reliable service, often with equipment that has been in place for decades. While an ageing fume cupboard may continue to look perfectly serviceable, its appearance alone tells us very little about whether it remains suitable for the work being carried out.
For school leaders, business managers, and estates teams, ensuring laboratory equipment remains safe and compliant is an important responsibility. This doesn't necessarily mean replacing older equipment. It means understanding its condition, performance, and suitability for today's teaching requirements.
Here are five questions worth considering when reviewing your school's fume cupboards.
1. When was the fume cupboard last tested?
A fume cupboard is an important safety measure, designed to protect staff and students from exposure to potentially harmful fumes, vapours, and airborne contaminants during practical science activities.
Under the Control of Substances Hazardous to Health Regulations (COSHH), local exhaust ventilation systems must undergo a Thorough Examination and Test at least once every 14 months.
Schools should be able to establish when their fume cupboard was last tested, whether it passed, and whether any remedial work was recommended.
Routine checks and servicing are important, but they do not replace the need for formal examination and testing. Keeping accurate records also helps schools demonstrate that appropriate measures are in place to manage laboratory safety.
2. Is the cupboard still suitable for the science curriculum?
The requirements of a school science department can change over time. New teaching activities, different chemicals, or changes to how practical lessons are delivered may affect whether an existing fume cupboard remains appropriate.
Consider how the equipment is currently used. Is it primarily for teacher demonstrations, technician preparation, or practical work? Does it provide sufficient working space and visibility? Is it suitable for the substances being handled?
The distinction between ducted and ductless fume cupboards is also important. These systems operate differently and are not necessarily interchangeable. Filtered systems, for example, must be suitable for the specific substances being used and require appropriate filter management.
CLEAPSS G9 provides guidance specifically for school and college fume cupboards, covering their selection, use, maintenance, and testing. For a more detailed explanation of what this means in practice, see Safelab's CLEAPSS G9 guide for school fume cupboards.
3. Is the equipment showing signs of deterioration?
Like any regularly used equipment, fume cupboards can develop faults as they age.
Common concerns include unreliable fans, damaged or difficult-to-operate sashes, faulty controls, deterioration of internal surfaces, and problems with airflow performance.
Some issues may be relatively straightforward to resolve through servicing or replacement components. Others may indicate that a more substantial repair or replacement is needed.
Importantly, an older cupboard is not automatically unsafe, just as a newer cupboard is not automatically performing correctly.
If there are concerns about performance, the equipment should be assessed by a competent specialist before it is relied upon for hazardous work.
4. Is the cupboard still appropriately positioned?
The surrounding laboratory environment can have a significant influence on fume cupboard performance.
Changes to classroom layouts, new furniture, altered ventilation arrangements, or increased movement around a cupboard may affect its ability to contain fumes effectively.
For example, doors, windows, and nearby air movements can interfere with airflow, while poor positioning may restrict visibility during demonstrations or create difficulties for staff and students.
Schools planning laboratory refurbishments should therefore consider the positioning of existing fume cupboards as part of the wider project, rather than assuming equipment can simply be moved or replaced in the same location.
Relocating a fume cupboard may also require further assessment and commissioning to confirm that it continues to operate safely.
5. Are you considering the long-term cost, rather than just replacement cost?
Budgets are understandably a major consideration for schools and multi-academy trusts.
When reviewing an existing fume cupboard, it is worth looking beyond the immediate cost of repair or replacement.
Servicing, statutory testing, energy consumption, replacement filters where applicable, and the availability of spare parts can all contribute to the cost of operating the equipment over its working life.
In some cases, repairing or upgrading an existing cupboard may be the most practical and economical option. In others, replacement may provide better long-term value, particularly where the existing equipment is no longer suitable for the school's requirements.
Taking the time to assess these factors can help schools make informed purchasing decisions and plan expenditure more effectively.
Taking a proactive approach to laboratory safety
Reviewing fume cupboards need not be a complicated exercise, but it should form part of a school's wider approach to managing its science facilities.
A useful starting point is to bring together the science department, technicians, and estates team to review the equipment currently in use, its maintenance history, and any concerns that have been raised.
Where there is uncertainty, seeking specialist advice can help determine whether servicing, remedial work, or replacement is the most appropriate course of action.
Above all, the aim should be to ensure that science facilities remain safe, practical, and suitable for the teaching activities they support.