Why Termly AED and CPR Refreshers Matter

September 30, 2025

Frequent refreshers in AED and CPR ensure staff are ready to act confidently in emergencies, boosting preparedness and compliance year-round.

Every school day, staff assume responsibility for the health, wellbeing, and safety of pupils, sometimes in emergency situations where every second counts. Sudden cardiac arrest, while rare in children, can affect anyone on site, including staff, parents, and visitors.

AEDs (automated external defibrillators) and CPR (cardiopulmonary resuscitation) are proven to improve survival from cardiac arrest when delivered rapidly and effectively. However, research and national audits show these skills can fade within months if they are not practiced.

The UK’s Health and Safety Executive (HSE) and Resuscitation Council UK are clear: first aid competence relies on both formal certification and the regular rehearsal of practical skills. Ofsted and the Department for Education require schools to maintain up-to-date first aid provision. Inspectors increasingly expect to see evidence that staff are genuinely prepared, rather than just trained once and forgotten.

If schools neglect regular skill refreshers, they risk inadequate response to emergencies, increased anxiety among staff and pupils, and potential legal consequences if provision falls below statutory and regulatory expectations. In real terms, this can cost precious minutes during a cardiac event and have a lasting impact on the whole school community.

Common Pitfalls

There are several recurring mistakes schools make around maintaining AED and CPR readiness:

Relying solely on annual or tri-annual “big day” training
Many schools tick the first aid box once a year, then ignore skills maintenance until the next course. Evidence shows retention (particularly for CPR) drops sharply after as little as three to six months if not practised.
Confusing certification expiry with real competence
A current certificate only indicates that a person passed a course on a given day, not that they remain proficient or confident under pressure.
Believing quick e-learning or video refreshers are enough
Online refreshers can help top up knowledge, but effective CPR and AED skills are hands-on. Without a manikin or mock AED, people are more likely to freeze or make errors in a real emergency.
Assuming staff will “step up on the day”
Stressful situations do not create new skills. They reveal habits, muscle memory, and confidence built through practice.
Overcomplicating the refresher process
Some leaders assume refreshers require half a day off timetable or formal training every few months. This often prevents any practice at all.

Understanding these pitfalls shows that effective skill maintenance must be simple, time-efficient, and embedded into the school culture.

Step-by-Step Fix

Below is a sustainable approach to maintaining CPR and AED skills in schools. It supports compliance, protects everyone on site, and builds staff confidence.

Step 1. Create a rolling schedule of short, practical refreshers

What to do: Break down the annual requirement into manageable chunks. Schedule short, in-person practice sessions every term or half-term (at least three times a year). Use a CPR training manikin and the school’s training AED for hands-on drills. Each session only needs to last 15–30 minutes and can be slotted into briefings, INSET days, or twilight meetings.

Focus on the core steps:

Checking responsiveness and breathing
Calling for help and locating the AED
Performing chest compressions
Attaching and using the AED

Rotate responsibility for running these drills so all trained staff have the chance to lead, not just passively observe.

DefibSpace Tip: Always include new staff and update your schedule at the start of each term so no one misses out due to timetable changes or turnover.

Step 2. Integrate mini-skill checks into daily routines

What to do: Use spontaneous five-minute drills—sometimes called “pulse checks”—once or twice per term. At the end of a staff briefing (or when gathered before school), invite a volunteer to demonstrate key steps on a manikin. Have another act as the caller to fetch the AED and describe the process for dialling 999.

These micro-assessments keep skills fresh and reveal areas where confidence or technique has drifted, such as compression depth or pad placement.

DefibSpace Tip: Prepare scenario cards (for example: “unresponsive adult by reception” or “student collapsed in the playground”) to randomise checks. This prevents drill fatigue and mimics real-world unpredictability.

Step 3. Keep clear, accessible records of training and skill checks

What to do: Maintain a simple spreadsheet or central record of staff attending refreshers and skills checks. Note the date, names, and whether any concerns were flagged for follow-up.

This documentation helps demonstrate to Ofsted or HSE that you actively monitor competence rather than just attendance. It also helps identify when extra refreshers are needed.

DefibSpace Tip: Use shared calendar reminders (or team notifications) for training and monitoring deadlines to avoid last-minute scrambles and improve accountability.

Step 4. Book a full professional refresher annually (or sooner if standards slip)

What to do: Arrange a formal refresher at least every 12 months with a recognised training provider. Use it to update protocols, address near-misses from your setting, and rebuild confidence.

If checks show significant skill fade or anxiety (for example: staff unsure about AED use or CPR), add extra whole-group refreshers promptly.

DefibSpace Tip: Where possible, build the annual refresher into a wider wellbeing or development day. It reinforces safety as a core professional value.

Step 5. Reflect on real incidents and debrief as a staff team

What to do: After any medical emergency (even if first aid wasn’t delivered), hold a supportive, no-blame debrief. Discuss what went well, what was confusing, and what to practise next.

DefibSpace Tip: Occasionally invite a community first responder or NHS ambulance liaison to support debriefs. Their input can reduce anxiety and improve understanding.

Step 6. Make refresher training visible and valued in school culture

What to do: Recognise staff engagement in drills. Keep certificates visible, celebrate successful pulse checks, and consider pupil awareness initiatives (age-appropriate) such as Restart a Heart day.

DefibSpace Tip: Share positive examples from drills in staff briefings or internal comms. Real stories create momentum and improve participation.

What Most People Miss

A crucial detail many schools overlook is that CPR and AED readiness relies on repeated, hands-on experience, not just passing a test once.

People perform better under pressure when practices reflect school-day reality: lunch queues, after-school club, and the playground at pick-up. Practise in those environments (not just a quiet hall) to build familiarity and reduce panic.

Schools also don’t have to do this alone. Local responders, ambulance services, and recognised trainers can often support refresher drills or provide up-to-date resources.

The Bigger Picture

Embedding refreshers into routine provides long-term benefits:

Faster, calmer responses when every minute matters
Stronger evidence for Ofsted/HSE expectations and safeguarding files
Improved morale and mutual responsibility
Greater parent/community confidence in safety culture
Better resilience through staff turnover

Most importantly, a real habit of preparedness can save a life.

Wrap-Up

Routine, hands-on refreshers (regular drills, quick skill checks, and timely formal courses) are the most effective way to maintain AED and CPR standards. Skills can fade long before certificates expire—so build practice into the school year, keep records clear, and use community support where available.

By following these steps you’ll achieve more than compliance—you’ll deliver genuine readiness for every pupil, staff member, and visitor.

For more straightforward safety advice, visit DefibSpace for free resources and guidance.

Jargon Buster

CPR (Cardiopulmonary Resuscitation)
Chest compressions (and sometimes rescue breaths) to help maintain blood flow when a person’s heart has stopped.
AED (Automated External Defibrillator)
A portable device that analyses heart rhythm and can deliver a shock in sudden cardiac arrest.
First Aider
A trained person designated to provide immediate care until professional help arrives.
INSET Day
A staff training/development day when pupils don’t attend.
HSE (Health and Safety Executive)
The UK regulator for workplace health and safety, including first aid guidance.
Ofsted
The school inspectorate for England, with expectations around health and safety arrangements.

Frequently Asked Questions

How often should school staff refresh CPR and AED skills?
Ideally each term, with a full formal refresher at least every 12 months.

Does staff first aid certification remain valid even if they haven’t practised in months?
A certificate may still be in date, but confidence and muscle memory can fade quickly—regular drills keep true readiness.

Are online video refreshers enough for CPR and AED practice?
No. Hands-on practice with a manikin and training AED produces faster, safer responses.

Can schools run their own short refreshers, or must every session be external?
Short internal skill checks are encouraged. Use external trainers for full annual refreshers or major protocol updates.

What’s the legal risk of not keeping skills current?
If provision falls below expectations and emergency care is inadequate due to skill fade, schools may face regulatory and civil scrutiny. Regular training supports duty of care.

Who should attend regular AED/CPR refreshers?
All first aiders, staff likely to be first on scene, relevant support staff, and ideally the wider staff group annually.

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