It was supposed to be a simple and educational show-and-tell assembly at Osmaston CE Primary School in Ashbourne, Derbyshire. The theme was the Second World War, and the intention was to help students learn about history through personal stories, artefacts, and family heirlooms.
But what began as a harmless and even inspiring school event quickly turned into a real-life emergency situation, when a student unexpectedly pulled a hand grenade from his pocket. The incident led to the full evacuation of the school, an emergency response involving the police and army bomb disposal experts, and a collective moment of shock and disbelief for the entire school community.
Principal Jeanette Hart, who was leading the assembly, initially had no reason to expect anything out of the ordinary. One student had brought in an old bullet casing, which was expected and approved beforehand. But it was the appearance of the grenade—unannounced and entirely unexpected—that brought the cheerful gathering to a sudden and serious halt.
The school’s swift and calm response, especially by Jeanette Hart, was later praised by local police and bomb experts, who confirmed the grenade was not live. Nonetheless, the incident has raised important questions about safety, communication, and how schools and parents handle sensitive historical topics in educational settings.
A Routine Assembly Turns Into a Bomb Scare
Show-and-tell sessions are a staple in many primary school classrooms. They encourage children to share personal or family items, to speak in front of their peers, and to connect what they learn in textbooks to real-world experiences.
On this particular Friday, Osmaston CE Primary School decided to focus on the Second World War, giving children and their families a chance to bring in mementoes and relics passed down through generations. The assembly was designed to be both educational and respectful of the historical weight of the war, while also allowing students to take pride in their heritage.
“It was quite an eventful assembly,” said Mrs Hart. “It was going fine and there was a boy who brought an old bullet case in, which I knew about, but then his friend produced a hand grenade from his pocket. That, I was not expecting.”
As the session unfolded, everything seemed to be going well. One boy brought in a World War II-era bullet casing, a harmless object long emptied of any actual ammunition. The principal was aware of this item in advance and had given it the green light.
According to Jeanette Hart, the boy presented it calmly, and it was used to spark discussion among the children about the realities of war, the bravery of soldiers, and the significance of remembering history through family stories and keepsakes.
But then, to everyone’s surprise, another boy stood up and pulled a hand grenade from his pocket. The grenade, which looked old and weathered, immediately raised alarms. Though there were no signs of panic from the students, Jeanette Hart knew she had to act fast.
She calmly but firmly ended the assembly and took the grenade from the student. Not knowing whether the device was live or inert, she made the quick decision to carry it herself out to the car park and place it behind a substantial tree, away from people and buildings.
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Her actions were later described as courageous and sensible, especially given the uncertainty of the situation. “It looked old and I thought it might be safe, but I didn’t want to take the risk,” Mrs. Hart later told the BBC. “I wasn’t 100 per cent happy carrying it, to be honest.” Her primary concern was the safety of the children and staff, and in that moment, she had to trust her instincts.
The Emergency Response and Discovery
Once the grenade was secured behind the tree, Mrs. Hart quickly called emergency services. Within minutes, the school was evacuated. Students and staff were led to safety while police and army bomb disposal experts rushed to the scene. The presence of a potential explosive device on school grounds is always treated as a high-priority emergency, and authorities wasted no time.
Derbyshire Police, along with the army’s explosives team, arrived equipped with X-ray technology and the expertise to assess whether the grenade posed any real danger. Using their equipment, they carefully examined the device and determined it was not live. Though it was indeed a real hand grenade, likely from the Second World War, it had long been deactivated and contained no explosive material.
Still, the response was a necessary one. In situations involving potential explosives, there is no room for assumptions or complacency. Even though the grenade turned out to be safe, the swift evacuation and careful investigation were critical in ensuring everyone remained unharmed.
The police later released a statement praising the school staff for their calm and effective response. “We even got to see those [X-ray] images and were told a detailed analysis of how there was nothing that would set the grenade off,” a spokesperson from the Matlock, Cromford, Wirksworth and Darley Dale Police Safer Neighbourhood Team said.
Parents were later informed of the events, and the school resumed normal activities once the all-clear was given. The incident was over in a matter of hours, but it left a lasting impression on all involved—and perhaps most notably, on the importance of clear communication between schools and families when it comes to historical artefacts.
Lessons Learned and a Cautionary Tale
The hand grenade, it turned out, was a family heirloom. The student who brought it in had not informed his parents, nor had he asked for permission. It was likely something he found at home and, given the context of the World War II-themed assembly, believed it would be a meaningful item to show.
To a child, the significance of such an object might be more about its connection to family history than its potential danger. But to adults—and especially school administrators and law enforcement—it’s a stark reminder that items from wartime, even decades old, must be handled with care and proper oversight.
In the aftermath of the incident, police offered some simple but critical advice to parents and guardians: always double-check what your children are taking to school, particularly when it involves family memorabilia or historical objects. What seems like an innocent item to a child could, under certain circumstances, pose a serious safety risk.
For the school, the incident has undoubtedly prompted internal reviews and discussions about future protocols for show-and-tell sessions, especially those involving historical or military themes. Teachers and staff are likely to introduce new guidelines requiring parents to declare and approve any items brought in advance, particularly those with the potential to cause alarm or harm.
Meanwhile, the story has garnered national attention—not just because of its dramatic elements, but because it taps into larger issues about how we teach history to children, how we engage with our past, and how we ensure safety while encouraging educational curiosity. There is a delicate balance to strike between inspiring interest in history and ensuring that artefacts are shared in a responsible and controlled manner.
Principal Jeanette Hart’s level-headed response and commitment to student safety have been widely praised. Her actions in a moment of uncertainty helped prevent panic and ensured that the situation was resolved without harm. But even more importantly, it highlighted the importance of vigilance and proactive thinking in school environments.
The story of the grenade in the pocket is now likely to become a legend in the local community—a bizarre, unforgettable moment in the school’s history. But beyond the shock value, it serves as a valuable lesson in preparedness, communication, and the unpredictable nature of even the most well-intentioned school events.
Perhaps most importantly, it underscores the need for ongoing dialogue between educators, parents, and students. When teaching sensitive topics like war, loss, and heroism, it’s essential to create a framework that respects both the emotional weight and the physical realities of the objects being discussed. In a time when many children learn best through tangible, hands-on experiences, the need to set boundaries and promote safety is more important than ever.
For the students of Osmaston CE Primary School, this assembly will not be forgotten. It was a lesson in history—but also a lesson in caution, communication, and calm leadership. And for everyone watching from the outside, it’s a reminder that sometimes, the past can resurface in the most unexpected ways.