Protective security and preparedness for education settings

Protective security and preparedness for education settings

On 3 April 2025, GOV.UK enacted the Terrorism (Protection of Premises) Act 2025. More commonly known as Martyn’s Law, this is named in memory of Martyn Hett, who was one of the victims of the Manchester Arena bombing in 2017.

The legislation builds upon the Protect and Prepare strands of the Government’s wider counter terrorism strategy, CONTEST, to enhance public safety by mandating preparedness for terrorist threats in public venues, including schools.

Although Martyn’s Law has officially become law, it does include a 24-month implementation period, which means schools have until April 2027 to fully comply with the law’s requirements.

Does it apply to schools?

It applies to publicly accessible premises where 200 or more individuals may be present. For schools, this typically includes:

  • Primary and secondary schools with 200+ pupils and staff.
  • Further education colleges and sixth forms.

The above would ordinarily fall under the Standard Tier of the legislation, which focuses on implementing proportionate and practical safety measures.  

For settings with a capacity of less than 100, they will not be legally obliged to take action under Martyn’s Law. However, the principles of Counter Terrorism Protect and Prepare could be adopted to ensure their communities are safeguarded.

What does this mean for schools?

Standard Tier schools are expected to develop Public Protection Procedures:

What actions should schools take?
Protective security and preparedness for education settings – non-statutory guidance

The DfE have released a new non-statutory guidance to help schools better prepare for security incidents from minor disruption to more serious threats like terrorism. Although such incidents remain rare, the guidance is a timely reminder to plan proportionately and be prepared.

5 Key Takeaways for 2025
  1. Appoint a Security Lead: A security leadership structure led by a senior leader to promote a culture of safety.
  2. Contextual planning: Reflecting your school’s size, layout, local risks, and pupil needs including SEND. See Annex D a quick self-assessment tool which will allow you to determine your existing strengths and will assist you in identifying any gaps to help improve plans.
  3. Promote a Culture of Awareness: Whole school awareness of the “see, check and notify (SCaN)”, Hidden, Obviously suspicious, Typical (HOT), and responding to incidents RUN HIDE TELL protocols and models, helping pupils and staff feel confident, not fearful, about safety.
  4. Practise Drills: Taking into consideration your schools contextual needs and inclusivity plans:
  •      Lockdown
  •      Invacuation (moving inside for safety)
  •      Evacuation
  1. Plan Communication and Alerts: Clearly understood alert systems and responsibilities.

Package Clients!  The resources listed, and additional resources, will shortly be available for download from the ‘Site Security’ area on your Resources Hub. 

Please don’t hesitate to get in touch if we can be of any assistance with your Safeguarding needs.  
 
Call 01274 752299 or email admin@safeguardingsupport.com
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Rachel Priestley

Rach has a background in Business Development and Administration, gaining much of her knowledge and experience through her 19 year career with the NHS working within the executive office, community services and public health. 

Before moving on from the NHS, Rach supported the Chief Executive, the Chairman and the Trust Board of a local NHS Care Trust, which managed Children’s Services. Her responsibilities spanned across HR, Finance, Governance, Compliance, Risk, systems and processes, and internal training. Rach also supported the Children’s Safeguarding Lead with safeguarding investigations.

In 2017, she left the NHS to pursue a successful self-employed career supporting business to grow, with flexible business development and administration support, which she continues to do on a part-time basis.

Rach is in house trained, and is passionate about delivering outstanding services and enjoys working as part of the safeguarding team to achieve a common goal.

In her own time, she loves spending time outside, and long walks with the two family dogs. 

Shelley Armstrong

Shelley joined Safeguarding Support in 2020 as an experienced AET-qualified freelance trainer, and now enjoys working across the business, keeping clients as up to date as possible with the ever changing challenges facing safeguarding children in education.

Whilst we aim to simplify safeguarding, Shelley’s passion is to ensure engagement, pride and confidence through training and support. Shelley enjoys applying the competencies gained in different industries and environments to researching, designing, and developing materials for those with the responsibility to safeguard children, and in return has enormous respect for their commitment.

Her experience across the private business sector brings commercial skills to training and her background in psychology and counselling ensure courses are designed and delivered with the learner in mind.

Shelley lives in Yorkshire and enjoys walking her springer spaniels – come rain or shine!

Abigail Havon

Abigail is an experienced and AET-qualified trainer with a strong foundation in safeguarding, having begun her career in the charity sector. During her time there, she served as a regional manager and a key member of the safeguarding leadership team, where she contributed to the development of policies and procedures, designed and delivered training, and supported staff and volunteers working one-to-one with children in schools. 

 

In her current role with Safeguarding Support, Abigail primarily leads the Reflective Supervision programme.  Supervision is a process where through 1-2-1 meetings and in a group setting, structured support is given to safeguarding professionals across England. The programme focuses on helping DSL’s and DDSL’s manage complex workloads, reflect on their practice, build resilience, and promote wellbeing—enabling them to sustain their capacity to protect and support vulnerable children and families.

 

Abigail’s professional journey spans a variety of sectors and business environments, always in roles that demand strong communication, collaboration, and a people-centred approach. She is deeply committed to empowering educators to work collectively as part of a safeguarding team, believing this collaborative approach leads to better outcomes for children and young people.

Based in the Midlands, Abigail enjoys long walks and tending to her ever-growing collection of houseplants.

Carol Stephenson

Carol has spent her entire career teaching in Bradford primary schools. Most recently she was Head Teacher of a large, outstanding, multi-academy trust, inner-city
school where she gained Local Leaders of Education (LLE) status.

Carol is a highly experienced Designated Safeguarding Lead and safeguarding Governor, with an extensive range of expertise, skills and knowledge. It was through this depth of experience that she became a dedicated representative of Bradford Children’s Safeguarding Board. In June 2019, Carol was awarded a Bradford Safeguarding Champions lifetime achievement award 2019 for her continued work in safeguarding the children of Bradford.

Carol is in-house trained and is NSPCC certified to deliver Child Protection and Safeguarding training.

In her spare time, Carol enjoys working on her allotment.