Martyn’s Law and Schools - What Senior Leaders Need to Know in 2026

For many school leaders, Martyn’s Law can sound daunting at first glance. Any legislation linked to terrorism naturally raises concerns about complexity, cost and the emotional impact on pupils and staff.

In reality, for schools and colleges, the focus of the law is far more measured. It is about preparedness, leadership and proportionate planning, not turning educational environments into high-security sites.

Understanding what the law expects, and what it does not,  is the key to approaching it with confidence.

Where Schools Sit Under Martyn’s Law

All primary and secondary schools, with more than 200 pupils and staff, fall within the Standard Tier of Martyn’s Law. Even schools with more than 800 pupils are not subject to enhanced-tier requirements.

For senior leadership teams, this distinction is important. The Standard Tier is built around simple, sensible measures that reflect the realities of school life. The emphasis is on having plans that work in practice, are understood by staff and can be followed calmly if ever needed.

The Role of the Responsible Person

One of the central expectations of Martyn’s Law is clarity around responsibility. Each school must appoint a Responsible Person, someone within the organisation who has oversight of preparedness and compliance.

In most schools, this will naturally sit with a member of the senior leadership team. What matters is not the job title, but that the role is formally recognised, understood and supported. This person does not need to be a security expert; they simply need the authority to ensure that procedures exist, training happens and reviews are carried out.

For many leaders, this mirrors existing safeguarding and health and safety responsibilities. Martyn’s Law brings them together under a single, defined duty.

Procedures That Make Sense in a School Environment

Schools are expected to have procedures covering lockdown, invacuation and evacuation. The law is explicit that these must be proportionate.

That word matters.

Procedures should be:

• Easy for staff to remember under stress

• Simple for pupils to follow without fear

• Flexible enough to work across different parts of the school day

  
  

This is not about lengthy manuals or complex decision trees. It is about clear actions, clear communication and shared understanding. When procedures are overcomplicated, they tend to fail; especially in high-pressure situations.

Practice Builds Confidence

Just as fire drills are embedded into the rhythm of school life, Martyn’s Law expects schools to practice their procedures, typically on a termly basis.

For senior leaders, these drills are not simply about compliance. They are an opportunity to:

• Identify gaps in communication

• See how spaces are actually used

• Build staff confidence and calm

  
  

Well-run drills reduce anxiety rather than increase it. When people know what to do, uncertainty is removed and uncertainty is often the greatest source of fear.

Registration and External Oversight

Another requirement is the registration of school premises with the Security Industry Authority (SIA).

This process is about accountability, not inspection. Registration confirms that the school understands its responsibilities, has appointed a Responsible Person and has proportionate measures in place. For most schools, this should be a straightforward administrative step once internal arrangements are clear.

Where Schools Commonly Go Wrong

In our work with schools and colleges, the challenges we see are rarely about a lack of care or intent. They are usually about assumptions.

Invacuation

Invacuation is a common blind spot. Leaders often plan carefully for lockdown and evacuation, but overlook what happens if pupils are outside when an incident occurs. Breaktimes, PE lessons, arrivals and dismissals all need thought-through responses.

Communication

Communication is another frequent issue. Relying solely on email to alert staff during a critical incident assumes people are at desks and able to check messages; which is rarely the case in schools. Immediate, unambiguous alerting methods are essential.

Safe Spaces

We also see uncertainty around safe spaces. During lockdown, staff and pupils need to know where the safest location is and why. Without a clearly designated refuge, staff are left making decisions in the moment, often under intense pressure.

Securing the Perimeter

Finally, there is sometimes an over-reliance on securing the perimeter. Locking external doors is important, but it offers limited protection if classrooms themselves cannot be secured. Classroom-level measures, even simple, procedural ones, are critical.

A Proportionate Approach, Led by Confidence

Martyn’s Law does not ask schools to prepare for the unlikely at the expense of the everyday. It asks leaders to take a calm, structured approach to an evolving risk landscape.

For senior leadership teams, getting this right is about more than legal compliance. It is about demonstrating duty of care, supporting staff confidence and ensuring that if the worst ever happened, the school would respond with clarity rather than confusion.

With the right guidance, Martyn’s Law becomes not an added burden, but a natural extension of strong safeguarding leadership. If you’d like help ensuring your school is Martyn’s Law Compliant, contact the AI Schools team today to discuss the different packages available.