A How-to Guide for Schools: Protective Security and Preparedness.

Simon Legrand
Aug 22
3 min read

Updated: Sep 1

This guide outlines a clear, actionable framework for UK schools to enhance their protective security and emergency preparedness, based on official guidance from the Department for Education. It provides practical steps to deter threats, respond to incidents, and build a robust security culture.

1. Establish a Security Culture and Appoint a Lead

A strong security culture is a foundation for safety. It extends beyond physical measures like fences and CCTV, involving simple, everyday actions by all staff to deter threats.

Appoint a Security Lead: A designated individual, who could be a headteacher, deputy, or other competent person, should be responsible for coordinating and overseeing the school's security and preparedness.
Create a Plan: This lead is responsible for developing, maintaining, and updating policies and plans. All staff must know who this person is.
Conduct Assessments: The Security Lead should perform regular security assessments to identify potential risks and vulnerabilities.

2. Train Staff on Key Protocols

All staff, including non-teaching personnel, play a vital role in security. Training should be embedded to ensure everyone is prepared to act decisively.

See, Check, and Notify (SCaN): Staff should be trained to SEE and be vigilant for suspicious activity, such as someone loitering in restricted areas or taking photographs of security measures. They should
- CHECK by using the "power of hello"—approaching the person if it is safe to do so to disrupt potential activity. Finally, they must
- NOTIFY the police by calling 999 for an immediate response or the Anti-Terrorist Hotline for non-emergencies.
- HOT Protocol: Train staff on how to assess suspicious items using the HOT protocol: Is it Hidden? Is it Obviously suspicious (e.g., exposed wires)? Is it typical of the location?. If an item is suspicious, a staff member should confirm its characteristics, Clear the immediate area, Control access to the unsafe area, and Communicate by calling 999.
Bomb Threats: All staff should be familiar with a pre-prepared bomb threat checklist. If a threat is received, they should try to keep the person talking to gather details, record all information, and immediately call 999.

3. Implement a Flexible Response Framework

Schools must have a range of pre-planned response options to suit different scenarios.

Response Options: Pre-plan for three core responses:
- Lockdown: Securing a room by locking or barricading doors and windows to prevent entry.
- Invacuation: Moving people from outside into a building for safety.
- Evacuation: Moving people out of the building to a pre-arranged muster point.
RUN, HIDE, TELL: All staff should be familiar with the "RUN HIDE TELL" principles. They must be prepared to run to a safe place, hide from the threat if running is not possible, and tell the police about the incident when it is safe to do so.
Tailor Plans: Plans must be tailored for students with Special Educational Needs and Disabilities (SEND). Ensure that Personal Emergency Evacuation Plans (PEEPs) are in place for individuals with disabilities, covering various security incidents, not just fire.

4. Prepare Emergency Kits and Test Plans

Preparedness involves having the right resources and regularly practising your response to ensure effectiveness. Create Grab Kits: Compile "grab kits" of essential items in easily accessible locations. These kits should include:

Site plans
Attendance registers and visitor logs
Emergency contact details
A bomb threat checklist
Medication lists for students with SEND
Communications equipment.
Regularly test your plans through practice drills. For younger children, drills may be for staff only. For older students, drills can be staged, starting with a planned alert and progressing to an unannounced drill.
After any incident or drill, conduct a post-incident review to identify areas for improvement and update plans accordingly

The full guidance can be found here.

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