When the Terrorism (Protection of Premises) Act, more commonly known as Martyn’s Law, comes into force, schools will be subject to a new set of legal duties designed to improve preparedness for terrorist incidents.

Named in memory of Martyn Hett, one of the 22 people killed in the 2017 Manchester Arena bombing, the law is aimed at ensuring that public venues are better prepared for future attacks.

For schools, the new requirements are proportionate rather than punitive, but they will still demand preparation, documentation and a joined-up approach between leaders, governors and local authorities to ensure compliance.

Understanding Martyn’s Law

At its core, Martyn’s Law is about protective security and preparedness. It requires organisations that operate publicly accessible premises to consider how they would respond to a terrorist incident, and, in some cases, to take steps to reduce vulnerabilities.

The law categorises premises into two tiers:

• Standard tier: venues expecting between 200 and 799 people.
• Enhanced tier: venues with a capacity of 800 or more.

Most education settings will fall within the standard tier, even if their capacity exceeds 800, due to the fact that they already have existing safety frameworks and risk management systems. And while schools below 200 capacity fall outside of the scope of the legislation, they are encouraged to adopt good practice.

What schools will need to do

Under Martyn’s Law, schools in the standard tier will have to:

1. Identify a responsible person - typically the headteacher, a trust or local authority representative or the proprietor - to oversee compliance.
2. Notify the regulator, the Security Industry Authority (SIA), that the premises fall within the scope of the Act.
3. Put in place and maintain effective public protection procedures. These should include proportionate plans for evacuation, invacuation (moving people to a safer internal location), lockdown and communication during a crisis.
4. Keep a record of their planning and preparedness, demonstrating how the school has considered risks, trained staff and tested its response.

Importantly, schools are not required to make costly physical changes - the emphasis is on planning, awareness and cultural readiness, rather than fences and barriers.

The practical implications

For most leaders, these requirements will not feel entirely new because they will already have procedures for lockdown, evacuation and site security. However, there are several key implications that deserve attention:

1. Leadership and capacity

Compliance will require time and coordination. Schools must ensure a clear lead for Martyn’s Law - someone with authority and the operational knowledge to embed procedures and training.

2. Integration with existing plans

Lockdown, safeguarding, fire safety, health and safety and business continuity all sit within similar domains. The new law presents an opportunity to bring these systems together rather than bolting another policy on.

3. Staff confidence and training

Every member of staff must know their role. That means investing in practical training, tabletop exercises and regular refreshers. As with safeguarding, preparedness is a whole-school responsibility.

4. Openness and safety

Schools are public spaces with porous boundaries. The challenge will be maintaining a warm, welcoming culture while ensuring that staff are alert, procedures are rehearsed and pupils understand how to act without fear.

5. Compliance and accountability

The SIA will have the power to issue compliance notices or penalties for serious breaches. Documentation and record-keeping will, therefore, be essential, not just for inspection purposes but for demonstrating due diligence to parents, governors and regulators.

A path to compliance

The Act includes a two-year implementation period, giving schools time to prepare. But waiting until 2027 would be a mistake. A proactive approach will help to avoid last-minute pressures and reassure communities that schools are ready.

Here’s what leaders should be doing over the coming months:

• Audit existing procedures: map out what exists and identify gaps. This could be done through short self-assessments with support from local authorities or trust health and safety leads.
• Clarify responsibilities: determine who the responsible person is and how oversight will be maintained, including governance sign-off and reporting.
• Update and test procedures: review lockdown and evacuation plans; run drills that include invacuation and communication testing.
• Train and communicate: ensure that all staff understand what to do in different scenarios. Engage governors, parents and pupils so changes are understood.
• Keep records: maintain logs of drills, reviews and training activities to evidence compliance.

Why it matters

Martyn’s Law does not ask schools to do something entirely new. It formalises a moral and professional duty that already exists: to protect children, staff and visitors from foreseeable harm.

Preparedness is not only a matter of compliance; it is also about building institutional resilience so procedures are clear, staff are trained, and systems are tested, to ensure schools can respond swiftly and calmly, even under the most unimaginable pressure.

As with safeguarding, good preparation saves lives. Martyn’s Law reminds us that vigilance and compassion are not opposites: they are part of what it means to create a safe and caring school.

Professor Michael Green is a visiting professor in the School of Education at the University of Greenwich and head of quality improvement planning at Buckinghamshire New University

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