Martyn’s Law for Schools: What the Standard Tier Really Means

As discussions around Martyn’s Law continue, many school leaders are asking the same questions:

• Does this apply to my school?
• What does the “standard tier” actually mean?
• How much change will be required?

For schools, colleges and nurseries, understanding the standard tier is essential – not just for compliance, but for confidence. The good news is that for most education settings, Martyn’s Law builds on practices that are already familiar.

This article explains what the standard tier really means for schools and how leaders can begin preparing in a proportionate, practical way.

What is Martyn’s Law?

Martyn’s Law, formally known as the Terrorism (Protection of Premises) legislation, is designed to improve preparedness for serious incidents, including terrorism and other acts of serious violence.

For the first time, organisations within scope will be required to:

• consider the risk of a serious threat
• put proportionate plans in place
• focus on preparedness and response rather than physical security measures

In education settings, the emphasis is not on turning schools into high-security sites. Instead, it is about ensuring staff know how to respond quickly, calmly and consistently if something serious were to happen.

Which schools fall under the standard tier?

Schools with a maximum capacity of 200 people or more fall within scope of the legislation.

However, an important distinction applies to education:

• Where schools, nurseries and colleges fall within scope of the legislation, they will remain within the standard tier, regardless of how large their overall capacity is.
• Universities are treated separately and fall under the enhanced tier.
• Schools with fewer than 200 people on site are unlikely to be legally mandated, but the same principles are widely recognised as good practice across the sector.

This approach reflects the fact that schools already operate within a strong safeguarding and duty-of-care framework.

What does the standard tier actually require?

The standard tier focuses on preparedness, not expensive physical security.

Schools will not be expected to:

• install security guards
• erect higher fencing
• invest heavily in surveillance systems

Instead, the expectations centre around effective emergency planning, including:

1. Clear emergency response plans

Schools should have plans in place to manage:

• evacuation
• lockdown
• invacuation (bringing people to a place of safety)

These plans should consider serious threats, not just fire or weather-related incidents.

2. Proportionate, practical thinking

Plans should work:

• during the school day
• at pick-up and drop-off
• during events, lettings, open evenings and sports days

The aim is not perfection, but realism.

3. Communication as a central principle

A recurring theme in Martyn’s Law guidance is communication.

Schools are encouraged to consider:

• how a response would be triggered
• how staff would be alerted quickly
• how communication could adapt as a situation evolves
• how staff could communicate during a prolonged incident

This is often referred to as the “golden thread” running through effective emergency planning.

Why the standard tier matters for school leaders

For headteachers, governors and senior leaders, the standard tier is not just about meeting a future legal requirement.

It provides a framework to:

• review existing plans with fresh eyes
• ensure staff feel confident, not anxious
• avoid over-reliance on one person making critical decisions
• demonstrate due diligence and good governance

Most importantly, it encourages schools to think about how plans would work in real life, not just on paper.

Preparing without panic

Martyn’s Law is not intended to alarm schools or communities. It exists to support thoughtful, proportionate preparation – done calmly, in advance and in peacetime.

By understanding what the standard tier really means, school leaders can begin preparing in a way that is:

• sensible
• achievable
• aligned with existing safeguarding responsibilities

Next steps for schools

If you’d like to explore this further, our Martyn’s Law for Schools & Education Settings guidance brings together practical considerations around preparedness, communication and response in one place.

It’s designed to help schools prepare – without panic, pressure or unnecessary complexity.