All schools should create a “bomb threat checklist” in an effort to prepare for terrorism incidents, says the Department for Education.
All settings - including early years, schools and alternative provision - should also appoint a “security lead” to help “promote a good security culture”, according to non-statutory guidance published today.
The work of the security lead should also “deter someone intending to cause harm from targeting your setting”, the DfE says.
Here is everything you need to know about the guidance:
1. ‘Most bomb threats are hoaxes’
The DfE says that “most bomb threats are hoaxes designed to cause fear and disruption” and could be used for intimidation.
However, “all bomb threat communications are a crime and should be reported to the police by dialling 999, no matter how ridiculous or implausible the threat may seem”, the guidance states.
The creation of a “bomb threat checklist” will help staff “remember what to do and observe, and to record details about the threat immediately”.
2. All staff should be familiar with response plans
The guidance published today also urges schools to “make simple plans” to “improve protective security awareness and preparedness that can deter terrorists and other security threats looking for a target”.
The DfE says that the plans could: deter terrorists looking for a target; support settings to mitigate against a wider range of threats such as antisocial behaviour, dangerous animals on site, and other criminality; and help keep learners, staff and visitors stay safe.
Settings should develop plans to “respond effectively to different types of incidents” and staff “should be able to draw on their knowledge from plans and make good, informed judgements about how to keep themselves and others safe” in the event of an incident.
Any plans should also be tested to “make sure they are suitable and effective”.
But the DfE says that any practice drills should consider individual trauma, “particularly around those learners who have previously been affected by incidents”.
The guidance says that all staff - including non-teaching staff - should have a role to play in preparing for incidents.
All staff should be familiar with the “RUN HIDE TELL” guidance, developed in the event of a terrorist attack.
Any plans could also include options for “lockdown”, “invacuation”, and “evacuation”.
As part of plans for a lockdown, the guidance says that staff should “consider in advance to what extent you might be able to lock or barricade classrooms and other spaces in your setting during an incident, and whether additional door jamming or lockdown devices are needed”.
In an evacuation, staff and pupils would be moved to “protected spaces”. Staff should “consider how many people could safely be accommodated within each identified protected space”.
Staff should also consider the different types of evacuation: full evacuation; partial evacuation; phased evacuation; and directional evacuation.
The DfE guidance states that schools should develop “strong names” to associate with building areas and exit routes.
3. Use existing government tools
The guidance flags the See, Check and Notify (SCaN) tool created by the National Protective Security Authority, which aims to increase staff “awareness of hostile reconnaissance” and sets out “how they can help to help counter it”.
The DfE says the use of SCaN “helps identify suspicious activity and deter and detect someone intending to cause harm targeting which can be easily applied to all settings”.
Settings can also use the “HOT protocol” to identify “suspicious items” that have been left unattended.
4. Plan for pupils and staff with SEND
Schools should “consider what works best for learners and staff with special educational needs and disabilities (SEND) to ensure that policies, plans and procedures are inclusive and accessible”, the guidance advises.
Any plans should also consider how pupils with SEND could be affected and build drills with “inclusivity and accessibility in mind”.
The DfE advises that during an incident, settings should consider having “buddies” or “marshals” to assist learners with SEND who “may find this process overwhelming or difficult to follow”.
5. Develop personal emergency evacuation plans
Schools should also “adjust the generic plan to consider the impact of disability and plan holding areas if necessary”, the guidance states.
Some individuals with disabilities may also require personal emergency evacuation plans (PEEPs), as they “may not be able to evacuate as quickly or as easily as others in an emergency”.
The guidance states: “Educational settings should make adjustments to the generic plan to consider the impact of disability and plan holding areas where necessary; this includes making alternative arrangements for learners with SEND.”
6. Consider a ‘grab kit’
As well as first aid and fire safety equipment, the DfE says that settings could create a “grab kit” that includes “additional equipment that may be required during a terrorism incident response”.
A grab kit should include “essential items”, including “communications equipment”, water and “public access trauma first aid kits”.
Settings should also consider equipment that may be needed for learners with SEND or those with asthma.
Kits should be “prepared in advance and left in convenient locations”.
7. Changes can be ‘low cost’
The DfE says that the changes can be “proportionate, low or no cost” to keep people safer “without causing additional burden on the workforce”.
The department has also today published a number of templates, examples and case studies that schools can adapt for their setting.
Minister for schools Baroness Barran said: “Our free training and guidance have been developed with the National Counter Terrorism Security Office and offer schools, nurseries and universities low-cost, practical steps to improve their preparedness and response plans in the events of a terrorist attack.
“The training and guidance is a precautionary measure and not linked to any current or ongoing situation.
“It’s the latest in our ongoing support for the sector to keep learners, staff and education settings safe from terrorism and other major incidents.”
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