Martyn’s Law is an important step towards strengthening safety across the UK.
For many schools and Multi-Academy Trusts, a common initial concern is clear: Where do we start?
Schools already carry a significant safeguarding and duty-of-care burden.
New legislation, however well-intended, can feel heavy on top of everything else.
The real task is making Martyn’s Law practical so that, in the first moments of an incident, staff know exactly what to do and communication is clear.
This article shows how to make compliance practical, turning expectations into calm, confident routines.
What Martyn’s Law means in a school environment
The core ideas in Martyn’s Law are straightforward:
Risk assessment
Understanding your site, your visitor flow, and the situations that could require action.
Preparedness
Ensuring staff know what to do and how to communicate in the early moments of an incident.
Response
Coordinating clearly under pressure, without confusion or parallel instructions.
Accountability
Being able to show what happened, who was alerted, and which actions were taken.
For schools and MATs, these expectations live in a complex, busy world. Each school is different. Staff and activities vary widely, from regular lessons to after-school clubs, sports, events, and holiday programmes. Visitors come and go all day.
Martyn’s Law needs to work across all of it. That is why the communication element becomes so central.
Why the first 60 seconds matter
When something unexpected happens, the first minute shapes the rest of the response. It is the moment where clarity and confusion compete for space.
- A member of staff reports a suspicious object.
- A parent alerts the office to a concerning individual on site.
- A lockdown decision needs to be made quickly.
- A building must be evacuated.
In these moments, many schools still rely on everyday tools like Teams, WhatsApp or group emails. These tools work well for normal routines, but they are not designed for critical communication. Once several people begin sharing information simultaneously, parallel conversations form. Messages arrive out of order.
Some see information instantly; others miss it entirely.
This is not a criticism of staff or leaders. It is simply how these platforms behave under pressure.
An incident is not a meeting. It is not a discussion thread. It is a situation where the right message must reach the right people, quickly and clearly.
That is why it helps to look at Martyn’s Law through a simple, practical framework.
The “Plan, Communicate, Prove” framework
A practical approach is to focus on three key areas: planning, communication, and proving actions taken.
1. Plan: Clear roles and responsibilities
Planning is not about writing long documents. It is about clarity.
Who sends the very first message? Who leads the response on each site? Who monitors updates as the situation develops? Who is responsible for communicating with parents, local authorities or emergency services?
Plans should also include short, plain-language templates for different scenarios.
For example:
- Lockdown
- Evacuation
- Suspicious item
- Intruder alert
- Site closure (weather, utilities, structural issues)
These templates spare staff the stress of drafting under pressure. They also reduce the risk of miscommunication.
2. Communicate: How information moves
Communication often breaks down, not because of staff choices, but because standard tools aren’t built for incidents.
A practical approach includes:
- One designated channel is the “single source of truth”
- Staff grouped in a way that matches the decisions (SLT, office, site team, safeguarding, whole staff)
- Acknowledgements that show who has seen the message
- One thread, not several competing versions
- No reliance on personal phones or fragmented lists
With a clear structure in place, teams are less likely to experience delays or confusion
3. Prove: Documentation and learning
Schools are busy places, and memories fade quickly in the aftermath of an incident.
Documentation helps not only with compliance but also with learning.
Simple logs make it possible to:
- Review what worked
- Identify what slowed the response.
- Show due diligence
- Support staff in adjusting routines
- Improve the next drill or real incident.
This is not about blame. It is about building confidence and reducing uncertainty the next time something unexpected happens.
Common gaps we see in UK schools and MATs
Across the organisations we support, the same patterns appear.
These issues are not unusual. They simply reflect how busy and stretched schools are.
- Contact lists scattered across different apps: Teams, WhatsApp, email, and spreadsheets are not fully up to date.
- Unclear ownership of the first message: Several people assume someone else will lead.
- Plans stored in PDFs that few can access quickly: During an incident, people do not have time to search for documents.
- No consistent way to confirm who is safe: Staff responses get lost amongst other messages.
- Drills not conducted regularly or consistently: Different sites within a MAT often use different routines.
All these gaps can be addressed with small, structured steps.
Turning compliance into everyday practice
The simplest way to approach Martyn’s Law is not to attempt everything at once.
Focus on embedding a few habits into your existing routines.
1. Start with one scenario
Choose a practical example relevant to your school: a suspicious item, a lockdown, or a weather-related site closure. Walk through it as an SLT.
2. Time the first 60 seconds
- Who acts first?
- What message is sent?
- Which groups receive it?
- Does it create clarity or confusion?
3. Clean up your contact groups
Ensure one list is accurate and accessible. If you have multiple sites, define groups for each campus.
4. Draft short, plain templates
Clear, action-oriented wording makes a huge difference when people are under pressure.
5. Run simple tabletop exercises
These do not need to be dramatic. A 20-minute discussion once a term can reveal more than a large-scale drill.
6. Debrief honestly, without judgment
Ask:
- What worked smoothly?
- What slowed us down?
- What do we want to improve before next term?
7. Integrate into existing rhythms
Use INSET days, safeguarding meetings and annual reviews. This keeps the work manageable and consistent. These small steps build familiarity and confidence, which is ultimately what Martyn’s Law aims to support.
How Cosafe helps schools put this into practice
Cosafe was designed to help schools and MATs simplify their safety and communication routines, especially in the early moments of an incident.
Without being salesy, here is what helps most:
- One platform to send alerts, coordinate teams and track acknowledgements
- Pre-built templates for common scenarios
- Structured groups that match your organisation
- Timeline logs for documentation and after-action reviews
- Multi-site coordination for MATs
- Support from experienced advisors who help design exercises and strengthen routines
Schools tell us that having a single communication channel removes much of the stress and uncertainty during incidents. It gives leaders a clearer view of what is happening, who is responding, and which tasks remain.
Confidence comes from routines – not paperwork
Martyn’s Law need not feel overwhelming. Readiness does not come from complex binders or thick documents.
It comes from clear first actions, defined roles, and routines people know and trust.
Small improvements make a genuine difference.
- A cleaner contact list.
- A clearer first message.
- One tabletop discussion each term.
These small steps bring Martyn’s Law into everyday practice, strengthening school and MAT safety.
If you would like to explore what this might look like in your organisation, or if you need support with training, exercises or communication planning, Cosafe is here to help.
