Video Script
Welcome to Module 5, where we’ll focus on lockdown procedures and how to respond to a terrorist or hostile threat incident in your school.
As a staff member, you play a crucial role in keeping pupils safe during an emergency. Today, we’ll cover the practical steps you need to know and how lockdown procedures differ from other emergency responses.
[SHOW SLIDE: Types of Emergency Procedures]
Let’s start by understanding the difference between three key emergency procedures.
Evacuation means moving everyone out of the building to a safe location outside. You’ll know this from fire drills.
Invacuation is the opposite – bringing people inside from an external threat, like severe weather.
Lockdown means securing everyone in place within the building when there’s an immediate threat that makes it unsafe to evacuate.
[CUT TO EXAMPLE]
Think of it this way: if there’s a fire, we evacuate because staying inside is dangerous. If there’s a hostile threat outside or in part of the building, lockdown keeps everyone secure where they are.
[SHOW SLIDE: Basic Lockdown Steps]
During a lockdown, remember four key actions:
First, secure your location. Lock doors immediately – research shows door locks are the most successful lifesaving device in these situations.
Second, turn off lights to avoid drawing attention to occupied areas.
Third, move everyone out of sight from windows and doors.
Fourth, maintain complete silence.
[SHOW SLIDE: Staff Roles]
Your role during a lockdown depends on your position, but every staff member has responsibilities. Teachers secure their classrooms and account for their pupils. Support staff may need to guide pupils to the nearest safe room or assist with securing areas they’re responsible for.
The key is knowing your school’s specific procedures and practising them regularly.
[CUT TO EXAMPLE]
Remember, different age groups need different approaches. With younger children, you might use simple language like “we’re playing the quiet game” to maintain calm. Older pupils can understand more direct explanations about staying safe.
[SHOW SLIDE: Communication]
During a lockdown, communication follows a clear chain. The senior leadership team contacts emergency services. Staff should only use communication systems if specifically instructed and keep mobile phones on silent to avoid giving away positions.
In our next and final module, we’ll look at how all these procedures integrate with your school’s existing policies and systems.
Reading
Understanding Emergency Procedures
Schools must be prepared for different types of emergency situations, each requiring a specific response:
Evacuation involves moving everyone out of the building to a designated assembly point. This is used for incidents like fires, gas leaks, or bomb threats where remaining inside poses the greatest risk.
Invacuation means bringing people inside from an outdoor threat, such as severe weather conditions or an incident in the local area that makes it unsafe to be outside.
Lockdown secures everyone in place within the building when there is an immediate threat that makes evacuation dangerous. This could include a hostile intruder, nearby police incident, or terrorist threat.
> Important: The decision to initiate lockdown rather than evacuation should be based on the nature and location of the threat. Senior leadership will make this decision based on available information.
The Four Essential Lockdown Actions
Research has identified four critical actions that can save lives during a lockdown situation:
- Secure the location – Lock and barricade doors immediately. Studies show that door locks are credited as the most successful lifesaving device during hostile incidents.
- Lights off – Turn off lights and close blinds to avoid drawing attention to occupied areas and to help conceal the number of people inside.
- Move out of sight – Position everyone away from windows and doors where they cannot be seen from outside or from corridors.
- Maintain silence – Keep completely quiet to avoid revealing your location. Turn mobile phones to silent mode.
Staff Roles and Responsibilities
During a terrorist or hostile threat incident, each staff member has specific responsibilities:
Teaching Staff:
- Immediately secure classroom doors
- Account for all pupils in their care
- Implement the four lockdown actions
- Keep pupils calm using age-appropriate communication
- Await further instructions from senior leadership
Support Staff:
- Secure any areas you’re responsible for
- Guide pupils to the nearest safe room if caught in corridors
- Assist teaching staff as directed
- Help with pupils who have SEND or additional needs
Senior Leadership:
- Make the decision to initiate lockdown procedures
- Contact emergency services (999)
- Coordinate the overall response
- Communicate with staff using agreed systems
- Liaise with emergency services on arrival
Age-Appropriate Approaches
Different pupil age groups require tailored approaches during lockdown situations:
Early Years and Key Stage 1 (Ages 3-7):
- Use simple, calm language like “we’re playing the quiet game”
- Focus on keeping activities normal and reassuring
- Avoid scary explanations that might cause distress
- Use familiar routines like story time to maintain calm
Key Stage 2 (Ages 7-11):
- Provide simple, honest explanations: “We need to stay safe while adults sort out a problem”
- Give pupils specific tasks to help them feel involved
- Reassure them that they are safe and adults are taking care of everything
Secondary Age (Ages 11-18):
- Provide clear, direct information about the situation
- Explain the importance of following instructions precisely
- Acknowledge their concerns while maintaining authority
- Use their maturity to help calm younger pupils if needed
Pupils with SEND:
- Consider individual needs and communication methods
- Use familiar coping strategies and comfort items
- Provide additional sensory support if needed
- Ensure adequate staff support is available
Communication During Lockdown
Clear communication protocols are essential during an emergency:
Internal Communication:
- Senior leadership initiates lockdown using agreed signals (PA system, specific alarm pattern)
- Staff should not use mobile phones unless specifically instructed
- Communication updates come only from senior leadership
- Maintain radio silence to avoid revealing positions
External Communication:
- Only senior leadership contacts emergency services
- Provide clear information: location, nature of threat, number of people involved
- Follow emergency services instructions precisely
- Parents and media will be managed by designated senior staff and local authorities
> Remember: During a lockdown, your mobile phone should be on silent mode. Do not post on social media or contact parents directly, as this could compromise safety and spread misinformation.
Training and Practice
Regular training ensures effective response during real incidents:
- Lockdown drills should provide advance warning to reduce anxiety
- Practice scenarios should be age-appropriate and trauma-informed
- Staff training should cover different threat scenarios
- Procedures should be reviewed and updated regularly
- Integration with existing emergency planning is essential
Evidence shows that emergency preparedness exercises significantly improve response to real incidents, with trained staff feeling better prepared and more confident in their actions.
Activity
Lockdown Scenario Planning
Time Required: 8 minutes
Objective: Practice applying lockdown procedures to realistic scenarios while considering age-appropriate responses.
Instructions:
- Read each scenario carefully (2 minutes)
- For each scenario, identify:
- The four essential lockdown actions you would take
- How you would communicate with pupils (considering their age)
- Any specific considerations for the situation
- Write brief notes for each scenario (5 minutes)
- Review your responses against the key principles (1 minute)
Scenario 1: You are supporting a Year 3 class (ages 7-8) during afternoon literacy when the lockdown alarm sounds. There are 28 pupils in the classroom, including two with autism who find sudden changes very distressing. The classroom has large windows facing the playground.
Scenario 2: You are a teaching assistant working with a small group of Year 10 pupils (ages 14-15) in the library when you hear shouting and running in the corridor outside. The school alarm hasn’t sounded yet, but you’re concerned about the commotion.
Scenario 3: You are supervising break time in the playground when the invacuation alarm sounds, meaning everyone needs to come inside quickly. As pupils enter the building, the lockdown alarm begins. You have approximately 40 pupils of mixed ages from Years 4-6 (ages 8-11) with you.
Expected Outcome: By completing this activity, you will have practiced applying lockdown procedures to realistic situations and considered how to adapt your approach for different age groups and circumstances. This mental rehearsal helps prepare you for confident action during an actual emergency.
Reflection Questions:
- What challenges might you face in each scenario?
- How would you adapt your communication for different age groups?
- What additional support might pupils with SEND require?