AoFAQ Level 2 Award for Working as a Door Supervisor within the Private Security Industry (RQF)

Key Notes

This Regulated Qualification is ideal for anyone wishing to become a Door Supervisor.
It is recognised and endorsed by the Security Industry Authority (SIA)
Course Duration: Typically 4 days

Quality Standard

Security Industry Accredited Qualifications (SIAQ)
 is the name of qualifications for the security industry. SIAQ is the trading name of AoFAQualifications, an Ofqual and SIA recognised awarding organisation. SIAQ is supported by highly experienced experts in security industry speaking your language!

Compliance and Regulatory Requirements

The AoFAQ Level 2 Award for Working as a Door Supervisor within the Private Security Industry (RQF), is designed to meet the training and licensing requirements of the Security Industry Authority (SIA) – which regulates the sector under the terms set out in the Private Security Industry Act 2001. This qualification has been accredited by the regulators Ofqual, Qualification Wales, CCEA and SIA.

Key Points


National Qualification Number: 603/1013/3

Qualification Type: RQF

Guided Learning Hours: 45  (this qualification requires a minimum of 32.5 classroom hrs.)

Class size maximum: 12 Learners (1 Trainer)

Certificate Price £30 + VAT

Learning Outcomes

Unit 1 Working within the Private Security Industry

Working as a Door Supervisor Learning Outcomes and Assessment Criteria:

This for the first unit of the Door Supervisor qualification=

1.   Understand the legislation as it applies to the individual in carrying out a licensable activity.
1.1.Explain the main differences between Civil and Criminal Law
1.2.State the main aims of the Private Security Industry Act 2001
1.3.Demonstrate an understanding of equality and diversity

2.   Understand the importance of safe working practices to comply with legal requirements.
2.1.State the importance of Health and Safety in the work environment
2.2.Explain the term ‘duty of care’
2.3.Describe the responsibilities of employees, employers and the self-employed under the Health and Safety at Work legislation
2.4.State the methods of safe manual handling
2.5.Describe how to minimise risk to personal safety and security Identify typical risks and hazards (including slips, trips and falls)
2.6.Identify safety signs and signals
2.7.Explain the reporting procedures for Health and Safety accidents and incidents
2.8.Identify who to contact in first aid situations.

3.   Understand fire procedures in the workplace
3.1.Describe basic fire prevention measures
3.2.List the three elements that must be present for fire to exist
3.3.Identify the classifications of fire
3.4.Describe the different types of fire extinguishers and their uses
3.5.State other types of fire fighting equipment
3.6.Explain the actions to be taken upon discovering a fire
3.7.State the importance of understanding fire control panels
3.8.Describe the importance of understanding fire evacuation procedures
3.9.Describe the role and responsibilities of a fire marshal.

4.   Understand emergencies and the
importance of emergency procedures
4.1.Define the term “emergency” when used in the workplace
4.2.List different types of emergencies, and the associated problems and actions that should be taken when they occur
4.3.Explain the procedure for making emergency calls
4.4.List the actions which may be taken in the event of personal injury, or a security threat
4.5.Describe behaviours that could indicate unusual or suspicious activity
4.6.Know how to identify vulnerable children or adults and the actions that should be taken
4.7.Identify potential terror threats and how to respond to suspicious activity
4.8.Identify their role in the business continuity plan after the event.

5.   Understand the main characteristics of the Private Security Industry.
5.1.Define the key purpose of the private security industry
5.2.State the aims and functions of the Security Industry Authority (SIA)
5.3.Describe the required standards of behaviour of a private security operative.
5.4.Give examples of different sectors within the private security industry
5.5.State the benefits of linking in with local crime reduction initiatives.

6.   Understand the importance of effective communication skills and good customer care.
6.1.Explain the basic elements of effective communication
6.2.Identify the different types of communication
6.3.State the importance of effective communication in delivering good customer care
6.4.Explain diverse customer needs and expectations
6.5.State the principles of good customer care
6.6.Describe best practice in relation to telephone and radio communications
6.7.State the use of the NATO phonic alphabet

Unit 2 Working as a Door Supervisor within the Private Security Industry

Working as a Door Supervisor Learning Outcomes and Assessment Criteria:

This for the second unit of the Door Supervisor qualification

1.   Understand the role and objectives of a door supervisor
1.1.State the role of a door supervisor.
1.2.State the objectives of a door supervisor.

2.   Understand civil and criminal law relevant to door supervision
2.1.State what is meant by ‘reasonable’ and ‘necessary force’
2.2.Identify types of assault
2.3.List common crimes against property that door supervisors may come across
2.4.Define an ‘offensive weapon’

3.   To understand and demonstrate search procedures relevant to a door supervisor.
3.1.  State a door supervisors right of search, including ‘conditions of entry’ and the importance of obtaining permission to search
3.2.State the hazards of conducting a search and the precautions to be taken against infectious diseases
3.3. State how to search people and their property
3.4. State the reasons for searching premises
3.5. State the actions which may need to be taken in the event of a refusal to be searched
3.6. Describe typical search documentation
3.7. State typical actions to be taken when a prohibited or restricted item is found during a search
3.8. State the cultural and religious considerations in searching individuals
3.9. State additional considerations when searching people with a disability
3.10. State additional considerations for searching of minors
3.11. State the different types of searches.

4.   Understand arrest procedures relevant to a door supervisor.
4.1.Identify offences for which door supervisors can make an arrest
4.2.State the limitations to a door supervisor’s powers of arrest
4.3.State arrest procedures
4.4.Specify why arrests should only be made as a last resort
4.5.State the procedures to be taken following an arrest.

5.   Understand drugs and drug abuse relevant to the role of a door supervisor.
5.1.Identify key areas of drugs misuse legislation
5.2.Identify the signs and symptoms of drug abuse
5.3.Identify the most common types of illegal drugs
5.4.Identify signs of drug dealing
5.5.State how to deal with customers found in possession of drugs
5.6.State the procedure for handling seized drugs
5.7.Identify Health and Safety issues in relation to illegal drugs
5.8.State how to dispose of contaminated waste.

6.   Understand the Recording of Incidents and Crime Scene Preservation relevant to the role of a door supervisor.
6.1.List the different types of evidence
6.2.Identify the types and reasons for records
6.3.Identify incidents that need recording and when to call the police
6.4.Explain what information a record should contain
6.5.State the rules for incident book/notebook entries
6.6.State how evidence can be obtained and preserved at a crime scene.

7.   Understand licensing law and the licensee’s social responsibility relevant to the role of a door supervisor.
7.1.State the licensing objectives under the Licensing Law
7.2.State the law in relation to refusing entry and ejecting customers
7.3.State police powers in relation to licensed premises
7.4.State the rights and duties of licensees and door supervisors as their representatives
7.5.State the law in relation to children and young persons
7.6.State the conduct that is considered unlawful under licensing, gaming and sexual offences legislation
7.7.Identify acceptable forms of proof of age.

8.   Understand the basic procedures for emergency situations relevant to a door supervisor.
8.1.Explain the importance of knowing the venue’s fire and evacuation procedures
8.2.Demonstrate an awareness of the threat of terrorism as applies to the role of a door supervisor
8.3.Briefly describe the first aid procedures to be observed for the most common injuries sustained on licensed premises
8.4.State further learning and key local and national initiatives to raise awareness of the terror threats.

9.   Deal with keeping Vulnerable People safe relevant to a door supervisor.
9.1.Understand the risks to vulnerable people being ejected from, or refused entry to, a venue and the actions that can be taken to protect them.
9.2.State factors to consider when ejecting or refusing entry to a person that may be vulnerable
9.3.Identify the behaviours of potential sexual predators
9.4.Identify and know how to report indicators of child sexual exploitation.

10. Understand how to deal with Queues and Crowds relevant to a door supervisor.
10.1.State the responsibilities of a door supervisor regarding queue control
10.2.State the benefits of queue control
10.3.Describe why communication is important throughout the queuing process
10.4.State responsibilities regarding crowd capacity regulations (including specific areas of venues)
10.5.State reasons why managing crowd capacity is important to your venue and customers.

Unit 3 Conflict Management within the Private Security Industry

Working as a Door Supervisor Learning Outcomes and Assessment Criteria:

This for the third unit of the Door Supervisor qualification

1.   Understand how to recognise, assess and reduce risk in conflict situations
1.1.Identify the most common situations where there is a risk of escalation into violence
1.2.Demonstrate an understanding of the importance of positive and constructive communication to avoid conflict
1.3.Explain employers policy, guidance and procedures relating to workplace violence
1.4.Identify potential risk of violence towards yourself and others
1.5.Continually assess the level of threat posed in a conflict situation
1.6. Identify appropriate measures to reduce or eliminate the risk.
1.7.Recognise human responses to emotional and threatening situations
1.8. Identify the conditions and behaviours that trigger or inhibit an angry response in people
1.9.Choose the most appropriate responses to a situation involving potential conflict.
1.10.Explain the importance of adopting an appropriate initial response
1.11.Identify ways in which the expectations of the customer are managed towards a realistic understanding of the situation
1.12. Demonstrate an understanding of the attitude/behaviour cycle and how to prevent escalation.

2.   Understand how to use communications effectively in difficult and emotive situations and to de-escalate conflict.
2.1.Identify the different ways in which communication can be blocked
2.2.Demonstrate an understanding of how to overcome communication blocks by using active listening techniques
2.3.Recognise the importance of non-verbal communication when dealing with emotionally charged situations.
2.4.Identify how to work effectively with a colleague to de-escalate conflict
2.5.Recognise an escalation in risk and how to manage anger and aggression
2.6.Recognise the difference between assertion and aggression
2.7.Choose appropriate assertive behaviour for confronting unacceptable behaviour
2.8.Recognise the importance of providing exit routes and space when dealing with an angry person.

3.   Understand how to identify simple strategies for resolving conflict and how they can learn from conflict.
3.1.Explain what empathy is and how to use it to recognise the customer’s view of the situation
3.2.Explain how problem solving can lead to an acceptable resolution to a problem or issue
3.3.Recognise a win-win approach to dealing with conflict situations.
3.4.Identify how to seek help and make use of support services
3.5.Explain the importance of reflecting and learning from the experience of conflict
3.6.Recognise the importance of sharing good practice
3.7.Recognise the importance of contributing to long term solutions to re-occurring problems and issues.

Unit 4 Physical Intervention Skills within the Private Security Industry

Working as a Door Supervisor Learning Outcomes and Assessment Criteria:

This for the fourth unit of the Door Supervisor qualification

1.    Understand physical interventions and the implications of their use.
1.1.Identify the differences between defensive physical skills and physical interventions
1.2.Identify positive alternatives to physical intervention
1.3.State the importance of only using physical intervention skills as a last resort
1.4.State legal and professional implications of using of physical interventions
1.5.State the importance of dynamic risk assessment in situations where physical intervention skills are used
1.6.Identify the risk factors involved with the use of physical interventions
1.7.State the specific risks of incidents on the ground, and the importance of dealing with these appropriately
1.8.Identify ways of reducing the risk of harm to all parties involved during physical interventions
1.9.State responsibilities during and immediately following physical interventions
1.10.State the importance of keeping physical intervention knowledge and skills current
1.11.State the importance of accessing help and support following an incident
1.12.State the importance of reflecting on and learning from previous physical intervention situations
1.13.State the importance of reporting fully on the use of force
1.14.State the signs and symptoms associated with Acute Behavioural Disorder/Excited (or Agitated) Delirium and Psychosis
1.15.State the specific risks associated with Positional (or Restraint) Asphyxia
1.16.State the specific risks associated with prolonged physical interventions
1.17.State how to manage and monitor a person being held
1.18.State the actions to be taken in a medical emergency
1.19.State how to provide support to colleagues during a physical intervention.

2.   Be able to use non-aggressive physical skills to protect yourself and others from assault.
2.1.Demonstrate non-aggressive stance and positioning skills
2.2.Demonstrate non-aggressive skills used to evade and protect against blows
2.3.Demonstrate non-aggressive methods of disengagement from grabs and holds
2.4.Demonstrate non-aggressive methods to stop one person assaulting another
2.5.Demonstrate non-aggressive team methods to separate persons fighting
2.6.Communicate professionally with the subject of physical intervention while protecting yourself and others from assault
2.7.Demonstrate continuous communication to de-escalate a situation
2.8.Demonstrate awareness of the risks relating to disengagement.

3.   Be able to use non-pain compliant standing holding and escorting techniques, including non-restrictive and restrictive skills.
3.1.Demonstrate the use of a method for physically prompting a person
3.2.Demonstrate the use of a non-restrictive method of escorting a person
3.3.Demonstrate the use of a one person low level restrictive standing hold that can be used as an escort
3.4.Demonstrate the use of a two person low level restrictive standing hold that can be used as an escort
3.5.Demonstrate how to de-escalate and disengage a physical intervention ensuring safety for all parties
3.6.Communicate professionally with the subject of physical intervention, while using prompting, holding and escorting techniques
3.7.Demonstrate how to escort an individual up or down stairs.

Qualification Assessment


This qualification is assessed by the following means:

    1.  Multiple choice questions 

    2.  Externally set, internally marked and externally quality assured practical task.

Multiple choice questions are used to assess the learners underpinning knowledge. Question papers are available from the compliance department. Please read the instructions carefully.

AoFAQ Centre and Trainer Support Materials

The following is exclusively available from AoFAQ  to support the qualification:

Qualification Specification:

  • This gives details of all the Learning Outcomes with Assessment Criteria and full requirements for the qualification

Trainer, Assessor and IQA Requirements

Trainer, Assessor Requirements

Trainers/Assessors must:

Subject knowledge or experience

Trainers/Assessors must have achieved as a minimum:

  • Level 3 Award in Education and Training (RQF),
  • Certificate in Education
  • Post Graduate Certificate in Education
  • SVQ Level 3 and 4 in Learning and Development

Trainers/Assessors must also show occupational expertise, the SIA requires that:

  • Trainers have 3 years front-line operational experience (relevant to their delivery of training) within the last 10 years.
  • Undertake and be active in Continuous Professional Development (CPD) in order to keep their occupational expertise up to date. As guidance, a minimum of 30 hours CPD activity each year is required with evidence made available upon an External Quality Assurance visit. Suitable CPD activities include but are not limited to the following:
  • Attending relevant training events, conference as seminars
  • Continuing work experience within their sector
  • Increasing professional knowledge through home study

Teaching/Assessor qualifications

  • Post Graduate Certificate in Education (PGCE)
  • Certificate in Education (CERT ED)
  • Diploma in Education (DIP ED)
  • Preparing to teach in the lifelong learning sector (PTLLS)
  • Certificate in teaching in the lifelong learning sector (CTLLS)
  • Diploma in teaching in the lifelong learning sector (DTLLS)
  • Master of Arts in Education (MA ED)
  • Master of Arts in Professional Development, Education and Training (MA PDET)
  • Professional trainer certificate
  • IHCD Instructional methods course
  • Level 3 or 4 NVQ Learning and Development
  • CIPD Certificate in Learning Practice
  • Proof of 30 hours of training in any subject (must be verifiable)

This is not an exhaustive list, therefore if your teaching or training qualification is not listed, please contact us.

Note: This list is not exhaustive.

Trainers/Assessors should also be able to provide a detailed, chronological list of evidence to show that they have regularly provided Security assessments during the previous three years. If this is limited, evidence of other first-aid assessments may be provided.

No formal Trainer/Assessor qualifications

It is recognised that trainer/assessors may not hold formal qualifications but may have significant experience in undertaking these roles. It is expected that the trainer/assessors be registered and working towards formal qualifications within one year and that the qualifications are gained within two years.

During this period a portfolio should be maintained and include details of knowledge and experience gained and the time period over which they were applied, and any contributing training undertaken and the learning outcomes achieved. There should be evidence that the individual has conducted at least two practical and two theoretical first-aid training/assessing sessions under the supervision of a qualified assessor.

Internal Quality Assurers

Internal Quality Assurers must:

Occupational knowledge and competence in the subject ‐ evidenced by:
• Holding a relevant subject qualification or suitable experience
Knowledge and competency in internal quality assurance – evidenced by:
• Holding a qualification/completing CPD training or working towards a suitable qualification.
Internal Quality Assurers must:
• Have knowledge of the requirements of the qualification they
are quality assuring at the time any assessment is taking place.
• Have knowledge and understanding of the role of assessors.
• Visit and observe assessments.
• Carry out other related internal quality assurance.

Note: It is understood that not all IQA’s will be qualified initially, and that sufficient time should be considered to achieve these qualifications. During this time centres should ensure that IQA’s are following the principles set out in the current Learning and Development NOS 11 Internally monitor and maintain the quality of assessment. This could be evidenced by holding a qualification such as:

• SQA Accredited Learning and Development Unit 11 Internally Monitor and Maintain the Quality of Workplace Assessment
• RQF Qualifications based on the Learning and Development NOS 11 Internally Monitor and Maintain the Quality of Assessment
• Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice (RQF)
• Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (RQF)
• V1 or D34

Note: This list is not exhaustive.

Links and Downloads

Information Links
 Qualification Specification L2 Working as a Door Supervisor Qualification Specification