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Surviving your new e safety challenges
Transcript of Surviving your new e safety challenges
So what does the report say?
Online Safety Manager
South West Grid for Learning & UK Safer Internet Centre
New online safety issues
New computing curriculum
New inspection evaluation
New Computing Curriculum
ICT Computing & E‐safety Conference
6th March 2014 Shrewsbury
New Online Safety Issues
Policy Scope (2.55)
Acceptable Use Policies (2.69)
Digital and video images (2.74)
Policy development (2.78)
Community understanding (3.89)
Monitoring the impact of the e-safety policy and practice (3.84)
Governor training (3.82)
Staff training (3.71)
E-Safety Committee or Group (3.64)
Online Safety in schools 'State of the Nation'
Trends over time
Impact of national policy
Primary / Secondary Comparison
Improvements over time
Digital Literacy Curriculum
How are schools performing?
Measuring the Impact
Extracting and anaylsisng data from early adopters (2010) illustrates their '
New Inspection Evaluation
School-based reporting routes that are clearly understood and used by the whole school, for example online anonymous reporting systems.
Report Abuse buttons, for example CEOP. Clear, signposted and respected routes to key members of staff. Effective use of peer mentoring and support.
All teaching and non-teaching staff receive regular and up-to-date training.
One or more members of staff have a higher level of expertise and clearly defined responsibilities.
Risk assessment taken seriously and used to good effect in promoting e-safety.
Using data effectively to assess the impact of e-safety practice and how this informs strategy.
Management of personal data:
The impact level of personal data is understood and data is managed securely and in accordance with the statutory requirements of the Data Protection Act 1998.
Any professional communications between school staff and pupils that utilise technology should take place within clear and explicit professional boundaries, be transparent and open to scrutiny, and not share any personal information with a pupil.
An age-appropriate e-safety curriculum that is flexible, relevant and engages pupils’ interest; that is used to promote e-safety through teaching pupils how to stay safe, how to protect themselves from harm and how to take responsibility for their own and others’ safety.
Positive rewards are used to cultivate positive and responsible use.
Peer mentoring programmes.
Recognised Internet Service Provider (ISP) or Regional Broadband Consortium (RBC) together with age-related filtering that is actively monitored.
Rigorous e-safety policies and procedures are in place, written in plain English, contributed to by the whole school, updated regularly and ratified by governors.
The e-safety policy should be integrated with other relevant policies such as behaviour, safeguarding and anti-bullying.
The e-safety policy should incorporate an Acceptable Usage Policy that is understood and respected by pupils, staff and parents.
Key features of good and outstanding practice
All teaching and non-teaching staff can recognise and are aware of e-safety issues.
High quality leadership and management make e-safety a priority across all areas of the school (the school may also have achieved a recognised standard, for example the e-safety mark).
A high priority given to training in e-safety, extending expertise widely and building internal capacity.
The contribution of pupils, parents and the wider school community is valued and integrated.
Inspection of e-safety
Inspectors should consider (paragraph 135): the effectiveness of safeguarding arrangements to ensure that there is safe recruitment and that all pupils are safe. This includes the promotion of safe practices and a culture of safety, including e-safety.
Ofsted has produced a briefing document on e-safety for school inspectors; this gives examples of outstanding, good and inadequate practice.
Inspectors should consider (paragraph 130): types, rates and patterns of bullying and the effectiveness of the school’s actions to prevent and tackle all forms of bullying and harassment. This includes cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability.
The grade descriptor for outstanding includes:
‘Pupils are fully aware of different forms of bullying, including cyber-bullying and prejudice-based bullying, and actively try to prevent it from occurring. Bullying and derogatory or aggressive language in all their forms are rare and dealt with highly effectively.’
'the school’s success in keeping pupils safe, whether within school or during external activities through, for instance, effective risk assessments, e-safety arrangements, and action taken following any serious safeguarding incident'
Indicators of inadequate practice
Personal data is often unsecured and/or leaves school site without encryption.
Security of passwords is ineffective, for example passwords are shared or common with all but the youngest children.
Policies are generic and not updated.
There is no progressive, planned e-safety education across the curriculum, for example there is only an assembly held annually.
There is no internet filtering or monitoring.
There is no evidence of staff training.
Pupils are not aware of how to report a problem.
Whole school consistent approach:
Robust and integrated reporting routines:
Monitoring and evaluation:
The behaviour and safety of pupils at the school
The quality of leadership in, and management of, the school
"So, making filters work is one front we’re acting on; the other is education. In the new national curriculum, launched just a couple of weeks ago, there are unprecedented requirements to teach children about online safety."
July 22, 2013