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Online Safety Briefings

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David Wright

on 5 December 2016

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Transcript of Online Safety Briefings

www.digital-literacy.org.uk
23% of 11 and 12 year olds with a social networking site say they have been upset by something on it over the last year.
Technology
Research
Regulations
Resources
Services
Meet the team
Alan Earl: Police Officer
Vicki Green: Social Worker
Prof Andy Phippen
Ken Corish: Education Adviser
Ron Richards: Secondary Head (retired)
David Wright: UK Safer Internet Centre
www.saferinternet.org.uk
co funded by the
European Union

www.360safe.org.uk
What personal data do we have?
How is it protected?
Who has access to it?
How is it transmitted?
Where is it stored?
0844 800 2382
enquiries@saferinternet.org.uk
www.saferinternet.org.uk
Questions?
Peter Bower: Child Protection
12-15s are more likely than in 2014 to mostly use their mobile to go online
80% children have access to a tablet at home
Children are more likely than in 2014 to think that various kinds of online information are “always true”
Fewer 12-15s in 2015 nominate Facebook as their main social media profile while more are nominating Snapchat
Do you have e safety policies and acceptable use policies in place?  How do you know they are clear, understood and respected by all?
What mechanisms does the school, have in place to support young people and staff facing online safety issues?
Describe how your school educates children and young people to build knowledge, skills and capability when it comes to online safety?  How do you assess it's effectiveness?
How does the school educate and support parents and whole school community with online safety?
How do you ensure that all staff receive appropriate online safety training that is relevant and regularly up to date?
Policy and Process Templates
inadequate
Whole school consistent approach
Robust integrated reporting routines
Effective staff development
Clearly communicated and respected policy
Progressive curriculum
Secure and effective infrastructure
Effective monitoring and evaluation
outstanding
The Facilitators
'Sexting'
An offender profile
http://www.saferinternet.org.uk/advice-and-resources/teachers-and-professionals/teaching-internet-safety/resources/sexting
www.swgfl.org.uk/earlyyearstoolkit
Personal data is unsecured
Security of passwords is ineffective
Policies are generic and not updated.
There is no progressive, planned e-safety education
There is no Internet filtering or monitoring.
There is no evidence of staff training.
Children are not aware of how to report a problem.
www.swgfl.org.uk/safe
Online Reputation
http://www.saferinternet.org.uk/advice-and-resources/teachers-and-professionals/professional-reputation
What it is
How to manage it!
Evaluation and Resource area
http://www.swgfl.org.uk/osbevaluation
e-Safety Toolkit
Time spent online per week (12-15)

Mostly access the internet in bedroom (12-15)

Smartphone ownership - 8-11yrs
Smartphone ownership - 12-15yrs

Tablet use (2012) / household (2013) - 3-4yrs
Tablet use (2012) / household (2013) - 5-7yrs
Tablet use (2012) / household (2013) - 8-11yrs
Tablet use (2012) / household (2013) - 12-15yrs

Parents concerned about the Internet

Parents concerned about gaming content
2014
17.2hrs

38%

20%
65%

65%
65%
75%
71%

28%

22%
2013
17.1hrs

40%

18%
62%

51%
53%
54%
48%

16%

13%
Current UK Trends
Ofcom 2015
www.boost.swgfl.org.uk
Sexting
Sexting often now happens pre relationship - ie a form of flirting
Teenagers welcome the opportunity to discuss the issues
Parents and schools amongst the last to be told
Child Sexual Exploitation
Supported by
Landscape 2012
Current Landscape
Online Safety Resource
Privacy, Data and the Right to be Forgotten
Online Pornography
Around half of 11 and 12 year olds in the UK have an underage profile.
18% of these felt upset or scared for weeks or months after the incident occurred.
Supported by:

Andrew Williams: Infosec
Extremism and Radicalisation
"In the minds of the foreign fighters, social media is no longer virtual"
Anti bullying &
Peer Mentoring
Counter Terrorism and Security Act 2015
Assess the risk
Be prepared
Work in partnership
Train your staff
Educate your students
Implement strict IT policies
Take responsibility
Obliges schools to...
The term ‘online safety’ reflects a widening range of issues associated with technology and a user’s access to content, contact with others and behavioural issues
Online Safety
Safeguarding action may be needed to protect children and learners from:
• bullying, including online bullying and prejudice-based bullying
• the impact of new technologies on sexual behaviour, for example sexting
P6 10
Adults understand the risks posed by adults or learners who use technology,
including the internet, to bully, groom, radicalise or abuse children or learners
. They have well-developed strategies in place to keep children and learners safe and to support them to develop their own understanding of these risks and in learning how to keep themselves and others safe.
Leaders oversee the safe use of technology
when children and learners are in their care and take action immediately if they are concerned about bullying or children’s well-being. Leaders of
early years settings implement the required policies with regard to the safe use of mobile phones and cameras in settings
.
P9 13
Inspecting how effectively leaders and governors create a safeguarding culture in the setting
staff, leaders and managers understand the risks posed by adults or young people
who use the internet to bully, groom or abuse
children, young people and vulnerable adults; there are well-developed strategies in place to keep learners safe and to support them in learning how to keep themselves safe
staff, leaders and managers oversee the
safe use of electronic and social media by staff and learners and take action immediately if they are concerned about bullying or risky behaviours
P12 18
inspectors will consider, among other things, children’s and learners’ understanding of how to keep t
hemselves safe from relevant risks such as exploitation and extremism, including when using the internet and social media
.
Inspectors should include online safety in their discussions with pupils and learners (covering topics such as online bullying and safe use of the internet and social media)
. Inspectors should investigate what the school or further education and skills provider does to educate pupils in online safety and how the provider or school deals with issues when they arise.
Arriving at judgements about safeguarding arrangements
Inspecting and reporting on safeguarding concerns
Inspectors should ensure that they are aware of information available to the
public, reported in the press or accessible on the internet, including that
available on the early years setting, school or further education and skills
provider’s website, if available. This may contain information related to
safeguarding.
Inspectors should do a check on the internet as part of their preinspection planning
to see whether there are any safeguarding issues that may
need to be followed up during inspection. All evidence that relates to planning
for the inspection should be recorded.

Digital detoxers are ditching their devices
Fifteen million UK internet users have undertaken a ‘digital detox’ in a bid to strike a healthier balance between technology and life beyond the screen.
#OSB16
Ray Jones: UK SIC Helpline
Steve Shepherd: Police Officer/Social media
18.9hrs

34%

24%
69%

81%
81%
81%
80%

25%

21%
2015
"The syrian conflict is one of the most socially mediated conflicts in history"
Data Protection
Keeping children Safe in Education 2016
OUTCOME 21
• Further investigation resulting from the crime report that could provide evidence sufficient to support formal action being taken against the suspect is not in the public interest – police decision.
Pursue: Collaborative approach to prosecute and disrupt offenders
Prevent: Early Identification, Intervention and diversion
Protect: Increased protection for all sectors and communities
Prepare: Reducing the impact of criminality and supporting victims/witnesses
Pursue, Prevent, Protect and Prepare:
Tackling Organised Crime


Protecting children is one of the most important tasks the police
service undertakes. It is no less important whether the world of that child is a real world or a virtual world: there are risks to children in both.
In the 21st century the demand is likely to continue to increase rather than diminish. In an age of continuing and challenging austerity, the police service must deal with the demand in a way which is
proportionate to investigations and in the best interests of children.
Online and on the edge: Real risks in a virtual world - HMIC inspection July 2015 across 4 UK Police forces
enable.eun.org
Bringing the latest in online safety to your door step
Online Safety Briefings
The GDPR identifies children as “vulnerable individuals” deserving of “special protection”. Child-specific provisions may become introduced. Schools would also be required to make reasonable efforts to verify that consent had been provided.
Self Review Frameworks
Appropriate filtering & monitoring
Schools (and registered childcare providers) in England and Wales are required

“to ensure children are safe from terrorist and extremist material when accessing the internet in school, including by establishing appropriate levels of filtering" 
(Revised Prevent Duty Guidance: for England and Wales, 2015)

Schools and academies (and Local Authorities) should be satisfied that their filtering provider:
Blocks illegal content
Manages inappropriate online content
Meets these principles; Age appropriate, Differentiated filtering, Control, Filtering Policy, Mobile and App content, Multiple language support, Network level, Reporting mechanism, Reports


http://www.saferinternet.org.uk/advice-and-resources/teachers-and-professionals/appropriate-filtering-and-monitoring

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Risks

CONTENT
CONTACT RISKS
ADDICTIVE BEHAVIOURS
PHYSICAL HEALTH
MENTAL HEALTH
SOCIAL DEVELOPMENT
ACADEMIC ACHIEVEMENT
POSITIVE GAINS
Gaming and Virtual Reality
Critical
Reasoning
Monitoring Services
Full transcript