question from schools I receive is about engaging with parents either following
a concern regarding children's online behaviour when at home or after the
school have held a parents evening e-Safety workshop to which only 3 parents
Technology can often seen
as a "scary" or "frightening" issue to many adults and using the words "ICT",
"Technology" etc can sometimes put parents/carers off attending e-Safety events
as they may be concerned about not having sufficient computer skills to help
protect their child. e-Safety is not about the technology, it is about keeping
children safe online and so parenting skills and not computing are the most
important thing. Sometimes parents/carers may think they are doing enough to
protect their children by putting filters on search engines, installing
antivirus software, having a laptop downstairs and banning children from using
certain sites without considering how successful these tools are or if their
children could access the internet elsewhere, so it is important to highlight
that discussion and education about safe use is the key.
It is important that
schools and settings focus on the importance of keeping children safe online
and that e-Safety is not seen as a purely ICT issue. By working together,
parents and carers can help to reinforce the e-safety messages and they can
encourage positive behaviour wherever and whenever children go online.
Awareness-raising with parents and carers should focus on:
- The different ways
children and young people use and access technology e.g. mobile phones, games
consoles etc not just laptops and computers. It's important to highlight the
positive use of technology as otherwise e-Safety can easily become frightening -
be aware that the vast majority of interactions on the internet are positive!
- The importance of
developing risk awareness and risk management by children and young people (according
to their age and ability) and resources parents/carers can use to help discuss online safety
- Practical tips for
e-safety in the home such as using filters, parental controls, creating appropriate
user profiles and home computer security
How can Schools and Settings engage with
Often parents/carers can
be a very hard-to-reach audience due to a number of reasons so it is important
that schools explore a number of options when raising the profile of e-Safety
within the school community.
- Parental Awareness
Sessions and Face to Face Training sessions
- e-Safety Links on School
Website/Learning platform. School websites can be great communication tools for busy
parents/carers and can be used to highlight new resources and information for
parents to use at home with their children. Schools can register their school
website as a CEOP Digital Asset. Child Exploitation and Online Protection
(CEOP) Centre offer a number of free downloads which can be added to websites,
which are available when you register, each designed to provide users
with a one-click route to advice, guidance and if required an ability to report
online crime. Register at www.thinkuknow.co.uk/assets
. Oe school I've worked with set the pupils the task or designing the e-Safety
area on the school website - the children had great fun finding resources and
then went home and helped their parents explore the site!
- Regular Communication with
parents/carers. Use regular school communication
channels e.g. newsletters, emails, texts or letters home to ensure the schools
e-Safety ethos is clear to all members of the School Community. This could
include "top tips" or references to new and useful resources. This can also be
a great way of engaging with parents before offering e-Safety events. One
school I worked with had the students write the e-Safety newsletter which meant
they went home and read it with their parents.
- Events for or by Children
on e-Safety. Turnout to e-Safety sessions or presentations have been noticeable
improved by involving children, such as putting on a play or children
presenting themselves at a whole school assembly. Some schools invite parents
to attend children's lessons or workshops to help improve parent/child
learning. These sessionscould be lead by the school, but sessions which are led by the children can often have a greater impact (as well as improved attendance).
- Including e-Safety at open
evenings or well attended events. Many schools have found that opening up the school to
parents/carers for a day or an evening has increased the number of families
engaging in e-Safety. Schools have offered open ICT Suite sessions where
parents can drop in (alone or with their children) to explore useful websites. Highlighting
e-Safety at other events can also help to reinforce that this is about
safeguarding, not ICT.
- Linking in with other
School events. Attendance for Parental Awareness Sessions can often be poor or
may not always engage with the most vulnerable families. It can sometimes be
more useful to highlight e-Safety when parents would already be coming into
school and some events which schools have said work well are schools discos
(one school offered free entry to the children whose parents attended!), school
plays (a large and captive audience!), transition events, school fetes (summer,
Christmas etc) etc.
- Home School Agreements. Many schools ask parents
to sign consent forms or Acceptable Use Policies before letting children use
the schools computer systems. Whilst these are an excellent idea, they can
often be hard to manage and to have returned to the school. An
alternative is to add a reference to the schools e-Safety policy and procedures
in the Home School Agreement - which all parents/carers MUST sign before a
child can join the school. This can then be discussed as part of new entry to the
school to help share the schools ethos at an early stage.
can be a useful way of seeing where a school may need to focus its delivery or
awareness raising. A good idea is to send questionnaire or online polls to
parents and then compare these with answers given by pupils to highlight any
gaps or concerns.
- Sharing your Acceptable
Use Policy (AUP) or School e-Safety Policy for use or adaptation in
the home and inviting feedback and discussion from parents/carers. Use school
parents groups/associations to help raise awareness and they can be a great
place to talk about ways to engage with parents.
- Think outside the box! Screens (TV, computer) around school can also be a good way of
getting parents more engaged with e-Safety by using a rolling presentation at
parents evenings, school fetes, or other times when visitors are in the
building such as school opening and closing times. Some schools have made a
computer with internet access available to parents/carers (with AUPS) so that
those without internet access at home can still access important emails and
Running Parental Awareness Sessions to achieve
a good attendance
sessions can be a really good way of engaging with parents about e-Safety in
the home to promote a consistent and clear message. However attendance at such
events can vary and therefore should not be used in isolation.
To ensure the best turn
out schools could try the following methods:
- Send out an invitation
letter to all parents/carers and the local community - this can be via a
printed letter, text/SMS services and/or email. This should be sent out a few
times as reminders.
- Schools could also highlight
the event on the school website and/or School newsletter.
- Schools could display
posters in the reception area, in public areas (e.g. fences, display boards in
the playground) and also in the wider community e.g. Children Centres, local
Shops, display boards etc.
- Work with local agencies
e.g. Police, Community Wardens, Children's Centres, Libraries as they can help promote your event and may be
able to help you engage with families who may not have attended otherwise.
- You may be able to entice
parents by including a raffle or a reward for attending. Some schools have
obtained prizes from local industry and raffled these at the events; other
schools have offered discounts to school events or "freebies" etc.
- Providing refreshments can
be a good idea (cake and tea/coffee is always a winning combination!) and some
schools have found that offering a crèche or space for children to be
supervised whilst parents attend has increased attendance.
- It is also a good idea to
ask parents when they would prefer the session to be offered e.g. morning,
afternoon or evening, to ensure as many parents as possible can attend. Coffee mornings/afternoons can allow parents to attend
just after or before the school run and evening sessions may help to accommodate families who work during the day.
- The best attended events
have been organised with engagement and encouragement with the Schools Senior
Leadership team and if possible any parents groups/associations or Family
Liaison Officer/Parental Support Advisor etc.
- Sometimes avoiding using any technical terms can be helpful to
stress that this event is not about ICT and computers, but is about keeping
- Using outside speakers such as local police can be very helpful to
reinforce the schools messages however schools should not become too reliant on
this approach as it can mean the school lose ownership of the issues. When using
outside speakers schools should ensure that they are promoting the schools
ethos (and are using up-to-date and appropriate materials) and make sure staff
attend the session as outside speakers will not know your school , the pupils or
- Don't be put off if the first event has a lower than expected
attendance. If you've got the right balance then you'll find that word will
spread on the playground about how useful the session was and the numbers should
increase in the future.
films/resources which can be used to run sessions and events for parents/carers
Kent schools and agencies with this Kent County Council are working with the
Parent Zone to pilot training for professionals who want to engage with families. The
Parent Zone - developer and distributor of Digital Parenting magazine have
developed a new, groundbreaking training course for practitioners, aimed
specifically at those working with parents. This one day course will equip
staff to deliver high quality sessions and advice on e-Safety to parents and
will be supported by the Kent e-Safety Officer. If you would like to find out
more information about the training, please email email@example.com
or Rebecca Avery, e-Safety Officer firstname.lastname@example.org
feel free to share useful resources or ideas you've found to help engage with
parents/carers in the comments section.
"Sexting", the practice of
sending self generated explicit pictures or video footage via mobile phones and
the internet is becoming increasingly common among some teenagers. In
October 2012, the Internet Watch Foundation found that 88 per cent of
self-generated, sexually explicit online content of young people had been taken
from its original location and uploaded onto other websites. Statistics from
the children's charity Beatbullying suggested 38 per cent of young people have
received a sexually explicit text or email, while 25 per cent have received a
sexual image they found offensive. Long term consequences of "sexting" by young
people can include various emotional effects (e.g. bullying, isolation etc) as
well as possible criminal action.
"Sexting in schools: advice
and support around self-generated images: What to do and how to handle it" aims
to helps schools start to address this issue in the right way with children,
young people and their families. The guidance has been developed by the Child
Exploitation and Online Protection (CEOP) Centre, the Lucy Faithfull Foundation
child protection charity, and sponsored by online software company Securus with
input from Medway County Council and Kent County Council
The document includes
practical support for schools and advice on whether teachers can search phones
and computers. The pack also includes advice to teachers about how to
respond if a child tells them about 'sexting' they have been involved in, as
well as how to handle explicit images, manage student reaction and prevent
further incidents. Case studies in the document also highlight the impact that
sharing of explicit images can have on children's lives and the challenges
faced by schools in dealing with it.
Russell Hobby, general secretary of the National Association of Head Teachers,
welcomed the guidance, which has been produced in conjunction with a range of
education groups, charities and councils. "The problem of 'sexting' - and the exposure of children to pornographic
images through mobile devices - poses real and serious challenges for parents,
head teachers and school staff," he said. "It exemplifies the way technology blurs the boundaries between school
life and the wider world."
Peter Davies, chief executive of the Child Exploitation and Online
Protection Centre, which helped develop the new document, said: "There are very real risks with this activity
by young people, from bullying to the sharing of these images among sex
offenders." CEOP had seen an
increase in young people sharing sexual images and videos of themselves with
their peer group, he said.
in schools: advice and support around self-generated images: What to do and how
to handle it" can be downloaded here www.securus-software.com/sexting
and inspiring use of the internet is at the heart of Childnet International's
Film Competition 2013. Childnet is inviting all schools and youth organisations
in the UK to enter their challenge. Two separate projects are in place for
primary and secondary aged children. This year the themes will revisit the key
messages from Safer Internet Day 2013 - "Online Rights and Responsibilities -
Connect with Respect".
aged entrants: Will be challenged to create a 60 second film to tell Childnet
why ‘The internet is great, when you respect your mates'.
aged entrants: Will be asked to create a 2 minute film in response to the theme
‘How do you connect with respect?'
would like to register a group of young people for the challenge please do so
shortlisted finalists will then be invited to a private screening of their film
in front of the judging panel at the BFI in Central London, where they will be
awarded some fantastic prizes for their school/youth group!
information, the dates for the competition are as follows;
opens: Monday 25th February 2013
closes: Friday 21st June 2013 @5pm
notified: Monday 1st July 2013
& finalist event at the BFI: Monday 15th July 2013
if you would like any more information
CEOP have released their latest film, First to a Million (aimed at young
people aged 13-18), which is now available to download from the Thinkuknow site.
The film is also now live on YouTube. As many schools block access to
YouTube CEOP have created a 'First to a Million Software' package which
can be downloaded from the Resources area of the Thinkuknow site. This
package enables schools to play the film on network as if it were a DVD -
but it's still interactive. Registered Thinkuknow users can download
the zip file in the resources area (right click 'Extract All', open up
the 'First to a Million.exe' file) and it is available in PC or Mac
formats. The download also comes with a full set of guidance notes and a
supporting activities pack in the Thinkuknow Resources area
If you work with young people aged 13 and up then you can also encourage them to watch the film at www.thinkuknow.co.uk/first2amillion
CEOP also have a blog which they are using to share news and information
(such as new resources and updates around recent changes in technology
or trends) on 'Thinkuknow: News and Views'
and staff can share how they have used First to a Million via the
blog's comments feature. You can also keep updated with CEOPs activities
via the Click CEOP Facebook Fan Page and on Twitter via @CEOPUK or #First2aMillion.
are texting and spending more time online than ever before, according to
Ofcom's latest annual report on children's media habits.
is most prolific among 12-15 year olds, who say they are sending an average of
193 texts every week. This has more than doubled from 12 months ago, when just
91 were sent; and is almost four times as much as the UK average of 50 texts
girls (12-15 year olds) are texting significantly more than boys, sending an
average of 221 messages a week - 35% more than boys of the same age, who send
164 a week. The average 8-11 year old sends 41 texts each week, almost double
the number (23) sent in 2011.
report also reveals the increasing role of the internet in children's lives.
For the first time, 12-15 year olds are spending as much time on the internet
as they do watching TV. This amounts to an estimated 17 hours a week on each
Pollack, Ofcom's Consumer Group Director, said: "Ofcom's
latest research shows that children's take-up and use of different media is
growing at a rapid pace, with some areas such as texting and smartphone
ownership fast outstripping the general population. However, children are not
just using more media, they are also adopting some forms at a very young age.
This highlights the challenge that some parents face in keeping up with their
children when it comes to technology and in understanding what they can do to protect
access to the internet is not restricted to PCs or laptops. Those aged 12-15
are more likely than last year to go online using their mobile phones and are
more likely to say that this is the device they would miss the most.
2011, there has been a 50% rise in 12-15 year olds owning smartphone devices.
Almost two thirds (62%) of this age group now has one - up from 41% the
previous year. This is significantly higher than the UK average for adults of
phones are more important to this age group than any other device, even TV. Two
fifths (39%) of 12-15 year olds now say they would miss their mobile phone more
than any other device, up from just over a quarter (28%) in 2011. Only one in
five (20%) said that they would miss TV the most.
one in seven (14%) of all children aged 5-15 now use a tablet device at home, a
threefold increase since 2011 (5%). Children aged 12-15 are most likely to use
a tablet, with 17% saying they do, up from 6% in 2011.
continues to play an important role in children's lives, particularly for
younger children. It continues to be the media activity that the most children
in all age groups say they do almost every day, and the medium that children
aged 5-7 and 8-11 say they would miss the most.
average child aged 5-15 spends an estimated 16 hours a week watching TV. Older
children view for longest, with the average 12-15 year old saying they watch
17.3 hours each week. More than a fifth (21%) of children watch television
between 21:00-22:00 alone. Among the younger age group (4-9) this figure is
14%; among the older group (10-15) it is a quarter (25%).
since 2007 there has been a fall in the proportion of children with a TV in their
bedroom - decreasing from 52% to 43% for 5-7s, from 69% to 58% for 8-11s and
from 81% to 73% for 12-15s.
majority of parents are happy with the level of regulation on TV, with
three-quarters of parents (77%) agreeing that there is about the right amount.
first time, Ofcom has researched the media habits of 3-4 year olds. This
indicates that many in this age group are using a range of different media
devices, including over a third (37%) who are going online using a desktop PC, laptop
or netbook. This is possibly to do activities such as look at a website, watch
a TV programme or play games online.
ten (9%) 3-4 year olds use a tablet at home, according to their parents. The
research also suggests that this age group spends an estimated 15.5 hours
watching TV every week and one third (33%) has a TV in their bedroom.
are keen users of social networks. Forty-three per cent of 5-15s with access to
internet at home have a social networking profile, rising to 80% of 12-15s.
Those aged 8-11 have an average of 92 friends and children aged 12-15 say they
have, on average, 286 friends.
express high levels of confidence online with 83% of 8-11 year olds and 93% of
12-15s saying that they are confident that they know how to stay safe online.
However, children aged 8-11 estimate that they have not met around one in eight
(12%) of their social network friends in person (an average of 11 people per
child) while 12-15s say they have not met around one in four (25%) - an average
of 72 people per child.
parents' concerns about content online and on TV are decreasing, the vast
majority of parents (97%) believe that they have some responsibility to ensure
children do not see unsuitable TV content.
parents are taking some sort of action to protect their children from
inappropriate material. Four fifths (79%) of parents of 5-15 year olds who go
online at home say they have rules in place about their children's internet
usage - such as checking what their child is doing online or setting time
limits. Half of parents of 5-15s have parental controls installed on their TV;
46% of parents of 5-15s who go online at home have online controls installed on
computers at home; and 31% of parents of 12-15s with a phone that can be used
to go online have mobile phone ‘filters' in place.
ten (10%) parents say they do not have parental controls installed on computers
either because they don't know how to do this, or are not aware that it is
possible, rising to 21%-25% for fixed/mobile games consoles and 35% for mobile
phones. The most frequent reason given by parents of younger children for not
having technical controls on computers is that their child is always supervised
(63% for both 5-7s and 8-11s), while for children aged 12-15 it is because they
trust their child (67%).
and parents: media use and attitudes report 2012 is available here.
taken from Ofcom's Press release. Please access original material here
Safer Internet Centre are very pleased to be able to share their plans for
Safer Internet Day 2013 and to ask for our help.
Internet Day 2013 will take place on Tuesday 5 February 2013. Focusing
on online rights and responsibilities, this will be the tenth anniversary of
the event and they are looking to children, young people, schools and partners
across the UK to help us make Safer Internet Day 2013 bigger and better than
ever before. For Safer Internet Day 2013 the UK Safer Internet Centre are
giving children and young people the opportunity to share with the Government
and key people from the internet industry what they want from the internet and
how it can be a better place.
The UK Safer Internet Centre are delighted
to be launching the Safer Internet Day 'Have your Say' survey,
which asks children and young people to consider what they believe will make
the internet a better place and will ask them to reflect on whether online
services, government and schools are doing enough to support them to get the
most out of the internet. Do they have a right to access all information? Do
they have a right to control their privacy? It will also give them the chance
to reflect on their online responsibilities, and consider how the way they act
online can affect other people's online experiences. They will then present the
collated views and opinions of children and young people across the UK to the
Government on Safer Internet Day.
It would be great if schools and
organisations could take part and ask the young people they work with to
complete a copy of the Safer Internet Day survey, either online, or on the
downloadable pdf and return it to the UK Safer Internet Centre by 31st
You can access both the 7-11 age and
11-18 age survey's online at www.saferinternet.org.uk/survey .
If you have any questions about the
survey, please do feel free to email email@example.com who
will be able to help.
Vodafone have launched their new and updated Digital
Parenting Magazine Following the success of the
first issue of the magazine in 2010, 500,000 copies of the new magazine have
been printed in 2012.
Annie Mullins OBE, Vodafone's Global
Head of Content Standards, says: "Vodafone
Digital Parenting helps to build parents' and grandparents' confidence so that
they can help children make the most of digital technologies and also
understand the potential challenges and risks. We received great feedback about
our first issue in 2010 so we're delighted to be able to provide this free
magazine again to hundreds of thousands of parents across the UK."
Digital Parenting draws on the latest research and
advice to bring parents up to speed on critical topics. Where bullying is
concerned, for example, the magazine looks at one recent study that reveals how
some young people regard and refer to online meanness as ‘drama' and don't see
themselves as either a bully or a victim - a viewpoint that might differ
considerably from that of their parents. Digital Parenting also explores the
issues of privacy and online reputation, explaining why children and teenagers
need to carefully consider what they reveal about themselves online as they're
creating long-lasting digital footprints that could affect them when they apply
for college or jobs in the future.
The magazine contains articles by more than 25 digital
and parenting experts, including psychiatrists, teachers, parenting advisers
and industry representatives. As well as Expert View articles on subjects as
wide-ranging as the importance of age ratings to the future of the internet,
there is a focus on the sexualisation and commercialisation of young people, as
parents are increasingly concerned about this.
The Digital Parenting team also spoke to a number of
young people around the UK,
including three Paralympic athletes, about the digital technologies they enjoy
and the difference they make to their lives.
To help parents make the most of some of the safety and
privacy tools already available, there are 10 step-by-step ‘How to' guides in
Issue 2 of Digital Parenting, including how to use the Vodafone Guardian app
and how to set up the new BlackBerry Parental Controls. There is also a guide
to help parents report any online concerns their child might have to popular
service providers (such as Facebook, Google and Xbox) and relevant authorities
(such as CEOP, the IWF and ParentPort).
In addition, there is a special feature on the role that
grandparents can play in their grandchildren's digital world, especially as so
many are now involved with childcare. To support grandparents, Vodafone is
providing, for the first time, guidance to help them make accessing the
internet and using mobiles and other digital devices more enjoyable and safer
for their grandchildren. Ahead of the launch of Digital Parenting, Vodafone
commissioned YouGov to poll grandparents about this issue - you can find the
survey results here.
Parents can access an electronic copy of the magazine online now at www.vodafone.com/content/index/parents.html so why not
link to the magazine from your website or send the link home in your next
Schools and settings can also order hard copies of the Digital Parenting
Magazine to give out to parents via The Parent Zone
by using the online
In June 2012, Ofsted released the latest version of their school
which now features e-Safety as an important part
of an inspection. With the inclusion of e-Safety, Ofsted have now included
a range of indicators that evaluate the breadth of a schools safeguarding
strategy to include the online environment in which staff, pupils and their
families learn and communicate.
When making a judgement about a school, e-Safety and cyberbullying is
highlighted in the Ofsted inspection in two of the four key judgements:
"the behaviour and safety of pupils at the school" and "the
quality of leadership and management" when describing outstanding schools.
In addition to this, inspectors will also be evaluating schools provision
for spiritual, moral, social and cultural development, including pupils'
ability to "develop and apply an understanding of right and wrong in their
school life and life outside school". It is clear that schools must
increase their safeguarding agenda to include e-Safety as it will be an
important area to ensure that children and young people are kept safe and aware
of how to manage risks, even when they are not on the school site.
Ofsted have now published a section
5 briefing for inspecting e-Safety which highlights some key points which
schools will need to consider when extending their safeguarding obligations to
the online world. The briefing sheets is publicly available to schools and will
help to give a direction and focus to school leadership teams as to what good
and outstanding online safeguarding practice looks like and
additionally clearly outlines what inadequate practice looks like.
The new briefing "Inspecting e-Safety" has been developed building
on the 2010 Ofsted publication "The safe use of new
The key findings of the "safe use of new technology" report were:
- In the five schools where
provision for e-Safety was outstanding, all the staff, including members
of the wider workforce, shared responsibility for it. Assemblies, tutorial
time, personal, social, health and education lessons, and an
age-appropriate curriculum for e-Safety all helped pupils to become safe
and responsible users of new technologies.
- Pupils in the schools that
had ‘managed' systems had better knowledge and understanding of how to
stay safe than those in schools with ‘locked down' systems. Pupils were
more vulnerable overall when schools used locked down systems because they
were not given enough opportunities to learn how to assess and manage risk
- In the outstanding
schools, senior leaders, governors, staff and families worked together to
develop a clear strategy for e-safety. Policies were reviewed regularly in
the light of technological developments. However, systematic review and
evaluation were rare in the other schools visited.
- The outstanding schools
recognised that, although they had excellent relationships with families,
they needed to keep developing these to continue to support e-Safety at
- Few of the schools visited
made good use of the views of pupils and their parents to develop their
- In some schools there were
weaknesses in e-Safety where pupils were receiving some of their education
away from the school site.
- The weakest aspect of
provision in the schools visited was the extent and quality of their
training for staff. It did not involve all the staff and was not provided
systematically. Even the schools that organised training for all their
staff did not always monitor its impact systematically.
recommended that all schools:
- audit the training needs of
all staff and provide training to improve their knowledge of and expertise
in the safe and appropriate use of new technologies
- work closely with all
families to help them ensure that their children use new technologies
safely and responsibly both at home and at school
- use pupils' and families'
views more often to develop e-Safety strategies
- manage the transition from
locked down systems to more managed systems to help pupils understand how
to manage risk; to provide them with richer learning experiences; and to
bridge the gap between systems at school and the more open systems outside
- provide an age-related,
comprehensive curriculum for e-Safety that enables pupils to become safe
and responsible users of new technologies
- work with their partners
and other providers to ensure that pupils who receive part of their
education away from school are e-safe
- systematically review and develop
their e-Safety procedures, including training, to ensure that they have a
positive impact on pupils' knowledge and understanding.
When conducting inspections, from September 2012, Ofsted will be identifying
the following aspects as key features of good and outstanding e-Safety practice
Whole School Consistent Approach
teaching and non-teaching staff can recognise and are aware of e-Safety issues.
quality leadership and management make e-Safety a priority across all areas of
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
Robust and integrated
online reporting processes that are clearly understood by the whole school,
allowing the pupils to report issues to nominated staff, for example SHARP.
- Report Abuse buttons, for example CEOP
teaching and non-teaching staff receive regular and up-to-date e-Safety
- At least one staff member has
accredited training, for example CEOP, EPICT.
e-Safety policies and procedures are in place, written in plain English,
contributed to by the whole school, updated regularly and ratified by
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 (AUP) that is signed by pupils and/or parents as
well as all staff and respected by all
- A progressive 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 sanctions are used to reward
positive and responsible use.
- Peer mentoring programmes
- Recognised Internet Service Provider or
RBC together with age related filtering that is actively monitored
Monitoring and Evaluations
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.
Indicators of inadequate e-Safety practice
Indicators of inadequate e-Safety practice in schools will include the following
- 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.
are not aware of how to report a problem.
The briefing also includes some sample Questions which inspectors
may ask when visiting schools. Schools may wish to use these questions to
highlight areas to target for review.
Sample questions for
Senior Leadership Teams
- How do you
ensure that all staff receive appropriate online safety training that is
relevant and regularly up to date?
mechanisms does the school have in place to support pupils and staff facing
online safety issues?
- How does the
school educate and support parents and whole school community with online
- Does the school
have e-Safety policies and acceptable use policies in place? How does the
school know that they are clear and understood and respected by all?
- 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 its effectiveness?
Sample questions for Pupils
- If you felt uncomfortable about anything you saw, or if
anybody asked you for your personal details such as your address on the internet
would you know where to go for help?
- If anybody sent you hurtful messages on the internet or
on your mobile phone would you know who to tell?
- Can you tell me one of the rules your school have for
using the internet?
- Do you understand what the risks of posting
inappropriate content on the internet are (secondary students only)?
Sample questions for
- Have you had any training that shows the risks to your
and pupils online safety?
- Are there policies in place that clearly demonstrate
good and safe internet practice for staff and pupils?
- Are there sanctions in place to enforce the above
- Do all staff understand what is meant by the term cyberbullying
and the effect it can have on themselves and pupils?
- Are their clear reporting mechanisms with a set of
actions in place for staff or pupils who feel they are being bullied online?
- Does school have any plans for an event on Safer
Internet Day (note: this is an annual event now in its fifth year at least so
any school who are engaged would know about it)?
In a good or outstanding school then Ofsted will expect
positive answers to all of the above. It would demonstrate a schools commitment
to e-Safety if all members of the school community have received e-Safety education
including awareness training for all members of staff outlining what the
current risks are and what resources are available to help them keep pupils and
themselves safe online.
Kent Schools can contact Rebecca Avery, e-Safety Officer to
discuss and review their current practise or to enquire about training or any
other concerns relating to e-Safety and safe and responsible online behaviour.
Schools can also find useful guidance and resources to support them in
developing their e-Safety approach at www.kenttrustweb.org.uk?esafety
Training is also available for Kent schools specifically focusing on
developing an outstanding approach to e-Safety via Kent CPD online called "Child Protection and New Technology".
A useful place for schools to begin to review and map their
readiness for this may be to use 360 degree safe, a
free online self review tool for schools from SWGfL which can be accessed at www.360safe.org.uk
education programme endeavours to empower young people online through education.
It has a range of resources that have been developed for use with children aged
from 4-16, helping them to identify the risks they may face online and teaching
them how to protect themselves and places to seek further support. CEOP's range of
preventative films, presentations, lesson plans and guidance are free for
practitioners in the children's workforce to access and deliver directly to the
young people they work with. Through this cascade model practitioners have used
Thinkuknow resources with children and young people on over 11 million occasions
since the programme's establishment in 2006.
In October this
year CEOP's Thinkuknow education programme is planning to release its next
resource to practitioners. The resource, First to a Million, is a 20 minute
interactive drama highlighting the places that young people can go to report and
seek support should things get out of control online. The resource is aimed
broadly at secondary school aged children however CEOP is considering developing
supporting materials for younger children which would include the film's key
messages in an audience appropriate format.
experienced practitioners is really important to CEOP in the development of the
guidance and lesson plans that they create to support our resources. CEOP will be
conducting a virtual consultation with practitioners who work with young people
in a variety of settings across the UK, which will directly shape the guidance
we develop. The consultation will open the week commencing 30th July and will
close 17th August. CEOP
appreciate that this is during the summer holidays but they anticipate that this
will only take up a short amount of time and its important that CEOP ensure
as much feedback as possible.
If you are able to
participate please email firstname.lastname@example.org including ‘Consultation' in the subject line. For
further information about CEOP's Thinkuknow education programme and to register
for resources please visit: www.thinkuknow.co.uk/teachers.
Childnet International and the UK Safer Internet Centre have published their latest resource
for 3-7 year olds on the Kidsmart website. The story eBook
"Digiduck's Big Decision" can be read online and also downloaded free of
The story is a lovely way to talk
about positive behaviour on the internet to younger children in both formal and informal settings and could be used by staff in Schools and Early Years settings as well as Parents/carers. In the eBook, Digiduck learns what it means to be a good
friend online which is a theme with which this age group will be very familiar offline
already. It also highlights the imporance of online responsbility in an age appropriate way, which is sure to engage both younger and older online users.
The story can be found at http://www.kidsmart.org.uk/teachers/ks1/digiduck.aspx
The third ‘chapter'
of the ‘Munch Poke Ping' project by Stephen Carrick-Davies has been been published. This resources has been completed
with students from the Bridge Academy in Hammersmith, West
London sharing their experiences of adult rated online games.
The "Munch Poke
Ping" project is funded by the Nominet Trust and looks
specifically at how vulnerable, excluded young people are using social media
and how those working with them in Pupil Referral Units can best support
them. The participatory learning project uses film making to help
students explore an issue which they choose. This latest chapter includes
two films; one from students (a stop-motion animation) and a longer
reflective piece in which both students and staff from the Bridge Academy
discuss underage use of adult games and how teachers respond to the issues
which many of these games can bring up. At a time when there is frequent concerns
(from schools and the media) about young students having mobile phones in the
classroom this inspiring and honest film called ‘Digital Bridge'
could provide senior leaders with food for thought.
Over the last few weeks the Government has acted on the recommendations
from Tanya Byron about the standardisation of video game rating systems and
changes in the law to mean that anyone who sells a designated 12+ title to
younger children will face fines of up to £5,000 and a jail sentence, see http://www.guardian.co.uk/technology/gamesblog/2012/may/10/game-age-ratings-simplified-pegi.
This means that this is an ever
increasing issue that should be integrated into schools and other settings
e-Safety programmes of work.
Stephen Carrick-Davies says "Many teachers I work with say that numbers
of their young students are accessing violent video games. Whilst the debate
about the causality of online violence and offline behaviour is controversial,
(and I'm not qualified to enter into this debate), I do believe that both
teachers, and parents need help in addressing this issue of young children
playing age restricted games and understanding some of the safeguarding
issues. As part of this project I have therefore written a reflection
piece on the workshops I ran with explanation on how new games such as ‘Saints
Row' and ‘Grand Theft Auto' and ‘Call of Duty' work. My hope is that other
schools can begin to better support both students and parents about how these
games may influence children."
This report strikes a balanced view and reflects accurately the views
from both the young people and teachers involved. It also includes a section
on the positive power of age-appropriate games for learning as well as
information which could be used to support staff, students and parents/carers
when looking at this issue.
To find out more access the content and supporting documents at http://www.carrick-davies.com/mpp/conflict
Content adapted from Stephen Carrick-Davies
I'm attempting to document some Frequently
Asked Questions (FAQs) around e-Safety topics to help schools and other
settings. This is to build on our document "Safer
Practice with Technology" which started life as a selection of similar questions and has recieved very postive feedback from schools, agencies and other settings, both within Kent and beyond.
The list of FAQs so far is as follows:
Many thanks to very some kind people on twitter
for making some suggestions to be included.
List updated: 18.4.12
I'll be seeking to provide some guidance as
well as any useful links and resources to support schools and settings when dealing
with the most common e-Safety questions and queries.
In the meantime, if you have a question
which you'd like to submit or have some useful resources which you think might
be helpful to share, then please post or comment below or contact the e-Safety Officer via email or on twitter
Childnet International are
launching their Film Competition 2012 and are hoping to build on last year's
success and see another batch of fantastic short films promoting the positive
uses of the internet (previous winners can be seen on their website: http://www.childnet.com/film-winning/
Positive and inspiring use
of the internet is at the heart of Childnet's Film Competition 2012. Childnet
is inviting all schools and youth organisations in the UK to enter the
challenge. Two separate projects are in place for primary and secondary aged
children. The theme for the competition is as follows:
Primary Schools: "The Internet can make your life much easier, let me show you!"
Secondary: "I'm a technophobe, get me out of here! Can you convert a technophobe to the wonders of the internet?"
All shortlisted finalists
will then be invited to a private screening of their film in front of a judging
panel at the BFI in Central London, where they
will be awarded some fantastic prizes for their schools/youth group!
The dates for the
competition are as follows:
- Competition opens: Monday
16th April 2012 @ 9am
- Competition closes: Friday
15th June 2012 @5pm
- Finalists notified: Friday
22nd June 2012
- Screening & finalist
event at the BFI: Monday 9th July 2012
If you would like to find
out more or register a group of young people for the challenge please do so at email@example.com
To find out more, visit the Childnet webpage
Content from Childnet International
The NFER have published a
report "Protecting Children Online: Teachers' perspectives on
The report provides an
analysis of the responses to questions from a bespoke NFER online teacher
survey, using NFER's Teacher Voice Panel, for the DfE's Vital Programme
(delivered by the Open University).
The survey data shows that
the majority of teachers feel that they can deal with most e-Safety issues and can
support their pupils to do so. Teachers also acknowledged that technology is
useful to their pupils, for learning, communication and socialisation. However,
the findings also showed that technology is creating challenges for teachers in
relation to issues around e-Safety and cyberbullying as well as managing pupils'
usage of particular technologies, such as smartphones and social networking
The survey found that:
- 87% of teachers said that their school has an
e-safety policy, but only seven in ten (72%) indicated that it is reviewed
regularly (this figure was less in Secondary schools)
- 77% of primary teachers and half (54%)
of secondary teachers felt that staff had received adequate e-safety training.
- 87% of teachers feel pupils are e-safe
at school, but only 58% think their pupils have the knowledge and skills
to stay e-safe at home
- 59% of teachers said that they had a social networking profile
themselves, and less than 1% had experienced pupils leaving inappropriate
comments on their profile.
- 74% of teachers think that the
prevalence of smart phones among their pupils is making it easier for them
to access inappropriate material at school, with nine out of 10 secondary
school teachers finding this difficult to manage
- Cyberbullying continues to be a
problem, with 91% of secondary teachers and 52% of primary teachers saying
pupils at their school have experienced cyberbullying, and that most of it
is perpetrated via social networking sites.
These figures highlight
some concerns with e-Safety practice in Secondary schools, especially around policies
and staff training. This may be due to the size of the school, however it is
important that all schools view e-Safety as part of their essential safeguarding
responsibilities and equip all members of staff to manage e-Safety concerns
The Kent e-Safety Strategy Group are pleased to announce that the Staff ICT
Acceptable Use Policy Template 2012 is being published to celebrate
Safer Internet Day 2012 as part of "Connecting Generations" and exploring the digital world together safely.
e-Safety relates to the safe use of the
Internet, mobile phones and other electronic communications technologies and is
an essential part of the wider safeguarding agenda. Schools and other settings
must decide on the right balance between controlling access to the internet and
technology, setting rules and boundaries and education around safe and
responsible use for both pupils and staff. Schools and settings must ensure that
appropriate action has been taken to help protect staff, pupils and the wider
The updated Staff ICT Acceptable Use Policy Template 2012
builds upon the foundations laid by the "Staff Code of Conduct" (2008) and is
provided as a framework to support schools and other settings when writing and
updating their Acceptable Use Policies which are an important part of every schools role in safeguarding both pupils and staff.
The Staff ICT Acceptable Use
Policy Template 2012 contains a "guidance for use" section for Head Teachers,
Governing Bodies and Senior Leadership Teams to help them consider the wider
implications (including legislation and recommended best practise) as well as
possible actions required to support and develop a consistent and appropriate
AUP to reflect the schools e-Safety approach. The AUP template provides schools
and settings with a range of statements and could be used and adapted by Senior
Leadership Teams to develop an AUP appropriate to the schools systems, needs and
The ICT Acceptable Use Policy Template 2012 has been
produced by the Kent e-Safety Strategy Group with input from schools, child
protection officers, Teaching Unions, School Personnel, Kent County Council
Legal Services, multi-agency children's workforce professionals and Kent Police
to help schools and other settings write their own staff AUP.
schools and settings can consult with the e-Safety Officer to discuss policies
and procedures in relation to schools e-Safety responsibilities.
Staff ICT Acceptable Use Policy Template 2012 is available electronically as
both a PDF and word document, along with other e-Safety Material, at
Beatbullying today publishes Virtual Violence II: Progress and Challenges in the Fight against Cyberbullying - an in-depth study of the state of cyberbullying amongst children, young people and teachers in the UK.
The report is commissioned by Nominet Trust and in association with the NAHT.
It will be unveiled in a hard-hitting Panorama documentary airing on
the BBC tonight (6th February) and reveals that cyberbullying, as a weapon of choice
amongst the nation's youth, is showing no signs of dissipating, with
350,222 children – or 1 in 13 – experiencing persistent and intentional
cyberbullying, with just under a quarter (23%) reporting that the
bullying lasted for a year or more, and two in five (40%) said that it
lasted for months or weeks. These findings closely mirror Beatbullying's
first Virtual Violence study published in 2009.
Looking at the long-term effects of cyberbullying, Virtual Violence
II reveals the detrimental impact this kind of abuse can have on a
young person's wellbeing, with:
• 20% of children and young people indicating that fear of cyberbullies made them reluctant to go to school
• One in five (19%) reporting they experienced reduced confidence and self-esteem
• 14% living in fear for their safety
• 5% resorting to self-harm and 3% reporting an attempt of suicide as a direct result of cyberbullying.
"Through this bullying which was not just on the internet, I
tried to commit suicide, ended up going to Child and Adolescent Mental
Health Services (CAMHS) and stopped going to school. The only reason it
has improved is because I left school".
The rise of hand-held internet and mobile technologies in
classrooms and the widespread use of social networking and rating
platforms such as RateMyTeachers.com have meant that teachers are
becoming as common a victim of cyberbullying as children and young
Virtual Violence II, commissioned by Nominet Trust and compiled in
association with the National Association of Head Teachers (NAHT),
uncovers the increasing vulnerability of teachers, with:
• 1 in 10 teachers stating they've experienced harassment through a
technological medium and 48% witnessing or hearing about it happening
to their colleagues
• 15% feeling afraid for their safety or that of their family
• 3% contemplating leaving the profession and 3% resigning altogether.
The report also highlights the financial strain cyberbullying places upon the education system with:
• Teachers spending an average of six hours a week dealing with cases of cyberbullying
• And an estimated £18 million of the education budget being spent dealing with cases of cyberbullying per annum.
The perpetrators do this in and out of school time but it is
invariably brought into school and school staff have to spend time
dealing with it. The technology moves on and changes so quickly, it is
difficult for non technical people to keep up with".
(Secondary School Teacher in Derbyshire)
The report also names and shames the worst offending social
networking sites where cyberbullying has been found to be most
prevalent. Over half (52%) of young people identified Facebook as the
place where they'd personally experienced cyberbullying. Facebook and
MSN were also cited as the most common platforms on which children
witness bullying happening to others (47% and 20% respectively), with
45% stating they felt that websites such as Facebook and MSN did not do
enough to protect them from virtual violence.
"People think that they can say whatever they want to behind a
computer screen... It needs to be reported much more than it is as it
really affects young people; it has definitely shaped who I am today"
Emma-Jane Cross, chief executive of Beatbullying, said:
"Cyberbullying continues to be a dangerous problem for a
significant number of young people and we must not ignore its complex
and often devastating effects. We as a society need to take responsibility for both preventing
such harmful and anti-social behaviour, and dealing effectively with
incidents of virtual violence when they occur. An integrated approach
where we see Government, schools, parents, Internet Service Providers
and charities like Beatbullying all working together to keep our most
vulnerable safe. Today Beatbullying is calling for Internet Service Providers,
social networking sites and mobile phone networks to support and invest
in services such as Beatbullying's Cybermentors programme, that has the
capacity to successfully intervene and offer legitimate advice, support
and guidance to children and young people.
Emphasis also needs to be placed on the safety and well being of
our teachers, their job is to educate and not spend endless hours a week
dealing with cyber bullying.
"It is costing society £18 million to deal with this endemic, this
is wrong; this money needs to be reinvested in early intervention and
prevention work, to help protect our most vulnerable. CyberMentors is dealing with cyberbullying on the front line, but
working together in partnership with service providers; we can create a
culture in which any form of bullying, on or off-line, is seen as
unacceptable. This is how we will make a real difference to young
Russell Hobby, general secretary of the National Association of Head Teachers, added:
"The benefits of new communications technologies in education are
hard to overstate but we know that when they are abused, life can be
made a misery for pupils and teachers alike. We also know that victims
of bullying whether on or off-line have been driven to suicide by such
misery. This report brings home the necessity of taking steps to deal with
pernicious virtual violence, not only to protect those who could and
should be taking advantage of all the positive aspects of these exciting
technologies but to send a clear message to those who might believe
otherwise, that abuse conducted online is still abuse and is not immune
from consequences. We welcome this report for highlighting these issues and are proud
to support Beatbullying in its attempts to provide a common sense
response to cyber violence."
Annika Small, CEO of Nominet Trust, added:
"This new research is extremely worrying. A kneejerk reaction would
be to lock and block the internet, but this would negate its vast
potential for supporting young people's learning and development.
Instead, we need to equip young people and their parents with the skills
to use the internet safely and responsibly so they can take advantage
of the opportunities that digital technology presents for positive
discovery, collaboration and participation"
"It is worse being bullied over the internet because everyone can see and it makes you feel really little and small".
Press release from BeatBullying
The theme for Safer Internet Day 2012 will be 'Connecting generations' and will
take place on the 7th February 2012 to encourage all internet users,
whatever their age, to discover the digital world together safely. The
UK Safer Internet Centre will be encouraging parents, carers and grandparents
to connect with their children and young people and to share their ideas for
staying safe online with others. Similarly, Safer Internet Day will be a call
to action for children and young people, supported by their schools, in sharing
their knowledge on how to stay safe with the community around them.
Let the Safer Internet Centre know your plans!
Schools can send in to the
UK Safer Internet Centre, in no more
than 140 characters (i.e. a txt), how they are planning to mark Safer
Internet Day 2012. This may be working with children, it could be raising
awareness in your local shopping centre, it could be organising for children to
help senior citizens to get online for the first time! The opportunities are
endless! Send your school logo and text to firstname.lastname@example.org and
these will be added to Safer Internet Centre website.
New Resources to use on SID from Childnet International
Childnet International has developed new resources to support schools taking part
in Safer Internet Day on the 7th February 2012. The new Safer Internet Day Education Resources aim
to help teachers think about how to address and cover Safer Internet Day in the
classroom. A series of resources have been designed for both the Primary and Secondary age groups.
- Use the lesson plan to enable debate
and discussion surrounding internet issues. Challenge young people to
understand the concerns of other generations. Showcase your debate to
peers, parents, carers and grandparents; and give them the chance to join
- Create an awareness
raising campaign in your school to encourage all generations of the local
community to connect to the internet safely!
- This free content can
be downloaded from the UK Safer Internet Site at www.saferinternet.org.uk/safer-internet-day/download-schools-pack
- Use the lesson plan to enable your
pupils to share their internet knowledge with their peers and with a
selected audience within the community, to facilitate an exciting and
collaborative group learning experience.
- Create a class song / jingle / rap /
short play or sketch titled "How we connect online and why we love the
internet" IN ADVANCE of Safer Internet Day that can be showcased at the
end of the SID assembly on 7 February 2012.
- This free content can be
downloaded from the UK Safer Internet Site at www.saferinternet.org.uk/safer-internet-day/download-schools-pack
Infant and Early Years
- The Early Surfers' Zone is designed for the parents, carers and
educators of 3-7 year olds, to help introduce young children to the idea
of internet safety, in an age-appropriate, fun and engaging way. The site
introduces the character of Smartie the Penguin, who learns to be safe online,
by asking his family for help whenever anything happens to make him feel upset,
confused or worried. The resources include a new printable E-book,
accompanying questions for discussion (for parents / carers / staff who are
reading the story), a lesson plan with relevant curriculum links, and
subsequent follow-up activity ideas for children to complete at home. There is
also an art gallery for children to submit their posters and creative work.
Internet Day Live Radio Show
Safer Internet Day Live, the internet radio
programme, will be broadcasting on the day. Building on the success of Safer
Internet Day 2011, the marathon programme will hear from world leading experts,
those being children and young people! The programme is truly interactive - it
doesn't have listeners but participants. The programme will have sections
focusing on particular subjects. The UK
Safer Internet Centre are specifically looking for groups of children to appear
on the programme- either live or pre recorded and would love to hear
from you if your school or organisation has such a group who would like to be
broadcast across the globe. The children can tell us how they use online
technologies, put questions to our interviewees, or tell others how they are
marking Safer Internet Day at home, at school and with friends! Get in touch
express your interest to take part in the programme.
New Resources to use on SID from CEOP
the 7th February CEOP will be hosting the "Parents' and Carers'
Guide to the Internet", ready to broadcast anywhere
from schools and offices, to phones and homes. This will be a short TV-style
programme which schools and settings will be available to download or stream
from the Thinkuknow site. The programme will be an entertaining and
light-hearted look at what it's like to bring up children in the online world -
featuring clips and tips from some surprising sources!
want schools to get parents, carers, childminders, and grandparents to tune in, and here's
School could run a parent and
carers event, showing the programme and following it up with activities from
Schools can encourage parents and carers to watch the programme from the
comfort of their own homes if
they are unable to attend your session;
Schools can get children and
young people involved using activities supplied by CEOP prior to the
Schools can get involved with the event through interacting directly with the CEOP Team on the day.
are providing the following resources:
- A short
to market the event, this aims to get parents and carers thinking about
what their children are up to online and how they can get involved. This will be released on the Thinkuknow
site at the end of January.
- A TV style
that can be streamed live online on the 7th February or
downloaded from the Thinkuknow website from the 1st week of
- A resource
will be available to download from the Teacher/Trainers area of the
Thinkuknow site which can be downloaded from the 9th January This will include:
- Posters and letters that you can use to publicise events to parents and
- Activity sheets to get young people involved in the day that can be used
in the run up to SID;
Briefing notes for running an event; and
A presentation to use with parents once they've watched the programme.
All of these resources, and more, are available to
professionals working with children and young people who register at: www.thinkuknow.co.uk/teachers
For Kent Schools and Settings
The e-Safety Officer is
looking for Kent Schools to take part in activities
across the county. Please contact email@example.com
if your school is taking part in SID12 or if your school would be interested in
joining in or supporting an event.
There has been
an increasing number of requests for internet safety
presentations and resources for Nursery, Reception and KS1 aged children,
and therefore Childnet International have developed a set of resources to
support settings in talking about being safe online with young children who are
increasingly exposed to technology at a very early age.
The resources have
been produced as part of the UK Safer Internet Centre and, The Early
Surfers' Zone is now live within the "I work with Kids" section of Childnet
International's Kidsmart website and can be found at http://www.kidsmart.org.uk/teachers/ks1/.
The Early Surfers' Zone is designed for the
parents, carers and educators of 3-7 year olds, to help introduce young
children to the idea of internet safety, in an age-appropriate, fun and
engaging way. The site introduces the character of Smartie the Penguin, who
learns to be safe online, by asking his family for help whenever anything
happens to make him feel upset, confused or worried.
The resources include a new
printable E-book, accompanying questions for discussion (for parents / carers /
staff who are reading the story), a lesson plan with relevant curriculum links,
and subsequent follow-up activity ideas for children to complete at home. There
is also an art gallery for children to submit their posters and creative work.
The UK Safer Internet Centre has released some information for parents in
the run up to Christmas. A Parents’ Guide to Technology is an online resource providing
advice for parents about the benefits, capabilities and potential risks of
smartphones, gaming devices, tablets and internet-enabled media players. It
introduces some of the most popular devices such as the BlackBerry, iPhone, iPod
Touch and 3DS, highlighting safety tools that are available, as well as setting
out top tips to help parents encourage their children to stay safe when using
Increasingly parents are asking
questions about particular devices that their children are using -
or perhaps would like to have for Christmas! Many young people experience
internet-enabled technologies as a positive and integral part of their lives,
but parents are not always aware of the capabilities and issues raised by
different devices.It can sometimes feel challenging for parents and
carers to keep up with what their children are doing online, to supervise what
they are viewing, who they are chatting to, what games they are playing and what
they are downloading, and even more so now that the internet can be accessed
from a wide range of devices.
Recent research from Ofcom shows that a
large number of British 5- to 15-year-olds are using a range of internet-enabled
technologies to go online:
- 4 in 5 via a PC/laptop
- 1 in 5 via a games console
- 1 in 7 via a mobile phone
- 1 in 14 via a portable media player
- 1 in 50 via a tablet
online resource introduces smartphones, gaming devices and other
internet-enabled technologies such as the iPod Touch and iPad, helping parents
to understand how young people are using these devices as well as the potential
risks they may face. There is an FAQ section for each technology, answering some
of the common questions that parents have, such as “How can I help my child stay
safe when accessing the internet on their smartphone?” and “How might my child
communicate with people using their gaming
device?” There are also downloadable tip top
guides for the iPhone, BlackBerry, iPod Touch, iPad, Xbox 360, Nintendo Wii,
3DS, DSi, and the PlayStation 3 and PSP, which look at the capabilities of the
specific device and help parents navigate the parental controls
With these devices increasingly making it onto the Christmas wish list of
many young people in the UK, A Parent's Guide to Technology will help parents
and carers in understanding these different internet-enabled
The theme for SID 2012 will be 'Connecting generations'
and it will encourage all users, whatever their age, to discover the
digital world together safely. The UK Safer Internet Centre will be
encouraging parents, carers and grandparents to connect with their children and
young people and to share their ideas for staying safe online with others.
Similarly, Safer Internet Day will be a call to action for children and young
people, supported by their schools, in sharing their knowledge on how to stay
safe with the community around them.
Schools can send in to the UK Safer Internet Centre, in no more than
140 characters (i.e. a txt), how they are planning to mark Safer Internet
Day 2012. This may be working with children, it could be raising awareness in
your local shopping centre, it could be organising for children to help senior
citizens to get online for the first time! The opportunities are endless! Send
your school logo and text to firstname.lastname@example.org
and these will be added to Safer Internet Centre website.
Childnet International has developed new resources to support
schools taking part in Safer Internet Day on the 7th February 2012.
The new Safer Internet Day Education
Resourcesaim to help teachers think about how to address and cover Safer
Internet Day in the classroom. A series of resources have been designed for
both the PrimaryandSecondary age groups.
the lesson plan to enable debate and discussion surrounding internet
issues. Challenge young people to understand the concerns of other
generations. Showcase your debate to peers, parents, carers and
grandparents; and give them the chance to join in!
an awareness raising campaign in your school to encourage all generations
of the local community to connect to the internet safely!
the lesson plan to enable your pupils to share their internet knowledge
with their peers and with a selected audience within the community, to
facilitate an exciting and collaborative group learning experience.
a class song / jingle / rap / short play or sketch titled “How we connect
online and why we love the internet” IN ADVANCE of Safer Internet Day that
can be showcased at the end of the SID assembly on 7 February 2012.
The Primary resource pack contains a poster to promote
the SID theme, a primary assembly PowerPoint and accompanying script, 5 quick
classroom activities and an in-depth lesson plan for a class community project,
designed to utilise the technological skills of the class and to potentially
share these with a chosen audience within the local area to create a communal
learning experience. Similarly, the Secondary resource packs contain a
poster to promote the theme, 5 quick classroom
activities, an assembly PowerPoint with supporting script and an in-depth
lesson plan for a debate. The aim of the debate lesson plan is to prepare
pupils to stage a debate about the internet; the young people will put
themselves in the shoes of others and consider other people's points of view.
This free content can be downloaded from the UK Safer Internet Site at www.saferinternet.org.uk/safer-internet-day/download-schools-pack
Safer Internet Day Live, the internet radio programme, will
be broadcasting on the day. Building on the success of Safer Internet Day 2011,
the marathon programme will hear from world leading experts, those being
children and young people! The programme is truly interactive - it doesn't have
listeners but participants. The programme will have sections focusing on
particular subjects.The UK Safer Internet Centre are specifically looking
for groups of children to appear on the programme- either live or pre
recorded and would love to hear from you if your school or organisation has
such a group who would like to be broadcast across the globe. The children can
tell us how they use online technologies, put questions to our interviewees, or
tell others how they are marking Safer Internet Day at home, at school and with
friends! Get in touch with email@example.com
express your interest to take part in the programme.
The e-Safety Officer is looking for Kent Schools to take part in
activities across the county. Please contact firstname.lastname@example.org
if your school is taking part in SID12 or would be intrested in joining in.
year, Safer Internet Day (SID) will take place on Tuesday 7 February 2012 and will be centred around the
theme "Connecting generations and educating each other"
The UK Safer Internet Centre, together
with the University
of Plymouth is
undertaking some research into 'inter-generational' technological use:
involved are parents with their children's online lives?
children support their grandparents?
many children speak to their grandparents online?
The research aims to understand more around how
generations connect to each other.
Please encourage pupils, staff and
parents to complete the short research online at www.saferinternet.org.uk/connecting-generations-research
schools and settings taking part in SID can contact the e-Safety Officer to publicise,
discuss or highlight ideas and events going on in your community.
There is often a 'must have' gadget each
Christmas and it’s usually technological! Parents can sometimes be swept
along and not necessarily consider all aspects when making some of these
present purchases, for example online access, age rating etc.
The SWGfL and UK Safer Internet Centre have produced some content that any
schools or organisations could include in their communication to parents such
as a newsletter or website.
“Technology and the online world are becoming an intrinsic part
of many young people's lives and, just like the physical world, is another
equally real world where they can spend a lot of their time. So with Christmas
looming ever closer, many parents will be faced with the task of unravelling
the complexities of their child's request for the latest console or video game.
What is safe? When is the right age to go online and play with
others? Which video games should I allow them to play? How can I make sure they
are not taking big risks that could harm them?...... “
The content continues (and can be downloaded) here
The UK Safer Internet Centre is also about to release
information for parents on the run up to Christmas so keep an eye on the
content at www.saferinternet.org.uk
The Kent e-Safety Policy Template has been updated for 2012 by the Kent
e-Safety Strategy Group to reflect the rapid changes in technology and to
promote good practice within schools and settings.
The e-Safety agenda
relates to children and young people as well as adults and is concerned with the
safe use of the Internet, mobile phones and other electronic communications
technologies, both in and out of school. It includes education for all members
of the school community on risks and responsibilities and is part of the ‘duty
of care’ which applies to everyone working with children.
and settings need to recognise the importance of e-Safety as part of the wider
safeguarding remit and in ensuring that children feel safe and are able to learn
and achieve to the best of their abilities. Children now live in an ever
increasingly digital world and it’s essential that schools recognise this when
implementing their safeguarding responsibilities. Schools and other settings
must decide on the right balance between controlling access to the internet and
technology, setting rules and boundaries and educating students and staff about
responsible use and should ensure that action has been taken to help protect
staff, students and the wider school community.
The updated 2012
e-Safety Policy Template builds upon the foundations laid by previous editions
and incorporates new content and is provided as a framework to support schools
and other settings when writing and updating e-Safety policies. The e-Safety
policy is essential in setting out how the school plans to develop and establish
its e-Safety approach and to identify core principles which all members of the
school community need to be aware of and understand.
- New and updated discussion material in relation to establishing
school policies and procedures
- Updated sections regarding cyberbullying,
learning platforms and personal devices
- Content regarding responding to
e-Safety incidents and the use of Social media tools
- Updated audit, contact
information and references to useful materials
The Kent Online e-Safety
Policy Generator website has also been updated with the new material to enable
schools to create a collaborative and personalised version of their policy
online. If any Kent schools or settings have not already registered to use the
generator, they can visit www.policy.e-safety.org.uk for more information and to
register for an account. Please note that only schools within Kent, Medway or other registered Local Authorities can register to use the Online Generator.
Kent schools and settings can consult with the
e-Safety Officer to discuss policies and procedures in relation to schools
The updated policy template is available
electronically here and other Kent e-Safety Material can be found at www.kenttrustweb.org.uk?esafety
The TDA recently commissioned Sheffield Hallam
University to work with two primary schools researching positive steps to
achieving the outstanding grade from Ofsted in regards to safeguarding and
development and use of digital technology has grown quickly, and advancements
in social networking sites, web-cams, portable media devices, and online gaming
have been particularly appealing to children and young people. Whilst these
technological developments bring benefits and opportunities to and young people
in terms of their learning and development, they also bring about safeguarding
implications. This report has worked with two primary schools and
followed their journey to reach ‘outstanding' in terms of safeguarding.
Findings from the two case studies provide an overview of what works in primary schools in terms
of improving and raising e-safety awareness, as well as the
barriers and challenges schools may face in trying to implement them.
You can read the full document here
For more information regarding training or consultations for Kent schools and settings, contact the Kent e-Safety Officer: email@example.com
(26 October) the IWF not only marks its annual Awareness Day, but reflects on
years of tackling online child sexual abuse content.
The IWF is the UK
reporting Hotline for images of child sexual abuse hosted anywhere in the world
and UK-hosted extreme adult pornography and non-photographic images of child
sexual abuse. It is an independent self-regulatory body which was set up and
funded by the online industry and the EU. It has more than 100 members. Since
it was launched on 1 December 1996, the IWF has assessed almost 370,000
As a result of the IWF's
work with the online industry, the volume of UK-hosted child sexual abuse
content has reduced from 18% in 1997 to less than 1% since 2003 and the IWF has
kept it that way. Child sexual abuse webpages in the UK are rapidly removed thanks to
the responsible actions of the online industry with whom the IWF works.
However there is still a
problem with child sexual abuse content hosted around the world.
- The IWF statistics spanning the past 15
years show 45% of the worldwide webpages assessed and actioned for removal
by the IWF featured children aged 10 years and under, including babies.
For the past four complete years (2007 to 2010) this figure is 73.5%. This
reflects the increasingly extreme nature of the content assessed and
actioned by the IWF analysts.
- Since 1996, 40% of the global child
sexual abuse content actioned by the IWF involves the *** and sexual
torture of children. For the past four complete years (2007 to 2010) this
figure is 53.5%.
IWF Chief Executive Susie
Hargreaves said: "To assess more than 370,000 webpages is incredible and the IWF
is proud to have played its part nationally and internationally to remove
images of child sexual abuse. Although we've had tremendous success
domestically, child sexual abuse content on the internet is a problem the IWF
and the industry are eager to tackle wherever it is hosted. With the industry
and partner Hotlines' support we've been able to remove 87,000 webpages
containing some of the worst content depicting the *** and sexual torture of
young children and babies. Preventing the revictimisation of those children and
protecting the public from stumbling across this horrific content is our
priority.Through working with the online industry and our partners we've been
able to grow and adapt in order to meet this challenge and we will continue to
adapt to tackle this global problem."
Home Office Minister for
Crime and Security, James Brokenshire said: "We must never forget that behind every
computer image is a real child victim. Over the last 15 years the IWF has
done fantastic work to help rid the web of large amounts of illegal and deeply
disturbing content. As the IWF's figures show we can never be complacent.
The strength of the IWF approach is working in partnership with the internet
industry, government, the police, the Child Exploitation and Online Protection
Centre and, most importantly, the public themselves. We must continue
that work together."
For more information about
the IWF or to report online content visit http://www.iwf.org.uk/
To read the full press
release accompanying the IWF 15th anniversary click
To learn more about the IWF
15 years combatting criminal content online visit 15th
have published a new report which focuses on the importance of technology with
children and teenagers and their parents. There are some interesting statistics
uncovered including 12-15s say they would miss their mobile (28 per cent) and
the internet (25 per cent) more than TV (18 per cent)!
following information has been taken from the Ofcom Press Release
Ofcom's research reveals
that more than nine out of ten (95 per cent) 12-15 year olds now have internet
access at home through a PC or laptop, up from 89 per cent in 2010 and 77 per
cent in 2007.
networking increases among 12-15s
Social networking is still
one of the most popular uses of the internet amongst 12-15s, although the
number of children with social networking profiles has stayed static since 2010
at 3 per cent of 5-7s who use the internet at home, 28 per cent of 8-11s and 75
per cent of 12-15s.
However, children are
visiting social network sites more often on their mobiles, driven by the
increase in smartphone ownership. Half (50 per cent) of 12-15s with a
smartphone visit social networking sites weekly compared with 33 per cent in
computer and video gaming among 8-11s
While 12-15s are using the
internet for social networking sites, 8-11s are more likely to use it for
gaming, with 51 per cent saying they play games online on a weekly basis, up
from 44 per cent in 2010.
8-11s are also spending
more time playing on games players/ consoles compared with 2010 (9 hours 48
minutes - an increase of nearly 2 hours).
Taking computer and video
games together, seven in ten (68 per cent) 8-11s say they play games almost
every day, up from 59 per cent in 2010.
the most popular activity among 5-7s
Among 5-7s, almost half (48
per cent) say that television is the medium they would miss the most, compared
to 25 per cent naming playing computer/video games, and less than one in ten
naming either the internet (7 per cent) or mobile phones (1 per cent). The
research shows that 95 per cent of this age group watch TV almost every day,
compared to 43 per cent using the internet, and 7 per cent using a mobile
Online safety risks
Parents say they are
generally very confident about their children using the internet safely and the
vast majority of children aged 8-15 feel that they know how to stay safe online
(88 per cent) and that they are confident internet users (97 per cent). However
with increasing use of media, there remain some safety issues.
A fifth of all 12-15 year
olds said they'd had a negative mobile or online experience in the past year,
with gossip being spread (13 per cent) being the most common issue. Girls are
more likely to know someone who has had gossip spread about them (44 per cent
of girls compared with 29 per cent of boys). A quarter of teenagers (23 per
cent) say that they know someone who has been bullied through their mobile
phone, rising to 30 per cent of teenage girls.
A minority of children have
social networking profiles which are either open (public) or set to where
friends of friends can see it - 28 per cent of 12-15s and 17 per cent of 8-11s.
18 per cent of children who
play games online play against people they don't know personally, with boys
aged 5-15 are more likely to do this than girls (24 per cent compared to 7 per
cent of girls).
The research also reveals
that in some areas parents of children who use the internet at home are
increasing their supervision and protection.
Over half (54 per cent) of
parents of 5-15s supervise their child in some way when they're online - up
from 48 per cent in 2010. And four in ten (39 per cent) parents say that
internet controls or filtering software are fitted, rising to 59 per cent when
asked about specific controls such as ‘safe search' and YouTube safety mode.
For mobile phones, one in
three (31 per cent) parents whose child has a web enabled mobile has limited
their access to exclude websites aimed at those aged 18 or over.
Children are also becoming
more aware of potential risks, with 12 per cent of 8-11s with a social
networking profile saying they talk to people not directly known to them, down
from 22 per cent in 2010 (24 per cent of 12-15s, down from 32 per cent in
Richards, Ofcom Chief Executive, said: "The
almost universal use of the internet at home by 12-15s - both for their
education as well as their entertainment - is a positive step forward. The
research also shows that parents and children are increasingly aware of how to
be safe when using the internet. But risks do remain. Better understanding -
amongst parents as well as their children - is key to helping people to manage
content and communications, enabling them to enjoy the benefits of media use
while protecting themselves from the potential risks."
full PDF version of the report can be found here
The start of a new academic year is a great time
to get parents and carers engaged and this year the team at CEOP have made it
easier for schools and organisations to start the discussion.
The specially produced ‘Back to School' resources,
sponsored by Visa Europe, give you everything you need to raise the awareness
of parents. These are:
a fully scripted presentation to deliver to
parents and carers
an animated film on the increasing influence of
a guide for running successful awareness raising
events that really grab attention
a letter for parents and carers - ‘Taking control'
a parents'/carer's checklist
To access all of these resources please register at
Think U Know in the teacher/trainer section or log in to your account at www.thinkuknow.co.uk/teachers and
download the ‘Parents and Carers Awareness Raising Pack'.
education programme has to date been viewed eight million times. With the help
of schools and organisations CEOP can reach even more children with vital
safety messages and help their parents/carers play their part in protecting
them. Please help to create a safer online environment for children.
The Kent e-Safety
Strategy Group are pleased to announce
a new document: "Using Social Media and Technology in Education Settings".
Online social media tools such
as blogs, Wikis, social networking and video sharing sites can be excellent tools
for teaching and learning and can provide exciting and new opportunities for
schools to engage, communicate and collaborate with pupils and the wider
community. The positive use of social media and Information and Communication
Technology (ICT) within schools and settings for curriculum and learning should
be encouraged. However it is essential
that their use is carefully considered in advance by the school Senior
Leadership Team in order to ensure all members of the school community are kept
safe and to reduce the likelihood of any risks or dangers being encountered.
This new document aims to help senior
leadership team members within schools and other educational settings, consider
safe practice when using social media tools and technology in order to protect
staff, pupils and the wider community.
The document provides schools with considerations to make regarding safe
practice as well as information and guidance about best practise and risk
assessment templates to use to assess sites and technologies for risks.
The document can be
downloaded from www.kenttrustweb.org.uk?esafety
As the beginning of a new
school year is here, Insafe
continues its popular Back to School campaign offering teachers and schools a
useful box of tools and tips to help start the year off on a positive note.
This year the gift package for teachers includes a quiz for pupils to complete,
lesson plans, an update on Facebook's new privacy settings, and an eSafety
PowerPoint presentation giving an overview of benefits and challenges facing
children and young people using online technologies, which can be used to raise
the issues with other members of staff at school.
Also available is two
versions of downloadable
Acceptable Use Policy (AUP)
posters in a variety of sizes - one for children aged 6-11, and another for
older children aged 11-16.
Visit the Insafe Back
to School website for more information
has announced on its official blog that it will be making changes to have
Friends list operate. Friend lists have been a feature of Facebook for some
time, however very few users (approximately only 5%) are aware and make use of
original blog post can be found from Facebook here.
summary of the key changes are:
- New Smart lists - You'll see smart
lists that create themselves and stay up-to-date based on profile information
that your friends have in common with you such as your work place, school,
family members and city or place you live in.
- Close friends and acquaintances lists - You can see updates and content from your
best friends' in one place, and users can choose to see less from
people they are not as close to by using the "acquaintances" option. These
lists are managed and set up by the user.
- Restricted List - Users can now add people onto a restricted list and they will only see publicly shared posts. Users will still be friends with these contacts on Facebook
so can send them messages or tag them in a post but they will be
restricted from seeing all content shared. This list is managed and set up by the user.
- Better suggestions - You can add the right
friends to lists quickly, without using the old process which users have reported takes too much time and effort.
- Still keeping old friend lists - If you created your own lists on
Facebook in the past, then you can still use them. You can also continue to
create new lists in the future. When you post something to a list that you've
created - including Close Friends and Acquaintances lists - no one will be able
to see the title of the list.
- More transparent sharing - The people on the list you've shared
with will be able to
see each others' names. This gives them more context. For example, if users see
that a post is shared with five close friends; they may be more likely to
comment freely on it than if they don't know who else could see the post.
- More granular control - Users can control which friends list sees what update or content they share through the news feed option.
These new controls could help to
improve Facebook users' awareness of public sharing and the concept of "digital
footprints". It is important for parents/carers to discuss friends' lists with
any young Facebook users so they can discuss what information is safe and
unsafe to share online with different friend groups. This feature may also be
helpful to professionals who choose to use Facebook for work purposes.
These changes are due to be rolled
out over the next few weeks and may help all users to understand the importance
of online privacy in additional to the previously updated privacy controls.
Improved friends lists make users more
likely to share personal, professional and local content with relevant audiences
in a much safer fashion and help them to consider their and present their digital
persona appropriately .
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