E-Safety Conference 2014
Aims
• To raise awareness and give an overview of
the emerging e-safety agenda from a schools
perspective.
• Allow schools to evaluate where they are and
allow them to signpost next steps.
• Highlight support available to schools.
Schedule
•
•
•
•
•
9:00 – 9:15
9:15 – 9:20
9:20 – 9:40
9:40 – 10:15
10:15 – 10:45
• 10:45 – 11:00
• 11:00 – 11:15
• 11:15 – 11:30
• 11:30 – 11:50
• 11:50 – 12:10
• 12:10 – 12:30
Coffee and registration
Welcome
What does an E-Safe school look like?
Keynote: Simon Finch
Workshop: How acceptable is your “
Acceptable Use Policy”?
Coffee break
E-safety and the new Computing Curriculum
OFSTED and E-safety – What are they
looking for?
Key Bytes!!!
Group feedback.
Next steps.
What does an E-Safe School look like?
Feedback - An E- Safe school is…
Feedback - what does an e-safe school look
like?
• Whole school awareness
• Techy stuff – forensic monitoring, infrastructure,
anti-virus
• Safeguarding – cyber bullying
• Curriculum - teaching and Learning – Everybody
• Policies – AUP, E-safety ( everybody should
understand this)
• National Events and groups e.g. CEOP
• Procedures for managing social media, logging
incidents
Keynote – Simon Finch
Workshop
How acceptable is your
“Acceptable Use Policy”?
Scenario 1
Miss Peach borrows a school iPad
and laptop which she takes home.
When she is not using it for school
work she uses it for personal use.
Scenario 2
Sergeant Grey is taking his group
on the annual trip to Beamish.
He has forgotten the school camera
but has his own phone which has a
camera attached. He uses this to
take pictures. He downloads them
to the school network as soon as
he gets back.
Scenario 3
Ms Gold has had a bad day at
school. When she gets home she
adds a status to Friendbook to say
so.
Scenario 4
Professor Plum has spare time at
lunchtimes and uses a school
machine to research and book his
holiday for half term.
Scenario 5
Colonel Mustard retired last term.
The school have left his school
accounts and e mail active for a
month so he can organise his
affairs.
Scenario 6
Mrs White is a disgruntled
grandparent and has commented
on Friendbook to air a grievance.
She has named a teacher at her
grandchild’s school. Others have
commented on her post. News has
spread around the playground!
Scenario 7
Dr Black intends to finish his
reports at home because he said he
had too much to do in school. He
will bring the finished documents
back in to school and load onto the
school network on a memory stick.
Scenarios Feedback
•
•
•
•
Personal use not a family computer
Caution with personal banking etc.
Staff access monitored and filtered by VPN
No – have no control over what doing at home
•
NO! He shouldn’t use his phone - this is to protect himself
and the students
Simon disagreed. AUP should be acceptable and enable you
to do your job properly
Ian – consider the audience of images and where to store
them
•
•
•
•
•
•
Don’t do it
Context of the bad day – at work or at school?
Why is there a need to do it?
People have a need to be social
Scenarios Feedback
•
•
•
•
Not a problem it is staff personal time
Often heads discretion rather than documented
Monitoring would be in place
Staff should be made aware of what is ‘acceptable’
• Organise his affairs before he leaves
• Down to heads discretion some allow restricted access
for users after leaving who are still supporting the school
in some way
• Staff access should be disabled immediately
• Can involve police
• Legally what can we do? Legal advice has been sought
• Need to educate parents re social media
Scenarios Feedback
•
•
•
•
•
If encrypted
Use remote access or VLE for reports
Minimise risks
Is e-mail safer?
Is email secure – e.g. council advises that sensitive
information should not be sent by email
New Curriculum
Implementation September 2014.
The curriculum subject is now called Computing.
This continues to incorporate all the facets of the subject,
including:
• computer science
• digital literacy
• information technologies.
A major inclusion is that of E-safety
Aims
• can understand and apply the fundamental
principles and concepts of computer science,
including abstraction, logic, algorithms and data
representation
• can analyse problems in computational terms, and
have repeated practical experience of writing
computer programs in order to solve such problems
• can evaluate and apply information technology,
including new or unfamiliar technologies,
analytically to solve problems
• are responsible, competent, confident and creative
users of information and communication technology
Subject content
Key Stage 1
Pupils should be taught to:
Subject content
• understand what algorithms are; how they are implemented as
programs
on digital
Key
Stage
1 devices; and that programs execute by
following precise and unambiguous instructions
• create and debug simple programs
• use logical reasoning to predict the behaviour of simple
programs
• use technology purposefully to create, organise, store,
manipulate and retrieve digital content
• use technology safely and respectfully, keeping personal
information private; know where to go for help and support when
they have concerns about material on the internet
• recognise common uses of information technology beyond
school
Subject content
Key Stage 2
Key Stage 2
Pupils should be taught to:
•
•
•
•
•
•
•
design, write and debug programs that accomplish specific goals,
including controlling or simulating physical systems; solve problems
by decomposing them into smaller parts
use sequence, selection, and repetition in programs; work with
variables and various forms of input and output
use logical reasoning to explain how some simple algorithms work
and to detect and correct errors in algorithms and programs
understand computer networks including the internet; how they can
provide multiple services, such as the world-wide web; and the
opportunities they offer for communication and collaboration
use search technologies effectively, appreciate how results are
selected and ranked, and be discerning in evaluating digital content
use technology safely, respectfully and responsibly; know a range of
ways to report concerns and inappropriate behaviour
select, use and combine a variety of software (including internet
services) on a range of digital devices to accomplish given goals,
including collecting, analysing, evaluating and presenting data and
information.
Subject content
Key Stage 3
•
•
•
•
•
•
•
•
•
design, use and evaluate computational abstractions that model the state and behaviour of real-world
problems and physical systems
understand several key algorithms that reflect computational thinking [for example, ones for sorting and
searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem
use two or more programming languages, at least one of which is textual, to solve a variety of
computational problems; make appropriate use of data structures [for example, lists, tables or arrays];
design and develop modular programs that use procedures or functions
understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and
programming; understand how numbers can be represented in binary, and be able to carry out simple
operations on binary numbers [for example, binary addition, and conversion between binary and decimal]
understand the hardware and software components that make up computer systems, and how they
communicate with one another and with other systems
understand how instructions are stored and executed within a computer system; understand how data of
various types (including text, sounds and pictures) can be represented and manipulated digitally, in the
form of binary digits
undertake creative projects that involve selecting, using, and combining multiple applications, preferably
across a range of devices, to achieve challenging goals, including collecting and analysing data and
meeting the needs of known users
create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness,
design and usability
understand a range of ways to use technology safely, respectfully, responsibly and securely, including
protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know
how to report concerns.
Subject content
Key Stage 4
• All pupils must have the opportunity to study aspects of
information technology and computer science at sufficient depth
to allow them to progress to higher levels of study or to a
professional career.
All pupils should be taught to:
• develop their capability, creativity and knowledge in computer
science, digital media and information technology
• develop and apply their analytic, problem-solving, design, and
computational thinking skills
• understand how changes in technology affect safety, including
new ways to protect their online privacy and identity, and how to
identify and report a range of concerns.
What does it mean in school?
Year 1 Make an avatar using a paint program and display in school.
Year 2
Make a cover for a game with PEGI rating on it.
Year 3
Make a database of favourite games.
Year 4
Make a helpsheet for frequently used abbreviations in textspeak.
Year 5
Comment on others work using learning platform or another secure site.
Year 6
Create a website or blog including video, images and sounds.
Website Resources
OFSTED
Schools ability…
to protect and educate pupils and
staff in their use of technology.
to have the appropriate mechanisms
to intervene and support any incident
where appropriate.
Breadth of issues within E safety
The breadth of issues classified within e-safety
is considerable, but can be categorised into
three areas of risk:
• content: being exposed to illegal,
inappropriate or harmful material
• contact: being subjected to harmful online
interaction with other users
• conduct: personal online behaviour that
increases the likelihood of, or causes, harm.
Key features of good and outstanding practice
•
•
•
•
•
•
•
•
Whole School Consistent Approach
Robust and integrated reporting routines
Staff
Policies
Education
Infrastructure
Monitoring and Evaluating
Management of personal data
Whole school consistent approach
• All teaching and non-teaching staff can recognise and
are aware of e-safety issues.
• High quality leadership and management make esafety a priority across all areas of the school (the
school may also have achieved a recognised
standard, for example the e-Safety Mark).
• A high priority given to training in e-safety, extending
expertise widely and building internal capacity.
• The contribution of pupils, parents and the wider
school community is valued and integrated.
Robust and integrated reporting
routines
• School-based reporting routes that are clearly
understood and used by the whole school, for
example online anonymous reporting
systems.
• Report Abuse buttons, for example CEOP.
Clear, signposted and respected routes to key
members of staff. Effective use of peer
mentoring and support.
Staff
• All teaching and non-teaching staff receive
regular and up-to-date training.
• One or more members of staff have a higher
level of expertise and clearly defined
responsibilities.
Policies
• Rigorous e-safety policies and procedures are
in place, written in plain English, contributed
to by the whole school, updated regularly and
ratified by governors.
• The e-safety policy should be integrated with
other relevant policies such as behaviour,
safeguarding and anti-bullying.
• The e-safety policy should incorporate an
Acceptable Usage Policy that is understood
and respected by pupils, staff and parents.
Education
• An age-appropriate e-safety curriculum that is
flexible, relevant and engages pupils’ interest;
that is used to promote e-safety through
teaching pupils how to stay safe, how to
protect themselves from harm and how to
take responsibility for their own and others’
safety.
• Positive rewards are used to cultivate positive
and responsible use.
• Peer mentoring programmes.
Infrastructure
• Recognised Internet Service Provider (ISP) or
Regional Broadband Consortium (RBC)
together with age-related filtering that is
actively monitored.
Monitoring and Evaluation
• Risk assessment taken seriously and used to
good effect in promoting e-safety.
• Using data effectively to assess the impact of
e-safety practice and how this informs
strategy.
Management of Personal Data
• The impact level of personal data is understood and
data is managed securely and in accordance with the
statutory requirements of the Data Protection Act
1998.
• Any professional communications between the
setting and clients that utilise technology should:
• take place within clear and explicit professional
boundaries
• be transparent and open to scrutiny
• not share any personal information with a child or
young person.
Indicators of Inadequate Practice
• Personal data is often unsecured and/or leaves
school site without encryption.
• Security of passwords is ineffective, for example
passwords are shared or common with all but the
youngest children.
• Policies are generic and not updated.
• There is no progressive, planned e-safety education
across the curriculum, for example there is only an
assembly held annually.
• There is no internet filtering or monitoring.
• There is no evidence of staff training.
• Children are not aware of how to report a problem.
Ofsted Questions to School
Leadership
• How do you ensure that all staff receive
appropriate online safety training that is
relevant and regularly up to date?
• What 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 safety?
Ofsted Questions to School Leadership
• 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?
Ofsted Questions to 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 has for
using the internet?
• Can you describe the risks of posting inappropriate
content on the internet?
Sample Questions for staff
•
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 policies?
•
Do all staff understand what is meant by the term cyber-bullying 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 the school have any plans for an event on Safer Internet Day? (This is an
annual event, now in its fifth year at least, so schools that participate will know
about the event).
Key Bytes
How to deal with an incident
E-Safety Competition
CPD Courses
Digital Footprint
28th Jan and
4th Feb 2014
5th and 12th
March 2014
11th February
2014
Data Security Policy
Information and ICT Security Policy
Available for reuse on www.ictinschools.org
Monitoring Solutions
Filtering Changes
E Safe @ Home
Healthy Schools E-Safety
• ICT in Schools are in partnership with Healthy Schools team
• There is a new strand to healthy schools where schools target
specific and meaningful well being priorities in order to improve
outcomes for young people.
• One of the 7 is e-safety where the school identifies that they
would like to target e safety and become a specialist school in
that area. They would receive an award and a plaque to illustrate
the schools commitment to e safety issues (Ofsted!)
• Launch date September 2014
• Contact christina.Hardy@southtyneside.gov.uk
• Briefing meeting Thursday 30th January @ OpenZone CLC from
4-5.30pm
Over to you…
Feedback
Next Steps