An Integrated Approach to e-Safety
Safer Internet Day 2010 saw the major launch of an initiative designed to assist Northumberland schools in developing into e-safe communities.
The pack distributed to schools contains:
- The key document - 'An integrated approach to developing schools as e-safe communities' which forms the core of the pack, and three other documents:
- 'Safer practice with technology - Frequently Asked Questions'. Further questions are available here.
- 'The e-safety self assessment tool'.
- Guidance on 'Implementing network control and monitoring tools'.
- A USB data drive which contains the software for installing Policy Central Enterprise on school computers.
- A cd-rom containing the training materials and additional resources such as exemplar policy documents and templates.
- Information on registering your school for accreditation.
- Information on the launch events which will outline the integrated approach and also provide initial training on the use of network control software (PCE)
Our approach has been to integrate the resources, support and guidance available to schools into a single pack of materials provided within a range of key documents.These include:
- Training materials for a variety of groups provided on cd-rom
- Guidance and sample documents to help schools develop and implement policy and procedures
- Resources to help monitor and control network use and internet access, provided on the USB memory stick.
- Strong links with the Northumberland Safeguarding Children Board and the promotion of their materials and guidance, particularly the incident reporting flowchart.
And drawing this all together:
- A countywide accreditation scheme liked to the above resources and underpinned by support and guidance from the Local Authority e-learning and ICT support team.
Promoting e-Safety in Northumberland Schools
Why is e-safety important?
Increasingly pupils live and operate in a digital world. This world has steadily integrated with the classroom and, where activities involving the internet and communications technologies might have been a rarity a few years ago, they are now commonplace. Coupled with this pupils have access to these technologies outside of school and potentially through a range of locations, home, libraries, free wi-fi sites and also through a variety of technologies ranging from mobile phones to portable games machines.
This regular use of technology within teaching and learning and outside of school, places risks on pupils, staff, governors, parents and the community. The risks for users are wide ranging - not just dangers of viewing inappropriate content such pornography, but racist, suicide and eating disorder sites, dangers from cyberbullying and contact from paedophiles.
The use of technology also brings many learning benefits and so risks need to be balance up with the opportunities technology offers and moderated by the careful and rigorous application of e-safety measures by schools. All users be they children or adults need a clear understanding of what the risks and dangers are and how these can be safely managed.
Becta in ‘Safeguarding Children in a Digital World' comment:
‘While it is clear that technology offers children unprecedented opportunities to learn, communicate, create, discover and be entertained in a virtual environment, there are some inherent risks. And whilst most children’s confidence and competence in using the technologies is high, their knowledge and understanding of the risks may be low.’
It is this challenge we need to tackle in schools. To ensure that pupils are not just safe in school but are prepared for the outside world and the use of these technologies in the home and community.
Similarly Tanya Byron sees schools as an important source of information for parents and comments:
‘Other risks are some times exacerbated because of the lack of experience and confidence parents have with using new technology and leaving them feeling unable to deal with any problems.’
All schools will have clear and effective procedures for promoting e-safety and raising awareness. They should already have a number of documents and procedures for tackling and promoting e-safety with pupils and staff. The core documents aims to draw together local and national resources, along with information on technical infrastructure provided through the Local Authority, into an integrated and accredited approach to e-safety.
Within the pack are a range of resources which together will enable schools to provide an accredited approach to tackling e-safety with pupils, staff, governors and the community.
National context
Government has increasingly focused on tackling issues of online safety and a number of different organisations from the Child Exploitation and Online Protection agency to the Northumberland Safeguarding Children’s Board are now involved. Ofsted similarly are scrutinising procedures for safeguarding with increased rigour.
In her groundbreaking report, ‘Safer Children in a Digital World’, Tanya Byron set out a number of recommendations that will establish a new culture of responsibility, where government, industry, parents and all those who work with children, can work together with the shared purpose of a safer online world.
These include:
- That the Government takes this opportunity to encourage school leaders and teachers to focus on e-safety by identifying it as a national priority for continuous professional development (CPD) of teachers and the wider school workforce.
- That in all schools, action is taken at a whole school level to ensure that e-safety is maintained throughout the schools teaching, learning and other practices.
- 100% of schools should have acceptable use policies that are regularly reviewed, monitored and agreed with parents and students.
- That Ofsted take steps to hold schools to account and provide government with a detailed picture of schools performance on e-safety.
It is against this backdrop that the L.A. and Northumberland Safeguarding Children Board are working together with other agencies to develop a range of policies and resources.