24 June 2015 Estyn e-safety presentation welsh

Inspecting e-Safety in schools Definition of e-Safety (UK Safer Internet Centre): e-Safety is defined as the schools ability to: protect and educate pupils and staff in their use of technology have the appropriate mechanisms to intervene and support any incident where appropriate. CONTENT CONTACT CONDUCT

Concerns Content exposure to inappropriate content, including online pornography; ignoring age ratings in games (exposure to violence, often associated with racist language); and substance abuse lifestyle websites, for example pro-anorexia, self-harm or suicide sites hate sites radicalisation and extremism content validation: how to check authenticity and accuracy of online content Contact

grooming cyber-bullying in all forms identity theft (including hacking Facebook profiles) and sharing passwords Concerns Conduct privacy issues, including disclosure of personal information digital footprint and online reputation health and well-being (amount of time spent online (internet or gaming)) sexting (sending and receiving of personally intimate images) also referred to as SGII (self-generated indecent images)

copyright (little care or consideration for intellectual property and ownership such as music and film). Statutory requirements The National Curriculum Document for ICT in Wales 2008 states under: Health, safety and child protection requirements for key stage 2 Pupils should be taught how to use ICT comfortably, safely and responsibly, and to

consider the hazards and risks in their activities, e.g. the importance of not disclosing personal details to strangers. They should be able to follow instructions to minimise risk to themselves and others. Health, safety and child protection requirements for key stage 3 Pupils should be taught how to use ICT comfortably, safely and responsibly, and to consider the hazards and risks in their activities. They should be able to follow instructions to minimise risk to themselves and others and understand that disclosing personal details can put themselves and others at risk. It is therefore a statutory requirement for all in maintained schools in Wales to teach e-Safety

How Estyn currently inspects e-Safety (2.3) inspectors will make the main judgements about the schools provision for safeguarding and promoting welfare, including: child protection; health and safety; bullying, which includes cyberbullying; harassment and discrimination; healthy eating and drinking; racist abuse; drug and substance abuse;

pupils with medical conditions; sex and relationships education; first aid; safety on educational visits; internet safety; welfare of pupils on extended vocational placements; issues specific to a local area; school security; and the management of pupil discipline including physical intervention and restraint.

Possible questions for school leadership 1. How do you ensure that all staff receive appropriate training on e-Safety that is relevant and regularly updated? 2. What mechanisms does the school have in place to support pupils and staff facing issues with e-Safety ? 3. How does the school educate and support parents and the whole school community with e-Safety? 4. Does the school have an e-safety policy and an acceptable use policy in place? How does the school know that they are clear and understood and respected by all? 5. Describe how your school educates children and young people to build knowledge,

skills and capability when it comes to e-Safety? How do you assess its effectiveness? Possible questions for members of the school council 1. 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? 2. If anybody sent you hurtful messages on the internet or on your mobile phone would you know who to tell? 3. Can you tell me one of the rules your school has for using the internet? 4. Can you describe the risks of posting inappropriate content on the internet?

Possible questions for staff 1. Have you had any training that shows the risks to your and pupils e-Safety? 2. Are there policies in place that clearly demonstrate safe and responsible internet practice for staff and pupils? Have you read these? Have you discussed them in a staff meeting or INSET? 3. Are there sanctions in place to enforce the above policies? 4. Do all staff understand what is meant by the term cyber-bullying and the effect it can have on themselves and pupils? 5. Are there clear reporting mechanisms with a set of actions in place for staff or pupils who feel they are being bullied online? 6. Does the school have any plans for an event on Safer Internet Day? (This is an

annual event, now in its twelfth year at least, so schools that participate will know about the event). In a good school we should expect positive answers to all of the above. It would demonstrate a schools commitment to e-Safety if all staff had received awareness training outlining what the current risks are and what resources are available to help them keep pupils and themselves safe online. Indicators of unsatisfactory practice in the provision of e-Safety There is no progressive, planned e-Safety education across the curriculum, for example there is only an assembly held annually. Children are not aware of how to report a problem.

There is no internet filtering or monitoring. There is no evidence of staff training. Policies are generic and not updated. 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. Good practice in e-Safety Leaders showing vision in preparing well to allow pupils to Bring your own device (BYOD) and paying due regard to e-Safety by adopting the traffic light initiative

Context Pen-y-Dre, is an 11 to 18 mixed secondary school which provides education for 684 learners situated in the town of Merthyr Tydfil in south Wales. Around 37.1% of pupils are entitled to free school meals, which is significantly above the Welsh average of 17.7% for secondary schools. Action In order to build upon pupils enthusiasm to use their own mobile devices the school realised it needed to respond appropriately and responsibly and pay due regard to eSafety. They introduced a bring your own device (BYOD) policy to allow pupils to have access to ICT when not in a traditional ICT suite.

Good practice in e-Safety (continued) There are clear rules as to when mobile devices can be used during lessons: Red mobile devices are not permitted during this lesson; Amber mobile devices can be used during this lesson but they must stay in learners bag until the teacher allows their use; and Green mobile devices can be brought out and placed on the desk. Impact Since introducing the policy, teachers across the curriculum have reported an improvement in classroom management. They report less distraction related to the inappropriate use of personal devices as well as improvement in teaching and learning. Levels of attainment in ICT at key stage 3 have improved with a significant

number achieving level 5 or above. Diolch am wrando / Thank you for listening Claire Morgan Strategic Director (acting) www.estyn.gov.uk

Recently Viewed Presentations

  • Stuff - GitHub Pages

    Stuff - GitHub Pages

    A Bloom filter is a neat data structured that allows efficient set membership queries. A given Bloom filter is associated with k hash function. Initially, the Bloom filter is a bit vector of all zeros. To insert an item x,...
  • R001 Unit 1 - LO1 Cambridge L2

    R001 Unit 1 - LO1 Cambridge L2

    Puff-Suck Switch. When the user blows/sucks a switch is activated to select items on the screen or send commands to the computer (This is very good for motor dysfunction). Braille Keyboard. People with visual impairment can use a Braille keyboard...
  • My child may have Autism, now what? Guidelines for assessment ...

    My child may have Autism, now what? Guidelines for assessment ...

    Developmental Assessment. Mullen Scales of Early Learning. Adaptive Behaviors. Adaptive Behavior Assessment System, Third Edition (ABAS-3) Vineland Adaptive Behavior Scales, Third Edition . Therapies . Speech and Language Therapy. Communication skills. Pragmatic skills.
  • Classical Humanism in the Renaissance - fju.edu.tw

    Classical Humanism in the Renaissance - fju.edu.tw

    Lorenzetti, Effects of Good Government in the City, 1338-39 PowerPoint Presentation Effects of Bad Government in the City PowerPoint Presentation Medici family Petrarch (1304-74) Petrarch: Dual Identities Pico della Mirandola (1463-94) Oration on the Dignity of Man Leon Battista Alberti...
  • Flowserve Distributor Online Store & Portal 1 Flowserve

    Flowserve Distributor Online Store & Portal 1 Flowserve

    Flowserve is excited to announce the release of our new Channel Partner portal & Ecommerce webstore.The ecommerce portal was built to provide an enhanced customer experience, enabling self-service access to information, pricing, purchasing, order status, and product resources.
  • Concur: February, 2011 Roll-Out How is Concur Rolling

    Concur: February, 2011 Roll-Out How is Concur Rolling

    Allows s/c to think about appropriate roll-out structure (what kind of team needed) to effectively roll-out Concur. Pat's highest level decision makers. * Example: Pat's 20 & 200 * Example: Pat's 20, 200, and routine users (delegates, employees creating own...
  • Internal content headline.

    Internal content headline.

    St. John's Regional MC. Sunrise Mesa Health Ctr. St. Rose Dominican MC. Mark Twain St. Joseph's Hosp. Bakersfield Memorial Hosp. Barrow and Congenital Heart Foundations. St. Mary Medical Center ... how could one defend a data backup / disaster recovery...
  • Slide 1

    Slide 1

    OU View contains bite-sized extracts from a wide range of courses, plus videos of research, experiments and OU student life in general - to date there have been over 3 million video views OU is YouTube EDU's largest UK university...