policies and practices

April 13, 2023 | slide 1

The e-Safety Agenda – Policies & PracticeAUP, Risk Assessment and Learner InvolvementMonday 11th January 2010Virginia Havergal – eLearning AdvisorJulia Taylor – eLearning Advisor

www.rsc-south-west.ac.uk RSCs – Stimulating and supporting innovation in learning

Acceptable UseSummary


• Be clear and concise

• Be wide-ranging – think laterally!

• Reflect your setting

• Encourage end-user input

• Use appropriate tone and style

• Promote positive uses of technologies

• Outline acceptable and unacceptable use

• Clearly outline network monitoring activity

• Clearly outline sanctions for unacceptable use

• Regularly communicate to all stakeholders

• Regularly review and update!

AUPs in context: Establishing safe and responsible online behaviours - Becta

Safeguarding and Risk


Safeguarding is more than having safer recruitment policies and procedures in place. It means having a culture of vigilance where all staff know their responsibilities and act accordingly and all learners are aware of what they can expect and what to do if they have concerns.

Safeguarding looks at all types of harm and the prevention of these types of harm, rather than just looking at abuse and neglect, as child protection does.

Foreword to LSIS(DIUS commissioned) ‘Safer Recruitment and Safeguarding Learners in the FE Sector’ Workshop Handbook –2009

Assessing Risk

This is not about eliminating all risk from the lives of

young people, as learning how to deal with and avoid

risks is part of growing up and learning to cope with the

world. This is about protecting them from significant

harm and avoidable danger.

LSIS (DIUS commissioned) ‘Safer Recruitment and

Safeguarding Learners in the FE Sector’ Workshop

Handbook –2009


e-Safety Audits


Policies and Practice



Assessing Risk

Safeguarding Children Online: how e-safe is your school and your learners?


The C’s of e-Safety

Content Commerce Contact Conduct Culture


Assessing Risk


Assessing Risk

CommerceWhen using new technologies, there is a risk that ayoung person could do something that has financialor commercial consequences.

CultureYoung people need frequent education and guidanceto embed and reinforce e-safety messages.There is a risk that young people may get involved ininappropriate or antisocial behaviour while using newtechnologies.

Signposts to SafetyTeaching e-Safety at Key Stages 3 and 4, Becta


Assessing RiskLocal Authority Approach

Hazard Examples

Receiving unsolicited content that is inappropriate, obscene, offensive or threatening.

Email (typically spam); banner advertising; pop-ups (largely eradicated by browser updates); Incitement sites.Wrongly clicked links; wrongly typed web addresses.

Publishing of personal information or images. Images stored in publicly accessible areas; Personal Blogs such as MSN spaces, BEBO etc.; Details left on web sites.

Bullying and threats. email; text messaging; Blogs; Instant Messaging (due to changes in the software, the perpetrator is usually known to the victim)

Predation and grooming. Forming online relationships by deception with the intent of gaining the confidence of a minor to do harm.

Responding to requests for personal information. Phishing' is one use of deceit to obtain personal (usually financial) information.

Security Adware; browser hijack; Trojans; virus.

Online Safety for Schools – a methodology for assessing risk (Draft documentation)

www.clusterweb.org.uk/docs/eSafetyWhitePaper.doc


Risk Assessment MatrixExample

Child as victim

Hazard Examples PreventionProposed Response

Comments

Bullying and threats.

email; text messaging; blogs; Instant Messaging (due to changes in the software, the perpetrator is usually known to the victim).Incitement: hatred and discrimination, personal harm etc.

Reinforcement of College ethos and behaviour.Regular sample trawls of known sites.

Complete a risk assessment to determine the severity of impact on the child.Determine if a perpetrator / victim relationship exists.Where a perpetrator is identified take appropriate disciplinary action.Follow-up to prevent recurrence, including ensuring that relevant sites are blocked if required.Inform parents where appropriate.

There is no real difference between bullying and threats using technology and more familiar means. Bullying and threatening behaviour is damaging and wrong and should be treated very seriously.


Risk Assessment MatrixExample

Child as instigator

Hazard Examples Prevention Proposed Response Comments

Soliciting content that is inappropriate, obscene, or offensive.

Use of inappropriate search terms;Accessing or forwarding the details of known sites; Following inappropriate links or banners; inappropriate Image searches.

Use safe image search engines.Effective web filtering.Educator vigilance.Effective incident reporting procedures for blocking sites once known.

Inform parents (consider standard letter templates).Restrict computer or Internet access for a fixed period, dependent on severity.Maintain incident records to identity patterns of behaviour.

Maintain records of incidents to identify serial offenders.

Sends or publishes content that is inappropriate, obscene, offensive or threatening.

emailsblogs; msn-spaces;social sites (BEBO etc.)chat rooms.

Block access to specific sites.

Maintain records of incidents to identify serial offenders.Inform parents. (Consider standard letters).Remove computer access for a fixed period.

The medium is less important than intent. Publishing is easy usng the web; however in legal terms it can still be libelous and subject to the same legal remedies. Where there are known sites that do not moderate effectively they should be blocked.

Identity Theft Using others identity to gain access to school systems or services.

Systematic changes of password.Alternative methods of authentication, such as swipe card or fingerprint.

Recover identity and change password.Inform parents (consider standard letter templates).Restrict computer or Internet access for a fixed period, dependent on severity.

It is essential that schools consider carefully where personal data is stored, and by whom they can be accessed. This will become increasingly important as data starts to be warehoused off-site. Access to names and addresses must be secure, and CRB checks in place to protect children.

Involving our Learners

Develop Learner Involvement Strategies Developing resources to support e-Safety Enabling learners to develop resources to support e-Safety Including e-Safety within the learner curriculum e-Safety Projects CyberMentors – tackling cyber bullying e-Buddies, e-Ambassadors, PlymKids



Learner Involvement

“Technology is like giving children wings, but you can’t always control the directions in which they fly.”

SWGfLPlymKids Project, 2009

Examining e-Safety OnlineSessions start at 11am

Policies and Practices – January 11th

JANET - AUPs- Assessing Risk – Learner Involvement

Infrastructure and Technology – February 4th

Controlling Access - Filtering - Security

Education and Training – February 12th and February 25th

February 12th - Vulnerable Learners and Resources

February 25th - Staff Development and Resources

Standards and Inspection - March 4th

Good Practice – OFSTED and Becta

e-Safety Tips and tricks – March 18th

College practitioners share their activities and resources April 13, 2023 | slide 16


For further information

JISC RSC Exeter OfficeRoom HRS/10, Greystone House, Exeter College01392 205472

JISC Regional Support Centre South [email protected]@rsc-south-west.ac.uk

Websitehttp://www.rsc-south-west.ac.uk

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