ROUNDTABLE: PRIMARY AND SECONDARY
“Communicating e-safety messages via social media can help pupils to connect when outside the school, when they are more likely to feel vulnerable and exposed to the risks of the social web”
should regularly ask the staff themselves how they feel about online safety. Do they feel confident in their abilities to recognise the dangers, monitor usage, intervene where necessary or report behaviour to senior leadership in more serious cases? What areas do the staff themselves feel they would like further training on? How would they like the training delivered? How oſten do they feel they need refresher training or updating on new technologies and dangers? Once armed with this information, suitable additional
training can be devised to address all the issues raised. Schools also need to be aware that the training may need to be differentiated since not all staff will be at the same level of understanding and confidence around online safety and their role in supporting the school, pupils and parents around this area. The most important aspect of this is never to become over-confident about your school’s ability to ensure online safety for all – there is always room for improvement in this area just as there is in all areas of school life.
Mike Beverley: At Washington, it’s part of our induction programme for all new staff. This is part of our statutory responsibility which we extend to our supply teachers. The revised safeguarding guidance came out in March
and we are currently taking all staff through this, requiring that they ‘sign’ to confirm that they have read the guidance and will commit to adhere to the policy. This is not necessarily a ‘failsafe’ approach but we are committed to maintaining the safety of all members of the school.
Daley Robinson: When it comes to the dangers of communicating online with both known and unknown people, schools like Washington are forming pupil-led task forces and organising charters which commit staff and students equally. At Stone, we feel the big gap in both education
and training on e-safety is around the technology and services that keep the school and its data safe. More needs to be done in schools to understand the importance of systems and procedures for this.
Would you say that most children are now aware of the online dangers? What can we do to highlight them further?
Carmel Glassbrook: It is commonly accepted that sometimes engaging in risky behaviour is a part of growing up, so while most children are aware of the dangers online, they may still take these risks. It is important to balance perception of the risks with appreciation of the opportunities, and understand that risks do not equate to inevitable harm. Giving them the space to explore, the tools to do it safely and support should they need it, is the best approach. Adolescents are going to push boundaries and some may even seek out risk, we need to acknowledge this and provide them with resources and information to help them make informed decisions.
Mhairi Hill: In addition to external agencies and personal experience, the greatest source of information is our young people. Given their age, they are still very much
22 |
www.edtechnology.co.uk | @Educ_Technology
risk-takers by nature and are aware of some of the dangers. They are perhaps less aware of grooming and the risk of exploitation – and even at that, perceive this as 'stranger danger' rather than clever manipulation – and are more aware of issues such as online bullying and over-sharing. Pupils like to hear e-safety messages from their peers,
so involving pupils in the delivery of e-safety awareness sessions and the development of resources is essential. Wall displays and videos in key areas of the school help to raise awareness in a more subtle way. Communicating e-safety messages via social media can help pupils to connect when outside the school, when they are more likely to feel vulnerable and exposed to the risks of the social web.
Steve Baines: Many children still remain blissfully unaware of online dangers. Despite receiving education on this through PHSE, ICT and other curriculum areas, children will still believe things they read online, hear from others online etc. For example, the vast majority of children, from a very young age, will have some form of social media presence. It becomes a large part of their social life and the pressure to respond to communications, friend requests etc is immense. The fact that they have several hundred ‘friends’ on social media makes them feel confident, well-liked, popular etc but as we all know, these ‘friends’ may be anything but.
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74