E-Safety STRATEGY

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1 E-Safety STRATEGY

2 Swimming pools can be dangerous for children. To protect them, one can install locks, put up fences and deploy pool alarms. All of these measures are helpful, but by far the most important thing that one can do for one s children is teach them to swim. (within the Byron Report - Safer Children in a Digital World 2008) DEFINITION OF E-Safety CONTENTS Foreword Sefton LSCB Vision Five core strand that underpin the strategy E- Safety Partnership Group Terms of Reference E-Safety within the Ofsted School Inspection Framework What have we achieved so far? Conclusion Partnership Action Plan Throughout the term, E Safety online is used to refer to all fixed and mobile technologies which children and young people (and parents/carers) might encounter, now and in the future, which allows them access to content and communications that could raise issues, or pose risks to their wellbeing and safety. Appendix 1 E-Safety questions for School Leaders, Pupils & Staff 02

3 FOREWORD We are delighted to present Sefton s updated E-Safety Strategy. This revised strategy continues to describe Sefton s ambition to keeping children and young people safe in a digital world and to particularly ensure the most vulnerable are protected from harm. Sefton LSCB and its partner agencies understand that rapid developments in technology and online behaviour present excellent opportunities but also new risks and threats to children and young people of online abuse, child sexual exploitation, exposure to explicit material, theft of identity, grooming and cyber-bullying Sefton LSCB will need to ensure that all professionals working with children and young people, and young people themselves, have the skills, knowledge and understanding to address e safety issues effectively. This multi-agency strategy seeks to build on the work already being undertaken in Sefton. It is designed to provide guidance and support to organisations such as schools, youth providers, voluntary and community sector groups in developing their own responses to the risks to the young people they deal with. The views of children and young people have helped to shape this strategy. Bringing together the work of the various teams in Sefton with that of partner agencies including those we commission is a key part of our response to those children and young people. Colin Pettigrew - Director, Young People and Families Dr. David Sanders (title) Cllr Ian Moncur - Cabinet Member - Children, Schools, Families and Leisure 03

4 Sefton LSCB Vision Sefton Local Safeguarding Children s Board [LSCB] recognise as the use of digital communications technology has grown, so too have the benefits and the risks that children now come into contact with on a daily basis. It has become the case that the online world has become firmly integrated into the lives of young people with most not making any distinction between their online and offline lives. It is no longer enough to consider child safety in a purely real world focus. In order to safeguard our children and young people we must consider all aspects of their day to day life and as a bigger percentage of their time is spent connected to the online world, so we must address the additional dangers that this brings. We need children and young people to understand that their online behaviour may have offline consequences. Common technologies used include: The Internet Instant Messaging Blogs Twitter Podcasts Social Networking Sites such as Facebook Location based social networking Video broadcasting sites such as YouTube Chat rooms Online gaming rooms and platforms Music download sites Mobile phones with camera and video functionality Applications? 04

5 It is not the intention of Sefton LSCB to understate or take away from the enormous opportunities both for education and social interaction afforded by these technologies, rather to endeavour to develop an environment within which children and young people can access online facilities safely. Sefton LSCB recognises that one of the biggest challenges we face is the convergence of these technologies, with devices such as mobile phones and game consoles now offering access to the online world as standard. More now than ever, it is paramount that we educate our young people to ensure that they develop an informed approach to their use of technology, growing to become responsible citizens both offline and online.. Patterns of use of the internet are continually changing as both new technologies and new ways of using it emerge. Although children and young people may have considerably more skill and knowledge than adults in their lives they can be at greater risk and be less aware of how to stay safe on line than adults. Encouragement of harmful behaviours e.g. by pro-anorexia and self-harm social media contacts and websites Gang culture may have an online component, where threats of violence and control may be posted on line Children and young people acquiring potentially harmful substances online e.g. New Psychoactive Substances (NPS), commonly known as legal highs Radicalisation of children and young people to become involved in violent extremist ideologies through the internet and social media Children and young people being vulnerable to economic exploitation These on-line risks highlight the importance of developing robust E-Safety strategies. Specific risks include: a growing number of children and young people who are being targeted and groomed for sexual exploitation by adults and other young people that they meet on the Internet. Inappropriate images of children and young people being uploaded, distributed and traded on photo and video sharing websites Children and young people may readily access inappropriate websites and images online, either intentionally or accidentally Images of an intimate nature being sent to others (known as sexting) and being circulated to a wider group Children and young people being bullied via social networking sites and messaging services 05

6 Our vision is to encourage and develop the safe use of digital and mobile technologies through the education not only of children and young people but also the adults who have a duty of care for them. We will strive to ensure that all children and young people, all parents/carers and foster carers and all those working with children and young people recognise the risks and potential dangers that may arise from the use of Internet, Digital and Mobile Technologies, that they understand how to reduce these risks and potential dangers and are able to recognise, challenge and respond appropriately to any E-Safety concerns so that children and young people are kept safe. Working Together to Safeguard Children 2015 outlines the relationship Sefton LSCB has with wider arrangements to develop local safeguarding policy and procedures and scrutinising local arrangements. This is in line with the general duty to safeguard and promote the wellbeing of children by; protecting children from maltreatment, preventing the impairment of their health or development, ensuring children grow up in circumstances consistent with the provision of safe, effective care and undertaking that role so as to enable children to have optimum life chances and enter adulthood successfully. Children & young people should be: safe from maltreatment, neglect, violence and sexual exploitation; safe from accidental injury and death; safe from bullying and discrimination (which includes cyber-bullying); safe from crime and anti-social behaviour in and out of school; and be secure, stable and cared for. The LSCB has a Multi-Agency Anti Bullying Group that will join with the E-Safety Group, It will meet three times a year group to direct this work with an agreed terms of reference. The group is chaired by the Triage Manager. The representatives who attend the group will include:- Attendance and Welfare Service Merseyside Police Hugh Baird College Libraries Early Years Health Social Care Schools Young carers Voluntary and Community Sector Bully Busters Children s Complaints Sefton Council for Voluntary Services Young Advisors Young Carers Governor Services 06

7 The five core strands that underpin the Strategy Raise awareness about the E-Safety issues that children and young people face. Raise awareness to parents/ carers and those who care for Sefton Looked After Children about e safety issues that children and young people face and offer solutions to address those risks. Raise awareness and understanding of E-Safety issues to all schools and other settings that children and young people access. Enable partner agencies to identify risks that young people face when accessing technology and how to respond to concerns Consult with children and young people. 1. Raise awareness about the E-Safety issues that children and young people face Key actions Encourage all schools and educational settings to tackle E-Safety issues as part of the Personal, Social etc (PSHEE) curriculum. Make E-Safety a talking point for young people about the consequences of their on line behaviours. Highlight to young people the dangers posed by those who exploit children and young people on line. Equip young people to understand the dangers of giving their personal details, including their financial details to others. Ensure those children and young people with additional needs or those who are out of mainstream education are given guidance appropriate to their level of understanding. Ensure Looked After Children are given appropriate support and guidance in relation to E-Safety. Encourage young people to report if they are being cyber bullied. Educate young people on how to respond to E-Safety issues. Seek the views of young people in relation to E-Safety. Increase children and young peoples self-awareness and responsibility when interacting socially online. 07

8 2. Raise awareness to parents/carers and those who care for Sefton Looked After Children about E-Safety issues children and young people face and offer solutions to address those risks. Key actions Run campaigns to raise awareness in relation to E-Safety issues. Equipping parents with the knowledge to access E-Safety information to reduce risks posed to children and young people. Raise awareness to parents of the resources that they can access on line to keep their children safe. Make parents aware of signs to look out for if their children are being cyber bullied. Ensure parents understand how primary school children are using social media, gaming and technology to communicate. Publish up-to-date E-Safety guidance and advice to parents/carers including foster carers. Publish up-to-date guidance and advice on cyber bullying. 3. Raise awareness and understanding of E-Safety issues to all schools and other settings that children and young people access. Key actions Encourage all schools and other settings to access E-Safety resources. Encourage all schools and other children s setting s to access E-Safety training. Provide awareness raising sessions to governing bodies. Deliver specific session for E-Safety leads in schools. Deliver sessions for children s social care staff. Maximise the relationship between school, home and the student to promote good online behaviour. Examine approaches to the key stage 1 and key stage 2 computing curriculum. What about the other Key Stages? Raise awareness and an understanding of how digital literacy promotes safe and responsible use of devices and behaviour online. Encourage pupils to become responsible users of information and computer technology. 08

9 4. Enable partner agencies to identify risks young people face when accessing digital and mobile devices and how to respond to concerns. Key actions Identify the number of partner agencies with acceptable user policies in place. Identify the number of partners with an E-Safety lead. Provide a data set for schools and other education settings to monitor E-Safety incidents. Ensure all partners are familiar with and understand the protocols in responding to and reporting E-Safety incidents. Serious incidents that involve the taking of and distribution of indecent images of children and young people should always initiate a referral to social care and the police where appropriate. Ensure schools and other children s settings understand how to deal with an allegation of digitally held illegal/inappropriate material. 5. Consult with children and young people Key actions Ensure children and young people are provided with continuing opportunities to influence key decisions that will shape the E-Safety strategy and any additional guidance that is commissioned. Young people s representative to contribute to the E-Safety Partnership Group. Work with school councils to promote E-Safety. Consult with Children and Young People who are looked after. Consult with Children who have special educational needs. Consult with young carers. Commission Young People to undertake specific pieces of work in relation to E-Safety. Help staff manage their online presence and meet expectations of appropriate professional behaviour online by developing a specific safer working practice document. 09

10 SEFTON E-Safety PARTNERSHIP GROUP TERMS OF REFERENCE (the terms of reference will join together with the anti bullying terms of reference) It will fulfil this core purpose by: 1. Developing a borough wide E-Safety Strategy to safeguard and promote the welfare of children ensuring that the strategy considers how to protect the children and young people from harm. 2. Supporting and raising the profile and awareness of E-Safety within Sefton with children and young people, parents and carers, and staff in children s settings. 3. Take an initial lead role in the development and delivery of training programmes in conjunction with the training subgroup. 4. Maintaining a network of E-Safety contacts to work within their agencies to raise awareness and understanding, and respond to incidents. 5. Ensuring effective use of youth input to inform strategy and action planning. 6. Liaising and working in partnership with other internal and/or external stakeholders or expert agencies, as appropriate. 7. Development of model policies and procedures to promote and safeguard the welfare of children when using communication and digital technologies. 8. Support and raise the profile and awareness of E-Safety within Sefton with children and young people, parents, carers and staff in children s settings. Meetings The duration of the meeting will be 2 hours maximum. Housekeeping Papers to be distributed to members 5 working days before the meeting to allow an informed discussion. Copies of minutes, agendas and all relevant papers will be circulated via Tracy McKeating. Duties of Members All members are expected to contribute their agencies/organisations expertise and experience to E-Safety Partnership Group. Members must attend regularly and if they are unable to attend must ensure that a deputy, with the power to act and report on behalf of their agency attends. Ensure information is fed back to the representative, agency or sector. Act as a contact point for members of their Agency. Respect the views of other members. The E-Safety Partnership Group will invite other representatives and officers to join the group as appropriate to contribute to development work. 9. Ensure all professionals working in Children s settings across Sefton have an understanding of how to promote children s safety on line. 10

11 Governance The Anti Bullying/ E-Safety Partnership Group will report its activities and progress at each LSCB Partnership Board meeting and will be accountable to the Board for the delivery of the action plan and performance. The E-Safety sub-group will work in collaboration with the Training Sub-Group to develop expertise and multi agency training, as part of its overall training The role of Schools and Education Settings The E-Safety strategy supports schools to have clear policies which are clear to parents, pupils and staff so that, when incidents do occur, they are dealt with quickly. Good and outstanding practice in schools may include for example:- Making E-Safety a priority across all areas of the school. An identified E-Safety lead member of staff, who has a higher level of expertise and clearly defined responsibilities. All teaching and non-teaching staff are able to recognise and are aware of E-Safety issues. All teaching and non-teaching staff receive regular and up-to-date training. Understand how to embed E-Safety in the key stage 1 and key stage 2 computing curriculum to promote good digital citizenship. Examine ways to effectively engage parents in keeping children safe at home and ensuring digital professionalism amongst staff. School-based reporting routes are clearly understood and used by the whole school, for example online anonymous reporting systems. Students are aware how to utilise report abuse buttons, for example CEOP. Effective use of peer mentoring and support. 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. An E-Safety policy that is integrated with other relevant policies such as behaviour, safeguarding and anti-bullying. An acceptable user policy that is understood and respected by pupils, staff and parents. 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. Recognised Internet Service Provider (ISP) or Regional Broadband Consortium (RBC) together with age-related filtering that is actively monitored. Ensure 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 For example, 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. The contribution of pupils, parents and the wider school community is valued and integrated. 11

12 E-Safety within the Ofsted School Inspection Framework, September 2015 Alongside schools, Ofsted Inspectors are expected to be familiar with the DfE s statutory guidance for schools and colleges, Keeping Children Safe in Education, 2015 (KCSIE) and its implications for schools. KCSIE specifically highlights that governing bodies and proprietors should consider how children may be taught about safeguarding, including online, through teaching and learning opportunities, as part of providing a broad and balanced curriculum. A range of E-Safety concerns that schools will need to consider and address are also highlighted within KCSIE under specific safeguarding concerns including child sexual exploitation, bullying including cyber bullying, radicalisation and sexting. Schools (specifically leader, managers, governing bodies and proprietors) should therefore ensure that E-Safety messages are embedded throughout the school s curriculum to ensure that pupils are prepared for life in modern Britain and the wider world. What have we achieved so far? When to worry campaign for parents and carers. Identified all E-Safety leads across schools and other education settings Updated information published on the Sefton Council web site in relation to trolling. Consulted with secondary school councils. Consulted with 120 designated leads and officers across schools sharing good practice. E-Safety is now embedded in safeguarding training for designated leads. Flowchart compiled for schools to deal with an allegation of digitally held illegal/inappropriate material. All schools in Sefton celebrated Internet safety day. Conclusion Although Sefton Council will continue to lead with regard to E-Safety, the agenda will be taken forward in partnership with the schools, statutory, voluntary and the community sector through the E-Safety partnership group. All agencies providing services to children have a duty to understand E-Safety issues, recognising their role in helping children to remain safe online while also supporting adults who care for children. 12 In relation to the monitoring, evaluation and reviewing of the strategy, progress and feedback of Esafety work will be reported to the Local Safeguarding Children s Board.

13 Action Timescale Outcome/success factors Progress Links Risks/future challenges Lead Multi-Agency E-Safety partnership group to be established March 2015 Group established and membership agreed Group has been established and membership agreed LSCB Business Plan Staffing reductions Tracy Mckeating Gather information about E safety leads in education establishments May 2015 All E-Safety leads identified Tracy Mckeating Review of existing E safety strategy October 2015 Strategy ratified by LSCB and disseminated to schools and other education settings Partners having the capacity to deliver the E-Safety strategy The LSCB multi agency E-Safety group Develop flow chart to deal with of digitally held illegal/inappropriate material January 2016 All schools and children s settings will be confident in dealing with an allegation of digitally held illegal/inappropriate material Merseyside Police 13

14 Action Timescale Outcome/success factors Progress Links Risks/future challenges Lead Develop E-Safety safer working practice for adults working with children and young people November 2015 All schools and children s settings will utilise the guidance Keeping Safe in education DfE [2014] Anti-bullying strategy Children s workforce keeping up-to-date with safer worker practice as technologies develop Tracy Mckeating Partnership Group Schools Develop guidance in relation to cyber bullying for parents November 2015 Guidance published and accessible to all Keeping children and young people safe from cyber bullying Anti-Bullying Strategy Preventing and tackling bullying Advice for head teachers, staff and governing bodies [2014] Children may not know how to access support Partnership Group Children and Young people Develop advice and guidance in relation to E-Safety issues for parents and carers including foster carers November 2015 Parents, carers and foster carers will be aware of E-Safety issues and be able to use a range of strategies from communication and supervision (including social media monitoring), to the use of technical controls to manage their children s access to the internet. Anti-Bullying Strategy Keeping up-to-date with changes in E-Safety Partnership Group 14

15 Action Timescale Outcome/success factors Progress Links Risks/future challenges Lead Training for E-Safety and safeguarding leads in schools and other education settings July 2015 All safeguarding leads in schools will be up-to-date with latest developments in E-Safety Anti-Bullying Strategy E-Safety leads fail to access the training Partnership Group Ensuring schools and all groups working with young people have support in managing risk in E-Safety, including how to identify potentially vulnerable young people. E-Safety training for social workers July 2015 Social workers will be up-to-date with latest developments in E-Safety Social workers fail to access the training Partnership Group Ensuring social workers have support n managing risk in E-Safety, including how to identify potentially vulnerable young people. 15

16 Action Timescale Outcome/success factors Progress Links Risks/future challenges Lead Develop E-Safety awareness briefing session for governors September 2015 Governors in schools will be up-to-date with latest developments in E-Safety Anti-Bullying Strategy Governors fail to attend awareness train sessions Tracy Mckeating Fran Stoddart Provide E-Safety resources to deliver the PSHEE curriculum July 2015 E safety embedded into the PSHEE curriculum PSHEE Association Anti-Bullying Strategy Schools do not include E safety in their PSHEE curriculum Tracy Mckeating Schools and other settings STAR SEN Toolkit Practical advice and teaching activities to help educators explore E-Safety with young people with autism spectrum disorders in Key Stage 3 & 4. November 2015 Toolkit embedded into schools work on E-Safety Child net international Schools and other settings do not access STAR SEN Toolkit Tracy Mckeating Schools and other settings 16

17 Action Timescale Outcome/success factors Progress Links Risks/future challenges Lead Commission a study in relation to the risks experienced by children and young people when using technology. October 2015 Identify the impact of online risks on children and young people No action is taken as a result of the findings Tracy Mckeating Young People Develop E-Safety incident form November 2015 Consistent reporting of E-Safety concerns across children and young people s settings Anti-Bullying strategy Serious incidents not reported Tracy Mckeating Partnership group Monitor E-Safety incidents September 2015 Identify any patterns or trends from incident reporting Anti-Bullying strategy Lack of reporting Tracy Mckeating Partnership group Set up task groups to deal with complaints September 2015 Investigation completed and children/young people satisfied Ofsted Complaints Procedures Partners won t volunteer for group LSCB partnership Group Task group 17

18 Action Timescale Outcome/success factors Progress Links Risks/future challenges Lead Increase in schools signed up to anti bullying and E-Safety strategy. November 2015 Copy of guidance sent to all schools and Chairs of Governors via summer term report for adoption DfE guidance on Preventing and Tackling Bullying sent to all schools Provide a programme of E-Safety training and information sharing to governors on Anti Bullying strategies Successful training sessions well attended by governors. E-Safety Strategy Anti Bullying Policy Anti Bullying week. Non-attendance at training and not signing up to strategies Schools not adopting policy. Schools not informed about Anti Bullying week Fran Stoddart Tracy Mc Keating Training offered and taken up by. Training not taken up 18

19 LEGAL FRAMEWORK Sexual Offences Act Malicious Communications Act 1988 (section 1). Copyright, Design and Patents Act The Computer Misuse Act 1990 (sections 1-3). Data Protection Act Communications Act. Public Order Act 1986 (sections 17-29) Protection of Children Act 1978 (section 1). Obscene Publications Act 1959 and 1964 Publishing an obscene article is a criminal offence. Publishing includes electronic transmission. Protection from Harassment Act 1997, Regulation of Investigatory Powers Act 2000, The Regulation of Investigatory Powers Act 2000 (RIP). 19

20 APPENDIX 1 20

21 APPENDIX 1 21

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23 APPENDIX 1 23

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