Online safety policy
This policy is part of the School Development Plan and relates to other policies including:
Ensuring a Safe Learning environment Policy, School Responsible Use Policy, Data Protection Procedures, Cyberbullying Policy and the ICT Curriculum Policy,
The internet and other digital and information technologies are powerful tools, which open up new opportunities for everyone. Electronic communication helps teachers and students learn from each other.
ICT can offer many positive educational and social benefits to young people, but there is a need to educate them against the potential risks associated with its use.
Aims and Objectives of Garras and Sithney C P School’s Digital Literacy Policy:
Garras and Sithney schools have a responsibility to educate pupils; teaching them the appropriate behaviour and critical thinking skills to enable them to remain both safe and legal when using the internet and related technologies.
The creation of an e-Safe ICT learning environment for staff, pupils, parents and other stakeholders which will include:
• Raising and maintaining whole-school e-safety awareness, designated responsibilities, policies and procedures
• An effective range of technological tools
• A comprehensive Internet safety education programme for the whole school community.
Ensuring an e-Safe ICT learning environment Policy
An e-Safe ICT learning environment for staff, pupils, parents and other stakeholders which minimises risks will include:
Primarily, Garras and Sithney special educational needs co-coordinators will carefully consider the needs of pupils for whom they have responsibility, and whether the general Internet safety programme offered by the school is appropriate to the needs of those pupils or whether additional tailored materials are required. For example, many pupils with autistic spectrum disorder take messages very literally, and could be persuaded to act upon them. These pupils are likely to need additional advice on safe behaviours and what they should never disclose to others online; they may also need increased supervision. Pupils must be encouraged to always consult a trusted adult.
Working with parents and the community
Parents and carers share responsibility for the creation of an e-Safe ICT learning environment and culture at home by reinforcing the messages taught in school. There will be additional equipment found in the home, not normally associated with school use. For example, many games consoles also offer Internet connectivity, so parents also need to be aware of the potential hazards related to these items. Garras and Sithney schools will support parents in gaining an appreciation of internet safety, possibly by running workshops or training sessions informing them of the issues, sharing information on internet safety policies and procedures within school, and suggesting practical strategies which parents may wish to adopt in the home.
Responding to incidents
Minor incidents of misuse by pupils might include:
• Copying information into assignments and failing to acknowledge the source (plagiarism
and copyright infringement)
• Downloading materials or images not relevant to their studies, in direct breach of the
school’s acceptable use policy
• Misconduct associated with accessing each other’s files.
Garras and Sithney will ensure that comprehensive debriefing occurs after an incident to maximise what can be learnt.
Use of Internet Facilities
The Internet is widely used to research lesson plans and support learning and is accessible on schools computers and laptops and should be used safely and responsibly. Internet access is filtered through Netsweeper and strict guidelines must be adhered to.
• Only suitable sites and material should be accessed. Although efforts are made to safeguard against accessing unsuitable sites through filtering popup blocks, legitimate mistakes can be made.
• The use of sites which contain unlawful, obscene or abusive material is not permitted.
• When downloading any material or software from the Internet any copyright or licensing laws should be followed. If unsure, advice should be sought.
• Representations, statements, or suggestions that may be perceived as being on behalf of the school are forbidden unless authority from a member of the Leadership team is given.
The school monitors Internet access by the staff and pupils. Any potential misuse, or the discovery of materials which may cause concern, will be reported to the Leadership team immediately, and further action may be taken. For this reason, any accidental access to inappropriate sites or material should be reported to a member of the ICT Team as soon as possible.
E-mail is widely used throughout school for communication. The schools e-mail system is managed by NCI Technologies.
• The e-mail facility is not to be used for personal, business or commercial activities.
• Information or material which may be inappropriate or discriminatory should not be displayed or circulated. These include, pornography of any nature, gambling, promoting racial discrimination, promoting racial or religious discrimination, promoting or threatening violence, and any other information which colleagues or pupils may find offensive.
Staff e-mails may be monitored. Any inappropriate materials or the identification of potential misuse will be reported to the Leadership team immediately, and further action may be taken. If an e-mail containing such materials is received and/or opened by mistake, then it should be reported as soon as possible to the Headteacher or Assistant Headteacher.
Use of Images
• Photographs of children should be taken for educational reasons only.
• Once the photograph has been uploaded to the class computer the camera images should
• Only school equipment should be used for photos except where prior permission has been
sought from and approved by the Headteacher.
• Images shall not be shown outside of the setting without the permission of the parents.
• Parents who have taken photos of school events will be asked not to upload images onto social media sites.
Policy for Responsible Internet and Network Use - Staff
Guidelines for Staff
The school have a wide range of computers, laptops, iPads and cameras available for use by all pupils to support the curriculum and the delivery of lessons.
These devices are provided and maintained for the benefit of all staff who are encouraged to use and enjoy these resources. These guidelines keep everyone safe and help us to be fair to other users. New members of staff will be given their own school email on induction.
systems (e.g. laptops, email, VLE mobile phones etc) out of school.
music and videos)
action. This could include a warning, a suspension, referral to Governors and/or the
Local Authority and in the event of illegal activities the involvement of the Police.
• The use of sites which contain unlawful, obscene or abusive material is not permitted.
from the Internet. For advice, contact a member of the ICT Team.
•The use of the schools internet access for business or commercial use is prohibited.
• Representations, statements, or suggestions that may be conceived as being on behalf
of the school should only be made with previous authorisation from a member of Senior
to the risk of the attachment containing viruses or other harmful programmes.
inappropriate language and appreciate that others may have different opinions.
person and remove the computer from general use.
Inappropriate or access to illegal sites by school staff:
Inappropriate or access to illegal sites includes viewing or circulating inappropriate material via email or viewing, possessing, making or distributing indecent and/or child pornographic images.
The schools have a responsibility to educate staff about acceptable behaviours online and to monitor school networks for evidence of inappropriate activity. Inappropriate activity by a staff member may result in disciplinary action. If access to illegal sites is suspected, the schools have a duty to consult with the police at the earliest opportunity, preserving any potential evidence.
Policy for Responsible Internet and Network Use - Pupils
The digital world is inspiring, empowering and exciting and a powerful tool to aid independent learning.
These guidelines to keep KS1 safe and help us to be fair to other users.
Beware don’t share
Ask if it’s appropriate
Tell a grownup you are going online
Talk about what you found
Leave if it upsets you
Everybody should feel safe
These guidelines to keep KS2 safe and help us to be fair to other users.
When accessing any technology in school, pupils will agree to be SMART:
SAFE- never share personal information or images online
MEET- never arrange to meet people I have met online or through the use of technology
ACCEPTABLE- not accept or read emails from people they do not know
REMEMBER- use appropriate behaviour when using and communicating through/with technology, knowing that content is not always true and can be harmful, texts are not copied and used as their own work.
TALK- adults must be aware of any online use of technology and worries are shared.
School can monitor and check my files and the internet sites I visit.
Internet Email Use
Pupils are taught to:
What is cyberbullying?
"Cyberbullying is an aggressive, intentional act carried out by a group or individual, using electronic forms of contact, repeatedly over time against a victim who cannot easily defend him or herself.
Seven categories of cyberbullying are identified:
• Text message bullying.
• Picture/video-clip bullying via mobile phone cameras. 'Happy slapping' involves filming and
sharing physical attacks.
• Using silent calls or abusive phone messages.
• Sending bullying or threatening messages via email.
• Bullying through instant messaging (IM).
• Bullying via websites.
Garras and Sithney schools recognises staff, parents and young people need to work together to prevent this and to tackle it whenever it occurs. The schools will educate and empower children to share issues so that any reported instances can be dealt with appropriately.
Schools have a duty to ensure that:
• the curriculum teaches pupils about the risks of new communications technologies, the
consequences of their misuse, and how to use them safely including personal rights
• all e-communications used on the school site or as part of school activities off-site are
• clear policies are set about the use of mobile phones at school and at other times when
young people are under the school's authority
• Internet blocking technologies are continually updated and harmful sites blocked
• make sure new communications technologies are used safely, taking account of local and
national guidance and good practice
• security systems are in place to prevent images and information about pupils and staff
being accessed improperly from outside school
• they will work with police and other partners on managing cyberbullying.
Working with Parents
A home-school agreement will include a clear statement about e-communications.
The schools will seek to regularly update parents on:
• What to do if any problems arise
• E-communication standards and practices in school
• What is being taught in the curriculum
• Supporting parents and pupils if cyberbullying occurs by: Assessing the harm done,
identifying those involved and taking steps to repair harm and to prevent recurrence.
Responding to incidents of misuse
It is hoped that all members of the school community will be responsible users of ICT, who understand and follow this policy. However, there may be times when infringements of the policy could take place, through careless, irresponsible or, very rarely, through deliberate misuse. Listed below are the responses that will be made to any apparent or actual incidents of misuse:
If any apparent or actual misuse appears to involve illegal activity i.e.
The SWGfL flow chart – below and http://www.swgfl.org.uk/safety/default.asp should be consulted and actions followed in line with the flow chart, in particular the sections on reporting the incident to the police and the preservation of evidence.
ICT Curriculum Policy
Aims and objectives
ICT has become part of the way in which we all work and entertain ourselves. Almost everything we do at school now involves the use of ICT:
- online lesson research, teaching plans and resource materials;
- lesson delivery via or interactive whiteboard;
- communication by e-mail and fax;
- document distribution and storage;
- assessment information analysis;
- production and editing of reports.
Through teaching ICT, we equip children to participate in a world of rapidly changing technology. We enable them to find, explore, analyse, exchange and present information. We also help them to develop the necessary skills for using information in a discriminating and effective way. This is a major part of enabling children to be confident, creative and independent learners.
Our objectives in the teaching of ICT are:
- to facilitate the finding, selection and use of information;
- to teach the use of ICT for effective and appropriate communication;
- to enable the monitoring and control of events, both real and imaginary;
- to teach the application of ICT to children’s learning across the curriculum;
- to explore the value of ICT, both to children and to society in general;
- to examine issues of security, personal safety, confidentiality and accuracy;
- to develop our children into good digital citizens;
- to develop the cross-curricular use of ICT in all subjects.
Teaching and learning style
The teaching of ICT is to equip children with the technological skill to become independent learners, the teaching style that we adopt is as active and practical as possible. While, at times, we do give children direct instruction on how to use hardware or software, the main emphasis of our teaching in ICT is for individuals or groups of children to use computers to help them to progress in whatever they are studying. So, for example, children might research a history topic by using role-play software that engages them in a highly visual way, or they might place themselves in a historical setting by manipulating a digital photograph, or they might investigate a particular issue on the Internet.
We recognise that all classes have children with a wide range of ICT abilities. This is especially true when some children have access to ICT equipment at home, while others do not. We provide suitable learning opportunities for all children by matching the challenge of the task to the ability and experience of the child.
We achieve this in a variety of ways:
- setting tasks which are open-ended and can have a variety of responses;
- setting tasks of increasing difficulty (not all children complete all tasks);
- grouping children by ability in the room, and setting different tasks for each ability
- providing resources of different complexity that are matched to the ability of the child;
- using classroom assistants to support the work of individual children or groups of
ICT curriculum content planning
The school uses the Chris Quigley scheme of work for ICT as the basis for the development of ICT skills. Pupils apply ICT in other subject areas. Due to mixed-age classes planning is on a rotation cycle. The ICT coordinator is responsible for creating the short-term plans which list the specific learning objectives and expected outcomes for each lesson.
The topics studied in ICT are planned to build on prior learning with opportunities to develop skills and knowledge in each unit so that pupils are increasingly challenged.
Parents and carers are required to give signed authorisation before their child can use the Internet, either in guided or in independent school work. Parents and carers are, however, assured that their child’s use of the Internet at school is always supervised. A record of those children who do not have permission to use the Internet at school is held by the school office.
The Foundation Stage
ICT is taught in the reception classes as an integral part of the topic work covered during the year as set out in the Early Learning Goals (ELGs) Children have the opportunity to use laptops/computers, iPads, a digital camera, Beebots, metal detectors, CD players, talking pegs/tins and a floor robot. They use computers to find out information and to communicate in a variety of ways.
The contribution of ICT to teaching in other curriculum areas
The teaching of ICT contributes to teaching and learning in all curriculum areas.
ICT is used appropriately to support learning. Children’s reading development is supported through talking stories. As the children develop mouse and keyboard skills, they learn how to edit and revise text on a computer. They have the opportunity to develop their writing skills by communicating with people via e-mail, and they are able to join in discussions with other children throughout the world through the medium of video conferencing. They also learn how to improve the presentation of their work by using desktop publishing software. A variety of software targets specific reading, grammar and spelling skills.
Children use ICT in mathematics to collect data, make predictions, analyse results, and present information graphically. Screen robots allow pupils to give exact instructions for a particular route, or to use their knowledge of angles to draw a range of polygons.
Software is used to animate and model scientific concepts, and to allow children to investigate processes which it would be impracticable to do directly in the classroom. Data loggers are used to assist in the collection of data and in producing tables and graphs.
Personal, social and health education (PSHE) and citizenship
Pupils develop a sense of global citizenship by using the Internet and e-mail. Pupils develop a set of safe discriminating behaviours when using the Internet and other technologies. Through discussion of safety and other issues related to electronic communication, pupils develop their own view about the use and misuse of ICT, and they also gain an insight into the interdependence of ICT users around the world.
ICT and inclusion
ICT is taught to all children, whatever their ability and individual needs. School meets the needs of those pupils with special educational needs, those with special gifts and talents, and those learning English as an additional language. For further details, see separate policies: Special Educational Needs; Disability Discrimination; Gifted and Talented Children; English as an Additional Language (EAL).
Software can be differently configured for different ability ranges.
Assessment for learning
Teachers will assess children’s work in ICT by making informal judgements during lessons. On completion of a piece of work, the teacher assesses the work, and uses this assessment to plan for future learning. Written or verbal feedback is given to the child to help guide his/her progress. Older children are encouraged to make judgements about how they can improve their own work. ICT work is also monitored by the ICT coordinator.
School has the appropriate computer-to-pupil ratio, and Internet access. Most software is already installed on PCs.
A technician keeps equipment in good working order. The technician will also set up new equipment, and install software and peripherals.
In order to keep school computers virus-free, no software from home will be installed on school computers. Where teachers are transferring files between their home and school, they must have up-to-date virus protection software on their home computers.
Monitoring and review
The coordination and planning of the ICT curriculum are the responsibility of the Leadership team who support colleagues in their teaching, keep staff informed about current developments in ICT and provide a strategic lead and direction for this subject.
The quality of teaching and learning in ICT is monitored and evaluated by the Headteacher and subject leader as part of the school’s agreed cycle of lesson observations.