Policies and Practices
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Policies and Practices






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  • Be clear and concise. A lengthy AUP will not be read or understood. Try to keep an AUP clear and concise – aim for a page or two of A4 of core rules for the day-to-day document, perhaps providing more detail in a supplementary document that could be issued as part of the home–school agreement or induction programme. The separate detailed management document should provide the necessary depth and detail needed by the e-safety co-ordinator and management team to create and maintain an e-safe culture. Reflect your setting. The AUP must be relevant to your setting. Think through the issues in depth when creating your AUP, and model your approach on the needs and characteristics of your users, services and support networks. Consider your other policies – such as child protection, anti-bullying and behaviour policies – and ensure that your AUP reflects these and vice versa. Encourage end-user input. If end-users feel they have ownership of the policy, they may be more likely to adhere to its contents. Involve children and young people, parents and carers, as well as those who are expected to enforce the policy, when developing and reviewing your AUP. Be written in a tone and style that is appropriate to the end-user. It may be necessary to develop several AUPs for different end-users within any one setting – for example, different documents for pupils, staff, and parents and carers, or those with particular communication needs. Again, it would be useful to have end-user input from each group to ensure that the final document meets their needs and can be fully understood. Some of the sample AUPs referenced in Section 4 provide good examples of documents created for different users. Promote positive uses of new and emerging technologies. Despite the risks, technology offers many wonderful opportunities: promote the positives in your AUP rather than focusing on the negatives. Remember also that technologies are evolving all the time: try to reinforce the concept of safe and responsible behaviours rather than focusing on specific technologies. Clearly outline acceptable and unacceptable behaviours when using technology and network resources provided by the school. End-users need a clear understanding of what they can, and can’t do, online using the technology and services available to them in school. Clearly outline acceptable and unacceptable behaviours when using personal technologies on school premises or networks. End-users need a clear understanding of how they can use their own technology in certain settings. Strategies may range from a complete ban on all personal technologies, to approved use in certain situations, to positive encouragement of personal technologies to support and enhance the learning experience. Clearly outline what network monitoring will take place. End-users have a right to know how their network access will be monitored. An open and honest approach can help to prevent challenges to authority should e-safety incidents occur Clearly outline the sanctions for unacceptable use. End-users need a clear understanding of the penalties they face if they break the rules. This may range from temporary suspension of services, to disciplinary action or even legal intervention, depending on the seriousness of the incident. Be regularly reviewed and updated. AUPs must be regularly reviewed and updated. This is essential if they are to remain effective in protecting children and young people, parents and carers, and staff and organisations from risk. In addition to a regular programme of review, AUPs should be reviewed more frequently if emerging issues or serious incidents dictate. Be widely, and regularly, communicated to all stakeholder groups. End-users need to be aware of the AUP – and understand it – if they are to adhere to it. Consider the best approaches for introducing the AUP: in a school this might be through the home–school agreement for pupils and parents or carers, or within induction programmes for staff – remember also to look for opportunities to assess whether it is understood. Reinforce the AUP regularly, monitor its impact and ensure that any changes in policy are also communicated to all those that need to know.
  • What are the hazards and sources of danger are we trying to protect learners from?
  • June 18, 2010

Policies and Practices Policies and Practices Presentation Transcript

  • June 18, 2010 | slide The e-Safety Agenda – Policies & Practice AUP, Risk Assessment and Learner Involvement Monday 11 th January 2010 Virginia Havergal – eLearning Advisor Julia Taylor – eLearning Advisor www.rsc-south-west.ac.uk RSCs – Stimulating and supporting innovation in learning
  • Acceptable Use Summary June 18, 2010 | slide
    • 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 June 18, 2010 | slide 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
    June 18, 2010 | slide
  • e-Safety Audits June 18, 2010 | slide
  • Policies and Practice June 18, 2010 | slide
  • Assessing Risk June 18, 2010 | slide Safeguarding Children Online: how e-safe is your school and your learners?
  • The C’s of e-Safety
    • Content
    • Commerce
    • Contact
    • Conduct
    • Culture
    June 18, 2010 | slide
  • Assessing Risk June 18, 2010 | slide
  • Assessing Risk June 18, 2010 | slide Commerce When using new technologies, there is a risk that a young person could do something that has financial or commercial consequences. Culture Young people need frequent education and guidance to embed and reinforce e-safety messages. There is a risk that young people may get involved in inappropriate or antisocial behaviour while using new technologies. Signposts to Safety Teaching e-Safety at Key Stages 3 and 4, Becta
  • Assessing Risk Local Authority Approach June 18, 2010 | slide Online Safety for Schools – a methodology for assessing risk (Draft documentation) www.clusterweb.org.uk/docs/e Safety WhitePaper.doc 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.
  • Risk Assessment Matrix Example June 18, 2010 | slide Child as victim Hazard Examples Prevention Proposed 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 Matrix Example June 18, 2010 | slide 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. emails blogs; 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
    June 18, 2010 | slide
  • Learner Involvement June 18, 2010 | slide “ Technology is like giving children wings, but you can’t always control the directions in which they fly.” SWGfL PlymKids Project, 2009
  • Examining e-Safety Online Sessions start at 11am
    • Policies and Practices – January 11 th
    • JANET - AUPs- Assessing Risk – Learner Involvement
    • Infrastructure and Technology – February 4 th
    • Controlling Access - Filtering - Security
    • Education and Training – February 12 th and February 25 th
    • February 12th - Vulnerable Learners and Resources
    • February 25 th - Staff Development and Resources
    • Standards and Inspection - March 4 th
    • Good Practice – OFSTED and Becta
    • e-Safety Tips and tricks – March 18 th
    • College practitioners share their activities and resources
    June 18, 2010 | slide
  • For further information
    • JISC RSC Exeter Office
    • Room HRS/10, Greystone House, Exeter College
    • 01392 205472
    • JISC Regional Support Centre South West
    • [email_address]
    • [email_address]
    • Website
    • http://www.rsc-south-west.ac.uk
    June 18, 2010 | slide