Assessor Conference 2009 Presentation Web


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ICT Mark Assesssors Conference 2009

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  • Title slide of presentation.
  • From information we received there were a number of considerations to feed into the review. These are some of them. Although the review was not undertaken to focus on the ‘tool’, it cannot be ignored and it seemed sensible to take into consideration views and suggestions on ways the tool could be further developed.
  • 29 May 09
  • • Schools have a duty of care and must ensure In most cases, the misuse of ICT is not serious and can be dealt with at classroom level. In rare cases children can be in serious danger. Staff are also susceptible to risks, as is the integrity of the whole school community. • The Ofsted self-evaluation form (SEF) Until Sept 09 included a prompt specifically relating to e-safety. ie Question 4b read: To what extent do learners feel safe and adopt safe practices? For example: the extent to which learners adopt safe and responsible practices, dealing sensibly with risk, The new SEF has replaced this. Ofsted conducted an initial small-scale study of 100 self-evaluation forms in the summer of 2008 -a key finding was that around half of all schools surveyed failed to make any form of response on e-safety in their SEF, and a further quarter made only passing reference to it. Of the schools that did respond, the study found that there was considerable variation in how schools monitor and evaluate the effectiveness of their e-safety policies. A significant proportion of schools do not indicate how they know whether their policies are effective or not in ensuring learners’ e-safety. Ofsted’s focus on e-safety will continue as the recommendations from the Byron Review are further implemented. All schools will need to actively monitor the impact of their e-safety policies and provide a comprehensive response to the SEF. • The Byron Review has called on Ofsted to take various steps to hold schools to account for their performance in e-safety. All schools will need to actively monitor the impact of their e-safety policies and provide a comprehensive response to the SEF. in a range of activities within and outside the classroom, including the use of new technologies and the internet. they are able to safeguard children, young people and staff.
  • On 12 March, Lord Laming published his report The Protection of Children in England: A Progress Report. The Government accepted all of his recommendations and has now published an action plan, setting out its detailed response.   The Secretary of State for Children, Schools and Families has written to schools to highlight the importance of this action plan and of the role that teachers and other staff have in keeping children safe from abuse.
  • Ofsted definition from Briefing for section 5 inspectors on safeguarding children Oct 09.
  • What should your school be doing? Becta and other partner bodies have been developing advice and guidance on the issue of e-safety since 2000. Working with schools, teachers, young people, local authorities and Government, we have developed a model of support that can help to manage the level of risk. We believe that if you have the following PIES structure in place the e-safety risk can be effectively managed. Policies and practice Does the school have a set of robust policies and practices? Do you have an acceptable use policy (AUP)? Is everyone aware of it? Does your anti-bullying policy include references to cyberbullying? Are there effective sanctions for breaching the policy in place? Have you appointed an e-safety co-ordinator? Infrastructure Is the school network safe and secure? Do you use an accredited internet service provider? Do you use a filtering/monitoring product? Education and training Do children receive e-safety education - where, how? Are staff – including support staff – trained? Do you have a single point of contact in the school? Do the leadership team and school governors have adequate awareness of the issue of e-safety? Standards and inspection Have you conducted an audit of your school’s e-safety measures? Do you monitor, review and evaluate all of the above?
  • audit its e-safety measures? National Education Network have a robust AUP? Becta use a Becta accredited supplier for internet services? Becta handle cyberbullying issues well? Digizen Teachernet raise awareness of the issues, thinkuknow e.g. through holding an assembly? See
  • receive regular training and updates? Childnet thinkuknow Becta know how to keep data safe and secure? Becta know how to protect themselves online Teachernet TeachToday know how to conduct themselves Every Child Matters know about the updated e-safety guidance for QTS standard Q21: Health and well-being? TDA QTS standards and guidance - update   TDA have updated the guidance on the QTS standards trainee teachers need to achieve. We have updated the relevant QTS standard - Health and Well-Being (below), in order to include e-safety within the guidance.   Q21 Know how to identify and support children and young people whose progress, development or well-being is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues for specialist support. Specifically in 21a guidance: Although there are many benefits to children using the internet, there are associated risks. All adults working with children have an important role to play in ensuring children and young people are safeguarded when online. Trainee teachers should be aware of issues of e-safety to ensure that children and young people are safeguarded. Examples of potential risks include, but are not limited to: grooming, cyberbullying, viewing inappropriate content and misuse of personal information. professionally online?
  • receive e-safety education at appropriate Signposts to safety Kidsmart thinkuknow know the SMART rules? Childnet SAFE: Keep safe by being careful not to give out personal information – such as your name, email, phone number, home address, or school name – to people who you don’t trust online. MEETING: Meeting someone you have only been in touch with online can be dangerous. Only do so with your parents’ or carers’ permission and even then only when they can be present. ACCEPTING: Accepting emails, IM messages, or opening files, pictures or texts from people you don’t know or trust can lead to problems – they may contain viruses or nasty messages! RELIABLE: Someone online may be lying about who they are, and information you find on the internet may not be reliable. TELL: Tell your parent, carer or a trusted adult if someone or something makes you feel uncomfortable or worried. You can report online abuse to the police at: . know how to report any concerns CEOP they may have? places across the curriculum?
  • understand e-safety issues and risks? NGA receive regular training and updates? thinkuknow understand how to protect their Know it all thinkuknow Directgov children in the home?
  • Assessor Conference 2009 Presentation Web

    1. 1. ICT Mark Assessors’ Conferences 2009
    2. 2. Agenda: am session <ul><li>9.30 Registration </li></ul><ul><li>10.00 Opening update </li></ul><ul><li>10.15 Workshop sessions (including coffee break) </li></ul><ul><li>12.00 Processes and procedures </li></ul><ul><li>12.15 Lunch </li></ul>
    3. 3. Agenda: pm session <ul><li>13.05 Questions from am session </li></ul><ul><li>13.15 SRF update </li></ul><ul><li>14.15 Break </li></ul><ul><li>14.20 Safeguarding </li></ul><ul><li>15.00 Leading Leaders </li></ul><ul><li>15.30 Close </li></ul>
    4. 4. Table Introductions <ul><li>Reflections for today </li></ul><ul><li>5 minutes </li></ul>
    5. 5. Niel McLean – Becta Executive Director Schools and Families
    6. 6. Workshop sessions <ul><li>Session 1 : Quality report writing </li></ul><ul><ul><li>getting a better understanding of what constitutes a quality report </li></ul></ul><ul><li>Session 2 : Handling borderline schools </li></ul><ul><ul><li>towards a process for dealing with ‘difficult to pass’ assessments </li></ul></ul>
    7. 7. Workshop Session 1 Quality assessment reports <ul><li>Why look at reports? </li></ul><ul><li>What do schools want from an assessment report? </li></ul><ul><li>How can one judge a good report? </li></ul><ul><ul><li>is the guidance useful? </li></ul></ul><ul><ul><li>what else could be provided? </li></ul></ul>
    8. 8. Workshop Session 1 (cont) Quality assessment reports <ul><li>Use Workshop 1 sheet to evaluate the sample reports – 10 minutes </li></ul><ul><li>has self-review been confirmed? </li></ul><ul><li>has threshold been met? </li></ul><ul><li>is commentary a sufficient report on Elements examined? </li></ul><ul><li>have strengths and points for progression been identified? </li></ul>
    9. 9. Workshop Session 1 (cont) Quality assessment reports 15 minutes <ul><li>What additional questions would be helpful? </li></ul><ul><li>Are some redundant? </li></ul><ul><li>What additional guidance can be offered? </li></ul>
    10. 10. Workshop sessions <ul><li>Session 2 : Handling borderline schools </li></ul><ul><ul><li>strategies before and during assessment visits </li></ul></ul>
    11. 11. Workshop Session 2: Handling borderline schools <ul><li>Activity 1 (Table groups) </li></ul><ul><li>Should I pass this school? (discussion) </li></ul><ul><ul><li>dilemmas and areas for concern </li></ul></ul>
    12. 12. Workshop Session 2: Handling borderline schools <ul><li>Activity 2 </li></ul><ul><li>Three focus areas: </li></ul><ul><li>‘ Litmus’ questions </li></ul><ul><li>Strategies and tactics on the day </li></ul><ul><li>Feedback session for a school not yet ready </li></ul>
    13. 13. Workshop Session 2: Handling borderline schools <ul><li>Pre-assessment procedures </li></ul><ul><li>a. Naace office vet applications- but only for completeness and levels; </li></ul><ul><li>b. Assessor must decide if the evidence is a cause for concern- if so then refer back to Naace office, not the school. </li></ul>
    14. 14. Processes and procedures <ul><li>10 th assessment quality review </li></ul><ul><li>Selection of lead assessors </li></ul><ul><li>Rebranding update </li></ul><ul><li>Small schools initiative update </li></ul>
    15. 15. Processes and procedures: 10 th assessment quality review <ul><li>Part 1 : School assessment reports review </li></ul><ul><li>Part 2 : School feedback forms review </li></ul><ul><li>Part 3 : Last assessor moderation report </li></ul><ul><li>Part 4 : Present assessor moderation report </li></ul><ul><li>Part 5 : Review and actions </li></ul>
    16. 16. Processes and procedures: Selection of lead assessors <ul><li>New application process </li></ul><ul><li>Implemented from January 2010 </li></ul><ul><li>Naace will advertise when vacancies available </li></ul><ul><li>Main new requirement is to have completed 10 th assessment review </li></ul>
    17. 17. Next Generation Learning charter 8 National ICT Excellence Awards winners 11 Regional ‘Best Whole School’ winners 1,524 ICT Marks have been awarded 102 schools are currently ‘Recognised’ for ICT 1,843 schools have chosen to ‘Commit’ to the Next Generation Learning Charter
    18. 18. How does this affect schools? <ul><li>If a school already has the ICT Mark, the former logo that they were awarded with is still recognised and valid until it expires. We will not be reissuing new certificates and pin badges to schools who received their ICT Mark prior to January 2009. </li></ul><ul><li>All schools that have been awarded the ICT Mark since the launch of the Charter in January 2009 will be issued with the new logo. This includes: certificates, pin badges, and promotional collateral. </li></ul><ul><li> </li></ul>
    19. 19. Small schools initiative <ul><li>Available to all schools with <100 pupils until end March 2010 </li></ul><ul><li>Schools have been mailed </li></ul><ul><li>Fee reduced from £400 to £200 while funds last </li></ul><ul><li>Supporting booklet from Becta </li></ul>
    20. 20. Agenda: pm session <ul><li>13.05 Questions from am session </li></ul><ul><li>13.15 SRF update </li></ul><ul><li>14.15 Break </li></ul><ul><li>14.20 Safeguarding </li></ul><ul><li>15.00 Leading Leaders </li></ul><ul><li>15.30 Close </li></ul>
    21. 21. ICT Mark Assessors Update Conferences 2009 The Self-review framework - Reviewed version 2009
    22. 22. Why was there a review? <ul><li>Originally launched in March 2006 </li></ul><ul><li>A review was always intended </li></ul><ul><ul><ul><li>use of technology in schools has moved on. </li></ul></ul></ul><ul><ul><ul><li>new educational initiatives - eg online reporting </li></ul></ul></ul><ul><ul><ul><li>school use has developed and improved </li></ul></ul></ul><ul><li>The review has developed and improved what is a success </li></ul><ul><ul><li>Currently 167198 schools registered with the Self-review framework </li></ul></ul><ul><ul><li>ICT Mark schools 1095 </li></ul></ul><ul><ul><li>NGLC schools 1832 committed </li></ul></ul>
    23. 23. Review process - a series of working party meetings involving:- <ul><li>Core Group – Ken Dyson, Steve Bacon, Martin Blows, Andrew Sierant </li></ul><ul><li>Focus Group Headteachers </li></ul><ul><ul><ul><ul><ul><li>ICT Co-ordinators </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>LA officials </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Independent advisors/consultants </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Wales representation </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>NI representation </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>ICT Mark lead assessors </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Becta teams </li></ul></ul></ul></ul></ul><ul><li>Becta partner agencies SSAT – National Strategies – NCSL – TDA – QCA – Naace </li></ul><ul><ul><ul><li>OFSTED - ESTYN - DENI </li></ul></ul></ul><ul><li>Action Research Warwick University. </li></ul>
    24. 24. Review considerations <ul><li>SRF too long </li></ul><ul><li>A lot of repetition across elements </li></ul><ul><li>Too wordy </li></ul><ul><li>Look at ICT Mark threshold levels </li></ul><ul><ul><li>Some levels need to be more challenging </li></ul></ul><ul><li>Some large steps between levels </li></ul><ul><li>The tool could be more user friendly </li></ul><ul><li>New educational initiatives and technologies </li></ul>
    25. 25. Action Research Findings Resources and Professional Development <ul><li>The resources element is used more than any other </li></ul><ul><li>Resources is also the element where most schools met the ICT mark criteria </li></ul><ul><li>52% of schools at threshold in Resources </li></ul><ul><li>32% of schools at threshold level in Professional Development </li></ul>
    26. 26. The self-review elements working together Impact on the Learner Leadership and management Professional development (People resource) Resources Actions supported by the leadership team determine improvement outcomes ..rather than actions changing the learning environment. Schools tend to focus actions on staff and resources…. The curriculum Extending opportunities for learning Learning and teaching Assessment
    27. 27. Why people use the SRF The draw of the ICT mark
    28. 28. Completing the SRF helped review practice 1=disagree strongly 2=disagree 3=neither agree nor disagree 4=agree 5=agree strongly
    29. 29. The current Self-review framework <ul><li>Currently 8 ‘Elements ’ </li></ul><ul><ul><li>Leadership and Management </li></ul></ul><ul><ul><li>Curriculum </li></ul></ul><ul><ul><li>Learning and Teaching </li></ul></ul><ul><ul><li>Assessment </li></ul></ul><ul><ul><li>Professional Development </li></ul></ul><ul><ul><li>Extending opportunities for learning </li></ul></ul><ul><ul><li>Resources </li></ul></ul><ul><ul><li>Impact on pupil outcomes </li></ul></ul><ul><li>Each Element divided into ‘Strands’ – 22 in total </li></ul><ul><li>Each Strand divided into ‘Aspects’ – 72 in total </li></ul><ul><li>Each aspect broken down into 5 ‘Level Descriptors’ </li></ul><ul><li>ICT Mark threshold levels a mix of 2 and 3 </li></ul>
    30. 30. Length is an issue! 1=disagree strongly 2=disagree 3=neither agree nor disagree 4=agree 5=agree strongly
    31. 31. 1=disagree strongly 2=disagree 3=neither agree nor disagree 4=agree 5=agree strongly Make it simpler
    32. 32. The revised Self-review framework <ul><li>HEADLINE CHANGES </li></ul><ul><li>Six elements </li></ul><ul><li>1. Leadership and Management </li></ul><ul><li>2. Planning </li></ul><ul><li>3. Learning </li></ul><ul><li>4. Assessment of ICT capability </li></ul><ul><li>5. Professional Development </li></ul><ul><li>6. Resources </li></ul><ul><li>Elements still divided into ‘strands’ – 13 in total </li></ul><ul><li>‘ Strands divided into 57 ‘aspects’ </li></ul><ul><li>All ICT Mark thresholds at Level 2 </li></ul><ul><li>Introduction of an initial overview ‘10 Key Questions ’ – getting schools to think about the ‘Big Picture and the impact ICT is having </li></ul>
    33. 33. Changes to the Elements Leadership & Management Curriculum Learning & Teaching Assessment Professional Development Extending Opportunities For Learning Resources Impact Resources Professional Development Assessment of ICT capability Learning Planning Leadership & Management Repetition and overlap Safeguarding Sustainability Environmental Issues Home Access Parental Engagement
    34. 34. The most notable change <ul><li>The Key Questions It's easier to get where you're going if you know where you are... </li></ul><ul><ul><li>Giving schools a quick overview of where they are with regard to e-maturity </li></ul></ul><ul><ul><li>Not a short SRF </li></ul></ul><ul><ul><li>The SRF will be undertaken in 3 phases </li></ul></ul><ul><ul><ul><li>Phase 1 ‘Seeing the big picture’ </li></ul></ul></ul><ul><ul><ul><li>Phase 2 ‘Exploring the detail’ </li></ul></ul></ul><ul><ul><ul><li>Phase 3 ‘Taking stock’ </li></ul></ul></ul>
    35. 35. Implementing the revised Self-review framework <ul><li>Mapping of the current version to this revised version </li></ul><ul><li>Transferring schools current data/levels to the new version </li></ul><ul><li>Setting a time scale for use of the old and the revised </li></ul><ul><ul><li>Plan to allow a period of time for schools well down the line for the Mark to still gain it using the current framework. A cut off point. </li></ul></ul><ul><li>Mapping and transferring ‘exemplar’ material </li></ul><ul><li>Updating guidance and suggested actions </li></ul><ul><li>Aiming for end of March for ‘launch’ </li></ul>
    36. 36. Leadership and Management Professional Development Resources Planning for Learning Assessment of ICT Capability Learning Experiences Impact The Big Picture
    37. 37. KEY QUESTIONS – Seeing the big picture <ul><li>Key question ‘A’ – Progress and achievement </li></ul><ul><li>  </li></ul><ul><li>Think about pupils in different classes, subjects and years in your school. To what extent has the use of ICT had a demonstrable impact on their progress and achievement? Put another way, would they have made less progress and achieved less well had they not been able to use ICT? </li></ul><ul><li>  </li></ul><ul><li>Put a tick in the box to indicate your agreement with the following statements: </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>“ ICT has a clear impact on the progress and achievement of our pupils.” </li></ul><ul><li>  </li></ul><ul><li>Strongly disagree Tend to disagree Unsure Tend to agree Strongly agree </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li> </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>“ We are confident about our judgement because we have the evidence to support it.” </li></ul><ul><li>  </li></ul><ul><li>Disagree Agree Uncertain </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
    38. 41. Why do schools need to take action? <ul><ul><li>“ all schools action is taken at a whole-school level to ensure that e-safety is mainstreamed throughout the school’s teaching, learning and other practices. In particular I recommend that: </li></ul></ul><ul><ul><ul><li>Government should encourage schools to use Becta’s self-review framework to drive continual improvement in schools’ use of ICT including with regard to e-safety. </li></ul></ul></ul><ul><ul><ul><li>100% of schools should have AUPs that are regularly reviewed , monitored and agreed with parents and students. Guidance on this should be incorporated in Becta’s revised self-review framework.” </li></ul></ul></ul>Protecting children whilst they are in our care and educating them for when they are not! e-safety is a child safety – not an ICT – issue! Schools have a duty of care Ofsted Self Evaluation Form The Byron Review
    39. 42. Snapshot showed… <ul><li>Ofsted conducted a small-scale study of 100 self-evaluation forms of schools that were being inspected in the summer term 2008. </li></ul><ul><li>The study found considerable variation in how schools monitor and evaluate the effectiveness of their e-safety policies . A considerable proportion of schools do not indicate how they know whether their policies are effective or not in ensuring learners’ e-safety. </li></ul><ul><li>the proportion of schools providing sufficient evidence of their strategies for ensuring e-safety was low, especially in primary schools. </li></ul><ul><li>In secondary schools, the results were slightly better, with over a third offering a comprehensive and thoughtful response to the question. However, it was still the case that almost half made no comment at all. </li></ul>Byron recommended Ofsted provide the Government with a snapshot report on school responses to question 4b of the SEF (regarding e-safety) by summer 2008.
    40. 43. The importance of ICT: information and communication technology in primary and secondary schools 2005/8 [03/03/09 ] <ul><li>The very great majority of the schools visited taught their pupils and students about the risks associated with using the internet. However, very few of the schools evaluated the effectiveness of this teaching and very few had recorded the incidents they had dealt with where students’ safety had been compromised. </li></ul><ul><li>The recommendations from the report are: </li></ul><ul><li>All schools should: </li></ul><ul><li>evaluate the effectiveness of their provision for teaching pupils and students how to keep themselves safe when online and record incidents where the safety of individuals may be compromised </li></ul>
    41. 44. Government response to Lord Laming Review <ul><li>32. Ofsted have also designed the new school inspection framework which will apply from September 2009 so that it will have a stronger focus on safeguarding. The current inspection framework already includes a judgement about whether safeguarding arrangements in schools are satisfactory but this will be strengthened in the new framework with a grading on a scale from 1(outstanding) to 4(inadequate) for a school's safeguarding arrangements. </li></ul><ul><li>Any school which receives a grade of 4 will also be likely to be awarded an inadequate grade for its overall performance and will need therefore to make urgent improvements. These arrangements will 'raise the bar' about the importance of safeguarding for schools and will also facilitate the identification and dissemination of best practice. </li></ul>
    42. 45. The evaluation schedule for schools Guidance and grade descriptors for inspecting schools in England under section 5 of the Education Act 2005, from September 2009 <ul><li>The effectiveness of safeguarding procedures </li></ul><ul><li>Inspectors should evaluate: </li></ul><ul><li>the effectiveness of the school’s arrangements, including links with key agencies, for ensuring the safety of its pupils. </li></ul><ul><li>Outline guidance </li></ul><ul><li>Inspectors should take into account the extent to which the school:……. </li></ul><ul><li>helps pupils to keep themselves safe, including encouraging pupils to adopt safe and responsible practices and deal sensibly with risk, for example: </li></ul><ul><ul><li>when handling hazardous equipment and materials </li></ul></ul><ul><ul><li>looking after themselves during outdoor activities </li></ul></ul><ul><ul><li>when attending alternative educational or work-related provision </li></ul></ul><ul><ul><li>using the internet </li></ul></ul><ul><ul><li>if they come into contact with groups that encourage the use of violence. </li></ul></ul><ul><li>If the school is judged to be inadequate in this strand of the evaluation schedule, its overall effectiveness is likely to be judged to be inadequate. </li></ul>
    43. 46. Safeguarding is not just about protecting children from deliberate harm. It includes issues for schools such as: <ul><li>pupil health and safety </li></ul><ul><li>bullying </li></ul><ul><li>racist abuse </li></ul><ul><li>harassment and discrimination </li></ul><ul><li>use of physical intervention </li></ul><ul><li>meeting the needs of pupils with medical conditions </li></ul><ul><li>providing first aid </li></ul><ul><li>drug and substance misuse </li></ul><ul><li>educational visits </li></ul><ul><li>intimate care </li></ul><ul><li>internet safety </li></ul><ul><li>issues which may be specific to a local area or population, </li></ul><ul><li>for example gang activity </li></ul><ul><li>school security. </li></ul>
    44. 47. E-safety Thematic study <ul><li>Byron recommendation 25 </li></ul><ul><li>That Ofsted undertake a thematic study on the teaching of e-safety and media literacy across what schools offer. </li></ul><ul><li>due out in early 2010! </li></ul>
    45. 48. What should ‘good’ schools be doing?
    46. 49. What does acceptable use look like in your school? Does it… have end-user input? promote positive uses of new and emerging technologies? clearly outline what network monitoring will take place? clearly outline acceptable and unacceptable behaviours when using technology and network resources provided by the school both on or offsite, or when using personal technologies on school premises or networks? reflect your setting and cover all users? reflect your setting and cover all users?
    47. 50. What does acceptable use look like in your school? Is it… written in a tone and style that is appropriate to the end-user? regularly reviewed and updated? widely, & regularly, communicated to all stakeholder groups? Where can I find good examples? Look to your local authority and/or Regional Broadband Consortium for local policies. clear and concise?
    48. 51. <ul><li>“ Children and young people need to be empowered to keep themselves safe – this isn’t just about a top-down approach. Children will be children – pushing boundaries and taking risks. At a public swimming pool we have gates, put up signs, have lifeguards and shallow ends, but we also teach children how to swim.” </li></ul>Dr Tanya Byron Safer children in a digital world: The report of the Byron Review The filtering debate
    49. 52. Fisher-Price's Easy-Link Internet Launchpad, a keyboard-free console for the 3-and-older crowd. When toddlers stick a figurine into its appropriate console slot, they are whisked directly to the character's official website,
    50. 55. Data Protection
    51. 56. Reaching parents…….. <ul><li>One parent told me that she thought the whole issue of e-safety to be overblown and irrelevant. She went on to tell me that she has a teenage daughter who has a computer in her room. The mum said </li></ul><ul><li>“ I KNOW I have no e-safety problems in my home. I always check my daughter’s internet browsing history thingy [sic]. IT’s ALWAYS EMPTY” </li></ul>
    52. 57. ‘ AUPs in context: Establishing safe and responsible online behaviours’ <ul><li>  This document provides a number of prompts and action points to help schools and other children’s settings develop effective AUPs within their local context and framework of wider e-safety measures.  </li></ul><ul><li>Available free to order or download from </li></ul>
    53. 60. Is your school e-safe? Does your school… have a nominated e-safety co-ordinator? audit its e-safety measures? have a robust AUP? use a Becta accredited supplier for internet services? include e-safety measures in Section 4b of your SEF? keep an incident log and monitor your measures? handle cyberbullying issues well? raise awareness of the issues, e.g. through holding an assembly?
    54. 61. Is your school e-safe? Do all your staff… understand e-safety issues and risks? receive regular training and updates? know how to escalate an issue of concern? know how to keep data safe and secure? know how to protect themselves online know how to conduct themselves professionally online? know about the updated e-safety guidance for QTS standard Q21: Health and well-being?
    55. 62. Is your school e-safe? Do your learners… understand what safe and responsible online behaviour means? receive e-safety education at appropriate places across the curriculum? get the opportunity to improve their digital literacy skills? know the SMART rules? know how to report any concerns they may have?
    56. 63. Is your school e-safe? If not, why not! Take action now Do your parents and governors… understand e-safety issues and risks? understand their roles and responsibilities? receive regular training and updates? understand how to protect their children in the home?
    57. 64. Contact… <ul><li>Ruth Hammond </li></ul><ul><li>Becta </li></ul><ul><li>Millburn Hill Road </li></ul><ul><li>Science Park </li></ul><ul><li>Coventry CV4 7JJ </li></ul><ul><li>T +44 (0)24 7641 6994 </li></ul><ul><li>F +44 (0)24 7641 1418 </li></ul><ul><li>E [email_address] </li></ul><ul><li> </li></ul>
    58. 65. A Headteacher’s Experiences ICT Mark Assessors – 13 th November Becky Greenhalgh
    59. 66. Quality education requires clear vision and effective leadership. Such systems attract great teachers and best practice. Clear vision recognises the determination to prepare students for a future life in society. Technology is central to this vision Why value the ICT Mark?
    60. 67. Personal Experiences
    61. 68. ICT Mark positive benefits Benefits of the Assessor’s visit <ul><ul><li>Judgements made by external professionals are of GREAT value </li></ul></ul><ul><ul><li>Appropriate professional </li></ul></ul><ul><ul><li>A clear well-structured report is a valuable tool </li></ul></ul><ul><ul><li>ICT Mark judgements are employed in documents such as the School Action Plan so your assessments carry weight </li></ul></ul><ul><ul><li>Consistency is essential </li></ul></ul><ul><ul><li>Critical evaluation of progress and areas for development </li></ul></ul><ul><ul><li>Recognition of success </li></ul></ul><ul><ul><li>A good report provides clear direction for the future </li></ul></ul><ul><ul><li>Document is circulated to stakeholders (governors, advisers, staff etc.) </li></ul></ul><ul><ul><li>Report is used to inform SIP </li></ul></ul>
    62. 69. Parents involved in: Online reporting Home access Parent/child classes E-safety ICT integrated across the curriculum Learning Platform is in place with learning areas for the children to access Children developing their own e-portfolios E-Safety training central to learning Where we are now
    63. 70. Linking ICT with assessment and tracking children’s progress Extensive range of ICT resources to enhance learning across the curriculum Maintaining links with absent and Naval parents via the Learning Platform Nintendo Wii and DS physical and ‘Brain-Gym’ programmes 2009 Shortlisted ICT Excellence Award Where we are now
    64. 71. <ul><li>Most importantly our children are: </li></ul><ul><li>Motivated </li></ul><ul><li>Confident </li></ul><ul><li>Challenged </li></ul><ul><li>Inspired </li></ul><ul><li>Succeeding </li></ul><ul><li>and... Proud </li></ul>
    65. 72. <ul><li>The SRF is a valuable route-map </li></ul><ul><li>The ICT Mark recognises the journey </li></ul><ul><li>ICT Mark Assessors provide advice, moderation, expertise and affirmation for the continuing journey </li></ul>
    66. 73. <ul><li>Leading Leaders Purpose Statement </li></ul>The Leading Leaders Network exists to advance the development, dissemination and application of effective practices in harnessing technology that improves experiences and outcomes of learners.
    67. 74. LLN benefits Becta in many ways <ul><li>Advocates </li></ul><ul><li>Activists </li></ul><ul><li>Credible </li></ul><ul><li>Skilled </li></ul><ul><li>Willing </li></ul><ul><li>Advisers </li></ul><ul><li>Independent-minded </li></ul><ul><li>Searching for innovations </li></ul><ul><li>Nationwide-wide access and support </li></ul>
    68. 75. Growing Membership, Maintaining Quality Leading Leaders Network School should have the ICT Mark to indicate commitment and a level of standards <ul><ul><li>Leaders of outstanding schools are of outstanding value! </li></ul></ul><ul><ul><li>Leaders who can inspire others and motivate others </li></ul></ul><ul><ul><li>LLN Members are committed to using technology to raise standards for our students and happy to tell others </li></ul></ul>
    69. 76. ?
    70. 77. NAACE ICT Mark Assessors play an invaluable role in extending the size of the Network and sustaining and further-improving the calibre of the members. The ICT Mark assessment undertaken by you is one of the main information streams for LLN selection.
    71. 78. LLN Training Materials
    72. 79. LLN Training Materials
    73. 80. And finally, As a result of a challenging, professional but affirming visit by NAACE assessors to our school we have moved forward with confidence to be high-profile and confident with motivated, challenged staff and children. We were curriculum joint winners in the 2006 Excellence Awards and on gaining our 2 nd ICT Mark we were again motivated by our assessor to do even better. So...
    74. 81. Thank you Leading Leaders Network Manager: Jeff Smith ( )
    75. 82. Evaluation
    76. 83. ICT Mark Assessors’ Conferences 2009 Safe journey home!
    77. 84. ICT Mark Assessor conferences 2010 Birmingham: Tuesday 2 November 2010 Bristol: Tuesday 9 November 2010 Llandrindod: Wednesday 17 November 2010 York: Friday 26 November 2010 Portadown: Tuesday 30 November 2010 London: Thursday 9 December 2010