Online Safety
What are the issues?
The internet – on the whole is an inspiring and positive place.
The internet is an amazing resource which enables children and young people to connect, communicate and be creative in a number of different ways, on a range of devices.
However, the internet is always changing, and being able to keep up to date with your children’s use of technology can be a challenge.
You may sometimes feel that your children have better technical skills than you do, however children and young people still need advice and protection when it comes to managing their lives online.
Issues that your child may encounter on the internet will vary depending on their age and online activities.
Organisations and websites offering further information and support for online safety:
Play Like Share –
Play Like Share follows the adventures of Sam, Ellie and Alfie as they form a band and enter their school’s Battle of the Bands contest, taking on the mean but ‘cool’ Popcorn Wizards as they go. The three friends learn that while the internet can help, they need to use it wisely and safely.
The aim of the films is to help 8-10 year olds learn how to stay safe online. In particular, the films teach them to spot the early signs of manipulative, pressurising and threatening behaviour by people they might meet online, and develops their confidence to respond safely and get help.
Be Share Aware –
Keep your child safe online
We tell our children it’s good to share – but online it’s different. In fact sometimes sharing online can be dangerous. Being Share Aware will help keep your child safe online.
Watch and share a short film and take a look at some straightforward advice that will untangle the web, and give parents confidence in talking to their children about how to stay safe online.
Issues
Advice
“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”
“There is a strong team culture within the school.”
“There is a clear focus on the teaching of early mathematics and reading.”
“Curriculum plans are well sequenced.”
“Children start to learn to read as soon as they enter the school.”
“Staff encourage
pupils to be independent from an early age.”
“Leaders have thought carefully about the curriculum plans they have introduced.”
“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”
“Pupils say that behaviour is good.”
“Pupils enjoy learning about a wide range of subjects.”
“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”
“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”
“Leaders work well
with members of the multi-academy trust to support staff.”
“Pupils learn how to keep safe when using the internet.”
“There are respectful relationships between adults and pupils.”
“Staff are well trained in teaching children to read.”
“Pupils enjoy attending school.”
“There are a wide range of school clubs.”
“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”
“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”
“Pupils say they feel safe in school.”
“Pupils recommend the school to their friends.”
“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”
“The early years environment is inviting and well organised.”
“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”
“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”
“Children settle into school quickly.”
“Subject leaders are knowledgeable about their subjects.”
“Teachers who are new to the school welcome the support they receive.”
“Teachers check what pupils have learned and remembered each term.”
“Pupils access a range of visits and activities beyond their own experiences.”
“Pupils support each other well when they are completing their work.”
“Adults help pupils who fall behind.”
“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”
“Staff welcome the highquality training they receive. They feel proud to work in the school.”
” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”