E-safety – Facing the Facts

As part of our partnership with Fantastict, a national provider of educational consulting and training services, Joe Basketts, Education Director at Fantastict, shares his thoughts on e-safety strategy.

The new briefing paper from Ofsted (released September 2013), is much more detailed and comprehensive than previous, making specific reference to an e-safety curriculum, how parents are engaged, training for staff and how the school website can contribute to informing parents and keeping them up to date. Reference is also made to schools that have obtained the E-Safety Mark or other recognised standard.

The Ofsted briefing paper lists indicators of inadequate practice as:

  • Personal data is often unsecured and/or leaves school site without encryption

  • Security of passwords is ineffective, for example passwords are shared or are common with all but the youngest of children

  • Policies are generic and not updated

  • There is no progressive, planned e-safety education across the curriculum, for example there is only an assembly held annually

  • There is no internet filtering or monitoring

  • There is no evidence of staff training

  • Children are not aware of how to report a problem.
  • Understanding responsibilities with regard to e-safety is the first step towards achieving Good or Outstanding practice. However, the critical success factors lie in having the knowledge and skills to translate this understanding into workable strategies and processes within the school environment.

    There is a wealth of support available to assist schools in raising e-safety standards in line with the new guidance, an excellent example of this being E-Safety Support. Given the breadth of materials and sources available, it can sometimes be difficult to navigate the choices and identify which are most relevant to specific needs or will help address the most pressing issues.

    At the same time, some learning experiences are much more effective when supported by directed or face-to-face training. For example, online resources are excellent for providing insight into a topic, but cannot replace valuable peer-to-peer engagement which can only truly be realised through group workshops.

    In the same way as some content is better delivered in a workshop environment, when it comes to e-safety and indeed wider ICT and school strategies, external benchmarking will also provide great insight and a fresh perspective. For example, 360 Safe is a leading audit tool which can give a complete picture of a school’s current e-safety policy and practice. Working with an approved 360 Safe consultant, the school can then prepare a development plan which ensures the very best practice according to Ofsted guidelines.

    As with any aspect of school operations, understanding where you are as compared to where you need and want to be, is an essential part of strategy development – and a process where an external viewpoint and objectivity can help save a lot of valuable time and add significant value.

    Written by Joe Basketts on October 22, 2013 08:05


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