RNIB Pears Centre Esafety Policy Site Wide

RNIB Pears Centre eSafety policy – site wide

Context

We believe it our duty to protect our young people against any form of abuse or exploitation. However we are challenged to do so whilst offering plentiful opportunities for our young people to use technology to support them to become more independent, communicative, successful and active citizens.

In the main our young people have a vision impairment that co-exists with other complex needs. This means that our approach to the use of technology differs from many other centres and the level of support our young people require to access technology is significantly greater.

The majority of our young people need a high level of support to use and access technology, assistive devices and the internet. It is therefore often the role of staff to facilitate this and guide our young people to make safe choices online. To this end, a uniform, age appropriate, education package for our young people does not meet need and eSafety is approached on an individual basis. Where young people have very limited or no ability to use devices unsupported, the responsibility for their safety is devolved to staff working with them and our expectation is that this responsibility is taken seriously by all. Where we have young people who can autonomously use devices we will support them on an individual basis to understand their vulnerabilities and how to safeguard themselves and report any concerns.

This policy applies to all members of the school community (including staff, young people, volunteers, parents/carers & visitors) who have access to and are users of school ICT systems, both in and out of school (Refer: RNIB Policy).

The school’s eSafety policy will operate in conjunction with other RNIB policies including those for Behaviour, Bullying, Safeguarding and Child Protection, Curriculum, Data Protection and the Prevent Duty.

Aims

· To ensure our young people have access to suitable technology and learn how to use it effectively.

· To ensure that we support our young people to remain safe when using technology, especially when accessing online spaces that enable information exchange, communication and social media.

· To ensure that young people who have capacity to do so, adequately safeguard themselves when using technology.

How Internet use can enhance learning

· Internet access will be planned to enrich and extend learning activities.

· Staff will guide the young people in on-line activities that will support learning outcomes planned for the abilities of the young people.

Supporting our young people to use technology safely

All of our young people access the Internet with support because of their low level of cognition and complex needs and the majority are PMLD.

· However, where we support young people with moderate learning difficulties they will be taught a personalised curriculum on what Internet use is acceptable and what is not and given clear objectives for Internet use.

· Those with greater autonomy will be educated in the effective use of the Internet in research, including the skills of knowledge location, retrieval and evaluation.

For those young people who have greater autonomy in using technology we must consider the following:

Sharing appropriate websites sand materials

It is critical that any staff or volunteers thoroughly check any online materials they wish to share with young people. This applies to all areas of the internet, but particularly those showing digital images and videos that may carry inappropriate advertising or content.

Staff should always preview such resources to ensure they are appropriate for their audience. This should also ensure reduced waiting times for young people, with autism, whom wish to see and hear certain resources quickly.

Using the Internet

Young people should be encouraged and taught to use the internet to find information or entertainment resources, and trained to search effectively. Awareness should also be raised regarding safe searching, and discussions on reliable and unreliable information online should be regular.

Search Engines

Some common Internet search options carry risk, and young people should be taught to use these resources (e.g. image searches) in a safe, appropriate way. This is also further protected by the firewall from the corporate solution that protects both wired and wireless devices online.

Collaborative Technologies

There are a number of Internet technologies that make interactive collaborative environments available. Often the terms ‘Social networking’ or ‘social media’ are used. Examples include blogs, wikis and podcasting. Using these technologies for activities can be helpful, can develop communication skills, and can help young people build networks of their own.

However, they are high risk environments and it is essential that staff use them carefully and ensure that young people understand the risks that they present.

Webcam based activities

Webcams and Ipads can be used to provide a ‘window onto the world’ to see what it is like somewhere else. The value of this in terms of seeing activity/life in otherwise unreachable locations is clear; however staff should always preview websites to ensure that webcam feeds and similar resources are suitable. The highest risks lie with streaming webcams and often those linked to online gaming, that young people use or access outside of the school environment. Whilst these are rarely used by our young people, those who have autonomy need to be aware of the dangers.

Social networking sites

These are a popular aspect of the web for young people. For students who have a good level of cognisance, but may be non-verbal or physically limited this can expand their world significantly and give them equity with their peers. Sites allow users to share and post web sites, videos, images, etc. It is important for our more autonomous young people to fully understand that these sites are public spaces with adult users. They are environments that should be used with extreme caution. Some of these sites are blocked by our security settings; however pupils need to be taught safe behaviour as they may well be able to readily access them outside of the school day.

Podcasts

Podcasts are essentially audio files published online, often in the form of a radio show, but can also contain video. Users can subscribe to have regular podcasts sent to them and simple software now enables children to create their own radio broadcast and post this onto the web. These could provide a valuable outlet for young people, but they must be treated with caution and young people must understand their risks and how to report inappropriate use.

Chatrooms

Many sites allow for ‘real-time’ online chat. Again, children should only be given access to educational, moderated chat rooms. The moderator (or referee) checks what users are saying and ensures that the rules of the chat room (no bad language, propositions, or other inappropriate behaviour) are observed. Pupils should be taught to understand the importance of safety within any chat room because they are most likely at risk out of school where they may access chatrooms.

Digital photography and sharing platforms

These online platforms allow the sharing of digital images. It is vital that our staff and young people fully understand that these are often public domains from where images can be taken, altered and/or re-shared. They are also often platforms that allow/enable communication with strangers with no prior checking. These are not used in the school to any extend, but young people may access them out of school on their own devices or in their family homes. It is therefore critical that they understand the risks they present and how to report any concerns they may have.

Email can be a significant aid to non-verbal young people and young people who are looked after. It can give a voice to young people and can enable them to maintain communication with family and friends. Any email received or sent onsite is subject to our security filter settings and is therefore safeguarded to a degree for all users. However young people who are able may set up e-mail accounts of their own and therefore must know how to do so safely and how to report any concerns that may arise.

Cyber bullying

We hope that our high levels of supervision would enable us to quickly identify and protect our young people against cyberbullying. However this may not always be the case and we must acknowledge this fact. Cyber bullying is bullying through the use of communication technology like mobile phone text messages, emails or websites. This can take many forms e.g.

· Sending threatening or abusive text messages or emails, personally or anonymously

· Making insulting comments about someone on a website, social networking site (e.g. Facebook) or online journal (blog)

· Making or sharing derogatory or embarrassing videos of someone via mobile phone or email.

In some cases this practice may be illegal and should be reported as they may be covered under the auspices of either the Harassment Act 1997 or the Telecommunications Act 1984 for example.

Responses to cyberbullying with autonomous young people

If a bullying incident directed at a child occurs using email or mobile phone technology either inside or outside of school time:

· Advise the child not to respond to the message

· Secure and preserve any evidence

· Inform the sender’s e-mail service provider or social media provider if possible and request the comments be removed if the site is administered externally

· Notify parents/carers of those involved, if it is young people in our care

· Consider informing the WSCB and/or police

· Send all the evidence to CEOP at ww.ceop.gov.uk/contact_us.html

· Endeavour to trace the origin and inform police as appropriate if possible

Our use of digital images of our young people

Our website is part of the national RNIB website and is therefore subject to stringent content controls to respect both privacy and dignity of our young people Content to be submitted by staff to members of the marketing and web team, then sanctioned by senior staff before going ‘live’.

· Young people’s images may only appear on the school website if permission to use their photograph online has been granted.

· When showcasing examples of pupils work in online, in displays or published formats use only first names.

· Only use images of pupils in suitable dress and situations to protect the dignity of all pupils.

· Links to any external websites are thoroughly checked before inclusion on website to ensure that the content is appropriate.

· The centre has mobile phones that can be used for trips offsite. Staff are directed not to use their personal phone or camera without prior permission e.g. for a school field trip or to record evidence offsite such as a mark.

· Permissions for use of pupil photographs are recorded on SIMs for internal use, publications, marketing and internet.

Roles and responsibilities

RNIB is the corporate parent of RNIB Pears Centre and as such has responsibility to provide the appropriate solutions for access to technology. This includes the provision of hardware, software and appropriate security to safeguard users across the centre. The corporate IT team are also responsible for informing the leadership team of any suspected breaches or appropriate use or security affecting anyone on site that are identified by the system and its associated monitoring.

Leadership team

The leadership team on site consists of:

Head Teacher
Assistant Head Teacher, Leader of Student Outcomes
Assistant Head Teacher, Teaching & Learning
School Business Manager
Operations Manager

It is the shared responsibility of these colleagues to ensure that their staff are appropriately trained, included and debriefed in matters of safeguarding relating to eSafety. It is also essential that any issues arising are reported through the site-wide safeguarding group who meet 6 times per year to discuss such matters. This group can also convene as any time in addition to these meetings.

Responsible Managers

It is the role of the responsible managers (Registered Manager, Childrens Home and Head Teacher) of their delegated officers, to ensure that processes for investigating any allegations or suspicions of abuse of technology by staff or young people.

Designated Safeguarding Leaders (DSLs)

Role / Responsibility / Named Person
Corporate
Safeguarding
Manager / Auditing Safeguarding Practices – including eSafety across the RNIB
Designated Safeguarding Lead available to any concerned party who may wish to report a concern regarding practice onsite at the RNIB Pears Centre / Debbie Lynch
DSL / Conduct staff training on safeguarding matters including
ESafety.
First point of contact for anyone wishing to raise a concern
Notify relevant officials, professionals and/or families / Angela Farrell
Linda Cope
Deputy DSLs / As above / Estelle Sismey
Lisa Chilton
Fiona Minion
Virginia Button

Responsibilities of all staff and young people

Staff are responsible for ensuring that:

· They have an up to date awareness of eSafety matters and of the current school eSafety policy and practices.

· They report any suspected misuse or problem to the Designated Safeguarding Lead for investigation/ action/ sanction.

· They are responsible for promoting and supporting safe behaviours in their roles and interactions with our young people following eSafety procedures.

· Safe use of the internet at school and at home is discussed in classes and in the children’s home.

· When planning and delivering lessons staff should be using appropriate websites checked prior to use.

· They have read, understood and signed the RNIB Staff Acceptable Use Agreement (AUP) and eSafety Policy including and be aware of:

· Safe use of email.

· Safe use of Internet including use of internet-based communication services, such as instant messaging and

· Social networking.

· Safe use of the network, equipment and data.

· Safe use of digital images and digital technologies, such as mobile phones and digital cameras.

· Publication of pupil information/photographs and use of websites.

· Cyberbullying procedures.

· Their role in providing eSafety education or advice for pupils.

· Their responsibility to report any misconduct or inappropriate use of the internet or related technology amongst colleagues and visitors in line with RNIB Safeguarding and whistleblowing policy.