Online Safety Policy

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Contents

Section 1: Policy Governance - Development, Monitoring and Review of this Policy Page 4 Section 2: Schedule for Review Page 5 Section 3: Scope of the Policy Page 6 Section 4: Linked policies / documents: Page 6 Section 5: Roles and Responsibilities Page 6 Section 6: Online safety Education and Training Page 7 Section 7: Communication devices and methods Page 12

Section 8: Unsuitable/inappropriate activities Page 15 Section 9: Good practice guidelines Page 17 Section 10: Incident Management Page 23 Section 11: Appendices Page 27

Appendix 1 – Student AUP (STAUP)

Appendix 2 – Staff and Volunteer Acceptable Use SVAUA

Appendix 3 – Use of Images Consent Form

Appendix 4 – Online Safety Flowchart for Staff

Appendix 5 – Reporting Form

Appendix 6 – Remote Learning Guidance

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Section 1: Policy Governance

Development, Monitoring and Review of this Policy

Governors

Signed by: Date:

Welfare Governors Meeting

Consultation with the whole Academy community has taken place through the following:

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Section 2: Schedule for Review

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Section 3: Scope of the Policy

This policy applies to all members of the Academy community (including staff, students, volunteers, parents/carers, visitors, community users) who have access to and are users of Academy ICT systems and mobile technologies, both in and out of Academy. The terms “Online Safety” and “E-safety” are both used interchangeably with the ICT community; therefore both are used in this policy.

Section 4: Linked policies / documents:

● Behaviour, rewards and sanctions policy

● Safeguarding and Child Protection Policy

● Data protection policy

● Staff Code of Conduct

● Keeping Children Safe in Education

● Relationships and Sex Education guidance

● Guidance for Safer Working Practice for those working with children and young people in education settings.

● Remote Learning Guidance

● Acceptable Use Agreement - Staff

● Acceptable Use Agreement - Students

Section 5: Roles and Responsibilities

The following section outlines the roles and responsibilities for online safety of individuals and groups within the Academy:

Governors:

● Governors are responsible for the approval of the Online Safety Policy and for reviewing the effectiveness of the policy.

Headteacher and Senior Leaders:

● The Headteacher is responsible for ensuring the safety (including online safety) of members of the Academy community

● The Headteacher and another member of the Senior Leadership Team/Senior Management Team should be aware of the procedures to be followed in the event of a serious online safety allegation being made against a member of staff

● The Headteacher and Senior Leaders are responsible for ensuring that the Online Safety Officer / Lead and other relevant staff receive suitable training to enable them to carry out their online safety roles and to train other colleagues, as relevant.

● The Headteacher and Senior Leaders will ensure that there is a system in place to allow for monitoring and support of those in school who carry out the internal online safety monitoring role.

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Section 6: Online safety officer/ safeguarding officers:

● leads the online safety group and/or cross-Academy initiative on online safety ● takes day to day responsibility for online safety issues and has a leading role in establishing and reviewing the Academy online safety policies/documents ● ensures that all staff are aware of the procedures that need to be followed in the event of an online safety incident taking place.

● liaises with the school technical staff

● checks any websites previously blocked, at the request of staff, requiring access and forwards them to the network manager.

● provides training and advice for staff

● receives reports of online safety incidents and creates a log of incidents to inform future online safety developments

● reports regularly to Senior Leadership Team

Online Safety Group

The Online Safety Group provides a consultative group that has wide representation from the academy community, with responsibility for issues regarding online safety and the monitoring of the Online Safety Policy including the impact of initiatives. The group will also be responsible for regular reporting to the Governing Body / Directors.

Members of the Online Safety Group will assist the Online Safety Officer with:

● the production / review / monitoring of the school Online Safety Policy / documents. ● mapping and reviewing the online safety / digital literacy curricular provision – ensuring relevance, breadth and progression

● monitoring network / internet / incident logs

● consulting stakeholders – including parents / carers and the students / pupils about the online safety provision

● monitoring improvement actions identified through use of the SWGfL 360 degree safe self-review tool and the National Online Safety Hub.

Network Manager / Technical staff:

The Network Manager is responsible for ensuring:

• that the Academy’s ICT infrastructure is secure and is not open to misuse or malicious attack

• that the Academy meets the online safety technical requirements outlined in any relevant Local Authority Online safety Policy and guidance

• that users may only access the Academy’s networks and devices through a properly enforced password protection policy, in which passwords are regularly changed • that the filtering system is working correctly, authorising only appropriate sites which may be requested by staff

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• that the filter system reports are monitored and any breaches reported to the relevant safeguarding officer

• that they keep up to date with online safety technical information in order to effectively carry out their online safety role and to inform and update others as relevant

• that the use of the network, internet, remote access and email is regularly monitored in order that any misuse or attempted misuse can be reported to the Headteacher, Senior Leader; Online Safety Lead or safeguarding officers for investigation, action and sanction.

• that monitoring software / systems are implemented and updated as agreed in academy policies

Teaching and Support Staff

Teaching staff and support staff are responsible for ensuring that:

• they have an up to date awareness of online safety matters and of the current Academy Online Safety Policy and practices

• they have read and understood the “Remote Learning Guidance” (Appendix 6) and “Code of Conduct” issued by the Trust

• they have read and understood the “Keeping Children Safe in Education 2022(KCSIE)” policy in particular “Annex D: Online safety”

• they have read and understood the Online Safety expectations set out in the “Relationships and Sex Education guidance (RSE)” 

• they have read, understood and signed the Academy Staff and Visitor Acceptable Use Agreement (Appendix 2)

• they report any suspected misuse or problem to the Online safety Lead, Safeguarding Officer or Year Manager for investigation, action and sanction

• all digital communications with students / pupils / parents / carers should be on a professional level and only carried out using official school systems

• will maintain network security at all times, within the Academy and outside, by protecting their passwords and ensuring devices are locked when unattended and logged off after use.

• they will request access to appropriate sites, via the online safety coordinator, explaining the reason for requiring access, having checked the site for suitability. • they are aware of the current GDPR regulations and adhere to them at all times and report any GDPR data breaches to the relevant GDPR champion or representative • online safety issues are embedded in all aspects of the curriculum and other activities they are responsible for

• students understand and follow the Online Safety Policy and acceptable use policies • students have a good understanding of research skills and the need to avoid plagiarism and uphold copyright regulations

• they monitor the use of digital technologies, mobile devices, cameras etc in lessons and other school activities (where allowed) and implement current policies with regard to these devices

• they act as good role models in their use of digital technologies, the internet and mobile devices

Designated person for child protection/Child Protection Officer

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The Safeguarding Officers should be trained in online safety issues and be aware of the potential for serious child Protection issues to arise from:

• sharing of personal data / images

• access to illegal/inappropriate materials

• inappropriate on-line contact with adults/strangers

• potential or actual incidents of grooming

• cyber-bullying

• any other relevant circumstances

The designated person for child protection is responsible for contacting the relevant authorities in the case of a serious concern regarding a young person, up to and including; the police, LSCB, Prevent etc.

GDPR Champion:

The GDPR champion will oversee all matter of GDPR including but not limited to:

● Monitoring and implementing training of staff

● Recording subject access requests

● Recording any GDPR breaches

● Completing any Data Protection Impact Requests

Students:

• are responsible for using the Academy ICT systems and mobile technologies in accordance with the Student Acceptable Use Agreement, which they must sign before being given access to Academy systems

• need need to avoid plagiarism and uphold copyright regulations

• need to understand the importance of reporting abuse, misuse or access to inappropriate materials and know how to do so

• are expected to know and follow policies on the use of mobile devices and digital cameras. They should also know and understand policies on the taking / use of images and on online-bullying.

• should understand the importance of adopting good online safety practice when using digital technologies out of the Academy and realise that the academy’s Online Safety Policy covers their actions out of school, if related to their membership of the school

Year Managers & I-Zone Team:

● assist the Online Safety Coordinator with every day online safety issues ● issue appropriate sanctions to students for online safety issues

● contact parents and carers of students involved in online safety issues ● report any serious issues or patterns of behaviour to the Online Safety Coordinator or the Child Protection Officer

● record online safety issues on the SIMS and CPOMS software.

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Parents/Carers

The Academy will take every opportunity to help parents understand these issues through parents’ evenings, newsletters, letters, website, Learning Platform and information about national/local online safety campaigns/literature. Parents and carers will be responsible for:

• endorsing (by signature) the Student Acceptable Use Agreement upon the students enrolment to the Academy

• accessing the Academy ICT systems in accordance with the Academy Acceptable Use Policy.

Community Users and Guests

Community Users and guests who access Academy will be expected to read the Visitor User Acceptable Use Agreement (AUA) before being provided with access to Academy systems. This is displayed in reception directly underneath the sign in screen, anyone refusing to read or agree with this agreement will not be permitted access to the network.

Online safety Education and Training

Education – students

Online safety education will be provided in the following ways:

• A planned online safety programme will be provided as part of ICT lessons at KS3 through the Digital Literacy strand; these are revisited at the start of each academic year.

• PSHE/ Character Education lessons will cover key topics such as exploitation, sexting, grooming and extremism and will be regularly revisited. These cover the 8 strands of Education for a Connected World - GOV.UK (www.gov.uk) 

• Assemblies will take place throughout the year and will cover both the use of ICT and new technologies in and outside Academy

• Key online safety messages will be reinforced as part of a planned programme of assemblies and coaching activities

• Students will be taught in all lessons to be critically aware of the materials/content they access on-line and be guided to validate the accuracy of information • Students will be taught to acknowledge the source of information used and to respect copyright when using material accessed on the internet

• Students will be supported in building resilience to radicalisation by providing a safe environment for debating controversial issues and helping them to understand how they can influence and participate in decision-making.

• Additional 1 to 1 and small group sessions will be provided for identified students as required and additional referrals made to appropriate agencies as required.

Education & Training – Staff

It is essential that all staff receive online safety training and understand their responsibilities, as outlined in this policy. Training will be offered as follows:

● A planned programme of formal online safety training will be made available to staff. An audit of the online safety training needs of all staff will be carried out regularly. It is expected that some staff will identify online safety as a training need within the performance management process.

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● All new staff will receive online safety training as part of their induction programme, ensuring that they fully understand the Academy online safety policy and Acceptable Use Agreement

Education and Training – Parents and Governors

It is essential that Governors and parents receive online safety awareness and/or training and understand their responsibilities. Training will be offered as follows:

● A planned programme of online safety awareness/ training will be made available to Governors and parents – this is disseminated via social media, email and the ParentMail app

● Parental delivery of online safety training and awareness of high profile events / campaigns e.g. Safer Internet Day, through: Online safety display board and plasma screens throughout the Academy with additional advice leaflets and Online safety newsletters made available during parents evenings, social media and parentmail.

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Section 7: Communication devices and methods

The following table shows the Academy’s policy on the use of communication devices and methods. Where it is indicated that the method or device is allowed at certain times, these are clearly outlined in the next table.

Mobile phones may be

brought to Academy

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This table indicates when some of the methods or devices above may be allowed:

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Section 8: Unsuitable/inappropriate activitiesUnsuitable/inappropriate activities

The activities referred to in the following section would be inappropriate in an Academy context and that users, as defined below, should not engage in these activities in the academy or outside the academy when using academy equipment or systems. The academy policy restricts certain internet usage as follows: (This table applies to all users including students, staff and visitors)

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This table indicates when some of the methods or devices above may be allowed:

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Section 9: Good practice guidelines

Email

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Images, photos and videos

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Internet

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Mobile phones

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Social Media (e.g. Facebook/ Twitter)

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Visualisers / Webcams/ Cameras

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Section 10: Incident Management

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Section 11: Appendices

Appendix 1 – Student AUP (STAUP)

Student Acceptable Use Policy Agreement

Student Acceptable Use Policy Agreement

This Acceptable Use Policy is intended to make sure:

● That you will be a responsible user and stay safe while using the internet and other technology for learning and personal use

● That ICT systems and users are protected from accidental or deliberate misuse

The Academy will try to ensure that you will have good access to ICT to enhance your learning and will, in return, expect you to agree to be a responsible user. Please make sure you read and understand the following I WILL and I WILL NOT statements. If there’s anything you’re not sure of, ask your teacher.

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Student Acceptable Use Agreement Form

This form relates to the Student Acceptable Use Agreement (STAUA), to which it is attached. By signing this document I agree to adhere to both documents.

I understand that I am responsible for my actions, both in and out of the Academy:

• I understand that the Academy also has the right to take action against me if I am involved in incidents of inappropriate behaviour, that are covered in this agreement, when I am out of the Academy and where they involve my membership of the Academy community (examples would be cyber-bullying, use of images or personal information)

• I understand that if I fail to follow this Acceptable Use Agreement, I will be subject to disciplinary action. This may include my parents being contacted, detentions or isolations being issued, loss of access to the Academy network/internet, fixed term exclusions, referral to outside agencies and in the event of illegal activities the involvement of the police.

I have read and understand the above and agree to follow these guidelines when: • I use the Academy ICT systems and equipment (both in and out of the Academy)

• I use my own equipment within the Academy (when allowed) e.g. mobile phones, smart watches etc. outside of the normal academy day.

• I use my own equipment out of the Academy in a way that is related to me being a member of this Academy e.g. communicating with other members of the Academy, accessing Academy email, accessing Google Classroom and Drive for remote learning / live lessons etc.

• I am aware that Netsweeper / onGuard real time monitor all usage associated with my student login both on and off the premises.

(Parents/carers are requested to sign the permission form below upon admission to show your support of the Academy in this important aspect of the Academy’s work).

This agreement should be signed when you join the Academy (Unless there are changes to the agreement and they will be amended and resigned).

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Appendix 2 – Staff and Volunteer Acceptable Use SVAUA

Staff and Volunteer Acceptable Use Agreement

Academy Policy

This Staff and Volunteer Acceptable Use Agreement (SVAUA) is intended to ensure:

• that staff and volunteers will be responsible users and stay safe while using the internet and other communications technologies for educational, personal and recreational use.

• that Academy ICT systems and users are protected from accidental or deliberate misuse that could put the security of the systems and users at risk.

• that staff and volunteers are protected from potential risk in their use of ICT in their everyday work.

The Academy will try to ensure that staff and volunteers will have good access to ICT to enhance their work, to enhance learning opportunities for students learning and will, in return, expect staff and volunteers to agree to be responsible users.

Acceptable Use Agreement

I understand that I must use Academy ICT systems in a responsible way, to ensure that there is no risk to my safety or to the safety and security of the ICT systems and other users. I recognise the value of the use of ICT for enhancing learning and will ensure that students receive opportunities to gain from the use of ICT. I will, where possible, educate the young people in my care in the safe use of ICT and embed online safety in my work with young people.

For my professional and personal safety:

• I understand that the Academy will monitor my use of the ICT systems, email and other digital communications. Netsweeper / onGuard real time monitor all usage associated with my staff login both on and off the premises.

• I understand that the rules set out in this agreement also apply to use of Academy ICT systems (e.g. chromebooks, laptops, email, Google Drive, Google Classroom, Remote access, etc.) out of the Academy premise.

• I understand that the Academy ICT systems are primarily intended for educational use and that I will only use the systems for personal or recreational use within the policies and rules set down by the Academy.

• I will not disclose my username or password to anyone else, nor will I try to use any other person’s username and password.

• I will immediately report any illegal, inappropriate or harmful material or incident I become aware of, to the Online Safety Officer, a Safeguarding/Child Protection Officer or a member of SLT ASAP.

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• I will be professional in my communications and actions when using Academy ICT systems and my own devices:

• I will not access, copy, remove or otherwise alter any other user’s files, without their express permission.

• I will communicate with others in a professional manner, I will not use aggressive or inappropriate language and I appreciate that others may have different opinions.

• I will ensure that when I take and/or publish images of others I will do so with their permission and in accordance with the Academies policy on the use of digital / video images.

• I will not use my personal equipment to record these images, unless I have permission to do so and where no Academy equipment is available. I will store these images within universally accessible storage areas (Google /Staffshare Drive folders) and remove the original images from photographic equipment / memory cards as soon as practicable. Where these images are published (e.g. on the Academy website, Twitter) it will not be possible to identify by name, or other personal information, those who are featured.

• If I am charged with maintaining Academy websites or Social Media I will ensure that the content is always checked for suitability before posting. I will allow other users to have access to the accounts to maintain transparency. I understand that what I post online, on my own accounts and those representing the Academy, influences the way people perceive the Academy so I will ensure everything I post is of a suitable nature.

• I will only use chat and social networking sites within the Academy in accordance with the Academy policies, during free time and on password protected personal devices only.

• I will ensure that my social media presence is a positive one and does not compromise myself or the Academy. I will ensure my profiles are set to private and I do not add people who may cause a conflict of interest.

• I will only communicate with students and parents/carers using official Academy systems. Any such communication will be professional in tone and manner.Should a student or parent contact me via my Academy email for a non-educational purpose I will not respond, I will forward the email onto a safeguarding officer.

• I will not engage in any online activity that may compromise my professional responsibilities.

• If I require access to a previously blocked site, I will contact the online safety coordinator, explaining the reason for requiring access. I understand that access will only be granted, for educational reasons, if the site is deemed suitable by both the online safety co-ordinator and the network manager.

The Academy, Central IT and the local authority have the responsibility to provide safe and secure access to technologies and ensure the smooth running of the Academy:

• When I use my personal hand held or external devices (Chromebooks/ laptops/ tablets/ mobile phones/ USB devices etc) within the Academy, I will follow the rules set out in this agreement and the Online Safety Policy, in the same way as if I was using Academy equipment. I will also follow any additional rules in line with the Academy Online Safety Policy set by the Academy about such use. I will ensure that any such devices are password

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protected, protected by up to date anti-virus software and are free from viruses. I am aware that my devices need to be password protected and secure at all times, whether inside or outside the Academy.

• I will not allow anyone else to use my mobile phone, laptop, tablet etc. if it is connected to my Academy Gmail account either through the Mail app or via a mobile browser.

• I will not use personal email addresses on the Academy ICT systems for Academy purposes. If I need to use my personal email I will do so in a professional manner and during my free time only.

• I will not open any attachments to emails, unless the source is known and trusted, due to the risk of the attachment containing viruses or other harmful programmes.

• I will not try to upload, download or access any materials which are illegal (child sexual abuse images, criminally racist material, adult pornography covered by the Obscene Publications Act) or inappropriate or may cause harm or distress to others. I will not try to use any programmes or software that might allow me to bypass the filtering/security systems in place to prevent access to such materials.

• I will not try (unless I have permission) to make large downloads or uploads that take up internet capacity preventing other users from carrying out their work.

• I will not install or attempt to install programmes of any type on a machine, or store programmes on a computer, nor will I try to alter computer settings,

• I will not disable or cause any damage to Academy equipment, or the equipment belonging to others.

● I will only transport, hold, disclose or share personal information about myself or others, as outlined in the Academy Personal Data Policy. Where personal data is transferred outside the secure Academy network, it must be encrypted. Where possible the Academy Google Drive or Academy Remote Access System should be used instead of external storage devices.

• I understand that data protection policy requires that any staff or student data to which I have access, will be kept private and confidential, except when it is deemed necessary that I am required by law or by Academy policy to disclose such information to an appropriate authority.

• When using the Academy remote access system I will ensure I safeguard the machine or device I am using. I will keep my password secret and ensure that I lock the device if I need to leave it unattended.

• I will immediately report any damage or faults involving equipment or software, however this may have happened.

When using the internet in my professional capacity or for Academy sanctioned personal use: • I will ensure that I have permission to use the original work of others in my own work.

• Where work is protected by copyright, I will not download or distribute copies (including music and videos) without permission.

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Staff and Volunteer Acceptable Use Agreement Form

This form relates to the Acceptable Use Agreement (SVAUA), to which it is attached. I understand that I am responsible for my actions in and out of Academy:

• I understand that this Acceptable Use Agreement applies not only to my work and use of the Academy ICT equipment in Academy, but also applies to my use of Academy ICT systems and equipment off the premises and my use of personal equipment within the Academy or in situations related to my employment by the Academy.

• I understand that if I fail to comply with this Acceptable Use Agreement, I could be subject to disciplinary action. This could include a warning, a suspension, referral to Governors and/or the Local Authority and in the event of illegal activities the involvement of the police.

• I understand the importance of password security and will ensure my personal computer; mobile devices and other ICT equipment are suitably protected. I will ensure these devices are always locked when unattended, even for a short period as this is paramount in securing data and safeguarding student, staff and carer details.

I have read and understood the Online Safety Policy and AUA

I have read and understand the above and agree to use the Academy ICT systems (both in and out of Academy) and my own devices (in Academy and when carrying out communications related to the Academy) within these guidelines.

Appendix 3 – Use of Images Consent Form

Use of Digital / Video Images

The use of digital/video images plays an important part in learning activities. Students and members of staff may be using digital or video cameras to record evidence of activities in lessons and out of the Academy. These images may then be used in presentations in subsequent lessons, providing GDPR guidelines are adhered to.

Images may also be used to celebrate success through their publication in newsletters, on the Academy website and occasionally in the public media,

The Academy will comply with the GDPR Act and request parents / carers permission before taking images of members of the Academy. We will also ensure that when images are published that the young people cannot be identified by the use of their names.

Parents are requested to sign the permission form below to allow the Academy to take and use images of their children.

Permission Form

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As the parent / carer of the above student, I agree to the Academy taking and using digital / video images of my child / children. I understand that the images will only be used to support learning activities or in publicity that reasonably celebrates success and promotes the work of the Academy.

I agree that if I take digital or video images at, or of, Academy events which include images of children, other than my own, I will abide by these guidelines in my use of these images.

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Appendix 4 - Online Safety Flowchart for Staff 35

Appendix 5 – Reporting Form

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Appendix 6 –Remote Learning - Guidance & Support

Contents 

1.0 Introduction and Overview 

2.0 Background 

3.0 Current situation 

4.0 The way ahead 

5.0 Safeguarding guidance 

6.0 Additional guidance for colleagues 

6.1 When schools are open to all pupils/students (teacher & students in school) 

6.2 When students/pupils are isolating or there is a partial school closure (teacher in school, students at home) 

6.3 In the event of a full school closure (teacher and students at home) 

6.4 Colleague having to self-isolate (teacher at home, students in school) 7.0 Frequently Asked Questions 

Live Lesson - Teacher Guide (Annex 1) 

One to one interactions (Annex 2) 

This document should be read in conjunction with previous guidance on Communicating Digitally with pupils and parents:

https://docs.google.com/document/d/1MS_3tEktZzLWlAbLEY3g6dhz70-Kg1Rp8hXEa7P-C_A /edit?usp=sharing 

1.0 Introduction and Overview

The aims of this guidance include: 

● Outlining expectations for online learning in a range of scenarios, clarifying any misconceptions

● Ensuring that colleagues are aware of the procedures designed to safeguard themselves and students/pupils

● Providing support for teachers to enable them to develop confidence with the required skills and knowledge to conduct live lessons during a partial or full school closure. 

2.0 Background

In March 2020 schools across the UK had to move their teaching ‘online’ for the vast majority of students at very short notice in response to the coronavirus pandemic. At that time there 

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were many barriers to schools doing this successfully and we were ‘learning as we went along’. Initial barriers included: 

● Significant numbers of colleagues isolating with young children in their household. This made any attempt at more interactive or ‘live’ learning impractical and a demand we were not prepared to place on our colleagues.

● A lack of available evidence, or experience, on remote learning to know what might work best.

● A lack of IT infrastructure within some schools to allow more interactive learning to take place safely.

● Most telling, the gap in available IT resources in many houses (both hardware and internet access) would have put some pupils/students at an unacceptable disadvantage if we moved to a fully online programme. 

3.0 Current situation

More recently, research conducted by the EEF, published in “Rapid Evidence Assessment – Distance Learning” has shown that clear explanation, scaffolding, assessment and feedback are the most important factors when considering the effectiveness of online learning. While explanations can be delivered via pre-recorded video, assessing students’ understanding and 

adapting the teaching to meet the immediate requirements of students cannot.

The Trust has revisited the earlier barriers, working to remove them to allow as much ‘live’ and reactive teaching as possible. 

● It is anticipated that in the event of any future partial closure or ‘rota’, nearly all colleagues will be able to continue to work due to the controls (for example, 2 metre distancing) that have been put in place to stop teachers becoming close contacts. This means they are often available for teaching from their usual classroom whilst the pupils/students are at home.

● The Trust has supported the purchase of a large number of ChromeBook and laptop devices and these, alongside the provision of 4G dongles, to help facilitate as many families as possible to access online learning.

● All academies have access to, and most use, Google Classroom as a remote learning platform (some of our primary academies use other platforms, but the term Google Classroom is used throughout this document). Live lesson streaming is accessed via Google Classroom (see https://support.google.com/a/answer/9784550?hl=en). This has many benefits. For example: classes are created automatically for each teacher saving workload; only those pupils/students and colleagues within the organisation who have been given permission can access the lesson; the teacher can control the cameras / microphones of participants to switch them off, and can end the session in a way that prevents students from rejoining (if the session is set up correctly). Any misuse is recorded, and therefore the normal school sanctions can be applied if necessary. 

4.0 The way ahead

As a consequence of the above, we are now in a position to offer a much more interactive experience where we are not able to deliver face to face teaching. Colleagues are now far more comfortable in delivering remote education and as a consequence understand what has impact. Ofsted published a helpful summary of best practice so far in January 2021, what’s working well in remote education? 

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We do not have a preference for live lessons, or pre-recorded lessons, and there is an expectation that our remote learning offer across the Trust as a whole will include both of these, along with material from commercial packages such as Oak and White Rose. As well as incorporating time and opportunities for independent work where possible.

In summary this means that: 

● In the event that an individual pupil/student is isolating at home, if they are well enough to do schoolwork, we will ask them to work remotely. Learning will be planned in such a way that the content set remotely will mirror the in-academy offer. They will access work that the rest of the class are doing and the teacher will simply drag and drop their resources into the appropriate section of Google Classroom. The school will ensure that the pupil/student has the appropriate technology to access this.

● In the event that a whole class is at home, we must offer the best teaching we possibly can. We are in quite a different position now, so where a teacher is in school, but the children are at home, it is possible to deliver “live” teaching remotely at the same time as the timetabled lesson had the students been in school. The teacher can do this from home or their normal classroom via Google Classroom. 

Some FAQs are included in section 7, however, it is important to note the following: 

● For live and pre-recorded lessons, the teacher does not have to ‘appear’ on the screen, but can choose to do so if they want to. Your camera can be turned on or off depending on preference and circumstances, e.g. colleagues at Delius or Southfield may need to see, and be seen by, the child to sign. If your camera is on, you must ensure you will not have other household members appearing on screen. Choose a neutral background, or use the Google Meet function to blur or change your background.

● Similarly there should be no expectation that pupils/students have their camera on. It is recommended that pupils/students FINAL have their camera and microphone turned off, responding only through the chat / Q&A functions, unless there are exceptional circumstances (e.g. Delius & Southfield) - or permission is given by the teacher for an individual pupil / student to put their mic on as they’ve put their hand up to ask a question . If the camera function is being used at any point, all parties should be advised of and follow the guidance previously issued around dress codes and backgrounds see 

https://docs.google.com/document/d/1MS_3tEktZzLWlAbLEY3g6dhz70-Kg1Rp8hXEa 7P-C_A/edit?usp=sharing 

● There is no need to speak for the full duration of a live lesson. You could choose to greet the class, introduce the lesson and then talk over your PowerPoint to explain the new content. Pupils/students might then be allowed to work on a task whilst you answer their queries on the chat / Q&A function. You might then turn your microphone back on to explain a concept, correct a misconception, or to deliver more new content.

● For further guidance on conducting a live lesson, please see Annex 1. 5.0 Safeguarding guidance

If you are teaching via live video, please ensure that:

● There are no one-to-one lessons (or similar), unless by exception - see Annex 2 40

● The lesson is hosted on Google Classroom so only students, pupils and colleagues within the organisation can access this.

● Quick Access is turned off, which prevents students and pupils from accessing the session before a member of colleagues is present.

● The lesson is recorded. Please note, this video remains the property of the teacher and will not be used for quality assurance.

During online/remote learning, colleagues and students/pupils should continue to communicate and act in a professional manner as if in school.

Colleagues should:

● Maintain their usual professional relationship with pupils/students.

● Use professional and ‘safe’ language at all times.

● Maintain normal expectations for students/pupils, as you would in school lessons. ● Ensure students/pupils are aware of these expectations when delivering live video lessons.

● Whichever method of remote learning is being used, ensure that appropriate privacy settings are in place and GDPR compliance is maintained. For example, don’t share your screen with the class if it shows confidential information (e.g. SIMs).

● If working from home, use the option to blur the background in the settings of Google Meet.

● When delivering a live lesson, ensure that:

o Only relevant pupils/students can access the lesson.

o Pupils/students are not sharing personal information via the chat function. o Students/pupils should be asked, in advance, to have their microphone and camera turned off - unless specifically asked to put their mic on.

o If the lesson is being recorded and a student puts their camera on and this would appear in the recording, then GDPR / safeguarding must be considered e.g. the recording must be edited to remove their images; or permission

should be sought to share the image; or the recording should not be saved and shared.

o Students/pupils use the “chat” or Q&A function in a live lesson to ask questions.

o All students have left the session before the teacher, or the teacher has the function to end the session for all participants (i.e. students are not left on the call unsupervised)

● Challenge any inappropriate behaviour from pupils/students and report it as you would in school. For serious concerns it may be necessary to remove students from the online learning activity to ensure the learning of other pupils/students can progress.

● Any safeguarding concerns should be reported to the relevant safeguarding leads using the usual channels.

Pupils/Students:

● Should behave as if they were in school and in the classroom – they should be reminded of this, and that the session is being recorded, at the beginning of the lesson.

● Pupils/students should only use school email to communicate with colleagues. 41

● Pupils/students should only access their school accounts, not personal accounts. They must not share or access any inappropriate material.

● Pupils/students should ensure conversations using the chat function are appropriate and related to the lesson.

Parents/Carers:

It is recommended that academies communicate with parents/carers (if they have not already done so) to explain how remote learning will take place and how staff will be communicating / interacting with the pupils/students. This should include messaging around the measures in place to ensure safeguarding etc. It is also an opportunity to set out what is expected of parents in supporting the learning.

The Confederation of Schools Trusts has also produced a detailed guidance document https://drive.google.com/file/d/1PS7gy4QOqbxHeTtMDm4xZGl48qB1yK_w/view?usp=sharin g 

6.0 Additional guidance for colleagues

6.1 When schools are open to all pupils/students (teacher & students in school)

● Colleagues should upload lesson resources to the Classwork section of Google Classroom, allowing students/pupils to revisit previous lessons and students/pupils who are self-isolating to access content from home. Lesson resources should be in clearly labelled folders, allowing easy access for students/pupils.

● Homework should be set using the assignments section of Google Classroom. Where this is not possible, please discuss with your line manager.

6.2 When students/pupils are isolating or there is a partial school closure (teacher in school, students at home)

● When students/pupils are not in school, work will be set using Google Classroom.

● If an entire class is working from home, a live lesson can be scheduled at the time you would normally teach that class or group.

● Live lessons must adhere to the protocols as set out in the “Safeguarding Guidance” section of this document.

● Following government guidance, students/pupils working from home should be set assignments with colleagues giving regular feedback. The frequency of feedback need be no different to that of your departmental policy on marking and feedback.

● If you are teaching some students in a class, but have members of the class working from home, the students working from home should be set work via Google Classroom. If possible, the work should include video content either recorded by the teacher or using appropriate resources from the Oak National Academy (seek Chief Education Officer input). However, regular lesson resources such as those that are uploaded when schools are open to all students/pupils would be sufficient.

6.3 In the event of a full school closure (teacher and students at home) ● Work will be set on Google Classroom.

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● Each academy should set clear guidance on the expectations of remote learning for teaching staff. As a minimum this should reflect the expectations in the DfE guidance and be a blend of live, recorded and independent work.

● There is no preferred method for the delivery of remote learning, but the expectation must meet the expectations set out in the DfE guidance. Reasons for not holding live lessons include childcare issues or illness. Where live streaming is used, it could be for part of a lesson with other resources used for the rest of the time.

● Live lessons must adhere to the protocols as set out in the “Safeguarding Guidance” section of this document.

● Recorded lessons can include video content either recorded by the teacher or using appropriate resources from the Oak National Academy (seek Chief Education Officer input).

● Students will be set regular assessments by colleagues, (including the use of self-marking assessments), on the assignments section of Google Classroom. The frequency of feedback should be as directed by the Headteacher.

6.4 Colleague having to self-isolate (teacher at home, students in school)

● If required to self-isolate, and are not ill, colleagues are asked to either teach a ‘live’ lesson from home or to set work for their classes via Google Classroom - using recorded input where possible.

7.0 Frequently Asked Questions

Q) I have some students/pupils in my class that are absent and some who are present. What should I do?

A) Please upload your lesson resources and set homework on Google Classroom for these students/pupils as normal. This will allow the students/pupils who are absent to keep up to date with your subject. Please teach the remaining students/pupils in school as normal.

Q) My entire class is absent. What should I do?

A) Please teach a ‘live lesson’ or agreed alternative to your class via Google Classroom.

Q) How do I do this?

A) The suggested way of doing this is by sharing your screen with the students. This allows you to give verbal explanations over your slides. You should be able to teach the live lesson sitting at your computer.

Q) Do I have to appear on camera?

A) No. Whilst there are benefits of being seen and this should be done if possible, it is your decision taking into account where you are delivering the lesson from, the number and age of the pupils/students involved and any special needs, and the subject matter / nature of the lesson

Q) Will I be able to see or hear the students/pupils?

A) No. Students/pupils cameras and microphones should be set to off, unless you specifically give them permission to unmute their mic. 6th form students will have the

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option to enable their microphones should you need to have a conversation with them.

Q) If I can’t hear my class, how will they ask me a question?

A) Students/pupils can communicate with you through the chat or Q&A function.

Q) What if students use inappropriate language in the chat?

A) Students/pupils will log in via their school email, so all chat comments have the student name next to them. Any inappropriate language will be dealt with through the behaviour policy when they return to school.

Q) Do I have to give break times and lunchtimes in the regular slot? A) No. It is fine to teach a lesson in a full block, taking breaks as you need them along the way. You should ensure that you and the pupils/students get appropriate length breaks but please use your own professional judgement as to when is the best time.

Q) Will I have to talk over my slides for the full lesson?

A) No. There should be opportunities in live lessons for students/pupils to work independently, just as there would be in regular lessons. At this point you could choose to mute your microphone and interact with students/pupils through the chat when necessary until it becomes appropriate to address the whole class again.

Q) What about students/pupils who don’t have the technology to access these lessons from home?

A) We are providing the technology to students/pupils who need it so all can access these

lessons.

Q) How do I give feedback to work submitted via Google Classroom? A) Acknowledge the work has been completed to (1) confirm attendance / completion, and (2)

where possible, add a short comment on the student’s work / input.

Q) What should I do if a student/ pupil is regularly not completing the work set at home? A) If this is just in your subject then it is worth speaking to your Subject Leader in the first instance. Where there is a pattern across subjects then pastoral teams will also become involved to try and get them back on track.

Q) Will recording be used for quality assurance?

A) No. Recordings are only there to allow pupils/students to revisit the lesson if they could not attend at that time or wish to revise, and to provide a record should this be required in connection with safeguarding.

Q) Should I be concerned that a parent/carer might ‘sit in’ my lesson? A) For younger children or those with special educational needs this might be necessary and helpful. However, if you feel a parent/carer is posting things on the chat function or you have other concerns, please let a member of the senior team know to support you. Academies should be communicating around arrangements for home-school remote learning, appropriate to their setting.

Q) Should I respond to pupils’/students’ questions and queries outside lesson times? 44

A) As pupils/students become more familiar with online learning they may ask more questions outside the lesson time on chat functions. While colleagues are free to respond whenever they wish, this should not generally happen outside normal working hours.

Q) Have issues around workload been considered?

A) We remain committed to being reasonable and sensitive to concerns about workload. In developing this guidance, we have considered colleagues' workload and have consulted with union representatives. However, this is new territory for all of us so we will be reviewing these procedures regularly and part of that review will be an opportunity for colleagues to give feedback.

Q) How can I get additional support or training around using Google Classroom or Google Meet?

A) Please speak to your manager, who will arrange for support / training as needed. 45

Live Lesson - Teacher Guide (Annex 1)

Setting up & preparation 

Before starting to give live lessons, teachers should ensure they understand how to organise and run this type of session. See https://support.google.com/a/answer/9784550?hl=en for further guidance.

A key recommendation when setting up your sessions is to turn off “quick access” & don’t use invite mechanisms to ask people to attend. Set up a ‘nicknamed’ session and send the link manually to students, for example via email or as a Google Classroom announcement. Doing this will give you more control over the session.

Before the lesson 

● Set up where you will not be disturbed, with a neutral background (or Google Background / blurring on, or your camera off)

● Make sure you have everything you need ready and to hand

● If you have a teaching assistant supporting you with the lesson, make sure they have been briefed on their role during the session

● Think about the approach you are going to take e.g. style of delivery for age group (speed of talking, professional & safe language to be used, pauses in delivery for individual work, use of technology to check-in for understanding e.g. hands up, Q&A or polls)

Starting the session 

● Dial in to the session

● Access to the video meeting can be controlled by setting the Quick Access function to “off” - this means participants must ask to be admitted to the session, so you can control entry and know who is arriving

● Ask students to switch off cameras / mics before they arrive (or do this for them if necessary) and not to turn their camera or mic on during the lesson unless they are asked to do so

● Switch the record function on

Introducing the lesson 

This is intended as a starting point / guide. It can and should be adapted to suit the age group of pupils/students, subject, personal style of the teacher, etc

Good morning / afternoon everyone, thank you for dialling in.

Before we start I’d just like to remind you that this session is being recorded - that includes what is said, and what is put into the chat and question areas.

Although we’re not all together in the same room, this is still a classroom and so we’re all expected to behave as if we were in school.

Please make sure that your camera is off and microphone is muted at all times, unless I ask you to switch it on.

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I understand the current situation isn’t easy for everyone - if there’s anything worrying you, the school team is here to help and support you. You should contact [add name of the most appropriate person & how to contact]

And just a general reminder, that you must not share or access any inappropriate material using your school Google account and email.

During this lesson, you can use the “chat function” to communicate with me and ask questions. Please make sure that conversations are appropriate and related to the lesson - you should not be using it to share personal information.

[If appropriate & the Q&A function is turned on] If you’d like to ask a question, please use the “Q&A function” you can find this by clicking on the triangle, square & circle icon on the top right of your screen. If someone else has asked a question you also want to know the answer to, you can vote on this. Please make sure that any questions are appropriate and related to the lesson.

[If appropriate] We’ll also be using the “hands up function”. From time to time I will ask you to “put your hand up if ….” (for example, if you’d like me to repeat something). To do this, you click on the little icon to put your hand up. I will also ask the class “please put your hand down” and you then click on it again to put your hand down.

[6th form only, where permitting use of microphones] If you wish to speak please raise your hand, I will unmute your microphone and invite you to speak - once we have finished speaking I will mute your microphone again.

[If appropriate] During the lesson from time to time I will be asking you to vote on some points using the “polls function” - I’d like you to get involved with sharing your views.

Add any other points you want to make.

Right, let’s get started.

Ending the session 

Confirm any actions that the pupil/students need to take to continue the learning (if appropriate).

If you need to contact me after the lesson about your work please [add detail e.g. email / Google Classroom]

Thank you for coming. You can dial out now.

Check that all pupils / students have left the session before you do. To prevent students from rejoining a meeting after it ends, you can create a nicknamed meeting. If you are the last person to leave a nicknamed meeting, students can't rejoin the meeting. Before you leave the meeting, you can remove any remaining students.

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One to one interactions (Annex 2)

The general is that there should not be one-to-one lessons / tutoring (etc) taking place, as this presents a safeguarding risk. However, it is acknowledged that there may be some exceptional circumstances e.g. careers interviews, post-16 tutorials.

One to one interactions should only take place where:

● permission has been given by the headteacher (or a nominated person acting on their behalf) and where there is clear justification and exceptional reason for doing so ● parents/carers have been informed or are present (depending on age group)

For children / young people up to and including Year 8, and where appropriate for Southfield students in higher year groups, a parent/carer should be present in the same space for the duration of the session (i.e. sat in the same room, not actually next to the child). Please see general guidance under Post-16 below.

For Years 9 to 11, the parent/carer must have been informed about the arrangements and given permission for one to one session(s) to take place. Please see general guidance under Post-16 below.

For Post-16, the information below was shared in September and still applies (see document 29. Use of mobile phones)

Potentially there is a scenario where part of the curriculum is delivered remotely. One option is for 1-2-1 tutorial conversations to happen by phone. These are lengthy conversations about academic progress and pastoral support which follow a structure, but not a script, and students over 16 would not want a parent to be present. 

If carrying out 1-2-1 tutorials by phone, the following advice from Claire Dodd, the Trust’s Child Protection & Safeguarding Lead, should be followed: 

1. Make it very clear in the communication that goes out to students and their parents how the curriculum will be delivered remotely, and that there will be the option of 1-2-1 tutorial conversations by phone or Google hangout . 

The information should outline the context of the call/hangout: 

● Why: to discuss academic support and progress and also an opportunity for any pastoral support to be identified/ provided. 

● Who: name the particular member(s) of staff they should expect the call from ● When: at a mutually agreed time but within college hours (making sure the student has given permission for their number to be shared with members of staff) but also for an agreed amount of time as they would if this was happening in the college itself. ● A written record of the discussion should be made in the same way it would if the student was in college, and a copy of this offered to the student via email. ● The information should also include who they can go to in the college if they are unhappy about this provision in any way. DSL should be one of the staff named as a possible person for them to speak with, and consider people who can help them if they need further support. 

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● Recognise they may want to engage in this call/hangout in a private space away from parents/carers etc, but if using video conferencing will always be appropriately dressed and avoid the use of their bedroom where possible. 

2. The academy / college should have management oversight, and maintain a record of who is due to be calling which student and when, and if it occurred or not. 

3. Re-issue the document “12. Communicating digitally with students during emergency closure” to all colleagues who will be carrying out 1-2-1 tutoring 

https://docs.google.com/document/d/1ux_LDISq5UxZ-ybmfDcJ_jYGGZk13Ox0J_BOsCU89r A/edit?usp=sharing 

4. Ensure that the following points are also emphasised to all colleagues who will be carrying out 1-2-1 tutoring, with periodic reminders if the arrangement continues for some time: 

● You need to ensure you have the permission from the student for this to occur ● Calls must only be made during college hours, at the agreed time, and for the agreed length of time 

● Only college landlines or mobile phone provided by the college should be used, unless agreed otherwise by exception (e.g. if a local lockdown, or self-isolation, means staff are not able to attend site) 

● A record of the discussion should be kept with the student's academic records, unless there is a safeguarding element. 

● You should recognise that as parents do not need to be present, the student may be away from supervision 

● You must raise any safeguarding concerns with the DSL 

● You should be able to recognise if a student is becoming too dependent on you, or if the nature of the calls is becoming of concern. In these cases, you must immediately discuss this with Headteacher 

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