1. E-Safety Advocates:
working with young
people to raise awareness
EMMA HADFIELD
LEARNING RESOURCES MANAGER
THOMAS ROTHERHAM COLLEGE
emma.hadfield@thomroth.ac.uk

2. Overview
 E-Safety & the risks
 E-Safety & various institutions
 Methods for raising awareness
 Inductions
 E-Safety Advocates

3. Guess the Logos

4. The Risks
Grooming
Cyberbullying
Sexting
Digital Footprint
Indecent images or videos that are self-generated and shared
Individual user’s online data trail created through the various uploads and
posts to social media, websites and blogs
A process by which a person prepares a minor for abuse by gaining access to
their lives, gaining compliance and maintaining secrecy to avoid disclosure
The use of digital technology (text messaging, email, social networking sites)
to harass or abuse someone
Grooming
Cyberbullying
Sexting
Digital Footprint

5. The Risks
Social Networking Instant Messaging WebCam Chat

6. The Consequences

7. E-Safety and Young People
Ofcom (2014) Adults’ Media Use and Attitudes Report http://stakeholders.ofcom.org.uk/binaries/research/media-literacy/adults-2014/2014_Adults_report.pdf
One in five adults agreed they behave
differently online – with those aged 16-24
more likely to agree

8. E-Safety & Education
OFSTED
◦ “[institutions should] provide an age-related, comprehensive curriculum for e-safety that
enables pupils to becomes safe and responsible users of new technologies”
◦ “[institutions should] develop…e-safety procedures, including training, to ensure…a
positive impact on pupil’s knowledge and understanding” (Ofsted 2014 Inspecting E-Safety in Schools)
CILIP
◦ “librarians and information professionals, especially school librarians and children’s
specialists in public libraries, have a vital role in teaching children effective and safe use of
the internet” (CILIP 2014 Librarians’ Unique Role in Teaching Skills to Stay Safe Online)

9. E-Safety & The Police

10. E-Safety & the Library
Information
Literacy
Identifying
information
need
Controlling
information
tools
Locating
information
Evaluating
information
Using
information
legally
(copyright)
Sharing
information
Identifying
safe sites
Locating
blocking /
reporting
tools
Sharing
concerns
Evaluating
own posts /
images
Using
creative
commons
Controlling
personal
information

11. E-Safety & Thomas Rotherham College
2011: E-Safety Focus
◦ E-Safety Policy
◦ E-Safety Officer
◦ Risk Assessments
◦ Inductions
2012: E-Safety Advocates Pilot
2013: CEOP Ambassador
2014: Whole Staff E-Safety Training

12. Raising Awareness:
Inductions
First to a Million

13. Raising Awareness:
The E-Safety Advocates Project
Outline:
◦ trains students to deliver lessons about online risks to pupils in primary
schools
Goal:
◦ young people gain new skills, work experience and e-safety knowledge
◦ primary pupils gain e-safety knowledge

14. Setting it Up
Collaboration:-
◦ Local Primary Schools
◦ The Police
◦ Local Government Agency
Yorkshire Humber Grid for Learning (YHGfL)
“YHGfL was originally set up to meet the Government target of connecting
all schools in the region to broadband. Now adds value to the region by
becoming a strategic partner to the Government and to other relevant
agencies to provide a range of eLearning and eSafeguarding services and
resources for local authorities” (www.yhgfl.net)
Key People:-
◦ In-House Project Co-ordinator
◦ Primary School Contacts

15. The Students
 Application process/enrolment
 Work in groups of 3: mix of boys/girls
 CRB checked
 Expectations: work independently, professional approach, commitment, willing to travel
 Reasons for involvement: teaching career, work experience, build skills

16. Training
External Speakers
◦ Police: online risks, legal aspects
◦ Primary Headteacher: working in a primary school
Internal Project Co-ordinator
◦ E-safety
◦ Copyright
◦ Classroom management / lesson planning
◦ Presentations

17. School Visits
3 schools – key contact at each
Minimum of 2 visits prior to teaching
Build confidence and rapport with pupils / gain understanding of classroom structure
Discuss ideas with Primary Teacher

18. Preparation of Teaching Material
Independent work
Liaison with Project Co-ordinator
Guidance from schools on topics
 social networking, gaming, cyberbullying, stranger danger
 presumptions challenged
Team working skills put to the test
Work Produced by TRC Students (2014)

19. Time for Reflection
Practice run
Opportunity to make mistakes in friendly environment
Peer feedback
Reflect and improve

20. Delivery of Lesson
Team teach – one hour lesson
Teachers in the making
 Q&A, group work, individual study
 good classroom management
 inventive activities: bingo, word searches, posters, quizzes
Clear evidence of learning
Work Produced by Primary School Pupils (2014)

21. The School’s Response………
Enjoyable and relevant sessions
Provided a different voice to engage children
Added value – children respond well to teenagers
Stronger message - young people able to communicate risks
in a new way
Raised awareness / improved understanding

22. Evaluation/Celebration Event

23. The Student’s Response…….
Dramatic increase in skill sets – confidence, communication (speaking skills, ability to communicate
information to others), team working, organisational, decision making, leadership, presentation,
research skills (ability to search for information)
“with the skills I have learnt doing the project it will help me going forward”
Asserted career choices
“I have had a more realistic look into teaching”
“it has made me want to be a teacher even more”
Effectively educated younger generation
“primary pupils learn about e-safety from people who are the main age using social networking”

24. Improved Digital Literacy
Gained e-safety knowledge and increased confidence about safe online behaviour
Changed privacy settings
Deleted ‘friends’ they don’t know
Identified reliable online information
Awareness of copyright

25. Impact
For the Students
E-Safety Advocates for life
 Increased ability and willingness to continue to educate others in the future
 More likely to engage in e-safety conversations with peers/family members
For the College
Identified in whole College Self-Assessment Review
“The college is a pioneer in ‘e-safety for learners’,
leading on an E-Safety Advocates programme with local primary schools”.
Identified in Ofsted Report – February 2014 - College graded ‘Good’ overall
“The college is very proactive in relation to ‘on line’ safeguarding,
which is included in every student’s induction programme”.

26. What next………
E-Safety Advocates Project
 sustainable
 positive effect on children and young people
 prospect of similar initiatives in other schools/colleges
Further E-Safety Work
 Whole staff body trained in July
 Continue work on inductions