Ron Richards, South West Grid for Learning

1. Being Brave Safely
How well equipped are you and your
school to avoid the potential risks of
“bring your own devices”?
Ron Richards
E-Safety Consultant
South West Grid for Learning
© South West Grid for Learning Trust

2. Overview

5. 1990 1995 2000 2005 2010 2015
BBS
Applications
Content
Communication
Collaboration
Entertainment
E-Commerce
Bandwidth 9.6K 14.4K 56K 64K 128K 1Mb 6Mb 24Mb ?
HDD Storage 1GB 2GB 4GB 10GB 50GB 300GB 1TB 2TB ?
Internet Age Web 1.0 Web 2.0 Web 3.0?

6. © SWGfL Trust 2011

7. Go figure 3
Family Online Safety Institute
(FOSI)
http://www.youtube.com/watch?v=hSQ6GcskLNg
© SWGfL Trust 2011

8. Research

9. © SWGfL Trust 2011

10. Trends in media use

11. Trends in media use

12. The Byron Report
Safer Children in a Digital World
Professor Tanya Byron

13. Byron Review
Provide children’s workforce with skills and knowledge
Deliver e-safety through the curriculum
Reach children and families through extended schools
Ensure OfSTED holds the system to account

14. Ofsted – The safe use of new technologies
 Active approach to e-safety
 Pupil knowledge and understanding
 Shared responsibility for e-safety
Pupils in the schools that had ‘managed’ systems had
 Training – all staff /andGovernors
better knowledge all understanding of how to stay safe
than those in schools with ‘locked down’ systems. Pupils
 Well planned & coordinated curriculum
were more vulnerable overall when schools used locked
 Policies adapted to circumstances not given enough
down systems because they were
 Do not have “lock-down” filtering
opportunities to learn how to assess and manage risk for
 Pupils take responsibility for own safety
themselves.

15. © SWGfL Trust 2011

16. © SWGfL Trust 2011

17. E-Safety in schools – “State of
the Nation”
Prof Andy Phippen
andy.phippen@plymouth.ac.uk
© South West Grid for Learning Trust

18. 3
4
2.2
2.4
2.6
2.8
3.2
3.4
3.8
3.6
AUP
Community understanding
Digital and video images
Email, chat, etc.
E-Safety Committee or Group
E-safety education
E-Safety Responsibilities
Filtering
Governor training
Governors
Information literacy
Mobiles and handhelds
Monitoring and reporting
Monitoring Impact
Parental education
Aspect averages
Password security
Personal data
Policy development
Policy Scope
Professional standards
Reporting
Sanctions
Self Evaluation
Staff training
Technical Security
The contribution of young…
Website, etc.
Whole School
Year 2011
Year 2012
Year 2010

19. 2010/2011 Comparison – Best
Aspects
2010 2011 2012
• Filtering (2.57) • Filtering (2.5) • Filtering (2.48)
• AUPs (2.78) • Policy Scope • Policy Scope
• Policy Scope (2.65) (2.58)
(2.8) • AUPs (2.71) • AUP (2.71)
• Digital and • Digital and • Digital and
video images video images video images
(2.93) (2.83) (2.74)
• Policy • Policy • Policy
development development development
(3.02) (2.88) (2.8)

20. 2010/2012 Comparison – Weakest
Aspects
2010 2011 2012
• Community • Community • Community
understanding understanding understanding
(4.03) (4) (3.91)
• Governor • Governor • Governor
training (4.03) training (3.93) training (3.85)
• Monitoring the • Monitoring the • Monitoring the
impact of the impact of the
impact of e-safety policy e-safety policy
policy and and practice and practice
practice (3.96) (3.9) (3.85)
• E-Safety • E-Safety • Staff training
Committee Committee (3.73)
(3.94) (3.82) • E-Safety
• Staff training • Staff training Committee
(3.84) (3.76) (3.67)

21. Improvement 2012
• Mobiles and • Monitoring and
handhelds (0.28) reporting (-0.1)
• Professional • AUP (0)
standards (0.2) • Self Evaluation (0)
• E-Safety • The contribution of
Responsibilities (0.14) young people (0.01)
• E-Safety Committee • Filtering (0.03)
or Group (0.13)
• Website, etc. (0.12)

22. 0.5
2.5
3.5
4.5
1.5
0
2
3
4
1
AUPs
Community understanding
Digital and video images
Email, etc.
E-Safety Committee or…
E-safety education
E-Safety Responsibilities
Filtering
Averages
Governor training
Governors
Information literacy
Mobiles
Monitoring and Reporting
Monitoring the impact
Parental education
Password security
Personal data
Policy development
Policy Scope
Professional Standards
Reporting
Sanctions
Self Evaluation
Staff training
Technical Security
Primaries vs Secondaries
The contribution of young…
Website, VLE + public…
Whole School
Primary Average
Secondary Average

23. 0
1
0.2
0.6
0.8
1.2
-0.2
0.4
AUPs
Community understanding
Digital and video images
Email, etc.
E-Safety Committee or…
E-safety education
E-Safety Responsibilities
Filtering
Governor training
Governors
Information literacy
Mobiles
Monitoring and Reporting
Monitoring the impact
Parental education
Password security
Personal data
Policy development
Policy Scope
Professional Standards
Reporting
Sanctions
Self Evaluation
Staff training
Technical Security
The contribution of young…
Website, VLE + public…
Whole School
Getting closer and closer...
2010 Difference
2011 Difference
2012 Difference

24. 1.5
2.5
3.5
0.5
0
1
2
3
4
Acceptable Use Policies
Administrators
Community Understanding
Digital and Video Images
Digital Citizenship for Students
Digital Literacy
Disciplinary Action
Email, Chat, Social Networking,…
E-Safety Committee
E-Safety Responsibilities
Evaluate and Adjust Policy
Evaluate and Assess Incidents
US Old Average
Filtering
Mobile Phones and Personal…
Parental Education
Password Security
Personal Data
Policy Development
Policy Scope
Professional Use Standards
Aus Old Average
Reporting
Self-Evaluation
Student Contribution
Technical Security
Training for Administrators
UK Average
Training for Faculty
Training for Librarian/Media…
Training for Network Administrator
International Comparisons
Training for Safe Schools…
Training for School Counselor
Training for School Nurse
Training for Staff
Website, Online Education,…
Whole School

25. Strategies and Solutions

26. Teach new media
literacy that
involves critical
thinking
Bridge the gap
Enable the safe
between formal
use of mobile
and informal
technologies
learning
How do
we begin
to change?
Factor in Empower young
adolescent brain people to protect
development and themselves
have a granular rather than being
approach safety seen as potential
education victims
Promote ethic of
good online
citizenship

27. Rather than
locking down
the internet,
support its most
enriching uses
Ensure that ALL
staff receive How do we Empower
parents.
regular and begin to Encourage
relevant up to
date change? engagement.
Widen the
participation of
more
professionals
beyond the
technical.

28. Online grooming
Cyberbullying
Sexting
Identity theft
Online personal identity
Online professional identity
Geolocation based risks
Addiction and dependency
Personal data accountabilities

29. Are you ready?

30. Review – Element Level

31. Review – Strand Level

32. Review –
Aspect
Page
On the aspect pages
you will choose the
most suitable level
statement for your
school for that aspect

33. On each aspect page
you choose the level
statement that best fits
your school.
This symbol shows the
“accreditation
benchmark level” for
the aspect
When you have chosen
your level it is
highlighted like this.
Review – Aspect Page (top part)

34. Improvement action
changes as you change
your chosen level
statement
Possible sources of
evidence are
suggested
Clicking on these
links opens relevant
policy templates and
other guidance
Here you can add
free text in evidence,
action notes or
comments sections
Review – Aspect Page
(bottom part)

36. Links to Resources
© SWGfL Trust 2011

37. Free Text Boxes / Collaboration
© SWGfL Trust 2011

38. Certificates / E-Safety Mark

39. Understand technical intervention

40. Understand technical intervention

41. Understand technical intervention

42. South West Grid for Learning
SWGfL Services - Filtering – Transparent Filtering Module How do I get it?
There’s no
What is it? additional charge
• An enhancement to SafetyNet Plus that allows any device Visit ESI or email
to use the service without needing any configuration sis@swgfl.org.uk for
details
Why have we done it?
• Growing use of ‘guest’ and ‘personal’ devices in schools
• Proxy is inconvenient and not always technically possible
• Traditional ‘transparent proxy’ is limited
• Our Solution (not transparent proxy):
• One solution for HTTP and HTTPS - inspects all HTTP traffic and can filter HTTP requests on non-
standard ports (and can apply filtering to other protocols e.g. IM)
• No support for a proxy required and no client configuration required
• Works with existing systems - same admin interface and no change in policies or experience -
completely transparent to the end user
• It doesn’t matter whether proxy is configured or not - users can transition when they want to

43. Amber lines
Content Filtering indicate unfiltered
traffic from / to the
Transparent Services: client
Green lines
indicate clean
traffic from / to the
client
Red lines indicate
blocked traffic (the
connection control
resets the
connection with the
client and server)
Brown lines are
control signals

45. Monitoring

46. Clear expectations; responsibility

47. Clear expectations; agreement

48. Clear expectations; sanctions

49. Clear expectations; reporting

51. Educate your workforce

52. Educate; parents

54. E-safety Curriculum
© South West Grid for Learning Trust

55. Mapping the curriculum
• Where are e-safety topics covered?
• Are topics duplicated?
• Is the curriculum progressive – does each year
build on the last?
• Is there breadth? – not just safety and security, but
digital literacy
• Do the children contribute?
• Who has the responsibility to map this provision?
• E-Safety Lead?
• E-Safety Committee?
• ICT Lead?
© SWGfL Trust 2011

56. Digital Literacy
© SWGfL Trust 2011

57. © SWGfL Trust 2011

58. © SWGfL Trust 2011

60. Digital Literacy Curriculum
© SWGfL Trust 2011

61. © SWGfL Trust 2011

62. © SWGfL Trust 2011

63. © SWGfL Trust 2011

64. BYOD specific policies / practice

65. Cloudlearn Report

68. Sample BYOD AUP
Guidelines for use
· Use of personal devices during the school day is at the discretion of
teachers and staff. Students must use devices as directed by their
teacher.
· The primary purpose of the use of personal devices at school is
educational. Personal use for personal reasons is secondary.
· The use of a personal device is not to be a distraction in any way
to teachers or students. Personal devices must not disrupt class in any
way.
· The use of personal devices falls under School Acceptable Use
Policy, found in the student handbook
· Students will refrain from using personal devices outside of their
classroom unless otherwise directed by their teacher
· Students shall make no attempts to circumvent the school’s
network security and/or filtering policies. This includes setting up proxies
and downloading programs to bypass security.
· Students shall not distribute pictures or video of students or staff
without their permission (distribution can be as small as emailing/texting
to one other person or as large as posting image or video online)

69. Questions to address
• Why are you doing it? – educational goals
• Policy & buy-in
• What devices / software will you allow?
• Access to internet or network?
• Technical Solutions – transparent filtering
• IT Support?
• Acceptable use policy / sanctions
• Staff training
• Education
• Parental understanding
• Equity issues?

70. Be brave - safely
• Start small – trial project
• Involve young people
• Expect that in the short term there may be more
incidents eg cyberbullying – plan for and deal with
• Inspire cultural change

71. Ron Richards@swgfl.org.uk