In our school, we expect that all children will be in the care of an adult at all times – both at school and at home. However, we teach the children to be aware of their own safety, and how to act in risky situations, in the following contexts:

• E.safety
• Medicine safety and risky rubbish
• Fire safety.
• Road safety +car safety
• Safer buildings and safer strangers
• Personal safety
• Sun safety.
• Radicalisation.

In addition to these areas, all adults respond to opportunities to reinforce pupils’ understanding of risks and staying safe when opportunities arise in discussion or conversation.

Links are made with other areas of learning and study whenever possible:

• When children visit the Park, teachers remind them about risky rubbish. When children are taken on school visits, they are reminded about road safety, using the Green Cross Code. They are also reminded about what to do if they get lost, using the  Safer Stranger, safer buildings approach.
• Our Forest School teachers teach the children about the risks of fire. After every Fire Drill, the children are reminded that if they see a fire they should tell an adult or call 999, but should never attempt to put the fire out themselves. During our topic on the Fire of London in Year 2, teachers use resources from The London Fire Brigade.
• Safety in the home, including the risk of medicines and household chemicals, is looked at when topics relating to health are covered (Funnybones in Y1, and Healthy lifestyles in Y2).
• In Y2, PANTS materials are used to discuss personal safety and privacy.
• All staff have been informed about the PREVENT strategy, and the signs of radicalisation. Respect for the Faiths and cultures of others is actively promoted through our school rules and values.
• All staff have had e-safety training, and each year group is taught about keeping safe online.

All staff are aware of their responsibilities for safeguarding children when they are in school, and also for teaching them to stay safe when they are not in school.

Risky Rubbish and out in the park.

Children must be reminded not to pick up or touch anything that does not belong to them, in case it is dangerous or dirty. They are reminded to tell an adult if they see anything that is unusual, but not to touch it at all. Year 2 teachers will use the following websites to consider all types of risky rubbish and how to keep safe when out and about. You might like to look with your child.

www.juniorcitizen.org.uk/kids/riskyrubbish/

www.safetynetwork.org.uk/node/109

Safety in the home, including Medicines and household chemicals.

This is a great interactive game that takes the players up through several levels of identifying hazards – lots of opportunities to talk about keeping safe (British Red Cross website).

Fire Safety

After every Fire Drill, the children are reminded that if they see a fire they should tell an adult or call 999, but should never attempt to put the fire out themselves. During our topic on the Fire of London in Year 2, teachers will use resources from The London Fire Brigade to teach about Fire Safety in more depth.

E-safety

Most homes now have a mobile device (phone/tablet), but not all apps are good quality or age appropriate, and many parents are desperate for advice in this area, and others such as:

• - mobile-phone usage
• - child-friendly search engines, e.g. Swiggle and Safe Search
• - using 'Safe Mode' in Youtube and Google 'Safe Search'
• - recommended apps or websites
• - age restrictions for social media

Children at Alexandra use the Internet on a regular basis as part of their learning. In school, we have regular 'e-safety' activities to remind children of the importance of keeping themselves safe online. At home, sometimes children can be unsupervised when they access the Internet. This, potentially, allows them access to inappropriate content and social media. 

Top Tips for devices

Please see PDF's at the bottom of the page.

Alexandra E-Safety Curriculum

FOUNDATION STAGE

1. Keeping Safe on the internet Story book  - For children to understand the importance of politeness and courtesy on and off the internet. http://www.thinkuknow.co.uk/5_7/hectorsworld/
2. Keeping Safe on the internet Story book - To reinforce the message of ‘Stranger Danger’ and cyber-bullying on the internet. Understand the concept of ‘cyberbullying’ and how this can seriously harm young people. It is really vital to educate young children early that it is as important to be nice on the computer as in the real world. Children can say things on the internet that they would not in the real world because they can hide behind an electronic veil.
3. Keeping Safe Game – To help raise awareness of the dangers of giving personal information on the internet. For children to know what action to take if they feel they are in danger.
4. Dot to Dot Be a Protector - To encourage children’s awareness of what information should or should not be given out on social networking sites. To use language to imagine and recreate roles and experiences.
5. Make a mask  - For children to internalise the keeping safe message. For children to use masks or puppets to extend free play and to creative imaginative stories. Children may put a separate human face on the reverse of their puppets to represent a child who is kind, a child who is naughty or a person who is nasty.

Please click here for downloadable support

KEYSTAGE 1 & 2

1. Keep safe game - To teach children that some information is precious or special because it applies just to them.  To teach children that personal information is as valuable online as it is offline, and should therefore not be shared without a parent or teacher’s permission.
2. Keeping safe on the internet cartoon - To help raise awareness of the dangers of giving personal information on the internet. For learners to understand that people are not always who they say they are. For learners to realise the importance of politeness and courtesy both on and off the internet. For learners to know what action to take if they feel they may be in danger. For learners to understand the uses of ICT inside and outside of school and to use it responsibly. http://www.thinkuknow.co.uk/5_7/LeeandKim/
3. Make an internet safety poster - For learners to be aware of, and able to use, the rules for keeping safe on the internet. This will be in the format of an information text. For learners to know the importance of sharing any concerns they may have when using online technology with a responsible adult.
4. Be a Protector Board Game - To reinforce the message of safer internet use. Understand the concept of ‘cyberbullying’ and how this can seriously harm young people. It is really vital to educate young children early that it is as important to be nice on the computer as in the real world. Children can say things on the internet that they would not in the real world because they can hide behind an electronic veil.
5. Write a story - For learners to reflect on all aspects of a safer lifestyle both on and off the internet. For learners to develop their understanding of the safety messages through a clear written story. Optional extension: For learners to use drama techniques to act out their story to an audience.

E-Safety Workshop

Thank you to all the parents who attended the E-Safety workshop led by Peter Cowley. I hope you found it informative and helpful. A copy of his presentation to parents can be found here.

Please follow the links below to find out more about keeping your child safe on the internet.

Think you know Website   CEOPS Latest information

Digital Parenting by Vodaphone  Lots of advice on how to set Parental Controls on devices to prevent

www.net-aware.org.uk A guide to social networks your child uses.

www.childnet.com Helping make the internet safe

http://www.kidsmart.org.uk/

Setting Parental Controls offered by your internet provider

TOP TIPS

• Compile a list of websites they’re allowed to visit
• Discuss on-line privacy
• Set Parental controls on all devices (see this month’s Digital Parenting which has guides for all types of devices)
• Set Passwords to stop online purchases
• Set screen time limits
• Monitor your child’s activity

Research some of the sites your children may be using at the moment such as:

• Cbeebies site: http://www.bbc.co.uk/cbeebies/games/
• Disney’s Club Penguin: http://www.clubpenguin.com
• Miniclip: www.miniclip.com/
• Neopets: www.neopets.com

Video & Computer Games

Online gaming is hugely popular with children and young people. Recent research shows that gaming is one of the top activities enjoyed by 9-16 year olds online, with gaming more popular than social networking.

From sport related games, to mission based games and quests inspiring users to complete challenges, interactive games cater for a wide range of interests, and can enable users to link up and play together. Games can provide a fun and social form of entertainment often encouraging teamwork and cooperation when played with others.

There are many ways for users to play games online. This includes free games found on the internet, games on mobile phones and handheld consoles, as well as downloadable and boxed games on PCs and consoles such as the PlayStation, Nintendo Wii or Xbox.

Parents need to be aware of PEGI ratings on Games

What are PEGI ratings?

Age ratings are systems used to ensure that entertainment content, such as films, videos, DVDs, and computer games, are clearly labelled by age according to the content they contain. Age ratings provide guidance to consumers (particularly parents) to help them decide whether or not to buy a particular product.

The rating on a game confirms that it is suitable for players over a certain age. Accordingly, a PEGI 7 game is only suitable for those aged seven and above and an PEGI 18 game is only suitable for adults aged eighteen and above. The PEGI rating considers the age suitability of a game, not the level of difficulty.

PEGI 3
The content of games given this rating is considered suitable for all age groups. Some violence in a comical context (typically Bugs Bunny or Tom & Jerry cartoon-like forms of violence) is acceptable. The child should not be able to associate the character on the screen with real life characters, they should be totally fantasy. The game should not contain any sounds or pictures that are likely to scare or frighten young children. No bad language should be heard.

PEGI 7
Any game that would normally be rated at 3 but contains some possibly frightening scenes or sounds may be considered suitable in this category. 

PEGI 12
Videogames that show violence of a slightly more graphic nature towards fantasy character and/or non graphic violence towards human-looking characters or recognisable animals, as well as videogames that show nudity of a slightly more graphic nature would fall in this age category. Any bad language in this category must be mild and fall short of sexual expletives.

PEGI 16
This rating is applied once the depiction of violence (or sexual activity) reaches a stage that looks the same as would be expected in real life. More extreme bad language, the concept of the use of tobacco and drugs and the depiction of criminal activities can be content of games that are rated 16.

PEGI 18
The adult classification is applied when the level of violence reaches a stage where it becomes a depiction of gross violence and/or includes elements of specific types of violence. Gross violence is the most difficult to define since it can be very subjective in many cases, but in general terms it can be classed as the depictions of violence that would make the viewer feel a sense of revulsion.

Descriptors shown on the back of the packaging indicate the main reasons why a game has received a particular age rating. There are eight such descriptors: violence, bad language, fear, drugs, sexual, discrimination, gambling and online gameplay with other people.

Bad Language
Game contains bad language

Discrimination
Game contains depictions of, or material which may encourage, discrimination

Drugs
Game refers to or depicts the use of drugs

Fear
Game may be frightening or scary for young children

Gambling
Games that encourage or teach gambling

Sex
Game depicts nudity and/or sexual behaviour or sexual references

Violence
Game contains depictions of violence

Online gameplay
Game can be played online 

Top tips for online gaming:

1. It may seem daunting, but one of the best things parents and carers can do is to engage with the gaming environment and begin to understand what makes it is so attractive to young people as well as the types of activities that they enjoy!

2. Talk with your children about the types of game(s) they are playing. Are they role-playing games, sports games, strategy games or first person shooters? If you’re not sure what they are, ask them to show you how they play and have a go yourself.

3. Some games may offer children the chance to chat with other players by voice and text. Ask them who they are playing with and find out if they are talking to other players. If chat is available, look at the type of language that is used by other players.

4. Look out for age ratings and familiarise yourself with the PEGI icons on games. The PEGI classification gives you a clear indication whether a game is suitable for your child.

Please be aware that if children mention that they have accessed unsuitable games or other material online this will be reported to Mrs Carr.

THINK BEFORE YOU CLICK

Safe:

Keep safe by being careful not to give out personal information when you’re chatting or posting online. Personal information includes your email address, phone number and password.

Meet:

Meeting someone you have only been in touch with online can be dangerous. Only do so with your parents’ or carers’ permission and even then only when they can be present. Remember online friends are still strangers even if you have been talking to them for a long time.

Accepting:

Accepting emails, IM messages, or opening files, images or texts from people you don’t know or trust can lead to problems – they may contain viruses or nasty messages!

Reliable:

Someone online might lie about who they are and information on the internet may not be true. Always check information by looking at other websites, in books, or with someone who knows. If you like chatting online it’s best to only chat to your real world friends and family.

Tell:

Tell a parent, carer or a trusted adult if someone, or something, makes you feel uncomfortable or worried, or if you or someone you know is being bullied online.

The underwear rule – PANTS (NSPCC).  Taught specifically during the Funnybones topic in Y1, when they are naming body parts etc

Green Cross Code, and being seen at night. 

Safer strangers safer buildings.

There are lots of resources on this subject which can be accessed through the website above. There is a film to watch about a 6 year old called Teigan who uses the code when she gets lost. 

Sun safety.

This topic is ideal for reception children in the early summer – with lots of slip,slop,slap posters etc. 

Radicalisation

All schools have a duty to contribute to the prevention of radicalisation which could lead to terrorism or extremism. This is part of our safeguarding duty. All staff are aware of the signs of vulnerability or radicalisation and know how to refer their concerns. 

Signs of vulnerability There are no known definitive indicators that a young person is vulnerable to radicalisation, but there are number of signs that together increase the risk. Signs of vulnerability include:

• underachievement
• being in possession of extremist literature
• poverty
• social exclusion
• worrying comments on traumatic events
• worrying comments on global or national events
• religious conversion
• change in behaviour
• extremist influences
• conflict with family over lifestyle
• confused identify
• victim or witness to race or hate crimes
• rejection by peers, family, social groups or faith

Recognising Extremism Early indicators of radicalisation or extremism may include:

• showing sympathy for extremist causes
• glorifying violence, especially to other faiths or cultures
• making remarks or comments about being at extremist events or rallies outside school
• evidence of possessing illegal or extremist literature
• advocating messages similar to illegal organisations or other extremist groups
• out of character changes in dress, behaviour and peer relationships (but there are also very powerful narratives, programmes and networks that young people can come across online so involvement with particular groups may not be apparent.)
• secretive behaviour
• online searches or sharing extremist messages or social profiles
• intolerance of difference, including faith, culture, gender, race or sexuality
• graffiti, art work or writing that displays extremist themes
• attempts to impose extremist views or practices on others
• verbalising anti-Western or anti-British views
• advocating violence towards others

Referral Process Staff and visitors to the school must refer all concerns about children and young people who show signs of vulnerability or radicalisation must be passed to the Designated Safeguarding Lead (Robert Waiting).