Career Related Learning (CRL) Programme & Policy

Co-op Academy Brownhill

Policy details

• Date created - September 2024
• Date reviewed - September 2024
• Next review date - September 2025

Overall aims of this policy

Careers Leader: Steph Stewart

1.0 Rationale and Vision

The Co-op Academy Trust is committed to ensuring all our students have access to high-quality career-related learning (CRL) opportunities throughout each stage of their development. Our CRL programmes will inspire, raise aspirations, and give our students an optimistic outlook on life.

At Co-op Academy Brownhill, the vision for the development of CRL is to provide the very best opportunities to enable our pupils to broaden their horizons and raise their aspirations. We want our children to see a clear link and purpose between their learning experiences and their future. Our programme promotes equality of opportunity, gives exposure to the world of work, celebrates diversity, and challenges stereotypes.

1.1 Our Coop values always guide us:

Do what matters most.

What matters most is ensuring that our students achieve the best possible outcomes.

Be yourself, always

We bring our best selves to work so that we each contribute a bit of our unique Co-op difference and respect others for doing the same.

Show you care

We care about our Co-op, our colleagues, our members, our students, their parents, and their communities now and in the future.

Succeed together

Co-operating makes us different; we’re better and stronger when we work together.

2.0 Intent

Our CRL program is both bespoke and unique to our academy and is reviewed annually to meet our children's needs based on internal monitoring and evaluation processes. We are committed to providing a coherently planned and sequenced programme that reflects our academy’s context and core values. Our programme is designed to entitle all children to develop their knowledge, skills, understanding, and cultural capital to support them in going to positive destinations that meet their aspirations and interests. With this in mind, we aim:-

● To broaden children’s horizons and raise aspirations with the ultimate aim of improving social mobility

● To support the raising of standards of achievement and attainment for all children, primarily by increasing motivation, attitude to learning and attendance

● To reinforce the importance of numeracy and literacy in later life

● To support inclusion, challenge stereotyping, and promote equality of opportunity

● To excite and motivate children about their curriculum learning by ensuring there are strong links between education and the world of work.

● To develop enterprise and essential life skills

● To help children to learn about and develop their skills and qualities to instil greater self-confidence

● To tailor CRL learning/events to meet the needs of all our children through appropriate differentiation

● To involve parents and carers whenever appropriate

● To use current labour market information (LMI) to enable children, staff and parents to engage actively with local and national CRL information to increase their knowledge and understanding of the world of work.

● To use all feedback to reflect on our current provision to develop our future CRL program

● To provide additional support to specific vulnerable groups such as SEND and pupil premium

● To monitor and evaluate current provisions to ensure our program is quality-assured in line with other curriculum areas

● To share best practices with other Co-op academies at network events to ensure reflection and development of own program

● To ensure each key stage gets at least one employer encounter

● To achieve a Quality in Careers award in recognition of all that our academy offers

2.1 Learner entitlement

All children are entitled to consistent and whole-school delivery of CRL to ensure they understand who they may become and develop a healthy sense of self to enable them to reach their full potential. This will include real-life workplace experiences, physically in KS2 and virtually in EY / KS1.

2.2 Planning & Curriculum

Planning for CRL is included in the long-term PSHE planning. Teachers are encouraged to explore links to careers through the core and non-core curriculum when possible, both implicitly and explicitly. It is recognised that opportunities are often spontaneous, following the children’s learning, experiences and ideas.

2.3 Approaches to teaching and learning

The curriculum is approached in various ways, using a range of teaching and learning styles. In CRL, we place emphasis on active learning, including the pupils in circle times, role play, research, and enterprise activities. Visits and visitors will also form part of our CRL curriculum. Through the curriculum, we will aim to give children real-life, authentic experiences of the world of work.

2.4 Visitors and visits

It is recognised that visits and visitors will form part of CRL. Our CRL leader will actively seek relevant and meaningful encounters from a wide range of sectors and providers. Please also see the Trust Health and Safety Policy regarding risk assessment for visits and our Safeguarding Policy for visitors on site.

2.5 Assembly programme

The assembly programme for CRL is devised by our skills builder and the head teacher and will support teaching in class through various approaches. Assemblies on job opportunities within different subjects to link learning to life will be included where relevant—assemblies on different careers will reflect the results of our aspirations survey in KS1/2. Aspirational visitors will also be included in the assembly programme where possible.

2.6 Parental Engagement

Parental engagement in CRL is based on raising parents’ awareness of the nature of their supportive role in their child’s future. Engaging parents is a key driver when delivering career development activities, and CRL should raise aspirations for the parents and their children. We will also look for parent / extended family CRL opportunities to complement our CRL program. The CRL lead will support staff to run STEM sessions to add enrichment.

3.0 Implementation

Our program is taught via bespoke activities and events, subject curriculum and extracurricular activities, and a wide range of enrichment activities. CRL is delivered by various providers such as teachers and support staff, FE Colleges, Universities, visiting speakers, employers and employees. This delivery includes bespoke workshops, assemblies, project/challenge/enterprise days and subject curriculum. Our staff receive regular CPD to help them embed essential skills into their subject areas. Our parents can access our academy's website, which provides clear links to a range of CRL-related events and information about local market information (LMI). The CRL events/activities

outlined below are all planned to take place over the year in addition to CRL in the curriculum.

EYFS

Autumn

Activity/event/curriculum (linked to BM):

• Visit from careers- People who keep us safe, police, fire (BM1,2,3,5,6)
• Curriculum mapping (BM1,2,3,4,5,6,7,8)

Intended learning outcome:

All new topics will have the opportunity to discuss the linked careers, this will be displayed around the classroom

Spring

Activity/event/curriculum (linked to BM):

• Curriculum mapping (BM1,2,3,4,5,6,7,8)
• Co-op core offer (BM1,2,3,4,5,6)

Intended learning outcome:

All new topics will have the opportunity to discuss the linked careers, which will be displayed around the classroom.

Summer

Activity/event/curriculum (linked to BM):

• Curriculum mapping (BM1,2,3,4,5,6,7,8)

Intended learning outcome:

All new topics will be able to discuss the linked careers, which will be displayed around the classroom.

Year 1

Autumn

Activity/event/curriculum (linked to BM)

• Visit from careers- People who keep us safe, police, fire (BM1,2,3,5,6)

• Skills builder resources/development Staying positive and Creativity (BM1,3,4,8) (reference Skills builder curriculum links document)

• Career sector insight assemblies (BM1,2,3,5,7)

• Curriculum mapping (BM1,2,3,4,5,6,7,8)

• Votes for schools to happen every other week.(BM1,3,4,8)

Intended learning outcome

All new topics will have the opportunity to discuss the linked careers, which will be displayed around the classroom. Specific links will include recognising the roles of architects

and a visit to the local area to see this in action.

Jobs linked to the weather through science lessons.

Looked at the role of a parkkeeper in our English work.

Spring Term

• Skills builder resources/development Leadership and Listening (BM1,3,4,8) (reference Skills builder curriculum links document)

• Co-op core offer (BM1,2,3,4,5,6)

• Curriculum mapping (BM1,2,3,4,5,6,7,8)

• Enrichment day ‘World Book’ Day’ and Fairtrade week(BM1,2,3,4,5,6,7)

• Votes for schools to happen every other week. (BM1,3,4,8)

Intended learning outcome

All new topics will have the opportunity to discuss the linked

careers, this will be displayed around the classroom.

Focus on palaeontologists through science work—the role of graphic designers and how art links to this.

Summer Term

• Skills builder resources/development Speaking and Teamwork (BM1,3,4,8) (reference Skills builder curriculum links document)

• Breaking down stereotypes assembly (BM1,2,3,5,7)

• Curriculum mapping (BM1,2,3,4,5,6,7,8)

• Votes for schools to happen every other week. (BM1,3,4,8)

• PSHCE CRL element of SoL (BM1,2,3,4,5,7) Careers, financial capability and economic Wellbeing.

• Skills builder Challenge day (BM1,2,3,4,5,6,7)

Intended learning outcome

All new topics will have the opportunity to discuss the linked careers, this will be displayed around the classroom.

My money - for children to understand what money is and what they can use it for.

Year 2

Autumn Term

Activity/event/curriculum (linked to BM)

• Skills builder resources/development (BM1,3,4,8)
• Career sector insight assemblies (BM1,2,3,5,7)
• Curriculum mapping (BM1,2,3,4,5,6,7,8)
• Votes for schools to happen

Intended learning outcome

All new topics will have the opportunity to discuss the linked careers, and this will be displayed around the classroom.

Paddington's topic is the jobs involved in transport.

Spring Term

Activity/event/curriculum (linked to BM)

• Skills builder resources/development
• (BM1,3,4,8) Co-op core offer (BM1,2,3,4,5,6)
• Curriculum mapping (BM1,2,3,4,5,6,7,8)
• Enrichment day ‘World Book’ Day’ and Fair Trade week. (BM1,2,3,4,5,6,7)

• Votes for schools to happen every other week.(BM1,3,4,8)

• Votes for schools to happen every other week.(BM1,3,4,8)

Intended learning outcome

All new topics will be able to discuss the linked careers, which will be displayed around the classroom.

History - Titanic and construction jobs.

Textiles - jobs linked to making and designing clothes.

Summer Term

Activity/event/curriculum (linked to BM)

• Skills builder resources/development (BM1,3,4,8)
•  Breaking down stereotypes assembly (BM1,2,3,5,7)

• Curriculum mapping (BM1,2,3,4,5,6,7,8)
• Skills builder Challenge day (BM1,2,3,4,5,6,7)

• Votes for schools to happen every other week.(BM1,3,4,8)

Intended learning outcome

All new topics will have the opportunity to discuss the linked

careers, this will be displayed around the classroom.

Florence Nightingale - medical/nurses/doctors

Science - zoology

Year 3

Autumn Term

Activity/event/curriculum (linked to BM)

• Skills builder resources/development (BM1,3,4,8)

• Career sector insight assemblies (BM1,2,3,5,7)

• Curriculum mapping (BM1,2,3,4,5,6,7,8)
• Votes for schools to happen every other week.(BM1,3,4,8)

Intended learning outcome

All new topics will have the opportunity to discuss the linked careers, and this will be displayed around the classroom.

Science - jobs linked to human biology

History - archaeologists. Researcher,

Art - Photography

Spring Term

Activity/event/curriculum (linked to BM)

• Skills builder resources/development (BM1,3,4,8)
• Co-op core offer (BM1,2,3,4,5,6)
• Curriculum mapping (BM1,2,3,4,5,6,7,8)
• Enrichment day ‘World Book’ Day’ and Fair Trade week.(BM1,2,3,4,5,6,7)

• Votes for schools to happen every other week.(BM1,3,4,8)

Intended learning outcome

All new topics will be able to discuss the linked careers, which will be displayed around the classroom.

History - jobs linked to transport, development from y2 focus.

Summer Term

Activity/event/curriculum (linked to BM)

• Skills builder resources/development (BM1,3,4,8)

• Breaking down stereotypes assembly (BM1,2,3,5,7)

• Curriculum mapping (BM1,2,3,4,5,6,7,8)
• PSHCE CRL element of SoL (BM1,2,3,4,5,7) Careers, financial capability and economic wellbeing.

• Skills builder Challenge day (BM1,2,3,4,5,6,7)

• Votes for schools to

Intended learning outcome

All new topics will be able to discuss the linked careers, which will be displayed around the classroom.

DT - jobs linked to the food industry.

Science - jobs linked to materials

PSHCE Saving, spending and budgeting

Year 4

Autumn Term

Activity/event/curriculum (linked to BM)

• Skills builder resources/development (BM1,3,4,8)

• Career sector insight assemblies (BM1,2,3,5,7)

• Curriculum mapping (BM1,2,3,4,5,6,7,8)
• Votes for schools to happen every other week.(BM1,3,4,8)

Intended learning outcome

All new topics will have the opportunity to discuss the linked careers, which will be displayed around the classroom.

Science - sound engineers, audiologists

History/Geography - flood engineers and environmental engineers.

Children will complete the aspiration survey to measure a school as a starting point for the CRL program.

Spring Term

Activity/event/curriculum (linked to BM)

● Skills builder resources/development (BM1,3,4,8)

● Co-op core offer (BM1,2,3,4,5,6)

● Curriculum mapping (BM1,2,3,4,5,6,7,8) Enrichment Day‘ World Book’ Day’ and Fair Trade Week.(BM1,2,3,4,5,6,7)

● Skye a scientist event. (BM1,2,3,4,5)

● Votes for schools to happen every other week.(BM1,3,4,8)

Intended learning outcome

All new topics will be able to discuss the linked careers, which will be displayed around the classroom.

Farming and the industry.

Summer Term

Activity/event/curriculum (linked to BM)

● Skills builder resources/development (BM1,3,4,8)

● Breaking down stereotypes assembly (BM1,2,3,5,7)

● Curriculum mapping (BM1,2,3,4,5,6,7,8)

● Skills builder Challenge day (BM1,2,3,4,5,6,7)

● Votes for schools to happen every other week. (BM1,3,4,8)

Intended learning outcome

All new topics will be able to discuss the linked careers, which will be displayed around the classroom.

Vikings trip and meet with historians

Year 5

Autumn Term

Activity/event/curriculum (linked to BM)

● Skills builder resources/development Staying positive and Creativity (BM1,3,4,8) (reference Skills builder curriculum links document)

● Career sector insight assemblies (BM1,2,3,5,7)

● Curriculum mapping (BM1,2,3,4,5,6,7,8)

● Skye a scientist event. (BM1,2,3,4,5)

● Votes for schools to happen every other week.(BM1,3,4,8)

Intended learning outcome

All new topics will have the opportunity to discuss the linked careers, this will be displayed around the classroom.

In science, children will understand how the topic of materials links to a career in material testing and construction.

During DT, children will understand the work and training associated with life as a chief and the skills needed to prepare and make food.

Aspirations survey

Spring Term

Activity/event/curriculum (linked to BM)

● Skills builder resources/development Leadership and Listening (BM1,3,4,8) (reference Skills builder curriculum links document)

● Co-op core offer (BM1,2,3,4,5,6)

● Curriculum mapping (BM1,2,3,4,5,6,7,8)

● Enrichment day ‘World Book’ Day’ and Fair Trade week.(BM1,2,3,4,5,6,7)

● STEM activities with parental involvement (BM1,2,3,4,5,6)

● Visit to Intouniversity (BM1,7)

● Votes for schools to happen every other week.(BM1,3,4,8)

Intended learning outcome

All new topics will have the opportunity to discuss the linked careers, and this will be displayed around the classroom.

Visit by an Egyptologist to discuss the topic and spend time sharing how he became one.

Through DT, understands the construction and history of fairground rides and the numerous jobs and careers.

Careers visit from the medical sector.

Summer Term

Activity/event/curriculum (linked to BM)

● Skills builder resources/development Speaking and Teamwork (BM1,3,4,8) (reference Skills builder curriculum links document)

● Breaking down stereotypes assembly (BM1,2,3,5,7)

● Curriculum mapping (BM1,2,3,4,5,6,7,8)

● Skills builder Challenge day (BM1,2,3,4,5,6,7)

● PSHCE CRL element of SoL (BM1,2,3,4,5,7) Careers, financial capability and economic wellbeing.

● Day visit to Intouniversity (BM1,7)

● Votes for schools to happen every other week.(BM1,3,4,8)

Intended learning outcome

All new topics will be able to discuss the linked careers, which will be displayed around the classroom.

Borrowing and earning money.

DT bridge building - links to construction and architecture as a Career.

The aspiration survey will be redone in Summer 2 to see the impact the program is having.

Year 6

Autumn Term

Activity/event/curriculum (linked to BM)

● Skills builder resources/development (BM1,3,4,8)

● Career sector insight assemblies (BM1,2,3,5,7)

● Curriculum mapping (BM1,2,3,4,5,6,7,8)

Votes for schools to happen every other week. (BM1,3,4,8)

Intended learning outcome

All new topics will have the opportunity to discuss the linked

careers, this will be displayed around the classroom.

Development of the young leaders programs.

Visit from Katherine Rundell (author of the next book the year the group will be visiting)

GoIt enterprise program in collaboration with TACS.

Spring Term

Activity/event / curriculum (linked to BM)

● Skills builder resources/development (BM1,3,4,8)

● Co-op core offer (BM1,2,3,4,5,6)

● Curriculum mapping (BM1,2,3,4,5,6,7,8)

● Enrichment day ‘World Book’ Day’ and Fair Trade week.(BM1,2,3,4,5,6,7)

● Interuniversity focus on the future week (BM, 1, 7)

Votes for schools to happen every other week. (BM1,3,4,8)

Intended learning outcome

All new topics will have the opportunity to discuss the linked careers, which will be displayed around the classroom.

Summer Term

Activity/event / curriculum (linked to BM)

● Skills builder resources/development (BM1,3,4,8)

● Interuniversity transition and moving on work (BM, 1, 7)

● Breaking down stereotypes assembly (BM1,2,3,5,7)

● Skills builder Challenge day (BM1,2,3,4,5,6,7)

● Curriculum mapping (BM1,2,3,4,5,6,7,8)

● Week with into university (BM, 1, 7)

● Votes for schools to happen every other week.(BM1,3,4,8)

Intended learning outcome

All new topics will have the opportunity to discuss the linked careers, and this will be displayed around the classroom.

Aspiration survey will be redone in Summer 2 to see the impact the program has had on them from y4.

Investment maths project looking at profit and loss.at profit and loss

Staff

Autumn Term

Activity/event / curriculum (linked to BM)

● Staff meeting on the policy and program for the upcoming year.

● PSHE curriculum review (BM1,4,8)

Intended learning outcome

I want to move the school staff forward after achieving it last year.

Have posters around school sharing and explaining the staff's journey to the point they are at.

Spring Term

Activity/event / curriculum (linked to BM)

• - Finalise the program.
• - Staff meeting on the use of core offer

Intended learning outcome

All staff can plan and use the core offer materials. They also participate in careers week by sharing their own journeys.

Summer Term

Activity/event / curriculum (linked to BM)

● Annual update on LMI (BM1,3)

Intended learning outcome

Staff meeting on LMI

Development of how teachers can speak to children about careers and their aspirations.

4.0 Impact

Measuring the impact of our CRL programme supports us to develop it on a termly/annual basis and to know that we are making a positive and empowering difference. We value quantitative and qualitative feedback from all stakeholders and ensure our evaluations lead to change/amendments in our future planning. We undertake internal and external quality assurance to ensure our intent and implementation align with our expectations. Our CRL program aims to demonstrate the following impact:

● Raise in aspirations (aspiration data)

● Increased understanding of stereotypical jobs (Google Forms)

● Feedback and evaluation for all events, both quantitative and qualitative

● Progress and achievement data over time regarding vulnerable groups i.e. SEND

● Development of employability skills after key events

● Range of employer engagement increasing

5.0 Useful websites

5.1 For staff

https://www.firstcareers.co.uk/

Offers guidance to primary and secondary school students in making decisions about future careers and professions).

https://primary-careers.careersandenterprise.co.uk/

Special section dedicated to primary resources / best practice

https://www.stem.org.uk/system/files/elibrary-resources/2017/04/STEM%20PRIMARY%2006%20WEBRES%20%28online%20version%

29.pdf

Information on STEM-related careers for primary-age students

https://www.twinkl.co.uk/resources/ks2-pshe/living-in-the-wider-world-pshce-subjects-key-stage-2/ks2-the-world-of-work

The world of work resources and activities for KS2

https://www.bbc.co.uk/teach/class-clips-video/pshe-ks1-ks2-what-is-my-job/zrdkt39

PSHE KS1 / KS2: What's my job?

https://www.pshe-association.org.uk/curriculum-and-resources/resources/loud-network-ks2-lessons-%E2%80%98job-skills-influencesLOUD!

Network KS2 lessons: ‘Job skills, influences and goals’

https://www.nurseryworld.co.uk/features/article/eyfs-activities-essential-experiences-learning-about-jobs

EYFS Activities: Essential experiences… Learning about jobs

https://primaryfutures.org/career-related-primary/

Resources for primary staff to deliver engaging career-related learning for their pupils, with tools, information and resources available, including a self-assessment quiz for schools and examples of innovative practice

https://www.myworldofwork.co.uk/partner-resources

Career resources that work in the classroom. These are designed to support young people at different stages, from primary five through secondary and beyond.

https://www.skillsbuilder.org/homelearning

Everyone needs eight essential skills to succeed - whatever their path in life. Skills builder provides a range of resources for building these skills in a home setting - all underpinned by the Skills Builder Framework. Resources are available for learners aged 4 to 20+.

5.2 Research

https://www.educ

ationandemployers.org/wp-content/uploads/2018/01/DrawingTheFuture.pdf

Exploring the career aspirations of primary school children from around the world

https://www.careersandenterprise.co.uk/sites/default/files/uploaded/1145_what_works_primary_v7_digital.pdf

What works? Career-related learning in primary schools

https://www.thecdi.net/New-Career-Development-Framework

Framework for implementing CRL

5.3 Careers Games

https://panjango.com/pages/panjango-online (KS2)

https://icould.com/buzz-quiz/ (KS2)

Which Animal Are You? In under five minutes, discover: your strengths and what makes you tick / what you're like as a boyfriend or girlfriend / which celebrities share your personality type. There are 16 possible results, each connected to an animal.

5.4 Labour Market Information (LMI)

https://www.lmiforall.org.uk/

Leeds

https://www.the-lep.com/research-and-publications/research-publications-archive/leeds-city-region-labour-market-information-report-20182019/

Futuregoals.co.uk

Provide career inspiration to help you make that important next step to reach your future goals. Creative Industries, Digital, Manufacturing and Engineering, Construction, Professional services and Health and Social Care are all key sectors for Leeds City Region.

https://futuregoals.co.uk/careerstarters/ Our way of living has changed quite a lot recently. Now, more than ever, it’s really important to keep our brains active and challenged. Without the daily structures that we’re used to, self-motivation is a really vital skill that we need to nurture and develop.

www.futuregoals.co.uk/remote

FutureGoals Remote tests your communication and planning skills, it develops your creative thinking and challenges you to think outside of the box. You will tackle activities that help you problem solve, become innovative and step into various career sectors. These resources have been designed to help you learn skills that local employers are looking for such as communication, planning and research, problem-solving, creativity, organisation and self-reflection. FutureGoals Remote resources - “Create it!” -

Manchester

https://bridgegm.co.uk/labour-market-information 

Stoke

https://lhs.ttlt.org.uk/wp-content/uploads/sites/9/2019/07/Stoke-on-Trent-and-StaffordshireApril-2019-LMI-Report.pdf

5.5 Parents

https://targetcareers.co.uk/parents-and-teachers

https://careerready.org.uk/parents

https://www.careeralchemy.co.uk/choosing-career-paths.html

Contents:

1. Aims        3

2. Legislation and guidance        3

3. Roles and Responsibilities        4

3.1 Trust Safeguarding Lead        4

3.2 The Headteacher        5

3.3 The Designated Safeguarding Lead (DSL)        6

3.4a Central IT Team        7

3.4b Regional IT Manager/Network Manager/Technician/Apprentice        7

3.5 All Colleagues and Volunteers        8

3.6 Parents and Carers        9

3.7 Visitors and Members of the Community        9

4. Educating Pupils about Online Safety        10

5. Educating Parents/Carers about Online Safety        11

6. Handling online-safety concerns and incidents        12

7. Examining Electronic Devices        15

8. Artificial intelligence (AI)        17

9. Acceptable Use of the Internet in School        17

10. Pupils Using Mobile Devices in School        18

11. Staff Using Work Devices Outside School        18

12. How the Academy Will Respond to Issues of Misuse        19

13. Training        19

14. Monitoring and Filtering Arrangements        20

Appendix 1: EYFS and KS1 Acceptable Use Agreement (Pupils and Parents/Carers)        22

Appendix 2: KS2, KS3 and KS4 Acceptable Use Agreement (Pupils and Parents/Carers)        23

Appendix 3 Acceptable Use Agreement (Staff, Governors, Volunteers and Visitors)        24

Appendix 4: Online Safety Training Needs - Self Audit for Staff        26

1. Aims

This policy sets out expectations for all Co-op Academies Trust community members’ online behaviour, attitudes, activities, and use of digital technology.

All Co-op Academies aim to:  

• Have robust processes in place to ensure the online safety of pupils, colleagues, volunteers, and visitors
• Identify and support groups of pupils that are potentially at greater risk of harm online than others
• Establish clear mechanisms to identify, intervene and escalate an incident where appropriate
• Deliver an effective approach to online safety, which empowers us to protect and educate the whole academy community in its use of technology, including mobile and smart technology (which we refer to as ‘mobile phones’)

All Co-op Academies adopt an approach to online safety that is based on addressing the following categories of risk:

• Content – being exposed to illegal, inappropriate or harmful content, such as pornography, fake news, racism, misogyny, self-harm, suicide, antisemitism, radicalisation and extremism
• Contact – being subjected to harmful online interaction with other users, such as peer-to-peer pressure, commercial advertising and adults posing as children or young adults to groom or exploit them for sexual, criminal, financial or other purposes.
• Conduct – personal online behaviour that increases the likelihood of, or causes, harm, such as making, sending and receiving explicit images (e.g. consensual and non-consensual sharing of nudes and semi-nudes and/or pornography), sharing other explicit images and online bullying; and
• Commerce – risks such as online gambling, inappropriate advertising, phishing and/or financial scams

2. Legislation and guidance

This policy is based on the Department for Education’s (DfE’s) statutory safeguarding guidance, Keeping Children Safe in Education, and its advice for schools on:

• Teaching online safety in schools
• Preventing and tackling bullying and cyber-bullying: advice for headteachers and school staff
• Relationships and sex education
• Searching, screening and confiscation

It also refers to the DfE’s guidance on protecting children from radicalisation.

It reflects existing legislation, including but not limited to the Education Act 1996 (as amended), the Education and Inspections Act 2006 and the Equality Act 2010. In addition, it reflects the Education Act 2011, which has given teachers stronger powers to tackle cyberbullying by, if necessary, searching for and deleting inappropriate images or files on pupils’ electronic devices where they believe there is a ‘good reason’ to do so.

The policy also takes into account the National Curriculum programmes of study.

This policy complies with our funding agreement and articles of association.

It is designed to complement academies’ statutory Safeguarding and Child Protection policies and Behaviour policies, our Trust’s Colleague Code of Conduct, Data Protection Policy, and Trust Social Media policy.

3. Roles and Responsibilities

Our Trust is a community, and all members must behave respectfully online and offline. They must use technology to teach and learn and prepare for life after school. They must also immediately report any concerns or inappropriate behaviour to protect staff, pupils, families, and the reputation of the Trust and its academies. We learn together, make honest mistakes together, and support each other in a world that is simultaneously online and offline.

3.1 Trust Safeguarding Lead

The Trust’s Safeguarding Lead monitors this policy and holds academy leaders accountable for its implementation. The Safeguarding Lead will receive regular reports on the policy implementation from the Designated Safeguarding Lead via the Regional Safeguarding Leads and will report on the implementation of this policy to the Trust Board on an annual basis as part of their annual safeguarding report.

The Trust’s Safeguarding Lead will ensure that, where necessary, teaching about safeguarding, including online safety, is adapted for vulnerable children, victims of abuse and some pupils with special educational needs and/or disabilities (SEND). This is because of the importance of recognising that a ‘one size fits all’ approach may not be appropriate for all children in all situations, and a more personalised or contextualised approach may often be more suitable.

3.2 The Headteacher

The headteacher is responsible for implementing the policy, ensuring that:

• all stakeholders understand this policy
• the policy is being implemented consistently throughout the academy
• all colleagues have appropriate online safety training
• staff understand their expectations, roles and responsibilities around filtering and monitoring
• all staff undergo online safety training and receive regular online safety updates (via email, e-bulletins and staff meetings), as required and at least annually, to ensure they are continually provided with the relevant skills and knowledge to safeguard children effectively
• children are taught how to keep themselves and others safe, including keeping safe online
• the academy has appropriate filtering and monitoring systems in place on academy devices and academy networks and will regularly review their effectiveness; this will include reviewing the DfE filtering and monitoring standards and discussing with IT staff and service providers what needs to be done to support the academy in meeting the standards, which include:

• Identifying and assigning roles and responsibilities to manage filtering and monitoring systems;
• Reviewing filtering and monitoring provisions at least annually;
• Blocking harmful and inappropriate content without unreasonably impacting teaching and learning;
• Effective monitoring strategies should be put in place to meet their safeguarding needs.

Key responsibilities:

• Liaise with the designated safeguarding lead on all online safety issues which might arise and receive regular updates on academy issues and broader policy and practice information
• Support safeguarding leads and technical staff as they review protections for pupils accessing remote learning.
• Ensure that, where necessary, teaching about safeguarding, including online safety, is adapted for vulnerable children, victims of abuse, and some pupils with special educational needs and/or disabilities (SEND). It is important to recognise that a ‘one size fits all’ approach may not be appropriate for all children in all situations, and a more personalised or contextualised approach may often be more suitable.
• Take overall responsibility for data management and information security, ensuring the academy’s provision follows best practices in information handling; work with the academy’s Data Protection Ambassador, DSL and governors to provide a UK GDPR-compliant framework for storing data, but helping to ensure that child protection is always put first. Data-protection processes support the careful and legal sharing of information.
• Ensure the academy implements and effectively uses appropriate IT systems and services, including school-safe filtering and monitoring and protected email systems and that all technology, including cloud systems, is implemented according to child-safety first principles.
• Ensure the Trust’s Safeguarding Lead is updated on the nature and effectiveness of the academy’s arrangements for online safety.

3.3 The Designated Safeguarding Lead (DSL)

The academy's child protection and safeguarding policy and relevant job descriptions set out details of the designated safeguarding lead (DSL) and deputies.

The DSL takes lead responsibility for online safety in the academy, in particular:

• Supporting the headteacher in ensuring that staff understand this policy and that it is being implemented consistently throughout the academy
• Taking the lead on understanding the filtering and monitoring systems and processes in place on academy devices and academy networks
• Managing all online safety issues and incidents in line with the academy’s child protection policy
• Ensuring that online safety incidents of a safeguarding nature are logged on CPOMS and dealt with appropriately
• Ensuring that any incidents of cyberbullying are logged and dealt with appropriately in line with the academy behaviour policy
• Ensure a zero-tolerance, whole-school approach to incidents of child-on-child sexual abuse or sexual harm where this behaviour takes place through the use of technology, in line with Keeping Children Safe Part 5 and the academy behaviour policy.
• Work with the HT and IT staff to review protections for pupils in the home and remote-learning procedures, rules and safeguards.
• Updating and delivering (or organising) staff training on online safety
• Providing regular reports on online safety in the academy to the headteacher and/or governing board (i.e. an annual online safety review)
• This list is not intended to be exhaustive

3.4a Central IT Team

Responsible for:

• Putting in place an appropriate level of security protection procedures, including filtering and monitoring systems on academy devices and academy networks, which are reviewed and updated at least annually to assess effectiveness and ensure pupils are kept safe from potentially harmful and inappropriate content and contact online while at academy, including terrorist and extremist material
• Ensuring that the academy’s IT systems are secure and protected against viruses and malware and that such safety mechanisms are updated regularly
• Conducting daily, weekly and termly checks to ensure the academy’s IT systems are updated and providing protection for end users.

This list is intended to be partial.

3.4b Regional IT Manager/Network Manager/Technician/Apprentice

Responsibilities as listed in the ‘all staff’ section, plus:

• Support and advise on the implementation of the filtering and monitoring software.
• To report online-safety related issues that come to their attention to the DSL and our Trust’s Central IT team
• Stay current with our Trust’s Online Safety Policy and technical information to effectively carry out their online safety role and to inform and update others as relevant.
• Liaise with relevant staff to see how the online safety curriculum can complement the academy IT system and vice versa and ensure there are no conflicts between educational messages and practice.
• Work closely with the designated safeguarding lead academy Data Protection Ambassador to ensure academy systems and networks reflect academy policy.
• Ensure the above stakeholders understand the consequences of existing services and of any changes to these systems (especially in terms of access to personal and sensitive records/data) and to systems such as YouTube mode, web filtering settings, sharing permissions for files on cloud platforms etc.
• Maintain up-to-date documentation of the academy’s online security and technical procedures.
• Manage the academy’s systems, networks and devices according to a strict password policy, with systems in place for detection of misuse and malicious attacks, with adequate protection, encryption and backup for data, including disaster recovery plans and auditable access controls.
• Support the HT and DSL team as they review protections for pupils in the home and remote-learning procedures, rules and safeguards.

3.5 All Colleagues and Volunteers

All colleagues, including contractors and agency staff, and volunteers, including members of the academy’s community council, are responsible for the following:

• Understanding that online safety is a core part of safeguarding; as such, it is part of everyone’s job
• Maintaining an understanding of this policy
• Implementing this policy consistently
• Agreeing and adhering to the terms on acceptable use of the academy’s ICT systems and the internet (appendix 3), and ensuring that pupils follow the academy’s terms on acceptable use (appendices 1 and 2)
• Knowing that the DSL has oversight of the filtering and monitoring systems and processes and being aware of how to report any incidents of those systems or processes failing by reporting these directly to the DSL
• Recording online safety incidents in the same way as any safeguarding incident and report by academy procedures using CPOMS
• Following the correct procedures by liaising with the IT team if they need to bypass the filtering and monitoring systems for educational purposes
• Working with the DSL to ensure that any online safety incidents are logged and dealt with appropriately in line with this policy
• Ensuring that any incidents of cyber-bullying are dealt with appropriately in line with the academy behaviour policy
• Carefully supervise and guide pupils in learning activities involving online technology and recognise the importance of human monitoring to safeguard children whilst using devices.
• Responding appropriately to all reports and concerns about sexual violence and/or harassment, both online and offline, and maintaining an attitude of ‘it could happen here.’
• Modelling safe, responsible and professional behaviours in their use of technology. This includes outside the academy hours and site and on social media, in all aspects upholding the reputation of the academy and of the professional reputation of all colleagues.

This list is not intended to be exhaustive.

3.6 Parents and Carers

Parents/carers are expected to:

• Monitor their children’s online activity closely
• Consult with the academy if they have any concerns about their children’s and others’ use of technology
• Ensure their child has read, understood and agreed to the terms on acceptable use of the academy’s ICT systems and internet (appendices 1 and 2)
• Promote positive online safety and model safe, responsible, respectful and positive behaviours in their use of technology, including on social media: not sharing other’s images or details without permission and refraining from posting harmful, threatening or violent comments about others, including the academy staff, volunteers, governors, contractors, pupils or other parents/carers.
• Encourage children to engage fully and safely in home learning during any period where this may be required.

Parents/carers can seek further guidance on keeping children safe online from the following organisations and websites:

• What are the issues? – UK Safer Internet Centre
• Hot topics – Childnet
• Parent resource sheet – Childnet

3.7 Visitors and Members of the Community

Key responsibilities:

• Follow any instructions or guidance given regarding the use of academy technology or the Internet within the academy.
• Report any concerns, no matter how small, to the designated safety lead
• Maintain an awareness of current online safety issues and guidance
• Model safe, responsible and professional behaviours in their own use of technology at the academy and as part of remote teaching or any online communications
• Note that a contractor should never attempt to arrange any meeting, including tutoring sessions, without the full prior knowledge and approval of the academy, and will never do so directly with a pupil. The same applies to any private/direct communication with a pupil.

4. Educating Pupils about Online Safety

Pupils will be taught about online safety as part of the curriculum:

All academies have to teach:

• Relationships education and health education in primary schools
• Relationships and sex education and health education in secondary schools

In Key Stage (KS) 1, pupils will be taught to:

• Use technology safely and respectfully, keeping personal information private
• Identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
• Pupils in Key Stage (KS) 2 will be taught to:
• Use technology safely, respectfully and responsibly
• Recognise acceptable and unacceptable behaviour
• Identify a range of ways to report concerns about content and contact
• By the end of primary school, pupils will know:
• People sometimes behave differently online, including by pretending to be someone they are not
• The same principles apply to online relationships as to face-to-face relationships, including the importance of respect for others online, including when we are anonymous
• The rules and principles for keeping safe online, how to recognise risks, harmful content and contact, and how to report them
• How to critically consider their online friendships and sources of information, including awareness of the risks associated with people they have never met
• How information and data is shared and used online
• What sorts of boundaries are appropriate in friendships with peers and others (including in a digital context)
• How to respond safely and appropriately to adults they may encounter (in all contexts, including online) whom they do not know

5. Educating Parents/Carers about Online Safety

The academy will periodically raise parents’/carers’ awareness of internet safety (including issues and best practices) in letters or other communications home and through information on our website. This policy will also be shared with parents/carers.

The academy will let parents/carers know:

• What systems does the academy use to filter and monitor online use
• What their children are being asked to do online, including the sites they will be asked to access and who from the academy (if anyone) their child will be interacting with online

If parents/carers have any queries or concerns concerning online safety, these should be raised in the first instance with the headteacher and/or the DSL.

Concerns or queries about this policy can be raised with any staff member or the headteacher.

6. Handling online-safety concerns and incidents

Procedures for dealing with online safety concerns or incidents will be mostly detailed in the following policies (primarily in the first key document):

• Safeguarding and Child Protection Policy
• Anti-Bullying Policy
• Behaviour Policy (including academy sanctions)
• PREVENT - Risk Assessment / Policy
• Data Protection Policy, agreements and other documentation (e.g. privacy statement and consent forms for data sharing, image use, etc)
• Colleague Code of Conduct

Co-op Academies Trust commits to taking all reasonable precautions to ensure online safety. Still, it recognises that incidents will occur both inside and outside the academy (and that incidents outside the academy may continue to impact pupils when they enter the academy or during extended periods away from the academy). All academy members are encouraged to report issues swiftly to allow us to deal with them quickly and sensitively through the academy’s escalation processes.

Any suspected online risk or infringement should be reported to the online safety lead / designated safeguarding lead on the same day—where urgent—and will be made by the end of the lesson.

Any concern/allegation about staff misuse is always referred directly to the Headteacher unless the problem is about the Headteacher, in which case the complaint is referred to the Regional Director and/or Chair of Governors. The LADO (Local Authority’s Designated Officer) should also be informed where appropriate. Staff may also use the NSPCC Whistleblowing Helpline.

The academy will actively seek support from other agencies as needed (i.e. the local authority, LGfL, UK Safer Internet Centre’s Professionals’ Online Safety Helpline (POSH), NCA CEOP, Prevent Officer, Police, IWF). We will inform parents/carers of online safety incidents involving their children, and the Police where staff or pupils engage in or are subject to behaviour which we consider is particularly disturbing or breaks the law (particular procedures are in place for sexting and upskirting; see the section below).

The academy should evaluate whether reporting procedures are adequate for any future closures/lockdowns/isolation etc and make alternative provisions in advance where these might be needed.

Actions where there are concerns about a child:

Staff should follow their academy Safeguarding and Child Protection policy if they are concerned about the safety of a pupil at the academy and report their concerns to the DSL using CPOMS.

Sexting - sharing nudes and semi-nudes:

All academies (regardless of phase) should refer to the updated UK Council for Internet Safety (UKCIS) guidance on sexting - now referred to as Sharing nudes and semi-nudes: advice for education settings to avoid unnecessary criminalisation of children. NB - where one of the parties is over 18, this is no longer sexting but child sexual abuse.

There is a one-page overview called Sharing Nudes and Semi-nudes: how to Respond to an Incident for all staff (not just classroom-based staff) to read in recognition of the fact that it is mostly someone other than the designated safeguarding lead (DSL) or online safety lead to first become aware of an incident, and the correct steps must be taken. Colleagues other than the DSL must not attempt to view, share or delete the image or ask anyone else to do so, but must go straight to the DSL.

The academy DSL will in turn use the full guidance document, Sharing nudes and semi-nudes – advice for educational settings to decide next steps and whether other agencies need to be involved.

1. The incident involves an adult

2. There is reason to believe that a child or young person has been coerced, blackmailed or groomed, or there are concerns about their capacity to consent (for example, owing to special educational needs)

3. What you know about the images or videos suggests the content depicts sexual acts which are unusual for the young person’s developmental stage or are violent

4. The images involve sexual acts, and any pupil in the pictures or videos is under 13

5. You have reason to believe a child or young person is at immediate risk of harm owing to the sharing of nudes and semi-nudes; for example, they are presenting as suicidal or self-harming

It is important that everyone understands that whilst sexting is illegal, pupils/students can talk to staff members if they have made a mistake or had a problem in this area.

The documents referenced above and materials to support teaching about sexting can be found at sexting.lgfl.net 

Upskirting

Everyone must understand that upskirting (taking a photo of someone under their clothing, not necessarily a skirt) is now a criminal offence, as highlighted in Keeping Children Safe in Education and that pupils/students can come and talk to members of staff if they have made a mistake or had a problem in this area.

Bullying

Online bullying should be treated like any other form of bullying. The academy's anti-bullying policy should be followed for online bullying, which may also be referred to as cyberbullying, including issues arising from banter.

Materials to support teaching about bullying and applicable Department for Education guidance and case studies are at bullying.lgfl.net.

7. Examining Electronic Devices

The headteacher and any member of staff authorised to do so by the headteacher can search and confiscate any electronic device that they have reasonable grounds for suspecting:

• Poses a risk to staff or pupils and/or
• Is identified in the academy rules as a banned item for which a search can be carried out and/or
• Is evidence about an offence

Before a search, if the authorised staff member is satisfied that they have reasonable grounds for suspecting any of the above, they will also:

• Assess how urgent the search is and consider the risk to other pupils and staff. If the search is not urgent, they will seek advice from Miss Shanks, Mrs S Stewart, or Mrs Best
• Explain to the pupil why they are being searched, how the search will happen, and allow them to ask questions about it
• Seek the pupil’s cooperation

Authorised staff members may examine and, in exceptional circumstances, erase any data or files on an electronic device they have confiscated where they believe there is a ‘good reason’ to do so.

When deciding whether there is a ‘good reason’ to examine data or files on an electronic device, the staff member should reasonably suspect that the device has, or could be used to:

• Cause harm and/or
• Undermine the safe environment of the academy or disrupt teaching and/or
• Commit an offence

If inappropriate material is found on the device, Miss Shanks, Mrs S Stewart, or Mrs Best will decide on a suitable response. If images, data, or files on the device that staff reasonably suspect are likely to put a person at risk, they will first consider the appropriate safeguarding response.

When deciding whether there is an excellent reason to erase data or files from a device, staff members will consider whether the material may constitute evidence of a suspected offence. In these instances, they will not delete the material, and the device will be handed to the police as soon as reasonably practicable. If the material is not suspected to be evidence of an offence, staff members may delete it if:

• They reasonably suspect that its continued existence is likely to cause harm to any person and/or
• The pupil and/or the parent/carer refuses to delete the material themselves

If a staff member suspects a device may contain an indecent image of a child (also known as a nude or semi-nude image), they will:

• Do not view the image
• Confiscate the device and report the incident to the DSL (or equivalent) immediately, who will decide what to do next. The DSL will decide online with the DfE’s latest guidance on screening, searching and confiscation and the UK Council for Internet Safety (UKCIS) guidance on sharing nudes and semi-nudes: advice for education settings working with children and young people.

Any searching of pupils will be carried out in line with the following:

• The DfE’s latest guidance on searching, screening and confiscation 
• UKCIS guidance on sharing nudes and semi-nudes: advice for education settings working with children and young people
• Our behaviour policy/searches and confiscation policy

Any complaints about searching for or deleting inappropriate images or files on pupils’ electronic devices will be handled through the academy complaints procedure.

8. Artificial intelligence (AI)

Generative artificial intelligence (AI) tools are now widespread and easily accessible. Staff, pupils and parents/carers may be familiar with generative chatbots such as ChatGPT and Google Bard.

Co-op Academies Trust recognises that AI has many uses to help pupils learn but may also have the potential to bully others, for example, in the form of 'deep fakes', where AI is used to create images, audio, or video hoaxes that look real. This includes deepfake pornography: pornographic content created using AI to include someone’s likeness.

Co-op Academies Trust will treat any use of AI to bully pupils in line with our anti-bullying and behaviour policy.

Staff should be aware of the risks of using AI tools while they are still being developed and should carry out a risk assessment where our trust is using new AI tools.

9. Acceptable Use of the Internet in School

All pupils, parents/carers, staff, volunteers, and governors are expected to sign an agreement regarding the acceptable use of the academy’s ICT systems and the Internet (samples are available in Appendix 1 to 3). Visitors will also be expected to read and agree to the academy’s terms on acceptable use if relevant.

The academy’s internet must be used for educational purposes only or to fulfil the duties of an individual’s role.  

We will monitor the websites visited by pupils, staff, volunteers, governors and visitors (where relevant) to ensure they comply with the above and restrict access through filtering systems where appropriate.

More information is set out in the acceptable use agreements in appendices 1 to 3.

10. Pupils Using Mobile Devices in School

Individual academies are responsible for setting out and communicating the details of personal device usage, e.g. whether or not pupils/students can bring their mobile phones to school and when they are allowed to use them. Academies should follow this guidance when setting their policy Guidance for Mobile phones in schools.

The academy should consider that pupils may have access to 3G, 4G and 5G phone networks, which may result in pupils being sexually harassed, bullied and controlled via their mobile and innovative technology, sharing indecent images consensually and non-consensually (via large chat groups) and view and share pornography and other harmful content.

11. Staff Using Work Devices Outside School

All staff members will take appropriate steps to ensure their devices remain secure. This includes, but is not limited to:

• Keeping the device password-protected – strong passwords are at least eight characters, with a combination of upper and lower-case letters, numbers and special characters (e.g. asterisk or currency symbol)
• Ensuring their hard drive is encrypted – if the device is lost or stolen, no one can access the files stored on the hard drive by attaching it to a new device.
• Making sure the device locks if left inactive for some time
• Not sharing the device among family or friends
• Installing/updating anti-virus and anti-spyware software
• Keeping operating systems up to date by permanently installing the latest updates

Staff members must not use the device in any way that would violate the academy’s terms of acceptable use, as set out in Appendix 3.

Work devices must be used solely for work activities.

If staff have any concerns over the security of their device, they must seek advice from their academy IT team or any central IT staff.

12. How the Academy Will Respond to Issues of Misuse

Where a pupil misuses the academy’s ICT systems or the internet, we will follow the procedures set out in our policies on behaviour and ICT and internet acceptable use policies. The action taken will depend on the individual circumstances, nature, and seriousness of the specific incident and will be proportionate.

Where a staff member misuses the academy’s ICT systems or the internet or misuses a personal device, and the action constitutes misconduct, the matter will be dealt with in accordance with the staff disciplinary procedures and staff code of conduct. The action taken will depend on the individual circumstances, nature, and seriousness of the specific incident.

The academy will consider whether incidents involving illegal activity or content or otherwise serious incidents should be reported to the police. This includes social media incidents.

13. Training

All new staff members will receive training on safe internet use and online safeguarding issues, including cyberbullying and the risks of online radicalisation, as part of their induction.

All staff members will receive refresher training at least once each academic year as part of safeguarding training and relevant updates as required (for example, through emails, e-bulletins, and staff meetings).

By way of this training, all staff will be made aware that:

• Technology is a significant component in many safeguarding and well-being issues, and children are at risk of online abuse
• Children can abuse their peers online through:

• Abusive, threatening, harassing and misogynistic messages
• Non-consensual sharing of indecent nude and semi-nude images and/or videos, especially around chat groups
• Sharing of abusive images and pornography to those who don’t want to receive such content

• Physical abuse, sexual violence and initiation/hazing-type violence can all contain an online element  

Training will also help staff:

• Develop better awareness to assist in spotting the signs and symptoms of online abuse
• Develop the ability to ensure pupils can recognise dangers and risks in online activity and can weigh up the risks
• Develop the ability to influence pupils to make the healthiest long-term choices and keep them safe from harm in the short term.  

The DSL and any deputies will regularly undertake child protection and safeguarding training. They will also update their knowledge and skills on online safety at regular intervals, at least annually.

Governors will receive training on safe internet use and online safeguarding issues as part of their safeguarding training.

Volunteers will receive appropriate training and updates, if applicable.

Our child protection and safeguarding policy sets out more information about safeguarding training.

14. Monitoring and Filtering Arrangements

Keeping Children Safe in Education obliges schools to “ensure appropriate filters and appropriate monitoring systems are in place [and] not be able to access harmful or inappropriate material [but at the same time] be careful that “over blocking” does not lead to unreasonable restrictions as to what children can be taught with regards to online teaching and safeguarding.”

Our Trust is moving to a central broadband provider (LGfL). This means we have a dedicated and secure, school-safe connection protected with firewalls and multiple layers of security, including a web filtering system called WebScreen, which is made specifically to protect children in schools. This provision is reviewed at least annually.

The Safer Internet Centre identifies three types of appropriate monitoring. These are:

1. Physical monitoring (adult supervision in the classroom at all times)
2. Internet and web access
3. Active/Proactive technology monitoring services

Adult supervision is expected whenever pupils use devices in an academic setting, and parents/carers are responsible for supervising their children online at home. OnGuard monitors pupil devices and alerts the DSL of each school of any safeguarding concerns. Trust safeguarding leads and DSLs test the effectiveness of this system regularly.

Appendix 1: EYFS and KS1 Acceptable Use Agreement (Pupils and Parents/Carers)

Appendix 2: KS2, KS3 and KS4 Acceptable Use Agreement (Pupils and Parents/Carers)

Appendix 3 Acceptable Use Agreement (Staff, Governors, Volunteers and Visitors)

Appendix 4: Online Safety Training Needs - Self Audit for Staff