e-Safety Guidelines final 2

Beaconhouse School System

e-Safety Guidelines

BACKGROUND AND RATIONALE:
The use of emerging technologies has become integral to the lives of children in today’s society, both
within school and in their lives outside of school. The internet and other digital information and
communications technologies are powerful tools, which open up new opportunities for everyone. If
used meaningfully, these technologies can stimulate discussion, promote creativity and stimulate
awareness of context to promote effective learning. However, with all emerging technologies, there
is the potential for misuse which can occasionally place children, young people and adults in danger.

This e-safety guidance document addresses issues relating to children and teachers as well as adults
in the safe use of the Internet, mobile phones and other electronic communications technologies. It
includes guidance for all members of the school community on the risks and responsibilities which
applies to everyone working with children. Many of the e-safety risks pose complications in the off-
line world and it is essential that this e-safety guidance document is used in conjunction with other
school policies.

This document will be updated regularly to ensure that it is in line with the latest developments in
the use of technology for teaching and learning.

AIMS OF E-SAFETY GUIDELINES:
To enable students and teachers to:
 enjoy using ICT and tackle all applications confidently and safely to achieve learning objectives

with a sense of achievement and purpose;
 recognize the capabilities and limitations of ICT and the implications and consequences of its use;
 adapt easily to different ICT systems for different purposes within and outside school;
 take personal responsibility for their awareness of the opportunities and risks posed by current

and emerging technologies;

1. Communication through technology:

All school staff should:
 use school’s ICT resources to communicate with parents/children/staff.
 only make contact with parents/children for professional reasons.
 be careful about their own use of technology and who has access to their personal information.
 not give out personal contact details to parents/children.
 not use the internet to send personal messages to parents/children.

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All students should:
 have parents’ consent before communicating with teachers/other students.
 be careful about their own use of technology and who has access to their personal information.
 not give out personal contact details to anyone without having consent from their parents.

2. Use of Internet

 There should be a clear procedure for reporting, investigating and taking disciplinary actions on
e-safety violations in accordance with School Operations Manual.

 Teachers must sign ICT Acceptable Use Policy to show compliance with school guidance on
internet use and to understand that the internet must be used appropriately and safely
otherwise sanctions will be imposed if they don’t comply with policy.

 Parents’ consent has to be taken for all online activities done in school. (See Appendix-1)
 Parents should be informed about the e-safety precautions taken at school during orientation or

through school’s newsletter. Parents should also sign and return an agreement that their child
will comply with the School’s e-Safety Rules. (See Appendix-1)
 Students should not be allowed to use the Internet without teachers’ supervision.
 Students/Teachers should not download or install any commercial software, shareware, or
freeware onto network drives or disks, unless they have written permission from the School
Head. Software installation is the responsibility of IT Teacher / SGO IT Officer only.
 Students/Teachers should not use the internet for commercial purposes, e.g. buying or selling
goods.
 When registering on a website/online forum, teachers should not use Beaconhouse School
System’s name. In case, teachers need to register a student/whole class/whole school for an
online competition, then written approval should be taken from School Head/SGO/RO. They
should also refer to the Cyber Laws of the host country to make an informed decision and avoid
legal conflicts.
 Students/Teachers must not use, or try to use, the school’s Internet facilities to produce or view
internet content that contains or links to the following material:

o Pornographic or obscene
o Intimidating, discriminatory (for example; racist, sexist or homophobic)
o Defamatory
o Encouraging or showing violence, strong feelings or criminal acts
o Hateful / Fraudulent
o Unethical that may give the school a bad name
 A filtering software recommended by Head Office should be installed on all academic use
computers by IT Teachers / SGO IT Officers. SGO ETCs should monitor the use of filtering software
in schools.
 Google Safe Search filters should be set to strict filtering on all academic use computers.
 Pop-Up windows setting should be checked regularly and all unnecessary pop-ups should be
blocked by IT Teachers / SGO IT Officers.

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 IT Teacher should ensure that Firewall is switched on all academic use computers to help prevent
hackers or malicious software (such as worms, malwares, viruses etc) from gaining access
through a network or the Internet.

 Websites should always be carefully selected and bookmarked by subject teachers in order to
safeguard children from inappropriate content. A guide for teachers on how to terify online
content is attached as Appendix – 2.

 Kid lock/child lock applications can now be installed on all smart phones and tablets. This will
allow children to enjoy online experience without accidently viewing inappropriate content.

 Videos should be downloaded before the lesson so that students may not see the links to
inappropriate videos available online.

 Students/Teachers should not share passwords of any online account with anyone. They should
also remember to uncheck “Remember me” settings on all school computers.

 Teachers / Students should not attempt to access a website that is blocked as a result of
government policy.

 All staff and students should be informed that network and Internet use is closely monitored and
individual usage can be traced.

2.1 E-mails:
 Email IDs should not be created for children under the age of 13 years.
 For children under 13 years, whole-class or group e-mail addresses should be used under
teacher’s supervision and after taking parents’ consent.
 Students should not open attachments to emails, unless they have the teachers
permission.
 When writing E-mails, students / teachers should be polite and appreciate that other
users might have different views from their own. The use of strong language, swearing or
aggressive behaviour is not allowed. Use of jargon, abbreviations or symbols should be
avoided, as the person who receives the E-mail may not understand them.

2.2 Social Networks / Blogs:
 Teachers/Students should be advised not to place personal photos / videos on any social
network space especially when the school name is involved.
 No picture / video involving school should be uploaded online without School Head’s
permission.
 Avoid uploading indecent pictures / posts / comments on any online forum / social
network / blog.
 Teachers/Students should respect the privacy of other teachers/students by not
identifying / tagging people by name in public profiles and pictures.
 Teacher/Students should not give out personal details of any kind which may identify
them, their friends or their location.
 The school will control access to social networking sites and will educate children in their
safe use.
 Teachers will screen all posts published on blogs and social networks.

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2.3 Video Conferencing (Skype/Google Hangouts/ooVoo/etc.)
 Video conferencing equipment will be switched off when not in use and not set to auto
answer. The equipment will be kept secured and if necessary locked away when not in
use.
 All videoconferencing sessions will be supervised by teachers and School Head.
 Recorded sessions will be stored securely with authorized access.
 Teachers should establish dialogue with other conference participants before taking part
in a video conference. If it is a non-school site it is important to check that they are
delivering material that is age and level appropriate for the particular group of students.

2.4 Online Games:
 Teachers should use online games for teaching and learning with a clear rationale.
 Online games should be age and level appropriate.
 Online games which require payment through a credit/debit card/any other means are
not allowed.
 Use of violent games is not allowed.
 All games to be created by students should be approved by the teachers at the planning
stage before uploading online.

2.5 Cyber Bullying
 IT Teacher should teach lessons on cyber bullying once a term. These lessons should be
tailored for the appropriate needs of each year group and help students understand the
risks associated with communicating digitally and the security of personal information.
 Teachers should discuss BSS e-safety guidelines with students to raise awareness about
their rights and responsibilities related to use of ICT and cyber bullying. Teachers should
also discuss the importance and ways of reporting cyber bullying with all students.
 Full names of children should not be used anywhere on the website.
 Tips to avoid cyber bullying should be displayed in school and discussed thoroughly
through other activities such as assembly presentations.
 The teacher and/or Headteacher must remain informed of any occurrences of cyber
bullying and take appropriate measures to prevent it.
 Strict disciplinary action should be taken as per School Operations Manual against
children using hate emails, inappropriate messages, comments and posts on social
networks.

2.6 Copyright and Plagiarism:
 All work done, and if uploaded, by the students must be original.
 Students must not copy anything that anyone else has written.
 If copying from a website, all sources of information should be accurately and fully
acknowledged by giving the references of the websites.
 Users shall not illegally use any copyrighted material that is downloaded or uploaded from
the Internet.
 Users shall always seek to obtain permission from the owner before using any material
from the Internet when possible.

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3. Use of Personal Devices

 Students’ mobile phones (below O Levels) are not permitted within the school without teacher’s
request (See Appendix-3) and parental consent. If members of staff have an educational reason
to allow students to use mobile phones or personal device as part of an educational activity then
it will only take place when approved by the School Head and consented by parents.

 Staff are not permitted to use their own personal sims for contacting students and their families
within or outside the school.

 Staff will use a school phone where contact with students or parents/carers is required.
 Teachers’ / Students’s mobile Phone and devices will be switched off or switched to ‘silent’

mode.
 Bluetooth communication should be “hidden” or switched off.
 Mobile phones or devices are not to be used during teaching periods unless permission has been

given by School Head in emergency circumstances.
 Staff should not use personal devices such as mobile phones or cameras to take photos or videos

of students without informing school management.
 School Head should be informed if a student/teacher wants to use his/her personal laptop in the

classroom.

4. Data Protection

School should ensure that:
 all important data such as students’ information, assessment papers, etc are encrypted and

password protected.
 contact details of all students and staff should be kept in a password protected file in a secured

location.
 an Antivirus is installed and updated on all computers.
 the data is automatically scanned for viruses through setting up virus scan schedules.
 all important data including students’ information, students’ work, etc. is backed up monthly.
 all students/teachers save their work in the allocated space to build up a portfolio of students’

work / teachers’ resources.
 data older than 3 years is copied to DVDs and removed from the computers.
 students are taught how to access and save in shared resource areas.
 students are guided to respect the contributions of others, not to delete, copy or edit others’

work and to ensure that they only save work in shared areas with permission.
 students are guided not to share any of their passwords with others. They should be trained to

choose secure passwords and make sure that they properly logout after accessing any of their
online accounts.

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5. Health and Safety

 Age appropriate health and safety rules should be displayed and discussed with the children in
the learning environment.

 Users should be comfortably seated and positioned in correct posture, with easy access to all
equipment

 Monitors should be tilted and swiveled to suit the requirements of individual users. The top of
the screen should be roughly at eye level.

 Screens should be positioned to reduce reflections and glare from lights and windows.
 There may be screen distortion if speakers are placeed too close to any monitor. It is advisable,

therefore, to position speakers about 30cm away from the computer.
 Users should have the option to have the keyboard flat or tilted. It is important to develop a good

keyboard technique. Repetitive strain injury (RSI) presents a potential risk for anyone typing with
only one or two fingers, usually their index fingers.
 There should be enough space for children to work comfortably and not feel crowded.
 It is important to ensure that emergency exits are kept clear.
 Students / teachers should not bring / keep baggage near computers as this can cause students
to trip.
 IT Lab / classrooms should be well ventilated so that the heat generated by computers does not
cause discomfort to users. Ideally, blinds should be provided to ensure that users do not suffer
from glare. Workstations should be cleaned on a daily basis. Monitor screens and keyboards
should be kept dust-free.
 Computers not in use should be turned off properly by the users.
 All electrical equipment should be maintained regularly. Always leave technical repairs to the
experts.
 Carbon dioxide fire extinguishers should be positioned near the ICT equipment.
 The location of electrical equipment depends on the length of cables and the availability of
sockets for telephones, TV aerials and power. It is essential that the location of the equipment
does not increase the risk of danger to the equipment or users. The school should ensure that
there is a system in place for regular visual checks of plugs, leads and other electrical equipment.
Computer check for flickering screens or noisy CPUs should also be made regularly.
 Students are not allowed to take food or liquids near the computers.
 Students should be taught not to look directly at the strong light emitted from the lens of data
projectors and interactive whiteboards.
 Projectors have a maximum and minimum throw distance (distance of the projector from the
screen) for a specified image size. When mounting a projector, it is important to make sure that
the projector is fixed within its throw distance. Too close and the image may either be out of
focus or not fill the entire screen; if it is too far and the image may be too large for the screen.
Careful consideration must be given to the location of data projector and interactive whiteboard
in the classroom in terms of visibility and accessibility, and ensure that the board is positioned at
the right height for pupils to use.

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Adapted from:
 www.kenttrustweb.org.uk/Policy/dpfoi_data.cfm
www.school-portal.co.uk
 http://www.allsaints-
trysull.staffs.sch.uk/attachments/article/9/Email%20and%20Internet%20Use%20Policy.pdf
 http://www.stnicholasstlaurence.dorset.sch.uk/ict-health-safety-policy/
 http://www.dit.ie/lttc/media/ditlttc/documents/gettingthemost.pdf
 http://www.kelsi.org.uk/pupil_support_and_wellbeing/safety,_health_and_wellbeing/child_prot
ection_safeguarding/e-safety.aspx

Appendices:
1. Parents’ consent form
2. Teachers’ guide for evaluating online content
3. Teacher’s request to parents for sending cell phones/digital camera
4. E-safety audit form
5. Staff ICT Acceptable Use Policy
6. E-safety guidelines for parents

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Beaconhouse School System Appendix-1

ICT and Internet Usage

Dear Parents,

Beaconhouse School System facilitates students to use ICT resources including the Internet as an essential part
of their learning.

Kindly refer to the attached e-safety guidelines followed by our school in order to ensure that your child
enjoys a safe learning experience when using ICT. In the light of these e-safety guidelines, you are requested
to give permission to allow your child to use the Internet at school. We assure you that all Internet based
activities in school will be carried out for educational purpose only.

Regards,

___________
Headmistress
_________________________________________________________________________________________

I allow my child to use: Yes ( ) / No ( )

mobile phone for a class activity

the Internet for research

Email

Skype /ooVoo / Google Hangout to engage in video conferencing sessions

online games for a class activity

class / school blog
class / school social network (e.g. School’s Facebook Page)

online discussion forum

class / school Wiki

Twitter

I allow the school to: Yes ( ) / No ( )

photograph my child

video record my child
publish my child’s photographs to a class/school social network/blog
publish my child’s videos to a class/school social network/blog

I __________________________ parent of ______________________________ Class __________________
have read and understood the e-safety guidelines sent by the school. My child has agreed to comply
with the school’s e-safety rules.

Parent’s Signature: _______________________ Student’s Signature: ___________________________

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Appendix-2

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Determining the expertise of the author

On today’s Web, it can be a challenge to judge content based on the identity of the author. Sometimes the
author is not stated, or a nickname is used. When an author’s name is shown, here are a few tips on checking
out this individual’s expertise.

• Search a library database or Google Scholar to identify other writings by the author.

• Search for your author in Google Scholar to see if others have cited works by your author in their own
writings.

• “Google” the author to identify other writings by or about the author. Sometimes an author’s
participation in a conference or other professional activity can be identified in the search results.

• If available, consult an “About” page on the Web site on which the content appears to read the
author’s self‐description. Attempt to verify some of the facts.

• If the author is affiliated with an academic institution, business, or organization, check the directory
on the associated Web site to confirm the author’s status.

Web Sites

Web sites are a unified collection of pages that run the gamut from educating to informing to selling to
persuading, and may combine purposes. The content generally originates from the Web site owner, be it an
individual, organization, company, or government entity; however, RSS feeds may introduce imported
content.

Examples: American Memory, ASPCA, Historical Novel Society

To evaluate the content on a Web site, look for these clues:

• The author/producer is identifiable.

• The author/producer has expertise on the subject. Look for an “About” or similar page.

• The type of domain (.edu, .org, .gov, etc.), which may provide some clues about the focus of the
material. However, keep in mind that scholars and other content providers may choose to maintain
their materials on other domains, for example .com.

• The material is up to date, and the site appears to be maintained. Check for update dates on the site.

• For informational or educational sites, sources are given for the information, or links are provided to
related sources of information. You may need to verify the information through other sources.

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Free Research Sites

These are Web sites that provide research materials or links to these materials. Some of these services, such
as Amazon, also provide reader reviews. Others, such as Google Scholar, feature links to other works that cite
its scholarly content. They are distinguished by their ability to provide or link to in‐depth information in one or
more areas. While the sites themselves are free, they may lead to information that needs to be paid for or
subscribed to.

Examples: LibraryThing, Amazon, Google Scholar

To evaluate a free research site, consider the following:

• The content is in‐depth and rich enough to meet your needs.

• The provider and purpose of the site, and whether these might have an effect on the information
provided.

• The type of material that appears on the site, e.g., a mixture of scholarly and popular materials, or
scholarly materials only.

• Whether the site provides the content, or points to other sources, which would then need to be
evaluated in turn.

• The ease of obtaining the full text of the material, if it is not available within the site itself (for
example, the resources returned in a Google Scholar search).

• Most of the reviews on the site, if present, are informative and well‐written.

• The identity and expertise of the author or authors of the specific content you are interested in. A
multitude of people might contribute information/opinions/reviews, and it might not be possible to
get information on them or their expertise.

Document Repositories

Document repositories store copies of scholarly and research materials that are available for public use. They
are usually maintained by academic institutions, libraries, publishers, or organizations. Some of these
repositories post papers before or after their publication in scholarly journals, and different versions of
papers may appear. Repositories may contain text, data, presentations, and multimedia materials.

Examples: arXiv.org, California Digital Library, RePEc: Research Papers in Economics To evaluate the content in
a document repository, look for these clues:

• The repository is sponsored by a reputable academic institution, library, publisher, or organization.

• The repository is searchable in OAISTER , a reputable union catalog of academic‐oriented digital
resources.

• The author has expertise on the topic. This will apply to more recent, as opposed to historical,
documents.

• If the document in question is an article, it has been published in a reputable journal. The identity of
the “official” publication in a journal can help determine the copy of record for the publication.

• The material you are interested in cites sources that you can use to verify the information.

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Blogs and Wikis

How to tell them apart

Before addressing how to evaluate content on blogs and wikis, let’s consider how to tell them apart. At
times, it can be difficult to determine if you are viewing a blog or a wiki.

To determine which is which, consider the following:
• Blog content is organized around “news” postings about which readers can comment. Wiki content is

organized around topic‐based Web pages that are usually edited by groups.

• A blog usually features date‐based postings on its main page, organized in reverse chronological order.
A wiki looks like a typical Web site, and usually includes a link for logging in to the site for editors who
wish to or are authorized to contribute.

• A blog usually allows readers to comment on its individual postings. Wikis offer comments or “talk”
pages for discussion of the content on individual wiki pages.

• Blogs often focus on personal insight, anecdote, or opinion. Wiki content is usually less personal.

• A blog is typically maintained by a single individual, while wikis tend to have numerous contributors.
However, this is not a hard‐and‐fast rule.

• Blog postings are written by the administrator(s) of the blog, and not by the general public. Wikis can
be edited by anyone, or by the invitation/authorization of the wiki administrator(s).

• Visible “edit” links are often available to anyone visiting the wiki. Blogs do not allow for public editing.

• The history of wiki page edits can be viewed by visitors. Blogs do not have this feature.

• It is generally easier to identify the name of the individual maintaining a blog. On wikis, the identity of
authors/editors may be more difficult to determine as nicknames may be used.

Blogs

A blog is a Web‐based journal entry platform that can accept reader comments. Entries are usually presented
in reverse chronological order. Examples: AltSearchEngines, Instapundit.com, TechCrunch To evaluate the
content on a blog, look for these clues:
• Most blog postings focus on a discussion of issues rather than day‐to‐day personal or recreational

activities.

• Blog postings are signed by an identifiable author.

• The author has expertise on the topic of the blog.

• Comments on blog postings emphasize substantive discussion of the issues.
• Blog postings are cited on other blogs. A blog search engine such as Technorati can help to determine

this, and general search engines are also useful.

• Links to the blog or its individual postings are saved on social bookmarking sites such as Delicious.

• New blog postings appear fairly regularly – though archived blogs can contain useful material.

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Wikis

A wiki is a publishing platform on which many people can contribute new content and revise existing
content. The content benefits from the collective knowledge base and the dynamic nature of the
contributions.

Examples: Wikipedia, wikiHow, Wikimedia Commons

To evaluate the content on a wiki, look for these clues:

• The sponsorship of the wiki. This may be explained on an “About” or similar page.

• The wiki, whether academic or popular, suits your needs.

• The identity of those who are able to edit or add content. If it is a select group, try to determine if they
have expertise in the wiki’s topic.

• Changes to the page appear reasonable.

• The material you are interested in cites sources that you can use to double‐check the information.

• There are guidelines for contributors to follow.

• There is monitoring of content by those responsible for the wiki, and you can determine who these
authors are (often you can’t).

• The currency of the edits. Some wiki platforms offer a “History” or similar tab that allows you to view
a sequential list of changes.

Social networking sites

Social networking sites are online communities in which members can interact in a number of ways. Full‐
featured communities offer the ability to share a personal profile, initiate contacts with “friends,” form
groups of members with similar interests, contact group members directly, engage in discussions, share
media or photos, and discover other common connections through ones’ contacts. Some social networking
sites allow members to create interactive software that functions within the community. Others allow
institutions or companies to maintain profiles or pages. The sites may be focused on a specialized interest or
may be more general in nature. While social networking sites are often used for recreation, they can also
serve as a means of communicating about academic or professional interests.

Examples: Facebook, MySpace, Ning, TripAdvisor, Twitter

To evaluate the content on a social networking site, look for these clues:

• The identity of the source of shared information can be verified. This can be done by examining the
profile page if made public, verifying the named source of the information, and so on.

• Information on the profile page of the individual, institution, company, or library can be verified.

• The individual, institution, etc. contributing information has expertise on the topic.

• Information picked up in a social network receives favorable comments, can be externally verified, or
meets you needs.

• The institutions or companies offering community‐based applications can be identified. You can also
check for reviews of the application or see if any of your “friends” are using it.

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Social bookmarks

Social bookmarks are links saved on Web sites that allow users to annotate, tag, and share them with other
users.

Examples: Delicious, CiteULike, Connotea To evaluate the content on a social bookmarking site, look for these
clues:

• The purpose of the bookmarking site. For example, CiteULike and Connotea focus on scholarly papers
while Delicious is more broadly based.

• Bookmarks of interest to you have also been bookmarked by others.

• The quality of the bookmarked item. Determining this will be the same as determining the quality of
any Web resource.

• The individual who bookmarked the site has expertise on the topic. This often cannot be determined,
as users tend to employ nicknames as their identities.

Multimedia

Multimedia encompasses non‐textual presentations such as audio, video, and Flash formats. You might
encounter multimedia files anywhere on the Web – a Web site, blog, wiki, repository, or a site devoted to
media such as YouTube.

Terminology: A variety of terminology is used to describe multimedia on the Web. These terms are in flux, and
can depend on the type of media, its delivery, and whether the broadcast is live or recorded. For example,
pre‐recorded audio or video presentations can be distributed through an RSS feed. In this case, they are
referred to as podcasts.(Some people refer to audio on an RSS feed as a podcast, and video on an RSS feed as
a video podcast.) A live video presentation is usually known as a webcast.A variation on this is a webinar, a
seminar broadcast on the Web.

To evaluate the content in a multimedia presentation, look for these clues:

• The presentation is sponsored by a reputable institution, organization, or identified individual(s)whose
expertise can be verified.

• If individuals appear or speak in a presentation, they are identified and their expertise can be checked.

• The presentation or its accompanying information includes contact information.

• Comments that may accompany the presentation evaluate its quality (even if you don’t agree with
what others have to say).

• If previously recorded, the presentation can be identified by date so that you can determine the
currency of the information provided.

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Beaconhouse School System Appendix-3

Dear Parents,
On _________________ (Date), students of Class _____, _____ (section) will be using a mobile phone / digital
camera in their ________________ class. If possible, please send a mobile phone on this day through an adult
on the above mentioned date at ___________ (time). The mobile phone can be collected on the same day
after school by an adult. Please ensure that the mobile phone has Rs. 50/- credit in it.

Please sign and return the acknowledgement slip below. Your cooperation in this regards will be highly
appreciated.

Regards,

__________________
Headmistress
_________________________________________________________________________________________________________________________

ACKNOWLEDGEMENT SLIP

I, parent / guardian of ______________________________ Class ___________will / will not send a mobile phone /
digital camera on _________________.

________________________ _______________________
Parent’s Name Parent’s Signature

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Beaconhouse School System Appendix-4

e-Safety Audit

This e-safety audit should be completed in contribution by the School Head, SGO ETC, SGO IT Officer and IT
Teacher who are responsible for e-safety policy.

Does the school have BSS e-Safety Guidelines document? Y/N

Date of latest update (at least annual): Y/N
Y/N
BSS e-Safety Guidelines document was shared with all stakeholders on: Y/N
Y/N
BSS e-Safety Guidelines document is available for staff at: Y/N
Y/N
BSS e-Safety Guidelines document is available for parents/carers at: Y/N
Y/N
The responsible member of the School Management Team for e-safety is: Y/N
Y/ N
Does the school have coordinated team approach to e-safety? Y/N

Has e-safety training been provided for both students and staff?

Is there a clear procedure for a response to an incident of concern?

Do all staff sign ICT Acceptable Use Policy on appointment?

Are all students aware of the School’s e-Safety rules?
Are e-safety rules displayed in all rooms where computers are used and expressed
in a form that is accessible to all students?
Do parents sign and return an agreement that their child will comply with the
School e-Safety Rules?
Are staff, students, parents and visitors aware that network and Internet use is
closely monitored and individual usage can be traced?
Has an ICT security audit been initiated by School Management Team, possibly
using external expertise?
Is personal data collected, stored and used according to the BSS e-safety
guidelines document?
Is a filtering software installed on all educational use computers in the school?

e-Safety Guidelines for Early Years, Primary and Middle Schools Page 16

Beaconhouse School System Appendix-5

Staff ICT Acceptable Use Policy

AS A PROFESSIONAL ORGANISATION WITH RESPONSIBILITY FOR CHILDREN’S SAFEGUARDING IT IS
IMPORTANT THAT ALL BSS STAFF TAKE ALL POSSIBLE AND NECESSARY MEASURES TO PROTECT
DATA AND INFORMATION SYSTEMS FROM INFECTION, UNAUTHORISED ACCESS, DAMAGE, LOSS,
ABUSE AND THEFT. ALL MEMBERS OF STAFF HAVE A RESPONSIBILITY TO USE THE SCHOOL’S
COMPUTER SYSTEM IN A PROFESSIONAL, LAWFUL, AND ETHICAL MANNER. TO ENSURE THAT

MEMBERS OF STAFF ARE FULLY AWARE OF THEIR PROFESSIONAL RESPONSIBILITIES WHEN USING

INFORMATION COMMUNICATION TECHNOLOGY AND THE SCHOOL SYSTEMS, THEY ARE ASKED TO
READ AND SIGN THIS ACCEPTABLE USE POLICY.

THIS IS NOT AN EXHAUSTIVE LIST AND ALL MEMBERS OF STAFF ARE REMINDED THAT ICT USE
SHOULD BE CONSISTENT WITH THE SCHOOL ETHOS, OTHER APPROPRIATE POLICIES AND THE
LAW.

 I understand that the following actions are criminal offenses: to gain unauthorized
access to computer material; to gain unauthorized access to computer material with
intent to commit or facilitate commission of further offenses or to modify computer
material without authorization.

 I understand that any hardware and software provided by my workplace for staff use can
only be used by members of staff and only for educational use. To prevent unauthorized
access to systems or personal data, I will not leave any information system unattended
without first logging out or locking my login as appropriate.

 I will respect system security and I will not disclose any password or security
information. I will use a ‘strong’ password (A strong password has numbers, letters and
symbols, with 8 or more characters, does not contain a dictionary word and is only used
on one system).

 I will ensure that any personal data of pupils, staff or parents/guardians is kept securely.
All personal data will be obtained and processed fairly and lawfully, only kept for specific
purposes, held no longer than necessary and will be kept private and secure with
appropriate security measures in place, whether used in the school, hosted online (only
within countries or sites with suitable data protection controls) or accessed remotely.
Any images or videos of pupils will only be used as stated in BSS e-safety guidelines
document and will always take into account parental consent.

 I will not keep professional documents which contain school-related sensitive or
personal information (including images, files, videos etc.) on any personal devices (such
as laptops, digital cameras, mobile phones), unless they are secured and encrypted. I
will protect the devices in my care from unapproved access or theft.

 I will not store any personal information on the school computer system that is unrelated
to school activities, such as personal photographs/videos, files or financial information.

 I will respect copyright and intellectual property rights.

 I have read and understood BSS e-Safety guidelines document which covers the
requirements for safe ICT use, including using appropriate devices, safe use of social
media websites and the supervision of pupils within the classroom and other working
spaces.

 I will report all incidents of concern regarding children’s online safety to the School Head
as soon as possible. I will report any accidental access, receipt of inappropriate

e-Safety Guidelines for Early Years, Primary and Middle Schools Page 17

materials, filtering breaches or unsuitable websites to the School Head as soon as
possible.

 I will not attempt to bypass any filtering and/or security systems put in place by the
school. If I suspect a computer or system has been damaged or affected by a virus or
other malware or if I have lost any school related documents or files, then I will report
this to the IT Teacher, School Management Team, SGO ETC and SGO IT Officer as
soon as possible.

 My electronic communications with pupils, parents/carers and other professionals will
only take place via work approved communication channels e.g. via a school provided
email address or telephone number. Any pre-existing relationships which may
compromise this will be discussed with the School Management team.

 My use of ICT and information systems will always be compatible with my professional
role, whether using school or personal systems. This includes the use of email, text,
social media, social networking, gaming, web publications and any other devices or
websites. My use of ICT will not interfere with my work duties and will be in accordance
with BSS e-safety guidelines and code of conduct policy.

 I will not create, transmit, display, publish or forward any material that is likely to harass,
cause offence, inconvenience or needless anxiety to any other person, or anything
which could bring my professional role or the school into disrepute.

 I will promote e-Safety with the pupils in my care and will help them to develop a
responsible attitude to online safety, system use and to the content they access or
create.

 If I have any queries or questions regarding safe and professional online practice either
in school or off site, then I will raise them with the IT Teacher / SGO ETC/ School Head.

 I understand that my use of the information systems, Internet and email may be
monitored and recorded to ensure policy compliance.

The School may exercise its right to monitor the use of information systems, including Internet
access and the interception of e-mails in order to monitor compliance with this Acceptable Use
Policy and the School’s Data Security Policy. Where it believes unauthorised and/or
inappropriate use of the service’s information system or unacceptable or inappropriate
behaviour may be taking place, the School will invoke its disciplinary procedure. If the School
suspects that the system may be being used for criminal purposes or for storing unlawful text,
imagery or sound, the matter will be brought to the attention of the relevant law enforcement
organization.

I have read and understood and agree to comply with the Staff ICT Acceptable Use
Policy.

Signed: ……………………….... Print Name: ……………………… Date: ……................…

e-Safety Guidelines for Early Years, Primary and Middle Schools Page 18

e-Safety Guidelines for Early Years, Primary and Middle Schools

Appendix-6
Page 19

e-Safety Guidelines for Early Years, Primary and Middle Schools

Appendix-6
Page 20