The importance of school playground safety
Playgrounds play a great part in the development of a child, the memories in a play park are often ones that are remembered. They’re the place where we play and explore risk, socialise with others and create memories that we will treasure long into adult life — but what happens when the risk becomes all too much? Retailers of lawn top dressing and play bark, Compost Direct have provided us with some research on playground safety and some suggestions on how to improve the levels of safety in a play area. We look specifically at the accident rates before offering tips to prevent injury and safeguard children without limiting their play potential. The current accident rate in British playgrounds It is hard to judge the overall playground safety levels in Britain as there is little research surrounding this. However, some studies have taken place that do shine some light on the safety of our playgrounds. One notable study is that done by Play England. They suggest that when you compare the risks involved of playing in a playground to partaking in a sport, the sport poses more harm to a child. For example, rugby has the highest non-fatal accident rate per 100,000 hours of exposure, with roughly 280 incidents. Football and hockey are the next most dangerous, with approximately 130 and 90 incidents respectively. In comparison, public playgrounds have one of the lowest non-fatal accident rates at around 5 incidents per 100,000 hours of exposure. The Hampshire and Isle of Wight Health and Safety Advisory Group suggest that many playground accidents are due to incorrect design and layout, poor inspection and maintenance, unsuitable clothing and lack of adult supervision – amongst other reasons. Playground safety hazards There are some actions that can be taken by schools to reduce harmful incidents. Of course, children love exploring and being mischievous and often accidents are inevitable. Playground designers cannot be overly safety conscious when deciding how a playground should look or else the adventures and challenges that children enjoy in a play area will be eliminated. However, a well-designed playground will not raise any additional hazards for children and will encourage safe play. When considering the layout of a park, a key thing should be that it is easily accessible by those who need it. Large groups must be able to navigate around the park, disabled children need access and emergency services must be able to reach the play zone in the case of an accident. The materials that are used to create surfaces in the park should have been carefully evaluated and tested for safety hazards. Hard surfaces should be non-slip, especially in rain and adverse weather conditions as this is a common cause of accidents. Impact absorbing surfacing should be fitted around all apparatus to reduce injury level in the case of a fall. This could be in the form of play bark (bark chippings) or sand. Surfaces should be level too, with adequate opportunity for drainage to reduce risk of corrosion on any of the equipment. In a park, there should be plenty of seats around the play areas so that children can socialise. What can teachers do? The key thing that staff can do is keep a watchful eye over what is happening in the playground to ensure effective safeguarding. Keep an eye out for older and younger children playing together. Although we don’t like to think so, this can lead to bullying or your child feeling uncomfortable when they are playing. In this situation, encourage children to play on another piece of equipment. Age-segregated areas can be beneficial for this reason – as well as accessibility reasons. Keep an eye out for any litter too which may be harmful. Take on board suggestions for improvement around playground safety too – ask your pupils about their experiences; they might have come across something that you did not notice.
Unique PSHE resources for mental health and safeguarding
There is now a realization by governments that schools play an important role in promoting good mental health. And there’s pressure on schools to deliver. Promoting robust mental health is now a formal part of the PSHE curriculum, yet there’s very little available to schools in terms of support and resources. Now, there are proven resources available – all the way from Denmark! Widely regarded as one of Europe’s most successful education systems, Denmark has enthusiastically embraced the need to provide positive mental health intervention. As in the UK, there are incredible stresses placed on children and young people by social media, peer pressure, bullying, exams, and more. There’s very little that schools can do to alleviate these stresses, but what they CAN do is provide ‘counterbalancing’ positive input. In Denmark, as in many other countries around the world, the concept of ‘positive education’ has emerged as an important part of the curriculum. Evidence from many studies shows that good self-esteem and robust mental health allow children to learn better. But until recently, the tools that schools needed to implement such policies were lacking. This is where Denmark has taken a lead… Based on the concepts of positive psychology and intrinsic character strengths, the Danish education company Strength Academy has developed a range of classroom materials that are easy to use and give very positive results. Now proven over several years, and in hundreds of schools, Strength Academy materials are finally available in the UK. With versions available for both Primary and Secondary schools, the Strength Academy resources are complete systems – ready to go. High quality teacher and classroom resources are complemented by low-cost student workbooks, reducing costs: Strength Game (each box for 2–4 players) Teacher guides with clear step-by-step activity instructions Low-cost student workbooks (just buy new workbooks for each class) A4 flashcards A2 classroom poster Evidence from Denmark shows that using these resources can lead to: Noticeable improvements in individual self-esteem Improved class interactions and acceptance of diversity Greater engagement and willingness to learn In the UK, these leading-edge resources are supplied and supported by Tiny Sponges. We’re a specialist supplier of PSHE, mental health, and safeguarding resources to schools and parents. With over 30 years’ experience in education, we’ve worked with Strength Academy to adapt these unique resources for the UK. Email: info@tinysponges.com Web: www.tinysponges.com Tel: 01903 910191
New research highlights schools’ lack of confidence in handling online abuse
RM Education has today released key findings from its latest research – conducted in association with the NSPCC – into online safety policy and practice in UK schools. The survey asked 1,158 senior leaders, designated safeguarding leads and network managers from primary and secondary schools for their views and experiences in creating safe web environments for pupils. Results revealed that only 37 per cent felt very confident in identifying and handling online abuse incidents involving children, while 57 per cent of secondary school respondents and 77 per cent of primary school respondents felt only somewhat confident, or unconfident, in their understanding of the threats students face online. When asked how they would approach a coercive sexting incident between pupils, in which an image was circulated around school, just 61 per cent said they would confiscate the device and inform parents and police. The remainder of responses to this question were varied, suggesting inconsistencies in awareness around recommended practices. 7 per cent of education professionals said they would forward the image on, which directly contradicts the government’s advice on Keeping Children Safe in Education. Schools also indicated they were unclear around where the ultimate responsibility for online safeguarding lay. Only a quarter of respondents cited their Designated Safeguarding Lead as the main point of contact for online safety, while nearly half (49 per cent) of heads in primary schools were defined as the lead. Underpinning these statistics was an overall lack of confidence from respondents in their school’s approach to online safety. The majority of secondary school professionals were only ‘somewhat confident’ in their school’s approach, while the majority of primary school professionals were ‘unconfident’. Only 15 per cent of primary and 18 per cent of secondary respondents said they were ‘very confident’ in their school’s approach. Tools for tackling online threats also varied between primary and secondary schools. While 97 per cent of all respondents had filtering software in place at their school, 30 per cent of secondary schools and a staggering 73 per cent of primary schools had no software in place to monitor students’ online activity and identify potential threats or risks of harm. A recurring theme in the research appears to be training, with a third of schools not providing staff with regular online safety training and a further 12 per cent providing training only when requested by staff. However, most respondents felt the frequency of training would have little impact on their confidence in dealing with online safety incidents, and a quarter of respondents made no changes to any aspect of how they approach and manage online safety after training. Overall, the research confirms that schools need a greater degree of support to implement and apply effective safety training and policies. Jeremy Cooper, Managing Director of RM Education, said: “The results of the survey have further highlighted the challenges we frequently hear from schools. Online safety is a huge concern, and while many schools have invested time and effort into online safety, there is still significant work to be done to help staff feel more confident in ensuring their young learners are protected online.” Almudena Lara, NSPCC Head of Policy, added: “Social media, sexting and online pornography did not exist a generation ago and this survey underlines how crucial it is that today’s teachers feel equipped to help their pupils navigate healthy relationships in the modern world. “As part of the Government’s rollout of compulsory relationships and sex education lessons in schools, there needs to be comprehensive training and support in place to help teachers incorporate online safety awareness into this programme.” The survey also explored how online safeguarding practices were determined and implemented. Just 9 per cent of respondents involved students in shaping their school’s approach, while 32 per cent didn’t involve students in developing policies. This could represent a significant area of opportunity for safeguarding leads seeking to build and embed a more effective whole-school approach. RM works with thousands of schools and colleges across the UK, using technology solutions to help teachers to teach and learners to learn. Their team of experts provide guidance and support for schools, helping them to develop the systems and policies to ensure children can be safe on the internet. For more information, visit www.rm.com
FREE Safeguarding in September Webinar
Sign up to Educare’s FREE Safeguarding in September webinar today! When? Tuesday, June 25th at 4:00pm September always brings fresh challenges with children returning to school after the long summer break and new pupils and staff settling in. This year, there will be additional complexity due to the introduction of Ofsted’s new inspection framework and changes to PSHE guidelines. In this free webinar from EduCare, former Headteacher, Doug Watt, and Pastoral Care Specialist, Dawn Jotham, will cover key themes for safeguarding in September including mental health, staff wellbeing, and online safety. Find out more and book your place here
Why cybersecurity needs to be a priority for the education sector
Adrian Jones, CEO at Swivel Secure Education institutions need to make cybersecurity a priority. Despite the sector facing major challenges such as a lack of staffing and a lack of funding and resources, cyber attacks are no less frequent or less severe in education. In fact, they seem to be gaining ground in prevalence year-on-year as instances of breaches in schools and higher education are widely reported. In recent years we’ve seen news of ransom attacks causing financial damage – like that on the University of Calgary where the institution allegedly handed over $20k to cybercriminals, and malware attacks causing mass disruption – similar to the disruption which, apparently, caused the Minnesota School District to shut down for a day while IT professionals rebuilt the system. The more worrying breaches are where student safety is compromised. Educational institutions are entrusted to safeguard their students, many of whom are minors, but a weak cybersecurity infrastructure can put them at risk. This was made all too clear when the CCTV in several schools in Blackpool was allegedly breached, and the footage reportedly live-streamed on the internet. It’s an unfortunate fact that, while cybersecurity in education is necessary to protect against financial loss and prevent disruption, it’s also crucial to protect students from harm. Which is why the sector needs to do everything it can to ensure their applications and systems are protected, and work to overcome any challenges. In this article, we’ll look at the current state of cybersecurity in education. We’ll discuss the most common reasons for attack, the highest threats and the main challenges facing the sector to help you understand why cybersecurity needs to be a priority, and how you can make it a priority for your educational institute. Why education is a target for cybercrime There are four key reasons why Education is a target for cybercriminals. With Education venues varying in size, purpose, and stature, the motives for attack can vary too. For example, what might be a common threat for world-renowned Universities/Colleges might not be an issue for schools or school districts. So, institutions need to evaluate the risk and understand what data is vulnerable to unauthorised access. DDoS attacks – Distributed Denial of Service, or DDoS attacks are a common type of attack on all levels of Education venue. This is where the attacker’s motive is to cause widespread disruption to the institute’s network, having a negative effect on productivity. This can be a relatively easy attack for amateur cybercriminals to carry out, especially if the target network is poorly protected. There have been instances of students or teachers successfully carrying out a DDoS attack, with motives ranging from simply wanting a day off, to protesting the way a complaint was handled. Data theft – This is another attack affecting all levels of education because all institutions hold student and staff data, including sensitive details like names and addresses. This type of information can be valuable to cybercriminals for several reasons, whether they plan to sell the information to a third party or use it as a bargaining tool and extort money. The concerning aspect of this type of attack is that hackers can go unnoticed for long periods of time. As was the case at Berkeley, where at least 160,000 medical records were allegedly stolen from University computers over a number of months. Financial gain – Another motive for hackers carrying out an attack on an education institution is for financial gain. This might not be as high a risk for public schools, but with private institutions and Universities/Colleges handling a large number of student fees, they’re a prime target for cybercriminals. Today, it’s usual for students or parents to pay fees via an online portal, often transferring large sums of money to cover a whole term or year of tuition. Without proper protection or preparation on the part of education institutions, this presents a weak spot for cybercriminals to intercept. Espionage – The fourth reason why education is a target for cybercrime is espionage. In the case of higher education institutes like Universities/Colleges, they’re often centres for research and hold valuable intellectual property. Universities/Colleges need to be suitably protected, as it’s thought that scientific, engineering and medical research by UK Universities has been previously compromised by hackers, and with plenty of time and money to fund them professionals are often at the helm of these attacks. With these four motives in mind, the way in which hackers carry out an attack on Education networks can further help us understand how to protect them. How education is targeted JISC’s 2018 Cybersecurity Posture Survey questioned IT professionals within further and higher education. They were asked to name the top cyber threats facing their institutions, and the top three answers give us insight into the most common ways Education networks are breached. Phishing – Phishing scams often take the form of an email or instant message and are designed to trick the user into trusting the source in a fraudulent attempt to access their credentials – whether that’s sensitive student data or confidential research. This type of attack is highlighted as the top threat facing higher education venues, suggesting hackers regularly target the sector using the method. Ransomware/Malware – Also in the top three cyber threats highlighted by the report, ransomware and malware attacks prevent users from accessing the network or files and cause disruption. More advanced forms of this threat can see attackers hold files to ransom. Ransomware or malware typically infects devices using a trojan, a file or attachment disguised to look legitimate. However, some ransomware (like the WannaCry attack) have been shown to travel between devices without user interaction. Lack of awareness – The third threat listed by professionals in both further and higher education is a lack of awareness or accidents. This could be on the part of staff or students who aren’t sufficiently trained to practice good cyber hygiene or accidentally compromise the network. Despite taking on different appearances,
School security risks – matching boundary protection to your needs
Cris Francis, security consultant for Jacksons Fencing, offers a guide to ensuring pupils are safe when it comes to school security… Whether renewing, refurbishing or building from new, the school fence, entrance gates and access control should be carefully considered for today and in anticipation of the future. Here are our top five areas to consider when evaluating the security of a school site: Access points Over half of teachers say their school has more than one entrance (56%). Access points, however, should be limited in number, with one main point located in view of the reception or school office, to allow school staff to monitor pupil movement patterns and vehicle access. Type of risk Criminal damage is a problem at 28% of schools, according to teachers. This is part of a range of risks, from theft and vandalism to arson and anti-social behaviour. Other risks can include heavy traffic or equipment and fencing appearing as an incidental climbing frame for young pupils. Aesthetics For a school, the balance between deterring potential intruders whilst welcoming students and visitors is vital. Creative use of colour can soften a perimeter’s appearance. While metal railings may be suitable for some schools, nurseries and primary schools may benefit more from timber fencing, which still provides security but with a ‘friendlier’ appearance and greater privacy. Usage Your school site will probably experience heavy pedestrian and vehicular traffic at peak times of day, such as immediately before and after school hours. Think about creating separate traffic routes for pedestrians and cars to ensure safety during these busy times and discuss how your site security should be managed in off-peak times. Local environment It’s important to take a good look at the landscape around your site. For instance, are the foundations firm enough for fences, gates and barriers to sit effectively? A significant 36% of parents know of children leaving the school site by climbing over the perimeter. Are there any potential climbing aids, such as overhanging branches, parked vehicles or storage bins that need to be borne in mind? Performing a thorough risk assessment is an essential part of putting together a robust and appropriate perimeter security strategy. Whatever you choose to improve school security should provide a realistic and appropriate level of physical security, commensurate with the risks it could face. For more information on school security and boundary protection, see jacksons-security.co.uk [1] In April 2018, Jacksons surveyed 1,000 parents (nationally representative), 282 teachers (including 44 head teachers) and 75 architects, quantity surveyors and contractors.
Fire safety in schools: a guide
Ashfords legal, professional and regulatory services experts offer advice on how to keep your pupils safe in the event of a fire, and what to do to ensure you are meeting regulations on fire safety in schools… Following the Grenfell Tower tragedy in June last year, the importance of fire safety systems has come in to focus. One sector reviewing this area is education. Many school buildings have cladding which is not fire resistant and contains asbestos. Often, schools are not fitted with sprinkler systems. Angela Rayner, the shadow education secretary, recently announced that a future Labour government will put sprinkler systems in all new school buildings and pay to remove asbestos and flammable cladding from existing sites. This commitment forms part of a £14 billion capital investment pledged by Labour, which the party claims will “bring all schools up to a good standard”. In addition, the government has been forced to review the guidance on sprinklers in schools having previously claimed that additional spending on sprinklers would outweigh any savings in preventing damage to school buildings. The guidance was previously the subject of a consultation in August 2016 which proposed changes to its wording. The changes were notable as they removed the expectation that most new school buildings would be fitted with sprinklers. Despite criticism of the changes suggested in the consultation, the government insisted the recommendation was only a change of language, not of actual rules governing sprinkler installation. However, figures released recently by School’s Week revealed that of the 260 schools rebuilt as part of phase one of the government’s priority school building programme, just 74 have, or are planned to have, sprinklers fitted. Furthermore, according to David Amess, chair of the all-party parliamentary group for fire safety, since 2010 the proportion of new school buildings installing sprinkler systems has plummeted from 70 per cent to 35 per cent. Requirements for fire safety in schools: Schools are required to undertake risk assessments to identify the general fire precautions needed to safeguard the safety of occupants in case of fire, including their safe means of escape. Under the Regulatory Reform (Fire Safety) Order 2005 (RRO) fire legislation has become simplified. The Department for Communities and Local Government has produced a guide for schools – fire safety risk assessment: educational premises. The guide deals with the provision and management of fire safety. You will need to: ensure procedures are in place to reduce the likelihood of fire; maintain fire detection and alarm systems; ensure staff and pupils are familiar with emergency evacuation procedures; and calculate the numbers of persons likely to be in any areas of assembly and ensure your exit capacities are sufficient for those numbers. It is important that: fire risk assessments are kept up to date; and fire precautions remain current and adequate (they should be reviewed in detail when significant alterations are made to a school’s premises). Ashfords is a national provider of legal, professional and regulatory services. If you require support in relation to fire safety or further information please contact a member of Ashfords’ Regulatory Consultancy team.