Stay Safe Online
Be Careful What You Download
A top goal of cybercriminals is to trick you into downloading malware—programs or apps that carry malware or try to steal information. This malware can be disguised as an app: anything from a popular game to something that checks traffic or the weather. Do not download apps that look suspicious or come from a site you do not trust.
Choose Strong Passwords
Passwords are one of the biggest weak spots in the whole Internet security structure, but there is currently no way around them. And the problem with passwords is that people tend to choose easy ones to remember (such as “password” and “123456”), which are also easy for cyber thieves to guess. Select strong passwords that are harder for cybercriminals to demystify. Password manager software can help you to manage multiple passwords so that you do not forget them. A strong password is one that is unique and complex—at least 15 characters long, mixing letters, numbers and special characters.
Be Careful What You Post
The Internet does not have a delete key. Any comment or image you post online may stay online forever because removing the original (say, from Twitter) does not remove any copies that other people made. There is no way for you to “take back” a remark you wish you had not made, or get rid of that embarrassing selfie you took at a party. Do not put anything online that you would not want your parents or a prospective employer to see.
Be Careful Who You Meet Online
People you meet online are not always who they claim to be. Indeed, they may not even be real. Fake social media profiles are a popular way for hackers to cozy up to unwary Web users and pick their cyber pockets. Be as cautious and sensible in your online social life as you are in your in-person social life.
More Online Safety Resources
Abbot’s Lea School E-Safety Policy–Download
CBBC Stay Safe Fact Sheet–Download
Digital Parenting Magazine–Download
Staff Code of Conduct for ICT–Download
Childline Online and mobile safety
- The remote curriculum: information for parents/carers+
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We will endeavor to begin remote teaching via Zoom on the first day of a student working from home. However, in some cases, a student’s first day or two of being educated remotely might look different from our standard approach. If this is the case learning resources are readily available via our website. In most cases, we are pleased to report that our systematic approach to blended learning means that Zoom lessons begin on day 1 of self-isolation.
- What should my child expect from immediate remote education in the first day or two of pupils being sent home?+
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At all times, learning is available on our website (see Resource Centre). The class team will contact you via telephone and/or email on the first day of your child’s offsite provision period and explain the standard approach to home learning that is offered. They will also work with you to identify where we need to change our standard approach to cater for your family’s needs and unique situation.
Where individual pupils need to self-isolate but the majority of their peer group remains in school, they will join their classroom’s virtual classroom.
- Following the first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?+
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We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example, we may set PE challenges rather than teaching the PE lesson live. We may also use the opportunity to help your child focus on the development of life skills, as per our Philosophy of Education: The ASD model © as in many ways this is an opportunity we wouldn’t get if your child were in school. For example, we may ask them to make a cup of tea, or make their bed! We can then use this learning and link to other areas of the curriculum.
- How will my child access any online remote education you are providing?+
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We are using Zoom as our main platform. Guidance has been issued to all families about how to access Zoom and how to stay safe when using it. If you would like this guidance again, please ask your class team.
- If my child does not have digital or online access at home, how will you support them to access remote education?+
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We recognise that some pupils may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:
- We will issue or lend laptops or tablets to pupils. If you need such pr vision, please simply ask a member of your child’s class team.
- We will issue or lend devices that enable an internet connection (for example, routers or dongles), If you need such provision, please simply ask a member of your child’s class team.
- How will my child be taught remotely?+
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We use a combination of the following approaches to teach pupils remotely:
- live teaching (online lessons)
- recorded teaching (e.g. Oak National Academy lessons, video/audio
recordings made by teachers) - commercially available websites supporting the teaching of specific subjects or areas, including video clips or sequences
- long-term project work and/or internet research activities
- How long can I expect work set by the school to take my child each day?+
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The government have set out a minimum expectation for remote provision each day. They are listed below. However, we appreciate that home-schooling is difficult in many cases and that families are trying to overcome barriers such as working from home or caring for other children.
At all times, learning is available on our website. The class team will contact you via telephone and/or email on the first day of your child’s offsite provision period and explain the standard approach to home learning that is offered. They will also work with you to identify where we need to change our standard approach to cater for your family’s needs and unique situation.
We teach the same curriculum remotely as we do in school wherever possible and appropriate. However, we have needed to make some adaptations in some subjects. For example, we may set PE challenges rather than teaching the PE lesson live. We may also use the opportunity to help your child focus on the development of life skills, as per our Philosophy of Education: The ASD model © as in many ways this is an opportunity we wouldn’t get if your child were in school. For example, we may ask them to make a cup of tea, or make their bed! We can then use this learning and link to other areas of the curriculum.
Therefore, please do not feel under pressure to achieve what is simply not possible. The below guidelines are about what we need to provide as a school. If at any point you need additional support, different materials, or signposting to specific support, please do not hesitate to contact us.- Key Stage 1 (years 1 and 2 when pupils are aged between 5 and 7)
3 hours a day - Key Stage 2 (years 3-6 when children are aged between 7 and 11)
4 hours a day - Key Stage 3 and 4 (secondary school up to age 16)
5 hours a day - There is no stipulation set by the government for KS5 students (Age 16+) but we follow the same expectation as that set for KS4 students
5 hours a day
- Key Stage 1 (years 1 and 2 when pupils are aged between 5 and 7)
- What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?+
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We will be monitoring the engagement of students in their Zoom sessions and in the work with which they engage. However, where engagement is not good, we will work with you to change our approach to better suit the needs of your child and your family.
- How will you check whether my child is engaging with their work and how will I be informed if there are concerns?+
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Our afternoon Zoom session each day will be an opportunity for staff to formatively assess your child’s work and their understanding. We will still evidence work produced via physical work, or discussions via our Evidence for Learning platform.
- How will you assess my child’s work and progress?+
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Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows.
Where appropriate feedback may take one or a number of these forms:
- Verbal feedback during Zoom sessions
- Verbal feedback via the telephone
- Written feedback via Evidence for Learning
- Written feedback via email
