17:16:02 Learning outcomes - have gained insight into safer online practice and have an idea of where to gor for futher guidance.
17:16:34 so that you can: contribute and take whatever actions are nedded to safeguard participants in online sessions
17:17:06 What is safeguarding?
17:17:20 Who are we safeguarding and what are safeguarding them from?
17:18:02 Anything we do which is preventing someone from harm is safeguarding
17:18:22 A framework which safeguards employee from exploitation
17:19:02 WHAT IS A CHILD: Anyone who has not yet reached their 18th birthday. The fact that a child has reached 16 years of age, is living independently or is in further education, is a member of the armed forces, is in hospital or in custody in the secure estate, does not change their status or entitlements to services or protection.
17:20:21 PRINCIPLES OF SAFER WORKING•We have a responsibility for the safety and well-being of audiences, participants and colleagues.•We should work and be seen to work in an open and transparent way. •We are responsible for our own actions and behaviour and should avoid any conduct which would lead any reasonable person to question our motives and intentions.
17:24:13 Quick facts and figures about tech use:
17:24:15 •	58% 3 - 4 year olds use tablets•	69% 12 – 15 year olds have social media profiles•	8 - 15 year olds would rather watch YouTube•	35% 8 – 11 year olds have a Smartphone•	83% 12– 15 year olds have a Smartphone•	47% 5 – 15 year olds have a tablet
17:25:06 This next section considers the risks that exist; the causes for concern.  This is the section where will reference some material that some may find distressing, so please feel free to turn your sound off for the next ten minutes, or to leave the session if you are in the least bit concerned.
17:25:46 The 3 c’s: content, contact, conductThe three Cs were first defined and described by the NSPCC, and they are an ideal filter for us to consider the risks of any online project that we may be designing or considering.
17:26:44 Content Risk (child as recipient): children receiving mass-distributed content. This may expose them to age-inappropriate material that isn’t necessarily illegal such as pornography, extreme violence, or content involving hate speech and radicalisation. Or sites that promote self-harm, encourage eating disorders or are pro-suicide.
17:29:05 Contact Risk (child as participant): children as victims of interactive situations. This includes being bullied, harassed or stalked; meeting strangers; threats to privacy, identity and reputation (for example, through embarrassing photos shared without permission, a house location being identified, someone impersonating a user, users sharing information with strangers); and violence, threats and abuse directly aimed at individual users and/or groups of users.
17:30:01 Also includes the grooming of children to get them to participate in illegal activity, share images or meet in person.
17:31:49 Conduct Risk (child as actor): children participating in an interactive situation. This includes bullying, sexting, harassing, being aggressive or stalking of others; or promoting harmful behaviour such as self-harm, suicide, pro-anorexia, bulimia, illegal drug use or imitating dangerous behaviour.
17:34:17 A child’s own conduct online can also make them vulnerable - for example, by over-sharing their personal information or by harassing or bullying themselves.Sharing youth produced sexual imagery, for example, nude selfies.Can also include online gambling using false age identification (fraud) or other illegal activity such as hacking.
17:34:39 We can use the three c's as a risk assessment for a project.
17:35:37 So as a simple starting point, when you are design an online project, ask yourself the following questions:Could the project expose children and young people to inappropriate content?Does the project place children and young people at contact risk?Could the project result in young people behaving inappropriately towards each other?Then put safeguarding measures in place to reduce the chances of these things occurring.
17:36:19 In this next section I am going to lay out some good practice guidelines that I have gathered from a wide range of sources and specialists in online teaching and learning, creative arts practitioners, digital safeguarding specialists and personal experience.  I am particularly concerned to address the growing use of video conferencing software, like this one we are in at the moment.
17:36:45 Its use has grown exponentially through the lock down, and it is a great way to bring together groups and deliver workshops and creative practice.  I will be mostly referring to Zoom, but I know that other software and platforms are available, so I am trusting that if you are familiar with them you will be able to take the underlying principle and adapt it to your software of choice
17:36:55 If it’s unacceptable offline.  It’s unacceptable online.
17:38:21 good practice in planning an online project means:
17:38:36 having a separate zoom/skype/fb account for your online sessions
17:38:45 keeping parents and carers informed
17:38:55 where possible, using the parents' or carers' accounts
17:39:20 having a clear written policy
17:40:08 getting the written agreementof parents/carers
17:42:08 making sure you understand your datat protection responsibilities
17:43:38 good practice in delivering online: 1. It shouldn’t need to be said, but make sure you present yourself professionally and consider the backdrop to your activities.  Neutral is best.  Think about your backdrop. We ask the same of the young people, and we should absolutely avoid broadcasting from bedrooms!
17:43:53 2. This is another example of the transparency principle in practice, which I think is particularly important in one to one work.  It safeguards you and it safeguards the young person.
17:44:28 3. Agree a code of conduct with the young people.  At a minimum, agree how they will behave towards each other, how you expected them to be dressed (not in pyjamas, for example), and agree where would be the best place for them to be talking to you from in their home (ideally, not their bedroom). The same rules that apply to you, apply to the group.
17:45:00 4. Recording sessions is tricky, and requires a further level of agreement. You should never record a session without the knowledge and written consent of the young people, and their parents/guardians. If you decide you so wish to record lessons:Ask for consent in writing before you make any recording.
17:45:21 Have a written policy available to your clients which says what you will do with the recordings, how long you will keep them for and when they will be destroyed.If you do record, make sure to film in a neutral area where nothing personal or inappropriate can be seen or heard in the background.
17:45:56 good practice in session delivery means:
17:45:57 1.	Make sure you are familiar with the software and understand its functions. Keeping everyone in the waiting room until the start time means you avoid being in a one to one space, ensures equitability and makes sure that your interactions aren’t misinterpreted.2.	There are lots of horror stories out there about how Zoom calls have been Zoombombed and people have posted inappropriate material into the middle of meetings.  Set up some protocols for what you will do if this happens.  Typically, y
17:46:13 Typically, you end the session immediately and restart after fifteen minutes, with a new invite and password.  This is a useful protocol to employ of one of your participants behaves inappropriately, or posts inappropriate material as well.
17:46:35 3.	You will be provided with an invitation into a young person’s home, which may mean you witness interactions and gain insights into their home life.  If anything concerns you, make a note of it and pass it on to your commissioning organisation’s Designated Person for Safeguarding or your line manager.  If you are working on your own project, make a note and seek advice from social care, NSPCC or ChildLIne.
17:47:40 General Advice•		Be open and transparent; a policy of no secrets.•	Always report a nagging doubt to appropriate people no matter how embarrassing it may seem•	Always ask yourself  “Can I justify what I am doing?”•	If you are working for an organisation, make sure you have seen their policies •	Check that the organisation permits you to use your preferred social media and/or conferencing platform.  Don’t assume.