E Safety

E - Safety
CPD accredited course notes

The following course notes are provided to support the content of our E-Safety training module.
The notes will assist in the assessment process and as a reference document.
The SSS Learning video content and course notes are intended to inform participants and
should not be seen, or acted upon as legal advice.
Copyright © 2022 SSS Learning Ltd. All rights reserved. (September 2022) V8.0
All trademarks referenced in this document are acknowledged as the property of their respective
owners. Their use here does not imply any affiliation with, or endorsement of, the referenced
products.
Introduction
This course is designed to provide an overview of the topics related to the subject of e-safety. In
this course we examined the following topics:
• Cyberbullying;
• Victim Behaviour;
• Legislation;
• Radicalisation;
• The Dark Web;
• Online Child Sexual Exploitation;
• Child Criminal Exploitation;
• Child Financial Exploitation;
• Sexting;
• Online Profile Management;
• Cybercrime;
• Internet Use Policies;
• School / Academy Responsibilities;
• Best Practice.
Cyberbullying
Cyberbullying can be described as bullying using electronic communication. This form of bullying
can take place via text message, over social networks or via any number of communication systems
available over the internet. This type of bullying has a greater impact on the victim when there is
an element of repetition and a real or perceived power imbalance between the victim and the
perpetrator(s).
A survey1 of 6,000 10 – 18 year-olds conducted by the European Commission’s Joint Research Centre
found that 50% of children had experienced at least one kind of cyberbullying in their lifetime. In
the eleven European countries included in the report, 44 % of children who had been cyberbullied
before the global Covid-19 pandemic stated it had happened even more during lockdown.
Cyberbullying is particularly unpleasant as the bully can often maintain their anonymity, intimidate
and threaten directly or as part of a wider group and so feel emboldened.
The victim is remote from the perpetrator who may be unaware of the destructive effect of their
actions. As a result, perpetrators may become increasingly more severe in their attacks. The attacks
may be repeated, further compounding the destructive impact on the victim.
Cyberbullying includes:
• Flaming – a group targeting insults at one individual;
1. https://publications.jrc.ec.europa.eu/repository/handle/JRC124034 How children (10-18) experienced

online risks during the Covid-19 lockdown- Spring 2020
1
Copyright © 2022 SSS Learning Ltd. All rights reserved.

• Online harassment;
• Cyberstalking – repeatedly harassing or threatening someone using electronic communication;
• Denigration;
• Masquerade – impersonating, stealing (or using) another person’s identity to direct an attack;
• Outing – disclosing private personal information (particularly regarding sexual orientation or
preference);
• Exclusion;
• Putting up false profiles;
• Distributing personal material against someone’s wishes;
• Trolling - is a form of bullying where the perpetrators anonymously log on to a social network
platform with the specific purpose of identifying and bullying an individual. Trolls often find it
entertaining to try to compete with other trolls to try to say the most outrageous and hurtful
things to their victim. They often try to convince the victim that they know who they are offline
and threaten to attack them physically or sexually.
Cyberbullying – victim behaviour

There are no hard and fast rules on how young people behave when they are victims of
cyberbullying or other types of bullying.
Victims may:
• Exhibit anxiousness and insecurity;

• Be cautious, sensitive and quiet;
• Become easily upset;
• Have a negative view of themselves and their situation;
• Express feelings of shame, stupidity or unattractiveness;
• Appear to be socially isolated;
• Exhibit depression or mood swings;
• Have an excessive over reliance of social media or the internet.
If you suspect that a pupil may be subject to cyberbullying then follow the procedure
documented within your Safeguarding Policy and share your concerns with your Designated
Safeguarding Lead or a Named Person.
Cyberbullying Legislation
Section 1 of the Malicious Communications Act 1988 makes it an offence to send another person
an electronic communication which is threatening, or the sender believes to be false, in order to
cause distress or anxiety. A person found guilty of such an offence is liable for up to two years in
prison and a fine. This section is not applicable to Scotland or Northern Ireland.
Section 127 of the Communications Act 2003 applies to the whole of the UK and makes it an offence
to transmit any

‘message or other matter that is grossly offensive or of an indecent,
obscene or menacing character’
sent by means of a public electronic communications network. It also makes it an offence to
purposefully cause annoyance, inconvenience or needless anxiety by sending an electronic
message which is known to be false or persistently send messages to cause annoyance. It can be
difficult to identify the perpetrators but conviction for this offence could result in up to 6 months
in prison and a fine.
Section 89 of the Education and Inspections Act 2006 requires that State schools in England and
Wales must produce a Behaviour Policy or additional policy which states the strategy for the
management of anti-bullying.
The Act charges schools with:
‘encouraging good behaviour and respect for others on the part of pupils
and, in particular, preventing all forms of bullying among pupils’.
Academies and independent schools are also required to have a Behaviour Policy and should
develop and implement effective anti-bullying strategies. The anti-bullying strategy should also
stipulate each organisation’s policy relating to the prevention of cyberbullying as well as offline
forms of bullying.
Anti-bullying and Cyberbullying policies may regulate the behaviour of pupils when they are not in
the educational setting or under the control of a teacher to an extent that is reasonable.
The policy must be periodically reviewed by governance and if they would like revisions to be
made, they should provide advice and guidance prior to ratification. Senior Leadership must act in
accordance with governance wishes.
Article 3 of the Education (Northern Ireland) Order 1998 (as amended) provides similar powers in
Northern Ireland.
Currently there is no anti-bullying legislation applicable to Scotland. The Scottish Government has
set out its anti-bullying agenda in the document Respect for All: The National Approach to Anti-
bullying for Scotland’s Children and Young People. This document makes it the responsibility of
organisations working with children and young people to develop an Anti-bullying Policy ‘in step
with the principles and values that underpin Respect for All’.
Radicalisation
Young people are at risk of encountering individuals online who may express extreme views. These
propagandists may seek to promote their views in an attempt to radicalise susceptible individuals.
These susceptible individuals are disproportionately young people.
There are a number of terror groups who aim to recruit individuals to their cause. These include:

• Islamic fundamentalists;
• Far Right extremists;
• Republican groups in Northern Ireland.
‘Radicalisation is usually a process not an event.2’
Key factors which encourage and support radicalisation include:
• An individual’s search for identity, meaning and community;

• Feeling apparent or real discrimination and socio-economic disadvantage;
• Sympathy and association with a terrorist’s ‘value system’, a community and/or an apparently just
cause.
Propagandists are able to reach susceptible individuals via the internet using video clips, social
media groups, chat rooms and through propaganda distributed on websites.
Terrorist groups target individuals who sympathise with their cause in order to build rapport and
isolate individuals from mainstream views. By developing an online social group, they can nurture
increasingly extreme points of view within the group, which ultimately leads to radicalisation.
As the radicalisation process progresses, these groups are often directed to communicate via
the dark web or via encrypted messaging services where law enforcement agencies find it more
difficult to find and trace individuals. The dark web is also used to point individuals to extreme
illegal content that would be taken down by legitimate internet hosting companies.
Dissemination of terrorist publications is made illegal by Section 2 of the Terrorism Act 2006.
Anyone found guilty of having published information that:
• Encourages the commission, preparation or instigation of acts of terrorism;
or
• Glorifies or encourages emulation of a terrorist act; or

• Is useful to someone committing a terrorist act; upon conviction could receive up to a 7-year jail
term and/or a fine.
Evidence suggests that people at risk of radicalisation appear to be normal members of society.
Research after the Second World War identified personality traits that may put a person at risk
from radicalisation.
Traits include:
• A perception that they have been subject to discrimination or exclusion, resulting in damage to
their ego;
• Becoming argumentative and domineering;
• A strong need to obtain definitive solutions to ambiguous issues, leading to inclination towards
groups providing authoritarian or dogmatic solutions;
• A tendency to become anxious and insecure under conditions that contradict their world view.
2. Prevent Strategy 2015, updated 2017

4

They may be quick to condemn those who disagree with their views;
• A change of friendship group or isolation from a previous friendship group;
• Being highly secretive about their online activity;
• Expressing sympathy for violent extremist groups;
• Losing interest in activities that they used to enjoy.
If uncertain or suspicious about a pupil or adult’s activities, or that an individual is at risk of
radicalisation, do not delay in sharing concerns with your DSL or a Named Person. Concerns
re internet and social media content can also be directly reported to the Counter Terrorism
Internet Referral Unit.
(Please note our Prevent Duty Course covers radicalisation in detail.)
The Dark Web

User activity on the internet may be, and very often is, tracked. This usually is by the internet service
provider and the website that the user visits, but can also be by search engines or social media
companies. The information gleaned can also be used in law enforcement or by governments.
The dark web was developed in collaboration with the US Naval Laboratory in order to provide a
method for libertarian groups within despotic countries to gain impartial information and to be
able to report on governments’ misdemeanours anonymously. However, despotic governments
may utilise users’ internet activity as a reason to punish opposition to the state. They may also
restrict the news available to their population, instead directing to approved government sources.
The dark web is a term used to describe a small section of the internet which offers the person
viewing, and the websites that they view, total anonymity. This area is only accessible using a
special Tor browser which wraps every bit of the information request sent out to the internet in
multiple layers of encryption.
Individual servers on the Tor network then decrypt one layer of encryption before sending the
request out to the Tor network again for another Tor server to retrieve and decrypt another layer.
After several such relays, the original request is deciphered and bits of the information request are
relayed to the desired website.
The website then returns the desired information via the Tor network and the returned information
is re-encrypted by each individual server until the layers of encryption are removed by the browser.
Each request is handled by a different set of servers making it virtually impossible for anyone to
intercept and understand the whole of the original information.
This methodology is termed ‘onion skin routing’ as this describes the layers of encryption that
enclose the information. Common browsers such as Internet Explorer, Chrome, Firefox and Safari
are not designed to process these encrypted files and so cannot access the dark web.
Whilst the original concept of the Tor network was laudable allowing the world to discover the
plight of many people’s suffering, particularly in the Middle East, it has introduced significant
safeguarding risks. The anonymity provided by the dark web has been exploited by those wishing
to evade legal jurisdictions. The Tor network allows servers within the network to serve web pages
as well as relay encrypted messages.

The Tor network is not particularly extensive and is only a tiny fraction of the size of the internet
as a whole. In research3 conducted in 2015 there were only 5,205 websites found on the dark web.
Of these just under half were inactive and not in use leaving 2,732 active websites. At least 57% of
these websites provided illegal products or services. e.g.
Category Details
Drugs Trade or manufacture of illegal drugs including legally obtained prescription
medicine
Extremism Content espousing extremist ideologies, including ideological texts, expressions
of support for terrorist violence, militant how-to guides and extremist community
forums
Finance Money laundering, counterfeit bills, trade in stolen credit cards or accounts
Hacking Hackers for hire, trade or distribution of malware or DDoS capabilities
Illegitimate Pornographic material involving children, violence, animals or materials obtained
pornography without participant’s consent
Nexus Websites primarily focussed on linking to other illicit websites and resources
within the dark net
Other illicit Materials that did not easily fit into the other categories but remain problematic,
such as trade of other illegal goods and fake passports or IDs
Social Online communities for sharing illicit material in the form of forums, social
networks and other message boards
Violence Hitmen for hire and instructional material on conducting violent attacks
Other Non-illicit content such as ideological or political content, secure drop-sites,
information repositories, legitimate services
None Websites which were either completely inaccessible or otherwise had no visible
content, including websites which hosted only place holder text, indicating that
their operator had yet to generate indicative content.
Cryptopolitik and the Darknet
The global law enforcement community are working hard to identify and pursue the individuals
involved in such activity but the anonymity provided by the network and the multinational
extent makes this work extremely difficult.
Some young people are tempted to enter the dark web. Internet searches return links to online
gaming and illegal download sites on Tor which can draw them into using the dark web. The
games on these sites are likely to be extreme in their depiction of violence and sexual content
and may be illegal and disturbing.
Many of the files downloaded from illegal download sites are likely to be impregnated with
highly exploitative viruses. Use of anything from the dark web is extremely unwise as they have
most likely been provided by dangerous and unscrupulous criminal elements.
Such sites are likely to be ‘honeytraps’ set by criminal or paedophile gangs in order to harvest
information used to groom or gain leverage over users to extort and blackmail them either for
3. Cryptopolitik and the Darknet

6

money or sexual exploitation.
Another possible draw of the dark web is by those wishing to obtain illegal drugs. There are
reportedly factories in the Far East producing illegal drugs on an industrial scale. Much of their
merchandise is sold via the dark web and available via mail order. Many of these drugs are
highly addictive and extremely potent and dangerous. Use of these drugs have been fatal in a
high proportion of cases.
It is difficult to justify why most people in the UK would access the dark web for legitimate
purposes. If you become aware of a pupil accessing the dark web, especially websites with
the suffix ‘.onion’, report this immediately to your DSL or Named Person and follow your
Safeguarding Policy.
Online Child Sexual Exploitation

Online Child Sexual Exploitation (OCSE) includes the online communication between an adult
and a child for the purposes of sexual exploitation. It sometimes involves grooming of children
over a period of time in order to gain their trust. However, according to CEOP, many perpetrators
are increasingly trying to gain quick leverage in order to coerce their victims into cooperating.
Evidence suggests that some perpetrators use a scattergun approach to target multiple potential
victims (sometimes in the thousands) in order to identify those vulnerable to OCSE. Once a victim
engages in communication with the perpetrator they are often subject to rapid escalation which
may include threats, intimidation and coercion.
The aim of OCSE is to deceive victims into producing indecent images of themselves, engaging
in sexual chat or sexual activity over webcam. OCSE can also lead to offline offending, such as
meetings between an adult and a child for sexual purposes.
The environments where offending occurred were: social networks; chat and instant messaging;
gaming and mobile phones. Most offending occurs on social networks followed by chat and instant
messaging sites.
According to National Crime Agency estimates, 300,000 individuals in the UK are thought to be
involved in downloading and sharing indecent images of children. Investigators monitoring a single
online chatroom in 2017 identified 4,000 men using it from the UK alone.
These images are shared via
• Social media • The dark web (including commercial websites)

• Peer-to-peer networks • Live video streaming
Child Criminal Exploitation (CCE)

As defined in Keeping children safe in education4, CCE is:
“where an individual or group takes advantage of an imbalance of power
4. (2022) Keeping children safe in education DFE.

7

to coerce, control, manipulate or deceive a child into any criminal activity
(a) in exchange for something the victim needs or wants, and/or (b) for
the financial or other advantage of the perpetrator or facilitator and/or
(c) through violence or the threat of violence.’”
Victims may have been criminally exploited even if the activity appears consensual. Whilst such
exploitation may involve physical contact e.g. being forced to shoplift, pickpocket or take part in
‘county lines’ activity, it can also occur through the use of technology.
Whilst not an exhaustive list, indicators of CCE include:
• Children who appear with unexplained gifts or new possessions;

• Children who associate with other young people involved in exploitation;
• Children who suffer from changes in emotional well-being;
• Children who misuse drugs and alcohol;
• Children who go missing for periods of time or regularly come home late;
• Children who regularly miss school or education or do not take part in education.
In recent years the internet and social media sites are also being used as mechanisms to facilitate
Child Financial Exploitation (CFE). In 2020, 8,791 young people under 21 years (some as young
as 13) were caught acting as money mules, also known as ‘squaring’, that is transferring illegally
obtained money on behalf of someone else.5 In this form of CFE, the perpetrators transfer money
into the victim’s account who then transfers the funds on into another account on behalf of the
perpetrator. Organised criminal gangs prey on young people, recruiting them:
• By befriending then acting as a friend in need and persuading them to help;

• By initially befriending, then threatening if the young person refuses to cooperate;
• By offering financial remuneration i.e. letting the young person keep a small amount of the money;
• Through online job adverts promising money for little effort.
Sexting
Sexting is the sending of sexual messages including text, images (often selfie images) or video (often
selfie videos) via SMS or chat. It usually happens consensually between partners after some coercion.
However, once text, an image, or video is shared then it can be duplicated and forwarded on.
Sharing of obscene sexual images is an offence and it can be very difficult to stop once the image
is out of control of the victim. Such images can be highly destructive to the wellbeing of the victim.
The Child Protection and Safeguarding policy / policies should include procedures for dealing with
child-on-child abuse. All staff should also be issued with Part five of KCSIE, child on child sexual
violence and sexual harassment, and should be aware of the UKCIS advice about the sharing of
nudes and semi-nude images and videos. Children should understand that non-consensual sharing
of such images and / or videos is both illegal and abusive and that even if the sharing is consensual
this action is illegal.
5. Cifas 2021
8

Police investigations involving children sharing sexual images of themselves and others more
than doubled in 2016/17 with reports received from children as young as 10. Forces in England
and Wales recorded 6,238 underage ‘sexting’ offences, a rate of 17 per day, described by the
National Police Chiefs’ Council lead for child protection, as a ‘worrying upward trend’.
A NSPCC survey6 conducted between February and March 2018 involving 40,000 children across
the UK discovered that:
• 1 in 25 primary school children had been sent or shown a naked or semi-naked image by an
adult;
• 1 in 20 secondary school children had been sent or shown a naked or semi-naked image by an
adult;
• 1 in 20 primary school children had been sent or shown a naked or semi-naked image by another
young person;
• 1 in 8 secondary school children had been sent or shown a naked or semi-naked image by
another young person.
Pupils should be warned never to share indecent images of themselves with anyone, no matter
how much they care for them.
Schools and academies must:
• Ensure appropriate safeguards are in place to protect students within the setting;
• Equip pupils to understand the dangers faced by the internet and how these can be mitigated;
• Provide suitable controls as part of the organisation’s IT infrastructure;
• Implement effective ICT and safeguarding policies;
• Educate pupils about the dangers posed by the internet, including the dark web.
If you become aware or have suspicions that a pupil may be subject to online child sexual
exploitation then you should contact your DSL or Named Person immediately. It is impossible to
fully control access to the internet for any child, however appropriate safeguards must be in place
to protect pupils within the educational setting and pupils they should be equipped to understand
the possible dangers and how these can be mitigated. Suitable controls should form part of your
IT infrastructure and be contained within the ICT Policy and Safeguarding Policy. Adherence to
the ICT Acceptable Use agreement should be explained and pupils asked to sign to commit to
the organisation’s expectations. Throughout the UK there is a requirement under the National
Curriculum to educate pupils about the dangers posed by the internet. Police Community Support
Officers may also provide lessons to support e-safety.
If you become aware or suspect a pupil may not be adhering to the conditions stated in the ICT
Acceptable Use Agreement, concerns should be shared with your DSL or a Named Person.
Online Profile Management

Staff and pupils must be made aware of the importance of maintaining their online profile
appropriately.
Social media can be a useful way to keep in touch with friends and families but care should be
6. NSPCC Children sending and receiving sexual messages

https://www.nspcc.org.uk/globalassets/documents/online-safety/children-sending-receiving-sexual-
messages.pdf 9

taken. Users should consider carefully the content posted and what is made publicly visible.
Posting an embarrassing video may be something funny to show friends but would you want your
family to view it? How about your class, how might they react? How about the head teacher or a
potential employer?
Young people are allowed to set up a profile on some social media sites from as young as the age
of 9. Whilst the majority of sites restrict users to above age 13, recently some have raised the user
age requirement to age 16. However, some children will lie about their age so that they can set
up an account when under age. Paedophiles trawl social media looking for potential victims. It is
estimated that 48.5% of OCSE occurs on social media.
The most commonly used social media platforms are:

Facebook
A social network where users:
• Create a social profile page about themselves;

• Add and link friends to their profile;
• Can comment and write on other users pages / timelines;
• Can share photos and videos;
• Can stream live video.
Privacy settings are accessed via Privacy Shortcuts and selecting Privacy Check-up.
Minimum age 13+
Messenger
Enables users to instant message with other users, one-to-one or groups.
Minimum age 13+
WhatsApp
This app, owned by Facebook, enables users to avoid SMS fees allowing them to:
• Send text messages and images;

• Send other media e.g. PDFs up to 100MB;
• Make voice calls;
• Make video calls;
• Create group chats with up to 256 people.
WhatsApp state that the latest version of the app has end-to-end encryption, so only the user and
the person they are communicating with can see communications.
Minimum age 16+ (raised from 13+)
10

FaceTime
Allows Apple device users to make video and audio calls via the internet which is free over WiFi.
Calls can be blocked by tapping the ‘i’ icon and selecting ‘Block this caller’.
Minimum age 13+
Instagram
A picture and video sharing app where users:
• Can post content;

• Follow friends, celebrities and companies;
• Can live stream.
The app allows people not known to the user to comment on their posts, message or follow them.
A filter to block comments on posts and live video can be set from the settings menu.
Minimum age 13+
Google Hangouts
A computer program and app without parental controls where users can phone or message other
users one to one or in group conversations.
Minimum age 13+
Kik
An instant messaging app where users can share photos, games and internet content.
Minimum age 17+ (previously 13+)
Omegle
A social network site which facilitates users talking to strangers by randomly connecting users to
other users. Users can:
• Appear anonymously unless they choose to share their personal information;

• Chat via text or video;
• Be matched to strangers based on similar interests.
Currently Omegle has no security measures in place.
Minimum age 18+ or 13+ with parental permission (no age verification process)
Skype
A computer program and app where users can message and make video calls to users around the
world. Users can control how their profile appears in search results within settings and privacy
options.
Minimum age 13+
11

Snapchat
An app where users can:
• Send photos and videos;

• Message contacts;
• Share Snapchat Stories.
The ‘snap’ appears on screen for 10 seconds then disappears unless options are set to extend this
time. User location is public unless ‘Ghost Mode’ is turned on in Settings.
Minimum age 13+ (A date of birth has to be entered when downloaded and, if under 13yrs,
users are directed to SnapKidz)
YouTube
Enables users to watch, comment and create videos. YouTube allows live streaming. (YouTube
Kids may be a safer option which allows parents to set an age level and time limits).
Minimum age 13+
Twitter
A social media site and app where users can:
• Post messages called ‘tweets’;

• Send private messages;
• Post pictures and videos;
• Follow friends, celebrities and other twitter users.
Inappropriate content can be filtered by accessing settings, selecting ‘muted words’ and creating a
list of words to the users’ block list.
Minimum age 13+
TikTok
A video sharing social networking app where users can:
• Create short dance, lip-sync, comedy and talent videos;

• Choose whether any other user, or only their ‘friends’, may interact with them through the app via
comments, messages, or ‘react’ or ‘duet’ videos;
• Follow friends, celebrities and other TikTok users;
• Be recommended users based on activity on the app. Content is generated by TikTok depending
on what kind of content a user liked, interacted with, or searched. Users can only be featured
on the ‘for you’ page if they are 16 or over as per TikTok policy. Users under 16 will not show up
under the ‘for you’ page, the sounds page, or under any hashtags.
Minimum age 13+
Young people also are often not particularly discerning about who they allow as a ‘friend’. Some
teenagers have accounts with several hundred or even several thousand friends. CEOP estimates
that the average 12 – 15-year-old does not know up to 25% of their ‘friends’ offline. CEOP also
12

believe that due to the pervasive use of smart phones, it is unfeasible for parents to police their
children’s online activity.
Statistics7 show that Instagram was the social media service most likely to be used by children
aged 12 to 15 years during 2020 in the United Kingdom, while SnapChat and Facebook were closely
placed in second and third. 69% of those aged 12 to 15 years reported using Facebook, compared
with 62% of respondents using WhatsApp.
Users under 18 should not publicise their activities to the wider internet unless they have a very
good reason. Adults should think carefully about who can see their profile, particularly if working
with children. Privacy settings should be set to ‘friends only’ rather than ‘friends of friends’. Restrict
online friends to real friends and family that known offline. Post carefully, think about who might
see it. Have an arrangement with offline friends not to post (or tag) potentially embarrassing
images of each other. Agree that nothing gets posted unless it is ok with the person in the post.
Avoid embarrassing behaviour in a crowded place, it is likely to end up online. Social media is a
place to keep in contact with friends. In face-to-face interactions a quip can quickly be forgotten.
On social media posts however, the joke remains and as time passes and circumstances change
the joke may become crass, crude, offensive or even illegal. The internet and social media forums
enable children with special educational needs and / or disabilities (SEND) to make friends without
having to communicate face-to-face, building friendships and relationships which they may
not have in their offline life. It is important for all staff to recognise that children with SEND are
potentially more at risk of sexual violence and sexual harassment from their peers and to the
additional risks they may face online e.g. online bullying, grooming and radicalisation. In addition,
Designated Safeguarding Leads (DSLs) and their deputies have a statutory duty8 to ensure they are
confident they have the capability to support SEND children to stay safe online
Staff should be aware that most ICT Acceptable Use Agreements will include a clause on expected
social media use.
If you find that your social media profile no longer reflects that person that you wish to
portray to the world, then consider deleting your profile and setting up a new one. Follow
the instructions on social media help pages to do this. If you just stop using the profile it will
remain there indefinitely.
Cybercrime
Cybercrime is the use of computers and the internet with criminal intent. It covers a wide range of
activities and can be divided into two categories:
• Computer focused crimes,
and
• Computer assisted crimes
7. DFE (2022) Keeping children safe in education

8. Statista Research Department (2021) Social media usage among children in the United Kingdom
13

Computer focused crimes have emerged as a direct result of computer technology. This includes
viruses and similar malware as well as hacking.
Computer assisted crimes are those that are supported by the use of computers but the underlying
crime could be committed without a computer. This includes fraud, bullying, harassment, sabotage,
music & video piracy, and identity theft.
Computer Focused Cybercrime

Educational settings need to be constantly aware of network security. These networks are prone
to attack from computer viruses, worms & Trojans, particularly from students using infected flash
USB memory devices or via the internet.
They could also be subject to attack by hackers using key logging software (in order to harvest login
details) or root kits (used to bypass login screens and gain administrator privileges).
Systems for data management must be robust and fully implemented to meet General Data
Protection Regulation (GDPR) standards. A breach of sensitive data can result in fines equating to
as much as £20M or 4% of global annual turnover.
A breach of network security could be disastrous resulting in theft of user’s personal information
or the destruction of user’s work. Network administrators must ensure that malware detection
and prevention software such as antivirus software are well maintained and frequently updated.
They must also ensure that gateways to the network are appropriately secured by up to date
firewall software and hardware. Data stored on the network must be backed up frequently so that
it can be recovered in the event of damage to the original copy.
(Further information can be located in the SSS Learning GDPR course.)
Internet Use Policy

Schools and academies have a duty of care to ensure a safe online experience for their pupils as
part of their duties to safeguard their welfare. These responsibilities should be explicit within the
general safeguarding provisions. The following measures should be in place as a minimum:
• An ICT Acceptable Use Policy;

• An agreement for pupils and staff, detailing appropriate and inappropriate use of the network
infrastructure.
An example of a generic ICT Acceptable Use Agreement can be found in the course notes
accompanying this presentation.
School/Academy Responsibilities
There must be effective policies in place to control the use of mobile phones within the educational
setting. Most schools and academies will not want to take responsibility for the removal and return
of mobile devices each day as this is logistically impractical. However, pupils should not routinely
be allowed to access their mobile devices during lessons. This policy should be rigorously enforced
by all members of staff and effective sanctions should be in place and applied routinely. Teaching
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staff and the SLT must work together to ensure that this policy is enforced effectively.
A clear and robust policy in relation to the prevention of bullying, including cyberbullying should
also be in place. This policy should detail what constitutes bullying and the measures, sanctions
and disciplinary structure that the school/academy will implement in the event of an alleged breach
of the policy.
It is important to be seen to:
• Be taking allegations seriously. A thorough investigation should be carried out to collate evidence;
• Take swift and appropriate action to resolve issues;
• Communicate effectively with parents (and guardians) as well as pupils;
• Have a simple staged approach to resolution with clear consequences for poor behaviour to
discourage others;
• Support perpetrators in recognising and mitigating bullying behaviour and providing support in
resolving any underlying issues.
Section 2 of the Education Act 2011 (as amended) provides authorised members of staff (in England
and Wales) with the power to search pupils for items prohibited by law or the school / academy
policies. Before such powers can used, appropriate safeguarding measures and school / academy
policies must be in place.
As most schools and academies issue staff with laptops, full disk encryption is essential to protect
data in the event of hacking, loss or theft. Simply relying on password protection is not robust
as this can be bypassed, either by booting from a new source or by removing the hard drive and
installing in another computer, giving access to all the stored files. The use of USB sticks is not
ideal due to the vulnerability of virus transmission, however, if used they should be restricted to
encrypted ones issued by the school or academy.
Schools and academies should ensure internet filtering restricts access to websites known to be
inappropriate in accordance with the Internet Use Policy; carry-out logging and active monitoring
and investigation of transgression by users and logs should be retained for a suitable period
to facilitate investigation into allegations. Active monitoring should be in place to pick up and
restrict any new inappropriate websites. Network administrators should be alert to the use of
proxy websites which can be used to bypass their own internet filters. and ensure access to proxy
websites is prohibited and filtered.
Users should be provided with a simple method of reporting inappropriate sites that have not
been picked up by the internet filters. These should be blocked within a reasonable timescale or a
message relayed to the reporter explaining why the site was not blocked.
A detailed disciplinary procedure should be in place for pupils and staff relating to inappropriate
internet use. These procedures should be rigorously and proportionately enforced using staged
intervention with effective sanctions so that all users get the message that inappropriate use of the
internet will not be tolerated.
Senior Leadership must ensure that in monitoring the network, that the organisation complies
15

with the requirements of the Regulation of Investigatory Powers Act 2000, the Telecommunications
(Lawful Business Practice) (Interception of Communications) Regulations 2000, the Data Protection Act
1998 and the General Data Protection Regulation 2018.
There should be installation and monitoring of the network such as:
• Up to date and effective antivirus software on all computers and laptops;

• Effective and well-maintained email (spam) filtering of all email accounts with effective protection
against the sending and receiving of pornography such as flesh monitoring;
• Effective safeguards against general security threats such as firewalls and anti-hacking measures
and DoS (Denial of Service) attacks;
• Keystroke software, to monitor for a list of key trigger words such as profanities, violent or sexual
words typed by users or contained within external messages;
• A walled garden approach to email for pupils. i.e. they cannot send or receive email from email
addresses outside the school/academy domain;
• Audit of the security of the network infrastructure which should be regularly reviewed and
updated and in the event of an updated threat assessment.
Best Practice
It is best practice to develop an integrated approach to e-safety which should dovetail with
other policies covering safeguarding issues.
Senior Leadership need to demonstrate that e-safety is taken seriously and should be clearly
defined as a role for senior management and governance.
It is advisable to designate an e-safety coordinator who will:
• Periodically review and evaluate current policies practice to identify areas for improvement;
• Maintain a current knowledge of technology, e-safety issues, legislation and research;
• Contribute to the development of an effective ICT/PHSE curriculum encompassing current issues
and developing a responsible attitude to e-safety by pupils to keep themselves and others safe
online;
• Maintain staff knowledge and understanding of e-safety issues through regular updates within
the CPD programme;
• Encourage and support parents in making sensible choices to help to protect pupils;
• Devise and review policies for staff, volunteers and parents in relation to taking (and posting)
photographs and sharing contacts with pupils;
• Ensure all stakeholders are aware of the channels available to report concerns;
• Have responsibility for conducting risk assessments relating to the safe use of technology;
• Maintain an incident book of e-safety issues and periodically review incidents to mitigate future
risks through updates to the risk assessment and policies.
16

Glossary
CEOP – Child Exploitation and Online Protection Centre, a centre run by the Police service charged
with recording and investigating cases of OCSE.
Cyberbullying – bullying using electronic communication.
Cybercrime – the use of computers and the internet with criminal intent.
Dark web – an encrypted area of the internet using an encrypted web browser and encrypted web
servers providing anonymity to users and web site providers. Also called the Dark Net. The main
provider of these services is the Tor Browser and Tor Network.
E-safety – Electronic safety. Measures taken to ensure technology users remain safe from harm
derived from the internet (or other network).
Identity theft – Theft of personal information (e.g. bank details, photograph, passwords etc.) or
purporting to be another person in order to commit fraud or for some other illegal advantage.
Hacking – Gaining unauthorised access to private areas of a computer network either by the
unauthorised use of a password or by circumventing the security protocols.
Malware – Malicious Software such as viruses, worms, Trojans and software bombs.
OCSE – Online Child Sexual Exploitation.
Onion Router – A router relaying an encrypted message on the Tor Network.
Peer-to-peer networks – A network facilitating access to file sharing on the computer of the
end user. This allows illegal sharing of music, videos and software by users without the network
servers storing the illegal files, thus supposedly protecting the network owners from copyright
infringement.
Profile – Personal information posted by an individual user, often via social media to friends and/
or to the general public. This may include name, contact details, date of birth, photographs and
other personal details about their life.
Radicalisation – The process of encouragement and support of an individual in developing

extreme political or social views such as the support of terrorist acts.
Router – A physical device used to relay information within or between networks.
Sexting – A text message containing sexually explicit content such an explicit image often sent
between consenting partners.
Software bomb – a form of malware which conceals itself on a computer until a specific trigger
is activated such as a date or a user action. The malware then activates to cause damage to the
computer (or network) and/or relay private information to the perpetrator.
17

Software piracy – downloading and using software such as music, video or application files
without the owner’s consent and without payment.
Spam – Bulk email marketing, equivalent to junk mail.
Spoofing – Emulating a genuine website (particularly online banking websites) in order to deceive
users into providing their personal information such as bank log in details in order to commit fraud.
Phishing – Sending junk email to tens of thousands or recipients in an attempt to deceive each
recipient into providing personal information such as their bank account details generally in order
to commit fraud.
Proxy website – a website that allows the visitor to use their website as a window to view other
websites on the internet, thus bypassing internet filters restricting access.
Tor – The open source community who have developed the largest multiple encrypted and
anonymous network on the internet, often called the ‘Dark Web’. This comprises of the Tor
Browser and the Tor Network. Messages are relayed using multiple layers of encryption to protect
anonymity. The layers of encryption surrounding information are analogous to an onion which has
resulted in the Tor logo being an onion and the browser sometimes being called the onion browser
and routers within the Tor network being called onion routers.
Trojan – a piece of malware that appears to be benign software such as a document, image or
music file. Once opened, this software usually attempts to infect the host computer, duplicates
itself and may also attempt to propagate through the host network or via email to contacts. Trojans
can be highly destructive or be used to send personal user information (such as passwords or
banking information) to the perpetrator.
Virus – Malware computer code embedded within a host file. The virus code duplicates itself
and attempts to infect other files throughout a network in order to cause damage or to transmit
personal user information.
Worms – A malware file capable of replicating and propagating in a similar way to a virus code.
18

UK wide legislation
Improper use of public electronic communications network.
Section 127 The Communications Act 2003,

https://www.legislation.gov.uk/ukpga/2003/21/section/127?view=extent
Law relating to unauthorised access to computer systems (Hacking).
Computer Misuse Act 1990, as amended by the Police and Justice Act 2006,
https://www.legislation.gov.uk/ukpga/1990/18/contents
Offence of sharing copyright material without permission (i.e. peer to peer networks).
Copyright, Designs and Patents Act 1988, amended by the Copyright and Related Rights
Regulations 2003,
https://www.legislation.gov.uk/uksi/2003/2498/regulation/26/made
Legislation protecting personal data.
Data Protection Act 2018,
Article 8 Human Rights Act 1998,

https://www.legislation.gov.uk/ukpga/1998/42/schedule/1/part/I?view=extent
Prohibition of publication of obscene matter and powers to search for obscene matter. Obscene
Publications Act 1959,
https://www.legislation.gov.uk/ukpga/Eliz2/7-8/66/contents
The rules relating to when it is and is not legal to intercept communication.
Regulation of Investigatory Powers Act 2000,

Telecommunications (Lawful Business Practice (Interception of Communications) Regulations

2000, http://www.legislation.gov.uk/uksi/2000/2699/contents/made Offences relating to
terrorism including incitement.
Schedule 1 of the Suppression of Terrorism Act 1978,

http://www.legislation.gov.uk/ukpga/1978/26/schedule/1?view=extent
Duty on schools to have due regard to the need to prevent people from being drawn into terrorism.
• Counter-Terrorism and Border Security Act 2019, defines and prohibits the act of harassment
and stalking
• Protection from Harassment Act 1997
19

England & Wales
Determination by head teacher of behaviour policy
• Section 89 Education and Inspections Act 2006

https://www.legislation.gov.uk/ukpga/2006/40/section/89?view=extent
• Offences relating to obscene photographs of children
• Protection of Children Act 1978, https://www.legislation.gov.uk/ukpga/1978/37/contents
• Offence of sending electronic communication with intent to cause distress or anxiety.
• Section 1 Malicious Communications Act 1988
https://www.legislation.gov.uk/ukpga/1988/27/section/1
Northern Ireland
Duty of head teachers and governors to determine measures to prevent all forms of bullying and
promote good behaviour.
• Article 3 – 5 of Education (Northern Ireland) Order 1998 (as amended)

http://www.legislation.gov.uk/nisi/1998/1759/article/3/made
• Taking, storing and distributing Indecent photographs of children.
• Protection of Children (Northern Ireland) Order 1978 article 3
Scotland
Criminalises the non-consensual sharing of intimate images.
• Section 2, Abusive Behaviour and Sexual Harm (Scotland) Act 2016.

http://www.legislation.gov.uk/asp/2016/22/section/2/enacted
• Section 6 criminalises the communication of threats of serious violence and threats intended to
incite religious hatred, whether sent through the post or posted on the internet
• Offensive Behaviour at Football and Threatening Communications (Scotland) Act 2012
http://www.legislation.gov.uk/asp/2012/1/contents/enacted
20

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24

Appendix 1
ICT Acceptable Use Agreement-
Policy and Guidance on School Staff use of ICT and Communications

Systems
Safeguarding Statement
At <INSERT NAME OF SCHOOL> we respect and value all children and are committed to providing
a caring, friendly and safe environment for all our pupils so they can learn, in a relaxed and
secure atmosphere. We believe every pupil should be able to participate in all our activities in an
enjoyable and safe environment and be protected from harm. This is the responsibility of every
adult employed by, or invited to deliver services at <INSERT NAME OF SCHOOL/ ACADEMY>. We
recognise our responsibility to safeguard all who access our site and promote the welfare of all our
pupils by protecting them from physical, sexual and emotional abuse, neglect and bullying.
POLICY STATEMENT
Governance at <INSERT NAME OF SCHOOL/ ACADEMY> recognises the use of its ICT and
communications facilities as an important resource for teaching, learning and personal development
and as an essential aid to business efficiency. It actively encourages staff to take full advantage of
the potential for ICT and communications systems to enhance development in all areas of the
curriculum and administration. It is also recognised by governance that along with these benefits
there are also responsibilities, especially for ensuring that pupils are protected from contact with
inappropriate material.
In addition to their normal access to ICT and communications systems for work-related purposes,
governance permits staff limited reasonable personal use of ICT equipment and e-mail and internet
facilities during their own time subject to such use:
1. not depriving pupils of the use of the equipment and / or

2. not interfering with the proper performance of the staff member’s duties
Whilst our ICT systems may be used for both work-related and for sole personal use, the governance
expects use of this equipment for any purpose to be appropriate, courteous and consistent with
the expectations of governance at all times.
This policy document is issued to all staff before they are provided with laptops, tablets, cameras,
USB / portable hard drive devices, mobile phones and passwords giving access to the ICT network.
Policy coverage
This policy covers the use by staff of any issued ICT and communications equipment, examples of
which include:
• Laptops, tablets and personal computers;

• ICT network facilities;
• Personal digital organisers and handheld devices;
25

• Mobile phones and phone / computing hybrid devices;
• USB keys and other physical and on-line storage devices;
• Image data capture and storage devices including cameras, camera phones and video equipment.
This list is not exhaustive.
The policy covers the use of all ICT and communications equipment provided for work purposes
and equipment which is on loan to staff for their sole personal use.
The use of <INSERT NAME OF SCHOOL/ ACADEMY> ICT and

Communications Facilities
Use of ICT Equipment
Staff who use our ICT and communications systems:
• Must use it responsibly;

• Must keep it safe;
• Must not share and treat as confidential any passwords provided to allow access to ICT equipment
and / or beyond firewall protection boundaries;
• Must report any known breach of password confidentiality to a member of SLT or ICT Co-ordinator
as soon as possible;
• Must report known breaches of this policy, including any inappropriate images or other material
which may be discovered on our ICT systems;
• Must report any vulnerabilities affecting child protection/safeguarding in our ICT and
communications systems;
• Should understand and recognise the risk posed by the use of technology, including the internet,
in radicalisation and extremism. Staff will adhere to our strategies to ensure pupils understand
such risks and know how to keep themselves safe;
• Must not install software on equipment issued, including freeware and shareware, unless
authorised to do so by the ICT Co-ordinator;
• Must adhere to network monitoring and not attempt to bypass our restrictions on internet access;
• Must comply with any ICT security procedures governing the use of systems, including anti-virus
measures;
• Must ensure that it is used in compliance with this policy.
Any equipment provided to a member of staff is provided for their sole personal use. Use of the
equipment by family or friends is not permitted and any misuse of the equipment by unauthorised
users will be the responsibility of the staff member.
Whilst it is not possible to cover all eventualities, the following information is published to guide staff
on the expectations of governance. Any breaches of this policy or operation of issued equipment
outside statutory legal compliance may be grounds for disciplinary action being taken.
26

E-mail and Internet and Communications systems usage
The following use of our ICT system is strictly prohibited and may amount to gross misconduct.
(This could result in dismissal):
1. To make, to gain access to, or for the publication and distribution of inappropriate sexual
material, including text and / or images, or other material that would tend to deprave or
corrupt those likely to read or see it;
2. To make, to gain access to, and / or for the publication and distribution of material promoting
homophobia or racial or religious hatred;
3. For the purpose of bullying or harassment, or in connection with discrimination or denigration

on the grounds of gender, race, religious, disability, age or sexual orientation;
4. For the publication and / or distribution of libellous statements or material which defames or
degrades others;
5. For the publication of material that defames, denigrates or brings into disrepute the
organisation and / or its staff and pupils;
6. For the publication and distribution of personal data without authorisation, consent or
justification;
7. Where the content of the e-mail correspondence is unlawful or in pursuance of an unlawful

activity, including unlawful discrimination;
8. To participate in on-line gambling;
9. Where the use infringes copyright law;
10. To gain unauthorised access to internal or external computer systems (commonly known as
hacking);
11. To create or deliberately distribute ICT or communications systems ‘malware’, including viruses,
worms, etc;
12. To record or monitor telephone or e-mail communications without the express approval of
governance. In no case will such recording or monitoring be permitted unless it has been
established for that such action is in full compliance with all relevant legislation and regulations.
(Regulation of Investigatory Powers Act 2000 – ‘Ancillary to their provision of ICT facilities the
Governing Body asserts the employer’s right to monitor and inspect the use by staff of any computer
(including e-mails) or telephonic communications systems and will do so where there are grounds
for suspecting that such facilities are being, or may have been, misused.’)
13. To enable or assist others to breach governance expectations as set out in this policy.
14. Additionally, the following uses of our ICT facilities are not permitted and could lead to
disciplinary action being taken:
◦ For participation in ‘chain’ e-mail correspondence (including forwarding hoax virus warnings);
27

◦ In pursuance of personal business or financial interests, or political activities (excluding the
legitimate activities of recognised trade unions);
◦ To access ICT facilities by using another person’s password, or to post anonymous messages
or forge e-mail messages using another person’s identity.
Note: The above restrictions apply to the use of phones, e-mails, text messaging, internet chat
rooms, blogs, and personal websites (including personal entries on social networks e.g. MySpace,
Facebook, Twitter, Instagram etc).Policy and Guidance on <INSERT NAME OF SCHOOL/ ACADEMY>
use of ICT and Communications Systems
PART ONE: to be retained by staff member

This declaration refers to governance policy and guidance on the use ICT and communications
systems and confirms that you have been provided with a copy and that you have agreed to
follow it.
All employees, supply agency staff and, where appropriate, consultants, multi-agency staff, visitors,
contractors, students and volunteers are required to familiarise themselves with the contents of
the policy on the use of ICT systems and sign the following declaration.
Declaration
You should sign two copies of this document; this copy to be retained by you. The second copy is
to be detached and will be placed in your personnel file.
I confirm that I have been provided with a copy of the policy and guidelines on the use of the
issued ICT and communications systems and I agree to the terms and conditions specified therein.
I confirm that I am aware that all my electronic communications including emails and website
searches may be monitored and that this applies if I am working from home on issued equipment
or networks.
Signed: ................................................... Name: ...................................................
Position Held: ......................................... Date: ......................................................
Policy and Guidance on <INSERT NAME OF SCHOOL/ ACADEMY> use of ICT and Communications
Systems
PART TWO: to be detached and placed on the employee’s file

This declaration refers to the policy and guidance on the use of issued ICT and communications
systems and confirms that you have been provided with a copy and that you have agreed to follow it.
All employees, supply agency staff and, where appropriate, consultants, multi-agency staff, visitors,
contractors, students and volunteers are required to familiarise themselves with the contents of
the policy on the use of ICT systems and sign the following declaration.
You should sign two copies of this document; this copy will be retained in your personnel file.
I confirm that I have been provided with a copy of the policy and guidance on the use of ICT and
28

communications systems and I agree to the terms and conditions specified therein. I confirm that
I am aware that all my electronic communications including emails and website searches may be
monitored and that this applies if I am working from home on issued equipment or networks.
Signed: ................................................... Name: ...................................................
Position Held: ......................................... Date:......................................................
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CPD accredited course notes

• Flaming – a group targeting insults at one individual;

1. https://publications.jrc.ec.europa.eu/repository/handle/JRC124034 How children (10-18) experienced

Copyright © 2022 SSS Learning Ltd. All rights reserved.

Cyberbullying – victim behaviour

• Exhibit anxiousness and insecurity;

Copyright © 2022 SSS Learning Ltd. All rights reserved.

The Act charges schools with:

These susceptible individuals are disproportionately young people.

Copyright © 2022 SSS Learning Ltd. All rights reserved.

Key factors which encourage and support radicalisation include:

• An individual’s search for identity, meaning and community;

Anyone found guilty of having published information that:

• Encourages the commission, preparation or instigation of acts of terrorism;

• Glorifies or encourages emulation of a terrorist act; or

2. Prevent Strategy 2015, updated 2017

Copyright © 2022 SSS Learning Ltd. All rights reserved.

(Please note our Prevent Duty Course covers radicalisation in detail.)

The Dark Web

Copyright © 2022 SSS Learning Ltd. All rights reserved.

3. Cryptopolitik and the Darknet

Copyright © 2022 SSS Learning Ltd. All rights reserved.

Online Child Sexual Exploitation

These images are shared via

• Social media • The dark web (including commercial websites)

Child Criminal Exploitation (CCE)

“where an individual or group takes advantage of an imbalance of power

4. (2022) Keeping children safe in education DFE.

Copyright © 2022 SSS Learning Ltd. All rights reserved.

Whilst not an exhaustive list, indicators of CCE include:

• Children who appear with unexplained gifts or new possessions;

• By befriending then acting as a friend in need and persuading them to help;

Copyright © 2022 SSS Learning Ltd. All rights reserved.

Schools and academies must:

Online Profile Management

6. NSPCC Children sending and receiving sexual messages

Copyright © 2022 SSS Learning Ltd. All rights reserved.

The most commonly used social media platforms are:

• Create a social profile page about themselves;

Minimum age 13+

Minimum age 13+

• Send text messages and images;

Minimum age 16+ (raised from 13+)

Copyright © 2022 SSS Learning Ltd. All rights reserved.

Minimum age 13+

• Can post content;

Minimum age 13+

Minimum age 13+

Minimum age 17+ (previously 13+)

• Appear anonymously unless they choose to share their personal information;

Minimum age 13+

Copyright © 2022 SSS Learning Ltd. All rights reserved.

• Send photos and videos;

Minimum age 13+

• Post messages called ‘tweets’;

Minimum age 13+

• Create short dance, lip-sync, comedy and talent videos;

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• Computer focused crimes,

• Computer assisted crimes

7. DFE (2022) Keeping children safe in education

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