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Harbour Primary

Online Safety

Online safety is an important aspect of keeping our pupils safe. We take broad measures to safeguard our children from potential risks and unsuitable material.

Online safety is an important part of children’s education in today’s digital world. It is an integral part of our whole school curriculum. We have a wholesome approach to teaching online safety in our school. As well as teaching it as a discrete subject in all year groups, we use the Golden Thread principle which aims to embed all aspects of online safety into the children’s school life, including all curriculum areas and regular assemblies. Ultimately, our aim is  for everyone in our school community to learn to use the internet and all digital media in a safe, secure, and responsible way.

We also encourage parents to speak to their children about keeping safe and how to behave online.  It’s essential to be realistic. Banning the internet will not work and it often makes a child less likely to report a problem. This means that education around safe use is essential.

Here are some top tips:

 

Talk to your child about what they’re up to online.

Be a part of their online life; involve the whole family and show an interest. Find out what sites they visit and what they love about them, if they know you understand they are more likely to come to you if they have any problems.

 

Encourage your child to go online and explore! 

There is a wealth of age-appropriate sites online for your children. Encourage them to use sites which are fun, educational and that will help them to develop online skills.

 

Keep up-to-date with your child’s development online.

Children grow up fast and they will be growing in confidence and learning new skills daily. It’s important that as your child learns more, so do you.  

 

Set boundaries in the online world just as you would in the real world.

Think about what they might see, what they share, who they talk to and how long they spend online. It is important to discuss boundaries at a young age to develop the tools and skills children need to enjoy their time online.   

 

Keep all equipment that connects to the internet in a family space.

For children of this age, it is important to keep internet use in family areas so you can see the sites your child is using and be there for them if they stumble across something they don’t want to see. 

 

Know what connects to the internet and how.

Nowadays even the TV connects to the internet. Make sure you’re aware of which devices that your child uses connect to the internet, such as their phone or games console. Also, find out how they are accessing the internet – is it your connection, or a neighbour’s WiFi? This will affect whether the safety setting you set are being applied.

 

Use parental controls on devices that link to the internet, such as the TV, laptops, computers, games consoles and mobile phones.

Parental controls are not just about locking and blocking, they are a tool to help you set appropriate boundaries as your child grows and develops. They are not the answer to your child’s online safety, but they are a good start and they are not as difficult to install as you might think. Service providers are working hard to make them simple, effective and user friendly.

Advice for children

BBC Own it

https://www.bbc.com/ownit

Think U Know

https://www.thinkuknow.co.uk  ( advice for children)

Childnet.com

https://www.childnet.com/young-people/4-11-year-olds/

Advice for parents

Talking about online safety with your child

 

https://www.internetmatters.org/resources/online-safety-guide-0-5-year-olds/

  

https://www.internetmatters.org/resources/online-safety-guide-6-10-year-olds/

  

https://www.internetmatters.org/resources/online-safety-guide-11-13-year-olds/

Think U Know

 https://www.thinkuknow.co.uk    ( advice for parents)

Setting up your child’s devices

NSPCC helps you set up parental controls

Apps, games and social media

NSPCC Net Aware/Social Media has a searchable guide with age and safety ratings 

Under 5 year olds

Keeping under-fivessafe online

Supporting young people with SEND online

Supporting young people with SEND online.

Digital parenting

 

Parentinfo has advice you can filter to show primary age articles only

Internet Matters has age specific practical tips to keep children safe and help them get the most from the digital world

 Childnet has conversation starter ideas   to talk with your children

 NSPCC has advice on talking with your children about using the internet

 NSPCC’s Share Aware advice for parents

Online Safety, Intent, Implementation and Impact 

Online Safety Intent

All children will leave Harbour with secure understanding and knowledge to be a good digital citizen, able to keep themselves safe and be kind online. They will acquire the skills to make educated and informed choices with regards to being able to navigate the online world as safely as possible and to know what to do when things go wrong.

Online safety is an important part of children’s education in today’s digital world. It is an integral part of our whole school curriculum. We have a wholesome approach to teaching online safety in our school. As well as teaching it as a discrete subject in all year groups, we use the Golden Thread principle which aims to embed all aspects of online safety into all learning that takes place in all curriculum areas. Ultimately, we want everyone in our school community to learn to use the internet and all digital media in a safe, secure and responsible way.

Our aim is to help our children understand that internet can provide a great opportunity for them to learn, socialise and play, provided they are safe. We link this to British values- Individual Liberty. Our motto is ‘With Liberty Comes Responsibility’, and we teach the children that our responsibility is to stay safe during all our online activities.

We also encourage parents to speak to their children about keeping safe and how to behave online.  It’s essential to be realistic. Banning the internet will not work and it often makes a child less likely to report a problem. This means that education around safe use is essential.

Implementation

We have developed a comprehensive Online Safety Curriculum by combining resources from Purple Mash and Education for a Connected World frameworks. We ensure that all aspects of online safety are organised into a two yearly cycle and repeated throughout the children’s time in primary school. We update and develop our curriculum and its contents in line with current demands, need and any new changes that are made to the framework.

Each new term, online safety coordinators lead staff training, highlighting key information about the strand that our school community will focus on. We believe that it is really important to ensure that our staff feel confident and hold the necessary subject knowledge about new trends, any possible safeguarding concerns related to online safety and are aware of resources which will support teaching and learning. We are committed to keeping safety online high on our school agenda by teaching discrete lessons, leading assemblies and weaving these principles into all aspects of school life.

The Role of School Councillors

Our school councillors play a major role in promoting online safety across the whole school. Each term, they meet twice to further develop their knowledge of online safety, gaining a deeper understanding on the strand that the whole school focuses on.  

Our councillors have led additional online safety learning sessions in their classrooms, as well as in key stage assemblies.   They introduced Digital Citizens to our younger learners in school. Digital citizens are great role models, who take a pledge to be safe, responsible and respectful when travelling through the online world. Our online safety leads also lead regular assemblies in all key stages each term to further embed the learning that takes place in the classrooms.  

Our school councillors have introduced Digital Citizens to our younger learners in the school. Digital citizens are characters that teach the children a different aspect of online safety in a child friendly way. Digital citizens teach children songs and rhymes which carry an important online safety message. Our younger learners are beginning to show a good understanding of aspects of keeping themselves safe when online.

Monitoring and Filtering

In addition to the teaching of Internet safety Harbour Primary School has a number of technical measures in place to help ensure the children can use the internet and technology in a safe and secure way.

Our internet connection is filtered using a Smoothwall filtering appliance, this prevents access to most inappropriate content and provides complete logging of all internet activity and Realtime reports.  All children from year 1 onwards use individual accounts and where shared devices are used the times they are used are recorded and activity logged to the individual device.

Our IT suites and shared desktop computers make use of keyword monitoring software to log any safeguarding concerns.  Reports are reviewed daily.

There are clear guidelines in place for all users of technology in the school, with acceptable use agreements completed by all users before access is granted.

Impact

Enhancement of our Online Safety curriculum raised awareness and knowledge about making good choices when online, keeping safe and always seeking advice from trusted adults. Regular assemblies and the use of Purple Mash, Jigsaw and Project Evolve resources, as well as having an online safety theme each short term brought an added level of consistency to our whole school view of keeping children safe online. Teachers accessed termly CPD which was closely linked to our whole school online safety overview and the national agenda and trends.

A big part of this approach is to talk about online safety in and out of class and encourage the children to speak up about their concerns and experiences. In 2022-2023, we had a slightly rise in the number of incidents we had to record on CPOMS regarding online concerns. When we thought further and looked at our survey outcomes, we were able to see that the children and parents are seeing Harbour as part of the support network for incidents that may happen outside of school. Our termly online safety newsletter further strengthened our connection with parents and carers who are supporting their children at home.

Online Safety Pupil Survey Outcomes

 Our Safeguarding Curriculum including Online Safety

Year group

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Focus: Getting the children ready for a long summer break

Whole School

Additional  Online Safety Focus

Cycle 1

 

Privacy and Security 

 

 

Cycle 1

Online Bullying as part of Anti-Bullying Week

 Online Relationships

 

 

Cycle 1

Safer Internet Day focus

(Not known yet)

Revise the last term’s units until known.

Cycle 1 

Copyright and Ownership

Cycle 1

Self Image and Identity

Cycle 1

Health , wellbeing and lifestyle

Cycle 2 

 Privacy and Security

Cycle 2

 Online Bullying as part of Anti-Bullying Week 

Online Relationships

Cycle 2

Safer Internet Day focus ( Not known yet)

Cycle 2

 Managing Online information

Cycle 2 

Online Reputation

Cycle 2 

Health , wellbeing and lifestyle

Trusted Adults

Helping Hands update

Helping Hands update

Helping Hands update

Helping Hands update

Helping Hands update

Helping Hands update

Helping Hands/Prevent/Online safety&Cyber bullying/Bullying/Road Safety/Stranger Danger/Sexual Harrassment (Being heard and tackling banter and stereotypes)/Other – give details

 

 

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

 

Direct Safeguarding Link to KCSIE document

 

Early Years Overview

Being Me in My World

 

I am starting to understand children’s rights and this means we should all be allowed to learn and play. 

Celebrating Difference

 

Children learn how to improve things if they don’t like what someone says or does to them.

 

Children are given the opportunity to practise the phrase, ‘Please don’t do that, I don’t like it’ they are also reminded that if someone says that to them, they have to stop whatever they are doing to cause another child to say the phrase.

Dreams and Goals

Healthy Me

 

Using stories like ‘Never Talk to Strangers’, children discuss with suggestions about what they could do to keep themselves safe.

 

Children are encouraged to think about what they could do if they don’t feel safe, and who they can go to if they feel unsafe.

 

The message. ‘Say NO and DON’T GO!’ is reinforced throughout the lesson, particularly when discussing grown-ups who approach children inappropriately and ask for their help.

Relationships

 

Children explore how they feel if someone says something unkind to them.

 

These lessons encourage children to take responsibility for their words and actions and to help them know who to go to if they need help. Calm Me time is used to help children manage their feelings.

Changing Me

 

Reinforcing the concept that out bodies are our own, are precious and need looking after.

 

This lesson helps to reinforce how children can take responsibility for their bodies (to a point) and how to look after themselves.

Nursery

JIGSAW PSHE

 

I can use gentle hands and understand that it is good to be kind to people.

JIGSAW PSHE

 

I can use my words to stand up for myself.

Safer Internet Day

 

Catch up with missed units. 

JIGSAW PSHE

 

I know the names for some parts of my body and am starting to understand that I need to be active to be healthy.

 

I know what to do if I get lost and how to say NO to strangers. 

JIGSAW PSHE 

 

I know what to say and do if somebody is mean to me.

 

I can use Calm Me time to manage my feelings.

JIGSAW PSHE 

 

I can name parts of my body and show respect for myself.

 

I can tell you some things I can do and some food I can eat to be healthy.

Reception

JIGSAW PSHE

 

I can start to recognise and manage my feelings.

JIGSAW PSHE

 

I know which words to use to stand up for myself when someone says or does something unkind.

Safer Internet Day

 

Catch up with missed units.

 

JIGSAW PSHE

 

Careers, dreams,  goals and aspirations.

 

Exploring gender stereotyping.

JIGSAW PSHE  

 

I understand that I need to exercise to keep my body healthy.

 

I understand how moving and resting are good for my body.

 

I know which foods are healthy and not so healthy and can make healthy eating choices.

 

I can wash my hands thoroughly and understand why this is important especially before I eat and after I go to the toilet.

 

I know what a stranger is and how to stay safe if a stranger approaches me.

 

I  know how to help myself go to sleep and understand why sleep is good for me.

 

I know who my safe adults are and how to stay safe if they are not close by me.

 

JIGSAW PSHE

 

I am starting to understand the impact of unkind words.

 

I know how to make friends to stop myself from feeling lonely.

 

I can use Calm Me time to manage my feelings.

JIGSAW PSHE

 

I can name parts of the body.

 

I can tell you some things I can do and foods I can eat to be healthy.

 

I can talk about my worries and/or the things I am looking forward to about being in Year 1.

 

Year 1

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

 Direct Safeguarding Link to KCSIE document

 

Year 1 Overview

Being Me in My World

Celebrating Difference

 

Children learn how to improve things if they don’t like what someone says or does to them.

 

This puzzle, reinforces the messages about tolerance, difference and similarity, and how to be a better friend, and how to deal with bullying if it arises.

Dreams and Goals

Healthy Me 

Relationships

 

Using the scenario cards (or make up your own), children act out scenarios showing when they can ask for help and from whom they can receive help.

 

If children find something unsuitable on a computer, or see/hear something that they feel uncomfortable about, practise with them who they can ask for help and what they can say. 

Changing Me

 

Children identify the parts of the body that make boys different to girls and can use the correct, scientific names for them.

 

By using correct terminology for part of the body, children can learn to respect their own and others’ bodies and understand which parts are private (meaning ‘special and important’, not ‘guilty’ or ‘not very nice’). 

 

Purple Mash

Safe Logins

 

To log in safely and understand why that is important.

 

To create an avatar and to understand what this is and how it is used.

 

To be able to create a picture and add their own name to it.

 

To start to understand the idea of ‘ownership’ of creative work.

 

To save work to the My Work area and understand that this is private space.  

 

My Work Area

 

To learn how to find saved work in the Online Work area.

 

To explore the Tools area of Purple Mash and to learn about the common icons used in Purple Mash for Save, Print, Open, New.

 

To explore the Games area on Purple Mash. (extension)

 

To understand the importance of logging out when they have finished.

 

JIGSAW PSHE

 

I feel special and safe in my class. 

 

I understand my rights and responsibilities as a member of my class.

 

I know how to make my class a safe space to learn.

 

I recognise the choices I make and understand the consequences.

Jigsaw PSHE

 

I can tell you what bullying is.

 

I understand how being bullied might feel.

 

I know some people who I could talk to if I was feeling unhappy or being bullied.

 

I can be kind to children who are bullied.

 

I can tell you some ways I am different from my friends.

 

I understand these differences make us all special and unique.

Safer Internet Day

 

Catch up with missed units

JIGSAW PSHE

 

I understand the difference between being healthy and unhealthy, and know some ways to keep myself healthy.

 

I feel good about myself when I make healthy choices.

 

I know how to keep myself clean and healthy, and understand how germs cause disease/ illness.

 

I know that all household products including medicines can be harmful if not used properly.

 

I am special so I keep myself safe.

 

I understand that medicines can help me if I feel poorly and I know how to use them safely.

 

I know some ways to help myself when I feel poorly.  

 

I know how to keep safe when crossing the road, and about people who can help me to stay safe.

 

I can recognise when I feel frightened and know who to ask for help.

 

I can tell you why I think my body is amazing and can identify some ways to keep it safe and healthy.

 

I can recognise how being healthy helps me to feel happy.

 

JIGSAW PSHE

 

I can identify the members of my family and understand that there are lots of different types of families.

 

 I know how it feels to belong to a family and care about the people who are important to me.

 

I know appropriate ways of physical contact to greet my friends and know which ways I prefer.

 

I can recognise which forms of physical contact are acceptable and unacceptable to me.

 

I know who can help me in my school community.

 

I know when I need help and know how to ask for it. 

JIGSAW PSHE

 

I understand that changes happen as we grow and that this is OK.

 

I know how my body has changed since I was a baby.

 

I understand that growing up is natural and that everybody grows at different rates.

 

I can identify the parts of the body that make boys different to girls and can use the correct names for these: penis, testicles, vagina.

 

I respect my body and understand which parts are private.

 

I can tell you about changes that have happened in my life.

I know some ways to cope with changes.

 

Year 2

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Direct Safeguarding Link to KCSIE document

 

Year 2 Overview

Being Me in My World

 

Children learn about their rights, how to uphold them for themselves and others, and how rights come with responsibilities.

 

This lesson helps children understand that all children have the right to be safe, healthy, happy and to learn.

Celebrating Difference

 

Identifying that bullying is sometimes about difference allows children to understand more and to decide not to bully.

 

This Puzzle, reinforces the messages about tolerance, difference and similarity, and how to deal with bullying if it arises (where to go for help, what to say and do in a bullying situation).

 

Children are empowered to know what is right and wrong and to look after themselves.

Dreams and Goals

Healthy Me 

Relationships

 

Children learn that sometimes secrets are good and sometimes they are not good – and how they feel if they are asked to keep a secret they don’t want to keep, and who to talk to about it.

 

Through understanding about good secrets and ‘worry’ secrets, children can practise giving advice to Jigsaw Jo to help with any ‘worry’ secrets.

 

Teachers can emphasise that ‘worry’ secrets need to be told to an adult and not kept inside.

 

The lesson focuses on how there are many different forms of physical contact within a family – and some of this is acceptable and some is not.

 

Children can think about which types of physical contact they like, which they don’t like, and they can talk about this in a safe way and know it is OK to say they don’t want to be touched in that way e.g. punched or hugged if that is how they feel. Some of the lesson is taught through stories. Teachers are encouraged to be vigilant throughout this lesson.

 

This lesson, along with others in previous year groups, highlights why teaching about consent is important from such a young age. 

 

Changing Me 

Year 2

Jigsaw PSHE

 

I recognise when I feel worried and know who to ask for help.

 

I know how to help myself and others feel like we belong.

 

I understand the rights and responsibilities for being a member of my class and school.

 

I can help to make my class a safe and fair place.

 

I can recognise the choices I make and understand the consequences.

Jigsaw PSHE  

 

I am starting to understand that sometimes people make assumptions about boys and girls (stereotypes).

 

I understand that bullying is sometimes about difference.

 

I can tell you how someone who is bullied feels.

 

I can be kind to children who are bullied.

 

I can recognize what is right and wrong and know how to look after myself.

 

I know when and how to stand up for myself and others.

 

I know how to get help if I am being bullied.

 

I understand we shouldn’t judge people if they are different.

 

I can tell you some ways I am different from my friends, I understand these differences make us special and unique.

Safer Internet Day

 

Purple Mash

Searching and Sharing

 

To know how to refine searches using the Search tool.

 

To know how to share work electronically using the display boards.

 

To use digital technology to share work on Purple Mash to communicate and connect with others locally.

 

To have some knowledge and understanding about sharing more globally on the Internet.

 

Email Using 2Respond

 

To understand how we talk to others when they are not there in front of us.

 

To open and send simple online communications in the form of email.

 

Digital Footprint

 

To understand that information put online leaves a digital footprint or trail.

 

To begin to think critically about the information they leave online.

 

To identify the steps that can be taken to keep personal data and hardware secure

Jigsaw PSHE

 

I know what I need to keep my body healthy.

 

I am motivated to make healthy lifestyle choices.

 

I can show or tell you what relaxed means and I know some things that make me feel relaxed and some that make me feel stressed.

 

I understand how medicines work in my body and how important it is to use them safely.

 

I feel positive about caring for my body and keeping it healthy.

 

I can sort foods into the correct food groups and know which foods my body needs every day to keep me healthy.

 

I have a healthy relationship with food and know which foods I enjoy the most.

 

I can make healthy snacks.

 

I can decide which foods to eat to give my body energy.

 

I have a healthy relationship with food and I know which foods are most nutritious for my body.

 

Jigsaw PSHE

 

I can identify the different members of my family.

 

I accept that everyone’s family is different and understand that most people value their family.

 

I understand my relationship with each of them and know why it is important to share and cooperate.

 

I understand that there are lots of forms of physical contact within a family and that some of this is acceptable and some is not.

 

I know which types of physical contact I like and don’t like and can talk about this.

 

I can demonstrate how to use the positive problem-solving technique to resolve conflicts with my friends.

 

I understand that sometimes it is good to keep a secret and sometimes it is not good to keep a secret.

 

I know how it feels to be asked to keep a secret I do not want to keep and know who to talk to about this.

 

I recognise and appreciate people who can help me in my family, my school and my community.

 

I understand how it feels to trust someone.

Jigsaw PSHE

 

I understand there are some changes that are outside my control and can recognise how I feel about this.

 

I can recognise the physical differences between boys and girls, use the correct names for parts of the body (penis, anus, testicles, vagina, vulva) and appreciate that some parts of my body are private.

 

I can tell you what I like/don’t like about being a boy/girl.

 

I feel proud about becoming more independent.

 

I understand there are different types of touch and can tell you which ones I like and don’t like.

 

I am confident to say what I like and don’t like and can ask for help

 

Year 3

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

 

Direct Safeguarding Link to KCSIE document

 

Year 3 Overview

Being Me in My World

 

 

Celebrating Difference

 

This lesson explores how sometimes conflict occurs in families and how children can calm themselves down and use solution-based techniques to help themselves.

 

Children think about a possible source of family conflict and of ways to help solve it. Teachers need to be aware of all children’s domestic situations (particularly any that may be violent) before teaching this lesson; notes in the lesson plan are provided to help.

 

Children learn that the role of witnesses in bullying situations, and that sometimes a witness can hinder rather than help.

 

Homophobic bullying is covered in these lessons, as well as what children can do if they see bullying taking place. The Jigsaw ‘Solve It Together’ technique is especially helpful for children to have a strategy to help themselves and others.

 

Dreams and Goals

Healthy Me

 

Children identify things, people and places that they need to keep safe from, and can share some strategies for keeping themselves safe, including who to go to for help.

 

Using the ‘We are keeping safe from…’ cards, children can come up with strategies for Jigsaw Jino to keep safe in different situations, including online. Children can also complete the ‘Keeping Safe’ templates to form their contributing chapter for the school’s Healthy, Happy Me Recipe Book (assessment task). They can learn how to take responsibility for keeping themselves and others safe, and why this is important (and that adults do not always have to be present).

 

Relationships

 

Children discuss things that they might need to keep safe from when online.

 

Children rank the top tips for keeping safe online and discuss their ranking decisions, while learning about the importance of trust.

 

Changing Me

 

Year 3

Jigsaw PSHE

 

I recognise my worth and can identify positive things about myself and my achievements.

 

I can face new challenges positively, make responsible choices and ask for help when I need it.

 

I recognise how it feels to be happy, sad or scared and am able to identify if other people are feeling these emotions.

 

I understand why rules are needed and how they relate to rights and responsibilities.

 

I understand that my actions affect myself and others and I care about other people’s feelings.

 

I understand that my actions affect myself and others.

 

I can make responsible choices and take action.

 

I understand my actions affect others and try to see things from their points of view.

 

Jigsaw PSHE

 

I understand that everybody’s family is different and important to them.

 

I understand that differences and conflicts sometimes happen among family members.

 

I know how to calm myself down.

 

I know what it means to be a witness to bullying.

 

I can problem-solve a bullying situation with others.

 

I recognize that some words are used in hurtful ways.

 

I try hard not use hurtful words.

 

I can tell you about a time when my words affected someone’s feelings and what the consequences were.

 

Purple Mash

 

Safety In Numbers

 

To know what makes a safe password, how to keep passwords safe and the consequences of giving your passwords away.

 

To understand how the Internet can be used to help us to communicate effectively.

 

To understand how a blog can be used to help us communicate with a wider audience.

 

Fact or Fiction

 

To consider if what can be read on websites is always true.

 

To look at a ‘spoof’ website.

 

To create a ‘spoof’ webpage.

 

To think about why these sites might exist and how to check that the information is accurate.

 

Appropriate Content and Ratings

 

To learn about the meaning of age restrictions symbols on digital media and devices.

 

To discuss why PEGI restrictions exist.

 

To know where to turn for help if they see inappropriate content or have inappropriate contact from others.

 

Safer Internet Day

 

Catch up with missed units

 

Jigsaw PSHE 

 

I can identify a dream/ambition that is important to me.

 

I can recognise obstacles which might hinder my achievement and can take steps to overcome them.

 

I can manage the feelings of frustration that may arise when obstacles occur.

 

Jigsaw PSHE

 

I understand how exercise affects my body and know why my heart and lungs are such important organs.

 

I can set myself a fitness challenge.

I know that the amount of calories, fat and sugar I put into my body will affect my health.

 

I know what it feels like to make a healthy choice.

 

I can tell you my knowledge and attitude towards drugs.

 

I can identify things, people and places that I need to keep safe from.

 

I know some strategies for keeping myself safe, who to go to for help and how to call emergency services.

 

I can express how being anxious or scared feels. 

 

I can identify when something feels safe or unsafe. 

 

I can take responsibility for keeping myself and others safe.

 

I understand how complex my body is and how important it is to take care of it.

 

I respect my body and appreciate what it does for me.

 

Jigsaw PSHE

 

I can identify the roles and responsibilities of each member of my family and can reflect on the expectations for males and females.

 

I know and can use some strategies for keeping myself safe online.

 

I know who to ask for help if I am worried or concerned about anything online.

 

I can explain how some of the actions and work of people around the world help and influence my life.

 

I understand how my needs and rights are shared by children around the world and can identify how our lives may be different.

Jigsaw PSHE

 

I understand that in animals and humans lots of changes happen between conception and growing up.

 

I can identify how human bodies change on the inside and the outside.

 

I recognise how I feel about these changes happening to me and know how to cope with those feelings .

 

I can start to recognise stereotypical ideas I might have about parenting and family roles.

 

I can express how I feel when my ideas are challenged and might be willing to change my ideas sometimes.

Year 4

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Direct Safeguarding Link to KCSIE document

 

Year 4 Overview

Being Me in My World

 

 

Celebrating Difference

 

Reinforcing the messages from previous year groups, this lesson focuses on more surreptitious bullying and how to better understand bullying behaviour.

 

For older children, it is timely to look at the intricacies of bullying and how sometimes it can be difficult to spot.

 

Teachers are encouraged to know what the school’s anti-bullying policy states and to ensure that this lesson adheres to the guidance.

 

Dreams and Goals

Healthy Me

 

This Piece looks at how children can learn to recognise when people are putting them under pressure and how to resist this when they want.

 

Through the context of healthy friendships, children can explore their possible feelings of anxiety and fear and how this might be associated with peer pressure; it could also be applied to the pressure they might feel from other people.

 

Helping children learn that they can have a clear picture of what they believe is right and wrong, and to know how to be assertive when they need to be.

Children can learn to draw on their own sense of right and wrong to help make decisions that suit them. Using some simple assertiveness techniques can help children feel more empowered in their lives and can help to keep them from harm.

Relationships

 

 

Changing Me

 

Year 4

Jigsaw PSHE

 

I know how good it feels to be included in a group and understand how it feels to be excluded.

 

I understand that my actions affect myself and others; I care about other people’s feelings and try to empathise with them.

 

I understand how rewards and consequences motivate people’s behaviour.

 

Jigsaw PSHE

 

I understand that, sometimes, we make assumptions based on what people look like.

 

I try to accept people for who they are. 

 

I understand what influences me to make assumptions based on how people look.

 

I know that sometimes bullying is hard to spot and I know what to do if I think it is going on but I’m not sure.

 

I know how it might feel to be a witness to and a target of bullying.

 

I can tell you why witnesses sometimes join in with bullying and sometimes don’t tell. 

 

I can problem-solve a bullying situation with others.

 

I can identify what is special about me and value the ways in which I am unique.

 

I like and respect the unique features of my physical appearance.

 

I can explain why it is good to accept people for who they are.

 

Purple Mash

Go Phishing

 

To understand how children can protect themselves from online identity theft.

 

To understand that information put online leaves a digital footprint or trail and that this can aid identity theft.

 

Beware Malware

 

To identify the risks and benefits of installing software including apps.

 

Plagiarism:

 

To understand that copying the work of others and presenting it as their own is called 'plagiarism' and to consider the consequences of plagiarism.

 

To identify appropriate behaviour when participating or contributing to collaborative online projects for learning.

 

Healthy Screen Time

 

To identify the positive and negative influences of technology on health and the environment.

 

To understand the importance of balancing game and screen time with other parts of their lives.

Safer Internet Day

 

Catch up with missed units

 

Jigsaw PSHE

 

I understand that sometimes hopes and dreams do not come true and that this can hurt.

 

I know that reflecting on positive and happy experiences can help me to counteract disappointment

 

I know how to make a new plan and set new goals even if I have been disappointed

 

I know what it means to be resilient and to have a positive attitude

 

Jigsaw PSHE

 

I recognise how different friendship groups are formed, how I fit into them and the friends I value the most.

 

I understand the facts about smoking and its effects on health, and also some of the reasons some people start to smoke.

 

I can recognise negative feelings in peer pressure situations (such as embarrassment, shame, inadequacy and guilt) and know how to act assertively to resist pressure from myself and others.

 

I understand the facts about alcohol and its effects on health, particularly the liver, and also some of the reasons some people drink alcohol.

 

I can recognise when people are putting me under pressure and can explain ways to resist this when I want.

 

I know myself well enough to have a clear picture of what I believe is right and wrong.

 

I can tap into my inner strength and know how to be assertive.

Jigsaw PSHE

 

I can recognise situations which can cause jealousy in relationships.

 

I can identify feelings associated with jealousy and suggest strategies to problem-solve when this happens.

 

I can identify someone I love and can express why they are special to me.

 

I can recognise how friendships change, know how to make new friends and how to manage when I fall out with my friends.

 

I know how to stand up for myself and how to negotiate and compromise.

 

I understand what having a boyfriend/ girlfriend might mean and that it is a special relationship for when I am older.

 

I understand that boyfriend/girlfriend relationships are personal and special, and there is no need to feel pressurised into having a boyfriend/ girlfriend.

 

I know how it feels to belong to a range of different relationships and can identify what I contribute to each of them.

 

I know how most people feel when they lose someone or something they love.

 

I can love and be loved.

 

Jigsaw PSHE

 

I understand that some of my personal characteristics have come from my birth parents and that this happens because I am made from the joining of their egg and sperm.

 

I appreciate that I am a truly unique human being.

 

I can correctly label the internal and external parts of male and female bodies that are necessary for making a baby.

 

I understand that having a baby is a personal choice and can express how I feel about having children when I am an adult.

 

I can describe how a girl’s body changes in order for her to be able to have babies when she is an adult, and that menstruation (having periods) is a natural part of this.

 

I have strategies to help me cope with the physical and emotional changes I will experience during puberty.

 

I know how the circle of change works and can apply it to changes I want to make in my life.

 

I am confident enough to try to make changes when I think they will benefit me.

 

I can identify changes that have been and may continue to be outside of my control that I learnt to accept.

 

I can express my fears and concerns about changes that are outside of my control and know how to manage these feelings positively.

Year 5

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

 Direct Safeguarding

Link to KCSIE

document

 

Year 5 Overview

Being Me in My World

 

 

Celebrating Difference

 

Children learn about what racism is and how their own attitudes can affect how they treat others.

 

The concepts of racism and discrimination are introduced to children and they are invited to share their thoughts. Particular emphasis is given to the words that people use, often without understanding them, and how they can be racist.

 

Children learn about how rumours are spread and how name-calling can both be bullying behaviours. They also learn the difference between direct and indirect bullying.

 

Both lessons help children to learn ways that they can be empowered to help themselves, and to report anything that feels wrong to them.

Dreams and Goals

Healthy Me

 

Relationships

 

Lessons on staying safe when using technology. Children learn to recognise and resist pressure to use technology in ways that may be risky or cause harm to others.

 

Rights and responsibilities are being online, staying safe, and relationships with technology all refer implicitly to safeguarding within these lessons.

 

Changing Me

 

Year 5

Jigsaw PSHE

 

I understand my rights and responsibilities as a citizen of my country and as a member of my school.

 

I understand that my actions affect me and others.

 

I understand how an individual’s behaviour can impact on a group.

 

Jigsaw PSHE

 

I understand that cultural differences sometimes cause conflict.

 

I understand what racism is.

 

I understand how rumour-spreading and name-calling can be bullying behaviours.

 

I can tell you a range of strategies
for managing my feelings in bullying situations and for problem-solving when I’m part of one.

 

I can explain the difference between direct and indirect types of bullying.

 

I know some ways to encourage children who use bullying behaviours to make other choices and know how to support children who are being bullied.

 

Purple Mash

 

Responsibilities and Support when online

 

To gain a greater understanding of the impact that sharing digital content can have.

 

To review sources of support when using technology.

 

To review children’ responsibility to one another in their online behaviour.

 

Protecting Privacy

 

To know how to maintain secure passwords.

 

To understand the advantages, disadvantages, permissions, and purposes of altering an image digitally and the reasons for this.

 

To be aware of appropriate and inappropriate text, photographs and videos and the impact of sharing these online.

 

Citing Sources

 

To learn about how to reference sources in their work.

 

To search the Internet with a consideration for the reliability of the results of sources to check validity and understand the impact of incorrect information.

 

Reliability

 

Children show an understanding of the advantages and disadvantages of different forms of communication and when it is appropriate to use each.

Safer Internet Day

 

Catch up with missed units

Jigsaw PSHE

 

I know the health risks of smoking and can tell you how tobacco affects the lungs, liver and heart.

 

I can make an informed decision about whether or not I choose to smoke and know how to resist pressure.

 

I know some of the risks with misusing alcohol, including anti-social behaviour, and how it affects the liver and heart.

 

I know and can put into practice basic emergency aid procedures (including recovery position) and know how to get help in emergency situations.

 

I know how to keep myself calm in emergencies.

 

I understand how the media, social media and celebrity culture promotes certain body types.

 

I can reflect on my own body image and know how important it is that this is positive and I accept and respect myself for who I am.

 

I respect and value my body.

 

I can describe the different roles food can play in people’s lives and can explain how people can develop eating problems (disorders) relating to body image pressures.

 

I know what makes a healthy lifestyle including healthy eating and the choices I need to make to be healthy and happy.

 

 

Jigsaw PSHE

 

 I have an accurate picture of who I am as a person in terms of my characteristics and personal qualities.

 

I know how to keep building my own self-esteem.

 

I understand that belonging to an online community can have positive and negative consequences.

 

I understand that belonging to an online community can have positive and negative consequences.

 

I can recognise when an online community feels unsafe or uncomfortable.

 

I understand there are rights and responsibilities in an online community or social network.

 

I can recognise when an online community is helpful or unhelpful to me.

 

I know there are rights and responsibilities when playing a game online.

 

I can recognise when an online game is becoming unhelpful or unsafe.

 

I can recognise when I am spending too much time using devices (screen time).

 

I can identify things I can do to reduce screen time, so my health isn’t affected.

 

I can explain how to stay safe when using technology to communicate with my friends.

 

I can recognise and resist pressures to use technology in ways that may be risky or may cause harm to myself or others.

 

Jigsaw PSHE

 

I am aware of my own self-image and how my body image fits into that.

 

I know how to develop my own self –esteem.

 

I can explain how a girl’s body changes during puberty and understand the importance of looking after yourself

physically and emotionally.

 

I understand that puberty is a natural process that happens to everybody and that it will be ok for me.

 

I understand that sexual intercourse can lead to conception and that is how babies are usually made.

 

I can identify what I am looking forward to about becoming a teenager and understand this brings growing responsibilities (age of consent).

 

I can express how I feel about the changes that will happen to me during puberty.

 

 

Online Safety Newsletters

Each term, we publish an online safety newsletter, informing you of current challenges our children are experiencing within their online interactions. In our newsletters, we also like to give you top tips and latest updates to support you further with safeguarding your children online. You can access these newsletters below.

Safeguarding Newsletters

Safeguarding Newsletter Term 6 22/23

Safeguarding Newsletter Term 5 22/23

Safeguarding Newsletter Term 4 22/23 

Safeguarding our children from extremism and radicalisation

The Counter-Terrorism and Security Act 2015 obliges schools and other authorities to prevent people from being drawn into terrorism or extremism.

It important that these risks and dangers are considered for every child, right across the country. This includes those places that have not traditionally seen themselves as being at risk, such as in a primary school like ours. We recognise this fact and ensure that children are safe from online terrorist and extremist material in school, via appropriate levels of filtering, we check the suitability of visiting speakers and make sure that our staff are equipped to identify children at risk of being drawn into terrorism, as well as to challenge extremist ideas. They know how to refer children for further help.

Please remember that everyone has a responsibility to take action to report any concerning content online including our parents, staff, governors and children: