Cyberbullying: Advice for headteachers and school staff

Who is this advice for? 

This is non-statutory advice from the Department for Education for headteachers and all school staff on how to protect themselves from cyberbullying and how to tackle it if it happens.


All forms of bullying (including cyberbullying) should be handled as a community issue for the whole school. It is important that schools take measures to prevent and tackle bullying among pupils. But it is equally important that schools make it clear that bullying of staff, whether by pupils, parents or colleagues, is unacceptable. Evidence indicates that one in five (21%) teachers have reported having derogatory comments posted about them on social media sites from both parents and children.

School leaders, teachers, school staff, parents and pupils all have rights and responsibilities in relation to cyberbullying and should work together to create an environment in which pupils can learn and develop and staff can have fulfilling careers free from harassment and bullying.

Schools can offer support to parents on how to help their children engage safely and responsibly with social media, perhaps through a parents’ evening, advice in a school newsletter or signposting to other sources of support and advice. Creating a good school- parent relationship can help create an atmosphere of trust that encourages parents to raise concerns in an appropriate manner. Part of this is making sure that parents and carers are aware and understand how to communicate with the school. Schools should also make clear that it is not acceptable for pupils, parents or colleagues to denigrate and bully school staff via social media in the same way that it is unacceptable to do so face to face.

Schools should encourage all members of the school community including parents to use social media responsibly. Parents have a right to raise concerns about the education of their child, but they should do so in an appropriate manner.

Read the full guidance document here

Safeguarding Children and Young People Online – Radicalisation and Extremism

Message from Brian Durrant - Chief Executive, London Grid for Learning Trust

The scope of e-safety has changed materially in recent times as online media and contact is employed to promulgate extremist views and to groom potential adherents.  

In response to this, the LGfL e-Safety Group has organised a half-day event aimed at school leaders, senior leadership teams and school child protection leads.

The content will include:

- The harm caused by the media in warping perceptions of the involvement children and young people in extreme behaviours.

-  The impact on children and young people when exposed to extreme content, such as atrocity videos. Extreme violence becoming normalised.

- How many forms of harm and abuse, whether radicalisation, sexual abuse, child sexual exploitation, gang membership – all start with a grooming process.

- How good quality ongoing e-safety, PSHE education etc., is essential in helping children and young people develop their own sense of risk, raise their self-esteem and self-worth.

Details of the conference are as follows:

Date Monday January 19th
Times Doors open and refreshments available 1.30pm – to start at 1.45pm, finish by 4.30pm
Venue Nunn Hall, Institute of Education, University of London,  20 Bedford Way, WC1H 0AL
Charge £80+vat – The charge will be waived for delegates from LGfL connected schools, whoattend.  Registrants who do not attend on the day will be charged.
To Register Visit:
Places are limited so early registration is advised.


Software Engineering in Schools by Miles Berry

An interesting article from Miles Berry – the writer of Switched on Computing

The first stage of developing any software project isn’t coding, it’s planning. Developers will also need to draw on computational thinking in first designing their programs before they start coding. How formal this design stage is will vary from one development methodology to another, but there’s always some thinking and planning necessary before the actual coding can begin.

The national curriculum for Key Stage 2 expects that pupils will have some experience of working on larger software projects than just learning the key programming concepts of sequence, selection and repetition:

‘design, write and debug programs that accomplish specific goals’

The way you go about this though is up to you. Choose the approach which would work best with your pupils, and for the particular project you (or they) have in mind.

To read the full article by Miles and about the different methodologies click here

Exclusive Opportunity for LGfL Connected Schools

To celebrate the launch of the brand new LEGO Education Workshop Zone at LEGOLAND Windsor in Spring 2015 LGfL and LEGO Education are offering a special limited LEGO Education purchase which includes a guarantee for you and your class to have the opportunity to experience a day in the world’s most exciting classroom – for FREE!

To qualify for this special offer you must either purchase a LEGO Education StoryStarter Full Classroom Set for £649.99 + VAT or spend over £1000 ex. VAT on any of the other fantastic LEGO Education resources including LEGO’s brand new maths resouce MoreToMaths. To view the full resource range visit

This offer is currently exclusive to LGfL Connected Schools and is only available to the first 200 schools that place an order using the special offer code ‘LEGOLAND’ before 12.00 on Friday 12th December 2014.

In addition to the visit to LEGOLAND, all 200 schools will automatically qualify to enter a competition to win a LEGO Education Innovation Studio worth over £30,000. Teachers will also be invited to the exclusive LEGO Education Workshop Zone launch event at LEGOLAND Windsor in March 2015.

For further details please see the flyer and the LEGOLAND Windsor website



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Havering Computing and E-safety Team Shortlisted for the 2015 Bett Awards














Havering Education Services Computing and E-safety Team has been Shortlisted for the 2015 Bett Award for ‘ICT Services and Support’.  The Bett Awards 2015 will be held on Wednesday 21st January at The Brewery, London EC1Y.

The Havering Team would like to dedicated their shortlisting to all of the schools and other partners with whom they work.

Read the full list of Finalists here -

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LGfL Latest News

LGfL Literacy Project launches with update to Blog Central

Featuring an inspirational keynote from David Mitchell, founder of quadblogging and widely recognised as the leading expert on blogging in schools. He offered a blend of proven practical techniques for all teachers, and also led workshops on the role of social media in developing a wider audience for pupils’ writing: a challenging but achievable task.

LGfL launches The M Room!

LGfL has launched The M Room, (​) an exciting new English and History resource for KS3 and KS4, giving exclusive access to secret World War II listening sites where the British Secret Service bugged high-ranking German military prisoners.

LGfL launches new augmented-reality prehistory resource

New to the National Curriculum in 2014 is prehistory, which has never formally been taught at primary level before. This presents a unique challenge to teachers, as it spans a vast period of time (800,000 years), and unlike many other eras, is largely lacking in incontrovertible evidence for approximately 98% of the timeline.

LGfL has commissioned a unique new resource to bring this abstract period of history to life: Prehistoric Britain: ActiveWorksheets. Packed with information for students and teachers, it consists of a mobile app, Internet microsite, augmented-reality worksheets, teacher notes and lesson plans, and even 3D printer files.
Follow the links to view the full articles.
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It is a “hollow ambition” to want every child in a school to have a tablet, unless there is a clear strategy for what teachers wanted to achieve with them…

Educational technology costing hundreds of millions of pounds a year will not provide a “miracle cure” to underachievement and could be abandoned by teachers, according to a leading researcher.

Innovations such as massive open online courses (Moocs) and tablet computers had their benefits, but they did not provide an instant fix for teachers, said Wayne Holmes, a researcher at the University of London’s Institute of Education.

It was a “hollow ambition” to want every child in a school to have a tablet, unless there was a clear strategy for what teachers wanted to achieve with them, Dr Holmes told TES ahead of his appearance at the ResearchED conference in London next weekend.

His comments also precede a major report on how to improve the use of educational technology, which is to be published this autumn by the UK government’s Education Technology Action Group (Etag).

The document, which will be presented to ministers, will outline a range of short- and long-term initiatives to remove the barriers faced by schools and colleges trying to make the most of technology.

Read the full article from the TES by clicking on the link below…

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Tomorrow’s world, where teachers are obsolete. Experts predict online lessons will be the norm in 15 years…

Imagine a world where most of a student’s learning takes place on their home computer, and where schools and teachers are in danger of becoming obsolete. Exams are defunct and pupils are judged by their peers via LinkedIn-style profile endorsements. Academic knowledge is largely irrelevant and education, funded by parents and business, focuses on developing the skills required for work.

To many teachers, passionate about sharing their subject with the next generation, this may sound like some kind of dystopian nightmare. But according to hundreds of global experts, this is how the world of education will look in 15 years’ time.

A survey carried out for the upcoming World Innovation Summit for Education (Wise) has revealed a collective vision for education in 2030 that is radically different from the classroom-centred model of today.

Read the full article from the TES by clicking on the link below…

The LGfL Literacy project

Following on from the success of David Mitchell’s input into the LGfL conference at the end of April 2014, LGfL is funding a unique opportunity to support London school teachers in the effective use of the Blogging to support literacy achievement in London Schools.   The aim of the project is to develop and share good practice in the use of Blogging to impact on literacy across the curriculum, across all Key Stages. Teachers from all Key Stages are welcome to take part in the project, but participants must be from LGfL connected schools.​

The project will include:

Part 1 – LGfL Blogging Project Launch at Camden CLC on 10th October  – See more at

Part 2 – Project work in schools – supported by local authorities (Havering included for Hsis package schools) Work inspired by project launch day developed in participating schools.

Part 3 – Sharing good practice day – at Camden CLC – 27th February at Camden CLC.  An opportunity to share good practice developed within LGfL schools since the start of the project – See more at

For more information on the project visit .

Booking is essential. If you are interested, please register as soon as possible via the site as places are being filled quickly.

myDrive – a new ‘included’ service brought to you by LGfL

The London Grid for Learning brings to you a new ‘included’ service called ‘myDrive’. Likened to ‘Dropbox’, but a much safer alternative which schools can control, it offers school users secure file storage and allows you to share documents, images and other file types amongst your teams, classes and pupils in a secure, e-safe, way.  By storing files within a personal secure area ‘in the cloud’ users are able access their files from any online location, using a range of devices, which will make it easier for work and learning started in school to be continued beyond the school gate.

For more information about how myDrive works, what it does and how to use it, please see LGfL’s website.


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