Leadership

Data Protection: Toolkit For Schools

To prepare for the General Data Protection Regulation (GDPR) coming into force in May 2018 all organisations handling personal data, including schools, need to have the right governance measures.

This Government guidance will help schools develop policies and processes for data management, from collecting and handling the data through to the ability to respond quickly and appropriately to data breaches.

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      string(360) "... crisis point. Free schoolmeals data can help schools with targeting help at the most disadvantaged children for example using the PupilPremium.It is vital that schools use the Pupil Premium on interventions that are proven to work in responding to disadvantagedchildren and young people.The Sutton Trust toolkit is a ..."
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      string(3975) "http://educationendowmentfoundation.org.uk/toolkit/approaches/parental-involvement2. Parents’/Carers’ Attitudes Towards School Attendance DES 20053. Ibid4. Ibid5. Joseph Rowntree Foundation. The Role of Aspirations, Attitudes and Behaviour in Closing the Educational AttainmentGap, Charlotte Carter-Wall, Graham Whitfield, April 2012 http://www.jrf.org.uk/publications/aspirations-attitudes-educational-attainment-roundup6. Education and Poverty – a critical review of theory, policy and practice, Joseph Rowntree Foundation 20077. National Centre for Social Research, Disengagement from Education among 14-16 year olds, Andy Ross 2009 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/189435/DCSF-RR178.pdf.pdf8. Joseph Rowntree Foundation. The Role of Aspirations, Attitudes and Behaviour in Closing the Educational AttainmentGap, Charlotte Carter-Wall, Graham Whitfield, April 20129. Drivers and Challenges in Raising the Achievement of Pupils from Bangladeshi, Somali and Turkish Backgrounds. DSCF2010 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/189385/DCSF-RR226.pdf.pdf10. http://www.outcomesstar.org.uk/family-star/ A Troubled Families Star which references Work as an area for assessmentand support is currently in developmentThe Family Action learning on tackling exclusionChildren who exhibit very challenging behaviours in school may be witnessing traumatic events in the home, includingdomestic abuse, which present child protection issues. They may have special needs that require a response fromservices.Getting children to talk about their emotions is key if they are to gain self-awareness and consider alternative socialstrategies to aggression and joining gangsExtra-curricular activities may help boost the self-esteem of children who are not able to display academic prowess inthe classroom.What schools can doSchools have much to gain from co-ordinating their response to truancy and exclusion with the local Troubled FamiliesProgramme and working in multi-agency partnership with health and social services.Early identification of vulnerable pupils will assist with early intervention before pupils reach crisis point. Free schoolmeals data can help schools with targeting help at the most disadvantaged children for example using the PupilPremium.It is vital that schools use the Pupil Premium on interventions that are proven to work in responding to disadvantagedchildren and young people.The Sutton Trust toolkit is a useful starting point for key ideas that are proven to work; and the DfE website pageson the Pupil Premium also showcase some of the great work that schools are already doing in this area. The Childrenand Young People’s Mental Health Coalition also offer Resilience and Results a useful briefing for schools on charityprogrammes that could benefit childrenTruancy and exclusion increase in secondary schools. It is vital to raise awareness among parents of primary school agechildren of their role in providing a home life that supports children being ready for school every day. Family Actionand the National Association of Head Teachers are teaming up for a year to provide a programme of free resourcesthat primary schools and children’s centres can use to engage parents o the theme of Ready to learn Every Day. Theseresources will be available from May 2013.Rhian Beynon is Head of Policy and Campaigns at Family Action.nnnnnnnnhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/189385/DCSF-RR226.pdf.pdfhttp://www.outcomesstar.org.uk/family-star/http://educationendowmentfoundation.org.uk/toolkit/approaches/parental-involvementhttp://www.education.gov.uk/schools/pupilsupport/premiumhttp://www.cypmhc.org.uk/resources/leading_children_and_young_peoples_charities_offer/www.family-action.org.uk"
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Special Needs

Getting to the root of exclusion

18 Jun 2013

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      string(5672) "Garfield Weston Foundation supports awide-range of organisations, including educational establishments.Of course, funding may not be the only off-putting aspect of capital building works– the prospect of educating pupils on a building site is not exactly appealing, andthere are important factors to consider such as safeguarding, health and safety, andprocurement practice. The National College4 and Scottish Government5 have publishedresearch and resources for staff managing school building projects, and maintainedschools may be able to get practical guidance from their LA on many of the factorslisted above. The Education Funding Agency has also produced an essential guide tomaintenance for schools.65. Consider extended servicesThe rising demand for school places means that some pupils are attending a school farfrom home – sometimes with a lengthy morning commute or working parents whofind it difficult to make the afternoon school run.If you have pupils in this situation, offering extended services, such as subsidisedtransport for those who travel in from a similar area, or breakfast and after-school clubs,can make this easier for everyone. If your club accommodates any children who do nothttps://www.gov.uk/guidance/condition-improvement-fundhttp://www.garfieldweston.org/71Vol 7.4School Leadership Todaywww.teachingtimes.comPrimaryFileSchoolplacesattend the school, it may count as a community facility on which you can make a profit.76. Be mindful that secondary schools are affected tooWhile the issue is currently more obvious at primary level, our survey indicated thatsecondary schools are feeling the effects too: over half (52 per cent) of secondaryschool leaders told us they received more applications than they could accommodatefor last year’s admissions round. ‘Insufficient school budget’ was reported to be the keyfactor which would hinder these schools from meeting demand.Secondary school offer day in March may have led to your Year 6 pupils findingout that they won’t be going to the same secondary school as their peers. Pupils andparents alike may be anxious about their new school, but thoughtfully managedprimary-to-secondary transitions can help pupils to feel settled more quickly, and canhelp parents feel more engaged with the new school community.Many secondary schools already hold transition days, but if you have pupils whowill be attending a school particularly far away, you could liaise with that school tonegotiate the best times to hold events and potentially offer transport.And if you’re undersubscribed…It is clear that not every school is dealing with oversubscription: our survey revealedsome regional differences. Perhaps unsurprisingly, London had the highestproportion of oversubscribed schools (69 per cent) and one of the lowest rates ofundersubscription (12 per cent). In contrast, the South West had one of the lowestrates of oversubscription (52 per cent) and one of the highest proportions ofundersubscribed schools (19 per cent).If your school is undersubscribed, you may consider developing a marketing strategyto increase the profile of the school locally and showcase your strengths to parents andprospective pupils. Practical steps you could take might include creating a parent advocacygroup to champion the school, setting up school profiles on Facebook and Twitter, or tryingto attract some local press coverage for school activities and achievements.Beth Walton is a researcher specialising in school administration andmanagement at The Key.Knowledge trails1. Meeting the school places challenge – Facing a shortfall of nearly 5000 primary places,the London Borough of Ealing needed a brand new school – fast. Steve Loughe tells the tale.[Available with subscription to Learning Spaces].library.teachingtimes.com/articles/meeting-school-places-challenge.htmReferences1. Department for Education (2014) National Pupil Projections – Future Trends in Pupil Numbers: July 2014.[pdf] Available at: gov.uk/government/uploads/system/uploads/attachment_data/file/330261/SFR23_2014_Main_Text.pdf [Accessed 25 April 2016].2. IRMS (2016) Information Management Toolkit for Schools. [pdf] Available at: irms.org.uk/images/resources/2016_IRMS_Toolkit%20for%20Schools_v5_Master.pdf [Accessed 25 April 2016].3. Department for Education (2014) School Admissions Code. [online] Available from: gov.uk/government/publications/school-admissions-code–2 [Accessed 25 April 2016].4. Wilkinson, J. (2008) Leading sustainable school building projects. [pdf] Available at: sdfoundation.org.uk/downloads/leading-sustainable-school-building-projects.pdf [Accessed 25 April 2016].5. Scottish Executive (2004) Managing Schools During Construction Projects. Available at: gov.scot/Publications/2004/12/20329/47492 [Accessed 25 April 2016].6. Education Funding Agency (2016) Essential school maintenance – a guide. Available from: gov.uk/guidance/essential-school-maintenance-a-guide-for-schools [Accessed 25 April 2016].7. Department for Education (2014) Charging for school activities. [online] Available from: gov.uk/government/publications/charging-for-school-activities [Accessed 25 April 2016].http://library.teachingtimes.com/articles/meeting-school-places-challenge.htmhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/330261/SFR23_2014_Main_Text.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/330261/SFR23_2014_Main_Text.pdfhttp://www.irms.org.uk/images/resources/2016_IRMS_Toolkit for"
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Leadership

Six steps to handling a pupil population explosion

19 May 2016

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      string(4046) "This month’s Reportsthe Data Protection Act to helpschools ensure they are handlingpupils’ personal information in linewith the law. It was prompted by asurvey of 400 schools across ninelocal authority areas that showedthat whilst awareness of dataprotection laws was generally good,schools need to pay more attentionto complying with data protectionlaw.The survey showed 95 per cent ofschools provided some informationto pupils and parents about whatwas done with personal information.But a third of schools withpassword-protected computersystems conceded the passwordswere not necessarily strong enoughand not changed regularly, with 20per cent admitting email systemswere not secure.Recommendations:Notification – make sure younotify us accurately of thepurposes for your processing ofpersonal data.Personal data – recognise■■the need to handle personalinformation in line with the dataprotection principles.Fair processing – let pupils andstaff know what you do withthe personal information yourecord about them. Make sureyou restrict access to personalinformation to those who need it.Security – keep confidentialinformation secure when storingit, using it and sharing it withothers.Disposal – when disposing ofrecords and equipment, makesure personal information cannotbe retrieved from them.Policies – have clear, practicalpolicies and procedures oninformation governance for staffand governors to follow, andmonitor their operation.Subject access requests– recognise, log and monitorsubject access requests.Data sharing – be sure you areallowed to share information withothers and make sure it is keptsecure when shared.■■■■■■Report on the DataProtection Guidancewe gave schools in2012Published by the InformationCommissioner’s OfficeThis new report, written by theInformation Commissioner’s Office, givespractical advice on how to comply with http://www.teachingtimes.comThis month’s ReportsWebsites – control access toany restricted area. Make sureyou are allowed to publish anypersonal information (includingimages) on your website.CCTV – inform people what itis used for and review retentionperiods.Photographs – if your schooltakes photos for publicationmention your intentions in yourfair processing/privacy notice.Processing by others – recognisewhen others are processingpersonal information for you andmake sure they do it securely.Training – train staff andgovernors in the basics ofinformation governance;recognise where the law andgood practice need to beconsidered; and know where toturn for further advice.Freedom of information – afterconsultation, notify staff whatpersonal information you wouldprovide about them whenanswering FOI requests.■■■■■■Thinking HatsBy Anna ForsythAll books priced at £17.99 eachThinking Hats – Book 1 Ages 5-7Thinking Hats – Book 2 Ages 7-9Thinking Hats – Book 3 Ages 9-11Creativity is the wealth of tomorrow. Developing laterality in approachto issues is exciting, challenging and critical learning. World-renownedEdward de Bono’s  concept of ‘Thinking Hats’ has proven itself to be anexcellent way to ensure that students consider problems and issues fromdifferent perspectives; ‘actively thinking’.This series of three books teaches the use of Edward de Bono’s sixthinking hats; white for facts and information, yellow for optimism,green for creativity, blue for the overall picture, black for negative, redfor emotions.A series of 40 lessons in each book spans almost all the curriculum areasso that students practice using thinking hats in many contexts.Thinking Hats conceptThis series is based on Edward de Bono’sOrder Now: Tel: 0121 224 7599  Fax: 0121 224 7598or Email: enquiries@imaginativeminds.co.ukThinking Hats half.indd   1 9/2/12   10:46:22http://www.teachingtimes.comButton 6: Page 1: OffPage 2: Button 7: Page 1: OffPage 2: Button 8: Page 1: OffPage 2: Button 9: Page 1: OffPage 2:"
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Digital Learning

Report on the Data Protection Guidance we gave schools in 2012

7 Nov 2012

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      string(389) "... increasing the burden on them. The consultation closes on 3 August 2012.Key Points:· Schools and colleges that use biometric recognition systems must treat the data collected with appropriate care and must comply with the data protection principles set out in the Data Protection Act 1998.· Schools and colleges must ..."
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Leadership Briefing issue 6.12(72)"
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      string(3242) "ResourcePROTECTION OF BIOMETRIC INFORMATION OF CHILDREN IN SCHOOLSOriginal DocumentProtection of Biometric Information of Children in Schools. This new advice to schools will make clear that they will no longer be able to use pupils’ biometric data without parental consent. The advice comes into effect from September 2013. The purpose of this DfE advice is to explain the legal duties schools and colleges have if they use automated biometric recognition systems.KeywordsBiometric data, parental consent, schools, colleges, advice, legal dutiesSummaryThe DfE wants to ensure that schools and colleges, parents and pupils are clear about the new legal duties that will apply to the use of automated biometric recognition systems in schools and colleges. This new DfE advice to schools will make clear that they will no longer be able to use pupils’ biometric data without parental consent.Under the provisions in the Protection of Freedoms Act 2012 schools and colleges must notify the parents of pupils under 18 where they intend to use their child’s biometric data as part of an automated biometric recognition system. As long as the child does not object and no parent objects in writing, the consent of only one parent will be required.Some schools and colleges use biometric technologies such as fingerprint identification and facial scanning. These may be used to record attendance, grant access to libraries and to process cashless payments. The benefits to schools include site safety and the speed and ease of access to services.The consultation is aimed at proprietors, governing bodies, head teachers, principals and staff. The Department wants schools and colleges to be able to accommodate the new duties without increasing the burden on them. The consultation closes on 3 August 2012.Key Points:· Schools and colleges that use biometric recognition systems must treat the data collected with appropriate care and must comply with the data protection principles set out in the Data Protection Act 1998.· Schools and colleges must ensure that all the parents of a child are notified and the written consent of at least one parent is gained before a pupil’s biometric data is taken and processed further for the purposes of an automated biometric recognition system. This applies to all pupils in schools and colleges under the age of 18.· Schools and colleges must not process the biometric data of a pupil (under 18 years of age) who objects or refuses to participate in the processing of their biometric data. They must also not process such data where a parent has objected or no parent has consented in writing to the processing.· Schools and colleges must provide reasonable alternative means of accessing services for those pupils who will not be using an automated biometric recognition system.ActionNotesAuthorR ChimaDate CreatedJune 2012Enquiries to:raspal.chima@yahoo.co.uk(Authoring Unit)Month / YearPage 1 of 1©Birmingham City Council"
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Leadership

Protection of Biometric Information of Children in Schools

31 May 2012