Teach Primary Issue 19.5

As the old adage goes, ‘You might be able to do anything, but you can’t do everything.’ Almost without exception, the project you are trying to take forward will be far from your only responsibility. I’d suggest that there are two things that may help you. First, decide (very possibly in consultation with your boss) what you are not going to do while progressing this project… and make your peace with that. You should never be afraid to proactively decide not to do something. Second, try and protect some regular time in your diary to work on your project. I try and think when I might be at my best (not late at night for me) and when I might get a fairly uninterrupted run at things. Anyone who has ever taken responsibility for a whole-school development will probably recognise the relief I felt when the final ‘i’ was dotted and ‘t’ crossed on those art and design planners and resources all those years ago; it always feels good to get a project over the line. As we know as teachers, though, our responsibilities do not end when the lesson does… we consider assessment, evaluation, and next steps. In the same way, I’ve learned over the years that a project doesn’t end when implementation is over. We must think about how we gauge its impact. And the most important people are always our pupils, of course. I’m fairly sure that I didn’t ask the children for their thoughts on the art and design lessons… but I certainly would now. So, best of luck with your project; it’s guaranteed to turn out better than my efforts in art and design! Alan Shields is a local authority inclusion officer and former primary head with almost 30 years’ experience in the state and independent sectors . An online safety audit can strike fear into those who don’t feel ‘tech savvy’. However, it’s not as intimidating as it sounds, and is a critical element of safeguarding, especially considering the significant amount of time pupils spend online. To streamline and save time, link your online safety audit into your overall Section 175/157 Local Authority (LA) safeguarding audit; and use the filtering and monitoring sections to fulfil the requirement in the DfE standards for an ‘annual filtering and monitoring review’. Although there’s still a strong tendency to leave it to the ‘tech-experts’, key stakeholders must get involved, and collaboration is key. The audit should be led by the DSL – they have ‘lead responsibility for safeguarding and child protection, including online safety and understanding… filtering andmonitoring…’ (DfE, KCSIE, 2024). The DSL should then be supported by the SLT, curriculum leads and governors, using feedback from all staff and pupils. An audit needs to be thorough and take a holistic view of all components of online safety within the school including: the curriculum, staff development, policies, parental support, safe systems and tech, recording and reporting. It should be continuous, too.With the rapid, ever-changing use of digital media and the accompanying associated harms, the audit needs to evolve to keep up and keep pupils safe. So instead of one-off events to celebrate Safer Internet Day, and a tick-box annual report, make use of free, simple, downloadable audits, such as those created by edtech charity LGfL (onlinesafetyaudit.lgfl.net) with comprehensive questions and advice on curriculum; general approach and communication; and safe school systems, which use a simple red-amber-green (RAG) rating system and space for annotated evidence and actions. This will help to actually keep pupils safe, supporting them to become literate users of digital media. Alex Dave is the safeguarding education officer at LGfL – the National Grid for Learning. lgfl.net In safe hands L E ADERSH I P www.teachwire.net | 39 “As a keen-bean young teacher, I made every mistake in the book”