This one is about AI and why we should not use Chat GPT in school in particular

Despite its usefulness, there are certain limitations and risks associated with sharing certain information Chat GPT.

To protect ourselves and maintain a sense of security, there are five critical things that should never be shared with ChatGPT - do you know what they are?

1. Personal information - of any pupil (or person), like name, date of birth, addresses, phone numbers, emails, send status, health records - anything that is on the school's MIS in short where a pupil and their family can be identified. The gravity of sharing PII with ChatGPT cannot be overstated. While AI platforms may not intentionally store or retain such information, their vulnerability to breaches makes them susceptible to data theft.

2. Finance and banking - credit card numbers, bank accounts, other payment details - Users must always exercise caution and adhere to strict security protocols to safeguard their financial data.

3. Passwords and log ins- Sharing this type of confidential data opens the door for unauthorised access by malicious entities.

4. Private or confidential information -  AI systems lack the contextual understanding that humans possess, making them more susceptible to accidental disclosure of sensitive content. In professional settings, divulging sensitive business information can lead to breaches of trust and potential legal issues. It is vital to exercise prudence and ensure that the information shared with AI systems is limited to what is necessary and appropriate for the intended purpose.

5. Intellectual property - anything that represents the creative and innovative endeavours of our pupils, staff and teachers. SHaring anything like this (essays, art work plans etc) can pose significant risks, including theft and unauthorised used. Users must be vigilant and refrain from disclosing any form of intellectual property to AI systems, ensuring that their creative works and innovations remain secure and protected.

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If the age of consent for sexual activity is 16, why do we still have safeguarding laws and expectations for 17 and 18 year olds particularly around:

• relationships with adults in a position of trust
• sexual exploitation
• sexual images?

Answer

Even though the age of consent is 16, 16- and 17-year-olds are still children in safeguarding and child protection law.

Positions of trust: adults working in schools and similar settings have power, influence and authority. A sexual relationship between a member of staff and a student under 18 is a criminal offence because the power imbalance means the young person cannot genuinely give free consent. Other people in a position of trust include sports coaches, faith leaders and social workers. (See 'The Sexual Offences Act 2003 (as amended in 2022)]

Sexual exploitation: a young person can technically consent to sexual activity and still be groomed, coerced or exploited. The law recognises that 16- and 17-year-olds can be targeted and manipulated, so we still have a duty to see them as children who may need protection.

Sexual images: it is illegal to create, possess or share sexual images of anyone under 18.

In safeguarding, we do not think ‘they are basically adults now’. We remember they are still children in law, and that these extra protections are there for good reasons.

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Teenage Boys and Sexting

I am indebted to Dr Jon Needham, National Director of Safeguarding & Well-being at the Oasis Trust, who emailed to share his research about teenage boys and sexting.

Legislation and policy frameworks generally consider 'sexting' within a deviancy framework, and focus on coercive, behaviours in adolescence linked to problematic activities. However, schools also deal with sexting within the normative framework of adolescent development within romantic and/or sexual relationships and so need to understand the motivational factors behind the desire to sext to effect change.

Understanding the 'why' rather than the 'what' requires new policies and curriculum design to reframe the issues for a modern-day youth society.

• Does your curriculum reflect the lived experience of all teenagers?
• Does response focus on the victim or the perpetrator?

Read more here: Addressing Sexting in Educational Spaces – why teenage boys sext - Dr Jon Needham

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Question

“If a child discloses something worrying to you, what are the two most important things you must (and must not) do in that moment?”

Here's one answer, what's wrong with it?

"I’d reassure the child and promise to keep what they say secret so they don’t lose trust in me. Then I’d ask lots of questions to get all the details and jot down the main points before deciding whether it’s serious enough to tell the DSL later."

Answer

Never promise secrecy

You must never promise confidentiality. You must explain that you will need to share the concern with the DSL to help keep the child safe.

Don't ask lots of questions

We are not investigators. You should only listen and, if necessary, ask a simple clarifying question. Asking too many questions risks confusing or muddling the child’s account.

Don't summarise ‘main points’

Don’t rewrite in your own words. Record factually, as soon as possible, using the child’s exact words.

Don't consider the seriousness yourself or delay reporting

It’s not your role to judge whether it’s “serious enough”. Always pass it on to the DSL immediately using the school's procedures.

Correct Approach

• Listen, reassure, explain (you must share with the DSL).
• Record in the child’s words.
• Report immediately to the DSL.

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Phishing emails are one of the biggest cyber threats to schools. They often look convincing, but can lead to serious data breaches if clicked.

Phishing emails are designed to trick us into clicking links, opening attachments, or sharing sensitive information. With the rise of AI tools, these messages are becoming much harder to spot. Today, they often use correct spelling, professional design, and even personal details copied from social media.

Spotting phishing attempts

• Look beyond spelling mistakes, focus on whether the request is unusual, urgent, or unexpected.
• Check the sender’s address carefully, even a small difference can mean it’s fake.
• Be cautious with links and attachments. Hover over links to see the real destination before clicking.
• Remember: any public-facing school email address is particularly at risk, as attackers know these are easy entry points.  The formatting of a school email address may also make other email addresses vulnerable.

What to do if you receive one

• Don’t click links or open attachments.
• Don’t forward the email to colleagues.
• Follow your school’s internal reporting procedure immediately.

Reporting route

• Forward the email to report@phishing.gov.uk (NCSC).
• If personal or financial details have been shared, report it to Action Fraud: https://www.actionfraud.police.uk .
• If a phishing attack results in a data breach, this may need to be reported to the Information Commissioner’s Office (ICO) within 72 hours.

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“A parent sends a member of staff a message on their personal social media asking for advice about their child. What’s the safeguarding concern here, and what’s the right next step?”

Suggested answer:

This blurs professional boundaries: staff should never engage in case discussions through personal accounts.

It creates safeguarding and GDPR risks: sensitive information could be exposed, lost, or misused.

The right response is to signpost the parent back to official school channels and inform the DSL so it’s properly recorded.

Further discussion:

What practical steps should staff take if they receive this kind of message late at night or at the weekend?

How can we keep boundaries clear with parents while still being approachable and supportive?

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Question of the Week

Phishing emails are one of the biggest cyber threats to schools. They often look convincing, but can lead to serious data breaches if clicked.

Phishing emails are designed to trick us into clicking links, opening attachments, or sharing sensitive information. With the rise of AI tools, these messages are becoming much harder to spot. Today, they often use correct spelling, professional design, and even personal details copied from social media.

Spotting phishing attempts

• Look beyond spelling mistakes, focus on whether the request is unusual, urgent, or unexpected.
• Check the sender’s address carefully, even a small difference can mean it’s fake.
• Be cautious with links and attachments. Hover over links to see the real destination before clicking.
• Remember: any public-facing school email address is particularly at risk, as attackers know these are easy entry points.  The formatting of a school email address may also make other email addresses vulnerable.

What to do if you receive one

• Don’t click links or open attachments.
• Don’t forward the email to colleagues.
• Follow your school’s internal reporting procedure immediately.

Reporting route

• Forward the email to report@phishing.gov.uk (NCSC).
• If personal or financial details have been shared, report it to Action Fraud: https://www.actionfraud.police.uk .
• If a phishing attack results in a data breach, this may need to be reported to the Information Commissioner’s Office (ICO) within 72 hours.

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Question: A Year 7 student has started arriving to school unusually early and seems reluctant to go home at the end of the day. They've become quieter in lessons and you've noticed they're wearing the same clothes more frequently. What might this indicate, and what would be your next steps?

Possible answers:

What this might indicate:

• Possible neglect or inadequate care at home
• Potential family difficulties, domestic violence, or unsafe home environment
• Financial hardship affecting basic needs like clothing/washing facilities
• Emotional abuse or family breakdown
• The child may be taking on caring responsibilities for others at home

Immediate steps:

• Observe and document - Keep detailed, dated records of what you've noticed (times, appearance, behaviour changes)
• Build rapport - Continue to be a safe, consistent presence for the student
• Listen without interrogating - If the child does share information, listen supportively but don't probe for details
• Maintain normal expectations - Don't lower academic or behaviour standards, as routine can be reassuring

Next steps:

• Report to the DSL promptly - Share your concerns and documented observations
• Continue monitoring - Keep noting any changes or additional concerns
• Coordinate with colleagues - Check if others have noticed similar patterns
• Follow school safeguarding procedures - Let the DSL determine if external referrals are needed

Key principles:

Trust your instincts - these cumulative signs matter

• It's not your job to investigate, but it is your job to notice and report
• Early intervention can prevent escalation
• The child's welfare is paramount

Three follow up questions:

1. What if the student directly asks you not to tell anyone?
2. How might your response differ if this were a Year 11 student versus a Year 7 student; or a Year 3 child?
3. What assumptions might we unconsciously make, and how could these affect our response?

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This week's question is about our AI guide for teachers - available here on Your Charter.

Q: There are 7 aspects that everyone must consider when using AI that are listed in our guide - can you name them?

A:

●     AI should support, not replace teachers.

●     Ethical and responsible use must be taught.

●     Bias and Inaccuracy: AI can reproduce social biases or provide incorrect information.

●     Privacy and Data Protection: Some tools collect and store user data.

●     Over reliance: Excessive dependence may weaken students’ critical thinking.

●     Academic Integrity: AI misuse can blur lines between student work and machine-generated content.

●     Environmental Impact (AI uses much more energy than other online tools.)

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This week's question is about the safe and appropriate use of AI as a staff member.

The AI working party - chaired by Alexa, has produced some great documents all of which can be found on Your Charter, how much have you read of these, and what do you remember?

Q: Which generative AI tools should you be using when completing Trust work? Why?

A: Gemini or Co-Pilot (NOT ChatGPT)

Why - because Gemini and Co-pilot have settings which mean they are not learning from your inputs, this means you are less likely to infringe copyright and intelledtual property rights, and confidential information like names, dates of birth addresses etc are not being used to create further responses to a global audience.

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This week's question is about the Online Safety Act - we covered this in the safeguarding update training last week.

There are 6 actions that have been classified as criminal through the Online Safety Act - how many can you remember?

ANSWER

The criminal offences introduced by the Act:

• encouraging or assisting serious self-harm
• cyberflashing
• sending false information intended to cause non-trivial harm
• threatening communications
• intimate image abuse
• epilepsy trolling

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A child does not return to school after the summer holidays - what should you do?

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1. Follow your attendance procedures for first day calling and note everything on your MIS (please see attendance policy and children missing education policy)
2. Repeatedly attempt to contact the family and secure contact -not everything on MIS/CPOMS/MyConcern
3. If no contact - go round to the address (in pairs never alone)
4. If the family are known to social care or are vulnerable - call services involved with the family
5. If contact is not made and you are worried call the police to do a welfare check
6. You can report as a 'child missing education' after 20 school days - forms to do this are in the TCSET Attendance policy

Question of the Week

As we approach the end of term, I thought a reflective question would be good. In fact, here's three:

1. Which safeguarding response or decision this year are you most proud of, and what does it reveal about our values as a school?
2. What blind spots or missed opportunities have we become more aware of this year, and how can we address them moving forward?
3. If you could change one thing about how we approached safeguarding this year, what would it be, and why?

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How should staff in schools respond to AI-generated child sexual abuse material (AI‑CSAM)?

Remember

• AI-generated images (e.g. face-swaps, nudification) are now clearly defined as illegal pseudo-images
• Recognises growing risks from adult offenders using AI for sextortion
• Emphasises that intent doesn't matter—even "fake" images are criminal
• Schools must be prepared to respond to modern digital threats with the same urgency and legal clarity as traditional safeguarding concerns.

What schools should do:

• Treat AI-generated CSAM the same as traditional CSAM
• Don't delete – preserve devices and evidence
• Inform the DSL immediately – escalate via safeguarding pathways
• Report to police (call 101 or 999 if immediate danger) as the primary pathway, with additional reports to CEOP or IWF as appropriate
• Use Childline's Report Remove for pupil-led takedowns
• Update policies and training to include AI-related harms
• Educate pupils on legal risks of creating or sharing AI-generated content

Find the Report Remove tool here: www.childline.org.uk/remove

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How do we make sure that everyone, including part-time, supply, agency staff and volunteers, knows what to do if they have a safeguarding concern? How do we ensure that all permanent staff take shared responsibility for helping make that happen?

Possible answer

Model Answer:

We ensure that everyone — including part-time, supply, agency staff and volunteers — knows what to do if they have a safeguarding concern by providing a clear, accessible safeguarding induction for all adults working on site. This includes:

• A printed safeguarding quick guide or lanyard card showing who the Designated Safeguarding Lead (DSL) and deputies are, with names and photos.
• A one-minute briefing given on arrival by a designated staff member, often the receptionist or duty DSL, covering how to report concerns and the expectation to act immediately if something doesn’t feel right.
• For longer-term temporary or agency staff, we ensure they receive a safeguarding summary sheet with key information and reporting flowcharts.

We also foster a culture where safeguarding is seen as everyone’s job — not just the DSL’s. Permanent staff are reminded that they play a key role in helping new or visiting colleagues feel confident to raise concerns. For example:

• All staff are encouraged to introduce themselves to visiting adults and check whether they know who the DSL is.
• If a colleague seems uncertain or unfamiliar, staff are expected to offer a reminder or point them towards the safeguarding information on display.
• During staff briefings, we occasionally pose questions or run short scenarios to reinforce this shared responsibility and keep it part of our everyday conversations.

By embedding this into our culture — not just our procedures — we reduce the risk that someone misses something because they were new, part-time, or unsure

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As pupils spend more time out and about in the local community during the summer, what emerging contextual risks should we be aware of and how can we help young people stay safer in less supervised environments?

Possible Answer:

To answer this question, encourage staff to think about:

• Local hotspots or recent incidents (e.g. anti-social behaviour, child-on-child harm, exploitation risks, trying out drugs, dares)
• Protective factors (e.g. trusted adults, safer routes, peer influences)
• Practical ways staff can raise awareness before the summer break

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If a child starts making concerning comments in their creative writing or artwork, how should you respond?

Possible Answer

If something in a child’s writing or artwork concerns you, don’t ignore it. Note down what you’ve seen or heard exactly as it is. You might have a gentle chat with the child if it feels natural, but don’t press them. Let your Designated Safeguarding Lead know straight away, children often use their creative work to tell us when something isn’t right.​​​​​​​​​​​​​​​​

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Question: If a colleague was consistently dismissing low-level safeguarding concerns, how would you handle it?

Suggested answer:

• You could start with a quiet, respectful conversation to understand their thinking. If they’re new or inexperienced, they might not yet realise how important low-level concerns can be — a kind, clear explanation might help them learn.
• You could remind them that what looks minor on its own might contribute to a much bigger picture when concerns are joined up, especially in the chronology.
• If the person is more experienced and should know better, it’s still worth starting with a respectful conversation — but you might be more direct in highlighting their professional responsibility and safeguarding duties.
• Either way, you should also speak directly to the DSL — don’t wait to see if the person improves their response. It’s vital to make sure that concerns are not being missed.
• It’s also important to check whether any previously unreported concerns are missing, so the chronology can be updated to ensure it is accurate.
• If it felt like part of a wider issue — for example, if others are unsure too — you could also share your wider observations with the DSL, so they can be addressed in training.
• Remember, this isn’t about blame. It’s about protecting children and supporting a strong safeguarding culture.

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Q: What is one safeguarding concern that staff sometimes overlook because it feels ‘too small’ to report?

One Answer:

Staff sometimes overlook small but repeated changes in a child’s appearance, behaviour or moodbecause they don’t seem serious enough to report on their own. For example, a child coming in without a coat on cold days, appearing unusually tired, or becoming quiet when they were previously talkative. These signs can be brushed off as “just a one-off” or “not worth bothering the DSL with.”

But safeguarding is often about patterns – and unless someone shares that small observation, the bigger picture may never emerge. It’s not about overreacting; it’s about passing the baton so the DSL can decide whether it fits into something more concerning.

Other examples of small things often missed:

• A pupil who suddenly stops bringing packed lunch or seems hungrier than usual
• A child flinching slightly when touched or startled
• Subtle but repeated changes in hygiene or clothing
• Drawings, writing, or play that contain worrying themes
• Whispered conversations about things that “mustn’t be told”
• Unexplained anxiety about going home or about a particular adult

Message to staff:

No concern is too small. If you’re wondering whether to tell someone – that’s usually a sign that you should.

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Question of the Week: A parent tells you their child is ‘making things up’ about home life. How do you respond?

Answer: If a parent tells you their child is ‘making things up’ about home life, remain calm and professional. Do not ask what the child has said or agree with the parent. Acknowledge their concern and explain that you are required to pass on any comments that might relate to a child’s wellbeing. Do not explore further. Record the conversation factually and alert the Designated Safeguarding Lead (DSL) without delay.

Stay calm and professional
Avoid reacting emotionally. Keep a neutral tone and body language.

Do not ask what the child has said
You are not investigating. Do not try to clarify or explore the details.

Avoid agreeing, disagreeing, or reassuring
Phrases like “I’m sure it’s nothing” or “Children do that sometimes” must be avoided.

Acknowledge without judgement
Say: “Thank you for letting me know. I’m going to pass this on to our Designated Safeguarding Lead, as we are required to share any comments that might relate to a child’s wellbeing.”

Record factually and promptly
Use direct quotes where possible. Stick to what was said — not what you think it might mean.

Alert the DSL immediately
Log the concern. Do not delay.

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What’s the most powerful thing an adult in school can say to a child to help them feel safe and supported?

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The aim of this questions is to:

• Shift focus from policy to daily practice
• Encourage empathy and child-centred thinking
• Promote consistent, safe messaging across staff
• Spark practical reflection and real-world application
• Reinforce that every adult plays a safeguarding role

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This week's question is about responding to incidences of harmful sexual behaviour between pupils

How should staff respond if they witness or are made aware of harmful sexual behaviour between pupils, even if the pupils involved say it was just a joke?

Even when pupils describe inappropriate sexualised comments, gestures, or physical actions as “banter” or “a joke,” staff must not dismiss or downplay the behaviour.
These incidents could be signs of harmful sexual behaviour (HSB), and must be treated seriously, following school safeguarding procedures.
Staff should:

• Respond calmly and sensitively.
• Reassure the child that they were right to speak up.
• Record factually what was said or observed (no interpretation).
• Report to the Designated Safeguarding Lead (DSL) immediately.

It’s essential that schools create a culture where children understand boundaries and that all inappropriate behaviour is challenged consistently.

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As we start the new and final term of the academic year:

What is one thing we could change as a school this term to strengthen our safeguarding culture; and what might that look like?

For example, one practical starting point could be:

Introduce regular safeguarding-focused reflective prompts into team meetings, briefings, and staff communications.
For example:

• “What’s one thing you’ve noticed this week that made you pause, even slightly, about a child’s wellbeing?”
• “Is there a student or situation you’re holding in mind at the moment?”
• “How are we modelling safe, trusted adult behaviours today?”

Other examples might include:

Refresh the displays of safeguarding information around school so that it stands out and doesn’t just become ‘wallpaper’

Be ready to ask a ‘professionally-curious’ question like:

• I’ve noticed you’ve seemed a bit different lately — is there anything going on that you want to talk about?
• Who do you talk to when things feel tough — is there someone in or out of school?

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If a child tells you something concerning about another pupil but asks you to ‘promise not to tell,’ how should you handle it?

Answer: Even if the child is sharing a concern about someone else, you should never promise to keep it a secret. The fact that the concern is about another child does slightly shift the emphasis, but not the core principles. You might say: “Thank you for telling me. I can’t promise to keep it a secret, because I might need to share it with someone who can help. But I’ll only tell the people who need to know.”

Key points:

• Reassure the child that they’ve done the right thing by speaking up.
• Avoid pressing for more information or asking leading questions.
• Be clear that your role is to help keep everyone safe—not to keep secrets.
• Record what was said accurately (which will include noting the exact words the young person used) and report it to your Designated Safeguarding Lead (DSL) - don't wait!
• Whether the concern is about themselves or another pupil, your role is always to listen, reassure, and report.

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This comes from an article authored by The Council of International Schools (1 May 2024)

What are Deep Fakes?

A deepfake is an image, video, audio file, or GIF that has been manipulated by a computer to use someone’s face, body or voice artificially. This could be done with or without the subject’s consent.

• Research from UNICEF in 2021 found that one in five girls and one in thirteen boys globally have been sexually exploited or abused by the age of 18, with technology featuring in almost all cases.
  
  
• Recent years have seen a rapid increase in the number of “deep fake” images on the web, growing from roughly 14,000 to 145,000 from 2019 to 2021.
  
  
• According to a Sentinel report, the majority of “deep fake” (96%) non-consensual pornographic images, 90% of which were targeted at women.

Recent (2023) international examples of how AI generated deep fakes are a safeguarding issue:

1. El Pais reported a story from Spain where dozens of girls reported their deep-faked AI-generated nude photos being circulated in their community.
2. Teenage boys at a high school in New Jersey targeted their female peers in the same way,
3. A school in Rio de Janeiro, reported students creating and sharing deepfake pornographic images of around 20 of their classmates.
4. A teacher in Texas was targeted by a student who digitally created fake revealing photos of her, then shared the explicit images online.
5. High school students in New York City made a deepfake video of their Principal shouting racist slurs and threatening students of color.

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This week's question is in the theme of Generative AI - it is designed to be a talking point in a briefing or staff meeting‍What do these terms means in the context of AI, and why might each of these ideas pose a risk to children and young people?

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1. Deep fake (see page 8 of the report)
2. Hallucination (see page 7 blue box)
3. Anthropomorphism (see page 13 of the report)

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These words have been taken from the NSPCC report 'Viewing generative AI and children's safety in the round' (January 2025)

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