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Charting the risks and opportunities of rapid adoption of EdTech

Learn about the most current online safety and cyber security issues and threats typically experienced by schools and how they can be successfully addressed using technology. 

Andrew Williams, Online Safety and Information Security Consultant, South West Grid for Learning

Overview – Charting the risks and opportunities of the rapid adoption of EdTech 

Many safeguarding and security challenges in schools can be solved by embracing digital technology. However, keeping abreast of these ever-evolving challenges can be extremely difficult and time-consuming. How often do you find that once you have addressed one potential threat another rears its ugly head? How can you check that what you have in place is robust and continues to be? Organisations such as SWGfL and Scomis are here to help. 

As well as learning about the most current online safety and cyber security issues and threats typically experienced by schools and how they can be successfully addressed using technology, you will also find out about the key issues for staff and students that are caused by ill thought-out use of technology. SWGfL online safety and security expert, Andrew gives you an insight into the associated risks and offers hints and tips about how these risks can be mitigated against. 

Andrew’s bio 

Andrew is an experienced educator with over 10 year’s primary experience and has held roles at all levels of school management in Essex and in Herefordshire. Since leaving teaching, Andrew has worked as the ICT Strategy Manager for a Welsh Local Authority, followed by a regional secondment to deliver training and to support ICT development in 400+ schools in South Wales. In his current role at SWGFL, Andrew fulfils a variety of functions: account manager for The Welsh Government, training delivery, resource development, information security support and advice, liaison with European and domestic partners and more. All of this remains focussed on the safeguarding of children online. 

Andrew is passionate about the use of technology in schools and supporting children, young people and adults with online safety and data protection issues. 

About South West Grid for Learning (SWGfL) 

SWGfL ensures everyone can benefit from technology free from harm. Forming one-third of the UK Safer Internet Centre, SWGfL experts advise schools, public bodies and industry on appropriate actions to take in regard to safeguarding and advancing positive online safety policies. 

Next steps  

If you’d like to ensure that your data is safe and secure, then please do get in touch. 
Scomis can offer guidance and advice to support you in this important area as well as services that can help. Our encrypted and secure automated cloud backup solutions give peace of mind that critical data is safe in the event of data loss, or a ransomware attack and our Hosted Application Service protects your critical SIMS data within a safe, secure, and resilient environment in our private cloud in Exeter.  

If you’d like to find out more contact us.

Other related topics 

Find out how our Hosted Application Service helped Martin Post, IT Manager at Crofty MAT provide business continuity by protecting their SIMS data.

Further reading and reference material

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Session Transcript

PAUL:  Welcome back to Scomis Live.  I’m delighted to introduce you to Andrew Williams, from South West Grid for Learning.  Many safeguarding and security challenges in schools can be solved by embracing digital technology.  However, keeping abreast of these ever-evolving challenges can be extremely difficult and time consuming.  How often do you find that once you have addressed one potential threat, another rears its ugly head?  How can you check that what you have in place is robust and continues to be?  Organisations such as South West Grid for Learning and Scomis are here to help.   

In this session, you will learn about the cyber security issues and threats typically experienced by schools, and how they can be successfully addressed using technology.  You will also hear about the key issues for staff and students that are caused by ill thought-out use of technology. 

Andrew will give you an insight into the associated risks and give you hints and tips about how these risks can be mitigated against.  Andrew, welcome to Scomis Live. 

ANDREW:  Thank you very much.  It’s great to be here too.  Thank you for the invitation.  My name is Andrew Williams.  I’m an Online Safety and Information Security Consultant at South West Grid for Learning.  We’re a notforprofit charity based down in Exeter.  I’m actually based in Wales.  You join me today in my lovely Welsh office. 

So, what I wanted to talk about today is around a whole different set of risks and harms and a range of ways we can mitigate against those.  I want to look at the notion of duty of care.  Duty of care, of course, is something we’re very familiar with.  We all understand that we have that duty to be responsible for the children and young people in our care in or organisations and schools around the UK.   

I’m going to start off with quite a difficult piece of content, a difficult story, about a young lady called Frankie Thomas from Surrey.  Now Frankie Thomas sadly completed suicide in 2020 as a direct result of content she had viewed on her school’s iPad.  She had additional learning needs and was allowed significant amounts of time unsupervised on technology during the school day. 

Now, the school believed that that technology was set up in such a way that she was unable to access content that would be harmful to her, but the coroner’s report and subsequent investigation discovered that Frankie was actually able to access a range of harmful content, particularly in her case about suicide content.  That suicide content to exactly replicate the type of suicide behaviours she had been viewing in school as part of her successful attempt to complete suicide.  It raises a really interesting and challenging question about the extent to which we’re able to supervise young people’s devices and their use of technology during the school day. 

Now, clearly, we have requirements under keeping children safe in education.  We have requirements around the filtering and monitoring that we need to put in place within our schools.  It is not just enough to say you’ve got filtering and monitoring in place.  We need to go a little bit further than that and we need to be regularly taking a look at those and exploring what’s being said in those logs, what those logs are picking up so that we can identify trends in young people’s behaviours before it becomes a problem.   

What’s really interesting actually isn’t the stuff that young people are accessing, it is the stuff that we’re blocking.  So, they’ve attempted to hit something and we have blocked that attempt.  We have to look at why is that young person attempting to access that content.  How many times have they attempted to access that content?  That may be an indicator about the state of mind they have or the content or the risk that they are taking at that moment in time.   

It is not just young people that are encountering challenges with the type of information they’re accessing online.  This is a report from Report Harmful Content.  It is a free of charge harmful content reporting service for anyone aged over 13.  Essentially, they look at eight different types of “lawful but awful” content as it’s called.  We help you to take steps to remove that content.  One of the things we noticed in our report in 2021, there was a 225% increase in hate speech.  We are seeing an environment where young people are being exposed to increasingly large amounts of potentially harmful or damaging content.  In the case of Frankie, that led her on to complete suicide and it directly correlated to the content she’d seen.  If we’re in an environment where young people are seeing hate speech, it may lead young people on to replicate that hate speech or be exposed to that or have an effect from viewing that particular content.  It is important we understand the context in which the young people are operating and we take as many steps as we can do to mitigate against those risks. 

As I mentioned, the Department for Education’s “Keeping children safe in education in school”, Teaching Online Safety Guidance, and [other guidance documents]  my goodness me, what a load of words that was  it is clearly the statutory framework that defines and controls many of the things that we need to do in school.   

So here is just an extract from the Teaching Online Safety Guidance, talking about the importance we need to place upon online safety within the curriculum, talking about the embedding of teaching about online safety and harms within a whole school approach.  They need to understand that the risks exist online and you can tailor the teaching to the needs of individual pupils.  It is actually quite a lot of expectations and requirements that we need to deliver towards and undertake within our education of the young people in our care.  If you look at, “Keeping children safe in education guidance”, when it comes to filter and monitoring (paragraphs 128130), they make it really clear that there is an absolute responsibility to safeguarding and promoting the welfare of children and that we should ensure we have appropriate filtering and monitoring in place.  It doesn’t quite define what appropriate filtering and monitoring is, but the UK Safer Internet website has lots of information available there.  You can search for filtering and monitoring on the safer internet website.  It gives you a really good set of pointers around the type of systems and the type of information that you might need to have in terms of how your filtering and monitoring actually works. 

They also talk about in this particular guidance the online safety risks being broadly categorised into four areas of risk.  You might be familiar with the three Cs, the content, contact and conduct, but you might not be familiar with the commerce or, as Professor Sonia Livingstone calls it, the contract C.  This notion of financial and fraud risk that we’re seeing young people being increasingly exposed to.  It is mentioned in the “Keeping children safe in education guidance” guidance in paragraph 124.  It is something we need be aware of and supporting our young people to understand those risks. 

So, there’s the screen grab from the filtering and monitoring pages on the Safer Internet website with the URL at the bottom.  If you click directly on those URLs, I will give you a link to the presentation at the end, you can use that presentation to click straight through and get access to the content you actually want to have a look at, based on what I’ve said.  There we go.   

The other thing that is really helpful to be aware of is something called test filtering, one of the things we became aware of is that for some inspectors they were going into schools and asking young people to conduct searches on schools’ systems to see if school systems were rigorously set up.  Clearly, undertaking a search for inappropriate content should result in that content being blocked but there is a risk of that content being seen.  You can click on to test filtering.com and you can take a test and it will test the connection that the device is connected to.  It is all for free.  It gives you reassurance about the way your systems are set up. 

This is our final point around the Assisted Monitoring Service.  One of the challenges around filtering and monitoring is that for some schools and settings, they can feel overwhelmed by the number of captures or tags or blocking attempts that they actually get in a system every day.  So, we operate a system called assistive monitoring which infiltrates into solutions and enables us to see what you’re seeing and help you to triage those alerts and then support you, prioritising those that have more priority than the other ones.  It gives it a bit of a helping hand around the monitoring system.  So, I hope that’s really useful information just to say about filtering and monitoring. 

What I want to do is to move on to our next area here, which is where we need to start talking about cyber security.  Now, if you go and ask any headteacher what’s their biggest risk at the moment, what’s the thing they worry about most of all, I’m fairly certain that for most headteachers, it is not going be cyber security.  And that, in my humble opinion, is a massive oversight and it is something that we really need to work very rapidly to change.   

Cyber security needs to be recognised as one of if not the biggest risk facing any UK organisation, but particularly schools, further education and higher education organisations in the UK.  That’s because the threat assessment has continued to focus on risks of these sorts of cyber-attacks impacting on schools and colleges across the UK.  Broadly speaking, the top five are personal attacks, individuals that might target you, the individual.  Underneath those at the moment are more organisational, but often the top five will interact with the bottom ten and they will use the top five as ways in to increase these.   

The classic link is the phishing email at the top with ransomware at the bottom.  It is the single largest vector hitting us in the UK.  That’s the thing that criminals are using most often to try and get access to our data and information.  Essentially what happens, you get an email or a text message comes in that attempts you to get to click on a link, that downloads a piece of code on to your computer, and that piece of code starts going around and encrypting all of the data.  What I mean by encrypting is locking it and you can’t access that.  It takes out ever more amounts of information from your availability, and you can’t access that information anymore.  It means eventually you simply can’t operate as an educational establishment; that’s what they want.  Once they’ve done that, they display a message on your system saying if you pay this ransom, we will unlock everything for you and you can all go back to normal and it will all be fine.   

What they don’t tell you is at the same time they are also copying all of that data and even if you do or don’t pay the ransom, it doesn’t make any difference to them anyway, they will sell it on the dark web.  They will monetise that on the dark web as well as getting a ransomware payment from you if you choose to pay it.  Even if you do choose to pay the ransom, it doesn’t necessarily mean that you’re going to get all of your data back because increasingly these cyber criminals aren’t sophisticated attackers, they are really lowskilled individuals to go on to the dark web, buy a package to use that you can monetise and you can buy this ransomware kit effectively, and they deploy it out to different people.  They don’t have any technical skills.  If it goes wrong, it doesn’t matter to me, I have got the ransom, thank you very much.  You have some of your data back or not.  What you have got, however, is a huge amount of hassle.  Losing access to your data is an incredibly potentially time-consuming situation.  According to this information here from IASME who offer a cyber essential service on behalf of the National Cyber Security Centre, 58% of secondary schools and 36% of primary schools have reported a breach or an attack in the last 12 months.  There’s plenty of stories out there on web and in the media about schools who have been hit by ransomware attacks.  You can go and search for them.  I was looking at one the other day, it was four months after the initial attack they still had no email.  So, four months and they still didn’t have their email systems up and running. 

The single biggest thing that we can do to protect against ransomware, other than not having to attack us in the first place, is to have really good backup systems.  Backup systems that are regularly back up our information and keep it in an air gap system.  It can be an external hard drive you plug in and you unplug it.  That way it is insulated from any potential internet harm and you can put that data back in.  It won’t be uptodate, maybe a month old, but at least it is an easier position, an easier situation to recover from.   

On the subject of recovery, do check that your backups work.  It is a really important thing.  It is not just about the data and about recovery of systems, it is about reputational damage that your school has been hit by a ransomware attack and the school down the road hasn’t.  It might cause parents to choose to take their children elsewhere. 

From my point of view, one of the most devastating impacts of that is not only the attack on you, the loss of data, the implications for recovery but the course work, the student course work.  Those young people who have been working tirelessly and dill gently on their examination or their course work, they save them on to your servers and they get encrypted or lost, is there another copy of that?  And that’s a really important consideration on all of that.  It is about focusing on the impact on the students. 

Back up your data.  Check you can recover your data easily because the cost of remediating against ransomware are going up significantly.  You can see there $1.85 million in 2021, meaning that ten times the size of the ransomware is what you’re going to pay for recovery, when you start taking into account new equipment, new systems, the people time, the impact on you as an organisation whilst you rebuild those systems, the loss of earnings, the impact on other people, et cetera. 

Given that most ransomware attack vectors come through email, through phishing, it is really important that we train our staff members.  This data from the UK Government discloses, actually, we don’t do a very good job about that.  The best organisations are large firms who train their staff members 47% of the time.  It is a huge percentage of staff members who are still not having regular cyber security training.  If you look there at small and medium enterprises, 25% to 30% are, that’s 70% that are not training their staff.  So, train your staff.  Train your staff about the personal implications of cyber security.   

Make sure you have an individual email password, a password that is unique to your personal email systems and that is long, over 12 characters and made up of four randomly chosen dictionary words.  It makes it easier to remember but really hard to crack.  We need to have 12 or more-character passwords to make good passwords. 

You might even talk about password vaults with your staff members too.  They’re a really good way of managing your passwords or password managers.  61% of internet users according to our partners bit defender, have experienced at least one threat in the past year.  You may have encountered those text messages coming in, telling you to collect a parcel at the Post Office, or a lovely call from the HMRC saying unless you press 2, we are going to serve a warrant and arrest you for nonpayment of tax.  Both frauds and both fake.  Training your staff about those will make your organisation stronger because your individuals are less susceptible to selecting those messages and choosing those things, particularly if you have a separate email and separate corporate password that never meet.  It makes it easier in preventing you against attack. 

There is more information available at the South West Grid for Learning.  Loads of information, knowledge and access to tools, products and services we sell at special educational rates. 

Important to note is the National Cyber Security Centre have a specific zone just for schools.  There’s some really interesting information available on there. 

The last sections before I wrap up is around sexual abuse.  We have a new helpline which we call harmful sexual behaviour, which has come out from the revelations of Everyone’s Invited.  You may be familiar with the website which gave users across world an opportunity to anonymously recount sexual harassment attacks.  We have Ofsted to conduct reviews into the impact that Everyone’s Invited had on schools.  Across England and Wales, the trend was the same.  School leaders didn’t know about it, didn’t want to know about it, didn’t recognise the issue that there was with peer-on-peer sexual harassment.  It is far more prevalent than we’d like to think.  It impacts young people in a variety of different ways.  We do need to be recognising that dismissing people’s concerns as banter or not giving children ways to anonymously report issues to us can lead us to miss a much larger problem. 

So, we need to improve the way in which we teach relationship and sexuality education.  We need to be more open and give young people a multitude of ways to report problems to us, so they can report in a way that feels comfortable and safe to them.  We might explore the use of peer ambassadors as well, where we train specific young people in the school with additional skills so they can support their friends and their peers more easily. 

So, I will move on from there, because I want to show you this data from the Internet Watch Foundation from January 2021, they released this data here which looks at the last three years of reports.  So, there was a 17% increase in the number of reports received by the IWF from 2020 to 2021, arising from 229,000 to 630,000 reports.  Reports can contain one or hundreds of individual child sexual abuse images.  The IWF are our partners in the UK Safer Internet Centre.  Their job is to remove child sexual abuse material off the web.  They look at these and they categorise these reports and they take appropriate action to remove it, where possible.  Of the reports they received, of that 361,000, 252,000 of those contained child sexual abuse material, that’s a 40% increase on 2020.  Of those reports, those that were tagged as having selfgenerated content, so content that has been generated by the individual themselves, i.e., by the child, increased by 63%.  Further intelligence and research of the caseload they had led them to disclose a threefold increase of abuse of seven to tenyearolds.  The notion that sexual abuse is not happening needs to change.  We need to recognise there is a growing problem of sexual harassment within schools across the UK and we need to be effectively, efficiently and very rapidly listening to our children in our care and taking action to try and give them appropriate ways to support them and to deescalate the risks and the harms they may be encountering. 

One of the ways you can do that is through education.  We’re very proud that just last week Project Evolve won an award at a recent ceremony for its work around giving you access to online safety materials.  What we have done is take the UK Council for Internet Safety’s connected framework  I can’t get my words out today  sorry everybody  education for a connected world framework it is from the UK Council for internet safety.  It’s taken that, it has a great bunch of “I can” statements.  It is for four to 18 but it just had “I can” statements.  Project Evolve gives you lesson activities, resources, work sheets and a knowledge map assessment function, all for free, that you can access at projectevolve.co.uk.  We have spent hundreds of thousands of pounds and thousands of hours of work writing contents for you, so you don’t have to, that effectively and efficiently support your teaching of online safety across eight different areas of online safety, from things like copyright and privacy through to bullying, relationships and selfimage.  It gives you ways into talking about sexual harassment, sexting and other associated issues you might discover. 

I will skip over this video and go on to next area for speed today.  You can have look at that video when you have access to the presentations.  It gives you a great idea of how Project Evolve works. 

Our tool Whisper gives you and your opportunities a way to anonymously report to you at the school where you can reply back to them not knowing who they are.  You can have this anonymous exchange of messages to support them in reporting a problem to you and then you providing them with some support to try and make that situation better.  It is a really, really important way that we give many, many different ways for our young people to report problems to us and anonymity is really powerful in this particular context because it gives them that opportunity to say something that you that they might not normally say or do. 

For wider services, you can also check out our online safety boost tool.  Another paidfor tool that brings lots and lots of different services and gives you ways of starting to mitigate against harmful sexual behaviour by upskilling staff members by recognising the problem and by skilling and talking with and to young people. 

Now, I’m sure you will all be pleased to know that I’m at the end of the presentation here.  Although clearly, it’s been amazing I’m sure, you don’t want it to end.  I have to let it go into other people.  You can get access to the presentation there at the URL at the bottom.  If you have any queries, there is our email address and my Twitter handle.  There is our organisation website.  We will be very happy to support you and talk to you and give you access to any of our resources we possibly can do.  I hope that’s been useful.  Thank you very much for your time. 

PAUL:  Thanks, Andrew.  Thanks for being with us this afternoon and for giving us a brief update into this important subject.  Some great tips there and some really useful guidance.  Now, we have got a few minutes left.  So, if it’s okay, we’ve had some questions coming through. 

ANDREW:  Sure. 

PAUL:  If it’s okay with you, we will have a go at answering these. 

ANDREW:  Are you struggling to find it?  

PAUL:  So, okay, the first one, “Isn’t information stored on the Cloud more likely to be hacked than information stored on a school network?” 

ANDREW:  That’s a good question.  I can see the logic as to why you might think that.  I think it’s sort of the opposite to that, actually.  Cloud services now are so well designed and so set up that the organisations who operate them, like Amazon and Microsoft and Google, invest large amounts of time, efforts and activities in making sure their cloud systems are kept uptodate, that the equipment is properly patched, and that they’ve got the best security features that they can have enabled at any given moment in time. 

What that means to you is that you have to spend less time actually making sure that that’s the case.  So, if you’re using cloud systems you don’t have to worry about patching or maintenance or about physical security, is the door locked to the server room, because your data is in that cloud and in that server somewhere else being managed for you.  So, actually, I would argue that it’s the opposite.  Cloud storage is probably more likely to be secure than your local storage. 

But one caveat to that is just because it’s cloud doesn’t mean you shouldn’t be backing it up still.  Go and back it up.  Take that step to suck that data out of that cloud and put it into some backup storage system you’ve got appropriately set up to make sure that if cloud provider A falls over for whatever reason, you still have got all of that data available and you can upload it to cloud provider B and switch to them and continue the services that you into toed provide for education at your cool. 

PAUL:  Fantastic.  Thanks ever so much, Andrew.  On that point, I’d also say that if you’ve got really sensitive cloud data, then, obviously, you can use things such as two factor authentication, if you are accessing it via the internet outside school premises, you can prove who you say you are.  And some great tips earlier about using complex passwords. 

ANDREW:  Yes. 

PAUL:  I would just mentioning having information stored in the cloud is very secure but if you’ve got data that you don’t need for statutory reasons and you’ve got no reason to hold on to that doubt, do delete it.  If you were to get a ransomware attack you wouldn’t want that data, so if you haven’t got a legal requirement to keep that data, don’t keep it, delete it. 

ANDREW:  Yes. 

PAUL:  Because, you know, if you get hacked, then it’s putting that information and that data at risk. 

ANDREW:  One of the great things you can do with some cloud providers is actually if you create a data retention policy yourself, you can apply that policy to the cloud storage environment and it will manage the data for you.  You can say all of the data that is in this category only gets stored for 30 days and then automatically gets deleted and the system will do it for you.  It can and make your life easier to manage doubts.  We have been hanging on to too much data for too long at schools and we need to change that.  Good shout. 

PAUL:  I’m sure we are all aware when it comes to senior management in school and head teachers, the tendency is to keep absolutely everything in case you do need it, but, obviously, yes, if you don’t need it, delete it. 

I’m paraphrasing this one but, “How will I know and what do I need to do if my school has a ransomware attack?”  What are your thoughts on that one? 

ANDREW:  Another good question.  In short, you will know!  [Laughter] But what’s going to happen is that that ransomware piece of code will try and get everywhere it possibly can do to start encrypting data.  One of the first things you might notice is unusual behaviour or a slowdown in your computer or your device as it starts to take up resources and take up processing power to go out there and find all of the data to encrypt.  It is quite a very easy initial indicator; it is a slowdown of the device.  You often will get splash popups to say you have been ransomware hit, particularly as it is completed the cycle, which makes it very, very obvious.  You also may find if you are clicking on a link in an attachment and an email and you go to a website, there may be spelling mistakes and it might even at that point say we’ve encrypted you and we are encrypting your doubts.  One of the best tips is if you do click to do on a link or click on to something and there’s malware or some change to your computer’s behaviour, shut down the computer, disconnect it from the network as soon as, because that starts to limit the extent it can go out there and start encrypting data.  Go and get help.  You’re not in trouble with IT if you go, “Something weird has happened, I’m really worried about it.”  Actually, what it does, it saves hassle and it saves efficient and potentially saves money the quicker that we can deal with this.  Don’t hesitate and don’t delay.  Don’t feel ashamed or embarrassed or worried.  Just go out there and say something’s weird happened, I have shut down the computer protectively, can you have a look? 

PAUL:  That’s a great point.  Again, you know, it’s very important for schools not to have a blame culture because if a member of staff does have a ransomware attack, you know, it can be tempting to sort of cover it up because people are worried about getting in trouble.  But if you’ve got a culture in your school environment, you haven’t got a blame culture, it is good because people would come forward and, as you say, the earliest it’s reported, the sooner that something can be done to mitigate against it and protect other staff and other data. 

ANDREW:  Yes. 

PAUL:  Okay.  Right.  I think what this one is saying is, “Are our school’s IT department says it’s not their job to be responsible for online safety.  Whose responsibility, is it?” 

ANDREW:  Well, to paraphrase, it is everyone’s responsibility.  That’s the short of it.  Yeah, I understand where they’re coming from.  What we want is senior leaders to acknowledge the risk that online behaviours have in terms of impact, potential impact on children and young people’s safety and security.  This is a leadership challenge.  Now, the problem of course is  I was a school leader myself for a period  we might not have the technical skills to understand what the technical people are talking about.  That’s one of the reasons why 360safety exists is to help you with that.  It is a free tool for online safety.  It gives you an opportunity to review yourself against lots of standards, including technical standards.  What you can say to the technical team is, “I need to be standard Level 3, that’s where I want to be.  You tell me how we’re going to get there and how much resource we need to get there and how long it is going to be and then tell me when we are there.”  You don’t need to worry about the detail or the specifics of it.  You need to worry about the standards you’re aiming for. 

There is a real partnership that needs to take place here though.  So, the IT team need to work in partnership with the senior leadership team and with safeguarding.  I think that safeguarding link is super important particularly when it comes to filtering and monitoring where IT might hold the implementation of that system but safeguarding might hold the role of monitoring that system and reporting it.  There are two hand in hand arrangements there, where IT is absolutely central to what’s going on.  Look at the change we have seen in edtech in the last two years, look at the implementation of brandnew systems and having to use Teams and having to jump into new spaces.  You know, we could not have done that without good IT teams around us.  What we have done by doing that often is quickly and rapidly adopt new things.  So, there’s a really good argument to say as a whole school activity is to go back to 360 Degree Safe and have a look at all of the different aspects we have, there are 21 aspects in there now that will help just assess the extent to which you have got good systems in place and give you targets to aim at to improve your systems. 

PAUL:  That’s great, Andrew.  As I say, like so many things, not just online safety, especially when it comes to the embedding of edtech across the school, it does need to be embedded throughout the whole system, not just the IT department. 

ANDREW:  Yes, absolutely. 

PAUL:  Right.  I think that’s probably all we’ve got time for on the question front.  So, I would like to thank you again, Andrew.  Really good to see you.  Thanks for all of your time this afternoon. 

ANDREW:  No problem. 

PAUL:  Just to say that Scomis can offer guidance and support in this important area.  There are various services that we can help schools with.  Andrew mentioned the importance of having a good robust backup solution in his presentation.  Just to mention that our encrypting and secure automated cloud backup solutions do give schools piece of mind that their data is safe in the events of data loss or a ransomware attack.  We also have hosted application service which protects your critical MIS SIMs data within a safe and secure and resilient Cloud environment at our premises in Exeter. 

Book an appointment via our Genius Bar, or through the Contact Us section on our website.  Our friendly and knowledgeable team will be more than happy to help. 

That brings us to the end of a very busy day.  We hope has given you some inspirational ideas about the future as well as practical tips that you can take back to schools straightaway.  

Day two of Scomis Live follows the same format as tool, with inspiring mix of visionary speakers, more from edtech partners, Microsoft and Arbor and practical sessions exploring topical challenges from schools and trust leaders.  The day will kick off at 9.30 with Professor Sugata Mitra, who launched eight schools in the Cloud in 2013, a full seven years before the rest of us discovered we needed them.  His story is a pleasure to listen to.  Sugata is an academic who supports experiments in edtech innovation with a curious mind and open heart and analytical thoroughness.  We are proud to introduce this great human to you at Scomis Live. 

Don’t forget to enter our competition and if you find time to speak to one of our team, they will be on standby to take your call tomorrow.  I’d just like to say thank you for joining us today much we hope you’ve had a great day.  We look forward to seeing you back here at 9.30 in the morning.