Keeping Children Safe in Education (KCSIE) 2024: Online Safety Summary for DSL's and Leaders

On the 24 May 2024 the Department for Education (DfE) published the updated ‘Keeping children safe in education’ (KCSIE) guidance ready for implementation from the 1st of September 2024.

The 2024 version of KCSIE does not contain major system changes however the updated definition of safeguarding (in line with the updated ‘Working Together to Safeguarding Children’ guidance) in part one now explicitly includes recognition that children may be maltreated online.

We have created a summary document which explores the online safety specific statements within KCSIE 2024.

The Designated Safeguarding Lead (DSL) holds the primary responsibility for the protection and welfare of children, which encompasses online safety and the comprehension of filtering and monitoring mechanisms. While they can receive support from well-trained deputies and collaborate with colleagues, but this responsibility cannot be delegated.

DSLs must demonstrate that they have received suitable training or support, equipping them with an understanding of the distinct dangers related to online safety. They should be able to identify the heightened risks faced by learners with Special Educational Needs and Disabilities (SEND) and possess the necessary expertise and current capabilities to ensure the online safety of children.

All personnel, including governors and trustees, are to undergo relevant safeguarding and child protection training that covers online safety during their induction. This training should clarify the expectations, roles, and responsibilities concerning filtering and monitoring.

Online safety is to be incorporated into the regular child protection training, which occurs at least annually, and staff should be kept informed with updates as needed.

Education on online safety should be integrated into the curriculum, particularly within the statutory Relationships and Sex Education (RSE). Recognising that a uniform approach may not suit all, schools and colleges should tailor their methods to cater to the needs of more vulnerable children, such as those who have experienced abuse or have SEND.

Institutions should strive to minimise the exposure of children to online risks through the institution’s IT systems by ensuring the implementation of suitable filtering and monitoring systems. These systems should be regularly assessed for their effectiveness. The leadership and key staff should be knowledgeable about these systems, manage them effectively, and know how to escalate any concerns that arise. Decisions regarding filtering and monitoring should take into account individuals who may be at a higher risk of harm and their frequency of IT system usage, balancing the costs against the safeguarding risks.

Schools and colleges must have systems to prevent and respond to online child-on-child abuse, including those occurring offsite. They must have proper systems in place to support and document their response to these issues.

Schools and colleges should ensure their child protection policy and wider safeguarding policies specifically address online safety, especially with regards to appropriate filtering and monitoring on school devices and school networks, child-on-child abuse, relationships on social media and the use of mobile and smart technology.  

An annual review of the online safety approach should be conducted, supported by a risk assessment reflecting the children’s specific risks.