Celebrating our year…
The Computing Safety Champions Pupil Leadership Group is a leadership group established to promote digital safety, represent pupil voice in computing, and contribute meaningfully to the wider school community. This report outlines the group’s key contributions and the impact of their work throughout the academic year.
1. Leadership of Internet Safety Week
The Computing Safety Champions played a central role in the planning and delivery of Internet Safety Week. Activities included:
Leading an assembly in each class during Internet Safety Week (10th-14th February) on themes such as respectful online behaviour, data privacy, and recognising misinformation.
Planning a Poster Competition to promote online safety messages. This offered prizes to different age categories including pre school age, family entries and grown-ups. Nice buzz around entries.
Organised and facilitated activities in classrooms, including peer-to-peer Q&A sessions.
Impact:
Pupil engagement with Internet Safety Week was enhanced by peer-led delivery. Teachers reported increased discussion among pupils around safe online practices, and pupil voice found the week’s activities relatable and engaging. For example:
“It was more fun to have children leading the assembly that the teachers” (Y3)
“My family talked about how to keep safe on line so I knew what to put on my poster” (Y4)
“I think I’m quite safe on my tech, but this showed me some things to think about”. (Y6)
2. Pupil Voice in the Computing Curriculum
The CSC leadership group provided structured feedback on the Highfield Computing Curriculum through termly meetings with Subject Champion. They highlighted:
A desire for more practical, real-world applications of computing (e.g., coding projects with outcomes).
The need for clearer links between online safety content and real-life scenarios pupils face.
Support for differentiated tasks to suit varying skill levels, especially in coding and digital literacy.
Impact:
This input has led to curriculum revisions, including more hands-on coding tasks and a review of online safety modules to ensure age-appropriate, current, and scenario-based learning. This will continue to be actioned next year by staff.
3. Feedback for School Website Redesign
The Champions participated in a pupil feedback panel to inform the school website’s redesign. They focused on:
Ensuring the site is easy for pupils and families to navigate.
Suggesting clearer signposting of key information such as e-safety guidance and school policies.
Recommending the inclusion of ‘Pupil Links’ or ‘Pupil Zone’ which has learning links, online safety tips or online reporting tools for unsafe internet behaviours.
Impact:
Several pupil suggestions were implemented in the final redesign, leading to improved functionality and a more family-friendly interface. Using the website in computing lessons in Y1 and Y6 has shown (in web analytics) that there has been an increase in pupil engagement with the site.
4. Identification of Technology and Social Media Concerns Outside School
The Champions collected anonymous feedback from peers regarding their digital lives outside school. Concerns raised included:
Excessive screen time, particularly on gaming platforms.
Exposure to inappropriate content or unkind messages on social media.
Uncertainty around privacy settings and reporting tools.
Impact:
This insight helped staff tailor pastoral sessions and inform parents where appropriate. It also led to the school updating its digital safeguarding guidance and training staff on the use of AI which was identified as a current issue for our pupils and their home tech use.
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In conclusion, the Computing Safety Champions have had a profound impact across multiple areas of school life. Their leadership, insight, and advocacy have strengthened the school’s digital safety culture, improved curriculum relevance, and helped address real-world concerns faced by their peers. Their continued involvement is vital to maintaining a real, responsive and inclusive approach to digital education and wellbeing.