Perseid School

Online Safety

The internet is an integral part of our lives and opens up so many positive opportunities for connecting and learning. Unfortunately, being ‘online’ also has the potential to be harmful for users if the correct safety measures are not in place and we know that children and young people with SEN are particularly vulnerable towards the risk and dangers surrounding online content.

At Perseid, online safety is of paramount importance for our learners. Computers can be a valuable support for the students in our school and we know our learners enjoy using their devices to access the internet for both learning and leisure. To ensure their safety, Perseid strives to develop staff confidence in online safety and identifying and responding to concerns. We also enable our learners to recognise risks online and to be a part of regular, open conversations regarding online safety. There are many fantastic resources which can support the whole school community in making the internet a safer place for children. 

For more information about our safeguarding team, please click here.

Useful Resources

Perseid School Online Safety Guidance 2022/23


There is a wealth of information on the NSPCC website, which supports parents with tools and advice which will help you keep your child safe. Find out more on the NSPCC website.

National Online Safety

Perseid School has also joined National Online Safety, an online hub created to support the whole school community in making the internet a safer place for children. The website hosts a number of specialist training courses and guides in key topics related to keeping children safe online. These can be accessed by the whole school community including staff, parents and pupils. All parents and carers are able to access the website by signing up via this link.


Thinkuknow also recognise that young people will be spending more time online and have created 15-minute activities you can do with your family to support their online safety on the Thinkuknow website.


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