Designed to help students aged 7 to 11 develop the resilience, power and information they need to thrive online, this teaching pack comprises: • a short, six-lesson unit of work written by teacher and citizenship specialist Emily Cotterill (ECResources), and • jargon-free terms and conditions for five of the major social media sites, produced by the Children’s Commissioner for England and privacy specialists, Schillings The Children’s Commissioner is committed to raising young peoples’ awareness of their online rights and is working in partnership with Tes to enable children to become better informed digital citizens. These lessons have been designed to enhance citizenship and computing curriculums around the world. By the end of the unit, we hope that students will be able to: • Understand that there are different kinds of responsibilities and rights, and that they can sometimes conflict with one another • Understand why and how rules and laws are made and enforced, and why different rules are needed in different situations • Think critically, behave safely and participate responsibly in the digital world • Recognise unacceptable online behaviour and ways to report concerns about content Note: These lessons have been devised according to simplified versions of social media T&Cs relevant to the UK. While there may be some variation in other countries, the general principles are transferable.

Designed to help students aged 14 to 16 develop the resilience, power and information they need to thrive online, this teaching pack comprises: • a short, six-lesson unit of work written by teacher and citizenship specialist Emily Cotterill (ECResources), and • jargon-free terms and conditions for five of the major social media sites, produced by the Children’s Commissioner for England and privacy specialists, Schillings The Children’s Commissioner is committed to raising young peoples’ awareness of their online rights and is working in partnership with Tes to enable children to become better informed digital citizens. These lessons have been designed to enhance citizenship and computing curriculums around the world. By the end of the unit, we hope that students will be able to: • Understand that there are different kinds of responsibilities and rights, and that they can sometimes conflict with one another • Understand why and how rules and laws are made and enforced, and why different rules are needed in different situations • Think critically, behave safely and participate responsibly in the digital world • Recognise unacceptable online behaviour and ways to report concerns about content Note: These lessons have been devised according to simplified versions of social media T&Cs relevant to the UK. While there may be some variation in other countries, the general principles are transferable.

Designed to help students aged 11 to 14 develop the resilience, power and information they need to thrive online, this teaching pack comprises: • a short, six-lesson unit of work written by teacher and citizenship specialist Emily Cotterill (ECResources), and • jargon-free terms and conditions for five of the major social media sites, produced by the Children’s Commissioner for England and privacy specialists, Schillings The Children’s Commissioner is committed to raising young peoples’ awareness of their online rights and is working in partnership with Tes to enable children to become better informed digital citizens. These lessons have been designed to enhance citizenship and computing curriculums around the world. By the end of the unit, we hope that students will be able to: • Understand that there are different kinds of responsibilities and rights, and that they can sometimes conflict with one another • Understand why and how rules and laws are made and enforced, and why different rules are needed in different situations • Think critically, behave safely and participate responsibly in the digital world • Recognise unacceptable online behaviour and ways to report concerns about content Note: These lessons have been devised according to simplified versions of social media T&Cs relevant to the UK. While there may be some variation in other countries, the general principles are transferable.

These Practical Tips for Schools are based on work which examined outstanding safeguarding practice in primary schools. This was done for the Office of the Children’s Commissioner by the NSPCC, working with Youthworks. The full report: ‘You Have Someone to Trust’. The report describes very good practice, found in a small but in many ways representative sample of England’s primary schools. The ingredients of best practice they found there were confirmed by a wide range of professionals, and by reports from Ofsted. Read this report to find out more.

This study focuses on best professional practice in safeguarding and responding to child protection concerns in a selected number of primary schools. Good child protection practice in school settings is dependent on a sound overall approach to safeguarding children. The objective of this study has been to identify models of good practice as the basis for guidelines – in the form of ‘practical tips’ - and information to teachers, school leaders and other children’s professionals. Read this report to find out more.

This report highlights the sampled schools’ overall approaches to safeguarding. We present key good practice principles alongside illustrations of schools’ structures, ethos and processes. Our short case studies illustrate how schools are listening to and involving their students, ensuring they can both benefit from and contribute to making their school a safe place. The sampled schools are also good practice models of schools’ direct engagement in support for young people and their families.

This study focuses on best professional practice in safeguarding and responding to child protection concerns in a selected number of primary schools.

Final report from the OCC and Middlesex University on the topic of how porn affects children.

These guidelines have been prepared to help schools interpret the main report (Feeling Safe, Keeping Safe) for practical application within the individual establishment. They are drawn from the key messages from the report. We hope that they will help school leaders to reflect with their colleagues on their own practice, and may assist them to improve child protection in their school.

This is the core document of the Safeguarding Policy Handbook. It provides the Office of the Children’s Commissioner's statement of vision, mission and values; principles of ethical practice; providing a safe environment for children and young people; and outline procedure for response to concerns The information within this document applies to all staff, consultants and volunteers working for or on behalf of the Office of the Children’s Commissioner.

The misuse of alcohol by parents negatively affects the lives and harms the wellbeing of more children than does the misuse of illegal drugs. Yet too often, parental alcohol misuse is not taken as seriously, in spite of alcohol being addictive, easier to obtain, and legal. The effects of parents’ alcohol misuse on children may be hidden for years, whilst children try both to cope with the impact on them, and manage the consequences for their families.

When the Children’s Commissioner, and those in her team (OCC), meet with children and young people, we do everything possible to make sure everyone is safe. Read this report to find out more!

This 2011 report from Children's Commissioner looks at the emotional wellbeing and mental health of children and young people in the youth justice system.

Final annual report and financial statement from 2011-2012.

Bullying Today : A Report by the Office of the Children’s Commissioner, with Recommendations and Links to Practitioner Tools

This work was commissioned by the Office of the Children’s Commissioner (OCC) as part of its two year inquiry into Child Sexual Exploitation in Gangs and Groups (CSEGG) – the final report of the CSEGG inquiry is due in November 2013. The work was led by Middlesex University and looks at what we know about how pornography affects children and young people.

This report from the Office of the Children's Commissioner looks at young people&'s experience of adult mental health facilities.

The Home Front provides an up to date understanding of the pressures and influences on parents, and makes recommendations to policy makers for where to go from here in developing parent-focused policy.

This paper presents the Office of the Children’s Commissioner’s child rights impact assessment of the Children and Families Bill. The purpose of such an assessment is to identify the likely impact of the Bill’s provisions on the promotion and realisation of children’s rights.

This report shows, through analysis of the results of that literature search, that there are indeed likely to be large numbers of young people currently in secure settings in England who have undiagnosed neurodevelopment conditions which have directly contributed to their offending behaviour.

This report looks at the effect of alcohol on pupils' behaviour including influences and consequences.