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Practitioner's guide to using social media/ Canllaw ymarferwyr ar ddefnyddio cyfryngau cymdeithasol

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Practitioner's guide to using social media/ Canllaw ymarferwyr ar ddefnyddio cyfryngau cymdeithasol

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Social media platforms and apps offer a variety of ways for young people and adults to connect, collaborate, discover, learn, share ideas and news and be entertained. This guide discusses how you can use social media in a positive way to keep yourself, your learners and your professional reputation safe.

Everyone is entitled to a personal life online, and you as a practitioner are no different. It is important, however, to carefully manage how you use social media personally so as to protect your privacy and your professional reputation. Here are a few steps you can take.

While you should always consider what you share online, using an app's privacy settings is a very effective way to control who can contact and/or 'follow' you, and who can see what you post about your personal life. You should consider:

making all of your personal social media accounts private (i.e. not visible to all users on that platform)

choosing an appropriate profile picture and ensuring other images, such as Facebook cover photos or Twitter header images, are also appropriate as these images are often public, regardless of privacy settings

using a different name or variation of your name as a username so that it's harder for learners and/or parents/carers to find and follow your accounts

using privacy settings to control who can contact you, and whether they can automatically follow you or send you a request first

adjusting your settings to keep your location private so that learners or parents/carers can't track where you go regularly (for example your home, favourite restaurant, the gym you use, etc.)

You may want to use social media in a professional capacity, such as to network with other professionals on platforms such as LinkedIn, or to ask questions and share ideas with other practitioners on platforms such as Twitter. If you do, it may be worth creating a separate 'professional' account so that you don't mix your personal life with your professional one. A professional account could be more visible than your other social media accounts, so remember that any content you post/share and any discussions you have can have a direct impact on your professional reputation, the reputation of your school and even the teaching profession in general.

Even if your school's policies don't explicitly ask you to do this, it's highly recommended that you decline any friend/follow requests from learners. It's also vital to carefully consider accepting friend or follower requests from former learners, especially if they're under 18, regardless of whether they're from a previous school, have moved away from your school, or are now adults. These former learners may have siblings or friends in your school and adding them might allow your content to be shared with a wider audience than you intend.

You should also stop and think before adding parents/carers as online contacts - and if you do, make sure you know which posts they can see. These SWGfL checklists on the Keeping safe online area of Hwb can help you control your content and manage your privacy settings.

Consider carefully what may be shared about you by your friends and family online. If you feel any of it could have a damaging impact on your professional reputation, ask them to remove that content, and ensure your friends and family know that they need to ask for your consent before posting content which relates to you.

One way to gauge your online reputation and check the effectiveness of your privacy settings is to search for yourself regularly online, using either search engines or the search features on social media platforms. Always report any negative content related to you to the platform, save evidence of it (where appropriate) and inform senior leadership at school as they will be able to offer support and guidance on how to deal with the issue.

Should you require any support, the Professionals Online Safety Helpline can be contacted on 0844 381 4772 or at helpline@saferinternet.org.uk. The helpline can advise and support any practitioners working with children and young people with a range of online safety concerns.

More information on managing your personal and professional use of social media can be found in this guide by Childnet.

Many schools use social media to communicate with parents/carers, governors and the wider community, and as a practitioner you may be responsible for putting out regular content. If this is part of your role, you should:

always remain professional and positive when posting or sharing any content related to your school or learners

follow your school's social media policy (if it has one), and comply with other policies your school has for using the internet and technology

pay particular attention to any rules about who can access school social media accounts, when they can be used and on which devices (being aware that linked devices can lead to an account password being accessible by many devices)

use a school e-mail address to register school social media accounts

ensure you understand your school's approach and expectations around responding to posts and comments - both positive and negative - and never enter into an argument online, as this will only exacerbate the situation

Further advice and information on creating school social media strategies and managing your school's online reputation is available through this guide from LGfL.

Social media can provide fantastic learning opportunities. Your learners can use it to showcase their progress, connect with other schools and experts, and consider their audience when sharing their ideas. If your school promotes the use of social media in the classroom, ensure that you:

follow school policies at all times - for example, never use personal social media accounts, only the apps/platforms deemed appropriate by the school

know which learners can or cannot be photographed for school purposes, and whether you can share names of learners or not

always consider how others may interact with the content you share. You may wish to disable comments to prevent learners from being exposed to negative or abusive language

Even if your learners are below the minimum age to create and use social media accounts, they live in a world where social media is highly visible and many may already be active users of some apps. It's very important to educate them about:

the risks that social media can pose to their health and mental well-being

how to develop strategies to use social media positively and safely

how to get help and support if they have issues online, whether that involves reporting negative content, talking to a trusted adult or finding helplines and organisations that can support them

A range of support services is available on Hwb.

As a practitioner, you're responsible for knowing your school's safeguarding procedures and how these relate to social media and the internet. If a learner makes a disclosure to you, or if you have concerns about their safety, always follow the procedures properly.

The following resources on Hwb are useful for educating young people about the benefits and risks of using social media.

Primary-aged learners

Secondary-aged learners

For more information about keeping learners safe online, visit Keeping safe online on Hwb for a wide range of digital resilience resources, available in both English and Welsh.

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a practitioner s guide to using social media

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A practitioner's guide to using social media - Keeping safe online - Hwb

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Social media platforms and apps offer a variety of ways for young people and adults to connect, collaborate, discover, learn, share ideas and news and be entertained. This guide discusses how you can use social media in a positive way to keep yourself, your learners and your professional reputation safe.

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Guidance for practitioners/ Canllawiau i ymarferwyr

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Guidance for practitioners/ Canllawiau i ymarferwyr

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During this period, we recognise that both adults and children are likely to spend more time online, whether that is for entertainment, to stay in touch with friends and family or to support distance learning. There are clearly many benefits to staying connected, however, increased time spent online may also increase the risk of encountering online safety issues.

Technology has completely revolutionised education and it is important to embrace the exciting opportunities and advancesit provides, while also understanding the associated risks.

Online safety forms an integral part of an education provider's (e.g. schools, pupil referral units and education other than at school (EOTAS)) safeguarding responsibilities to provide a safe environment to learn and prevent access to inappropriate or harmful content, as outlined in the Welsh Government's statutory guidance Keeping learners safe.

We recognise that as an education practitioner you may have concerns about the safety of your learners as well as your own. This guidance is intended to support you to quickly navigate the online safety guidance and education resources available and access the information and advice you need. This includes practical tips and considerations on staying safe and secure online and guidance and educational resources on a range of specific online issues. Learning resources are available to help you support the needs of all learners, including those with additional learning needs (ALN).

Reporting

If you are worried that a child or young person has been harmed or is at risk of harm you must speak to your organisation's Designated Senior Person for Child Protection as soon as possible.

If for any reason you cannot contact the Designated Senior Person for Child Protection contact the local authority Children's Services Team and report your concerns.

If you think a child or young person is in immediate danger then contact the police on 999.

Seek advice

The Professionals Online Safety Helpline (POSH) is available to support professionals working with children with any online safety issues you, or your learners may face. For more information about this service, see the short guide below.

The Report Harmful Content website is a national reporting centre that has been designed to assist everyone in reporting harmful content online. It provides advice for anyone over 13 who has come across harmful content online and will help you to report it by providing up to date information on community standards and direct links to the correct reporting facilities across multiple platforms. The Report Harmful Content centre will assist you with threats, impersonation, bullying and harassment, self-harm and suicide, online abuse, violent content, unwanted sexual advances and pornographic content. The Welsh Government is working with SWGfL to fund the Welsh translation of the Report Harmful Content site which will be available in June 2020.

Online safety concerns can cover many areas, including the risks from online content, contact and conduct. They may take place both in and outside of education settings, but like all safeguarding concerns, can have an impact on the health, safety, development or well-being of your learners. As practitioners, the best way you can safeguard your learners, is to provide effective online safety education, for them and their families.

Online safety education and awareness is a key priority for the Welsh Government, as detailed in the Online safety action plan for children and young people in Wales 2019, which provides a strategic vision to keep children and young people safe online in Wales.

Keeping safe online on Hwb hosts an extensive range of resources and supporting guidance to promote the teaching of online safety. These resources have been designed to support lessons on a range of issues which are outlined in this guidance.

An overview of all the online safety resources being developed and published on Hwb from April 2020 to March 2021 is available in the following roadmap.

This guidance below explores some online safety considerations and includes links to further online safety guidance and education resources to support lesson delivery.

It is important when using technology that the devices and software you use are secure.

Here are some practical steps you can take.

Ensure software on devices is up to date including anti-virus protection.

Use strong passwords (update any default passwords), protect them and do not share login details.

Lock devices when unattended.

Headteachers/school digital champions/Hwb administrators should consider turning on multi-factor authentication when staff access all Hwb services off site (i.e. not only when accessing the Hwb User Management Portal). More information may be found in the User management section of the Support Centre area on Hwb.

Do not use personal accounts when collaborating - always use accounts provided by your education setting.

Always consider carefully the use of cameras and microphones when collaborating and ensure another member of staff is in the 'room'.

The National Cyber Security Centre has issued guidance recommending extra precaution to reduce the risk of cyber-attacks on devices including laptops, mobiles and tablets.

Phishing emails

A phishing email is a message which asks users to follow a link to an unknown website which could download malware onto your computer, or steal passwords. To prevent this from happening please ensure you do not follow a link to an unknown website. Currently there is a high number of phishing emails circulating about Coronavirus and it is recommended that you use caution around emails received from unknown senders.

Additional guidance

National Cyber Security Centre practical tips - Cyber security in schools - practical tips for everyone working in education

Guidance on Hwb's data protection and security controls can be found in the Hwb Trust Centre.

The fast moving and evolving online world and technology are areas where adults can feel that children are leaps ahead of them, often knowing the latest apps and trends before them.

To equip our young people with the skills to be able to think critically and navigate the digital world in a safe and responsible way, it is essential to feel confident about your knowledge and understanding of the issues. The Keeping learners safe Module 4 provides online safety training specifically for education practitioners. It explains what online safety means and the important role practitioners have in keeping learners safe.

There are also a range of guides available for practitioners focusing on different areas of online safety, including effective teaching of online safety.

The following guidance explores how to make the most of the extensive range of online safety playlists on Hwb, including how they can help your learners.

The following guidance offers tips for dealing with online safety problems, including where to get advice and support when you need it.

The following guidance provides top tips on safeguarding learners online.

This guide outlines what the GDPR is, what it means for schools and sets out possible next steps to prepare your school.

This guide explains what a peer mentor does, the benefits, and how to successfully implement a peer mentoring scheme.

This guide for teachers and support staff looks at emerging trends relevant to young people's online safety.

The following guide focuses on practical steps education practitioners and support staff can take to manage their online reputation.

The following guide provides key tips for engaging parents and carers in online safety.

Sharing content is an important part of what we do on the internet and while it offers positive opportunities, it can present challenges. It is important that learners understand the risks of sharing personal information online. These resources explore sharing information, giving consent and managing privacy to help children and young people make informed choices.
Guidance for practitioners Learning resources for primary and secondary learners
Gaming can offer several learning opportunities and benefits. It can improve problem-solving skills, sharpen visual processing, enhance memory power and provide moments of diversion and play. However, it is important for your learners to stay safe while gaming by taking regular breaks, knowing who they are talking to and reporting any concerns to the game moderators or a trusted adult. The resources listed below provide information about the benefits and risks of online gaming and steps that can be taken to ensure your learners stay safe. Links are also provided to some safe and secure educational games available on Hwb.
Guidance for practitioners Learning resources for primary and secondary learners
There are safe and secure educational games in Hwb you could try with your learners, including Minecraft: Education Edition and J2blast.

Additionally, the NSPCC has additional tips about gaming online safely as well as information about risks.

As children and young people are currently more active online, there is an increased possibility they will come across content that upsets them. Some of this may be illegal or might be considered offensive. These resources will help you to consider the impact of illegal and offensive content and look at strategies for managing the online environment to reduce the risks.

You can report offensive or upsetting content such as online abuse or threats, self-harm or suicide content or unwanted sexual advances on the Report Harmful Content website.

If you or a learner encounter any inappropriate or sexual images or videos of someone you believe to be under 18, report it anonymously to the Internet Watch Foundation.

This resource will help you to consider the impact of illegal and offensive content and look at strategies for managing the online environment to reduce the risks.
Guidance for practitioners Learning resources for primary and secondary learners
You may consider live-streaming as a practical and appropriate approach in certain circumstances, particularly in support of learner engagement and well-being. However this should be used with great care, and with all appropriate safeguards in place, which protect both the learner and the teacher.

If you do, due regard should be given to the guidance outlined in Live-streaming and video-conferencing: safeguarding principles and practice to ensure you and your learners are appropriately protected and safeguarded.

For further support please see Live lessons.

Many of us are relying on social platforms to communicate with friends and family through apps and websites such as FaceTime, Skype, Houseparty, Whatsapp or Facebook messenger. Live-streaming is becoming another popular way for children and young people to stay connected.

Live-streaming is the broadcasting of real-time, live video using the internet. When you live-stream, your audience can see what you are doing and comment on your broadcast.

Children and young people are using live-streaming services to broadcast and watch others live-stream, this can include celebrities, video bloggers (or 'vloggers') and 'gamers', as well as friends and family.

Whilst live-streaming can be a positive outlet for children and young people to express themselves and connect with people who have similar interests, it can also have serious consequences.

The resources below explore what live-streaming is, the risks and opportunities that it presents and how children and young people can stay safe to ensure they have a positive experience.
Guidance for practitioners Learning resources for primary and secondary learners
There is a growing body of evidence examining the impact of the internet on the mood and mental health of children and young people.

The internet by itself is not the main cause of poor mental health. However the way children and young people might use it can impact them. These resources explore how you can help your learners to think about the positive and negative impact of online experiences.
Guidance for practitioners Learning resources for primary and secondary learners
We are increasingly accessing news and information through social media platforms rather than traditional sources. This can result in confusion by misleading and inaccurate information. It is important to encourage your learners to check the source and credibility of information and develop their critical thinking.

The following resources will help you to explore the importance of questioning and fact checking information with your learners.
Guidance for practitioners Learning resources for primary and secondary learners
As an education practitioner, you have a duty to respond to the information that has been shared with you. How the education setting deals with online bullying should be set out in bullying and safeguarding policies and should be dealt with in accordance with these policies. The following are some guides about understanding, challenging and responding to online bullying.
Guidance for practitioners Learning resources for primary and secondary learners
Online hate is any online communication or expression that encourages or promotes hatred, discrimination or violence, against any person or group, because of their race, religion, disability, sexual orientation, gender or gender identity. These resources explore what online hate speech is, the motives behind it, the effect on those targeted and the ways you can support your learners to challenge it positively and safely.
Guidance for practitioners Learning resources for primary and secondary learners
The Report Harmful Content website can be used to report offensive content, such as online abuse or threats. The service can support you to get the content removed if it does not adhere to the platform's community standards. It is recognised that this might not solve the issue and depending on the situation, you may also want to report it as a hate crime so that the police can investigate.

Children and young people are spending more time online than ever before. From gaming platforms to social networks and other platforms, digital technology allows us to stay in touch. However, not all online interactions are positive. These resources provide you with guidance to discuss this topic with your learners and help them think about their online relationships.

Trying to engage learners with understanding risk online is not always an easy task. Stranger danger has taken on a completely new meaning now that it has become normal to interact online with people we don't necessarily know offline. In fact, many now regard their regular online gaming partners as friends, despite never having met them or knowing anything about them outside of the gaming platform. Gaming, social media and messaging apps are very popular. Therefore we need to reassess the ways in which we engage learners in understanding who to trust online and how to deal with online predators. These resources provide information on issues surrounding online grooming.
Guidance for practitioners Learning resources for primary and secondary learners
Protecting children and young people from abuse remains a police priority during this time.

If learners want to talk anonymously about something that is worrying them, contact information for expert organisations is included in the 'Further help and support services' section.

If you have concerns about inappropriate communication online then you can also report this to the National Crime Agency - CEOP.

If you are concerned that a child has been a victim of child sexual abuse, whether that is online or offline, then you should report this by calling 999 (the police) or the National Crime Agency - CEOP (Child Exploitation and Online Protection).

Pornography and the extent to which children and young people may be exposed to it can be concerning. Advice for how to initiate and manage constructive conversations about pornography with learners can be found in the following resources.
Guidance for practitioners Learning resources for primary and secondary learners
Being able to communicate with a wide audience through the internet can be rewarding and positive, but for some, it provides them with the ability to persuade others to support extremism or oppose British values. These resources look at what is meant by radicalisation and extremism, your responsibilities under the Prevent duty guidance and how to help parents and carers prevent their child being radicalised.
Guidance for practitioners
You can report terrorism related content to the police's Counter Terrorism Internet Referral Unit. If you are concerned about your child or another family member or friend being radicalised, you can seek advice from the police by calling 101 and, if necessary, complete a Prevent referral form so that they can receive local safeguarding support.

There are also resources for families which you could signpost or promote, such as this short film and accompanying family guide. These aid understanding of what is meant by radicalisation and extremism, what the current research says and what can be done to help manage this with children and young people.

Whether we are learning or working online, speaking with friends and family, gaming or seeking information, technology plays a significant role in our daily lives.

Balancing screen time has become an important consideration to ensure that children and young people use technology in a positive and healthy way.
Teaching resources for practitioners Learning resources for primary and secondary learners
With more of us having mobile devices and often from an early age, it is now easier than ever to take and share an image. Sharing images can be fun, however, it is important for children and young people to consider what they share and how it reflects on them.

Guidance for practitioners:

Learning resources for primary and secondary learners:

Sexting is a form of image sharing, which involves taking a nude or sexually explicit image and sending it to another person. Creating, sharing or storing a nude, semi-nude or sexually explicit image or video of a child under the age of 18 is illegal. The Sharing images resource provides information on the consequences as well as practical advice if children or young people find themselves in this situation.

To address the issue of sexting with parents and carers, there is a short film and accompanying family guide explaining what sexting is, why it can be problematic, and how to speak to children and young people about it to help protect them.

Social media has become an integral tool for communicating and information seeking in the twenty-first century.

As a practitioner, you will be aware of the importance of ensuring that you conduct yourself professionally and carefully online, including on social media apps and platforms. There is no reason for any professional to engage with a learner using their personal social media accounts. If social media contact is necessary this should be through the school's social media account.

The following guide provides top ten tips for practitioners to stay safe on social media.

The following guide focuses on practical steps education practitioners and support staff can take to manage their online reputation.

To teach learners how to use social media responsibly, the following resources explain key considerations, benefits and risks of using social media.

These Social media checklists on using Facebook, Twitter, Instagram, Snapchat and Roblox are aimed at everyone who uses social networks and are useful for educational practitioners, parents and carers and learners. The checklists can be downloaded and provide information on managing data and privacy, and using the safety and reporting features available on these social networks.
Guidance and resources for practitioners Learning resources for primary and secondary learners
Hwb hosts ten of the NSPCC's NetAware online safety guides, including YouTube and WhatsApp, to provide information on the online world of children and young people and how you can help them stay safe.

This is a rapidly evolving area and, in recognition of this, and to support families to stay safe online at this unprecedented time, information on popular social media platforms and supporting resources will be published in May. This will include the most up-to-date information on Snapchat, Instagram, TikTok, Roblox, Twitter, Facebook, Misinformation, and Houseparty.

The 360 degree safe Cymru tool allows education settings to review and improve their online safety policy and practice.

Over 1,400 schools across Wales use the tool and evidence from the tool data shows that online safety provision in schools is improving year on year. The tool records all the entries made by schools enabling them to report on the national benchmark level (the average level recorded by schools). Over the last five years this average level has continued to improve each year.

Education settings should continually review their online safety policy and practice to ensure that:

responsibilities are allocated to relevant people

acceptable use is reviewed, understood and promoted and is consistent with the culture of the setting

there is clear understanding of how inappropriate use will be dealt with

technical solutions are relevant and up to date in light of technological change

staff and governors receive regular updated online safety training

education programmes continue to ensure that children and young people are safe, resilient and responsible users of online technologies and have high levels of digital literacy

they continue to meet statutory requirements and adapt to changes in national guidance

they learn from incidents and changing behaviours and adapt policy and provision accordingly.

For more information about revisiting your 360 degree safe Cymru review please see the guides below.

Re-visiting the 360 degree safe tool and updating the review allows leaders to check that their provision is up to date and still relevant. It also allows access to the regularly updated links in the tool to good practice documents and national guidance.

Education settings can register for 360 degree safe Cymru by logging in to their Hwb account and clicking on the link on the Hwb home page.

Keeping safe online on Hwb contains a wide range of advice, guidance and resources about keeping your learners safe online.

There are also a number of organisations that provide different types of support.

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Guidance - Education practitioners - Keeping safe online - Hwb

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During this period, we recognise that both adults and children are likely to spend more time online, whether that is for entertainment, to stay in touch with friends and family or to support distance learning. There are clearly many benefits to staying connected, however, increased time spent online may also increase the risk of encountering online safety issues.

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Welsh Government Live Streaming- Safeguarding Principles and Practice/ Egwyddorion ac Ymarfer Diogelu Llywodraeth Cymru ar gyfer Ffrydio Byw

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Welsh Government Live Streaming- Safeguarding Principles and Practice/ Egwyddorion ac Ymarfer Diogelu Llywodraeth Cymru ar gyfer Ffrydio Byw

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This guidance was originally published in May 2020 entitled Live-streaming safeguarding principles and practice for education practitioners during the COVID-19 outbreak when most practitioners were working from home. This document formed part of the continuity of learning 'Stay Safe. Stay Learning.' programme and is aimed at maintained schools and settings in Wales.

In September 2020 the guidance was updated and re-published to reflect instances where practitioners and learners are back in the classroom. However, it still retains guidance on working and learning from a home environment. It has also been extended to include guidance for other practitioners and external organisations that support maintained schools and settings and their learners.

In January 2021, the guidance was further updated and re-published to take account of feedback from schools and local authorities. The section which had previously outlined the numbers of practitioners required for live-streaming was removed to allow for local flexibility and decision-making. In developing their approach to live-streaming and video-conferencing, schools must undertake a risk assessment and review their safeguarding processes and procedures (including reporting mechanisms) to ensure the safety and security of their learners and staff.

Safeguarding is an integral principle of digital learning. The safety and welfare of learners is paramount and takes precedence over all other considerations.

Should a maintained school or setting choose to use live-streaming or video-conferencing, governing bodies, headteachers and staff must have full regard to national safeguarding guidance and local safeguarding policies.

In a time where it has never been more important to adapt and use innovative ways to learn, Wales is now well placed to deliver a world-class digital learning programme having invested heavily in digital learning since 2012.

Through Hwb, the digital learning platform for Wales, learners and practitioners from maintained schools and settings have access to a range of online learning tools such as Microsoft Teams in Microsoft Office 365 and Google Meet in G-Suite for Education. Using these applications through Hwb can provide an interactive experience and an opportunity to collaborate and engage in a safe and accessible way. There are new practical guides available to support you on getting started and using Microsoft Teams and Google Meet in our Support Centre. For more information on the range of tools available through Hwb and how they can support digital learning please refer to the Blended learning area on Hwb.

This guidance provides information on how video-conferencing and live-streaming can be used safely and securely.

This guidance is also of use to other practitioners such as therapists, educational psychologists, special educational needs coordinators (SENCo)/additional learning needs coordinators (ALNCo), support assistants and teaching assistants, youth workers, youth support staff, learning advisory staff that support learners and peripatetic services.

Decision-making at a maintained school or setting level may determine whether video-conferencing or live-streaming is appropriate for you to host lessons with your learners.

Maintained schools and settings using video-conferencing or live-streaming, governing bodies, headteachers and staff must have full regard to national safeguarding guidance and local safeguarding policies.

In all maintained schools and settings, all accountability is owned by the headteacher and governing body or equivalents. Therefore this guidance must be observed alongside local authority guidance.

The Welsh Government recommends that:

all video-conferencing or live-streamed lessons/sessions should be carried out via Hwb using Microsoft Teams or Google Meet, rather than an external provider, or the school/setting's own implementation of Google/ Microsoft 365

the practitioner uses a school/setting-issued device. School or setting staff should not use their own personal equipment under any circumstances

due regard should be given to the considerations outlined in this guidance to ensure learners and all practitioners are appropriately protected and safeguarded.

It is useful to note the difference between video-conferencing and live-streaming and their uses and intended benefits so that you can choose the appropriate format for your activity.

Video-conferencing is a synchronous approach involving multiple parties with the option for each participant to turn on cameras and audio. It requires all participants to take part at the same time. Video-conferencing can be carried out through Hwb using Google Meet or a Microsoft Teams Meeting.

Possible uses

Facilitate staff meetings.

Where a physical meeting cannot be held such as conducting a well-being catch-up session or holding a SEN/ALN appointment.

Deliver small group pastoral or teaching sessions.

Deliver class lessons.

Link two sites of synchronous learning, for example, two classrooms on different sites.

Intended benefits

Gives participants an opportunity for face-to-face contact in real time.

Facilitates interactions.

Positive impacts on learner engagement and well-being.

Useful for keeping in contact with learners.

Feedback to learners is instant and interactive.

Useful in areas where access to particular courses or subjects is limited for geographical reasons.

Enables individualised support.

Can be used to enable children and young people to keep in contact with their peer learners and engage in group learning, for example, discussions.

Live-streaming events is an asynchronous approach involving a video flow from a broadcaster to viewers. Viewers cannot be seen or heard although there may be functionality to interact via typed messages. Live-streamed events can be watched live or can be accessed after it's been recorded. Live-streaming can be carried out on Hwb using Microsoft Teams Live Events.

Possible uses

Deliver class lessons to learners.

Deliver large-scale lectures or assemblies.

Deliver webinars.

Benefits

Live-streamed events offer flexibility as the lessons can be accessed at a time convenient to a learner and/or their family.

It might be easier for parents/carers and learners to manage at home.

Although there is no verbal or visual interaction available to the viewer, if watching live, participants may be able to ask questions using the text box allowing for some interaction.

This guidance refers to video-conferencing and live-streaming lessons and sessions. For the purpose of this guidance:

a lesson refers to the delivery of a classroom lesson - whether this is through video-conferencing or through a live-streamed event

a session refers to instances outside of a typical lesson where there may be only one learner present such as a well-being catch-up session with a learner or a special educational need (SEN)/additional learning need (ALN) appointment.

Please note the term learner is used throughout the document to describe children and young people in lesson and/or session situations.

Whether learners are at home or in the classroom, safeguarding and welfare of learners is paramount and takes precedence over all other considerations.

At all times you should continue to follow the school or setting safeguarding policies. All issues relating to online safeguarding should be dealt with in the same way as face-to-face teaching or interactions.

The maintained school/setting's policies for online safety, staff and learner well-being, safeguarding and distance learning, should reflect how video-conferencing and live-streaming will be carried out and monitored. The 360 degree safe Cymru tool is available free on Hwb and is intended to help schools and settings review their online safety policy and practice.

Policies and procedures for reporting incidents of misuse must be followed at all times. As outlined in the Keeping learners safe guidance, practitioners have a duty to report children at risk (including online abuse) under section 130 of the Social Services and Well-being (Wales) Act 2014.

If you have any safeguarding concerns about a child, you should discuss these with the Designated Safeguarding Person (DSP) for your school or setting ensuring your concerns are reported as soon as possible.

If for any reason you cannot contact the Designated Safeguarding Person for your school or setting, contact the local authority Children's Services Team and report your concerns.

If you think a child or young person is in immediate danger then contact the police on 999.

For further advice on safeguarding at this time please visit the Keeping children and young people safe page on the Welsh Government website which provides information and advice on identifying abuse and supporting disclosure and reporting concerns. There are also links to information and resources to support well-being and prevent abuse.

For further resources, guidance and information on keeping safe online, please visit the Keeping safe online area of Hwb.

There are a number of key considerations to ensure safe and effective use of video-conferencing and
live-streaming. These are set out below.

To decide whether to use video-conferencing or a
live-streaming event, education and other practitioners must consider:

the purpose, benefits, limitations and appropriateness of a video-conferencing lesson or live-streaming lesson/session

the appropriateness for all learners based on their individual circumstances

the availability of learners, e.g. whether all learners are available? Will some need to join or leave at different times?

the number of learners on a lesson or session

the length and time of lessons and sessions, ensuring they are both appropriate for the learners in question

the connectivity and devices available to learners and staff members.

If it is determined that a video-conferencing or live-streaming lesson/session is suitable and appropriate for the practitioner and learners the following should be undertaken as part of any preparations.

Seek authorisation from your school or setting's senior leadership team before video-conferencing or live-streaming lessons/sessions and let them know the planned timetable of all lessons/sessions.

If you choose to use video-conferencing, ensure the lesson is planned in advance and sufficient notice should be given to learners and parents and carers as required.

Ensure appropriate use agreements are in place for all learners involved in video-conferencing and live-streaming lessons/sessions and that these agreements are clearly communicated to learners and shared with parents and carers. The agreement will set out clear expectations from all parties and identify actions that will be taken if the agreement is broken. Please refer to the example agreement for use with online classes (Appendix 2).

Maintain a central record of all online events alongside list of attendees.

Ensure all learners have access to software applications (such as Microsoft Teams) required, this can be facilitated through the Hwb platform.

Check all content is appropriate and for any tasks requiring online research, check the suitability of the websites prior to the lesson.

Be mindful that if the lesson includes tasks, some learners may require more time than others.

Familiarise yourself with functions of Microsoft Teams or Google Meet and how to use the chosen tool effectively (more information is available in the Hwb Support Centre on Microsoft Teams and Google Meet).

Top tips for effective practice

Gain confidence by becoming familiar with the functions on Google Meet/Microsoft Teams and practicing with other staff members.

It is essential to carefully consider location, audio and camera settings to maintain a professional and responsible disposition at all times. This is particularly important when practitioners or learners are at home. Practitioners must undertake the following considerations.

Location

If a practitioner is leading or a learner is joining a video-conferencing call or live-streaming call from home or remotely they should:

choose a neutral location that is appropriate and safe, e.g. a living room, a study or a kitchen

encourage learners to work from a suitable communal home location where they feel comfortable, preferably accompanied by their parent/carer

reduce the possibility of the lesson being interrupted by other household members or pets.

Camera settings

Carefully consider what is in view of the camera, i.e. check that the background is professional and does not contain images or information that should not be shared or that could be deemed inappropriate.

It may be helpful to ask a 'critical friend' to check what is in view of the camera.

Where possible, it is recommended that practitioners and learners change their background as standard practice.

Be mindful that not all learners will want to switch their camera on - you should make turning the camera on optional.

Top tips for effective practice

Practitioners and learners can design and upload their own background in Microsoft Teams. This could be a participatory class activity.

Audio

The use of a headset with microphone (like those available with many mobile phones) is recommended for audio clarity.

Practitioners should continue to work in the same professional manner as they would in the classroom. Practitioners should undertake the following.

Adhere to professional standards of dress when in front of the camera.

Be conscious that in an online environment remarks are being heard by a number of learners and could be easily misconstrued.

End the session for all participants, ensuring learners are not left alone and unsupervised in a lesson/session the practitioner has left.

Be mindful of the need for confidentiality; especially if live-streaming a lesson from a venue where other adults or children are present.

Top tips for effective practice

Practitioners should join the lesson/session before the scheduled time to ensure a proper connection and review the lesson plan so they feel prepared for an effective lesson/session.

Top tips for effective practice

A practitioner can co-pilot by joining the lesson/session but does not have to turn the camera or microphone on.

There is recording functionality available in both Microsoft Teams and Google Meet whereby the practitioner can record the lesson or session.

As a video-conferencing or live-streaming recording of practitioners and/or learners will contain personal data and possibly special category data, the school's or setting's senior management team should develop a policy for recording live lessons and sessions. In developing this policy, advice should be sought from the school's or setting's Data Protection Officer (DPO) to ensure that the storing and sharing of any recordings complies with all the requirements of the UK General Data Protection Regulation (UK GDPR).

This will include setting out the purposes for which the school or setting is processing the data, the legal basis on which they rely as well as respecting the personal data rights of practitioners and learners. More information and guidance is available from the Information Commissioner's Office (ICO).

When recording live lessons, practitioners and learners should comply with their school or setting's policy for recording live lessons and sessions as well as all other relevant school or setting policies.

Top tip - If you intend on recording a lesson or session to share with learners at a later date, this should be done as a live-streaming event or pre-recorded lesson, without learners present.

For more information and support on recording live lessons please see the Recording section on the Live lessons area on Hwb.

Please note: any recordings must not be used for any teacher-evaluation purpose.

A 'classroom standard' of behaviour should be expected at all times. Just as in a classroom setting, any instances of inappropriate behaviour should be managed in accordance with the school's behaviour policy.

Setting out acceptable behaviours and expectations from the outset is essential for ensuring an effective and orderly lesson or session. Practitioners should undertake the following.

Clearly communicate that 'classroom standard' of behaviour is expected from all participants at all times.

Make parents and carers aware of the expected behaviours and requirements including location to join the lesson or session and appropriate dress.

Create and agree clear ground rules to reflect the standard of behaviour expected based on their existing school or setting behaviour management policy.

Explain the rules at the introduction of the lesson/session, e.g. who can speak, how to ask a question or ask for help.

If this is the first time that lessons/sessions are delivered online, it may take some time to become familiar with the new environment. Using the chat function will allow the structured engagement with attendees.

Remind learners about agreed rules at the start of each lesson or session (Appendix 2), and outline how they can raise concerns if required.

Top tips for effective practice

Consider using the chat, mute/unmute and the hand up/raised hands functions to make the most of the lesson or session.

Top tips for effective practice

Make all of the learners 'attendees' and not 'presenters'. If you ask a learner to share their screen and any work that they do, make them presenters. After they have shown work, etc., change them back to attendees. This helps to control the lesson.

Top tips for effective practice

Create or adapt a class charter with learners as a participatory activity. Children's rights can provide a basis to develop its key principles, including the rights to:

be safe

learn

express an opinion

equality and non-discrimination

privacy

develop talents and skills to the full.

Learners can develop a list of key video-conferencing behaviours that uphold their rights and the rights of others. This can be referred to throughout the lesson/session.

There may be instances where a school or setting may wish to make use of the benefits of video-conferencing or live-streaming to link up with another site. Such instances could include the following.

A school or setting wishes to link up with another classroom in their school or setting to facilitate social distancing.

A school or setting wishes to link up with learners where some are in school or setting and some are at home.

A school or setting wishes to link up with other classrooms to facilitate a lesson or session between different year groups, for example to enable the school council or other participatory groups to meet.

In all instances, schools and settings should adhere to the guidance outlined in this document.

There may be occasions where schools or settings wish to video-conference or live-stream with external organisations. For instance to deliver a music lesson with a musician/group of musicians.

These lessons/sessions should be dealt with using the same safeguarding protocols as any other video-conferencing or live-streaming lesson or session as set out in this guidance, and with the additional points also recommended.

The practitioner should set up and control the session, inviting the external organisation as a guest participant.

The practitioner should clearly establish expectations and communicate the expectations set out in this guidance to the external provider.

The practitioner should ensure they end the lesson/session for all when the lesson/session is over.

Other professionals involved in providing online sessions with learners and/or their families will have been provided with clear guidance from their professional associations and/or employers and should follow these in conjunction with this guidance.

Everyone in education services who comes into contact with children and young people and their families has a role to play in safeguarding. If a practitioner, member of staff or a learner experiences a problem involving video-conferencing or live-streaming you should treat it in the same way as any incident in a school or setting.

If you have any safeguarding concerns about a child, you should discuss these with the Designated Safeguarding Person for your school or setting ensuring your concerns are reported as soon as possible.

If for any reason you cannot contact the Designated Safeguarding Person for your school or setting, contact the local authority Children's Services Team and report your concerns.

If you think a child or young person is in immediate danger then contact the police on 999.

There are new practical guides available to support you on getting started and using Microsoft Teams and Google Meet in our Support Centre.

Ideally learners would log into the class from a communal area in their home. In some circumstances this may place an unreasonable burden on family spaces.

Practitioners should assess each situation and discuss with their Designated Safeguarding Person or their headteacher if they are uncomfortable with the location(s) learners are logging in from.

All the normal standards of behaviour apply in the online classroom. Although learners will not be in a normal classroom environment, where possible, issues should be dealt with in the same way as they would have been if the incident had taken place in a normal classroom environment. Seek advice from your school or setting's senior leadership team if required.

Practitioners can remove learners if they are behaving inappropriately. To remove someone in Microsoft Teams - open the participant list and click the X beside the name of the person you want to remove. To remove someone in Google Meet please follow these instructions.

1. On the right, go to People.

2. Point to the person, and then click Back arrow.

3. Click Remove.

If something inappropriate is shared on the screen, practitioners should end the lesson/session as soon as possible and raise the issue with the Designated Safeguarding Person. All learners in the room can then be contacted as soon as possible after the event to inform them of what happened, and what the arrangements are for future lessons/sessions.

As per safeguarding guidelines, the practitioner must write a full account and record in the usual way.

This should be dealt with in the same way as it would be in a face-to-face classroom setting and also in accordance with the agreed rules (Appendix 2). Setting clear expectation at the outset should help reduce this.

Supporting a learner must be a priority for the member of staff. Where a learner needs to discuss a serious issue, this can be undertaken in line with the school's safeguarding policy and procedures.

If during online contact with a learner a practitioner sees or hears anything in the background that causes them concern, or if the learner's behaviour causes them concern, they must refer the matter to the Designated Safeguarding Person and follow their school's usual safeguarding policy.

The following is an example agreement between practitioners and learners when using video-conferencing and/or live-streaming. Schools and settings may wish to adapt or build upon this to ensure it is appropriate specifically for their learners, e.g. by adapting the language to make it suitable for their learners age/ability, adding pictures or symbols version for younger children or those with ALN, by using phrasing commitments such as 'I will'.

Practitioners agree to:

discuss roles and responsibilities with learners at the outset of all lessons/sessions

notify the school or setting's senior management team, learners and parents/carers of any scheduled lessons/sessions, cancelled lessons/sessions or changes in arrangements

ensure that they keep themselves up-to-date with all relevant policies and procedures, including online safety, safeguarding and data protection policies

prevent a one-to-one situation at the end of an online class by disconnecting all participants at the close of the lesson/session.

Learners agree to:

be punctual for all video-conferencing lessons/sessions

access the relevant files for each lesson/session in advance and have the materials to hand

make sure they have all power adaptors and laptops ready before the lesson/session begins and are logged into the lesson/session

show respect for everyone in the online classroom

dress appropriately for all lessons/sessions, thinking about respect for others

ensure the location they log in from is appropriate and change their 'background' setting as agreed with the practitioner.

seek to contribute to the lesson/session in a positive manner and not be disruptive at any time

not share images of the session or lesson.

Introduction

Developing learners' digital competence has been an important priority in our school since the publication of the Digital Competence Framework (DCF). We have invested heavily in regard to both time and resources to develop staff training and knowledge in using technology to teach specific ICT skills and to use the available tools to develop effective pedagogy. To this end, all staff make extensive use of the tools within Hwb, particularly Microsoft Office 365 and Google Classroom. Staff worked in triads to develop expertise in how the different tools could be used and shared their knowledge with all staff during twilights and INSET days.

Developing our use of Microsoft Teams and Google Classroom via Hwb

Two years ago, we began to pool our knowledge and develop our ICT policy. Part of this was to agree that we would, via Hwb, use Google Classroom as a platform for learners from Nursery to Year 3 and Microsoft Teams (Teams) with learners in Years 4 to 6.

Preparing for distance learning

When the Education Minister announced school closure from 20 March 2020, our school was well placed to develop distance learning. Learners in Years 4 to 6 were very familiar with Teams. They were used to teachers assigning work on Teams and they were used to posting their homework onto Teams and receiving feedback. Teams was used daily to post work for learners as part of our drive to reduce the amount of paper used and to reduce teacher workload.

In the week leading up the school closures, staff spent much of the time ensuring that the learners were confident in using Teams and Google Classroom. All staff worked together to ensure that we all knew how to set up online remote meetings and video-conferencing using Teams. This was a new skill for us all and we held several practice remote meetings between each of the classrooms, following the guidance emailed to us from Hwb.

Our ICT coordinators produced simple guides for parents/carers on how to use Teams and Google Classroom via Hwb and we explained via newsletters that work would be assigned to the learners each day and that the Key Stage 2 teachers would be online each day from 10am to 12 noon. This was also explained to learners.

Use of live-streaming

Teachers and teaching assistants from Years 4 to 6 used live-streaming via Teams to deliver daily mathematics lessons initially. The lessons were differentiated two ways and the class teacher took one session and the teaching assistant took the other. The school purchased A3 mini white boards for the staff to use to demonstrate methods, etc., but gradually the staff realised that there is a white board built into the Teams platform and they learned how to share screens and use PowerPoint within Teams. The teachers used the 'Insights' tab to see which learners were taking part or required extra support as it showed which learners didn't attend or didn't access resources.

Next staff also began to live-stream art lessons using PowerPoint presentations that explained particular techniques used in printing, collage and 3D modelling. Spelling lessons were also delivered live as were some English lessons which focused on writing and the features of a particular genre. Teachers in the older year groups were able to set collaborative tasks in science and in geography by putting the learners into groups and assigning them different tasks by using the channel function in Teams. The learners quickly learned how to use the 'chat' function to ask for any additional help.

In the case of Year 3, the teacher was online from 10am to 12noon and all parents/carers and learners were invited to speak to her if they wanted any support with the learning tasks she had uploaded that day.

In the case of the Foundation Phase, the staff delivered live story time sessions and live science experiments and invited the children to join live check-in sessions. They were online throughout the day providing advice and responding to parent/carer queries through Hwbmail, through J2e message and through private messaging through Google Classroom.

Throughout the day, Key Stage 2 learners were able to video call both their teacher and their friends within their class. Dedicated 'friendship channels 'were set up for each class so they were able to see and speak to their friends remotely. This was as a result of feedback from parents/carers who had said that the children were missing the social aspects of school.

Staff met remotely on a weekly basis via Teams to discuss issues, any new functionality they had discovered, and to ensure a consistency of approach between classes.

When we returned to school on 29 June 2020, staff continued to deliver online lessons between those learners at home and those who were in school that day. All children had a daily 'check-in' session, mathematics lesson, stories and played language games. Year 6 learners worked in 'break-out' rooms via Teams as part of their daily lessons and they then came back together as a whole class to share what they had learned.

Response and engagement from parents/carers and learners

Response from parents/carers and learners has been overwhelmingly positive. We have encouraged feedback from questionnaires, from direct email contact and phone calls. We addressed as many of the issues parents/carers raised as far as possible, the main one initially was that they did not have suitable devices for their children while parents/carers themselves were working from home.

We loaned 68 devices out and shared videos as well as the email contact of our 'IT expert' member of staff to help with technical difficulties. Some lessons were recorded so that parents/carers and learners could revisit them or watch them at more convenient times. Parents/carers often joined in the lesson or were in the background and were able to ask for clarification of expectations, particular methodologies or explanations.

Because we used Teams and Google Classroom it was very easy to see clearly who was engaging in both the live lessons and the other assignments given to the children. Staff were able to ring parents/carers and offer individual support to help them engage with the online learning.

Parents/carers were very grateful that teachers would actually deliver online lessons as many told us that their children were much happier to engage when it was their own teacher or teaching assistant delivering the lesson. Some parents/carers had struggled to get their children learning otherwise.

We discovered that a few children found the idea of being in front of a camera difficult and they were not comfortable speaking out or asking for help in what they felt was a very public forum. The teaching assistant set up small group sessions just for these learners and they were shown how to turn their camera off if they wanted to.

Being able to see their classmates on a daily basis was also a considerable draw for many learners and the learners themselves encouraged each other to join the lessons. There was a real sense of missing out if a learner didn't join in a lesson especially for the older learners.

We did however have to set ground rules for the children. For example, they had to be dressed (no pyjamas) and boys were to wear tops, they were not to be in their bedrooms and they had to tell parents/carers they were having lessons online. They were taught to mute their microphones and only turn it on when they wanted to speak and to use the 'hands up' function if they wanted to talk. A couple of children became excitable online and overfamiliar because they were at home and not in school and they had to be reminded that the rules of politeness still applied. As a last resort, staff had the option of removing anyone not cooperating from the meeting. Happily, this has not been necessary yet!

By June 2020, we had a regular engagement of approx. 92% of learners from Reception to Year 6. Engagement from nursery learners was 60%.

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live streaming and video conferencing safeguarding principles and practice

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Live-streaming and video-conferencing: safeguarding principles and practice - Keeping safe online - Hwb

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This guidance was originally published in May 2020 entitled Live-streaming safeguarding principles and practice for education practitioners during the COVID-19 outbreak when most practitioners were working from home. This document formed part of the continuity of learning 'Stay Safe. Stay Learning.' programme and is aimed at maintained schools and settings in Wales.

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In - game chat: A guide for parents and carers

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What is a Loot Box? The Dangers Behind Gaming's Most Delightful Addiction

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System Requirements

Which browsers and devices are compatible with Netflix Party?

Netflix Party is a browser extension that is available for the Google Chrome and Opera browsers. Netflix Party only runs on laptop and desktop computers.

NOT available for iOS, Android, Tablet, smart TVs, gaming consoles, and other devices.

Do all participants in a Netflix Party need their own Netflix accounts?

All participants need to have access to Netflix to start or join a Netflix Party. It is possible to use a shared Netflix account to join a party, but the account needs to be on a standard or premium Netflix membership plan which allows multiple viewers to watch Netflix at the same time.

All participants also need install the Netflix Party Chrome extension.

What is the limit on the number of people who can join a Netflix Party at once?

Which countries are supported by Netflix Party?

Netflix Party is available in every country Netflix is available in.
If you are creating a Netflix Party with participants from multiple countries, you should double-check that the show you want to watch together is available in all of your regional Netflix libraries. You can use this tool to see what shows are available in each country. As a general tip you should consider watching Netflix originals, which are available in all countries.

Is Netflix Party free?

Netflix Party is 100% free.

Installation Guide

Where can I install Netflix Party?

Click on the following link to install the Netflix Party Chrome Extension.

NOT available on: Firefox, Internet Explorer, and other web browsers. Only works on laptops and desktops.

NOT available on IOS, Andriods, IPhones, Tablets, TV's, gaming consoles, and other devices.

How can I check if Netflix Party is installed?

If you can see a gray or red "NP" button on the top right corner of your chrome browser, you have successfully installed Netflix Party.

Note: if you don't see the "NP" button, on Chrome click located on top right area of your browser to view the hidden browser extensions. If you can't find the "NP" button, try uninstalling and reinstalling the extension on Chrome.

How do I uninstall and then reinstall Netflix Party?

To uninstall, type chrome://extensions into the url, find Netflix Party & click Remove

Reinstall Netflix Party from the Chrome Web Store

Try starting or joining a party again (by clicking the red NP icon) and you should be able to use Netflix Party.

Hosting a Netflix Party

How do I host a Netflix Party?

Login into your Netflix Account and make sure you are on your main account profile. Select a show and make sure it is playing. Your url should look like "netflix.com/watch/videoID". Then click on the red NP button to host your NP Netflix Party chat room.

You can share the party link you get with friends to invite them to your party.

Why is the NP button grey, and why does nothing happen when I click on it?

You should not click on the NP button when it is gray, which indicates that the app is disabled & not available for use because the app cannot find a Netflix video on your webpage.

Make sure you are logged into Netflix on your main account profile, and you have a show currently on and playing. Your url should look like "netflix.com/watch/ ". When the app detects a video on your webpage, it will turn red, and you can click on it to turn the Netflix video into a Netflix Party. If the icon still remains greyed out, re-install Netflix Partyand try again.

How many people can join a Netflix Party, and does everyone need a Netflix account?

The number of people that can join a single party depends on the current load on Netflix Party servers. Hosting up to 50 friends in the same chat room is feasible.

Everyone that joins the party needs their own Netflix account, and needs to install the Netflix Party Chrome Extension.

How do I invite friends to my Netflix Party?

Copy and share links by clicking on the chain icon . This icon is located on the top right area of your chat interface.

Joining a Netflix Party

How do I join a Netflix Party?

Click on the shared link, which redirects you to a selected netflix show. Then click the red NP button located on the top right area on your chrome browser to automatically connect into the party chatroom.

Do I need a Netflix account to join a Netflix Party?

Yes, you need your own unique Netflix account, to join a Netflix Party.

How many people can join my Netflix Party?

The number of people that can join a single party depends on the current load on Netflix Party servers. Hosting up to 50 friends in the same chat room is feasible.

Why is the NP button grey, and why does nothing happen when I click on it?

Make sure you are logged into Netflix on your main account profile, and you have a show currently on and playing. If the icon still remains greyed out, re-install Netflix Party , and try again.

Chat Settings

How do I customize my user icon?

Choose your user icon from the top right corner of the chatroom interface. The user icon is in a circular shape that automatically generates an initial icon for you.

How do I customize my user nickname?

Change your nickname by selecting the "User Icon". This'll prompt you to the setting interface where you may change and edit your nickname.

How do I invite my friends to my party?

Copy and share links by clicking on the chain icon . This icon is located on the top right area of your chat interface.

How can I hide the chat sidebar?

Hide or show the chat room by clicking on the NP button again. The interface will now allow you to show or hide the chat room.

Why is my chat overlapping?

Apologies - this is a known bug and a problem on our end. We'll push an update over the weekend which should fix exactly this issue, so please bear with us. Consider starting a new party on the same video which will clear your chat sidebar, and inviting your friends again.

Is voice or video chat available?

Privacy & Security

Is Netflix Party safe?

Netflix Party is used by over 10,000,000 users. We use end to end encryption and we do not store your Netflix account details or password.

Does my chat history get saved?

After everyone leaves your Netflix Party, we delete the contents of its chat history off of our servers.

Is Netflix Party free? How does Netflix Party make money?

We are constantly updating the app. Please re-install it to make sure you have the latest version which may have the bug fix. If the issue still persists, please email us at [email protected]

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System Requirements Which browsers and devices are compatible with Netflix Party? Netflix Party is a browser extension that is available for the Google Chrome and Opera browsers. Netflix Party only runs on laptop and desktop computers. NOT available for iOS, Android, Tablet, smart TVs, gaming consoles, and other devices.

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Get Minecraft Education for your classroom. Find out how using this game will take your students' learning to the next level.

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1. About Roblox and this Privacy Policy
Roblox is an imagination platform, where users are encouraged to design, create, and interact with whatever they can imagine. As a user of the Roblox platform, you and your friends can collaborate on building or just gather and explore other users' creations. Your privacy is important to us; this is why we created this Privacy Policy so that you are aware of what information is collected, how we use it, and who we share it with.

This Privacy Policy covers our websites on the roblox.com domain, our Roblox mobile, virtual reality ("VR") and Xbox apps, the Roblox Player, the Roblox Studio, and our other websites, products, software, applications, content, data feeds and other services (" Service") on which an authorized link to this Privacy Policy is posted. This Policy covers our practices regarding Roblox users of all ages, including a unique set of practices for those under the age of 13 (" children" or " child "). The Service is operated by or on behalf of Roblox Corporation.
If you are an EEA resident, this whole Policy applies to you. However, EEA residents should see Section 15 below, which will inform you in detail about the personal information we process, how we process it, for which purposes we process it, with whom we share it, on what legal basis we process and transfer your personal information and which rights you have regarding the processing of your personal information.
Roblox is also committed to protecting the privacy of our users, including children. Please see the "Children's Privacy and Parental Controls" section below for more information about your rights as a parent or legal guardian of our children users and the measures we take to afford children users with additional protections and comply with the Children's Online Privacy Protection Act (" COPPA"). To learn more about COPPA, you may consult this simple one-page informational guide from the kidSAFE Seal Program - www.kidsafeseal.com/knowaboutcoppa.html.

If you have any questions, comments, or concerns regarding this Privacy Policy and/or data practices, please contact us at the following support form, telephone number, or mailing address:
Customer Support Form
(888) 858 - BLOX
Roblox Corporation
Attn: Roblox Privacy Manager
Address: 970 Park Place, Suite 100
San Mateo, California, 94403
For users based in the European Economic Area or in the United Kingdom:
If you are a user based in the European Economic Area or in the United Kingdom, you may also contact our Representative according to Articles 27 EU and UK GDPR:

roblox@gdpr-rep.com

EEA:
Tel: +49 (0) 40 99999 - 3430
DP-Dock GmbH
Attn: Roblox Corporation
Ballindamm 39 / Ecke Jungfernstieg
20095 Hamburg, Germany

UK:
DP Data Protection Services UK Ltd.
Attn: Roblox Corporation
16 Great Queen Street
Covent Garden, London, WC2B 5AH, United Kingdom

2. Definitions
" Personal Information " means any information relating to a natural person who can be identified, directly or indirectly, in particular by reference to an identifier such as a name, an identification number, location data, or an online identifier.

" Processing " means any operation which is performed on personal information, such as collection, recording, organization, structuring, storage, adaptation or any kind of disclosure or other use.

Any other capitalized term that is not defined in this Policy is defined and has the meaning set out in our Terms of Use.

3. Information Collected on our Corporate Websites
Please note that our Corporate Websites (which may include corp.roblox.com, blog.roblox.com, and their subdomains) are general audience websites. On these sites, we may provide information regarding the corporate side of Roblox, press information, career information, and other general audience information. We may also ask for your name, email address, employment details if you send us a CV, resume or other details of your employment history in connection with an advertised job vacancy or a general inquiry regarding employment opportunities with us and other information so that we can provide corporate-related information to you or respond to your job application. No game play happens on the Corporate Websites. As such, the parts of this Privacy Policy that discuss game play or discuss children are not applicable to the Corporate Websites.

4. How Roblox Works Roblox works like this:

A user creates a username and a virtual character that is his or her identity in the Roblox world.

Registered users interact with other users through in-game or website chat, personal messaging (within the Roblox environment), user forums, groups, and other similar features, with available privacy settings designed to allow users to restrict or disable communications with other users.

Each user is given one or more pieces of virtual real estate on which they can build houses, cars, machines, roller coasters, or anything else you can imagine with building blocks and code; these places are called "games."

Users search for, find, and play games made by other users; they play these games with other users from around the world, and are identified only by their username.

The Roblox world includes a virtual currency known as Robux; users can earn or purchase Robux in a variety of ways and use them to buy or sell items for their characters, for in-game items, and other uses.

Users who earn a large amount of Robux virtual currency are allowed to sell that currency back to Roblox subject to certain participation requirements. See our DevEx Terms of Service for more information.

Users can purchase premium services, including monthly or yearly subscriptions.

For more information on how our service works, please see our Terms of Service.

5. Information You Provide when Setting Up an Account on Roblox Registered users
All users must create a Roblox Account to play our games. To create a Roblox account, we will ask you to create a unique username and password (so you can log in to your account), and to provide other demographic information such as your age or date of birth, gender, regional location or language preference (so we can customize your experience on Roblox).

Users are encouraged not to create a username that reflects their own name or other personal information. Users should also not pick a password that is easy to guess and should not share their password.

Usernames are used for participating in Service features, and we do not use them to identify individual users outside of their activities on our Service. Usernames are shared with the parties listed in Section 7 below.

Users may be asked to provide or may choose to add an email address to their account for added verification and/or to enable certain features. The primary purpose for this email address is to provide account security, as this is the only way for Roblox to check the authenticity of an account owner. In this circumstance, children are asked to provide a parent email address. Users may change the email address associated with their account at any time; however, a notification will be sent to the previously provided email address upon making that change.

6. Additional Personal Information You Provide When Using Roblox Features
In addition to account setup on Roblox, we may collect and process personal information from you directly if you use the following features and activities (as applicable):

When you make purchases on the Service. Users can purchase virtual currency or premium subscriptions, for example, in the form of Robux, Premium memberships, etc., and may use a variety of payment methods. When making purchases, users or their parents may be required to enter billing information, including name, billing address, credit card or other payment information, and billing email. Your billing information, transaction details, and purchase history may also be retained and used by our payment processors to resolve subsequent billing disputes and inquiries.

When you post, share, or otherwise transmit comments or messages on Roblox via community features, such as public chat or private chat, forums, group walls, personal posts, etc. We may collect these comments and messages, and they may be monitored, filtered and moderated for purposes such as removal of profanity, personal information, and other inappropriate conversations. We may use pre-filtered chat, comments and messages for purposes such as training and improving our filter technology to increase the safety on our platform, except that we will not engage in these activities with private chat, comments, and messages of EEA users.

When you participate in our Roblox Developer Exchange Program. We require you to provide us with an IRS W-9 form (for U.S. taxpayers) or W-8 form (for non-U.S. taxpayers).

When you provide us with your phone number. If you choose to provide a phone number during registration, you may receive a verification SMS after sign-up to confirm your ownership of the number, which will allow you to log in via mobile. Your phone number may also be used to recover a lost or forgotten password.

When you use our games on a VR platform. If you play our games on a VR platform, we will collect your physical movement information in order to replicate your movement in the game. This information is only used to provide the Service and is not stored.

When you contact or send communications to us. For example, when you contact customer support, report a problem, or submit questions, concerns, or comments regarding our Service or its content, we may collect contact information such as your email address and other important information about your inquiry or concern. This information is used to respond to your communications, fulfill your requests, or provide other customer support.

When you use or interact with third-party plug-ins that may be available on the Service for users other than children. This includes third-party social media widgets, share buttons, and/or login mechanisms. These features may include social plugins from Google, Facebook, Twitter or other platforms and may be subject to the privacy policies of these other companies as posted on their respective websites. When you use these features, certain information from your social media accounts may be accessed by or shared with Roblox, and likewise, certain information about your use of Roblox may be posted to your profile on those platforms.

When you participate in contests, competitions, sweepstakes, giveaways, prize draws or other promotions that we may run or sponsor on our Service. These promotions may involve the collection and use of certain contact information (such as your name, email address, and/or phone number) for prize fulfillment purposes, as well as other information or content needed for the specific promotion. In some jurisdictions, we are required to publicly share information of winners.

When you respond to or participate in voluntary research or demographic surveys or studies. These surveys may collect information about your likes and dislikes, game play interests and habits, general hobbies and interests, and other lifestyle information or preferences. These surveys may ask for personal information.

When you request or agree to location-based services from Roblox, which may be available to our users other than children. With your consent, we may collect or track real-time or precise geolocation information to provide services such as tagging, check-in and content delivery, or geo-based advertising, or other services that are dependent on knowing where you are. This information may be collected in combination with an identifier associated with your device to enable us to recognize your mobile browser or device when you return to the Service. You can always stop the collection of location information by updating your device settings, stopping to use the Service, or uninstalling our mobile applications.

When you subscribe to other features or activities. We may offer other features or activities on our Services from time to time, and you may be able to submit or upload personal information in connection with such features. The data being collected for such features and their intended uses will be evident at the time of data collection.

When you browse, navigate, or otherwise interact with the Service. We collect information from your device when you visit our websites, as outlined in the "Cookies and Similar Technologies" section below.

You are under no obligation to provide personal information to Roblox when requested. However, if you choose to withhold any requested information, we may not be able to provide you with certain services and features.

In addition to the specific uses above, any information that you provide or that we collect on the Service may be generally used for the following purposes:

To operate, maintain, and improve the Service;

To give you access to the Service and related features or restrict your access;

To personalize the Service or content on the Service, as well as make it more user-friendly;

To allow you to manage your Roblox account or account information, update your account settings, and (where applicable) make purchases or subscribe to services;

To communicate with you about the Service (product changes, feature updates, etc.);

To provide technical support or customer service;

To deliver advertising for our Services that may be relevant to your interests;

To detect security incidents, protect against malicious, deceptive, fraudulent or illegal activity, and prosecute those responsible for that activity;

To research technological development and demonstration;

To identify and repair errors that impair existing intended functionality;

To audit interactions, transactions, and other compliance activities; and

To protect the integrity, safety, or security of the Service or our users, comply with legal obligations, or enforce compliance with our Terms of Service or other restrictions placed on your use of the Service.

7. Cookies and Similar Technologies
Like most websites, we use cookies and other standard Internet technologies to help us improve our Service.

A cookie is a small text file that is placed on your computer or mobile device when you visit the site. It enables the website to remember your actions and preferences (such as login, language, font size and other display preferences) over a period of time, for example so you don't have to re-enter them whenever you come back to the website or browse from one page to another.

A cookie can be classified by its lifespan and the domain to which it belongs. By lifespan, a cookie is either a:

Session cookie which is erased when the user closes the browser; or

Persistent cookie which remains on the user's computer/device for a pre-defined period of time.

As for the domain to which it belongs, there are either:

First-party cookies which are set by the web server of the visited page and share the same domain (in this case roblox.com domain); or

Third-party cookies stored by a different domain to the visited page's domain. This can happen when the webpage references a file, such as JavaScript, located outside its domain

Pixel Tags/Web Beacons
A pixel tag (also known as a web beacon) is a piece of code embedded in the Services that collects information about visitors' engagement on that web page. The use of a pixel allows us to record, for example, that a visitor has visited a particular web page or clicked on a particular advertisement.
How we use cookies
When you visit or access the Service, we may - by means of cookies, beacons, tags, scripts, and/or other similar technologies - automatically collect technical information about the devices and software you use to access the Service, such as the type of Internet browser or mobile device you use, the website or source that linked or referred you to the Service, your IP address or device ID (or other persistent identifier that uniquely identifies your computer or mobile device on the Internet), the operating system of your computer or mobile device, and other similar technical information. These same technologies (or a combination of them) may also be used to help us:

We will not use cookies or similar technologies other than for the purposes stated in this Privacy Policy.
Third party advertising and ad networks
Roblox partners with third-party advertisers, ad server companies, and ad networks ("third-party advertising companies") to promote our Service. If you respond to one of our advertisements and visit or register to use our Service, we or our service providers may provide these third-party advertising companies with identifiers from your device or computer, such as an IP address or device ID, to help us analyze our user acquisition efforts.

For our users that are children, Roblox partners with third-party advertising companies to serve contextual advertising, cap the frequency of advertising, and related uses permitted by COPPA. Roblox does not show behaviorally-targeted or retargeted ads to children or track such users for targeted advertising purposes.

NOTE: In order to disable advertising-related tracking at your request, companies may need to set an opt-out cookie on your browser. Sometimes a browser's configuration may prevent companies from setting such cookies, for example, if your browser is set to block all third-party cookies by default. Therefore, you may need to change your browser settings to accept cookies in order to fully disable advertising-related tracking.
Your choices
Most web and mobile device browsers automatically accept cookies, but if you prefer, you can change your browser to prevent that or to notify you each time a cookie is set.

Some browser manufacturers provide comprehensive help relating to cookie management in their products. Please see below for more information:

You can also learn more about cookies by visiting https://www.allaboutcookies.org/, which includes additional useful information on cookies and how to block or delete cookies that are already on your computer.

Please note, however, that by blocking or deleting cookies used on the Service, you may not be able to take full advantage of the Service and you may not be able to log on to the Service or play the Roblox games.

8. Information Sharing
Please note that Roblox has not and does not sell personal information about you to third-party companies for their independent purposes. Roblox may disclose your information for a business purpose as set forth below.
Agents and contractors
Roblox may share users' information, including personal information including but not limited to billing information or usernames, with our third-party agents, contractors, or service providers who are hired to perform services on Roblox's behalf. These providers may operate or support certain functions of the Service. Below is an illustrative list of functions for which we may use third-party service providers and the names of the providers we may use to perform these functions:

These agents and contractors are only allowed to use the personal information shared with them for the specific tasks they've been hired to do and consistent with this Privacy Policy, and for no other purposes, and they are not permitted to sell the personal information shared with them. Roblox takes steps to ensure that all service providers with access to personal information are capable of protecting the information we share with them.
Public forums and community areas
We offer users the ability to use forums and similar means of public discussion. If you use any messaging, posting, or chat functions on Roblox, you should be aware that any personal information submitted there will be available to anyone who has access to that content, including other users, and can be read, collected, or used by other users of these forums, and could be used to send unsolicited messages. We are not responsible for how other individuals use the information posted in this manner.
Developers
The developers of the games you access will be provided your username and the regional location you are based in. The information shall enable the developers to determine their player base, so they can adjust their games to the legal requirements of the respective regional location. We offer developers a tool which allows them to review the regional location of origin of players who play their games. For this purpose, we will determine the user's regional location of access to the Roblox website based on the IP address. We will not share your IP address with the developers.
Legal disclosures
We may disclose personal information about you as required or permitted by law and/or comply with a judicial proceeding, court order, or legal process served on our Service. To the extent permitted by applicable law, we also may disclose personal information about you in response to a request from law enforcement agencies, regulators, or other public agencies (including schools or children services), or if we believe in good faith that such disclosure may prevent a crime, facilitate an investigation related to public safety or protect the safety of a child using our Service, protect the security or integrity of our Service, or enable us to take precautions against liability or to protect our rights.
Business transfers
Information about our users, including personal information, may be disclosed and otherwise transferred to an acquirer, successor, or assignee as part of any merger, acquisition, sale of assets, or similar transaction, or in the event of an insolvency, bankruptcy, or receivership in which information is transferred to one or more third parties as one of our business assets. Where required by applicable law, we will inform you of such disclosure and obtain your consent.
De-identified information
We share aggregated, automatically-collected, or otherwise de-identified personal information with third parties for various purposes, including (i) compliance with reporting obligations; (ii) for business or marketing purposes; (iii) to assist us and other parties in understanding our users' interests, habits and usage patterns for certain programs, content, services, advertisements, promotions and/or functionality available through the Services.

9. Security and Data Retention
The security of your personal information is important to us. We have security measures in place to attempt to protect the personal or other sensitive information submitted to us against the loss, misuse and alteration of personal information under our control. While we cannot ensure or guarantee that loss, misuse or alteration of information will never occur, we use reasonable efforts to prevent it. No method of transmission over the Internet, or method of electronic storage, is 100% secure, and we cannot ensure or warrant the security of any information you provide to us. To the fullest extent permitted by applicable law, we do not accept liability for unintentional disclosure.

When using the Services or providing personal information to us, we may communicate with you electronically regarding security, privacy, and administrative issues relating to your use of the Services. If we learn of an incident that may qualify as a breach under applicable law, we may attempt to notify you electronically by posting a notice on the Services, by mail or by sending an e-mail to you.

Roblox may retain users' account data internally for the following purposes:

Billing information and transaction histories are retained to resolve subsequent billing disputes and inquiries;

Publicly shared content and game items are retained for use by the community (e.g., a user-created virtual shirt sold to another user is kept in the system because the recipient now "owns" a copy of that item);

User account history is retained to support subsequent customer service inquiries and to provide, improve and develop the Services;

To promote safety and security on and for the Services; and

To resolve disputes, establish legal defenses, conduct audits, pursue legitimate business purposes, enforce our agreements, and comply with our legal obligations.

We may retain your information for as long as is necessary and relevant to your use of the Service and our operations, which may include retaining your information beyond the end of your use of the Service.

10. External links
Our Service may, from time to time, contain links to external sites or applications. We are not responsible for the privacy policies or the content of such sites or applications. To make clear when you are linking to a third-party site or application, we may display a warning message informing you when you are leaving our Service.

11. Children's Privacy and Parental Controls
We recognize that children deserve added protections with regard to their personal information and privacy online. For this reason, when children register for the Service, their account is automatically set to "Privacy Mode." This means that children users will not have access to certain features, such as social media plug-ins, some forms of third-party advertising, and certain types of notification alerts.

When a child creates an account on Roblox, we may collect a username, password, birthdate, and parent's email address. This information is used to give the child access to the Service (with certain default settings) and, if a parent's email is provided, to communicate with the parent about the child's account. For example, we may use the parent's email to send an email notification about the child's account creation and an invitation for the parent to review, update settings, and approve of their child's account. We may use the birthdate the child provides when signing up for the Service to determine which features on Roblox the child should have access to, and to determine when the child will be given broader access to features on our Service. In general, we will not use or share account information (including personal information) from your child's account, except for the permissible purposes stated in this Privacy Policy, and, if required by law, only with the prior verifiable consent of a parent or legal guardian.

To make any requests for changes to your child's account or requests for the removal of personal information collected about you or your child from our Service (as applicable), or to request that we stop the further collection or use of your or your child's personal information in connection with the Service (as applicable), please complete the Customer Support Form at https://www.roblox.com/support.

We offer all accounts, including children's accounts, the ability to modify chat/communication settings (for example, limiting interaction to just friends or no one), as well as a special "Restricted Account Mode" which turns off all forms of chat and public commenting and which allows the user to access only a selection of filtered games on Roblox. We recommend that parents familiarize themselves with all of the safety features and parental controls available in the Settings area of the Service (a description of which can be found here) and to accompany their children when they are playing online.

We proactively filter all public and comment areas of the Service (such as chat, forums, group walls, personal posts, etc.) to remove references to addresses, emails, phone numbers, or other personal information regardless of security and privacy settings. All text is also filtered for profanity, phishing, and adult or suggestive content. Our system uses a combination of human and automated processes. However, like all filtering technology, our systems are not 100% effective.

If you are a child, it is a good idea to talk to and ask your parent(s) or guardian(s) for permission before using or playing on the Service. If you do not get such permission, you should not use our Service.

Parents should contact Roblox immediately if they have any concerns regarding the Service, wish to review information collected from your child, or have that information modified or deleted. Please see the Contact Information section below for further details. If we become aware that a child has provided us with personal information, we will delete any personal information we have collected, unless we have a legal obligation to keep it, and terminate the child's account and/or revert them to the underage experience, as applicable.

12. Accessing and Updating Your Personal Information
If personal information about you changes, or if you no longer desire to use our Service, you may correct, update, amend, or deactivate your account under your account settings or by contacting Roblox using the personal information set out above in Sec. 1. We will respond to your request within a reasonable timeframe. For children under the age of 13, please see the "Children's Privacy and Parental Controls" section above. See Sections 14 and 15 for additional rights available to California and European Economic Area residents.

13. Storage and International Transfer of Your Personal Information
Roblox is based in the U.S. Your personal information which we collect are sent to and stored on secure servers located in the United States of America. Such storage is necessary in order to process the information.

Roblox operates globally and we may transfer the personal information that we collect from you to our other offices and/or to the third parties mentioned in the circumstances described above (see "Information Sharing"), which may be situated outside of your regional location, and may be processed by staff operating outside your regional location. In particular, information provided to us or collected by us likely will be transferred to and processed in the United States by us or our agents and contractors. The data protection laws of the United States or other countries may not be as comprehensive or equivalent to those in your regional location of residence. Wherever we transfer your personal information, we will take reasonable steps to ensure that your privacy rights continue to be protected.

14. Additional Information for California Residents (effective January 1, 2020)
In accordance with applicable law, you may have the following rights:

Access to/Portability of Personal Information. You can receive a copy of categories of personal information and specific pieces of personal information we have collected about you in the past 12 months, consistent with legal requirements. In addition, you may have the right in some cases to receive or have your electronic personal information in a portable format or transferred to another party.

Correction. You can request correction of your personal information where it is inaccurate or incomplete. In some cases, we may provide self-service tools that enable you to update your personal information or we may refer you to the controller of your personal information who is able to make the correction.

Deletion. You can request we delete personal information we collect or maintain about you, subject to certain exceptions prescribed by law.

Restriction of or Objection to processing. You can request restriction or object to the processing of your personal information, and you have the right to opt in or opt out of the sale of your personal information to third parties, if applicable, where such requests are permitted by law.

Some of these rights can be exercised by updating your account within the Services, or you can contact us as set forth in Section 1 above for other requests. We will process such requests in accordance with applicable laws. To protect your privacy, we will take steps to verify your identity before fulfilling your request.
Our California resident consumer request metrics for the previous year can be found here.

15. Additional Information for EEA Residents
In the course of visiting our websites and apps, and/or using our services and products, we may process the following personal information:

Information relating to a job application made by you, like your name, email address, employment details, CV, resume or other details of your employment history sent by you. We will process this information to process and respond to your job application. The legal basis for this processing activity is Article 6 sec. 1 sent. 1 lit. b GDPR ("necessary for entering into an employment contract with us").

Login information, which may include your IP address, device type, name, date and time of your visit, information on your browser version, information on your operating system, including language settings, MAC addresses, and User ID. We will process this information to provide you with the websites, apps and our online services. The legal basis for this processing activity is Article sec. 1 sent. 1 lit. b ("performance of a contract") and lit. f ("legitimate interest") GDPR. It is our legitimate interest to guarantee the websites' stability and security.

Account information, e.g. information such as your name, username, login and password details, location information, user-generated content, contact details and other personal information that are used for participating in the Service feature we are offering. We process this information to provide our Services to you. The legal basis for this processing activity is Article 6 sec. 1 sent. 1 lit. b GDPR ("performance of a contract").

Email addresses you provided us with for added verification and/or to enable certain features. The bases for processing this personal data are Article 6 sec. 1 sent. 1 lit. b ("performance of a contract") and f ("legitimate interest") GDPR. Roblox has a legitimate interest of providing a safe and secure Platform, especially to protect children.

Billing and payment information, when you participate in Developer Exchange or purchase virtual currency or premium subscriptions, including your name, billing address, credit card or other payment information and billing information. The legal basis for this processing activity is Article 6 sec. 1 sent. 1 lit. b GDPR ("performance of a contract"). We may also retain transactions details and purchase and payment history. The legal basis for processing these personal information is our legitimate interest in being able to resolve subsequent billing disputes and inquiries, Article 6 sec. 1 sent. 1 lit. f GDPR ("legitimate interest").

Information relating to contacting our customer service, e.g. when you report a problem, submit questions, concerns or comments. We may process your email address, your name and information relating to your inquiry or concern in order to respond to your communications, fulfill your requests, or provide other customer support. This processing activity is based on your consent according to Article 6 sec. 1 sent. 1 lit. a GDPR and/or Article 6 sec. 1 sent. 1 lit. b GDPR ("performance of a contract"), depending on the initial purpose for contacting our customer support.

Comments or messages you post or transmit on Roblox via public chats, forums, group walls, personal post, etc. We process this information to monitor, filter and moderate this information for the purposes of being able to remove profanity, personal information, and other inappropriate conversations. Additionally, we may use pre-filtered comments and messages for other purposes such as training and improving our filter technology. The legal basis for this processing activity is Roblox's legitimate interest in being able to defend ourselves from possible liability claims that may arise from unlawful comments posted by you, Article 6 sec. 1 sent. 1 lit. f GDPR ("legitimate interest"). Please note that any personal information submitted by you in forums and similar means offered by us is available to anyone who has access to this forum including other users. The personal information posted by you can be read, collected or used by other users of these forums and could be used to send unsolicited messages.

Information required for participating in our Roblox Developer Exchange Program, like the IRS W-9 form (for U.S. taxpayers) or W-8 form (for non-U.S. taxpayers). The legal basis for this processing is Article 6 sec.1 sent. 1 lit. f GDPR ("legitimate interest") with regard to U.S. law requirements. It is our legitimate interest to comply with the legal requirements, especially with regard to U.S. anti-money laundering laws.

Information relating to your use of or interaction with third party plug-ins, e.g. social plugins from Google, Facebook or Twitter. When you use these features, certain information from your social media accounts may be accessed by or shared with Roblox, and likewise, certain information about your use of Roblox may be posted to your profile on those platforms. The legal bases for this processing activity are Article 6 sec. 1 sent. 1 lit. a ("consent") and f ("legitimate interest") GDPR. We have a legitimate interest to improve your website experience and to optimize our service.

Information processed to enable advertising. To market our services, inter alia, via social media platforms in order to bring new users to our websites and to maintain and increase our user base, we may process personal information such as IP addresses, information on users' browser or operating system, including language settings, location information and user names or user IDs. The legal basis for the processing of this data is Roblox's legitimate interest in maintaining our user base, bringing new users to our websites and informing (potential) users about interesting events, Art. 6 sec. 1 sent. 1 lit. f GDPR ("legitimate interest").

Information relating to the use of location-based service. In order to provide Services such as tagging, check-in and content delivery, or other services that require knowing where you are, we may process your location information. This processing is based on Article 6 sec. 1 sent. 1 lit. b GDPR ("performance of a contract") and/or Article 6 sec. 1 sent. 1 lit. f GDPR ("legitimate interest") and represents our legitimate interest to improve your website experience and to optimize our services. Please note that you can always stop the collection of location information by updating your device settings, stopping to use the Service, or un-installing our mobile applications.

Information relating to your participation in contest, competitions, sweepstakes, giveaways, prize draws or other promotions that we may run on our Service or sponsor from time to time. We may process certain contact information (such as your name, email address, and/or phone number) for prize fulfillment purposes, as well as other information or content needed for the specific promotion. The legal basis for this processing activity is Article 6 sec. 1 sent. 1 lit. b GDPR ("performance of a contract").

Cookies. We will use certain cookies only if you have previously consented to such use. When you visit our website with an EEA IP address, a cookie banner will appear asking you for your consent. You can manage your choice by clicking on "manage cookie preferences" in the cookie banner. We will save your choices in the form of a cookie. This cookie has a limited effective period of one year. The legal basis for this processing activity is Article 6 sec. 1 sent. 1 lit. a GDPR ("consent"). In addition, you can also manage cookies using your browser settings. For further information on cookies and similar technologies see Section 7 above.

Please note that we do not use your personal information for automated decision making which produces legal effects concerning you or similarly significantly affects you.
Personal information of children
Please note that when users under the age of 13 register for the Service, their account is automatically set to "Privacy Mode." This means that these users will not have access to certain features, such as social media plug-ins, some forms of third party advertising, and certain types of notification alerts.

When a child creates an account on Roblox, we may process a username, password, birthdate and parent email address. We process this information to give the user access to the Service and to communicate with the parent about the minor's account (if a parent email was provided). For example, we may use the parent's email to send an email notification about the child's account creation and an invitation for the parent to review, update settings, and approve of their child's account. We may use the birthdate the child provides when signing up for the Service to determine which features on Roblox the child should have access to and to determine when the child will turn 13 years old and can be given broader access to features on our Service. This processing activity is based on Article 6 sec. 1 sent. 1 lit. b GDPR ("performance of a contract"). In general, we will not use or share account information (including personal information) from a minor's account except for the permissible purposes stated in this Privacy Policy, and, if required by law, only with the prior verifiable consent of a parent or legal guardian (Article 6 sec. 1 sent. 1 lit. a and Article 8 sec. 1 GDPR).
Data sharing
Roblox may share users' information, including personal information like billing information or usernames, with our third-party agents, contractors, or service providers who are hired to perform services on Roblox's behalf.

These providers may operate or support certain functions of the Service. Below is an illustrative list of functions for which we may use third party service providers and the names of the providers we may use to perform these functions:

The legal basis for this data transfer and processing activity is Article 28 of GDPR in conjunction with the data processing agreements we concluded with respective third-party agents. These agents and contractors are only allowed to use the information shared with them only for the specific tasks they've been hired to do and consistent with this Privacy Policy, and for no other purposes. Roblox takes steps to ensure that all service providers with access to personal information are capable of protecting the information we share with them.
Legal disclosure
We may disclose personal information about you, including the content of your communications on the Service, to comply with legal process, including court orders and subpoenas, served on our Service. In addition, we also may disclose personal information about you, including content, in response to a request from law enforcement agencies, regulators, or other public agencies (including schools or children services), or if such disclosure may (i) prevent the instigation of a crime, (ii) facilitate an investigation related to public safety or protect the safety of a child using our Service, (iii) protect the security or integrity of our Service, or (iv) enable us to take precautions against liability or to protect our rights. The legal basis for such disclosure is Article 6 sec. 1 sent. 1 lit. c ("compliance with legal obligation") in compliance with the respective EEA or Member State law and lit. f ("legitimate interest") GDPR. It is our legitimate interest to comply with the legal requirements of U.S. law.
Storage and international transfer of your personal information
Roblox is based in the U.S. Your personal information that we collect is sent to and stored on secure servers located in the United States of America. Such storage is necessary in order to process the information.

Some of our agents and third-party service providers are located outside the European Economic Area, e.g. the United States. The data protection laws of the United States or other countries may not be as comprehensive or equivalent to those in your regional location of residence. Wherever we transfer your personal information, we will take reasonable steps to ensure that your privacy rights continue to be protected, e.g. conclude the EU Standard Contractual Clauses with third parties.
Your rights
If you are a user based in the European Economic Area, you may be entitled to exercise some or all of the following rights:

You may (i) exercise the rights referred to above, (ii) pose any questions, or (iii) make any complaints regarding our data processing by contacting us under the contact details set out above in Sec. 1.

16. Privacy Policy Changes and Updates
We may update this Privacy Policy to reflect changes to our information practices at any time, so please review it frequently. If we update this Policy, changes will be reflected on this page and we will update the "Last Updated" date posted below. If we make any material changes to this Privacy Policy, we will attempt to notify you by email (by sending an email to the email address specified in your account, if an email account is associated with your account), or by means of a prominent notice on this website prior to the change becoming effective. We will obtain prior parental consent if any changes we make to this Policy affect users under the age of 13 in a way that requires such consent under COPPA or the age of 16 in a way that requires such consent under the European General Data Protection Regulation.

Last Updated: June 30, 2021

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About Roblox and this Privacy Policy Roblox is an imagination platform, where users are encouraged to design, create, and interact with whatever they can imagine. As a user of the Roblox platform, you and your friends can collaborate on building or just gather and explore other users' creations.

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Interact with your audience using real-time voting. No installations or downloads required and it's free!

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Easier and more flexible so you can make it with the letter of the topic, with the name of your company, and with any alphabet The new version of Educaplay&#39;s Alphabet Game breaks the structure with each letter arranged alphabetically and allows you to do it your way. You can create a game with the letters you want: the topic of your game (for example, "MARKETING"), the name of your organization, that of your favorite person, or with whatever comes to your mind. The update accepts charact...

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Educaplay: Free educational games generator

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Create your own educational resources from scratch, or from one of our 5 million+ games.

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Social Media Guides/ Canllawiau Cyfryngau Cymdeithasol

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Social Media Guides/ Canllawiau Cyfryngau Cymdeithasol

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Gaming - Key Terms/ Chwarae Gêmau- Termau Allweddol 

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Gaming - Key Terms/ Chwarae Gêmau- Termau Allweddol 

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Leah*, a 17-year-old from England , began selling photos of her feet over Snapchat. When she heard about OnlyFans, she used a fake driver's license to create an account on their website. She only intended to continue taking photos of her feet. This escalated to more explicit content once her "fans" began to pressure her and offer her larger sums.

It wasn't until Leah's bank account was frozen for receiving a payment of over £5000 that her mother, Caitlyn, realised something else was going on. Leah then admitted her involvement with OnlyFans. She said she used most of her income to buy designer clothes and presents for her boyfriend, who had broken up with her anyway. Then she felt she could not stop. Her subscribers continued to barrage her with requests to meet up in person or to take photos of specific angles of her body.

Despite Leah's account being reported multiple times, OnlyFans moderators checked her initial ID and decided it was legitimate. They did not deactivate the account until contacted by the BBC - four months after Leah stopped posting.

Now, there are explicit pictures and videos of Leah all over the internet. She feels her life has been derailed by this. She feels anxious about leaving the house because she is afraid of being recognised. "She does not want to be seen."

*This case study was adapted from a recent BBC article ' The Children selling explicit videos on OnlyFans ".

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Last Updated: 28th May, 2021 You may be aware of the content subscription app OnlyFans. You might have seen it on the news, in a viral meme, or heard Beyonce mention it in her remix of Megan Thee Stallion's explicit song "Savage".