What impact has introducing Natterhub had on the quality of discussion you and your classes are able to have around online safety and how they feel about being online?
Since starting Natterhub in December 202, children have felt empowered through the use of the interactive platform. Children have had the opportunity to apply the knowledge they are obtaining through the lessons to communicate with their peers online and share pictures, posts and comments with their class.
“Natterhub, it helps me with being online, it teaches me how to be online. It teaches me how to be safe online and how to be kind online. It gives me help and there's a number if I feel unsafe.” - Child N (Year 5),
“If someone is bullying you it helps. I know where to go to get support because I use Natterhub.” - Child M (Year 5)
Feedback from Pupil Voice (Year 5 group):
Discussion around how and what children access online:
Talk about possible effects of bullying and online bullying:
Has Natterhub had a noticeable impact on teacher workload when it comes to lesson planning and preparation for computing, RSHE, citizenship?
Natterhub has had a significant positive impact on teacher workload thus supporting positive mental health for them as well as pupils. Our lead on RSE and PSHE has created a robust plan for class teachers to follow alongside current topics and themes. The assessment tools are great for tracking progress and pupils enjoy gaining new badges during the lesson as well as completing lessons at home. Furthermore, when issues/ areas of needs arise there is a wide library of resources for us to use to support pupils with regard to their mental health and knowledge.
Natter has provided us with role-modelling for screen use, has taught children empathy as well as building emotional resilience and most importantly is exciting, nurturing and fun to use!
We love the fact that Natterhub is also fully aligned with the 2020 compulsory RSE curriculum, the UKCIS Education in a Connected World release, plus each of the following: RSE (Relationships and Health) PSHE (Online Safety) KCSIE (Online Safety) Realising the potential of technology in education Teaching Online Safety in Schools (2019).
In the longer term, based on your experience with Natterhub so far, what are the key educational outcomes you are expecting to see from your pupils, relating to online safety, digital citizenship and wellbeing?
For all our pupils we expect Incidents of online safety will decrease as pupils have the skill set to be a confident digital citizen and where appropriate act where they feel concerned. Our pupils will be positive representatives of society in person and online, representing themselves, their family and community in positive and appropriate ways.
For our pupils on the SEND register for SEMH we expect the impact of Natterhub will develop their emotional literacy skills and thus there will be less behavioural incidents of dysregulation recorded on our behaviour systems. In addition, for the pupils who have been assessed via Boxall Profile or SEMH PIVATS then their scores will improve.
How have Beaumont's feedback and feature requests been received and implemented on the platform? What impact might these have for other schools around the country?
We have been involved with Natterhub since early stages. With mental health and wellbeing being a priority at our school, we worked together to create their “wellbeing” section. Working on a set of lessons that focus on the characteristics of good mental health and physical health, and the relationship between the two, including key language and learning about empathy.
With regards to the troubleshooting of the tool we have made suggestions that have been modified for example; making the login user friendly for all ages, by having an icon/picture login for students instead of a long password. Here all pupils can access from Reception to Year 6 as well as SEN learners.
Natterhub has referred to our setting when training with other schools. We have been a key part of Natterhub from the onset.
Credit: Francesca Moorhouse (Class Teacher and RSHE Subject Leader) & Sally Tunnacliffe (Assistant Principal of Inclusion, DSL and SENDCO)