BBE Guidance: Teaching Online

Due the increased interest in 1:1 music teaching delivered online, Brass Bands England is sharing up-to-date guidance on safeguarding best practice in this environment. 

As this current guidance is focused towards Hubs, BBE will be updating the BandSafe resources to include this information in a way that is relevant and specific to brass bands and similar organisations. Below is some of the most relevant information, but we would encourage anyone considering embarking on teaching online, to read through the full resource which you can find here.

 

 

Running a live video lesson in a pupil’s home or similar non-formal environment may be a positive option for some pupils, families and supporting adults. However, as with traditional face-to-face music tuition, additional considerations must be given to safeguarding the setting, appropriateness of the activity and the support that is available before, during and afterwards.

Where project activity dictates that pupils will be home-based, then additional specific safeguarding precautions and protocols will need to be agreed with all parties, including parents/carers and the young person taking part. In addition to the points already identified above, consideration should be given to the following areas:

Supervision and reporting

Are parents/carers aware of their responsibilities and are they capable of identifying and managing risks appropriately? What additional support or information might be required by parents/carers to supervise live video lessons without negatively impacting on the learning experience for the young person? For example, are parents/carers available to drop in on lessons? At the same time if they are ‘too present’, how will this impact on the child’s independence and enjoyment?

Location of lessons and appropriate attire

Within non-formal spaces it may be necessary to more clearly articulate the expectations regarding appropriate learning space and attire. For example, the portability of mobile devices/laptops may make it easier or more tempting for pupils to use their bedrooms for lessons. Whilst this may be more convenient/comfortable for the pupil, it is not appropriate for a live video lesson. In some special instances a pupil’s room may be the only option (i.e. due to mobility) but alternatives should be discussed, supervision should be more comprehensive and the set-up of the room should be appropriate.

Even with a shared space, thought should be given to the background and others who may enter/use the space during the lesson. Everyone in the home/setting should be aware that the lesson is taking place and treat the space accordingly.​​​​​​​

Similarly, pupils should be dressed appropriately for a lesson. Whilst school uniform isn’t necessary, they should nevertheless wear clothes suitable for being seen ‘in public’.​​​​​​​

Points to Consider: Delivery

■ Is everyone in a live video lesson aware of how it will be supervised and what to do if this does not happen?

■ Has consent been sought from parents/carers and the children taking part?

■ Where will lessons take place? Is it suitable for the supervision agreed?

■ What may be captured in the background by the cameras?

■ How are sessions started and ended?

■ Who is responsible for safely starting and ending a session?

■ Are pupils reminded of broader online safety considerations and the difference between music lessons and general live video?

■ Are parents/carers provided with broader online safety guidance?

 Where lessons take place outside formal settings:

■ Is supervision available and appropriate?  

■ Is the equipment suitable?

■ Are all parties aware of appropriate settings, behaviours and attire for lessons?

Other useful resources:

Connect: Resound

www.nymaz.org.uk/connectresound

ISM safeguarding practice

www.ism.org/advice/ism-safeguarding-child-protection-policy-codeof-practice-and-procedures

Musicians Union child protection and safeguarding

www.musiciansunion.org.uk/Files/Guides/Education/Toolkit/Childprotection-and-safeguarding

 

Many thanks to NYMAZ and the Connect: Resound project for making these resources readily available for all to use.