Source: Action Fraud published on this website Monday 2 June 2025 by Jill Powell

As of April 2025, the total number of phishing scams reported to the Suspicious Email Reporting Service (SERS) reached over 41 million since its launch in April 2020. This has resulted in 217,000 scams being removed from across 393,395 websites pages by the National Cyber Security Centre. 

Insight revealed by Action Fraud shows the top industries impersonated in reported phishing emails were streaming services, tech and telecommunication companies, with some posing as various UK government schemes.  

Action Fraud, the national fraud and cyber crime reporting service, launched a phishing awareness campaign to urge the public to beware of phishing scams and report all emails and messages if they look suspicious.  

Spam calls and suspicious text messages can be reported too. By using 7726, a free service offered by mobile network providers, customers can forward suspicious text messages, which helps the removal of scam websites and allows networks to block users sending scam text messages. Between April 2020 and April 2025, more than 27,000 scams were removed as a result of being reported using 7726. 

Superintendent Amanda Wolf, Head of the National Fraud Intelligence Bureau at the City of London Police, said:  

“We know it can be difficult to spot fake messages or tell if a call is genuine. Criminals can change tactics fast and use the technology available to constantly create genuine looking emails and messages or facilitate calls that feel authentic - all designed to trick us and try and steal personal and financial information.  

“Every phishing email reported helps us gain a better understanding of the tactics being used and enables us to tackle it head on by identifying malicious URLs trending in phishing emails and texts - they can be taken down and disrupted, preventing further activity. The more reports received, the more people we can protect, preventing them from becoming victims.  

“Don’t get caught out, Stop, Think Fraud, and make sure you report suspicious-looking emails or messages if you receive them. You can forward emails to report@phishing.gov.uk, or forward spam text messages to 7726.” 

Sarah Lyons, NCSC Deputy Director for Economy and Society Resilience, said: 

“Since 2020, over 41 million phishing attempts have been reported to the Suspicious Email Reporting Service — a powerful sign that the public is staying alert to online threats, helping to protect themselves and others. 

“But cyber criminals aren’t giving up - they’re constantly finding new ways to trick people into clicking malicious links, sharing personal information, or handing over money. 

“That’s why it’s more important than ever to stay alert. You’ll find clear, practical advice on how to spot and report scams - and how to stay secure online - on the NCSC website.” 

What is phishing?

'Phishing', ‘quishing’ or ‘smishing’ is when criminals use fake emails, text messages, QR codes, or phone calls to trick victims.  

The goal of a phishing message is to encourage the victim to click a malicious link, or scan a fraudulent QR code, which usually leads them to a genuine-looking website, designed to make victims part way with their financial and/or personal information. Criminals will use well-known brands or organisations the victim already has a connection with, like a bank or tradesperson, to make fake emails seem genuine and more convincing.  

How can you protect yourself?

If you’ve received an email that doesn’t feel right, STOP! 

• break the contact – don’t reply, click on any links, call any phone numbers or make any payments  

• check if it’s genuine: contact the organisation directly using an email address or phone number you know is correct, e.g. from your utility bills, via a search engine, on the back of your card or by calling 159 for banks  

• before you delete the email, forward it to report@phishing.gov.uk  

If you’ve received a text message that doesn’t feel right, STOP! 

• break the contact – don’t reply, click on any links, call any phone numbers or make any payments  

• check if it’s genuine: contact the organisation directly using an email address or phone number you know is correct, e.g. from your utility bills, via a search engine, on the back of your card or by calling 159 for banks  

• forward the message for free to 7726  

If you’ve received a call that doesn’t feel right, STOP! 

• hang up  

• check if it’s genuine: contact the organisation directly using contact details you know are correct, such as those on a utility bill, official website, the back of your card or by calling 159 for your bank  

• don’t trust the Caller ID display on your phone – it’s not proof of ID  

• report it by sending a text to 7726 with the word ‘call’ followed by the scam caller’s number  

For more advice on how to protect yourself from fraud: https://stopthinkfraud.campaign.gov.uk/  

If you’ve lost money or provided financial information as a result of a phishing scam, notify your bank immediately and report it to Action Fraud at actionfraud.police.uk or by calling 0300 123 2040. In Scotland, call Police Scotland on 101. 

Source: Department for Education published on this website Thursday 29 May 2025 by Jill Powell

Around 300,000 children, including those with conditions such as autism, ADHD, and dyslexia, will be better supported to achieve and thrive as the government expands successful programme to help boost attendance and behaviour.

Backed by £9.5 million in government funding, the Partnership for Inclusion of Neurodiversity in Schools (PINS) programme – which supports neurodiverse students by training teachers to identify and better meet their needs and improves parental engagement – will be extended for another year across a further 1,200 schools.

One in seven children are estimated to be neurodiverse, and a lack of specialist training and awareness to support them means they often face bullying, higher rates of suspensions due to challenging behaviour, absence, and poor mental health.

The positive impact of the PINs programme is already being seen in 1,600 primary schools which have previously taken part, with staff reporting increased attendance, improved behaviour, and better pupil wellbeing – which in turn benefits the entire school community.

It ensures mainstream primary schools are more inclusive, enabling more children with SEN to thrive with their peers, meaning special schools can cater to those with the most complex needs - in line with the Government’s vision for a reformed SEND system as part of its Plan for Change.

Education Secretary, Bridget Phillipson said:

“The impact on life chances when there is a lack of appropriate support for neurodivergent children can be devastating. We want a different future for children with SEND: inclusive and tailored to meet their needs, so everyone has the chance to achieve and thrive, and excellence is for every child.

“As part of our Plan for Change, we are determined to fix the broken SEND system and restore the trust of parents by ensuring schools have the tools to better identify and support children before issues escalate to crisis point.”

Some neurodivergent children are highly sensitive to loud noises or bright lights, leading to sensory overload which makes it difficult to learn, while others have difficulty understanding social cues or communication, leading to feelings of isolation.

Others can find skills such as managing time difficult, impacting their ability to complete tasks, and some may experience hyperactivity or difficulties with emotional regulation, which make behaviour challenging. On top of this, some pupils ‘mask’, which can lead to increased anxiety and burnout.

Through the PINS programme, specialist education and health professionals provide vital training to school staff to better identify conditions and access interventions tailored to their specific needs, and to better understand how to interact with neurodivergent children in a supportive way.

Schools are also expected to host termly meetings with parents and carers, allowing them to feedback on the school’s approach to supporting children’s needs, increasing parental confidence.

Carfield Primary School in Yorkshire received support from a speech and language team and occupational therapist through the PINS programme which helped teachers better identify and support children’s needs.

They now open the school gates earlier and stagger their lunch time for pupils to ensure there is a calmer, more regulated school environment to avoid overstimulation. Plus, each child has a profile for teachers to understand their individualised needs.

The Government established its Neurodivergence “Task and Finish Group”, led by Professor Karen Guldberg, which brings together a group of experts to drive understanding of how to improve inclusivity and expertise in mainstream schools, in a way that works for neurodivergent children and young people.

Professor Karen Guldberg, the Chair of the Neurodivergence Task and Finish Group, said:

“I welcome the expansion of the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. It focuses on strengthening the knowledge, understanding and skills of those who support neurodiverse children and young people in mainstream schools. It is an excellent example of strong partnership work between education, health and parent carers to meet the needs of neurodiverse children and young people.”

This comes as £740 million has been invested to encourage councils to create more specialist places in mainstream schools, driving inclusivity and enabling more children to achieve and thrive at their local school.

Source: UK Safer Internet Centre (UKSIC) published on this website Friday 30 May 2025 by Jill Powell

At the UK Safer Internet Centre, they host the Professionals Online Safety Helpline (POSH), a vital support service for those working with children and young people across the UK. The newly published 2024 POSH Annual Report offers an insightful snapshot of the online challenges faced by schools, educators, and safeguarding professionals

With 2,219 recorded cases last year, the report shines a spotlight on the growing complexity of online harms. From issues around online reputation, cyberbullying, and impersonation to the misuse of school branding, the evolving digital environment presents real and pressing concerns for the education sector.

Download the full report

Source: UK Safer Internet Centre (UKSIC) published on this website Wednesday 28 May 2025 by Jill Powell

Following a public consultation earlier this year, the UK Safer Internet Centre (UKSIC) has now published the updated Appropriate Filtering and Monitoring Definitions for 2025. These definitions continue to support education settings and providers across the UK in understanding what should be considered ‘appropriate’ in the context of statutory safeguarding responsibilities—particularly in light of evolving technologies and updated government guidance.

Updated Guidance for Schools and Providers

UKSIC first published the definitions in 2016 to support the implementation of digital safeguarding responsibilities across the education sector. The 2025 definitions continue to align with national safeguarding guidance frameworks including, for example:
Keeping Children Safe in Education (England), (England), Keeping Learners Safe (Wales), (Wales), The 2025 version builds on the previous year’s guidance and reflects wider statutory expectations, technological developments, and the growing use of generative AI in education.

Summary of Changes for 2025

Accompanying the updated definitions are:

– A summary of substantive changes introduced this year,
– A consultation summary outlining stakeholder feedback and UKSIC’s formal response.

Some of the key updates include:
– Enhanced definitions of illegal content categories, including coercive control and intimate image abuse;
– Stronger emphasis on the role of filtering in managing access to AI-generated content;
– Clarification that mis/disinformation should be considered within the scope of filtering (not monitoring);
– Revised expectations for monitoring system identification and mobile device testing;

Reference to the DfE’s Generative AI: Product Safety Expectations for schools in England, while noting that all four UK nations have published or are developing frameworks to support safe and effective AI use in education.

“Filtering systems must effectively and reliably prevent access to harmful and inappropriate content generated by Generative AI systems. Monitoring systems must maintain robust activity logging procedures that capture interactions with generative tools.” — 2025 Definitions

Consultation and Sector Engagement

The 2025 update followed a formal public consultation involving responses from technology providers, safeguarding professionals, local authorities, and national stakeholders.

Feedback focused on issues such as:

– Monitoring encrypted app-based activity,
– Timelines for implementation and SME readiness,
– Clarity around filtering definitions, AI risks, and user identification,
– Ensuring consistency with national safeguarding guidance across England, Wales, Scotland and Northern Ireland.

In response, UKSIC has updated its filtering system accreditation cycle and committed to earlier engagement with providers in future consultation cycles.

Access the 2025 Definitions and Supporting Documents

You can view the full 2025 guidance:
📄 [Appropriate Filtering – UK Safer Internet Centre (2025)]
📄 [Appropriate Monitoring – UK Safer Internet Centre (2025)]
📄 [Summary of Substantive Changes – PDF]
📄 [Summary of Consultation responses – PDF]

Schools and providers across all nations of the UK can also contact the Professionals Online Safety Helpline for support:  helpline@saferinternet.org.uk