Computing Policy

At our school, we recognise the importance of Computing in preparing our pupils to thrive in a digital world. Computing encompasses computer science, information technology, and digital literacy, and we are committed to providing a high-quality computing education that equips our pupils with the skills and knowledge they need to succeed.

We recognise that Computing is an important tool both in the society in which we live and in the process of teaching and learning. Pupils will need to use ICT tools to find, explore, analyse, exchange and present information responsibly and creatively. They need to learn how to employ technology to enable rapid access to ideas and experiences from a wide range of sources.

At NEPS, we recognise that pupils are entitled to and will provide a rich and diverse computing education which addresses the National Curriculum objectives with a coherently planned and structured, progressive approach to understanding concepts and developing talents within computer science and the acquisition of real-world I.T. skills. These will enable children to aspire and flourish not only in computing but in many arenas with accomplished transferrable skills.

The school’s aims are to:

•  Provide a broad, balanced, challenging and enjoyable curriculum for all pupils.
•  Develop pupil’s computational thinking skills that will benefit them throughout their lives.
•  Meet the requirements of the national curriculum programmes of study for Computing at Key Stage 1 and 2 and expectations for EYFS
•  To respond to new developments in technology
•  To equip pupils with the confidence and skills to use digital tools and technologies throughout their lives.
•  To enhance and enrich learning in other areas of the curriculum using computing.
• To develop understanding of how to use computers and digital tools safely and responsibly

The National Curriculum for Computing aims to ensure that all pupils:

•  Can understand and apply the fundamental principles of computer science, including logic, algorithms, data representation, and communication
•  Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
•  Are responsible, competent, confident and creative users of information and communication technology.

EYFS ELG: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.

Early years:

It is important in the foundation stage to give children a broad, play-based experience of ICT in a range of contexts, including outdoor play. Computing is not just about computers. Early years learning environments should feature computing scenarios based on experience in the real world, such as in role play. Children gain confidence, control and language skills through opportunities to explore using non-computer based resources such as metal detectors, controllable traffic lights and walkie-talkie sets. Recording devices can support children to develop their communication skills. This is particularly useful with children who have English as an additional language.

By the end of key stage 1 pupils should be taught to:

●  Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions
●  Write and test simple programs
●  Use logical reasoning to predict and computing the behaviour of simple programs
●  Organise, store, manipulate and retrieve data in a range of digital formats
●  Communicate safely and respectfully online, keeping personal information private, and recognise common uses of information technology beyond school.

By the end of key stage 2 pupils should be taught to:

●  Design and write programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
●  Use sequence, selection, and repetition in programs; work with variables and various forms of input and output; generate appropriate inputs and predicted outputs to test programs
●  Use logical reasoning to explain how a simple algorithm works and to detect and correct errors in algorithms and programs
●  Understand computer networks including the internet; how they can provide multiple services, such as the world-wide web; and the opportunities they offer for communication and collaboration
●  Describe how internet search engines find and store data; use search engines effectively; be discerning in evaluating digital content; respect individuals and intellectual property; use technology responsibly, securely and safely
●  Select, use and combine a variety of software (including internet services) on a range of digital devices to accomplish given goals, including collecting, analysing, evaluating and presenting data and information.

The school acknowledges the need to continually maintain, update and develop its resources and to make progress towards consistent, compatible computer systems by investing in resources that will effectively deliver the objectives of the National Curriculum and support the use of information technology, computer science and digital literacy across the school. Teachers are required to inform the computing subject leader of any faults and log them on the Every system as soon as they are noticed. Resources if not classroom based are located in the ICT cupboard.

Computing network infrastructure and equipment has been sited so that:

●  There are 4 Chromebook carts each comprised of 30 Chromebooks
●  iPads and tablets for each year group
●  Internet access is available in all classrooms.
●  The chromebooks are available for use throughout the school day as part of computing lessons and for cross-curricular use.
●  Pupils may use IT and computing independently, in pairs, alongside a TA or in a group with a teacher.
●  The school has a computing technician who visits weekly.

Planning is differentiated to meet the range of needs in any class including those children who may need extra support, those who are in line with average expectations and those working above average expectations for children of their age.

A Coding Club is run on Friday lunchtimes with Mrs Mirza for those pupils with a particular interest/aptitude.

Year 5 digital leaders.

Cross Curricular Links:

As a staff we are all aware that computing skills should be developed through core and foundation subjects. Where appropriate, computing should be incorporated into schemes of work for all subjects. Computing should be used to support learning in other subjects as well as developing computing knowledge, skills and understanding.

Inclusion:

All children have equality of access to appropriate technology in order to develop their personal Computing capability. When children are working in groups, we endeavour to ensure that their hands-on experience is equitable. We check resources, software and documentation to ensure that gender and ethnicity are reflected in a balanced way without stereotyping.

The SEND lead and Computing Subject Leader jointly advise teachers on examples of technology which can be provided to support individual children with particular physical, linguistic and educational needs, including gifted and talented pupils. Where appropriate, an external specialist is used to assess a child’s specific needs.

We recognise computing offers particular opportunities for SEND pupils as well gifted and/or talented children and /or children with English as an additional language. Computing can cater for the variety of learning styles which a class of children may possess. We aim to maximise the use and benefits of computing as one of many resources that enable all pupils to achieve their full potential. If the situation arises, the school will endeavour to provide appropriate resources to suit the specific needs of individual or groups of children (for example, the use of adapted keyboards, voice-recognition).

Key Stage 2 Computing Specialist teachers and Key Stage 1 and EYFS classroom teachers regularly assess capability through observations and looking at completed work. Key objectives to be assessed are taken from the national curriculum to assess key computing skills each term. Assessing computing work is an integral part of teaching and learning and central to good practice. As assessment is part of the learning process it is essential that pupils are closely involved. Assessment can be broken down into;

●  Formative assessments which are carried out during and following short focused tasks and activities. They provide pupils and teaching staff the opportunity to reflect on their learning in the context of the agreed success criteria. This feeds into planning for the next lesson or activity.
●  Summative assessment should review pupils’ capability and provide a best fit. Use of independent open ended tasks, provide opportunities for pupils to demonstrate capability in relation to the term’s work. There should be an opportunity for pupil review and identification of next steps.

Computing work is saved on the pupil and classroom Shared Drives in G Suite. Additionally, any cross-curricular Computing work is also documented in relevant subject area exercise books.

Senior Leadership Team:

The overall responsibility for the use of technology rests with the senior leadership of a school. The Head, in consultation with staff:

●  Determines the ways computing should support, enrich and extend the curriculum;

●  Decides the provision and allocation of resources ;

●  Decides ways in which developments can be assessed, and records maintained ;

●  Ensures that computing is used in a way to achieve the aims and objectives of the school;

●  Ensures that there is a Computing policy, and identifies a Computing Lead.

Computing Lead:

There is a designated Computing Lead to oversee the planning and delivery of computing within the school.

The Computing Lead will be responsible for the following:

●  Raising standards in computing as a national curriculum subject;

●  Facilitating the use of computing across the curriculum in collaboration with all subject coordinators;

●  Providing or organising training to keep staff skills and knowledge up to date;

●  Advising colleagues about effective teaching strategies, managing equipment and purchasing resources;

●  Monitoring the delivery of the computing curriculum and reporting to the head-teacher on the current status of the subject.

Subject Leads:

There is a clear distinction between teaching and learning in computing and teaching and learning with computing. Subject Lead should identify where computing should be used in their subject schemes of work. This might involve the use of short dedicated programmes that support specific learning objectives or involve children using a specific application which they have been taught how to use as part of their computing curriculum and are applying those skills within the context of another curriculum subject.

Subject coordinators must work in partnership with the Computing Lead to ensure that all National Curriculum statutory requirements are being met with regard to the use of computing within curriculum subjects.

The Classroom Teacher:

Even though whole school co-ordination and support is essential to the development of computing capability, it remains the responsibility of classroom teachers to plan and teach appropriate computing activities and assist the Computing Lead in the monitoring and recording of pupil progress in computing both directly (through the use of the Teach Computing Scheme and evidence stored in folders and on Central Resources) and indirectly (through the use of computing across the curriculum as monitored by subject coordinators).

The computing subject leader will assess and address staff training needs as part of the annual development plan process or in response to individual needs and requests throughout the year. Individual teachers should attempt to continually develop their own skills and knowledge, identify their own needs and notify the subject leader. Teachers will be encouraged to use ICT to produce plans, reports, and communications and teaching resources.