ICT Computing Policy

Information and Communications Technology prepares pupils and their adults to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. It is also an integral part of their day-to-day lives outside of school (pupil understanding often exceeds that of their parent/carers).

We recognise that Information and Communications Technology 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 ICT to enable rapid access to ideas and experiences from a wide range of sources.

Our vision is for all teachers and learners in our school to become confident users of ICT so that they can develop the skills, knowledge and understanding which enable them to use appropriate ICT resources effectively as powerful tools for learning/teaching and living in the digital age.

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 ICT and computing.
• To develop an 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 ICT 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 pupil 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.

Computing network infrastructure and equipment has been sited so that:

• There is a computing suite of 15 desktop computers
• There are 3 laptop carts comprised of approximately 15 laptops each
• There is one Chromebook cart comprised of 30 Chromebooks
• Internet access is available in all classrooms.
• The ICT suite, laptops, and 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 after school for those pupils with a particular interest/aptitude.

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

Inclusion:
We recognise ICT offers particular opportunities for pupils with special educational needs and gifted and/or talented children and /or children with English as an additional language. ICT can cater for the variety of learning styles which a class of children may possess. We aim to maximise the use and benefits of ICT 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 ICT and 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 are carried out during and following short focused tasks and activities. They provide pupils and teaching staff with 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 the 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 ICT and Computing work is also documented relevant subject area exercise books.

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

• Determines the ways ICT 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 ICT is used in a way to achieve the aims and objectives of the school;
• Ensures that there is an ICT/Computing policy, and identifies an ICT co-ordinator.

ICT Coordinator:
There is a designated ICT Co-ordinator to oversee the planning and delivery of ICT within the school.

The ICT coordinator will be responsible for the following:

• Raising standards in ICT as a national curriculum subject;
• Facilitating the use of ICT 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 ICT curriculum and reporting to the head-teacher on the current status of the subject.

The Subject Coordinator:
There is a clear distinction between teaching and learning in ICT and teaching and learning with ICT. Subject coordinators should identify where ICT 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 ICT study and are applying those skills within the context of another curriculum subject.

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

The Classroom Teacher:
Even though whole school coordination and support is essential to the development of ICT capability, it remains the responsibility of each Key Stage 2 Computing Specialist teacher and Key Stage 1/EYFS classroom teacher to plan and teach appropriate ICT activities and assist the coordinator in the monitoring and recording of pupil progress in ICT both directly (through the use of the RS Computing Scheme and attendant evidence stored in folders and on Central Resources) and indirectly (through the use of ICT across the curriculum as monitored by subject coordinators).

In Addition to the computing policy, the following policies are also available: E-Safety policy Acceptable use Policies (KS1 and KS2)