Fens Primary School

COMPUTING POLICY

Policy review: October 2017

Next Review: October 2018

1What is Information and Communication Technology?

“For most of us, technology and computers play a vital role in our lives: at home, at work, for our healthand for our informal learning. It is important that our children learn how this stuff works, rather thantreating it as magic. Just as we teach the traditional sciences in primary school and into secondary school,we must now teach computer science, the ‘fourth science’, to ensure children leave school equippedwith the skills and knowledge they need to participate effectively in society, whether or not they go on tobecome computing professionals.

The computing curriculum is a once-in-a-lifetime opportunity for schools to make a difference to children’s futures. Let’s make the most of it!”

Simon Peyton Jones

Chair, Computing At School

QuickStart Computing A CPD toolkit for primary teachers (2015)

2Aims of Computing in the Curriculum

“Computing is about more than using or understanding technologies though. The principles of computer science which lie at the foundation of digital technology have wide applications beyond this. An understanding of these principles (things like logic, computability and the properties of information) certainly helps to make sense of current technology and looks likely to be necessary for a grasp of future technology, but it also offers unique insights into the nature of the world.”

Miles Berry,

Roehampton,

September 2016

Quickstart Computing Key Stage 3 Subject Knowledge covering the transition from Primary to Secondary

We aim to fully meet the requirements of the National Curriculum, allowing pupils the opportunity to achieve the highest possible standards.

3Objectives for Computing in the Curriculum

3.1Computing Capability

This is developed through these three main aspects of study and through the breadth of study provided:

3.1.1Computer Studies

  • Pupils understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
  • Create and debug simple programs
  • Use logical reasoning to predict the behaviour of simple programs
  • Design, write and debug 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
  • Use logical reasoning to explain how some simple algorithms work 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
  • Appreciate how [search] results are selected and ranked

3.1.2Information Technology

  • Pupils use technology purposefully to create, organise, store, manipulate and retrieve digital content.
  • Use search technologies effectively
  • Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

3.1.3Digital Literacy

  • Recognise common uses of information technology beyond school
  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other onlinetechnologies
  • Understand the opportunities [networks] offer for communication and collaboration
  • Be discerning in evaluating digital content
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.

3.1.4Breadth of Study

This enables knowledge, skills and understanding to be taught by:

  • understanding and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • areresponsible, competent, confident and creative users of information and communication technology.

3.2Computing in Other Subjects

Pupils are given the opportunities to apply and develop their Computing capability through the use of ICT tools to support their learning in all subjects.

4The Roles of Key Personnel

4.1The Role of Senior Management

The overall responsibility for Computing rests with the senior management of our school. The Head teacher, in consultation with appropriate members of the Senior Management Team, is responsible for the following:

  • Identifying a dedicated Computing Co-ordinator.
  • Ensuring that there is a Computing Policy.
  • Ensuring that there is a Computing Development Plan which contributes to the Whole School Development Plan.
  • Ensuring that Computing is used to achieve the aims and objectives of our school.
  • Providing adequate funds from the budget to promote Computing development.

4.2The Role of the Computing Co-ordinator

The designated teacher sets, medium and long-term goals to fulfil the following responsibilities:

  • Leading curriculum improvement and promoting Computing within our school.
  • Preparing our Computing Policy in conjunction with the Head teacher, staff and Governors.
  • Preparing our Computing Scheme of Work which displays breadth, balance, continuity and progression, amending and updating regularly.
  • Reviewing, evaluating and writing the annual Computing Development Plan which contributes to the Whole School Development Plan.
  • Reviewing, monitoring and evaluating the progress of Computing, including the scrutiny of pupil work and planning.
  • Preparing an annual audit of resources, purchasing or relocating where necessary to ensure maximum effectiveness.
  • Devising and implementing appropriate procedures for assessment, recording and reporting of pupils work, in line with our school policy.
  • Promoting the use of ICT to support and enhance other subjects.
  • Keeping up to date with new developments and resources and disseminating information to appropriate staff.
  • Supporting staff and providing encouragement.
  • Ensuring staff development by providing or arranging access to training.
  • Providing a point of contact between our school and outside agencies.
  • Providing limited technical support, drawing on the expertise of technicians as required.
  • Promoting the Computing work of the school within the wider community.
  • Being a good role model.

4.3The Role of the Subject Co-ordinator

Individual subject co-ordinators promote the use of ICT to support and enhance each subject by fulfilling the following responsibilities:

  • Including the use of ICT in each subject policy.
  • Identifying and including opportunities for the application and development of ICT Capability in the subject Scheme of Work.
  • Identifying, purchasing and distributing suitable resources to enable ICT to feature effectively in the subject.
  • Monitoring and evaluating the use of ICT in the subject through the scrutiny of pupil work and planning.
  • Supporting staff, providing encouragement and ensuring staff development by providing or arranging access to training.
  • Supporting staff in the use and development of the Bousfield Learning Suite.

4.4The Role of the Class Teacher

Even though whole school co-ordination and support is essential to the development of Computing capability, it remains the responsibility of each teacher to plan appropriate ICT activities and assist the Computing Co-ordinator in the monitoring and recording of pupil progress in Computing. Individual class teachers are responsible for the delivery of the curriculum supported by the Computing co-ordinator. The class teacher will encourage children to consider E-Safety in aspects of their work.

5Management of Resources

5.1Software Policy

5.1.1Ensuring legality

We take this issue very seriously and endeavour to ensure that all software is used within the scope of the purchased licence. Once new software is purchased a number of steps are taken to integrate it into our systems:

  • The Computing Co-ordinator takes the responsibility of cataloguing all new software and so deliveries are given straight to them, regardless of the subject co-ordinator making the order.
  • Appropriate paper based licences are placed in the Licence File, located in the Computer Suite.
  • In the case of multi-user or site licences the media is labelled with the scope of the licence.
  • The Computing Co-ordinator or PC Trends support staff will then install the software if it to be used on the network, or with their expressed permission, another member of staff may install it onto a stand-alone machine.
  • Curriculum co-ordinators are responsible for the deletion of any sample software put onto classroom computers once the trial period has elapsed.
  • The Computing coordinator is responsible for the distribution of home/school licensed software.

In some cases one back-up copy of a CD ROM will be made to protect well-used discs from the rigors of everyday child use.

Software may be installed on more than one computer under a single-user licence providing it requires the CD ROM to be inserted in the drive at each time of use and no copies (other than one back-up copy stored in the Computer Suite) be made.

Under no circumstances should software which is not the property of the school be used on any of our pupil accessed computers.

Software should not be downloaded from the Internet onto our network unless under the guidance of the Computing Co-ordinator or PC Trends support technician.

Any member of staff, teaching or otherwise, who is unsure of the scope of the licence of the software they are using, should consult the Computing Co-ordinator.

Further details of legal issues relating to use of the network can be found in our Internet and Email Policy.

5.1.2Range of software

We provide a range of software enabling the units of our Scheme of Work to be covered at the appropriate levels and allowing ICT to support and enhance other subjects. Broadly speaking this software falls into the following groupings:

  • Word processing
  • Desktop Publishing
  • Database
  • Spreadsheet
  • Painting Package
  • Simulation
  • Control and Monitoring
  • Modelling
  • Presentational
  • Encyclopaedia
  • Subject Specific Software

The software provided falls into two categories:

5.1.2.1Specifically Developed Educational Packages

These are developed by software companies to appeal to children and offer opportunity to deliver specific learning objectives. They are mainly used when the industry standard equivalent requires a skill level beyond the age of the pupils using it. Examples include; Crystal Rainforest, Nessy, etc.

5.1.2.2Industry Standard packages

This software is implemented to provide a link between school and home and exploit the knowledge and skills developed using the computers the pupils have there. It also provides continuity when our pupils move to secondary school. Examples include; Microsoft Word, Microsoft PowerPoint, Internet Explorer, etc.

5.1.3Distribution of software

5.1.3.1Network

A range of software is installed on the computers in the network which includes the Computer Suite and 60 laptops which are connected to the network.

5.1.3.2KS2 Library

A range of software is installed on the computers in the networked library.

5.1.3.3Classrooms

There are laptops are a portable resource for all classrooms. These laptops are networked. In addition to this each classroom has a laptop which is internet linked and attached to an interactive whiteboard. These are individually pass-worded by the staff member who is responsible for that class.

Hardware Policy

We have made the conscious decision to establish a standard platform of Windows PCs throughout the school. This hardware provides the link between the software in our school, secondary education and industry, whilst giving access to a much wider variety of professionally produced software titles. There are 8 Apple Mackintosh computers which children will have access to with adult supervision.

Opportunities to work with non-computer ICT are identified in our Scheme of Work. This includes knowledge of iPads, remote control TVs, DVDs and CD players, cameras, camcorders, etc.

5.1.4Hardware distribution

The resources are located around the school to maximise benefit. The summary below outlines the general distribution:

5.1.4.1Computer Suite

A network of computers, network server, a multimedia projector, central printer/copier and scanner.

Laptops for use around the school kept withincentral safe cupboards for access and recharging purposes.

90 iPads for use around the school, stored in three trollies for recharging and synching purposes.

Roamers, bee bots,digital cameras (classroom cameras mostly used by staff to collect evidence plus camera sets for the class), digital camcorders, pupil movie cameras, QX3 Microscopes, control and monitoring equipment and tough cams.

5.1.4.2KS2 Library

A continuation of the network consisting of 9 PCs and a colour inkjet printer.

5.1.4.3Classrooms

Two laptops, a teacher iPad (which is used as a teaching tool in the classroom) and visualisers arein every classroom, with an interactive smartboard and internet access. Classroom laptops have access to the two central printer/copiers in school.

5.2.1.5 Conference Suite

One Laptop, visualiser and an interactive smartboard.

5.2.1.6Herron Room

Laptop with internet link made available on request from the office and interactive smartboard.

5.2.1.7Staffroom

Access to laptops all networked.

A range of devices such as CD players etc. are distributed around school.

5.2.1.8Bousfield Learning Suite

A fully interactive, immersive room with a digital media computer enabling images and videos to be projected onto walls. A second computer to control an interactive floor.

5.2Replacement Policy

5.2.1Software

The Computer Co-ordinator will identify new purchases in line with changes to the Scheme of Work, in the light of new developments or initiatives or at the request of a member of staff. These will be identified in the Computing Development Plan and will be acquired using the Computing capitation budget.

Subject co-ordinators will follow a similar route for the replacement or purchase of additional software for their subject. This may also involve consultation with the Computing Co-ordinator as to suitability of the items.

5.2.2Hardware

A rigorous replacement and updating programme is employed to ensure access to quality resources. Every year priorities are identified in the Computing Development Plan and funds are allocated in the budget.

It is the responsibility of staff to ensure that laptops used at home are adequately insuredon their personal home insurance policies.

5.3Security

Data back-ups of the network take place regularly to ensure minimum data is lost in the event of a server crash. Staff have been issued with an encrypted 16gb memory stick to ensure regular backup of work and transfer of sensitive information. It is the responsibility of each staff member to ensure back-up of their own laptop data. It is the Computing co-ordinator and PC Trends staff to ensure the backup of the network data. Each user has an individual logon to ensure that usage is traceable.

5.4Maintenance

The following steps are taken to ensure that our equipment is working and available for use:

  • Simple trouble shooting problems are dealt with by the Computing Co-ordinator on a daily basis.
  • All computers, projectors and IWB’s are covered under aPC Trends insurance scheme.

6Delivery of Computing

ICT skills are often introduced discretely and then extended or consolidated through further work. Our Computing Scheme of Work is designed to allow flexibility in short-term planning where elements of work in other subjects can often provide a focus for work in Computing.

We ensure that planning clearly makes the distinction between lessons when Computing objectives are being covered through other subjects and when Computing capability is supporting the objectives of the other subject. It is this discretion which provides focus for stimulating learning opportunities and maximising the benefit of Computing.

A variety of teaching and learning styles are employed when delivering Computing, depending on the nature of the objectives and the facilities being used. The individual teacher will decide on groupings, differentiation, etc and identify these in short-term plans. It will always be the class teacher or when appropriate student teacher supervised by a member of staff, who is responsible for the delivery of Computing. It is the school policy not to allow short term supply cover to be left with this responsibility as they maybe unfamiliar with the school protocols and the network.

7Progression within Computing

We have a scheme of work in line with the National Curriculum. We use it as a resource for activities at appropriate levels of challenge. We are continually reviewing and adapting it to meet the needs of our pupils.

We have structured the delivery of the units in the Scheme of work to ensure that skills, knowledge and understanding provide progression within and across year groups. Our additional Scheme of Work for the Foundation Stage ensures that meaningful learning takes place.

The termly scrutiny of planning and pupils work by the Computing Co-ordinator provides information about activities being completed and ensures that tasks are being delivered to ensure progression.

Individual pupil work is saved onto the network, which builds to show the progression of work completed. Efforts are made to indicate the learning objective on pieces of work, allowing task level to be assessed more easily. Staffare to keep some paper based evidence, available in a Computing work book,along with the saved work.

8Assessment, Recording and Reporting

Each unit in our Scheme of Work outlines the end of unit expectations and the learning outcomes for each lesson. These statements, along with the key objectives for each lesson and the National Curriculum statements for Computing, form the basis of our assessments.

Computing is assessed, recorded and reported in line with our school Assessment Policy.

8.1Assessment

8.1.1Evaluative Assessment

The progress classes and year groups are making in Computing is evaluated by the Computing Co-ordinator by:

  • Monitoring coverage of planned units from the Computing Long Term Plan.
  • Monitoring coverage through collection of medium term planning.
  • Monitoring progress against the Computing Development Plan.
  • Scrutiny of planning.
  • Scrutiny of pupil work.
  • Pupil interviews.

8.1.2Summative Assessment

The progress of individual pupil’s attainment is monitored by the class teacher.