This policy sets out Carleton Endowed Primary School’s aims and strategies for the successful delivery of Computing. This policy is to be read in conjunction with other relevant school policies such as the Safeguarding, Equal Opportunities, Curriculum and planning, SEND and Assessment policies. The policy is defined by current national guidance on best practice, professional judgement, staff discussion and the unique needs and context of our school.
Due to the fast pace of technology innovation and constantly emerging trends, it is recommended that this policy be reviewed, at minimum, at the start of every academic year.
2. Computing Curriculum Intent
Carleton Endowed Primary School believes that every child should have the right to a curriculum that champions excellence, supporting pupils in achieving to the very best of their abilities. We understand the immense value technology plays not only in supporting the Computing and whole school curriculum but overall in the day-to-day life of our school. Technology is everywhere and will play a pivotal part in students' lives. Therefore, we want to model and educate our pupils on how to use technology positively, responsibly and safely. We want our pupils to understand that there is always a choice with using technology and as a school, we utilise technology to model positive use. We believe that the best prevention for many issues we currently see with technology/social media is through education. We encourage staff to try and embed computing across the whole curriculum to make learning creative and accessible. We want our pupils to be fluent with a range of tools to best express their understanding; with the intention that by Upper Key Stage 2, children have the independence and confidence to choose the best tool to fulfil the task and challenge set by teachers.
- Provide an exciting, rich, relevant and challenging Computing curriculum for all pupils.
- Enthuse and equip children with the capability to use technology throughout their lives.
- Give children access to a variety of high quality hardware, software and unplugged resources.
- Instil critical thinking, reflective learning and a ‘can do’ attitude for all our pupils, particularly when engaging with technology and its associated resources.
- Teach pupils to become responsible, respectful and competent users of data, information and communication technology.
- Teach pupils to understand the importance of governance and legislation regarding how information is used, stored, created, retrieved, shared and manipulated.
- Equip pupils with skills, strategies and knowledge that will enable them to reap the benefits of the online world, whilst being able to minimise risk to themselves or others.
- Use technology imaginatively and creatively to inspire and engage all pupils, as well as using it to be more efficient in the tasks associated with running an effective school.
- Provide technology solutions for forging better home and school links.
- Utilise computational thinking beyond the Computing curriculum.
- Exceed the minimum government recommended/statutory guidance for programmes of study for Computing and other related legislative guidance (online safety).
Safeguarding: Online safety
Online safety has a high profile at Carleton Endowed. We ensure this profile is maintained and that pupil needs are met by the following:
- A relevant up-to-date online safety curriculum which is progressive from Early Years to the end of Year 6.
- A computing curriculum that is embedded within other curriculum areas and is therefore, present in the day-to-day lives of our pupils.
- Training for staff and governors which is relevant to their needs and ultimately positively impacts on the pupils.
- Through our home/school links and communication channels, parents are kept up to date with relevant online safety matters, policies and agreements. They know who to contact at school if they have concerns.
- Staff members have Acceptable Use Policies which are signed and copies freely available.
- Our online safety policy (part of our safeguarding policy) clearly states how monitoring of online safety is undertaken and any incidents/infringements to it are dealt with.
- Filtering and monitoring systems for all our online access.
- Data policies which stipulate how we keep confidential information secure.
3. Computing Curriculum Implementation
As a school, we have chosen the Purple Mash Computing Scheme of Work from Reception to Year 6. The scheme of work supports our teachers in delivering fun and engaging lessons which help to raise standards and allow all pupils to achieve to their full potential. We are confident that the scheme of work more than adequately meets the national vision for Computing. It provides immense flexibility, strong cross- curricular links. Furthermore, it gives excellent supporting material for less confident teachers.
How is this implemented at Carleton Endowed CE (VA) Primary School?
We aim to provide our pupils with a broad, play-based experience of Computing in a range of contexts. We believe the following:
- Early Years learning environments should feature ICT scenarios based on experience in the real world, such as in role-play.
- Pupils gain confidence, control and language skills through opportunities to ‘paint’ on the interactive board/devices or control remotely operated toys.
- Outdoor exploration is an important aspect, supported by ICT toys such as metal detectors, controllable traffic lights and walkie-talkie sets.
- Recording devices can support children to develop their communication skills. This is especially useful for children who have English as an additional language.
Key Stage 1 outcomes
- 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.
- 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.
Key Stage 2 outcomes
- 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.
4.Computing Curriculum Impact
At Carleton Endowed we encourage our children to enjoy and value the curriculum we deliver. We will constantly ask the WHY behind their learning and not just the HOW. We want learners to discuss, reflect and appreciate the impact computing has on their learning, development and well-being. Finding the right balance with technology is key to an effective education and a healthy life-style. We feel the way we implement computing helps children realise the need for the right balance and one they can continue to build on in their next stage of education and beyond. We encourage regular discussions between staff and pupils to best embed and understand this. The way pupils display, share, celebrate and publish their work will best show the impact of our curriculum.
Formative assessment is undertaken in Computing sessions/interaction in Computing and pupils are very much encouraged to be involved in that process. Through using the progression of skills documents and saved computing work, both teachers and pupils can evaluate progress. Features such as preview and correct in Purple Mash are used to further support feedback and assessment. Teachers use work produced by children and their knowledge of a child’s understanding and skill level in Computing lessons to make a summative judgement about their attainment.
Monitoring, Evaluation and Feedback
Monitoring standards of teaching and learning within Computing is the primary responsibility of the Computing Leader. All teachers are expected to track children’s work using Purple Mash. Any additional computing work undertaken in other curriculum areas is stored in a class portfolio, this can contain work samples from all areas of the curriculum taught for the year group.
Monitoring will be achieved through:
- Work scrutiny.
- Pupil voice.
- Teacher voice.
- Reflective teacher feedback.
- Learning environment monitoring.
- Dedicated Computing Leader and Assessment Leader time.
Evaluation and Feedback will be achieved through:
- Dedicated Computing Leader time.
- Using recognised standards documentation for end-of-year expectations.
- Feedback on whole school areas of development in regard to Computing to be fed back through insets/staff meetings.
Roles and Responsibilities
Due to technology extending beyond the National Curriculum for Computing, there are key roles and responsibilities specific members of staff have.
- Monitoring the implementation of the Computing Policy and its associated policies such as the Safeguarding and SEND Policies.
- Securing technical support service contracts and infrastructure maintenance contracts.
- Approving CPD and training which is in line with the whole school’s strategic plan.
- Approving budget bids and setting them.
- Creating in conjunction with the Computing Leader, a long-term vision for Computing which includes forecasted expenditure and resources.
- Monitoring the performance of the Computing Leader in respect to their specific job role description for Computing.
- Ensuring any government legislation is being met.
- Maintains the school website content.
- Posts approved requests to the school’s social media accounts.
- Raising the profile of Computing.
- Monitoring the standards of Computing.
- Maintaining overall consistency in standards of Computing across the school.
- Working as needed with the SENCO/Head Teacher to ensure online safety provision is above adequate and all legislation is in place.
- Auditing the needs of the staff in terms of training/CPD.
- Actively supporting staff with their day-to-day practice.
- Seeking out opportunities to inspire staff in developing their practice through modelling and sharing new ideas, approaches and initiatives.
- Attending training and keeping abreast with the latest educational technology initiatives.
- Creating Action Plans for Computing.
- Creating bids for the annual budgets and monitoring budget spend.
- Keeping an up-to-date log of all resources available to staff.
- Procuring physical and online resources that demonstrate best value.
- Reviewing the Computing curriculum and developing it as needed
- Overseeing the effectiveness of the technician.
Technician (North Yorkshire Schools ICT)
- Conducts routine scheduled maintenance/updates on systems.
- Supports the administration and set-up of online services.
- Fixes errors/issues with hardware and software set-up, prioritising as needed.
- Routinely checks school filtering, monitoring and virus protection.
- Sets up new hardware and installations.
- Maintains network connectivity and stability.
- Supports the Computing Leader and Head Teacher with future infrastructure needs and associated projected costs.
- Supports procurement of resources and technical services.
- Supports the technician with some data management.
Reviewed: Summer 2020
To be reviewed on: Summer 2022