Computing Policy

Rationale

 In Queen’s Crescent School, we believe Computing and ICT has much to offer all learners. 

Through the creative use of technology, learners have access to every aspect of the curriculum, allowing all to aim high.  The safe and proficient use of technology has positive effects on pupils’ attitudes, helps children to realise both their academic and creative potential and raises self-esteem by celebrating success.

 The school believes that ICT and computing:

• Gives pupils immediate access to a rich source of materials.
• Can present information in new ways which help pupils understand access and use it more readily.
• Can motivate and enthuse pupils.
• Can help pupils focus and concentrate.
• Offers potential for effective group working.
• Has the flexibility to meet the individual needs and abilities of each pupil.

 Aims

• Provide a relevant, challenging and enjoyable curriculum for ICT and computing for all pupils.
• Meet the requirements of the national curriculum programmes of study for ICT and computing.
• Use ICT and computing as a tool to enhance learning throughout the curriculum.
• To respond to new developments in technology.
• To equip pupils with the confidence and capability to use ICT and computing throughout their later life.
• To enhance learning in other areas of the curriculum using ICT and computing.
• To develop the understanding of how to use ICT and computing 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
• Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems.
• Are responsible, competent, confident and creative users of information and communication technology.

 Approaches to teaching / Curriculum

 Early Years Foundation Stage

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. ICT 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 ‘paint’ on the whiteboard or programme a toy, for example. Recording devices can support children to develop their communication skills.

 Key Stage 1

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.

Key Stage 2

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.

 As well as following the national curriculum for Computing, all other Subject schemes of work support the use of Computing and ICT skills across the curriculum.

 When completing their termly planning, teachers indicate which area of learning they will be developing.  All planning, both weekly and termly has highlighted Computing and ICT links to ensure high quality teaching.  Discrete teaching of Computing will be reinforced by cross-curricular exercises.

Roles

 This policy has been developed through consultation between staff, the Computing Subject Leader, head teacher and governing body.

 The Computing Subject Leader should monitor the subject by:

• Sampling pupil’s work to review progression and continuity, along with the headteacher
• Providing support for colleagues planning, and monitoring these plans
• Disseminating resources (websites, equipment and software)
• Maintaining an up to date knowledge and understanding of Computing and ICT issues
• Planning and where appropriate, deliver suitable staff training as agreed with the headteacher
• Know the ‘digital literacy’ capability of teaching staff
• Identify areas for development, resource needs and help in the moderation of standards across the school
• Regularly reviewing the Computing action plan, with support from the headteacher
• Planning and purchasing resources and consulting with subject Leaders where appropriate
• Sourcing and managing technical support
• Managing the subject budget, with support from the headteacher
• Working with the linked subject governor so that they are kept informed of developments
• Liaising with the link governor about their visits to school
• To monitor new developments in Computing and ICT (through the attendance of appropriate CPD) and integrate these into action plans, schemes of work and policies where appropriate

 Staff are responsible for reporting faults as and when they occur to the support technician via email or in his contact book or, if immediate action is required, to the Computing Subject Leader.  The Leader will suggest appropriate action and if necessary contact the schools technical support, Oakford.

 The linked governor and Subject Leader will keep the governing body informed about developments in this area.  

 The role of technical support is to fix known faults, or suggest upgrades or new equipment where necessary.  Technical support also maintain the network software infrastructure including the addition and deletion of users, e-mail accounts, new software etc.  They maintain secure remote backup routines on the fileserver and maintain anti-virus and firewall systems.

Resources and access

The school acknowledges the need to continually maintain, update and develop its resources and to have a consistent, compatible system by investing in resources that will effectively deliver the strands of the national curriculum and support the use of ICT and computing across the school.

 Resources are located in classrooms, the ICT Suite and in central locations around the school. A service level agreement with Oakford is currently in place to help support the Computing Subject Leader with the maintenance and purchasing of this equipment. ICT and computing network infrastructure and equipment has been sited so that:

• Every classroom has a laptop connected to the school network and an interactive whiteboard with projector, sound and DVD facilities.
• The hall, studio and learning platform also have networked computers connected to projectors/whiteboards.
• There is an ICT suite with 33 networked desktop computers, an interactive whiteboard and a curriculum printer.
• There is a laptop trolley containing 18 laptops available to use in classrooms.
• There is a set of 8 iPads available to be used in classrooms.
• Each class has at least 1 allocated slot across the week for teaching of specific ICT and computing skills.
• The ICT suite, laptops and iPads are available for use throughout the school day as part of computing lessons and for cross curricular use.
• Pupils may also use equipment independently, in pairs, alongside a TA or in a group with a teacher.
• The school also has BeeBots, webcams, visualisers and digital cameras for use in computing lessons and across the curriculum.

A list of all hardware is maintained by the school Business Manager, this is audited and updated annually.

 Teachers sign a Computer Use and Data protection agreement annually.

 Software:

All pupils use an agreed set of software, of which the large majority is preinstalled on computers.  Site licences are held for most software, although some manufacturers only sell single licences.  Where this is the case, sufficient single licences are purchased.  All staff, including TAs, are given training in the use of software and relevant documentation is made available to them. The school buys into the Espresso Learning Content, which is used for developing cross curricular and thematic Computing and ICT. An increasing amount of online software is being used.

 Internet and Online Safety:

The use of the internet is an important part of the work of the school both in terms of the pupils learning, staff development and administrative and management of the school. In order to ensure that the Internet is used appropriately and safely a separate policy has been developed. This policy on the use of the Internet and E-safety should be read in conjunction with the school’s Computing policy. 

Assessment and recording

 The school’s assessment policy gives a detailed account of how assessment is carried out in the school.  Assessments are ongoing, and are carried out through teacher set tasks, by talking to pupils, observation and discussing their work with them.  Staff inform parents at parents’ evenings and through the annual reports, which have a section for Computing. The report will contain comments on the child's progress, achievement, strengths and areas for development. 

Equal opportunities and Special Educational Needs

 Each child, regardless of gender, ability or social and cultural background, has an equal entitlement to ICT.  For children with special educational needs, suitable use of equipment can enhance access to aspects of the curriculum. In cooperation with the SENCo and special needs policy, we will provide, where possible, appropriate software and hardware to enable such access that allows them to develop in their learning.  An increasing number of laptops are provided for TAs to use with named children.

Health and Safety

 Computing and ICT resources, including computers are positioned with a view to safety. Although pupils are encouraged to be independent in their use of ICT resources, the connecting and moving of the computers should only be done with adult supervision.  Pupils are taught how to safely handle technical equipment.

 Computer equipment will be inspected annually. However, if potentially dangerous faults are found, they should be reported to the School Business Manager or headteacher immediately and the equipment should be withdrawn from use. 

 Computing and ICT equipment is owned by the school, and can be used by the pupils and staff to further learning and enhance professional activities.  The installation of hardware or software unauthorised by the school, licensed or unlicensed is forbidden.  The school reserves the right to monitor all software or internet sites visited by children or staff, and can examine or delete files held on computers. 

Policy issued …………………………………..September 2014

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