Computing Policy

 

Parklands Primary School

 Computing Policy

 

 

Purpose of Policy

 

This policy will form the basis upon which we map out the statutory orders for computing at Parklands Primary School. It will outline the purpose, nature and management of how computing is taught and learned in our school and will inform new teachers of expectations. It also ensures that all members of the school community are aware that unlawful or unsafe behaviour is unacceptable and that, where appropriate, disciplinary or legal action will be taken. See Appendix 1 AUPs.

 

The policy reflects the views of all the staff of the school. It has been drawn up following consultation with all staff and children, and has full agreement of the Governing Body.

 

The policy will be communicated to staff/pupils/community in the following ways:

  • Policy to be posted on the school website.
  • Key points of the policy to be part of September induction for ALL staff and will be given to new staff within their first few weeks of employment
  • Regular updates and training on online safety for all staff.
  • Acceptable Use Policies discussed with staff and pupils at the start of each year

 

All staff have read and agreed the policy, and are fully aware of their role in its implementation. Staff have access to the policy via the school server staff shared area.

Parents requesting to see a copy of the policy can do so by making their request to the Head Teacher.

 

Aims and Outcomes

 

  • To develop pupils’ enjoyment and interest in computing and an appreciation of its contribution to all aspects of everyday life
  • To build on pupils’ curiosity and sense of awe of technological development
  • To use a planned range of software, hardware and practical activities to give pupils a greater understanding of the concepts, knowledge and application of computing
  • To introduce pupils to the language and vocabulary of computing
  • To develop pupils’ basic practical skills
  • To develop pupils’ use of information and communication technology in a wide range of topics and studies.
  • To develop pupils’ online safety awareness and teach them to use technology safely and respectfully, both at school and at home

 

Purpose of Computing

 

  • Develop an understanding of and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation.
  • To analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • To evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • To develop responsibility, competency, confidence and creativity when using information and communication technology.

 

Computing and the Primary Curriculum

 

We interpret the term ‘information communication technology’ to include the use of any equipment which allows users to communicate or manipulate information (in the broadest sense of the word) electronically.

 

Computing is used in all aspects of learning, by teachers and pupils. Constantly changing new technologies are an inescapable reality of 21st century life, and we aim to teach children not only the basic skills of current computing, but also the adaptability, critical thinking and risk awareness to be able to make effective, intelligent and safe use of the technologies they will encounter in the future.

 

We also recognise that computing is not the ideal approach to every learning situation, and encourage children and staff to use their discernment of when a technological solution is the most appropriate and when it is not.

 

Computing in the curriculum is managed by the KS1 and KS2 computing leaders in consultation with the Head Teacher. The people involved in developing computing are the ICT technician and the computing leaders. Day to day issues are covered by an ICT Technician. He ensures that consumables are replaced, maintains the website and fixes everyday problems where possible. He is also able to support staff and train LSAs in the use of software and hardware.

 

At Parklands, each computing unit has a specific focus: computer science (programming and understanding how digital systems work), information and communication technology (using computer systems to store, retrieve and send information) and digital literacy (evaluating digital content and using technology safely and respectfully). The objectives within each strand support the development of learning across the key stage, allowing children to revisit their learning and develop their knowledge and understanding in greater depth. At Parklands, we have a collaborative and cross-curricular approach to computing, allowing children to learn together and apply their knowledge from their current topics using different digital platforms.

 

In the Foundation Stage there are seven different areas of learning and a variety of structured play and practical activities are planned to help children develop in the following areas of learning:

  • communication and language
  • physical development
  • personal, social and emotional development
  • literacy
  • mathematics
  • understanding the world
  • expressive arts and design​

The main area within the EYFS statutory framework related to computing is the Understanding the world – technology strand, although each area of the framework enables practitioners to effectively prepare children for studying the computing curriculum. Resources we use include the use of iPads, remote controls, SMART screens and child friendly telephones.

 

Pupil online safety curriculum

 

We recognise the great importance of training children to use computing safely, both in school and out. Our school has a clear, progressive online safety education programme as part of the Computing curriculum/PSHE and other curriculum areas as relevant. This covers a range of skills and behaviours appropriate to their age and experience. We ensure we plan online use carefully to ensure that it is age-appropriate and supports the learning objectives for specific curriculum areas.

 

A resource as powerful as the internet has many educational advantages, but cannot be without its disadvantages. The same facility that gives a child access to friends the world over can also make them vulnerable, and we want them to be wise in their use without restricting them from great opportunities. Therefor we ensure we remind students about their responsibilities through hands on teaching and safer Internet Days/events. We also ensure staff are aware of their responsibility to model safe and responsible behaviour in their own use of technology, e.g. use of passwords, logging-off, use of content, research skills, copyright;

 

Cyber-bullying is treated with the same degree of seriousness as any other kind – involving parents where appropriate (see Anti-bullying policy for further information).

 

All users must sign an Acceptable Use Policy (AUP) before being given access to our network. This requires them to agree not to access inappropriate material from the network and to treat others with respect when communicating. Anyone who breaks the AUP will have permission to use the network withdrawn.

 

 

Roles and Responsibilities

 

Computing Curriculum Leader/Team

  • KS1 leader to plan and oversee computing lessons for years 1 and 2
  • KS2 leader to plan and oversee computing lessons for year 3, 4, 5 and 6
  • To support and guide the classroom practice of teachers and support staff
  • To ensure coverage, continuity and progression in planning
  • To monitor and evaluate the effectiveness of computing teaching and learning
  • To update documentation where necessary
  • To produce action plans for the School Development Plan, prepare bids and manage the computing budget effectively.
  • To liaise and consult with outside agencies where appropriate
  • To prepare and lead INSET training
  • To attend relevant INSET training, keeping staff abreast of new developments
  • To attend appropriate courses to update knowledge of current developments, and by keeping links with the LBH Advisory Team for Information and Communication Technology
  • To take an overview of whole school planning to ensure that opportunities occur for pupils to develop an information and communication technology capability and that progression is taking place
  • To review regularly the contribution made by computing to a meaningful curriculum

 

Teachers

  • To embed online safety in the curriculum
  • To supervise and guide pupils carefully when engaged in learning activities involving online technology (including, extra-curricular and extended school activities if relevant)
  • To ensure that pupils are fully aware of relevant online safety procedures when understanding recent project.

 

Equal Opportunities and Inclusion

 

All children will be given an equal opportunity to maximise their individual potential; this is regardless of ability, gender, race, religion, disability or talent. Activities both within and outside the classroom are planned in a way that encourages full and active participation by all children, matched to their knowledge, understanding and previous experience.

 

Equal emphasis will be given to the roles of both men and women in society. Every effort will be made to ensure that activities are equally interesting to both boys and girls.

 

Teaching and Learning

 

The computing curriculum is taken from the 2014 National Curriculum. The skills are integrated into the wider curriculum, but it is expected that time will be given to the explicit teaching of discrete computing skills where this is required. Computing is embedded in most curriculum areas, through use of the interactive Promethean/Prowise boards to show video or pictures, or through visualisers to enhance teachers’ presentations, or through digital camera work. A range of digital resources, both online and network based, are used to enhance learning across the curriculum. Curriculum leaders are responsible for promoting and monitoring the integration of computing into planning, teaching and learning in their area. We encourage the intelligent use of computing where helpful rather than its universal use out of obligation. We encourage innovative or experimental uses of computing in any curriculum area or extra-curricular activity, with the aim of feeding successful practice into the classroom.

 

At Parklands, we follow the Rising Stars Switched On Computing scheme of work. This enables children to participate in inspiring projects covering all aspects of the computing programme of study in a way that’s intended to develop pupils’ understanding of the concepts, practices and perspectives that underpin programming and other aspects of computer science. We also provide children with opportunities for creative, collaborative project work in which pupils can acquire the information technology skills they’ll need, as well as helping pupils to understand the implications of technology for individuals and society as they become digitally literate. The topic-based approach provides enough flexibility for teachers to make cross curricular links between other subjects that they are teaching. Additionally, we embed a thorough online safety curriculum throughout our school by having an online safety assembly at the start of each half term. Additionally, online safety is embedded throughout the Rising Stars scheme of work. We ensure this is enforced through all our Computing lessons as well as our everyday teaching and learning.

 

Assessment, Recording and Reporting

 

Gathering evidence of pupil attainment is an integral part of assessment, which is built into the schemes of work. Teachers can obtain evidence by direct observation of children at work, questioning pupils or listening to their conversations and reviewing their finished products.

 

The computing leader monitors teaching and progress in computing by:

 

  • Informal discussions with teachers , TAs and children
  • Collating examples of computing planning, including cross curricular uses
  • Assessing saved examples of work
  • Observing lessons
  • Reviewing Target Tracker steps
  • Child interviews
  • Results from the end of unit quiz

 

Resources

 

We have one hard-wired computing suite with desktop computers and tablets. The suite contains two printers. The computing suite or use of iPads is timetabled for each class one hour per week. Each class has a Promethean or Prowise interactive board, a visualiser and a digital camera. Day-to-day issues are managed by an on-site technician (2 days a week).

 

We have a large bank of centrally held resources (video cameras, data loggers, mp3 recorders, digital microscope, Bee-Bots and micro:bits) which can be booked upon request.

 

Curriculum leaders are responsible to suggest or bid for resources as the need arises.

 

All children should have opportunities to use computing; including the internet, data logging and manipulation, across the curriculum.

 

Inclusion/access

 

We recognise that children who do not have access to a computer at home can be at a disadvantage. We aim to provide access to the computers, at lunch time, for children who wish to do their homework.

 

We also recognise the great help that computing can be to children with a great variety of special needs, and work to ensure that the LSAs who support them are suitably trained in the appropriate software and teaching approaches. We are working towards greater creativity in the ways we allow children to record their work, especially those with special needs, using video, photos or sound recording where this is more helpful.

We endeavour to support children who find access to computing difficult by providing appropriate interfaces e.g. large keyboards or the choice of a mouse rather than a touchpad.

 

Monitoring

 

Monitoring is carried out by the computing leader through informal conversation, observation of computing lessons, displays, child interviews and examples of work. Computing elements are included in observations carried out by the SLT in all areas of the curriculum. Feedback is shared with staff, good examples celebrated and feedback including support and advice given where appropriate.

 

Review

 

This policy is reviewed by staff and governors every two years. Parents are most welcome to request copies of this document and comments are invited from anyone involved in the life of the school.

 

This Policy has been reviewed so that no individual or group are disadvantaged by the policy or process therein

 

Date Reviewed:      Autumn 2021

 

Review Date:         As required/within the next 2 years