Kirkham St. Michael s Church of England Primary School Curriculum Policy for Computing

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1 Kirkham St. Michael s Church of England Primary School Curriculum Policy for Computing Our Mission Statement Following Jesus together, learning, growing and living. This policy reflects the school values and philosophy in relation to the teaching and learning of Computing. The policy should be read in conjunction with the National Curriculum Computing Programmes of Study, the Rising Stars Switched-On Computing Scheme of Work (SoW) and Lancashire s Key Learning in Computing Document. The policy sets out a framework within which teaching and non-teaching staff can operate and gives guidance on planning, teaching and assessment. In addition to this policy the school has a separate policy for e-safety that incorporates the policy for Acceptable Use of technologies in school along with the associated permission forms. This document is intended for: All teaching staff All staff with classroom responsibilities School governors Parents Inspection teams Copies are of this policy are kept centrally and are available on the school network, website or from the Head-teacher and Subject Leader. Computing Policy January 2015 Page 1

2 Introduction Computing and e-safety prepare pupils to participate fully in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. We recognise that the skills encompassed within the Computing curriculum are increasingly important in both the society we live in and in the process of teaching and learning. We share the aims of the National Curriculum for Computing which are to ensure that pupils: Can understand 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 experiences 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 (National Curriculum, 2013) Our vision is for all teachers and learners in our school to become confident and creative users of ICT so that they can develop the skills, knowledge and understanding enabling them to use appropriate ICT resources safely and effectively. Aims As a staff at Kirkham St.Michael s Primary School we believe that it is important that children s learning is enhanced by the use of digital technology as its use is widespread throughout the world today in all environments. Our experience has shown that teaching and learning can be improved by the appropriate use of ICT. With this in mind we aim; To enable children to become autonomous, independent users of ICT, gaining confidence and enjoyment from their lessons. To develop a whole school approach to Computing ensuring continuity and progression in all strands of the Computing National Curriculum. To use ICT as a tool to support teaching, learning and management across the curriculum. To provide children with opportunities to develop their Computing skills. To ensure ICT is used, when appropriate, to improve access to learning for pupils with a diverse range of individual needs, including those with SEN and disabilities. To maximise the use of ICT in developing and maintaining links between other schools, the local community including parents and other agencies. Computing Policy January 2015 Page 2

3 Implementation of the Policy Computing is a key subject in its own right whilst being naturally crosscurricular in its application. Computing skills coupled with new technologies are powerful tools that can be used to enhance the teaching of all subjects. The teaching of Computing and the development of the children s computing skills are carried out throughout the school in the classroom, the ICT suite, and in communal areas such as the library. Access to computers is available within both the junior and infant classes and all classrooms are equipped with an Interactive whiteboard (IWB). There is also a mobile trolley containing ten laptops that are available for use throughout the school. All classrooms and the ICT suite have CLEO broadband Internet access offering exciting possibilities to enrich and extend the children's learning. KS1 have an ipad. I.C.T. plays an important part in school administration and in the planning and organisation of teaching staff. In particular the CLEO broadband internet connection is a superb source of resources for pupils, parents and staff along with the school s website and Making the News 2. As the children's computing skills and confidence develop they become better equipped to live in an increasingly I.C.T. dependant world. The school also has a wireless connection to enhance connectivity and in the school hall there is a laptop and screen with a surround sound system. The Rising Stars Switched-On Computing scheme of work and Lancashire s Key Learning in Computing document are used as a basis for planning. Computing is taught as both a separate lesson (to introduce skills) and across the curriculum within other subjects and topics. The curricular overview within each year group to ensure continuity and complete coverage. Staff are free to adapt the activities required to cover the NC PoS statements in line with their theme for each half term. Planning for each subject should show that Computing is embedded across the curriculum. This is monitored by individual subject leaders. EYFS develop the skills detailed in the Switched- On ICT in the Early Years document. The vast majority of key curricular software is installed across the network with a site licence or with the purchase of multiple user licences. Some software, such as Scratch, is available to use free-of-charge. Additional software is accessed online. Occasionally software, such as the EYFS assessment software, is allocated to the appropriate class for use on individual computers when licence access is limited. Some software resources, such as Espresso, Purple Mash and Education City, are operated online and are paid for by annual subscriptions. All installations are carried out by the subject leader or ICT technician. Computing Policy January 2015 Page 3

4 Curriculum Development & Organisation Over the course of the year every class will focus on topics drawn from the following three strands; Information Technology Including: Text and Images; Images, Video and Animation; Sound; Data handling; Digital Research Searching Digital Literacy Including: Online safety; Electronic Communication Computer Science Including: Programming; Simulations and Spreadsheet Modelling; Understanding Computer Networks St. Michael s School uses the Rising Stars Switched-On Scheme of Work as the basis for the Computing Curriculum. The Lancashire Schools Computing Key Learning Document is also available to support planning and progression in the teaching of skills. The Computing Curricular Overview details the Switched-On units of work that are required to be taught within each half term. Following the units provides progression of teaching skills whilst ensuring complete coverage of the NC Programme of Study. Individual activities from the SoW may be adapted by staff, as required, to compliment their cross-curricular themes. At St. Michael s Computing is taught both as a discrete subject, with time allocated each week for classes to use the I.C.T. Suite, and as part of the thematic approach to learning, embedding Computing within cross-curricular work where applicable. A set-time in the suite is ideal for the teaching of new Computing Policy January 2015 Page 4

5 skills and for introducing new software whilst its use in cross-curricular subjects means that the skills can be applied in real situations. Additional time in the I.C.T. suite can be booked via the weekly timetable that is displayed on the door of the suite. This allows for access to the computers for cross-curricular use and for smaller groups of children. The laptop trolley (containing ten laptops) is also available for booking via a timetable. Each classroom is equipped with a small number of desktop computers for use by the teacher and class. Digital projectors, which are ceiling mounted, are located in all of the classrooms as well as the ICT suite. These are used for whole class teaching and presentations. An additional projector, screen and sound system are situated in the hall for whole school use, assemblies, after-school presentations, and in particular to enhance worship sessions. Classes each have a digital visualiser, and two portable digital microscopes are available for use in the classroom or suite. Teaching and Learning It is important that teaching plans set clear, achievable objectives and to ensure that work is matched to pupils' abilities and experience. The National Curriculum Programme of Study informs long-term planning. Since the introduction of the thematic curriculum specific plans for Computing are no longer required but all curricular planning should include details of the use of ICT and the computing skills being covered in a particular lesson. Where applicable, photocopies of the lesson plans from the Switched- On Computing SoW can be annotated and evaluated by staff. Each year group has an overview of the skills to be taught in the Lancashire Key Learning in Computing document and the respective Switched-On Computing document. The focus of the Computing curriculum is to meet the requirements of the National Curriculum. Pupils self-assess using the sheets provided within the Switched-On Computing SoW and teachers record their end of year attainment by completing an APP-style record sheet for three children; one each working at LA, AA and HA. Suggestions for structured activities enabling pupil assessment by staff can be found within the Switched-On Computing SoW. Teacher s planning includes evaluations to inform future planning and highlight individual needs and levels of understanding. Comments made on planning also help as part of the ongoing assessment process. NQTs and staff changing year groups are occasionally required to provide more detailed short term plans. Computing is included in cross-curricular medium and short term plans that are set out in the planning format adopted by the school. Individual subject leaders note the use of Computing as part of their own subject monitoring. Computing Policy January 2015 Page 5

6 Planning should include reference to statements from the NC PoS, key vocabulary and skills. Working adaptations are often made to plans to ensure they are progressive in developing pupil capability. At St. Michael's School class teachers are responsible for their own class organisation and teaching style in relation to Computing while at the same time ensuring these complement and reflect the overall aims and philosophy of the school. Teacher s planning is differentiated to meet the range of needs in any class including those children who may need extra support and who are working at lower than the average expected for a child of their age (LA), those who are in line with average expectations (AA) and those working at higher than the average expectations for children of their age (HA). A wide range of styles are employed to ensure all children are sufficiently challenged: Children may be required to work individually, in pairs or in small groups according to the nature or activity of the task. They may be expected to work at a different pace. Different groupings of children can be use based on ability, either same ability or mixed ability. Different levels of input and support may be required. Differentiation may be by expected outcomes. Individual teacher s plans are not currently made available for monitoring. Instead the Computing co-ordinator monitors the tracking of children through the APP- style assessment grids, the annotation an evaluation of plans when teachers opt to submit them, in displays and through discussions with pupils. The results of this monitoring are fed back to staff along with helpful suggestions to support and enhance teaching such as the use of alternative software or offers of help with training. The co-ordinator, and technician are always willing to assist staff if and when they encounter difficulty in delivering the curriculum. Computing Policy January 2015 Page 6

7 Equal Opportunities The National Curriculum states that, All pupils, regardless of race, class or gender, should have the opportunity to develop ICT capability. Within school we adhere to our Equal Opportunities Policy which ensures fair access to the curriculum and resources for all. All teaching and non-teaching staff within the school bare responsibility for ensuring that all pupils, irrespective of gender, ability, ethnicity and social circumstances, have access to the whole curriculum and opportunities to make the greatest progress possible in all areas of the curriculum whilst in our school. The monitoring of the policy for equal opportunities in terms of its operation is ultimately the responsibility of the Headteacher and the Leadership Team, but every member of staff is responsible for the day-to-day operation of the policy in terms of promoting good practice. All classes and children have equal access to the ICT suite and to resources within the school. We are aware that access to computers and the Internet varies greatly in the home environment and are sensitive to the fact that some pupils will be restricted in their ability to research from the Internet and produced word processed materials at home e.g. for homework assignments or access to MTN2 and Purple Mash. The school holds a licence allowing parents free installation of Softease software on home computers. This can be obtained as a disk at the school office or directly from a link on the school s website. We will continue to look into ways that Computing can be supported and encouraged at home. E-Safety Where the Internet and other ICT resources are employed in teaching and learning please refer to the school s e-safety Policy (incorporating the Acceptable Use Policy) for guidance regarding safe and appropriate use. Internet access is a vital element of Computing and provides a resource rich environment for cross-curricular teaching. At St. Michael s School we recognise the need to ensure that all pupils are responsible and safe users of the Internet and of other communication technologies. The e-safety policy is intended to protect all parties. Children s rules for responsible use of the Internet are displayed within classrooms and in the ICT suite where there are computers with Internet access. Samples of the responsible use notices displayed around the school in Key Stage 1 and Key Stage 2 are detailed within the appendices to the school s e-safety Policy. The school offers a safe online environment through a managed firewall filtered Internet access monitored and maintained by Lancashire ICT Services and the school. We recognise the importance of teaching our children about online safety and their responsibilities when using communication technology. E-safety is taught as an integral part of Computing and the cpshe curriculum. Each year the school takes part in activities linked to global Safer Internet Day. Computing Policy January 2015 Page 7

8 Management Information Systems (MIS) ICT enables efficient and effective access to and storage of data for the school s management team, teachers and administrative staff. The school complies with LEA requirements for the management of information in schools. We currently use SIMs which operates on the school s administrative network and is supported by the LEA Schools ICT Services Westfield Centre. The administrative system operates in isolation, apart from the curricular system to prevent unauthorized access to data. All teaching staff have read-only access to Assessment Manager and the SENCO module. Only trained & designated members of staff have authority and access rights to input or amend the data. The school has defined roles & responsibilities to ensure data is well maintained, secure and that appropriate access is properly managed with appropriate training provided. The curricular network has designated drives with access restricted to designated users. Children can only access areas where work is set for them ( Pupils on ) to complete or their own work is stored ( My Documents on ). Staff have access to Teacher s on and a second Assessment area where general information, policies and assessment data are accessed. Another area is available to support staff and supply teachers. Where information is transferred on encrypted or password protected storage devices staff are required to delete and personal data, such as reports and photographs, as soon as the information has been transferred. For more detail please refer to the school s e-safety Policy. Assessment Computing is assessed both formally and informally and progress is recorded for future reference. Formative teacher assessment occurs on a lesson-by - lesson basis based on the individual lesson objectives and statements from the NC PoS. The Switched-On Computing SoW gives suggestions for assessment activities along with statements that can be self-assessed by the children. These are conducted informally by the class teacher and are used to inform future planning. Activities are also planned which enable summative assessments to take place where children s skills, knowledge and understanding is assessed. Each half term staff are invited to provide work samples accompanied by a description of the context in which pupils completed the task and how it was undertaken. To assist with the assessment of children s work a Portfolio of ICT Work has been established, incorporating the annotated samples for whole school reference. The portfolio includes a digital section for storing work samples on the Teacher s on drive. Work is moderated with other members of staff from time to time within staff or key stage meetings. Computing Policy January 2015 Page 8

9 Children s attainment is assessed against NC expectations at the end of each year. Within each class the children are grouped by the teacher into three broad ability levels and the names of the children within each group (LA, AA and HA) are recorded on a sheet within the formative assessment file. A child within each group is selected to form the basis of an APP style assessment to be updated throughout the year. At the end of a unit of work statements linked to the NC PoS and assessed as being understood by each of the three children are highlighted. This gives an indication of where the children are in relation to their expected attainment in Computing. This information can be used to assess the progress of each cohort of children through the Computing curriculum and may highlight areas of weakness for further teaching. The curricular overview lists topics from the Switched-On SoW to be covered within a year group during each half term. Each topic contains associated skills drawn from the NC PoS. The three highlighted grids, along with the sheets recording the pupils within each ability group, are kept in the formative assessment file to be passed on to the next class at the end of the academic year. The children s self-assessment sheets are also passed on to the following class so that individual areas of weakness can be consolidated. School liaison, transfer and transition The school is connected to the Lancashire/CLEO intranet which enables the transfer of information electronically. is used to liaise with the LEA, governing body, other schools and, where possible, parents. Future developments regarding our school management information system will enable the transfer electronically of data to aid transfer and transition to or between or within schools. At the end of Year 6 ICT is included in reports that are available to be forwarded to High Schools if required. Similarly pupil s current attainment, in relation to their expected attainment, can be assessed by reference to the APP grids. Inclusion We recognise Computing offers particular opportunities for pupils with special educational needs and gifted and/or talented children and /or children with English as an additional language for example. Computing can cater for the variety of learning styles that a class of children may possess. Computing can: increase access to the curriculum raise levels of motivation and self esteem improve the accuracy and presentation of work address individual needs Computing Policy January 2015 Page 9

10 We aim to maximise the use and benefits of Computing as one of many resources to enable all pupils to achieve their full potential. If the situation arises, the school will endeavour to provide appropriate hardware and software resources to suit the specific needs of individual or groups of children. INSET Provision Inset provision needs are identified through performance management, half term meetings with support staff, curriculum review, evaluation, inspection, external advice and staff development planning which is included in the school development plan. Needs are recorded and prioritised by the subject leader, the senior management team and staff development planning. Performance management is another means by which staff can highlight particular needs. Individual needs are considered as part of the staff development policy. School needs are considered and planned for by the subject leader, the staff development subject leader and during the school development planning process. Potential providers include the Computing subject leader, the technician, LEA advisory teachers, specialist day courses and HE staff. Roles and Responsibilities Senior Management The overall responsibility for the Computing rests with the senior management of a school. The Head, in consultation with staff: determines the ways Computing 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 Computing is used in a way to achieve the aims and objectives of the school ensures that there is a Computing policy, and appoints the Computing subject leader Computing Subject Leader There is a designated Computing Subject Leader to oversee the planning and delivery of Computing within the school. The responsibilities of the subject leader include: overseeing the implementation of the Scheme of Work redrafting and updating the policy document providing guidance and support to staff to facilitate Computing Computing Policy January 2015 Page 10

11 organising, monitoring and ordering resources ensuring staff are aware of new resources and their use keeping in touch with current developments by attending courses monitoring, where possible, the planning and assessment of Computing throughout the school and reporting to the head teacher liaising with colleagues in other schools, LEA advisory staff and others ensuring that all software used in school has a licence overseeing the collection of vouchers through various business schemes overseeing the collection of ink cartridges for recycling organising and overseeing the tasks undertaken by the technician The Individual Subject Leaders There is a clear distinction between teaching and learning Computing skills and applying those skills across the curriculum. Individual subject leaders identify and encourage the use of Computing within their subject schemes of work and include the use of Computing within their subject monitoring. This might involve the use of short dedicated programs that support specific learning objectives or involve children using a specific application which they have been taught how to use in Computing, and are applying those skills within the context of another curriculum subject. Subject leaders work in partnership with the Computing subject leader to ensure all National Curriculum statutory requirements are being met with regard to the use of Computing within curriculum subjects. The Class Teacher Even though whole school co-ordination and support is essential to Computing, it remains the responsibility of each teacher to plan and teach appropriate Computing activities and assist the subject leader in the monitoring and recording of pupil progress in Computing. Monitoring Monitoring Computing will enable the subject leader to gain an overview of teaching and learning throughout the school. This will assist the school in the self evaluation process identifying areas of strength as well as those for development. In monitoring of the quality of teaching and learning Computing the subject leader may: Analyse samples of children s work Observe teaching and learning in the classroom Computing Policy January 2015 Page 11

12 Hold discussions with both teachers and pupils Analyse assessment data Observe displays throughout the school Request samples of levelled work for the Computing portfolio Monitor the recording of children s attainment in Computing Health and Safety We operate all ICT equipment in compliance with Health & Safety requirements. Children are made aware of the correct way to sit when using the computer and the need to take regular breaks if they are to spend any length of time on computers. E-safety rules are also on display within the ICT room and in all areas where children use the Internet. For more details refer to the school s e-safety, policy. The Health and Safety at Work Act (1 January 1993), European Directive deals with requirements for computer positioning and quality of screen. This directive is followed for all administration staff. Whilst this legislation only applies to people at work we seek to provide conditions for all children which meet these requirements. The school has an alarm system installed throughout. Each computer system has individual security against access to the management system. The files and network system are backed up regularly. The Sophos virus checker is updated by the ICT technician on a monthly basis. In addition the school has a server system enabling the backing up of children s work on a weekly basis. The server also allows for the restriction of pupil s access to the computer s operating systems settings and control panels. Key files and user privileges are password protected. Data is only transferred when required and using encrypted storage devices or secure accounts. Home School Links The school has a dynamic website providing a platform for informing parents and the wider community of the good work going on within the school: Individual classes are able to make their own contributions enabling the children to see samples of their work published for a wider audience. There is Computing Policy January 2015 Page 12

13 also a Making the News 2 site where reports can be made on recent and upand-coming events within school: People with an interest in or expertise in Computing may be invited into school to work with the children. Such visitors may include parents, grandparents, members of the extended family and members of the wider community. Children are given the option to complete some homework tasks, when appropriate, using Computing out of school, e.g using Purple Mash. Teachers are sensitive to the fact that children may not have access to computers and the Internet in order to complete tasks out of school. Any work brought into school on pen drives or Cds must be scanned for viruses before being connected to the network. The school s address is provided on the newsletter and the school s website and is available to parents and interested parties should they wish to contact the school office for information, to arrange meetings etc. We are continually developing and extending the school website which promotes the school s achievements as well as providing information and communication between the school, parents and the local community. The website provides an excellent opportunity to showcase children s work as well as a source of links to related sites in the local and wider community. Parents are encouraged to support their children with homework where applicable in the subject. Parent helpers sometimes assist in the use of Computing within the school under the direction of the class teacher. The Friends are very supportive in fund-raising and parents save ink cartridges for the Recycool recycling scheme and vouchers for the Tesco Computers for Schools initiative. Appropriate legislation, including copyright and data protection All software loaded on school computer systems must have been agreed with the Computing coordinator. Sophos anti-virus software is provided by the LEA. The ICT technician oversees the regular updating of the antivirus software which is usually carried out online by the automatic updating system, sometimes on a daily basis. Pen drives, DVDs and CDs cannot be used on the school computers unless certified virus free. We don t allow personal software to be loaded onto school computers. Passwords and the server system are used to restrict access to certain areas of the computer or network with individual users having varying degrees of access according to need. Computing Policy January 2015 Page 13

14 Similar restrictions are in place to regulate access to MTN2 and the school website which has been set up using Lancashire s CMS software system. All our software is used in strict accordance with the licence agreement. All licences are stored separate from the software within labelled folders in the school safe. The server is used from time to time to create an inventory of software in use around the network. An inventory of software licences is on display in the technician s work area. Disposal of old equipment Old computers and other items of hardware are recycled through our links with Carr Hill High School and other external recycling agencies. Where opportunities exist the machines are reused for spare parts. The serial numbers are recorded for items of equipment of significant value and are recorded in the auditing of resources. The records are amended as valuable items are recycled. Original toners, inkjet cartridges and mobile phones are recycled through Recycool : This company pays a small fee to school and plants a tree each time school sends cartridges. Effective and efficient deployment of Computing resources Computing resources are deployed throughout the school to maximise access, to enhance teaching & learning and to raise attainment. To enable regular and whole class teaching of Computing the school has an ICT suite which all classes in key stages 1 & 2 employ for approximately 1 hour per week. To support the cross-curricular nature of Computing additional computers are also located within each classroom. Teachers have their own computers with access to a Smartboard and digital-projector. A portable trolley containing ten laptops is available for use throughout the school. Every classroom has a visualiser linked to the whiteboard. The school s digital-projectors are located in all classrooms and in the ICT suite. They are permanently ceiling mounted. Subject specific titles and any specialist equipment e.g. sensors, are kept in the lockable ICT stock cupboard Computing Policy January 2015 Page 14

15 or in the ICT suite and can be borrowed when needed. Equipment is checked annually as part of the equipment & software audit carried out by the technician and an external check of electrical equipment is undertaken by Lancashire County Council. The school has an extensive network operated from a server. All desktop computers and laptop computers operate through the network. The school has CLEO Broadband Internet access available throughout. The school is alarmed and computers within classrooms are situated away from windows where they are considered to be vulnerable to theft. Review and Modification /Action Plan First issue of this policy 1998 Policy largely rewritten 20/6/01 Updated 12/3/04, 25/1/07, 9/11/10, 14/9/11, 20/6/13, 12/2/14 This update 23/1/15 It is permissible to add amendments to this document prior to a review and these will be incorporated in the next issue. To add any comments please complete the information on the next page, adding the date and signing where indicated. Name of Curriculum Subject leader - Mr. D. Savage Computing Policy January 2015 Page 15

16 Amendment Page Date Proposed Amendment Signed Computing Policy January 2015 Page 16

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