PENKETH PRIMARY SCHOOL
Computing Policy
2016/2017
Date of Approval:Signed: Chair of Governing Body
Signed: Headteacher
To be reviewed by:
PENKETH COMMUNITY PRIMARY SCHOOL
COMPUTING POLICY
At Penketh Community Primary School we recognise that Computing and technology has an important role in our society. We believe that it is vital that all our pupils gain confidence and capability in using computing and ICT to prepare them for later life. The use of computing can also enhance and extend a child’s learning across the whole curriculum. Therefore, at Penketh Community Primary School, Computing and technology is an integral part of the curriculum. We plan to develop the awareness and capabilities through a range of cross curricular activities. These will encompass a variety of electronic devices which we believe will enable them to appreciate the value and use of computing in everyday life.
Purpose of study
“A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.” – National Curriculum 2014
AIMS
Through the delivery of the Computing syllabus in line with the National Curriculum 2014, we ensure that all pupils can…
· understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
· analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
· evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
· be responsible, competent, confident and creative users of information and communication technology.
Please refer to appendix 1 for the breakdown of subject content across the key stages.
ICT RESOURCES
Our Computing provision is constantly being updated; we have recently purchased 40 new iPads and storage units to support the curriculum. We have also bought 31 iMacs and refurnished the Computing room. We have the benefit of an ICT suite equipped with iMac computers and printers. As a school, we have made it a priority for each classroom to have a working interactive Smartboard; the use of interactive whiteboards and projectors is encouraged across the curricula.
There is a wide range of curricula based software, which is continuously reviewed by the Computing Subject Leader as well as the other Subject Leaders. This software is chosen for its educational benefits and pupils are encouraged to use it to strengthen their learning. We have purchased various apps for the iPads to strengthen all areas of the curriculum. At the start of each term, parents will be given a booklet listing the apps that we have; this is again constantly updated.
Abacus Maths/Espresso/School Portal
As a school we have invested in learning platforms such as Abacus Maths and Espresso. Pupils can access Abacus Maths from home and this provides independent and differentiated maths learning. Teachers can access the results at any time and can use this for formative assessment when planning lessons. We encourage pupils to use this resource at home and this forms part of the Homework policy. This is a free resource for the children to access from home but one that the school pays for.
All members of the school have access to the School Portal Page. When joining the school, each child is given a Username and Password. Work is often set and websites listed through the use of the Portal.
HEALTH AND SAFETY
Any health and safety concerns are reported to the Health and Safety representative. In addition, all staff must ensure that:
· The equipment is easily accessible by all children, comfortable to use and securely balanced.
· They avoid trailing leads.
· Clear expectations and class rules are in place at all times.
It is the responsibility of staff to ensure that their class leave the Computing suite clean and tidy after use. Only responsible adults are to store and charge the iPads.
INTERNET
· The internet service is a filtered service.
· It is the teacher’s responsibility to ensure that materials being accessed are appropriate at all times.
· Suitable sites will be bookmarked for the children to use.
· The children will always be supervised using the Internet.
· Reference should be made to the Internet Acceptable Use Policy, regarding rules and guidelines to be followed (see appendix 3).
· Parents will be required to sign an Internet Use form before any child will access the World Wide Web (see appendix 4).
· Staff must also be aware of permissions needed from parents regarding the use of children’s work and names.
· Without parental/carer permission, photographs of children will not be published by the school.
PLEASE REFER TO THE ESAFETY POLICY FOR MORE GUIDANCE RELATING TO THE INTERNET (appendix 2).
EQUAL OPPORTUNITIES
We are committed to the provision of equal opportunities in the use of Computing regardless of gender, race and ability.
Computing may also be used specifically to:
· Extend and challenge the more able.
· Help pupils with special/additional needs.
· Support the Early Years Curriculum.
LEARNING AND TEACHING
Activities are planned accordingly to match the different levels of children’s skills and previous knowledge. The Switched On Computing scheme is used as the foundation for teaching Computing. Teachers indicate the use of cross curricular Computing by annotating the relevant unit for the subject. Computing is delivered through a variety of teaching and learning methods.
Differentiation and progression is ensured by a variety of approaches such as:
· Same activity but different expectations of outcome.
· Same theme but different levels of input.
· Allowing for different pace of working
· Different groupings of children.
DELIVERY
Computing is taught through the delivery of the Rising Star, Switched On scheme of work. This ensures that the programme of studies set out in the National Curriculum, are met; other options are also explored, so that children have a broad experience. Computing is also used as a tool in the delivery of all other curriculum areas, when appropriate. Computing is taught on average, for at least one hour per week in all year groups – this includes the Early Years Foundation Stage.
SUPPORT
The staff are supported in their delivery of the Computing curriculum and in their own professional development by the Computing Subject Leader.
Each year group is issued with the Rising Stars resources, which is used to support the units of work. This is monitored by the Computing Subject Leader.
Technical support is provided by Edac on a weekly basis. Staff should log any problems on the notice board in the Computing Room or notify the Computing Subject Leader.
RESPONSIBILITIES
Headteacher
· Support the Computing Subject Leader in their role.
· Deploy support staff appropriate and effectively.
· Manage funding to support Computing.
· Oversee and ensure the quality of teaching in Computing is of a high standard.
· Keep the Computing Subject Leader informed of potentially beneficial courses to support the delivery of the subject.
· Discuss the impact of investing in technology on learning across the curriculum.
Computing Subject Leader
· Lead, manage, monitor and evaluate the implementation of Computing including plans and quality of teaching.
· Keep the Governing Body informed of progress and initiatives in Computing.
· Support each of the other Curriculum Subject Leaders in the use of Computing within their subject.
· Ensure the scheme of work is used and tailored towards the schools long term planning. This will be an ongoing process.
· Provide a variety of teaching resources for each stage of the curriculum.
· Support staff in the implementation and assessment of Computing, where appropriate.
· Ensure that learning outcomes and activities are planned for throughout the school.
· Liaise with staff.
· Assess, measure and evaluate the impact of investing in technology (such as the iPads) on learning across the curriculum and report this to the Headteacher and Governing Body
· Ensure that all software and resources are in safe working order
· Ensure that the delivery of the curriculum is in line with the expectations of the Ofsted requirements and National Curriculum
· Build up a bank of evidence to show the impact of Computing.
Class Teacher
· Annotate the scheme of work for planning.
· Develop and update skills.
· Promote Computing confidence.
· Assess pupil progress and use to inform future planning.
· Support children appropriately.
· Extend and challenge to stimulate children’s autonomous use of Computing.
· Ensure children are aware of safety procedures and importance of keeping the Computing rules.
EXTRA CURRICULAR ACTIVITIES
The Computing facilities are available for all extra curricular clubs, in order to add a new dimension wherever appropriate. Our goal is to link a Computing club with other local schools for shared projects.
ASSESSMENT AND RECORD KEEPING
Skills lists are used to assess the progression of pupils. In Key Stage 2, the pupils take an active part in this, on an individual basis. Key Stage 1 and the Foundation Stage complete assessments on a group basis. Samples of work are collected in order to compile a school portfolio; this is used to ensure high expectations, in relation to the National Curriculum and also demonstrate coverage and progressions throughout the school.
AUDITS
Several Audits are undertaken by the Computing Subject Leader. These are referred to as and when necessary and include:
· Hardware Audit.
· Software Audit:
· Staff Development/Support Audit.
· Impact on learning on specific learning groups i.e. AGT, SEN, FSM, LAC
WHY IS INTERNET USE IMPORTANT?
The Internet is an essential element in 21st Century life for education, business and social interaction. The school has a duty to provide students with quality Internet access as part of their learning experience.
HOW DOES THE INTERNET BENEFIT EDUCATION?
Benefits of using the Internet in education include:
· Access to world-wide educational resources
· Staff professional development through access to national developments, educational materials and good curriculum practice.
HOW WILL INTERENT USE ENHANCE LEARNING?
· The school Internet access is designed expressly for pupil use and includes filtering appropriate to the age of pupils.
· Pupils are taught what is acceptable and what is not acceptable and given clear objectives for Internet use (this links to the e-safety policy).
· Pupils are educated in the effective use of the Internet for research, including the skills of knowledge location and retrieval.
HOW WILL PUPILS LEARN TO EVALUATE INTERNET CONTENT?
· If staff or pupils discover unsuitable sites, the URL (address) and content must be reported to the Internet Service Provider via the Computing Subject Leader.
· Schools ensure that the use of Internet derived materials by staff and by pupils complies with copyright law.
· They will follow the guidelines outlined in appendix 3.
HOW WILL E-MAIL BE MANAGED?
· As a school, pupils do not send emails/messages* via any way other than the school portal. *However, the school does use a monitored form of email outside of the school portal, when contacting schools in Spain. This is monitored by class teachers. All messages sent via the school portal or the Spanish Email system, are monitored by the Class Teacher.
· Pupils must immediately tell a teacher if they receive offensive e-mail/messages.
· Pupils must not reveal details of themselves or others, such as address or telephone number, or arrange to meet anyone in e-mail communication.
HOW SHOULD WEB SITE CONTENT BE MANAGED?
· The point of contact on the web site should be the school address, school e-mail and telephone number. Staff or pupils’ home information will not be published.
· Web site photographs that include pupils will not be selected in order to protect the identity of the children.
· Pupils’ full names will not be used anywhere on the web site.
· Written permission from parents or carers will be obtained before names of pupils are published on the school web site.
ARE NEWSGROUPS AND CHAT SAFE?
· Pupils will not be allowed access to public or unregulated chat rooms. However, they can use the message function provided by the School Portal. This is monitored by the class teacher.
HOW WILL INTERNET ACCESS BE AUTHORISED?
· The school keeps a record of all staff and pupils who are granted Internet access. The record is kept up-to-date, for instances a member of staff leaving or the withdrawal of a pupil’s access.
· At Key Stage 1, access to the Internet is by adult demonstration with occasional directly supervised access to specific, approved on-line materials.
· Parents are informed that pupils are provided with supervised Internet access.
· Parents are asked to sign and return a consent form. Please see appendix 4 in this document.
· Adults are present for any Internet Access.
· All users have their own user name and password (please refer to the e-safety policy).
HOW WILL THE RISKS BE ASSESSED?
· In common with other media such as magazines, books and video, some material available via the Internet is unsuitable for pupils. The school will take all reasonable precautions to ensure that users access only appropriate material. However, due to the international scale and linked nature of Internet content, it is not possible to guarantee that unsuitable material will never appear on a school computer. Neither the school nor WBC can accept liability for the materials accessed, or any consequences of Internet access.
HOW WILL FILTERING BE MANAGED?