Whole school ICT policy

A good ICT policy should summarise your mission statement for ICT as a school. What are the things you want to achieve as a school in terms of your children’s ICT skills development? How does it fit in with your other school improvement objectives? An ICT policy is just like setting out a stall. Describe how you want to see the children using technology. Focus on the conversations that you would like to hear the children having as you walk around the school. This will help you when assessing the impact of your policy.

Anywhere PrimAry School

www.anywhereprimary.co.uk

Kings Meadow Way, Little Lane, RW12 3IT 01234 374627

Headteacher Mr A. N. Other

whole School information and communication Technology (icT) policy

16th September 2014

mission statement

We aim to promote a love of learning within a safe and happy school in which every person

matters. At Anywhere Primary School, we provide a creative and challenging curriculum

in order to encourage children’s confidence and self-esteem. We work in partnership with

governors, parents and the local community and celebrate success in all we do.

The use of ICT is an integral part of the National Curriculum and is a key skill for

everyday life. Computers, programmable robots, digital and video cameras can all

be used to acquire, organise, store, manipulate, interpret, communicate and present

information. As such, Anywhere Primary School recognises that its children are entitled

to quality hardware and software and a structured and progressive approach to the

learning of the skills needed to enable them to use it effectively.

The purpose of this ICT policy is to state how the school intends to make this provision.

rationale

The school believes that ICT:

MM gives children immediate access to a rich source of materialsMM can present information in new ways which help children understand, assimilate and

use it more readilyMM can motivate and enthuse childrenMM can help children focus and concentrate

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MM offers potential for effective group workingMM has the flexibility to meet the individual needs and abilities of each child.

introduction

ICT is changing the lives of everyone. Through teaching ICT we equip children

to participate in a rapidly-changing world where work and leisure activities are

increasingly transformed by technology. We enable children to find, explore, analyse,

exchange and present information. We also focus on developing the skills necessary for

children to be able to use information in an analytical and effective way. ICT skills are a

major factor in enabling children to be confident, creative and independent learners.

our icT aims as a school

ICT covers a wide range of subjects across the curriculum and can be used for a variety

of different purposes. Our aim as a school, is that we teach ICT so that the children can:

MM develop their ICT capability through a range of different ICT approaches and

challengesMM use ICT to communicate effectively and in an appropriate mannerMM understand how ICT can affect all aspects of their life, both personal and work-wiseMM use hardware and software to demonstrate creative uses of ICTMM apply ICT skills and knowledge to their learning in other areasMM use ICT skills to develop their language and communication skillsMM explore their attitudes towards ICT and its value as well as considering issues

concerning security, confidentiality and accuracy in all work they produce.

Skills and attitudes

As the aim of ICT is to equip children with the skills necessary to use technology

to become independent learners, the teaching style that we adopt is as active and

practical as possible. At times we do give children direct instruction on how to use

hardware or software in ‘skills’ lessons but we often use ICT capabilities to support

teaching across the curriculum. We encourage the children to explore ways in which the

use of ICT can improve their results, for example, how a piece of writing can be edited or

how the presentation of a piece of work can be improved by moving text about.

We recognise that all classes have children with widely differing ICT abilities. This is

especially true when some children have access to ICT equipment at home, while others

do not. We provide suitable learning opportunities for all children by matching the

challenge of the task to the ability and experience of the child.

We achieve this in the following ways:

MM setting common tasks which are open-ended and can have a variety of responsesMM setting tasks of increasing difficulty (not all children complete all tasks)

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MM grouping children by ability and setting different tasks for each ability groupMM providing resources of different complexity that are matched to the ability of the childMM using classroom assistants to support the work of individual children or groups of

children.

Scheme of work

At present we are following an adapted scheme of work based on the QCA schemes of

work and units from Rising Stars Switched on ICT. We are planning to write personalised

schemes of work in the near future allowing us more flexibility and the opportunity to

extend the learning of the children still further.

Differentiation

At our school, we teach ICT to all children, whatever their ability. ICT forms part of our

school curriculum policy to provide a broad and balanced education for all children. We

provide learning opportunities that are matched to the needs of children with learning

difficulties. In some instances the use of ICT has a considerable impact on the quality of

work that children produce; it increases their confidence and motivation.

inclusion (special educational needs [SEN], gifted and talented [G&T], English as an

additional language [EAL])

When planning, teachers should consider the most effective ways to support

children with SEN, G&T and EAL and where necessary refer to the relevant policies.

When planning work in ICT, we can take into account the personalised targets children

have as well as those outlined in some children’s Individual Education Plans (IEPs). The

use of ICT can help children to achieve their targets and progress in their learning.

Time allocation

ICT is to be taught across the school for an hour per week; however, ICT is embedded

in a number of other subjects across the curriculum and teachers are advised to make

cross-curricular links with ICT whenever appropriate.

cross-curricular links

ICT contributes to teaching and learning in all curriculum areas. For example, graphics

work links in closely with work in art, and work using databases supports work in

mathematics, while CD-ROMs and the internet prove very useful for research in

humanities subjects. ICT enables children to present their information and conclusions

in the most appropriate way. Teachers are encouraged to use free timetable slots when

the laptops are available to support the teaching of other curriculum subjects.

English

ICT is a major contributor to the teaching of English. Through the development of

keyboard skills and the use of computers, children learn how to edit and revise text.

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They have the opportunity to develop their writing skills by communicating with

people over the internet, and they are able to join in discussions with other children

throughout the world through the medium of email. They learn how to improve the

presentation of their work by using desk-top publishing software.

Mathematics

Many ICT activities build upon the mathematical skills of the children. Children use

ICT in mathematics to collect data, make predictions, analyse results and present

information graphically. They also acquire measuring techniques involving positive and

negative numbers, and including decimal places.

Personal, social and health education (PSHE) and citizenship

ICT makes a contribution to the teaching of PSHE and citizenship as children learn to

work together in a collaborative manner. They develop a sense of global citizenship

by using the internet and email. Through the discussion of moral issues related to

electronic communication (see E-safety policy), children develop a view about the

use and misuse of ICT, and they also gain a knowledge and understanding of the

interdependence of people around the world.

e-safety/digital citizenship

As we are increasingly encouraging our learners to engage in online activities it is

essential that we also do all that we can to ensure their safety while doing so. With that

in mind we have taken a number of steps during the course of this academic year to

tighten our policies in this area. Children and staff agree to uphold the Acceptable Use

Statement.

This includes not:

MM sending or receiving any material that is obscene or defamatory or which is intended

to annoy, harass or intimidate another personMM uploading, downloading or otherwise transmitting commercial software or any

copyrighted materialsMM introducing any form of computer virus into the networkMM transmitting unsolicited commercial or advertising materialMM using this service to set up or run personal businessesMM sending chain lettersMM using a password or mailbox other than the one(s) assigned to them personallyMM broadcasting unsolicited personal views on social, political or religious mattersMM representing personal opinions on behalf of their school or the local authority.

resources

At present, each classroom contains at least three computers – one laptop attached

to the class interactive whiteboard and two other PCs for the children to work on

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throughout the day. The two mobile trolleys of laptops contain 30 personal computers

each. All computers in the school are networked together and are linked to the internet.

We keep resources for ICT, including software, in a central store in the Discovery room as

well as in classrooms.

In addition to the computers, the school has the following:

hardware

Digital cameras

Digital video recorder (flip camera and a digital video recorder)

Calculators

Robot

Easispeak microphones

USB microphones

A radio station

ActivTable

Gigajam

Software

Word-processing packages

Painting/drawing software

A multimedia program

Spreadsheets/database programs

Control program

Simulations

CD-ROMs

The school acknowledges the need to continually maintain, update and develop its ICT

resources and to make progress towards a consistent, compatible PC system by:

MM maintaining a minimum number of 15 working computers in the schoolMM investing in software that will effectively deliver the strands of the ICT curriculum

and across different subjects.

monitoring

The ICT subject leader is responsible for monitoring the standards of the children’s

work and the quality of the teaching in ICT. He/she is also responsible for supporting

colleagues in the teaching of ICT, for being informed about current developments in the

subject, and for providing a strategic lead and direction for the subject in the school. ICT

has become a priority in our present School Improvement Plan and clear targets have

been set to improve the teaching and learning in ICT.

The ICT subject leader has allocated time for carrying out the vital task of reviewing

samples of the children’s work and visiting classes to observe teaching in the subject.

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Assessment, recording and reporting

Teachers assess children’s work in ICT by making informal judgements as they

observe them during lessons. Children’s progress is closely monitored by the class

teacher and at the mid-point of each term. Each child will be awarded a level for the

strand of ICT which has been studied and a sample of a higher, middle and lower

ability child is collated across the school year groups, developing the school’s ICT

monitoring profile. This class record is kept online on the school shared area. When

appropriate, children print out work and children will also save their work onto their

own files.

The ICT subject leader keeps samples of the children’s work in a portfolio. This

demonstrates the expected level of achievement in ICT for each age group in the

school.

equal opportunities

Our aim is that every child is given the opportunity and support necessary to learn and

develop their potential in every area of school life regardless of sex, race, ability, social

class, religion or appearance.

organisation

The school believes that progress in ICT is promoted through regular access to and use

of technology relevant to a task:

MM the predominant mode of working in ICT is as class groupsMM children also work in small groups and individually at other timesMM new skills will be introduced to small groups of children at a timeMM ICT is embedded throughout the curriculum. Practice of skills occurs discretely while

using ICT to support work across the curriculum.

Access to additional hardware

The school has numerous resources for the children to access at appropriate times.

These resources include iPads, tablets, visualisers and iPods.

Planning, assessment, recording and reporting

MM As the school develops its resources and expertise to deliver the ICT curriculum,

modules will be planned in line with current county practices and the current

National Curriculum.MM Modules will be designed to enable children to achieve stated objectives.MM Children’s progress towards these objectives will be recorded by teachers using the

ICT tracking sheets.MM Children will save work on the server in their file.MM Progress in ICT will be reported upon in the child’s annual report.MM Children will be given an overall ICT level at the end of the year.

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coordination and managementMM Bruno Clarke is the ICT coordinator and will be responsible for producing an ICT

action plan and for the implementation of the ICT policy across the school.MM Allyson Carty is the governor who will be linked to ICT within the school.MM Individual teachers will be responsible for ensuring that children in their classes have

opportunities for learning ICT skills and using ICT across the curriculum.MM Children may use ICT independently, in pairs, alongside a teaching assistant (TA) or

in a group with a teacher.MM Any problems should be reported immediately using the fault reporting system

in the staffroom. Urgent problems must be reported to the ICT coordinator or

headteacher.

Staff trainingMM The ICT coordinator will assess and address staff training needs as part of the

annual development plan process or in response to individual needs and requests

throughout the year.MM Individual teachers should attempt to continually develop their own skills and

knowledge, identify their own needs and notify the coordinator.MM Teachers will be encouraged to use ICT to produce plans, reports, communications

and class labelling.

health and safety

The school is aware of the health and safety issues involved in children’s use of ICT and

follows the recommendations made by Muddyshire County Council in its publication

Health and Safety in ICT. The school will dispose of redundant ICT equipment responsibly.

SecurityMM All ICT equipment will be security marked and listed in the school inventory.MM Any equipment taken off site will be signed out by the school administrator.MM The administrator and ICT coordinator will be responsible for regularly updating

anti-virus software.MM No discs from outside school should be allowed in machines without permission

from the ICT coordinator.MM Use of ICT will be strictly in line with the school’s Acceptable Use policy for ICT.MM Parents will be made aware of the Acceptable Use ICT policy and will be asked to

give signed permission for their children to use computers, the internet and the

Virtual Learning Environment (VLE) in school.MM All children and parents will be aware of the School Rules for Responsible Use of ICT

and the internet and will understand the consequence of any misuse.

Updated – September 2014

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